i need help on this fast​

From the given equations, Equation 1 has exactly one solution, while Equation 2 has no solution.

Equations:

Equations means a mathematical statement that shows that two mathematical expressions are equal.

For example,

3x + 5 = 14

is an equation,

in which

3x + 5 and 14 are two expressions separated by an 'equal' sign.

Given,

Equation 1: −2(7x+26)+4x=x−52

Equation 2: −2(7x+26)+4x=−10x−52

Here we need to identify which statement describes the solutions to the equations.

To find that, we have to solve the equations,

Then we get,

the solution for Equation (1) is,

=> -2 (7x + 26) + 4x = x - 52

=> -14x - 52 + 4x = x - 52

=> -10x -52 = x - 52

=> 11x = 0

=> x = 0.

Therefore, here we have one solution.

Similarly, the solution for Equation (2) is,

=> −2(7x+26)+4x=−10x−52

=> -14x - 52 + 4x = -10x - 52

=> -10x - 52 = -10x -52

=> 0 = 0

So, there is no solution.

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Answer:

x =37/96 or x = 0.385416

Step-by-step explanation:

12 (16x - 6) = 2

6 (16x - 6) = 1

96x - 36 = 1

96x = 1 + 36

96x = 37

Two integer variables x and y, prompts the user to enter values for them using the Scanner class, and performs addition, subtraction, multiplication, and division operations on those variables:

import java.util.Scanner;

public class VariableOperations {

   public static void main(String[] args) {

       Scanner scanner = new Scanner(System.in);

       System.out.print("Enter the value for x: ");

       int x = scanner.nextInt();

      System.out.print("Enter the value for y: ");

       int y = scanner.nextInt();

       // Addition

       int addition = x + y;

       System.out.println("Addition: " + addition);

       // Subtraction

       int subtraction = x - y;

       System.out.println("Subtraction: " + subtraction);

       // Multiplication

       int multiplication = x * y;

       System.out.println("Multiplication: " + multiplication);

       // Division

       if (y != 0) {

           double division = (double) x / y;

           System.out.println("Division: " + division);

       } else {

           System.out.println("Cannot divide by zero.");

       }

   }

}

This code prompts the user to enter values for x and y, performs the four basic arithmetic operations, and displays the results on the screen.

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Here, we use the property of multiplication of exponential expression which states when we multiply two exponential expressions with the same base, we keep the base and add the exponents.

Therefore,

\(x^(3+5) = x^8\)

Now,

\(x^(3+5) = x^8\)

is of the form:

\(x^b = x^p\)

When we have two equal expressions on either side of the equation, the power of the base remains the same. Therefore,

p = 8

There we have it. The value of p is 8. The full solution is shown below:

\(x^3 × x^5 \\= x^px^8\\ = x^p\)

We can see that the base of the exponential expression on either side is equal.

Therefore, the power of the base must be equal as well. In other words

,p = 8.

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The vertex of the parabola defined by the equation (x - 12)² = -12(y - 2) is (2, 2)

Given the following equation

(x - 2)² = -12(y - 2)

The given equation is in the standard form of a parabola with its vertex at (h, k):

(x - h)² = 4p(y - k)

where p is the distance from the vertex to the focus and also the distance from the vertex to the directrix.

Comparing the given equation with the standard form, we have:

h = 2

k = 2

4p = -12

p = -3

Since the coefficient of y is negative, the parabola opens downwards.

Therefore, the vertex of the parabola is (h, k) = (2, 2).

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The distance it will reach to  x, = 46.6 feet

acc to our question-

hence,The distance it will reach to  x, = 46.6 feet

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Answer:

In mathematics, the domain or set of departure of a function is the set into which all of the input of the function is constrained to fall. It is the set X in the notation f: X → Y, and is alternatively denoted as {\displaystyle \operatorname {dom} }.

Step-by-step explanation:

Formula

The domain of a function is the set of all possible inputs for the function. For example, the domain of f(x)=x² is all real numbers, and the domain of g(x)=1/x is all real numbers except for x=0. We can also define special functions whose domains are more limited.

