.000033 + (5 x 10^-5)
Answer in scientific and standard form

The slope of the line that passes through the points (0, - 4) and (30, -9) is -1/6.

In Mathematics, the slope of any straight line can be determined by using this mathematical equation;

Slope (m) = (Change in y-axis, Δy)/(Change in x-axis, Δx)

Slope (m) = rise/run

Based on the information provided, we can logically deduce the following data points on the line:

Substituting the given data points into the slope formula, we have the following;

Slope, m = (-9 + 4)/(30 - 0)

Slope, m = -5/30

Slope, m = -1/6.

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Answer:

  $11.40

Step-by-step explanation:

You want to know the mom's total spending if she bought ...

using a $0.50 discount coupon.

The total bill is the sum of the costs of the items, less the amount of the discount coupon:

  $4.25 +2×2.25 +3.15 -0.50 = $11.40

She spent $11.40 at the coffee shop.

<95141404393>

Answer:

11.40

Step-by-step explanation:

Your welcome!

If x is less than -18, then the expression |x-(-18)| simplifies to -(x+18).When we encounter an absolute value expression like |x-(-18)|, it helps to remember that the absolute value of a number represents its distance from zero on the number line.

In this case, the expression |x-(-18)| represents the distance between x and -18 on the number line.

If x is less than -18, then x is to the left of -18 on the number line. Since we're interested in the distance between x and -18, we can start by finding the distance from x to 0 (the origin) and the distance from -18 to 0.

The distance from x to 0 is simply x (since x is negative), and the distance from -18 to 0 is 18. To find the distance between x and -18, we can subtract these two distances:

|-18 - x| = |-18| - |x| = 18 - (-x) = 18 + x

However, we're asked to simplify the expression without using the absolute value symbol. So we need to consider what happens when x is less than -18. In this case, the expression 18 + x is negative, which means that the absolute value of (x - (-18)) is equal to its opposite. Therefore, we can replace |x-(-18)| with -(x-(-18)), which simplifies to -(x+18).

In summary, if x is less than -18, then the expression |x-(-18)| simplifies to -(x+18).

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The correct answer is 8.24

The critical point of the function f(x, y) = xye - (x² + y²)/2 is (0, 0).

To find the critical point(s) of a function, we need to calculate the partial derivatives with respect to each variable (x and y) and set them equal to zero. In this case, we have:

∂f/∂x = ye^(-(x²+y²)/2) - x²ye^(-(x²+y²)/2) = 0,

∂f/∂y = xye^(-(x²+y²)/2) - y²xe^(-(x²+y²)/2) = 0.

By solving these equations simultaneously, we can determine the critical point(s) of the function. However, since the specific values of x and y are not provided in the question, we cannot determine which point(s) are not critical.

The following is NOT the critical point of the function f(x,y)=xye -(x²+x²)/2₂

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The next logical number in the sequence is 6, 14, 30, ....   is 62.

In the given sequence, each number is obtained by adding the next odd integer and doubling the result. Let's analyze the pattern step by step:

Starting with 2:

Add the next odd integer, which is 3: 2 + 3 = 5

Double the result: 5 * 2 = 10

Starting with 5:

Add the next odd integer, which is 5: 5 + 5 = 10

Double the result: 10 * 2 = 20

Starting with 10:

Add the next odd integer, which is 7: 10 + 7 = 17

Double the result: 17 * 2 = 34

Starting with 17:

Add the next odd integer, which is 9: 17 + 9 = 26

Double the result: 26 * 2 = 52

Starting with 26:

Add the next odd integer, which is 11: 26 + 11 = 37

Double the result: 37 * 2 = 74

Starting with 37:

Add the next odd integer, which is 13: 37 + 13 = 50

Double the result: 50 * 2 = 100

Starting with 50:

Add the next odd integer, which is 15: 50 + 15 = 65

Double the result: 65 * 2 = 130

Therefore, the next number in the sequence is 62.

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The lengths of XY and YZ are 6 cm and 8 cm, respectively.

Let's assume that the area of triangle WXY is 3x and the area of triangle WZY is 4x. Since the ratio of their areas is 3:4, we can express the area of triangle WXZ in terms of x as well.

