The square root of a negative number is supposed to not exist/be an imaginary number.
Am I right? Is this operation right?

   Step-by-step explanation:)

The area of the given composite figure is 40 square inches.

What is a composite figure?

A composite figure and shape are the same thing. A composite figure is any object that may be disassembled into multiple fundamental shapes.

We are given a composite figure which can be broken into a triangle and a rectangle.

So,

⇒ Area of composite figure = Area of Rectangle + Area of triangle

⇒ Area of composite figure = (length * breadth) + (\(\frac{1}{2}\) * base * height)

⇒ Area of composite figure = (5 * 7) + (\(\frac{1}{2}\) * 5 * 2)

⇒ Area of composite figure = 35 + 5

⇒ Area of composite figure = 40 square inches

Hence, the area of the given composite figure is 40 square inches.

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\(\bf Step-by-step~explanation:\)

We have to solve these term so that they won't have powers anymore.

\(\bf Step~1:\)

First, we have to look at the powers on both numbers. 3 has a 4 and 2 has a 2.

\(\bf Step ~2:\)

The small numbers on the right hand corner are called powers. When those are on any term, you have to multiply the term by itself x amount of times. Since 3 has a 4 on it, we multiply the number by itself 4 times.

\(\bf 3*3=9\\9*3=27\\27*3=81\)

Our first number is 81.

\(\bf 2*2=4\)

And our second number is 4! Put those numbers back into their original form and you get your final answer.

\(\large\boxed{\bf Our~final~answer:~\frac{81}{4} }\\\boxed {\bf Or:~20.25,~ 20\frac{1}{4} }\)

Answer:

1 of 4

Step-by-step explanation:

Using it's concept, the probability is calculated as follows:

P(brown or greater than 9​) = 3/5.

The probability of an event in an experiment is calculated as the number of desired outcomes of the experiment divided by the number of total outcomes of the experiment.

In the context of this problem, we have that:

The desired probability is calculated as follows:

P(brown or greater than 9​) = 6/10 = 3/5.

Both 6 and 10 can be simplified by 5, hence the simplified probability is of 3/5.

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Answer:

  $27

Step-by-step explanation:

Assuming this price list, ...

  4 toy cars cost 6 dollars

  6 toy cars cost 9 dollars

  8 toy cars cost 12 dollars

We recognize that 18 cars is 3 times 6 cars, so the cost will be ...

  cost of 18 cars = 3(cost of 6 cars) = 3($9) = $27

The cost of 18 toy cars is $27.

the key characteristics of a probability distribution include the probability of an outcome being between 0 and 1, the sum of the probabilities of all possible outcomes equaling 1, and the outcomes being mutually exclusive.

A probability distribution is a function that describes the likelihood of different outcomes of a random event. The characteristics of a probability distribution include the following:

a. Half of the possible outcomes have associated probabilities greater than 0.5: This statement is not true for all probability distributions. The probabilities associated with each possible outcome can vary and are not necessarily evenly distributed.

b. The probability of an outcome is between 0 and 1: This statement is true for all probability distributions. The probability of any possible outcome must be greater than or equal to 0 and less than or equal to 1.

c. The sum of the probabilities of all possible outcomes is 1: This statement is true for all probability distributions. The sum of the probabilities associated with all possible outcomes must equal 1, which ensures that the probability distribution accounts for all possible outcomes of an event.

d. The distribution is symmetrical: This statement is not true for all probability distributions. The shape of a probability distribution can vary and may be symmetrical, skewed, or bimodal, depending on the nature of the event.

e. The outcomes are mutually exclusive: This statement is generally true for probability distributions. The outcomes of an event are said to be mutually exclusive if they cannot occur simultaneously. For example, in a coin toss, the outcome can either be heads or tails, but it cannot be both at the same time.

In summary, the key characteristics of a probability distribution include the probability of an outcome being between 0 and 1, the sum of the probabilities of all possible outcomes equaling 1, and the outcomes being mutually exclusive. However, the probabilities associated with each possible outcome can vary, and the distribution may not be symmetrical

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Answer:

400 ounces

Step-by-step explanation:

x pound(s) = (16*x) ounces

25 pounds=(16*25) ounces

25 pounds= 400 ounces

400 ounces of quarters were stolen.

Given,

The robber stole only 25 pounds of quarters out of the coin machine. Quarters are weighed in ounces.

If there are 16 ounces in 1 pound.

We need to find out how many ounces of quarters were stolen.

16 ounces = 1 pound

Find how many pounds of quarters were stolen.

= 25 pounds of quarters.

Convert 25 pounds of quarters into ounces of quarters.

1 pound = 16 ounces

Multiplying 25 on both sides.

25 x 1 pound = 25 x 16 ounces.

25 pounds = 400 ounces.

This means 25 pounds of quarters is 400 ounces of quarters.

Thus 400 ounces of quarters were stolen.

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Answer:

y=2/3x+4

Step-by-step explanation:

y-intercept is 4

rise 2

run 3

Combinations and sequences are widely used in mathematics to explain and assess situations in which the order or selection of components might influence the final result.

