Which of the following represents 0.63 as a fraction in simplest form?

Answer:

\(x :f(x) = x - 3\)

\( \: \)

\(y :f(x) = 5x - 12\)

Step-by-step explanation:

\(f(x) = x - 3\)

\( \: \)

\(f(1) = 1 - 3 = - 2\)

\(f(2) = 2 - 3 = - 1\)

\(f(3 ) = 3 - 3 = 0\)

\(f(4) = 4 - 3 = 1\)

\( \: \)

\(f(x) = 5x - 12\)

\( \: \)

\(f(1) = 5(1) - 12 = - 7\)

\(f(2) = 5(2) - 12 = - 2\)

\(f(3) = 5(3) - 12 = 3\)

\(f(4) = 5(4) - 12 = 8\)

Answer:

C

Step-by-step explanation:

Answer:

940 people did the survey of of all the 970

Answer:940

The number of the students were surveyed in total are 1000.

A percentage is a number or ratio that represents a fraction of 100.

Given that, in a survey 970 said their favorite color was purple which is 97% of the survey, we need to find the number of the students were surveyed in total,

Let the number of the total student be, x,

Therefore, using the concept of percentage, we will have,

Therefore, 970 students out of x who love purple color, that are 97% of the whole,

Therefore,

97 % of x = 970

97 / 100 × x = 970

x = 970 × 100 / 97

x = 1000

Therefore, the total students are 1000.

Hence, the number of the students were surveyed in total are 1000.

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The type of hypothesis test to be used in this scenario is a one-sample t-test with a two-tailed alternative hypothesis.

The problem is asking to conduct a hypothesis test to determine whether the bag filling machine works correctly at the 433 gram setting.

The hypothesis test would involve a null hypothesis (H0) and an alternative hypothesis (Ha).

The null hypothesis is typically the hypothesis of "no effect" or "no difference" and is denoted as H0. In this case, the null hypothesis would be that the mean weight of potato chips in the bags filled by the machine at the 433 gram setting is equal to 433 grams. Therefore, the null hypothesis would be:

H0: μ = 433

The alternative hypothesis (Ha) is the hypothesis that we want to test, and it is denoted as Ha. In this case, the alternative hypothesis would be that the mean weight of potato chips in the bags filled by the machine at the 433 gram setting is not equal to 433 grams. Therefore, the alternative hypothesis would be:

Ha: μ ≠ 433

To conduct the hypothesis test, we would need to calculate the test statistic and compare it to the critical value. Since the sample size is large (n=301) and the population variance is unknown, we would use a t-test with a level of significance of 0.02.

If the calculated t-value falls outside the critical t-value, we would reject the null hypothesis and conclude that the bag filling machine does not work correctly at the 433 gram setting.

If the calculated t-value falls within the critical t-value, we would fail to reject the null hypothesis and conclude that there is not enough evidence to suggest that the bag filling machine does not work correctly at the 433 gram setting.

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The number of intersection points between two quadratic functions on the same xy-plane can vary depending on the functions themselves. In general, there can be zero, one, or two intersection points.

A "quadratic-function" is defined as a function of a single variable that can be expressed in the general form f(x) = ax² + bx + c, where a, b, and c are constants, and a ≠ 0.

If the two quadratic functions are identical, then they will intersect at every point on the function and there will be an infinite number of intersection points.

If the two quadratic functions have different coefficients, then they will generally intersect at either zero, one, or two points.

It is also possible for the two quadratic functions to have complex roots, in which case they will not intersect on the real xy-plane.

Therefore, the number of intersection points between two quadratic functions on the same xy-plane can vary, and it depends on the specific functions and their coefficients.

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Answer:

ok so we have to make it so we can get rid of one of the varibles by adding or subtracting

so lets multiply the first one by 4

120x+16y=4160

minus the second one so

108x=2160

divide by 108

x=20

then we just plug in

12(20)+16y=2000

240+16y=2000

-240

16y=1760

divide by 16

y=110

(20,110)

Hope This Helps!!!

Answer:

To find the x-intercept, substitute in 0 for y and solve for x. To find the y-intercept, substitute in  0 for x and solve for y.

x-intercept(s): ( 2,0 ), ( 1,0 ) (2,0), (1,0)

y-intercept(s): ( 0, − 10 )

Answer:

B.31

Step-by-step explanation:

That's the answer.

