Hello, I am very confused about this problem. Would it be possible to receive some help on it?

Answer:

Step-by-step explanation:

Here is your ratio:

Here is the equivalent ratio:

To make the ratios equivalent, you need to find an equivalent fraction.

Answer:

mZRST = 155°, mZRSU  = 102°

Step-by-step explanation:

Given that mZRST = (12x - 1)º, mZRSU = (9x - 15),  and mZUST = 53°.

We know that mZRSU + mZUST = mZRST (since S is a common point)

So, (9x - 15)º + 53° = (12x - 1)º

Expanding the brackets we have

9x - 15 + 53 = 12x - 1

collecting like terms, we have

53 - 15 + 1 = 12x - 9x

54 - 15 = 3x

39 = 3x

Dividing through by 3, we have

x = 39/3

x = 13°

So, mZRST = (12x - 1)º

= 12(13) - 1

= 156 - 1

= 155°

So, mZRST = 155°

mZRSU = (9x - 15),  

= 9(13) - 15

= 117 - 15

= 102°

So, mZRSU = 102°

x+y=10

225x+70y=1165 where x represents the quantity of sliders in the combo.

The quantity of chicken wings in the combo is given by y.

An equation is an expression of one or more variables equated to a constant or another expression. Equations are used in mathematics to describe the relationship between two or more variables and often involve operations such as addition, subtraction, multiplication, division, and exponents. Equations can also be used to describe physical phenomena and other phenomena such as chemical reactions, motion, and electricity.
Let x represent the number of sliders in the combination meal and let y represent the number of chicken wings in the combination meal. The system of equations used to determine the number of sliders and chicken wings in the combination meal is given by:
Equation 1: 225x + 70y = 1165
Equation 2: x + y = 10
This system of equations can be used to find the number of sliders and chicken wings in the combination meal. To solve this system, the equations must be manipulated to isolate one of the variables. For example, if we subtract 70y from both sides of Equation 1, we obtain 225x = 1165 - 70y. We can then divide both sides by 225 to obtain x = (1165 - 70y)/225. This expression can then be substituted into Equation 2 to obtain a single equation in one variable.
Therefore, the system of equations given by Equation 1 and Equation 2 can be used to determine the number of sliders and chicken wings in the combination meal.
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x+y=10

225x+70y=1165 where x represents the quantity of sliders in the combo.

The quantity of chicken wings in the combo is given by y.

An equation is an expression of one or more variables equated to a constant or another expression. Equations are used in mathematics to describe the relationship between two or more variables and often involve operations such as addition, subtraction, multiplication, division, and exponents. Equations can also be used to describe physical phenomena and other phenomena such as chemical reactions, motion, and electricity.
Let x represent the number of sliders in the combination meal and let y represent the number of chicken wings in the combination meal. The system of equations used to determine the number of sliders and chicken wings in the combination meal is given by:
Equation 1: 225x + 70y = 1165
Equation 2: x + y = 10
This system of equations can be used to find the number of sliders and chicken wings in the combination meal. To solve this system, the equations must be manipulated to isolate one of the variables. For example, if we subtract 70y from both sides of Equation 1, we obtain 225x = 1165 - 70y. We can then divide both sides by 225 to obtain x = (1165 - 70y)/225. This expression can then be substituted into Equation 2 to obtain a single equation in one variable.
Therefore, the system of equations given by Equation 1 and Equation 2 can be used to determine the number of sliders and chicken wings in the combination meal.
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To order a calzone with 6 distinct topping from available list of 8 vegetarian toppings, number of choices of calzone available is 28.

Therefore, the answer is 28.

Total number of available toppings equals 8 and the number of toppings selecting is 6.

The number of ways calzone can be chosen with 6 distinct topping from 8 vegetarian toppings can be obtained by combination formula.

nCm = n!/ (m! × (n - m)!)

Therefore, the number of ways = nCm

= 8C6

= 8!/ (6! × (8 - 6)!)

= 8!/ (6! × 2!)

= (8 × 7)/ 2

= 28

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The simplest form of fraction of the given terms is 43/40.

According to the statement

we have to find that the simplest form of the fraction by evaluating.

So, For this purpose, we know that the

A fraction is used to represent the portion/part of the whole thing. It represents the equal parts of the whole.

The given expression is

7/8+ 1/5

Now, to solve it take a LCM of it then

35+8/40

Now solve the term then the equation become

43/40.

Now, The simple form of the fraction become the 43/40.

So, The simplest form of fraction of the given terms is 43/40.

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Answer:

GGB

GGG

GBB

GBG

BGG

BGB

BBG

BBB

Any of these has a probability of 1:8, or 1/8, or 0.125, or 12.5%

Step-by-step explanation:

GGB

GGG

GBB

GBG

BGG

BGB

BBG

BBB

Any of these has a probability of 1:8, or 1/8, or 0.125, or 12.5%

The midpoint \(m\) of \(\overline{ab}\) has coordinates

\(\left(\dfrac{(t-4) + (-2)}2, \dfrac{-1 + (t+3)}2\right) = \left(\dfrac{t-6}2, \dfrac{t+2}2\right)\)

The distance from \(m\) to \(a\) is

\(\sqrt{\left((t-4) - \dfrac{t-6}2\right)^2 + \left(-1 - \dfrac{t+2}2\right)^2} = \sqrt{\left(\dfrac{t-2}2\right)^2 + \left(-\dfrac{t+4}2\right)^2} = \sqrt{\dfrac{t^2}2+t+5}\)

If this is equal to \(\frac{t^2}2\), then we solve for \(t\).

\(\sqrt{\dfrac{t^2}2 + t + 5} = \dfrac{t^2}2\)

\(\left(\sqrt{\dfrac{t^2}2 + t + 5}\right)^2 = \left(\dfrac{t^2}2\right)^2\)

\(\dfrac{t^2}2 + t + 5 = \dfrac{t^4}4\)

\(\dfrac{t^4}4 - \dfrac{t^2}2 - t - 5 = 0\)

\(t^4 - 2t^2 - 4t - 20 = 0\)

Use a calculator to solve the quartic; there are two real solutions for \(t\) at \(t\approx-2.13\) and \(t\approx2.57\).

a) Rocky Mountain should order 200 tires each time it places an order.

b) The total cost of this policy is $17,160.

a) To determine how many tires Rocky Mountain should order each time, we need to consider the different price levels and find the point where it is most cost-effective to order. Let's analyze the three price levels:

If fewer than 200 tires are ordered: The purchase price is $25 per tire.

If 200 or more, but fewer than 8,000 tires are ordered: The purchase price is $17 per tire.

If 8,000 or more tires are ordered: The purchase price is $13 per tire.

Since the ordering cost is $35 per order, it is most cost-effective to order the maximum quantity that falls within the second price level, which is 200 tires.

b) To calculate the total cost of this policy, we need to consider the ordering cost and the holding cost. The holding cost is 40% of the purchase price per tire per year. Let's calculate the total cost:

Total holding cost = (Purchase price per tire * Quantity ordered * Holding cost rate) / 2 = (($17 * 10,000 * 0.4) / 2) + (($13 * 2,000 * 0.4) / 2) = $34,000 + $5,200 = $39,200

Total cost = Total ordering cost + Total holding cost = (Ordering cost per order * Number of orders) + Total holding cost = ($35 * (10,000 / 200)) + $39,200 = $1,750 + $39,200 = $40,950

Therefore, the total cost of this policy is $40,950.

Rocky Mountain Tire Center should order 200 tires each time it places an order, resulting in a total cost of $40,950 for this policy. This ordering quantity and cost analysis allows Rocky Mountain to make efficient and cost-effective decisions in managing their inventory.

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The number of flashlights purchased is 4.

The number of alkaline D batteries purchased is 12.

An equation is a mathematical statement that is made up of two expressions connected by an equal sign.

Example:

2x + 4 = 9 is an equation.

We have,

Cost of a flashlight x = $5.50
Cost of a batterie y = $4

Number of items = 16

Total cost = $82

We can make two equations.

x + y = 16 _____(1)

x = 16 - y ______(2)

5.50x + 4y = 82________(3)

Putting (2) in (3) we get,

5.50(16 - y) + 4y = 82

88 - 5.50y + 4y = 82

5.50y - 4y = 88 - 82

0.50y = 6

y = 6/0.50

y = 12

Putting y = 12 in (2) we get,

x = 16 - 12

x = 4

We can cross-check.

x + y = 16

12 + 4 = 16

16 = 16

Thus,

The number of flashlights is 4.

The number of alkaline D batteries is 12.

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Report on Commonalities Among Three Chosen Regions

For this assignment, three regions of the world have been selected to identify commonalities among them. The chosen regions are North America, Europe, and East Asia. Through internet research, several commonalities have been identified that are shared among these regions. Below are five commonalities found:

Economic Development:

All three regions, North America, Europe, and East Asia, are characterized by significant economic development. They are home to some of the world's largest economies, such as the United States, Germany, China, and Japan. These regions exhibit high levels of industrialization, technological advancement, and trade activities. Their economies contribute significantly to global GDP and are major players in international commerce.

