Can anyone help me with this problem?

Answer:

x ≥ 12

Hope that helps!

Step-by-step explanation:

Answer:

51 minutes ???????????

Answer:

D

Step-by-step explanation:

3x - 43 = 80 (alternate angles)

The required solution for the given trigonometric identities are:

1. The exact value of  \(cos^{-1}(-1/2) = \pi/3\) or 60 degrees and  \(sin^{-1}(-1) = -\pi/2\) or -90 degrees.

2. The exact value of the composition sin(arccos(-1/2)) is \(\sqrt{3}/2.\)

3. The exact value of the composition \(tan(sin^{-1}(-3/5))\) is 3/4.

1. To find the exact value of \(cos^{-1}(-1/2)\), we need to determine the angle whose cosine is -1/2. This angle is \(\pi/3\) or 60 degrees in the second quadrant.

Therefore, \(cos^{-1}(-1/2) = \pi/3\) or 60 degrees.

To find the exact value of \(sin^{-1}(-1)\), we need to determine the angle whose sine is -1. This angle is \(-\pi/2\) or -90 degrees.

Therefore, \(sin^{-1}(-1) = -\pi/2\) or -90 degrees.

2. The composition sin(arccos(-1/2)) means we first find the angle whose cosine is -1/2 and then take the sine of that angle. From the previous answer, we know that the angle whose cosine is -1/2 is \(\pi/3\) or 60 degrees.

So, sin(arccos(-1/2)) = \(sin(\pi/3) = \sqrt3/2\).

Therefore, the exact value of the composition sin(arccos(-1/2)) is \(\sqrt{3}/2.\)

3. The composition \(tan(sin^{-1}(-3/5))\) means we first find the angle whose sine is -3/5 and then take the tangent of that angle.

Let's find the angle whose sine is -3/5. We can use the Pythagorean identity to determine the cosine of this angle:

\(cos^2\theta = 1 - sin^2\theta\\cos^2\theta = 1 - (-3/5)^2\\cos^2\theta = 1 - 9/25\\cos^2\theta = 16/25\\cos\theta = \pm 4/5\\\)

Since we are dealing with a negative sine value, we take the negative value for the cosine:

cosθ = -4/5

Now, we can take the tangent of the angle:

\(tan(sin^{-1}(-3/5))\) = tan(θ) = sinθ/cosθ = (-3/5)/(-4/5) = 3/4.

Therefore, the exact value of the composition \(tan(sin^{-1}(-3/5))\) is 3/4.

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Answer:

m<5

Step-by-step explanation:

Answer:

m < 5

Step-by-step explanation:

Step-by-step explanation:

2 squared is 4

4 + 1 is 5

good luck

The number is x² +1

Algebra is the branch of mathematics that helps in the representation of problems or situations in the form of mathematical expressions. It involves variables like x, y, z, and mathematical operations like addition, subtraction, multiplication, and division to form a meaningful mathematical expression. All the branches of mathematics such as trigonometry, calculus, coordinate geometry, involve the use of algebra. One simple example of an expression in algebra is 2x + 4 = 8.

An algebraic expression in algebra is formed using integer constants, variables, and basic arithmetic operations of addition(+), subtraction(-), multiplication(×), and division(/). An example of an algebraic expression is 5x + 6. Here 5 and 6 are fixed numbers and x is a variable.

Let the number be x.

As, the number is squared,x²

Now the squared number is increased by 1.

So, x² + 1

Hence, the number is x²+1

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When a distribution is split into two groups, namely high scorers and low scorers, it is said to be bimodal. This kind of distribution is known as a bimodal distribution.

When students' test scores are grouped into one of two categories - high scorers that cluster at the top end of the score distribution or low scorers that cluster at the bottom end of the score distribution, statistics professors find that the distribution of test scores is bimodal.

In this type of distribution, there are two modes, or peaks, and the data distribution is skewed. When a distribution is bimodal, it means that there are two peaks in the data distribution, and the distribution is not symmetric.

Answer: A bimodal distribution is a distribution in which there are two peaks. It is not symmetric, and there is often a gap between the two peaks. A bimodal distribution is a data distribution that has two peaks.

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Answer:

D. 29

Step-by-step explanation:

just did the test and got it correct. Edmentum, Plato.

The probability that a teenager plays varsity sports, given that they play a team sport, is approximately 0.4884 or 48.84%.

