Solve each equation and match the solution.
e +8= 31

Answer:

7 of 100 parts have been shaded, and 7 hundredths is written as 0.07

Step-by-step explanation:

Note that we have a grid of 100 squares and 7 of those squares are shaded. We can represent the shaded portion by saying 7/100 which is equivalent to .07.

With this information, we can say 7 out of 100 is shaded and is representative of 7 hundredths.

Note that each digit after the decimal is a multiple of (1/10). We can express this as (1/10)^n where n is the digit place after the decimal.

In this case, we have 7, two digits after the decimal so it will be equivalent to 7 * (1/10)^2 = 7 * (1/100) = 7/100.

Cheers.

To show the formation of a sulfide ion from a neutral sulfur atom, we need to add two electrons to the sulfur atom, as sulfide ion has a charge of -2. Therefore, the equation for this process is: S + 2e- → S2-

In this equation, S represents the neutral sulfur atom, while S2- represents the sulfide ion that is formed after the addition of two electrons. This reaction is a reduction reaction, as sulfur is gaining two electrons to form a negatively charged ion.
In summary, the equation S + 2e- → S2- shows the formation of the sulfide ion from a neutral sulfur atom by adding two electrons to it. This equation highlights the importance of electron transfer in chemical reactions and how it can lead to the formation of new compounds.

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Answer:

-15

Step-by-step explanation:

First you want to make the -9 into positive because 2 negitives next to eachother equals a positve and them you add together to get 5=x. Lastly you times 5 by -3 to get -15

Firm X is least likely to capture gains from the innovation when end users have inelastic demand for the product.

When the demand is inelastic for the product, firm X will be least likely to capture the gains, because the firm will not able to adjust prices for any added production cost.

Production costs allude to the costs an organization causes by assembling an item or offering support that produces income for the organization. Production costs can incorporate various costs, for example, work, unrefined components, consumable assembling supplies, and generally above.

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The area of figure is 272.52 square units.

The given figure consist:

A parallelogram of,

length = 12

width   = 18

Since we know that,

Area of parallelogram  = length x width

                                      = 12 x 18

                                      = 216 square units

And it consist of a semicircle of,

radius = 12/2

          = 6

Since we know that,

Area of semicircle is = πr²/2

                                  = 3.14 x 6 x 6/2

                                  = 56.52 square units

Thus,

The area of figure is sum of both areas,

⇒ 216 + 56.52

Hence, area is

⇒ 272.52 square units

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Answer:

A. Y=2x+3

Step-by-step explanation:

because im right

If a function is defined by the equation y = 2x−32, the equation that defines the inverse of this function would be: B. y=2x+32

To determine the inverse of the function, we would first replace x with y in the function:

y = 2x - 32

x = 2y - 32

x + 32 = 2y

Divide both sides by 2

x/2 + 32/2 = y

f−1(x) = x/2 + 32/2

The common facot between the denominatoes of the values is 2. So, when expanded, we have;

(x + 32)/2

So, the closest option that represents the inverse is B. y=2x+32.

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Annabeth's bi-weekly gross earnings, including overtime compensation, would be $1,097.56.

Amount is a term used to describe a quantity or size of something. It is used to refer to a number of objects, items, or people, as well as a measure of money, time, or distance. Amount is also used to describe the total sum of money that is owed, received, or spent.

This amount is calculated by multiplying her hourly rate of $21.84 (which is determined by dividing her bi-weekly gross earnings of $913.45 by 40 hours) by 47 hours, which is the total number of hours worked in the week. Then, her overtime compensation of 7 hours is multiplied by her hourly rate of $21.84 multiplied by 1.5, which is the rate for time-and-a-half. The sum of these two amounts is her bi-weekly gross earnings with overtime, which is $1,097.56.

