Write 56 percent as a fraction in simplest form.

Answer:

2x+3

f(-2)=:2x+3

2(-2)+3

-4+3

= -1

Answer:

This is the order:

1. 3x

2. 3x + 8

3. x^2

4. x^2 + 6

5. 4^x

6. 4^x + 3

(I numbered them only so it would be easier to refer to them)

Step-by-step explanation:

Why is Equation #2 greater than Equation #1?

This is because the equations are the same, except that the second equation is shifted up by eight units. This means that its value is always going to be eight units greater.

This same reasoning applies to Equations 3&4 and 5&6.

Why is Equation #3 greater than Equation #2?

This is because a certain value multiplied by three (even with eight added) will soon be overtaken by that value squared. For example, let's make x= 5

3(5) + 8 = 23

(5)^2 = 25

As you can see, the equation x^2 is already greater in value than 3x + 8.

Why is Equation #5 greater than Equation #4?

This is because a certain value squared will soon be overtaken by 4 to the power of that value. For example, let's make x= 2

(2)^2 + 6= 10

4^2 = 16

As you can see, the equation 4^x is already greater in value than x^2 + 6.

Hope this helps! :)

Answer:

1. 3x

2. 3x + 8

3. x^2

4. x^2 + 6

5. 4^x

6. 4^x + 3

Step-by-step explanation:

Answer:

please look at detailed answers below

Step-by-step explanation:

example 1 is correct.

example 2:

x = (12 sin 15) / sin 75 = 3.22.

example 3:

x/sin 90 = 19/sin (180 - 90 -36)

x = (19 sin 90) / sin 54

= 23.5

example 4:

x/sin 53 = 7/sin (180 -90 - 53)

x = (7 sin 53)/ sin

= 9.29

\((8.2 \times 10^(^-^1^0^))\)\((5.3\times 10^(^-^9^))\)The sum of \((5.3 \times 10^(^-^9^))\) and \((8.2 \times 10^(^-^1^0^))\) in scientific notation is 1.35 x 10^−8.

To find the sum of \((5.3 \times 10^(^-^9^))\) and \((8.2 x 10^(^-^1^0^))\), we can add the coefficients and keep the same base, which is 10. Adding 5.3 and 8.2 gives us 13.5. Since both numbers are expressed in scientific notation, we need to adjust the decimal point to have one digit to the left of it.

The exponent in scientific notation represents the number of decimal places we need to move the decimal point to the left (for negative exponents) or to the right (for positive exponents). In this case, the exponents are -9 and -10.

Since -9 is larger than -10, we need to adjust the decimal point by 1 place to the left. Therefore, the sum of \((5.3 x 10^(^-^9^))\) and \((8.2 \times 10^(^-^1^0^))\) in scientific notation is \(1.35 \times 10^-^8^\).

Note: Scientific notation is a concise way of representing very large or very small numbers by using powers of 10. It consists of a coefficient (a decimal number between 1 and 10) multiplied by 10 raised to an exponent.

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Note that as x gets larger, y gets smaller, but the product xy remains constant at 192.

In mathematics, a function is a relationship between two sets, called the domain and the range, such that each element of the domain corresponds to exactly one element of the range. A function takes an input value (or values) and produces an output value (or values) according to a specific rule or formula. The input values are the domain of the function, and the output values are the range of the function. Functions can be represented using equations, graphs, tables, or verbal descriptions. They are used to model relationships between variables in various fields of mathematics, science, engineering, economics, and many other areas.

Here,

If x and y vary inversely, this means that their product is a constant. We can use this fact to find the constant of proportionality k as follows:

k = xy

If we know that y is 24 when x is 8, we can substitute these values into the equation above to solve for k:

k = xy

= 8(24)

= 192

Now we can use this value of k to write the inverse variation function:

xy = 192

or

y = 192/x

To sketch a graph of this function for x > 0, we can plot a few points and connect them with a smooth curve. Here are some points we can use:

(x, y)

(1, 192)

(2, 96)

(4, 48)

(8, 24)

(16, 12)

(24, 8)

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a. It represents the spread of the middle 50% of the data.

b. At least 50% of the students scored between 80 and 86.

c. Overall, we can say that the Math 6 class had a range of test scores, with some students performing very well and others performing less well.

