Solve the inequality for z.

z - 3 > 11

Simplify your answer as much as possible.

The coefficients of the algebraic expression are 6, 1.

The constant of the algebraic expression is 9.

The error Jake might have made is that: D. Jake did not include the coefficient 1.

An algebraic expression can be defined as a mathematical equation which is used to show the relationship existing between two or more variables, numerical quantities (constants), accompanied with the use of different mathematical operations.

In Mathematics, a coefficient can be defined as a constant quantity or numerical value (number or numeral) that is typically placed before the variable in an algebraic expression.

Based on the information provided about this algebraic expression, we can reasonably infer and logically deduce that there are only two (2) coefficients and one constant, and these include the following:

This ultimately implies that, an error which was made by is the exclusion of the coefficient 1 for y.

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Complete Question:

On a math test a student, Jake, has to identify all the coefficients and constants of the expression 9 + 6b + y. Jake says that 6 is a coefficient and 9 is a constant. Identify all the coefficients and constants of the expression. What error might Jake have made?

The coefficient(s) of the expression is/are __

Use a comma to separate answers as needed.)

The constant(s) of the expression is/are __

(Use a comma to separate answers as needed.)

What error might Jake have made?

A. Jake said 9 is a coefficient. It is actually a constant.

OB. Jake said 6 is a constant. It is actually a coefficient.

OC. Jake did not include the constant 1.

OD. Jake did not include the coefficient 1.

Answer:

Statistical inference

Step-by-step explanation:

In a study examining the effect of ignoring text messages on distraction, the variable "trying to ignore text messages" would be the independent variable, whereas the variable "amount of distraction" would be the dependent variable.

The independent variable is the one that is manipulated or controlled by the researcher. In this case, the researchers are interested in studying the effect of attempting to ignore text messages, so they would manipulate the participants' behavior in relation to text messages (e.g., asking them to ignore the messages or not).

The dependent variable, on the other hand, is the variable that is measured or observed to determine the effect of the independent variable. Here, the researchers would measure the amount of distraction experienced by the participants as a result of trying to ignore the text messages.

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The correct option among the given choices is $4,918.16.

To calculate the future value, we can use the formula for compound interest:

FV = P * (1 + r/n)^(n*t)

Where:

FV is the future value

P is the principal amount (initial investment)

r is the interest rate (in decimal form)

n is the number of compounding periods per year

t is the number of years

In this case, the principal amount is $300, the interest rate is 12 percent (0.12), the compounding is semiannual (n = 2), and the time period is 24 years. Plugging these values into the formula, we get:

FV = $300 * \((1 + 0.12/2)^(2*24)\)

  ≈ $300 * \(1.06^{48}\)

  ≈ $300 * 4.91816

  ≈ $1,475.45

Therefore, the future value of $300 after 24 years, compounded semiannually at an interest rate of 12 percent, is approximately $4,918.16. Among the given options, the closest match is $4,918.16.

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There are 2 guys to solve this question you either find out what you make in a year on the first caseof $4,350 per month or see how much you make in 1 month on the year you earn the $52,800.

How much will you make in a year if you earn $4,350 in one month

compare both values

In this case you would rather make $52,800 in one year than make $4,350 in a month.

The equation is a shorthand method for writing a mathematical rule.

The answer to your question is b.equation. An equation is a shorthand method for writing a mathematical rule. It represents a relationship between two or more variables using mathematical symbols and operations. Equations are commonly used in algebra, calculus, and other areas of mathematics to solve problems and make predictions. They are written using an equal sign (=) to show that the expression on the left is equal to the expression on the right. Equations are an important tool in mathematics because they allow us to express complex ideas in a concise and precise way. By using equations, we can simplify calculations and solve problems more efficiently.
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A solution of a system of linear equations is (0,−4).

What is Systems of Linear Equations?

A direct equation is an equation in two variables, and when it's graphed, a straight line is formed. The line is created by the combination of corresponding values that satisfy the equation. utmost generally, direct equations use the variables x and y so the corresponding values can be colluded as (x,y) pairs on the  co-ordinate plane .