A combination in mathematics is a selection of elements from a set with distinct members, where the order of selection is irrelevant. A combination is a mathematical approach for determining the number of potential arrangements in a set of objects when the order of the selection is irrelevant. You can choose the components in any order in combinations. A combination is a method of picking elements from a collection when the order of selection is irrelevant. Assume we have three integers P, Q, and R. Combination defines how many possibilities we may choose two numbers from each set.

Here,

A combination is a grouping of things from a bigger set in which the order of the components is irrelevant. A sequence is a collection of elements that are ordered in a precise order. Combinations and sequences are frequently used in mathematics to describe and evaluate situations where the order or selection of components might impact the final outcome, such as in combinatorics, probability, and statistics.

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Complete question:

A combination of values that, when arranged correctly, result in a final value. true/false

Answer:

\(\sf \dfrac{17}{25}\)

Step-by-step explanation:

    \(\sf \boxed{\bf Tan \ B=\dfrac{oppoiste \ side \ to \ Tan \ B}{hypotenuse}}\)

         \(\sf tan \ B =\dfrac{17}{25}\)

Therefore, the probability that the mean number of lightning strikes per square kilometer is less than 5 is P(\(X^{'}\)<5)=0.0016

Probability is a branch of mathematics that deals with numerical representations of the likelihood of an event occurring or of a proposition being true. The probability of an event is a number between 0 and 1, with 0 approximately denoting impossibility and 1 denoting certainty.

Here,

mu =6

α=2.4

n=50

Σxi=250

Formula used:

z=\(\frac{x-u}{\alpha }\)

Step 2: Calculation

\(x^{'}\) = Σ\(\frac{xi}{n}\) = 250/50 = 5

z = \(\frac{x^{'} - u_{x} }{\alpha x^{'} }\) = \(\frac{x^{'} - u_{x} }{ \frac{\alpha }{\sqrt{n} } }\) = \(\frac{5- 6}{ \frac{2.4}{\sqrt{50} } }\) ≈ -2.95

P(\(X^{'}\)<5)=P(Z<-2.95)

=0.0016

or 0.16%

Therefore, the probability  probability that the mean number of lightning strikes per square kilometer is less than 5 is P(\(X^{'}\)<5)=0.0016

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Answer:

x=0.0307

Step-by-step explanation:

Answer: Janelle is 1/2 below sea level, the altimeter should read -1/2 feet

Step-by-step explanation:

Answer:

Janelle's position on the Altimeter should read -1/2

Step-by-step explanation:

the reason it reads -1/2 is because she is a  below sea level

Answer:

the answer us y2 and y4

Step-by-step explanation:

line y2 cross line y4 at (1,-1)

Answer:

D. y2 and y4  

Step-by-step explanation:

did it on edge

The general solution of an exact differential equation can also be found by solving the associated homogenous equation and adding the particular solution obtained from the original equation.

1. Identify the exact differential equation.

2. Find the integrating factor by multiplying the equation by an expression of the form e^(f(x)).

3. Multiply the integrating factor with the equation to make it exact.

4. Integrate both sides of the equation to obtain the general solution.

5. Check the solution by differentiating it to confirm that it satisfies the original equation.

6. Add the particular solution obtained from the original equation to the homogenous solution to get the general solution.

The general solution of an exact differential equation can be found by using an integrating factor. An integrating factor is a function of the independent variable which can be multiplied with the equation in order to make it exact. Once the equation has been made exact, it can be solved using the standard integration techniques. In addition, the general solution can be found by solving the associated homogenous equation and then adding the particular solution obtained from the original equation.

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Simplify the equivalent expression c+0.85c by adding the coefficient of same variables.

So equivalent expression is 1.85c.

Solution is in the attachment!! :)

Yes, There will seven steps reach the tree house.

To multiply means to add a number to itself a particular number of times. Multiplication can be viewed as a process of repeated addition.

Given that;

A tree house is 1. 2 m high.

And, Each step is 20 cm high.

Now, The total length of steps are,

⇒ 20 × 7

⇒ 140 cm

⇒ 1.4 m

Here, 1.4 > 1.2

Hence, There will seven steps enough to reach the tree house.

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Answer:

I hope it helps it was the best I can do.

Step-by-step explanation:

-x12 + x7 = 0

Factorization:

−x7(x − 1)(x4 + x3 + x2 + x + 1) = 0

Solutions based on Jenkins–Traub algorithm:

x1 = … = x7 = 0

x8 = 1

x9 = −0.809017 − 0.587785i

x10 = −0.809017 + 0.587785i

x11 = 0.309017 − 0.951057i

x12 = 0.309017 + 0.951057i

The factors of the polynomial are (x + 1)(x - 3).

A polynomial is an algebraic expression.

A polynomial of degree n in variable x can be written as,

a₀xⁿ + a₁xⁿ⁻¹ + a₂xⁿ⁻² +...+ aₙ.

The upper side of the tiles shows the expression (x + 1), and the left side shows the expression (x - 3).

In both cases, you have to consider how many + x or - x is (one +x in one case and three -x in the other case).

If you multiply the factors, you get,

(x + 1)(x - 3) = x² - 3x + x - 3  

(x + 1)(x - 3) = x² - 2x - 3 .

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The following method for assigning the 24 students to two equal-sized groups allows for a statistical valid comparison of the two instructional programmes.

An instructional programme is a course of study that requires the completion of a specified number of course credits from a prescribed group of courses and results in a formal award.

A) Each student will be given a unique random number generated by a random number generator on a calculator, statistical software, or a random number table. The assigned numbers will be listed in ascending order. Students with the lowest 12 numbers on the ordered list will be assigned to the instructional programme that requires physically dissecting frogs.

Students with the highest 12 numbers will receive an instructional programme that simulates frog dissection using computer software.

B) By not randomizing and allowing students to self-select, there is the possibility of changes in the differences between pre test and post test scores for a specific group due to the characteristics of students who choose a particular instructional method, rather than the instructional method itself.

For example, suppose frog-loving students already know a lot about frog anatomy; these students would be less likely to show a large difference between pre and post test scores. Assume that the frog-loving students prefer the computer simulation method (perhaps because they do not like the notion of dissecting the frogs they love).

The possible low change in pre- and post-test scores for the computer simulation group could then be attributed to the students' prior knowledge of frog anatomy, rather than to the instructional method itself. Because the students entering the frog dissection group have lower pre-test scores (less prior knowledge), they are more likely to show greater improvement between pre-test and post-test scores.

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Answer:

Use a calculator

Step-by-step explanation:

Search one up

Yes, it is possible. The solution is y = ±√(2x sin(x) + 2cos(x) - 1), where the sign of the square root depends on the initial condition and the behavior of the solution near x=0.

To solve this equation, we can separate the variables by dividing both sides by y and multiplying both sides by cos(x):

dy/dx = (x/y) cos(x)

y dy = x cos(x) dx

Now we can integrate both sides of the equation:

∫ y dy = ∫ x cos(x) dx

1/2 y^2 = x sin(x) + cos(x) + C

where C is the constant of integration.

To find the value of C, we can use the initial condition y(0) = 1:

1/2 (1)^2 = 0 + 1 + C

C = -1/2

Therefore, the solution to the differential equation y' = (xy/cosx) for y(0) = 1 is:

1/2 y^2 = x sin(x) + cos(x) - 1/2

y^2 = 2x sin(x) + 2cos(x) - 1

y = ±√(2x sin(x) + 2cos(x) - 1)

Note that there are two possible solutions, since we took the square root of both sides of the equation. The sign of the square root depends on the initial condition and the behavior of the solution near x=0.

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The value of the test statistic is 6.51.

The test statistic for this problem can be calculated using the formula:

z = (p - P) / √(P * (1 - P) / n)

Where p is the sample proportion (0.67 in this case), P is the hypothesized population proportion (we don't know this value, so we assume it to be 0.5 for a two-tailed test), n is the sample size (380), and z is the standard normal distribution value corresponding to the level of significance.

Plugging in the values, we get:

z = (0.67 - 0.5) / √(0.5 * (1 - 0.5) / 380) = 6.51

So the value of the test statistic is 6.51.

The test statistic is a measure of how far the sample proportion deviates from the hypothesized population proportion under the null hypothesis. In this case, we assume that the population proportion is 0.5 (since we have no reason to believe otherwise), and we calculate the probability of observing a sample proportion of 0.67 or greater assuming this null hypothesis is true.

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Answer:

7x

Step-by-step explanation:

Tadeo volunteered for 2 hours, and Dylan volunteered for 12 hours.

The allocation of weights to the important variables that produce the calculation's optimum is referred to as a direct consequence.

Tadeo volunteered at the library 6 times as many hours over the weekend as Dylan. Together, they volunteered a total of 14 hours.

Let x represent Dylan's hours and y represents Tadeo's hours. Then the equations are given as,

y = 6x                    ...1

x + y = 14               ...2

From equations 1 and 2, then we have

x + 6x = 14

7x = 14

x = 2

Then the value of 'y' is given as,

2 + y = 14

y = 12

Tadeo volunteered for 2 hours, and Dylan volunteered for 12 hours.

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The solution is, the value of DE = 6.

A triangle is a polygon with three edges and three vertices. It is one of the basic shapes in geometry. A triangle with vertices A, B, and C is denoted \triangle ABC. In Euclidean geometry, any three points, when non-collinear, determine a unique triangle and simultaneously, a unique plane.

here, we have,

Let's consider some theorem:

1- The line joining the midpoints of two sides of a triangle is parallel to the third side and equal to equal to half of it

2. A straight line through the mid point of one side of a triangle parallel to a second side bisects the third side.

Having noted that, let's see that;

∆ ABC is similar to ∆ BAC

Therefore, from the above theorem and the information given,

(DE / AC) = ( BE / BC)

From the question, BC is 10

Therefore,

(DE/12) = (5 / 10)

Cross multiplying:

10*DE = 12*5

10DE = 60

DE = 60/10

DE = 6

Hence, The solution is, the value of DE = 6.

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