CAN U GUYS HELP ME WITH THIS?!!! I WILL GIVE BRAINLY AND 15 POINTS!!??? THANKSKSKS!

Answer:

1/5

Step-by-step explanation:

1/5

The partial fraction decomposition of \( \frac{1-2x}{(x+1)(x+2)} \) can be done as follows: \( \frac{1-2x}{(x+1)(x+2)} = \frac{A}{x+1} + \frac{B}{x+2} \)

To find the values of \( A \) and \( B \), we need to clear the denominators. We do this by multiplying both sides of the equation by \( (x+1)(x+2) \):

\( 1-2x = A(x+2) + B(x+1) \)

Expanding the right-hand side:

\( 1-2x = (A+B)x + (2A+B) \)

By comparing the coefficients of the \( x \) terms on both sides, we get the following equations:

\( -2 = A+B \)    (equation 1)

\( 1 = 2A+B \)     (equation 2)

Solving this system of equations, we can find the values of \( A \) and \( B \). Subtracting equation 1 from equation 2, we get:

\( 1-(-2) = 2A+B-(A+B) \)

\( 3 = A \)

Substituting the value of \( A \) into equation 1, we have:

\( -2 = 3+B \)

\( B = -5 \)

Therefore, the partial fraction decomposition of \( \frac{1-2x}{(x+1)(x+2)} \) is:

\( \frac{1-2x}{(x+1)(x+2)} = \frac{3}{x+1} - \frac{5}{x+2} \)

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Answer:

40%

Step-by-step explanation:

you would first simply the fraction down

13 goes into both numbers so the fraction can be simplified to

2/5 which is think is simply enough to know that 2/5 is 40% but if not the explanation would be

100÷5 =20

20 x by the 2 from the fraction

= 40%

Step-by-step explanation:

65 = 100%

0.65 = 1%

26 = x%

x = (26 ÷ 0.65)%

x = 40%

The value of the z-score for the sample mean is estimated as 0.5.

As per the stated question;

The formula for calculating the z-score is;

z = (x - μ)/σ

x = sample size

μ = population mean

σ = standard deviation population.

The vales given in the question;

Substitute the value in the z-score.

z = (35 - 25)/20

z = 10/20

z = 0.5

Thus, the value of the z-score  for the sample mean is estimated as 0.5.

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The correct question is-

Suppose you have a population with mean 25 and standard deviation 20. You take samples of size 100 and consider the distribution of the means of those samples. What is the z-score for the of the sample means for the sample less than 35?.

Let's calculate the products and check if they indeed have the same value:

Product of 32 and 46:

32 * 46 = 1,472

Reverse the digits of 23 and 64:

23 * 64 = 1,472

As you mentioned, the products are the same. This phenomenon is not unique to this particular pair of numbers. In fact, it occurs with any pair of two-digit numbers whose digits, when reversed, are the same as the product of the original numbers.

To find two other pairs of two-digit numbers that have this property, we can explore a few examples:

Product of 13 and 62:

13 * 62 = 806

Reversed digits: 31 * 26 = 806

Product of 17 and 83:

17 * 83 = 1,411

Reversed digits: 71 * 38 = 1,411

As for determining if a given pair of two-digit numbers will have this property without actually performing the multiplication, there is a simple rule. For any pair of two-digit numbers (AB and CD), if the sum of A and D equals the sum of B and C, then the products of the original and reversed digits will be the same.

For example, let's consider the pair 25 and 79:

A = 2, B = 5, C = 7, D = 9

The sum of A and D is 2 + 9 = 11, and the sum of B and C is 5 + 7 = 12. Since the sums are not equal (11 ≠ 12), we can determine that the products of the original and reversed digits will not be the same for this pair.

Therefore, by checking the sums of the digits in the two-digit numbers, we can determine whether they will have the property of the products being the same when digits are reversed.

Answer & Step-by-step explanation:

(5√2 - 4√3)(5√2 - 4√3)

We can rewrite this equation into a more simpler form.

(5√2 - 4√3)²

Now, we multiply. When multiplying, its important we multiply each term instead of combining them together.

When you multiply a radical by itself, then the base number will be by itself as the product.

So......

