5x+2x=2x+5x is an example of which algebraic property?

Your answer:

A. Identity


B. Associative


C. Commutative


D. Distributive

Step-by-step explanation:

2 real roots in thequestipn

Answer

C:2

Step-by-step explanation:

Carolyn made an error in her work because she did not correctly distribute the negative in Step 3.

A system of equations is the given term math for two or more equations with the same variables. The solution of these equations represents the point of the intersection.

You can solve a system of equations by the adding or substitution methods. In the addition method, you eliminate a variable, on the other hand, in the substitution method you replace a variable for the other.

The question gives:3x-2y=7 (1)y=x+2The question shows that Carolyn applies the substitution method because she replaces the variable y (equation 2) in equation 1. See the given step 2.

3x – 2y = 7

3x – 2(x + 2) = 7

3x – 2x - 4 = 7 - here it is the mistake. (Carolyn did not correctly distribute the negative).

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Jake is considering his career options or career aspirations.

Jake is at a stage in his life where he is contemplating his future and the different career paths he could pursue. He has identified three potential professions: teacher, lawyer, and singer. Jake's talent and intelligence indicate that he has the potential to excel in any of these fields. His vow not to be satisfied in a dead-end job suggests that he is motivated and ambitious, seeking a fulfilling and successful career.

At this point, Jake is likely evaluating various factors such as his interest, skills, personal values, and long-term goals to determine which career path aligns best with his aspirations. He may be considering the level of satisfaction, growth opportunities, financial stability, and societal impact associated with each profession. Exploring these factors will help Jake make an informed decision about his future career and choose a path that will provide him with the fulfillment and success he desires.

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There is sufficient evidence that the valve performs above the specifications.

Null Hypothesis (H0): The mean pressure of the valve is equal to 5.3 lbs/square inch

Alternative Hypothesis (H1): The mean pressure of the valve is greater than 5.3 lbs/square inch

To test whether the valve performs above the specifications, a hypothesis test can be used. The test statistic used will be a t-test since the sample size is below 30. The critical value at the 0.05 level is 1.645. The formula for the t-test is: t = (X-μ)/(s/√n) , where X is the sample mean, μ is the population mean, s is the sample standard deviation, and n is the sample size.

Plugging in the known values, the t-test is calculated as: t = (5.5-5.3)/(0.7/√100) = 2.571. Since this value is greater than the critical value at the 0.05 level (1.645), we can reject the null hypothesis and conclude that there is sufficient evidence that the valve performs above the specifications.

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The reasoning provided, "If you build it, they will come. You build it. Therefore, they will come," is an example of deductive reasoning.

Deductive reasoning is a logical process that involves drawing specific conclusions based on general principles, premises, or known facts. In this example, the premise is "If you build it, they will come," which establishes a cause-and-effect relationship. The subsequent statement, "You build it," serves as a confirmation of the premise. From these premises, the conclusion is drawn: "Therefore, they will come." The conclusion logically follows from the premises, making it an example of deductive reasoning.

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To show that (x)^0 for all x in the interval of convergence, we need to select the correct answer option among (a), (b), and (c), which provide explanations for why (x)^0 holds true.

The correct answer is (a) "(x)^0 because of explanation here and 0 for all x." However, the explanation is missing from the given options, so we cannot determine the specific reasoning behind it. In general, any non-zero number raised to the power of 0 is equal to 1. Therefore, (x)^0 is equal to 1 for all x, regardless of the specific function or expression. This is a fundamental property of exponentiation and holds true for any valid value of x within the interval of convergence.

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Answer:

The practice of using brass rings to stretch the neck, also known as neck elongation or neck stretching, is traditionally associated with the Padaung ethnic group from Myanmar (formerly known as Burma).

From a sociological perspective, the use of brass rings to stretch the neck can be seen as an example of deviance, which refers to behavior that violates social norms and expectations. Deviance can be either criminal or non-criminal, depending on the specific behavior in question and the cultural context in which it occurs.

In the case of Padaung women, the use of brass rings to elongate the neck is a form of non-criminal deviance, as it does not violate any laws. However, it does violate cultural norms and expectations in many other societies, where elongated necks are not seen as desirable or attractive.

Therefore, the practice of neck elongation among Padaung women can be seen as a form of cultural deviance, in which members of a particular group engage in behavior that is not considered acceptable or desirable by the larger society in which they live. At the same time, it can also be seen as an expression of cultural identity and tradition, as the practice has been passed down through generations and is an important part of Padaung culture and heritage.

Creation of class to calculate the areas of different geometrical shapes requires to use certain rules which are mentioned in detail here.

Developers frequently encounter naming issues. I lost count of the number of hours I've spent considering what to name things and the amount of time it took me to decipher code that had inappropriate names. Whether it was an object, methods, class, or something else is irrelevant. Given that we spend more time reading code than developing it, effective naming is usually beneficial in the long run.

Your code becomes better and cleaner when you use excellent names. It aids in helping you recognize the functions of each piece of code intuitively. It makes your application easier to read in the future by other developers as well as yourself.

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Answer:

7.95 divided by 5 times 16 so 7.95 divided by 80= so about 10 cents

Step-by-step explanation:

Answer:

125x³ − 150x²y + 60xy² − 8y³

Step-by-step explanation:

(5x − 2y)³

₃C₀ (5x)³ (-2y)⁰ + ₃C₁ (5x)² (-2y)¹ + ₃C₂ (5x)¹ (-2y)² + ₃C₃ (5x)⁰ (-2y)³

(1) (125x³) (1) + (3) (25x²) (-2y) + (3) (5x) (4y²) + (1) (1) (-8y³)

125x³ − 150x²y + 60xy² − 8y³

the probability that at least seven customers arrive in three minutes, given that exactly two arrive in the first minute, is approximately 0.081 or 8.1%.

How to solve?

To solve this problem, we can use the Poisson distribution, which models the probability of a certain number of events occurring in a fixed interval of time or space, given the expected rate of occurrence.

Let lambda be the expected rate of customer arrivals per minute. If exactly two customers arrive in the first minute, then the expected number of customers to arrive in three minutes is lambda ×3. We can use this expected value to calculate the probability of at least seven customers arriving in three minutes:

P(X ≥ 7 | X ~ ∝(λ×3))

= 1 - P(X ≤ 6 | X ~ ∝(λ×3))

= 1 - ∑[k=0 to 6] (e²(-λ3) ×(lλ3)²k / k!)

where e is the mathematical constant approximately equal to 2.71828, and k! denotes the factorial of k.

To find lambda, we can use the fact that exactly two customers arrive in the first minute. The Poisson distribution assumes that the number of events in a fixed interval of time or space follows a Poisson distribution with parameter lambda, which represents the expected rate of occurrence. Therefore, lambda is equal to the number of customers arriving per minute, which is 2.

Substituting lambda = 2 into the formula, we get:

P(X ≥ 7 | X ~ ∝(2×3))

= 1 - P(X ≤ 6 | X ~ ∝(6))

= 1 - ∑[k=0 to 6] (e²(-6) ×6²k / k!)

Using a calculator or computer software, we can evaluate this expression to get:

P(X ≥ 7 | X ~ ∝(6)) ≈ 0.081

Therefore, the probability that at least seven customers arrive in three minutes, given that exactly two arrive in the first minute, is approximately 0.081 or 8.1%.

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The cubic equation is used to describe the glide path of a plane. The given information states that the plane is in level flight at an altitude of 1 mile and starts its descent 6 miles east of the airport.

The question provides information about the altitude of the plane is in and starts its descent 6 miles east of the airport. However, since the equation itself is not provided, we cannot determine the exact shape or characteristics of the glide path.
To better understand the glide path described by the cubic equation, we need to know the equation itself. Unfortunately, the equation is not provided in the question. Without the equation, we cannot determine the exact shape or characteristics of the glide path.
However, a cubic equation typically has the form:
y = ax^3 + bx^2 + cx + d
Where x represents the horizontal distance and y represents the vertical distance (altitude) from the ground. The coefficients a, b, c, and d determine the specific shape of the curve.
Without the specific equation, we cannot provide explanation or examples based on the given information. We would need the equation to calculate and visualize the glide path accurately.
In summary, the question provides information that the plane is in level flight at an altitude of 1 mile and starts its descent 6 miles east of the airport, about a plane's glide path being described by a cubic equation. However, since the equation itself is not provided, we cannot determine the exact shape or characteristics of the glide path.

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There is a 97.91% chance that at least 74 students out of 130 randomly selected students would prefer a boy.

To find the probability that at least 74 students would prefer a boy out of 130 randomly selected students, we need to use the binomial probability formula:

P(X >= k) = 1 - P(X < k)

Where:

P(X >= k) is the probability that the number of students who prefer a boy is greater than or equal to k

P(X < k) is the probability that the number of students who prefer a boy is less than k

In this case, k = 74, n = 130, and the probability of success (i.e., preferring a boy) is p = 0.45 (based on the results of the poll).

