express 80 as the product of its prime factors. write the prime factors in ascending order

Answer:

y= -4/3x - 1/2 is the perpendicular line to y= 3/4x -1/2

Step-by-step explanation:

The slope would be the negative reciprocal of your current slope :)

+3/4 would turn into -4/3 and you wouldnt change the y intercept

hope this helps

Answer:

30 feet

Step-by-step explanation:

For this problem we can use ratios 6:4 and x:20. We can also write these ratios as fractions 6/4 and x/20 or 3/2 and x/20. Set the two fractions equal to each other and solve for x:

3/2 = x/20

1.5 = x/20

30 = x

Answer:

There's no A so I'm going to assume you meant X

X = 23

Step-by-step explanation:

X is equal to 23, because 23 - 18 = 5

or 5 + 18 = 23

Answer:

                  Monomial    Binominal     Trimoninal

Degree 1:        -9x               x + 6

Degree 2:       -4\(x^{2}\)             \(4x^{2} -x\)       \(x -3x^{2} + 1\)

Degree 3:        4\(x^{3}\)            5 - 2\(x^{3}\)         \(3x^{2} + 3x^{3} -10\)

Step-by-step explanation:

I do not know how to explain how I got to this answer, but here is the answer.

Answer:

79.6 dollars saved

Step-by-step explanation:

Mail

4 times 54.90 equals 219.6

4 times 6.50 equals 26

4 times 8.34 equals 33.36

219.6 + 26 + 33.36 = 278.96

Local store

332 times .08 equals 26.56

332 + 26.56 = 358.56

Difference

358.56 - 278.96 = 79.6

Answer:

6

Step-by-step explanation:

If you use the distance formula, which is \(\sqrt{(x_{2}-x_{1})+(y_{2}-y_{1})\) and you plug everything in, you get 6.

The shape of the cross section of a triangular pyramid sliced by a plane that is perpendicular to its base is triangle.

The non-empty intersection of a solid body in three dimensions with a plane, or its equivalent in higher dimensions, is referred to as a cross section in geometry and science. Many parallel cross-sections are produced when an object is sliced. The boundary of a cross-section in three dimensions that is parallel to two of the axes, that is, parallel to the plane determined by these axes, is sometimes referred to as a contour line.

A triangle-shaped pyramid essentially has a triangle-shaped base. The cross section formed when an imaginary line is produced to cut through perpendicular to the base will still have a triangular orientation, but it will be smaller than it was when the pyramid's original triangular orientation or sides were there.

Therefore, the shape of the cross section of a triangular pyramid sliced by a plane that is perpendicular to its base is triangle.

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The value of \(2^{i8}\) are complex and can be expressed in multiple forms, such as in exponential  forms is \(e^{8ilog(2)}\), principal value of \((1-i)^{4i}\) is \((\sqrt{2}) ^{4i}* e^{\pi }\)

To find all values of \(2^{i8}\) ,  we can rewrite  2, in terms of the natural base ,e, using the property \(a^b = e^{blog(a)}\) Let's calculate it step by step:

1. Rewrite 2 in terms of e:

  \(2\) = \(e^{log(2)}\)

2.Substitute 2 in the expression \(2^{i8}\):

 \((e^{log(2)})^{8i}\) = \(e^{8ilog(2)}\)

3.Simplify the exponent i8log(2):

  i8log(2) = 8ilog(2)

Therefore, all values of \(2^{i8}\)  can be expressed as \(e^{8ilog(2)}\) , where e is Euler's number.

Moving on to the next part, to find the principal value of \((1-i)^{4i}\) ,  we'll use a similar approach:

1. Rewrite \((1-i)\)  in terms of e:

  \((1-i) = \sqrt{2} e^{-i\frac{\pi }{4}}\)

2.Substitute \((1-i)\) in the expression \((1-i)^{4i}\):

  \((1-i)^{4i}\) = \((\sqrt{2} e^{-i\frac{\pi }{4}})^{4i}\)= \((\sqrt{2} )^ {4i}\) . \((e^{-i\frac{\pi }{4}})^{4i}\)

3. Simplify the exponent 4i:

  \(({-i\frac{\pi }{4}}){4i}\) = \(\pi\)

Therefore, the principal value of \((1-i)^{4i}\) is \((\sqrt{2}) ^{4i}* e^{\pi }\).

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Answer:

Refers to a group of disorders characterized by impairment in the development of social interaction, verbal and non-verbal communication, imaginative activity, and a limited number of interests and activities that tend to be repetitive.

