What expression is equivalent to (4x+3)+(-2x+4)

The required perimeter of the new rectangle is 66 inches.

A quadrilateral with all of its angles equal, or right angles, is a rectangle.

In addition to having all equal angles, a square also has all equal sides.

Therefore, a particular case of a square is a rectangle.

To put it another way, a rectangle can also be a square (when all sides to are equal).

Because every square is a quadrilateral with all four angles at right angles, every square is also a rectangle.

To be a square, a rectangle's sides must all be the same length, hence not all rectangles are squares.

So, a perimeter equals 2(l+b).

50 is the circumference and 17 is the length here.

Suppose the breadth is x.

50 = 2(17+x)

50 = (2*17)+(2*x)

50 = 34 + 2x

50 - 34 = 2x

16 = 2x

16/2 = x

8 = x

The first triangle's width is eight inches.

We know that the length of the other rectangle is 17.

And that the width is two times that of the first triangle.

Length = 17, width = 2*8 = 16, etc.

For the border:

p = 2(l+b)

p =  2(17+16)

p =  (2*17)+(2*16)

p =   34+32

p  =   66

Therefore, the required perimeter of the new rectangle is 66 inches.

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Complete question:

Najib cuts out a rectangle that has a perimeter of 50 inches and a length of 17 inches. He cuts out another rectangle that is the same length and twice as wide. What is the perimeter of the new rectangle?

the general solution of the boundary value problem for the heat equation with homogeneous mixed boundary conditions is given by u(t,x) = Σ[A_n sin(πnx/l)] e^(-λ_nαt), where the coefficients A_n are determined by the initial condition and the eigenvalues λ_n are determined by the boundary conditions on X(x).

1. The general solution of the boundary value problem for the heat equation with homogeneous mixed boundary conditions, u(t,0) = 0 and ∂xu(t,l) = 0, is given by u(t,x) = X(x)T(t), where X(x) represents the spatial component and T(t) represents the temporal component of the solution. The spatial component X(x) consists of a series of eigenfunctions that satisfy X''(x) + λX(x) = 0, with the boundary condition X(0) = 0 and X'(l) = 0. The eigenvalues λ_n are determined by these boundary conditions. The temporal component T(t) is obtained by solving the ordinary differential equation T'(t) = -λ_nT(t), with the initial condition T(0) = 1. The general solution is then expressed as an infinite sum involving the eigenfunctions and their corresponding coefficients.

2. To find the general solution, we consider the heat equation in one spatial dimension, given by ∂u/∂t = α∂²u/∂x², where α is the thermal diffusivity. By assuming a separable solution of the form u(t,x) = X(x)T(t), we can separate the variables and obtain two separate ordinary differential equations.

3. For the spatial component, we have X''(x) + λX(x) = 0, where λ is a constant determined by the boundary conditions. The general solution of this equation can be expressed as X(x) = A_n sin(πnx/l), where A_n is a coefficient and n is an integer representing the eigenfunction number. The boundary condition X(0) = 0 leads to A_n = 0 for n = 0, and for n > 0, we have X'(l) = A_n (πn/l) cos(πn) = 0, which gives us the condition πn = mπ, where m is a nonzero integer. Hence, the eigenvalues are λ_n = (mπ/l)².

4. For the temporal component, we solve the ordinary differential equation T'(t) = -λ_nT(t) with the initial condition T(0) = 1. This yields T(t) = e^(-λ_nαt). Combining the spatial and temporal components, we obtain u(t,x) = Σ[A_n sin(πnx/l)] e^(-λ_nαt), where the sum is taken over all nonzero integers n.

5. In conclusion, This solution represents an infinite sum of eigenfunctions, each multiplied by an exponential decay factor in time.