To calculate P(X < 74), we can use a binomial distribution calculator or a statistical software program. The result is 0.0209.

Therefore, the probability that at least 74 students would prefer a boy is:

P(X >= 74) = 1 - P(X < 74)

P(X >= 74) = 1 - 0.0209

P(X >= 74) = 0.9791

In terms of percentage = 0.9791 x 100 = 97.91%

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Answer:

2e

Step-by-step explanation:

6e + 3e - 7e

= 9e - 7e

= 2e

The equation that models the balance y after x months is y = 1600 - 145x

Price Zachary purchased the computer = $1600

Remaining balance after 5 months = $875

Amount deducted in 5 months = 1600 - 875 = $725

Remaining balance after 7 months = $585

Amount deducted in 7 months = 1600 - 585 = $1015

So, amount deducted each month = Amount deducted in 5 months/Number of months = 725/5 = $145

Let y be the balance after x months, formulating the equation we get

Balance after x months = Initial amount - Amount deducted each month* Number of months

y = 1600 - 145x

Hence, the equation that models the problem is y = 1600 - 145x

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The general solution to the differential equation dy/dx = 1/3(sin x − xy^2), y(0)=5 is: y = ±√[(sin x - e^(x/2)/25)/x], if sin x - xy^2 > 0 and y(0) = 5

To solve this differential equation, we can use separation of variables.

First, we can rearrange the equation to get dy/dx on one side and the rest on the other side:

dy/dx = 1/3(sin x − xy^2)

dy/(sin x - xy^2) = dx/3

Now we can integrate both sides:

∫dy/(sin x - xy^2) = ∫dx/3

To integrate the left side, we can use substitution. Let u = xy^2, then du/dx = y^2 + 2xy(dy/dx). Substituting these expressions into the left side gives:

∫dy/(sin x - xy^2) = ∫du/(sin x - u)

= -1/2∫d(cos x - u/sin x)

= -1/2 ln|sin x - xy^2| + C1

For the right side, we simply integrate with respect to x:

∫dx/3 = x/3 + C2

Putting these together, we get:

-1/2 ln|sin x - xy^2| = x/3 + C

To solve for y, we can exponentiate both sides:

|sin x - xy^2|^-1/2 = e^(2C/3 - x/3)

|sin x - xy^2| = 1/e^(2C/3 - x/3)

Since the absolute value of sin x - xy^2 can be either positive or negative, we need to consider both cases.

Case 1: sin x - xy^2 > 0

In this case, we have:

sin x - xy^2 = 1/e^(2C/3 - x/3)

Solving for y, we get:

y = ±√[(sin x - 1/e^(2C/3 - x/3))/x]

Note that the initial condition y(0) = 5 only applies to the positive square root. We can use this condition to solve for C:

y(0) = √(sin 0 - 1/e^(2C/3)) = √(0 - 1/e^(2C/3)) = 5

Squaring both sides and solving for C, we get:

C = 3/2 ln(1/25)

Putting this value of C back into the expression for y, we get:

y = √[(sin x - e^(x/2)/25)/x]

Case 2: sin x - xy^2 < 0

In this case, we have:

- sin x + xy^2 = 1/e^(2C/3 - x/3)

Solving for y, we get:

y = ±√[(e^(2C/3 - x/3) - sin x)/x]

Again, using the initial condition y(0) = 5 and solving for C, we get:

C = 3/2 ln(1/25) + 2/3 ln(5)

Putting this value of C back into the expression for y, we get:

y = -√[(e^(2/3 ln 5 - x/3) - sin x)/x]

So the general solution to the differential equation dy/dx = 1/3(sin x − xy^2), y(0)=5 is:

y = ±√[(sin x - e^(x/2)/25)/x], if sin x - xy^2 > 0 and y(0) = 5

y = -√[(e^(2/3 ln 5 - x/3) - sin x)/x], if sin x - xy^2 < 0 and y(0) = 5

Note that there is no solution for y when sin x - xy^2 = 0.

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Answer:

graph d

Step-by-step explanation:

Answer:

63.16

Percentage Calculator: 48 is what percent of 76? = 63.16.