Main body:

A system of direct equations is a group of two or further direct equations. The result to any system of direct equations is the point where the lines cross on a graph, still, because lines can be resemblant or coinciding, it's possible for a system to have no result( parallel) or infinitely numerous results( coinciding).

y = 3x−4

y=−x/2−4

now solve:

3x=−3/2x

1/2x=0

x=0

If x=0

, solve for the corresponding y-coordinate:

y=3(0)−4

y=−4

So, the solution is (0,−4).

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Answer:

\(V=1071.78\ cm^3\)

Step-by-step explanation:

Given that,

The radius of the cone, r = 8 cm

The height of the cone, h = 16 cm

We need to find the volume of the cone. The formula for the volume of the cone is given by :

\(V=\dfrac{1}{3}\pi r^2 h\\\\=\dfrac{1}{3}\times 3.14\times 8^2\times 16\\\\V=1071.78\ cm^3\)

So, the volume of the cone is equal to \(1071.78\ cm^3\).

The probability that less than 2 of the 5 are 65 years or older is 70.32%

To calculate the probability that less than 2 out of 5 randomly selected persons from the population of Arizona are 65 years or older, we need to calculate the probabilities of selecting 0 and 1 persons who are 65 years or older and then sum them.

The probability of selecting 0 persons who are 65 years or older can be calculated using the binomial probability formula:

P(X = k) = C(n, k) * p^k * (1 - p)^(n - k)

Where:

P(X = k) is the probability of selecting k persons who are 65 years or older,

C(n, k) is the number of combinations of selecting k items from a set of n items,

p is the probability of selecting a person who is 65 years or older,

(1 - p) is the probability of selecting a person who is not 65 years or older,

n is the total number of trials (sample size).

Using this formula, we can calculate the probability of selecting 0 persons who are 65 years or older:

P(X = 0) = C(5, 0) * 0.14^0 * (1 - 0.14)^(5 - 0)

Similarly, we can calculate the probability of selecting 1 person who is 65 years or older:

P(X = 1) = C(5, 1) * 0.14^1 * (1 - 0.14)^(5 - 1)

Finally, we can sum these probabilities to get the probability of less than 2 persons who are 65 years or older:

P(X < 2) = P(X = 0) + P(X = 1)

Calculating these probabilities:

P(X = 0) = C(5, 0) * 0.14^0 * (1 - 0.14)^(5 - 0) = 1 * 1 * 0.86^5 = 0.2968 (approximately)

P(X = 1) = C(5, 1) * 0.14^1 * (1 - 0.14)^(5 - 1) = 5 * 0.14 * 0.86^4 = 0.4064 (approximately)

P(X < 2) = P(X = 0) + P(X = 1) = 0.2968 + 0.4064 = 0.7032 (approximately)

Therefore, the probability that less than 2 out of 5 randomly selected persons from the population of Arizona are 65 years or older is approximately 0.7032 or 70.32%.

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Answer:

.19

Step-by-step explanation:

48.64/256=.19

The rate of change of the width with respect to time when the length is 6 ft is -7 ft/s.

When the area of a rectangle remains constant, changes in its dimensions affect the rates of change of its length and width. Let's denote the width of the rectangle as w and the length as l. We know that the area (A) is given by the formula A = l * w. Since the area is fixed at 42 ft², we have the equation 42 = 6w, which implies w = 7 ft. Now, we can differentiate both sides of the equation with respect to time (t) to find the rates of change. dA/dt = (dl/dt) * w + l * (dw/dt). Given that dl/dt = 2 ft/s, l = 6 ft, and w = 7 ft, we can solve for dw/dt. Substituting the known values into the equation, we have 0 = 2 * 7 + 6 * (dw/dt), which simplifies to dw/dt = -7 ft/s. Therefore, the rate of change of the width with respect to time when the length is 6 ft is -7 ft/s.

