Simplify fully
10xy/5y

Answer:

0.32727272727

Step-by-step explanation:

yeet

Answer:

6/8X+3

Step-by-step explanation:

You can approximate the probability using the standard normal distribution table by looking up the closest values for Φ(2) and Φ(1).

To calculate the probability P(1 < z < 2) for a standard normal random variable, we can use the cumulative distribution function (CDF) of the standard normal distribution.

The CDF gives us the probability that a standard normal random variable is less than or equal to a given value. We can use this information to calculate the probability between two values.

Let's denote the CDF of the standard normal distribution as Φ(z). The probability P(1 < z < 2) can be calculated as follows:

P(1 < z < 2) = Φ(2) - Φ(1)

To calculate this, we need to look up the values of Φ(2) and Φ(1) from a standard normal distribution table or use a calculator/computer software. However, since I don't have access to real-time computations in this environment, I am unable to provide the exact numerical value.

But you can use statistical software or online calculators to find the precise value. Alternatively, you can approximate the probability using the standard normal distribution table by looking up the closest values for Φ(2) and Φ(1).

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Answer:

36x

Step-by-step explanation:

Answer:

\(\frac{-4+6}{2} , \frac{3+2}{2} =1,4\\\\\frac{6+6}{2} ,\frac{5+(-1)}{2} =6,2\\\\\frac{-4+6}{2} ,\frac{3+(-1)}{2} =1,1\)

Step-by-step explanation:

hope it helps have a nice day!!

Answer:

x=3

Step-by-step explanation:

3x+4=2x+10

-3       -3

4= -1x+10

-10     -10

-6= -1x

divide by -1

x=6

Thats how you do it

Answer:

x=6

Step-by-step explanation:

first you have to subtract 4 from both sides

3x=2x+10-4

then simplify 2x+10-4 to 2x+6 so you will get

3x=2x+6

-2 -2

(^^you subtract 2x from both sides )

then you get your answer which is x=6

The graph of the inequality y^2 > 0 represents all real numbers except y = 0.

The graph of the inequality y < 30 represents all real numbers less than 30.

The inequality y^2 > 0 represents all values of y where y squared is greater than 0. Since the square of any nonzero number is always positive, the solution is all real numbers except y = 0, which can be graphed as a number line with an open circle at y = 0.

The inequality y < 30 represents all values of y that are less than 30. This can be graphed as a horizontal line on the y-axis with an open circle at y = 30, indicating that 30 is not included in the solution set.

For the real-world applications, let's solve them step-by-step:

Two numbers add up to 144. One number is half the square of the other number.

Let's assume the two numbers are x and y. We have the following system of equations:

x + y = 144 (Equation 1)

x = (1/2)y^2 (Equation 2)

From Equation 1, we can solve for x in terms of y: x = 144 - y.

Substituting this into Equation 2, we get 144 - y = (1/2)y^2.

Rearranging the equation, we have: (1/2)y^2 + y - 144 = 0.

Now we can solve this quadratic equation for y. Once we find the value(s) of y, we can substitute them back into Equation 1 to find the corresponding values of x.

The squares of two numbers add to 1,156. The second number is the square root of three times the square of the first number.

Let's assume the two numbers are x and y. We have the following system of equations:

x^2 + y^2 = 1156 (Equation 1)

y = √(3x^2) (Equation 2)

Substituting Equation 2 into Equation 1, we get: x^2 + (√(3x^2))^2 = 1156.

Simplifying, we have x^2 + 3x^2 = 1156.

Combining like terms, we get 4x^2 = 1156.

Now we can solve this quadratic equation for x. Once we find the value(s) of x, we can substitute them back into Equation 2 to find the corresponding values of y.

Remember to leave a 1 line space between paragraphs in your answer.

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Answer:

x=6.18

Step-by-step explanation:

\(sin(31) = \frac{opp}{hyp} \\ \frac{0.52}{1} = \frac{x}{12} \\ \\ x = 12(0.52) \\ x = 6.18 \)

According to Hunt et al., young people have agency, or the ability to choose whether or not to use drugs.

Agency refers to the capacity of individuals to make choices and take actions based on their own free will and personal autonomy. It implies that individuals, including young people, have the ability to exercise control over their decisions and behaviors, including the choice to engage in drug use or abstain from it.

According to Hunt et al., young people have agency, or the ability to choose whether or not to use drugs.

Hunt et al. suggest that young people possess agency in the context of drug use. This means that they have the cognitive and emotional ability to make decisions regarding drug use based on their own values, beliefs, and circumstances. It recognizes that young people are not passive recipients of external influences but rather active participants in shaping their own behaviors.

Acknowledging young people's agency regarding drug use is important for promoting a comprehensive and empowering approach to drug prevention and education. It emphasizes the significance of providing accurate information, fostering critical thinking skills, and promoting self-efficacy in young individuals. By recognizing their agency, interventions can focus on empowering young people to make informed and responsible choices about drug use, considering potential risks and consequences.

