five less than twice a number is greater than ten times a number

Answer:

in went down 6 floors.

Step-by-step explanation:

9-6=3 so that's how I found the answer.

Answer:

The reduced expression is:  

\(\frac{3\,y\,z^4}{\,x^2}\)

Step-by-step explanation:

Start by cancelling out common factors in numerator and denominator (including the "-1" factor present in both):

\(\frac{-36\,x^4\,y^4\,z^5}{-12\,x^6\,y^3\,z} = \frac{3\,x^4\,y^4\,z^5}{\,x^6\,y^3\,z} =\frac{3\,y^4\,z^5}{\,x^2\,y^3\,z} =\frac{3\,y\,z^5}{\,x^2\,z} =\frac{3\,y\,z^4}{\,x^2}\)

where we did cancellations of first numerical factors, and then the variables addressing one at a time.

Answer:

Hello, the answer to this question is A the other person is wrong

Step-by-step explanation:

Answer:

A) –2x + 3

Step-by-step explanation:

Answer:

Your answer is DDDDDDDDD

Step-by-step explanation:

Answer:

its C

Step-by-step explanation:

Answer:

The equation is: 5(x+9) = 55

This basically means that five times the quantity x+9 is equal to 55.

Let me know if this helps!

Answer: The standard algorithm for division is also known as long division, it is a method for solving division problems that involve larger numbers. To solve 66 divided by 7 using the standard algorithm, you can follow these steps:

Step 1: Write the dividend (66) and the divisor (7) in a division problem format, like this:

66 | 7

--- |

Step 2: Divide the first digit of the dividend (6) by the divisor (7). Since 6 is less than 7, write a 0 as the first digit of the quotient.

66 | 7

--- | 0

Step 3: Multiply the divisor (7) by the first digit of the quotient (0) and write the product (0) under the first digit of the dividend (6).

66 | 7

--- | 0

0 |

Step 4: Subtract the product (0) from the first digit of the dividend (6) and write the result (6) under the subtraction.

66 | 7

--- | 0

0 | 6

Step 5: Bring down the next digit of the dividend (6) and append it to the result of the subtraction to form a new 2-digit number (66).

66 | 7

--- | 0

0 | 6

| 66

Step 6: Divide the new 2-digit number (66) by the divisor (7) and write the quotient (9) above the line.

66 | 7

--- | 09

0 | 6

| 66

Step 7: Multiply the divisor (7) by the quotient (9) and write the product (63) under the new 2-digit number (66).

66 | 7

--- | 09

0 | 6

--- | 63

Step 8: Subtract the product (63) from the new 2-digit number (66) and write the result (3) under the subtraction.

66 | 7

--- | 09

0 | 6

--- | 63

| 3

Step 9: Write the final result (9) as the quotient and the remainder (3) of the division problem.

66 | 7

--- | 09

0 | 6

--- | 63

| 3

So, 66 divided by 7 = 9 with a remainder of 3

So the answer is 9 R 3

Step-by-step explanation:

The solution is: 66 divided by 7 is  9 with a remainder of 3.

The standard algorithm for division is also known as long division, it is a method for solving division problems that involve larger numbers.

To solve 66 divided by 7 using the standard algorithm, you can follow these steps:

Step 1: Write the dividend (66) and the divisor (7) in a division problem format, like this:

66 | 7

--- |

Step 2: Divide the first digit of the dividend (6) by the divisor (7). Since 6 is less than 7, write a 0 as the first digit of the quotient.

66 | 7

--- | 0

Step 3: Multiply the divisor (7) by the first digit of the quotient (0) and write the product (0) under the first digit of the dividend (6).

66 | 7

--- | 0

0 |

Step 4: Subtract the product (0) from the first digit of the dividend (6) and write the result (6) under the subtraction.

66 | 7

--- | 0

0 | 6

Step 5: Bring down the next digit of the dividend (6) and append it to the result of the subtraction to form a new 2-digit number (66).

66 | 7

--- | 0

0 | 6

| 66

Step 6: Divide the new 2-digit number (66) by the divisor (7) and write the quotient (9) above the line.

66 | 7

--- | 09

0 | 6

| 66

Step 7: Multiply the divisor (7) by the quotient (9) and write the product (63) under the new 2-digit number (66).

66 | 7

--- | 09

0 | 6

--- | 63

Step 8: Subtract the product (63) from the new 2-digit number (66) and write the result (3) under the subtraction.

66 | 7

--- | 09

0 | 6

--- | 63

| 3

Step 9: Write the final result (9) as the quotient and the remainder (3) of the division problem.

