What does it mean when a number And a variable are place right next to each other In an equation

Answer:

27

Step-by-step explanation:

1^3 = 1

2^3 = 8

3^3 = 27

4^3 = 64

5^3 = 125

The missing number is 27.

Answer:

I think its 32 it have the most logic

Answer:

\(y = \frac{-1}{9}\)

Step-by-step explanation:

\(7y + 4 = 3 - 2y\)

add \(2y\)  to both sides

\(7y + 4 + 2y = 3 -2y + 2y \\9y + 4 = 3\)

add \(-4\) to both sides

\(9y + 4 -4 = 3 - 4 \\9y = -1\)

divide both sides by \(9\)

\(\frac{9y}{9} = \frac{-1}{9} \\\)

\(y = \frac{-1}{9}\)

The solution to the equation 7y + 4 = 3 - 2y is y = -1/9.

Here, we have,

To solve for y in the equation 7y + 4 = 3 - 2y, we can follow these steps:

Step 1: Combine like terms on both sides of the equation:

7y + 2y = 3 - 4.

Simplifying:

9y = -1.

Step 2: Divide both sides of the equation by 9 to isolate the variable y:

(9y)/9 = (-1)/9.

Simplifying:

y = -1/9.

Therefore, the solution to the equation 7y + 4 = 3 - 2y is y = -1/9.

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Answer:

C

Step-by-step explanation:

Step-by-step explanation:

thats what I got hope this helped you out

Answer:

T.S.A = 233.29 cm²

volume of the cone = 235.84 cm³

Step-by-step explanation:

Given;

diameter of the cone, d = 9 cm

radius of the cone, r = 4.5 cm

slant height of the cone, l = 12 cm

The total surface of the cone is calculated as;

T.S.A = πr²  +  πrl

T.S.A = πr(r + l)

T.S.A = 3.142 x 4.5(4.5 + 12)

T.S.A = 233.29 cm²

The volume of the cone is calculated as;

\(V = \frac{1}{3} \pi r^2h\)

Where;

h is height of the cone

h² = 12² - 4.5²

h² = 123.75

h = √123.75

h = 11.12 cm

\(V = \frac{1}{3} \pi \times (4.5)^2 \times 11.12\\\\V = 235.84 \ cm^3\)

Answer:

Isosceles right triangles are half squares, and if the length of one side is 6cm, that is the length of the other side since both segments are equal. Take the formula to find the area of a square (base times height), apply the side measurement of the triangle (6cm) and divide it in half to find the area of half of it (therefore, finding the area of the isosceles triangle.) (6x6) / 26x6 = 3636 / 2 = 18 The area of the isosceles triangle is 18 square centimeters.

Step-by-step explanation:

Answer:

\(5\times10^3\)

Step-by-step explanation:

\(3.55\times10^6 \div 7.1 \times 10^2\)

Exponents are positive:

\(3.5.5.0.0.0.0. = 3550000\)

\(7.1.0.=710\)

\(3550000 \div 710 = 5000\)

Convert back into scientific notation:

\(5000 = 5 \times 10^3\)

\(= 5 \times10^3\)

Hope this helps.

Answer: 5 x 10^3

Step-by-step explanation:

Answer: 17%

Step-by-step explanation:

To find the percentage difference, you can use the following formula:

percentage difference = |(actual value - expected value)/expected value| * 100

Plugging in the values given in the problem, we get:

percentage difference = |(15,000 - 18,000)/18,000| * 100 = |-3,000/18,000| * 100 = 16.7%

Rounded to the nearest percent, the percentage difference is 17%.

Complete question:

Dada a função exponencial abaixo, se x=1, qual valor de imagem? * a) 1 b) -2 c) 0 d) -1

The function in the image is f(x) = 3^x-1

Answer:

A) 1

Step-by-step explanation:

To solve the exponential function above given that x = 1;

Substitute x = 1 into the exponential function

If x = 1

f(x) = 3^(x - 1)

f(1) = 3^(1 - 1)

f(1) = 3^0

f(1) = 1

Answer:

See attachment below

Step-by-step explanation:

The top speed during the daily commute could be 32 km/h.

