how to simply 5x +13-5+7x

Answer:

i dont see anything

Step-by-step explanation:

Answer:

\(\frac{3}{12}, \frac{8}{10},\frac{2}{12}\)  

Step-by-step explanation:

→ Find the multiplier in the first one

12 ÷ 4 = 3

→ Multiply onto top

\(\frac{3}{12}\)

→ Find multiplier for second one

10 ÷ 5 = 2

→ Multiply

2 × 4 = 8

Answer:

Step-by-step explanation:

A triangle adds up to 180 degrees. Thus the answer to this question is

90°, 45°, and 45°.

90°+45°+45° = 180°

Answer:

90°, 45°, and 45°

Step-by-step explanation:

pls tell me if wrong have a good day/night<3

Answer:

Step-by-step explanation:

Standard for is 5x=28. Factoring gives you x=28/5

Answer:

Speed from NY to LA is 172 mph

Step-by-step explanation:

Let the jet’s speed from NY to LA be x mph.The speed form NY to LA would be (x-140) mph

Mathematically, we know that distance = speed * time

The total speed will x + x -140 = 2x-140

Now;

12(2x-140) = 2450

24x - 1680 = 2450

24x = 2450 + 1680

24x = 4130

x = 4130/24

x = 172.1 which is approximately 172 mph

Answer: 64-n^14

Step-by-step explanation: Combine like terms :)

Answer:

64-n^14

sorry for stealing the answer from the person above me-

Answer:

2.5

Step-by-step explanation:

2.5

Answer:

2.5s

Step-by-step explanation:

Time = \(\frac{Distance}{Speed} =\frac{5 meters}{2m/s} =2.5s\)

Answer:

C. 3 × (54 + 21) < 6 × (54 + 21)

Step-by-step explanation:

This is because, the factor 3 in from of the elements in parentheses on the left hand side is less than the factor 6 in from of the elements in parentheses on the right hand side. Thus, the product on the left hand side is less than the product on the right hand side, since the sum in parentheses on both sides are the same.

Answer:

(a) Find the probability that Bob understands Alice correctly.

The probability that Alice will send 1 and Bob will receive it correctly is P, and the probability that she sends a 0 and Bob receives it correctly is 1 – p. Bob will receive the 1 correctly only if the noise is not below -½, and he will receive the 0 correctly only if the is not above ½.  

Therefore, the probability of receiving both messages correctly is:

P = P(Noise ≤ ½) x (1 – p) + P(Noise ≥ -½) x p

Since the probability of the noise is normally distributed, then:

P(Noise ≤ ½)  = P(Noise ≥ -½)  

Therefore,  

P(Noise ≤ ½)  = P(N/σ ≤ ½σ) = ½σ

(b) What happens to the result from (a) if σ is very small? What about if σ is very large? Explain intuitively why the results in these extreme cases make sense.

Think about this case intuitively, if the noise level is very low and σ is low, then the probability of understanding the message correctly is very high. If σ is low, then ½σ will be high. On the other hand, if the noise level is very high and σ is high, then the probability of understanding the message correctly will be much lower (½σ will be low). Bob will probably be guessing if its a 1 or a 0.

Just imagine when you are trying to talk with someone and there is a lot of noise, you will not be able to understand all the words correctly if the noise level is too high.

The required probability is \(P(Bob\ interpreted\ right) = \phi (0.5/ \sigma)\)

It is a branch of mathematics that deals with the occurrence of a random event. The value is expressed from zero to one.

Let A is the code Alice sent and B is the code Bob received.

We have \(B = A + E\)  where E is the error term with \(N(0,\sigma^2)\)

So, \(B|(A=0)\sim N(0,\sigma^2)\) and \(Y|(A=1)\simN(1,\sigma^2)\)

\(P(Bob\ interpreted\ right)= P(Alice\ sent 0) \times P(Bob\ Received\ 0) + P ( Alice\ sent\ 1) \times P( Bob\ received\ 1)\)

Let the probability that Alice sent 0 be p so \(P(X=0) = p\) and \(P(X=1) = 1-p\)

\(P(Bob\ interpreted\ right)= P (B\le 0.5|A= 0)P(A=0) + P(B > 0.5|B = 1)P(A=1)\)

Let's calculate \(P (B\le 0.5|A = 0); as\ B |(A = 0) \sim N(0, \sigma^2 )\)

So, \(P (B\le 0.5|A = 0)\) will be calculated by \(Z –value = \frac{0.5}{\sigma}\)

So, \(P (B\le 0.5|A = 0) = \phi (0.5/ \sigma)\)

So, \(P(Bob\ interpreted\ right) = p \times \phi (0.5/ \sigma) + (1-p) \times \phi (0.5/ \sigma) \\= \phi (0.5/ \sigma)\)

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Answer:

Let n be the number.

