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FIND X

9514 1404 393

Answer:

  19.3 g/cm³

Step-by-step explanation:

There are 2.54 cm in one inch, so the weight of 1 cm³ is ...

   (316 g/in³) ÷ (2.54 cm/in)³ = 19.3 g/cm³

The three consecutive multiples of 3 are 15, 18 and 21

First, let's determine three successive multiples of 3:

The subsequent two would be "x+3" and "x+6" if we call the initial number "x".

Since we are aware that the third number (x+6) is one more than the first two numbers (x + x+3), we can write the following equation:

2/3(x + x+3) = (x+6) + 1

Simplifying this equation, we get:

2/3(2x+3) = x+7

Multiplying both sides by 3, we get:

2(2x+3) = 3(x+7)

Expanding and simplifying, we get:

4x + 6 = 3x + 21

Subtracting 3x and 6 from both sides, we get:

x = 15

Therefore, the three consecutive multiples of 3 are 15, 18 and 21

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Answer:

8 units

Step-by-step explanation:

Area of square:

length * width

2 * 3

= 6  units

Area of triangle:

1/2 * base * height

1/2 * 2 * 2

= 2 units

Area of entire shape:

6 + 2

= 8 units

So, the area of the shape is 8 units.

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Answer:

$7.49

Step-by-step explanation:

$1.25 x 4 = $5

1 x $2.49 = $2.49

5 + 2.49 = $7.49

1^n 2^n ... (p-1)^n is congruent to 0 or -1 mod p depending on n. This statement is known as Fermat's Little Theorem.

Fermat's little theorem is identical to the assertion that ap 1 1 is an integer multiple of p if an is not divisible by p, that is, if an is coprime to p. If a = 2 and p = 7, For example, if a = 2 and p = 7, then 26 = 64, and 64 − 1 = 63 = 7 × 9 is thus a multiple of 7.

According to Fermat's Little Theorem

It states that if p is a prime and a is an integer not divisible by p, then a^(p-1) is congruent to 1 modulo p.

If n is even, then (p-1)^n is congruent to 1^n (mod p), so the product is congruent to 1 mod p.

If n is odd, then (p-1)^n is congruent to -1 (mod p), so the product is congruent to -1 (mod p).

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The quadratic equation on the given graph can be written as:

y = (x + 2)*(x - 1)

Here we have the graph of a quadratic equation, we can see that the roots of the quadratic are:

x = -2 and x = 1.

Then if the leading coefficient is a, we can write the factorized form as:

y = a*(x + 2)*(x - 1)

We also know that the y-intercept is (0, -2), replacing these values we will get:

-2= a*(0 + 2)*(0 - 1)

-2 = a*-2

-2/-2 = a

1 = a

The quadratic equation is:

y = (x + 2)*(x - 1)

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Answer:

56

Step-by-step explanation:

Multiply 7 to both sides to get x by itself.

z/7=8

Check:

33 text messages

35 - 29.99 = 5.01

5.01 / 0.15 = 33.4

Answer:

Becky is 7 years old.

Step-by-step explanation: Let b - Becky's age ; Equation - 3b = 21. Divide both size by 3 to isolate the variable.

Answer:

Becky's 7 seven years old

Step-by-step explanation:

If 21 = 3x

x = 21/3

x = 7

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Pls brainliest...

An image of the resulting geometric shape based on a scale factor of 2 using O as the center of enlargement is shown below.

In Geometry, dilation is a type of transformation which typically changes the size of a geometric shape, but not its shape. This ultimately implies that, the size of the geometric shape would be increased (enlarged) or decreased (reduced) based on the scale factor applied.

In Mathematics, the following rules are applied to interpret and understand the dilation of a geometric shape:

In this context, we can logically deduce that the size of this geometric shape would be doubled because the scale factor is greater than 1.

Answer:

25

Step-by-step explanation:

range = largest value - smallest value (123-25)

Answer:

D şıkkı iyi dersler hadi

Answer:

C: \((2x+5)(4x^2-10x+25)\)

Step-by-step explanation:

First of all, you need to be able to recognize the two terms as cubes, and what they are cubes of. In this case, \(8x^3 = (2x)^3\) and \(125=5^3\).

Then you have to find a way you like to remember the formula for how to factorize. The way I do it is by saying "the binomial has the same zero as the original, so \(x^3+a^3=(x+a)(...)\) and \(x^3-a^3 = (x-a)(...)\) and the whole expression has one minus sign attached to the second term of either factor. In the sum of cubes first parenthesis has a plus, so the second term of the other parentesis has to take that minus: \(x^3+a^3=(x+a)(x^2-ax+a^2)\) while in the difference of cubes you already used a minus, so everything else goes plus: \(x^3-a^3=(x-a)(x^2+ax+a^2)\)

Or you commit the two formulas to memory.

Answer:

? = 92°

Step-by-step explanation:

the chord- chord angle ? is half the sum of the measures of the arcs intercepted by the angle and its vertical angle, that is

? = \(\frac{1}{2}\) (LM + AK) = \(\frac{1}{2}\) (120 + 64)° = \(\frac{1}{2}\) × 184° = 92°

Answer:

It stays true because it stays the same amount so B would be the correct answer.

Step-by-step explanation:

Answer:

[0, -7, 1]

[0, 3, 4]

In statistics, the risk of making an error is referred to as a significance level. A significance level represents the probability of making a Type I error, which occurs when a null hypothesis is rejected even though it is true.

The most common significance level used in statistical analyses is 0.05 or 5%. This means that there is a 5% chance of rejecting a true null hypothesis.

In general, the choice of significance level depends on the specific application and context of the statistical analysis.

The 5% significance level is commonly used in scientific research, particularly in the fields of medicine and psychology.

The choice of this level is based on a balance between the risk of making a Type I error and the risk of making a Type II error, which occurs when a null hypothesis is not rejected even though it is false.

A Type II error is often more serious than a Type I error since it may lead to incorrect conclusions about the relationship between variables or the effectiveness of a treatment or intervention.

A 5% significance level provides a reasonable balance between these two types of errors. However, in some situations, a higher or lower significance level may be more appropriate.

For example, in a clinical trial where the consequences of a Type II error are severe, a lower significance level may be used to reduce the risk of this type of error.

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Answer:

12375

Step-by-step explanation:

one rotation: 495

25 rotations x 495 seconds

12375  seconds

Answer:

12, 375

Step-by-step explanation:

Multiply

Answer:

\(Flag = 55.90m\)

Step-by-step explanation:

Given

\(Length = 50m\)

\(Width = 25m\)

Required

Determine the length of the flag

Because the flag crosses through opposite diagonals of the pool. Its length is the length of the diagonal of the pool.

This is calculated using Pythagoras theorem.

\(Flag^2 = Length^2 + Width^2\)

Substitute values for Length and Width

\(Flag^2 = 50^2 + 25^2\)

\(Flag^2 = 2500 + 625\)

\(Flag^2 = 3125\)

Take positive square root of both sides

\(Flag = \sqrt{3125\)

\(Flag = 55.90m\)

Hence, the length of the flag is approximately 55.90m

Answer:

2, 5, and 7.

Step-by-step explanation:

Answer:

3x-6

Step-by-step explanation:

3(x-2)

3 multiply both x and -2

3x-6

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The joint relative frequency for school children who plan to attend camp and have swimming lesson is 44%.

The correct option to the given question is option d.

We are required to find the joint relative frequency for school children who plan to attend camp and have swimming lessons, rounded to the nearest percent.

To find the joint relative frequency, we use the formula as follows:

Joint relative frequency = frequency of interest / total frequency

Joint relative frequency for school children who plan to attend camp and have swimming lessons = 42 / 96

(As we are looking for the students who plan to attend camp and have swimming lessons, we are interested in the first column of the table and the entry at the intersection of the first row and second column.)

Joint relative frequency for school children who plan to attend camp and have swimming lessons = 0.4375

Joint relative frequency for school children who plan to attend camp and have swimming lessons (rounded to the nearest percent) = 44%(option d).

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i'll ask my teacher tommorow for you

Step-by-step explanation:

Complete Question:

The correlation between years of education and salary in a sample of 20 people from a certain company is .4. Is this correlation statistically significant at the .05 level?

Answer:

We accept \(H_o\) hence no significant  evidence

Step-by-step explanation:

From the question we are told that

sample correlation n= 20

population correlation  = 4

level of significance \(\alpha =0.05\)

Generally we are task to understand existing difference between  sample correlation and population correlation

Generally null hypothesis  is given by \(H_o : p=0\)

alternative hypothesis \(H1_1 : p\neq 0\)

generaly the mathematical representation of test statics

        \(t= r\sqrt{\frac{n-2}{1-r^2} }\)

        \(t= 0.04\sqrt{\frac{20-2}{1-0.4^2} }\)

        \(t= 1.85\)

Generally for table the p value is given by \(p= 0.08056\)

p value > the null hypothesis

Therefore

We accept \(H_o\) hence no significant  evidence

Rounding to the nearest whole number, the number of bacteria still present in the culture after 7 hours is approximately 3481.

How many whole numbers are there?

All natural numbers are added together to form whole numbers. both a fraction and neither a decimal. Integer 0 through 11: 2, 3, 5, 6, 7, 8, 9, & 10. 0 is a counting number or the opposite.

To determine the number of bacteria inside the culture at t hours, use the formula Pt = Po 2(t/d), in which Po is simply the initial population and d is the doubling time.

The values of Po are 870, d, and t are respectively 3 and 7. When we use the formula with these numbers, we get:

\(Pt = 870 * 2^{(7/3)}\)

Pt ≈ 3480.5

Hence, the number of bacteria still present in the culture after 7 hours is approximately 3481.

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Answer:

sorry  cause pic is small and cant enlarge

Step-by-step explanation:

The amount Stefan spent originally to buy the bike is; $100.91.

The amount Stefan made in profit by selling the bicycle and helmet to Jin is; $10.09.

According to the task content;

Stefan sold the bicycle and helmet for a total of;

104 + 17 = $111.

Also, since the total cost ($111) for Jin is 110% of what Stefan spent to buy the bicycle and helmet, x originally; we have

110% × x = 111

x = (111 × 100) / 110

x = $100.91.

Therefore, Stefan spent $100.91 originally to buy the bike and helmet.

Consequently, the money Stefan made by selling the bicycle and helmet to Jin is; 111 - 100.91 = $10.09.

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Answer:

X=2

Step-by-step explanation:

Answer:

x=2

Step-by-step explanation: