Dividing using synthetic division helppp

Answer: 21 cups of sugar, 7 cakes

Solve the following proportion:

3/5=x/35

Cross multiply:

5x=35(3)

5x=105

x=21 cups of sugar

3 cups of sugar= 1 cake

21 cups of sugar= x cakes

Cross multiply:

3x=21

21/3

7 cakes

Answer:

x=5

Step-by-step explanation:

step 1 : exapnding 2(x+4) will give you 2x +8 , the student made an error in expanding

so it should then be 2x+8 = 6x-12

and then if you move the letters to one side and the numbers to the other you will get :

-4x = -20

x=5

hope this works :)

x=5

Step-by-step explanation:

the student added a minus in 2x and 8 when it's suppose to be an addition that is the error

2(x+4)=6(x-2)

2x+8=6x-12

2x-6x=-8-12

-4x=-20

x= -20/-4= 5

x=5

Answer:

381 in^3

Step-by-step explanation:

The volume of the green block is V1 = length(width)(height), or

                                                         V1 = (16 in)(7 in)(3 in) = 336 in^3, and

the volume of the red triangular prism is V2 = (1/2)(3 in)(5 in)(6 in) =

                                                           V2 = 45 in^3

So the total volume is the sum of these two results:  381 in^3

In logistic regression, it is important to compare the performance of the model against some kind of baseline state to evaluate its effectiveness.

The baseline state that is commonly used in logistic regression is the model that does not have any b weights. This is because the b weights in logistic regression represent the strength of association between the predictor variables and the outcome variable. If a logistic regression model with b weights performs better than the baseline model without b weights, it indicates that the predictor variables are significant in predicting the outcome variable. Additionally, the baseline model is not open to sources of bias, and it does not predict the categorical outcome variable. Therefore, it is important to use the baseline model to determine the usefulness and predictive power of the logistic regression model. Log-transforming the predictor variables is not the baseline state in logistic regression.

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Answer:

2431

Step-by-step explanation:

2 4 3 1 is the way of the answers

To study the effect of elevation above sea level on air temperature and air pressure while hiking from Heart Lake (elevation 2,179 feet) to the peak of Mt. Marcy (elevation 5,344 feet) in the Adirondack Mountains, the students should use the following instruments to collect their data:

1. Thermometer: A thermometer is an instrument used to measure air temperature. The students should take temperature readings at various elevations during their hike to determine the relationship between elevation and temperature.

2. Barometer: A barometer is an instrument used to measure air pressure. The students should take air pressure readings at various elevations during their hike to determine the relationship between elevation and air pressure.

By using these two instruments and comparing the data collected at different elevations, the students can study the effect of elevation on air temperature and air pressure.

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Answer:

140° and 40°

Step-by-step explanation:

let x be one angle then the other is \(\frac{1}{2}\) x - 30

Since the angles are a linear pair, theis sum is 180° , then

x + \(\frac{1}{2}\) x - 30 = 180, that is

\(\frac{3}{2}\) x - 30 = 180 ( add 30 to both sides )

\(\frac{3}{2}\) x = 210 ( multiply both sides by 2 to clear the fraction )

3x = 420 ( divide both sides by 3 )

x = 140

and \(\frac{1}{2}\) x - 30 = \(\frac{1}{2}\) (140) - 30 = 70 - 30 = 40

The 2 angles are 140° and 40°

Answer:

None

Step-by-step explanation:

None. √-21 is not a real number.

Answer:

4 and 5   i need to add 20 characters so yahhhh

Answer:

ask someone i know a good app its called brainly

Step-by-step explanation:

yup

The map visually represents the spatial distribution of the Hispanic population across U.S. counties, allowing for the identification of patterns and clusters. On the other hand, the histogram provides a quantitative representation of the distribution, illustrating the frequency or density of Hispanic population within specific ranges or categories.

The map reveals certain features that may not be apparent in the histogram. For instance, it allows us to observe spatial concentrations or clusters of Hispanic population, such as regions with high densities of Hispanic residents or areas where the Hispanic population is more dispersed. These spatial patterns can provide insights into factors like immigration patterns, cultural heritage, or historical settlement patterns that influence the distribution of the Hispanic population in the United States.

