1. The ratio of boys to girls in the 9th grade is 3 to 4. There are 176 girls. Set up a proportion to model this information.

Radical Equations

Step 1

To demonstrate how to solve a radical equation, let's use the following equation as an example:

The value of x , y and z in the parallel line is 50 degrees.

When parallel lines are crossed by a transversal line, angle relationships are formed such as vertically opposite angles, alternate interior angles, alternate exterior angles, adjacent angles, corresponding angles etc.

Therefore, let's use the angle relationships to find the angle, x, y and z as follows:

Therefore,

x = 360 - 310(sum of angles in a point)

x = 50 degrees

Therefore,

x = y(alternate interior angles)

Alternate interior angles are congruent.

Hence,

y = 50 degrees

Therefore,

x = z(alternate interior angles)

z = 50 degrees.

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The condition that must be imposed on k1 and k2 so that 22 6. +2,02 is an unbiased estimator of θ.

To prove that 22 6. +2,02 is an unbiased estimator of the parameter θ, we need to show that its expected value is equal to θ, i.e.,

E(22 6. +2,02) = θ.

Using the linearity of the expected value operator, we have:

E(22 6. +2,02) = E(k1Ô1 + k2Ô2)

= k1E(Ô1) + k2E(Ô2)

Since both Ô1 and Ô2 are unbiased estimators of θ, we have:

E(Ô1) = E(Ô2) = θ

Substituting these values in the above equation, we get:

E(22 6. +2,02) = k1θ + k2θ

= (k1 + k2)θ

For 22 6. +2,02 to be an unbiased estimator of θ, the above expression should be equal to θ. Therefore, we must have:

(k1 + k2) = 1

This implies that the constants k1 and k2 must satisfy the constraint:

k1 + k2 = 1

Hence, this is the condition that must be imposed on k1 and k2 so that 22 6. +2,02 is an unbiased estimator of θ.

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The given statement "if you’re comparing the test scores between two groups, you should use a one-sample z-test." is False because you should use two-sample t-test.

If you are comparing the test scores between two groups, you should use a two-sample t-test. A one-sample z-test is used to compare a sample mean to a known population mean when the population standard deviation is known.

However, in most cases, the population standard deviation is unknown, and the sample size is typically small, so a t-test is preferred. The two-sample t-test is used to compare the means of two independent groups. The test assumes that the samples are normally distributed and have equal variances.

If the variances are unequal, a modified version of the t-test called the Welch's t-test should be used. In summary, the appropriate test to use depends on the nature of the comparison being made, the sample size, the distribution of the data, and whether the variances of the two groups are equal or not.

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Answer:

¼ of the students

Step-by-step explanation:

½×20 = 10

½ × 10 = 5

\( \frac{5}{20} = \frac{1}{4} \)

<3

Answer:

\( \frac{1}{4} \)

Step-by-step explanation:

Refer the attachment for explanation

Answer:

y=48

Step-by-step explanation:

2(60)+3y=264

120+3y=264

3y=144

y=48

Answer:

2(60)+3y=264

Step-by-step explanation:

2(60)+3y=264

120+3y=264

3y=144

And 144/3=48

the solution (x = 3/2, y = 5) satisfies both equations, and therefore it is the correct solution.

We can solve this system of equations using either substitution or elimination method.

Using substitution method:

From the second equation, we can solve for x in terms of y:

4x + 2y = 16

4x = 16 - 2y

x = 4 - (1/2)y

Substitute this expression for x into the first equation:

4x + 3y = 21

4(4 - (1/2)y) + 3y = 21

16 - 2y + 3y = 21

y = 5

Now, substitute y = 5 into either of the original equations to solve for x:

4x + 2y = 16

4x + 2(5) = 16

4x + 10 = 16

4x = 6

x = 3/2

Therefore, the solution to is x = 3/2 and y = 5.

We can check this solution by substituting x = 3/2 and y = 5 into both equations:

4x + 3y = 21

4(3/2) + 3(5) = 6 + 15 = 21

and 4x + 2y = 16

4(3/2) + 2(5) = 6 + 10 = 16

So the solution (x = 3/2, y = 5) satisfies both equations, and therefore it is the correct solution.

