5(r + 3) = 3r + 35.
What is the answer and please show how you got it

Answer:

EVEN NUMBERS can be looked at as any number (call it "n"), multiplied by 2. Therefore, all even numbers can be described as 2n. Two even numbers added together can be written as: 2n + 2m, where n and m are the even numbers in question, divided by two. A simple rearranging of the terms above gives: 2n + 2m = 2(n + m). Therefore, any even number plus any other even number will always equal an even number (as the answer you get will always be some number multiplied by two). An odd number can be looked at as an even number with one added to it - e.g. 5 is 4+1. Therefore, if you add two odd numbers together, what you're really doing is adding an even number to another even number, then adding 1 + 1, which is 2, and therefore even. As shown above, adding three even numbers together will always give an even number. QED.

The 99.7% confidence interval for the true proportion of teachers who provide extra credit is 0.21 to 0.33.

Number is a mathematical concept used to quantify a particular quantity or amount, or to name a specific object or entity. It is used in a variety of ways such as counting, measuring, comparing, estimating, and expressing mathematical relationships. Numbers are used for counting, measuring, and many other operations. Numbers can be expressed in numeric form, such as 1, 2, 3; in algebraic form, such as x^2-3x+2; or in symbolic form, such as √2. Numbers can also be used to represent functions or variables.

A 99.7% confidence interval for the true proportion of teachers who provide extra credit can be calculated as:

p′ ± 3σp′ = 0.27 ± (3 × 0.03) = 0.21 to 0.33

This confidence interval indicates that the true proportion of teachers who provide extra credit is between 0.21 and 0.33 with a 99.7% confidence level. That is, there is a 99.7% probability that the true proportion of teachers who provide extra credit is between 0.21 and 0.33.

The confidence interval for the true proportion of teachers who provide extra credit is determined by calculating the sample proportion (p′), sampling standard deviation (σp′), and the critical value of the normal distribution (Zc), which is the number of standard deviations from the mean that the sample proportion is likely to be. In this case, the critical value of the normal distribution is 3, because a 99.7% confidence level corresponds to a Z-score of 3. The confidence interval is calculated by adding and subtracting the critical value multiplied by the standard deviation from the sample proportion.

This confidence interval is an estimate of the true proportion of teachers who provide extra credit, and it can be used to make decisions or predictions about the population proportion. For example, a school administrator may use the confidence interval to determine the likely proportion of teachers who provide extra credit and make decisions about how to allocate resources.

In conclusion, the 99.7% confidence interval for the true proportion of teachers who provide extra credit is 0.21 to 0.33. This confidence interval is an estimate of the true proportion of teachers who provide extra credit, and it can be used to make decisions or predictions about the population proportion.

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The 99.7% confidence interval for the true proportion of teachers who provide extra credit is 0.21 to 0.33.

What is number?

Number is a mathematical concept used to quantify a particular quantity or amount, or to name a specific object or entity. It is used in a variety of ways such as counting, measuring. comparing, estimating, and expressing mathematical relationships. Numbers are used for counting, measuring, and many other operations. Numbers can be expressed in numeric form, such as 1, 2, 3; in algebraic form, such as x^2-3x+2; or in symbolic form, such as √2. Numbers can also be used to represent functions or variables.

A 99.7% confidence interval for the true proportion of teachers who provide extra credit can be calculated as:

p' ± 3op' = 0.27 ±(3 x 0.03) 0.21 to 0.33

This confidence interval indicates that the true proportion of teachers who provide extra credit is between 0.21 and 0.33 with a 99.7% confidence level. That is, there is a 99.7% probability that the true proportion of teachers who provide extra credit is between 0.21 and 0.33.

The confidence interval for the true proportion of teachers who provide extra credit is determined by calculating the sample proportion (p'), sampling standard deviation (op'), and the critical value of the normal distribution (Zc), which is the number of standard deviations from the mean that the sample proportion is likely to be. In this case, the critical value of the normal distribution is 3, because a 99.7% confidence level corresponds to a Z-score of 3. The confidence interval is calculated by adding and subtracting the critical value multiplied by the standard deviation from. the sample proportion.