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Answer:

216

Step-by-step explanation:

First find the base area

0.25 * √[(5 + 6 + 5) * (-5 + 6 + 5) * (5 - 6 + 5) * (5 + 6 - 5)] = 12

Equation:

12 * (5 + 6 + 5) + (2 * 12) = 216

a. The probability of drawing a red ball from Box 1 is 30%.

b. If a red ball is drawn from Box 1, the probability of drawing another red ball from Box 2 on the second round is 60%.

c. If the first draw from Box 1 was black, the conditional probability of drawing a red ball from Box 3 on the second draw is 80%.

d. The probability of drawing two red balls at both draws, without any prior information, is 46%.

e. The probability of drawing a red ball at the first draw and a black ball at the second draw, without any prior information, is 21%.

a. The probability of drawing a red ball from Box 1 can be calculated by dividing the number of red balls in Box 1 by the total number of balls in Box 1. Therefore, the probability is 3/(3+7) = 3/10 = 0.3 or 30%.

b. Since a red ball was drawn from Box 1, we only consider the balls in Box 2. The probability of drawing a red ball from Box 2 is 6/(6+4) = 6/10 = 0.6 or 60%. Therefore, the probability of drawing another red ball when the first ball drawn from Box 1 is red is 60%.

c. If the first draw from Box 1 was black, we only consider the balls in Box 3. The probability of drawing a red ball from Box 3 is 8/(8+2) = 8/10 = 0.8 or 80%. Therefore, the conditional probability of drawing a red ball from Box 3 when the first ball drawn from Box 1 was black is 80%.

d. Before any draws, the probability of drawing two red balls at both draws can be calculated by multiplying the probabilities of drawing a red ball from Box 1 and a red ball from Box 2. Therefore, the probability is 0.3 * 0.6 = 0.18 or 18%. However, since there are two possible scenarios (drawing red balls from Box 1 and Box 2, or drawing red balls from Box 2 and Box 1), we double the probability to obtain 36%. Adding the individual probabilities of each scenario gives a total probability of 36% + 10% = 46%.

e. Before any draws, the probability of drawing a red ball at the first draw and a black ball at the second draw can be calculated by multiplying the probability of drawing a red ball from Box 1 and the probability of drawing a black ball from Box 2 or Box 3. The probability of drawing a red ball from Box 1 is 0.3, and the probability of drawing a black ball from Box 2 or Box 3 is (7/10) + (2/10) = 0.9. Therefore, the probability is 0.3 * 0.9 = 0.27 or 27%. However, since there are two possible scenarios (drawing a red ball from Box 1 and a black ball from Box 2 or drawing a red ball from Box 1 and a black ball from Box 3), we double the probability to obtain 54%. Adding the individual probabilities of each scenario gives a total probability of 54% + 10% = 64%.

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Answer:

A

Step-by-step explanation:

CAUSE MATH

I GOT THE SAME QUESTION AND GOT IT CORRECT. YEET :))))))))

The average speed during her drive that morning would be 43.5 miles/hr.

What is Average Speed?

Calculating average speed involves dividing the whole distance traveled by the total time it took to cover that distance.

Explanation:

Time = 24 min = 0.4 hr

Entire way = 0.6 + 15.4 + 1.4

                  = 17.4 miles

\(Average \ speed = \frac{Distance}{Time}\\\\Average \ speed = \frac{17.4}{0.4} \\\\Average \ speed = 43.5 miles/hr\)

Hence, The average speed during her drive that morning would be 43.5 miles/hr.

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The tables 2, 3 and 4 represent linear equations. (Correct choice: D)

Algebraically speaking, linear functions are represented by a expression of the form y = m · x + b, where m is the slope of the function and b is the y-intercept of the line. Slope can be interpretated in accordance with the secant line formula:

m = Δy / Δ x

Where:

In other words, a table represents a linear function if for all difference between two consecutive values in x means the same change for two corresponding values in f(x).

After a quick inspection, we find that tables 2, 3 and 4 represent linear as they show the following features:

Table 2: Δx = 1, Δy = 3, Table 3: Δx = 1, Δy = 4, Table 4: Δx = 1, Δy = 2

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The proportional relationship is given by y = 8.5x

Two variables are said to be proportion if an increase/decrease in one variable causes an increase/decrease in the other variable.

Let x represent the movie tickets and y represent the cost.

Since x and y are proportional, hence:

y ∝ x

y = rx

Where r is the constant of proportionality.