It is important to note that while agency acknowledges individuals' ability to make choices, it does not exist in isolation from other factors that can influence decision-making. Social, environmental, and systemic factors, such as peer pressure, socioeconomic conditions, and access to drugs, can shape and influence the choices available to young people. Recognizing agency does not negate the need for supportive environments, education, and effective prevention strategies to help young people navigate the complex landscape of drug use decisions.

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after 14 years, there will be approximately 1.97g of the radioactive substance remaining.

To solve this problem, we can use the concept of exponential decay for radioactive substances. The decay of a radioactive substance can be modeled by the equation:

N(t) = N₀ * e^(-kt),

where N(t) is the amount of substance at time t, N₀ is the initial amount of substance, e is the base of the natural logarithm, k is the decay constant, and t is the time elapsed.

In this case, we are given that the initial amount N₀ is 10g and the amount after 9 years N(9) is 5g. We can use this information to find the value of k.

5 = 10 * e^(-9k).

Divide both sides of the equation by 10:

0.5 = e^(-9k).

Take the natural logarithm of both sides:

ln(0.5) = -9k.

Solve for k:

k = ln(0.5) / -9.

Now that we have the value of k, we can use it to find the amount of substance after 14 years, N(14):

N(14) = N₀ * e^(-kt).

N(14) = 10 * e^(-ln(0.5) / -9 * 14).

N(14) = 10 * e^(14 * ln(0.5) / 9).

N(14) ≈ 10 * 0.197 = 1.97.

Therefore, after 14 years, there will be approximately 1.97g of the radioactive substance remaining.

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Answer:

AB

Step-by-step explanation:

The segments that are parallel need to be in the same direction ( up and down)

The segments that are parallel are FH, AB, GC

Answer:

AB

Step-by-step explanation:

since is a cube all of the angles are 90 degees and this only possibel whn the line That a vertical a parrelllt to each other

Answer:

csacacsac

Step-by-step explanation:

rgergerggsgds

Answer:

solving the expression \(\left(2\sqrt{3}-5\sqrt{7}\right)\:\left(2\sqrt{3}-5\sqrt{7}\right)\) we get \(\mathbf{187+20\sqrt{21}}\)

Step-by-step explanation:

We need to solve: \(\left(2\sqrt{3}-5\sqrt{7}\right)\:\left(2\sqrt{3}-5\sqrt{7}\right)\)

We can write it as:

\(\left(2\sqrt{3}-5\sqrt{7}\right)\:\left(2\sqrt{3}-5\sqrt{7}\right)\\=\left(2\sqrt{3}-5\sqrt{7}\right)^2\)

We can use formula: \(a^2-b^2=a^2-2ab+b^2\)

\(=\left(2\sqrt{3})^2-2(2\sqrt{3})(-5\sqrt{7})+(-5\sqrt{7}\right)^2\\=4(3)+20\sqrt{3}\sqrt{7}+25(7)\\=12+20\sqrt{3\times 7}+175\\=187+20\sqrt{21}\)

So, solving the expression \(\left(2\sqrt{3}-5\sqrt{7}\right)\:\left(2\sqrt{3}-5\sqrt{7}\right)\) we get \(\mathbf{187+20\sqrt{21}}\)

The chance that the hospital will run out of sleeping pills on any given day is 0.5000 (or 0.5000 with four decimal places).

To calculate the chance that the hospital will run out of sleeping pills on any given day, we can use the normal distribution and Z-score.

First, let's calculate the Z-score using the formula:

Z = (X - μ) / σ

Where:

X = consumption rate per day (1,155 pills)

μ = average consumption rate per day (1,155 pills)

σ = standard deviation (81 pills)

Z = (1,155 - 1,155) / 81

Z = 0

Now, we need to find the probability associated with this Z-score. However, since the demand for sleeping pills can be considered continuous and not discrete, we need to calculate the area under the curve from negative infinity up to the Z-score. This represents the probability of not running out of sleeping pills.

We discover that the region to the left of a Z-score of 0 is 0.5000 using a basic normal distribution table or statistical software.

To find the probability of running out of sleeping pills, we subtract this probability from 1:

Probability of running out of sleeping pills = 1 - 0.5000

Probability of running out of sleeping pills = 0.5000

Therefore, on any given day, the hospital has a 0.5000 (or 0.5000 with four decimal places) chance of running out of sleeping tablets.

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Answer

3.535534

Step-by-step explanation:

Answer:

\( \frac{5 \sqrt{2} }{2} \: or \: \: 3.53553\)

Step-by-step explanation:

first change it to fraction

\( \sqrt[]{12.5} = \sqrt[]{ \frac{25}{2} } = \sqrt[]{ \frac{5}{ \sqrt[]{2 } } } = \frac{5 \sqrt[]{2} }{2} \)

When an auditor uses monetary-unit sampling to examine the total value of invoices, each invoice has a probability proportional to its monetary value of being selected.

