the difference between 8 forty-sevens and 5 forty-sevens

Answer:

30 Ans

Step-by-step explanation:

6=2×3

10=5×2

therefore

lcm= 2*3*5=30 Ans

Answer:

I think B

Step-by-step explanation:

Por lo tanto, la longitud de la circunferencia con un diámetro de 32 cm sería aproximadamente 100.53 cm.

La fórmula para calcular la longitud de una circunferencia es:

Longitud = π * Diámetro

En este caso, si el diámetro es de 32 cm, podemos calcular la longitud de la siguiente manera:

Longitud = π * 32 cm

El valor de π (pi) es una constante que representa la relación entre la circunferencia de un círculo y su diámetro. Usualmente, se aproxima a 3.14159.

Por lo tanto, la longitud de la circunferencia sería:

Longitud ≈ 3.14159 * 32 cm

Calculando el resultado:

Longitud ≈ 100.53096 cm

Por lo tanto, la longitud de la circunferencia con un diámetro de 32 cm sería aproximadamente 100.53 cm.

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Answer: 2(3+x)(5-x)

Step-by-step explanation:

Answer:

2(3+x)(5-x)

Step-by-step explanation:

Answer:

49243

Step-by-step explanation:

Given that the population of rabbits on an island is growing exponentially.

Let the population, \(P=P_0e^{bt}\)

where, \(P_0\) and b are constants, t=(Current year -1994) is the time in years from 1994.

In 1994, t=0, the population of rabbit, P=9600, so

\(9600=P_0e^{b\times 0}\)

So, \(P_0=9600\)

and in 2000, t=2000-1994=6 years and population of the rabbit, P=18400

\(18400=9600 \times e^{b\times 6} \\\\\frac{18400}{9600}=e^{b\times 6} \\\\\)

\(\ln(23/12}=6b \\\\\)

\(b = \frac{\ln{1.92}}{6} \\\\\)

b=0.109

On putting the value of P_0 and b, the population of the rabbit after t years from 1994 is

\(P=9600 \times e^{0.109\times t}\)

In 2009, t= 2009-1994=15 years,

So, the population of the rabbit in 2009

\(P=9600 \times e^{0.109\times 15}=49243\)

Hence, the population of the rabbit in 2009 is 49243.

This triangle is warning you to slow down and be prepared to stop. It indicates that a railroad crossing is ahead and you should proceed with caution.

This sign is warning you that a railroad crossing is ahead, and you should proceed with caution. The triangle shape is reflective orange with a red border on each of the three sides. This sign indicates that you should slow down and be prepared to stop as a train may be approaching. You should also look both ways for any oncoming trains before continuing to cross the tracks. Additionally, you should never try to drive around a lowered crossing gate and never cross the tracks until you are sure that it is safe to do so. Always obey the signs and signals at railroad crossings and never take any chances when it comes to safety. Following these rules will help to ensure that everyone stays safe when crossing railroad tracks.

the complete question is : What does a sign with a reflective orange triangle with a red border on each of the three sides warn you off ?

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The sign with a reflective orange triangle with a red border on each of the three sides warn you of Slow moving vehicles.

Here we have to find the reason behind sign with a reflective orange triangle with a red border on each of the three sides.

Basically this type of sign are look like a warning triangle which is also an equilateral  triangle of around 600mm in size made of red reflective material. Where it can be put on the side of the road by anyone to warn other drivers of a breakdown or crash ahead.

And it must also said that the reflective orange triangle on the rear of a vehicle means it is traveling 35 mph or less. And here you may see this sign on road maintenance equipment, farm vehicles, or horse- drawn wagons.

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Answer:

46

Step-by-step explanation:

6 times 2 is 12

23 times 2 is 46

Answer:

B = 46

given the equation, you can multiply 6 by 2 to get 12, so when you multiply 23 by 2 you get 46.

If the production of wood tables on an assembly line increases from 1600 tables per shift to 2000 tables per shift, the labor productivity will increase by 25%.We need to determine the percentage change.

