What is the value of the expression below? 5(−4)−(−10+5)

Answer:

Start by laying out 7 tiles, and then adding 3. Whatever that number of tiles is equals x.

x = 10

10 - 3 = 7

There are 2 ways that 3 students be seated in a row of 3 chairs with jack in the first chair

It is the ordered arrangement of members belonging to a set with no repeats.

To solve this problem the formula and the permutation procedure we must use is:

nPr = n! / (n-r)!

Where:

Information about the problem:

Applying the permutation formula we have:

nPr = n! / (n-r)!

3P3 = 2! / (2-2)!

3P3 = 2! / 0!

3P3 = 2*1 / 1

3P3 = 2

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the probability that exactly 2 chips out of the random sample of 3 chips are defective is 42/3375.

To calculate the probability that exactly 2 chips out of a random sample of 3 chips are defective, we can use the binomial probability formula.

The binomial probability formula is given by:

P(X = x) = C(n, x) * pˣ * q⁽ⁿ⁻ˣ⁾

Where:

P(X = k) is the probability of exactly k successes (in this case, defective chips)

n is the sample size (in this case, 3 chips)

k is the number of successes (defective chips)

p is the probability of success (probability of a chip being defective)

q is the probability of failure (probability of a chip not being defective)

C(n, k) is the number of combinations of n items taken k at a time

Given:

n = 3 (sample size)

k = 2 (exactly 2 defective chips)

p = 10/150 = 1/15 (probability of a chip being defective)

q = 1 - p = 14/15 (probability of a chip not being defective)

Now, let's calculate the probability:

P(X = 2) = C(3, 2) * (1/15)² * (14/15)⁽³⁻²⁾

C(3, 2) = 3! / (2!(3-2)!) = 3

P(X = 2) = 3 * (1/15)² * (14/15)

P(X = 2) = 3 * (1/225) * (14/15)

P(X = 2) = 42/3375

So, the probability that exactly 2 chips out of the random sample of 3 chips are defective is 42/3375.

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When a cone is sliced in a direction parallel to the base, the resulting cross section is a circle.

A plane parallel to the base will intersect the curved surface of the cone at the same distance from the vertex all the way around, creating a circular shape.

This type of cross section is called a parallel cross section, and it is one of three types of cross sections that can be made when slicing a cone (the others being perpendicular and oblique).

In practical terms, this means that if you were to slice a cone-shaped cake or piece of fruit parallel to the base, you would end up with circular slices. This type of slicing can also be useful in engineering and construction, as it can create cylindrical shapes that can be used as columns or supports.

In summary, when a cone is sliced parallel to the base, the resulting cross section is a circle, and this type of slicing can be useful in a variety of applications.

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1. A. These are directly proportional quantities.

2. B. They are indirectly proportional quantities.

3. D. These are inversely squared proportional quantities.

1. In the equation U = TS/A², the relationship between quantity U and quantity T is these are directly proportional quantities.

When the value of T increases, the value of U increases.

Similarly, when the value of T decreases, the value of U decreases.

This inverse relationship indicates that they are directly proportional.

2. In the equation U = TS/A², the relationship between quantity T and quantity S is they are indirectly proportional quantities.

When the value of T increases, the value of U also increases. Conversely, when the value of T decreases, the value of U decreases as well. This direct relationship indicates that they are directly proportional.

3. In the equation U = TS/A², the relationship between quantity U and quantity A is these are inversly  squared proportional quantities.

When the value of A increases, the value of U decreases.

On the other hand, when the value of A decreases, the value of U increases.

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1. In the following equation: U=TS/A².

How is quantity U related to quantity T ?

A. These are directly proportional quantities.

B. These are indirectly proportional quantities.

c. These are inversely proportional quantities.

D. These are inversely squared proportional quantities.

2. In the following equation: U=TS/A². How is quantity T related to quantity S ?

A. They are directly proportional quantities.

b. They are indirectly proportional quantities.

c. They are inversely proportional quantities.

d. They are inversely squared proportional quantities.

