What is
3² + √25 [2²(2² - 3)(5² - 4²) - 201]

Answer:

Ezequiel's final grade is 8

Step-by-step explanation:

The average (mean) of Ezequiel's grade is:

\(\frac{(8.3+6.8+9.4)}{3} \approx 8.16666\)

which rounded to the nearest unit is 8.

Answer:

It would be 8 :)

Step-by-step explanation:

Answer:

51

Step-by-step explanation:

Answer:

Original Patio:

-perimeter - 36 feet

-area - 80 square feet

New Patio:

-perimeter - 40 feet

-area - 96 square feet

Answer:

\(\mathbf{ P(t) = 3500 (1.}00206)^{12t}\)

Step-by-step explanation:

The missing value of the given function is:

\(P(t) = 3500 (1.025)^t\)

where

t = no. of years since study began

∴

\(P(t) = 3500 (1+0.025)^t\)

Per year, the function can be written as:

\(P(t) = 3500 (1+\dfrac{25}{1000})^t\)

For monthly growth rate m = 12

\(P(t) = 3500 (1+\dfrac{25}{1000(m)})^{mt}\)

\(P(t) = 3500 (1+\dfrac{25}{1000(12)})^{12t}\)

\(P(t) = 3500 (1+\dfrac{25}{12000})^{12t}\)

\(P(t) = 3500 (1+0.00206)^{12t}\)

\(\mathbf{ P(t) = 3500 (1.}00206)^{12t}\)

There are 10,000,000,000 unique phone numbers that can be made with 10 digits using any single digit number (0-9) for each digit using combinations.

To determine how many phone numbers can be made with 10 digits, where any single digit number (0-9) can be used for any digit, follow these steps:

1. Understand that there are 10 possible digits (0-9) for each digit in the phone number.
2. Since there are 10 digits in the phone number, you need to calculate the total number of combinations by multiplying the number of possibilities for each digit.

To calculate this, simply raise the number of possible digits (10) to the power of the number of digits in the phone number (10):

10^10 = 10,000,000,000

So, there are 10,000,000,000 unique phone numbers that can be made with 10 digits using any single digit number (0-9) for each digit.

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Answer:

X = 35

Step-by-step explanation:

Since the line is crossing two parallel lines the measurements are equal then you solve for X.

2X + 20 = 3X - 15

-2X           -2X

20 = X - 15

+15      +15

35 = X

Answer:

x=35

Step-by-step explanation:

The expressions are corresponding angles which are congruent.

Set the two equations equal to each other.

2x+20=3x-15

Add and subtract like terms

35=1x

Divide:

35/1=35

X=35

Hope this helps! :)

Correct me if I'm wrong!

Answer:

An article explaining your ideas on how to best rescue endangered loggerhead turtle eggs

Step-by-step explanation:

In the problem and solution organization pattern, it is all about the ability to determine the problems affecting the organisation as well as proffer solutions on how to solve those problems. This would then lead to minimizing cost and maximizing profits. The example above which is about ideas on how to rescue endangered loggerhead turtle eggs is following same pattern.

For all x in R>-1 and n in N, (1+x)^n ≥ 1+nx.

To prove the claim by mathematical induction that for all x in the set of real numbers greater than -1 and for all n in the set of natural numbers, (1+x)^n ≥ 1+nx, we will follow the standard approach of mathematical induction.

We will prove the claim (1+x)^n ≥ 1+nx for all n in the set of natural numbers by mathematical induction.

Base case (n = 1):

When n = 1, the claim becomes (1+x)^1 ≥ 1+x, which is true as it simplifies to 1+x ≥ 1+x.

Inductive step:

Assume that the claim holds for some arbitrary positive integer k, i.e., (1+x)^k ≥ 1+kx.

We need to show that the claim holds for the next positive integer k+1, i.e., (1+x)^(k+1) ≥ 1+(k+1)x.

Starting with the left-hand side, we have (1+x)^(k+1) = (1+x)^k * (1+x).

By the induction hypothesis, we know that (1+x)^k ≥ 1+kx. Multiplying both sides by (1+x), we get (1+x)^k * (1+x) ≥ (1+kx) * (1+x).

Expanding the right-hand side, we have (1+kx) * (1+x) = 1+kx+x+kx^2 = 1+(k+1)x+kx^2.

Since x > -1, we have x^2 > x, which means kx^2 > kx. Therefore, 1+(k+1)x+kx^2 > 1+(k+1)x.

Combining the above results, we have (1+x)^(k+1) ≥ (1+kx) * (1+x) ≥ 1+(k+1)x.

This completes the inductive step.

By the principle of mathematical induction, we have proved that for all x in the set of real numbers greater than -1 and for all n in the set of natural numbers, (1+x)^n ≥ 1+nx.

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Answer:

25 chords

Step-by-step explanation:

First, set up the ratio 40:8.

Now, make a proportion.

