My sister is crying because this is the only thing that can get her grade up I tried to help but it isn’t making any sense so plz help. X(x-5)(2x+1)=0

Answer:

for each increase in prices by $1, the predicted demand decreases by 0.227 units.

Step-by-step explanation:

Answer: A) Yes

If (4, 4) lies within the double-shaded area that covers the solution set of both inequalities, then it's a solution.

It does, therefore, it's a solution to the system of inequalities.

1)  XY' + Z + X'Z' + YZ'

2) equation 2 is correct.

3) equation 3 is incorrect .

1)

Simplifying algebraically,

XY' +Z+ (X' + Y)Z'

So,

XY' + Z + X'Z' + YZ'

2)

D(A + B)(A + B')C

Simplifying,

(AD + DB) (A + B')C

Further,

ADC + AB'CD + ABCD + BB'CD

ACD + ABCD + AB'CD

= ACD

Thus equation 2 is correct .

Hence proved .

3)

(a + b)(b + c)(c + a) = f1

Simplifying further,

abc + ab + bc + ac = f1

Let f2 = (a'+ b')(b' + c')(c' + a')

Simplify further,

f2 = a'b'c' + a'b' + b'c' + a'c'

Here,

f1 ≠ f2

Thus we disprove equation 3 .

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Answer:

Its obviously pink-

Are yall blind

Step-by-step explanation:

             May I have brainliest please I'm trying to level up!

                             </3 PureBeauty

The given differential equation can be solve as (1 + x²)¹/²  - ln|(1 + x²)¹/²  + x⁻¹ + C1 = (1 + y²)¹/² - ln|(1 + y²)¹/²  + y⁻¹ + C2

We are given the differential equation:

x(1+y²)¹/² dx = y(1+x²)¹/² dy

To solve this equation by separation of variables, we need to separate the variables x and y, and then integrate both sides.

Dividing both sides by y(1+y²)¹/² dx, we get:

x/(1+x²)¹/² dx = y/(1+y^2)¹/² dy

Now we can integrate both sides. Let's integrate the left-hand side first:

∫ x/(1+x²)¹/²  dx

We can use the substitution u = 1 + x², which gives us:

du/dx = 2x

dx = du/2x

Substituting dx in terms of du, we get:

∫ x/(1+x²)¹/²  dx = ∫ (1 - 1/(1+x²)) dx¹/²

= ∫ (1 - 1/u) du¹/²

= u¹/²  - ln|u¹/²  + u¹/² | + C1

= (1 + x²)¹/²  - ln|(1 + x²)¹/²  + x⁻¹| + C1

where C1 is the constant of integration.

Now let's integrate the right-hand side:

∫ y/(1+y²)¹/²  dy

We can use the substitution v = 1 + y², which gives us:

dv/dy = 2y

dy = dv/2y

Substituting dy in terms of dv, we get:

∫ y/(1+y²)¹/² dy = ∫ (1 - 1/(1+y²)) dy¹/²

= ∫ (1 - 1/v) dv¹/²

= v^(1/2) - ln|v¹/²  + v¹/² | + C2

= (1 + y²)¹/²  - ln|(1 + y^2)¹/²  + y⁻¹| + C2

where C2 is the constant of integration.

Therefore, the general solution to the differential equation is:

(1 + x²)¹/²  - ln|(1 + x²)¹/²  + x⁻¹ + C1 = (1 + y²)¹/² - ln|(1 + y²)¹/²  + y⁻¹ + C2

where C1 and C2 are constants of integration.

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The number of wild bears the naturalist can relocate per month is 2 wild bears.

Number of wild bears relocated by the naturalist = 12 wild bears

Time taken by the naturalist to relocate these wild bears = 6 months

Thus the number of bears the naturalist can relocate in 1 month can be found out by using unitary method

This implies that the number of bears relocated by the naturalist in 1 month or per month = 12 / 6 = 2 wild bears

Thus the number of wild bears the naturalist can relocate per month is 2 wild bears .

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Approximately 11.5% of the racers did not complete the marathon.

Step-by-step explanation:

To find the percentage of racers who did not complete the marathon, we need to add the number of racers who gave up and were disqualified:

28 + 11 = 39

So, out of the 340 racers who started the marathon, 39 did not complete it.

To find the percentage, we can use the formula:

percentage = (part/whole) x 100

In this case, the "part" is 39 and the "whole" is 340.

percentage = (39/340) x 100

percentage = 11.5

Rounding to the nearest tenth of a percent, we get:

percentage = 11.5%

Therefore, approximately 11.5% of the racers did not complete the marathon.

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Answer:

32, 192

Step-by-step explanation:
The amount of ways she can travel between the cities is 2 ways for 5 different courses. So this is equal to 2^5 or 32 ways. However, for the last question, there are 6 places where she can start. So the total amount of ways she can travel is 6 * 32 or 192.
Hope this answered your question

The tourist can choose to visit the attractions in 6! (6 factorial) different orders and for any fixed choice of order, there are \(2^{5}\) different ways for the tourist to complete her journey.

(i) To calculate the number of different orders in which the tourist can choose to visit the attractions, we use the concept of permutations. Since there are 6 cities to visit, the tourist can arrange them in 6! (6 factorial) different orders. This is because for the first city, there are 6 choices, for the second city there are 5 remaining choices, for the third city there are 4 remaining choices, and so on. Multiplying these choices together gives us 6!

(ii) For any fixed choice of order, the tourist can complete her journey by choosing the means of transport between each pair of cities. Since there are 5 pairs of cities (assuming the starting and ending cities do not require transport between them), the tourist has 2 choices of means of transport (bus or train) for each pair. Therefore, the total number of ways to complete her journey is \(2^{5}\).