Absolute value

As the domain of absolute value refers to the set of all possible input values, the domain of a graph consists of all the input values shown on the x-axis. The range of absolute value is the set of possible output values, which are shown on the y-axis.

Notation

We can write the domain of f(x) in set builder notation as, {x | x ≥ 0}. If the domain of a function is all real numbers (i.e. there are no restrictions on x), you can simply state the domain as, 'all real numbers,' or use the symbol to represent all real numbers.

Rules

If a function contains a square root, set the equation inside the square root greater or equal to zero and solve. The resulting answer is the domain. If a function contains a fraction, set the denominator not equal to zero and solve. The resulting answer is the domain.

Answer:

3x+8=17                                  2x+8=2(x+4)                         x+4=x-4

3x=17-8                                    2x+8=2x+8                          No solution

3x/3=9/3                                  All Real numbers

x= 3                                                

infinitely many solution

Q2) It means this equation  has no answer to it and no solution

Q3)  x+ 4=x-4 has no solution

Q4) It means that it has many answers to it and many steps to it to get the answer

Q5) By doing the answer for example 3x+9=17 it has many solutions and we can get the answer by

The 8 times table is a mathematical table that lists the products of 8 and the integers from 1 to 10. The table is typically used to help students learn and memorize the multiplication facts for the number 8.

Here is the 8 times table:

8 x 1 = 8

8 x 2 = 16

8 x 3 = 24

8 x 4 = 32

8 x 5 = 40

8 x 6 = 48

8 x 7 = 56

8 x 8 = 64

8 x 9 = 72

8 x 10 = 80

As you can see, the 8 times table is a list of the products of 8 and the integers from 1 to 10. By memorizing this table, students will be able to quickly and easily solve multiplication problems involving the number 8. It is important to practice and memorize the 8 times table, as well as other multiplication tables, as they form the foundation for more advanced mathematical concepts.

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Step-by-step explanation:

the average of mean score (or value) is the sum of all data values divided by the number of data points.

x = score number 10

so, we have

(96 + 44 + 82 + 70 + 47 + 74 + 94 + 78 + 56 + x)/10 = 71

96 + 44 + 82 + 70 + 47 + 74 + 94 + 78 + 56 + x = 710

641 + x = 710

x = 69

the 10th score was 69.

The total cost of two Medium Sodas, two Medium Poocoms, and two Movie tickets will be $38.

In other words, the collection of all feasible values for the parameters that satisfy the specified mathematical equation is the convenient storage of the bunch of equations.

Let 'T' represents the total amount, 'm' represents the number of movie tickets, 'p' represents the number of popcorn, 's' represents the number of soda cans, and 'c' represents the number of candies. Then the equation is given as,

T = 8.25m + 6p + 4.75s + 3.5c

The total cost for m = 2, p = 2, s = 2, and c = 0 is calculated as,

T = 8.25(2) + 6(2) + 4.75(2) + 3.5(0)

T = 16.50 + 12 + 9.50 + 0

T = $38

The total cost will be $38.

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Answer:

Londyn it should be the third since nickels AND quarters are placed in a jar for 25 in total and the bottom represents how it is made into $4.05

The area of a 2D form is the amount of space within its perimeter. The area of the school will be equal to 35/108 miles².

The area of a 2D form is the amount of space within its perimeter. It is measured in square units such as cm2, m2, and so on. To find the area of a square formula or another quadrilateral, multiply its length by its width.

The area of the school is the product of length and width. Given the length is 7/12 mile, while the width is 5/9 mile. Therefore, The area of the school campus will be,

Area = (7/12) × (5/9)

        = (35/108) miles²

Hence, the area of the school will be equal to 35/108 miles².

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Answer:

9

Step-by-step explanation:

40 dollars due up front

10 dollars made per sale

5 dollars lost per creation

Realistically speaking she is only making a $5 profit per box she sells;

$5 used up for material cost, $10 made from sales -5+10= 5

To pay the $40 dollar for the booth she would need to make 9 sales with her current profit

40/5 = 9

High-low or least squares regression analysis should only be done if a scatter plot depicts linear cost behavior.