Step-by-step explanation:

Answer:

Step-by-step explanation:

first plug 362.50 in for y since that is our office supply expense

362.50 = 10.50x + 100

then we solve for x

362.50 = 10.50x + 100

262.50 = 10.50x

25 = x

so 25 are working in the office that month

hope this helps <3

The students should use a t-test to analyze the significance of the data they collected is a true statement.

In this scenario, the population standard deviation is unknown and the sample size is small (n=25). Therefore, a t-test should be used instead of a z-test. The t-test is a statistical hypothesis test that is used to determine if there is a significant difference between the means of two groups when the sample size is small and/or the population standard deviation is unknown.

Using a t-test will allow the students to analyze the significance of their data in a more appropriate and accurate way, taking into account the small sample size and the fact that they do not know the population standard deviation.

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Statistical significance refers to the likelihood that the association between two variables is not due to chance alone. In other words, it is a measure of the probability that the observed relationship between two variables is real and not just a result of random variation or sampling error.

When analyzing data, researchers often use statistical tests to determine whether there is a significant association between two variables. A p-value is calculated, which represents the probability that the observed relationship between the variables is due to chance. If the p-value is less than a predetermined threshold (usually 0.05), the results are considered statistically significant, and the researchers can conclude that there is a real association between the variables. It's important to note that statistical significance does not necessarily imply practical significance. Just because a relationship is statistically significant does not mean that it is important or meaningful in real-world terms. Additionally, statistical significance only tells us about the strength of the relationship between two variables, not about causation or directionality. Therefore, it is always important to interpret statistical significance in the broader context of the research question and study design.

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In the given triangle, the length of missing side is 15.

A triangle is a geometric figure with three edges, three angles and three vertices. It is a basic figure in geometry.

The sum of the angles of a triangle is always 180°

In the given triangle,

Side BD = 5, CE = 3 and AE = 9

Let the side AD is x,

Since, line BC and DE and parallel to each other,

Therefore, by side splitter theorem,

A line that is parallel to one side of a triangle and crosses the other two sides equally divides the side in proportional ratio.

Implies that,

AD/BD = AE/EC

x/5 = 9/3

x/5 = 3

x = 15

The value of side AD is 15.

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The work done by the gas during the isothermal expansion is 331.32 J.

Isothermal Expansion refers to a process in which the temperature of a system stays constant while the volume increases. In this process, an ideal gas expands from 1.1 m³ to 1.8 m³, and the gas constant is R = 8.314 J/(mol K).

The work done by the gas during the isothermal expansion can be calculated as follows:Answer:During an isothermal process, the change in internal energy of the system is zero since the temperature remains constant.

Therefore,ΔU = 0The first law of thermodynamics is given by:ΔU = q + w

where q is the heat absorbed by the system, and w is the work done on the system.Since ΔU = 0 for an isothermal process, the above equation reduces to:w = -q

During an isothermal process, the heat absorbed by the system is given by the equation:q = nRTln(V₂/V₁)Where, n is the number of moles, R is the gas constant, T is the temperature, V₁ is the initial volume, and V₂ is the final volume.

Substituting the given values, we have:q = (1 mol) × (8.314 J/(mol K)) × (293 K) × ln(1.8 m³ / 1.1 m³)q = 331.32 J

Therefore, the work done by the gas during the isothermal expansion is given by:w = -qw = -(-331.32 J)w = 331.32 J

Thus, the work done by the gas during the isothermal expansion is 331.32 J.

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To find the number of licorice ropes r that came in the bag, the equation would be r = 27.

A system of equations is two or more equations that can be solved to get a unique solution.

Each student gets 3 licorice ropes to decorate the roof of his or her gingerbread house.

Let the number of licorice ropes that came in the bag be r.

The equation formed:

Therefore, to find the number of licorice ropes r that came in the bag, the equation would be r = 27.

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Using the inscribed angle theorems, the measure of the indicated angles are:

1. m∠BOA = 26°

2. m∠BDA = 13°

3. m∠BCA = 13°

Based on the inscribed angle theorem, the following relationships are established:

Given:

Intercepted arc BA = 26°

1. ∠BOA is central angle

Thus:

m∠BOA = 26° (inscribed angle theorems)

2. ∠BDA is inscribed angle.

m∠BDA = 1/2(30) = 13° (inscribed angle theorems)

3. m∠BCA = m∠BDA = 13° (inscribed angle theorems)

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The derivative of f(x) = 2/x using the limit definition is

f'(x) = -2 / (x²).