This confidence interval is an estimate of the true proportion of teachers who provide extra credit, and it can be used to make decisions or predictions about the population proportion. For example, a school administrator may use the confidence interval to determine the likely proportion of teachers who provide extra credit and make decisions about how to allocate resources.

In conclusion, the 99.7% confidence interval for the true proportion of teachers who provide extra credit is 0.21 to 0.33. This confidence interval is an estimate of the true proportion of teachers who provide extra credit, and it can be used to make decisions or predictions about the population proportion.

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Answer:

12 1/4

Step-by-step explanation:

(7 + X) × 8 - 4 × X = 56

7 + X × 8 - 4 × X = 56

7 + 8X - 4 × X = 56

7 + 8X - 4X = 56

7 + 4X = 56

4X = 56 - 7

X = 49/4

X = 12 1/4

\((\stackrel{x_1}{-3}~,~\stackrel{y_1}{-11})\hspace{10em} \stackrel{slope}{m} ~=~ 4 \\\\\\ \begin{array}{|c|ll} \cline{1-1} \textit{point-slope form}\\ \cline{1-1} \\ y-y_1=m(x-x_1) \\\\ \cline{1-1} \end{array}\implies y-\stackrel{y_1}{(-11)}=\stackrel{m}{ 4}(x-\stackrel{x_1}{(-3)}) \implies y +11 = 4 ( x +3) \\\\\\ y+11=4x+12\implies {\Large \begin{array}{llll} y=4x+1 \end{array}}\)

The equation is:

Work/explanation:

Recall that the point slope formula is \(\rm{y-y_1=m(x-x_1)}\),

where m is the slope and (x₁, y₁) is a point on the line.

Plug in the data:

\(\rm{y-(-11)=4(x-(-3)}\)

Simplify.

\(\rm{y+11=4(x+3)}\)

Simplified to slope intercept:

\(\rm{y+11=4x+12}\)

\(\rm{y=4x+1}\) <- this is the simplified slope intercept equation

The value of x in this figure is equal to: D. 5.

In Mathematics and Geometry, the sum of the interior angles of both a regular and irregular polygon is given by this formula:

Sum of interior angles = 180 × (n - 2)

Note: The given geometric figure (regular polygon) represents a pentagon and it has 5 sides.

Sum of interior angles = 180 × (5 - 2)

Sum of interior angles = 180 × 3

Sum of interior angles = 540°.

112 + 7x + 5 + 6x + 2 + 10x - 8 + 4x + 24 = 540°.

27x = 135

x = 135/27

x = 5.

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Just see what even number 52 can go into

Answer:

\(5x^4-\frac{25x^4}{x+8}+\frac{5x^5}{(x+8)^2}\)

Step-by-step explanation:

\(f(x)=x^5\\f'(x)=5x^4\\g(x)=1-\frac{5}{x+8}\\g'(x)=\frac{5}{(x+8)^2}\\\\\frac{d}{dx}f(x)g(x)\\\\=f'(x)g(x)+f(x)g'(x)\\\\=5x^4(1-\frac{5}{x+8})+x^5(\frac{5}{(x+8)^2})\\\\=5x^4-\frac{25x^4}{x+8}+\frac{5x^5}{(x+8)^2}\)

Explanation:

The slope-intercept form of a line can be calculated as:

Where m is the slope and it is cal

You need to multiply by 5 instead of 6 because each pair of opposite faces on a cuboid has the same area, so by considering one face from each pair, you ensure that you don't count any face twice.

When calculating the total surface area of a cuboid, you need to understand the concept of face pairs.

A cuboid has six faces, but each face has a pair that is identical in size and shape.

Let's break down the reasoning behind multiplying by 5 instead of 6 in the given scenario.

To find the surface area of a cuboid, you can add up the areas of all its faces.

However, each pair of opposite faces has the same area, so you avoid double-counting by only considering one face from each pair. In this case, you have five pairs of faces:

(1) top and bottom, (2) front and back, (3) left and right, (4) left and back, and (5) right and front.

By multiplying the average area of a pair of faces by 5, you account for all the distinct face pairs.

Essentially, you are considering one face from each pair and then summing their areas.

Since all the pairs have the same area, multiplying the average area by 5 gives you the total surface area.

When dividing 150 by 4 (to find the average area of a pair of faces), you are essentially finding the area of a single face.

