Find the smallest number which is when divided by 25,30and75 leavrs remainder.

Answer:

-5n+5n=0=>

5n(1-1)=0=>

5n(0)=0=>

0=0

Answer:

$16.56

Step-by-step explanation:

Answer:

Carlos should get back $16.56

the control limits for the x-bar chart are 9.7439 minutes (LCL) and 11.0561 minutes (UCL), and the control limits for the R chart are 0 minutes (LCL) and 2.0529 minutes (UCL).

To compute the control limits for the x-bar (mean) and R (range) charts, we'll use the following formulas:

For the x-bar chart:

Upper Control Limit (UCL) for x-bar = x-double-bar + A2 * R-bar

Lower Control Limit (LCL) for x-bar = x-double-bar - A2 * R-bar

For the R chart:

Upper Control Limit (UCL) for R = D4 * R-bar

Lower Control Limit (LCL) for R = D3 * R-bar

Where:

x-double-bar = Overall mean of the sample means

R-bar = Overall mean of the sample ranges

A2 = Constant from the control chart constants table

D4 = Constant from the control chart constants table

D3 = Constant from the control chart constants table

For sample sizes of 4, the control chart constants are as follows:

A2 = 0.729

D4 = 2.281

D3 = 0

Given the information you provided:

Overall mean (x-double-bar) = 10.4 minutes

Average range (R-bar) = 0.9 minutes

Let's calculate the control limits:

For the x-bar chart:

UCL for x-bar = 10.4 + 0.729 * 0.9

             = 10.4 + 0.6561

             = 11.0561 minutes

LCL for x-bar = 10.4 - 0.729 * 0.9

             = 10.4 - 0.6561

             = 9.7439 minutes

For the R chart:

UCL for R = 2.281 * 0.9

         = 2.0529 minutes

LCL for R = 0

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Expression that has the same addend twice, such as 3 + 3 = 6 or 8 + 8 = 16

What do you mean by One-to-One Correspondence?

the capability of relating one object to another. For each number spoken aloud, the learner should be able to count or move one object while saying "1,2,3,4". She has not learned one-to-one correspondence if she accidentally counts an object twice or skips one of the things while counting. Before starting Giggle Facts, students must be able to match one object to each number counted.

Remind your kids that a double fact is a mathematical expression that has the same addend twice, such as 3 + 3 = 6 or 8 + 8 = 16. Give children the chance to practise combining groups of the same number using manipulatives or other classroom supplies.

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Answer:

A double expression

Step-by-step explanation:

To find the value of s3 in the given sigma summation series and calculate the truncation error, let's first analyze the series and determine its pattern.

The series can be written as:

s = (0.2 * 1) / 0.8 + (0.2 * 2) / 0.8 + (0.2 * 3) / 0.8 + ...

We notice that each term in the series has the form (0.2 * n) / 0.8. We can simplify this expression by dividing both the numerator and denominator by 0.2:

s = n / 4

Now, let's calculate s3 by substituting n = 3:

s3 = 3 / 4

s3 = 0.75

So, the value of s3 in the series is 0.75.

Now, let's calculate the truncation error. The truncation error is the difference between the actual sum of the series and the sum obtained by truncating or stopping at a certain term.

Given that the series sum is 0.3125 and we have s3 = 0.75, we can calculate the truncation error:

Truncation error = |Actual sum - Sum truncated at s3|

Truncation error = |0.3125 - 0.75|

Truncation error = |-0.4375|

Truncation error = 0.4375

The truncation error in this case is 0.4375.

