Reduce to simplest form. -3/5 plus 1/3​

(d.) Each run of the simulation only provides a sample of the actual system's operation.

This assertion is right, not mistaken. Indeed, each simulation run is a sample of the actual system's operation. A single simulation run cannot account for all possible outcomes and variations in the real system because simulations are based on mathematical models and involve random variations.

In order to take into consideration various scenarios and variations, multiple simulation runs are typically carried out. By running numerous reenactments, specialists can assemble a scope of results and measurable data to acquire a superior comprehension of the framework's way of behaving and go with informed choices.

The analysis and confidence in the simulation study's conclusions increase with the number of simulation runs performed.

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The time taken by both to mow the lawn is 36 minutes.

This is a question of time and work.

It is given that:-

Time taken by boy to mow the loan = 90 minutes.

Time taken by girl to mow the loan = 60 minutes.

We have to find the time taken by both of them together to mow the lawn.

LCM(60,90) = 180

Let the total work to be done to mow the lawn be 180 units.

Hence,

Efficiency of boy = 180/90 = 2 units

Efficiency of girl = 180/60 = 3 units

Total efficiency = 2 + 3 = 5 units.

Hence, time taken by both of them to mow the lawn = 180/5 = 36 minutes.

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Answer:

y = 7x + 3

Step-by-step explanation:

X = 7 from the given 2,17 to 3,24 (24 - 17 = 7) and so from this you would backtrack. 2x7 = 14, (0,3) is first so it would be a simple y = 7x + 3

(x,y)

Answer:

160

Step-by-step explanation:

Number of fence posts used in 1 kilometer

\( = \frac{1920}{12} \\ \\ = 160\)

Answer:

k = 2

Step-by-step explanation:

To get the variable k alone, you must add (-1) from the left side and add (1) to the right side.

k - 1 = 1

  +1   +1

k = 2

Answer:

Difference in dollars: $3.01

Step-by-step explanation:

Hu and colleagues (2001) addressed concerns about the lack of random assignment to treatment conditions by using a quasi-experimental design.

In their study, Hu and colleagues (2001) used a quasi-experimental design to examine how organizational citizenship behaviors (OCBs) of bank tellers affect customer service. A quasi-experimental design is a type of research design that lacks the random assignment of participants to treatment conditions, which is a key characteristic of true experimental designs.

To address the concerns about the lack of random assignment in their study, Hu and colleagues (2001) used statistical techniques to control for potential confounding variables and to increase the internal validity of their findings. They also carefully selected their sample of bank tellers and customers to ensure that the groups were as similar as possible, which helped to increase the external validity of their study.

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A study conducted in 2004 examined the usage of cable television and radio among 10 individuals to determine if there was a significant difference in the average hours spent on each medium. Using a significance level of 0.05, statistical analysis was performed to test for a disparity between the population mean usage of cable television and radio.

The researchers collected data on the number of hours per week spent watching cable television and listening to the radio from a sample of 10 individuals. The objective was to determine if there was a significant difference in the average usage between cable television and radio, considering the increasing competition among various entertainment options.

To test for a difference between the population mean usage for cable television and radio, a statistical hypothesis test was conducted. The significance level (α) of 0.05 was chosen, which means that the results would be considered statistically significant if the probability of obtaining such extreme results by chance alone was less than 5%.

The test compared the means of the two samples, namely the average hours spent watching cable television and listening to the radio. By analyzing the data using appropriate statistical techniques, such as a two-sample t-test, the researchers determined whether the observed difference in means was statistically significant or could be attributed to random variation.

After conducting the hypothesis test, if the p-value associated with the test statistic was less than 0.05, it would indicate that there was a significant difference between the population mean usage of cable television and radio. Conversely, if the p-value was greater than 0.05, there would be insufficient evidence to conclude a significant disparity.

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If you draw all the diagonals of a normal hexagon, there are 3*6=18 possible triangles; however, three of those are identical (the equilateral triangles), leaving us with 18-3=15 triangle possibilities.

In terms of geometry, a hexagon is a closed, six-sided polygon in two dimensions. A hexagon has six angles and six vertices. Hexa and gonio both denote the number six. A hexagon can be found in the shapes of a honeycomb, a football, a pencil face, and floor tiles. a standard hexagonal 2D geometric polygon with six equal-length sides and six equal-sized angles. All of the lines are closed, and there are no curving edges. A regular hexagon has 720 degrees of internal angles. Additionally, these shapes have six rotating and six reflective symmetries.

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Since the given expression can be factored in the form (2t+1) and (t+2) so 2t² + 5t + 2 cannot be a prime number.