To differentiate the function f(x) = 2/x using the limit definition of the derivative, we start by applying the definition:

f'(x) = lim(h->0) [f(x + h) - f(x)] / h

Let's substitute the function f(x) = 2/x into the expression:

f'(x) = lim(h->0) [2/(x + h) - 2/x] / h

Next, let's simplify the expression inside the limit:

f'(x) = lim(h->0) [(2x - 2(x + h)) / (x(x + h))] / h

f'(x) = lim(h->0) [-2h / (x(x + h))] / h

Now, we can cancel out the h in the numerator and denominator:

f'(x) = lim(h->0) -2 / (x(x + h))

Finally, we can take the limit as h approaches 0:

f'(x) = -2 / (x²)

Therefore, the derivative of f(x) = 2/x using the limit definition is

f'(x) = -2 / (x²).

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The bias displayed by investors who consider the $60 price a bargain relative to the recent $100 price is: b) Anchoring

Anchoring bias refers to the tendency to rely heavily on the first piece of information encountered (the anchor) when making decisions or judgments. In this case, the initial anchor is the high price of $100, and investors are using that as a reference point to evaluate the $60 price as a bargain. They are "anchored" to the previous high price and are influenced by it when assessing the current value.

Anchoring bias is a cognitive bias that affects decision-making processes by giving disproportionate weight to the initial information or reference point. Once an anchor is established, subsequent judgments or decisions are made by adjusting away from that anchor, rather than starting from scratch or considering other relevant factors independently.

In the given scenario, the initial anchor is the high price of $100 per share for Walmart. When the price falls to $60 per share, some investors consider it a bargain relative to the previous high price. They are influenced by the anchor of $100 and perceive the $60 price as a significant discount or opportunity to buy.

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The frequency for a particular class is indeed the number of original values that fall into that class. In the context of your question, the number of individuals included in the summary is the sum of the frequencies.

In simple terms, the frequency of a class tells us how many times a particular value appears in the dataset. For example, if we have a dataset of test scores and one of the classes is "60-69", the frequency of that class would be the number of students who scored between 60 and 69.

To calculate the frequency of a class, we first need to define the class boundaries or intervals. This can be done in different ways depending on the nature of the data, but a common method is to group the data into intervals of equal width. Once we have defined the classes, we count the number of data points that fall into each class. This gives us the frequency for each class.

Now, the sum of the frequencies for all the classes should equal the total number of data points in the dataset. This is because each data point should be counted exactly once in the frequency distribution. In other words, the number of individuals included in the summary is the sum of the frequencies.

It is important to note that the frequency distribution is not the same as the original dataset, but rather a summary of it. However, it can be very useful for analyzing and interpreting the data. For instance, we can use the frequency distribution to identify patterns or trends in the data, such as the presence of outliers or the skewness of the distribution.

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The total probability rule is used when an an analyst is interested in a)all potential outcomes. So, correct option is a.

Probability is the branch of the mathematics concerning numerical descriptions of how likely an event is going to occur, or how likely it is that a proposition is true. The probability of an event is the number between 0 and 1, where, roughly speaking, 0 indicates that impossibility of the event and 1 indicates certainty. If  probability of an event is higher then, the more likely it is that the event will occur.

Probability can be defined as the proportion  of the number of favorable outcomes to the total number of outcomes of an event..

Hence, option a is correct.

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When arranging indistinguishable objects in such a way that no two objects are in the same row or column, the number of possible arrangements depends on the dimensions of the grid.

The number of ways to arrange indistinguishable objects without any repetitions in a grid, such that no two objects are in the same row or column, depends on the dimensions of the grid. Let's assume the grid has M rows and N columns. In this case, the number of possible arrangements can be determined using combinatorics.

To find the total number of arrangements, we start with the first column. There are M choices for the first object in this column. Moving to the second column, there are M-1 choices since we need to avoid repetition within the same row. Continuing this process, the number of choices decreases by 1 for each subsequent column.

Therefore, the total number of arrangements can be calculated as M x (M-1) x (M-2) x ... x (M-N+1), where N is the number of columns. This can be further simplified as M! / (M-N)!, where "!" represents the factorial operation.

In conclusion, when arranging indistinguishable objects in a grid such that no two objects are in the same row or column, the number of possible arrangements depends on the dimensions of the grid. By applying combinatorial principles, the total number of arrangements can be calculated using the formula M! / (M-N)!.

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Answer

Explanation

Given:

To determine the value of g(f(x)), we substitute x with 1/3x^2+4 for g=9x-12:

Therefore, the value of g(f(x)) is C:

Answer:

20, the answer is 20 members

Answer:

3) On a test of 25 questions, a student 4) Alisa earned $30 raking leaves. She ... 80% horror. 6Sn-sdo 1800 ... How many tickets were a) What percent of her weight did sold? ... b) Atlantic Auditorium has 850 seats. b) At the next visit, we were happy to see ... members of the art club voted in the more students joined. election.

