I don't understand this question can someone help me with this please, please explain!! and thank you for the help!! If u dont know try your best :D

Answer:

90-54w

Step-by-step explanation:

18(5−3w)=  

18*5=90 , 18*3w= 54w =  

so simplified it would be = (90-54w)

Please mark me as brainliest :D

Answer:

C.

Step-by-step explanation:

Hope this helped!

Answer:

answer is 26 gems

Step-by-step explanation:

you subtract 8 from 34 and you get 26 as your answer

Answer:

 35x - 2

 ———————

    5                  

i hope this helps

Step-by-step explanation:

Answer:

7x + 6/5 or 7x + 1 1/5

Step-by-step explanation:

Ya welcome.

The number of math textbooks sold is equal to 154 math textbooks.

The number of chemistry textbooks sold is equal to 77 chemistry textbooks.

In order to write an equation that model this situation, we would assign variables to the number of math textbooks sold and the number of chemistry textbooks sold respectively, and then translate the word problem into algebraic equation as follows:

Since the textbook store sold a combined total of 231 math and chemistry textbooks, an equation that models the situation is given by:

x + y = 231

Additionally, the number of math textbooks sold (x) was two times the number of chemistry textbooks sold (y);

x = 2y    

By solving the systems of equation simultaneously, we have:

2y + y = 231

3y = 231

y = 77 chemistry textbooks.

For the math textbooks sold (x), we have:

x = 2(77)

x = 154 math textbooks.

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Answer:

the asnwer is YES

Step-by-step explanation:

Answer:

Step-by-step explanation:

i think it 3256

Answer:

no diagram

Step-by-step explanation:

no diagram is attached

Answer:

30.7 ft ladder length

Step-by-step explanation:

The ladder makes the hypotenuse of a right triangle

 31 feet   is the opposite leg of 78 degree angle

   sin 78 = opposite / hypotenuse

   sin 78 = 30/ hypot

      30 / (sin 78 ) = hypotenuse = 30.7 ft

Answer:31.7

Step-by-step explanation:

Answer:The solution is in the attached file

Step-by-step explanation:

The particular solution of the differential equation that satisfies the initial condition f(0) = 3 is f(x) = 3x^2 + 3.

To solve the differential equation f'(x) = 6x, we can integrate both sides with respect to x:

∫f'(x) dx = ∫6x dx

f(x) = 3x^2 + C

where C is the constant of integration.

To find the particular solution that satisfies the initial condition f(0) = 3, we can substitute x = 0 and f(x) = 3 into the equation above:

3 = 3(0)^2 + C

C = 3

Therefore, the particular solution of the differential equation that satisfies the initial condition f(0) = 3 is:

f(x) = 3x^2 + 3.

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The probability that the Davis boys will occupy the first two seats in the row, the Jones boys will occupy the next three seats, and the Smith boys will occupy the last four seats is 7.937×\(10^{-4}\).

There are \(\left[\begin{array}{ccc}9\\2,3,4\\\end{array}\right]\) potential arrangements for the nine boys if we do not make a distinction amongst boys with the same last name. We are curious in the likelihood of a specific one of these configurations.

Probability = \(\frac{1}{\left[\begin{array}{ccc}9\\2,3,4\\\end{array}\right]}\)

                  = \(\frac{2!3!4!}{9!}\)

                 = 0.0007937

                = 7.937×\(10^{-4}\)

Hence, the probability is 7.937×\(10^{-4}\).

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Answer:

Step-by-step explanation:

6y-42=4y

2y=42

y=21

6x-12=2x+36

4x=48

x=12

Answer:

A = (1, 1)

B = (3, 2)

C = (2, 4)

Step-by-step explanation:

Vertices of the triangle:

Mapping rule for a 90° clockwise rotation about the origin:

(x, y) → (y, -x)

Therefore:

Mapping rule for a reflection in the x-axis:

(x, y) → (x, -y)

Therefore:

Therefore, the coordinates of the new triangle are:

The provided code correctly determines the absolute value of an input number using if-else statements and produces the expected output.