So, 3 times n is 3n.

And reduced by 5 is -5.

So the answer is 3n-5.

Let me know if this helps!

Answer:

56 Primitive feet

Step-by-step explanation:

Answer: Her average speed was 480 km/ 5h which is 96.

Step-by-step explanation: When she went there her speed 120 km/ h and if the distance was 240 km, then it took her 2 hours to get there. 240 divided by 120 is 2. When she returned her average speed was 80 km/h and since the distance was 240, 240 divided by 8 is 3 which means it took her 3 hours to get back home. She drove a total of 480 km , because the distance to the trip was 240 and the distance from the trip to the back was 240. 240 + 240 is 480. She drove a total of 480 km in 5 hours because it took her 2 hours to go there and 3 hours to come back . 480 km / 5h

Using division, we know that Leo replaces 6 new strings from 3 guitars which are a total of 18 strings.

One of the four fundamental arithmetic operations, or how numbers are combined to create new numbers, is division.

The other operations are multiplication, addition, and subtraction.

On a fundamental level, counting the instances in which one number is included within another is one interpretation of the division of two natural numbers.

When no more full chunks of the size of the second number can be allocated during the computation of the quotient, the division with a remainder or Euclidean division of two natural numbers yields an integer quotient, which is the number of times the second number is entirely contained in the first number, and a remainder, which is the portion of the first number that remains.

So, we know that:

6 new strings are put on each guitar.

He uses 18 strings.

Then, the number of guitars:

⇒ 18/6 = 3

Therefore, using division, we know that Leo replaces 6 new strings from 3 guitars which are a total of 18 strings.

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Hello!

surface area

= 2(6*2) + 2(4*2) + 4*6

= 2*12 + 2*8 + 24

= 24 + 16 + 24

= 64 square inches

Colleen had 90 points after ten turns, which was calculated by subtracting 170 from her initial 260 points.

The expression to find how many points Colleen had after her ten turns is 260 - 170 = 90. This expression can be written mathematically as P = 260 - 170, where P is the total points after ten turns. To solve this equation, we first subtract 170 from 260. This yields a total of 90 points, which is the number of points Colleen had after her ten turns. The calculation can be summarized as follows:

P = 260 – 170

P = 90

Therefore, after ten turns,Colleen had 90 points after ten turns, which was calculated by subtracting 170 from her initial 260 points.

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The critical value for a statistical test depends on several factors, including the significance level (α) chosen for the test, the specific test being conducted, and the degrees of freedom associated with the test.

Different statistical tests have different critical values associated with them. For example, in a t-test, the critical value is determined based on the degrees of freedom and the desired significance level.

In a chi-square test, the critical value is determined based on the degrees of freedom and the desired significance level as well.

To determine the critical value for your specific statistical test, you need to specify the test you are conducting and the significance level you have chosen.

Then, you can refer to the appropriate statistical table or use software or online calculators to find the critical value associated with your test.

Please provide more details about the specific statistical test you are conducting and the significance level you have chosen, so I can assist you in determining the corresponding critical value.

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Answer:

192pi units^3

Also correct: 603.19

Step-by-step explanation:

Answer:

top left one

Step-by-step explanation:

vertical line test

If all six bounds (limits of integration) are constant (numerical values, no variables) in cylindrical coordinates, then we must have a rectangular box-like region.

This is because in cylindrical coordinates, we have three variables: radius, angle, and height. When all six bounds are constants, we are essentially fixing the range of each variable, resulting in a rectangular box-like region.

In spherical coordinates, if all six bounds are constant, then we must have a rectangular pyramid-like region. This is because in spherical coordinates, we have three variables: radius, polar angle, and azimuthal angle. When all six bounds are constants, we are essentially fixing the range of each variable, resulting in a rectangular pyramid-like region.

It is not possible to have the exact same region represented with only constants in both cylindrical and spherical coordinates simultaneously. This is because the two coordinate systems have different geometric shapes and different ways of representing the variables. However, it is possible for the regions to have similar shapes and for the bounds to have similar numerical values in both systems.

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The probability of winning the prize if you switch is 2/3.

When you initially choose a box, there is a 1/3 chance that the prize is in your chosen box and a 2/3 chance that it is in one of the other two boxes.

When the dealer opens one of the other two boxes and shows it to be empty, the probability that the prize is in the remaining unopened box is still 2/3.

