what does x equal????

Answer:

37 and -18

Step-by-step explanation:

Answer:

let x and y be two numbers

Hi there! :)

Answer:

\(\huge\boxed{L = 9 \text { units}}\)

Given:

Perimeter = 28

Let the breadth = x. The length is 4 units greater, so we can represent this as (x + 4).

Set up an expression. Remember that the formula for the perimeter of a rectangle is:

P = 2(l) + 2(w)

Substitute:

28 = 2(x) + 2(x+ 4)

Distribute:

28 = 2x + 2x + 8

Combine like terms and simplify:

28 = 4x + 8

20 = 4x

x = 5.

The length of the breadth is 5 units. Substitute in 5 to solve for the length:

(5) + 4 = 9 units.

The length of the rectangle is 9 units.

The margin of error for the survey, rounded to the nearest tenth, is approximately 4.0% when expressed as a percentage.

To determine the margin of error for a survey at the 95% confidence level, we need to calculate the standard error. The margin of error represents the range within which the true population proportion is likely to fall.

The formula for calculating the standard error is:

Standard Error = sqrt((p * (1 - p)) / n)

where p is the sample proportion and n is the sample size.

In this case, the sample proportion is 64% (or 0.64) since 64% of the 1350 surveyed residents support the plan.

Plugging in the values:

Standard Error = \(\sqrt{(0.64 * (1 - 0.64)) / 1350)}\)

\(= \sqrt{(0.2304 / 1350)} \\= \sqrt{(0.0001707)}\)

≈ 0.0131

Now, to find the margin of error, we multiply the standard error by the appropriate critical value for a 95% confidence level. The critical value corresponds to the z-score, which is approximately 1.96 for a 95% confidence level.

Margin of Error = z * Standard Error

= 1.96 * 0.0131

≈ 0.0257

Finally, to express the margin of error as a percentage, we divide it by the sample proportion and multiply by 100:

Margin of Error as Percentage = (Margin of Error / Sample Proportion) * 100

= (0.0257 / 0.64) * 100

≈ 4.0%

Therefore, the margin of error for this survey, expressed as a percentage to the nearest tenth, is approximately 4.0%.

For more question on margin visit:

https://brainly.com/question/15691460

#SPJ8

We cannot calculate the value of the angle in the pentagon with the given information

The given information is not sufficient to determine the value of the angle in the pentagon.

A pentagon has five sides and five angles, but the given information only provides the measure of one angle and the length of one side. To determine the measure of the remaining angles, we would need additional information about the pentagon, such as the length of another side or the measure of another angle.

Therefore, we cannot calculate the value of the angle in the pentagon with the given information.

Learn more about pentagon here

https://brainly.com/question/11759904

#SPJ11

Answer:

Domain: (-5,5)

Step-by-step explanation:

the cost of a broom is $62.50, and the cost of a mop is x + 15 = 62.5 + 15 = $77.50.

Therefore,

a) 1 mop cost $77.50

b) 1 broom cost $62.50

What is the system of equations?

A system of equations is a set of one or more equations involving a number of variables. The solutions to systems of equations are the variable mappings such that all component equations are satisfied in other words, the locations at which all of these equations intersect.

To find the cost of a mop and a broom, we can set up a system of equations using the information given:

Let x be the cost of a broom

Let y be the cost of a mop (which is $15 more than a broom)

From the problem, we know that:

y = x + 15 (since a mop costs $15 more than a broom)

5x + 7y = 855 (since 5 mops and 7 brooms cost a total of $855)

We can substitute the first equation into the second equation:

5x + 7(x + 15) = 855

5x + 7x + 105 = 855

12x = 750

x = 62.5

Hence, the cost of a broom is $62.50, and the cost of a mop is x + 15 = 62.5 + 15 = $77.50.

Therefore,

a) 1 mop cost $77.50

b) 1 broom cost $62.50

To learn more about the system of equations visit,

https://brainly.com/question/25976025

#SPJ4

The correct option is; 4: this contradicts the Mean Value Theorem since there exists a c on (1, 7) such that f '(c) = f(7) − f(1) (7 − 1) , but f is not continuous at x = 3.

