I need help! -4y-4+(-3)​

A geometric sequence is a sequence of numbers where each term after the first is found by multiplying the previous term by a constant called the common ratio.

To identify which of the given sequences is a geometric sequence, we need to check if each term is obtained by multiplying the previous term by a constant ratio.

1. {1, 4, 16, 64, 256} - This sequence is a geometric sequence because each term is obtained by multiplying the previous term by 4, which is the common ratio.

2. {2, 4, 8, 16, 32} - This sequence is also a geometric sequence because each term is obtained by multiplying the previous term by 2, which is the common ratio.

3. {3, 7, 11, 15, 19} - This sequence is not a geometric sequence because the difference between consecutive terms is not constant.

Therefore, the main answer is that sequences 1 and 2 are geometric sequences, while sequence 3 is not.

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The required statements and reasons to prove that DE is equal to CE is explained.

The triangle congruence theorem is a theorem that can be used to prove that two or more triangles are the same, considering the corresponding properties of the triangles. The properties are length of the sides, and measure of internal angles.

The statements and reasons to prove that DE is equal to CE are explained below using the triangle congruence theorem.

         STATEMENT                            REASON

1. AD = BC                                          Given

2. <BCD = <ADC                                Given

3. DC = DC                                         Reflexive property

4. ΔADC ≅ ΔBCD                              SAS

5. <EDC ≅ <ECD                                CPCTC

6. AC = BD                                          Definition of diagonal

7. DE = CE                                           Congruent sides of isosceles triangle

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The size of the correlation needed to get smaller.

As the sample size gets larger, the size of the correlation that is needed for significance tends to get smaller.

This is because a larger sample size provides more statistical power.

Allowing for more accurate estimation of the population parameters and increasing the likelihood of detecting smaller correlations as statistically significant.

With a larger sample size, the standard error of the correlation coefficient decreases, making it easier to distinguish true correlations from random fluctuations.

As a result, a smaller correlation can reach the threshold for statistical significance.

Therefore, the correct answer is: It gets smaller.

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Using the combination, 1716 are 7 digit phone numbers in which the digits are non-increasing and every digit is less than or equal to the previous one.

In the given question,

We have to find how many 7 digit phone numbers are there in which the digits are non-increasing and that is, every digit is less than or equal to the previous one.

We have to write 7 digit phone number.

Let the 7 digit are

A, B, C, D, E, F, G

Every digit is less than or equal to the previous one.

A ≥ B ≥ C ≥ D ≥ E ≥ F ≥ G

The sum of these number is 7.

So |A| + |B| + |C| + |D| + |E| + |F| + |G| = 10

We always have precisely one non-increasing digit for any given set of seven digits. Therefore, the solution to our problem is to make it simpler to calculate the total number of combinations where 7 digits must be chosen from a set of 7 digits where each digit is repeatable.

So the solution should be

= \(^{7+7-1}C_{7}\)

= \(^{13}C_{7}\)

We know that \(^nC_{r}=\frac{n!}{r!(n-r)!}\)

= \(\frac{13!}{7!(13-7)!}\)

= \(\frac{13!}{7!6!}\)

Simplifying

= \(\frac{13\times12\times11\times10\times9\times8\times7!}{7!\times6\times5\times4\times3\times2\times1}\)

Simplifying

= 13×11×2×3×2

= 1716

Hence, 1716 are 7 digit phone numbers in which the digits are non-increasing and every digit is less than or equal to the previous one.

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The probability of a sample proportion of non-vaccinated children in a sample of 800 children more than 185/800 is approximately 0.7937, or 0.7936 when rounded to four decimal places.

The sample proportion is given by: p-hat = 185/800 = 0.23125So, the probability of a sample proportion of non-vaccinated children in a sample of 800 children more than 185/800 is to be determined.