A whole number greater than 1 that has no factor other than 1 and the number itself is called a prime number.

Some examples of prime numbers are 3,11,19 ... all these numbers can only be divided by 1 or the number itself so they are called prime.

In the given expression 2t² + 5t + 2 , it is said that t is positive whole number. So if t is a positive whole number then the expression can be written as another positive whole number.

Now the expression 2t² + 5t + 2  can be factored into two smaller factors.

2t² + 5t + 2

= 2t² + 4t + t + 2

= 2t (t + 2 )+1 (t+2)

= (t+2) (2t+1)

If t is a positive whole number then t+2 is a whole number and 2t+1 is another positive whole number.

Hence these two numbers are factors of 2t² + 5t + 2 . But a prime number does not have any factors.

So 2t² + 5t + 2  is not a prime number.

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Answer:

3

Step-by-step explanation:

HJ = 9 and IJ = 6.

HJ = HI + IJ

9 = HI + 6

HI = 9-6=3

Answer:

\(y'= \frac{3x+2}{2\sqrt{x} }\)

General Formulas and Concepts:

Calculus

The derivative of a constant is equal to 0

Basic Power Rule:

Product Rule: \(\frac{d}{dx} [f(x)g(x)]=f'(x)g(x) + g'(x)f(x)\)

Chain Rule: \(\frac{d}{dx}[f(g(x))] =f'(g(x)) \cdot g'(x)\)

Step-by-step explanation:

Step 1: Define

\(y=\sqrt{x} (x+2)\)

Step 2: Rewrite

\(y=x^{\frac{1}{2} } (x+2)\)

Step 3: Differentiate

Answer:

7×(3+x)=21+7x or 7x+21

Step-by-step explanation: Simply multiply 7 by 3 and then 7 by x.

H0: p1 ≥ p2 (Null hypothesis: Proportion of ADHD-diagnosed students in School A is equal to or greater than in School B)

Null Hypothesis: The proportion of students diagnosed with ADHD in School A is equal to or greater than the proportion of students diagnosed with ADHD in School B.

Symbolically, the null hypothesis can be stated as:

H0: p1 ≥ p2

Where:

H0: Null Hypothesis

p1: Proportion of students diagnosed with ADHD in School A

p2: Proportion of students diagnosed with ADHD in School B

In other words, the null hypothesis assumes that there is no significant difference or that School A may have an equal or higher proportion of students diagnosed with ADHD compared to School B.

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Answer:

x=8, x=4

Step-by-step explanation:

Add 4 to both sides

\((x-6)^2=4\)

Square root

\((x-6)= \sqrt{4}\)

x - 6 = ±2

x = 8

OR x = 4

So, x=8 or x=4

Answer:  to get the variable by itself on one side

Step-by-step explanation:

Using the distributive property 4 (3 + 4x - 2y) is equal to (12 + 16x - 8y).

The distributive property of multiplication is one of the mathematical properties.

The distributive property states that multiplying a factor by the sum of two or more numbers or addends will yield the same result as multiplying each number separately by the same factor and adding the products together.

The implication of the distributive property is that 4 (3 + 4x - 2y) is of equal value as (12 + 16x - 8y).

4 (3 + 4x - 2y)

= (3 x 4) + (4x x 4) - (2y x 4)

= (12 + 16x - 8y)

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Answer:

8

Step-by-step explanation:

Answer:8 or -16

Step-by-step explanation:

a) If you mean 10x - 3(x²) when x=2

10(2)- 3(2²)= 20-12=8

b) If you meant 10x - 3x²=

10(2)-(3 x 2)²= 20-6²

20-36=-16

Since the points on this graph represent a relationship between x- and y-values, the statement which is true about the relationship is that: 4. It cannot be proportional because a straight line through the points does not go through the origin.

A graph can be defined as a type of chart that's commonly used to graphically represent data on both the horizontal and vertical lines of a cartesian coordinate, which are the x-axis and y-axis.

In Mathematics, the graph of any proportional relationship is characterized by a straight line with the points passing through the origin (0, 0) because as the values on the x-axis (x-coordinate) increases or decreases, the values on the y-axis (y-coordinate) increases or decreases simultaneously.

In this context, we can reasonably infer and logically deduce that the relationship between x-values and y-values in this graph is not proportional.

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Complete Question:

The points on this graph represent a relationship between x- and y-values. Which statement about the relationship is true?