Calculus and its applications in various real-life scenarios, such as determining rates of change and optimizing quantities, in order to solve problems involving dynamic systems and relationships between variables. Understanding calculus can enable you to analyze and predict how variables interact and change over time, making it a powerful tool in fields like physics, engineering, economics, and more. By delving deeper into the concepts and techniques of calculus, you can enhance your problem-solving skills and gain a better understanding of the world around you.

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Answer:

27

Step-by-step explanation:

#3 is 1/3^3, and #4 is 1/x. The x is obviously 3^3 simplified, which is 27.

I see that you are in high school. Im in 7th grade and i can do this lol.

Sanji scored 44 points more in third round as compared to the first round.

An equation is a mathematical statement that is formed when two algebraic expressions are equated using an equal sign.

Sanji score in the first round of video game is 125 points

Sanji score in the second round of video game is 263 points

Let Sanji's score in the third round of video game is x points

Total score is 557 points

The equation is

125+ 263+ x = 557

388 + x = 557

x = 169 points

As compared to the first round Sanji scored = 169 -125 = 44 points more

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Answer:

This does not make sense

Step-by-step explanation:

Answer: x3 • (x6 - x3 - 1)

Step-by-step explanation:Changes made to your input should not affect the solution:

(1): "x3"   was replaced by   "x^3".  2 more similar replacement(s).

STEP

1

:

STEP

2

:

Pulling out like terms

2.1     Pull out like factors :

  x9 - x6 - x3  =   x3 • (x6 - x3 - 1)

Trying to factor by splitting the middle term

2.2     Factoring  x6 - x3 - 1

The first term is,  x6  its coefficient is  1 .

The middle term is,  -x3  its coefficient is  -1 .

The last term, "the constant", is  -1

Step-1 : Multiply the coefficient of the first term by the constant   1 • -1 = -1

Step-2 : Find two factors of  -1  whose sum equals the coefficient of the middle term, which is   -1 .

     -1    +    1    =    0

Observation : No two such factors can be found !!

Conclusion : Trinomial can not be factored

Final result :

 x3 • (x6 - x3 - 1)

29% would be the answer if you are rounding up

If a certain missing number will result in the expression 20x +24 when using the distributive property, then the number that must be multiplied by (5x + 6 ) to result in the expression 20x + 24  is 4.

The distributive property is a property of multiplication, according to which if two or more values that are added together are multiplied by a number, then the result will be the same if each of these values is multiplied separately with that number and then the products are added together.

Considering y to be the number that must be multiplied by (5x + 6),

y (5x + 6) = y(5x) + y(6)

As the expression is,

20x + 24

y(5x) = 20x and y(6) = 24

6y = 24

y = 24 ÷ 6

y = 4

This can be confirmed as follows,

y(5x) = 20x

Putting y = 4 in this equation,

4(5x) = 20x

Hence the number that must be multiplied by (5x + 6) to result in the expression 20x + 24 is calculated to be 4.

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The smallest positive integer n will be 10 .

To find : the smallest positive integer n such that the rightmost digits of  n ! and ( n + 1 ) ! are same .

Since ,

putting n = 10 gives

n ! = 10 ! = 3628800

and ( n + 1 ) ! = 39916800

Last three digits ( rightmost digits ) ie. 800 are same .

Hence , n = 10 is the required answer ,

Therefore , the smallest positive integer is n = 10 such that the rightmost digits of  n ! and ( n + 1 ) ! are same .

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The another equivalent expression of total liquid is (x+2)/4.

Expressions that perform similarly but differ in appearance are said to be equivalent expressions. When the same value for the variable is entered, two algebraic expressions that are equivalent will have the same result.

x quarts liquid in the container 3/4 part of liquid is removed

Then remaining liquid in container = X - \(\frac{3}{4}X\)

Then remaining liquid in container = x/4quarts

Another 1/2 quart is poured into container

Then total liquid = \(X-\frac{3}{4}X+\frac{1}{2}\) quarts

total liquid = \(\frac{X+2}{4}\) quarts

So, then the another equivalent expression of total liquid is (x+2)/4.

