Can someone please help, ty!!

Answer:

\( \frac{9x { }^{2 } - 63x}{ 3x} \\ = \frac{3x(3x - 21)}{3x} \\ = 3x - 21 \)

hope it helps:)

Answer:3x-21

Step-by-step explanation:

\(\frac{9x^{2} - 63x }{3x}\) ⇒ \(\frac{3x * (3x - 21) }{3x}\) ⇒ cancel out 3x ⇒ 3x - 21

Answer:

\(the \: time \: will \: be \: \boxed{1.8 \: hrs} \to \: \\ this \: is \: true \: since \: the \: car \: traveled \: with \: lower \: speed : \\ it \: will \: then \: cover \: the \: same \: distance \\ \: with \: mor e\: time. \: this \: is \: true \:s ince \to \boxed{1.8 \: hrs \: > 1.6 \: hrs}\)

Explanation:

\(since \: velocity \: is \: given \: as \to \\ v = \frac{d}{t} \\ then \: the \: time \: is \to \\ t = \frac{d}{v} \: since \: (d) \: is \: constant \: in \: this \: case \to \\ when \: (v\: is \: 100 \: km {(h)}^{ - 1} ) \: then \: the \: time \: is \to \\ t = \frac{160}{100} = 1.6 \: hrs \\ \\ when \: (v\: \: is \: 90 \: {km(h)}^{ - 1}) \: then \: the \: time \: is \to \\ t = \frac{160}{90} = 1.7777777778 \\ hence \: the \: time \: will \: be \: \boxed{1.778 \: hrs}\)

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Answer:

C + 1 < 3 is not equivalent.

Step-by-step explanation:

B - 1 < 2 ⇒ B < 3

C + 1 < 3 ⇒ C < 2

D - 2 < 1 ⇒ D < 3

Therefore, all inequalities are equivalent except C + 1 < 3.

Answer:

A

Step-by-step explanation:

The probability that the mean fill is more than 84.8 ounces is 0.39358

From the question, the given parameters about the normal distribution are

Mean value of the set of data = 88.2

Standard deviation value of the set of data = 1.3

The actual data value = 88.2

The z-score of the data value is calculated using the following formula

z = (x - mean value)/standard deviation

Substitute the given parameters in the above equation

z = (88.2 - 87.9)/1.3

Evaluate the difference of 88.2 and 87.9

z = 0.3/1.3

Evaluate the quotient of 0.3 and 1.1

z = 0.23

The probability that the mean fill is more than 88.2 ounces is then calculated as:

P(x > 88.2) = P(z > 0.23)

From the z table of probabilities, we have;

P(x > 88.2) = 0.5910

Hence, the probability that the mean fill is more than 84.8 ounces is 0.5910

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Answer:

y= -3x+1

Step-by-step explanation:

x1= -2 x2=2 y1=7 y2=-5

using the formula

(y-y1)/(x-x1)=(y2-y1)/(x2-x1)

(y-7)/(x-(-2))=(-5-7)/(2-(-2))

(y-7)/(x+2)=(-5-7)/(2+2)

(y-7)/(x+2)=(-12)/4

(y-7)/(x+2)=-3

cross multiply

y-7=-3(x+2)

y-7=-3x-6

y=-3x-6+7

y=-3x+1

a. The probability questions are given below.

b. The inferential statistics question is:

"What is the estimated proportion of computers in the population that need warranty service based on the observed proportion in the sample?"

We have,

a.

Probability questions based on selecting a sample of 100 computers:

- What is the probability that exactly 5 computers in the sample need warranty service?

- What is the probability that more than 10 computers in the sample need warranty service?

- What is the probability that at least 2 computers in the sample need warranty service?

- What is the probability that none of the computers in the sample need warranty service?

- What is the probability that the proportion of computers needing warranty service in the sample is greater than 0.3?

These questions can provide insights into the likelihood of certain outcomes within the sample of 100 computers.

b.

Inferential statistics question that can be answered by determining the number of computers needing warranty service in a sample of size 100:

"What is the estimated proportion of computers in the population that need warranty service based on the observed proportion in the sample?"

By determining the number of computers in the sample of 100 that need warranty service, we can use inferential statistics to make an estimate or inference about the proportion of the entire population of computers of that brand and model that may require warranty service.