1. It must be proportional because the points lie on the same line.

2. It must be proportional because each time x increases by 2, y stays the same.

3. It cannot be proportional because the y-values are not whole numbers.

4. It cannot be proportional because a straight line through the points does not go through the origin.

Answer: x=\(p^{9}\)

nah nah nvm give charpriv brainliest

The error made by the student is instead of taking +4 as common he has taken - 4 as common.

To factor an expression by grouping, we need to look for groups of terms that have common factors. Then, we factor out those common factors from each group and see if there is a common factor that can be further factored out.

Here we have

6x² ​ – x​ – 12  

The above expression can be factorized as follows

=> 6x² – x – 12

= 6x² – 9x + 8x – 12        [ Splitting the middle term ]

= 3x(2x – 3) + 4(2x – 3)     [ Grouping the terms ]  

= (3x + 4)(2x – 3)  

Hence, the factors of given expression are (3x + 4) and (2x – 3)  

The error made by the student is in step 3 instead of taking +4 as common he has taken - 4 as common which doesn't give the common factors in the next step taken.    

Therefore,

The error made by the student is instead of taking +4 as common he has taken - 4 as common.

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Answer:

22) 3 in<x<11 in

23) 8 cm<x<26 cm

24) 0 ft<x<10 ft

25) 9 m<x<31 m

26) 2 km<x<14 km

27) 13 in<x<61 in

Step-by-step explanation:

It has to be greater than the difference and smaller than the sum.

22) 7-4=3, 4+7=11, so the answer is 3<x<11

23) 8<x<26

24) 0<x<10

25) 9<x<31

26) 2<x<14

27) 13<x<61

Mean, x' = 81,992.2, Sample Standard Deviation is s = 185.44, Margin of Error is E = 223.83, Confidence Interval is (81,768.37, 82,216.03).

Standard deviation is a measure of the dispersion or spread of a set of data around its mean. It tells us how much the individual data points deviate from the mean or average value of the data. A low standard deviation indicates that the data points are close to the mean, while a high standard deviation indicates that the data points are spread out over a wider range of values.

The standard deviation is calculated by taking the square root of the variance, which is the average of the squared deviations from the mean. It is usually denoted by the symbol σ (sigma) for a population, or s for a sample.

Standard deviation is an important tool in statistics and is widely used in many fields such as finance, economics, and social sciences. It can help us understand the variability of data and make comparisons between different data sets.

To determine the point estimate x' and the sample standard deviation s, we need to find the mean and standard deviation of the given sample.

Mean:

x' = (81,789 + 81,417 + 82,072 + 82,707 + 81,109 + 81,242 + 82,284 + 81,038 + 82,559 + 82,514) / 10

x' = 81,992.2

Sample Standard Deviation:

First, we need to find the sum of the squared differences from the mean.

(81,789 - 81,992.2)² + (81,417 - 81,992.2)²+ (82,072 - 81,992.2)²+ (82,707 - 81,992.2)²+ (81,109 - 81,992.2)²+ (81,242 - 81,992.2)²+ (82,284 - 81,992.2)² + (81,038 - 81,992.2)²+ (82,559 - 81,992.2)²+ (82,514 - 81,992.2)²

= 2,771,040.22

Then, we divide by n-1 and take the square root.

s = √(2,771,040.22 / 9)

s = 185.44

Using a 99% confidence level, the critical value for a two-tailed t-distribution with 9 degrees of freedom is 3.2508.

Margin of Error:

E = t * (s / √(n))

E = 3.2508 * (185.44 / √(10))

E = 223.83

Confidence Interval:

The 99% confidence interval can be calculated as:

x' ± E

81,992.2 ± 223.83

The confidence interval in interval notation is:

(81,768.37, 82,216.03)

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Answer:

- 9 + 12x

Step-by-step explanation:

- 3(3 - 4x) ← multiply each term in the parenthesis by - 3

= - 9 + 12x

The Underlined Value Is A Parameter Following The Election, 18% Of The Governors Of All 50 areas of a country were female.

In the statement, the underlined value, which is "18%," represents the proportion of female governors in all 50 areas of a country.

In statistics, a parameter refers to a numerical characteristic of a population, while a statistic refers to a numerical characteristic calculated from a sample of the population.

Since the statement mentions the proportion of female governors in all 50 areas of the country, the value 18% represents a characteristic of the entire population. Therefore, in this context, 18% is a parameter.

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Answer:

3021.47394494...

Step-by-step explanation:

Answer: x = 27

Step-by-step explanation:

Answer:

x = 27

Step-by-step explanation:

you divide 81 by 3 because you want to get x by itself.

3x = 81

--      --

3      3

x=27