Conversely, the histogram highlights features that may not be readily visible in the map. The histogram enables a more detailed examination of the distribution within specific population ranges or categories. It can reveal the frequency or density of the Hispanic population within each range, allowing for comparisons across different counties or regions. By examining the histogram, one can identify variations in the size or proportion of the Hispanic population in different areas, potentially indicating demographic disparities or variations in population growth rates.

In summary, the map provides a visual understanding of the spatial distribution of the Hispanic population, highlighting clusters and patterns, while the histogram offers a quantitative representation, revealing variations in population density within specific ranges or categories. Both tools are valuable for analyzing and interpreting the distribution of the Hispanic population in U.S. counties, providing complementary perspectives for understanding demographic trends and patterns.

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Answer:

320 "if rounded"

Step-by-step explanation: you find out what number times itself equals 6500 which is 80.623 "rounded to 80" then you add up all the sides "80+80+80+80" or "8x4"  which would be 320 but you have to do nearest tenth so your answer would be 322.4.

Answer:

x = 11

z = 86

Step-by-step explanation:

8x + 6 and 10x-16 are vertical angles

Vertical angles are pairs of angles that are opposite each other and have the same vertex, or point of intersection. They are formed when two lines intersect at a point, and are always congruent, or of equal measure.

To solve this equation, we need to isolate the variable x on one side of the equation. To do this, we can start by subtracting 6 from both sides of the equation:

8x + 6 - 6 = 10x - 16 - 6

8x = 10x - 22

Now we can subtract 8x from both sides of the equation:

8x - 8x = 10x - 22 - 8x

0 = 2x - 22

To solve for x, we can add 22 to both sides of the equation:

0 + 22 = 2x - 22 + 22

22 = 2x

Finally, we can divide both sides of the equation by 2 to find the value of x: 22 / 2 = 2x / 2

x = 11

Therefore, the solution to the equation is x = 11.

Now that we have x, z is a supplementary angle to 8x + 6 (or you could do 10x - 16)

Supplementary angles are pairs of angles that add up to 180 degrees. They are formed when two lines intersect at a point, and the angles formed at the intersection are supplementary.

First plug in x, 8x + 6 = 8(11) + 6 = 88 + 6 = 94

180 - 94 = z

z = 86

Doreen is correct, Constance incorrect.

Constance is incorrect and Doreen is correct. Dilations do not necessarily preserve angle measures, so Triangle A'B'C' is not necessarily congruent to Triangle ABC based solely on congruent angle measures. Therefore, Constance's statement is incorrect.

To demonstrate this, we can construct a counterexample. Let's say that Triangle ABC has angle measures of 30 degrees, 60 degrees, and 90 degrees. When we dilate Triangle ABC using point P as the center of dilation and a scale factor of 2, we create Triangle A'B'C', where each side is twice as long as the corresponding side in Triangle ABC. However, the angle measures in Triangle A'B'C' will still be 30 degrees, 60 degrees, and 90 degrees. Therefore, Triangle A'B'C' is not congruent to Triangle ABC.

In summary, while dilations preserve ratios of lengths and parallelism, they do not necessarily preserve angle measures, so Constance's statement is incorrect and Doreen is correct.

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Morton made 75% of his free throws last season.

To find the percentage of free throws Morton made, we need to divide the number of successful free throws (36) by the total number of attempts (48) and then multiply by 100 to express it as a percentage.

First, we calculate the fraction of successful free throws by dividing 36 by 48:

36/48 = 0.75

Next, we multiply the fraction by 100 to convert it to a percentage:

0.75 x 100 = 75%

Therefore, Morton made 75% of his free throws last season.

To explain this in 150 words, we can say that Morton made 36 successful free throws out of 48 attempts. To find the percentage, we divide the successful free throws by the total attempts and multiply by 100. In this case, Morton made 36/48, which simplifies to 0.75, or 75% when expressed as a percentage. This means that 75% of Morton's free throws were successful. It's important to note that percentage represents a proportion out of 100, so 75% indicates that Morton made 75 out of every 100 free throws attempted.

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The complete question:

Morton made 36 out of 48 free throws last season what percent of his free throws in Morton make?

Out of the given sequences, only the first one, 5, 7, 9, 11, ..., is an arithmetic sequence.

An arithmetic sequence is a sequence of numbers in which the difference between consecutive terms remains constant. Let's analyze each of the given sequences to determine if it is an arithmetic sequence:

5, 7, 9, 11, ...