How evenly distributed the middle 50% of the data is is determined by the interquartile range. In order to calculate it, the first quartile is subtracted from the third quartile.

A. The interquartile range (IQR) in a box-and-whisker plot is the distance between the first quartile (Q1) and the third quartile (Q3) of the data. It represents the spread of the middle 50% of the data.

B. To determine what percent of the students got 80% or higher, we need to find the upper fence, which is defined as 1.5 times the IQR above Q3. From the box-and-whisker plot, we can see that Q3 is approximately 86 and Q1 is approximately 71. Therefore, the IQR is 86 - 71 = 15. The upper fence is 1.5 * 15 + 86 = 108.5.

Looking at the plot, we can see that there are no data points above 100, so we can safely assume that no students scored above 100%. The highest score is 94, which is within the whiskers of the box-and-whisker plot. Therefore, we know that the percent of students who scored 80% or higher is between the percent of students who scored 80% or higher and the percent of students who scored 94% or higher.

From the plot, we can see that the median is approximately 80 and the third quartile (Q3) is approximately 86. This means that at least 50% of the students scored between 80 and 86. Additionally, we know that the maximum score is 94, so we can say that at least some students scored higher than 86. However, we don't know how many students scored between 86 and 94.

C. Based on the interquartile range, we can say that the middle 50% of the students scored between approximately 71 and 86. This suggests that there is a significant amount of variability in the test scores, as the range is quite wide. Additionally, we know that at least some students scored above 86, but we don't have enough information to determine how many or how high their scores were. Overall, we can say that the Math 6 class had a range of test scores, with some students performing very well and others performing less well.

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We can Identify the Valid Equivalance values if the option c) 29,30,31 student clears the exam.

The values that the system or component being tested need to be able to accept are known as valid partitions. The "Valid Equivalence Partition" is the name given to this partition. The values that the component or system under test should reject are known as invalid partitions. The "Invalid Equivalence Partition" is the name of this partition.

For the purpose of the student passing the exam, the values of marks that they can obtain that are equal to or higher than the minimum required marks to pass the exam, which is 24 marks, are regarded real equivalency values. In this case, 29, 30, 31, and all mark values higher than 31 are valid equivalence values.

The appropriate selections are (c), 29, 30, and 31.

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Answer:

my best answer for this is B. False.

I calculated as fast as i can.

The probability that the next person will purchase one or more costumes can be found by dividing the number of visitors who purchased one or more costumes by the total number of visitors.

The total number of visitors is 105 + 41 + 8 = 154.

The number of visitors who purchased one or more costumes is 41 + 8 = 49.

So the probability that the next person will purchase one or more costumes is 49/154, which is approximately 0.32 to the nearest hundredth.

Step-by-step explanation:

Inequality: \(3x+7<11\)

Let's eliminate 7, then simplify x.

Subtract 7 from both sides:

\(3x<4\)

Divide each side by 3:

\(x<\frac{4}{3}\)

Answer:)Angle FIH and GIE after keeping angle EIH at 140° is 40° while ∠FIG will is the opposite angle of ∠EIH so it will remain the same as 140°.

Step-by-step explanation:We need to intersect both lines and make ∠EIH > 135°

So,Let's keep ∠EIH = 140°

Then,∠FIG = 140° (opposite angle)∠FIH = ∠GIE = x (opposite angle)

Now,The Sum of all angles around I will be 360 degrees.

So,140 + x + 140 +  x = 360 ,2x + 280 = 360, 2x = 80 ⇒ x = 40°.

