Write the product as a sum by using the Distributive Property
-9y(6 - 3y)

Answer:

Angle 1 = 123 degrees

Step-by-step explanation:

Answer:

Probability of an event = 1 / 10

Step-by-step explanation:

Given:

Total number of people in particular area = 1,600

Number of people vaccinated = 160

Find:

Probability[people vaccinated]

Computation;

Probability of an event = Number of favorable outcomes / Total number of outcome

Probability of an event = 160 / 1600

Probability of an event = 16 / 160

Probability of an event = 1 / 10

The mean retirement age in the census report is 68.3 years.

The given information states that the population mean retirement age is 68.3 years, and a random sample of retirement age has a sample mean of 65.8 years. We can use this information to estimate the population mean with a certain level of confidence.

However, the question asks us to find the mean of 68.3 years, which is simply the given population mean. Therefore, we can state that the mean of 68.3 years remains the same, as it is not affected by the sample mean or any other sample statistic.

In other words, the population mean of 68.3 years is a fixed value, and it does not change based on the sample mean or any other sample statistic. Therefore, we can simply state that the mean retirement age is 68.3 years, which is the given information provided in the question.

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The trinomial that represents C when F = 2x^2 + 6x - 5 and G = 3x^2 + 4 is -3x^2 - 18x + 19.

To find the trinomial that represents C when F = 2x^2 + 6x - 5 and G = 3x^2 + 4, we can substitute these values into the equation C = G - 3F and simplify the expression.

Starting with C = G - 3F, we substitute G = 3x^2 + 4 and F = 2x^2 + 6x - 5:

C = (3x^2 + 4) - 3(2x^2 + 6x - 5)

C = 3x^2 + 4 - 6x^2 - 18x + 15

C = -3x^2 - 18x + 19

Therefore, the trinomial -3x^2 - 18x + 19 represents C in the given equation.

To arrive at this result, we perform the necessary operations of distributing -3 to the terms in 2x^2 + 6x - 5 and simplifying the resulting expression by combining like terms. This yields the trinomial -3x^2 - 18x + 19 as the representation of C.

It is important to note that the coefficients of the resulting trinomial are obtained by multiplying -3 to the coefficients of the terms in F. The constant term in the resulting trinomial, 19, is obtained by subtracting 3 times the constant term in F from the constant term in G.

Therefore, the trinomial -3x^2 - 18x + 19 corresponds to the representation of C in the given equation.

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Complete question: If the value of C is equal to G minus 3 times F, determine the trinomial expression for C squared when F is equal to 2x squared plus 6x minus 5, and G is equal to 3x squared plus 4.

Answer: It will be one-fourth (1/4) the original size.

Hope this helps!

Please Rate! It helps me know if I am explaining the answer well enough or not! Thanks!

To maintain a margin of error of 0.05 or less with a 99% confidence level, the polling company Five Thirty Eight must survey a minimum of 1068 consumers.

To find the minimum sample size required for a margin of error of 0.05 or less with a 99% confidence level, we can use the formula:

n = (z^2 * p * q) / E^2

where

z = the z-score associated with the desired confidence level (2.58 for 99%)

p = the estimated proportion of the population that has the attribute being measured (0.5 for maximum margin of error)

q = 1 - p

E = the desired margin of error (0.05)

Substituting the values, we get

n = (2.58^2 * 0.5 * 0.5) / 0.05^2

n = 1067.44

Rounding up to the nearest whole number, we get a minimum sample size of 1068 consumers that Five Thirty Eight should survey to guarantee a margin of error of 0.05 or less with a 99% confidence level.

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Answer:

Step-by-step explanation:

1.

3,4,5 will make a triangle.

2.

sum of any sides > third side

difference of any two sides < third side

3+4=7>5

4+5=9>3

5+3=8>4

again

4-3=1<5

5-3=2<4

5-4=1<3

so it makes one triangle.

3.

3,4,8

4.

3+4=7 not >7

again

8-4 =4 not <3

so they do not make a triangle.