3. 1. In the following equation: U=TS/A².

How is quantity U related to quantity A ?

A. These are directly proportional quantities.

B. These are indirectly proportional quantities.

c. These are inversely proportional quantities.

D. These are inversely squared proportional quantities.

- U is directly proportional to T (answer A).
- T is inversely proportional to S (answer C).
- U is directly proportional to A (answer C).

In the given equation U = A^2 * TS, let's analyze the relationship between the quantities.

For the first question, "how is quantity U related to quantity T?", we can see that U is directly proportional to T.

This means that as T increases, U also increases, and as T decreases, U decreases.

The correct answer is A.

These are directly proportional quantities.

Moving on to the second question, "how is quantity T related to quantity S?", we can see that T and S are inversely proportional to each other.

This means that as T increases, S decreases, and vice versa.

The correct answer is C. They are inversely proportional quantities.

Finally, for the third question, "how is quantity U related to quantity A?", we can see that U is directly proportional to A.

This means that as A increases, U also increases, and as A decreases, U decreases.

The correct answer is C. These are directly proportional quantities.

In summary:
- U is directly proportional to T (answer A).
- T is inversely proportional to S (answer C).
- U is directly proportional to A (answer C).

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Answer:

image

Step-by-step explanation:

on image, ignore the p, q and r...

The average cost of all courses is It's $112.50, by substituting null values with 0, you ensure that they do not affect the average cost calculation.

To determine the average cost for all courses, you can follow these steps:
1. Sum up the costs of all courses.
2. Count the number of courses.
3. If any course cost contains a null value, substitute it with 0.
4. Divide the total cost by the number of courses to calculate the average cost.
If your course cost contains null values, you can replace them with a value of 0 before calculating the average.

Here is an example of calculating the average cost using a set of course costs.

Course 1 cost: $100

Course 2 cost: Zero

Course 3 cost: $150

Course 4 cost: $200

Step 1: Replace zero 0 value:

Course 1 cost: $100

Course Cost of 2: $0

Cost of Course 3: $150

Cost of Course 4: $200

Step 2: Calculate Total Course Cost:

Sum = $100 + $0 + $150 + $200 = $450

Step 3: Course Determine the total number of:

Number of courses = 4

Step 4: Calculate the average cost:

Average cost = Total / Number of courses = $450 / 4 = $112.50

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Answer:

hope it help ..........you

Answer

the answer is D

Step-by-step explanation:

the square root of 300 is 17.3

so there for it lies between 17 and 18

Answer:

4 skate boards

Step-by-step explanation:

We solve this question using Greatest Common Factor method

We find the factors of 8, 12 and 16

The factors of 8 are: 1, 2, 4, 8

The factors of 12 are: 1, 2, 3, 4, 6, 12

The factors of 16 are: 1, 2, 4, 8, 16

Then the greatest common factor is 4.

Thereeft, ,the greatest number of skate boards that can be put in a section is 4 skate boards

Answer:

Step-by-step explanation:

-3b - 2b + 7 = -15

-5b  = -22

b = 22/5

The only prediction that is NOT supported is option A.

Dre planted 24 seeds.

Of those 24 seeds 21 sprouted and grew plants.

If Dre plants 240 seeds, which prediction is NOT supported.

The given options are: A. More than 200 seeds will sproutB.

Only 3 seeds will not sprout C. There will be 30 seeds that do not sproutD.

More seeds will sprout than those that do not sprout

The number of sprouted seeds out of 24 seeds is 21.

Therefore, the percentage of sprouted seeds is:

Percentage of sprouted seeds = `(Number of sprouted seeds / Total number of seeds)` × 100`

= (21 / 24)` × 100`

= 87.5%`

Dre planted 240 seeds.The number of sprouted seeds can be predicted by multiplying the percentage of sprouted seeds by 240 seeds.

Percentage of sprouted seeds out of 240 seeds = `(Percentage of sprouted seeds)` × `(Total number of seeds)``

= 87.5 / 100 × 240`

= 210

The number of seeds that will not sprout = `(Total number of seeds)` - `(Number of sprouted seeds)``

= 240 - 210`

= 30

Therefore, the only prediction that is NOT supported is option A. More than 200 seeds will sprout. This prediction is not supported because only 210 seeds will sprout.

Hence, the correct option is A: More than 200 seeds will sprout.

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The maximum amount you can earn is $540

a. y = 13.50x , 10 <= x <= 40
b. x = 10, y = 135; x = 20, y= 270; x = 30, y = 405; x = 40, y = 540
c. Domain: 10 <= x <= 40; Range: 0 <= y <= 540
d. The minimum amount you can earn in a week with this job is $135. The maximum amount you can earn is $540.

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Answer:

B.

Step-by-step explanation:

B is not a function because it has a duplicate x value. Any function that has the same x value makes it automatically not a function.

Answer:

x³ + 8x² + 11x - 20

Step-by-step explanation:

(x + 5)(x² + 3x - 4) =

= (x + 5)[x² + 3x + (-4)] =

= (x + 5)(x²) + (x + 5)(3x) + (x + 5)(-4)

= x³ + 5x² + 3x² + 15x + (-4x) + (-20)

= x³ + 8x² + 11x - 20

The value of the expression according to the order of operations is -11. Thus option D is correct.

According to the statement

We have to find that the value of the given expression.

So, For this purpose, we know that the

The order of operations is a rule that tells the correct sequence of steps for evaluating a math expression.

From the given information:

The expression are :

(-2)-3-6

Now solve it with the order then

(-2)-3-6 = (-2)-3-6

(-2)-3-6 = -2-3-6

Now add the first two terms

then

(-2)-3-6 = -5-6

Now, Add next two terms

Then

(-2)-3-6 = -11.

The value becomes -11.

So, The value of the expression according to the order of operations is -11. Thus option D is correct.

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When we divide the 464 by 60 we get the following remainder in our answer that is 44.

The Remainder is the name for the value that is left behind after division. If an amount (reward) cannot be divided completely with another number, we are left with only a meaning (divisor). The remaining is the name for this amount. For instance, 10 is not precisely divisible by 3. We can calculate 3 x 3 = 9 because that is the closest value.

7.733333333333333

=7 44/60 ⇔ 7 R 44

464 divided by 60

=7 with a remainder of 44

Here, we provide you the outcome of the dividing with remainder, often known as the Euclidean division, along with a brief explanation of the following terms:

464 divide by 60 yields a quotient and residual of 7 R 44.

464 is the dividend & 60 is the divisor; the division (numeric division) of 464/60 is 7; the remainder ("left over") is 44.

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In mathematics, the point below which a specified percentage of the observations fall is commonly referred to as the percentile.

A percentile is a measure that indicates the relative position of a particular value within a dataset.

For example, if a value is at the 80th percentile, it means that 80% of the observations in the dataset are below that value, and only 20% of the observations are above it.

Percentiles are often used to analyze and understand the distribution of data, especially in fields such as statistics, probability, and data analysis. They provide insights into how individual data points compare to the overall dataset and help identify outliers or extreme values.

A percentile is a statistical measure that indicates the relative standing of a particular value within a dataset. It represents the point below which a specified percentage of the observations or data points fall. Percentiles are primarily used to understand the distribution of data and analyze how individual values compare to the overall dataset.

To calculate a percentile, the dataset is arranged in ascending order, from the smallest value to the largest value. The position of a specific percentile is then determined based on the percentage of data points below it. For example, the 75th percentile represents the value below which 75% of the data points fall.

Percentiles are commonly used in various fields, including statistics, probability, and data analysis. They provide valuable insights into the spread, variability, and distribution of data. Here are a few key points to consider:

1. Median: The median is the 50th percentile, representing the value that divides the dataset into two equal halves. It is a measure of central tendency and provides information about the middle point of the distribution.