To calculate the increase in labor productivity, we need to compare the difference in production levels and determine the percentage change.The initial production level is 1600 tables per shift, and the increased production level is 2000 tables per shift. The difference in production is 2000 - 1600 = 400 tables.

To calculate the percentage change, we divide the difference by the initial production and multiply by 100:

Percentage Change = (Difference / Initial Production) * 100 = (400 / 1600) * 100 = 25%.

Therefore, the correct answer is option C) 25%, indicating that labor productivity will increase by 25% when the production is increased to 2000 tables per shift.

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Answer:

C. The standard deviation decreases from 5.63 to 1.85, which means a graph of the values is less spread out without the outlier.

Step-by-step explanation:

I just took the test and got it right! I hope this helps <3

If you know the slope of the lines, you can also use these methods:

- see if the slopes multiplied by each other are -1 (should be if they're perpendicular)

- test if the slopes are opposite reciprocals (if they are, they are perpendicular)

it's a vampire !

the surviving digits are 1, 3, 9 ,and 5.

unless i have the wrong definition of a vampire number.

Therefore,  the probability that  basketball  will weigh between 20.5 and 23.5 is 0.866

Probability is the concept that describes the likelihood of an event occurring. In real life, we frequently have to make predictions about how things will turn out. We may be aware of the result of an occurrence or not. When this is the case, we refer to the likelihood that the event will occur or not.

Here,

X υ N (22,1)

Probability that  basketball  will weigh between 20.5 and 23.5

is:

=> P(20.5 < x < 23.5)= P[ 20.5-22/1 < z < 23.5-22/ 1   ]

=>   P(20.5 < x < 23.5) = P(-1.5 < z < 1.5)

=>  P(20.5 < x < 23.5) = 0.866

Therefore,  the probability that  basketball  will weigh between 20.5 and 23.5 is 0.866

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Using Venn probabilities, it is found that 240 students are enrolled in both classes.

The events are:

The supposed percentages, which also represents the probabilities involving a single student, are:

The percentage involved in both is:

\(P(A \cap B) = P(A) + P(B) - P(A \cup B)\)

Hence:

\(P(A \cap B) = 0.5 + 0.4 - 0.7 = 0.2\)

Then, out of 1200 students:

\(0.2(1200) = 240\)

240 students are enrolled in both classes.

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The correct option is c.Keep going.

Create a regression model and be able to optimize it, it is much better that all factors are on a scale. The answer is option c.Keep going.Regression analysis is an important statistical method that is commonly used in finance and other fields for prediction purposes. It is useful for finding the relationships between one dependent variable and one or more independent variables. In order to create an efficient regression model, the variables should be measured on a scale. Therefore, it is important to measure variables on a scale, as this makes it easier to create a regression model. If variables are categorical or binary, it becomes difficult to measure their relationship with the dependent variable using regression models as they are not measurable on a scale. This is why it is much better that all factors are on a scale while creating a regression model and optimizing it. Thus, the correct option is c.Keep going.

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Complex numbers are divided into two parts; real and imaginary parts. The value of Z3 is \(5+ 8i\)

Given that:

\(Z_1 = 1 + 3i\)

\(Z_2 = 4 + 5i\)

Since O is the origin, then:

\(C = OA + OB\)

This means that:

\(Z_3 = Z_1 + Z_2\)

So, we have:

\(Z_3 = 1 + 3i + 4 + 5i\)

Collect like terms

\(Z_3 = 1 + 4+ 3i + 5i\)

\(Z_3 = 5+ 8i\)

Hence, complex number Z3 is \(5+ 8i\)

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Answer:

If one or both numbers are prime, the LCM(Lowest Common Multiple) is the product of the numbers. e.g the LCM of 2 and 5 is 10; 2×5

Answer:

a I believe sorry if I'm wrong

Answer:

I think its B: $56.26

Answer:

15% increase

Step-by-step explanation:

to find the percent increase from an initial value to a final value, first find the difference:

2070-1800=270

then divide the difference by the initial value:

270/1800= 0.15

and multiply by 100

0.15*100=15

so there is a 15% increase

a.  4 is an extraneous root. , b. 0 is an extraneous root. , c. -3 is an extraneous root. , d. -13.21 is an extraneous root. , e. 9.22 is an extraneous root.

