What is the lowest common denominator of the following two fractions?

3/4 and 1/5

Answer:

Step-by-step explanation:

EF and CD are meant to be parallel. Whatever you do to one, you do the same thing to the to maintain slope symmetry.

So the blank should contain 90 clockwise.

Answer:

5. Slope: 2

y-intercept:(0,-6)

y=2x-6

6. Slope:1

y-intercept:(0,-1)

y=x-1

Each equation with its solution set. 3(3 - 4x) = 12x + 1 , is option B. 1/3

3(3 - 4x) =1 - 12x, is option D.3,

12(x + 4) = 12x + 48 ====> no solution.

12(x + 4) = 12x + 4  ====> all real numbers.

A real number is a range that may be used to measure a non-stop one-dimensional amount inclusive of a distance, duration, or temperature. right here, the continuous way that values may have arbitrarily small versions. each actual range may be almost uniquely represented by means of an endless decimal expansion.

Real numbers encompass rational numbers like high-quality and poor integers, fractions, and irrational numbers. The numbers which are neither rational nor irrational are non-real numbers, like, √-1, 2 + 3i, and -i. these numbers consist of the set of complicated numbers, C.

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Answer:

+5 pts

Answered

For what value of a is a(2x+3)=9x+15+x an identity?

The limits of the complex functions by means of limit properties are described below:

Case 107: 72

Case 108: 2

Case 109: 7

Case 110: 3

Complex functions can be derived from simpler functions by means of operations, each of them listed below:

In statement we find three constant functions, whose value is the same for every value of x. The limit of complex functions can be derived by means of the following properties:

Addition

\(\lim_{x \to a} [f(x) + g(x)] = \lim_{x \to a} f(x) + \lim_{x \to a} g(x)\)

Subtraction

\(\lim_{x \to a} [f(x) - g(x)] = \lim_{x \to a} f(x) - \lim_{x \to a} g(x)\)

Multiplication

\(\lim_{x \to a} [f(x) \cdot g(x)] = \lim_{x \to a} f(x) \cdot \lim_{x \to a} g(x)\)

Division

\(\lim_{x \to a} \left[\frac{f(x)}{g(x)} \right] = \frac{\lim_{x \to a} f(x)}{\lim_{x \to a} g(x)}\)

Composition

\(\lim_{x \to a} [f[g(x)]] = \lim_{x \to \lim_{x \to a} g(x)} [f[ \lim_{x \to a} g(x) ]]\)

Now we proceed to solve for each case of complex function:

Case 107

\(\lim_{x \to 6} 2\cdot f(x)\cdot g(x)\)

\(2 \cdot \lim_{x \to 6} f(x) \cdot g(x)\)

\(2\cdot \lim_{x \to 6} f(x) \cdot \lim_{x \to 6} g(x)\)

2 · 4 · 9

2 · 36

72

Case 108

\(\lim_{x \to 6} \frac{g(x) - 1}{f(x)}\)

\(\frac{ \lim_{x \to 6} [g(x) - 1] }{ \lim_{x \to 6} f(x) }\)

\(\frac{ \lim_{x \to 6} g(x) - \lim_{x \to 6} 1}{ \lim_{x \to 6} f(x) }\)

(9 - 1) / 4

8 / 4

2

Case 109

\(\lim_{x \to 6} \left[f(x) + \frac{1}{3} \cdot g(x)\right]\)

\(\lim_{x \to 6} f(x) + \lim_{x \to 6} \left[\frac{1}{3}\cdot g(x) \right]\)

\(\lim_{x \to 6} f(x) + \frac{1}{3}\cdot \lim_{x \to 6} g(x)\)

4 + (1 / 3) · 9

4 + 3

7

Case 110

\(\lim_{x \to 6} \frac{[h(x)]^{3}}{2}\)

\(\frac{1}{2}\cdot \lim_{x \to 6} [h(x)]^{3}\)

\(\frac{1}{2}\cdot [ \lim_{x \to 6} h(x) ] ^{3}\)

(1 / 2) · 6

3

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The fraction of the tiled floor is made of darker tiles is = \(\frac{4}{9}\)

Now, According to the question:

Let's know:

What is a fraction in math?