To determine this probability, we need to find the z-score associated with the given sample proportion. z = (p-hat - p) / √[p(1-p)/n]where n = 800, p = 0.25, and p-hat = 0.23125Substituting these values, we get z = (0.23125 - 0.25) / √[(0.25 x 0.75) / 800]= -0.014559 / 0.017789= -0.81796Using a standard normal distribution table, we can find that the area to the left of this z-score is 0.2063.

Therefore, the probability of a sample proportion of non-vaccinated children in a sample of 800 children more than 185/800 is approximately 0.7937, or 0.7936 when rounded to four decimal places.

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Answer:

the Fourth One

Step-by-step explanation:

Without specific data on the number of students who prefer each option, we cannot calculate the probability.

To determine the probability that a student prefers the zoo or the water park, we need to know the total number of students and the number of students who prefer each option. Without this information, it is not possible to calculate the probability accurately.

To calculate the probability, we would need to divide the number of students who prefer the zoo or the water park by the total number of students. For example, if there are 50 students in total and 30 prefer the zoo and 20 prefer the water park, the probability would be:

P(prefer zoo or water park) = (30 + 20) / 50 = 50 / 50 = 1

However, without specific data on the number of students who prefer each option, we cannot calculate the probability.

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After considering the given data we conclude that there truth table is possible and is placed in the given figures concerning every sub question.

A truth table is a overview that projects  the truth-value of one or more compound propositions for each possible combination of truth-values of the propositions starting up the compound ones.
Every row of the table represents a possible combination of truth-values for the component propositions of the compound, and the count of rows is described by the range of possible combinations.
For instance, if the compound has just two component propositions, it comprises  four possibilities and then four rows to the table. The truth-value of the compound is projected on each row comprising the truth functional operator.
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The measure of angle N (∠N) is (4x + 36) degrees.

To determine the measure of angle N, we need to use the properties of a quadrilateral with parallel sides.

WE are Given that MN is parallel to PQ and NP is parallel to MQ, we can conclude that angle N (∠N) is an opposite interior angle to angle NMQ (∠NMQ) and angle NPQ (∠NPQ).

Based on the properties of opposite interior angles, the measure of angle N (∠N) is equal to the measure of angle NPQ (∠NPQ).

Therefore, we can set up the following equation:

∠N = ∠NPQ

Given that the measure of angle NPQ is (4x + 36) degrees;

∠N = 4x + 36

So, the measure of angle N (∠N) is (4x + 36) degrees.

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Answer:

$7

Step-by-step explanation:

If 6 people-$42.40

then 1 person-?

then cross multiply

$42.40*1=6?

divide both sides by 6

$42.40/6=?

=$7.066~$7(to nearest hundred)

The height of the flagpole is 12.9 feet to the nearest tenth.

The ratio is a numerical relationship between two values that demonstrates how frequently one value contains or is contained within another.

Given:

The boy is 5' 3" tall and his shadow is 4 feet.

The shadow of the flagpole is 17 feet.

The boy is 5.25 feet tall.

Let the height of the flagpole is h feet.

So,

17/h = 5.25/4

h = 68/5.25

h = 12.95

h = 12.9 to one decimal place.

Therefore, h = 12.9 to one decimal place.

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Using cosine law, the value of x in the triangle is 54.7 units.

c² = a² + b² - 2ab cos C

Therefore,

x² = 47² + 45² - 2 × 47 × 45 cos 73

x² = 2209 + 2025 - 1236.73231098

x² = 4234 - 1236.73231098

x² = 2997.27

x = √2997.27

x = 54.747328702

Therefore,

x = 54.7 units

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Answer:

Answer 54.7

Step-by-step explanation:

9-y+3=x diveded by 9898 x 45x

The correct option is B• "The LP has multiple optimal solutions". Because  feasible region, intersects with the objective function in multiple points.

The given linear programming (LP) problem consists of two constraints and two decision variables, x1 and x2. The objective function to be minimized is x1 + 2x2.

To determine the nature of the LP problem, we need to analyze its feasible region and objective function.

