please hurry i need help

Solve for x.

x+3−−−−√=2x−2−−−−√

x = 1

x=113

x=53

x = 5

Answer:

+5

Step-by-step explanation:

the average rate of change is adding 5

\(Given, f(x,y) = 4x + 8y\) and the region D is given by\({(x,y)∣−2 ≤ x ≤ 1,−2 ≤ y ≤ 1}\).To find, Double integral \(of f(x,y) over D i.e. ∬D​f(x,y)dxdy= ?\)

The double integral of \(f(x,y) over D is given by∬D​f(x,y)dxdy=∫[a,b] ∫[c,d] f(x,y)dydx\)

On putting the values of given limits of x and y we get,\(∬D​f(x,y)dxdy = ∫[-2,1] ∫[-2,1] (4x + 8y) dydx∬D​f(x,y)dxdy = ∫[-2,1] [4xy + 4y^2]dx (Note: ∫4y dx\)will be zero as it is the integration of the function of one variable only)\(∬D​f(x,y)dxdy = ∫[-2,1] 4xydx + ∫[-2,1] 4y^2 dx\)

On solving above expression, we get,\(∬D​f(x,y)dxdy = [2x^2 y] [-2,1] + [4/3 y^3] [-2,1]∬D​f(x,y)dxdy = 16/3\)

Let's move to the second part of the question.

\(Given, f(x,y) = 4x + y and the region D is given by D={(x,y)∣1 ≤ x ≤ 2,x^2 ≤ y ≤ 4}\)

\(To find, Double integral of f(x,y) over D i.e. ∬D​f(x,y)dxdy= ?\)

The double integral of f(x,y) over D is given by∬D​f(x,y)dxdy=∫[a,b] ∫[c,d] f(x,y)dydx

\(f(x,y) over D is given by∬D​f(x,y)dxdy=∫[a,b] ∫[c,d] f(x,y)dydx\)

On putting the values of given limits of x and y we get\(,∬D​f(x,y)dxdy = ∫[1,2] ∫[x^2,4] (4x + y)dydx∬D​f(x,y)dxdy = ∫[1,2] [4xy + 1/2 y^2] x^2 4 dydx∬D​f(x,y)dxdy = ∫[1,2] [4x(4-x^2) + 16/3] dx\)

On solving above expression, we get,\(∬D​f(x,y)dxdy = 29\)

Let's move to the third part of the question.

\(Given, D={(x,y)∣x^2 + y^2 ≤ 9, x ≥ 0}To find, Double integral of (x + 2y) over D i.e. ∬D​(x + 2y)dA= ?\)

\(The double integral of (x + 2y) over D is given by∬D​(x + 2y)dA=∫[a,b] ∫[c,d] (x + 2y)dxdy\)

On converting into \(polar form, we get, x^2 + y^2 = 9∴ r^2 = 9\) (putting values of x and y)∴ r = 3 (as r can't be negative)and x = rcosθ, y = rsinθ

Now limits of r and θ for the given region\(are:r = 0 to 3, θ = 0 to π/2∬D​(x + 2y)dA = ∫[0,π/2] ∫[0,3] [(rcosθ) + 2(rsinθ)] r drdθ\)

On solving the above equation, \(we get,∬D​(x + 2y)dA = 81/2\)

Let me know in the comments if you have any doubts.

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Answer:

The equation of perpendicular bisector of the line segment passing through  (-5,3) and (3,7) is: \(y = -2x+3\)

Step-by-step explanation:

Given points are:

(-5,3) and (3,7)

The perpendicular bisector of line segment formed by given points will pass through the mid-point of the line segment.

First of all we have to find the slope and mid-point of given line

Here

(x1,y1) = (-5,3)

(x2,y2) = (3,7)

The slope will be:

\(m = \frac{y_2-y_1}{x_2-x_1}\\m = \frac{7-3}{3+5}\\m = \frac{4}{8}\\m = \frac{1}{2}\)

The mid-point will be:

\((x,y) = (\frac{x_1+x_2}{2} , \frac{y_1+y_2}{2})\\ = (\frac{-5+3}{2},\frac{3+7}{2})\\= (\frac{-2}{2},\frac{10}{2})\\=(-1,5)\)

Let m1 be the slope of the perpendicular bisector

Then using, "Product of slopes of perpendicular lines is -1"

\(m.m_1 = -1\\\frac{1}{2}.m_1 = -1\\m_1 = -1*2\\m_1 = -2\)

We have to find the equation of a line with slope -2 and passing through (-1,5)

The slope-intercept form is given by:

\(y = mx+b\\y = -2x+b\)

Putting the point (-1,5) in the equation

\(5 = -2(-1)+b\\5 = 2+b\\b = 5-2\\b = 3\)

The final equation is:

\(y = -2x+3\)

Hence,

The equation of perpendicular bisector of the line segment passing through  (-5,3) and (3,7) is: \(y = -2x+3\)

Answer:

  (b)  Add 15.9 to both sides because it is the inverse operation of subtraction

Step-by-step explanation:

The goal of the solution process for an equation is to get to the form ...

  variable = constant

Generally, you're starting from the form ...

  (operations on variable) = (operations on variable)

The solution process is one of "undoing" the operations in such a way as to obtain the desired form. In general, that means using inverse operations.

__

The given equation has a single variable term on one side of the equal sign, which is what we want. However, it has an added constant, which is what we don't want. We undo that addition of -15.9 by adding its opposite, 15.9. The properties of equality tell us we can only keep the equal sign valid if we do that operation (add 15.9) to both sides of the equation.

The first step in the solution is to add 15.9 to both sides of the equation.

__

The solution looks like ...

  3.7x -15.9 = 2.97

  3.7x -15.9 +15.9 = 2.97 +15.9 . . . . . add the opposite of -15.9

  3.7x = 18.87

  (3.7x)/3.7 = 18.87/3.7 . . . . . multiply by the reciprocal of 3.7

  x = 5.1

_____

Additional comment

When we add a negative number, we usually call that subtracting the positive value of that number. Adding -15.9 is called subtracting 15.9, for example.

When we multiply by a unit fraction, we usually call that division by the fraction's denominator. Multiplying by 1/3.7 is called dividing by 3.7, for example.

The point of inverse operations is to get you the identity element for that operation. Adding an opposite gives a sum of 0, the identity element for addition. (-15.9 +15.9 = 0) Multiplying by a reciprocal gives a product of 1, the identity element for multiplication. (3.7/3.7 = 1)

These ideas generalize to more complicated operations, including operations on collections of data.

The correct option is B which is Add 15. 9 to both sides because it is the inverse operation of subtraction.

The solution of the equation is 5.1.

Given

Equation;  3. 7x – 15. 9 = 2. 97

Subtracting and adding the same number have the effect of cancelling each other out.

To solve the equation follow all the steps given below.

Add 15. 9 to both sides because it is the inverse operation of subtraction.

\(\rm 3. 7x - 15. 9 = 2. 97\\\\ 3. 7x - 15. 9+15.9 = 2. 97+15.9\\\\3.7x=18.87\\\\x=\dfrac{18.87}{3.7}\\\\x=5.1\)

Hence, the solution of the equation is 5.1.

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Sketching these lines on the coordinate axes will provide a visual representation of their direction and orientation based on the given slopes and points.

To sketch the lines with the indicated slopes through the given points, we'll use the slope-intercept form of a line equation: y = mx + b, where m represents the slope.

(1,1) and slope (a) 2:

Using the point-slope form, the equation of the line is y - 1 = 2(x - 1). Simplifying, we get y = 2x - 1.

This line has a positive slope, which means it rises as it moves to the right.

(-2,-3) and slope (b) -1/2:

Using the point-slope form, the equation of the line is y - (-3) = -1/2(x - (-2)). Simplifying, we get y = -1/2x - 2.

This line has a negative slope, which means it falls as it moves to the right.

(1,1) and slope (c) -1:

Using the point-slope form, the equation of the line is y - 1 = -1(x - 1). Simplifying, we get y = -x + 2.

This line has a negative slope, which means it falls as it moves to the right.

(-2,-3) and slope (d) undefined:

When the slope is undefined, the line is vertical and parallel to the y-axis. In this case, the line passes through the point (-2,-3) and is given by the equation x = -2.

This line has a vertical slope, which means it is perpendicular to the x-axis.

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Answer:

Third side lies between 10 & 22.

Step-by-step explanation:

Any side of triangle is greater than difference of two sides. Sum of two sides of triangle is always greater than third side.

So, letting third size be = x

Difference of two sides < Third side x < Sum of two sides

Difference of two sides = 16 - 6 = 10 , Sum of two sides = 16 + 6 = 22

Hence, 10 < Third side x < 22

Therefore, 68 child tickets were sold on Monday.

Sales typically refer to the exchange of goods or services for money or other consideration, such as barter. It is the activity or process of selling products or services to customers. Sales can occur through various channels, such as in-person transactions, online transactions, phone orders, etc.

