Which of the following is equivalent to −2(5p − 2q)?

−10p + 4q
−10p − 2q
−7p + 4q
−7p − 4q

If a dog need medicine 0.5ml/kg then the amount of medicine given to the dog is 2.5mL.

word problem :

A word problem is a situation in which you must determine if two provided phrases are comparable in light of a group of rewriting identities.

we use three common types of word problems

Weight of the dog = 5kg

dog needs medicine for each kg = 0.5ml

1kg = 0.5ml

the dog weighs 5 kg then

5kg = 5 x 0.5 ml

      = 2.5 ml

If a dog need medicine 0.5ml/kg then the amount of medicine given to the dog is 2.5mL.

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The table with a constant of proportionality of –3 are

A. 'x' is 1 2 3. 'y' is -3,-6,-9

A. 'x' is 1 2 3. 'y' is -3,-6,-9 C. 'x' is 1, 2, 3. 'y' is -3, -3, -3

A. 'x' is 1 2 3. 'y' is -3,-6,-9 C. 'x' is 1, 2, 3. 'y' is -3, -3, -3D. 'x' is 1, 2, 3. 'y' is -3, -3/2, -1

y = k × x

where,

k = constant of proportionality

A. 'x' is 1 2 3. 'y' is -3,-6,-9

y = k × x

-3 = k × 1

- 3 = k

k = -3

B. 'x' is 1, 2, 3. 'y' is -1, -2, 0

y = k × x

-1 = k × 1

-1 = k

k = -1

C. 'x' is 1, 2, 3. 'y' is -3, -3, -3

y = k × x

-3 = k × 1

-3 = k

k = -3

D. 'x' is 1, 2, 3. 'y' is -3, -3/2, -1

y = k × x

-3 = k × 1

-3 = k

k = -3

or

y = k × x

-3/2 = k × 2

-3/ 2 = 2k

k = -3/2 ÷ 2

k = -3/2 × 1/2

k = -3

Therefore, the table with a constant of proportionality of –3 are

A. 'x' is 1 2 3. 'y' is -3,-6,-9

A. 'x' is 1 2 3. 'y' is -3,-6,-9 C. 'x' is 1, 2, 3. 'y' is -3, -3, -3

A. 'x' is 1 2 3. 'y' is -3,-6,-9 C. 'x' is 1, 2, 3. 'y' is -3, -3, -3D. 'x' is 1, 2, 3. 'y' is -3, -3/2, -1

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The values of d that make the inequality 9d > 9 true are given as follows:

2, 4, 11.

Hence the equivalent inequality is given as follows:

d > 1.

The inequality in the context of this problem is defined as follows:

9d > 9.

To solve the inequality, we solve it similarly to an equality, isolating the desired variable d, hence the solution is given as follows:

d > 9/9

d > 1.

The > symbol means that the solution is composed by values that are greater than 1, hence the options are 2, 4, 6 and 11.

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Forecasting plays a crucial role in time series modelling, despite the difficulty of predicting the future.

Forecasting plays a vital role in time series modelling as it allows us to make informed predictions about future values based on historical data patterns.

Although Nils Bohr's quote emphasizes the inherent difficulty of predicting the future, forecasting techniques enable us to uncover meaningful insights and trends, providing valuable information for decision-making and planning.

Time series modelling involves analyzing past data points to identify patterns, trends, and seasonality in a time-dependent sequence. By understanding these patterns, statistical models can be constructed to forecast future values with a certain level of confidence.

This is particularly relevant in various fields such as finance, economics, weather forecasting, and sales forecasting, where accurate predictions are crucial for effective planning and resource allocation.

Forecasting techniques, such as exponential smoothing, moving averages, and autoregressive integrated moving average (ARIMA) models, take into account historical data points and aim to capture underlying patterns and relationships.

These models can then be used to generate forecasts for future time periods, enabling organizations and individuals to anticipate potential outcomes and make informed decisions.

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The first scenario described is an example of a retrospective cohort study.  The second scenario suggests a retrospective cohort study as well. The third scenario represents a cross-sectional study, where researchers conduct a survey among high school students to assess the prevalence of obesity and diabetes.

