Can somebody help me on this one?

Answer:

x>3

Step-by-step explanation:

Answer:x<3

Step-by-step explanation:because

Answer:

So you can divide by 2 for the picture. 4/2 = 2

So you can get 2 x 2 picture. The ratio would be 1

if you have a variable it would always be

x by x.

If you want to cover whole wall multiply by 4/3 on the 4 x 4 picture

The original needs to be scaled up by a factor of 75.

Given that, reproducing a 4 cm × 4 cm picture on a 3 m × 3 m wall.

We need to find what ratio we should use.

Ratio, in math, is a term that is used to compare two or more numbers. It is used to indicate how big or small a quantity is when compared to another.

We know that 1 m=100cm, then 3 m=300 cm.

The picture on the wall is (300 cm)/(4 cm) = 75 times as large in each dimension as the original.

Therefore, the original needs to be scaled up by a factor of 75.

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Answer:

I think that it should be

\( {(a - b)}^{3} + {(b - c)}^{3} + {(c - a)}^{3} = 3(a - b)(b - c)(c - a)\)

Step-by-step explanation:

Here,

we take , a - b = A,b-c = B , c - a= C

A+B+C = 0

we know that,

\( {a}^{3} + {b}^{3} + {c}^{3} - 3abc = (a + b + c)( {a}^{2} + {b}^{2} + {c}^{2} - ab - bc - ca)\)

Here , A+B+C = 0

so,

A^3 +B^3 + C^3 = 3 ABC

now we put the values

\({(a - b)}^{3} + {(b - c)}^{3} + {(c - a)}^{3} = 3(a - b)(b - c)(c - a)\)

I am done .

I think that it should be

{(a - b)}^{3}  +  {(b - c)}^{3}  +  {(c - a)}^{3}  = 3(a - b)(b - c)(c - a)

Step-by-step explanation:

Here,

we take , a - b = A,b-c = B , c - a= C

A+B+C = 0

we know that,

{a}^{3}  +  {b}^{3}  +  {c}^{3}   - 3abc = (a + b + c)(  {a}^{2}  +  {b}^{2}  +  {c}^{2}  - ab - bc - ca)

Here , A+B+C = 0

so,

A^3 +B^3 + C^3 = 3 ABC

now we put the values

{(a - b)}^{3}  +  {(b - c)}^{3}  +  {(c - a)}^{3}  = 3(a - b)(b - c)(c - a)

I am done .

Sampling, Experiment, Simulation, Census

1. Sampling: This technique involves selecting a subset of individuals or items from a larger population to gather data. It is commonly used when it is not feasible or practical to collect data from the entire population. Sampling allows researchers to make inferences about the population based on the characteristics of the sample.

2. Experiment: In an experiment, researchers manipulate variables and observe the effects on the outcome of interest. They assign participants or subjects to different groups (e.g., control group and treatment group) and control the conditions to study the cause-and-effect relationships. Experiments are often used to test hypotheses and determine causal relationships between variables.

3. Simulation: Simulation involves creating a model or computer program that imitates real-world processes or systems. By running simulations, researchers can observe and analyze the behavior of the system under different scenarios. Simulations are useful for studying complex systems or situations that are difficult or costly to replicate in real life.

4. Census: A census involves collecting data from the entire population of interest rather than a sample. It aims to gather comprehensive information on all individuals or items within the population. Census data provide a complete picture of the population but can be time-consuming, expensive, and may not be feasible for large populations.

In order to determine which technique was used in a particular study, we would need more specific information about the study design, data collection methods, and objectives. Each technique has its own advantages and is suitable for different research scenarios, depending on factors such as the population size, research questions, available resources, and practical constraints.

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From given data:

The number of blocks that could fit in one box is:

Now the number os blocks could fit in three box is:

The guarantee period should be approximately 30.46 months to ensure that no more than 22% of the Magic Video packages will require a refund.

To answer this question, we need to use the normal distribution and the z-score formula. The z-score formula is:

z = (x - μ) / σ

where x is the value we want to find, μ is the mean, σ is the standard deviation, and z is the z-score corresponding to the probability we want to find.

In this case, we want to find the length of the guarantee period (x) such that the probability of a computer failing during the guarantee period and getting a refund is no more than 22% (or 0.22). We know that the mean life for the computer (μ) is 25 months, and the standard deviation (σ) is 7 months.

To find the z-score corresponding to a probability of 0.22, we can use a standard normal distribution table or a calculator. The z-score is approximately -0.81.

Now we can plug in the values we know into the z-score formula and solve for x:

-0.81 = (x - 25) / 7

-5.67 = x - 25

x = 19.33

Therefore, the guarantee period can be no longer than 19.33 months if the management does not want to refund the purchase price on more than 22% of the Magic Video packages.