\(\frac{40}{8}\)=\(\frac{x}{5}\)

This proportion will give you x=25, so your answer is 25.

Hope this helps! Have a great day! :)

Answer:

she will play 31 chords

Step-by-step explanation:

Answer:

Step-by-step explanation:

It's should be c if it not then sry

Answer:

set two equation of line y=ax+b and y=cx+d

when these two lines are perpendicular to each other, then a*c=(-1)

set answer is y=ax+b

we can know that a=1/6

bring in a=1/6 and(-4,5)

5=(1/6)*(-4)+b

=>5=(-2/3)=b

=>b=5 2/3

answer is y=(1/6)x+5 2/3

Answer:

9x+4

Step-by-step explanation:

perimeter= sum of all sides

perimeter= (2x+5)+ (x-4)+ 3(2x+1)

= 2x+5+x-4+ 6x+3

= 2x+x+6x+5+3-4

= 9x+8-4

=9x+4

Answer:

64 square centimeters

Step-by-step explanation:

The surface are of a pyramid is found by finding the sum of the area of the four sides and the base.

Finding the triangular face:

Area of triangle = \(\frac{1}{2} b h\) = \(\frac{1}{2}*4*6 = 12\)

12 * 4 (4 sides) = 48 square cm

Finding the Base = \(w * l = 4 * 4 = 16\)

Finally, we add it together. 48 + 16 = 64

Answer: he use 4 pepperoni more than sausage every times he put 10 meat on the pizza

Step-by-step explanation: both are on 10 so you don't need to change it so 7-3=4 and it's on ten which mean that every times he put 3 sausage, he have to put 7 pepperoni

Yes, there is a correlation between these measures. The higher the placement exam score, the higher the student's score on their first exam tends to be. For example, students with placement exam scores of 11 and 49 had first exam scores of 27 and 71 respectively, indicating that the higher the placement exam score, the higher the first exam score.

A measure in mathematics is a generalization of the ideas of length, area, and volume. Measures are sometimes referred to as "mass distributions" informally. A measure, in more exact terms, is a function that gives numbers to particular subsets of a given set. This quantity is described as the set's measure.

To measure length or distance, this system employs inches, feet, yards, and miles. Volume or capacity are expressed in fluid ounces, cups, pints, quarts, or gallons. In ounces, pounds, and tons, weight or mass is expressed.

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Answer: OPTION B

Step-by-step explanation:

Answer: x<-1

Step-by-step explanation:

The answer is A!

Answer:

See below.

Step-by-step explanation:

Solving the inequality :-

Graph A shows the solution to the inequality correctly

Answer:

-38

Step-by-step explanation:

-5x -3, x=7

= -5 * 7 - 3

= - 35 - 3

= - 38

Answer:

-38

Step-by-step explanation:

-5x-3

-5(7)-3

-5×7=-35

-35-3

changes into 35+3 except dont forget to bring that negative sign with you

-35-3 which is actual (35+3) = -37

Answer:

y + 9 = - 2(x - 9)

Step-by-step explanation:

The equation of a line in point- slope form is

y - b = m(x - a)

where m is the slope and (a, b) a point on the line

Calculate m using the slope formula

m = \(\frac{y_{2}-y_{1} }{x_{2}-x_{1} }\)

with (x₁, y₁ ) = (9, - 9) and (x₂, y₂ ) = (- 2, 13)

m = \(\frac{13+9}{-2-9}\) = \(\frac{22}{-11}\) = - 2

Using (a, b ) = (9, - 9 ) , then

y - (- 9) = - 2(x - 9) , that is

y + 9 = - 2(x - 9)

Answer:

Velocity, Acceleration, Speed

Step-by-step explanation:

Answer:

cos (C) = (2x + 5) / (3x + 2)

Step-by-step explanation:

The cosine ratio is cos (θ) = adjacent side/hypotenuse.

When C is θ, BC is the adjacent side and AC is the hypotenuse (always opposite the right angle).

Since BC =2x + 5 and AC = 3x + 2, cos (C) = (2x + 5) / (3x + 2)

None of the given statements (A, B, C, or D) can be selected as correct based solely on the information provided.

From the given information, we have two random samples, each with a sample size of 12, and no statistically significant difference is found between the two groups. Based on this, we can evaluate the given statements:

A. The statement "The sample size does not impact results of statistical significance" is not correct.

The sample size does impact the results of statistical significance. Generally, larger sample sizes increase the power of the statistical test and improve the ability to detect significant differences.

B. The statement "Since random samples were used, the conclusion is likely to be true" is not necessarily correct.

While random sampling helps to reduce bias and increase generalizability, it does not guarantee the truth of the conclusion.

Other factors such as sample representativeness, research design, and analysis methods also contribute to the validity of the conclusion.

C. The statement "Since the sample size of each group is greater than 10, the conclusion is likely to be true" is not entirely accurate.

While having sample sizes greater than 10 is often considered a guideline for certain statistical tests, it is not the sole determining factor for the validity of the conclusion.