1. In the first scenario, a retrospective cohort study is conducted by tracking individuals over a 20-year period. The study begins in 1960 and collects data on cigar smoking practices. After 20 years, the participants are followed up to determine if they developed any cancers. This type of study design allows researchers to examine the long-term effects of smoking Cuban cigars.

2. The second scenario involves a retrospective cohort study as well. The objective is to study the long-term neurological effects of a discontinued anesthetic agent. The researchers identify patients who received the drug before it was discontinued and then assess the occurrence of subsequent neurological disorders. This study design allows for the examination of the relationship between exposure to the anesthetic agent and the development of neurological disorders.

3. The third scenario represents a cross-sectional study. Researchers aim to assess the prevalence of obesity and diabetes among high school students during their junior year. They conduct a survey to gather information on the students' current weight, diabetes status, and other relevant factors. A cross-sectional study provides a snapshot of the population at a specific point in time, allowing researchers to examine the prevalence of certain conditions or characteristics.

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The length of the diagonal of the print would be = 36.7 in . That is option A (to the nearest tenth).

The print has the shape of a rectangle which is a type of a quadrilateral that has four sides with two sides parallel to each other.

The diagonal length of the print can be calculated by the use of the Pythagorean formula;

That is c² = a² + b²

C = hypothenuse = ?

a = 22 - 4 = 18in

b = 36 - 4 = 32 in

c² = 18² + 32²

c² = 324 + 1024

c² = 1348

C= √1348

C = 36.7 in ( nearest tenth)

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The most appropriate technique for gathering data on the average class size of "mathematics" classes and "English" classes in a "high-school" would be (d) Observational study.

In an "observational-study", the researcher simply observes and records the data without manipulating any variables.

In this case, the researcher would observe and record the class sizes of mathematics and English classes in the high school. This technique is appropriate because it allows for a comparison between the two types of classes without any interference or manipulation from the researcher.

The Census is used to collect data from an entire population, which may not be feasible or necessary in this case.

The "Sample-Surveys" involve collecting data from a subset of the population, but it may not be representative of the entire population.

The Experiments involve manipulating variables, which is not necessary in this case.

Therefore, the correct option is (d).

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The given question is incomplete, the complete question is

Suppose you wish to compare the average class size of mathematics classes to the average class size of English classes in your high school. Which is the most appropriate technique for gathering the needed data?

(a) Census

(b) Sample survey

(c) Experiment

(d) Observational study.

Using the given transformation, r = {(x,y) | 25x^2/4 + y^2/4 = 1} maps to R = {(u,v) | u^2 + v^2 = 1}, and we have:

∬r 8x^2 da = 80∬R u^2 (2 du)(5 dv) = 800∫0^1 u^2 du ∫0^1 dv = 800/3

Therefore, ∬r 8x^2 da = 800/3.

We are given the region r bounded by the ellipse 25x^2/4 + y^2/4 = 1 and the transformation x = 2u, y = 5v. We want to evaluate the integral ∬r 8x^2 da over the region r.

To use the given transformation, we need to find the image R of the region r under the transformation. Substituting x = 2u and y = 5v into the equation of the ellipse, we get:

25(2u)^2/4 + (5v)^2/4 = 1

25u^2 + v^2 = 1

This is the equation of a circle with radius 1 centered at the origin. Therefore, the image R of r under the transformation is the unit circle centered at the origin.

To evaluate the integral using the transformed variables, we use the fact that da = |J| du dv, where J is the Jacobian matrix of the transformation. In this case, we have:

J = |[∂x/∂u ∂x/∂v]|

|[∂y/∂u ∂y/∂v]|

Substituting x = 2u and y = 5v, we have:

J = |[2 0]|

|[0 5]|

So, |J| = 10. Therefore, we have:

∬r 8x^2 da = ∬R 8(2u)^2 |J| du dv

= 80∫0^1 ∫0^1 u^2 du dv

Evaluating the integral gives:

∬r 8x^2 da = 800/3.

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Therefore, the 90% confidence interval for the proportion of medical malpractice lawsuits that are dropped or dismissed is (0.635, 0.695).

