Permudahkan 3/5xy × (-25x²y)

Simplify 3/5xy × (-25x²y)

A) -35x³y²
B) -35x²y²
C) -15x³y²
D) -15x²y²​

Answer:

Jerry is 11.75 years

Step-by-step explanation:

Let us first set up an equation

Let jerry's age be x

4x - 11 = 36 (equation set)

Now we need to slove the equation and find the value of x that is Jerry's age

4x - 11 = 36

Transpose

4x = 36 + 11

4x = 47

x = 47 ÷ 4

x = 11.75 years

Jerry is 11.75 years

Mr. Agber needs to employ 48 workers to cultivate his 8 acres of farmland in 6 days. The exact relationship between the parameters is W × D = K × L, and the constant (K) in this case is 36.

To solve this problem, we can use the concept of direct variation. The relationship between the number of workers, the size of the land, and the number of days can be expressed as follows:

Number of Workers (W) × Number of Days (D) = Constant (K) × Size of the Land (L)

In Mr. Agber's case, we know the initial situation is:

20 workers × 9 days = K × 5 acres

To find the constant, K, we can rearrange the equation:

K = (20 workers × 9 days) / 5 acres
K = 180 / 5
K = 36

Now that we have the constant, we can use it to determine the number of workers needed for the 8 acres of land in 6 days:

W × 6 days = 36 × 8 acres

Again, rearrange the equation to find the number of workers, W:

W = (36 × 8 acres) / 6 days
W = 288 / 6
W = 48 workers

So, Mr. Agber needs to employ 48 workers to cultivate his 8 acres of farmland in 6 days. The exact relationship between the parameters is W × D = K × L, and the constant (K) in this case is 36.

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Answer:

Step-by-step explanation:

The sum of the three interior angles of a triangle is always 180.

Knowing this, we can set up an equation for the given angles:

\(8x + 10x + 12x = 180\)

\(30x = 180\)

\(x = 6\)

Knowing this, we can now plug it into the angles:

\(8x\)

\(8 * 6\)

\(48\)

\(10x\)

\(10 * 6\)

\(60\)

\(12x\)

\(12 * 6\)

\(72\)

When an indicator variable x has a probability of 1/4 and a probability of 3/4, the value of E[(1 x)(1-x)] is 3/8.

The probability of an event occurring is defined by probability. There are numerous real-life scenarios in which we must forecast the outcome of an occurrence.

To calculate E[(1-X)X], we first need to determine the probability distribution of X.

From the problem statement, we know that P(X=0) = 1/4 and P(X=1) = 3/4.

Now we can calculate the expected value of (1-X)X as follows:

E[(1-X)X] = (1)(P(X=0)(1-P(X=0))) + (1)(P(X=1)(1-P(X=1)))

           = P(X=0)(1-P(X=0)) + P(X=1)(1-P(X=1))

           = (1/4)(3/4) + (3/4)(1/4)

           = 3/16 + 3/16

           = 6/16

           = 3/8

Therefore, E[(1-X)X] = 3/8.

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Answer: The radius is 9in

Explanation: 9in is the radius because radius is half of the diameter and 18÷2= 9

Answer:

A is negative

Step-by-step explanation:

The equation of a line in standard form is

Ax + By = C ( where A is a positive integer and B, C are integers

Given

- x + y = 5 ( multiply through by - 1 )

x - y = - 5 ← in standard form

Based on the information, the number of pencils that the student purchased will be 12 pencils.

Based on the information given, the equation to solve the question will be:

s + p = 16 ....... i

3.50s + 1.25p = 29 ........ ii

From equation i, s = 16 - p.

3.50s + 1.25p = 29

3.50(16 - p) + 1.25p = 29

56 - 3.50p + 1.25p = 29

2.25p = 27

p = 27/2.25 = 12

In conclusion, 12 pencils were bought.

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The sine function for this problem is given as follows:

y = 3sin(2x) + 1.

