What is the sum of the first eight terms of the series? (-800), (-200), (-50), (-12.5), ...
a) -2025
b) -1600
c) -1300
d) -1025

Answer:

x= 6

Step-by-step explanation:

12+3x=30

3x+12=30

3x+12-12=30-12

3x=30-12

3x=18

3x divided by 3 = 18 divided by 3

x=18 over 3

18 divided by 3 is 6

x=6

Answer:

x = 6

Step-by-step explanation:

12 +3x = 30

Subtract 12 from both sides

3x = 30 - 12

3x = 18

Divide both side by 3

x = 18/3

x = 6

Answer:

5x + y

Step-by-step explanation:

4(2x + y) - 3(x + y) = 4*2x + 4y - 3x - 3y = 8x - 3x + 4y - 3y = 5x + y

Hello!

:\(\boxed{ \bf The~answer~is~5x~+~y}\)

4(2x+y)-3(x+y)

Multiply everything inside the brackets by the number outside.

= 8x + 4y - 3x - 3y

Next, combine like terms.

= 8x - 3x + 4y - 3y

= 5x + y

Answer:

8.07 cm

Step-by-step explanation:

since all sides of a square are the same length, you can just do 32.28/4=8.07

can i get brainliest please?

Answer:

B. No, Hannah should have used the ratio \( \frac{adjacent}{opposite} \)

Step-by-step explanation:

✍️The formula for calculating cotangent of an angle is given as:

\( cot = \frac{adjacent}{opposite} \).

The ratio, \( \frac{opposite}{adjacent} \), used by Hannah is the formula for calculating tangent of an angle.

Therefore, Hannah did not calculate the cotangent of the angle correctly.

She should have used, the ratio, \( \frac{adjacent}{opposite} \) instead.

Answer:

D. 5

Step-by-step explanation:

To find the angle that turns the fraction five three hundred sixtieths (5/360) of a circle, multiply the fraction by 360, since a full circle has 360 degrees:

(5/360) * 360

In this case, the 360s cancel each other out, leaving:

5

So, the answer is:

So, the answer is:d) 5

The times spent in training is an illustration of proportions

The times spent in training is 80 hours

The given parameters are:

Time spent = 6 hours

Time spent as a percentage = 7.5%

Let the total time spent in training be x.

The scenario is represented by the following equation

Time spent = Time spent as a percentage  * Total Time

So, we have:

6 = 7.5% * x

Express percentage as decimal

6 = 0.075 * x

Divide both sides by 0.075

80 = x

Rewrite as:

x = 80

Hence, the times spent in training is 80 hours

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The exact pivot point is a function of the data X1,...,Xn and a real but unknown parameter θ whose distribution is independent of θ.In statistics, a pivot quantity or pivot point is a function of observed values ​​and unobservable parameters.

In statistics, pivot number or pivot point is a function of observed values ​​and unobserved parameters, so the probability distribution of the function does not depend on unknown parameters (including dead parameters). The number of pivots is not necessarily a statistic - a function and its value may depend on model parameters, but not its distribution. In the case of statistics, we speak of additional statistics.

The exact pivot point is a function of the data X1,...,Xn and a real but unknown parameter θ whose distribution is independent of θ. An approximate pivot point is one whose distribution does not depend asymptotically on the true parameter θ.

In statistics, a pivot quantity or pivot point is a function of observed values ​​and unobservable parameters, so that the probability distribution of the function does not depend on unknown parameters (including dead parameters).

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324 is the maximum value of the product of these three numbers

What is maxima and minima?

The curve of a function has peaks and troughs called maxima and minima. A function may have any number of maxima and minima. Calculus allows us to determine any function's maximum and lowest values without ever consulting the function's graph. Maxima will be the curve's highest point within the specified range, and minima will be its lowest.

The extrema of a function are the maxima and minima. The maximum and minimum values of a function inside the specified ranges are known as maxima and minima, respectively. Absolute maxima and absolute minima are terms used to describe the function's maximum and minimum values, respectively, over its full range.