Water bankruptcy is associated with the problems among the beneficiaries whose demands are more than the total available water.

It should be noted that water simply means a colorless and odorless liquid that is the basis of living organisms. The limited water supply has led to water resources bankruptcy which is the failure of water to meet the imposed demand by users.

The people who will benefit in water bankruptcy are the people whose needs weren't met by the available water.

An alternative way in which a water shortage problem can be resolved is the recycling of waste water and rainwater harvesting.

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Answer:

7, 2, -3, -8

Step-by-step explanation:

y = -5x + 2  Substitute in -1 for x

y = -5(-1) + 2

y = 5 + 2

y = 7

y = -5x + 2  Substitute in 0 for x

y = -5(0) + 2

y = 0 + 2

y = 2

y = -5 + 2 substitutes in 1 for x

y = -5(1) + 2

y = -5 + 2

y = -3

y = -5x + 2  Substitute in 2 for x

y = -5(2) + 2

y = -10 + 2

y = -8

Helping in the name of Jesus.

Therefore , the solution of Inverse function comes out to be of x-20 equals to x+20

A function f has an inverse function only if for every y in its range there is only one value of x in its domain for which f(x)=y. This inverse function is unique and is frequently denoted by f−1 and called “f inverse.” For an overview into the idea of an inverse function, see the function machine inverse.Steps for finding the inverse of a function fReplace f(x) by y in the equation describing the function. Interchange x and y. In other words, replace every x by a y and vice versa.

Here,

Solve for y.

Replace y by f-1(x).

y=x-20

x=y-20

Solve for y,x = y-20

x+20

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Answer:

ƒ^(-1)(x) = x + 20

Step-by-step explanation:

To find the inverse of the function ƒ(x) = x - 20, we need to switch the roles of x and y and solve for y.

Let's start by replacing ƒ(x) with y:

y = x - 20

Next, swap x and y:

x = y - 20

Now, solve for y by isolating it:

x + 20 = y

Therefore, the inverse of the function ƒ(x) = x - 20 is given by:

ƒ^(-1)(x) = x + 20

The probability that both boys will pick blue pens will be 1/6.

What is the definition of probability?

The possibility of an event is expressed by probability. This field of mathematics is concerned with the occurrence of a random event. The value varies from 0 to 1. In mathematics, probability is used to forecast the likelihood of occurrences occurring.

The potential of something happening is referred to as probability. The probability distribution makes use of this fundamental principle in probability theory. Before we can evaluate the likelihood of an event occurring, we must first know the total number of alternatives.

P(E) is the chance that an event will occur divided by the total number of outcomes.

Now,

Given that   blue pens=4  and red pens= 5.

Total pen=9

then probability of Tom picking a blue pen=4/9

now blue pen left=3 and total pen left=8

so probability of Corey picking a blue pen=3/8

Therefore, Probability of both picking a blue pen=4/9*3/8

=12/72

=1/6

Hence,

            The probability that both boys will pick blue pens will be 1/6.

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The probability that Chris throws away the first chocolate but gets to eat the second one is 8/39.

To determine the probability that Chris throws away the first chocolate but gets to eat the second one, we need to calculate the probabilities of two events: the probability of Chris throwing away the first chocolate and the probability of Chris getting a caramel-filled chocolate on the second attempt.

Let's start with the first event: the probability that Chris throws away the first chocolate. Since Chris only likes the kind filled with caramel, there are 9 caramels out of a total of 9 + 6 + 8 + 4 = 27 chocolates in the box. Therefore, the probability of Chris throwing away the first chocolate is 1 - (9/27) = 18/27 = 2/3.

Now, for the second event: the probability of Chris getting a caramel-filled chocolate on the second attempt. After throwing away the first chocolate, there are now 8 caramels remaining in the box, out of a total of 26 chocolates. Thus, the probability of Chris getting a caramel-filled chocolate on the second attempt is 8/26 = 4/13.