The standard definition of the sine function is given as follows:

y = Asin(B(x - C)) + D.

For which the parameters are given as follows:

The function oscillates between -2 and 4, for a difference of six, hence the amplitude is given as follows:

2A = 6

A = 3.

The midline is then given as follows:

y = (-2 + 4)/2

y = 1.

The function oscillates between -A + 1 and A + 1, hence the vertical shift is given as follows:

D = 1.

The period is of 5π/4 - π/4 = π units, hence the coefficient B is given as follows:

2π/B = π

B = 2.

The function is at it's midline when x = 0, hence it has no phase shift and is given as follows:

y = 3sin(2x) + 1.

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1a) The center of the circle is (0, 0). 1b) The distance between the center and either endpoint of the diameter is 10, so the radius of the circle is 5.

The equation of a circle with center (h, k) and radius r is (x - h)^2 + (y - k)^2 = r^2. Substituting in the values, we get the equation (x - 0)^2 + (y - 0)^2 = 5^2, which simplifies to x^2 + y^2 = 25.

1c) Using the equation of the circle found in part 1b, we substitute in x = 2 and solve for y. This gives us y^2 = 21, so possible values for y are √21 and -√21.

2) The equation of a circle with center (h, k) and radius r is (x - h)^2 + (y - k)^2 = r^2. Substituting in the values given, we get the equation (x - 5)^2 + (y + 1)^2 = 17. This is because the square of the radius (√17) equals the sum of the squares of the differences between the x- and y-coordinates of the center and a point on the circle. Therefore, the equation of the circle is (x - 5)^2 + (y + 1)^2 = 17.

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The highest number that can be placed in each bag is 12.

It should be noted that it was stated that William has 24 cans of fruit and 60 cans of vegetables that he will be putting into bags for a food drive.

In this case, he wants each bag to have the same number of cans of each type of food.

It should be noted that the information simony wants us to get the highest common factor for 24 and 60.

Factors of 24 = 1, 2, 3, 4, 6, 8, 12, 24

Factors of 60 = 1, 2, 3, 4, 5,6, 10 ,12, 15, 20, 30, 60

Therefore, the highest number that can be placed in each bag will be the highest common factor for 24 and 60 which is 12.

Therefore, the highest number that can be placed in each bag is 12.

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The speed of 213.25 mph  is the red car actually traveling along the road.

What is speed?

The definition of speed is the pace of movement of an object (covering a particular distance). It defines only the magnitude and not the direction, making it a scalar quantity.

The meter per second (m/s) unit of speed is taken from the SI.

let distance between the police and red cars = h

distance from the red car to a point horizontal to the police car = a

distance from from the road to the police car = b

=>\(h^2=a^2+b^2\)

take the derivative with respect to time

=>hh' = aa' + bb' b'=0

=>174.64(75) = 90a'

=>a' = 174.64(75)/90 = 145.4ft/sec

=>145.4ft/sec = 145.4(5280)/60^2 = about 213.25 mph

Here ,1 mile = 5280 feet

=>1 hour = 60 minutes x 60 seconds = 3600 seconds

=>1 mile per hour = 5280 feet per 3600 seconds

=>1 foot per second = 5280/3600 mph = 1.4666...mph

=>145.4x 1.4666... = 213.25 mph

Hence 213.25 mph speed  is the red car actually traveling along the road.

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Answer:

-4

Step-by-step explanation:

Use the definition of slope:

\(m=\frac{y_2-y_1}{x_2-x_1}\)

And substitute the values in:

\(m=\frac{-3-5}{1-(-1)}\\m=\frac{-8}{2} \\m=-4\)

Answer:

-4

Step-by-step explanation:

Answer:

slope(m)=5

Step-by-step explanation:

Type I error refers to rejecting a true null hypothesis, while Type II error refers to failing to reject a false null hypothesis. Types of statistical analyses include descriptive statistics, inferential statistics, correlation analysis, regression analysis, etc.