Given that the area of triangle WXZ is 112 cm², we have:

3x + 4x + 112 = 7x + 112

Simplifying the equation, we find:

7x = 112

Dividing both sides by 7, we get:

x = 16

Now that we know the value of x, we can find the lengths of XY and YZ. Since the area of triangle WXY is 3x, its area is 3 x 16 = 48 cm². We can use the formula for the area of a triangle, which is 1/2 x base x height, to find the length of XY. Given that the height WY is 16 cm, we have:

48 = 1/2 \(\times\) XY x 16

Simplifying the equation, we get:

XY = 6 cm

Similarly, we can find the length of YZ using the area of triangle WZY:

4x = 4 x 16 = 64 cm²

64 = 1/2 x YZ  16

YZ = 8 cm

Therefore, the lengths of XY and YZ are 6 cm and 8 cm, respectively.

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The evidence that would help Marisa conclude that no chemical reaction occurred in a science experiment is option d) no new substance was formed.

A reaction is termed a chemical reaction if there is a change in the reactants involved. These changed substances have properties different from that of the original. This is what segregates chemical reactions from physical ones like boiling, freezing, breaking, etc.

According to the law of conservation of mass, the number of atoms will remain the same even if the chemical reaction has occurred. It is the number of molecules that changes. A chemical reaction cannot create any new element. It creates new compounds or decomposes existing ones into different elements.

Hence, the conclusion of no reaction occurred can be supported only by the evidence of no reaction of new substances.

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Complete Question

In a science experiment, Marisa concludes that no chemical reaction has occurred. What evidence would support

this conclusion?

A. the mass and total number of atoms were conserved

B. no energy was released

C. a new element was created

D. no new substance was formed

a) Note that the inequality  expressing the possible number of piccolos that could perform allowing the audience to hear every note  is given as: 3,850x ≤ 16,000

b) the maximum number of piccolos allowed to perform this piece is 4.16 or approximately 4.

A) Where the above conditions are given, let us call the number of piccolos "x" as the number that can perform in a way that the audience will hear all the notes pplayed.

Recall that specialized acoustic tiles that eliminate any sounds greater than 16 kHz that means, all the frequencies put together must  nevr exced 16kHz. Thus,

the inequality will be 3,850x ≤ 16,000


B) To determine the maximum number of piccolos:

we must solve for x in the above equation:

3,850x ≤ 16,000

we divide both sides by 3850

3,850x/3850 ≤ 16,000/3850
x ≤ 4.15584415584

Hence, since x cannot be be decimal, that is the number of picollows, we must approximate x to 4

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Answer:

1) 9 cups of water and 3 cups of rice.

2) 5 batches

Step-by-step explanation:

1) 2*3= 6   3*1=1

2) 10/2=5  

Therefore ,light of this, the solution to the triangle issue given is ABC, which is equivalent to XYZ.

A triangular is a polygon since it has number of sides and three vertices. This geometric form is essential. Triangle ABC is still a triangles whose corners are located at points A, B, then C. In geometric shapes, a single planar and triangle are produced when four components are not coherent. Due to their three sides and top right corner, triangles are included in polygons.

Here.

Given :

ABC and XYZ are the same, hence ∠ A = ∠ X.

∠ B and ∠ Y mean the same thing.

"∠ Z" = "∠ C," and

The value of line ab matches that of xy.

Both line bc and yz can be substituted.

XZ corresponds to line ac.

To come up with a solution, Cpct was used.

Triangle segments that match each other are congruent.

The solution to the triangle problem is ABC is equal with XYZ as a result.

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Answer:

After reflection over the x-axis, we have the coordinates as follows;

A’ (5,-2)

B’ ( 1,-2)

C’ (3,-6)

Step-by-step explanation:

Here, we want to find the coordinates A’ B’ and C’ after a reflection over the x-axis

By reflecting over the x-axis, the y-coordinate is bound to change in sign

So if we have a Point (x,y) and we reflect over the x-axis, the image of the point after reflection would turn to (x,-y)

We simply go on to negate the value of the y-coordinate

Mathematically if we apply these to the given points, what we get are the following;

A’ (5,-2)

B’ ( 1,-2)

C’ (3,-6)

Answer:

B

Step-by-step explanation:

Using a test statistic of 2.0 in a two-sided hypothesis test for the population proportion with a sample of 50, you can reject the null hypothesis at the 5% significance level. This is because the test statistic (2.0) is greater than the z-value for a 5% significance level (1.96).