This can help in understanding the warranty service needs of the entire population based on the information gathered from the sample.

Thus,

a. The probability questions are given above.

b. The inferential statistics question is:

"What is the estimated proportion of computers in the population that need warranty service based on the observed proportion in the sample?"

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Answer:

The answer is "8 hours"

Step-by-step explanation:

by the given value we create the equation that is:

 \(\to 45x-40=300\\\\\to 45x=300+40\\\\\to 45x=340\\\\\to x=\frac{340}{45}\\\\\to x= 7.55\ \ hours \ or \ \ \ 8 \ hours\)

Answer:

Step-by-step explanation:

Correct option is C)

Let α be the common root,

⇒α

2

+bα+c=0.....(i) and α

2

+cα+b=0.....(ii)

(i)−(ii)⇒(b−c)α+(c−b)=0⇒α=1, since b



=c

Hence from (i) or (ii), b+c+1=0

Answer:

x2 bx 1*2

Step-by-step explanation:

An equation for the function graphed above include the following: g(x) = -1/4|x + 1| - 2.

By critically observing the graph of this absolute value function, we can reasonably infer and logically deduce that the parent absolute value function f(x) = |x| was vertically compressed by a factor of 1/4, reflected over the x-axis, followed by a vertical translation 2 units down, and then a horizontal translation to the left by 1 unit, in order to produce the transformed absolute value function as follows;

f(x) = |x|

y = A|x + B| + C

g(x) = -1/4|x + 1| - 2

In conclusion, the value of the variables A, B, and C are -1/4, 1, and 2 respectively.

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Answer:

a. there could be a problem of high error

b. randomized block design can remove the issue of heterogeneity

c. yes they should

d, yes it could

Step-by-step explanation:

a. if their is a lack of homogeneity among the sample population, then the results that would be obtained are going to be with increased experimental error.

b. given the number of treatment, the randomized block design technique can be done. This would then remove the issue of heterogeneity. It also gives more information and the results from the test are easier. Even in the presence of missing data, the missing plot technique can be employed.

c. when a control group is used, it makes easier the examination of the market research in a more effective way.

d. Yes it could be a double blind one. This would help to take away the problem of bias.

Answer:

4 times

Step-by-step explanation:

The area of a circle is given by the formula A = πr², where "r" is the radius of the circle.

Let's calculate the areas of the two circles:

For the circle with a radius of 4 inches:

=> A₁ = π(4)² = 16π in²

For the circle with a radius of 2 inches:

=> A₂ = π(2)² = 4π in²

To find the ratio of the areas, we divide the area of the circle with a radius of 4 inches by the area of the circle with a radius of 2 inches:

=> A₁/A₂ = (16π) / (4π) = 4

Therefore, the area of a circle with a radius of 4 inches is 4 times greater than the area of a circle with a radius of 2 inches.

Answer:

A, 11.7

Step-by-step explanation:

B, No

Usando el concepto de escala, el número por el que se debe multiplicar la medida de la Figura Q para obtener la Figura P es dado por:

\(\frac{10}{7}\)

Se una Figura Q ninguna es una reproducción a escala x de la Figura P, hay que:

\(Q = xP\)

En este problema, x = 7/10, o sea:

\(Q = \frac{7}{10}P\)

El número desehado es la escala de P en relación à Q, o sea:

\(P = \frac{10}{7}Q\)

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Answer:

326

Step-by-step explanation:

The value of the given expression is 326.

Given:

The given expression 2 hundreds + 12 tens + 6 ones.

To find:

The value of the given expression.

Explanation:

The numeric form of given expression is:

2 hundreds + 12 tens + 6 ones

2 hundreds + 12 tens + 6 ones

2 hundreds + 12 tens + 6 ones

Therefore, the value of the given expression is 326.

4) We were told that pamela rode her bike at a constant rate of 0.1 km per minute. This means that the slope is 0.1. Thus, we would find the slope for each table and choose the one that has 0.1 as slope. The formula for determining slope is expressed as

slope = (y2 - y1)/(x2 - x1)

For table F,

when x1 = 5, y1 = 0.1

when x2 = 10, y2 = 0.1

Slope = (0.1 - 0.1)/(10 - 5) = 0/5 = 0

For table G,

when x1 = 5, y1 = 0.5

when x2 = 10, y2 = 1.0

Slope = (1 - 0.5)/(10 - 5) = 0.5/5 = 0.1

For table H,

when x1 = 5, y1 = 0.1

when x2 = 10, y2 = 10.1

Slope = (10.1 - 0.1)/(10 - 5) = 10/5 = 2

For table J,

when x1 = 5, y1 = 5.1

when x2 = 10, y2 = 10.1

Slope = (10.1 - 5.1)/(10 - 5) = 5/5 = 1

Only table G has a slope of 0.1. Thus, the correct option is table G

Answer:

3:5

Step-by-step explanation:

30 blue: 50 pink both are divisible by 10 to simplify it down to 3:5

According to the properties of the standard normal distribution, approximately 99.7% of the values lie within three standard deviations of the mean. Therefore, the answer is 99.7%.

To determine the percentage of videos on the streaming site that are between 264 and 489 seconds, we need to calculate the area under the normal curve within that range. Since the distribution is approximately normal with a mean of 264 seconds and a standard deviation of 75 seconds, we can use the properties of the standard normal distribution to find the desired percentage.

First, we need to convert the values 264 and 489 to z-scores, which represent the number of standard deviations a particular value is away from the mean. The z-score formula is given by:

z = (x - μ) / σ

where x is the value, μ is the mean, and σ is the standard deviation. Plugging in the values, we get:

z1 = (264 - 264) / 75 = 0

z2 = (489 - 264) / 75 = 3

Next, we can use a standard normal distribution table or a calculator to find the area under the curve between z = 0 and z = 3. The area represents the percentage of videos falling within that range. The answer is 99.7% .

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Answer:

i) it is not possible for the student to receive an A in the class

ii) 119 points

iii) 84points

Step-by-step explanation:

Total exam scores = 350points

homework scores of 7, 8, 7, 5, and 8

Let the third exam score =y

Exam scores = 81, 80, x

i) To know if the student would get an A in class, we would find the third exam score

(Scores received by a student)/ (total scores) = least of the grade percentage to get an A

(7 + 8 + 7 +5 + 8 + 81 + 80 + x)/350 = 0.9

(196+x)/350 = 0.9

196+x = 350 × 0.9

196+x = 315

x = 315-196

x = 119

119 > 100

Since the maximum grade for each of the exam score is 100points, it is not possible for the student to receive an A in the class.

ii) Since the least of the grade percentage that would guarantee an A is 0.9, the minimum score on the third exam that will give an A = 119points

iii) (Scores received by a student)/ (total scores) = least of the grade percentage to get a B

(7 + 8 + 7 +5 + 8 + 81 + 80 + x)/350 = 0.8

(196+x)/350 = 0.8

196+x = 350 × 0.8 = 280

x = 280-196

x = 84

The minimum score on the third exam that will give a B = 84points

Given statement solution is :- Math Proficiency conceptual knowledge involves understanding the fundamental concept of division and its relationship to fractions, enabling flexibility in solving division problems with different fractions. Procedural knowledge, on the other hand, focuses on following a specific set of steps to achieve a correct solution without necessarily comprehending the underlying concept.

3.1 Activity: Procedural and Conceptual Understanding in Action

Content Area: Fractions

Problem: Comparing Fractions

Objective: Students will demonstrate both procedural and conceptual understanding of comparing fractions.

Activity Steps:

Begin by introducing the concept of fractions and reviewing the basic procedures for comparing fractions (e.g., finding a common denominator, cross-multiplying).

Provide students with a set of fraction comparison problems (e.g., 2/3 vs. 3/4, 5/8 vs. 7/12) and ask them to solve the problems using the traditional procedural approach.

After students have solved the problems procedurally, engage them in a group discussion to explore the underlying concepts and relationships between fractions. Ask questions such as:

What does it mean for one fraction to be greater than or less than another?

Can you explain why we need a common denominator when comparing fractions?

How can you visually represent and compare fractions to better understand their relative sizes?

Introduce visual aids, such as fraction bars or manipulatives, to help students visualize the fractions and compare them conceptually. Encourage students to reason and explain their thinking.

Have students revisit the fraction comparison problems and solve them again, this time using the conceptual understanding gained from the group discussion and visual aids.

Compare the students' procedural solutions with their conceptual solutions, and discuss the similarities and differences.