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Answer:

1/4

Step-by-step explanation:

Answer:

perdón yo no hablo inglés

Answer:

X = 6y-2 is the easier substitution for another equation because all you have to do is just plug in the equation into the value of x.

Answer:

Juan ate 5/8 his little brother ate 3/8

Step-by-step explanation:

Answer:

juan = 5/8

brother = 3/8

Answer:

9. You don't need to take action because the denominator is the same. You only operate on the numerator.

10. Use equivalent fractions that do have a shared denominator if the denominators are not the same. To accomplish this, you must identify the two denominators' least common multiples (LCM). Rename the fractions having a common denominator before adding those with different denominators.

Step-by-step explanation:

9. You don't need to take action because the denominator is the same. You only operate on the numerator.

10. Use equivalent fractions that do have a shared denominator if the denominators are not the same. To accomplish this, you must identify the two denominators' least common multiples (LCM). Rename the fractions having a common denominator before adding those with different denominators.

Answer: Z is less than Zc ∴ 1.342 < 1.96

Therefore, Null hypothesis is not Rejected.

There is no sufficient evidence to claim that students turning in their test first score is significantly different from the mean.

Step-by-step explanation:

Given that;

U = 75

X = 78

standard deviation α = 10

sample size n = 20

population is normally distributed

PROBLEM is to test

H₀ : U = 75

H₁ : U ≠ 75

TEST STATISTIC

since we know the standard deviation

Z =  (X - U) / ( α /√n)

Z = ( 78 - 75 ) / ( 10 / √20)

Z = 1.3416 ≈ 1.342

Now suppose we need to test at ∝ = 0.05 level of significance,

Then Rejection region for the two tailed test is Zc = 1.96

∴ Reject H₀ if Z > Zc

and we know that Z is less than Zc ∴ 1.342 < 1.96

Therefore, Null hypothesis is not Rejected.

There is no sufficient evidence to claim that students turning in their test first score is significantly different from the mean.

Testing the hypothesis, it is found that since the p-value of the test is 0.1802 > 0.05, which means that the average test score earned by the first 20 students to turn in their tests was not significantly different from the overall mean.

At the null hypothesis, we test if the mean is of 75, that is:

\(H_0: \mu = 75\)

At the alternative hypothesis, we test if the mean is different of 75, that is:

\(H_1: \mu \neq 75\)

The test statistic is:

\(z = \frac{X - \mu}{\frac{\sigma}{\sqrt{n}}}\)

In which:

For this problem, we have that:

\(X = 78, \mu = 75, \sigma = 10, n = 20\)

The value of the test statistic is:

\(z = \frac{X - \mu}{\frac{\sigma}{\sqrt{n}}}\)

\(z = \frac{78 - 75}{\frac{10}{\sqrt{20}}}\)

\(z = 1.34\)

Since this is a two-tailed test, the p-value of the test is P(|z| < 1.34), which is 2 multiplied by the p-value of z = -1.34.

Looking at the z-table, z = -1.34 has a p-value of 0.0901.

2(0.0901) = 0.1802

The p-value of the test is 0.1802 > 0.05, which means that the average test score earned by the first 20 students to turn in their tests was not significantly different from the overall mean.

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The solution to the System of equations is (x,y) = (4,-3).

We are given two equations:

3y + 13 = x (Equation 1)

5x + 4y = 8 (Equation 2)

We can use Equation 1 to express x in terms of y by subtracting 3y from both sides and then subtracting 13 from both sides:

x = 3y + 13 (Equation 3)

We can then substitute Equation 3 into Equation 2 in place of x:

5(3y + 13) + 4y = 8

Simplifying and solving for y, we get:15y + 65 + 4y = 8

19y = -57

y = -3

Now that we have the value of y, we can substitute it into Equation 3 to find the corresponding value of x:x = 3y + 13 = 3(-3) + 13 = 4

Therefore, the solution to the system of equations is (x,y) = (4,-3).

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To calculate the total profit you have to multiply whats earned by the time:

The company earned a profit of 25 millions.