The program that reads an integer as input and prints its absolute value using if and else statements is :

x = int(input())

# if x is negative if(x < 0):    

print(-1*(x))

# else,

when x is positive else:      

print(x);

The provided code correctly reads an integer input using int(input()). It then checks if the input number, x, is negative by using condition x < 0. If x is indeed negative, code multiplies it by -1 and prints result, which effectively removes negative sign and gives absolute-value.

If x is positive or zero, the code simply prints x as it is, since the absolute value of a positive number is itself. Overall, the code correctly determines the absolute value of input number using if-else statements and produces the expected output.

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The given question is incomplete, the complete question is

The absolute value of a number is defined as follows. For a number x that is positive or zero, the absolute value of x is x. Otherwise, when x is a negative number, the absolute value of x is -x, or in other words the same as x but without the minus sign. For example the absolute value of 5 is 5, and the absolute value of -10 is 10.

Using if and else, write a program that reads an integer as input, and prints its absolute value.

The best fitting line minimizes the sum of the squared errors when using least-square regression.

When trying to find the best fitting line to a set of data points, the goal is to minimize the differences between the observed data and the predicted values on the line.

The least-square regression method achieves this objective by minimizing the sum of the squared errors, which is the sum of the squared vertical distances between each data point and the corresponding point on the line.

By using the least-square regression approach, we can determine the line that provides the best overall fit to the data by minimizing the total squared differences. This method takes into account all the data points and calculates the line that best represents the relationship between the variables of interest.

The least-square regression line is often referred to as the "best fitting" line because it provides the most accurate prediction of the dependent variable based on the independent variable(s). It is widely used in various fields, including statistics, economics, and social sciences, to analyze and model relationships between variables.

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Answer:

w = 4

x = 3

y = -2

z = 5

Step-by-step explanation:

You can see how I got the answer on the pic that I gave

Answer:

The number 1/3 is a rational number. A rational number is any number that can be expressed as the quotient or fraction p/q of two integers, with the denominator q not equal to zero.

1/3 is not a natural number, whole number, or integer. Natural numbers are the set of positive integers (1, 2, 3, …). Whole numbers are the set of non-negative integers (0, 1, 2, 3, …). Integers are the set of whole numbers and their additive inverses (-3, -2, -1, 0, 1, 2, 3, …).

Step-by-step explanation:

By mathematical induction, we have proved that for any positive integer n, 4 evenly divides 11n - 7n.

WHat is Divisibility?

Divisibility is a mathematical property that describes whether one number can be divided evenly by another number without leaving a remainder. If a number is divisible by another number, it means that the division process results in a whole number without any remainder. For example, 15 is divisible by 3

To prove that 4 evenly divides 11n - 7n for any positive integer n, we can use mathematical induction.

Base Case:

When n = 1, 11n - 7n = 11(1) - 7(1) = 4, which is divisible by 4.

Inductive Step:

Assume that 4 evenly divides 11n - 7n for some positive integer k, i.e., 11k - 7k is divisible by 4.

We need to prove that 4 evenly divides 11(k+1) - 7(k+1), which is (11k + 11) - (7k + 7) = (11k - 7k) + (11 - 7) = 4k + 4.

Since 4 evenly divides 4k, and 4 evenly divides 4, it follows that 4 evenly divides 4k + 4.

By mathematical induction, we have proved that for any positive integer n, 4 evenly divides 11n - 7n.

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Therefore, the expected value(using probability) of the scratch ticket that Dida bought is $1.15. This means that, on average, if Dida were to buy many such scratch tickets, she could expect to win an average of $1.15 per ticket over the long run.

It is built on the prospect of a coming event. One of the most important aspects of probability theory is the justification for probability. For instance, there is a theoretical one in two chance that a coin would land on its head.

The expected value of the scratch ticket is the sum of the products of each possible value and its corresponding probability.

Expected value = (0.00 * 0.15) + (0.50 * 0.50) + (1.00 * 0.20) + (2.00 * 0.10) + (10.00 * 0.05)

Expected value = 0.00 + 0.25 + 0.20 + 0.20 + 0.50

Expected value = 1.15

Therefore, the expected value of the scratch ticket that Dida bought is $1.15. This means that, on average, if Dida were to buy many such scratch tickets, she could expect to win an average of $1.15 per ticket over the long run.