The first constraint, x1 + x2 ≤ 4, defines a region in the xy-plane that lies below the line x1 + x2 = 4. The second constraint, x1 - x2 ≥ 5, defines a region that lies to the right of the line x1 - x2 = 5. The feasible region is the intersection of these two regions.

By analyzing the feasible region, we can determine the potential optimal solutions. Since the feasible region is a bounded region, there are finite points within it. The objective function, x1 + 2x2, represents a straight line in the xy-plane with a positive slope. As long as this line intersects the feasible region, there will be multiple points of intersection, each representing a potential optimal solution.

Therefore, the LP problem has multiple optimal solutions because there are multiple points of intersection between the objective function and the feasible region.

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\(f(g(h(x)))=f(g(\sqrt x))=f(\sqrt x-1)=\boxed{(\sqrt x-1)^4+4}\)

This is because

\(h(x)=\sqrt x\)

\(g(x)=x-1\)

\(\implies g(h(x))=\sqrt x-1\)

(that is, replace any instance of x in the definition of g with √x )

and

\(f(x)=x^4+4\)

\(\implies f(\sqrt x-1)=(\sqrt x-1)^4+4\)

(replace any x in f with √x - 1)

Also acceptable:

\((\sqrt x-1)^4+4=((\sqrt x)^4-4(\sqrt x)^3+6(\sqrt x)^2-4\sqrt x+1)+4\)

\(=\boxed{x^2-4x\sqrt x+6x-4\sqrt x+5}\)

(assuming x is not negative)

The cost of direct labor per unit is $5.628 per apple.

To calculate the cost of direct labor per unit, we need to determine the total labor hours required to produce one unit of output and then multiply it by the wage rate.

Let's denote the labor hours required for the first resource as "L₁" and the labor hours required for the second resource as "L₂".

The first resource has a capacity of 2.1 apples per hour, and the demand is 1.6 apples per hour. Therefore, the labor hours required for the first resource per unit of output are:

L₁ = 1 apple / (2.1 apples/hour) = 0.4762 hours/apple (rounded to 4 decimal places)

The second resource has a capacity of 4.4 apples per hour, and the demand is 1.6 apples per hour. Therefore, the labor hours required for the second resource per unit of output are:

L₂ = 1 apple / (4.4 apples/hour) = 0.2273 hours/apple (rounded to 4 decimal places)

Now, let's calculate the total labor hours required per unit:

Total labor hours per unit = L₁ (first resource) + L₂ (second resource)

= 0.4762 hours/apple + 0.2273 hours/apple

= 0.7035 hours/apple (rounded to 4 decimal places)

Finally, to calculate the cost of direct labor per unit, we multiply the total labor hours per unit by the wage rate:

Cost of direct labor per unit = Total labor hours per unit * Wage rate

= 0.7035 hours/apple * $8/hour

= $5.628 per apple (rounded to 3 decimal places)

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Answer:

the answer is d

Step-by-step explanation:

9+13-17=5

The sampling distribution of the sample proportion represents the probability distribution of all possible values that the sample proportion could take if we were to repeatedly take random samples from the population.

Based on the information given in the question, we know that the true proportion of employees who believe that the corporation is a great place to work is p = 0.80 (since 80% of the employees said that). Assuming that the sample size is sufficiently large (usually n ≥ 30), the central limit theorem tells us that the sampling distribution of the sample proportion is approximately normal, with mean μ = p and standard deviation

\(σ = \sqrt{} (p(1-p)/n)\)

The mean of the sampling distribution of the sample proportion is 0.80, and the standard deviation is

\( \sqrt{} (0.80 \times (1-0.80)/n)\)

If we take a random sample of size n = 100, for example, the standard deviation of the sampling distribution would be

\( \sqrt{} (0.80 \times (1-0.80)/100) = 0.040\)

The sampling distribution of the sample proportion provides important information about the variability of sample proportions that we could observe if we repeatedly took random samples from the population. Understanding this distribution can help us make more accurate inferences about the population based on the sample data.

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Using the binomial distribution, it is found that the expected score of the game is of 21.