To find the difference between consecutive terms, we subtract the previous term from the current term. In this case, the difference between consecutive terms is 7 - 5 = 2, 9 - 7 = 2, and so on. The difference remains constant at 2, so this sequence is an arithmetic sequence.

1, 1, 2, 3, ...

Calculating the differences between consecutive terms, we have 1 - 1 = 0, 2 - 1 = 1, 3 - 2 = 1, and so on. The differences are not constant; they alternate between 0 and 1. Therefore, this sequence is not an arithmetic sequence.

1, 4, 9, 16, ...

Taking the differences between consecutive terms, we have 4 - 1 = 3, 9 - 4 = 5, 16 - 9 = 7, and so on. The differences are not constant; they increase by 2 with each term. Hence, this sequence is not an arithmetic sequence.

Therefore, out of the given sequences, only the first one, 5, 7, 9, 11, ..., is an arithmetic sequence.

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Answer:

Step-by-step explanation:

Answer:

Step-by-step explanation:

Answer:

Step-by-step explanation:

Answer:

3 newtons to the left

Step-by-step explanation

since the arrows are pointing towards each other you have to subtract

5-2=3

Since five is the greatest number it will be pushing to the left

Step-by-step explanation:

Los enteros son números enteros. Las fracciones son partes por elemento entero. Los decimales son fracciones expresadas en décimas.

Answer: 960 cm cubed.

Explanation:

The formula is 1/2 * l * w * h

So, 1/2 (12) (10) (16) = 960

Hope it helps :)

Answer:

C≈51.84in

Step-by-step explanation:

C=2πr

d=2r

Solving for C

C= πd= π·16.5≈51.83628in

The maximum rectangular area that can be fenced can be

2499 sq meters.

We know the perimeter of any 2D figure is the sum of the lengths of all the sides except the circle and the area of a rectangle is the product of its length and width.

We know for a quadrilateral, A square has the maximum area.

We also know That the product of two numbers is maximum when the difference between them is minimum.

Given, A farmer has 2,000 meters of fencing and wants to use it to create a rectangular area for grazing.

So, 2(l + b) = 2000.

l + b = 1000.

For a square, it would be 500 and 500, But to be a rectangle it can be 49 and 51.

Therefore, The maximum area would be,

= (51×49) sq meters.

= 2499 sq meters.

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The Mae takes the absolute values of the forecast errors to ensure they don't cancel each other out.

By considering only the magnitude of the errors, the MAE (Mean Absolute Error) provides a measure of the average deviation between forecasts and actual values.

To ensure that forecast errors don't cancel each other out, the Mean Absolute Error (MAE) calculation involves taking the absolute values of the errors. The MAE is a commonly used metric to measure the accuracy of a forecasting model.

Forecast errors represent the differences between predicted values and actual values. These errors can be positive or negative, depending on whether the forecast overestimates or underestimates the actual value. By taking the absolute values, the direction of the error is disregarded, and only the magnitude of the deviation is considered.

By summing up the absolute values of all the forecast errors and dividing by the number of observations, the MAE provides an average measure of how far the forecasts deviate from the actual values. It allows for the evaluation of the average absolute magnitude of the errors without considering their direction.

In summary, the Mean Absolute Error (MAE) takes the absolute values of the forecast errors to ensure they don't cancel each other out. This approach allows for a measurement of the average deviation between forecasts and actual values by considering only the magnitude of the errors.

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Answer:

B. 1/25

Step-by-step explanation:

This question asks us to find (-2), or f(x) when x is equal to -2.

We know that f(x)=5^x. We also know that we are trying to find f(-2). Therefore, we must substitute -2 in for x.

f(x)=5^x

x= -2

f(-2)= 5^-2

Negative exponents follow the rule:

x^-b= 1/x^b

Rewrite the exponent according to this rule.

5^-2=1/5^2

f(-2)= 1/5^2

Evaluate the exponent in the denominator.

5^2=5*5=25

f(-2)=1/25

f(-2) is equal to 1/25, therefore B is the correct answer.

Answer:

Ok,you just need to replace the x for -2

F(x)=5^x

\(f(-2)=5^{-2}\)

\(f(-2)=\frac{1}{25}\)

So, the correct answer is B

I hope this help you :)