Solve the inequality.

||2x−1|−2|>3

The formula for the area of triangle is given by the expression 1/2 * base * height.

The formula for the area of a triangle is 1/2 multiplied by the base of the triangle multiplied by the height of the triangle.

To calculate the area of a triangle, you need to know the length of its base and the perpendicular height from the base to the opposite vertex. The formula for the area of a triangle is derived from the concept that the area of a rectangle is equal to the product of its length and width. Since a triangle is half of a rectangle, the area formula is modified by dividing the product of the base and height by 2, resulting in 1/2 * base * height. This formula applies to all types of triangles, including equilateral, isosceles, and scalene triangles. By plugging in the appropriate values for the base and height, you can calculate the area of any triangle.

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What is the formula for area of triangle?

Answer:

14.9 minutes per day

Step-by-step explanation:

We know

Angela ran 104.3 minutes in 7 days

How many minutes did she run per day?

104.3 divided by 7 = 14.9 minutes per day

So, she ran 14.9 minutes per day.

The answer is d

because you're waiting too long.

Answer:

0.81,74%,5/8,31/50

Step-by-step explanation:

74% means 74/100 which equals to 0.74, and 5/8 is 0.625, and lastly 32/50 is 0.62 so it leaves us with 0.81 as the greatest so we can start ordering them

0.81,74%(0.74),5/8(0.625), 31/50(0.62)

The hare ran 5.8 mph to win the race.

Speed is a scalar quantity that refers to "how fast an object is moving." Speed can be thought of as the rate at which an object covers distance.

Given that, a tortoise and a hare run in the NYC marathon for 26.2 miles, the hare crosses the finish line first in a time of 4.5 hours.

Speed = distance/time

Speed of hare = 26.2/4.5 = 5.8 mph

Hence, The hare ran 5.8 mph to win the race.

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Answer:

\(\large\boxed{\tt x = 2}\)

Step-by-step explanation:

\(\textsf{We are asked to solve for x in the given equation.}\)

\(\textsf{We should know that x is cubed, meaning that it's multiplied by itself 3 times.}\)

\(\textsf{We should isolate x on the left side of the equation, then find x by cubic rooting}\)

\(\textsf{both sides of the equation.}\)

\(\large\underline{\textsf{How is this possible?}}\)

\(\textsf{To isolate variables, we use Properties of Equality to prove that expressions}\)

\(\textsf{are still equal once a constant has changed both sides of the equation. A Cubic}\)

\(\textsf{Root is exactly like a square root, but it's square rooting the term twice instead}\)

\(\textsf{of once.}\)

\(\large\underline{\textsf{For our problem;}}\)

\(\textsf{We should use the Subtraction Property of Equality to isolate x, then cubic root}\)

\(\textsf{both sides of the equation.}\)

\(\large\underline{\textsf{Solving;}}\)

\(\textsf{Subtract 1 from both sides of the equation keeping in mind the Subtraction}\)

\(\textsf{Property of Equality;}/tex]

\(\tt \not{1} - \not{1} - x^{3} = 9 - 1\)

\(\tt - x^{3} = 8\)

\(\textsf{Because x}^{3} \ \textsf{is negative, we should exponentiate both sides of the equation by}\)

\(\textsf{the reciprocal of 3, which is} \ \tt \frac{1}{3} .\)

\(\tt (- x^{3})^{\frac{1}{3}} = 8^{\frac{1}{3}}\)

\(\underline{\textsf{Evaluate;}}\)

\(\tt (- x^{3})^{\frac{1}{3}} \rightarrow -x^{3 \times \frac{1}{3} } \rightarrow \boxed{\tt -x}\)

\(\textsf{*Note;}\)

\(\boxed{\tt A^{\frac{1}{C}} = \sqrt[\tt C]{\tt A}}\)

\(\tt 8^{\frac{1}{3}} \rightarrow \sqrt[3]{8} \rightarrow 2^{1} \rightarrow \boxed{\tt 2}\)

\(\underline{\textsf{We should have;}}\)

\(\tt -x=2\)

\(\textsf{Use the Division Property of Equality to divide each side of the equation by -1;}\)

\(\large\boxed{\tt x = 2}\)

There are 6 pairwise comparisons that need to be made in order to gain a complete understanding of which treatment effects differ significantly from others.

In order to determine which treatment effects differ significantly from others, we need to make pairwise comparisons between all possible pairs of treatment groups. Let's consider an example with four treatment groups labeled A, B, C, and D.

To determine which treatment effects differ significantly from others, we need to compare the mean scores of each treatment group with the mean scores of every other treatment group. This means we need to make the following pairwise comparisons:

A vs B

A vs C

A vs D

B vs C

B vs D

C vs D

Therefore, there are 6 pairwise comparisons that need to be made in order to gain a complete understanding of which treatment effects differ significantly from others.

