Which of the following is equivalent to (x + 1)^2 ?

x2 + 2x + 1
x2 + 1x + 1
x2 + 1
x2 + 1x

Answer:

1 2/7

Step-by-step explanation:

7x9=63

(7x10)-(7xa)=63

70-(7*a)=63

70-63=7*a

9=7*a

9/7=a

a=1 2/7

Hope this helps!

Answer:

please answer only neeed solve questions

Step-by-step explanation:

I think hlp

Answer: No question asked.

Step-by-step explanation:

If you are making a problem, please actually ask a question. It will use your points if you make questions that don't really mean anything. Thank you.

If you were standing near the ocean, your elevation would be 0 feet above sea level.

Elevation above sea level refers to the height of a location above the sea level. It is typically measured in meters or feet. Elevation is important because it can affect the local climate and weather patterns, as well as the availability of resources such as water.

A location with a high elevation may have a cooler climate and less available water, while a location with a low elevation may have a warmer climate and more available water.

This means that if you are standing near the ocean, you would be at sea level and therefore you would be at 0 feet above sea level.

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The mass of the CO2 produced IS 630 Kg

Gasoline is a kind of fuel that is composed mostly of isooctane. In most engines, gasoline is widely used hence the demand for the product is high. We know that the combustion of an alkane (of which gasoline is one) would produce carbon dioxide and water according to a balanced reaction equation.

The balanced reaction equation for the combustion of gasoline is shown in the image attached to this answer.

Since  a Puerto Rico hospital uses 3 gallons of gasoline per hour, and there are 24 hours in a day, it the follows that 72 gallons of gasoline are used per day. This 72 gallons is the equivalent of 272.88 L

Now;

Given that the density of gasoline = 748.9 g/L

Mass of gasoline = 748.9 g/L * 272.88 L = 204 Kg

Number of moles of gasoline =  204 * 10^3/114 g/mol = 1789.5 moles

If 2 moles of gasoline produces 16 moles of CO2

1789.5 moles produces  1789.5 moles * 16 moles/2 moles = 14316 moles

Mass of CO2 =  14316 moles * 44 g/mol = 630 Kg

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An index or power is used to show that a quantity has been multiplied by itself numerous times. The integer m^3 is the N in the form 10′′ where n.

To demonstrate that a quantity has been multiplied by itself repeatedly, an index or power is employed. This is possible with both letters and numbers.

Given the indices expression below:

m = 10³ and N= m x m x m

We are to write the expression N = m x m x m as a power indices. Since the variable 'm' repeats itself 3 times, hence the expression is given as:

m x m x m = m³

Hence the N in the form 10″ where n is an integer is m³

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a) The probability of not matching any of the six winning numbers is the probability that all six numbers chosen by the player are not among the six winning numbers. The probability of choosing a number that is not a winning number is 39/45 since there are 45 total numbers and only 6 are winning numbers. The probability of choosing six non-winning numbers is:

(39/45) x (38/44) x (37/43) x (36/42) x (35/41) x (34/40) = 0.4361

hence, the probability that none of the player's numbers match the six winning numbers is approximately 0.4361.

b) To determine if events E and E2 are independent, we need to check if the probability of both events occurring is equal to the product of their individual probabilities.

The probability of E, the event that the bit string chosen begins with 01, is 1/4. This is because there are four possible bit strings that begin with 01: 0100, 0101, 0110, and 0111, and there are 16 possible bit strings in total (2^4).

The probability of E2, the event that the bit string chosen ends with 10, is also 1/4. This is because there are four possible bit strings that end with 10: 0010, 0110, 1010, and 1110.

The probability of both E and E2 occurring is the probability of choosing a bit string that begins with 010 and ends with 10. There are two such bit strings: 0101 and 0100. Since there are 16 possible bit strings, the probability of both E and E2 occurring is 2/16 = 1/8.

To determine if E and E2 are independent, we need to check if the probability of both events occurring is equal to the product of their individual probabilities. That is, we need to check if:

P(E and E2) = P(E) x P(E2)

Substituting the probabilities we have calculated, we get:

1/8 = (1/4) x (1/4)

Since this equation is true, we can conclude that events E and E2 are independent.

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a) The customs duty on the car would be $1,350,000.

b) The imported price of the bus would be $858,000.

(a) To calculate the customs duty on a car with an imported price of $3,000,000, we can multiply the imported price by the duty rate of 45%:

Customs duty = $3,000,000 * 0.45 = $1,350,000.

(b) To calculate the imported price of a bus if the amount paid, including customs duty, is $1,560,000, we need to determine the portion of the total amount that represents the customs duty. Since the customs duty is 45% of the imported price, we can set up the following equation:

Customs duty = $1,560,000 * 0.45.