Answer:

X: (-2)   (-1)    (0)      (1)      (2)

y: (5)     (4)    (5)      (8)     (13)

Step-by-step explanation:

╰(▔∀▔)╯   (─‿‿─)    (*^‿^*)    ヽ(o^ ^o)ﾉ    (✯◡✯)    (◕‿◕)    (*≧ω≦*)

Correct option is: r3: y - y_m = -(x - x_m) .To find the equation of the straight road that passes through the meeting point of Lily and Rita and is perpendicular to either road r1: y = x + 1 or r2: 3x + y - 50, we can use the fact that the product of the slopes of two perpendicular lines is -1.

1. Road r1: y = x + 1

The slope of road r1 is 1 (since it is in the form y = mx + b, where m is the slope). Therefore, the slope of the line perpendicular to r1 is -1/1 = -1.

2. Road r2: 3x + y - 50 = 0

To find the slope of r2, we can rewrite the equation in slope-intercept form: y = -3x + 50. The slope of road r2 is -3. Therefore, the slope of the line perpendicular to r2 is 1/3.

Now, we have two slopes, -1 and 1/3. Let's find the equation of the line passing through the meeting point and having one of these slopes.

Using point-slope form:

For slope -1 (perpendicular to r1), we can use the meeting point coordinates (x_m, y_m) and the slope -1 to find the equation:

y - y_m = -1(x - x_m)

Substituting the meeting point coordinates, the equation becomes:

y - y_m = -(x - x_m)

For slope 1/3 (perpendicular to r2), we can use the meeting point coordinates (x_m, y_m) and the slope 1/3 to find the equation:

y - y_m = (1/3)(x - x_m)

Therefore, the equation of the straight road that passes through the meeting point of Lily and Rita and is perpendicular to either r1 or r2 is:

r3: y - y_m = -(x - x_m)   or   r3: y - y_m = (1/3)(x - x_m)

In the given answer choices: - r3: x - 3y + 5 = 0 and r3: 2x + 2y = 6 are not equations of lines perpendicular to r1 or r2.

- r3: x + y - 3 = 0 is not an equation of a straight line.

Therefore, the correct option is: r3: y - y_m = -(x - x_m)

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Answer:

There are 294 boys in the school

Step-by-step explanation:

1/3=220

220*3=660

Total Girls in the school = 660

4/9= boys in school

1=9/9-4/9=5/9

5/9=0.666665

0.666665*660=366.66666=366

660-366=294

Answer:

254?

I think the other guy deserves brainiest

Step-by-step explanation:

Answer:

a = 3

b = 3

c = 5

d = 2

Step-by-step explanation:

\(600 = 2 \cdot 2 \cdot 2 \cdot 3 \cdot 5 \cdot 5\\= 2^3 \cdot 3 \cdot 5^2\)

Answer:

a = 3, b = 3, c = 5, d= 2

Step-by-step explanation:

Factor out 600

600 = 6 x 10

6 = 2 x 3

10 = 2 x 5

Since 2, 3 and 5 ae primes, we cannot factor further

So 6 x 10 x 10 becomes

(2 x 3) x (2 x 5) x (2 x 5)

= 2 x 2 x 2 x 3 x 5 x 5

= 2³ x 3 x 5²

Matching this with the given pattern gives

a = 3, b = 3, c = 5 and d = 2

Answer: $37.50

Step-by-step explanation:

Answer:

4394

5200 X 0.12 = 624 --> 5200 - 624 = 4576

5200 X 0.035 = 182

4576 - 182 = 4394

Answer:

300 would be

Step-by-step explanation:

Answer:

No, around 300 would be reasonable.

Step-by-step explanation:

Answer:

2.62500

Step-by-step explanation:

just use a calculator

The value of the expression mn/6 + 10 at m = 7 and n = 6 is 17.

An algebraic expression can be obtained by doing mathematical operations on the variable and constant terms.

The variable part of an algebraic expression can never be added or subtracted from the constant part.