This is because the dealer has effectively given you new information that eliminates one of the two boxes you did not choose, but does not affect the probability distribution of the prize in the remaining two boxes.

Thus, if you switch to the other unopened box, you have a 2/3 chance of winning the prize, whereas if you stick with your original box, you have only a 1/3 chance of winning. Therefore, it is advantageous to switch.

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Yes, the Mean Value Theorem can be applied to f on the closed interval [1,9]. To determine if the Mean Value Theorem can be applied to the function f(x) = (x - 10)/x on the closed interval [a, b] = [1, 9], we need to check if the function is continuous on the interval and differentiable on the open interval (a, b) = (1, 9).

1. Continuity: The function f(x) = (x - 10)/x is continuous for all x ≠ 0. Since the interval [1, 9] does not include x = 0, the function is continuous on this interval.

2. Differentiability: To check differentiability, we need to find the derivative of f(x). The derivative of f(x) = (x - 10)/x can be found using the Quotient Rule:

f'(x) = [(1)(x) - (x - 10)(1)]/(x^2) = [x - (x - 10)]/(x^2) = 10/x^2

Since the derivative exists for all x ≠ 0 and the interval (1, 9) does not include x = 0, the function is differentiable on this open interval.

Therefore, the Mean Value Theorem can be applied to the function f(x) = (x - 10)/x on the closed interval [1, 9].

Your answer: Yes, the Mean Value Theorem can be applied.

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The domain of the function is x ≥ 0

From the question, we have the following parameters that can be used in our computation:

The graph

The above graph is an square root function

The rule of a function is that

The domain is the set of input values

From the graph, we have the input values to be greater than or equal to 0

So, we have

x ≥ 0

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Answer:

6z+25

Step-by-step explanation:

6(z+4)+1

=6z+24+1

=6z+25

Answer: 4+2

Step-by-step explanation:

z=1

6(4+1=5)+1=6

Half a mile every hour is equal to 1/5 mile every 4/10th of an hour.

Area is the total amount of space that an object's shape or a flat (2-D) surface occupy.

Create a square on paper by using a pencil. Two dimensions make it up. A shape's area on paper is the space it takes up.

Imagine that your square is made up of smaller unit squares.

The area of a figure is equal to the number of unit squares required to completely cover the surface area of a particular 2-D shape. Square cms, square feet, square inches, square meters, etc. are a few common units for measuring area.

To get the area of the square figures presented below, draw unit squares with 1-centimeter sides. Therefore, the shape will be measured.

According to our question-

(1/5) / (4/10) = x / 1

Cross-multiplication yielding

1/5 * 1 = 4/10 * x

How to find x?

10 / 20 = x

x = 1 / 2

Half a mile every hour is equal to 1/5 mile every 4/10th of an hour.

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Answer: x ≤ x

Step-by-step explanation:

The diameter of the small volcano 'Pico' would be = 8km

An isoline is defined as the line found on a map that has constant value of either distance, temperature or rainfall.

The isoline that is used in the given map above = 2000m.

The number of lines that surrounds the pico volcano = 4

Therefore the diameter of the volcano = 2000×4 = 8000m

But 1000m = 1km

8000m = 8km

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Answer:

see below

Step-by-step explanation:

Standard equation for a circle with center h,k and radius r

(x-h)^2 + (y-k)^2 = r^2

so for this one   center =  (1,2)   radius = 4

 π(64a2 - 192a + 144) is the polynomial expression to find the area of 4 circles where circle has a radius of (4a-6) .

When variables and coefficients are combined using arithmetic procedures like addition, subtraction, multiplication, and non-negative integer exponents, the result is a mathematical expression known as a polynomial. Any numerical value may be represented by the variables, and the expression's coefficients are constants that combine the variables.

given

A =  πr², where r is the circle's radius, is the method for calculating a circle's surface area. The area of one circle can be expressed as follows if the radius of each circle is (4a–6):

A₁ = π(4a-6)²

If we condense this phrase, we get:

A₁ = π(16a² - 48a + 36)

A₂ = π(4a-6)²

A₂ = π(16a² - 48a + 36)

A₃ = π(4a-6)²

A₃ = π(16a² - 48a + 36)

A₄ = π(4a-6)²

A₄ = π(16a² - 48a + 36)

We can add up the areas of each of the four circles to determine their combined area:

A1 + A2 + A3 + A4 Equals A total

A total is equal to π (16a2 - 48a + 36) +  π(16a2 - 48a + 36) +  π(16a2 - 48a + 36).

 π(64a2 - 192a + 144) = A total

 π(64a2 - 192a + 144) is the polynomial expression to find the area of 4 circles where circle has a radius of (4a-6) .

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