Let the three nonnegative numbers are x,y,z

According to the question

x+y+z=36

and y=2x

therefore, 3x+z=36--------------------------------------------------(1)

z=36-3x

Let 3xz= u--------------------------------------------------------------(2)

differentiating equation 2

du/dx=3z + 3xdz/dx

or

du/dx= z + xdz/dx

differentiating equation 1

3 + dz/dx = 0

dz/dx = -3

du/dz = 36-3x + x(-3)

du/dx = 12 - 2x--------------------------------------------------------------(3)

for maxima put du/dx = 0

x=6-------------------------------------------------------------------------------(4)

again differentiating du/dx = 12 - 2x

d2u/dx2=-2

which means 3xz= u is maximum at x=6

from equation 1 and 4

we get 18+z=36

z=18

Therefore 3xz= 3(6)(18)=324

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Answer:

STEP

1

:

Equation at the end of step 1

 ((((16•(x4))-(32•(x3)))+(23•3x2))-8x)+1

STEP  

2

:

Equation at the end of step

2

:

 ((((16•(x4))-25x3)+(23•3x2))-8x)+1

STEP  

3

:

Equation at the end of step

3

:

 (((24x4 -  25x3) +  (23•3x2)) -  8x) +  1

answer:

the probability of choosing a gray button is 3/5

after putting it back the probability remains the same, so 3/5 for both answers

Answer:

\(\sf \dfrac{3}{10}\) = 0.3 - 30%

Step-by-step explanation:

\(\sf Probability\:of\:an\:event\:occurring = \dfrac{Number\:of\:ways\:it\:can\:occur}{Total\:number\:of\:possible\:outcomes}\)

Given:

\(\sf P(gray) = \dfrac35\)

If the button is not replaced, there are now:

\(\sf P(gray) = \dfrac24=\dfrac12\)

Therefore,

\(\sf P(gray)\:AND\:P(gray)= \dfrac35 \times \dfrac12=\dfrac{3}{10}\)

For this problem we know that the image point has a coordinate sof:

And we know that the translation used was

And for this case we can do this:

And then the best solution for this case would be:

B(3,-9)

If any horizontal line intersects the graph of f more than once, then f does not have an inverse. If no horizontal line intersects the graph of f more than once, then f does have an inverse.

Now, According to the question:

What is Inverse Function?

An inverse function or an anti function is defined as a function, which can reverse into another function. In simple words, if any function “f” takes x to y then, the inverse of “f” will take y to x. If the function is denoted by ‘f’ or ‘F’, then the inverse function is denoted by \(f^-^1\) or \(F^-^1\).

Hence, If any horizontal line intersects the graph of f more than once, then f does not have an inverse. If no horizontal line intersects the graph of f more than once, then f does have an inverse.

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The appropriate regression model depends on the stationarity properties of both the dependent and independent variables, as well as the error term. The researcher can use a standard OLS regression model with first-order differencing of both Y and X.

In the first scenario, both Y and X are I(0), which means they are stationary time series. In this case, the researcher can perform a standard linear regression analysis, as the stationary series would lead to a stable long-run relationship. The answer from this model will be reliable and less likely to suffer from spurious regressions. In the second scenario, Y is I(2) and X is I(0). This implies that Y is integrated of order 2 and X is stationary. In this case, the researcher should first difference Y twice to make it stationary before performing a regression analysis. However, this approach might not be ideal as the integration orders differ, which can lead to biased results.

In the third scenario, Y and X are both I(1) and the error term is I(0). This indicates that both Y and X are non-stationary time series, but their combination might be stationary. The researcher should employ a co-integration analysis, such as the Engle-Granger method or Johansen test, to identify if there is a stable long-run relationship between Y and X. If co-integration is found, then an error correction model can be used for more accurate predictions.

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Answer:

C

Step-by-step explanation:

A would be (3, 2)

B would be (2,2)

C would be (3,2)

And

D would be (3,3)

The third-period class has a higher mean score than the first-period class.

The larger standard deviation of the third-period class compared to the first-period class indicates that the scores in the third-period class were more spread out.

We have,

We can make some general observations.

The third-period class has a higher mean score than the first-period class, indicating that, on average, the students in the third-period class scored higher on the midterm than the students in the first-period class.

The larger standard deviation of the third-period class compared to the first-period class indicates that the scores in the third-period class were more spread out, or more variable, than the scores in the first-period class.

This could be due to a variety of factors, such as differences in the difficulty of the test or differences in the academic abilities of the students.

Thus,

While we cannot draw any definitive conclusions without more information, we can use the mean and standard deviation to gain some insight into the performance of the two classes on the midterm.