The given expression is as follows,

mn/6 + 10

Its value can be found at m = 7 and n = 6 as follows,

mn/6 + 10

= (7 × 6)/6 + 10

= 7 + 10

= 17

Hence, the value of the given expression at  m = 7 and n = 6 is 17.

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The student covers a total distance of 22.05 kilometers in a week's time, walking between the park and the house each day.

To find the total distance covered by the student in a week's time, we need to calculate the distance covered in one round trip (from the house to the park and back) and then multiply it by the number of round trips in a week.

Given that the difference between the park and house is 1 kilometer and 575 meters, we can convert it to a total distance of 1.575 kilometers.

In a round trip, the student covers twice the distance between the park and the house, which is 1.575 kilometers * 2 = 3.15 kilometers.

Now, we need to determine how many round trips the student makes in a week. Let's assume the student makes one round trip each day.

Since there are 7 days in a week, the total distance covered by the student in a week's time is 3.15 kilometers * 7 = 22.05 kilometers.

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Answer:

D

Step-by-step explanation:

So sorry for the late response I didn't even see this but it is D

rate of change is the same as slope and in the equation you can see the slope is 3 but in the table it is a little more tricky to find

we use the formula y2-y1/x2-x1 for this

7-2/4-3

5/1

5

so the slope or rate of change is 5

Answer:

pleasee reply me ...

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also h*t and s**y ..

Answer:

plz mark me as a brainelist

hope it helps you

The roots of the equation \(x^{2}\)-3x-3=0 by completing the square method are 3.79 and -0.79.

Given that the equation is \(x^{2}\)-3x-3=0.

We are required to find the roots of the equation by completing the square method.

Equation is basically the relationship between two or more variables that are expressed in equal to form. It may be linear equation, quadratic equation,cubic equation and many more depending on the power of the variables that are present in the equation.

The equation is  \(x^{2}\)-3x-3=0.

\(x^{2}\)-3x=3

\((x+3/2)^{2}\)=-(c-\(b^{2}\)/4)

So,

\((x-3/2)^{2}\)=-[-3-\((-3)^{2}\)/4]

\((x-3/2)^{2}\)=-[-3-9/4]

\((x-3/2)^{2}\)=21/4

x-3/2=±\(\sqrt{21}\)/2

x=(\(\sqrt{21}\)+3)/2,(-\(\sqrt{21}\)+3)/2

x=(4.58+3)/2, (-4.58+3)/2

x=7.58/2, -1.58/2

x=3.79,-0.79

Hence the roots of the equation \(x^{2}\)-3x-3=0 by completing the square method are 3.79 and -0.79.

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Answer:

by completing the square method the answer is 3.79 and -0.79.

Step-by-step explanation:

above

Answer:

11/6

Step-by-step explanation:

Answer:

the simplest form is 11/6

The number \(-14 - 5i\) is located in the third quadrant.

The complex plane is a coordinate system in which complex numbers are represented by points, with the real part of the number corresponding to the horizontal axis and the imaginary part corresponding to the vertical axis. Quadrants in the complex plane are similar to those in the Cartesian coordinate system, with the first quadrant consisting of positive real and imaginary parts, the second quadrant having negative real parts and positive imaginary parts, the third quadrant having negative real and imaginary parts, and the fourth quadrant having positive real parts and negative imaginary parts.
The number \(-14 - 5i\) has a negative real part (\(-14\)) and a negative imaginary part (\(-5i\)). According to the properties of quadrants in the complex plane, this number is located in the third quadrant, where both the real and imaginary parts are negative. Therefore, the correct answer is c) Third quadrant.

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After 15 more years of contributions of $4,000 at the end of each quarter, the retirement account will be worth approximately $760,514.47.

To calculate this, we need to use the formula for the future value of a lump sum. A lump sum is a one-time payment made at the beginning or end of a specific period. In this case, we're looking at the future value of the retirement account after 15 more years of contributions.