Answer:

Guided Practice 4:  QR = 7.12

Guided Practice 5:  x = 15

Step-by-step explanation:

Guided Practice 4:

Given that:

PR = \(13 \frac{3}{4} ft = 13.75 ft\)

PQ = \(6\frac{5}{8} ft = 6.63ft\)

QR = ?

PQ + QR = PR

6.63 + QR = 13.75

Subtract 6.63 from both sides of the equation to solve for QR:

6.63 - 6.63 + QR = 13.75 - 6.63

QR = 7.12

Check if QR is valid:

PQ + QR = PR

6.63 + 7.12 = 13.75

13.75 = 13.75  (true statement).

Guided Practice 5:  

Given that:

AC = 4x - 12

AB = x

BC = 2x + 3

AB + BC = AC

x + (2x + 3) = 4x - 12

Combine like terms:

3x + 3 = 4x - 12

Add 12 on both sides of the equation:

3x + 3 + 12 = 4x - 12 + 12

3x + 15 = 4x

Subtract 3x from both sides of the equation:

3x - 3x + 15 = 4x - 3x

15 = x

Check if AB = x is valid by plugging in 15 to x values in the equation:

AB + BC = AC

15 + 2(15) + 3 = 4(15) - 12

15 + 30 + 3 = 60 - 12

48 = 48  (True statement)

Pedro ha reunido 25.000.000$ antes de pensar en prestar con el banco. Al finalizar los 10 años, Carlos pagará 37.800.000$.

Esto significa que tendrá que pagar 35.000.000$ en total al banco, los cuales se dividirían en cuotas mensuales de 315.000$ durante los 10 años.

Es importante tener en cuenta que con el paso del tiempo, los precios de los materiales de construcción pueden variar, lo que significa que el costo total de la casa puede aumentar o disminuir. Por lo tanto, es importante contar con un presupuesto realista para la construcción. Además, se recomienda controlar el progreso de la construcción para asegurarse de que los costos no se salgan de control.

Pedro has collected $25,000,000 before thinking about lending with the bank. At the end of the 10 years, Carlos will pay $37,800,000. This means that he will have to pay $35,000,000 in total to the bank, which would be divided into monthly installments of $315,000 over the 10 years.

It is important to keep in mind that over time, the prices of construction materials may change, which means that the total cost of the house may increase or decrease. Therefore, it is important to have a realistic budget for construction. In addition, it is recommended to monitor the progress of the construction to ensure that costs do not get out of control.

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The quotient of the polynomial 10x⁶ + 20x⁴ - 15x² by 5x² will be (2x⁴ + 4x² - 3).

A polynomial expression is an algebraic expression with variables and coefficients. Unknown variables are what they're termed. We can use addition, subtraction, and other mathematical operations. However, a variable is not divisible.

The polynomials are given below.

10x⁶ + 20x⁴ - 15x² and 5x²

The factor of the polynomial 10x⁶ + 20x⁴ - 15x² will be given as,

10x⁶ + 20x⁴ - 15x² = (5x²) · (2x⁴ + 4x² - 3)

The quotient of the polynomial 10x⁶ + 20x⁴ - 15x² by 5x² will be given as,

⇒ (10x⁶ + 20x⁴ - 15x²) ÷ (5x²)

⇒ [(5x²) · (2x⁴ + 4x² - 3)] ÷ (5x²)

⇒ (2x⁴ + 4x² - 3)

The quotient of the polynomial 10x⁶ + 20x⁴ - 15x² by 5x² will be (2x⁴ + 4x² - 3).

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Answer:

x = -2.65865384615

Step-by-step explanation:

-91x - 13x = 276.50

First, Combine Like Terms

-91x + (-13x) = -104x

-104x = 276.50

Second, divide

276.50 / -104 = x

x = -2.65865384615

Answer:

360

Step-by-step explanation:

Formula

Sides -2 ×180

4-2=2×180=360

Answer: A: no solution

Step-by-step explanation:

To use the elimination method, we want to add the two equations together in a way that eliminates one of the variables. We can do this by multiplying the second equation by 3 to get:

{6x + 15y = -12

{-6x - 15y = 27

Now, if we add the two equations together, the y terms will cancel out:

(6x + 15y) + (-6x - 15y) = -12 + 27

Simplifying:

0 = 15

This equation is never true, which means there is no solution to the system of equations. This can happen when the two equations represent parallel lines that never intersect. In this case, we can see that the two equations have the same slope (m=-2/5), so they are indeed parallel. Therefore, there is no point that satisfies both equations, and the system has no solution.