To solve the equation, we can begin by finding a common denominator for the fractions on the left-hand side. The common denominator is (x + 3)(x - 4). We can then rewrite the equation as follows:

[4x(x - 4) + 3(x + 3)] / [(x + 3)(x - 4)] = 5

Expanding and simplifying the numerator, we have:

[4x^2 - 16x + 3x + 9] / [(x + 3)(x - 4)] = 5

Combining like terms, we obtain:

(4x^2 - 13x + 9) / [(x + 3)(x - 4)] = 5

To eliminate the fraction, we can cross-multiply:

4x^2 - 13x + 9 = 5[(x + 3)(x - 4)]

Expanding the right-hand side, we get:

4x^2 - 13x + 9 = 5(x^2 - x - 12)

Simplifying further:

4x^2 - 13x + 9 = 5x^2 - 5x - 60

Rearranging the equation and setting it equal to zero, we have:

x^2 - 8x - 69 = 0

To solve this quadratic equation, we can factor or use the quadratic formula. Factoring the equation may not yield rational roots, so we can use the quadratic formula:

x = (-b ± √(b^2 - 4ac)) / (2a)

For the equation x^2 - 8x - 69 = 0, we have a = 1, b = -8, and c = -69. Substituting these values into the quadratic formula, we get:

x = (-(-8) ± √((-8)^2 - 4(1)(-69))) / (2(1))

= (8 ± √(64 + 276)) / 2

= (8 ± √340) / 2

= (8 ± 2√85) / 2

= 4 ± √85

So, the possible solutions for x are x = 4 + √85 and x = 4 - √85.

Now, let's check which of the given options (a, b, c, d, e) are extraneous roots by substituting them into the original equation:

a. 4: Substitute x = 4 into the equation: 4(4)/(4 + 3) + 3/(4 - 4) = 5. This results in a division by zero, which is undefined. Therefore, 4 is an extraneous root.

b. 0: Substitute x = 0 into the equation: 4(0)/(0 + 3) + 3/(0 - 4) = 5. This also results in a division by zero, which is undefined. Therefore, 0 is an extraneous root.

c. -3: Substitute x = -3 into the equation: 4(-3)/(-3 + 3) + 3/(-3 - 4) = 5. Again, we have a division by zero, which is undefined. Therefore, -3 is an extraneous root.

d. -13.21: Substitute x = -13.21 into the equation and evaluate both sides. If the equation does not hold true, -13.21 is an extraneous root.

e. 9.22: Substitute x = 9.22 into the equation and evaluate both sides. If the equation does not hold true, 9.22 is an extraneous root.

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Yes, the researcher use the rows or the columns of the field as blocks.

When conducting research, it is important to think about which structure to use as the basis for your work.

In particular, when dealing with a matrix, the question arises of whether the researcher should use the rows or columns as blocks.

Both have their own advantages and drawbacks, which should be taken into consideration before making a decision.

However, it can be challenging to discover similarities between data points within the same row.

Additionally, the matrix structure can become distorted, as the data points no longer form a neat square or rectangle.

Ultimately, which approach the researcher should take depends on the type of research being conducted and the goals of the project.

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When 1/3 is the dividend and 3 is the divisor, the quotient is 1/12.

Dividend/Divisor is the quotient.

Divide the dividend by the divisor to obtain the quotient.

Here, Dividend = 1/4

Divisor = 3

Divisor/Dividend =(1/4)/3 = 1/12

So, when 1/3 is the dividend and 3 is the divisor, the quotient is 1/12.

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Answer:

20t+4

Step-by-step explanation:

20t=?t

4=?