Answer:

x = 31

Step-by-step explanation:

By Linear Pair

3x + 31 + 2x - 6 = 180

5x + 25 = 180

5x = 155

x = 31 Answer

Answer

7.85

but I not sure JutMon21 know the problem

Answer:

I got 7.85

Step-by-step explanation:

First, I took the center angle which is 90 degrees in this case and divided by 360 and I got 0.25 Then, I multiplied that number by the radius which is 5 and I got 1.25. After that I multiplied 1.25 with 2π and the final answer that I got is 7.85

Answer:

-g(x),g(2x),g(-x)

Step-by-step explanation:

An unreliable study can occur if the test administration is inconsistent

Consistency is the key to success in anything and it implies to the studies and surveys as well. If you want the results of the study to be reliable, then you must be consistent in test administration.

Inconsistency can lead to various issues like improper representation of the feedback which may alter the results. This can lead to various problems.

For example, test performed at certain time may have a different set of people and absence of periodic tests can accommodate feedback from irrelevant people.

Therefore, a proper set schedule must be followed for the tests with consistency.

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The system 21+12 +2.13 2 11 - 309+ 3.13 -3 (2:11 +19-33 -1 :

(a) Finding the reduced row echelon form of the augmented matrix: This is the augmented matrix for the given system of linear equations. First, we will perform some basic row operations in order to convert this matrix to its row echelon form. Now, we want to get rid of the entry in the second row and first column. In order to do that, we will subtract the twice the first row from the second row. The second row is already in the correct form. Now, we will subtract 2 times the second row from the first row. This step is not necessary, but it helps simplify the computation for the next step. Next, we will subtract 33 times the second row from the third row.

Now, we want to get rid of the entry in the third row and second column. In order to do that, we will subtract -13 times the second row from the third row. The third row is already in the correct form (leading entry equal to 1).Finally, we will subtract 19 times the third row from the first row. The matrix is now in row echelon form. In order to convert it to reduced row echelon form, we need to get rid of the entry in the first row and second column. We will subtract 5 times the first row from the second row in order to do that. The matrix is now in reduced row echelon form.

(b) Solving the system of equations using the reduced row echelon form: This is the same matrix as before, but we only consider the coefficients and the constants. We can see that the last column is equal to the right-hand side of the equations. Therefore, the third equation is 0 = -16, which is impossible to satisfy. This means that the system of equations is inconsistent. Therefore, there is no solution to the original system of equations.

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    To consider the system MATRIX

How to solve Matrix for this system

(a) Find the reduced row echelon form of the augmented matrix for this system.

The augmented matrix for this system is:

 [2, 1, 2, 16]

 [2, -3, 3, -3]

 [2, 1, -3, -1]

]

We can reduce this matrix to row echelon form as follows:

Swap row 1 and row 2.

[2, -3, 3, -3]

[2, 1, 2, 16]

[2, 1, -3, -1]

Add row 1 to row 2.

[2, -3, 3, -3]

[0, -2, 5, 13]

[2, 1, -3, -1]

Subtract row 1 from row 3.

[2, -3, 3, -3]

[0, -2, 5, 13]

[0, 4, -6, 2]

Swap row 2 and row 3.

[2, -3, 3, -3]

[0, 4, -6, 2]

[0, -2, 5, 13]

Add 1/2 * row 2 to row 3.

[2, -3, 3, -3]

[0, 4, -6, 2]

[0, 0, 1, 15]

Divide row 3 by 1.

[2, -3, 3, -3]

[0, 4, -6, 2]

[0, 0, 1, 15]

Add 6*row 3 to row 2.

[2, -3, 3, -3]

[0, 4, 0, 92]

[0, 0, 1, 15]

Subtract 3*row 3 from row 1.

[2, -3, 0, -48]

[0, 4, 0, 92]

[0, 0, 1, 15]

]

Divide row 2 by 4.

[

[2, -3, 0, -48]

[0, 1, 0, 23]

[0, 0, 1, 15]

Add 3*row 2 to row 1.

[2, 0, 0, 36]

[0, 1, 0, 23]

[0, 0, 1, 15]

Now, we have reduced the matrix to row echelon form. The last column of the matrix represents the values of x, y, and z, respectively, in the solution to the system of equations.

Therefore, the solution to the system of equations is x = 36, y = 23, and z = 15.