It's worth noting that when making multiple pairwise comparisons, there is an increased risk of making a Type I error (i.e., rejecting the null hypothesis when it is actually true) due to the multiple testing problem. To control for this, researchers may choose to adjust the significance level or use methods such as the Bonferroni correction to adjust the p-values of the individual tests.

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Answer:

6. a unit rate.

Step-by-step explanation:

Tyler's wedge is larger

The arc length of Priya's wedge is only 9.42, and Tyler's is 12

Tayler's wedge is larger.

"Arc length is the distance along the part of the circumference of any circle."

S = 2 × π × r

where, r is the radius of the radius of a circle

In this question,

Tyler bought a wedge shaped cheese with arc length 12 cm and radius 8 cm.

Priya bought a wedge that came from a circular cheese block with radius 9 cm and the block was cut into 6 congruent sectors.

The circumference of circular cheese block with radius 9 cm would be,

⇒ s = 2 × π × 9

⇒ s = 18π cm

Since, the block was cut into 6 congruent sectors.

The arc length of each block would be, 18π / 6 = 3π cm

That is, 9.43 cm

Since 12 > 9.43, Tayler's wedge is larger.

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The points on the ellipse 5x² + y² = 5 that are farthest away from (1, 0) are (-0.25, ±√4.6875).

The square of the distance from a point on the ellipse to the point (1, 0) is ...

 d^2 = (x -1)^2 +y^2

Using the equation of the ellipse to write an expression for y^2, we have ...

 d^2 = (x -1)^2 +5 -5x^2

 d^2 = -4x^2 -2x +6

The expression on the right is that of a downward-opening parabola with ...

 a = -4, b = -2, c = 6

The maximum is located at ...

 x = -b/(2a) = -(-2)/(2(-4)) = -1/4

The value of y there is ...

 y^2 = 5 -5(-1/4)^2 = 4 11/16

 y = √4.6875

Hence the points on the ellipse farthest from (1, 0) are (-0.25,±√4.6875).

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Answer:

-2

Step-by-step explanation:

27^m÷243^n can be written as

3^3 ÷ 3^5

the base are both 3, make it one 3

3^3-5

= 3^-2

=3^a is 3^-2 and a is -2

Pair of points representing parallel line to the x-axis from the given pairs is equal to option a. (3.2, 7) and (5, 7).

As given in the question,

Line parallel to the x-axis has slope = 0

Calculate the slope of each pair of points :

a. (3.2, 7) and (5, 7)

Slope = (y₂ - y₁)/ (x₂ - x₁)

          = ( 7- 7) / ( 5 - 3.2)

          = 0

Pair of points represents parallel line to x-axis.

b. (8, 8.4) and (8, 8.8)

Slope = (y₂ - y₁)/ (x₂ - x₁)

          = ( 8.8- 8.4) / ( 8 - 8)

          = not defined

Pair of points is not parallel to x-axis.

c. (6 1/2, 12) and (6.2, 11)

Slope = (y₂ - y₁)/ (x₂ - x₁)

          = ( 11- 12 / ( 6.2 - 6.5)

          = 1/ 0.3

         = 10/3

Pair of points is not parallel to x-axis.

Therefore, pair of points represents parallel line to x-axis is equal to

option a. (3.2, 7) and (5, 7).

The complete question is:

For each pair of points below, think about the line that joins them. For which pairs is the line parallel to the x-axis? Circle your answer(s). Without plotting them, explain how you know.

a. (3.2, 7) and (5, 7)

b. (8, 8.4) and (8, 8.8)

c. (6 1/2, 12) and (6.2, 11)

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It is in standard form because the exponents are in order from highest to lowest.

The given polynomial is \(-24x^{7} -12x^{2} -9x+6\).

We need to determine from the given statements, which statement best describes the given polynomial.

The highest degree of terms is written first, followed by the next degree, and so on, to represent a polynomial in standard form. The standard form of the polynomial is \(f(x)=a_{n} x^{n} +a_{n-1} x^{n-1}+a_{n-2} x^{n-2} +........a_{1}x+a_{0}\).

So, in the given polynomial \(-24x^{7} -12x^{2} -9x+6\), the exponents of the variable are in decreasing order.

Therefore, it is in standard form because the exponents are in order from highest to lowest.

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I think the answer is c.2

The correct answer is: b. The cognitive structures that Piaget described are relevant to the solution of a much narrower range of problems than Piaget claimed.