Then, by multiplying this average area by 5, you ensure that you account for all five pairs of faces, providing the total surface area of the cuboid.

Thus, multiplying by 5 is necessary to correctly calculate the total surface area of the cuboid by accounting for the face pairs while avoiding double-counting.

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Answer:(15,0)

Step-by-step explanation:

Answer:

explanation

Step-by-step explanation:

only

the

staff

of

the

aquarium

know

Answer:

p = 8

Step-by-step explanation:

Divide -5 to both sides

-5p = -40

5p = 40

p = 8

So p = 8

In this triangle, the product of sin B and tan C is\(b^2/(ac)\)  , and the product of sin C and tan B is \(c^2/(ab)\).

In a right-angled triangle ABC, where angle A is 90 degrees, we have the following side lengths:

AB = c (base)

BC = a (hypotenuse)

AC = b (perpendicular)

We need to calculate the products of sin B and tan C, and sin C and tan B.

First, let's calculate sin B and tan C:

sin(B) = opposite/hypotenuse = AC/BC = b/a

tan(C) = opposite/adjacent = AC/AB = b/c

The product of sin B and tan C is sin(B) * tan(C) = (b/a) * (b/c) = \(b^2\)/(ac).

Next, let's calculate sin C and tan B:

sin(C) = opposite/hypotenuse = AB/BC = c/a

tan(B) = opposite/adjacent = AB/AC = c/b

The product of sin C and tan B is sin(C) * tan(B) = (c/a) * (c/b) = \(c^2\)/(ab).

Therefore, in the given right-angled triangle ABC, the product of sin B and tan C is\(b^2\)/(ac), and the product of sin C and tan B is \(c^2\)/(ab).

These formulas hold true for any right-angled triangle, where the base is AB, the hypotenuse is BC, and the perpendicular is AC.

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The question probable may be:

In this triangle, the product of sin B and tan C is _____ , and the product of sin C and tan B is _______.

Answer:

1 out of 100

Step-by-step explanation:

99 out of 100 people are NOT left-handed, that means they are right handed. 100-99=1

There are a total of 8 color-wheel size combinations for the kickboard scooter. This means that customers have 8 different options to choose from when selecting the color and wheel size for their scooter.

To determine the total number of color-wheel size combinations for the kickboard scooter, we need to multiply the number of color options by the number of wheel size options.

Given that there are 4 color options (silver, red, blue, and purple) and 2 wheel size options (125mm and 180mm), we can use the multiplication principle to find the total number of combinations:

Total combinations = Number of color options × Number of wheel size options

Total combinations = 4 colors × 2 wheel sizes

Total combinations = 8

There are a total of 8 color-wheel size combinations for the kickboard scooter. This means that customers have 8 different options to choose from when selecting the color and wheel size for their scooter.

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Answer:

2) definition of midpoint

4) RS=RS,  reflexive property

5) SSS theorem

6) CPCTC

Assume she sells 20 pairs of earrings in one day. Given this information, the total cost is $40.

Whole Revenue is the total sum that the producer makes from the sale of the good at market value. The result of price and quantity is total revenue.

Crafted earrings are being sold by Cathy. The earrings cost her $2 to make, but she can sell each pair for $15. Consider that she sells 20 sets of earrings in a single day.

Total Revenue = Price * quantity

= $15 * 20

= $300

Total cost = Per unit cost * quantity

= $2 * 20

= $40

Therefore, the total cost of earrings is $40.

Profit = Total Revenue - Total Cost

= 300 - 40

= $260

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Answer:

4

Step-by-step explanation:

Answer:

The common denominator of 1/4 and 1/2 is 4.

1/2 = 2/4

Answer:

it would be 25%

Step-by-step explanation:

because 25 multipled by 4 is 100 so it would be 25%

Answer:

Step-by-step explanation:

To write y as a function of x using the given functions, we can substitute the value of "a" in the first equation with the expression "-5x + 1" from the second equation.

Given:

y = -3a + 3

a = -5x + 1

Substituting the value of "a" in the first equation:

y = -3(-5x + 1) + 3

Now, let's simplify this expression:

y = 15x - 3 + 3

y = 15x

Therefore, y can be expressed as a function of x as:

y = 15x

There is no point that is NOT included in the graph of the step function.

