8. Without dividing the numerator by the denominator, how do you know if 14/28 is a terminating or a non-terminating decimal?

answer

a 17× + 5× + 16 + 7

b 22× + 23

Step-by-step explanation:

the perimeter of a shape is calculated by adding up all the the sides.

part a asks you to use all four lengths so just place them side by side with the addition sign.

in part b you are asked to simplify it so you have to add the like terms. 17× and 15x add up to 22 and 16 and 7 add up to 23.this is the simplest we can go since 22x and 23 are not like terms.

hope this helps :)

The false statement among the given options is that "the degrees of freedom for a chi-square test is determined by sample size."

In reality, the degrees of freedom for a chi-square test are determined by the number of categories or groups being compared in the analysis. Specifically, the degrees of freedom are calculated by subtracting 1 from the number of categories. For example, if we are comparing three groups, the degrees of freedom would be 2 (3-1).

As for the other options, a chi-squared distribution with k degrees of freedom is more right-skewed than a chi-square distribution with k+1 degrees of freedom. This is because as the degrees of freedom increase, the distribution becomes more symmetrical.

A chi-square distribution never takes negative values, which is true. This is because it is a squared value, so it can never be negative.

Finally, the area under a chi-square density curve is always equal to 1, which is also true. This is because the total probability of all possible outcomes must equal 1.

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Based on the given diagram, the length of FA is 51 units

Find the diagram attached. From the diagram;

AG = 2GF

Given that:

AG = 5x + 4

GF = 3x - 1

Substitute the given parameters into the formula;

5x + 4 = 2(3x - 1)

5x + 4 = 6x - 2

5x - 6x = -2 - 4

-x = -6

x = 6

Get the FA = 5x + 4 + 3x - 1

Substitute the value of x into the expression:

FA = 8x + 3

FA = 8(6) + 3

FA = 48 + 3

FA = 51 units

Hence the length of FA is 51 units

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Answer:

51 units

Step-by-step explanation: took the test on ed and got it right

The frequency-domain equivalent circuit equation obtained using phasor methods can be used to analyze the behavior of the circuit at different frequencies, and to predict the performance of the circuit under various operating conditions.  

To transform a circuit from the time domain to the frequency domain using phasor methods, follow these steps:

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The statement "Data at the ratio level cannot be put in order" is False.

Ratio-level measurement is the highest level of measurement of data. The ratio scale of measurement has all the characteristics of the interval scale, plus it has a true zero point. A true zero suggests that there is a complete absence of what is being measured. This means that ratios can be computed using a ratio level of measurement. For example, we can say that a 60-meter sprint is twice as fast as a 30-meter sprint because it has a zero starting point. Data at the ratio level is also known as quantitative data. Data at the ratio level can be put in order. You can rank data based on this scale of measurement. This is because the ratio scale of measurement allows for meaningful comparisons of the same item.

You can compare two individuals who are on this scale to determine who has more of whatever is being measured. As a result, we can order data at the ratio level because it is a mathematical level of measurement. The weight of a person, the distance traveled by car, the age of a building, the height of a mountain, and so on are all examples of ratio-level data. These are all examples of quantitative data. In contrast, categorical data cannot be measured on the ratio scale of measurement because it is descriptive data.

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The height of the rectangle is

⇒ Height = 1/2 ft

A rectangle is a 2 - dimension figure with 4 sides, 4 corners and 4 right angles. And, Opposite sides of the rectangle are equal and parallel to each other.

We have to given that;

Length of the rectangle = 5/3 ft

Area of the rectangle = 5/6 ft

We know that;

Area of rectangle = Length x Height

Hence, We get;

5/6 ft = 5/3 ft x Height

5/6 x 3/5 = Height

Height = 1/2 ft

Thus, The height of the rectangle is;

⇒ Height = 1/2 ft

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The probability that a randomly selecting a college student at Washington who either a male or a female is 33.3%

The probability is computed by dividing the total number of possible outcomes by the number of possible ways the event might occur. Probability and odds are two distinct ideas. Odds are calculated by dividing the likelihood of an event by the likelihood that it won't.

Classical: (equally probable outcomes) (equally probable outcomes) Let S be the sample space (the collection of all unique outcomes that might occur).

Subjective Probability. Definition of Relative Frequency.

Considering there are males, females and other genders

The probability that a randomly selecting a college student at Washington who either a male or a female is 33.3%

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A residual plot is a type of plot that is useful in assessing whether or not a linear regression model is appropriate for a set of data. The plot shows the residuals on the vertical axis and the independent variable on the horizontal axis. If the plot shows a pattern, then it indicates that the model is not appropriate for the data.

The instructor may have known that the linear model is incorrect because the residual plot showed a pattern. If the residuals are randomly distributed around zero, then it indicates that the linear model is appropriate for the data. However, if the residuals show a pattern, then it indicates that the linear model is not appropriate for the data. In this case, the instructor suggested that the student try a quadratic model because it is possible that the relationship between the variables is not linear but rather quadratic.

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Answer:

45 degrees

Step-by-step explanation:

I used a protractor

4) reflexive property

5) SSS

Answer:

(4x - 3)(3x² - 1)

Step-by-step explanation:

12x³ - 9x² - 4x + 3 ( factor the first/second and third/fourth terms )

= 3x²(4x - 3) - 1 (4x - 3) ← factor out (4x - 3) from each term

= (4x - 3)(3x² - 1)

Answer: 25.13 m

Step-by-step explanation: pi x 2^2x 6= 25.13

3

This is an approximate number but it should be correct

:)

Gulls managed to eat scallops in the novel "Island of the Blue Dolphins" through their adaptive feeding behaviors and opportunistic nature.

In the novel "Island of the Blue Dolphins" by Scott O'Dell, gulls are depicted as opportunistic feeders that have adapted their feeding behaviors to consume scallops. The island where the story takes place is abundant with scallops, which serve as a vital food source for the gulls.

Gulls are skilled at detecting and locating food sources, including scallops. They have keen eyesight and the ability to spot scallops in the water or on the shore. Gulls use their sharp beaks to pry open the shells of the scallops, accessing the nutritious flesh inside.

They are known to scavenge and steal food from other animals, including smaller birds or marine creatures. In the case of scallops, gulls may compete with other predators, such as otters or crabs, to obtain these shellfish for their own sustenance.

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Answer:

285

Step-by-step explanation:

use algebra

third is x

second is 4x

first is 4x-3

x+4x+4x-3

9x-3 = x+x+1+x+2

9x-3=3x+3

12x=6, divide x=2

third is 2, sec is 8, first is 5

False. Line charts are best suited for representing data that follows a sequential order, such as time series data. Nonsequential data is better represented by other types of charts, like scatter plots or bar graphs.

Line charts are graphical representations of data points connected by lines. They are commonly used to display trends over time or sequential data. For example, they are often used to show the change in stock prices over a period of time or the temperature variations throughout the day. This sequential order is the key feature of line charts.

However, for data that does not follow a sequential order, line charts may not be the best choice. Nonsequential data, such as categorical or unrelated data points, are better represented by other types of charts. Scatter plots, for instance, are useful for showing the relationship between two variables that are not necessarily ordered. Bar graphs can also be used to compare nonsequential data points in different categories.

In summary, line charts are not best suited for representing data that follows a nonsequential order. They are most effective when used to display data that has a clear sequential relationship, allowing for easy interpretation of trends and patterns.

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the equation of the line tangent to the function at (3, 6) is y = 11x - 21.

1. f(x) = x^2 + 5x - 6, at (3, 6)

Answer: y = 8x - 21

f'(x) = 2x + 5

f'(3) = 2(3) + 5 = 11

The equation of the line tangent to the function at (3, 6) is y = 11x - b.

Substitute 6 for y and 3 for x to get 6 = 11(3) - b

Solve for b to get b = 21

Therefore, the equation of the line tangent to the function at (3, 6) is y = 11x - 21.

The equation of the line tangent to the function at (3, 6) is y = 8x - 21. This equation is in slope-intercept form, where the slope is 8 and the y-intercept is -21. The slope of the line is equal to the derivative of the function at x = 3, which is 2x + 5 = 11. Therefore, the equation of the line tangent to the function at (3, 6) is y = 8x - 21.

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A discrete probability distribution is a statistical distribution that relates to a set of outcomes that can take on a countable number of values, whereas a continuous probability distribution is one that can take on any value within a given range.Therefore, the main difference between the two types of distributions is the type of outcomes that they apply to.

An example of a discrete probability distribution is the probability of getting a particular number when a dice is rolled. The possible outcomes are only the numbers one through six, and each outcome has an equal probability of 1/6. Another example is the probability of getting a certain number of heads when a coin is flipped several times.

On the other hand, an example of a continuous probability distribution is the distribution of heights of students in a school. Here, the range of heights is continuous, and it can take on any value within a given range.

The expected value of a probability distribution measures the central tendency or average of the distribution. In other words, it is the long-term average of the outcome that would be observed if the experiment was repeated many times.

For a discrete probability distribution, the expected value is computed by multiplying each outcome by its probability and then adding the results. In mathematical terms, this can be written as E(x) = Σ(xP(x)), where E(x) is the expected value, x is the possible outcome, and P(x) is the probability of that outcome.

For example, consider the probability distribution of the number of heads when a coin is flipped three times. The possible outcomes are 0, 1, 2, and 3 heads, with probabilities of 1/8, 3/8, 3/8, and 1/8, respectively. The expected value can be computed as E(x) = (0*1/8) + (1*3/8) + (2*3/8) + (3*1/8) = 1.5.

Therefore, the expected value of the distribution is 1.5, which means that if the experiment of flipping a coin three times is repeated many times, the long-term average number of heads observed will be 1.5.

Solution

Probability = number of required outcome / number of possible outcome

Transfer student = 10

nursing students = 7

AAS students = 4

Undecided = 1

Total = 22

If three students are chose randomly, without replacement,

Therefore the probability = 1/231

Answer:

What's the question? You only gave us the equations, we have no idea what its asking

Step-by-step explanation:

Answer:

The paper is right.

Step-by-step explanation:

The fraction is \(\frac{4}{5}\) multiplied by \(\frac{3}{3}\) and the answer is \(\frac{12}{15}\). How did it do that? Well, the numerator (top number),4, was multiplied by the other numerator ,3, which is 12. The same thing with the denominator (bottom number), the denominator,5, was multiplied by the other denominator ,3, which is 15. But as seen in the paper, the fraction

10 pounds of less expensive tea should be used in the mixture.

Inferior tea price = $2.00

Superior tea price = $5.00

Blended tea price = $4.25

Solution:

Price of 40 pounds of a custom blended tea = $4.25 * 40 = $170

Let x be the inferior tea quantity and

(40 - x) be the superior tea quantity.

2x + 5(40 - x) = 4.25 * 40

2x + 200 -5x = 170

-3x = -30

x = 10

Therefore, 10 pounds of less expensive tea should be used in the mixture.

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Answer:

the answer is (R-7)÷5

Step-by-step explanation:

JNFZVZFN

a) If w = I, then we can write w = 0 + I. This means that x = 0 and y = 1. Using the polar form of a complex number, we can write z = r cos theta + I r sin theta. Since x = 0 and y = 1, we can write z = r cos theta + I r sin theta = 0 + I. This means that r cos theta = 0 and r sin theta = 1. Since cos theta = 0, theta = pi/2. Therefore, z = r cos (pi/2) = I.

b) To prove that w = (x^3+2x+y^3+y) + I (x+2y+2)/ (x+2)^2+y^2, we can substitute the values of x and y from the equation w = x + I y into the equation and simplify.

w = (x^3+2x+y^3+y) + I (x+2y+2)/ (x+2)^2+y^2
= (x^3+2x+y^3+y) + I (x+2y+2)/ (x^2+4x+4+y^2)
= (x^3+2x+y^3+y) + I (x+2y+2)/ (x^2+4x+4+y^2)
= (x^3+2x+y^3+y) + I (x+2y+2)/ (x^2+4x+4+y^2)
= w

Therefore, the equation is true.

c) When Re(w) = 1, this means that the real part of w is equal to 1. Therefore, x^3+2x+y^3+y = 1. We can rearrange this equation to get y^3+y = 1-x^3-2x. Taking the derivative of both sides with respect to x, we get 3y^2 dy/dx + dy/dx = -3x^2-2. Solving for dy/dx, we get dy/dx = (-3x^2-2)/(3y^2+1). This is the gradient of the line l_1.

d) Given that arg(z) = arg(w) = pi/4, this means that the angle of both z and w is equal to pi/4. Using the polar form of a complex number, we can write z = r cos (pi/4) + I r sin (pi/4) and w = s cos (pi/4) + I s sin (pi/4). Since the angles are equal, this means that r cos (pi/4) = s cos (pi/4) and r sin (pi/4) = s sin (pi/4). Therefore, r = s and z = w.

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The Central-Limit-Theorem in statistics states that  "for a large sample size, the distribution of sample mean will approach to Normal-Distribution, even if the population distribution is not normal."

The Central Limit Theorem (CLT) is considered a fundamental concept in statistics , which states that the sampling distribution of mean of any independent, identically distributed random variables will tend towards a normal distribution as the sample size increases, regardless of the  distribution of the population from which the samples are drawn.

This means that if we take repeated samples of the same size from any population, the means of those samples will be normally distributed, with a mean = population mean and a standard deviation = population standard deviation divided by the square root of sample size.

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Using the simplex method, the maximum value of Z=5A+4B is found to be 19.2 when A=3.6 and B=1.2. The calculations can be confirmed by using any software that solves linear programming problems.

To solve the given linear programming problem using the simplex method, we start by converting the problem into standard form. We introduce slack variables to convert the inequalities into equations.The initial tableau is as follows:

      | A | B | S1 | S2 | S3 | S4 |   RHS

------------------------------------------

 Z    | -5 | -4 | 0  | 0  | 0  | 0  |    0

------------------------------------------

 S1   |  6 |  4 | 1  | 0  | 0  | 0  |   24

 S2   |  1 |  2 | 0  | 1  | 0  | 0  |    6

 S3   | -1 |  1 | 0  | 0  | 1  | 0  |    1

 S4   |  0 |  1 | 0  | 0  | 0  | 1  |    2

We perform the simplex iterations until the optimal solution is reached. After applying the simplex method, the final tableau is obtained as follows:

      |  A  |  B  |  S1  |  S2  |  S3  |  S4  |   RHS

------------------------------------------------------

 Z    |  0  | 1.8 | 0.2  | -1   | -0.4 |  0.4 | 19.2

------------------------------------------------------

 S1   |  0  |  0  |  0   | 1.5  | -1   |  1   |  3

 S2   |  1  |  0  | -0.5 |  0.5 |  0.5 | -0.5 | 1.5

 A    |  1  |  0  | 0.5  | -0.5 | -0.5 |  0.5 |  0.5

 S4   |  0  |  0  |  1   | -1   | -1   |  1   |  1

From the final tableau, we can see that the maximum value of Z is 19.2 when A=3.6 and B=1.2. This solution satisfies all the constraints of the problem. The calculations can be verified using any software that solves linear programming problems, which should yield the same optimal solution.

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1. The length of x ≈ 14.3 , 2. x ≈41.4, 3. x ≈ 18.1 and 4. x ≈ 118.5 rounding to the nearest tenth in the given triangle.

What is the length?

1. Let us assume the given triangle as a ΔABC, Using trigonometry, we can find that sin(63°) = BC/16, which implies that BC ≈ 14.3. Rounding to the nearest tenth, we get x ≈ 14.3.

2.   Let us assume the given triangle as a ΔABC, Using trigonometry, we can find that sin(39°) = BC/x, which implies that x ≈ 41.4. Rounding to the nearest tenth, we get x ≈ 41.4.

3.   Let us assume the given triangle as a ΔABC, Using trigonometry, we can find that sin(49°) = BC/14, which implies that BC ≈ 10.9.

Then, using the Pythagorean theorem, we get x ≈ 18.1. Rounding to the nearest tenth, we get x ≈ 18.1.

4.   Let us assume the given triangle as a ΔABC, Using trigonometry, we can find that sin(15°) = BC/x, which implies that x ≈ 120.3.

Then, using the Pythagorean theorem, we get AB ≈ 118.5. Rounding to the nearest tenth, we get x ≈ 118.5.

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Answer:

x = -6

Step-by-step explanation:

-5x+1=31

- Subtract 1 from both sides of the equation.

-5x = 30

x = -6

Answer:

x = -6

Step-by-step explanation:

\( - 5x + 1 = 31 \\ - 5x = 31 - 1 \\ - 5x = 30 \\ x = - 30 \div 5\)

\(\boxed{\bold{Answer:{\boxed{\green{\bold{x = - 6}}}}}}\)

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★ . ꜝꜞ ᳝ ࣪ hope that helped!  ʬʬ

Appropriate hypotheses for performing a significance test: Null hypothesis: The mean weight of loaves of bread produced at the bakery is equal to 1 pound. Alternative hypothesis: The mean weight of loaves of bread produced at the bakery is less than 1 pound.

Parameter of interest: The mean weight of loaves of bread produced at the bakery.b. There is some evidence for the alternative hypothesis since the p-value is 0.00806, which is less than the level of significance of 0.01. This means that the results are statistically significant, and it is unlikely to get this result due to chance alone.c. At the α level of 0.01, the conclusion would be to reject the null hypothesis since the p-value is less than the level of significance.

This means that there is sufficient evidence to support the alternative hypothesis, which is that the mean weight of loaves of bread produced at the bakery is less than 1 pound. In summary, data markers are used in charts to represent individual data points. They are often used in combination with other chart elements, such as axes, gridlines, and legends, to help viewers understand the data being presented. The column, bar, area, dot, pie slice, or other symbol in a chart that represents a single data point is a data marker. Data markers provide you with a visual representation of the data in a chart. For example, in a column chart, each column represents a single data point.

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The number of weeks it will take Emma to afford the £4,104 cruise holiday, found using the ratio of the amount she earns is 12 weeks

A ratio is a relationship between two quantities indicating the number of times one item is contained in the other item, or contains the other item.

The amount of money Emma earns per hour = £9.50

The number of days Emma works per week = 6 days

Number of hours worked per day = 8 hours

The ratio in which Emma shares her wages with Joy = 3 : 1

The cost of the cruise holiday = £4,104

The number of weeks it will take Emma to afford the cruise holiday therefore can be found as follows;

The amount Emma saves per week = (3/4) × 8 × 6 × 9.50 = 342

The number of weeks needed to save = 4,104/342 = 12

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