To find the probability that a teenager plays varsity sports given that they play a team sport, we can use conditional probability.

Let's denote:

A: Playing varsity sports

B: Playing a team sport

We are given:

P(B) = 43% = 0.43 (Probability of playing a team sport)

P(A) = 21% = 0.21 (Probability of playing varsity sports)

We need to find PA(|B), which represents the probability of playing varsity sports given that the teenager plays a team sport.

The conditional probability formula is:

P(A|B) = P(A ∩ B) / P(B)

P(A ∩ B) represents the probability of both A and B occurring simultaneously.

In this case, the probability of a teenager playing varsity sports and a team sport simultaneously is not given directly. However, we can make an assumption that all teenagers who play varsity sports also play a team sport. Under this assumption, we can say that P(A ∩ B) = P(A) = 0.21.

Now we can calculate P(A|B):

P(A|B) = P(A ∩ B) / P(B)

       = 0.21 / 0.43

      ≈ 0.4884

Therefore, the probability that a teenager plays varsity sports, given that they play a team sport, is approximately 0.4884 or 48.84%.

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Answer:

(-2,-3)

hope it will help you

Answer:

above sea level

Step-by-step explanation:

The risk-free interest rate for a five-year maturity is the yield on a five-year risk-free bond. To determine this rate, you would need to refer to the current zero-coupon yield curve for risk-free bonds and find the yield corresponding to a five-year maturity.

To find the risk-free interest rate for a five-year maturity, you would need to refer to the current zero-coupon yield curve for risk-free bonds. This curve provides yields for different maturities of risk-free bonds.

Look for the yield corresponding to a five-year maturity on the curve, and that would be the risk-free interest rate for a five-year maturity. Make sure to round the rate according to the given instructions.

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Using the arithmetic operation of division -

a) 3 people can be fed by 1 pizza.

b) Maria would need 11 pizzas for 33 people.

What is arithmetic operation?

A subject of mathematics known as arithmetic operations deals with the study and use of numbers in all other branches of mathematics. Basic operations including addition, subtraction, multiplication, and division are included.

The number of pizzas ordered = 8

The number of people are = 24.

Number of people that can be fed if 1 pizza was there =

Number of people = Number of people that came/ Number of pizza

Use the arithmetic operation of division -

Number of people = 24/8

Number of people = 3

Therefore, 3 people can be fed.

Now, the number of people = 33

Number of pizzas required for 33 people can be obtained as -

Use the arithmetic operation of division -

Number of pizzas = Number of people/ Number of people fed by 1 pizza

Number of pizzas = 33/3

Number of pizzas = 11

Therefore, Maria will require 11 pizzas.

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The standard normal distribution that represents the variable in the question indicates that we get;

a. The probability is about 0.42858

b. The probability that the average mpg of 3 randomly selected passenger cars is more than 32 mpg is 0.35197

c. The probability that all the three cars get more than 32 mpg is about0.0788

A standard normal distribution, also known as the Gaussian distribution, and the z-distribution, has a mean of 0, and a standard deviation of one.

a. The standard score (z-score) of 32 mpg can be obtained as follows;

z = (32 - 31.2)/4.5 ≈ 0.178

The probability that a standard normal variable has a z-score, larger than 0.178, obtained from the z-score table is therefore;

P(Z > 0.178) ≈ 1 - 0.57142 = 0.42858

b. The of the sample is μ = 31.2

The standard deviation of the sample is, σ = 4.5/√(3)

z = (x - μ)/(σ/√n)

Therefore;

z = (32 - 31.2)/(4.5/√(3)) ≈ 0.308

The probability that a standard normal variable has a z-score larger than 0.308, from the z-score table, therefore is; p(z > 0.308) = 1 - 0.64803 = 0.35197

c. The mpg ratings are independent, therefore, we get;

P(the three cars get more than 32 mpg) = P(car 1 gets more than 32 mpg) × P(car 2 gets more than 32 mpg) × P(car 3 gets more than 32 mpg)

The probability that a car gets more than 32 mpg is about 0.42858

Therefore;

P(the three cars get more than 32 mpg) = 0.42858 × 0.42858 × 0.4288 ≈ 0.0788

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Answer:

  x = 100

Step-by-step explanation:

The ratios of long side to hypotenuse are the same for all these triangles.

  x/(x+10) = (x+10)/(x+21)

  x^2 +21x = x^2 +20x +100 . . . . . multiply by (x+10)(x+21), expand

  x = 100 . . . . . . . . . . . . . . . . subtract x^2 +20x

The amount of X and Y that can give Adam the most utility is (αI/ Px) units of good X and (βI/ Py) units of good Y.