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Here's li\(^{}\)⁣nk to the asnwer:

bit\(^{}\).ly/2X0\(^{}\)7dra

The graph of c(x) is plotted and attached

Domain: (-∞, ∞)

Range: (-∞, 6)

Horizontal asymptotes: y = 6

The graph of c(x) is gotten from the equation which is given from the parent function. which is f(x) = 2ˣ. c(x) = -f(x) + 6

Substituting for f(x), we arrive at

c(x) = -2ˣ + 6

The equation is an exponential function. From the graph, e can deduce that:

Domain: (-∞, ∞)

Range: (-∞, 6)

Horizontal asymptotes: Horizontal asymptotes are horizontal lines that a function approaches as the input (x) approaches positive or negative infinity. From the graph, the horizontal asymptotes y = 6

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The outcomes are, Flibanserin either performs no better than a placebo or performs better than a placebo; a decision must be taken.

What is possible outcomes?

An outcome is a potential finding from a test or experiment. Each conceivable result of a specific experiment is distinct, and many results are incompatible. The components of a sample space are all the potential results of an experiment.

As, an experiment like the one described above ultimately has to make a choice between two possible outcomes, therefore, Flibanserin either performs no better than a placebo or performs better than a placebo; a decision must be taken.

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Answer:

C

Step-by-step explanation:

Your answer is C this is just observation so no need for explanation

Answer:

-6x²+xy-6y²

Step-by-step explanation:

3y² - 4x² + xy - 2x² - 9y²

-4x²+ xy - 2x² - 6y²

-6y² + xy - 6y²

Answer:

−6x² + xy − 6y²

Step-by-step explanation:

Simplify 3y²-4x² + xy - 2x² - 9y²​

Step 1

Subtract 9y² from 3y²

−4x² +xy −2x² −6y²

Step 2

Subtract 2x²  from −4x²

−6x²  + xy  − 6y²

Step-by-step explanation:

(6 - W)/(10+10)= (6 - W)/20= 2

6 - W= 40

-W= 34

W= -34

Answer:

line can be described by the equation y = mx + b, where m is the slope of the line and b is the y-intercept, which is the point where the line crosses the y-axis.

Since we are given that the line has a slope of 1 and includes the point (10, 10), we can plug these values into the equation to solve for the y-intercept. We get:

10 = 1 * 10 + b

b = 10 - 10

b = 0

So the equation of the line is y = x + 0, or simply y = x.

Since we are also given that the line includes the point (u, 9), we can substitute this value for y in the equation of the line to solve for u. We get:

9 = x

x = 9

Therefore, the value of u is 9.

Uday Tahlan

line that includes the points (-10, W) and (10, 6) has a slope of I. What is the value of w?

Can someone please help me?

Thank you!

To find the value of W, we can use the slope-intercept form of a linear equation, which is y = mx + b, where m is the slope and b is the y-intercept.

Since we are given that the line includes the points (-10, W) and (10, 6) and has a slope of I, we can use these two points to find the value of W.

First, we can plug in the coordinates of one of the points and the value of the slope into the equation to solve for the y-intercept. Let's use the point (10, 6):

6 = I * 10 + b

b = 6 - 10I

Then, we can plug the values of the slope and y-intercept into the equation and solve for W using the coordinates of the other point (-10, W):

W = I * (-10) + (6 - 10I)

= -10I + 6 - 10I

= 6 - 20I

Therefore, the value of W is 6 - 20I.

Therefore, the formula for P(A | B^c) is given by the probability of the intersection of events A and B divided by the probability of the complement of event B.

To derive a formula for P(A | B^c), we can use the definition of conditional probability:

P(A | B) = P(A ∩ B) / P(B)

Since B and B^c are complementary events (i.e., B and B^c together cover the entire sample space S), we can write:

P(B^c) = 1 - P(B)

Multiplying both sides of the equation by P(B), we have:

P(B^c) * P(B) = P(B) - P(B ∩ B)

Since B and B^c are disjoint events (i.e., they have no elements in common), we have:

P(B^c ∩ B) = 0

Therefore, the equation simplifies to:

P(B^c) * P(B) = P(B)

Dividing both sides by P(B), we get:

P(B^c) = 1

Now, we can rewrite the formula for conditional probability as:

P(A | B) = P(A ∩ B) / P(B)