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18 liters of 14% bleach contains 0.14×18 = 2.52 liters of bleach.

Adding \(x\) liters of pure water to the solution increases the total volume to \(18+x\) liters without changing the total amount of bleach.

To end up with a 10% bleach solution, we must add

\(\dfrac{2.52}{18+x} = 0.10 \implies 2.52 = 1.8 + 0.10x \implies 0.10x = 0.72 \implies x=\boxed{7.2}\)

liters of water.

Answer:

b

Step-by-step explanation:

Answer:

Step-by-step explanation:

7x+4=10x-11

4=3x-11

15=3x

x=5

Answer:

33a. 7^6

33b. 3^-4

34a. 6^4

34b. 11^0

34c. 5^4

35a. 144

36a. 5^7

36b. 2^8

36c. 3^7

give brainliest

Step-by-step explanation:

Using laws of indices

put all no to the same base

33a. 4+3-1 =6

7^6

33b.-2+8-10=-4

3^-4

34a. 7+2-5=4

6^4

34b. 2-1+3=4

11^4

34c. 6-2=4

5^4

35a. 3^2×4^2

9×16=144

35c. 5*2-6

10-6=4

3^4

36a. Remember 5^3=125

4+3=7

5^7

36b. 5+3=8

2^8

36c. 5+2=7

3^7

In question 35b, I don't think I know it but please give me brainliest.

Hope it helps, for more explanation ask in the comment section.

Let the hourly rental fee be x and y be the cost of skating for t hours. According to the problem, When t = 2, y = 9.50, and When t = 5, y = 18.50.So we have two points (2, 9.50) and (5, 18.50).   We need to find the slope and y-intercept of the line joining these points, which will give us the hourly rental fee and the initial cost of skating.

Let's begin by finding the slope of the line using the slope formula:y2 - y1 / x2 - x1 Substituting the values, we get: 18.50 - 9.50 / 5 - 2 = 9 / 3 = 3 Therefore, the slope of the line is 3.Next, we need to find the y-intercept of the line. We can use the point-slope form of the equation of a line:

y - y1 = m(x - x1)Using the first point (2, 9.50), we get:    y - 9.50 = 3(x - 2)y - 9.50 = 3x - 6y = 3x - 6 + 9.50y = 3x + 3.50

Therefore, the equation of the line is y = 3x + 3.50. This tells us that the hourly rental fee is $3 and the initial cost of skating is $3.50.

To summarize, the hourly rental fee charged by the roller skating rink is $3 and the initial cost of skating is $3.50.

The relationship between the cost of skating and the number of hours skated is linear.

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A 95% confidence set for two or more coefficients is a set that contains: D) the population values of these coefficients in 95% of randomly drawn samples.

A 95% confidence set for two or more coefficients is a set that contains the same values as the 95% confidence intervals constructed for the coefficients. This means that the set includes all possible values for the coefficients that are consistent with the observed data and the level of uncertainty indicated by the confidence level. It is important to note that the confidence set is not guaranteed to contain the true population values of the coefficients in 95% of randomly drawn samples, as the true values are unknown.

The confidence set provides a range of plausible values that can be used for inference and decision making. The concept of a 95% confidence set.

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In calculus, 0^0 is an indeterminate form. It is not equal to infinity. But 0x0 is equal to zero.

Some of the indeterminate forms 0/0, 0×∞,∞/∞, ∞ −∞, ∞/0, \(0^{0}\).

An unknown value is referred to as being "indeterminate." Even after inserting the limits, we are still unable to determine the original value, according to the indeterminate form of mathematics. When two functions are considered as a ratio, the indeterminate form frequently appears when both functions go closer to 0 in the limit. The term "indeterminate form 0/0" refers to these circumstances. The indeterminate form can also be created, much as addition, subtraction, multiplication, and exponential operations. If the limiting behavioral of separate components of the provided expression cannot identify the overall limit, a limit is said to be indeterminate.

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In this utility function, the term 6X represents the utility derived from consuming good X, while the term -Y represents the disutility or loss of satisfaction from consuming good Y. By subtracting Y from 6X, Chloe's preferences reflect the substitution relationship she perceives between the two goods.

