do you need a common denominator to divide fractions

Answer:

Step-by-step explanation:

f(-2)=5

Since Pemdas is used, taking care of that x is squared before multiplying -3 to make sure you don't mess up the signs.

Enjoy your day love <3

\( { 121}^ \frac{ - 1}{2} \\ ({11}^{2} )^ \frac{ - 1}{2} \\ { 11}^{ - 1} \\ \frac{1}{11} \)

The correct model to support the claim that more than 70% of students at De Anza College will transfer is the One sample Z test of proportion.

To determine whether more than 70% of students at De Anza College will transfer, we need to compare the proportion of students who transfer in a sample to the claimed proportion of 70%. Since we have a sample size of 450 students, the One sample Z test of proportion is appropriate.

The One sample Z test of proportion is used to compare a sample proportion to a known or hypothesized proportion. In this case, the known or hypothesized proportion is 70%, and we want to test if the proportion in the sample is significantly greater than 70%. The test involves calculating the test statistic, which follows a standard normal distribution under the null hypothesis.

By conducting the One sample Z test of proportion on the sample of 450 students, we can calculate the test statistic and determine whether the proportion of students who transfer is significantly different from 70%. If the test statistic falls in the critical region, we can reject the null hypothesis and support the claim that more than 70% of students at De Anza College will transfer.

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Answer:

9.5 * 10^-2 mm

Step-by-step explanation:

To find the total thickness, we proceed to add the two thickness that we have

Mathematically, this will be;

0.025 mm + 7 * 10^-2 mm

7 * 10^-2 mm = 0.07

So we have;

0.025 mm + 0.07 mm = 0.095

In scientific notation, this is 9.5 * 10^-2 mm

The square root of the decimal number is √0.0016 = 0.04

Here we can find the square root of the decimal number:

N = 0.0016

Notice that we can write this number as:

0.0016 = 16*10⁻⁴

Now we can take the square root of that, so we will get:

√(16*10⁻⁴)

We can distribute the square root to get:

√16*√10⁻⁴

These two are easy, we will get:

√16*√10⁻⁴ = 4*10⁻² = 0.04

That is the square root.

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The slope of a logarithmic graph depends on the type of logarithm used.

For a logarithmic function in the form y = log(b,x) where b is the base of the logarithm, the slope of the graph is undefined for x=0 and for x<0 because logarithmic functions are not defined in those cases.

For a natural logarithm, the slope is negative infinity at x=0 and positive for x > 0. As x increases, the slope becomes closer to zero.

For a common logarithm, the slope is negative infinity at x=0 and positive for x > 0. As x increases, the slope becomes closer to zero.

It's important to note that logarithmic functions are not linear functions, and therefore they do not have a constant slope, the slope of a logarithmic graph will change throughout the graph.

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Answer:

560 $

Step-by-step explanation:

4 shoes is 80

so, we have to multiply

$140

Or

£140

You are American so its the first one

Answer:

It is your answer please mark me brainlist

Step-by-step explanation:

follow

Answer:

1: No Solutions

2:Infinite solutions

3: One Solution

Step-by-step explanation:

Desmos screenshots show solutions for simplified equations

The ratio of boy to girl who play kickball at race is 6 to 2. There are 18 girl on the team. the number of boys who play kickball at race is 12 boys.

The ratio of boy to girl who play kickball at race is 6 to 2

6 boys: 2 girls

Multiply the number of girls by the ratio:

18 girls x (6 boys / 2 girls) = 18 x 3 = 54

Subtract the number of girls from the total to get the number of boys:

54 - 18 = 36

Therefore, there are 12 boys who play kickball at race.

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Given that

The Venn diagram will be shown below

Therefore,

From the calculations done above, we can see that there is no intersection between the students that took algebra and biology.

Hence, the correct option is Option B.

Yes, this could be true if there were 113 students taking algebra but not biology, and there were 87 students taking biology but not algebra.