The average speed of 40 km/h indicates that the commute consists of a mixture of speeds below and above this value. The top speed represents the maximum velocity achieved during the commute, which could be higher or equal to the average speed.

Among the given options:

- 12 mph (19.31 km/h) is lower than the average speed of 40 km/h.

- 14 m/s (50.4 km/h) is higher than the average speed of 40 km/h.

- 9 m/s (32.4 km/h) is equal to the average speed of 40 km/h.

- 32 km/h is equal to the average speed of 40 km/h.

Based on these comparisons, the only option that matches the average speed and could be the top speed during the commute is 32 km/h.

The top speed of 32 km/h indicates that at some point during the commute, the speed reached this maximum value. However, it does not provide information about the duration or frequency of reaching this speed. The commute might involve fluctuations in speed, such as traffic conditions, traffic signals, or speed limits, causing the average speed to differ from the top speed. Therefore, it is possible to have moments during the commute where the speed exceeds the average and reaches a maximum of 32 km/h.

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The correct answer choice which is not a likely reason to choose the z distribution for a hypothesis test of a mean is:

The value of o is very large

Simple hypothesis. Complex hypothesis. Directional hypothesis.

This can simply be defined as process of testing a hypothesis by comparing it with the null hypothesis.

So therefore, the correct answer choice which is not a likely reason to choose the z distribution for a hypothesis test of a mean is:

The value of o is very large

Complete question:

Which is not a likely reason to choose the z distribution for a hypothesis test of a mean?

a. The value of o is unknown

b. The value of o is very large

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The equation of this function is f(x) = 2(x - 2) / x - 1

When the expression of function is such that it involves the input to be present as exponent (power) of some constant, then such function is called exponential function. There usual form is specified below. They are written in several such equivalent forms.

The parent function is given as:

y = 1.

we can see that the function is translated 3 units down and  2 units right.

This means that the transformation rule

(x, y) -> (x - 2, y - 3)

So, we have graph contains the point (-1, 2) and the y-intercept is less than 2.

Since the horizontal asymptote of a rational function can be determined by looking at the degrees of the numerator and denominator.

Hence, the equation of the graph is

f(x) = 2(x - 2) / x - 1

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Answer:

Step-by-step explanation:

123

Answer:

the tax is 13.82

Step-by-step explanation:

if you have $145.48 and the sales tax is 9.5%, then 145.48*9.5%=13.82

Answer:

Ken class has a median of 84 while Judy class a median of 87

Step-by-step explanation:

Ken class has a median of 84 while Judy class a median of 87

Kens class has a mean score of 83, and Judy's class has a mean score of 86.43(rounded) so, judging by the mean, Judy's class is smarter. If we take a look at the median, (Ken: 84, and Judy: 87) then Judy's class is smarter. So, overall Judy's class is smarter than Ken's class.

Answer:

14

Step-by-step explanation:

(I go to a french school, so excuse my terminology, which might not always be correct)

The angle we can see, in GHI, is equal to 121°. JKL has an identical angle, meaning JKL is an enlargement (probably the wrong term, I apologise) of GHI. This means we can use the length of it's sides to find KL.

GH and GI are both multiplied by two (GH = 4 becomes JK = 8, GI = 5 becomes JL = 10) meaning you must multiply HI by 2 to find KL.

2*7 = 14

KL = 14  

For each of these values of t, we will need to find the corresponding value of vc(t) and plot it on the graph. Once we have all 8 points plotted, we can connect them with a smooth curve to visualize the function vc(t) over the given interval.

To sketch vc(t) for -0.2 ≤ t ≤ 0.5 s, we will need to have an equation or a set of data points that define the function vc(t). Without more information, it is difficult to give a specific answer.

However, assuming we have a set of data points for vc(t), we can plot them on a graph to visualize the function.

Since we are asked to plot the points for the values of t that are separated by the step δt = 0.1 s, we will need to choose 8 values of t between -0.2 s and 0.5 s that are separated by a distance of 0.1 s.

These values could be:
t = -0.2 s, -0.1 s, 0 s, 0.1 s, 0.2 s, 0.3 s, 0.4 s, 0.5 s

For each of these values of t, we will need to find the corresponding value of vc(t) and plot it on the graph.