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Answer:

9

Step-by-step explanation:

60 times the percent

60 times .15

Answer:

9

Step-by-step explanation:

We can convert 15% from a percentage into a decimal, and this will give us 0.15 as percentages are based out of 1.

15% = 15/100 = 0.15.

Given the word "of", we can infer that that means multiplication.

Compute:

0.15 * 60 = 9.

Answer:

If a quadrilateral is a parallelogram, then its opposite sides are congruent. Theorem

Step-by-step explanation:

Answer:

63.25 ft

Step-by-step explanation:

area of a triangle = 1/2 base × height

area of a circle = pi × r^2

radius = half the diameter

therfore area of a semicircle would be 1/2 (pi × r^2)

triangle = 1/2 × 8 × 6 = 24 ft

half a circle = 1/2( pi × 5^2) = 39.25 ft

total are = triangle + 1/2 circle

total area = 24 + 39.25 = 63.25 ft

Answer: 13. 30

Step-by-step explanation:

13. Area = 18x * 10y = 180xy

Length = 6th

With ?

180xy = 6xy x width

180 x/6xy

Width = 30

14. 3^(9-5)= 3^4 = 81 the truck weighs 81 times as the driver

3^5

Answer:

1.48 m

Step-by-step explanation:

In a class of 32 students

the mean height of the 14 boys is 1.56 meters.

the mean height of all 32 students is 1.515 meters.

Total number of students = 32

Mean height of all students = 1.515

We can obtain the sum of all student's height :

Number if students * mean height

= 32 * 1.515

= 48.48

Number of boys = 14

Mean height of boys = 1.56m

We can obtain the sum of all boys height :

Number if students * mean height

= 14 * 1.56

= 21.84

Number of girls :

All students - Number of boys

32 - 14 = 18

Sum of girls height :

48.48 - 21.84 = 26.64

Mean height of girls :

Sum of girls height / Number of girls

26.64 / 18

= 1.48 m

Direct products of a set are an important concept in mathematics.

Let A be any set, and let ϕ be the empty set, also known as the null set.

Now, we can determine the direct products ϕ * A and A * ϕ as follows:

ϕ * A = {(x, y) | x ∈ ϕ, y ∈ A}

= {}

A * ϕ = {(x, y) | x ∈ A, y ∈ ϕ}

= {}

In the above-mentioned equations, we can see that both the direct products are null sets.

If x is any element, we can determine the direct products A * {x} and {x} * A as follows:

A * {x} = {(a, x) | a ∈ A}

{x} * A = {(x, a) | a ∈ A}

In the above-mentioned equations, we can see that both the direct products consist of ordered pairs.

Therefore, we can justify that the direct products ϕ * A and A * ϕ are null sets, and the direct products A * {x} and {x} * A consist of ordered pairs.

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The scalar surface area element dS on S is  \($dA = \partial_x \, dx + \partial_y \, dy = dx/dy$\).

(i) The normal vector n to the surface S at a point (x,y,z) = (x,y,xy) is obtained by taking the gradient \($\nabla = \langle\partial_x,\partial_y,\partial_z \rangle$\) of the surface equation, i.e.

\($$\mathbf n = \nabla z = \langle 1,y,x \rangle.$$\)

Taking the norm of this vector yields \(|n| = \sqrt{1+y^2+x^2}$\), and so the unit vector normal to S is

\($$\hat{\mathbf n} = \dfrac{1}{\sqrt{1+y^2+x^2}} \langle 1,y,x \rangle.$$\)

(ii) The scalar surface area element is given by

\($$dS = |\mathbf n \times (\nabla \times \mathbf n)| = \left|\mathbf n \times \left(\langle 0,0,2 \rangle \right) \right| = 2\sqrt{1+y^2+x^2}$$\)

Alternatively, taking the determinant of the two partial derivatives, one can alternatively obtain

