please help me solve this problem

Answer:

2x=5 > -14

Step-by-step explanation:

6(x - 2) -3 ≥ -4 ( -3 + 9) +10​
6x-12-3 > 12-36+10
6x-15 > -36+22
6x-15 > -14
6x=15 > -14
3    3        
2x=5 > -14

Answer:

To write the equation of a circle given its center and a point on the circle, we need to use the standard form of the equation of a circle, which is:

(x - h)^2 + (y - k)^2 = r^2

where (h, k) is the center of the circle and r is the radius.

Let's use point A as the point on the circle. We are given that the center of the circle is (4, -2) and point A is (6, 1). We can use the distance formula to find the radius of the circle:

r = √[(6 - 4)^2 + (1 - (-2))^2] = √[4^2 + 3^2] = 5

Now we can substitute the center and radius into the standard form equation:

(x - 4)^2 + (y + 2)^2 = 5^2

Simplifying and expanding the right-hand side, we get:

Therefore, the equation of the circle is (x - 4)^2 + (y + 2)^2 = 25 and we used point A to find it.

a. Yes, the sampling distribution of the sample mean is a normal distribution with a mean of $52000 and a standard error of $\frac{4800}{\sqrt{17}}$.

b. Yes, the sampling distribution of the sample mean is a normal distribution with a mean of $52000 and a standard error of $\frac{4800}{\sqrt{51}}$.

c. You would need to know that the population distribution of X, teacher salaries, is normal in order to answer the questions regarding any sample size.

d. Assuming a sample size of 51, the probability that the sampling error is within $1000 is approximately 0.84 or 84%.

e. Assuming a sample size of 51, the 90th percentile for the average teacher's salary is approximately $54488.

f. Assuming that teacher's salaries are normally distributed, the 90th percentile for an individual teacher's salary is approximately $56396.

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By answering the presented question, we may conclude that In general, expressions it is often most convenient to choose numbers that are powers of ten. 

In mathematics, an expression is a collection of integers, variables, and complex mathematical (such as arithmetic, subtraction, multiplication, division, multiplications, and so on) that describes a quantity or value. Phrases can be simple, such as "3 + 4," or complicated, such as They may also contain functions like "sin(x)" or "log(y)". Expressions can be evaluated by swapping the variables with their values and performing the arithmetic operations in the order specified. If x = 2, for example, the formula "3x + 5" equals 3(2) + 5 = 11. Expressions are commonly used in mathematics to describe real-world situations, construct equations, and simplify complicated mathematical topics.

Tavon may have chosen to multiply both sides of the equation by 10 because he wanted to remove the decimal point and work with integers. Then he can use his knowledge of integer multiplication and division to solve the equations more easily.

Tavon may have used a different number and removed the decimal point. For example, you could multiply both sides by 100 or 1000 instead of 10. However, you should carefully choose a number that is manageable and does not overcomplicate the problem. Multiplying by larger numbers complicates the calculations, and multiplying by smaller ones does not eliminate the decimal point entirely. In general, it is often most convenient to choose numbers that are powers of ten. 

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The percentage of the teenagers who purchased something with their parents' money can be calculated from the two-way frequency table. About 38.64% of the teenagers purchased something with their parents' money.

There were a total of 88 teenagers who were surveyed by Alexis. 38 of them completed the purchase, and out of these 38 teenagers, 34 of them used their parents' money. So, the percentage of teenagers who purchased something with their parents' money can be calculated as follows:

Percent of teenagers who purchased something with their [tex]parents' money = \frac{Frequency of completed purchase}{Total Number of teenagers surveyed} *100[/tex]

Percent of teenagers who purchased something with their parents' money = [tex]\frac{34}{88} * 100%[/tex]%

Therefore percent of teenagers who purchased something with their parents' money = 38.64%

Therefore, about 38.64% of the teenagers purchased something with their parents' money.

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From the survey of 50 people 20 people like chocolate.

A survey was conducted with 50 people, out of which 30 liked chocolate, 20 liked vanilla, and 10 liked both. The question is asking how many people like chocolate.

To determine the number of people who like chocolate only, we subtract the number of people who like both flavors from the total number of people who like chocolate.

The number of people who like chocolate alone = total number of people who like chocolate - the number of people who like both

= 30 - 10= 20

This means that out of the 50 people surveyed, 20 individuals like chocolate, while 10 people enjoy both chocolate and vanilla.

Therefore, 20 people like chocolate.

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In the given elementary matrix, the corresponding elementary row operation is multiplication of the second row of a given matrix with a scalar of 5. The given matrix is an elementary matrix because it can be obtained by multiplying an identity matrix by an elementary matrix. The inverse of the given matrix can be obtained by multiplying a scalar of 1/5 to the second row of the identity matrix.

