why does sqrt x = -3 have no solution

Answer:

what's the question here ?

Answer:

Should be the third one

Step-by-step explanation:

6(5+7)

5+7=12

6×12=72 |•-•|

Answer: I think it’s the 3rd one.

Step-by-step explanation:

6(5+7)

5+7=12

6×12=72

Hope it helps, have a great day!

Answer:

3√6

Step-by-step explanation:

\( {a}^{2} = {b}^{2} + {c}^{2} \)

\( = {1}^{2} + {( \sqrt{53} )}^{2} \)

\( = 1 + 53\)

\( {a}^{2} = 54\)

\(a = \sqrt{54} = 3 \sqrt{6} \)

4/5 vs. 3/5 is the fraction comparison problem that can be resolved using the same number of missing pieces approach.

The same number of missing pieces method compares the numerator of two fractions after determining the common denominator for the two fractions. Only when the denominators of the fractions are different does this method work. We can identify a common denominator of 20 and compare the numerators in option b because the denominators (4 and 3) disagree.

Consequently, 4/5 can be expressed as 16/20 and 3/5 as 12/20. When we compare the numerators, we obtain 16 > 12, meaning that 4/5 is higher than 3/5. Because they share the same denominator or have no common factor, the other possibilities cannot be solved using the same number of missing pieces technique.

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The monthly paycheck for state income tax is $11,573.33

The unitary technique involves first determining the value of a single unit, followed by the value of the necessary number of units.

Annual Gross pay = $555,520

He is married with 4 dependents.

So, every month he earns:

monthly earnings = 555,520/12

                               = $46,293.33

Also, he has 4 dependents

= $46,293.33 /4

= $11,573.33

Thus, the paycheck is $11,573.33.

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For birthday events 33/100 gifts were packed by the music boosters at the mall.

Total number of gift items = 100

For the wedding purpose,out of 100 gifts, 3/10 number of gifts were boxed = 3/10*100 = 30

For the baby shower, out of 100 gifts, 37/100 gifts were packed = 37

The rest amount of the gift = 100-( wedding + baby shower)

= 100-(30+37) = 33

So, according to the question, these 33 numbers gift was for a birthday.

When it is expressed as a fraction,

The fraction should be = 33/100

Therefore, it is concluded that 33/100 gifts were packed for birthday occasions.

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Answer:

y ≈ 16.12452

Step-by-step explanation:

Pythagorean theorem = a² + b² = c²

In this example, 14 = a, 8 = b, and y = c

14² = 196, 8² = 64

196 + 64 = 260 = y²

y² = \(\sqrt{260}\) ≈ 16.12452

Answer: 2 2/3 or 8/3.

Step-by-step explanation: 0.666... equals 2/3 as a fraction.

The solution is, 2.666666666666667 As fraction is, 2 2/3 or 8/3.

A fraction represents a part of a whole or, more generally, any number of equal parts. When spoken in everyday English, a fraction describes how many parts of a certain size there are, for example, one-half, eight-fifths, three-quarters.

here, we have,

2+ 0.666

=2+ 666/1000

=2+ 2/3

equals 2 2/3 as a fraction.

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Step-by-step explanation:

3 because I don't really know

\(~~~~~~ \textit{Simple Interest Earned}\\\\I = Prt\qquad\begin{cases}I=\textit{interest earned}\dotfill &\$2700\\P=\textit{original amount deposited}\dotfill & \$5000\\r=rate\to r\%\to \frac{r}{100}\dotfill &0.0r\\t=years\dotfill &9\end{cases}\\\\\\2700=(5000)(0.0r)(9)\implies 2700=45000(0.0r)\implies \cfrac{2700}{45000}=0.0r\\\\\\\cfrac{3}{50} = 0.0r\implies \cfrac{3}{50} = \cfrac{r}{100}\implies \cfrac{3\cdot 100}{50}=r\implies 6 = \stackrel{\%}{r}\)

Answer:

I have no clue

Step-by-step explanation:

Answer:

Step-by-step explanation:

The volume of a prism =Base Area× Height.