Solving for the customs duty:

Customs duty = $702,000.

Now, we can subtract the customs duty from the total amount to find the imported price:

Imported price = $1,560,000 - $702,000 = $858,000.

In summary, the customs duty on a car with an imported price of $3,000,000 would be $1,350,000. On the other hand, if the amount paid for a bus, including customs duty, is $1,560,000, the imported price of the bus would be $858,000.

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Answer:

1

Step-by-step explanation:

1.  One way to do this is converting both into improper fractions.  To do this, multiply the whole number by the denominator and add that to the numerator.

2 3/5 --> 2*5 is 10 --> 10+3 is 13.  --> 13/5

2.  This leaves us with 13/5 - 8/5

3.  Subtract the numerators

13/5 - 8/5 = 5/5

4.  Simplify.  If the numerator is the same number as the denominator, it's a whole number.

5/5 = 1

Answer:

b) 18,342

Step-by-step explanation:

18,342  es divisible por 6 porque es divisible por 3  y es divisible por 2

Using the combination formula and the probability concept, it is found that there is a 0.1259 = 12.59% probability that she gets at least two red ones, given that she gets at least one green one.

Combination formula:

\(C_{n,x}\) is the number of different combinations of x objects from a set of n elements, given by:

\(C_{n,x} = \frac{n!}{x!(n-x)!}\)

Desired outcomes:

Hence:

\(D = C_{3,2}C_{3,1}{C_{10,1}} = \frac{3!}{2!1!} \times \frac{3!}{1!2!} \times \frac{10!}{1!9!} = 90\)

Total outcomes:

Four marbles are taken from a set of 13, hence:

\(T = C_{13,4} = \frac{13!}{4!9!} = 715\)

Then, the probability is:

\(p = \frac{D}{T} = \frac{90}{715} = 0.1259\)

0.1259 = 12.59% probability that she gets at least two red ones, given that she gets at least one green one.

To learn more about the use of the combination formula and the probability concept, you can check combination formula and the probability concept,

Answer:

I believe the answer is B.

Answer:

its b

Step-by-step explanation:

Answer:

Correct option is B)

n(AUB)=n(A)+n(B)−n(A∩B)

     =75+45−35

=85

number of students owing car or stereos=85

number of students neither car nor stereo =100−85=15

The number of students who do not own either a car or an iPod is 25.

Union of two given sets is the smallest set which contains all the elements of both the sets.

Intersection of two given sets is the largest set which contains all the elements that are common to both the sets

The union of two sets is given by

n(A∪B) = n(A) + n(B) -n(A∩B)

Where,

A and B are the two sets.

∪ is the union

∩ is the intersection.

According to the given question.

Total number of students in a college = 100

Total number of students who own iPods, n(A) = 55

Total number of students who own cars, n(B) = 25

Number of students who own both cars and iPods, n(A∩B) = 5

Therefore,

The number of students who own cars or iPods is given by

n(A∪B) = n(A) + n(B) - n(A∩B)

⇒n(A∩B) = 55 + 25 - 5

⇒ n(A∪B) = 75

So, the number of students who do not own either a car or an iPod

= 100 - 75

= 25

Hence, the number of students who do not own either a car or an iPod is 25.

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Answer:

Step-by-step explanation:

Answer:

1: 10+6 x 6 = 96cm

2: 14 + 8 x 5 = 110cm

3: 9 + 14 x 20 = 460cm

Step-by-step explanation:

Hope this helps.

Answer:

45

Step-by-step explanation:

corresponding angles are congruent

3 and 7 are corresponding

Answer:

The smaller number in 0.01

Step-by-step explanation:

To find this answer, just take the fraction and find the quotient of both numbers.

1.789/178 = 0.01005056179

Now take the quotient and compare it to 0.05.

Is 0.01 larger or 0.05 - the answer is 0.01.

Answer:

23

Step-by-step explanation:

So you want to add 7x degrees and (x-4) degrees. And it will be 8x - 4 = 180 degrees because it's 180 degrees in a straight line. And you want to + the 180 by 4 because there is -4 on the other side. so it will be 8x = 184 and you just divide 184 by 8 and it will be 23 easy. if you want to my help again you can text me on instargram jason_lee093

The average rate of change of the school's enrollment during this time period is -49 students per year. This means that on average, the enrollment at the college has been decreasing by 49 students per year.

To determine the average rate of change of the school's enrollment during the given time period, we can use the formula:

Average rate of change = (Change in enrollment) / (Change in time)

The change in enrollment is calculated by subtracting the initial enrollment from the final enrollment, while the change in time is calculated by subtracting the initial year from the final year.