The Cobb-Douglas utility function represents a consumer's preferences towards two goods, X and Y. The function for Adam's preferences is given by:

U(x,y)=x α * y β, where α + β = 1. Given the price of good X is Px, the price of good Y is Py, and Adam's disposable income is I.

The total expenditure (E) for two goods will be:

E= PxX + PyY, Where X is the quantity of good X and Y is the quantity of good Y.

Adam's income constraint can be represented as:

I = PxX + PyY

We can rewrite the above expression as:

X = (I/ Px) - ((Py/Px)Y)

Thus, Adam's utility function can be written as:

U = X α * Y β

Substituting X with the expression we derived above, we get:

U = [(I/ Px) - ((Py/Px)Y)] α * Y β

To get the optimal consumption bundle, we need to maximize the utility function, which is given by:

MUx/ Px = α(Y/X)β

Muy/ Py = β(X/Y)α

Multiplying the two equations, we get:

MUx * Muy = αβ

Now, substituting the value of α + β = 1 in the above equation, we get:

MUx * Muy = α(1 - α)

Similarly, dividing the two equations, we get:

MUx / Muy = α/β

Now, we have two equations and two unknowns. We can solve them to get the values of X and Y, which maximize Adam's utility.

After solving, we get:

X = (αI / Px)

Y = (βI / Py)

Thus, the amount of X and Y that can give Adam the most utility is (αI/ Px) units of good X and (βI/ Py) units of good Y.

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Answer:

D

Step-by-step explanation:

You know the slope has to be -5, because in the equation it says -5x. You know the y intercept has to be a number on the y axis, and since it says the y intercept is 4 in the equation, you would know its (0,4).

Answer:

The mixed number for the amount of cupcakes mark ate is 1 1/6

Step-by-step explanation:

On his birthday mark ate 2/3 of a chocolate cupcake 1/4 of a red velvet cupcake and 1/2 of a vanilla cupcake. How many total cupcakes did mark eat on his birthday?

What is the mixed number for the amount of cupcakes mark ate?

This is solved as:

2/3 of a chocolate cupcake + 1/4 of a red velvet cupcake + 1/2 of a vanilla cupcake.

2/3 + 1/4 + 1/2

The Lowest Common Denominator is 12

8 + 2 + 4/12

= 14/12

= 7/6

= 1 1/6

We can determine if the process is in control by checking if any of the data points fall outside the control limits.

To construct a control chart for monitoring the proportion of incorrect forms, we will use the P chart because we are interested in monitoring the proportion of defects relative to the total number of forms processed.

To calculate the standard deviation of p (sigma_p) for the P chart, we can use the formula:

sigma_p = sqrt((p * (1 - p)) / n)

where:

p = average proportion of defective forms

n = number of forms processed

First, let's calculate the average proportion of defective forms (p):

p = Sum of incorrect forms / (200 * Number of days)

p = 143 / (200 * 10)

p ≈ 0.0715

Next, let's calculate sigma_p using the formula mentioned above:

sigma_p = sqrt((0.0715 * (1 - 0.0715)) / (200 * 10))

sigma_p ≈ 0.0093

For the P chart, the Upper Control Limit (UCL) is given by:

UCL = p + 3 * sigma_p

UCL ≈ 0.0715 + 3 * 0.0093

UCL ≈ 0.0994

The Lower Control Limit (LCL) for the P chart is typically set to zero since the proportion cannot be negative:

LCL = 0

Now, we can determine if the process is in control by checking if any of the data points fall outside the control limits.

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Answer:

Step-by-step explanation:

Answer: 2/3x = 3/5... x=9/10

Answer:f(4)=g(4)

Step-by-step explanation:We see that when x= 4, we see that f(4) intersects g(4)

There are 144 ways to form a five-digit number that is divisible by 5 using the numerals 0, 1, 2, 3, 4, and 5 without repetition.

For the number to be divisible by 5, its units digit must be either 0 or 5. Since we cannot repeat digits, we have two cases to consider:

Case 1: The units digit is 0.