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In this problem, we have a continuous exponential growth model

so

the equation is of the form

where

a is the initial value ------> a=2,100

y is the number of bacteria

x ----> number of hours

so

For x=2.5 hours, y=2,249 bacteria

substitute

solve for k

apply ln both sides

k=0.0274

convert to percentage

Square root of 4 is not a polynomial. It is a quadratic function. Functions containing other operations like square root is not a polynomial.

A polynomial need not have any square root.  polynomial is a finite sequence form. it must contain no square roots of variables, no fractional or negative powers on the variables, and no variables in the denominators of any fractions. Polynomial are sums and differences of polynomial terms. For an expression to be a polynomial term, any variables in the expression must have whole number powers. It should not have any square root, cube root or any negative values. Quadratic function can have square root cube roots and fraction values.

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The rationalized expression would be \(\sqrt{3}+\frac{\sqrt{9} }{\sqrt{x}}\).

What is a rationalized expression?

A rationalized expression is an expression that has been written in a simplified form which eliminates any radicals (square roots, cube roots, etc.) from the denominator. The denominator is made a rational number, meaning it can be expressed as a fraction with an integer numerator and denominator. This is done by multiplying both the numerator and the denominator by the radical of the denominator. This process is called rationalization.

The given expression is

                          \(=\frac{\sqrt{9}}{\sqrt{3}+ \sqrt{x} } \\\\=\frac{\sqrt{9} }{\sqrt{3} }+ \frac{\sqrt{9} }{\sqrt{x}}\\\\=\frac{3 }{\sqrt{3} }+\frac{\sqrt{9} }{\sqrt{x}}\\\\=\sqrt{3}+\frac{\sqrt{9} }{\sqrt{x}}\)

Hence, the rationalized expression would be \(\sqrt{3}+\frac{\sqrt{9} }{\sqrt{x}}\).

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The correct answer is c. I and III only.

Explanation:

i. As x → [infinity], f(x) → 2: This statement is true. As x approaches infinity, the exponential term -2^(-x - 2) approaches 0, and the constant term 2 remains. Therefore, the function approaches 2 as x approaches infinity.

ii. The x-intercept is (-2, 0): This statement is false. To find the x-intercept, we set f(x) = 0 and solve for x:

0 = -2^(-x - 2) + 2

2^(-x - 2) = 2

Taking the logarithm of both sides:

(x + 2) = log2(2)

(x + 2) = 1

x = -3

Therefore, the x-intercept is (-3, 0), not (-2, 0).

iii. The function is an example of exponential decay: This statement is true. The function f(x) = -2^(-x - 2) + 2 is a decreasing function as x increases. As x becomes larger, the exponential term -2^(-x - 2) becomes smaller, causing the function to approach 2, which is the horizontal asymptote. This behavior is characteristic of exponential decay.

In summary, based on the given options, statements i and iii are true, while statement ii is false. Therefore, the correct answer is c. I and III only.

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The given set have two integers whose sum is 15 because if we selcet the element from the given set then there sum is equal to 15.

In the given question, let s = {3, 4, 5, 6, 7, 8, 9, 10, 11, 12}. suppose six integers are chosen from s.

We have to check there be two integers whose sum is 15.

As we know that,

Zero, a positive natural number, or a negative integer denoted by a minus sign are all examples of integers. The inverse additives of the equivalent positive numbers are the negative numbers. The letter Z or the chalkboard Z is frequently used to represent the set of integers in mathematical terminology.

There are total 10 elements.

We have to choose two element from the given set which sum is equal to 15.

If we choose 3 and 12 then there sum is 15.

Similarly, if select (5,10), (6,9), (7,8) the sum of all these selection is 15.

So the given set have two integers whose sum is 15.