To find the probability of both events occurring, we multiply the probabilities together: (2/3) * (4/13) = 8/39.

The probability that Chris throws away the first chocolate but gets to eat the second one is 8/39.

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Answer:

(1 km) * (5 m) * (50 cm) =

2,500,000

Answer:

a. about 16 tests b. about 48 tests

Step-by-step explanation:

To find the average, add the numbers and then divide the sum by the number of terms: 13+19+14+16=62, and there are 4 addends, so 62/4, which is 15.5. 15.5 to the nearest whole number is 16.

16 per hour, and she works 3 hours, so 3x16, which is 48.

Answer:

I think the answer is 7.2

Answer:

A and B

Step-by-step explanation:

Vertical angles are angles that are opposite of each other on two crossing lines.

They have equal angle measure.

When we look at the image, we can tell that, from the given options:

A. <LRA and <FRA and

B. <TRF and <NRL are vertical angles.

Answer:

b. 5 meters

Step-by-step explanation:

1 meter = 1000 millimeters

5 meter = 5000 millimeters

Which is longer 5 meters or 400 millimeters?

5000 > 400

So, the answer is b. 5 meters.

The equation for x² + 9x + c=0 with c=(1/2 • b)² is  x²+9x+(81/2)=0

An equation in French is defined as having one or more variables, whereas an equation in English is any well-formed formula consisting of two expressions combined with an equals sign.

Solving a variable equation includes determining which variables' values result in equality. Unknowns are the variables for which the equation must be solved, while equation solutions are the unknown values that satisfy the equality. An equation is a mathematical phrase with two equal sides separated by an equal sign. An equation is 4 + 6 = 10. We can see 4 + 6 on the left side of the equal sign and 10 on the right.

Given,

x²+9x+c

Also given that c=(1/2)b²

From the equation, the value of b=9

Then,

x²+9x+(81/2)=0

Therefore, the equation is x²+9x+(81/2)=0

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3172.97 joules is the value of x when the Richter scale rating is 3.2

The equation that relates earthquake magnitude (M) and energy (E) is:

M = 2/3 × log(E) - 1.8

We have to find the value of X when the richer scale rating is 3.1

If an earthquake with a rating of 3.2 is not usually felt, then we can assume that x corresponds to the energy released by an earthquake that is just barely felt.

According to the United States Geological Survey, an earthquake with a magnitude of 2.5 corresponds to an energy release of about 1.3 × 10⁸ joules.

Using this as a reference point, we can set up the following equation:

3.2 = 2/3 × log(x) - 1.8

Solving for x, we get:

2.3 = 2/3 × log(x)

log(x) = 3.45

x = 3172.97

Therefore, the value of x when the Richter scale rating is 3.2 is approximately 3172.97 joules.

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Step-by-step explanation:

3x = 6y - 30

6y = (6y - 30)+ 30

6y - 6y = -30 + 30

0 = 0

y = {any rational number}

Answer:

The data provide strong evidence that young men weigh more on average than old men in the U.S

Step-by-step explanation:

Given :

The null hypothesis ; H0 : μ1 = μ2

The alternative hypothesis ; H1 : μ1 > μ2

T score = 5.3 ; Pvalue = < 0.0001

The decision region :

If Pvalue < α ; We reject the Null

If Pvalue > α ; We fail to reject the Null

When the α - level isn't stated, we usually assume a α - level of 5%

However, even at lower alpha level of 1% = 0.01 ;

The Pvalue < α

Hence, we can conclude that there is significant evidence that there is difference in the mean weight of young men and old men in the U.S

Answer:

2w=c 2 times each week so 2 times how many weeks

Answer: You are probably overthinking this. It is simply Y-X=5. The other infromation does not matter to this specific question.

Hope this is what your looking for:)

Answer:

12200

Step-by-step explanation:

6549 plus 5701 equals 12250 but to nearest 100 12200

Answer:

The total weight of the two elephants is about

12,200 pounds.