6 * 9 * 8 =

54 * 8 =

432 cm³

Answer:

< 5 + < 6 = 180°

Step-by-step explanation:

The sum of angles 5 and 6 are 180° because they are adjacent supplementary angles--they have a common arm and a common vertex. The adjacent supplementary angles share the common line segment and vertex with each other. Two angles are also supplementary, if one of its angles is an acute angle and another angle is an obtuse angle. These characteristics match the given figure.

Therefore, < 5 and < 6 are supplementary angles, and have a sum of 180°.

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Answer:

$189

Step-by-step explanation:

you would take 27 × 7 and multiply the two numbers, then get your answer.

Answer:

$12.25

Step-by-step explanation:

The unit rate would be\(\frac{21}{12}\) 1.75 a can

7 x 1.75 = 12.25

The two options that would prove that ΔABC ~ ΔXYZ include the following:

A. BA/YX = BC/YZ = AC/XZ

C. AC/XZ = BA/YX, ∠A≅∠X

In Mathematics and Geometry, two triangles are said to be similar when the ratio of their corresponding side lengths are equal and their corresponding angles are congruent.

Based on the side, side, side (SSS) similarity theorem, we can logically deduce the following congruent angles and similar triangles:

BA/YX = BC/YZ = AC/XZ (ΔABC ≅ ΔXYZ)

Based on the side, angle, side (SAS) similarity theorem, we can logically deduce the following congruent angles and similar sides:

AC/XZ = BA/YX, ∠A≅∠X

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Missing information:

The question is incomplete and the complete question is shown in the attached picture.

In your test plan, include the number of repetitions you will perform and a method for analyzing the data to account for random errors.

A test plan should account for the presence of systematic and random errors through the following steps:

1. Calibration: Calibration ensures that the instruments used in the experiment are accurate and consistent. By calibrating the equipment, you can minimize the impact of systematic errors on your results. Start your test plan by ensuring all instruments are calibrated and their measurements are reliable.

2. Randomization: Randomization is the process of randomly assigning subjects or samples to different experimental conditions. This helps to eliminate any potential bias or systematic errors caused by the arrangement of the experiment. In your test plan, make sure to include a method for randomizing the experiment to minimize the effect of systematic errors.

3. Repetition: Repeating the experiment multiple times can help reduce the impact of random errors. By performing the experiment multiple times and averaging the results, you can minimize the influence of random errors on your findings.

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A person with a Z-score of -0.42 would have a raw score of 992.4 on the SAT taken in 2018.

The standard deviation is a measure of how much the data varies from the mean. A Z-score is a standardized value that represents the number of standard deviations a raw score is from the mean.

To find the raw score given a Z-score, we can use the following formula:

raw score = mean + Z-score * standard deviation

For the mean composite score of 1068 and a standard deviation of 180, we can plug in the values for the Z-score of -0.42:

raw score = 1068 + (-0.42) * 180

raw score = 1068 - 75.6

raw score = 992.4

Note: The Z-score of -0.42 indicates that the raw score is 0.42 standard deviations below the mean.

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Solution

Using BODMAS to solve the fraction

Therefore the answer = -3/4

the estimated total audited value of the population is $127,740.The mean-per-unit estimation technique can be used to estimate the total audited value of the population of accounts receivable. W
We know that the total book value of all 4,000 accounts is $120,000. We also know that the 100 accounts selected by the CPA have a total book value of $3,100 and an audited value of $3,300.

The mean-per-unit estimate is calculated as follows:

mean-per-unit estimate = (total audited value of the sample / total book value of the sample) x (total book value of the population)

Plugging in the values we have:

mean-per-unit estimate = ($3,300 / $3,100) x $120,000
mean-per-unit estimate = 1.0645 x $120,000
mean-per-unit estimate = $127,740

, the estimated total audited value of the population is $127,740.

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Two reasons that multiple regression designs cannot completely establish causation are: 1) correlation does not imply causation, and 2) the presence of confounding variables.

1) Correlation does not imply causation: Multiple regression designs can help identify correlations between variables, but correlation alone does not prove causation. There could be other factors at play, or the observed relationship could be due to chance.