\($$dS = \left| \begin{vmatrix} \partial_x & \partial_y \\ 1 & y\end{vmatrix} \right| = \left|y - x \frac{\partial y}{\partial x}\right| = \left| y - xy \right| = \left| 1 - x \right| \sqrt{1+y^2+x^2}$$\)

Finally, since the scalar surface area element is defined in terms of the differentials, we can then write

\($$dS = \dfrac{1}{\sqrt{1+y^2+x^2}}\left|1-x\right| \, dA,$$\)

Where, \($dA = \partial_x \, dx + \partial_y \, dy = dx/dy$\)

Therefore, the scalar surface area element dS on S is  \($dA = \partial_x \, dx + \partial_y \, dy = dx/dy$\).

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Answer:4

Step-by-step explanation:22-4=18-4=14-4=10-4=6=2

Answer:

Step-by-step explanation:

Given the function f(x)=(x+4)², the x intercept occurs at f(x)  = 0, substituting f(x) = 0 into the given equation to get the value of x we have;

\(0 = (x+4)^{2} \\\)

Taking the square root of both sides

\(\sqrt{(x+4})^{2} = \sqrt{0}\\ x+4 = 0\\\)

Subtracting 4 from both sides of the equation

\(x+4-4 = 0-4\\x = -4\)

Therefore the x intercept of the equation is -4

The volume of cube A is 123 m³.

A cube is a three-dimensional solid object with six square faces, all of which are congruent to each other, and each pair of adjacent faces meet at a right angle. In other words, a cube is a regular polyhedron with six congruent square faces. The cube is a special case of a rectangular parallelepiped, where all the edges have the same length.

In mathematics, preimage refers to the set of all elements in the domain of a function that map to a specific element in the range of the function. More specifically, if f is a function from a set A to a set B, and y is an element of B, then the preimage of y under f is the set of all elements in A that map to y. The preimage of y is denoted by f⁻¹(y), where f⁻¹ represents the inverse image or preimage operator.

Use the formula for the relationship between the volumes of similar figures under dilation:

(Volume of Image) = (Scale Factor)³ ×(Volume of Preimage)

In this case, cube B is the image and cube A is the preimage, and the scale factor is 4. Let Vₙ be the volume of cube A. Then we have:

7872 = 4³ × Vₙ

Simplifying, we get:

Vₙ = 7872 / 64 = 123

Therefore, the volume of cube A is 123 m³.

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Answer:

What the absolute deviation tells me about the spread of data is, that there is a deeper mean to the mean. First you have to find the actual mean. Next, you find the mean for the lower and upper quartiles. After that, you have to find the absolute deviation for the lower and upper quartiles.  

Step-by-step explanation:

I really hope this helps!

(Also this answer is for Part E)

Answer: A) The histogram is skewed left meaning that the median will be more than the mean of the data. As the study goes onward in terms of age, more and more children are studied to play at least an hour a week of video games. Barley any children below the age of 5 play video games for at least an hour a week, but once they hit the age of 6, more and more kids are playing video games. Kids aged fifteen to seventeen have the most amount of kids that do play at least an hour of video games per week. In a graph, this may show a J-shaped curve that starts low, then has a large increase to eventually level off and begin gradually getting larger as the ages increase.B) The following statement, “Children are typically introduced to video games between the ages of six to eight” is a true statement. The graph shows that a very small percentage of children from birth to five years old play video games, but suddenly, once they have turned 6, there is practically a 60% increase in how many kids are playing video games one hour a week. It is from the age 6 that the kids start off and are introduced to the video games, as more and more kids end up playing as well as the grow older.c) Knowing that five hundred families that lived in varied cities were randomly surveyed for this data, then it is possible to make a valid conclusion. To make accurate and valid conclusions, the data should be a good representation of the overall population, one that is large and random. The data collected was not all from one specific area, and instead was from a large sample size from different cities are regions all over. This was also done randomly, and did not only focus on people more or less likely to play video games. This means that it is possible to make valid conclusions.

Step-by-step explanation: hope this helps