2. Quartiles: Quartiles divide the dataset into four equal parts. The first quartile, or the 25th percentile (Q1), represents the value below which 25% of the data points fall. The third quartile, or the 75th percentile (Q3), represents the value below which 75% of the data points fall. The difference between Q3 and Q1 is known as the interquartile range (IQR) and provides insights into the spread of the middle 50% of the data.

3. Percentile Ranks: Percentile ranks indicate the percentage of data points that are below a specific value. For example, if a student scores in the 80th percentile on a standardized test, it means they performed better than 80% of the test-takers.

4. Outliers: Percentiles can be useful in identifying outliers, which are data points that significantly deviate from the rest of the dataset. Extremely high or low percentiles may indicate unusual or extreme values that warrant further investigation.

5. Normal Distribution: In a normal distribution, the 50th percentile (median) coincides with the mean and mode, and specific percentiles have known standard deviations from the mean (e.g., the 68-95-99.7 rule).

Percentiles are versatile tools for summarizing and analyzing data, providing valuable insights into the distribution and relative positions of individual values. They enable comparisons and help make informed decisions based on the characteristics of a dataset.

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The orthogonal decomposition of vector \(\vec b = <9, 0, 0>\) with respect to vector \(\vec a = <4, -5, 0>\)  is

\(b'=<\frac{16}{5},\frac{8}{5},0>\)

From the Question we are told that

Vector \(\vec b = <9, 0, 0>\)

Vector \(\vec a = <4, -5, 0>\)

Generally in the orthogonal decomposition of b to a we have

\(\vec b=\vec b"+\vec b'\)

Where

\(\vec b"=(\frac{\vec b*\vec a}{\vec *\vec a})*\vec a\)

\(\vec b"=(\frac{ <9, 0, 0>*<4, -5, 0>}{<4, -5, 0>*<4, -5, 0>})*<4, -5, 0>\)

\(\vec b"=<\frac{4}{5},\frac{-8}{5},0>\)

Therefore

\(b'= \vec b- \vec b"\\\\b'=<4,0,0>-<\frac{4}{5},\frac{-8}{5},0>\)

\(b'=<\frac{16}{5},\frac{8}{5},0>\)

in Conclusion

The orthogonal decomposition of vector \(\vec b = <9, 0, 0>\) with respect to vector \(\vec a = <4, -5, 0>\)  is

\(b'=<\frac{16}{5},\frac{8}{5},0>\)

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Answer:

Step-by-step explanation:

Your answers are -18 and -4

Answer:

Ms. Costco was offered the best price. It would be $15,900.57 after tax

Step-by-step explanation:

Ms. Costco: $18,795 x .90 =$16,915.50 x .94=$15,900.57

Ms. Deele: $17,050 x .94=$16,027

Answer:

116−−√

110−−√

14√

18√

Step-by-step explanation:

We have two points of the line, and we have to find the equation of the line in the slope-intercept form:

First, we find the slope as:

With the value of the slope, we can calculate b replacing the values of x and y with one of the know points:

Now, we have the two parameters (slope and y-intercept) to define the line, and we can write the equation as:

Answer:

34.50 dollars

becuase if you add the percentage to the price it equals that

Answer:

just add the numbers

Step-by-step explanation:

The probability of guessing at least 11 out of 15 questions correctly is 0.059.

The probability of guessing any one question correctly is 1/2, and the probability of guessing any one question incorrectly is also 1/2.

Since each question is an independent trial with only two possible outcomes, this situation can be modeled using a binomial distribution with n = 15 (the number of trials) and p = 1/2 (the probability of success on each trial).

To find the probability of guessing at least 11 out of 15 correctly, we need to calculate the probability of guessing 11, 12, 13, 14, or 15 questions correctly, and then add these probabilities together.