Let's assume that x represents the number of child tickets sold on Monday.

Then, the number of adult tickets sold can be represented as (155 - x), since the total number of tickets sold was 155.

The total revenue from child tickets can be represented as 5.30x, since the price of one child ticket is $5.30.

Similarly, the total revenue from adult tickets can be represented as 9.30(155 - x), since the price of one adult ticket is $9.30 and there were (155 - x) adult tickets sold.

The total sales revenue for the day was $1169.50, so we can write:

5.30x + 9.30(155 - x) = 1169.50

Expanding this equation gives:

5.30x + 1441.50 - 9.30x = 1169.50

Simplifying and solving for x, we get:

-4.00x = -272.00

x = 68

Therefore, 68 child tickets were sold on Monday.

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Answer:

\(2036.75088022^{2}\) or \(2036.8^{2}\) rounded to the nearest tenth

Step-by-step explanation:

1. Find the area of the base and the top, which are circles.

Area of circle : \(\pi 10^{2}\) = 986.960440109

There are 2 circles, soooooo....= 986.960440109 x 2 = 1973.92088022

2. Find the rest of the area of the cylander.

So, we have to find the circumference of the circle.

Circumference :2\(\pi\)10 = 62.83

3. Multiply circumference by height.

62.83 x 7 = 439.81

4. Add all of the products.

439.81 + 1973.92088022 = \(2036.75088022^{2}\) or \(2036.8^{2}\) rounded to the nearest tenth

Answer:

A

Step-by-step explanation:

Answer:

A

Step-by-step explanation:

since each time you divide like 14300÷ 11 is 1300 so all big numbers divided by small numbers = 1300

Answer:

See Explanation

Step-by-step explanation:

The question is incomplete, as the histogram is not attached.

However, the solution to your question is to select the interval with the highest frequency

Take for instance, after getting readings from the histogram, yiu have:

1 - 10: 8

11 - 20: 5

21 - 30: 11

31 - 40: 2

And so on.......

Interval 11 - 20 will represent the required interval because it has the highest frequency.

Answer: Non proportional

Step-by-step explanation:

To know if the values given are proportional or not, we will use the formula:

y = kx

where

y = number of organisms

x = number of minutes

k = constant of proportionality

After 5 minutes, a bacteria colony has 1.3 million organisms. Using the formula, y = kx

1,300,000 = 5k

k = 1,300,000 / 5

k = 260,000

After 12 minutes, the same colony has 41.5 million organisms. Using y= kx

41,500,000 = 12x

x = 41500000 / 12

x = 3458333.8

After 15 minutes, the colony has grown to 101.3 million organisms.

y = kx

101,300,000 = 15k

k = 101,300,000 / 15

k = 6753333.8

It is a non-proportional relationship as the constant of proportionality is different for each.

Answer:

what is the problem

Step-by-step explanation:

tell me

The variance of a population is less than 5. Null hypothesis reflects the initial presumption or claim that something is true in this case and true option is : σ^2 ≥ 5.

In hypothesis testing, the null hypothesis (H0) represents the assumption or claim that is initially presumed to be true. In this scenario, we are interested in testing whether the variance of the population is less than 5.

The notation σ^2 represents the population variance, and the symbol ≥ denotes "greater than or equal to." Therefore, the correct null hypothesis is that the population variance is greater than or equal to 5 (σ^2 ≥ 5).

The other options listed are not correct for this scenario:

- σ < 5: This alternative hypothesis suggests that the population variance is strictly less than 5, which is not the hypothesis we want to test.

- σ < 25: This alternative hypothesis suggests a different value for the population variance, which is not what we are interested in.

- σ^2 ≥ 25: This alternative hypothesis sets a higher threshold for the population variance, which is not the hypothesis we want to test.

Therefore, the correct null hypothesis is σ^2 ≥ 5, indicating that the population variance is greater than or equal to 5.

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Yes, the connection between the semimajor axis and an orbit's period varies as the eccentricity of the orbit changes.

In geometry, the eccentric definition is the distance from any point on a conic section to the focus divided by the perpendicular distance from that point to the nearest directrix. In general, eccentricity aids in determining the curvature of a form. The eccentricity grows as the curvature lowers.

Here,

In general, an orbit's period is proportional to the square root of the semimajor axis multiplied by three. This connection, however, is only valid for circular orbits with zero eccentricity. When the eccentricity is larger than zero, the period of the orbit is still determined by the magnitude of the semimajor axis, but it is also determined by the form of the orbit as given by the eccentricity. The relationship between the semimajor axis and the period in this situation is not as straightforward as a proportionate relationship.

As a result, modifying an orbit's eccentricity modifies the connection between the semimajor axis and the period.

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The number of seeds that Frank will plant, expressed in algebraic form, exists 3n + 9.

An expression that includes variables, constants, and algebraic operations is known as an algebraic expression in mathematics (addition, subtraction, etc.).

Given that n and (2n + 9) are the seeds that Frank will plant in various gardens, the total number of seeds that Frank will plant can be represented algebraically by combining the two formulas.

Like terms with the same variables are added together.

Let the equation be n + 2n + 9

simplifying the above equation, we get

3n + 9

Therefore, the number of seeds that Frank will plant, expressed in algebraic form, exists 3n + 9.

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The number of seeds that Frank will plant, expressed in algebraic form, exists 3n + 9.

An expression that includes variables, constants, and algebraic operations is known as an algebraic expression in mathematics (addition, subtraction, etc.).

Given that n and (2n + 9) are the seeds that Frank will plant in various gardens, the total number of seeds that Frank will plant can be represented algebraically by combining the two formulas.

Like terms with the same variables are added together.

Let the equation be n + 2n + 9

simplifying the above equation, we get

3n + 9

Therefore, the number of seeds that Frank will plant, expressed in algebraic form, exists 3n + 9.

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The total length of the fence is 48 m if the rectangular swimming pool measures 7.5 m by 4.5 m.

It is defined as the two-dimensional geometry in which the angle between the adjacent sides are 90 degree. It is a type of quadrilateral.

It is defined as the area occupied by the rectangle in two-dimensional planner geometry.

The area of a rectangle can be calculated using the following formula:

Rectangle area = length x width

It is given that:

A rectangular swimming pool measures 7.5 m by 4.5 m.

It is completely surrounded by a fence parallel to each edge of the pool and at a distance of 3 m from each edge of the pool.

The total length of the fence = 2(7.5+3×2 + 4.5+3×2)

The total length of the fence = 2(7.5+6 + 4.5+6)

The total length of the fence = 2(24)

The total length of the fence = 48 m

Thus, the total length of the fence is 48 m if the rectangular swimming pool measures 7.5 m by 4.5 m.

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The given statement states that for all integers n ≥ 1, the product of the first n terms of the sequence 1 · 2 · 3 · ... · n is equal to n(n-1)(n-2)(n-3) · ... · 4. This can be proven using mathematical induction.

We will prove the given statement using mathematical induction.

Base case: For n = 1, the left-hand side of the equation is 1 and the right-hand side is also 1, so the statement holds true.

Inductive step: Assume the statement holds true for some integer k ≥ 1, i.e., 1 · 2 · 3 · ... · k = k(k-1)(k-2) · ... · 4. We need to prove that it holds for k+1 as well.

Consider the left-hand side of the equation for n = k+1:

1 · 2 · 3 · ... · k · (k+1)

Using the assumption, we can rewrite it as:

(k(k-1)(k-2) · ... · 4) · (k+1)

Expanding the right-hand side, we have:

(k+1)(k)(k-1)(k-2) · ... · 4

By comparing the two expressions, we see that they are equal.

Therefore, if the statement holds true for some integer k, it also holds true for k+1. Since it holds for n = 1, by mathematical induction, the statement holds for all integers n ≥ 1.

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Answer: 73

Step-by-step explanation:

45 - (-85) = 73

Hope this helps

plz mark brainlest

Step-by-step explanation:

You can also write it as 45+28.

In English, a double negative is when two negative words are used in the same sentence.

A double negative in Math is when you have a scenario like this. For example, 1-(-1) is also equal to 1+1.

So 45+28 is 73.

Hope it helps!

Answer:

5

Step-by-step explanation:

15-5(p-6)

when p=8,

=15-5(8-6)

=15-5(2)

=15-10

=5

Answer:20

Step-by-step explanation: Do 15-5=10 then plug in 8 as p then subtract 8 from 6which is 2 .Lastly times 10 by 2 which gives you 20.