If Maria incorrectly placed the decimal point when she wrote 0.65 inches for the width of her tablet computer, we need to determine the correct placement of the decimal point based on the known size of the tablet.

Assuming that the width of the tablet is greater than 1 inch, we can't have a width of 0.65 inches since that is less than one inch.

If Maria accidentally moved the decimal point one place to the left, then the width should be 6.5 inches. If she accidentally moved the decimal point two places to the left, then the width should be 65 inches.

Without more information about the size of the tablet, we cannot determine the correct decimal number for the width. However, we can be sure that the correct width is either 6.5 inches or 65 inches, depending on where Maria misplaced the decimal point.

The volume of the solid formed by rotating the region enclosed by the curves x = 0, x = 1, y = 0, and y = 8 + x^9 about the x-axis is approximately 12.69 cubic units.

To find the volume using the method of cylindrical shells, we integrate the expression 2πx(f(x) - g(x)) dx, where f(x) represents the outer curve (y = 8 + x^9), g(x) represents the inner curve (y = 0), and x ranges from 0 to 1.

Substituting the given curves into the integral, we have 2πx((8 + x^9) - 0) dx. Simplifying, we get the integral 2πx(8 + x^9) dx.

Integrating this expression from 0 to 1, we find the volume of the solid:

Volume = ∫[0,1] 2πx(8 + x^9) dx.

By evaluating this integral using appropriate techniques, we obtain the volume as approximately 12.69 cubic units.

The cylindrical shells method allows us to calculate the volume of a solid by summing up the volumes of infinitely many thin cylindrical shells that fill the region of interest. Each shell has a height equal to the difference between the outer curve and the inner curve, while its radius is determined by the value of x. By integrating the product of the circumference of the shell, its height, and its thickness (in this case, dx), we obtain the total volume of the solid formed by rotation.

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In order to determine exactly how many people bought each type of pie, one will have to multiply the percentage by 632.

It should be noted that this is a pie chart and the information shows the percentage for each group.

In this case, to determine exactly how many people bought each type of pie, one will have to multiply the percentage by 632.

For example, berry will be:

= 15.4% × 632

= 97

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Answer:

DEF (see below)

Step-by-step explanation:

I play cello, so I should know. However, recall that:

To remember a space, remember that All Cows Eat Grass.

To remember a line, remember that Good Boys Do Fine Always.

These are both from bottom to up.

Looking at the notes, you can see that the first one is D, the second one is E (also because it's right above it), and the third one is F (also going up a note).

Because the key is in F Major, there are only B-flats. There is no change to any of the other notes.

Answer:

DEF

Step-by-step explanation:

bass cleff

the notes in bass clef go by lines and spaces of course

Space notes: A C E G

line notes: G B D F A

now going with acronyms, this can help you memorize the notes. some acronyms can be:

Space: Alley Cats Eat Garbage; All Cows Eat Grass

Lines: Good Boys Do Fine Always; Good Boys Deserve Fudge Always.

now those notes are on line 3, space 3, and line 4. look back at the acronyms and see if you can find it..

the notes are DEF.

another helpful thing is for bass clef and treble clef, they all go in alphabetical order, so that would mean,

the whole staff goes in this order: GABCDEFGA

plus ledger line notes if you do those.

i hope this helped! let me know if you need help with treble clef notes or any more bass clef!

Answer: The cost of a large pizza with 2 toppings depends on the pizza place. Let's say the cost is $15 per pizza, and each additional topping costs $2.

Step-by-step explanation:

This question is incomplete because the options are missing. Here are the options:

A. - 4 = 5x

B. -4 = x

C. -4 + x = 0

D. -4 + 5x = 0

The correct next line of the solution is A. -4 = 5x

An equation is:

According to the above, it can be inferred that the correct answer is option A. because it expresses the correct values according to the operations that have been carried out in the previous lines.

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