In this case, we have 5 choices for the units digit (0, 1, 2, 3, or 4). For the remaining four digits, we can choose them in 4! ways (i.e., 4 choices for the first digit, 3 choices for the second digit, 2 choices for the third digit, and 1 choice for the fourth digit).

Therefore, the total number of five-digit numbers that are divisible by 5 and have a units digit of 0 is:

5 × 4! = 120

Case 2: The units digit is 5.

In this case, we have only one choice for the units digit, which is 5. For the remaining four digits, we can choose them in 4! ways as before.

Therefore, the total number of five-digit numbers that are divisible by 5 and have a units digit of 5 is:

1 × 4! = 24

The total number of ways to form a five-digit number that is divisible by 5 without repeating digits is the sum of the numbers from both cases:

120 + 24 = 144

Therefore, there are 144 ways to form a five-digit number that is divisible by 5 using the numerals 0, 1, 2, 3, 4, and 5 without repetition.

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The percent of 125 is 25 when it is 20% and 70 is 14 when it is 20%

To determine the percentage, we have to divide the value by the total value and then multiply the resultant by 100.

To calculate the percentage of a number, we need to use a different formula such as:

P% of Number = X, where X is the required percentage.

If we remove the % sign, then we need to express the above formula as;

P/100 * Number = X

What percent of 125 is 25 and percent of 70 is 14?

Given:

To solve this, we need to set up a proportion. We know 25 is a certain percent of 125, and we want to find what that percent is.

So, we set up the proportion 25/125 = x/100, where x is the percent, we are looking for.

Now we can cross-multiply to solve for x.

We get 25 x 100 = 125 x, so x = \(\frac{25 \times 100}{125}\), x = 20

Therefore, 25 is 20% of 125.

To solve this, we need to set up a proportion.

We know 14 is a certain percent of 70, and we want to find what that percent is.

So, we set up the proportion 14/70 = x/100, where x is the percent, we are looking for.

Now we can cross-multiply to solve for x.

We get 14 x 100 = 70 x

x = \(\frac{1400}{70}\)

So, x = 20.

Therefore, 14 is 20% of 70.

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The answer will be option B. The y-values are all greater than or equal to 2.

A function in mathematics set up a relatioship between the dependent variable and independent variable. on changing the value of the independent variable the value of the dependent variable also changes.

Here no matter what x is, y will always be positive, because the absolute value of x-5 will always be positive. The smallest value that y can be is when x is 5, because then the absolute value of x-5 is 0, and then y is 2.

Therefore, the correct answer will be option B. The y-values are all greater than or equal to 2.

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Answer:

The possible number of students in Mrs. Hayko's class is limited to 15 or 30, as higher multiples of 15 would exceed the desired class size.

Step-by-step explanation:

a)

Let 'x' be the total number of students in Mrs. Hayko's class.

One-third of the students walk to school: (1/3)x.

The remaining students who do not walk to school: (2/3)x.

Four-fifths of the non-walking students take the bus: (4/5) * (2/3)x.

Simplify to find the fraction of students taking the bus: (8/15)x.

b)

Consider different values for 'x' to find a whole number of students taking the bus.

Start with a small number, such as x = 15.

Calculate the number of students taking the bus using (8/15)x.

If the result is a whole number, it's a possible class size.

Repeat with different values of 'x' until a whole number is obtained.

The possible number of students in Mrs. Hayko's class could be 15, 30, or any other multiple of 15.

Answer:

Answer:

Step-by-step explanation:"To solve this equation, you can start by distributing the 0.20 and 0.30 terms. Then, you can simplify the equation by combining like terms. After that, you can isolate the variable Z on one side of the equation by adding or subtracting terms from both sides. Finally, you can solve for Z. The solution is Z = 1000. Does that help?"

Answer:

1.28 Step-by-step explanation: got

Answer:

The equation of the line is y = 3x - 7

Step-by-step explanation:

Parallel lines have the same gradient: the equation of the line would have a gradient of 3 (the gradient is the number in front of x).

y = 3x + c

If the line goes through the point (3, 2) then (3, 2) would satisfy the equation of the line. This means we can substitute 3 for x and 2 for y:

2 = 3(3) + c

2 = 9 + c

c = 2 - 9

c = -7

The equation of the line is y = 3x - 7

Hope this helps!