Based on the given test statistic of 2.0 and the sample size of 50, we can use a normal distribution to conduct the hypothesis test for the population proportion. The null hypothesis, in this case, would be that the population proportion is equal to a certain value, while the alternative hypothesis would be that it is not.

Using the given significance levels and critical values, we can determine whether we can reject or fail to reject the null hypothesis. Since this is a two-sided test, we will use the critical values for both the upper and lower tails of the distribution.

Looking at the critical values provided, we see that zo.1 is -1.282, zo.025 is -1.96, and zo.01 is -2.33 for a two-tailed test at the 10%, 5%, and 1% significance levels, respectively. Based on these values, we can see that a test statistic of 2.0 falls outside of the rejection region at the 10% and 5% levels, but not at the 1% level.

Therefore, the correct answer is that we can reject the null hypothesis at the 5% significance level, but not at the 10% level.

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We can solve the Inequalities by Isolating the variables that are present in the given Inequality.

In mathematics, an inequality is a connection between two values or mathematical equations that results in an unequal comparison.

The signs that we use in Inequalities are less than( < ), less than or equal to ( ≤ ), greater than ( > ), greater than or equal to ( ≥ ), and not equal to (≠) sign.

Lets us consider we have inequality 3x + 2 + x ≥ 10

We can solve the above inequality as given below

Here we will solve the inequality by Isolating the variable  

Step - 1

Add x term and constant terms

=> 4x + 2 ≥ 10   [ here 3x + x = 4x ]

Step - 2  

Bring out x terms at one side, and constant terms at another side by doing required operations like adding

=> 4x + 2 ≥ 10    [ here we will subtract 2 from both sides ]

=> 4x + 2 - 2  ≥ 10 - 2

=> 4x  ≥ 8  

Step - 3

Now isolate the variable to get the solution

=>  4x/4  ≥ 8/4         [ here divided by 4 ]

=> x  ≥ 2  

Therefore, the required solution is x ≥ 2    

Therefore,

We can solve the Inequalities by Isolating the variables that are present in the given Inequality.

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The mean (μ) of a hypergeometric distribution is given by: 8.181

The standard deviation (σ) of a hypergeometric distribution is given by:

1.644

Here, we have,

To find the mean value and standard deviation of the number of projects not among the first 15 that are from the second section, we need to calculate the probabilities for different numbers of projects from the second section.

Let's denote:

N1: Number of students in the first section (25)

N2: Number of students in the second section (30)

N: Total number of projects graded (15)

To calculate the probability of exactly 10 projects being from the second section, we can use the hypergeometric distribution.

The formula for the hypergeometric distribution is:

P(X = k) = (C(N2, k) * C(N1, N - k)) / C(N1 + N2, N)

Where:

X is the random variable representing the number of projects from the second section among the first 15 graded projects.

C(a, b) is the binomial coefficient, also known as "a choose b."

Using this formula, we can calculate the probability for X = 10:

P(X = 10) = (C(30, 10) * C(25, 15 - 10)) / C(55, 15)

Next, we can calculate the mean and standard deviation.

The mean (μ) of a hypergeometric distribution is given by:

μ = N * (N2 / (N1 + N2))

  = 15 * (30 / (25 + 30) )

  = 8.181

The standard deviation (σ) of a hypergeometric distribution is given by:

σ = √(N * (N1 / (N1 + N2)) * (N2 / (N1 + N2)) * ((N1 + N2 - N) / (N1 + N2)) )

  = √(15 * (25 / (25 + 30)) * (30 / (25 + 30)) * (25+30 - 15 )/(25+30)) )

  = 1.644

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complete question:

An Instructor Who Taught Two Sections Of Engineering Statistics Last Term, The First With 25 Students And The Second With 30, Decided To Assign A Term Project. After All Projects Had Been Turned In, The Instructor Randomly Ordered Them Before Grading. Consider The First 15 Graded Projects. (A) What Is The Probability That Exactly 10 Of These Are From The

An instructor who taught two sections of engineering statistics last term, the first with 25 students and the second with 30, decided to assign a term project. After all projects had been turned in, the instructor randomly ordered them before grading. Consider the first 15 graded projects.

what are the mean value and standard deviation of the number of projects not among these first 15 that are from the second section?