Multiplying both sides of the equation by P(B^c), we have:

P(A | B) * P(B^c) = P(A ∩ B) / P(B) * P(B^c)

Since P(B^c) = 1, the equation simplifies to:

P(A | B) = P(A ∩ B)

Finally, rearranging the equation, we obtain the formula for P(A | B^c):

P(A | B^c) = P(A ∩ B) / P(B^c)

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Answer:

A. The answer is 165.85.                                                                                        B. The best answer is 1.435 ·103 because while they both are really small for a rail road track that one is bigger. the final answer for that is 147.805mm.

Step-by-step explanation:

(3.9 x 10³³) / 1  =  X / (2.45 x 10⁵)  .

Solve that proportion for ' X ' in the usual way.

If you can't remember how to solve a proportion, then  

THAT's what you have to go look up.  It's much more

important to you right now than how much energy the  

sun is putting out.

7.4 x 10⁴ mm is the same size as about 243 feet !

If the tracks on a DVD were that far apart, there would not be  

room for very many tracks on a DVD.  That's not reasonable.

If the tracks are  7.4 x 10⁻⁴ mm apart, then there are about  

34,000 tracks in a stripe that's 1-inch wide.  I have no idea

how they do this, but it's certainly more reasonable than the  

other choice.                                                                                                                      Hope this helps! Can you please give me Brainleist?

The company should survey a representative sample of their customer population to understand why their customers chose their brand.

A representative sample is a subset of the population that accurately reflects the characteristics of the entire population. By surveying a representative sample, the company can obtain insights about the preferences, needs, and expectations of their customer base as a whole, rather than just a specific subset of customers.

Conducting a survey with customers who have purchased more than five products or live in high-income areas may bias the results towards a specific group of customers, while surveying customers who purchased a different brand may not provide relevant information about why customers chose the company's brand.

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To analyze the variables Birth Rate and Death Rate at the same time the scatter plot would be appropriate to use.

A scatter chart, also called as a scatter plot, is a graph that displays the correlation between two variables. They are a very effective type of chart because they enable viewers to see relationships or trends that would be nearly impossible to see in any other form right away.

Modern scatter charts are based on René Descartes' 17th-century cartesian coordinates system, albeit their exact origins are unknown. The majority of scatter plots used in science journals and publications may be found there.

One of the most adaptable and practical inventions in the history of statistical graphs is the scatter chart. This can seem like a bold statement, but scatter charts help make sense of muddled data. They are a tool for discovery as well as visualisation, which is a much bigger role for them.

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The rule f, which inputs a person and outputs their biological mother, can be considered a function. In a biological context, each person has a unique biological mother, and the rule f assigns exactly one mother to each person.

The domain of the function f would be the set of all individuals, as any person can be input into the function to determine their biological mother. The range of the function f would be the set of all biological mothers, as the output of the function is the mother corresponding to each individual.

It is important to note that this function assumes a traditional biological understanding of parentage and may not encompass non-traditional family structures or consider other forms of parental relationships.

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I do not agree with the statement that mutually exclusive events and independent events are the same, as they are two distinct concepts.

P(A ⋂ B) = 0 since A and B are mutually exclusive. This means that they cannot both occur together. Mutually exclusive events are not necessarily independent events, meaning that they don’t necessarily have no effect on each other. P(A | B) = 0 since P(A ⋂ B) = 0.

No, I do not agree with this statement. Mutually exclusive events and independent events are not the same. Mutually exclusive events cannot occur together, meaning that their probabilities can never be added, and the occurrence of one event does not affect the probability of the other. However, independent events are events that are not affected by each other and their probabilities can be added.

I do not agree with the statement that mutually exclusive events and independent events are the same, as they are two distinct concepts.

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Answer:

400 red boxes were sold

Step-by-step explanation:

Step 1: Our output value is 2000.

Step 2: We represent the unknown value with x.