From the table to find x, when y = 17, x = 2, hence:

17 = 2r

r = 8,5

y = 8.5x

The proportional relationship is given by y = 8.5x

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Answer:

47

Step-by-step explanation:

First, plug in the numbers.

x = -3 and y = 2.

-3(-3) + 4(2) - 5(-3)(2)

Simplify by multiplying.

-3 * -3 = 9

4 * 2 = 8

-5 * -3 * 2 = 30

Your new equation is:

9 + 8 + 30 = ?

Simplify by adding. 9 + 8 + 30 = 47

Answer:

47

Step-by-step explanation:

-3(-3) + 4(2) - 5(-3)(2)

9 + 8 + 30 = 47

Answer:

B: The arrows should be a length of 6.

D: The arrows should start at zero.

E: The arrows should point in the negative direction.

Step-by-step explanation:

I got it right on Edge.

Ik this is late but this is also for people who are confused on this question.

:]

Answer:

y = -1/2

Step-by-step explanation:

−7⋅

Answer:

Step-by-step explanation:

y/-7=1/14

use cross multiplication

Hope it helps

Answer:

10x-4

Step-by-step explanation:

Combine like terms

Can I have brainliest!

Answer:

it easy 3 times 4 times 2

Step-by-step explanation:

Answer:

7, 17

Step-by-step explanation:

Let the first number be x

Let the second number be 3 + 2x

Sum of two numbers = 24

x + 3 + 2x = 24

3x = 24 - 3

3x = 21

x = 21 ÷ 3

x = 7

First number = x = 7

Second number = 3 + 2x = 17

Answer:

She practiced for 28 hours.

Step-by-step explanation:

x = 16 - Filipe's hours

y =? - Bianca's hours

Filipe practiced 12 hours less than Bianca so we get the following equation:

y - 12 = x which is y - 12 = 16.

Now we solve the equation by adding 12 to the both sides:

y - 12 + 12 = 16 + 12

y + 0 = 28

y = 28.

Answer:

equation: a statement that two expressions are equal operation: a mathematical process such as addition, subtraction, multiplication, or division solution: a value of the variable in an equation or inequality that makes the equation or inequality true variable: a letter or symbol used to represent an unknown quantity

Section 1 00:00:00 TEACHER: Welcome. In this lesson, we're going to be answering the question what situations can you model with one-step equations? Let's begin. Section 2 00:00:00 TEACHER: We'll start with the goals for this lesson. We're going to be writing and solving one-step equations. And to do this, we're going to use one-step equations to solve word problems. And we're also going to be using one-step equations to solve word problems involving rational numbers. Now there's some words you're going to need to know in this lesson. 00:00:21 We have equation, operation, solution, and variable. Make sure you familiarize yourself with the definitions for these words before we continue. Section 3 00:00:00 TEACHER: We're answering the question, what situations can you model with one-step equations? Now, you already know that inverse operations like multiplication and division, they undo each other. In this lesson, you're going to learn how to use what you already know in order to learn how to solve real world problems.