Piaget's theory of cognitive development is a widely recognized and influential theory in the field of developmental psychology. However, like any theoretical framework, it has its limitations. One of the main limitations of Piaget's theory is that the cognitive structures he described may be relevant to a narrower range of problems than he originally claimed.

Piaget proposed that cognitive development occurs in a series of distinct stages, with each stage characterized by qualitatively different ways of thinking. He argued that children progress through these stages in a fixed sequence, and that each stage builds upon the previous one. While Piaget's stages have been influential in understanding children's cognitive development, research has shown that the progression through the stages may not be as rigid as originally proposed.

Furthermore, Piaget's theory primarily focused on the development of logical reasoning and problem-solving skills, particularly in the domain of concrete operational and formal operational thinking. This narrow focus implies that Piaget's theory may not fully capture the complexity and diversity of cognitive abilities across different domains. For example, Piaget's theory may not adequately address social cognition, emotional development, or cultural influences on cognitive development.

Additionally, critics argue that Piaget's theory underestimated the capabilities of young children and overestimated the abilities of older children. Recent research has shown that infants and young children are capable of more sophisticated cognitive processes than Piaget initially recognized.

Overall, while Piaget's theory has provided valuable insights into cognitive development, it is important to recognize its limitations and consider other theories and perspectives to gain a comprehensive understanding of how children develop cognitively.

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Answer:

33x+30

Step-by-step explanation:

If you distribute the x to 14 and 19, you will end up with:

14x+19x+30

Then, if you add the two x values together, you'll end up with:

33x+30

Another way you can do it is adding the numbers in the parentheses first:

x(33)+30

Then distribute the x:

33x+30

The expected value for a student to spend on lunch each day from the survey of 50 students is $5.18.

The expected value for a student to spend on lunch each day is derived from the survey of 50 students. This value is calculated by taking the total number of dollars spent by all of the surveyed students and dividing it by the total number of students surveyed. In this particular survey, the total number of dollars spent was $247, and the total number of students surveyed was 50. Dividing $247 by 50 gives us a value of $4.94. This value is then rounded up to the nearest cent to give us the expected value of $5.18. This expected value is the average amount of money that a student can expect to spend on lunch each day from the survey. It is important to note that this value is an estimate, as individual student spending habits may vary greatly.

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The probability that none of the 4 light bulbs work is 2.56%.

As per the given information, the probability that an individual light bulb works is 0.6.

Therefore, the probability that it does not work (i.e., fails) is:

1 - 0.6 = 0.4

Since each light bulb works independently of the other light bulbs, the probability that none of the 4 light bulbs work is the product of the individual probabilities that each light bulb fails.

Calculated as,

P(none work) = P(first fails) × P(second fails) × P(third fails) × P(fourth fails)

P(none work) = 0.4 × 0.4 × 0.4 × 0.4

P(none work) = 0.0256

Therefore, the probability that none of the 4 light bulbs work is 0.0256 or approximately 2.56%.

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A sequence of two instructions that copies bits 0-5 from AL to bits 0-5 in BL is Clear bits 0-5 in BL then, Copy bits 0-5 from AL to bits 0-5 in BL.

To copy bits 0-5 from AL to bits 0-5 in BL while clearing bits 6-7 in BL, you can use the following sequence of two instructions:

Clear bits 0-5 in BL:

AND BL, 0xC0

This instruction applies a bitwise AND operation between the value in BL and the bitmask 0xC0, which has bits 6-7 cleared (set to 0). This operation clears bits 0-5 in BL while preserving the values of bits 6-7.

Copy bits 0-5 from AL to bits 0-5 in BL:

AND AL, 0x3F

This instruction applies a bitwise AND operation between the value in AL and the bitmask 0x3F, which has bits 6-7 cleared (set to 0) and bits 0-5 preserved (set to 1). This operation clears bits 6-7 in AL while preserving the values of bits 0-5.

After executing these two instructions, bits 0-5 in BL will hold the same values as bits 0-5 in AL, bits 6-7 in BL will be cleared, and AL will remain unchanged.

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Connect the points where the first arc crosses the triangle's base and the second arc intersects the base of the triangle with the straightedge to create the triangle's third side, BC.

Generally, To accurately construct triangle ABC, you will need a straightedge (such as a ruler) and a protractor. Here are the steps to follow:

Use the straightedge to draw a straight line segment of length 8 cm, which will represent side AB. This line segment will be the base of the triangle.

Place the point of the protractor at one end of the line segment and draw an arc that intersects the other end of the line segment.

Measure the angle formed by the line segment and the arc using the protractor. The measure of this angle should be 70 degrees.

Without changing the position of the protractor, draw another arc that intersects the first arc and the base of the triangle.