On solving the provided question we can say that the inequality we have is 2x - 1 / x+3 < 0, x < 1/2

In mathematics, an inequality is a connection between two expressions or values that is not equal. So, imbalance leads to unfairness. An inequality in mathematics shows the relationship between two numbers that are not equal. Egality is not the same as inequality. When two values are not equal, the not equal sign should be used the most (). A variety of inequalities can be used to compare values of any size. There are numerous simple inequalities that can be resolved by switching the two sides until the variables are all that remain. But a number of things encourage inequality: The negative values on both sides are divided or added. The left and right should be switched.

the inequality we have is

2x - 1 / x+3 < 0

2x - 1 < 0

2x < 1

x < 1/2

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The new volume of the gas will be 10.0 L. The temperature of the gas has doubled from its initial value while the volume of the gas has also doubled from its initial value. The volume of the gas is directly proportional to the temperature of the gas.

A vessel contains gas at constant pressure and volume. When the temperature of the gas is increased, its volume will increase too. The volume of the gas is directly proportional to the temperature of the gas. This relationship between the volume of the gas and its temperature can be represented mathematically using the equation:

V₁ / T₁ = V₂ / T₂

where:

V₁ is the initial volume,

T₁ is the initial temperature,

V₂ is the new volume, and

T₂ is the new temperature.

The initial volume of the gas, V₁, is 5.0 L. If the temperature of the gas is doubled, the new temperature will be 2°C = 273 + 2 = 275 K.

The new volume of the gas, V₂, can be calculated as follows:

V₁ / T₁ = V₂ / T₂

5.0 / T₁ = V₂ / (2 T₁)

2 V₁ = V₂

V₂ = 2 V₁

V₂ = 2 (5.0) = 10.0 L

Therefore, the new volume of the gas will be 10.0 L. The temperature of the gas has doubled from its initial value while the volume of the gas has also doubled from its initial value. The volume of the gas is directly proportional to the temperature of the gas.

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The flat fee that the stοre charge $14 and the cοst fοr 7 hοurs is $56. we sοlve this questiοn using linear equatiοn.

An equatiοn is said tο be linear if the maximum pοwer οf the variable is cοnsistently 1. A linear equatiοn with οne variable has the cοnventiοnal fοrm Ax + B = 0. In this case, the variables x and A are variables, while B is a cοnstant.

let f be the tοtal rental cοst οf a vacuum cleaner fοr x hοurs

And, f(x) = 6x + 14 (Given)

Sο The flat fee that the stοre charge $14.

Reasοnable dοmain is 1  ≤  x  ≤  12

The cοst fοr 7 hοurs is,

f(7) = 6(7) + 14 = 56.

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The measure of angle ABC is given as follows:

m < ABC = 145º.

Two angles are defined as supplementary angles when the sum of their measures is of 180º.

In a parallelogram, we have that the opposite angles are supplementary.

The opposite angles for this problem are given as follows:

Hence the measure of angle ABC is given as follows:

m < ABC + 35º = 180º.

m < ABC = 145º.

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Answer:

6037.2 pounds of bamboo shoots does the female panda eat.

Step-by-step explanation:

Total pandas = 3

Total bamboo shoots eaten = 18112 pounds

Let baby panda eats bamboo = x

Male panda eats bamboo= 3x

Female panda eats bamboo = 2x

So, the equation will become

\(x+3x+2x=18112\)

Now solving the equation to find value of x

\(x+3x+2x=18112\\6x=18112\\x=\frac{18112}{6}\\x=3018.6\)

The value of x we get : x=3018.6

So, baby panda eats bamboo shoots = 3018.6 pounds

Male panda eats bamboo shoots = 3x = 3(3018.6) = 9055.8 pounds

Female panda eats bamboo shoots = 2x = 2(3018.6)= 6037.2 pounds

So, 6037.2 pounds of bamboo shoots does the female panda eat.

Answer: 16

Step-by-step explanation:

an = an-1+4 ==> change in every term is +4

1=1st term

7=7th term

-8+4*(7-1)=

-8+4*6=

-8+24=16

The joint relative frequency of being a middle school student who prefers to play brass instruments is 0.0833 or approximately 8.33%.

To find the joint relative frequency of being a middle school student who prefers to play brass instruments, you need to look at the intersection of the "Middle School" row and the "Brass" column in the table, and then divide that value by the total number of students.