66 | 7

--- | 09

0 | 6

--- | 63

| 3

So, 66 divided by 7 = 9 with a remainder of 3

So the answer is 9 R 3.

To learn more on division click:

brainly.com/question/21416852

#SPJ6

The inverse Laplace transform of F(s) is given by f(t) = e^(-9t/16) * [(9/8)cos(8t) + (9/16)sin(8t)].

To find the inverse Laplace transform of F(s) = (9-s)/(s^2 + 64), we can use partial fraction decomposition and then refer to a Laplace transform table.

First, we write F(s) as (As + B)/(s^2 + 64) and solve for A and B by equating the numerator of the original function to the numerator of the decomposition.

9-s = (As + B)

When s = 0, 9 = B

When s = i8 or s = -i8, -i16 or i16 = A

Thus, we can write F(s) as F(s) = [(9/i*16)*s + 9/16] / (s^2 + 64)

Now, we can refer to a Laplace transform table to find the inverse transform. Specifically, we can use the formula:

\(L^-1{[(As + B)/(s^2 + a^2)]} = e^(-Bt) * (Acos(at) + (B/a)sin(at))\)

Using this formula with A = 9/i*16, B = 9/16, and a = 8, we get:

f(t) = L^-1{(9-s)/(s^2+64)} = e^(-9t/16) * [(9/8)cos(8t) + (9/16)sin(8t)]

Therefore, the inverse Laplace transform of F(s) is given by f(t) = e^(-9t/16)  [(9/8)cos(8t) + (9/16)sin(8t)].

Learn more about  Laplace transform here:

https://brainly.com/question/31481915

#SPJ11

The true statement is: "Octave is the name of a particular interval size."

In music theory, an octave refers to the interval between two pitches where the higher pitch has a frequency that is exactly twice that of the lower pitch. It represents a doubling or halving of the frequency. For example, if we start on the note A and move up to the next A, we have traversed an octave.

An interval, on the other hand, refers to the distance between two pitches. It is the numerical representation of the difference in pitch between two notes.

The statement mentioning "interval as the name of a particular octave size" is incorrect because the octave is a specific interval size, not the other way around.

The statement suggesting that "the fifth is a kind of octave" is also incorrect. The fifth is a specific interval that represents the distance of five diatonic scale steps between two pitches.

Lastly, the statement that "a synonym for distance is octave" is not true. While an octave represents a specific interval size, the term "distance" is a more general term that can refer to the measurement between any two pitches, regardless of the specific interval size.

for such more question on interval

https://brainly.com/question/23558817

#SPJ8

Answer:

-6x-5y+2

Step-by-step explanation:

Step-by-step explanation:

The number of people to paint the bridge is inversely proportional to the number of hours it takes.

(If there are more people, it will take less time etc.)

9 people can paint the bridge in 5 hours.

=> 2 people can paint the bridge in 5 * (9/2) = 22.5 hours.

Answer:

287

Step-by-step explanation:

The function that has a simplified base of (4∛4) is 4(∛16\()^({2x)\).

Calculating the exponential growth or decay of a given collection of data is done using an exponential function, which is a mathematical function. Exponential functions, for instance, can be used to estimate population changes, loan interest rates, bacterial growth, radioactive decay, and disease spread.

From the general formula of an exponential function, we know that;

f(x) = a\((b)^x\)

Now, we have;

f(x) = (4∛4\()^x\)

4(∛16\()^({2x)\), the base is (∛16)²

(∛16)²

= √(16^(⅔))

=256^(⅓)

= 4∛4

Learn more about exponential functions here:

brainly.com/question/13917934

#SPJ9

Answer:

C.

Step-by-step explanation:

Took the test. :)

Answer:

144

Step-by-step explanation:

I did it before

Answer:

a

Step-by-step explanation:

The test statistic value is -1.0328.

The null hypothesis state that the no-show rate for passengers booked on a flight is 6% and the alternative hypothesis state that the no-show rate is less than 6%. The sample proportion, in this case, can be calculated as,

ˆp = \(\frac{18}{360} = 0.0474\)

The z-test statistic value can be calculated as,

\(z= \frac{^p-P}{\sqrt{\frac{P*(1-P)}{n} } }\)

\(or, \frac{0.0474-0.06}{\sqrt{\frac{0.06*0.94}{380} } }\)

\(or, \frac{-0.0126}{0.0122}\\ or, -1.0328\)

The test statistic value is -1.0328.