Technological Advancement:

Another commonality among these regions is their emphasis on technological advancement. They are known for their innovation, research and development, and technological infrastructure. Companies and industries in these regions are at the forefront of technological advancements in fields such as information technology, automotive manufacturing, aerospace, pharmaceuticals, and more.

Cultural Diversity:

North America, Europe, and East Asia are culturally diverse regions, with a rich tapestry of different ethnicities, languages, and traditions. Immigration and historical influences have contributed to the diversity seen in these regions. Each region has a unique blend of cultural practices, cuisines, art, music, and literature. This diversity creates vibrant multicultural societies and fosters an environment of cultural exchange and appreciation.

Democratic Governance:

A commonality shared among these regions is the prevalence of democratic governance systems. Many countries within these regions have democratic political systems, where citizens have the right to participate in the political process, elect representatives, and enjoy individual freedoms and rights. The principles of democracy, rule of law, and respect for human rights are important pillars in these regions.

Education and Research Excellence:

North America, Europe, and East Asia are known for their strong education systems and institutions of higher learning. These regions are home to prestigious universities, research centers, and educational initiatives that promote academic excellence. They attract students and scholars from around the world, offering a wide range of educational opportunities and contributing to advancements in various fields of study.

In conclusion, the regions of North America, Europe, and East Asia share several commonalities. These include economic development, technological advancement, cultural diversity, democratic governance, and education and research excellence. Despite their geographical and historical differences, these regions exhibit similar traits that contribute to their global significance and influence.

Answer:

For this assignment, three regions of the world have been selected to identify commonalities among them. The chosen regions are North America, Europe, and East Asia. Through internet research, several commonalities have been identified that are shared among these regions. Below are five commonalities found:

Economic Development:

All three regions, North America, Europe, and East Asia, are characterized by significant economic development. They are home to some of the world's largest economies, such as the United States, Germany, China, and Japan. These regions exhibit high levels of industrialization, technological advancement, and trade activities. Their economies contribute significantly to global GDP and are major players in international commerce.

Technological Advancement:

Another commonality among these regions is their emphasis on technological advancement. They are known for their innovation, research and development, and technological infrastructure. Companies and industries in these regions are at the forefront of technological advancements in fields such as information technology, automotive manufacturing, aerospace, pharmaceuticals, and more.

Cultural Diversity:

North America, Europe, and East Asia are culturally diverse regions, with a rich tapestry of different ethnicities, languages, and traditions. Immigration and historical influences have contributed to the diversity seen in these regions. Each region has a unique blend of cultural practices, cuisines, art, music, and literature. This diversity creates vibrant multicultural societies and fosters an environment of cultural exchange and appreciation.

Democratic Governance:

A commonality shared among these regions is the prevalence of democratic governance systems. Many countries within these regions have democratic political systems, where citizens have the right to participate in the political process, elect representatives, and enjoy individual freedoms and rights. The principles of democracy, rule of law, and respect for human rights are important pillars in these regions.

Education and Research Excellence:

North America, Europe, and East Asia are known for their strong education systems and institutions of higher learning. These regions are home to prestigious universities, research centers, and educational initiatives that promote academic excellence. They attract students and scholars from around the world, offering a wide range of educational opportunities and contributing to advancements in various fields of study.

In conclusion, the regions of North America, Europe, and East Asia share several commonalities. These include economic development, technological advancement, cultural diversity, democratic governance, and education and research excellence. Despite their geographical and historical differences, these regions exhibit similar traits that contribute to their global significance and influence.

Answer:

Kindly check explanation

Step-by-step explanation:

From the table above :

Find the value of a-g

a) Σfrequency:

(4+2+3+12+7+2+4+20+5+7+2+12) = 80

b) 3 / 80 = 0.0375

C) 20 / 80 = 0.250

D) (4 + 2 + 3 +12 + 7) = 28

E) (59 + 7) = 66

F) (0.375 + 0.050) = 0.425

G) (0.850 + 0.150) = 1

While solving the proof, Sammy made a mistake as option b), he assumed secθ = 1/sinθ but secθ = 1/cosθ

Here we see that in the first line, Sammy writes

cos²θ . tan²θ = cos²θ(sec²θ -1)

This is definitely correct as 1 + tan²θ = sec²θ

Now, in the next line, he expanded the expression by solving the brackets to get

cos²θ . tan²θ = cos²θ . sec²θ - cos²θ

Now, he changes the sec²θ expression. We know that,

secθ = 1/cosθ

Hence, sec²θ = 1/cos²θ

But, Sammy wrote, 1/sin²θ, hence he was wrong here.