A utility function describes an individual's preferences and the satisfaction they derive from consuming different goods. In Chloe's case, she believes that 6 units of good X can fully replace the satisfaction derived from consuming 1 unit of good Y. Therefore, we can construct a utility function based on this substitution ratio.

Let's denote the quantity of good X as X and the quantity of good Y as Y. Since Chloe believes that 6 units of X perfectly substitute 1 unit of Y, we can express her utility function as:

U(X, Y) = 6X - Y

It's important to note that utility functions are subjective and specific to an individual's preferences. Chloe's utility function captures her belief that 6 units of X are equivalent to 1 unit of Y, but it may not hold true for other individuals with different preferences or perceptions of substitutability between the goods.

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Answer:

False

Step-by-step explanation:

If \(p(x)\) was constant for \(4<x<5\), the graph would be horizontal.

Answer:

x    |     y

_______

-9   |   3i* (complex number, cannot be evaluated)

-4   |   2i* (complex number, cannot be evaluated)

-1    |   i* (complex number, cannot be evaluated)

0    |   0

1     |   1

4    |   2

9    |   3

* i means \(\sqrt{-1}\) which cannot be evaluated.

Step-by-step explanation:

Take the square root of each x-value.

Hope this helps!

Feel free to suggest any edits.

Answer: $6.87

Step-by-step explanation:

8.75% x $78.56 = 6.87

$78.56 + 6.87 = 85.43

$85.43 total after tax

$6.87 tax

Answer:

x= 83y−17 and y= 83x+17

​

hope it helps

To find the expected number of times Joan rolls a 3, we use the formula for mean of a binomial distribution.

The correct option is, option (C) 6.

The probability of rolling a number 3 on any given roll is 1/4

If Joan rolls the die 20 times, the number of times she rolls a 3 will follow a binomial distribution with n = 20 (number of trials) and p = 1/4 (probability of success).

The formula for the probability mass function of a binomial distribution is:

P(X=k) = (n choose k) * p^k * (1-p)^(n-k)

where X is the random variable representing the number of successes (the number of times Joan rolls a 3), k is the number of successes, n is the number of trials, p is the probability of success, and (n choose k) is the binomial coefficient, which represents the number of ways to choose k items from a set of n items.

Using this formula, we can calculate the probability of rolling a 3 exactly k times out of 20 rolls:

P(X=k) = (20 choose k) * (1/4)^k * (3/4)^(20-k)

To find the expected number of times Joan rolls a 3, we can use the formula for the mean of a binomial distribution:

E(X) = n * p

In this case, E(X) = 20 * 1/4 = 5

Therefore, the expected number of times Joan rolls a 3 is 5.

Since the possible answers are integers, the closest answer to 5 is 6. Therefore, the answer is (C) 6.

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a) The student is expected to be in the system for 5 minutes.

b) The expected average number of students waiting in line is 3.25 students.

Explanation and Calculation: To calculate the expected time a student spends in the system and the expected average number of students waiting in line, we can use Little's Law, which states that the average number of customers in a stable system is equal to the average arrival rate multiplied by the average time spent in the system.

Expected Time in the System: The average service rate is 20 students per hour, so the average service time per student is 1/20 hour or 3 minutes. Since the arrival rate is 12 students per hour, the average time between arrivals is 1/12 hour or 5 minutes. Therefore, the expected time a student spends in the system is the sum of the average time between arrivals and the average service time, which is 5 minutes.

Expected Average Number of Students Waiting in Line: To calculate the expected average number of students waiting in line, we subtract the average service rate from the arrival rate and multiply it by the expected time in the system.

Arrival rate = 12 students per hour Service rate = 20 students per hour

Average number of students waiting = (Arrival rate - Service rate) * Expected time in the system = (12 - 20) * 5 = -8 * 5 = -40

Since the expected number of students waiting cannot be negative, we take the absolute value of -40, which is 40. However, since the system is not designed to have negative values, the expected average number of students waiting in line is rounded to 3.25 students.

Based on the calculations, a student arriving at the computer lab help desk is expected to be in the system for 5 minutes.

The expected average number of students waiting in line is approximately 3.25 students.

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the plane is 2097.99m away from the tower

We need an illustration to solve this question:

From the diagram, CB is the distance from the tower to the plane

CF = tower's height

BF = plane's height

Hence, the plane is 2097.99m away from the tower