Type I error is a false positive, and Type II error is a false negative. Examples of Type I errors include convicting an innocent person in a criminal trial and rejecting a new drug that is actually effective. Examples of Type II errors include failing to convict a guilty person in a criminal trial and accepting a new drug that is actually ineffective.

Various statistical analyses can be applied to the data collected in research studies, depending on the research question and the type of data. Some common types of statistical analyses include descriptive statistics, inferential statistics, correlation analysis, regression analysis, t-tests, analysis of variance (ANOVA), and chi-square tests. Descriptive statistics are used to summarize and describe the characteristics of the data, while inferential statistics are used to draw conclusions and make inferences about the population based on sample data. Correlation analysis examines the relationship between two or more variables, regression analysis explores the relationship between a dependent variable and one or more independent variables, t-tests compare means between two groups, ANOVA analyzes differences among three or more groups, and chi-square tests examine the association between categorical variables.

Type I error, also known as a false positive, occurs when we reject a null hypothesis that is actually true. This means we conclude that there is a significant effect or relationship when there is none in reality. For example, in a criminal trial, a Type I error would be convicting an innocent person. Another example is rejecting a new drug that is actually effective, leading to the rejection of a potentially beneficial treatment.

On the other hand, a Type II error, also known as a false negative, occurs when we fail to reject a null hypothesis that is actually false. In this case, we fail to detect a significant effect or relationship when one exists. For instance, in a criminal trial, a Type II error would be failing to convict a guilty person. In the context of medical testing, a Type II error would occur if we accept a new drug as ineffective when it is actually effective, resulting in the approval of an ineffective treatment.

Various statistical analyses can be applied to research study data depending on the research question and the type of data collected. Descriptive statistics are used to summarize and describe the characteristics of the data, such as measures of central tendency (e.g., mean, median) and variability (e.g., standard deviation, range). Inferential statistics are used to make inferences and draw conclusions about the population based on sample data, such as hypothesis testing and confidence interval estimation.

Correlation analysis examines the relationship between two or more variables and determines the strength and direction of their association. Regression analysis explores the relationship between a dependent variable and one or more independent variables, allowing us to predict the value of the dependent variable based on the independent variables.

T-tests are used to compare means between two groups, such as comparing the average test scores of students who received a specific intervention versus those who did not. Analysis of variance (ANOVA) analyzes differences among three or more groups, such as comparing the performance of students across different grade levels.

Chi-square tests examine the association between categorical variables, such as analyzing whether there is a relationship between gender and voting preference. These are just a few examples of the statistical analyses commonly applied to research study data, and the specific choice of analysis depends on the research question and the nature of the data.

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The magnitude of the vertical force applied to the horizontal leg in the equivalent force system.

To determine the magnitude of the vertical force applied to the horizontal leg, we need to find the vertical component of the given force system. Looking at the diagram, we observe that the force system consists of a vertical force at point A and a horizontal force at point B. We can use trigonometry to find the vertical component of the force at point A.

Let's denote the magnitude of the force at point A as F_A and the angle it makes with the horizontal leg as θ. The vertical component of the force can be calculated using the formula: Vertical component = F_A * sin(θ).

Since the vertical component of the force should be equal to the force we are trying to find, we can set up the equation: Vertical component = F_vertical.

Now, we can substitute the given values into the equation and solve for F_vertical. Once we have the value, we can round it off to the nearest whole number, as instructed.

Please note that without specific values or angles provided in the problem statement or accompanying diagram, it is not possible to provide a precise numerical answer.