The given elementary matrix is:
[1 0 0]
[0 0 5]
[0 1 0]

The corresponding elementary row operation for this matrix is multiplication of the second row of a given matrix with a scalar of 5. This means that if we have a matrix A and we multiply the second row of A with a scalar of 5, we get a new matrix B which is represented by the above elementary matrix.

The inverse of the given matrix is:
[1 0 0]
[0 1/5 0]
[0 0 1]

The inverse of a given elementary matrix can be obtained by applying the inverse of the corresponding elementary row operation to an identity matrix. In this case, the inverse of the given elementary matrix can be obtained by multiplying a scalar of 1/5 to the second row of the identity matrix. This gives us the above inverse matrix.

Therefore, the corresponding elementary row operation for the given matrix is multiplication of the second row of a given matrix with a scalar of 5 and the inverse of the given matrix is:
[1 0 0]
[0 1/5 0]
[0 0 1]

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Therefore, the length of the diagonal of the rectangle is approximately 193.57 cm or 49.43 cm, depending on which value of x is used.

Perimeter is the total distance around the edge of a two-dimensional shape. It is the sum of the lengths of all the sides of the shape. For example, the perimeter of a rectangle is found by adding the lengths of its four sides.

Here,

(i) Let the length of the rectangle be y cm.

Then, the perimeter of the rectangle is given by:

2(x + y) = 112

x + y = 56

y = 56 - x

(ii) The area of the rectangle is given by:

Area = length x breadth

597 = yx

Substituting y = 56 - x, we get:

597 = x(56 - x)

597 = 56x - x²

x² - 56x + 597 = 0

(iii) Using the quadratic formula,

x = (-(-56) ± √((-56)² - 4(1)(597))) / (2(1))

x = (56 ± √(3136 - 2388)) / 2

x = (56 ± √(748)) / 2

x = (56 ± 2√(187)) / 2

x = 28 ± √(187)

Therefore, the two solutions are x = 28 + √(187) and x = 28 - √(187).

(iv) The length of the rectangle is y = 56 - x.

Using Pythagoras theorem, the length of the diagonal of the rectangle is given by:

d² = y² + x²

d² = (56 - x)² + x²

d² = 3136 - 112x + 2x²

d = √(3136 - 112x + 2x²)

Substituting the value of x from part (iii) into the above equation, we get:

d = √(3136 - 112(28 ± √(187)) + 2(28 ± √(187))²)

d = √(3136 - 3136 ± 112√(187) + 56 ± 56√(187) + 2(187))

d = √(37400 ± 168√(187))

d ≈ 193.57 cm (rounded to 2 decimal places) or d ≈ 49.43 cm (rounded to 2 decimal places)

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The new coordinates of the two points after rotating the parallel lines 180 degrees clockwise are (2, -7) and (-8, 5).

What are parallel lines?

In geometry, parallel lines can be defined as two lines in the same plane that are at equal distance from each other and never meet.

If the set of parallel lines contains the points (-2, 7) and (8, -5), then the two lines are parallel to each other and have the same slope. We can find the slope of the line that passes through these two points using the slope formula:

slope = (y2 - y1) / (x2 - x1)

slope = (-5 - 7) / (8 - (-2))

slope = -12 / 10

slope = -6 / 5

So, the equations of the two parallel lines are:

y - 7 = (-6 / 5)(x + 2) --- equation 1

y + 5 = (-6 / 5)(x - 8) --- equation 2

To rotate the lines 180 degrees clockwise, we need to negate both the x and y coordinates of the points on the lines. That is, we need to replace each point (x, y) with the point (-x, -y).

So, after the rotation, the new coordinates of the two points will be:

(-(-2), -7) = (2, -7) --- for point (-2, 7)

(-(8), -(-5)) = (-8, 5) --- for point (8, -5)

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The missing value to find the length of BC is 9x.

The distance formula is a formula for calculating the separation in coordinates between two places. It is provided by and deduced from the Pythagorean theorem by:

distance = √((x₂ - x₁)² + (y₂ - y₁)²)

The distance formula is used to compute distances between objects or places in many disciplines, including geometry, physics, and engineering.

The distance formula is given as:

distance = √((x₂ - x₁)² + (y₂ - y₁)²)

Substituting the values of the coordinates of B and C we have:

distance = √((7x - (-2x))² + (-1y - (-4y))²)

distance = √((9x)² + (3y)²)

distance = √(81x² + 9y²)

distance = 3√(9x² + y²)

Hence, the missing value to find the length of BC is 9x.