Now the p-value can be calculated using the excel function =\(NORM.S.DIST(-1.0328,TRUE)\) as 0.1508. The p-value is greater than 0.10 so we can conclude to not reject the null hypothesis at a 10% level of significance. Therefore, we do not have enough evidence to state that the no-show rate is less than 6%.

To learn more about hypothesis testing visit: brainly.com/question/17099835

#SPJ4

Answer:

The slope of the line is: y = 1/6x + 2/3

Step-by-step explanation:

HOPE THIS HELPS! PLEASE GIVE BRAINLIEST!

Answer:

-3/8

Step-by-step explanation:

I got the answer right :)

0.0000454 is the probability that the fourth customer comes in within 5 to 10 minutes.

p{5<T4<10} = (1-e^-2x10) -  (1-e^-2x5)

p(5<t4 < 10) = 0.0000454 = o

Probability is a branch of mathematics that quantifies the likelihood of an event occurring or the likelihood of a statement being true. The probability of an event is a number between 0 and 1, with approximately 0 indicating the improbability of the event and 1 indicating certainty.

The probability of an event can be calculated using the probability formula by simply dividing the number of favorable outcomes by the total number of possible outcomes.

Learn more about probability here: https://brainly.com/question/24756209

#SPJ4

The value of side length s is determined as 3.

The value of side length s is calculated by applying the principle of congruence theorem of similar triangles.

Similar triangles are triangles that have the same shape, but their sizes may vary.

|YZ| / |YX| = |BC| / BA|

s / 2 = 6 / 4

multiply both sides by 2

s = 2 ( 6 / 4)

s = 3

Thus, the value of side length s is calculated by applying the principle of congruence theorem of similar triangles, equating the congruence side to each other.

Learn more about similar triangles here: https://brainly.com/question/27996834

#SPJ1

None of the pairs of expressions are equivalent

Kareem wrote four different expressions, each enclosed in square brackets.

To determine which pair is equivalent, we need to compare the values inside the brackets.

In this case, [2.7] and [3.2] have different values, so they are not equivalent.

Similarly, [2.9] and [2.7] are not equivalent either.

However, [3.2] and [2.9] are also different, so they are not equivalent either.

The only remaining option is [4.8] and [3.27], and since these two expressions have different values, they are not equivalent as well.

Learn more about equivalent at

https://brainly.com/question/14672772

#SPJ11

After ten weeks of practice, the number of missed shots is y = 1.

given the data,

A should be used to express the line's equation.

Now, x = practice weeks, and y = the number of missed shots.

And for x = 10 weeks, y = (-1/2)(10) + 6 with the slope of the line being m = -1/2

So , m = -1/2

Upon simplification, we obtain y = -5 + 6 y = 1.

So , the value of y is the number of missed shots which is y = 1

Thus, y = 1 represents the number of missed shots.

Click here for additional information on line equations.

https://brainly.com/question/14200719

#SPJ1

In the context of inferential statistics, the variance that exists in a set of sample data is often classified as "error variance" (option a).

Error variance refers to the variability or differences between the observed values in a sample and the true population values. It represents the amount of random error or variation in the data that is not accounted for by the statistical model or factors under investigation.

To calculate the variance, you would typically take the squared differences between each data point in the sample and the sample mean, sum them up, and divide by the number of observations minus one (for unbiased estimation).

Understanding the concept of error variance is crucial in inferential statistics as it helps to quantify the uncertainty and variability in sample data, which ultimately affects the accuracy and reliability of the statistical inferences drawn from the sample to the population.

To know more about error variance follow the link:

https://brainly.com/question/30581028

#SPJ11

Answer:

Send q picture of the graphs so I can help

Step-by-step explanation:

need pictures of graph

Answer:

No solution

Step-by-step explanation:

because I'm a smart man I would know trust me

The probability level used by researchers to indicate the cutoff probability level (highest value) that will allow them to reject the null hypothesis is called the alpha level.

Alpha level refers to a threshold value which is used to determine if a test statistic is statistically significant.  In a statistical test, it demonstrates an acceptable probability of a Type I error. As alpha corresponds to a probability, it lies in the range of 0 to 1. The alpha level denoted as alpha or α refers to the probability of rejecting the null hypothesis when it is true. For example, a alpha level of 0.05 demonstrate a 5% risk of concluding that a difference exists when there is no actual difference.

Learn more about Alpha level:

https://brainly.com/question/28409680

#SPJ4

Since they need to find the weight of their suitcases to make sure they meet airline regulations. the units that they should use Kg.

Airport passengers are often needed to put only at least a single baggage any time in the check-in self-service so that the baggage can be checked and identified.