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Answer: The radius is 8 inches

Step-by-step explanation:

The formula for the area of a circle is \(\pi r^2=A\)

Where

A is the area (200.96 for this)

\(\pi\) is pi (we'll round it to 3.14 for this)

and r is the radius

Let's sub in our values and solve for r

\(3.14r^2=200.96\)

Divide both sides by 3.14 to isolate \(r^2\)

\(\frac{3.14r^2}{3.14} =\frac{200.96}{3.14} \\\\r^2=64\)

Take the square root of both sides to cancel the square

\(r^2=64\\\sqrt{r^2} =\sqrt{64} \\r=8\)

Answer:

37.6991

Step-by-step explanation:

25.1327 + 12.5664

The experimental (empirical) probability that the next child is a boy given that a family has five children: 3 boys and 2 girls is 0.6.

Given that the family has five children, 3 of whom are boys and 2 are girls. If we want to know the experimental probability that the next child is a boy, we need to find the ratio of the number of boys to the total number of children. Since the family has three boys and two girls, the total number of children is:
Total number of children = 3 + 2 = 5
Therefore, the probability of the next child being a boy is given by the ratio of the number of boys to the total number of children.
P(B) = Number of boys/Total number of children
P(B) = 3/5P(B) = 0.6
Therefore, the experimental (empirical) probability that the next child is a boy is 0.6.

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We can show that these data can be modeled using a linear function in the following manner:

a) We must compute the differences in the number of high school graduates in each year in order to model the data using a linear function. For instance, the difference between the 1993 and 1994 graduation rates is 5,479 - 5,410, or 69. This pattern of differences suggests that a linear function can be used to model the data.

The annual change in the number of graduates serves as the slope for the linear function. The slope, for instance, is 69 between 1993 and 1994 and 76 between 1994 and 1995. The slope for the linear function is, in general, the difference between the number of graduates in successive years, therefore it is the slope between graduates in consecutive years.

b) Y = mx + b, where y is the number of graduates, x is the year, m is the slope, and b is the y-intercept, is the formula for a linear function that represents the data. We need to know the values of m and b in order to calculate the formula for the linear function that describes the data.

We can use the slope between any two consecutive years to get the value of m. For instance, m = 69 since the slope from 1993 to 1994 is 69. The number of graduates in the first year of the data, which is the y-intercept, can be used to determine the value of b.

For instance, if the first year of the data is 1993 and that year had 5,479 graduates, then b = 5,479. Consequently, y = 69x + 5,479 is the equation for the linear function that models the data.

c) Functional notation can be used to indicate the number of high school graduates in 1994. The formula is y = 69x + 5,479, where x is the year and y is the total number of graduates. Therefore, y = 69(1994) + 5,479 = 137,123 is the total number of graduates in 1994. We may enter the numbers of x and b into the formula from section c to obtain y = 69 (1994) + 5,479 = 137,123.

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Main Answer: The below code will generate a plot showing the CDF of X for p = 1/2 (black line) and p = 3/4 (red line) up to 10 toss.

Supporting Question and Answer:

What is the purpose of defining the scope of a project?

Defining the scope of a project helps establish the boundaries and objectives of the project, determining what is included and what is not. It sets clear expectations, outlines deliverables, and helps manage resources effectively. By defining the scope, project stakeholders can align their understanding of project goals and ensure that the project stays focused and on track.

Body of the Solution:To find the cumulative distribution function (CDF) of the random variable X, we need to calculate the probability that X takes on a specific value or less. In this case, X represents the number of tosses required until the first head is obtained.

For p = 1/2:

The probability of obtaining a head on the first toss is p = 1/2.

The probability of obtaining a head on the second toss is (1 - p) * p

= (1/2) * (1/2)

= 1/4.

The probability of obtaining a head on the third toss is (1 - p)^2 * p

= (1/2)^2 * (1/2) = 1/8. And so on.

The CDF of X can be calculated as follows:

CDF(X = 1) = p = 1/2

CDF(X = 2) = p + (1 - p) * p

= 1/2 + (1/2) * (1/2)

= 3/4

CDF(X = 3) = p + (1 - p) * p + (1 - p)^2 * p

= 1/2 + (1/2) * (1/2) + (1/2)^2 * (1/2)

= 7/8 And so on.