Use the straightedge to connect the point where the second arc intersects the base of the triangle to the point where the first arc intersects the base of the triangle. This will form the third side of the triangle, AC.

Finally, use the straightedge to draw the third side of the triangle, BC, by connecting the point where the first arc intersects the base of the triangle to the point where the second arc intersects the base of the triangle.

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The given inequality is

First, we need to isolate y

To do that we want to move 2y from the right side to the left side, then

To do that subtract 2y from 3y and subtract 2y from (2y + 3)

Since 3y - 2y = 1y

Since 2y - 2y = 0

Since 0 + 3 = 3

Then the answer is

The answer is B

Answer:

√2

Step-by-step explanation:

given points are,

A = (4,5)

B = (3,4)

we know,

D = √(x_2 - x_1)² + (y_2 - y_1)²

→ √(3-4)² + (4-5)²

→ √(-1)² + (-1)²

→ √1 + 1

→ √2

therefore, distance between A and B is √2.

hope this answer helps you dear...take care and may u have a great day ahead!

The final equation in the system, and it can be used to solve for either x or y is x + 1.5y = 3

The pivot operation is used to solve linear equations. The operation starts by selecting a pivot element from a matrix. This pivot element is usually the first non-zero element in the first column of the matrix. The pivot element is then multiplied by a scalar to create a new equation. This new equation is then added to or subtracted from the other equations in the system to eliminate the coefficient of the pivot element. This process is repeated until the system of equations is solved.

For example, consider the following system of equations:

2x + 3y = 6

4x + 6y = 12

The first non-zero element in the first column is 2, so this will be our pivot element. To use the pivot operation, we multiply 2 by a scalar and add this new equation to the other equation. Let's use the scalar 4. This gives us:

8x + 12y = 24

Now we subtract this equation from the other equation to eliminate the coefficient of the pivot element:

2x + 3y = 6 - 8x - 12y = 24

This leaves us with:

-6x - 9y = 18

We now have an equation with only one variable. To solve for this variable, we can divide both sides by -6, giving us:

x + 1.5y = 3

This is the final equation in the system, and it can be used to solve for either x or y.

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\( \frac{1}{3} p + 15\)

= 1/3(p + 45)

Answer:

73.2 cm

Step-by-step explanation:

area = 2 bases + 4 sides

area = 2× 3×3 + 4× 3×4.6

area = 2×9 + 4×13.8

area = 18 + 55.2

area = 73.2 cm

The height of a theoretical plate is usually assumed to be about 18 inches. So, 12 theoretical plates would be about 216 inches (12 x 18 = 216).

A fractionating column is used to separate different components of a mixture by fractional distillation. The height equivalent to a theoretical plate (HETP) is a measure of how efficient a particular fractionating column is. The HETP is typically measured in terms of the number of theoretical plates in a particular column. If the HETP of a column is 2 in plate, then it means that the column has two theoretical plates. To calculate the length of a fractionating column with twelve theoretical plates, we can use the formula: Length = HETP x Number of theoretical plates. In this case, the length would be 12 x 2 = 24 inches.

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Answer:

Figure B.

Step-by-step explanation:

Figure A uses what is visually similar in size cylinders to give a detailed image of the amount of money (assumingly as profit). Each given cylinder that is in similar size represents $200, and so it is easy to figure out how the amount of money per store.

In the case of Figure A,

Save Store = $400

Leff's Store = $800

Low Pricer = $1200

In the case of Figure B, however, while it gives a legend for price per cylinder of that proportion, it does not make use of the legend, and does not give a adequate legend to decipher the Figure. In essence, the data given in Figure B is useless as it makes no use of its legend.

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There are two television sets that have white cords. If three sets are selected at random, there are four possible outcomes: All three sets have no white cord.Two of the sets have no white cord while one has a white cord.

One of the sets has no white cord while two have white cords.All three sets have white cords.Therefore, the shipper can expect to send one set with a white cord to the hotel. Out of a lot of 12 TV sets, two have white cords. If three sets are chosen at random, the number of sets with white cords can be determined in the following way:1. Select three sets at random. Determine the number of sets that have white cords in each selection. Add the results of each selection. Divide by the total number of selections to get the expected value. Round to the nearest whole number.

In the table, the first column indicates the number of sets with white cords in the selection, and the second column indicates the number of sets without white cords. For example, the selection 1, 0, 0 means that the selection contains one set with a white cord and two sets without white cords. The expected value is calculated by multiplying the number of sets in each selection by the probability of that selection and then adding up the results. There are four possible outcomes when three sets are selected at random: (1) all three sets have no white cord, (2) two of the sets have no white cord while one has a white cord, (3) one of the sets has no white cord while two have white cords, and (4) all three sets have white cords.

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