D. The statement "Since the sample size is small, the conclusion is likely to be untrue" is not necessarily correct.

The small sample size itself does not automatically invalidate the conclusion.

It depends on the specific research question, effect size, variability, and statistical power of the test.

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To solve the given probabilities, we can use Bayes' theorem. Let's define the following events:

E: It was an easy test

H: It was a hard test

A: The score is above 72

B: The average score for the class was below 66

We are given the following information:

P(H) = 0.60 (probability of a hard test)

P(E) = 1 - P(H) = 0.40 (probability of an easy test)

P(A|H) = P(score above 72 | hard test) (to be determined)

P(A|E) = P(score above 72 | easy test) = 1 - P(score below or equal to 72 | easy test)

P(B|H) = P(average score below 66 | hard test) (to be determined)

P(B|E) = P(average score below 66 | easy test) = 1 - P(average score above or equal to 66 | easy test)

To find the probability that it was an easy test given a score above 72, we can use Bayes' theorem:

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

We are given P(A|E) = 1 - P(score below or equal to 72 | easy test), which can be calculated using the normal distribution and the mean and standard deviation for the easy test scores.

To find the probability that it was an easy test given an average score below 66, we can use Bayes' theorem:

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

We are given P(B|E) = 1 - P(average score above or equal to 66 | easy test), which can be calculated using the normal distribution and the mean and standard deviation for the easy test scores.

1. Probability it was an easy test given a score above 72 (P(E|A)):

First, we calculate P(A|H) using the normal distribution and the mean and standard deviation for the hard test scores. Then, we can substitute the values into Bayes' theorem formula.

2. Probability it was an easy test given an average score below 66 (P(E|B)):

First, we calculate P(B|H) using the normal distribution and the mean and standard deviation for the hard test scores. Then, we can substitute the values into Bayes' theorem formula.

Please note that calculating probabilities using normal distribution involves using z-scores and cumulative distribution functions (CDF). Let's perform the calculations:

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Answer:

enlargement ; 2

Step-by-step explanation:

dilation is change in the size of the figure.

in the given scenario, figure's size is increasing so dilation is called enlargement and scale factor must be greater than 1.

scale factor = dimension of new shape / dimension of original shape

let's calculate the difference in terms of boxes of both figures to calculate the scale factor,

scale factor = 6/3

thus, in the given dilation we have enlargement of 2

Answer:

Length = 24 and width = 10

Step-by-step explanation:

Initially we start with;

w(2w + 4) = 240

Since we are dealing with a rectangle, it means that w is the width while (2w + 4) is the length.

Further more we see that;

2(w + 12)(w – 10) = 0

Thus means that;

w + 12 = 0 or w - 10 = 0

Thus,w = -12 or w = 10

Width can't be negative and so we pick w = 10

Since length = (2w + 4), then;

Length = 2(10) + 4

Length = 20 + 4 = 24

Answer:

the width is 10 cm and the length is 24cm

Step-by-step explanation:

i just did it

Answer:

3 (4 x + 6): Each side length is 4 x + 6 units.

Step-by-step explanation:

Perimeter of equilateral triangle = 12x + 18 = 3(4x + 6) units

Answer:

B

Step-by-step explanation:

An equilateral triangle has a perimeter of 12 x + 18 units. Which expression can be used to show the length of one side of the triangle?

  6 (2 x + 3): Each side length is 2 x + 3 units.

✔3 (4 x + 6): Each side length is 4 x + 6 units.

  2 (6 x + 9): Each side length is 6 x + 9 units.

  x (12 + 18): Each side length is 12 + 18 units.

The coach needs to evaluate the value of p, which represents the probability of a successful 2-point conversion, to determine the optimal strategy.



The decision tree for the Temple coach's decision-making process can be constructed as follows:

1. Start: Temple is down by 14 points.2. Temple scores a touchdown (6 points).   - Option 1: Temple goes for a 1-point conversion (virtually assured success).     - Temple's score increases by 1.

      - Option 1.1: Temple scores another touchdown (6 points).

        - Temple wins the game.

      - Option 1.2: Temple fails to score another touchdown.

        - Temple loses the game.

  - Option 2: Temple goes for a 2-point conversion (success with probability p).

    - Temple's score increases by 2.

      - Option 2.1: Temple scores another touchdown (6 points).

        - Temple wins the game.

      - Option 2.2: Temple fails to score another touchdown.

        - Temple loses the game.

By analyzing the decision tree, the Temple coach should choose the option that maximizes the probability of winning. If p is reasonably high, going for the 2-point conversion might be a better choice since it increases the chance of winning in regulation time. However, if p is relatively low, going for the 1-point conversion and relying on overtime (with a 49% chance of winning) might be a safer option.

Ultimately, the coach needs to evaluate the value of p, which represents the probability of a successful 2-point conversion, to determine the optimal strategy.

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