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Wilson and William were measured at various times, therefore drawing the inference that Wilson grew more over the course of a year than William is incorrect and the statistics is misleading.

Inferential statistics and descriptive statistics are two disciplines of statistics with distinct applications.

Summarizing and characterizing gathered data is the focus of descriptive statistics. It uses techniques including graphical presentations, measurements of variability, and measures of central tendency, such as mean, median, and mode (e.g., histograms, box plots). The purpose of descriptive statistics is to shed light on a sample's or population's properties, such as its distribution, dispersion, and shape.

Wilson and William were measured at various times, therefore drawing the inference that Wilson grew more over the course of a year than William is incorrect.

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Answer:

Use the quadratic formula to solve. Show work describe solution.

Step-by-step explanation:

The quadratic formula is used to find the solutions (or roots) of a quadratic equation in the form ax^2 + bx + c = 0, where a, b, and c are constants.

The quadratic formula is:

x = (-b ± sqrt(b^2 - 4ac)) / 2a

To use the quadratic formula, we need to plug in the values of a, b, and c from the given equation and solve for x.

For example, let's say we have the equation 2x^2 + 5x - 3 = 0.

Here, a = 2, b = 5, and c = -3.

Plugging these values into the quadratic formula, we get:

x = (-5 ± sqrt(5^2 - 4(2)(-3))) / 2(2)

Simplifying the expression inside the square root:

x = (-5 ± sqrt(49)) / 4

x = (-5 ± 7) / 4

We get two solutions:

x = (-5 + 7) / 4 = 1/2

x = (-5 - 7) / 4 = -3

So the solutions to the equation 2x^2 + 5x - 3 = 0 are x = 1/2 and x = -3.

These solutions represent the points where the quadratic curve intersects the x-axis. They can also be used to factor the quadratic equation or graph the quadratic function.

(a) Point estimate (mean difference): 2.2 tomatoes. (b) The standard deviation of differences: Approximately 3.47. (c) The test statistic: Approximately 1.38.

To perform a t-test for the population mean difference, follow these steps:

(a) Calculate the point estimate (mean difference): The point estimate is the mean difference between the yields of fertilizer A and fertilizer B.

Mean difference = (Sum of differences) / Number of pairs

Using the given data gives:

Mean difference = ((7-4) + (6-7) + (5-6) + (8-5) + (10-3)) / 5

Subtracting gives:

Mean difference = (3 - 1 - 1 + 3 + 7) / 5

Solving gives:

Mean difference = 11 / 5

Dividing gives:

Mean difference = 2.2

(b) Calculate the standard deviation of the differences:

To calculate the standard deviation of the differences, we need to calculate the squared differences, find their sum, divide by (n-1), and then take the square root.

Squared differences:[tex](3 - 2.2)^2, (-1 - 2.2)^2, (-1 - 2.2)^2, (3 - 2.2)^2, (7 - 2.2)^2[/tex]

Solving gives:

Sum of squared differences = (0.64 + 12.96 + 12.96 + 0.64 + 21.16)

Solving gives:

The sum of squared differences = 48.36

The standard deviation of the differences [tex]= \sqrt{48.36 / 4}[/tex]

Solving gives:

The standard deviation of the differences [tex]= \sqrt{2.09}[/tex]

Rounded to three decimal places

The standard deviation of the differences ≈ 3.47

c) Calculate the test statistic:

The test statistic (t) = (Point estimate - Null hypothesis value) / (Standard deviation /√(sample size))

Let's assume the null hypothesis is that there is no difference between the two fertilizers

(i.e., mean difference = 0).

[tex]t = (2.2 - 0) / (3.47 / \sqrt5)[/tex]

Substituting [tex]\sqrt 5 = 2.236[/tex]

t = 2.2 / (3.47 / 2.236)

Rounded to two decimal places

t ≈ 1.378

So, the test statistic is approximately 1.378.

The gardener can compare this test statistic to critical values from the t-distribution to determine whether the difference between the two fertilizers is statistically significant at a certain significance level. If the calculated test statistic is greater than the critical value, she ma

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​

The probability that the sample proportion will be at least k is 0.7580.

Let P be the probability that any one person in the population will cooperate and respond to the questions. We are looking for the probability that at least k people out of n in the sample will cooperate and respond to the questions. Let X be the number of people who cooperate and respond to the questions in the sample. X follows the binomial distribution with parameters n and P.To calculate this, use the following formula:

Z = (X - μ) / σ

Here, X = number of people who cooperate and respond to the questions in the sample

μ = E(X) = np,  σ = sqrt(npq)

q = 1 - P

Now, to calculate the probability, first calculate μ = np =

σ = sqrt(npq)

Then, find the z-score using z = (k - μ) / σ.