For p = 3/4:

The probability of obtaining a head on the first toss is p = 3/4.

The probability of obtaining a head on the second toss is (1 - p) * p

= (1/4) * (3/4) = 3/16.

The probability of obtaining a head on the third toss is (1 - p)^2 * p = (1/4)^2 * (3/4)

= 9/64. And so on.

The CDF of X can be calculated similarly as before:

CDF(X = 1) = p = 3/4

CDF(X = 2) = p + (1 - p) * p = 3/4 + (1/4) * (3/4)

= 15/16

CDF(X = 3) = p + (1 - p) * p + (1 - p)^2 * p

= 3/4 + (1/4) * (3/4) + (1/4)^2 * (3/4)

= 57/64 And so on.

To plot the CDF of X for p = 1/2 and p = 3/4 using R, you can use the following code:

To plot the CDF of X for p = 1/2 and p = 3/4 using R, you can use the following code:

# Define the probability p

p1 <- 1/2

p2 <- 3/4

# Calculate the CDF for X

x <- 1:10 cdf1 <- cumsum(p1 * (1-p1)^(x-1))

cdf2 <- cumsum(p2 * (1-p2)^(x-1))

# Plot the CDF plot(x, cdf1, type="s", ylim=c(0, 1), xlab="X", ylab="CDF", main="CDF of X for p=1/2 and p=3/4")

lines(x, cdf2, type="s", col="red")

legend("topleft", legend=c("p=1/2", "p=3/4"), col=c("black", "red"), lty=1)

This code will generate a plot showing the CDF of X for p = 1/2 (black line) and p = 3/4 (red line) up to 10 toss.

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The below code will generate a plot showing the CDF of X for p = 1/2 (black line) and p = 3/4 (red line) up to 10 toss.

Defining the scope of a project helps establish the boundaries and objectives of the project, determining what is included and what is not. It sets clear expectations, outlines deliverables, and helps manage resources effectively. By defining the scope, project stakeholders can align their understanding of project goals and ensure that the project stays focused and on track.

To find the cumulative distribution function (CDF) of the random variable X, we need to calculate the probability that X takes on a specific value or less. In this case, X represents the number of tosses required until the first head is obtained.

For p = 1/2:

The probability of obtaining a head on the first toss is p = 1/2.

The probability of obtaining a head on the second toss is (1 - p) * p

= (1/2) * (1/2)

= 1/4.

The probability of obtaining a head on the third toss is (1 - p)^2 * p

= (1/2)^2 * (1/2) = 1/8. And so on.

The CDF of X can be calculated as follows:

CDF(X = 1) = p = 1/2

CDF(X = 2) = p + (1 - p) * p

= 1/2 + (1/2) * (1/2)

= 3/4

CDF(X = 3) = p + (1 - p) * p + (1 - p)^2 * p

= 1/2 + (1/2) * (1/2) + (1/2)^2 * (1/2)

= 7/8 And so on.

For p = 3/4:

The probability of obtaining a head on the first toss is p = 3/4.

The probability of obtaining a head on the second toss is (1 - p) * p

= (1/4) * (3/4) = 3/16.

The probability of obtaining a head on the third toss is (1 - p)^2 * p = (1/4)^2 * (3/4)

= 9/64. And so on.

The CDF of X can be calculated similarly as before:

CDF(X = 1) = p = 3/4

CDF(X = 2) = p + (1 - p) * p = 3/4 + (1/4) * (3/4)

= 15/16

CDF(X = 3) = p + (1 - p) * p + (1 - p)^2 * p

= 3/4 + (1/4) * (3/4) + (1/4)^2 * (3/4)

= 57/64 And so on.