Step-by-step explanation:

*can i be the brainliest*

The first five terms of the arithmetic sequence with a1 = 28 and d = 10 are 28, 38, 48, 58, and 68. The first five terms of the arithmetic sequence with a1 = -34 and d = -10 are -34, -44, -54, -64, and -74.

The first five terms of the arithmetic sequence with a1 = 35 and d = 4 are 35, 39, 43, 47, 51.The first five terms of the arithmetic sequence with a1 = 2 and d = 3k are: 2, 2 + 3k, 2 + 6k, 2 + 9k, 2 + 12k.The first five terms of the arithmetic sequence with a1 = 1/6 and d = 1/2 are: 1/6, 1/6 + 1/2, 1/6 + 1, 1/6 + 3/2, 1/6 + 2.

To find the first five terms of an arithmetic sequence, we start with the given first term (a1) and add the common difference (d) successively to obtain the subsequent terms. In each case, we use the given values of a1 and d to calculate the corresponding terms by adding the appropriate multiples of d to a1.

The resulting sequence of terms represents the arithmetic sequence. By applying this process to each given scenario, we obtain the first five terms for each arithmetic sequence as listed above.

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the magnitude of the sum of the three vectors V1, V2, and V3 is approximately 6.3.

To find the magnitude of the sum of the three vectors V1, V2, and V3, we first need to find the sum of the individual components of the vectors and then calculate the magnitude of the resulting vector.

Given:

V1 = 7.0i - 8.0j

V2 = i + j

V3 = -2.0i + 5.0j

To find the sum of the vectors, we add their corresponding components:

\(V_sum = V1 + V2 + V3\)

      = (7.0i - 8.0j) + (i + j) + (-2.0i + 5.0j)

      = 6.0i - 2.0j

Now, let's calculate the magnitude of the sum vector, V_sum:

\(|V_sum| = \sqrt{((6.0)^2 + (-2.0)^2)\)

      \(= \sqrt{(36.0 + 4.0)\)

       \(= \sqrt{(40.0)\)

       ≈ 6.3 (rounded to two significant figures)

Therefore, the magnitude of the sum of the three vectors V1, V2, and V3 is approximately 6.3.

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(a) The average sound power incident on an eardrum at the threshold of pain is 5.00 × \(10^(-5)\) W. (b) The energy transferred to the eardrum exposed to this sound for 1.50 min is 4.5 J.

(a) The intensity of a sound wave is defined as the power per unit area. In this case, the intensity at the threshold of pain is given as 1.00 W/\(m^2\) The average sound power incident on the eardrum can be calculated by multiplying the intensity by the area of the eardrum. Therefore, average sound power = intensity × area = 1.00 W/\(m^2\) × 5.00 × \(10^(-5)\) \(m^2\) = 5.00 × \(10^(-5)\) W.

(b) To calculate the energy transferred to the eardrum exposed to the sound for 1.50 min, we need to first determine the total power incident on the eardrum. The power is calculated as the product of intensity and area, which is 1.00 W/\(m^2\) × 5.00 × \(10^(-5)\) \(m^2\) = 5.00 × \(10^(-5)\) W.

Since power is the rate at which energy is transferred, we can calculate the energy transferred over time using the formula: Energy = Power × Time. Substituting the values, we have Energy = 5.00 × \(10^(-5)\) W × (1.50 min × 60 s/min) = 4.5 J.

Therefore, the energy transferred to the eardrum exposed to the sound for 1.50 min is 4.5 J.

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Answer:

B

Step-by-step explanation:

Graph B represents a linear function.

Notice that graph D also shows a line, but it is not the graph of a function, since it doesn't pass the vertical line test for functions.

Graph A shows a quadratic function, and graph C shows likely an exponential function. It is graph B the one that is linear, and a function as well.

Answer: It is B.

Step-by-step explanation:

A is a quadratic function

B is a linear function because it is a straight line and every input has exactly one output.

C is a is not straight

D failed the vertical line test.

The slope of the line is 2.4 / 3.

The slope of a line is the change in the dependent variables with respect to the change in the independent variables.

In other words, the slope of a line is the change in y with respect to the change in x.

Therefore,

slope of the line = y₂ - y₁ / x₂ - x₁

Hence, (4, 1.2)(10, 6)

x₁ = 4

x₂ = 10

y₁ = 1.2

y₂ = 6

Therefore,

slope of the line = 6 - 1.2 / 10 - 4

slope of the line = 4.8 / 6

slope of the line = 2.4 / 3

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Answer:

many solutions

Step-by-step explanation:

15=15

The ratio of false positives to true positives is 8 over 54.

According to the Question

Results of a strep throat test performed on a sample of 400 ill people are displayed in the table's data. People who have the flu and those who don't are separated into two categories. The patients are then separated into groups based on whether they tested positive or negative for strep throat within each of these categories.

We must first define what a true positive and a false positive are in order to calculate the ratio of false positives to true positives. A patient who tests positive for strep throat but does not actually have the illness is said to have a false positive. The 8% of patients in this instance who tested positive for strep throat but did not have the flu would fall under that category. A patient who tests positive for strep throat and truly has the illness is said to have a true positive. That would be the 54% of patients who tested positive for both the flu and strep throat in this instance.

We divide the percentage of false positives (8%) by the percentage of true positives (54%), which gives us the ratio of false positives to true positives.

As a result, the ratio becomes 8% / 54%, or 8/54.

It's critical to remember that this ratio is dependent on the sample and test performed and may not be the same for different populations or testing methodologies.

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1. The participants would be a member of all four groups. In a within-subjects ANOVA, participants are exposed to all levels of the factor, so they experience each group.

2. The within-groups sums of squares is only found in a one-way within-subjects ANOVA. This represents the variability within each group or condition.

3. In this case, you would typically conduct a post-hoc analysis to determine which specific groups or conditions differ significantly from each other. Common post-hoc tests for within-subjects ANOVA include the Bonferroni or Tukey tests. These tests help identify pairwise differences between the groups.

4. True. Eta-squared, partial eta-squared, and R-squared are all measures of effect size that indicate the proportion of variance explained within a study. They provide information about the strength and magnitude of the effect being studied.

5. When conducting a two-way between-subjects ANOVA, you would typically run two F-tests: one for each main effect and one for the interaction effect. The main effects assess the effects of each independent variable separately, while the interaction effect examines whether the combined influence of the variables is significant.

6. The between-groups sums of squares is only found in a two-way between-subjects ANOVA. It represents the variability between the different groups or levels of the independent variables.

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The arithmetic expressions are solved and answered below -

5 - 9 = - 4

8 - 8 = 0

- 1 + 12 = 11

- 12 + 12 = 0

- 2 + 4 + 3 = 5

- 4 + 3 + 2 - 1 = - 2 + 2 = 0

In mathematics, an expression or mathematical expression is a combination of terms both variables and constants. For example -

2x + 4y + 5z

4y + 2x

Given are the expressions as given in the questions.

{a} -

5 - 9 = - 4

{b} -

8 - 8 = 0

{c} -

- 1 + 12 = 11

{d} -

- 12 + 12 = 0

{e} -

- 2 + 4 + 3

5

{f} -

- 4 + 3 + 2 - 1 = - 2 + 2 = 0

Therefore, the arithmetic expressions are solved and answered below -

5 - 9 = - 4

8 - 8 = 0

- 1 + 12 = 11

- 12 + 12 = 0

- 2 + 4 + 3 = 5

- 4 + 3 + 2 - 1 = - 2 + 2 = 0

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{Complete question -

Calculate the following:

a) 5-9

b) 8-8

c) -1 + 12

d) -12 + 12

e) -2 +4+3

f) -4-3+2-1}

The probability of drawing a spade or diamond card from a standard deck of shuffled cards is 0.5.

We know that:

The total number of cards in a deck of cards is:

T = 52 cards

We also know that:

Number of spade cards in the deck = 13 cards

Number of diamond cards in the deck = 13 cards

Number of possible outcomes = 13 + 13 = 26 cards

Probability of drawing a spade or diamond card from a standard deck of shuffled cards will be:

P = 26 / 52 = 1 / 2

P = 0.5

Therefore, we get that, the probability of drawing a spade or diamond card from a standard deck of shuffled cards is 0.5.

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Answer:

We have the proportion: 8/10 = 100/y

We can solve for y by cross-multiplying.

That is, 8y = 100 * 10 Simplifying the right-hand side, 8y = 1000

Dividing both sides by 8 to solve for y, y = 125

Hence, the value of y is 125.

Finally, we have the expression: y = √80We can simplify this expression by factoring 80 into its prime factors:80 = 2 * 2 * 2 * 2 * 5

Taking the square root of 2 * 2 * 2 * 2, we have:√(2 * 2 * 2 * 2) = 2 * 2 = 4

Therefore, y = 4√5The value of y is 4√5.

Step-by-step explanation:

Hope this helps!! Have a good day/night!!