To find the guarantee period for Magic Video Games, Inc., we need to determine the number of months in which no more than 22% of the computer systems will fail. We'll use the normal distribution properties, mean life (μ = 25 months), and standard deviation (σ = 7 months).

Step 1: Convert the percentage to a decimal value.
22% = 0.22

Step 2: Find the z-score that corresponds to the 22% failure rate.
Since we want the guarantee period to cover the time before 22% of systems fail, we will look for the z-score that corresponds to the 78% remaining functional systems (100% - 22% = 78%). We'll use a z-table or calculator to find the z-score corresponding to a 0.78 probability. In this case, the z-score is approximately 0.78.

Step 3: Use the z-score formula to find the guarantee period (x).
The z-score formula is: z = (x - μ) / σ
We'll plug in the values and solve for x: 0.78 = (x - 25) / 7

Step 4: Solve for x.
First, multiply both sides by σ: 0.78 * 7 = x - 25
Then, add μ to both sides: 5.46 + 25 = x
x ≈ 30.46

The guarantee period should be approximately 30.46 months to ensure that no more than 22% of the Magic Video packages will require a refund.

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Answer:

c=13

Step-by-step explanation:

You then square root both sides of the equation and the square root of 169 is 13.

Hope this helps! :)

Answer:

c is 13

Step-by-step explanation:

trust me bro

Answer:

"All right, isoceles triangles are special right triangles."

yes it agree this statement. as in right isosceles triangle always two angles are 45 and remaining 90.

The Answer Is: E: -3,-4

A circle can be characterized by its center's location and its radius's length. The point that lies on the circle is represented by the equation (x−3)² + (y+4)² = 6² is (-3,-4).

A circle can be characterized by its center's location and its radius's length.

Let the center of the considered circle be at (h,k) coordinate.

Let the radius of the circle be 'r' units.

Then, the equation of that circle would be:

(x-h)² + (y-k)² = r²

If a circle is graphed with the equation on the graph, also, all the points given are graphed, then it can be observed that the only point that lies on the circle is (-3,-4).

Hence, the point that lies on the circle is represented by the equation (x−3)² + (y+4)² = 6² is (-3,-4).

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Friend is incorrect and the permutations rule should be used instead of just 5!.

Permutations are a process in which the order of items in a set matters. In other words, it refers to the different arrangements that can be made by selecting r items from n different objects, without repeating any of them.

Calculating permutations manually can be time-consuming.

However, the permutations rule simplifies the process.

The permutations rule states that the number of permutations of n distinct objects, taken r at a time, is equal to

nPr = n!/(n-r)!,

where "n" represents the total number of distinct objects and

"r" represents the number of items selected for each arrangement.

So, if you want to find the number of arrangements possible for five distinct letters, you need to use the permutation rule and not just 5!.

This is because 5! represents the number of ways to arrange five distinct objects (letters) in a line, without restrictions, meaning that the same letter can appear twice, or more, in the arrangement.

However, if the five distinct letters are taken two, three, four, or five at a time, then the permutations rule would have to be used.

For example, the number of different arrangements of two letters out of five distinct letters is equal to

5P2 = 5!/3!

= 5 × 4

= 20.

Therefore, your friend is incorrect and the permutations rule should be used instead of just 5!.

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There were 77 adults and 42 children who attended the concert, totaling 119 people.

To determine the number of adults and children who attended the concert, we can set up a system of equations based on the given information. Let's denote 'a' as the number of adult tickets sold and 'c' as the number of child tickets sold. From the information provided, we know that a + c = 119, representing the total number of people who attended the concert. Additionally, the total revenue from ticket sales was $292.25, with adult tickets priced at $2.75 and child tickets at $2.25. By solving the system of equations, we find that there were 77 adults and 42 children in attendance.

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The width of the rectangle is x² + 2x – 2.

The perimeter of the rectangle is (2x²+8x-4) and the length is (2x-1).
Let’s find the width of the rectangle using the perimeter of the rectangle.
Perimeter of the rectangle = 2(Length + Width)
Perimeter of the rectangle = (2x² + 8x – 4)
Length of the rectangle = 2x – 1
Putting the values in the formula,
2(Length + Width) = (2x² + 8x – 4)2(2x – 1 + Width) = (2x²2 + 8x – 4)
4x – 2 + 2W = 2x² + 8x – 42
W = 2x² + 8x – 4 – 4x + 2
W = 2x² + 4x – 4
W = (2(x² + 2x – 2))/2
W = x² + 2x – 2

Therefore, the width of the rectangle is x² + 2x – 2.

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Using multiplication we know that Nicole needs to buy a total of 18 cups for 8 people.

In mathematics, multiplying the numbers is used to find the product of two or more numbers.