Monetary unit sampling (MUS) refers to a statistical sampling method utilized to determine if the account balances or monetary amounts in a population contain any misstatements in an account of transaction. Auditors use monetary unit sampling, which is also known as probability-proportional-to-size sampling or dollar-unit sampling, to establish the accuracy of financial accounts. With monetary unit sampling, each dollar in a transaction is a separate sampling unit. When an auditor uses monetary-unit sampling to examine the total value of invoices, each invoice has a probability proportional to its monetary value of being selected.

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Answer:

so you need a answer or a question

Answer:

child anywaysssss

Step-by-step explanation:

yfgxgx

Answer: 720

Step-by-step explanation: took the test

Answer:

720mm squared

Step-by-step explanation:

You must multiply each face of each shape after that when you add the two volumes you get the awnswer which is 720mm squared :) Hope this helps!

you're correct. its to take out the greatest common factor.

The volume of the ring-shaped solid is 490.67 cubic units.

To find the volume of the ring-shaped solid that remains after using a cylindrical drill to bore a hole through the center of a sphere, we can subtract the volume of the drilled cylinder from the volume of the sphere.

The volume of a cylinder is given by the formula V_cylinder = πr^2h, where r is the radius and h is the height. In this case, the radius of the cylinder is 1.

The height of the cylinder can be calculated as the diameter of the sphere, which is twice the radius of the sphere. So, the height of the cylinder is 2 × 5 = 10.

Using the formula for the volume of the cylinder, we have V_cylinder = π(1^2)(10) = 10π.

The volume of a sphere is given by the formula V_sphere = (4/3)πr^3, where r is the radius. In this case, the radius of the sphere is 5.

Using the formula for the volume of the sphere, we have V_sphere = (4/3)π(5^3) = (4/3)π(125) = (500/3)π.

To find the volume of the ring-shaped solid, we subtract the volume of the cylinder from the volume of the sphere:

V_ring = V_sphere - V_cylinder = (500/3)π - 10π = (500/3 - 30/3)π = (470/3)π.

Rounding the answer to the nearest hundredth, we get V_ring ≈ 490.67 cubic units.

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Answer:

142 506

Step-by-step explanation:

here the order does not matter

Then

we the number of sets is equal to the number of combinations.

Using the formula :

the number of sets is 30C5

\(C{}^{5}_{30}=\frac{30!}{5!\left( 30-5\right) !}\)

      \(=142506\)

There are 142506 ways in which 5 students can be selected out of 30 students.

The selection of 5 students out of 30 students can be achieved with the use of combination since the order of selection is not required to be put into consideration.

By using the formula:

\(\mathbf{^nC_r = \dfrac{n!}{r!(n-r)!}}\)

where;

\(\mathbf{^nC_r = \dfrac{30!}{5!(30-5)!}}\)

\(\mathbf{^nC_r = \dfrac{30!}{5!(25)!}}\)

\(\mathbf{^nC_r = 142506}\)

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Trace sends multiple ICMP packets with progressively higher Time-to-Live until the packet reaches the destination.

Traceroute is a network diagnostic tool that helps identify the path taken by packets from a source to a destination. It achieves this by sending ICMP packets, also known as Internet Control Message Protocol packets, with an increasing value for a specific parameter called the Time-to-Live (TTL). The TTL value determines how many hops, or intermediate network devices, a packet can traverse before being discarded.

Now, the first router receives the ICMP packet and decrements the TTL value by 1. If the TTL becomes zero, the router discards the packet and sends an ICMP "Time Exceeded" message back to the source host. This message indicates that the packet's TTL has expired, and the source host can determine the IP address of the router.

In summary, when we use traceroute, we send multiple ICMP packets with progressively higher TTL values until the packet reaches the destination host. Each router encountered along the way decrements the TTL value, and if it reaches zero, the router generates a "Time Exceeded" message. This process allows us to trace the network path and identify the intermediate devices that the packets traverse.

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Answer:

Step-by-step explanation:

Answer:

-12 is the answer.

Step-by-step explanation:

-12 - (-5) = -7

The two negative one right after another turns into a plus, or +.

-12 + 5 = -7

Think of 5 positive things and -12 negative things.

O O O O O

P  P  P  P  P  P  P  P  P  P  P  P

5 of the positive things will cancel out 5 of the negative things, leaving behind 7 negative things.

#teamtrees #WAP (Water And Plant)

Answer:

10

Step-by-step explanation:

Rolling a single six-sided die, you would get two 1/6th of the time because there is one two out of the six sides.

So 60 rolls would be 60*(1/6)=60/6=10

Answer:

7:10

Step-by-step explanation:

did the math

Answer:

7:10-7:15

Step-by-step explanation:

tim walks 80 meters per minute and 4kg is 4000.00 meter so now we know that we divided 4000.00 and 80 we get 50 now we take the time his school start subtract 50 minutes so 8:00 ( the time he supposed to be at school) subract 50 minutes that 7:10. Hoped that helped :)