Using the binomial probability formula, we can calculate the probability of guessing exactly k questions correctly as:

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

where nCk is the binomial coefficient, which represents the number of ways to choose k items from a set of n items.

For k = 11, we get:

P(X = 11) = (15C 11) * (1/2)¹¹ * (1/2)¹⁵⁻¹¹ = 0.042

For k = 12, we get:

P(X = 12) = (15 C 12) * (1/2)¹² * (1/2)¹⁵⁻¹²= 0.014

For k = 13, we get:

P(X = 13) = (15 C 13) * (1/2)¹³ * (1/2)¹⁵⁻¹³ = 0.003

For k = 14, we get:

P(X = 14) = (15C14) * (1/2)¹⁴ * (1/2)¹⁵⁻¹⁴ = 0.000

For k = 15, we get:

P(X = 15) = (15C15) * (1/2)¹⁵ * (1/2)¹⁵⁻¹⁵= 0.000

To find the probability of guessing at least 11 out of 15 correctly, we add these probabilities together:

P(guessing at least 11 out of 15 correctly) = P(X >= 11) = P(X = 11) + P(X = 12) + P(X = 13) + P(X = 14) + P(X = 15) = 0.059

Therefore, the probability of guessing at least 11 out of 15 questions correctly is 0.059.

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Let's start solving the expression using the product to sum formulae.

Here's the given expression,

\[\sin \frac{x}{3} \cos \frac{2 x}{3}+\cos \frac{x}{3} \sin \frac{2 x}{3}\]

Using the product-to-sum formula,

\[\sin A \cos B=\frac{1}{2}[\sin (A+B)+\sin (A-B)]\]

Applying the above formula in the first term,

\[\begin{aligned}\sin \frac{x}{3} \cos \frac{2 x}{3} &= \frac{1}{2} \left[\sin \left(\frac{x}{3}+\frac{2 x}{3}\right)+\sin \left(\frac{x}{3}-\frac{2 x}{3}\right)\right] \\&= \frac{1}{2} \left[\sin x+\sin \left(-\frac{x}{3}\right)\right]\end{aligned}\]

Using the product-to-sum formula,

\[\cos A \sin B=\frac{1}{2}[\sin (A+B)-\sin (A-B)]\]

Applying the above formula in the second term,

\[\begin{aligned}\cos \frac{x}{3} \sin \frac{2 x}{3}&= \frac{1}{2} \left[\sin \left(\frac{2 x}{3}+\frac{x}{3}\right)-\sin \left(\frac{2 x}{3}-\frac{x}{3}\right)\right] \\ &= \frac{1}{2} \left[\sin x-\sin \left(\frac{x}{3}\right)\right]\end{aligned}\]

Substituting these expressions back into the original expression,

we have\[\begin{aligned}\sin \frac{x}{3} \cos \frac{2 x}{3}+\cos \frac{x}{3} \sin \frac{2 x}{3} &= \frac{1}{2} \left[\sin x+\sin \left(-\frac{x}{3}\right)\right]+\frac{1}{2} \left[\sin x-\sin \left(\frac{x}{3}\right)\right] \\ &=\frac{1}{2} \sin x + \frac{1}{2} \sin x - \frac{1}{2} \sin \left(\frac{x}{3}\right)\\ &= \sin x - \frac{1}{2} \sin \left(\frac{x}{3}\right)\end{aligned}\]

Therefore, the given expression can be written in terms of a single trigonometric function as:

\boxed{\sin x - \frac{1}{2} \sin \left(\frac{x}{3}\right)}

Hence, the required expression is \sin x - \frac{1}{2} \sin \left(\frac{x}{3}\right). The solution is complete.

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what is this ..........

:-/

Answer:

3st + 8s + 16t

Step-by-step explanation:

Let's simplify step-by-step.

5st+8s+9t−2st+7t

=5st+8s+9t+−2st+7t

Combine Like Terms:

=5st+8s+9t+−2st+7t

=(5st+−2st)+(8s)+(9t+7t)

=3st+8s+16t