Now, use the z-table to find the probability corresponding to the z-score obtained in the previous step. The probability obtained from the z-table is the probability that the sample proportion will be at least k.

The probability that the sample proportion will be at least k is 0.7580.

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The length of the side on the prism is 5cm. The area of the shaded region is 72 cm².

Area is the total amount of area occupied by a flat (2-D) surface or an object's shape. The area of a plane figure is the region that its boundary encloses. The quantity of unit squares that span a closed figure's surface is its area. Square units like cm² and m² are used to quantify area. A shape's area is a two-dimensional measurement.

The region inside the perimeter or boundary of a closed shape is referred to as the "area". Such a shape has at least three sides that can be joined together to create a boundary. The "area" formula is used in mathematics to describe this type of space symbolically.

In this figure,

The 5cm flap will be adjacent to the side x. Therefore,

Length of the side x= 5cm

Area of the shaded region= l×b

because the shaded region is a rectangle.

area= 9*x

       =9*5= 45 cm²

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Answer:

D. 24 ft

Step-by-step explanation:

Congruent means equal. Since ABCD and PQRS are congruent they are the same.

Answer:

D

Step-by-step explanation:

The probability that it the marble taken out of the box is not blue is [tex]\frac{112}{131}[/tex].

Probability is a branch of math that studies the chance or likelihood of an event occurring.
There are [tex]75[/tex] red marbles, [tx]37[/tex] white marbles, and [tex]19[/tex] blue marbles.

If a marble is randomly selected from the box, we have to find the probability that it is not blue.

Then the total number of marbles = [tex]75 + 37 + 19 = 131.[/tex]

The probability that a marble is not blue:-

[tex]P[/tex](Not blue) = [tex]P[/tex](Red or White)

[tex]P[/tex](Red or White) = [tex]\frac{(75 + 37)}{131}[/tex]

[tex]P[/tex](Red or White) = [tex]\frac{112}{ 131}[/tex]

[tex]P[/tex](Not blue) = [tex]1 - P[/tex](Blue)

[tex]P[/tex](Not blue) = [tex]1 - \frac{19}{131}[/tex]

[tex]P[/tex](Not blue) = [tex]\frac{112}{ 131}[/tex]

Therefore, the probability that a marble selected from the box is not blue is [tex]\frac{112}{131}[/tex].

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2/7 + 1/4 = 15/28 ≅ 0.5357143

Add: 2/7 + 1/4 = 2 · 4/7 · 4 + 1 · 7/4 · 7 = 8/28 + 7/28 = 8 + 7/28 = 15/28 

It is suitable to adjust both fractions to a common (equal, identical) denominator for adding, subtracting, and comparing fractions. The common denominator you can calculate as the least common multiple of both denominators - LCM(7, 4) = 28. It is enough to find the common denominator (not necessarily the lowest) by multiplying the denominators: 7 × 4 = 28. In the following intermediate step, it cannot further simplify the fraction result by canceling.In other words - two sevenths plus one quarter is fifteen twenty-eighths.

Pattern B shοws a quadratic relatiοnship between the step number and the number οf dοts.

Wοrd prοblems are οften described verbally as instances where a prοblem exists and οne οr mοre questiοns are pοsed, the sοlutiοns tο which can be fοund by applying mathematical οperatiοns tο the numerical infοrmatiοn prοvided in the prοblem statement. Determining whether twο prοvided statements are equal with respect tο a cοllectiοn οf rewritings is knοwn as a wοrd prοblem in cοmputatiοnal mathematics.

Here pattern B shοws a quadratic relatiοnship between the step number and the number οf dοts.

We can write quadradic equation as [tex]y=1+x^2[/tex]

Where y is number οf dοts and x is step number.

Then if x=0 and y=1

If x = 1 and y = 2

If x = 2 and y = 5

If x = 3 and y = 10

Hence Patten B fοllοws the quadratic realatiοnship.

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The slope in the equation b = 0.29h + 1.35 is the measure of the rate at which the bike frame size changes with the height of the rider.

The slope in the equation b = 0.29h + 1.35 refers to the coefficient of the variable h, which represents the height of the rider. The slope is the measure of the rate at which the bike frame size changes with the height of the rider.

In this equation, the slope is 0.29, which means that for every inch increase in the rider's height, the bike frame size increases by 0.29 inches. The slope is a crucial component of the equation as it determines the proportionality of the two variables.

Moreover, the slope is essential in analyzing the relationship between the rider's height and the bike frame size.