The function being used is;

f(x) = (x - 3)⁻²

If we separate this function according to x, we obtain;

f'(x) = -2/(x - 3)³

Finding all c values f(7) − f(1) = f '(c)(7 − 1).is our goal.

This suggests that;

0.06 - 0.25 = -2/(c - 3)³ x 6

-0.19 =  -12/(c - 3)³

(c - 3)³ = 63.157

c = 6.98

If the Mean Value Theorem holds for this function, then f must be continuous on [1,7] and differentiable on (1,7).

But when x = 3, f is not continuous, hence the Mean Value Theorem's prediction is false.

To know more about the Mean Value Theorem, here

https://brainly.com/question/19052862

#SPJ4

The complete question is-

Let f(x) = (x − 3)−2. Find all values of c in (1, 7) such that f(7) − f(1) = f '(c)(7 − 1). (Enter your answers as a comma-separated list. If an answer does not exist, enter DNE.) c = Based off of this information, what conclusions can be made about the Mean Value Theorem?

Answer:

Where is the table

Step-by-step explanation:

Answer:

Choice a : $96,600

Step-by-step explanation:

The net worth of a person is computed as total assets - total liabilities in money terms

Ben's assets are as follows:

Townhome: $195,000

Savings: $5000

Car: $38,000

Total Assets: 195000 + 5000 + 38000 = $238,000

Ben's liabilities

Home Loan: $120,000

Credit Card: $1,400

Car Loan: $20,000

Total Liabilities = 120000 + 1400 + 20000 = $141,400

Net Worth = 238000 - 141400 = $96,600   (Answer is choice a)

Answer:

A

Step-by-step explanation:

Yes, 10 can be replaced by a smaller number. Let's prove it first, then look for a smaller number of people.

Let us write the ages of these 10 people as a1, a2, a3, ... a10.According to the given statement,1 ≤ ai ≤ 60Thus, the age of every individual must be between 1 and 60.

Arrange these ages in a non-decreasing order.

Let's assume that no two groups can have the same sum of ages. Each group has either odd or even numbers of members. Hence, if there are an even number of members in the group, the sum of their ages will also be even. If the group has an odd number of members, the sum of their ages will also be odd.

This means that the 10 people can be divided into five groups, with the sum of the ages of each group being odd or even.

Let us consider two cases:

Case 1:

All five groups have odd sums. This implies that each group has an odd number of members, and the number of members in the group is either 1, 3, or 5. Since there are only 10 people, it is impossible to have five groups with an odd sum of ages. This is because there must be two groups that have the same sum of ages.

Case 2:

Three groups have an even sum, and two groups have an odd sum. This implies that there are two groups with an even number of members and three groups with an odd number of members. Since the ages of each individual are between 1 and 60, the sum of the ages of the members of the group with the most members must be at least 1 + 2 + 3 + 4 + 5 = 15.

Similarly, the sum of the ages of the members of the group with the least members must be at least 1 + 2 = 3. If we remove the members of the two smallest groups, we will be left with 6 members whose ages add up to at least 15 + 3 = 18, which is an even number.

This implies that the remaining three groups must have even sums, which contradicts our assumption that two groups do not have the same sum of ages. This proves that we can always find two groups of people (with no common person) the sum of whose ages is the same. The number 10 can be replaced with a smaller number, for example, 8.

To know more about numbers refer to-

brainly.com/question/17429689#
#SPJ11

Considering the area and the perimeter of a square, it is found that:

Each length of the large square floor is of 21 meters, and each length of the small square floor is of 3 meters.

Supposing a square of side length s, the area and the perimeter are given as follows:

The area of the figure is given by the subtraction of the area of the large square, of side length x, by the area of the small square, of side length y, hence:

A = x² - y²

x² - y² = 432.

The perimeter of the figure is the perimeter of the square of side length s added to two edges of the smaller square of side length s, hence:

P = 4x + 2y

4x + 2y  = 90.

Then the system of equations to find the dimensions is given as follows:

The solution of this system is given by:

The problem is completed by the image given at the end of the answer.