2) Presence of confounding variables: Confounding variables are variables that affect both the independent and dependent variables, leading to a spurious association. In multiple regression designs, it is possible that not all confounding variables are accounted for, which can lead to inaccurate conclusions about the causal relationship between variables.

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This is actually pretty simple, so i think you should catch on fast, so basically, the opposite of 59 is -59. so basically, just add a negative on there and your all set. If its negative, switch it to positive. Hope it helped!

the answer is: 1,2,3

the inequality represents less than, meaning the value of z is less than 4

which leaves us with 3 numbers, 1, 2 and 3

In order to argue that the regression results do not necessarily imply a causal positive effect of attending lectures on final exam performance, the following arguments can be made:

1. β^1 may be subject to omitted variable bias: Omitted variable bias occurs when important variables that are not included in the regression model influence both the dependent and independent variables. In this case, there may be other factors that affect both attending lectures and final exam performance but are not accounted for in the regression analysis. These omitted variables could confound the relationship and lead to a misleading interpretation of causality.

2. The effect of work ethic: It is possible that the estimated coefficient β^1 captures the combined effect of attending lectures and the students' work ethic. Students with better work ethic tend to perform better academically and are also more likely to attend lectures regularly. Thus, the observed positive relationship between attending lectures and final exam performance may be partially or fully attributed to the students' work ethic rather than a direct causal effect of attending lectures.

It is important to note that these arguments highlight potential limitations and alternative explanations for the observed results. They do not definitively disprove a causal relationship between attending lectures and final exam performance, but rather suggest that caution should be exercised in interpreting the regression results as causal evidence. Further research and analysis would be needed to establish a more robust causal relationship between attending lectures and final exam performance.

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Answer:

20

Step-by-step explanation:

Answer:

The answer is 5/10 multiply 1/2 by 5

Three variable p, q and r that is true when at most one of the three variables is true.

How do you identify a proposition?

Atmost means maximum.

We have three variables: p,q and r. Maximum one of the three variable is true. However we dont know which variable is true.

Case 1: No variable is true :  ¬p ∧¬q∧¬r

Case 2 : p variable is true:  p ∧¬q∧¬r

Case 3: q variable is true : ¬p ∧q∧¬r

Case 4 : r variable is true : ¬p ∧¬q∧r

One of the 4 cases has to be true . Thus Case1 or Case 2 or Case3 or Case 4 is true. So we need to take comjuction of the propsitions in each case.

(¬p ∧¬q∧¬r) v  (p ∧¬q∧¬r) v (¬p ∧q∧¬r) v (¬p ∧¬q∧r)

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Answer:

a*(20-a)

Step-by-step explanation:

Let's assume that the length of the garden is a the width is b and the area is s.

b = 40/2 - a = 20-a

s =a*(20-a)=-a^2+20a=-(a-10)^2+100

then,

when a=10, max(-(a-10)^2) =0, max(s)=100

The volume of the resulting solid is 16π. To find the volume of the resulting solid when the given region is rotated about the r-axis, we need to use the method of cylindrical shells.

First, we need to sketch the region to get an idea of what it looks like. The region is bounded by the curves y = 4/x, y = 0, x = 1, and x = 3.

The curve y = 4/x is a hyperbola with asymptotes y = 0 and x = 0. The region is the area under the curve y = 4/x from x = 1 to x = 3, bounded by the x-axis.

To use the method of cylindrical shells, we imagine slicing the region into thin vertical strips of thickness dx, and then rotating each strip around the r-axis to form a cylindrical shell.

The height of each strip is y = 4/x, and the radius of each cylindrical shell is r = x. The volume of each cylindrical shell is given by:

dV = 2πrh dx

where h is the height of the cylindrical shell and dx is the thickness of the strip.

Substituting y = 4/x and r = x, we get:

dV = 2πx(4/x)dx
  = 8π dx

The total volume of the resulting solid is the sum of the volumes of all the cylindrical shells, from x = 1 to x = 3.

V = ∫dV from x = 1 to x = 3
 = ∫8π dx from x = 1 to x = 3
 = 8π[x] from x = 1 to x = 3
 = 16π

Therefore, the volume of the resulting solid is 16π.

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