It plays a vital role in determining the appropriate size of the BMX bike frame and analyzing the relationship between the two variables.

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Complete Question:

Purchasing the correctly sized BMX bike is based on the height of the rider. In order to fit a customer, the salesman can use the equation b 0.29h +1.35 where b is the size of the BMX bike frame in inches and h is the height of the rider in inches.

Which sentence explains the slope in the equation?

Answer:

[tex]\frac{11}{8}[/tex]

Step-by-step explanation:

3(2k+3)=6-(3k-5)

6k +9=6-3k+5

6k+3k=6+5

8k=11

k=[tex]\frac{11}{8}[/tex]

Answer: I think it is k=2/9

Step-by-step explanation:

You can use the distributive property of multiplication over addition and the fact that 18 is thrice of 6.

The given expression is equivalent to

Those expressions who might look different but their simplified forms are same expressions are called equivalent expressions.

[tex]a(b+c)=a\times b+a\times c[/tex]

(remember that many times, when using letters or symbols, we hide multiplication and write two things which are multiplied, close to each other. As in [tex]2\times x=2x[/tex])

The given expression is [tex]6g-18h[/tex]

We know that we can write

[tex]6=2\times3[/tex]

[tex]18=2\times9=3\times6[/tex]

Thus,

[tex]6g-18h=6\times g-6\times 3h=6(g-3h)=-6(-g+3h)[/tex]

[tex]6g-18h=2\times 3g-2\times 9h=2(3g-9h)=-2(-3g+9h)[/tex]

[tex]6g-18h=3\times 2g-3\times 6h=3(2g-6h)=-3(-2g+9h)[/tex]

All of the above forms are obtained from the same expression without altering its value but only forms, so their simplified forms are same so they are equivalent expressions.

Thus,

The given expression is equivalent to

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Answer:C & D

Step-by-step explanation:

First of all, perfect squares do not end in 2.

The exponent has to be an even number when 2 is the base. For example 2^8 = 64. 8 is an even number. So 64 is a square number.

Therefore, there are 336 different groups of software packages that can be selected from the 8 different software packages offered during the Computer Daze special promotion.

There are 8 different software packages to choose from during the Computer Daze special promotion. Since the customer purchasing a computer and printer is given a choice of 3 free software packages, this means that there are 336 different groups of software packages that can be selected.

To calculate this, the total number of possibilities can be found by using the formula nPr,

where n is the total number of choices, and r is the number of items chosen. This can be written as 8P3. 8P3 is equal to[tex]8x7x6 = 336.[/tex]

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Therefore, the slope of the line passing through the points (0,5) and (2,0) is -5/2.

In mathematics, slope refers to the measure of steepness of a line. It is the ratio of the change in y (vertical change) over the change in x (horizontal change) between any two points on the line. The slope of a line is represented by the letter "m" and can be calculated using the slope formula: m = (y2 - y1) / (x2 - x1) where (x1, y1) and (x2, y2) are the coordinates of two points on the line.

Here,

To find the slope of a line, we use the formula:

slope = (y2 - y1) / (x2 - x1)

where (x1, y1) and (x2, y2) are any two points on the line.

Using the given coordinates, we have:

x1 = 0, y1 = 5

x2 = 2, y2 = 0

slope = (0 - 5) / (2 - 0)

slope = -5/2

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Answer:

three times

Step-by-step explanation:

Answer:

Step-by-step explanation:

5+3x/4 = 7/12

[(5*4)+3x]/4 = 7/12

(20+3x)/4 = 7/12

20+3x = 7/12*4

20+3x = 7/3

3x = 7/3 - 20

3x = [7-(20*3)]/3

3x = (7-60)/3

3x = -53/3

x = -53/3/3/1 ( reciprocal )

x = -53/3*1/3

x= -53/9

Answer:

4m + 6

Step-by-step explanation:

Since the length is twice as long your equation should look like this

2(2m + 3) = L

which would be 4m + 6 as the length of the rectangle

The scale factor is 2 and center dilation is reduced.

The scale factor is a ratio that describes how much a figure has been enlarged or reduced. It is calculated by dividing the length of the corresponding sides of the original and dilated figures. If the scale factor is greater than 1, then the figure is enlarged, and if it is less than 1, then the figure is reduced.

To find the scale factor in an IXL dilations problem, you need to compare the corresponding sides of the original and dilated figures.

If the original figure has a side length of 4 units, and the dilated figure has a corresponding side length of 8 units, then the scale factor is 8/4=2. This means that the dilated figure is twice as large as the original figure.

The center of dilation is the point about which the figure is enlarged or reduced. It is the fixed point that remains unchanged during the dilation process.

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