We carry out one of the basic mathematical operations on a regular basis.

Similar to addition, multiplication is commutative, which means that the product (the solution) is unaffected by the parts' order.

In other words, multiplying two numbers in any sequence will get the same result.

As an illustration, multiplying 8 by 2 will have the same result as multiplying 2 by 8.

So, using multiplication calculate as follows:

= 2 1/4 * 8

= 8+1/4 * 8

= 9/4 * 8

= 9/1 * 2

= 9 * 2

= 18

Therefore, using multiplication we know that Nicole needs to buy a total of 18 cups for 8 people.

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Using Algebraic expression, Twenty-two decreased by a number say n is phrase form of Algebraic expression (22 - n) . So, The correct option is option (D).

Algebraic expression :

An algebraic expression is a mathematical expression containing variables, constants, coefficients, and algebraic operations. For example, 5x - 5y + 5 is an algebraic expression.

There are several kinds of algebraic expressions. A monomial is a unary algebraic expression whose exponent and variables are non-negative integers.

We have given an algebraic expression (22 - n)

where n is an integer, 22 is a constant term, and subtraction is an algebraic operator.

So, the correct phrase for the algebraic expression in ( 22-n ) is 22 minus the number.

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Complete question:

Which phrase correctly represents the algebraic expression for 22-n?

A.) A number decreased by twenty-two

B.) The total of twenty two and a number

C.) The difference of two and a number

D.)Twenty-two decreased by a number

For given direct variation with points (2,6) and (n,3), n will be 1.

What is direct variation?

The relationship between two variables in which one is a constant multiple of the other is referred to as direct variation. For example, they are said to be in proportion when one variable influences the other. If b is directly proportional to a, the equation is b = ka (where k is a constant). When two variables are coupled in such a way that the ratio of their values always remains the same, they are said to be in direct variation. Direct variation can be stated mathematically in a variety of ways. Because the ratio of y to x never changes in equation form, y and x fluctuate directly.

Formula for direct variation is

                            y=kx, where k is a constant.

Now,

Given Coordinates are (2,6) and (n,3)

So putting point 1 in formula y=kx

6=2k

k=3

Using k=3 in pont 2

3=3n

n=1

Hence,

         For given direct variation with points (2,6) and (n,3), n will be 1.

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The flux of the vector-field F = 1i + 1j + 3k across the surface S is 2. We find out the flux of the vector-field using Green's Theorem.

Flux form of Green's Theorem for the given vector-field

φ = ∫ F.n ds

= ∫∫ F. divG.dA

Here G is equivalent to the part of the plane = 2x + 1y + z = 2.

and given F = 1i + 1j + 2k

div G = div(2x + 1y + z = 2) = 2i + 4j + k

Flux = ∫(1i + 1j + 3k) (2x + 1y + z) dA

φ = ∫ (2 + 4 + 2 ) dA

= 8∫dA

A = 1/2 XY (on the given x-y plane)

2x+4y =2

at x = 0, y = 1/2

y = 0, x = 1

1/2 (1*1/2) = 1/4

Therefore flux = 8*1/4 = 2

φ = 2.

Green's theorem has numerous applications. One method is to solve two-dimensional flow integrals, which state that the sum of fluid outflows from a volume equals the total outflow summed around an enclosing area.

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The slope between points (17,8) and (17,24) is (B) undefined.

We know that the slope of a line passing through two points (a,b) and (c,d) is given by,

m = (d-b)/(c-a)

So here given points are (17,8) and (17,24)

Then, a=17, b=8, c=17, d=24

Now the slope between these two points is given by,

m = (24-8)/(17-17) = 16/0

So the slope value does not exist or infinity.

Hence the slope between the points (17,8) and (17,24) is Infinity or undefined.

Thus, the correct option is (B).

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Anvi will always have only one choice for the salad dressing each day, regardless of the previous days.

Based on question, it seems you are interested in recurrence relations related to Anvi's salad choices. Here are the answers to the questions:
a) If Anvi eats a salad for lunch every day and picks exactly one salad dressing each time, we can define a recurrence relation to represent the number of ways she can choose the salad dressing each day.
Let's denote the number of ways Anvi can choose the salad dressing on day n as D(n).
To determine the recurrence relation, we can analyze the pattern:
- On day 1, there is only one option for Anvi to choose the dressing. Therefore, D(1) = 1.
- On day 2, Anvi still has only one option, regardless of what she chose on day 1. Therefore, D(2) = 1.
- On day 3, Anvi still has only one option, regardless of her previous choices. Therefore, D(3) = 1.
We observe that, regardless of the day, Anvi always has one option to choose from. Hence, the recurrence relation for the number of ways Anvi can choose the salad dressing on any given day is:
D(n) = 1, for all positive integers n.
In other words, Anvi will always have only one choice for the salad dressing each day, regardless of the previous days.