(5)² = 25

(4)² = 16

(√2)² = 2

(√3)² = 3

So, now the equation looks like this..

(25 * 2) + (16 * 3)

Multiply the terms.

50 + 48

Add the numbers.

50 + 48 = 98

So, your answer will be answer choice D. The radical in choice D represents the radicals that are in the problem multiplied together.

Answer:

128degrees

Step-by-step explanation:

180-52=128

answer: they spend $27.92 on goodie bags

the hourly rate is $37.5

they spend $177.92 in total

3.1 Differentiate between social norms, mathematical norms, and sociomathematical norms.3.2 Identify similar classroom norms from two scenarios and explain how they were established and enacted in each scenario, categorizing them as social norms, mathematical norms, or sociomathematical norms.

3.1: Social norms are societal expectations, mathematical norms are guidelines for mathematical practices, and sociomathematical norms are specific to mathematical discussions in social contexts.

3.2: Similar classroom norms in both scenarios belong to social norms, and they were established and enacted through explicit discussions and agreements among students and teachers, although the processes might differ.

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The distance between N and PS is 3.2.

What is the midpoint of the segment?

Take the distance between the two endpoints and divide it by two. This distance from either end is the line's midpoint. Alternatively, add the endpoints' x coordinates and divide by 2. Repeat for the y coordinates.

From the below figure,

N is the intersection of the red and blue circles.

I’ve drawn PQRS as the square (0,0), (4,0), (4,4), and (0,4).

Then the formula for the red circle is:

             (x-2)² + (y-4)² = 4.

The formula for the blue circle is

                  x² + y²- 16 = 0.

Solving for x and y yields intersections

               (0, 4) and (3.2, 2.4),

the first being S and the latter being N.

Hence, the distance between N and PS is 3.2.

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Answer:

0.0606060606 hope that's right if not I'm sorry

The experimental probability of rolling a 1 or a 5 is 2/5

What is probability?

Simply put, probability measures how probable something is to occur. We can discuss the probabilities of various outcomes, or how likely they are, whenever we are unsure of how an event will turn out. Statistics is the study of events subject to probability.

The likelihood that a population parameter will be less than a given value when the null hypothesis is true is expressed as the p-value, also known as a probability value or a measure of significance, for a particular statistical model.

we are given a event of rolling as die several times:

Outcome:                                         [1 2 3 4 5 6]

Number of times outcome occurred: [10    6 4 8 6 6]

We have to find the experimental probability of rolling a 1 or a 5

number of times 1 or 5 came up= 10+6=16

and total number of outcomes=  10+6+4+8+6+6=  40

P( rolling a 1 or a 5)

=  number of times 1 or 5 came up/ total number of outcomes

=   16/40

= 2/5

Hence, the experimental probability of rolling a 1 or a 5 is:

   2/5

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Civil engineers play a vital role in safeguarding the best interests of clients and society at different project stages.

Civil engineers play a crucial role in various project stages to safeguard the best interests of the client and society as a whole. Here's an overview of their roles at different stages:

Planning Stage: Civil engineers contribute to the planning phase by conducting feasibility studies, analyzing data, and assessing the environmental impact of proposed projects. They ensure that projects align with societal needs, adhere to legal regulations, and consider sustainable practices. By providing expertise in infrastructure development, they help clients make informed decisions that maximize benefits for both the client and society.

Design Stage: During the design phase, civil engineers translate project requirements into detailed plans and specifications. They consider factors such as structural integrity, safety, and functionality, while also incorporating sustainable and innovative design principles. By prioritizing the interests of the client and society, civil engineers ensure that the final design meets both technical and societal needs.

Construction Stage: Civil engineers oversee the construction process to ensure that it adheres to design specifications, safety standards, and environmental regulations. They collaborate with contractors, suppliers, and other stakeholders to address challenges, mitigate risks, and monitor the quality of work. By providing on-site supervision and quality control, civil engineers safeguard the interests of the client and society by ensuring that the project is built to the highest standards.

Operation and Maintenance Stage: Once a project is completed, civil engineers are responsible for its operation and maintenance. They develop strategies for efficient management, monitor performance, and address maintenance and repair needs. By ensuring the ongoing functionality and safety of infrastructure, civil engineers protect the client's investment and contribute to the well-being of society by providing reliable and sustainable infrastructure.