To construct a confidence interval for the proportion of medical malpractice lawsuits that are dropped or dismissed, we can use the following formula:

CI = p ± z*sqrt((p*(1-p))/n)

where:

- p is the sample proportion of lawsuits that are dropped or dismissed (p = 732/1100 = 0.665)

- z* is the critical value of the standard normal distribution at a 90% confidence level (from a standard normal distribution table, z* = 1.645 for a 90% confidence level)

- n is the sample size (n = 1100)

Substituting the values into the formula, we get:

CI = 0.665 ± 1.645*sqrt((0.665*(1-0.665))/1100)

  = 0.665 ± 0.030

Therefore, the 90% confidence interval for the proportion of medical malpractice lawsuits that are dropped or dismissed is (0.635, 0.695). This means that we can be 90% confident that the true proportion of lawsuits that are dropped or dismissed is between 0.635 and 0.695.

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Answer:

a and bc

Step-by-step explanation:

Answer:

a and bc

Step-by-step explanation:

Answer:35

Step-by-step explanation:

The volume of a cylinder is calculated by multiplying the area of its base by its height. The formula for the volume of a cylinder is V = πr²h, where r is the radius of the base and h is the height.

The volume of a cone is calculated by multiplying the area of its base by its height and then dividing by 3. The formula for the volume of a cone is V = (1/3)πr²h, where r is the radius of the base and h is the height.

Since Sonequa’s two containers have equal radii and equal heights, it can be concluded that the volume of the cylinder is three times the volume of the cone. This means that if Sonequa fills the cone with water and pours it into the cylinder, she will need to repeat this process three times to fill the cylinder completely.

So, the claim that is most likely to be supported using the result of Sonequa’s investigation is: “The volume of a cylinder with the same radius and height as a cone is three times greater than the volume of the cone.”

Using logical reasoning we know that (D) 18 inches² wood is needed to make the frame.

A mental process called logical reasoning seeks to reach a conclusion in a precise way.

By beginning with a set of premises and reasoning to a conclusion supported by these premises, it takes the shape of inferences or arguments.

Propositions, or true or false statements about the reality of a situation, are what the premises and the conclusion are.

They have a disagreement as a group.

In the sense that it seeks to develop correct arguments that any sane person would find persuasive, logical reasoning is norm-governed.

Logic is the primary academic field that studies logical reasoning.

Since we know that a 3/4 inch wide frame is used in the frame.

Then it is logical that 3/4 inches need to be multiplied by the perimeter of the frame as follows:

= 12(5+7) * 3/4

= 24 * 0.75

= 18

Therefore, using logical reasoning we know that (D) 18 inches² wood is needed to make the frame.

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Correct question:

Zeek makes a picture frame in shop class like the one shown below. The frame is designed for a picture measuring 5 inches by 7 inches. The frame is 3/4-inch wide on all sides. How many square inches of wood does Zeek use to make the frame?

A. 3/4

B. 314

C. 3/4

D. 18

To evaluate the specific values of the derivative of the function f(x) = 3x^(1/4)(x^3 - 7), we need to calculate f'(x) and substitute the given values.

To find the derivative of f(x), we apply the product rule and the power rule of differentiation. The derivative of f(x) is given by:

f'(x) = 3x^(1/4) * d/dx(x^3 - 7) + (x^3 - 7) * d/dx(3x^(1/4))

Using the power rule and the derivative of a constant, we can simplify the expression to:

f'(x) = 3x^(1/4) * (3x^2) + (x^3 - 7) * (3/4)x^(-3/4)

Simplifying further, we have:

f'(x) = 9x^(9/4) + (3/4)(x^3 - 7)x^(-3/4)

Now, we can evaluate the specific values of the derivative:

(a) For x = 1, we substitute x = 1 into f'(x):

f'(1) = 9(1)^(9/4) + (3/4)((1)^3 - 7)(1)^(-3/4)

      = 9 + (3/4)(-6)

      = 9 - 9/2

      = 9/2

Therefore, f'(1) = 9/2.

(b) For x = 4, we substitute x = 4 into f'(x):

f'(4) = 9(4)^(9/4) + (3/4)((4)^3 - 7)(4)^(-3/4)

To evaluate this value, you can plug in the given values and perform the calculations.