Note that the Maximum Weight per piece is said to be 50 lb/23 kg and the Maximum Dimensions is said to be 45 linear inches or 115 cm (including the length + width + height)

Therefore, Since they need to find the weight of their suitcases to make sure they meet airline regulations. the units that they should use Kg.

Learn more about weight from

https://brainly.com/question/1252862?referrer=searchResults

#SPJ4

See full question below

Maria and Jose, students at Mississippi Valley State University, are going to study abroad in Spain. They need to find the weight of their suitcases to make sure they meet airline regulations. What units should they use?

The statement " Rate of college enrollment immediately after completing high school was 67% by 1997" is an example of (a) Descriptive Statistics.

The Descriptive statistics involves the use of measures, such as averages, proportions, and frequencies, to summarize and describe the main features of a set of data.

In this statement, the rate of 67% is a summary statistic that describes the proportion of high school graduates who enrolled in college immediately after completing high school in 1997.

Whereas; the inferential statistics involves making inferences or predictions about a population based on a sample of data.

The statement provides a summary statistic for the rate of college enrollment for a specific year, 1997, but it does not provide any inferences or predictions about the rate of college enrollment for other years or other populations , so it denoted a Descriptive Statistics .

The given question is incomplete , the complete question is

What type of Statistics does the statement "the rate of college enrollment immediately after high school completion was 67" represents ?

(a) Descriptive

(b) Inferential

Learn more about Descriptive Statistics here

https://brainly.com/question/29487303

#SPJ4

Answer:

The value of \(f(2) - g(7)=-58\)

Step-by-step explanation:

We have

\(f(x) = 3 ^ x - 7\\\\f(2) = 3 ^ 2 - 7\\\\=9-7\\\\=2\\\\g(x) = x ^ 2 + 11\\\\g(7) = 7 ^ 2 + 11\\\\=49+11\\\\=60\\\\f(2) - g(7)=2-60\\\\=-58\)

Answer:

The slopes of the sides of the square ABCD are -1/3 and 3

Step-by-step explanation:

The coordinates of the vertices are;

A(-2, 5) and B(4, 3), therefore, we have;

The slope of segment AB, m, is given  as follows;

\(Slope, \, m =\dfrac{y_{2}-y_{1}}{x_{2}-x_{1}}\)

Where, (x₁, y₁) = (-2, 5) and (x₂, y₂) = (4, 3), we have;

\(Slope, m \ of \ line \ AB, \ m_{AB}=\dfrac{3-5}{4-(-2)} = \dfrac{-2}{6} = -\dfrac{1}{3}\)

Therefore, given that the adjacent sides of a square are perpendicular, we have;

The slope of a line perpendicular to another line with slope, m is equal to the negative inverse of the slope of the line

Therefore, the given that the slope of a line = m, the slope of the perpendicular = -1/m

Therefore;

\(The \ slope \ of \ the \ perpendicular \ to \ the \ line \ AB = -\dfrac{1}{The \ slope \ of \ the \ line \ AB }\)

\(The \ slope \ of \ the \ perpendicular \ to \ the \ line \ AB = -\dfrac{1}{-\dfrac{1}{3} } = 3\)

Given that the one other side is parallel to the line AB, whereby the slope of parallel lines are equal, and that two sides are perpendicular to the line AB, we have, the slopes of the sides of the square ABCD are;

-1/3 and 3.

The midpoint of a class is indeed calculated by adding the lower and upper limits of the class and then dividing the sum by two. The statement is true.

This concept is commonly used in statistics and data analysis.

In statistical data, classes are often created to group data points within a range. Each class has a lower limit and an upper limit, defining the range of values it encompasses. The midpoint is a representative value within the class that provides a measure of its central tendency.

To calculate the midpoint, the lower and upper limits of the class are added together, resulting in the total range of the class. Dividing this sum by two gives the midpoint. It is important to note that the midpoint is not necessarily an actual data point; rather, it is a statistical measure used to represent the central value within a class.

For example, suppose we have a class with a lower limit of 10 and an upper limit of 20. Adding these values gives us 30, and dividing by two yields a midpoint of 15. This means that, for the purposes of analysis, we can consider the midpoint of the class as 15.

By calculating midpoints for each class in a data set, statisticians can summarize and analyze data in a more manageable and meaningful way. Midpoints help provide a sense of the central tendencies and distributions within the data, facilitating further statistical analysis and interpretation.

To know more about statistics and data analysis refer here:

https://brainly.com/question/30094945

#SPJ11