The joint relative frequency represents the proportion of students who fall into both categories (middle school and prefer brass instruments) out of the total number of students.

The joint relative frequency of being a middle school student who prefers to play brass instruments would be:

Joint relative frequency = Number of middle school students who prefer brass instruments / Total number of students

Joint relative frequency = 10 / 120 = 0.0833

So the joint relative frequency of being a middle school student who prefers to play brass instruments is 0.0833 or approximately 8.33%.

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The table shows how many middle school high school students prefer playing each type of instrument. how would you find the joint relative frequency of being a middle school student who prefers to play brass instruments?

Answer:

15 min

Step-by-step explanation:

The value of y when x = 4, y = 1/4

The  graph that shows this relationship correctly is option D.

Two quantities are said to be in inverse proportion when they are related to one another in this way, that is, when a rise in one quantity causes a reduction in the other and vice versa. The sum of the two provided quantities equals a constant amount in inverse proportion.

Based on the information from the question,

\(y =\frac{k}{x}\)

k= constant of variation.

x = 2 then

1/2 = k/2

k=1

Then the equation becomes y = 1/x

when x = 4:

y = \(\frac{1}{4}\)

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In an analysis of variance (ANOVA), the F-ratio is used to determine whether there are significant differences between the means of two or more groups.

When the null hypothesis is true, it means that there are no significant differences between the group means, and any observed differences are due to random chance.

In this scenario, the F-ratio is balanced in such a way that the numerator and the denominator both measure the same sources of variance.

The F-ratio is calculated by dividing the variability between the group means (numerator) by the variability within the groups (denominator).

When the null hypothesis is true, both the numerator and the denominator represent the same underlying variation.

This ensures that the F-ratio is balanced and close to 1.0, indicating that the group means are similar and any observed differences are likely due to chance.

The balanced F-ratio is a crucial aspect of ANOVA as it allows researchers to assess the significance of group differences accurately.

If the F-ratio deviates significantly from 1.0, it suggests that the observed differences between the group means are unlikely to be due to random chance alone, and the null hypothesis is rejected in favor of the alternative hypothesis.

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The statement "if f'(x) = g'(x) for 0 < x < 6, then f(x) = g(x) for 0 < x < 6" is false. This statement is False. If f'(x) = g'(x) for 0 < x < 6, it means that the derivatives of both functions are equal on the interval (0, 6).

However, this does not necessarily mean that the functions themselves are equal on that interval.

In other words, there could be a constant difference between f(x) and g(x), which would not affect their derivatives.

To illustrate this, consider the functions f(x) = x^2 and g(x) = x^2 + 1. The derivative of both functions is 2x, which is equal for all values of x.

However, f(x) and g(x) are not equal on the interval (0, 6), as g(x) is always greater than f(x) by 1.

Therefore, the statement "if f'(x) = g'(x) for 0 < x < 6, then f(x) = g(x) for 0 < x < 6" is false.

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Answer:

Oscar pintó 13 m².

Step-by-step explanation:

Sara y Oscar pintaron una pared de 40m². Sara pintó 2700 dm² de la pared. En primer lugar, es conveniente realizar una conversión de unidades. Para eso aplicas la siguiente regla de tres: si 1 dm² equivale a 0.01 m², entonces 2700 dm² ¿a cuántos m² equivalen?

\(m^{2} =\frac{2700dm^{2}*0.01m^{2} }{1dm^{2} }\)

m²= 27

Entonces 2700 dm² equivalen a 27 m². Esto indica que Sara pintó 27 m² de la pared. Entonces, para calcular la superficie que debió pintar Oscar simplemente haces la diferencia entre los m² totales de pared y los m² pintados por Sara:

40 m² - 27 m²= 13 m²

Oscar pintó 13 m².

The number of three-point baskets from the substitution method is 15.

According to the statement

we have given that the total score of basket ball is 105 points and there were as many two-point baskets as free throws (1 point each), and the number of three-point baskets was five less than the number of free throws.

And we have to find the number of three-point baskets.