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Answer:

201.06193

Step-by-step explanation:

The probability of a lion living more than 10.1 years is approximately 1 - 0.1587 = 0.8413, or 84.13% (rounded to the nearest hundredth).

To use the empirical rule, we first need to convert the value of 10.1 years into a z-score:

z = (x - μ) / σ

where x is the value we want to find the probability for, μ is the mean, and σ is the standard deviation.

z = (10.1 - 12.5) / 2.4

z = -1.00

Using the empirical rule, we know that approximately:

68% of the data falls within one standard deviation of the mean

95% of the data falls within two standard deviations of the mean

99.7% of the data falls within three standard deviations of the mean

Since we want to estimate the probability of a lion living more than 10.1 years, we need to find the area under the normal curve to the right of this value. This is equivalent to finding the area to the left of the z-score of -1.00 (since the standard normal distribution is symmetric).

From a standard normal distribution table or calculator, we can find that the area to the left of z = -1.00 is approximately 0.1587.

Therefore, the probability of a lion living more than 10.1 years is approximately 1 - 0.1587 = 0.8413, or 84.13% (rounded to the nearest hundredth).

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The function f(x) = x³ - 6x² + 12x - 11 has a domain of all real numbers. The critical points are found by taking the derivative and setting it equal to zero, resulting in x = -1 and x = 2.

The function is not symmetric about the y-axis or the origin. The relative extrema are a local minimum at x = -1 and a local maximum at x = 2. The function increases on the intervals (-∞, -1) and (2, ∞) and decreases on the interval (-1, 2). The inflection point is at x = 0. The function is concave up on the intervals (-∞, 0) and (2, ∞) and concave down on the interval (0, 2). There are no vertical or horizontal asymptotes. The graph of the function exhibits these characteristics.

The domain of the function f(x) = x³ - 6x² + 12x - 11 is all real numbers since there are no restrictions on the input values.

To find the critical points, we take the derivative of f(x) and set it equal to zero. The derivative is f'(x) = 3x² - 12x + 12. Setting f'(x) = 0, we find x = -1 and x = 2 as the critical points.

The function is not symmetric about the y-axis or the origin because the exponents of x are odd.

By analyzing the sign of the derivative, we determine that f(x) increases on the intervals (-∞, -1) and (2, ∞), and decreases on the interval (-1, 2). Thus, the relative extrema occur at x = -1 (local minimum) and x = 2 (local maximum).

To find the inflection point, we take the second derivative of f(x). The second derivative is f''(x) = 6x - 12. Setting f''(x) = 0, we find x = 0 as the inflection point.

By examining the sign of the second derivative, we determine that f(x) is concave up on the intervals (-∞, 0) and (2, ∞), and concave down on the interval (0, 2).

There are no vertical or horizontal asymptotes in the function.

Combining all these characteristics, we can sketch the graph of the function f(x) = x³ - 6x² + 12x - 11, showing the domain, critical points, symmetry, relative extrema, regions of increase/decrease, inflection points, concavity, and absence of asymptotes.

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Given :-

To Find :-

Answer :-

From the given graph , we can see that the line passes through y axis at (0,5) . So the y intercept is 5 . And the slope of the line is 5/2 = 2.5 . So ,

\(\sf\longrightarrow\) y intercept = 5 .

\(\sf\longrightarrow\) slope = 5/2 .

Now here we can use the slope intercept form as ,

\(\sf\longrightarrow\) y = mx + c

\(\sf\longrightarrow\) y = 5/2x + 5

Hence the required answer is y = 5/2x + 5.

Answer:

y= 5/2x+5

Step-by-step explanation:

For an equation in slope intercept form we need the slope and the y-intercept. To find the y-intercept just look at which point touches the y-axis which is (0,5). To find the slope the equation is y2-y1 / x2-x1. We take two points that passes through the line like (-2,0) and (0,5). We plug the numbers in the equation which will be 5-0/ 0-(-2) = 5/2 as our slope.

Answer:

The answer is 11°C

Step-by-step explanation:

(51.8°F − 32) × 5/9 = 11°C

The probability of choosing sausage and onion by Rosa's mom from the given 8 different toppings as per given condition is equal to

(1/ ⁸C₂).