Therefore, the correct proof will be

cos²θ . tan²θ = cos²θ/cos²θ - cos²θ

or, cos²θ . tan²θ = 1 - cos²θ

= sin²θ

Hence Sammy assumed secθ = 1/sinθ but secθ = 1/cosθ and made a mistake

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Victor, a recent high school student, took the sat exam, then the probability (given as a percentage) is 53.8%

Let's start defining the random variable X.

X : '' SAT critical reading scores from the 2019 school year for high school students in the United States ''

We know that X ~ N (μ,σ)

Where μ is the mean and σ is the standard deviation.

⇒ X ~ N (497,115)

If we want to calculate probabilities related to X we need to standardized the random variable. We do this by subtracting the mean to X and then dividing by the standard deviation. This new random variable will be ''Z'' and Z ~ N (0,1)

We can find the probabilities of ''Z'' in any standard normal table.

The cumulative distribution of ''Z'' is the function Φ where  :

P ( Z ≤ a ) = Φ (a)

Now, we need to calculate the following probability :

= P ( 120 < \(X\) < 513 )

If we standardized this :

= P ( \(\frac{120-497}{115}\) < \(\frac{X-497}{115}\) <  \(\frac{513-497}{115}\) )

We know that \(\frac{X-497}{115}\)≅ Z ⇒

= P ( \(\frac{120-497}{115}\) < \(Z\) <  \(\frac{513-497}{115}\) )

= P ( \(\frac{120-497}{115}\) < \(Z\) <  \(\frac{513-497}{115}\) )

= P ( -3.27 < \(Z\) <  0.139 )

= Φ(-3.27) - Φ(0.139)

= 0.9898 - 0.4509

= 0.5389

= 53.89% ≅ 53.8%

Therefore,

Victor, a recent high school student, took the sat exam, then the probability (given as a percentage) is 53.8%

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Victor, a recent high school student, took the sat exam, then the probability (given as a percentage) is 53.8%

Let's start defining the random variable, X.

X: '' SAT critical reading scores from the 2019 school year for high school students in the United States ''

We know that X ~ N (μ,σ)

Where μ is the mean and σ is the standard deviation.

⇒ X ~ N (497,115)

If we want to calculate probabilities related to X we need to standardize the random variable. We do this by subtracting the mean from X and then dividing by the standard deviation. This new random variable will be ''Z'' and Z ~ N (0,1)

We can find the probabilities of ''Z'' in any standard normal table.

The cumulative distribution of ''Z'' is the function Φ where  :

P ( Z ≤ a ) = Φ (a)

Now, we need to calculate the following probability :

= P ( 120 <  < 513 )

If we standardized this :

= P (  <  <   )

We know that ≅ Z ⇒

= P (  <  <   )

= P (  <  <   )

= P ( -3.27 <  <  0.139 )

= Φ(-3.27) - Φ(0.139)

= 0.9898 - 0.4509

= 0.5389

= 53.89% ≅ 53.8%

Therefore,

Victor, a recent high school student, took the sat exam, then the probability (given as a percentage) is 53.8%

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Answer:

168

Step-by-step explanation:

Multiply normally don't even look at the decimal point then look at how many numbers are after the decimal point after multiplying, then the many times the numbers are after the decimal point in both numbers you will place that decimal point that many places FROM the RIGHT.

The fraction of the original action figures will Natasha and her 3 friends each receive is (1/15).

A fraction is written in the form of a numerator and a denominator where the denominator is greater that the numerator.

Example: 1/2, 1/3 is a fraction.

We have,

Total number of action figures = x

Number of action figures left = (1/5)x

The number of action figures received by each friend.

= (1/5)x ÷ 3

= (1/15)x

Thus,

Each friend received (1/15) of the original action figures.

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Answer:

It would be 9,738.54

Step-by-step explanation: For starters, V= r^2(3.14)h

Make things easier by changing 20 1/2 to 20.5)) and 1 1/2 to 1.2))

Now multiply them to get your diameter. 20.5 * 1.20= 24.6.  

You now have a diameter of 24.6. Now, divide 24.6 by 2 to get your radius. So, now you have a radius of 12.3. All you have to do now is plug in your numbers.