Given that in 2004 there were 975 students enrolled and in 2009 there were 730 students enrolled, we can calculate the change in enrollment:

Change in enrollment = 730 - 975 = -245 students

The change in time can be calculated as:

Change in time = 2009 - 2004 = 5 years

Now we can calculate the average rate of change:

Average rate of change = (-245 students) / (5 years) = -49 students per year

Therefore, the average rate of change of the school's enrollment during this time period is -49 students per year. This means that on average, the enrollment at the college has been decreasing by 49 students per year.

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Answer:

18.09

Step-by-step explanation:2.4x2.4, then x3.14  

Answer:

answers below

Step-by-step explanation:

If you are trying to find the area the answers are:

Earth= 289.52918

Saturn=6,532.5021

The formula for area for a sphere is:

4 x pie x r2

If you are trying to find the volume the answers are:

Earth=57.90584

Saturn=46,647.01596

The formula for volume for a sphere is:

4/3 x pie x r3

Also the radius (r) is half of the diameter, so you divide the diameter by 2.

C. (-2, 2) and  (1, -1)

Since the point of intersection is the sole location where the two graphs come together, the coordinates of that location provide the answer to the equations involving the two variables. There are no solutions when the graphs are in parallel.

Given, the parabola Y = X² -2 and a line Y = -X. To find the intersection points of this graph we need to compare these equations.

Let's put the value of y in equation 1

- X = X²  - 2

X²  + X - 2 = 0

The factor of this quadratic equation is -2 and 1. Therefore the coordinate in which both graphs will intersect is (-2, 2) and  (1, -1). I am attaching an image for better understanding.

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Answer:

a. \(\tt \frac{1}{9}\)

b. \(\frac{1}{16}\)

c. 4

Step-by-step explanation:

\(\tt a. \:3^{-2}\)

We can use the negative exponent rule, which states that \(\boxed{\tt a^{-n} = \frac{1}{a^n}}\) So, we have:

\(\tt 3^{-2} = \frac{1}{3^2} = \frac{1}{9}\)

\(\hrulefill\)

\(\tt b.\: -2^{-4}\)

We can use the rule that \(\boxed{\tt -a^{-n} = (-1)^n \cdot a^n}.\) So, we have:

\(\tt -2^{-4} = (-1)^4 \cdot 2^{-4} = 1 \cdot \frac{1}{2^4} = \frac{1}{16}\)

\(\hrulefill\)

\(\tt c. \:(\frac{1}{2})^{-2}\)

We can use the negative exponent rule, which states that \(\boxed{\tt a^{-n} = \frac{1}{a^n}}\). So, we have:

\(\tt (\frac{1}{2})^{-2} = \frac{1}{(\frac{1}{2})^2} = \frac{1}{\frac{1}{4}} = 4\)

Answer:

Step-by-step explanation:

(a) 3^-2 = 1/9

(b) (-2)^-4 = 1/(-2)^4 = 1/16

(c) (1/2)^-2 = 1/(1/2)^2=1 / 1/4 = 4

Answer:

19

Step-by-step explanation:

The value of the x will be 19. Then Maria solved an equation correctly.

The solution of the equation means the value of the unknown or variable.

The equation is given below.

3(x + 6) = 5(x – 4)

Maria solved an equation as shown below.

3 (x + 6) = 5 (x – 4)

 3x + 18 = 5x – 20

        38 = 2x

         19 = x

           x = 19

Then Maria solved an equation correctly.

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Answer:

create a new government

Step-by-step explanation:

hope it helps

The passage suggests that creating a new government can be a suitable option if the existing government fails to protect people's rights.

If the current government fails to defend people's rights, the paragraph argues that forming a new government may be a viable alternative. This option may be explored because it provides the potential to create a system that is more aligned with the ideas and values that people desire in governance.

People may establish a system that prioritizes the protection of rights, assures accountability, and promotes fairness and justice by forming a new government. Individuals may use it to create new laws, rules, and a constitution that represent their chosen ideals and provide greater safeguards for their rights.

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The linear program shows that there are different attainable arrangements that accomplish the same ideal objective function value..

Based on the given data, since the objective function values at the five corner points are diverse, able to conclude that there's no one-of-a-kind ideal arrangement for this linear program.

The reality that there are numerous distinctive objective function values at the corner points suggests that there are numerous ideal arrangements or that the objective work isn't maximized or minimized at any of the corner points.

In this case, the linear program may have numerous ideal arrangements, showing that there are different attainable arrangements that accomplish the same ideal objective function value.

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Answer: In that picture the slope is increasing

Step-by-step explanation: positive rise and positive run (uphill from left to right)