To plot the CDF of X for p = 1/2 and p = 3/4 using R, you can use the following code:

To plot the CDF of X for p = 1/2 and p = 3/4 using R, you can use the following code:

# Define the probability p

p1 <- 1/2

p2 <- 3/4

# Calculate the CDF for X

x <- 1:10 cdf1 <- cumsum(p1 * (1-p1)^(x-1))

cdf2 <- cumsum(p2 * (1-p2)^(x-1))

# Plot the CDF plot(x, cdf1, type="s", ylim=c(0, 1), xlab="X", ylab="CDF", main="CDF of X for p=1/2 and p=3/4")

lines(x, cdf2, type="s", col="red")

legend("topleft", legend=c("p=1/2", "p=3/4"), col=c("black", "red"), lty=1)

This code will generate a plot showing the CDF of X for p = 1/2 (black line) and p = 3/4 (red line) up to 10 toss

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The correct statement based on the conclusion that the effect of social media use on anxiety depends on gender is c. The research study uncovered an interaction between social media use and gender, but no main effects.

This means that the effect of social media use on anxiety is different for males and females, and that the relationship between social media use and anxiety is not consistent across genders. There may be other factors that influence anxiety levels in addition to social media use and gender.

It is important to note that an interaction effect does not imply that there are no main effects, but rather that the main effects are not the same across groups. Therefore, there may be main effects of social media use and gender separately, but the interaction effect suggests that their combined influence on anxiety is more complex.

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The value for x is 7π/6 and 11π/6.

sin2xsecx+2cosx=0

(2sinxcosx)(1/cosx)+2cosx=0

sinxcosx/cosx+2cosx=0

So,

2sinx+2cosx=0

2(sinx+cosx)=0

(2(sinx+cosx))²=0

4(sin²x+cos²x+2sinxcosx)=0

hence,

(sin²x+cos²x+2sinxcosx)/4=0/4

sin2x+cos2x+2sinxcosx=0

1+sin2x=0

sinx=−1/2

=7π/6 and 11π/6

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\(x = 3\)

\(a(3) \: + \: 3 {}^{2} - 152 - 18\)

\(3a \: + \: 9 \: - 134\)

\(3a \: - 134 + 9\)

\(3a - 143\)

Step-by-step explanation:

Answer:

arc WV = 84 degrees

Step-by-step explanation:

Here, we want to get the length of the arc wv

We can use the angle arc relationship here

From what we have here, the value of the arc wv is the product of 2 and the angle facing it

Thus, we have it that;

Arc WV = 2 * angle WXV

arc WV = 2 * 42 = 84 degrees

ANSWER:

its $45

Step-by-step explanation:

add it all together...easy

Answer:

Step-by-step explanation:

The parenthesis can cancel because the lack of anything you can do in them, so that will leave you with 7m + 3 + 7m + 6

Next step is to add like numbers, you should start by adding 7m + 7m, which would be 14m.

Next would be to add 3 + 6, which is nine.

To end this equation, simply put 14m + 9

There is no one-number answer because we do not know what m is. So the equation 14m + 9 is the final answer.

Therefore, the degree of the resulting polynomial is m + n when two polynomials of degree m and n are multiplied together.

What is polynomial?

A polynomial is a mathematical expression consisting of variables and coefficients, which involves only the operations of addition, subtraction, multiplication, and non-negative integer exponents. Polynomials can have one or more variables and can be of different degrees, which is the highest power of the variable in the polynomial.

Here,

When two polynomials are multiplied, the degree of the resulting polynomial is the sum of the degrees of the original polynomials. In other words, if the degree of the first polynomial is m and the degree of the second polynomial is n, then the degree of their product is m + n.

This can be understood by looking at the product of two terms in each polynomial. Each term in the first polynomial will multiply each term in the second polynomial, so the degree of the resulting term will be the sum of the degrees of the two terms. Since each term in each polynomial has a degree equal to the degree of the polynomial itself, the degree of the resulting term will be the sum of the degrees of the two polynomials, which is m + n.