Step-by-step explanation:

Answer:Z

cos x dx = sin x + C

Z

sec2 x dx = tan x + C

Z

sec x tan x dx = sec x + C

Z

1

1 + x2

dx = arctan x + C

Z

1

√

1 − x2

dx = arcsin x + C

8.1 Substitution

Needless to say, most problems we encounter will not be so simple. Here’s a slightly more

complicated example: find

Z

2x cos(x

2

) dx.

This is not a “simple” derivative, but a little thought reveals that it must have come from

an application of the chain rule. Multiplied on the “outside” is 2x, which is the derivative

of the “inside” function x

2

. Checking:

d

dx sin(x

2

) = cos(x

2

)

d

dxx

2 = 2x cos(x

2

),

so Z

2x cos(x

2

) dx = sin(x

2

) + C.

Even when the chain rule has “produced” a certain derivative, it is not always easy to

see. Consider this problem:

Z

x

3

p

1 − x

2 dx.

There are two factors in this expression, x

3

and p

1 − x

2, but it is not apparent that the

chain rule is involved. Some clever rearrangement reveals that it is:

Z

x

3

p

1 − x

2 dx =

Z

(−2x)

−

1

2

(1 − (1 − x

2

))p

1 − x

2 dx.

This looks messy, but we do now have something that looks like the result of the chain

rule: the function 1 − x

2 has been substituted into −(1/2)(1 − x)

√

x, and the derivative

Step-by-step explanation:Z

cos x dx = sin x + C

Z

sec2 x dx = tan x + C

Z

sec x tan x dx = sec x + C

Z

1

1 + x2

dx = arctan x + C

Z

1

√

1 − x2

dx = arcsin x + C

8.1 Substitution

Needless to say, most problems we encounter will not be so simple. Here’s a slightly more

complicated example: find

Z

2x cos(x

2

) dx.

This is not a “simple” derivative, but a little thought reveals that it must have come from

an application of the chain rule. Multiplied on the “outside” is 2x, which is the derivative

of the “inside” function x

2

. Checking:

d

dx sin(x

2

) = cos(x

2

)

d

dxx

2 = 2x cos(x

2

),

so Z

2x cos(x

2

) dx = sin(x

2

) + C.

Even when the chain rule has “produced” a certain derivative, it is not always easy to

see. Consider this problem:

Z

x

3

p

1 − x

2 dx.

There are two factors in this expression, x

3

and p

1 − x

2, but it is not apparent that the

chain rule is involved. Some clever rearrangement reveals that it is:

Z

x

3

p

1 − x

2 dx =

Z

(−2x)

−

1

2

(1 − (1 − x

2

))p

1 − x

2 dx.

This looks messy, but we do now have something that looks like the result of the chain

rule: the function 1 − x

2 has been substituted into −(1/2)(1 − x)

√

x, and the derivative

The total number of outcomes possible is equal to the product of the number of equally likely outcomes of each spinner.

To determine the number of outcomes possible when you spin two spinners, you need to multiply the number of outcomes of each spinner together.

For example, if one spinner has 4 equally likely outcomes (labeled A, B, C, and D), and the other spinner has 3 equally likely outcomes (labeled X, Y, and Z), then the total number of outcomes possible when you spin both spinners is:

4 x 3 = 12

There are 12 possible outcomes when you spin both spinners.

In general, if the first spinner has n1 equally likely outcomes, and the second spinner has n2 equally likely outcomes, then the total number of outcomes possible when you spin both spinners is:

n1 x n2

Therefore, to determine the number of outcomes possible when you spin two spinners, you need to know the number of equally likely outcomes for each spinner.

It is important to note that the outcomes of each spinner are assumed to be equally likely. If one spinner is biased or weighted, then the outcomes may not be equally likely, and the total number of outcomes possible may be affected.

In summary, to determine the number of outcomes possible when you spin two spinners, you need to multiply the number of equally likely outcomes of each spinner together. The total number of outcomes possible is equal to the product of the number of equally likely outcomes of each spinner.

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Answer:

18

Step-by-step explanation:

18 ÷ 3 = 6

6 ⋅ 2 = 12

Therefore, 12 is 2/3 of 18.

Answer:

70

Step-by-step explanation:

20 x 7 = 140 divided by 2 = 70

Answer:

The answer is B

Step-by-step explanation:

Answer:

B is right

Step-by-step explanation:

I got 100 on my test, give the other person brainliest.