Conclude the activity by emphasizing the importance of both procedural and conceptual understanding in solving fraction comparison problems effectively.

By incorporating both procedural and conceptual approaches, this activity allows students to develop a deeper understanding of comparing fractions. The procedural approach provides them with the necessary steps to solve problems efficiently, while the conceptual approach helps them grasp the underlying principles and relationships involved in fraction comparison.

3.2 Example: Conceptual Knowledge vs. Procedural Knowledge

Conceptual knowledge refers to the understanding of underlying concepts, principles, and relationships within a domain, whereas procedural knowledge focuses on knowing the specific steps or procedures to perform a task without necessarily understanding the underlying concepts.

Example: Division of Fractions

Conceptual Knowledge: Understanding the concept of division as the inverse operation of multiplication, and recognizing that dividing fractions is equivalent to multiplying by the reciprocal of the divisor. This understanding allows for generalization and application of division concepts to various fractions.

Procedural Knowledge: Following the specific steps to divide fractions, such as "invert the divisor and multiply" or "keep-change-flip" method. This knowledge involves applying the procedure without necessarily grasping the underlying concept or reasoning behind it.

In this example, Math Proficiency conceptual knowledge involves understanding the fundamental concept of division and its relationship to fractions, enabling flexibility in solving division problems with different fractions. Procedural knowledge, on the other hand, focuses on following a specific set of steps to achieve a correct solution without necessarily comprehending the underlying concept.

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Answer:

Kristen auto wash earns revenues of 9 dollars per customer

In order to earn 36 they will need 4 customers

36÷9= 4

When the given fractions are ordered from the least fraction to the greatest fraction, the results would be:

The best way to order fractions in a list, from their least to their greatest is by converting them to decimals. This allows you to see which fractions are larger than the other.

The fractions in their decimal forms are:

- 4 5:

= -4 ÷ 5

= -0.80

- 3 / 7:

= -3 ÷ 7

= 0.43

2 / 3:

= 2 ÷ 3

= 0.67

1 / 4:

= 1 ÷ 4

= 0.25

The order would be:

-0.8, - 0.43, 0.25, 0.67

In their fraction forms this is:

= - 4/5, - 3 / 7, 1 / 4, 2 / 3

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9514 1404 393

Answer:

  a, c

Step-by-step explanation:

There are 3 linear factors, so the function is odd degree (cubic). The coefficients of x are all positive, so the function has the general shape of an increasing function, left-to-right. The three linear factors mean that the curve crosses the x-axis 3 times, changing sign each time.

The x-intercepts are the values of x that make the factors zero: -7, 3/2, 5. The shape of the function tells you it will be negative for x < -7. Between -7 and 3/2, it will be positive, since it changes sign at x=-7. It changes sign again at x=3/2, so will be negative for 3/2 < x < 5.

In short, the function will be negative at any point that has an odd number of function zeros to its right (taking multiplicity into account).

The function is negative on intervals (a) and (c).

Answer:

-21.1 and 24.1

Step-by-step explanation:

-8.2*4 + 3.9*3=-21.1

5.1*3 - (-2.2*4)=24.1

Answer:

Calculated z= 3.515

The Z∝/2 = ±1.96  for ∝= 0.05

The Z∝/2 = ± 2.58  for ∝= 0.01

Yes the company claims valid at a level of significance of 0.05 and 0.01

Step-by-step explanation:

Here p1= 70% = 0.7

p2= 20/45= 0.444   q= 1-p= 1-.444= 0.56

The level of significance is 0.05 and 0.01

The null and alternative hypotheses are

H0; p1= p2                Ha: p1≠p2

The test statistic used here is

Z= p1-p2/ √pq/n

Z= 0.7-0.44/ √ 0.44*0.56/45

z= 0.26/ √0.2464/45

z= 3.515

The Z∝/2 = ±1.96  for ∝= 0.05

The Z∝/2 = ± 2.58  for ∝= 0.01

For the significance level 0.05 reject null hypothesis

For the significance level 0.01 reject null hypothesis

Yes the company claims valid at a level of significance of 0.05 and 0.01

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Answer:

8,974 dollars

Step-by-step explanation:

y=2650.(1.05)^x

x=25

2650(1.05)^25 = 8974 dollars