Throughout all project stages, civil engineers also consider the ethical aspects of their work. They adhere to professional codes of conduct, prioritize public safety, and promote transparency and accountability. By incorporating ethical principles into their decision-making processes, civil engineers safeguard the best interests of the client and society, contributing to the overall economic and social development of communities.

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The magnitude of the number of the minutes in the school is 2.

Although the order of magnitude of zero is not specified, it is occasionally stated to have a magnitude of. Zero is less than any other positive number, and so is its order of magnitude, according to this infinitely negative order of magnitude.

There can be no negative magnitude. The component of the vector that lacks direction is its length (positive or negative).

The order of magnitude is the approximate representation of the logarithmic of the order's value and is typically considered to be 10 taken as the base.

On a scale of 10 logarithmic, the difference in the order of magnitude can be quantified.

The value storage is where you may find the number into the various magnetic.

As a result, the number of minutes spent in school is 2.

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Complete question -

What is the Order of Magnitude of the number of minutes in a school day?

The percentage increase in average commute times between these years = 2.25%

In 2010, the average commute time for wake county workers = 23.9 mins

In 2016, the average commute time for wake county workers = 25 mins.

The increase is = 25- 23.9 = 1.1

The average commute time between the two years,

23.9+25 = 48.9 mins

Therefore, the percentage,

= 1.1/48.9×100

= 110/48.9

= 2.249%

= 2.25% to the nearest two decimal places.

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Mean of rt = 0.02,

Variance of rt = 0.02,

Lag-1 Autocorrelation (ρ1) = -0.01,

Lag-2 Autocorrelation (ρ2) = Unknown,

1-step ahead forecast = -0.005,

2-step ahead forecast = 0.02,

The standard deviation of forecast errors = √0.02.

We have,

To find the mean and variance of the return series, we can substitute the given model into the equation and calculate:

Mean of rt:

E(rt) = E(0.02 + 0.5rt-2 + et)

= 0.02 + 0.5E(rt-2) + E(et)

= 0.02 + 0.5 * 0 + 0

= 0.02

The variance of rt:

Var(rt) = Var(0.02 + 0.5rt-2 + et)

= Var(et) (since the term 0.5rt-2 does not contribute to the variance)

= 0.02

The mean of the return series rt is 0.02, and the variance is 0.02.

To compute the lag-1 and lag-2 autocorrelations of rt, we need to determine the correlation between rt and rt-1, and between rt and rt-2:

Lag-1 Autocorrelation:

ρ(1) = Cov(rt, rt-1) / (σ(rt) * σ(rt-1))

Lag-2 Autocorrelation:

ρ(2) = Cov(rt, rt-2) / (σ(rt) * σ(rt-2))

Since we are given r100 = -0.01 and r99 = 0.02, we can substitute these values into the equations:

Lag-1 Autocorrelation:

ρ(1) = Cov(rt, rt-1) / (σ(rt) * σ(rt-1))

= Cov(r100, r99) / (σ(r100) * σ(r99))

= Cov(-0.01, 0.02) / (σ(r100) * σ(r99))

Lag-2 Autocorrelation:

ρ(2) = Cov(rt, rt-2) / (σ(rt) * σ(rt-2))

= Cov(r100, r98) / (σ(r100) * σ(r98))

To compute the 1- and 2-step-ahead forecasts of the return series at

t = 100, we use the given model:

1-step ahead forecast:

E(rt+1 | r100, r99) = E(0.02 + 0.5rt-1 + et+1 | r100, r99)

= 0.02 + 0.5r100

2-step ahead forecast:

E(rt+2 | r100, r99) = E(0.02 + 0.5rt | r100, r99)

= 0.02 + 0.5E(rt | r100, r99)

= 0.02 + 0.5(0.02 + 0.5r100)

The associated standard deviation of the forecast errors can be calculated as the square root of the variance of the return series, which is given as 0.02.

Thus,

Mean of rt = 0.02,

Variance of rt = 0.02,

Lag-1 Autocorrelation (ρ1) = -0.01,

Lag-2 Autocorrelation (ρ2) = Unknown,

1-step ahead forecast = -0.005,

2-step ahead forecast = 0.02,

The standard deviation of forecast errors = √0.02.