As given in the question,

Total number of different toppings = 8

Number of different toppings choose by Rosa's mom randomly = 2

Possibility of choosing sausage and onion (any one) = 1

Total number of outcomes = ⁸C₂

Number of favorable outcomes = 1

Probability of choosing sausage and onion ( exactly ) one topping

= ( Number of favorable outcomes ) / ( Total number of outcomes )

= ( 1/⁸C₂ )

Therefore, the probability when Rosa's mom chooses sausage and onion out of 8 toppings is equal to ( 1/⁸C₂ ).

The above question is incomplete, the complete question is:

A pizza restaurant is offering a special price on pizzas with 2 toppings. They offer the toppings

below:

Pepperoni ,Sausage, Chicken ,  Green pepper , Mushroom ,Pineapple, Ham, Onion

Suppose that Rosa's favorite is sausage and onion, but her mom can't remember that, and she is going to randomly choose 2 different toppings.

What is the probability that Rosa's mom chooses sausage and onion?

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Answer:

1/8c^2

Step-by-step explanation:

Khan Acadmey

Answer:

could you explain more clearly for me? if Chandra had 9 jugs, each was one gallon, what's the take away? I need to know for example: each member had 2 cups of juice which would sum up to (insert number) how much juice was left?

Answer:

Q1: 3/72

Q2: 6 inches

Step-by-step explanation:

What is the unit rate for inches per yard on this blueprint?

First convert 1 1/5 yards to inches, so that becomes 216/5 inches.

To keep things consistent, let's convert the 1 4/5 inches to an improper fraction: 9/5 inches.

The question asks for inches per yard, so we substitute in the values:

\(\frac{\frac{9}{5} }{\frac{216}{5} }\)

and simplify: 3/72

If fence B is 4 yards long, how long is fence B on the blueprint?

Convert 4 yards to inches (to comply to the ratio above): 144 inches

The ratio is inches to yards, so substitute in the value:

\(\frac{3}{72} = \frac{x}{144}\)

and solve: 6 inches

On solving the provided question, we can say that, by addition distance between dog's head and ground will be = 44.5 + 10.16 = 54.66 cm

The other three fundamental operations are subtraction, multiplication, and division. Addition is one of the four basic operations. The sum or total of these combined values is obtained by adding two integers. The process of merging two or more numbers is known as addition in mathematics. Numbers are added together to form addends, and the outcome of this operation, or the final response, is referred to as the sum. This is one of the crucial mathematical operations we employ on a regular basis. You would add numbers in a variety of circumstances. Combining two or more numbers is the foundation of addition. You can learn the fundamentals of addition if you can count.

living horse was 44.5 cm tall

living dog was 10.16 cm tall

distance between dog's head and ground will be = 44.5 + 10.16 = 54.66 cm

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Answer:

\(m = \frac{ 8 - ( - 9)}{3 - 1} = \frac{17}{2} \)

8 = (17/2)(3) + b

8 = (51/2) + b

b = -35/2

y = (17/2)x - (35/2)

Answer:

(- 4, 169 ) , (- 9, 414 )

Step-by-step explanation:

y = - 49x - 27 → (1)

y = x² - 36x + 9 → (2)

substitute y = x² - 36x +9 into (1)

x² - 36x + 9 = - 49x - 27 ( add 49x to both sides )

x² + 13x + 9 = - 27 ( add 27 to both sides )

x² + 13x + 36 = 0 ← in standard form

(x + 4)(x + 9) = 0 ← in factored form

equate each factor to zero and solve for x

x + 4 = 0 ⇒ x = - 4

x + 9 = 0 ⇒ x = - 9

substitute these values into (1) for corresponding values of y

x = - 4 : y = - 49(- 4) - 27 = 196 - 27 = 169 ⇒ (- 4, 169 )

x = - 9 : y = - 49(- 9) - 27 = 441 - 27 = 414 ⇒ (- 9, 414 )

Answer:

5 inches per hour

Step-by-step explanation:

Answer:

1.5 inches per hour

Step-by-step explanation:

Answer:

x= iz ( 15z²-1) ^1/2 ÷ 2y³ -69 ^1/2

hope this helped

Answer:

combine like terms

Step-by-step explanation:

u wont geta  proper answer but u will get a equation that i smaller