Answer:

I think K = 10.5

Step-by-step explanation:

First you would do the division of 2/4 which equals 0.5. Now the equation is k-0.5 = 10. If you flip the equation around it is 10 + 0.5 = k. Now you would know that k = 10.5 to check it does 10.5 - 0.5 = 10? Yes.

Answer:

47°

Step-by-step explanation:

Given that m<BOC = 6x + 29, m<AOB = 3x + 124, and m<AOC is a straight angle, therefore, m<AOC = 180°.

m<BOC +m<AOB = 180°

6x + 29 + 3x + 124 = 180

Solve for x

6x + 3x + 29 + 124 = 180

9x + 153 = 180

Subtract both sides by 153

9x = 180 - 153

9x = 27

Divide both sides by 9

x = 3

m<BOC = 6x + 29

Plug in the value of x

m<BOC = 6(3) + 29

m<BOC = 18 + 29 = 47°

The value of (ΣX)² for the scores 1, 5, 2 is:  

64

It is the representation of the sum of infinite or many values. And it is represented by the following symbol:

∑xi

The value of (ΣX)² for the scores 1, 5, 2 can be found by first finding the summation of the scores and then squaring the result.

Steps to follow:

Step 1: Find the summation of the scores.
            ΣX = 1 + 5 + 2 = 8

Step 2: Square the summation.
            (ΣX)² = 82 = 64

Therefore, the value of (ΣX)² for the scores 1, 5, 2 is 64.

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The corresponding angle to angle 9, according to the figure  is

angle 11

Corresponding angles are a pair of angles that are formed on the same side of a transversal line and in the same relative position with respect to the parallel lines being intersected by the transversal.

In simpler terms corresponding angles are formed when a line crosses two parallel lines  and the angles are in corresponding positions on each of the parallel lines.

Using the figure, the parallel lines are l and m and angle 9 and angle 11  are at the vertex of he triangles formed.

The two triangles formed are congruent (parallel lines l and line m ensures equal length of sides), According  to CPCTC theorem

angle 9 ≅ angle 11

angle 20 ≅ angle 6

angle 16 ≅ angle 7

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complete question

What is/are two corresponding angles to angle 9?

Answer:

Step-by-step explanation:

given the expression (3³)² = n⁶, we are to find the value of n.

To do that we will apply one of the laws of indices shown

\((a^m)^n = a^{mn}\)

Applying the law to the question

(3³)² = n⁶

\(3^{3*2} = n^6\\\\\)

\(3^6 = n^6\\\\\)

Since the power of both values at both sides are equal, they will cancel out to give;

\(3 = n\)

Hence the value of n is 3

its 2

N=2

and i know this since i got it wrong and it showed me the correct answer :)

So on solving the provided question we cans say that  sides of a square are given as 18 units, area = 324 cm sq.

A square is an equilateral quadrilateral with four equal sides and four equal angles according to Euclidean geometry. It is also known as a rectangle with two neighboring sides that have the same length. Having all four equal sides and all four equal angles, a square is an equilateral quadrilateral. 90 degree or straight angles are square angles. In addition, the square's diagonals are equally spaced and split at a 90-degree angle. a neighboring rectangle with two equal sides. a quadrilateral with four right angles and four sides of equal length. a parallelogram having two adjacent, equal sides that form a right angle. straight-sided rhombus.

here,

sides of a square are given as 18 units

so area will be s^2 18*18 = 324 cm sq.

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The measure of the missing length "u" is 45 miles.

To find the measure of the missing length "u" in the similar shapes, we can set up a proportion based on the corresponding sides of the shapes. Let's denote the given lengths as follows:

20 mi corresponds to 25 mi,

36 mi corresponds to u.

The proportion can be set up as:

20 mi / 25 mi = 36 mi / u

To find the value of "u," we can cross-multiply and solve for "u":

20 mi * u = 25 mi * 36 mi

u = (25 mi * 36 mi) / 20 mi

Simplifying:

u = (25 * 36) / 20 mi

u = 900 / 20 mi

u = 45 mi

Therefore, the measure of the missing length "u" is 45 miles.