Answer:

here

Step-by-step explanation:

Answer:

answer D

Step-by-step explanation:

hello,

\(f(x)=-5^x-4 \ and \ g(x)=-3x-2\\(f-g)(x)=f(x)-g(x)=-5^x-4+3x+2=-5^x+3x-2\)

hope this helps

The value of function (f - g) (x) is,

⇒ 5ˣ + 3x - 2

A relation between a set of inputs having one output each is called a function. and an expression, rule, or law that defines a relationship between one variable (the independent variable) and another variable (the dependent variable).

Given that;

Functions are,

⇒ f (x) = - 5ˣ - 4

⇒ g (x) = - 3x - 2

Hence, We get;

The value of function (f - g) (x) is,

⇒ (f - g) (x)

⇒ f (x) - g(x)

⇒ (5ˣ - 4) - (- 3x - 2)

⇒ 5ˣ - 4 + 3x + 2

⇒ 5ˣ + 3x - 2

Thus, The value of function (f - g) (x) is,

⇒ 5ˣ + 3x - 2

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The type of analysis that involves three or more variables is called multivariate statistical analysis. The correct option is multivariate statistical analysis.

This type of analysis is used to identify relationships between multiple variables in a dataset, and to determine how these variables interact with each other to affect an outcome. Multivariate analysis is a powerful tool for data analysis because it allows researchers to examine complex relationships between variables, and to identify patterns that might not be visible through simpler analyses.

Examples of multivariate statistical analysis include regression analysis, factor analysis, and principal component analysis. These methods allow researchers to examine the relationships between multiple variables, to identify the most important variables in a dataset, and to create models that can be used to predict future outcomes. Multivariate analysis is used in a wide range of fields, including psychology, economics, biology, and social sciences, and is an essential tool for anyone who needs to analyze large, complex datasets. The correct option is multivariate statistical analysis.

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In linear equation, 792, which is the highest possible difference.

What are a definition and an example of a linear equation?

Let m be the digit from 2 to 8.

The larger three digit number will look like 9m1, while the smaller three digit number will look like 1m9.

Assume a three digits number lets say 189.

Then the largest possible three digit number after rearranging above number is 981.

 981 - 189 = 792

Again assume a three digits number lets say 149.

Then the largest possible three digit number after rearranging above number is 941.

 941 - 149 = 792

for m their difference is constant i.e:792, which is the highest possible difference.

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Answer:

a^2+a-6

Step-by-step explanation:

i have attached your answer

(i) y = ±√(-x² + 2ax - a² + (b² - r²)) + b

(ii) y = ±√(-25)

The square root of a negative number is not real, there are no real y-coordinates for the given values of a, b, r, and x. There are no points on the circle with those coordinates.

(i) To express y in terms of a, b, x, and r, we can rearrange the equation of the circle as follows:

(x - a)² + (y - b)² = r²

Expanding the square terms, we get:

x² - 2ax + a² + y² - 2by + b² = r²

Rearranging the equation to isolate the y term, we have:

y² - 2by = r² - x² + 2ax - a² - b²

Completing the square by adding (b² - r²) to both sides, we obtain:

y² - 2by + (b² - r²) = -x² + 2ax - a²

Factoring the left side as a perfect square, we have:

(y - b)² = -x² + 2ax - a² + (b² - r²)

Taking the square root of both sides, we get:

y - b = ±√(-x² + 2ax - a² + (b² - r²))

Finally, isolating y, we have:

y = ±√(-x² + 2ax - a² + (b² - r²)) + b

(ii) Given a = 2, b = 3, r = 5, and x = 5, we can substitute these values into the equation we derived in part (i). Plugging in the values, we have:

y = ±√(-(5)² + 2(5)(2) - (2)² + (3)² - (5)²) + 3

Simplifying the equation:

y = ±√(-25 + 20 - 4 + 9 - 25) + 3

y = ±√(-25)

Since the square root of a negative number is not real, there are no real y-coordinates for the given values of a, b, r, and x. Therefore, there are no points on the circle with those coordinates.

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