Section 1 00:00:00 TEACHER: In this lesson, we're answering the question, what situations can you model with one-step equations? Now, you already know how to use inverse operations and equality properties to solve equations. In the first part of this lesson, we're going to learn how to solve real world problems by writing and solving one-step equations. Section 2 00:00:00 TEACHER: Let's take a look at equations and word problems. Now, there are some steps that you can use in order to be able to write and solve a one-step equation involving a word problem. The first step is to identify the variable. We need to find out what is unknown in the problem and then let our variable represent that unknown. Next, we identify the operation, whether we're using 00:00:21 addition, subtraction, multiplication, or division. And we can do that by looking at key words in our scenario. Then we can write the equation. Once we have an equation, then we can solve it. And we can solve that expressing it as an equation, like an x equals 5, or even model that value on a number line. We can then check the solution. 00:00:43 We want to check back with the original problem to see if that answer make sense. Let's go ahead and take a look at this scenario right here. And we're going to identify what the equation would be for this scenario. Now, the total cost of 3 tickets to a play was $42. What was the cost of each ticket? Notice the question. 00:01:02 What was the cost of each ticket? That's unknown. I don't know what the cost is yet. So in identifying my variable, we're going to identify that unknown. We're going to let c equal the cost of 1 ticket because that is unknown at this time. Well, now that we've done that, we've 00:01:22 completed step one. So now let's go ahead and see what we can do to write the equation. But we need to identify the operation. Well, knowing the variable, let's go ahead and go back to the clues that we were given. The total cost of 3 tickets to a play was $42. Now, here in my table, I have different words in a situation 00:01:42 that would describe what operation I'm using. If I see words like increasing, I know that means addition. Difference means subtraction. Finding part of a total means multiplication. And that's what we're looking at in this scenario, the total cost of 3 tickets to a play. We're finding part of a total. 00:02:00 Let's look at the last thing in the table-- sharing or grouping. That would tell us we were using a division problem. So let's go back to this multiplication. Since we're going to be finding part of a total because I'm trying to find out the cost of 1 ticket, which is a part of the total cost of tickets, then I can go ahead and use the fact that 3 tickets times the cost of 1 00:02:24 ticket is equivalent to $42. So notice I have the equation 3 times c is equal to 42. And then once you have your equation, you would be able to move to the next step in solving that equation.

Step-by-step explanation:

The value of x in the equation is x = -8/30

Linear equations are equations that have constant average rates of change. Note that the constant average rates of change can also be regarded as the slope or the gradient

The equation is given as

3x + 8 = 7.2

Subtract 8 from both sides of the equation

3x = -0.8

Divide both sides by 3

x = -0.8/3

Rewrite as

x = -8/30

Hence, the value of x in the equation is x = -8/30

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Answer:

  \(\text{\% change}=\dfrac{(\text{New value})-(\text{Old value})}{\text{Old value}}\)

Step-by-step explanation:

A percentage change is quotient of the difference between the new value and old value, and the old value. That fraction is expressed as a percentage in the usual way.

__

Here, the problem statement tells you to fill in the blanks with "NOO."

  \(\text{\% change}=\dfrac{(\textbf{N}\text{ew value})-(\textbf{O}\text{ld value})}{\textbf{O}\text{ld value}}\times100\%\)

Answer:  3√2

Step-by-step explanation:

The middle line is also 3 so if you use a^2 + b^2 = c^2 you can find the hypotenuse

The Expected value of M is 65

The Standard error of M is 5

Given,

The sample score, n = 9

The Standard deviation, σ = 15

Population mean, μ = 65

Then,

The Expected value of M = μ

∴ The Expected value of M = 65

The Standard error of M = σ/\(\sqrt{n}\)

                                          \(=\frac{15}{\sqrt{9} } \\\\=\frac{15}{3} \\=5\)

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Step-by-step explanation:

each can is R is 4 so her width is 8. 6×8= 48 4×8=32 so it means the cardboard is 32×48. now calculate the area (1536 i think) and reduce 24×4^2×pi that this is the area of the cans.

The answer to the question is no, there is not convincing evidence of a difference between the population proportions.

Confidence intervals are used to estimate the range of possible values of an unknown population parameter based on a sample. If the confidence interval does not contain 0, it means that the difference between the sample proportions is statistically significant, which suggests that the difference between the population proportions may also be statistically significant. However, to conclude that there is convincing evidence of a difference between the population proportions, it is important to make sure that the conditions for performing the hypothesis test have been met, such as the independence of the sample and the normality of the population.

In this case, it seems that the conditions have not been met, so we cannot use this interval to conclude that there is convincing evidence that the true proportion of men who can identify Egypt on the map is different from the true proportion of women that can identify Egypt on a map.

Therefore, the answer to the question is no, there is no convincing evidence of a difference between the population proportions.

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The answer to the question is no, there is not convincing evidence of a difference between the population proportions.

Confidence intervals are used to estimate the range of possible values of an unknown population parameter based on a sample. If the confidence interval does not contain 0, it means that the difference between the sample proportions is statistically significant, which suggests that the difference between the population proportions may also be statistically significant. However, to conclude that there is convincing evidence of a difference between the population proportions, it is important to make sure that the conditions for performing the hypothesis test have been met, such as the independence of the sample and the normality of the population.