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Work Shown:

y = x^2 + 8x + 3 is the same as y = 1x^2 + 8x + 3

It is in the form y = ax^2 + bx + c

a = 1

b = 8

c = 3

Plug the values of a and b into the formula below to get the x coordinate of the vertex (h,k)

h = -b/(2a)

h = -8/(2*1)

h = -8/2

h = -4

Plug this into the original equation to get its paired y value. This will get us the value of k

y = x^2 + 8x + 3

y = (-4)^2 + 8(-4) + 3

y = 16 - 32 + 3

y = -13

This is the smallest y output possible. Therefore it is the minimum. The minimum occurs at the vertex (h,k) = (-4, -13)

We know we are dealing with a minimum because a = 1 is positive forming a parabola that opens upward. If a < 0, then the parabola would open downward to yield a maximum.

Answer:

c

Step-by-step explanation:

The general form of a reciprocal function is r(x) = a / (x - h) + k. The graphs of reciprocal functions are made up of branches, which are the two main parts of the graph; and asymptotes, which are horizontal and vertical lines that the graph approaches but doesn't touch.

Answer:

I'm pretty sure it's graph C

Answer:

B

Step-by-step explanation:

\( \frac{1}{40} + x = \frac{1}{8} \)

\(40( \frac{1}{40}) + (40)x = 40( \frac{1}{8} )\)

\(1 + 40x = 5 \times 1\)

\(1 + 40x = 5\)

\(40x = 5 - 1\)

\(40x = 4\)

\( \frac{40x}{40} = \frac{4}{40} \)

\(x = \frac{1}{10} \)

Answer:

1/10

Step-by-step explanation:

Answer: uh its just 3

the degree is the power of the exponent on the x term

Answer:

x = 1/2, y = 17/2

x = -3, y = 12

Answer:

x= -3, y=12

x=1/2, y=8 1/2

Step-by-step explanation:

y = 9-x

y= 2x²+4x+6

solving, we get

then

Answer:

angle 2 is 104

angle 9 is 66

angle 10 is 114

angle 7 is 76

Step-by-step explanation:

Answer:

B. 3 by 12

Step-by-step explanation:

\(x(4x) = 36\)

\(4 {x}^{2} = 36\)

\( {x}^{2} = 9\)

\(x = 3\)

\(4x = 12\)

So the length is 12 inches, and the width is 3 inches.

Answer:

Step-by-step explanation:

Given a transversal crossing parallel lines and supplementary angles (x+8°) and (2x-5°), you want to find the measures of angles L and O, supplementary to each of these.

Where a transversal crosses parallel lines, consecutive interior angles are supplementary. Using the given expressions, this means ...

  (x +8°) +(2x -5°) = 180°

  3x +3° = 180° . . . . . . . . . simplify

  x +1° = 60° . . . . . . . divide by 3

  x = 59°  . . . . . . subtract 1°

Then the acute angle is ...

  x+8° = 59° +8° = 67°

and the obtuse angle is ...

  2x -5° = 2(59°) -5° = 113°

Angle L corresponds to angle (2x-5°), so is congruent:

  ∠L = 113°

Angle O is an alternate interior angle with respect to angle (x+8°), so is congruent:

  ∠O = 67°

The three conditions for a function to be continuous at a point x=a are:

a) The function is defined at x=a.

b) The limit of the function as x approaches a exists.

c) The limit of the function as x approaches a is equal to the value of the function at x=a.

The continuity of a function can be analyzed by observing its graph. However, as the graph is not provided, a specific discussion about its continuity cannot be made without further information. It is necessary to examine the behavior of the function around the point in question and determine if the three conditions for continuity are satisfied.

The function f(x) = { *** is not defined in the question. In order to discuss its continuity, the function needs to be provided or described. Without the specific form of the function, it is impossible to analyze its continuity. Different functions can exhibit different behaviors with respect to continuity, so additional information is required to determine whether or not the function is continuous at a particular point or interval.

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