It is the probability of exactly x successes on n repeated trials, with p probability of a success on each trial.

The expected number of trials until q successes is:

\(E_s(X) = \frac{q}{p}\)

In this problem, a die has a p = 1/6 probability of resulting in a 1, hence the expected number of trials is:

\(E_s(X) = \frac{1}{\frac{1}{6}} = 6\)

In each trial, each outcome from 1 to 6 is equally as likely, hence the expected score of a single trial is given by:

\(E = \frac{1 + 6}{2} = 3.5\)

Then, the expected score of the six trials is:

6 x 3.5 = 21.

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Partition of the set of real numbers: Justification: A partition of a set is a collection of non-empty, pairwise disjoint sets whose union is the entire set.Therefore only (b) is a partition of the set of real numbers.

Each set in a partition is called a cell of the partition.a) {the negative real numbers}, {0}, {the positive real numbers}This is not a partition of the set of real numbers because 0 belongs to two of the three sets and, thus, the sets are not disjoint.b) the set of intervals [k, k +1], k = ..., -2, -1,0,1,2,...

This is a partition of the set of real numbers. Each real number belongs to exactly one cell.c) the set of intervals (k, k +1], k = .... -2,-1,0,1,2,...This is not a partition of the set of real numbers because no element of the set of real numbers belongs to the cell (-2, -1].d) the sets {x + n in eZ} for all r = [0,1)

This is not a partition of the set of real numbers because an element of the set of real numbers belongs to multiple cells; for example, both 0.5 and 1.5 belong to the cell {x + n in eZ}.Therefore, only (b) is a partition of the set of real numbers.

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When the obtained value is greater than the critical value, the null hypothesis is rejected.

A null hypothesis is a statistical approach hypothesis that asserts that there is no statistical significance in a given set of observations. Using sample data, hypothesis testing is employed to evaluate the reliability of a hypothesis.

Some key features regarding the null hypothesis are-

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Cory designed a simulation to estimate the frequency of different types of birds he sees. He assigned numbers 0-6 to American robins, dark-eyed juncos, and song sparrows, and 7-9 to other birds.

Based on his estimates, he expected to see 30% American robins, 20% dark-eyed juncos, and 20% song sparrows. In the simulation results, he observed 36% American robins, 22% dark-eyed juncos, and 17% song sparrows. He also observed 25% other birds. The simulation suggests that Cory's estimate of the frequency of American robins and dark-eyed juncos was fairly accurate, but he may have overestimated the frequency of song sparrows. Additionally, there were more other birds than expected. Overall, the simulation provides a useful tool for bird-watching enthusiasts like Cory to estimate the frequency of different types of birds they encounter.

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Answer:

13) x=n-11

15) x=3*10

Step-by-step explanation:

I used x as the variable. The questions are pretty straightforward. They are asking you to put the terms in the description on the right side of the equation. The questions = x. That was probably confusing, but it is correct. I hope this helped!

Product of 3 and 10 and12

The preschool should choose Box A while shopping for sand for its sandbox. To determine which sandbox has more sand, we need to calculate the volume of each box using the formula V = lwh (volume = length × width × height).

For Box A:
- Width (w) = 9 inches
- Length (l) = 13 inches
- Height (h) = 15 inches

Applying the formula V = lwh, we get:

V_A = 9 × 13 × 15 = 1755 cubic inches

For Box B:
- Width (w) = 6 inches
- Length (l) = 12 inches
- Height (h) = 20 inches

Applying the formula V = lwh, we get:

V_B = 6 × 12 × 20 = 1440 cubic inches

Comparing the volumes, Box A (1755 cubic inches) has more sand than Box B (1440 cubic inches). So, the preschool should choose Box A while shopping for sand for its sandbox.