The coat check service charges $2 for the first hour and $1 for each additional hour or fraction of an hour.

To determine the point that is NOT included in the graph of the step function, we need to consider the charging scheme and analyze the pattern of charges.

The step function can be represented as follows:

For the first hour, the charge is a flat rate of $2.

For each additional hour or fraction of an hour, the charge is $1.

Let's analyze the points included in the graph:

(1, 2): This point represents the charge for the first hour, which is $2.

Now, let's consider the additional hours:

2. (2, 3): This point represents the charge for 2 hours, which is $2 for the first hour and $1 for the additional hour.

(3, 4): This point represents the charge for 3 hours, which is $2 for the first hour and $2 for the additional 2 hours.

(4, 5): This point represents the charge for 4 hours, which is $2 for the first hour and $3 for the additional 3 hours.

Based on the charging scheme, we can observe a pattern where the charge increases by $1 for each additional hour or fraction of an hour.

Since the charging scheme allows for any additional hour or fraction of an hour, there is no specific point that is excluded from the graph. Any positive value of x greater than or equal to 1 will have a corresponding point on the graph.

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Answer:

C = L + B(x)

Step-by-step explanation:

First, make Laser Tag "L" and Bowling "B." Make the total cost "C." Then, make the equation, with "x" being the number of bowling games. So, the equation is:

Total Cost = Laser Tag Price + (Price of Bowling x Number of Games Bowled)

or in simpler terms,

C = L + B(x).

Hope this helps!

Answer:

8.9(2)

Step-by-step explanation:

8.9/2 is division.

8.9+2 is addition.

(8.92) is just adding 2 onto 8.9 which extends the number, not multiplies.

Answer:

8.9(2)

Step-by-step explanation:

Answer:

The formula to calculate the amount after being compounded is given below as

By substituting the values, we will have

Hence,

The final answer is

The value of the product of the number as given in the task content is; Choice B; 1.

It follows from the task content that the numbers whose product are to be determined are; ¾ and 1⅓.

To effectively multiply, we must convert the mixed number to a fraction as follows;

1⅓ = 4/3.

Hence, the product is; 4/3 × 3/4 = 12/12 = 1.

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Step-by-step explanation:

B.

AC =BC

2x-6=x+8

2x-x=8+6

x=14

5) AC = 2x-6=2(14)-6=28-6= 22

6) BC = x+8= 14+8= 22

7) AB = AC+BC = 22+22= 44

C.

AC =BC

4x+10=7x-5

4x-7x= -5-10

-3x= -15

x= -15/-3 = 5

8) AC = 4x+10=4(5) +10=20+10= 30

9) BC = 7x-5= 7(5) -5=35-5= 30

10) AB = AC+BC = 30+30= 60

B) Solution

AC = BC

→ 2x-6 = x+8

→ 2x-x = 8+6

→ x = 14

5:- AC = 2x-6 = 2(14)-6 = 28-6 = 22

6:- BC = x+8 = 14+8 = 22

7:- AB = AC+BC = 22+22 = 44

C) Solution

AC = BC

→ 4x+10 = 7x-5

→ 4x-7x = -5-10

→ -3x = -15

→ x = -15/-3

→ x = 5

8:- AC = 4x+10 = 4(5) +10 = 20+10 = 30

9:- BC = 7x-5 = 7(5)-5 = 35-5 = 30

10:- AB = AC+BC = 30+30 = 60

Answer:

"Type II error" is the right answer.

Step-by-step explanation:

Thus the above is the right answer.

The firm’s economic value added (EVA), that is, how much value did management add to stockholders’ wealth during 2018 is $0.42 million

Subtraction is the process of taking away a number from another. It is a primary arithmetic operation that is denoted by a subtraction symbol (-) and is the method of calculating the difference between two numbers.

here, we have,

Net operating profit = (22 million - 19 million)*(1 - 0.36)

                                = $1.92  million

EVA = net operating profit after taxes - invested capital*WACC

       = 1.92 million - 15 million*0.10

       = $0.42 million

Therefore, The firm’s economic value added (EVA), that is, how much value did management add to stockholders’ wealth during 2018 is $0.42 million.

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