More can be learned about the area and the perimeter of a square at https://brainly.com/question/25092270

#SPJ1

Answer:

We conclude that 'A number t multiplied by -4 is at least −2/5' can be algebraically written as inequality such as:

Step-by-step explanation:

Given

A number t multiplied by -4 is at least −2/5

To determine

Write the sentence as an inequality.

For the inequalities, when we mention 'at least', we can term it as 'greater than or equal to' symbol such as '≥'.

It is stated that A number t multiplied by -4 is at least −2/5.

Let 't' be the number.

Multiplying t by -4 is: -4t

Thus,  A number t multiplied by -4 is at least −2/5 will be written as:

-4t ≥ -2/5

Therefore, we conclude that 'A number t multiplied by -4 is at least −2/5' can be algebraically written as inequality such as:

The number of calories in one cup is 132 calories and the number of calories in 4 cups is 528 calories.

The mathematical expression combines numerical variables and operations denoted by addition, subtraction, multiplication, and division signs.

Mathematical symbols can be used to represent numbers (constants), variables, operations, functions, brackets, punctuation, and grouping. They can also denote the logical syntax's operation order and other properties.

Given that a box of cereal states that there are 99 calories in a ​3/4 cup serving.

The number of calories per cup is calculated as,

3 / 4 cup = 99 calories'

1 cup = 99 x (4 / 3 )

1 cup = 132 calories

The number of calories for 4 cups of cereal,

1 cup = 132 calories

4 cup = 132 x 4 calories

4 cup = 528 calories

Therefore, the number of calories in one cup is 132 calories and the number of calories in 4 cups is 528 calories.

Therefore, the number of calories in one cup is 132 calories and the number of calories in 4 cups is 528 calories.

To know more about an expression follow

https://brainly.com/question/18762453

#SPJ1

Answer:

3

Step-by-step explanation:

the y intercept is just the first time the line goes through y

Answer:

The y-intercept is -27

Step-by-step explanation:

y = mx + b

y = -6x + b

(-5,3)

y = -6x + b

3 = -6(-5) + b

3 = 30 + b

-30     -30

-27 = b

y = -6x - 27

I attached a graph to check the answer :)

Hope this helps!

The bicycle wheel has completed 7,200 degrees in 5 minutes. The wheel has completed 125.66 radians in 5 minutes.

(a) To determine the number of degrees the bicycle wheel has completed, we need to know the angle covered in one cycle. Since one cycle corresponds to a full revolution of 360 degrees, we can multiply the number of cycles by 360 to find the total number of degrees.

Number of degrees = 20 cycles * 360 degrees/cycle = 7,200 degrees

Therefore, the bicycle wheel has completed 7,200 degrees.

(b) To calculate the number of radians completed by the wheel, we need to convert degrees to radians. One radian is equal to π/180 degrees. We can use this conversion factor to find the total number of radians covered.

Number of radians = Number of degrees * (π/180)

Substituting the value of the number of degrees, we have:

Number of radians = 7,200 degrees * (π/180) ≈ 125.66 radians

Hence, the bicycle wheel has completed approximately 125.66 radians.

In summary, the bicycle wheel has completed 7,200 degrees and approximately 125.66 radians in 5 minutes.

Learn more about radians here:

brainly.com/question/27025090

#SPJ11

If all other factors are held constant, decreasing the significance level results in an increase in the probability of a type II error. This is true. we can say that the probability of making a type II error increases when the significance level is lowered.

What is a type II error? In hypothesis testing, a type II error occurs when a false null hypothesis is not rejected. When there is a real effect and the null hypothesis is false, this happens. It's a mistake that occurs when a researcher fails to reject a false null hypothesis.

A false negative is another term for a type II error. The power of the test, the size of the sample, the confidence level, and the effect size are all factors that influence the probability of making a type II error. Only if we decrease the significance level can the probability of a type II error be increased.

What is the significance level? The significance level is also known as alpha. It is the probability of rejecting a null hypothesis when it is true. It is represented by α. It is usually set at 0.05 or 0.01 in most studies. When the significance level is lowered, the probability of making a type I error decreases, but the probability of making a type II error increases. Therefore, we can say that the probability of making a type II error increases when the significance level is lowered.