I hope it helps :)

Answer:

Including the tax, you would need to pay $11.05

Step-by-step explanation:

10.5/100 * 10 + 10 is the formula

The tax itself, if you had to pay $10 for something, is $1.05

Answer:

πd = circumference of a circle

π53 = 166.504410

166.5 X 18 = 2997cm = 29.97m

Answer:

d

Step-by-step explanation:

Step-by-step explanation:

1 I think you have to multiply 2 *8 and get the answer on the top same with all

The correct representations of the inequality expression are (a) 6x – 15 > -10 + 5x and (c) 3(2x – 5) > -5(2 – x)

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

–3(2x – 5) < 5(2 – x)

Divide bot sides of the inequality by -1

So, we have the following representation

3(2x – 5) > -5(2 – x)

Next, we open the brackets

This gives

6x – 15 > -10 + 5x

Hence, the representation is 6x – 15 > -10 + 5x

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Complete question

Which are correct representations of the inequality –3(2x – 5) < 5(2 – x)? Select two options.

(a) 6x – 15 > -10 + 5x

(b) 6x – 15 < -10 + 5x

(c) 3(2x – 5) > -5(2 – x)

(d) 3(2x – 5) < -5(2 – x)

Using the P-value method of testing hypotheses with a significance level of 0.05, the sample provides strong evidence to support the claim that the mean score of job applicants from the university is greater than 160.

To test the claim that the mean score of job applicants from the university is greater than 160, we will perform a one-sample t-test using the P-value method. The null hypothesis (H0) assumes that the mean score is equal to 160, while the alternative hypothesis (Ha) assumes that the mean score is greater than 160.

First, we calculate the test statistic, which is the t-value. The formula for the t-value is:

t = (sample mean - hypothesized mean) / (sample standard deviation / sqrt(sample size))

Plugging in the given values, we have:

t = (183 - 160) / (12 /   √(25))

  = 23 / (12 / 5)

  = 23 * (5 / 12)

  ≈ 9.58

Next, we find the P-value associated with the test statistic. The P-value represents the probability of obtaining a test statistic as extreme as the observed value, assuming the null hypothesis is true. Since the alternative hypothesis is one-sided (greater than 160), we calculate the P-value by finding the probability of the t-distribution with 24 degrees of freedom being greater than the calculated t-value.

Consulting statistical tables or using software, we find that the P-value is very small (less than 0.0001).

Since the P-value (less than 0.0001) is less than the significance level (0.05), we reject the null hypothesis. This provides strong evidence to support the claim that the mean score of job applicants from the university is greater than 160.

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Answer:

What is your question?

Step-by-step explanation:

Answer:

well, what is your question?

Step-by-step explanation:

A random sample of 150 such people was taken in 2019, and the average amount lost was $683. The population standard deviation is given as $307 per year, and the significance level is set at 0.05.

The parameter of interest in this problem is the population mean amount forfeited by people with flexible health care spending accounts who do not use all their funds. This is denoted by the symbol μ.

The null hypothesis for this problem is that there is no significant difference between the population mean amount forfeited in 2015 (μ2015) and the population mean amount forfeited in 2019 (μ2019).

The alternative hypothesis is that there is a significant difference between the two population means, with the direction of the difference left unspecified. Symbolically, this can be expressed as:

H0: μ2015 = μ2019

Ha: μ2015 ≠ μ2019

To test this hypothesis, we can use a two-sample t-test, with the sample mean, sample standard deviation, and sample size from the 2019 data, and the population standard deviation from the problem statement. We can calculate the t-value using the formula: t = (X'2019 - X'2015) / (s / √n)

where X'2019 is the sample mean from 2019, X'2015 is the population mean from 2015, s is the sample standard deviation from 2019, and n is the sample size from 2019. We can then use this t-value and the degrees of freedom (n-1) to calculate the p-value from a t-distribution table.

If the p-value is less than the significance level of 0.05, we can reject the null hypothesis and conclude that there is a significant difference between the population mean amount forfeited in 2015 and 2019.

If the p-value is greater than 0.05, we fail to reject the null hypothesis and conclude that there is no significant difference between the population means.

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                                      "Complete Question"

In 2015, about one in seven people with flexible health care spending accounts did not use all their account and therefore lost (or forfeited) an average of $723. Suppose a random sample of 150 people who did not use all their funds is taken in 2019 and the average amount lost was $683. Test the hypothesis that there is no significant difference in the average amount forfeited.

Assume that o = $307 per year. Use a = 0.05. a. Define the parameter. Use the proper symbol for the parameter. b. State the null and alternative hypotheses in terms of the parameter of interest. H, : H: c. Specify the test statistic (z or t) and its critical value. Shade the critical (or rejection) region for the test (show all these on the diagram below). ~ d. Carry out the hypothesis test using both the classical approach and the p-value approach. State your decision about H, and conclusion about H.

-5 < -3 and the second inequality is -3 > -5