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a. The events are dependent because the outcome of one cube affects the outcome of the other cube.

b. The probability of rolling an even number on the white cube and a sum of 8 is 3/36, or 1/12.

a. The outcomes of one cube influence the outcomes of the other cube, hence the events are interdependent.

There are just a few conceivable results for the black cube if the white cube displays an even number: 2 and 6, 3 and 5, or 4 and 4.

As a result, there are fewer outcomes that could happen, making the events dependent.

b. A sum of 8 and an even number on the white cube have a probability of 1/12, or 3/36.

This is due to the fact that there are three possible outcomes when rolling an 8 with an even and an odd number (2-6, 3-5, or 4-4).

Three of the 36 potential outcomes meet the requirements. The likelihood is therefore 3/36.

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To determine which of the two graphs (Boxplot and Histogram) shows an outlier in the distribution of the quantitative variable, we need to understand the characteristics of outliers in each type of graph.

An outlier is a data point that significantly deviates from the rest of the data in a distribution. Here's how outliers are represented in Boxplots and Histograms:

a) Boxplot only: If an outlier exists in the distribution, it will be shown as a separate data point outside the whiskers (the lines extending from the box) in the Boxplot. The Boxplot provides a visual representation of the quartiles and any outliers present.

b) Both Histogram and Boxplot: If an outlier exists in the distribution, it may be evident in both the Histogram and the Boxplot. The Histogram shows the frequency or count of data points in each bin or interval, and an outlier can be observed as an extreme value far from the majority of the data. In addition, the Boxplot will display the outlier as mentioned above.

c) Neither: If there are no outliers in the distribution, neither the Histogram nor the Boxplot will show any data points or indicators outside the expected range. The data points will be distributed within the usual range of the distribution, and no extreme values will be present.

d) Histogram only: In some cases, an outlier may be noticeable in the Histogram but not explicitly shown as a separate data point in the Boxplot. This can happen when the outlier is not extreme enough to be considered as an outlier based on the specific criteria used to determine outliers in the Boxplot.

Without examining the actual graphs or having specific information about the data, it is not possible to determine with certainty which option (a, b, c, or d) is correct. To make a definitive determination, you would need to analyze the graphs and assess the presence of extreme values that deviate significantly from the majority of the data.

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Step-by-step explanation:

hakdogg happyly ever after

Answer:

Probably 4

Step-by-step explanation:

See what you can get from the photo below

Answer:

1

Step-by-step explanation:

According to the rule of PEMDAS, we must perform parentheses before exponents.

1/5 x 5 = 1

1 to the power of anything is still 1, so that is the answer.

Answer:i don’t really k ow but i need points to ask questions

Step-by-step explanation:

Answer: A and C

Step-by-step explanation: Because total is 2/5 and 1 /3 is how much u charged.

Answer:

A) g(x)= -2^x

D) g(x)= -1/3 4th root x

E) g(x)= -|x|

Step-by-step explanation:

Just find the reciprocal of the parent function

Parent functions:

g(x)= (1/2)^x

g(x)= 4 cube root x

g(x)= |x|

Answer:

A) g(x)= -2^x

D) g(x)= -1/3 4th root x

E) g(x)= -|x|

The statement is false. The optimal allocation of 120 students as 60 for teacher A and 60 for teacher B cannot be determined solely based on the information provided.

Several factors come into play when determining the optimal allocation of students, such as the specific effectiveness decay rate for each teacher as class size increases and the desired level of effectiveness.

To determine the optimal allocation, additional information is needed, including the effectiveness decay rates for both teachers as class size increases and the desired level of effectiveness for the classroom. Without this information, it is not possible to definitively state that the optimal allocation is 60 students for each teacher.

Factors such as the teaching style, experience, and individual capacities of the teachers also play a role in determining the optimal allocation. Therefore, without considering these factors and having more specific information about the effectiveness decay rates and desired effectiveness level, it is not possible to determine the optimal allocation of 120 students between teacher A and teacher B.

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Answer: 1.2 tons

Step-by-step explanation:

Answer:  1,777

Step-by-step explanation: