determine the solutions of the equation: the absolute value quantity four thirds times x plus 2 end quantity minus 6 equals 0

Answer:

24

Step-by-step explanation:

3 : 1/8 = 3/1 · 8/1 = 3 · 8/1 · 1 = 24/1 = 24

Hope this helped!

Answer:

I'm pretty sure the answer is A or what ever letter that says caleb experiment had 100 and jenna had 250

Out of the 400 surveyed students, 327 were either seniors or commuters.

To find the number of students who were either seniors or commuters out of the 400 surveyed students, we need to add the number of seniors and the number of commuters while avoiding double-counting those who fall into both categories.

According to the information given:

There were 262 seniors.

There were 215 commuters.

150 of the seniors were also commuters.

To avoid double-counting, we need to subtract the number of seniors who were also commuters from the total count of seniors and commuters.

Seniors or commuters = Total seniors + Total commuters - Seniors who are also commuters

= 262 + 215 - 150

= 327

Therefore, out of the 400 surveyed students, 327 were either seniors or commuters.

It's important to note that in this calculation, we accounted for the overlap between seniors and commuters (150 students who were both seniors and commuters) to avoid counting them twice.

This ensures an accurate count of the students who fall into either category.

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Answer:

Is 03.841

Step-by-step explanation:

To find the critical value needed to test the claim that the sentence is independent of the plea, we need to perform a chi-square test of independence. The critical value is based on the significance level (α) and the degrees of freedom.

In this case, the given significance level is 0.05. Since the table represents a 2x2 contingency table (two categories for plea and two categories for sentence), the degrees of freedom (df) can be calculated as (number of rows - 1) * (number of columns - 1) = (2 - 1) * (2 - 1) = 1.

To find the critical value at a significance level of 0.05 with 1 degree of freedom, we consult a chi-square distribution table or use statistical software.

The critical value for a chi-square test with 1 degree of freedom and a significance level of 0.05 is approximately 3.841.

Therefore, the correct answer is 03.841.

First isolate y by moving the constant over to the other side of the equation. Then you want to divide by the value of y, to get just y.

20 + 20y = 640 ⇔ subtract 20 from both sides to isolate y

20 -20 +20y = 640 - 20

20y = 620

20y/20 = 620/20

y= 31

Using the normal distribution, it is found that the mean is of \(\mu = 37.27\) and the standard deviation is of \(\sigma = 5.68\).

The z-score of a measure X of a normally distributed variable with mean \(\mu\) and standard deviation \(\sigma\) is given by:

\(Z = \frac{X - \mu}{\sigma}\)

In this problem, we have that the p-value of Z when X = 30 is of 0.1, hence, when X = 30, Z = -1.28, so:

\(Z = \frac{X - \mu}{\sigma}\)

\(-1.28 = \frac{30 - \mu}{\sigma}\)

\(30 - \mu = -1.28\sigma\)

\(\mu = 30 + 1.28\sigma\)

The p-value of Z when X = 32.5 is of 0.2, hence when X = 32.5, Z = -0.84, hence:

\(Z = \frac{X - \mu}{\sigma}\)

\(-0.84 = \frac{32.5 - \mu}{\sigma}\)

\(32.5 - \mu = -0.84\sigma\)

\(\mu = 32.5 + 0.84\sigma\)

Hence:

\(30 + 1.28\sigma = 32.5 + 0.84\sigma\)

\(0.44\sigma = 2.5\)

\(\sigma = \frac{2.5}{0.44}\)

\(\sigma = 5.68\)

\(\mu = 32.5 + 0.84(5.68) = 37.27\)

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The binomial theorem states that: \((x + y)^n = \sum_{k=0}^n{n\choose k} x^{n-k}y^k\). So, the binomial expansion of (2x - 3y)⁵ is: \(32x^5 - 240x^4y + 720x^3y^2 - 1080x^2y^3 + 810xy^4 - 243y^5\).

Now, let's use the Binomial Theorem to find the binomial expansion of (2x - 3y)⁵. We will have to find the coefficients for each term. So, let's get started. n = 5x = 2xy = -3[nCr = n! / (r! * (n-r)!)]

Term k = 0: \( {5 \choose 0} (2x)^5 (-3y)^0\) = 32x⁵

Term k = 1: \({5 \choose 1} (2x)^4 (-3y)^1\) = -240x⁴y

Term k = 2: \({5 \choose 2} (2x)^3 (-3y)^2\) = 720x³y²

Term k = 3: \({5 \choose 3} (2x)^2 (-3y)^3\) = -1080x²y³

Term k = 4: \({5 \choose 4} (2x)^1 (-3y)^4\) = 810xy⁴

Term k = 5: \({5 \choose 5} (2x)^0 (-3y)^5\) = -243y⁵

Now we can combine all of these terms to form the binomial expansion of (2x - 3y)⁵:\((2x - 3y)^5 = 32x^5 - 240x^4y + 720x^3y^2 - 1080x^2y^3 + 810xy^4 - 243y^5\)

Therefore, the binomial expansion of (2x - 3y)⁵ is: \(32x^5 - 240x^4y + 720x^3y^2 - 1080x^2y^3 + 810xy^4 - 243y^5\).

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Young adults might value credit in case of an emergency for several reasons. Firstly, credit provides financial flexibility, allowing them to access funds quickly when unexpected expenses arise.

This can be essential for covering costs related to medical emergencies, car repairs, or other unforeseen events that may strain their limited savings. Secondly, young adults often have less established financial safety nets than older individuals. They may not have significant savings, insurance policies, or support from family members to fall back on during emergencies. Credit, in this case, acts as a temporary financial cushion, enabling them to manage immediate needs without resorting to high-interest loans or further jeopardizing their financial stability.

Thirdly, responsible use of credit can help young adults build a positive credit history. Demonstrating responsible borrowing and repayment habits will make it easier for them to access more favorable credit terms in the future, such as lower interest rates or higher credit limits. This can prove valuable when making significant purchases, like buying a home or financing higher education.

Lastly, having access to credit can also provide young adults with a sense of financial independence and empowerment. Knowing they have the means to handle emergencies without relying on others can boost their confidence in managing personal finances and help them make more informed financial decisions as they navigate adulthood.

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Answer:

0.4054 = 40.54% probability of selecting a black sock on the second draw given that a black sock was selected on the first draw

Step-by-step explanation:

Conditional Probability

We use the conditional probability formula to solve this question. It is

\(P(B|A) = \frac{P(A \cap B)}{P(A)}\)

In which

P(B|A) is the probability of event B happening, given that A happened.

\(P(A \cap B)\) is the probability of both A and B happening.

P(A) is the probability of A happening.

In this question:

Event A: Black sock on the first draw.

Event B: Black sock on the second draw.

The probability of selecting a black sock on the first draw is 8/19.

This means that \(P(A) = \frac{8}{19}\)

Black socks on both draws:

The probability of selecting two black socks is 120/703

This means that \(P(A \cap B) = \frac{120}{703}\)

What is the probability of selecting a black sock on the second draw given that a black sock was selected on the first draw?

\(P(B|A) = \frac{P(A \cap B)}{P(A)}\)

\(P(B|A) = \frac{\frac{120}{703}}{\frac{8}{19}}\)

\(P(B|A) = \frac{120}{703}*\frac{19}{8}\)

\(P(B|A) = \frac{120*19}{703*8}\)

\(P(B|A) = 0.4054\)

0.4054 = 40.54% probability of selecting a black sock on the second draw given that a black sock was selected on the first draw

The ability of the twins to divide the oddly shaped plot into two Identical plots along the grid lines depends on the presence of a line of symmetry.

To determine whether the set of twins can divide the oddly shaped plot of land into two identical plots along the grid lines, we need to consider the characteristics of the plot and the conditions required for the division.

For the division to be possible, the plot needs to have a line of symmetry that can be used to create two identical halves. A line of symmetry divides an object into two equal and mirrored parts.

If the plot of land has a line of symmetry, the twins can divide it by drawing a line along the symmetry axis. This line should cut the plot into two equal halves, ensuring that both plots are identical.

However, if the plot does not have a line of symmetry, it may not be possible to divide it into two identical plots along the grid lines. In this case, the twins would need to consider alternative methods of division or compromise on the goal of having two identical plots.

To determine if the plot has a line of symmetry, the twins can examine its shape and characteristics. They can look for any symmetrical patterns, such as equal sides or mirrored shapes, that indicate the presence of a line of symmetry.

If the plot does not have an obvious line of symmetry, the twins might need to explore other options, such as dividing the plot into two equal areas based on other criteria, such as the length or width of each half.

the ability of the twins to divide the oddly shaped plot into two identical plots along the grid lines depends on the presence of a line of symmetry. If such a line exists, they can divide the plot by drawing a line along the symmetry axis. However, if the plot lacks symmetry, they may need to consider alternative methods of division or adjust their expectations.

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Note the full question may be :

To determine whether the twins can divide the oddly shaped plot of land into two identical plots along the grid lines, we need more specific information about the shape and dimensions of the plot. the shape of the plot (rectangular, triangular, irregular), the lengths of its sides, any existing grid lines or divisions within the plot.

Answer:

B. y + 7 = -6/5 (x+3)

Step-by-step explanation:

Use the given slope and point to substitute into the point-slope formula  y − y 1 = m ( x − x 1 ) .

Slope-intercept form:  y = − 6 /5 x − 53 /5

Point-slope form:  y + 7 = − 6 /5 ⋅ ( x + 3 )

The most common bottom numbers are "4, 8, and 16". A further explanation is provided below.

The bottom numeral indicates the type of remark to measure. That seems to be, if whether measures should be counted as quarterly notes, 8th or 16th notes.

As nothing more than a result, the only quantities you'll see as the bottom amount relate to note value systems:

You could keep going with 32 or 64, although presumably, you won't have to because it becomes a little cumbersome after a time.

Thus the aforementioned response is appropriate.

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Answer:

Step-by-step explanation:

The digit 3 in the number 4693 has a place value of 3 tens or 30. Therefore, the value of the number 3 in the number 4693 is 30.

The expected number of the real number in any sample size is 150.

What is sample size?

In statistics, the sample size refers to the group of people whose data is analyzed during calculation. Depending upon the constraints, the data is analyzed for the measurement. The analysis of samples is perform with the help of Binomial distribution.

According to the question, the given random sample can be solved with the help of Binomial distribution:

The sample size of teachers: n = 50

Percentage of ghost workers: 30%

Percentage of real workers: 70%

For ghost workers: n = 50 and p = 0.31 and q = 1 - p = 1 - 0.31 = 0.69

Now, to calculate the expected number of the real workers as per given samples:

For real workers: n = 50 and p = 0.70 and q = 1 - p = 1 - 0.70 = 0.30

Expected number is: (n)(q) = (50)(0.30) = 150

Hence, the expected number of the real number in any sample size is 150.

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The Exponential equation is 8x = 64. the correct answer is option A: log8 64 = x.

The exponential equation is 8x = 64.

To rewrite the exponential equation in logarithmic form, we use the following format:

log base a of b = c if and only if ac = b

Here, the base is 8 and the result is 64.

So, we can rewrite the equation as:

log8 64 = x

Therefore, the correct answer is option A: log8 64 = x.

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Answer:

  a) 49

  b) 84

  c) (B) -- always odd

Step-by-step explanation:

We observe that the number of square tiles is the square of the pattern number. The number of circular tiles is 1 more than the pattern number on each side of the square.

  square tiles = n²

  circular tiles = 4(n +1)

__

7² = 49 square tiles are needed for pattern number 7.

__

4(20+1) = 84 circular tiles are needed for pattern number 20.

__

The parity of the number of square tiles matches the parity of the pattern number. (The square of a number has the same parity as the number.) Since 4 is a factor in the number of circular tiles, its parity is always even. The parity of the total number of tiles will match the parity of the pattern number.

When the pattern number is odd, the total number of tiles will always be odd. (B)

The solution to the system of equations is x = -8/7, y = 4/7 and z = -2/7

The system of equations is given as

2x - y + 2z = -6

-3y + z = -2

2x - 3z = -4

Subtract 2x - 3z = -4 from 2x - y + 2z = -6

This is represented as

(2x - y + 2z = -6) - (2x - 3z = -4)

This gives

- y + 5z = -2

Multiply - y + 5z = -2 by 3

-3y + 15z = -6

Subtract -3y + 15z = -6 from -3y + z = -2

This is represented as

(-3y + z = -2) - (-3y + 15z = -6)

This gives

-14z = 4

Divide by -14

z = -2/7

Substitute z = -2/7 in - y + 5z = -2

- y - 5 * 2/7 = -2

This gives

- y - 10/7 = -2

Rewrite as:

y = 2 - 10/7

Evaluate

y = 4/7

Substitute z = -2/7 in 2x - 3z = -4

2x - 3 * 4/7 = -4

This gives

2x - 12/7 = -4

So, we have:

2x = 12/7 - 4

Evaluate

2x = -16/7

Divide by 2

x = -8/7

Hence, the solution to the system of equations is x = -8/7, y = 4/7 and z = -2/7

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The equation that relates the height of the kite to the speed of the wind is: h = 5w.

What is slope?

In mathematics, slope refers to the steepness or incline of a line on a graph. It is a measure of how much the dependent variable changes for every unit change in the independent variable.

To determine the relationship between the height of the kite and the speed of the wind, we can use linear regression to fit a line to the data points we have measured. The line will take the form y = mx + b, where y is the height of the kite, x is the speed of the wind, m is the slope of the line, and b is the y-intercept.

Using the three data points we have, we can calculate the slope of the line as follows:

m = (y2 - y1) / (x2 - x1)

= (75 - 50) / (15 - 10)

= 25/5

= 5

Therefore, the equation for the line is y = 5x + b. To find the value of b, we can use one of the data points.

For example, using the point (10, 50):

50 = 5(10) + b

b = 0

So the equation that relates the height of the kite to the speed of the wind is:

h = 5w

where h is the height of the kite in feet, and w is the speed of the wind in mph.

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Answer:

  dh/dt ≈ 0.55 ft/min

Step-by-step explanation:

The volume is given by the formula ...

  V = (1/3)πr²h

We have r = h/2, so the volume as a function of height is ...

  V = (1/3)π(h/2)²h = (π/12)h³

Then the rates of change are related by ...

  dV/dt = (π/4)h²·dh/dt

  dh/dt = (4·dV/dt)/(πh²) = 4(35 ft³/min)/(π(9 ft)²)

  dh/dt ≈ 0.55 ft/min

Answer:

The answer is the second option

Step-by-step explanation:

The data given in the table

Answer:

Step-by-step explanation:

3:7 = ___: 49

3 : 7 = x : 49

x = 3 × 49 ÷ 7

x = 147 ÷ 7

x = 21

3 : 7 = 21 : 49  (your answer)

Answer:

5

Step-by-step explanation:

Answer:

5

Step-by-step explanation:

(9×1)−(4×1)1×1

=9−4/ 1

=5/1

=5

Answer:

Step-by-step explanation:

Let x be the number of gallons of 3% salt solution needed, and y be the number of gallons of 5% salt solution needed. Then we have the following system of equations:

x + y = 30 (since we need a total of 30 gallons of solution)

0.03x + 0.05y = 0.05(30) (since we need a 5% salt solution)

Simplifying the second equation, we get:

0.03x + 0.05y = 1.5

Multiplying the first equation by 0.03, we get:

0.03x + 0.03y = 0.9

Subtracting this equation from the second equation, we get:

0.02y = 0.6

Dividing both sides by 0.02, we get:

y = 30

So we need 30 gallons of 5% salt solution. Substituting this into the first equation, we get:

x + 30 = 30

So x = 0.

Therefore, we need 0 gallons of 3% salt solution and 30 gallons of 5% salt solution to obtain 30 gallons of 5% salt solution.

Answer:

\(a_{n}\) = 2n + 1

Step-by-step explanation:

there is a common difference in the first 3 terms, that is

5 - 3 = 7 - 5 = 2

this indicates the sequence could be arithmetic with nth term

\(a_{n}\) = a₁ + d(n - 1)

where a₁ is the first term and d the common difference

here a₁ = 3 and d = 2 , then the general term is

\(a_{n}\) = 3 + 2(n - 1) = 3 + 2n - 2 = 2n + 1