(b) Solve the original system of equations.

The solution to the original system of equations is x = 36, y = 23, and z = 15.

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After the x-shearing transformation, the resulting coordinates of the rectangle/square are: (0,0), (0,2), (2,0), and (2,6). This transformation effectively shears the shape by shifting the y-coordinate of the top-right corner, resulting in a distorted rectangle/square.

To apply x-shearing with a shearing parameter of 2 units to a rectangle/square defined by the coordinates (0,0), (0,2), (2,0), and (2,2), we can transform the coordinates as follows: (0,0) remains unchanged, (0,2) becomes (0,2), (2,0) becomes (2,0), and (2,2) becomes (2,6). This transformation effectively shifts the y-coordinate of the top-right corner of the rectangle by 4 units while leaving the other coordinates unchanged, resulting in a sheared shape.

X-shearing is a transformation that shifts the y-coordinate of each point in an object while leaving the x-coordinate unchanged. In this case, we are given a rectangle/square with coordinates (0,0), (0,2), (2,0), and (2,2). To apply x-shearing with a shearing parameter of 2 units, we only need to modify the y-coordinate of the top-right corner.

The original coordinates of the rectangle/square are as follows: the bottom-left corner is (0,0), the top-left corner is (0,2), the bottom-right corner is (2,0), and the top-right corner is (2,2).

To perform the x-shearing, we only need to modify the y-coordinate of the top-right corner. The shearing parameter is 2 units, so we shift the y-coordinate of the top-right corner by 2 * 2 = 4 units. Therefore, the new coordinates of the rectangle/square become: (0,0) remains unchanged, (0,2) remains unchanged, (2,0) remains unchanged, and (2,2) becomes (2,2 + 4 = 6).

After the x-shearing transformation, the resulting coordinates of the rectangle/square are: (0,0), (0,2), (2,0), and (2,6). This transformation effectively shears the shape by shifting the y-coordinate of the top-right corner, resulting in a distorted rectangle/square.

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The decimal number system uses nine different symbols is False as the decimal number system actually uses ten different symbols: 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9. These ten symbols, also known as digits, are used to represent all possible numerical values in the decimal system.

Each digit's position in a number determines its value, and the combination of digits creates unique numbers. This system is widely used in everyday life and forms the basis for arithmetic operations and mathematical calculations. Thus, the decimal number system consists of ten symbols, not nine.

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Answer:

C

Step-by-step explanation:

1/18 x³y + 7/18 xy²

1/18 xy (x² + 7y)

The statement 'The distribution of the sample​ mean, x overbar, will be normally distributed if the sample is obtained from a population that is normally​ distributed, regardless of the sample size.'  is True

In this question we have been given a statement 'The distribution of the sample​ mean, x overbar, will be normally distributed if the sample is obtained from a population that is normally​ distributed, regardless of the sample size.'

We need to state whether the statement is True or False.

We know that the sampling distribution of the sample mean is the probability distribution of all possible values of the random variable x that are computed from a sample of size n.

Also if a random variable X is normally​ distributed, the distribution of the sample​ mean, x overbarx​, is normally distributed.

Therefore, given statement is True.

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Answer:

10 grapes

Step-by-step explanation:

50 divided by 5 is 10

Answer:

2.015 is already in decimals. In words it is two and fifteen thousandths.

Answer:

I honestly don't understand what is being asked

Answer:

25

Step-by-step explanation:

B is second in the English alphabet and E is on the 5th positions on this same English alphabet

We need to check if lines ℓ and k are parallel. For two lines to be parallel, they must have the same slope and different y-intercepts.Let's compare the given lines:Line ℓ: y = 34x + 6Slope of line ℓ = 34Line k: y = 34x - 7Slope of line k = 34We see that the slope of lines ℓ and k is the same (34), which means that they could be parallel.

However, we still need to check if they have different y-intercepts. Line ℓ: y = 34x + 6 has a y-intercept of 6.Line k: y = 34x - 7 has a y-intercept of -7.So, lines ℓ and k have different y-intercepts, which means they are not parallel. Therefore, the correct answer is b) No.In slope-intercept form, the equation of a line is y = mx + b, where m is the slope of the line and b is its y-intercept. In this case, both lines have the same slope of 34 (the coefficient of x). The y-intercepts are different (+6 for line l and -7 for line k). Thus, the lines are not parallel.

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The answer is option a) Yes. Lines ℓ and k are parallel to each other.

The two distinct lines defined by the following two equations in slope-intercept form are:

Line ℓ: y = 34x + 6

Line k: y = 34x - 7

To determine if the lines are parallel, we need to compare their slopes since two non-vertical lines are parallel if and only if their slopes are equal.

Both lines are in slope-intercept form, so we can immediately read off their slopes:

Line ℓ has a slope of 34, and line k has a slope of 34.

Both the lines ℓ and k have the same slope of 34.

Hence, the answer is option a) Yes. Lines ℓ and k are parallel to each other.

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Answer:

3x^2 - 12x·y^2 - 9y^2·y^4

Step-by-step explanation:

Apply the distributive property of multiplication here.

x times (3x - 3y^2) is 3x^2 - 3x·y^2.

3y^2 times (3x - 3y^2) is 9x·y^2 - 9y^2·y^4.  

Thus, the desired product of the given binomials is the sum of the above results:

3x^2 - 3x·y^2 - 9x·y^2 - 9y^2·y^4

which shortens to   3x^2 - 12x·y^2 - 9y^2·y^4

Statistical methods of forecasting labor supply and demand are most accurate when they are based on a comprehensive analysis of a variety of factors. This includes demographic changes, technological advancements, industry trends, government policies, and economic indicators.

The accuracy of the forecast also depends on the quality and reliability of the data used. Therefore, it is important to gather and analyze data from multiple sources, such as surveys, job postings, and employment statistics. Additionally, statistical methods should be regularly updated and refined to ensure that they reflect the most recent changes in the labor market. Ultimately, the accuracy of labor supply and demand forecasts can have a significant impact on business planning, workforce development, and economic growth, making it essential to use reliable statistical methods to produce the most accurate results.

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To determine if a math club can afford to rent a van from Vince's Vans, use a number line and an inequality equation. The number line represents the distance of 180 miles, while the inequality equation represents the cost of renting the van.

To determine if the math club can afford to rent the van from Vince's Vans, we can use two representations: a number line and an inequality equation.

1. Number Line Representation:
First, we can create a number line to represent the distance of 180 miles. We'll mark the starting point (school) as 0 and the ending point (science museum) as 180. Then, we can represent the amount of money the club has, $150, as a point on the number line. If the point representing $150 is to the right of or on the point representing 180, it means the club can afford to rent the van.

2. Inequality Equation Representation:
We can also use an inequality equation to represent this situation. Let's say the cost of renting the van is represented by the variable "c". The inequality equation would be "c ≤ 150", indicating that the cost of renting the van should be less than or equal to $150 for the club to afford it. If the rental cost satisfies this condition, the club can afford to rent the van.

By using both the number line and the inequality equation, we can determine if the math club can afford to rent the van from Vince's Vans based on the given information.

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To describe y as the sum of two orthogonal vectors, x1 in the span{u} and x2 orthogonal to u , we follow two steps procedure:

1.First, find a vector x1 in the span{u} that is the projection of y onto u. To do this, use the formula:
  x1 = (y • u / ||u||^2) * u, where • represents the dot product and || || represents the magnitude of the vector.

2.Next, find the vector x2 that is orthogonal to u. Since y can be represented as the sum of x1 and x2, you can find x2 by subtracting x1 from y:
  x2 = y - x1

3.Now, you have y as the sum of two orthogonal vectors x1 and x2, with x1 in the span{u} and x2 orthogonal to u.

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Answer:

40

Step-by-step explanation:

6(7) - 2

42 - 2 = 40

Answer:

(3x - 5)²

Step-by-step explanation:

When we expand (3x - 5)², we get:

(3x - 5) (3x - 5)

When we multiply, we get:

9x² - 30x + 25

---------------------------------------------------------------------------------------------------------------

Have a great summer :)

Answer:(3x-5)(3x-5)

Step-by-step explanation: it's the answer for

Call the radius of the cylinder and sphere, r And the height  of the cylinder  = 2r

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Center point of dilation is a fixed point in a plane about which all the points of the figure expanded or contract. And scale factor of a dilation is the ratio of new formed image to the old given image.

Explanation:

Therefore, the center of the dilation can be find using the translation and scale factor can be calculated using the ratio of the new to the old images.

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