Using the given information, we can plug in the values and solve for FV:

PV = $150,000

Pmt = $4,000

r = 10%

n = 4 (since interest is compounded quarterly)

t = 15 years

First, we need to calculate the future value of the current investment of $150,000:

FV1 = $150,000 x (1 + 0.1/4)⁴ ˣ ¹⁵ = $548,534.24

Then, we can calculate the future value of the quarterly contributions of $4,000 over 15 years:

FV2 = $4,000 x [(1 + 0.1/4)⁶⁰ - 1] / (0.1/4) = $211,980.23

Finally, we can add FV1 and FV2 to get the total future value of the retirement account after 15 more years:

Total FV = FV1 + FV2 = $548,534.24 + $211,980.23 = $760,514.47

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Answer:

$200

Step-by-step explanation:

30 * 5=150 +50=200

Answer:

the answer is 85° because all angles in a triangle add up to 180

so u add them both up, subtract from 180 n u get 85

Answer:

C because a triangle angles must add up to 180

As per the mathematical operation both Jillian and Samuel are correct.

Given expression = 30+40+70,

The methodology by Jillian = added 30 and 40 and then 70

The methodology by Samuel = added 30 and 70 and then 40.

Determining the result of the given equation:

30 + 40 + 70

= 140

Reviewing the operations of both Jillian and Samuel

Jillian

He added 30 and 40 and then 70:

30 + 40 = 70

70 + 70 = 140

Samuel

He added 30 and 70 and then 40

30 + 70 = 100

100 + 40 = 140

The result of both mathematical operations is 140. Thus, it can be stated that both are correct.

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The probability that an arriving student will find at least one other student waiting in line is approximately 0.167.

To solve this problem, we'll use the M/M/1 queueing model with Poisson arrivals and exponential service times. Let's calculate the required values: (a) Percentage of time Judy is idle: The utilization of the system (ρ) is the ratio of the average service time to the average interarrival time. In this case, the average service time is 10 minutes, and the average interarrival time is 12 minutes. Utilization (ρ) = Average service time / Average interarrival time = 10 / 12 = 5/6 ≈ 0.8333

The percentage of time Judy is idle is given by (1 - ρ) multiplied by 100: Idle percentage = (1 - 0.8333) * 100 ≈ 16.67%. Therefore, Judy is idle approximately 16.67% of the time. (b) Average waiting time for a student:

The average waiting time in a queue (Wq) can be calculated using Little's Law: Wq = Lq / λ, where Lq is the average number of customers in the queue and λ is the arrival rate. In this case, λ (arrival rate) = 1 customer per 12 minutes, and Lq can be calculated using the queuing formula: Lq = ρ^2 / (1 - ρ). Plugging in the values: Lq = (5/6)^2 / (1 - 5/6) = 25/6 ≈ 4.17 customers Wq = Lq / λ = 4.17 / (1/12) = 50 minutes. Therefore, on average, a student spends approximately 50 minutes waiting in line.

(c) Average length of the line: The average number of customers in the system (L) can be calculated using Little's Law: L = λ * W, where W is the average time a customer spends in the system. In this case, λ (arrival rate) = 1 customer per 12 minutes, and W can be calculated as W = Wq + 1/μ, where μ is the service rate (1/10 customers per minute). Plugging in the values: W = 50 + 1/ (1/10) = 50 + 10 = 60 minutes. L = λ * W = (1/12) * 60 = 5 customers. Therefore, on average, the line consists of approximately 5 customers.

(d) Probability of finding at least one student waiting in line: The probability that an arriving student finds at least one other student waiting in line is equal to the probability that the system is not empty. The probability that the system is not empty (P0) can be calculated using the formula: P0 = 1 - ρ, where ρ is the utilization. Plugging in the values:

P0 = 1 - 0.8333 ≈ 0.1667. Therefore, the probability that an arriving student will find at least one other student waiting in line is approximately 0.167.

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Answer:

1000.

Step-by-step explanation:

The Value of the 2 in 204.75, is 200.

The Value of the 2 in 103.52 is 0.02.

So to make the 0.02 become 200, you have to move the decimal point 3 spaces to the right.

Therefore, the 2 in 204.75 is 1000 times greater than the value of the 2 in 103.52.

I hope this helps!