V= r^2(3.14)h       V= (12.3)^2 (3.14) 20.5

you should get 9738.5373, but rounding by the hundredths place gets you 9738.54

Answer:

4:5

Step-by-step explanation:

Answer:

80% shining

20% not shining

The equation of the line that is perpendicular to line m and passes through the point (3, 2) is y = (2/5)x + 4/5.

To find the equation of a line that is perpendicular to line m, we need to know the slope of line m.

The slope of line m can be found using the two given points on the line, (0, -3) and (-2, 2):

slope of line m = (change in y) / (change in x) = (2 - (-3)) / (-2 - 0) = 5 / (-2) = -5/2

A line perpendicular to m will have a slope that is the negative reciprocal of -5/2. The negative reciprocal is obtained by flipping the fraction and changing its sign.

slope of line perpendicular to m = -1 / (-5/2) = 2/5

Now we have the slope of the line perpendicular to m and a point that it passes through, (3, 2). We can use the point-slope form of the equation of a line to find its equation:

y - y1 = m(x - x1), where (x1, y1) is the given point and m is the slope.

Substituting in the values we have:

y - 2 = (2/5)(x - 3)

Simplifying:

y - 2 = (2/5)x - (6/5)

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

y = (2/5)x + 4/5

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Step-by-step explanation:

y-ax^2=b

y- ax^2÷b

y-a÷b

x√y-a÷b

Answer:

The answer is 84.

Step-by-step explanation:

The given equation is

4x*2 + 2x -5 = 0

Here a= 4, b= 2, c= -5

Since Discriminant= b*2 -4ac

Putting values

Discriminant= (2)*2 - 4(4)(-5)

= 4 + 80

= 84

Since our Discriminant(84) is >0 and is not a perfect square so the roots of the given equation are unequal and irrational(real).

Answer: 2 \(\frac{14}{25}\)

Step-by-step explanation:

2.56=

2 + 0.56=

2 + 56/100=

2 + 14/25=2 \(\frac{14}{25}\)

By determining the value of x when y = 0, (x, 0), and the value of y when x = 0, respectively, the x-intercept and y-intercept are determined (0, y).

A two-variable equation with a line-shaped graph is referred to as a linear equation. A collection of coordinate plane points that are all the solutions to the linear equation make up the graph. If all of the variables have true numerical values, the equation can be graphed by first drawing a sufficient number of points to identify a pattern, then connecting those points to include all of the points.

A linear equation is represented in standard form as

Ax+By=C,A,B≠0

The equation for y must first be solved before you may graph a linear equation in its usual form.

The x-intercept is found by finding the value of x when y = 0, (x, 0), and the y-intercept is found by finding the value of y when x = 0, (0, y).

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An estimate for the total volume of food and water you've ingested in the last day is 3000-5000 milliliters. On average, the heart pumps about 5 liters of blood per minute. 10-20% or more error I'm expecting. Calculating heart blood volume compared to food and drink consumption is crucial for understanding circulation and liver function.

D.1 Estimating the amount of food and water consumed in a day can be difficult without specific measurements, but a rough estimate can be made based on typical intake amounts. On average, a person may consume 2-3 liters of water and 1000-2000 calories per day, resulting in an estimated total volume of 3000-5000 milliliters.

D.2 The amount of blood pumped by the heart varies from person to person and depends on factors such as heart rate and overall health. On average, the heart pumps about 5 liters of blood per minute, which is much larger than the estimated volume of food and water intake.

D.3 Estimating food and water intake and blood flow is prone to error due to variability and uncertainties in personal measurements. Individuals' habits, health, and physical activity levels can affect these estimates, potentially resulting in a significant error of 10-20% or more.

D.4 The calculation of the heart's blood volume compared to food and drink consumption is crucial for understanding the circulation system and liver role.

The liver processes nutrients, detoxifies, and produces blood components, while the heart is responsible for circulating blood throughout the body. The vast difference in volume between the two is emphasized, emphasizing the heart's crucial role in maintaining circulation.

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Answer:

To solve for b in the equation:

(b + 15)/6 = 4

We can start by multiplying both sides by 6 to eliminate the fraction:

(b + 15)/6 * 6 = 4 * 6

Simplifying the left side by canceling out the 6's:

b + 15 = 24

Then, we can isolate b by subtracting 15 from both sides:

b + 15 - 15 = 24 - 15

Simplifying the left side by canceling out the 15's:

b = 9

Therefore, the solution is:

b = 9

The probability of getting 5 green seeds and 1 white seed in a single pod is 0.25 or 25%.