For more such questions on type II error

https://brainly.com/question/30403884

#SPJ11

The probability of rolling a 3 on the first throw and a 4 on the second throw of a six-sided die is 1/36.

To find the probability of rolling a 3 on the first throw and a 4 on the second throw of a six-sided die, we need to consider the probability of each individual event and multiply them together.

The probability of rolling a 3 on the first throw is 1/6, as there is one favorable outcome (rolling a 3) out of six possible outcomes (numbers 1 to 6 on the die).

Similarly, the probability of rolling a 4 on the second throw is also 1/6.

To find the probability of both events occurring, we multiply the individual probabilities

Probability = (1/6) * (1/6) = 1/36.

Therefore, the probability of rolling a 3 on the first throw and a 4 on the second throw is 1/36.

To know more about Probability:

brainly.com/question/32117953

#SPJ4

Answer:

\(\displaystyle f^{-1}(x)=\frac{6x-60}{5}\)

Step-by-step explanation:

Inverse function

Given the function

\(\displaystyle f(x)=\frac{5}{6}x+10\)

We find its inverse following the procedure below:

\(\displaystyle y=\frac{5}{6}x+10\)

\(6y=5x+60\)

\(5x=6y-60\)

\(\displaystyle x=\frac{6y-60}{5}\)

\(\displaystyle y=\frac{6x-60}{5}\)

\(\boxed{\displaystyle f^{-1}(x)=\frac{6x-60}{5}}\)

This is the inverse function

From the calculation, all three inequalities are satisfied, which means that the given measurements produce one triangle.

To determine whether the given measurements produce one triangle, two triangles, or no triangle at all, we can use the Law of Sines and the Triangle Inequality Theorem.

Given:

a = 10

b = 13.6

A = 33°

Determine angle B:

Angle B can be found using the equation: B = 180° - A - C, where C is the remaining angle of the triangle.

B = 180° - 33° - C

B = 147° - C

Apply the Law of Sines:

The Law of Sines states that in any triangle, the ratio of the length of a side to the sine of its opposite angle is constant.

a/sin(A) = b/sin(B) = c/sin(C)

We can rearrange the equation to solve for side c:

c = (a * sin(C)) / sin(A)

Substituting the given values:

c = (10 * sin(C)) / sin(33°)

Determine angle C:

We can use the equation: C = arcsin((c * sin(A)) / a)

C = arcsin((c * sin(33°)) / 10)

Apply the Triangle Inequality Theorem:

The Triangle Inequality Theorem states that the sum of the lengths of any two sides of a triangle must be greater than the length of the remaining side.

In this case, we need to check if a + b > c, b + c > a, and c + a > b.

If all three inequalities are satisfied, it means that the measurements produce one triangle. If one of the inequalities is not satisfied, it means no triangle can be formed.

Now, let's perform the calculations:

B = 147° - C (from step 1)

c = (10 * sin(C)) / sin(33°) (from step 2)

C = arcsin((c * sin(33°)) / 10) (from step 3)

Using a calculator, we find that C ≈ 34.65° and c ≈ 6.16.

Now, let's check the Triangle Inequality Theorem:

a + b > c:

10 + 13.6 > 6.16

23.6 > 6.16 (True)

b + c > a:

13.6 + 6.16 > 10

19.76 > 10 (True)

c + a > b:

6.16 + 10 > 13.6

16.16 > 13.6 (True)

All three inequalities are satisfied, which means that the given measurements produce one triangle.

In summary, with the given measurements of a = 10, b = 13.6, and A = 33°, we can determine that one triangle can be formed. The measures of the angles are approximately A = 33°, B ≈ 147° - C, and C ≈ 34.65°, and the lengths of the sides are approximately a = 10, b = 13.6, and c ≈ 6.16.

To learn more about triangles click on,

https://brainly.com/question/29111478

#SPJ4

The ratio of the number of students who do bring their lunch to the number of students who do not is 300 : 600 or 1 : 2

Ratio shows the relationship that exists between values. It shows the proportion of one value in another value.