A fraction is a part of a whole. In arithmetic, the number is expressed as a quotient, in which the numerator is divided by the denominator. In a simple fraction, both are integers. A complex fraction has a fraction in the numerator or denominator. In a proper fraction, the numerator is less than the denominator.

The given data is;

A corner of a tiled floor is shown.

If the entire floor is tiled in this way and each of the four corners looks like this one.

To find fraction of the tiled floor is made of darker tiles.

Take the total darker portion is 16

All is = 6 x 6 = 36

The fraction of the tiled floor is made of darker tiles will be:

\(\frac{16}{36}=\frac{4}{9}\)

The answer is:

= \(\frac{4}{9}\)

Hence, The fraction of the tiled floor is made of darker tiles is = \(\frac{4}{9}\)

Equation of the line:

y = 4x – 4

Slope: 4

Answer:

+4

Step-by-step explanation:

Slope is Rise over Run or the difference in the y values over the difference in the x values.

Rise = difference between 4 and 8 = 4

Run = difference between 2 and 3  = 1

So your slope is 4 and since the line slants upward from left to right, the slope is positive.

Answer:

\({ \tt{f(x) = 2}} \\ when \: y = 2 \\ { \bf{x = - 0.5}}\)

Answer: x = 100°

In circles that have circumscribed angles like the example, the measure of angle B plus the measure of angle O would result to 180

Therefore, x = 100°

Answer:

a. Addition & division

Step-by-step explanation:

2x - 4 = 16   (adding 4 to both sides)

2x  = 16 + 4

2x = 20  (dividing both sides by 2)

x = 20/2 = 10

Hence we can see that the two operations are addition and then division

what's the question? Cause the pic doesn't make it clear on what we need to solve.

Answer:

46

Step-by-step explanation:

So, the plan

monthly =40 + 1.50x

and he orders 4 movies in a month your problem to solve now looks like this

1 month = 40+1.50x4

Then, 1 month= 40 + 6

1 month= 46

In Friedman's test for a randomized block design, the correct alternative hypothesis is a. ha: not all the sample means are equal

The Friedman's test is a non-parametric statistical test used in randomised block designs, where the same individuals are evaluated under various circumstances or at various times, to compare three or more similar groups or treatments. In Friedman's test, the alternative hypothesis (Ha) argues that certain sample means are not equal to all other sample means,

Whereas in the test, null hypothesis (H0) states that all sample means are equal. In other words, the alternative hypothesis takes into account the likelihood of such differences and Friedman's test is used to assess if there are any statistically significant variations in the mean rankings of the groups or treatments.

Complete Question:

In friedman's test for a randomized block design, what is the correct alternative hypothesis?

a. ha: not all the sample means are equal

b. ha: all the medians are equal

c. ha: not all the medians are equal

d. ha: all sample means are equal

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42 ≤ x ≤ 88 is a mathematical way to represent the given statement about the high temperatures in D.C.

Inequality refers to a condition where there is an unequal distribution of resources, opportunities, or benefits among individuals, groups, or societies. It can manifest in various forms, such as income inequality, wealth inequality, gender inequality, racial inequality, educational inequality, healthcare inequality, and many others.

Inequality can have significant negative effects on individuals and society, including reduced social mobility, higher poverty rates, lower economic growth, increased crime rates, and political instability. Many governments and organizations work to address inequality through policies and initiatives aimed at promoting equal opportunities and reducing disparities.

The inequality 42 ≤ x ≤ 88 is a mathematical way to represent the given statement about the high temperatures in D.C.

The symbol "≤" means "less than or equal to," and the symbol "≥" means "greater than or equal to." Therefore, the inequality can be read as "x is greater than or equal to 42 and less than or equal to 88."

In the context of the high temperatures in D.C., x represents the temperature in degrees, and the inequality states that the temperature must be within the range of 42 to 88 degrees.

This type of inequality is called a compound inequality, as it involves two inequalities linked by the word "and." The compound inequality sets a range of values for the variable x, rather than just one specific value.

Therefore, 42 ≤ x ≤ 88 is a mathematical way to represent the given statement about the high temperatures in D.C.

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Answer: C

Step-by-step explanation:

The independent variable always affects the outcome of the dependent variable.