A scatter plot is a graphical representation of data points, with the x-axis representing the independent variable (such as the level of production) and the y-axis representing the dependent variable (such as the cost). Linear cost behavior means that the relationship between the independent and dependent variables can be approximated by a straight line. In other words, as the independent variable increases or decreases, the dependent variable changes proportionally.

To determine if a scatter plot depicts linear cost behavior, you need to visually examine the data points. If the points appear to align closely along a straight line, it indicates a linear relationship. However, if the points are scattered and do not follow a clear pattern, it suggests non-linear cost behavior.

High-low or least squares regression analysis are statistical techniques used to estimate and quantify the linear relationship between variables. These methods help determine the equation of the line that best fits the data points and can be used to predict future values. Therefore, performing these analyses is only meaningful when the scatter plot indicates linear cost behavior.

In summary, high-low or least squares regression analysis should only be done if a scatter plot depicts linear cost behavior.

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Answer:

C

Step-by-step explanation:

The diagram goes up in increments of 2/8 5 times, which C represents.

flip over the line, then slide up

Answer:

t ≤ 15

Step-by-step explanation:

One third of 15 is equal to five (1/3 × 15 = 5)

One third of t is lesser than or equal to five (1/3 × 5 ≤ 5)

So, t cannot be more than 15. It can be equal to 15, though.

∴t ≤ 15

Answer:

To calculate the speed of the car's tires turning, you need to first calculate the circumference of the tire. If the tire has a 25 inch diameter, multiply 25 by 3.1416 to find the tire circumference, which is 78.54 inches. Now, divide 63,360 inches per mile by the tire circumference (78.54) to find the revolutions per mile, which is 803.6. Finally, multiply 803.6 by 29 (the speed of the car in mph) to get the revolutions per minute, which is 23,253.6. Therefore, the car's tires are turning at a rate of 23,253.6 revolutions per minute.

Answer:

18.75 inches

Step-by-step explanation:

First, you must know that the perimeter of a shape is the sum of all the sides added together. Since we're dealing with a square, we have four sides.

Next, you need to know that squares also have four equal sides. By knowing this information, we can easily infer that the solution is found by dividing 75 by 4. Once you do this, you will get a final answer of 18.75 inches per side.

75 / 4 = 18.75

The probability that the mean battery life would be greater than 1173.8 minutes is 0.9588

We can solve this problem using the central limit theorem, which tells us that the distribution of sample means from a population with a known variance becomes approximately normal as the sample size increases.

The standard error of the mean can be calculated as

SE = σ / sqrt(n)

where σ is the population standard deviation, n is the sample size

Here, we are given that the population variance is 8100, so the population standard deviation is the square root of 8100, which is 90.

SE = 90 / sqrt(72) = 10.6066

Next, we need to standardize the sample mean using the z-score formula

z = (X - μ) / SE

where X is the sample mean, μ is the population mean.

Here, the population mean is given as 1192 minutes and the sample mean we are interested in is 1173.8 minutes.

z = (1173.8 - 1192) / 10.6066 = -1.7356

We want to find the probability that the sample mean is greater than 1173.8 minutes. Since we have a negative z-score, we need to find the area to the right of this value on a standard normal distribution. We can use a z-table or a calculator to find this probability.

Using a standard normal distribution table, we find that the area to the right of z = -1.7356 is 0.9588.

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The residual plot of a linear regression shows a nonrandom pattern, indicating that curvature may need to be added to the model. Therefore, the appropriate next step is to consider adding curvature to the model.

The mean of residual is not equal to 0 here. Plot of the residuals for the straight-line model reveals a nonrandom pattern. The residuals exhibit a curved shape. The indication is that the mean value of the random error, within the ranges of x (small, medium, large) may not be equal to 0. Such a pattern usually indicates that curvature needs to be added to the model.

The variance of the error is not constant which can be seen in the graph. The range in values of the residuals increases as y increases, thus indicating that the variance of the random error becomes larger as the estimate of E(y) increases in value.

The residuals appear to be randomly distributed around the 0 line. However, the residuals seem to be between +/- 3s range which indicates that the model is good fit for the data.