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The equation of the altitude of a triangle when we connect point A with BC is y = -3x + 6.

Given the points A(0,2), B(-2,6), and C(4,0).The slope of BC is:

slope BC = (0 - 6)/(4 - (-2)) = -6/6 = -1

The slope of a line perpendicular to BC is the negative reciprocal of the slope of BC. Therefore, the slope of a line perpendicular to BC is 1.The line passing through point A with a slope of 1 has the equation:y - 2 = 1(x - 0)y = x + 2

Now we need to find where this line intersects BC.We know that BC has the equation:y - 0 = -1(x - 4)y = -x + 4

Equating the two equations we get:x + 2 = -x + 4

Simplifying, we get:2x = 2x = 1x = 1

Substituting x into the equation of BC, we get:y = -1 + 4y = 3Therefore, the intersection point of line A and line BC is (1,3).

The equation of line A is:y = x + 2Therefore, the slope of the line perpendicular to line A is -1.

The line perpendicular to line A and passing through point (1,3) has the equation:y - 3 = -1(x - 1)y = -x + 4

The altitude of the triangle created when we connect point A with BC has the equation y = -x + 4.

Given points are A(0,2), B(-2,6), and C(4,0). We need to find the equation of the altitude created when you connect point A with BC.We will begin by finding the slope of line BC. Using the slope formula, we can write the slope of line BC as:slope BC = (0 - 6)/(4 - (-2))= -6/6= -1

Therefore, the slope of the line perpendicular to BC will be 1, as it is the negative reciprocal of -1.

Line passing through point A(0,2) and having slope 1 has the equation:y - 2 = 1(x - 0)y = x + 2

Now, we need to find the point of intersection of this line and BC. We can do this by equating the two equations.We have the equation of line A as:y = x + 2

Equating this to the equation of line BC, we get:y = -x + 4

Solving for x:  x + 2 = -x + 4 => 2x = 2 => x = 1

Substituting the value of x in either of the equations, we get y = 3Therefore, the point of intersection is (1,3).Since the slope of the line perpendicular to line A is -1, the equation of this line passing through (1,3) will be:y - 3 = -1(x - 1)y = -x + 4

Therefore, the equation of the altitude created when you connect point A with BC is:y = -x + 4.

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Answer:

The answer is the east region

Answer:

20%

Step-by-step explanation:

Answer:

Step-by-step explanation:

Using the area model and standard algorithm, we have:

                332   (tenths)

          ×       21  

                332

             664    

             6972   tenths = 697.2

              30      +      3      tenths

     1       300           32         332

    20     600           64         664

33.2 × 21 =    30     ×    1      =        30    

According to the Wechsler scales, the middle 50% of scores fall within the broad average range. This means that half of the test-takers will score within this range.

The broad average range is typically defined as having a standard score between 90 and 109. Standard scores are based on a mean of 100 and a standard deviation of 15.

To explain further, the Wechsler scales use a standardization process to compare individual scores to the scores of a representative sample of the population. This allows for a meaningful interpretation of an individual's performance relative to others. The middle 50% range is a measure of dispersion, indicating where the majority of scores fall.

The Wechsler scales provide a useful way to interpret and compare scores on cognitive tests. The middle 50% range offers a reliable indicator of the average performance level, with scores falling between 90 and 109.

It is important to note that the interpretation of scores should always be considered within the context of the specific test and the individual being assessed.

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The third column of ab is {0,0,0}.

If we have a matrix "a" and multiply it with the "b" matrix, which {0,0,0} in the third column, the resulting matrix ab will also have {0,0,0} in the third column. When we multiply two matrices, we take the "i" row elements from the first matrix and the "j" column element from another and then multiply and add all these row and column elements to get the "ij" element of the resultant matrix.

So, in this case, when we take the row element from the "a" matrix and the column element from the "b" matrix, regardless of any term in the row element when multiplied with the 0 elements of the column will result in 0 and hence the resultant matrix will have {0,0,0} as 3rd column.

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Each pendant costs approximately $3.40.

Let's assume the cost of each pendant is represented by "x" dollars.

The total cost of the beads for all 6 necklaces is $2.50 per necklace, so the total cost of the beads is 6 * $2.50 = $15.

The total cost of the beads and pendants for all 6 necklaces is $35.40.

Therefore, we can set up the equation:

Cost of beads + Cost of pendants = Total cost

$15 + 6x = $35.40

To find the cost of each pendant, we can solve for "x" in the equation.

Subtracting $15 from both sides of the equation:

6x = $35.40 - $15

6x = $20.40

Dividing both sides by 6:

x = $20.40 / 6

x ≈ $3.40

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