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Answer:

12 meters

Step-by-step explanation:

37.7/3.14=12

Answer:

E

Step-by-step explanation:

let a, b, c represent the number of students in 6th, 7th, 8th grade

ratio of students : teachers = 28 : 1

There are 82 teachers , so 28 × 82 = 2296 students

Then

a + b + c = 2296 , that is

828 + b + c = 2296 ( subtract 828 from both sides )

b + c = 1468 → E

The statement "if f'(x) = g'(x) for 0 < x < 6, then f(x) = g(x) for 0 < x < 6" is false. This statement is False. If f'(x) = g'(x) for 0 < x < 6, it means that the derivatives of both functions are equal on the interval (0, 6).

However, this does not necessarily mean that the functions themselves are equal on that interval.

In other words, there could be a constant difference between f(x) and g(x), which would not affect their derivatives.

To illustrate this, consider the functions f(x) = x^2 and g(x) = x^2 + 1. The derivative of both functions is 2x, which is equal for all values of x.

However, f(x) and g(x) are not equal on the interval (0, 6), as g(x) is always greater than f(x) by 1.

Therefore, the statement "if f'(x) = g'(x) for 0 < x < 6, then f(x) = g(x) for 0 < x < 6" is false.

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Answer:

========================

We observe on the graph that:

All the above helps us to conclude that:

Answer:

Reflection through the x-axis, f(x) → -f(x).

Step-by-step explanation:

On comparison of the dotted red line with the solid blue line, it is apparent that the x-coordinates do not change, yet the y-coordinates are negatives of each other.

This suggests a reflection in the x-axis.

(Note: If the function was reflected in the y-axis, the y-coordinates would not change, yet the x-coordinates would be negatives of each other).

Mapping rule for reflection in the x-axis:  

Therefore, as y → -y then f(x) → -f(x).

So the correct answer that describes how the dotted line relates to the solid line f(x) is:

If f(x) = arcsec(3x), then

sec(f(x)) = sec(arcsec(3x))

sec(f(x)) = 3x

But bear in mind that the right side reduces in this way only if 0 ≤ f(x) ≤ π.

Differentiating both sides using the chain rule gives

sec(f(x)) tan(f(x)) f'(x) = 3

so that

f'(x) = 3 cos(f(x)) cot(f(x))

f'(x) = 3 cos(arcsec(3x)) cot(arcsec(3x))

We *could* stop here, but we can usually simplify these nested trig and inverse trig expressions to end up with an simpler algebraic one. Consider a right triangle with a reference angle measuring θ = f(x) = arcsec(3x). Then sec(θ) = 3x. It follows from the definition of secant, and subsequently the Pythagorean identity, that

• cos(θ) = 1/sec(θ) = 1/(3x)

• sin(θ) = √((3x)² - 1²) = √(9x² - 1)/(3x)

but remember that we assume 0 ≤ θ ≤ π. Over this interval, sin(θ) can be either positive or negative, which we account for by replacing x with |x|, so that

• sin(θ) = √(9x² - 1)/(3|x|)

So, we have

cos(arcsec(3x)) = 1/(3x)

cot(arcsec(3x)) = (1/(3x)) / (√(9x² - 1)/(3|x|)) = |x|/(x √(1 - 9x²))

and so

f'(x) = 3 • 1/(3x) • |x|/(x √(1 - 9x²))

It's easy to show that |x|/x = x/|x|, so we can rewrite this as

f'(x) = 3 • 1/(3x) • x/(|x| √(1 - 9x²))

f'(x) = 1/(|x| √(1 - 9x²))

The series of 0s and 1s representing data or instructions is called binary code. It is the foundation of digital communication and computing systems. Each binary digit, or bit, can be thought of as a switch that is either off (0) or on (1), allowing for the representation of complex information.

Binary code is a system used to represent data or instructions using only two symbols: 0 and 1. It is the foundation of digital communication and computing systems. Each digit in binary code is called a bit, which is short for "binary digit." Bits can be thought of as switches that can be in one of two states: off (0) or on (1).

By arranging these bits in different patterns, we can represent and manipulate complex information. For example, in binary code, the letter "A" is represented as 01000001. This binary representation allows computers to process and store information using electronic circuits that can easily interpret and manipulate 0s and 1s.

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