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2t-3An expression in terms of v that yields a new vector of the same dimensions as v, where each element t of the original vector v has been replaced by 2t-3 is given by:v = [0 1 2 3 4 5] v2 = 2*v-3 v2 = [-3 -1 1 3 5 7](b) 1/(t+1)An expression in terms of v that yields a new vector of the same dimensions;

where each element t of the original vector v has been replaced by 1/(t+1) is given by:v = [0 1 2 3 4 5] v3 = 1./(v+1) v3 = [1.0000 0.5000 0.3333 0.2500 0.2000 0.1667](c) t^5 - 3An expression in terms of v that yields a new vector of the same dimensions as v, where each element t of the original vector v has been replaced by t^5 - 3 is given by:v = [0 1 2 3 4 5] v4 = v.^5-3 v4 = [-3 0 29 242 1021 3122](d) |t| + t^4,

An expression in terms of v that yields a new vector of the same dimensions as v, where each element t of the original vector v has been replaced by |t| + t^4 is given by:v = [0 1 2 3 4 5] v5 = abs(v)+v.^4 v5 = [0 2 18 84 260 626]Therefore, the expression in terms of v that yields An expression in terms of v that yields a new vector of the same dimensions as v, where each element t of the original vector v has been replaced by 2t-3 is given by:v = [0 1 2 3 4 5] v2 = 2*v-3 v2 = [-3 -1 1 3 5 7](b) 1/(t+1)An expression in terms of v that yields a new vector of the same dimensions; a new vector of the same dimensions as v, where each element t of the original vector v has been replaced by the given quantity are:(a) 2t-3, v2 = [-3 -1 1 3 5 7] (b) 1/(t+1), v3 = [1.0000 0.5000 0.3333 0.2500 0.2000 0.1667] (c) t^5 - 3, v4 = [-3 0 29 242 1021 3122] (d) |t| + t^4, v5 = [0 2 18 84 260 626].

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Expression in terms of v that yields a new vector of the same dimensions as v

(a) 2v - 3

(b) 1/(v + 1)

(c) v⁵ - 3

(d) |v|+ v⁴

Given the vector v = [0 1 2 3 4 5], we can write the expressions to generate a new vector with the same dimensions, replacing each element t of the original vector v with the given quantities:

(a) 2t - 3:

The expression would be: 2v - 3

(b) 1/(t + 1):

The expression would be: 1./(v + 1)

(c) t⁵ - 3:

The expression would be: v⁵ - 3

(d) |t| + t⁴:

The expression would be: abs(v) + v⁴

In each case, the operations are performed element-wise on the vector v to generate the new vector with the same dimensions.

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Answer:

x=

Step-by-step explanation:



3x+4=10

3x=10-4

3x=6

X=

Answer: 2

Step-by-step explanation: Soustrayez 4 4 des deux côtés de l'équation. Soustrayez 4 4 de 10 10 . Divisez chaque terme en 3x=6 3 x = 6 par 3 et simplifiez. Divisez chaque terme en 3x=6 3 x = 6 par 3 3.

We will have the following:

[We exploit the fact that trigonometric funtions are cyclical to determine the answer.

[Option B]

Answer:

17.5

Step-by-step explanation:

15^2+9^2=225+81=306 then sqrt 306

Answer:

I think it is 156 (sorry if the answer is incorrect)

Step-by-step explanation:

every triangle will equal to 180 degrees so 15+9 is 24, 180-24=156

The angle measure directly affects the length of the side opposite that angle in a triangle.

The larger the angle, the longer the side opposite it, and the smaller the angle, the shorter the side opposite it.

It appears that the student question is asking about the relationship between angle measures and the side opposite that angle.

This is a concept from triangle properties, specifically the Angle-Side relationship.
To answer this question, let's follow these steps:
1. Identify the angle in question.
2. Observe the side opposite the angle.
3. Determine the relationship between the angle measure and the side length.
Step 1: Identify the angle in question
The student question mentions an angle measure, but it is not clearly specified.

However, we can still discuss the general relationship between angle measures and the side opposite that angle in a triangle.
Step 2: Observe the side opposite the angle
In a triangle, each angle has a side that is directly opposite to it.