Once we have all 8 points plotted, we can connect them with a smooth curve to visualize the function vc(t) over the given interval.

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The mean of the 10 sales amounts for store A is $40,000

The  least-squares regression line is

y=-3000+1.2x

where

x represents the sales amounts each day at store A

y represents the sales amounts each day at store B

we have

y=$45,000

substitute the value of y in the linear equation and solve for x

45000=-3000+1.2x

1.2x=48000

x=40000

therefore

The mean of the 10 sales amounts for store A is $40,000

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A sequence is (recursively) defined as a1 = 0, a2 = 1, n>2, \(a_n = a_{n-1} - 3a_{n-2}\). The first seven terms are 0, 1, 1, -2, -5, 1, 16.

A recursive sequence is a sequence in which terms are defined using one or more previous terms which are given.

a1 = 0

a2 = 1

\(a_n = a_{n-1} - 3a_{n-2}\)

a3 = a2 - 3*a1 = 1 - 0 = 1

a4 = a3 - 3*a2 = 1 - 3 = -2

a5 = a4 - 3*a3 = -2 - 3 = -5

a6 = a5 - 3*a4 = -5 + 6 = 1

a7 = a6 - 3*a5 = 1 +15 = 16

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Answer:

1. 2

2. 6

3. 15

4. 16

Step-by-step explanation:

:>

Step-by-step explanation:

to find a similar ratios, they should be multiplied by the same number.

let's start with 14 and 21 . 14 and 21 are the multiples of 7.

7×3 =21

so first right box is 3

to find first left box 14÷7= 2

to find 2nd left blank

3×3=9

so 2×3 =6

to find 3rd blank:

we know 2×5 =10

so 3×5 =15

to find last one:

we know 3×8 =24

so 2×8 =16

Answer:

Step-by-step explanation:

Add up the equations, it will eliminate x as variable:

Find the value of x:

Given : -

To find : -

Solution : -

3x + 6y = 18

-3x + 4y = 2 +

10y = 20

\( \: \)

3x + 6y = 18

3x + 6(2) = 18

3x + 12 = 18

3x = 18 - 12

3x = 6

\( \: \)

Answer:

$676.8

Step-by-step explanation:

all you need to do is subtract jared's commission from the value of jewelry sold

720-43.20= 676.8

The p-value is greater than the significance level of 0.05, we fail to reject the null hypothesis that the news is read equally for both age groups.

To test whether the proportion of individuals who read newspapers to find out the news is the same for both age groups, we can use a hypothesis test for two proportions. Let p1 be the true proportion of individuals who read newspapers in the age group 36-50, and let p2 be the true proportion of individuals who read newspapers in the age group over 50.

The null hypothesis is that the proportions are equal, i.e., H0: p1 = p2. The alternative hypothesis is that the proportions are not equal, i.e., Ha: p1 ≠ p2.

We can use a significance level of 5%, which means that we will reject the null hypothesis if the p-value is less than 0.05.

To conduct the test, we can calculate the sample proportions of individuals who read newspapers in each age group:

p-hat1 = 25/50 = 0.5

p-hat2 = 30/50 = 0.6

We can also calculate the pooled proportion, which is the weighted average of the two sample proportions:

p-hatp = (25 + 30) / (50 + 50) = 0.55

Using the sample proportions and the pooled proportion, we can calculate the test statistic:

z = (p-hat1 - p-hat2) / √(p-hatp × (1 - p-hatp) × (1/50 + 1/50))

= (0.5 - 0.6) / √(0.55 × 0.45 × (1/50 + 1/50))

= -1.52

The p-value for this test is the probability of getting a test statistic as extreme or more extreme than the observed value of -1.52, assuming the null hypothesis is true. Since this is a two-tailed test, we need to calculate the probability of getting a z-score less than -1.52 or greater than 1.52.

Using a standard normal table or a calculator with a normal distribution function, we can find the p-value:

p-value = P(Z ≤ -1.52) + P(Z ≥ 1.52) ≈ 0.129

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In theory, Option D. All of these stages occurs at prisoner classification.

Prisoner classification occurs during transfer, in preparation for release, and after problems occur. All of these stages are important for assessing an inmate's risk and providing appropriate security.

Prisoner classification involves assessing an inmate's risk level and providing an appropriate security level based on the results. This assessment is conducted during various stages, such as during transfer to another institution, in preparation for release, and after the inmate encounters problems. The classification process may involve evaluating an:

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independent samples is when it is not possible or feasible to measure the same subjects multiple times.conducting independent samples can reduce potential bias or carryover effects that might occur in related samples designs.

Statistically speaking, a related samples study is often considered to provide more valid results compared to independent samples. However, there are situations where independent samples are preferred due to practicality in real-life applications.

One reason to consider independent samples is when it is not possible or feasible to measure the same subjects multiple times. For example, in a study comparing the effectiveness of two different treatments, it may be difficult to administer both treatments to the same individuals due to time constraints or ethical considerations.

Additionally, independent samples may be preferred when studying different populations or groups. For instance, if we want to compare the performance of two different schools, it would be more practical to select different students from each school rather than tracking the same individuals over time.

Furthermore, conducting independent samples can reduce potential bias or carryover effects that might occur in related samples designs. By treating each sample independently, we can minimize any influence that previous measurements may have on subsequent ones.

In conclusion, while related samples designs generally provide more valid results statistically, there are practical considerations, such as feasibility, diverse populations, and reducing bias, which may lead researchers to choose independent samples in real-life applications.

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Answer:

X=30

Step-by-step explanation:

1. Divide both sides by 4X to create zero pairs

2. 120/4= 30

Answer:

The answer is 30

Step-by-step explanation:

The best answer is \(e = b - (AT A)^-1ATb,\) which represents the difference between b and the projection of b onto the column space of A in projection matrix.

The value of e in the equation (A) e = b - Pb is (B - AT).

Given the projection matrix\(P = A(AT A)^-1 AT\), we want to find the value of e in the expression:

e = b - Pb

Substituting\(P = A(AT A)^-1 AT\) into the equation:

\(e = b - A(AT A)^-1 ATb\)

Now, let's manipulate the equation to solve for e:

\(e = b - A(AT A)^-1 ATb\)

Since A is invertible, we can multiply both sides of the equation by \(A^-1\):

\(A^-1e = A^-1b - (A^-1A)(AT A)^-1 ATb\)

Simplifying further:

\(A^-1e = A^-1b - I(AT A)^-1 ATb\)

Multiplying both sides by (AT A):

\((AT A)A^-1e = (AT A)A^-1b - (AT A)(AT A)^-1 ATb\)

Simplifying the left-hand side:

\((AT A)A^-1e = (AT A)A^-1b - ATb\)

Since A is invertible, \(A^-1A\)is equal to the identity matrix I:

(AT A)Ie = (AT A)Ib - ATb

Simplifying further:

(AT A)e = (AT A)b - ATb

Dividing both sides by (AT A):

\(e = (AT A)^-1(AT A)b - (AT A)^-1ATb\)

Using the property that \((AT A)^-1(AT A)\) is equal to the identity matrix I:

\(e = Ib - (AT A)^-1ATb\)

Simplifying:

\(e = b - (AT A)^-1ATb\)

Comparing this expression with the given expression e = AtAb, we can see that:

the provided equation, \(e = b - (AT A)^-1ATb,\) represents the difference between the vector b and its projection onto the column space of matrix A.

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The first five terms of the sequence are 27, 22, 17, 12, and 7.

To find the first five terms of the sequence given by a₁=27 and d=-5,

we can use the formula for the nth term of an arithmetic sequence:

\(a_n=a_1+(n-1)d\)

Substituting the given values, we have:

\(a_n=27+(n-1)(-5)\)

Now, we can calculate the first five terms of the sequence by substituting the values of n from 1 to 5:

\(a_1=27+(1-1)(-5)=27\)

\(a_1=27+(2-1)(-5)=22\)

\(a_1=27+(3-1)(-5)=17\)

\(a_1=27+(4-1)(-5)=12\)

\(a_1=27+(5-1)(-5)=7\)

Therefore, the first five terms of the sequence are 27, 22, 17, 12, and 7.

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