The error terms should be normally distributed. But, from the graph it is visible that the error terms are not normally distributed. It appears to be a positively distributed data.

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Number of students need to be sampled = 610

A study to determine the true average number of alcoholic drinks consumed by Greek students is conducted.

Standard Deviation, σ = 6.3

Margin Error of population mean, E = 0.5

Probability = 95% = 0.95

The p-value corresponding to 0.95 probability = (1+0.95)/2 = 0.975

The z-score corresponding to this p-value = 1.96 [from the z-tables]

Now, The margin error, E = zσ/√n, where n is the sample size

⇒ n = (zσ/E)²

⇒ n = (1.96 x 6.3/0.5)²

⇒ n ≈ 610

Hence 610 students need to be sampled.

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Functions (c) L(1) = C1 + AC and (d) L(1) = C°1 are linear operators on R^n, while functions (a), (b), and (e) do not satisfy the properties of linearity and therefore are not linear operators.

a) L(A) = 1 - 1: This function is not a linear operator because it does not preserve scalar multiplication. Multiplying A by a scalar c would yield L(cA) = c - c, which is not equal to cL(A) = c(1 - 1) = 0.

b) L(A) = 1 + 17: Similar to the previous case, this function is not linear since it fails to preserve scalar multiplication. Multiplying A by a scalar c would result in L(cA) = c + 17, which is not equal to cL(A) = c(1 + 17) = c + 17c.

c) L(1) = C1 + AC: This function is a linear operator since it satisfies both the preservation of addition and scalar multiplication properties. Adding matrices A and B and multiplying the result by scalar c will yield L(A + B) = C(1) + AC + C(1) + BC = L(A) + L(B), and L(cA) = C(1) + cAC = cL(A).

d) L(1) = C°1: This function is a linear operator since it satisfies the properties of linearity. Addition and scalar multiplication are preserved, and L(cA) = C(0)1 = c(C(0)1) = cL(A).

e) L(1) = 1?C: This function is not a linear operator as it does not preserve scalar multiplication. Multiplying A by a scalar c would give L(cA) = 1?(cC), which is not equal to cL(A) = c(1?C).

In summary, functions (c) L(1) = C1 + AC and (d) L(1) = C°1 are linear operators on R^n, while functions (a), (b), and (e) do not satisfy the properties of linearity and therefore are not linear operators.

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Answer:

-10 is the answer

Step-by-step explanation:

\(xy + 2y \\ putting \: the \: value \: of \: x \: and \: y \\ 3 \times ( - 2) + 2 \times ( -2 ) \\ - 6 - 4 \\ = - 10\)

Step-by-step explanation:

42. 9025 (95% of 9500 or 0.95 x 9500)

43. 279 ( 279 + 861= 1140; 1140 is 12% of 9500 or 0.12 x 9500)

The angle ∠2 is a vertically opposite angle to the angle 145°, so they are congruent:

∠2 = 145°

The angles 1 and 3 are supplementary angles to the angle 145°, so they are equal to:

180° - 145° = 35°

∠1 = 35°

∠3 = 35°

The angle 8 is a corresponding angle to the angle 145°, so they are congruent:

∠8 = 145°

The angle ∠6 is a vertically opposite angle to the angle ∠8 so they are congruent:

∠6 = 145°

The angles 5 and 7 are supplementary angles to the angle ∠8, so they are equal to:

180° - 145° = 35°

∠5 = 35°

∠7 = 35°

Kendall receives $125 more in commissions than Peter if they both sell 5 computers

The given functions are;

For Kendall: f(x) = 250x

For Peter: g(x) = 225x

Let's put x=5 in the given functions;

For Kendall: f(x) = 250x

= 250(5)

= $1250

For Peter: g(x) = 225x

= 225(5)

= $1125

Kendall receives $1250 in commissions and Peter receives $1125 in commissions.

Therefore, the difference between their commissions is; $1250 - $1125 = $125.

Therefore, Kendall receives $125 commission than Peter.

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Answer:

Polygon Exterior Angle Sum Theorem. If a polygon is convex, then the sum of the measures of the exterior angles, one at each vertex, is 360° .