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a) The probability histogram of pmf for the number of students who show up for a professor's office hour on a particular day is shown below.

b) The probability that at least two students show up = 0.55 and the probability that more than two students show up = 0.25

c) The probability that between one and three students show up = 0.7

d) The probability that the professor shows up = 0.20

First we write the number of students who show up for a professor's office hour on a particular day and their pmf in tabular form.

x        p(x)

0       0.20

1       0.25

2       0.30

3       0.15

4       0.10

The probability histogram of this data is shown below.

The probability that at least two students show up would be,

P(x ≥ 2) = p(2) + p(3) + p(4)

P(x ≥ 2) = 0.30 + 0.15 + 0.10

P(x ≥ 2) = 0.55

Now the probbability that more than two students show up:

P(x > 2) = p(3) + p(4)

P(x > 2) = 0.15 + 0.10

P(x > 2) = 0.25

The probability that between one and three students show up would be:

P(1 ≤ x ≤ 3) = p(1) + p(2) + p(3)

P(1 ≤ x ≤ 3) = 0.25 + 0.30 + 0.15

P(1 ≤ x ≤ 3) = 0.7

And the probability that the professor shows up would be: p = 0.20

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Answer:

1st blank: quotient

2nd blank: remainder

3rd blank: divisor

Step-by-step explanation:

This is saying the whole part of the division answer is the big number of the mixed number. The remainder goes on top of the fraction part of the answer and the "dividedby" guy (or the outside number if you do that kind of division) is the bottom number of the fraction part of the mixed number.

Answer:

\(p=48 ~units\)

Step-by-step explanation:

\(x^2=12^2+9^2\)

\(x^2=144+81\)

\(x^2=2225\)

\(x=15\)

\(p=15+15+18\)

\(p=48 ~units\)

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

hope it helps...

have a great day!!

Answer:

p=48 units

Step-by-step explanation:

hope it helps..

To determine which differential equation(s) are linear, we need to examine the form of each equation. A linear differential equation is one that can be written in the form a(x)y" + b(x)y' + c(x)y = g(x), where a(x), b(x), c(x), and g(x) are functions of x.

The differential equation 2xy" - 5xy' + y = sin(3x) is linear. It can be written in the form a(x)y" + b(x)y' + c(x)y = g(x), where a(x) = 2x, b(x) = -5x, c(x) = 1, and g(x) = sin(3x).
The differential equation (v)² + xy = In(x) is not linear. It does not follow the form a(x)y" + b(x)y' + c(x)y = g(x) because it contains a term with (v)², where v represents the derivative of y with respect to x. This term does not have a linear coefficient.
The differential equation y' + sin(y) = e^(3x) is linear. It can be written in the form a(x)y' + b(x)y = g(x), where a(x) = 1, b(x) = sin(y), and g(x) = e^(3x).
The differential equation (x²+1)y" - 3y - 2x³y = -x - 9 is not linear. It does not follow the form a(x)y" + b(x)y' + c(x)y = g(x) because it contains a term with (x²+1)y", where the coefficient is a function of x.
The differential equation y' + xy = y" is linear. It can be written in the form a(x)y' + b(x)y = g(x), where a(x) = 1, b(x) = x, and g(x) = y".

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There is no Triangle

Answer:

(x-2)2 +1.

Step-by-step explanation:

Hope this helps!

It looks like the vertex is (2,1) based on the multiple choice answers.

The formula for an equation in vertex form is a(x-h)2+k.

The vertex is known as (h,k).

(x-+2)2+1.

In other words, (x-2)2+1.

Answer:

\(\displaystyle \frac{x^4 + 10x^3 + 25x^2 + 3x - 24}{x^2 + 5x - 4} = x^2 + 5x - 4 + \frac{3x - 8}{x^2 + 5x - 4}\)

General Formulas and Concepts:

Algebra I

Terms/Coefficients

Algebra II

Polynomial Division

Step-by-step explanation:

Step 1: Define

Identify.

\(\displaystyle \frac{x^4 + 10x^3 + 25x^2 + 3x - 24}{x^2 + 5x - 4}\)

Step 2: Long Division

See attachment.

Please excuse the bad handwriting.