The amount of money that the manager gets will depend on how many tickets he sells that day.

In this case, that means that t is the independent variable, and m is the dependent variable.

P(E) = 0.75 ( positive test), P(H) = 0.60 (intelligence)

P(E|H) = 0.98 (positive test given intelligence)

P(H|E) = 0.784 (intelligence given a positive test)

Let's break down the information given and identify the relevant probabilities:

P(E) represents the probability of a positive test, which is given as 75% or 0.75.

P(H) represents the probability of intelligence, which is given as 60% or 0.60.

P(E|H) represents the probability of a positive test given intelligence, which is given as 98% or 0.98.

We are interested in calculating P(H|E), which represents the probability of intelligence given a positive test.

Using Bayes' theorem, we can calculate P(H|E) as follows:

P(H|E) = (P(E|H) * P(H)) / P(E)

Substituting the given values:

P(H|E) = (0.98 * 0.60) / 0.75

P(H|E) ≈ 0.784

Therefore, the probability that Person A is intelligent, given a positive test result, is approximately 0.784 or 78.4%.

In summary, the probabilities are:

P(E) = 0.75 (Probability of a positive test)

P(H) = 0.60 (Probability of intelligence)

P(E|H) = 0.98 (Probability of a positive test given intelligence)

P(H|E) ≈ 0.784 (Probability of intelligence given a positive test)

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P(E) = 0.75 ( positive test), P(H) = 0.60 (intelligence)

P(E|H) = 0.98 (positive test given intelligence)

P(H|E) = 0.784 (intelligence given a positive test)

Let's break down the information given and identify the relevant probabilities:

P(E) represents the probability of a positive test, which is given as 75% or 0.75.

P(H) represents the probability of intelligence, which is given as 60% or 0.60.

P(E|H) represents the probability of a positive test given intelligence, which is given as 98% or 0.98.

We are interested in calculating P(H|E), which represents the probability of intelligence given a positive test.

Using Bayes' theorem, we can calculate P(H|E) as follows:

P(H|E) = (P(E|H) * P(H)) / P(E)

Substituting the given values:

P(H|E) = (0.98 * 0.60) / 0.75

P(H|E) ≈ 0.784

Therefore, the probability that Person A is intelligent, given a positive test result, is approximately 0.784 or 78.4%.

In summary, the probabilities are:

P(E) = 0.75 (Probability of a positive test)

P(H) = 0.60 (Probability of intelligence)

P(E|H) = 0.98 (Probability of a positive test given intelligence)

P(H|E) ≈ 0.784 (Probability of intelligence given a positive test)

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The inequality  –3(2x – 5) < 5(2 – x) can be written as -6x + 15 < 10 - 5x and the line graph fourth represents the solution to the inequality option third and fourth is correct.

It is defined as the expression in mathematics in which both sides are not equal they have mathematical signs either less than or greater than known as inequality.

The question is incomplete.

The complete question is in the picture, please refer to the attached picture.

We have an inequality:

–3(2x – 5) < 5(2 – x)

-6x + 15 < 10 - 5x

6x -5x > 15 - 10

x > 5

or

x ∈ (5, ∞)

Thus, the inequality  –3(2x – 5) < 5(2 – x) can be written as -6x + 15 < 10 - 5x and the line graph fourth represents the solution to the inequality option third and fourth is correct.

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Answer:

yes yu are tight yu rock

Answer:

110 ft  

Step-by-step explanation:

The length of fencing is four times the perimeter of one garden.

The formula for the perimeter of a rectangle is  

P = 2l + 2w

The total perimeter for all four rectangles is

P = 4× (2l + 2w) = 8l + 8w

Data:

 l = 9¼ ft

w = 4½ ft

Calculation:

P = 8l + 8w = 8×9¼ + 8×4½ = 72⁸/₄ + 32⁸/₂ =(72 + 2) + (32 + 4) = 74 + 36 = 110 ft

The total length of fencing is 110 ft.

The stack grows downwards in memory, meaning that as new variables are added, they are allocated at lower memory addresses compared to previously allocated variables.