In this case, it seems that the conditions have not been met, so we cannot use this interval to conclude that there is convincing evidence that the true proportion of men who can identify Egypt on the map is different from the true proportion of women that can identify Egypt on a map.

Therefore, the answer to the question is no, there is no convincing evidence of a difference between the population proportions.

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The reading at finished grade would be 1.5 feet.

To determine the reading at finished grade, you need to subtract the difference in elevation between the benchmark and finished grade from the initial site reading at the benchmark. In this case, the benchmark is at an elevation of 100 feet and the finish grade is set at 97 feet, which means there is a difference of 3 feet in elevation.

Given that the site reading at the benchmark is 4.5 feet, you need to subtract the 3 feet difference in elevation.

Therefore, your reading at finished grade would be 4.5 feet - 3 feet = 1.5 feet.

In conclusion, the reading at finished grade would be 1.5 feet.

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Answer:

P(3) = 57/150 = 19/50 = .38 = 38%

Answer:

Part A: The most appropriate design for this investigation would be an experiment. An experiment is the best choice because it allows the teacher to compare the two erasers under the same conditions, which will make it easier to determine if the new eraser reduces paper tears.

Part B: To implement the design, the teacher can set up an experiment by dividing a group of students into two groups. Each group should use the same type and amount of paper, and be given instructions to erase the same number of mistakes. One group should then use the current popular brand of eraser, while the other group should use the new eraser. After the test is completed, the teacher can count the number of paper tears in each group and compare the results.

Part C: One benefit of this design is that the results are more likely to be objective and reliable. By having a controlled experiment, the teacher can be sure that any differences observed are due to the erasers, and not any other factors.

The probaility of non smokers is 0.3

One prominent physician claims that 70% of those with lung cancer are chain smokers

use binomial formula, where probability x successes in n tries where each try has probability p:

P(x successes) =  C(n,x) * p^x * (1-p)^(n-x)

n is sample size

p is the probability of success

here n = 10, p = 0.7

a)   more than have is P(x = 6) + P(x=7) + P(x = 8) + P(x = 9) + P(x = 10)

b)  exactly 4 are heavy-smokes is P(x = 4)

c)  probability non-smoker is 1 - 0.7 = 0.3

P(x < 2) = P(x = 0) + P(x = 1), and P = 0.3

Therefore, the probaility of non smokers is 0.3

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Disclaimer,

the question given by you is incomplete,

a similar question is

One prominent physician claims that 70% of those with lung cancer are heavy smokers. If his assertion is correct, find the probability that out of 10 such patients recently admitted to a hospital

(a) more than half are heavy smokers

(b) exactly 4 are heavy smokers

(c) less than 2 are non- smokers

Answer:

Your suppose to plot the numbers above by the x and y axis

Step-by-step explanation:

Answer & Step-by-step explanation:

The vertical line test is used to determine if a given relation is a function.

How it works:

You can use anything that has a straight edge, usually a pencil. Hold it up to the graph at multiple points vertically.

Now, if the pencil crosses over two points, the relation is not a function. If you hold the pencil to the graph and it doesn't cross over two points, then the relation is a function.

If you hold a pencil to the graph vertically at each given point, the pencil does not cross over two points. Therefore, the relation is a function.

:Done

Answer:

4 crayons

Step-by-step explanation:

The box has 8 crayons, 8 times 1/2 is 4. The other way is dividing. 8/2 is also 4.

She will use 4 crayons.

Answer:

Step-by-step explanation:

circumference=2πr=2×3.14×21≈131.88 inch≈131.9 inch

Answer:

20.40

Step-by-step explanation:

Divide 591 by 29 and you will get the answer 20.37. Then, round it up to 20.40.

Answer:

20-21

Step-by-step explanation:

I think this is what you mean by estimate... the true answer is 20.3793103 if that is what you are looking for

just think how many times can 30 go into 600 and go from there