Step 3: From step 1 above,2000=100%.

Step 4: Similarly, x=40%.

Step 5: This results in a pair of simple equations:

2000=100%

x=40%(2)

Step 6: By dividing equation 1 by equation 2 and noting that both the RHS (right hand side) of both

equations have the same unit (%); we have

2000/x = 100%/40%

Step 7: Again, the reciprocal of both sides gives

x/2000 = 40%/100%

x=800

Therefore, 40% of 2000 is 800

and to find 50% just divide by 2

Answer:

13.2664991614

Step-by-step explanation:

Answer:   13.2664991614

hope this helps <3

Answer:

The radius increase when the volleyball is fully inflated is 0.5

Step-by-step explanation:

Volume of Partially inflated volleyball = 180 in³

Volume of Full inflated volleyball = 294 in³

We need to find how much does the radius increase when the volleyball is fully inflated?

First we will find the radius of both Partially inflated and Full inflated volleyball. Then we will find increase in radius.

The formula for Volume of sphere is: \(Volume=\frac{4}{3}\pi r^3\)

Finding Radius of Partially inflated volleyball

Volume = 180

Putting values and finding radius of Partially inflated volleyball

\(Volume=\frac{4}{3}\pi r^3\\180=\frac{4}{3}*3.14*r^3\\4.186r^3=180\\r^3=\frac{180}{4.186}\\r^3=43.0\\Taking\:cube\:root\:on\:both\:sides\\\sqrt[3]{r^3}=\sqrt[3]{47}\\r= 3.6\)

So, radius of Partially inflated volleyball is r = 3.6

Finding Radius of Fully inflated volleyball

Volume = 294

Putting values and finding radius of Fully inflated volleyball

\(Volume=\frac{4}{3}\pi r^3\\294=\frac{4}{3}*3.14*r^3\\4.186\:r^3=294\\r^3=\frac{294}{4.186}\\r^3=70.23\\Taking\:cube\:root\:on\:both\:sides\\\sqrt[3]{r^3}=\sqrt[3]{70.23}\\r= 4.1\)

So, radius of Partially inflated volleyball is r = 4.1

Now, finding increase in radius by subtracting radius of fully inflated volleyball with partially inflated volleyball

Increase in radius of Fully inflated volleyball = 4.1 - 3.6

Increase in radius of Fully inflated volleyball = 0.5

So, the radius increase when the volleyball is fully inflated is 0.5

Answer:

9 feet wide

Step-by-step explanation:

22- 2(2) = 18 you have to subtract both heights

18/2 = 9 take the remainder and divide by two for both widths of rectangle

Let's solve for x by factoring this quadratic equation.

We first need to determine which two numbers multiply to -28 (c) but add to 3 (b).

The two numbers that multiply to -28 and add to 3 are 7 and -4.

Therefore, we can factor this equation like so:

Now, we can set this equation to 0 and solve for x.

If we look at each factor individually, we can determine the values of x:

Subtract 7 from both sides of the equation.

Now, let's look at the other factor:

Add 3 to both sides of the equation.

The solution of x^2 + 3x - 28 is x = -7, x = 4.

The largest rectangular box in the first octant with three faces in the coordinate planes and one vertex in the plane x + 3y + 4z = 9 has dimensions x = 1.5, y = 1, and z = 2.25, with a maximum volume of 3.375 cubic units.

To find the largest rectangular box in the first octant with three faces in the coordinate planes and one vertex in the plane x + 3y + 4z = 9, we can use the method of Lagrange multipliers.

Let the sides of the rectangular box be represented by the variables x, y, and z. We want to maximize the volume V = xyz subject to the constraint x + 3y + 4z = 9.

The Lagrangian function is then given by L = xyz + λ(x + 3y + 4z - 9).