Regarding whether variables stored on the stack can have the same address as other variables, it is possible but highly unlikely. Each variable on the stack is typically allocated a unique memory address. The compiler and the underlying system manage the allocation of memory for variables on the stack to ensure that they do not overlap or share the same address.

However, it's worth noting that certain scenarios, such as when using recursion or nested function calls, may lead to temporary overlapping of stack frames. In such cases, variables within different stack frames may have the same relative addresses, but they still have distinct absolute addresses within their respective stack frames.

In general, the stack is organized in a way that ensures variables have distinct addresses to maintain proper memory isolation and prevent unintended data corruption.

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Answer:

The vertex form of 8-2x=3(y+1)^2 is: y= -1/6x^2 + 4x - 8.

Step-by-step explanation:

Answer:

Step-by-step explanation:

we conclude the national average is greater than the alaska average  if the population standard deviation in each case is 3

Nationwide scores as  n1=1000, ` = 21.4 ,σ1 = 3

Carolina scores as n2=500,  ` = 21.2 ,σ2 = 3

So from here we can say

µ represents population mean.

represent population mean for nationwide scores.

represents population mean for Carolina scores.

is  =  and for   (claim)

Given Question is incomplete, Complete Question here,

a survey of 1000 students nationwide showed a mean act score of 21.4. a survey of 500 south Carolina scores showed a mean of 21.2. if the population standard deviation in each case is 3, can we conclude the national average is greater than the south Carolina average?

use α=0.01 and  for the nationwide mean act score.

State the hypotheses and identify the claim.

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Answer:

40 degrees.

Step-by-step explanation:

Rotations are a rigid transformation and therefore preserve size and angles.

1. The correct answer is 46 percent, 2. The correct answer is .07, 3. The correct answer is (34%,58%), 4. The correct answer is (32%,60%)

The term "standard error" is used to refer to the standard deviation of various sample statistics, such as the mean or median. For example, the "standard error of the mean" refers to the standard deviation of the distribution of sample means taken from a population. The smaller the standard error, the more representative the sample will be of the overall population.

The relationship between the standard error and the standard deviation is such that, for a given sample size, the standard error equals the standard deviation divided by the square root of the sample size. The standard error is also inversely proportional to the sample size; the larger the sample size, the smaller the standard error because the statistic will approach the actual value.

1. Let's calculate the percentage or proportion of patients that were dogs:

p = (7 + 4 + 5 + 5 + 2)/50 = 23/50 = 0.46

The correct answer is 46%

2. Let's estimate the standard error, using the given formula, this way:

S.e = √ (0.46 * 0.54)/50 = √0.049 = 0.07

The correct answer is .07

3. Let's calculate the confidence limits of the 90% confidence interval, this way:

Confidence limits = proportion +/- 1.645 * standard error

Confidence limits = 0.46 +/- 1.645 * 0.07

Confidence limits = 0.46 +/- 0.12

Confidence limits = 0.34, 0.58

The correct answer is (34%,58%)

4. Let's calculate the confidence limits of the 95% confidence interval, this way:

Confidence limits = proportion +/- 1.96 * standard error

Confidence limits = 0.46 +/- 1.96 * 0.07

Confidence limits = 0.46 +/- 0.14

Confidence limits = 0.32, 0.60

The correct answer is (32%,60%)

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Answer: I think that the answer of the question would be actually a athlete and a tool, because versatile is something that is able to adapt or be adapted to many different functions or activities. You can be a tennis athlete or soccer athlete or a athlete of any sport. A tool is also versatile since you can use it to do different things/fix different things.

A historical event is not versatile, because you can't have one history event that has adapted and a report card is also not versatile, since the report card serves mainly for only purpose.

I am only trying to help the person that asked the question, so sorry if I hurt anyone's feelings or offend any one that has a different answer.

Answer:

C

24Step-by-step explanation:

Trust me on this one.

Answer:

Answer down below!

Step-by-step explanation:

Lets start off by finding a point we can start off at!

Since (2,0) lands perfectly on the number line, we can use that one!

From there, use the rise/run method to find your slope

We go up 2 and over -2

Thus our fraction is -2/2 BUT WE AREN'T DONE!

We can simplify this to be -1/1 or -1

Thus, our slope is -1

It's negative one, starting from the y intercept you're going down one right one and so on.