In other words, ratios says how much of one thing there is compared to another thing.

The middle school has 900 students.

1/3 of the students bring their lunch instead of buying lunch at school.

Therefore,

number of students that bring lunch instead of buying lunch = 1 / 3 × 900  = 300

Number of student that buy there lunch = 900 - 300 = 600

Hence,

The ratio of the number of students who do bring their lunch to the number of students who do not is 300 : 600 or 1 : 2

learn more on ratios here:https://brainly.com/question/732937

#SPJ1

The Left Endpoint Approximation (L₁) for the definite integral of (5/3) dx with n = 8 is 10. The Right Endpoint Approximation (R₁) for the same integral is also 10. The average value of L₁ and R₁ is 10.

To determine L₁ and R₁ for the definite integral ∫(5/3) dx with n = 8, we divide the interval [6, 8] into 8 equal subintervals. The width of each subinterval is Δx = (8 - 6) / 8 = 1/4.

For Left Endpoint Approximation (L₁):

L₁ = Δx * [f(6) + f(6 + Δx) + f(6 + 2Δx) + ... + f(6 + (n-1)Δx)]

  = (1/4) * [(5/3) + (5/3) + (5/3) + ... + (5/3)]

Since there are 8 terms, we have:

L₁ = (1/4) * (8 * (5/3)) = 10

For Right Endpoint Approximation (R₁):

R₁ = Δx * [f(6 + Δx) + f(6 + 2Δx) + f(6 + 3Δx) + ... + f(6 + nΔx)]

  = (1/4) * [(5/3) + (5/3) + (5/3) + ... + (5/3)]

Again, there are 8 terms, so:

R₁ = (1/4) * (8 * (5/3)) = 10

To determine the average value, we compute the average of L₁ and R₁:

Average value = (L₁ + R₁) / 2

            = (10 + 10) / 2

            = 10

Therefore, L₁ = 10, R₁ = 10, and the average value is 10.

To know more about definite integral refer here:

https://brainly.com/question/31392420#

#SPJ11

The list that represents the simulation is (d) 8605 8378 5814 0101 2233 7198 6215 4903 4076 7964 9597 8078 4333 3033 3153

The list is given as:

860583 785814 010122 337198 621549 034076 796495 978078 433330 333153

To illustrate the simulation of four free throws, then each number on the list must have 4 digits

So, we have:

8605 8378 5814 0101 2233 7198 6215 4903 4076 7964 9597 8078 4333 3033 3153

Hence, the list that represents the simulation of four free throws is (d)

Read more about random numbers at:

brainly.com/question/251701

#SPJ1

it is in simplest form, but if you would like the decimal, it is 0.344

hope this helps!

The percentage of American women that have shoe sizes that are at least 11.1 is; 0.0015

Empirical Rule

We are given;

Mean; x' = 8.04

Standard deviation; σ = 1.53

Using the empirical rule, we can have the data either 1, 2, or 3 standard deviations from the mean.

Thus;

At 1 standard deviation from the mean, we have;

8.04 ± 1(1.53)

⇒ (6.52, 8.56)

At 2 standard deviations from the mean, we have;

8.04 ± 2(1.53)

⇒ (5, 11.08)

At 3 standard deviations from the mean, we have;

8.04 ± 3(1.52)

⇒ (3.48, 12.6)

We can see that the one with at least 12,6 is 3 standard deviations from the mean which from the empirical rule is 99.7%

Thus;

percentage of American women have shoe sizes that are at least 12.6 = 100% - 99.7% - 0.15%

P(x ≥ 12.6) = 0.15% = 0.0015

To know more about empirical value:

https://brainly.com/question/18529739

#SPJ4

Answer:

a. There is nothing wrong with Mary's reasoning b. 2 water lilies.

Step-by-step explanation:

a. This is because, she reasons that if she doubles the amount of water lilies she buys, it would take half the time it takes to produce 10,000 lilies. So, there is nothing wrong with Mary's reasoning.

b. Since it takes 1 water lily to produce 10000 lilies in 20 days, 1 water lily will produce x lilies in 10 days.