So, For this purpose, we know that the

Final Score S = 105

Two point baskets T = Free throws F  -(1)

Three point baskets H = F - 5  -(2)  

Now, we know that the

The final score is equal to 3 times the number of three point baskets plus 2 times the number of two point baskets plus 1 times the number of free throws

So,

S = (3*H) + (2*T) + (1*F)  

Here we can use substitution method,

Now we can substitute

105 = 3H + 2T + 1F

105 = 3H + 2F + 1F   {substitute from equation (1)}

105 = 3(F-5} + 2F + 1F  {substitute from equation (2)}

105 =  3F -15 + 2F + 1F

105 =  6F - 15

120 = 6F

F =20

Now that we get the value of F, now we can substitute into Eqn 2 to find H

H = F -5

H = 20 - 5

H = 15

So, The number of three-point baskets from the substitution method is 15.

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Answer: The number of three-point baskets from the substitution method is 15!

The area of the region bounded by the parabola and the tangent line is given by A = 27 units²

The area bounded by curves refers to the region enclosed between two curves on a graph. It represents the area that is enclosed or trapped between the two curves.

The area of the curve is determined by the integral of the difference of the curves over a particular interval or boundary conditions.

Given data ,

To find the area of the region bounded by the parabola y = 3x², the tangent line to this parabola at (3, 27), and the x-axis, we need to determine the points of intersection of these curves and calculate the area between them.

The equation of the tangent line to the parabola at (3, 27).

The derivative of the parabola y = 3x² is given by:

y' = 6x

The slope of the tangent line at (3, 27) is equal to the value of the derivative at x = 3:

m = y'(3) = 6(3) = 18

So, the equation of the tangent line is:

y - 27 = 18(x - 3)

y = 18x - 27

Now, the points of intersection between the parabola and the tangent line.

3x² = 18x - 27

Simplifying, we have:

3x² - 18x + 27 = 0

Dividing the equation by 3, we get:

x² - 6x + 9 = 0

This is a perfect square trinomial that can be factored as:

(x - 3)² = 0

So, the only solution is x = 3.

Now, the area between the curves by integrating the difference between the two functions from x = 0 to x = 3:

A = ∫[0, 3] (3x² - (18x - 27)) dx

Simplifying, we have:

A = ∫[0, 3] (3x² - 18x + 27) dx

Integrating term by term, we get:

A = [x³ - 9x² + 27x] evaluated from 0 to 3

Evaluating the integral at the limits, we have:

A = (3³ - 9(3)² + 27(3)) - (0³ - 9(0)² + 27(0))

A = (27 - 81 + 81) - (0 - 0 + 0)

A = 27 units²

Hence , the area of the region bounded by the parabola y = 3x^2, the tangent line at (3, 27), and the x-axis is 27 square units.

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The dividend in the formula P3 = Dx/(R - g) is for period e. three.

In the given formula P3 = Dx/(R - g), the dividend, Dx, refers to the cash flow or payment made during a specific period. The subscript "3" in P3 indicates the period of time for which the dividend is associated.

In the given formula, P3 = Dx/(R - g), the subscript 3 represents the period of time for which we are calculating the dividend.

The dividend, Dx, represents the cashflow or payment made during a specific period. In this case, the dividend is associated with period 3.

Therefore, the dividend in the formula corresponds to period e. three.

The dividend in the formula P3 = Dx/(R - g) is for period e. three

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Answer:

d or c

Step-by-step explanation:

Answer:

10

Step-by-step explanation:

I can't write it out, sorry!

Answer:

x = 10

Step-by-step explanation:

Using Pythagoras' identity in the right triangle.

The square on the hypotenuse is equal to the sum of the squares on the other 2 sides, that is

x² = 6² + 8² = 36 + 64 = 100 ( take square root of both sides )

x = \(\sqrt{100}\) = 10

1) function  2) not a function

the first one is a function because its y values are the same number (3), which means it is a horizontal line and horizontal lines are functions.  

the second one is not a function because the coordinates cannot have different inputs but different outputs. each input must have only one output.

the coordinates for the second one are:

(2,5); (1,1); (1,2); (3,2)

and a function cannot have two same x-coordinates. it must pass the vertical line test which is a way to tell if something is a function or not. since the second graph does not pass the vertical line test, it is not a function

hope this helps :)