Taking the partial derivatives of L with respect to x, y, z, and λ, and setting them equal to zero, we get:

yz + λ = 0

xz + 3λ = 0

x*y + 4λ = 0

x + 3y + 4z - 9 = 0

Solving these equations simultaneously, we get:

x = 1.5, y = 1, z = 2.25, and λ = -0.5625

Therefore, the maximum volume of the rectangular box is V = 1.512.25 = 3.375 cubic units.

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Answer:

19/8 and 22/7

Step-by-step explanation:

Answer:

[A. 19/6 and 22/7]

Step-by-step explanation:

The sum of the polynomials is 3x² + 6x + 4.

Answer: I'll have to say it's C or D but I think it's D

Hope it helped :D

Step-by-step explanation:

the equation is y=8

check the image above

please brainliest

Answer:

Step-by-step explanation:

the correct answer would be  -5/-1=|6x|

The absolute value equation for each of the graphs are |x + 3| = 2 and |x - 4| = 1 respectively.

An equation is an expression that shows the relationship between two or more numbers and variables.

An inequality shows the non equal comparison of numbers and variables.

A) For the inequality shown, the midpoint is [(-1) + (-5)]/2 = -3. The distance from each of the endpoint to the midpoint is 2 units (i.e. from -1 to -3 or from -5 to -3). Hence:

Absolute inequality is:

|x - midpoint| = distance from endpoint to midpoint

This gives:

|x - (-3)| = 2

|x + 3| = 2

B) For the inequality shown, the midpoint is [3 + 5]/2 = 4. The distance from each of the endpoint to the midpoint is 1 units (i.e. from 3 to 4 or from 5 to 4). Hence:

Absolute inequality is:

|x - midpoint| = distance from endpoint to midpoint

This gives:

|x - 4| = 1

The absolute value equation for each of the graphs are |x + 3| = 2 and |x - 4| = 1 respectively.

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x = -3 is the only inflection point of the function f(x) = -x^4 - 3x^3 + 3x - 2.

To determine the open intervals on which the function f(x) = -x^4 - 3x^3 + 3x - 2 is concave up or down, we need to analyze the second derivative of the function and identify the sign changes.

First, let's find the second derivative of f(x) by taking the derivative of the first derivative:

f'(x) = -4x^3 - 9x^2 + 3

f''(x) = -12x^2 - 18x

To find the intervals where f(x) is concave up or down, we need to determine the sign of f''(x) within these intervals.

Find the critical points of f''(x) by setting f''(x) = 0:

-12x^2 - 18x = 0

-6x(x + 3) = 0

This equation has two critical points: x = 0 and x = -3.

Divide the number line into three intervals based on these critical points: (-∞, -3), (-3, 0), and (0, +∞).

Test the sign of f''(x) within each interval.

For x < -3, pick a test point, e.g., x = -4:

f''(-4) = -12(-4)^2 - 18(-4) = -192 + 72 = -120

Since f''(-4) < 0, f(x) is concave down in the interval (-∞, -3).

For -3 < x < 0, pick a test point, e.g., x = -1:

f''(-1) = -12(-1)^2 - 18(-1) = -12 + 18 = 6

Since f''(-1) > 0, f(x) is concave up in the interval (-3, 0).

For x > 0, pick a test point, e.g., x = 1:

f''(1) = -12(1)^2 - 18(1) = -12 - 18 = -30

Since f''(1) < 0, f(x) is concave down in the interval (0, +∞).

Therefore, f(x) is concave up on the interval (-3, 0) and concave down on the intervals (-∞, -3) and (0, +∞).

To find the inflection points, we need to determine where the concavity changes, i.e., where f''(x) changes sign.

From the analysis above, we have one sign change in f''(x), from negative to positive, at x = -3.

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A strong positive relationship between number f hours worked, x, and the total dollars earned, y, means that the higher the number of hours worked, the higher the total dollars earned and vice versa.

Recall:

Therefore, a strong positive relationship between number f hours worked, x, and the total dollars earned, y, means that the higher the number of hours worked, the higher the total dollars earned and vice versa.

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