So, x = 10000 × 10/20 = 5000 lilies

So, 1 water lily produces 5000 lilies in 10 days.

So, x water lilies will produces 10000 lilies in 10 days.

So x = 10000 × 1/5000 = 2 water lilies

So, 2 water lilies will produce 10000 lilies in 10 days.

So, Mary needs 2 water lilies so she can meet her goal of having the pond surface covered in 10 days.

Answer:

2

Step-by-step explanation:

The  term which is to be filled in the sentence given in the question is numerical.

Given the antiderivatives of many ----------------- directly, we resort to various techniques of ________ integration to approximate their values.

We have to fill the blank in the sentence given with appropriate term.

Integration is a technique of finding a function from it's derivative.

Definite integral is the area under a curve between two limits. We have to find the answer by first putting upper limit and then lower limit. Then we have to subtract the answer from lower limit from the answer of upper limit.

In Indefinite integration we have not given any limits.

Numerical integration, a algorithm for calculating the numerical value of a definite integral.

Hence the term for the sentence is numerical integration.

Learn more about integration at https://brainly.com/question/27419605

#SPJ4

Answer:

x=

Step-by-step explanation:

PEMDAS:

35/ 7

3x+1 = 5

3x= 4

x= 4/3

Answer: x=4/3

Step-by-step explanation:

1. Distribute

7(3x+1)=35

21x+7=35

2. Subtract 7 from both sides of the equation

21x+7=35

21x+7-7=35-7

3. Simplify

Subtract the numbers

Subtract the numbers

21x=28

4. Divide both sides of the equation by the same term

21x=28

21x/21 28/21

5. Simplify

Cancel terms that are in both the numerator and denominator

Divide the numbers

x=4/3

The answer of the question based on population growth is , the estimated population after one year is approximately 34 deer.

To estimate the population after one year, we can use the formula for exponential growth:

P = P0 * (1 + r)^t.

P0 represents the initial population (20 deer in this case), r represents the growth rate (70% or 0.7 as a decimal), and t represents the time period in years (1 year in this case).

Using these values, we can calculate the population after one year as follows:

P = 20 * (1 + 0.7)¹
P = 20 * 1.7
P ≈ 34

Therefore, the estimated population after one year is approximately 34 deer.

To know more about Population growth visit:

https://brainly.in/question/14834550

#SPJ11

To solve the problem, we need to use the definition of the tangent of an angle. Once you find x, the point P will be (x, 5), rounded to 2 decimals.

Tangent = opposite side / adjacent side
In this case, the opposite side is the y-coordinate of point P, which is 5. The adjacent side is the x-coordinate of point P, which is unknown. We also know that the angle formed between the line passing through the origin and point P and the positive x-axis is x/8.
Therefore, we can set up the following equation:
tan(x/8) = 5 / x
To solve for x, we can cross-multiply and simplify:
x * tan(x/8) = 5
x = 5 / tan(x/8)
Using a calculator, we can find x to be approximately 29.94. Therefore, the missing coordinate of point P is (29.94, 5).

To find the missing coordinate of the point P (x, 5) given that the line passing through the origin and point P forms an angle of x/8 with the positive x-axis, follow these steps:
1. Recall the formula for the slope (m) of a line passing through the points (x1, y1) and (x2, y2): m = (y2 - y1) / (x2 - x1)
2. Since the line passes through the origin (0, 0) and point P (x, 5), substitute the coordinates: m = (5 - 0) / (x - 0) = 5/x
3. Recall the tangent function, which relates the angle (θ) to the slope: tan(θ) = m
4. Substitute the angle x/8 and the slope 5/x: tan(x/8) = 5/x
5. Solve for x using the inverse tangent function: x/8 = arctan(5/x)
6. Multiply both sides by 8: x = 8 * arctan(5/x)
To find the missing coordinate, you'll need to use a numerical method, such as the Newton-Raphson method, to find the value of x. This requires a calculator or computer software. Once you find x, the point P will be (x, 5), rounded to 2 decimals.

Visit here to learn more about tangent:

brainly.com/question/19064965

#SPJ11