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According to the Centroid Ratio Theorem , we have:

                    x = 37 , DG = 22,

                   AG = 44  and AD = 66

Centroid Ratio Theorem:

The Centroid ratio theorem states that the centroid of the triangle is at 2/3 of the distance from the vertex to the mid point of the side.

according to the centroid ratio theorem, we have,

                        AG = 2/3 (AD)       ----------------------------- (1)

                        AG = x + 7

                        DG = x - 15

                        AD = x + 7 + x- 15 = 2x - 8

Putting the values in equation (1)

     x + 7 = 2/3 (2x - 8)

⇒ 3(x + 7) = 2( 2x - 8)

⇒3x + 21 = 4x - 16

⇒ -x = -37

⇒ x = 37

Putting the value of x= 37

DG = 37 - 15 = 22

AG = 37 +7 = 44

AD= 2×37 - 8 = 66

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The specific value that the mean reading speed of a random sample of second-grade students will exceed cannot be determined solely based on the given information.

The statement mentions a "chance" but does not provide any specific information about the distribution or standard deviation of the reading speeds. Without knowing the variability of the data, it is not possible to determine a precise value that the mean reading speed will exceed.

To estimate the value, we would need additional information such as the standard deviation or a confidence interval. With this information, statistical techniques such as hypothesis testing or confidence intervals could be used to determine the likelihood of the mean reading speed exceeding a particular value.

Therefore, without more information, we cannot determine the exact value that the mean reading speed of a random sample of second-grade students will exceed. The statement implies that there is a possibility, but without additional data or assumptions, it is not possible to provide a specific value.

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Answer:C. Miles

Step-by-step explanation:

Putting it all together, we get:

A:

[-3 0 0]

[ 0 1 0]

[ 0 0 -1]

which is an orthogonal matrix with the first row being a multiple of (3, 3, 0).

An orthogonal matrix is a square matrix whose columns and rows are orthonormal vectors, i.e., each column and row has unit length and is orthogonal to the other columns and rows.

Let's start by finding a vector that is orthogonal to (3, 3, 0). We can take the cross product of (3, 3, 0) and (0, 0, 1) to get such a vector:

(3, 3, 0) x (0, 0, 1) = (3*(-1), 3*(0), 3*(0)) = (-3, 0, 0)

Note that this vector has length 3, so we can divide it by 3 to get a unit vector:

(-3/3, 0/3, 0/3) = (-1, 0, 0)

So, the first row of the orthogonal matrix A can be (-3, 0, 0) or a multiple of it. For simplicity, we'll take it to be (-3, 0, 0).

To find the remaining two rows, we need to find two more orthonormal vectors that are orthogonal to each other and to (-3, 0, 0). One way to do this is to use the Gram-Schmidt process.

Let's start with the vector (0, 1, 0). We subtract its projection onto (-3, 0, 0) to get a vector that is orthogonal to (-3, 0, 0):

v1 = (0, 1, 0) - ((0, 1, 0) dot (-3, 0, 0)) / ||(-3, 0, 0)||^2 * (-3, 0, 0)

= (0, 1, 0) - 0 / 9 * (-3, 0, 0)

= (0, 1, 0)

We can then normalize this vector to get a unit vector:

v1' = (0, 1, 0) / ||(0, 1, 0)|| = (0, 1, 0)

So, the second row of the orthogonal matrix A is (0, 1, 0).

To find the third row, we take the cross product of (-3, 0, 0) and (0, 1, 0) to get a vector that is orthogonal to both:

(-3, 0, 0) x (0, 1, 0) = (0, 0, -3)

We normalize this vector to get a unit vector:

v2' = (0, 0, -3) / ||(0, 0, -3)|| = (0, 0, -1)

So, the third row of the orthogonal matrix A is (0, 0, -1).

Putting it all together, we get:

A:

[-3 0 0]

[ 0 1 0]

[ 0 0 -1]

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Answer:

after 30 min it will be 5:15 pm

Answer:

x = 99,53633682

Step-by-step explanation:

sin(34) = x/178

x = sin(34)×178

x = 99,53633682