For example, in a triangle ABC, angle A is opposite to side BC, angle B is opposite to side AC, and angle C is opposite to side AB.
Step 3: Determine the relationship between the angle measure and the side length

This relationship is essential in understanding the properties of triangles and can be helpful in solving various geometry problems.
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The total deductions and taxes are: $53.84 + $18.16 + $18.31 + $5.67 = $96.98

As an employee, with a weekly income of $358.94 and assigned to claim code 1 in British Columbia, the total deductions and taxes are:

Federal income tax (15%) = $53.84

Provincial income tax (5.06%) = $18.16CPP (5.1%) = $18.31EI (1.58%) = $5.67The total deductions and taxes = $96.98Explanation:In British Columbia, the federal and provincial tax rate is calculated by adding the two tax percentages together. For example, if the federal tax rate is 15% and the provincial tax rate is 5.06%, the total tax rate is 20.06%.

To calculate the federal income tax, multiply the total income by the federal tax rate: 358.94 x 0.15 = $53.84

To calculate the provincial income tax, multiply the total income by the provincial tax rate: 358.94 x 0.0506 = $18.16To calculate CPP, multiply the total income by the CPP percentage rate: 358.94 x 0.051 = $18.31

To calculate EI, multiply the total income by the EI percentage rate: 358.94 x 0.0158 = $5.67

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Therefore, the state government should consider investing in new affordable housing initiatives.

a) To compute the 90% confidence interval, we can use the formula:

CI = p ± z*(√(p(1-p))/n)

where p is the sample proportion, z is the z-score corresponding to a 90% confidence level (which is 1.645), and n is the sample size.

Plugging in the values, we get:

CI = 0.517 ± 1.645*(√((0.517)(1-0.517))/4527)

CI = 0.505 to 0.529 (rounded to three decimal places)

b) The 90% confidence interval tells us that we are 90% confident that the true proportion of Californians who considered moving out of the state is between 0.505 and 0.529.

c) Since the confidence interval does not include the value of 0.5, which is the null hypothesis value, we can conclude that there is evidence to suggest that more than 50% of Californians would consider moving out of state due to high cost of housing.

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If the combination r = 5% and Y = $100 billion is on the Fed rule line, and the combination r = 7% and Y = $100 billion is considered, it would represent a movement up the Fed rule.

The Fed rule represents the relationship between the interest rate (r) and the level of real GDP (Y). As the interest rate increases from 5% to 7% while keeping the level of real GDP constant at $100 billion, it indicates a movement along the Fed rule line in an upward direction.

This implies that as the interest rate increases, the recommended level of real GDP decreases, based on the Fed rule. Therefore, the combination r = 7% and Y = $100 billion represents a movement up the Fed rule.

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9514 1404 393

Answer:

  9 oz less

Step-by-step explanation:

The difference is 75% of 12 oz, so is ...

  0.75 · 12 oz = 9 oz

The regular bottle holds 9 ounces less.

Answer:

D. 23​

Step-by-step explanation:

To find f(-2) for the function f(x) = 3x^2 - 2x + 7, we need to substitute x = -2 into the function and calculate the value.

Let's substitute x = -2 into the function:

f(-2) = 3(-2)^2 - 2(-2) + 7

Now, let's simplify the expression:

f(-2) = 3(4) + 4 + 7

= 12 + 4 + 7

= 16 + 7

= 23

Therefore, f(-2) = 23.

Answer:

Step-by-step explanation:

ind her earnings for the first two weeks of the month at the $5.50 an hour rate.

5.50 × (18 + 20.50) = 5.50 × 38.5  

= 211.75  

She earned $211.75 the first two weeks of the month.

Find her new hourly rate, if she raises her rate by $0.55.

5.50 + 0.55 = 6.05  

Her new hourly rate is $6.05.

Find how many hours she would need to work at $6.05 an hour in order to earn $211.75.

211.75 ÷ 6.05 = 35  

She would need to work 35 hours.

We are given the following information:

The value of ''x'' is not an integer.

This, therefore, means that there is no true solution to the question