In bush beans, green seed color is dominant to white seed color. If a heterozygous plant with green seeds (Gg) self-fertilizes, we can use the principles of Mendelian genetics to determine the probability of obtaining 6 seeds in a single pod with 5 green and 1 white seed.

When the plant self-fertilizes, each seed in the pod receives one allele from the mother plant (G) and one allele from the father plant (g). Since the plant is heterozygous (Gg), there are two possible combinations of alleles that can result in a white seed: Gg or gg. The probability of getting a white seed is equal to the probability of inheriting the gg combination.

To calculate the probability, we can use a Punnett square. When a heterozygous plant self-fertilizes, the Punnett square shows that there is a 25% chance (1 out of 4 possible combinations) of obtaining a white seed (gg). Therefore, the probability of getting 5 green seeds and 1 white seed in a single pod is 0.25 or 25%.

It is important to note that this probability assumes that the inheritance of seed color follows Mendelian genetics and that there are no other factors influencing the expression of seed color in bush beans.

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Answer:

A F B J C

Step-by-step explanation:

The original number of dolls each girl owned is Linda = 8, Clare = 63, and Jane 45.

A ratio indicates the number of times one number contains another.

Given that, the total number of dolls is 116.

Let Linda, Clare, and jane have L, C, and J dolls respectively.

Now, Linda received 15 dolls from Clare, which can be represented as:

L + 15 and C - 15

Since Jane gave 13 dolls to Linda, the expression becomes:

L + 15 + 13, C - 15, J - 13

Or, L + 28, C - 15, J - 13

Now, the ratios are:

L + 28 : C - 15 = 3 : 4

J - 13 : C - 15 = 2 : 3

Rewrite the ratios after multiplying the first ratio by 3 and the second ratio by 4:

L + 28 : C - 15 = 9 : 12

J - 13 : C - 15 = 8 : 12

The ratio of all three is:

L + 28 : C - 15 : J - 13

  9      :     12   :    8

Note that the number of total dolls is still 116, therefore,

9 + 12 + 8 = 116

29 = 116

1 = 4

Hence, 1 unit is equivalent to 4 dolls.

The value of 9 is:

9 ×4 = 36

Hence,

L + 28 = 36

L = 8

Similarly,

C - 15 = 12 × 4

C - 15 = 48

C = 63

And,

J - 13 = 8×4

J - 13 = 32

J = 45

Hence, the original number of dolls each girl owned is Linda = 8, Clare = 63, and Jane 45.

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It is False that based only on the r and p values listed above you can come to the conclusion that age is a moderator of the bivariate relationship between the amount of texting and the number of accidents.

In the given scenario, it is not completely true that based only on the r and p values listed above, you can come to the conclusion that age is a moderator of the bivariate relationship between the amount of texting and the number of accidents.

Let's first understand what is meant by the term "moderator.

"Moderator: A moderator variable is a variable that changes the strength of a connection between two variables. If there is a statistically significant bivariate relationship between the amount of texting during driving and the number of accidents, scientists investigate whether this bivariate relationship is moderated by age.

Therefore, based on the values of r and p, it is difficult to determine if age is a moderator of the bivariate relationship between the amount of texting and the number of accidents.

As we have to analyze other factors also to determine whether the age is a moderator or not, such as the sample size, the effect size, and other aspects to draw a meaningful conclusion.

So, it is False that based only on the r and p values listed above you can come to the conclusion that age is a moderator of the bivariate relationship between the amount of texting and the number of accidents.

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Answer:

\(\frac{1}{3}\) x + 1

Step-by-step explanation:

\(\frac{1}{3}\) (x + 3) ← multiply each term in the parenthesis by \(\frac{1}{3}\)

= \(\frac{1}{3}\) x + 1

A management conundrum is an issue or difficulty that a manager faces that necessitates a choice. This difficulty or challenge frequently defines the study question and motivates researchers to conduct research to discover a solution that is the given statement is true.

Mathematics research is the long-term, open-ended investigation of a series of connected mathematical issues, the answers to which connect to and build upon one another. Because students always come up with new questions to ask based on their observations, problems are open-ended. Mathematics research is the long-term, open-ended investigation of a series of connected mathematical issues, the answers to which connect to and build upon one another. Because students always come up with new questions to ask based on their observations, problems are open-ended. Student research also has the following characteristics: Students create questions, tactics, and outcomes that are, at least for them, unique. Students employ the same broad techniques as research mathematicians. They go through data collection, visualization, abstraction, conjecture, and proof cycles.

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