The formula for permutations is used in part (i) because we are calculating the number of different orders. The formula for the multiplication principle is used in part (ii) because we are calculating the number of ways to choose between two options for each pair of cities.

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Answer:

p=4

Step-by-step explanation:

plug x=-1 into the polynomial with the unknown

(-1)³+p(-1)+(-1)+6=0

-1-p-1+6=0

-p+4=0

p=4

The mathematical expectation of the number of games played in this series is 4 games.

The mathematical expectation of the number of games in a series where the first team to win 4 games is declared the winner can be calculated using probability theory. Each game has a 50% chance of being won by either team, assuming the teams are evenly matched. Therefore, the probability of one team winning the series in exactly 4 games is (1/2)^4 or 1/16. The probability of one team winning the series in exactly 5 games is the probability of losing the first game and then winning the next four games or winning the first game and then winning three of the next four games. This can be calculated as (1/2)^5 * (4 choose 1) + (1/2)^5 * (4 choose 3) or 5/16. Similarly, the probabilities of one team winning the series in exactly 6, 7 or 8 games can be calculated as 10/32, 10/64 and 5/256 respectively. Therefore, the mathematical expectation of the number of games is the sum of the products of the number of games and their corresponding probabilities. This is (4*1/16) + (5*5/16) + (6*10/32) + (7*10/64) + (8*5/256) which simplifies to 33/8 or approximately 4.125 games.
The situation you described is a classic example of a negative binomial distribution. In this case, the winner of the series will be the first team to win 4 games. To find the mathematical expectation (mean) of the number of games played, we can use the formula for the negative binomial mean:

Mean = (r * (1-p))/p

Where "r" is the number of successes (4 wins) and "p" is the probability of success (0.5, since the teams are evenly matched).

Mean = (4 * (1-0.5))/0.5 = (4 * 0.5)/0.5 = 4

So, the mathematical expectation of the number of games played in this series is 4 games.

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This means that if a dataset follows a normal distribution, around 68% of the observations will fall within one standard deviation above and below the mean.

According to the empirical rule (also known as the 68-95-99.7 rule), approximately 68% of normally distributed data lies within one standard deviation of the mean.

what is mean?

The mean, also known as the average, is a measure of central tendency in statistics. It is calculated by summing up all the values in a dataset and dividing the sum by the number of values.

For a given set of data points x1, x2, x3, ..., xn, the mean (μ) is computed as:

μ = (x1 + x2 + x3 + ... + xn) / n

where n is the total number of data points.

The mean represents the "typical" or "average" value of the data and is often used as a measure of central location. It is sensitive to extreme values, as they can significantly impact the calculated mean.

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The interest payable for $3,750 represents the cost of borrowing that amount of money. the interest payable for $3,750 represents the amount of interest that needs to be paid on the loan or debt of that amount.

It is the cost of borrowing the money and is calculated based on the interest rate and the period for which the loan is taken.
When you borrow money, whether it's from a bank, a credit card company, or any other lender, you are usually required to pay interest on the borrowed amount. Interest is the fee charged for the use of borrowed funds. In this case, the interest payable for $3,750 refers to the total amount of interest that is owed on a debt of that specific amount.
The calculation of interest payable depends on various factors, including the interest rate and the duration of the loan. The interest rate is typically expressed as an annual percentage, and it represents the cost of borrowing over a year. However, the interest payable may be calculated based on different compounding periods, such as monthly, quarterly, or annually.
To determine the exact amount of interest payable, you need to multiply the borrowed amount ($3,750) by the interest rate and the duration of the loan. For example, if the interest rate is 5% per year and the loan duration is one year, the interest payable would be $3,750 multiplied by 5%, which equals $187.50.
It's important to note that the interest payable may vary depending on the terms of the loan or debt agreement. Different lenders may have different interest rates and repayment schedules, so it's crucial to review the specific terms and conditions to accurately determine the interest payable for a given amount.

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Answer:

80-55=25

then

25/2=12.5

he can bye 12.5 balls

Step-by-step explanation:

The FALSE statement is e. Mail questionnaires typically provide more sample control than telephone or personal interviews.

The FALSE statement is e. Mail questionnaires typically provide more sample control than telephone or personal interviews. While mail questionnaires have their advantages, such as ease of administration and cost-effectiveness, they generally provide less sample control compared to telephone or personal interviews.

In mail surveys, there is a lack of direct interaction with the respondents, making it challenging to ensure the desired sample representation and control over non-response. On the other hand, telephone and personal interviews allow for real-time communication, clarification of questions, and potential probing, which can lead to better sample control and higher response rates.

Therefore, statement e is false, and it is important to consider the strengths and limitations of different survey methods when choosing the most appropriate approach for research purposes.

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Answer:

x = - 7

Step-by-step explanation:

obtain the outputs for both machines

A

x × 5 = 5x

5x - 4 = 5x - 4 ← output A

B

x × 3 = 3x

3x + 8 = 3x + 8 ← output B

we require A to be three times B , that is

5x - 4 = 3(3x + 8) ← distribute parenthesis

5x - 4 = 9x + 24 ( subtract 9x from both sides )

- 4x - 4 = 24 ( add 4 to both sides )

- 4x = 28 ( divide both sides by - 4 )

x = - 7

Answer:

Step-by-step explanation:

output A \(=5x-4\)

output B \(=3x+8\)

Find the input \(x\) so that the output of A to be 3 times output of B:

3 x output of A = output of B gives

     \(3(3x+8)=5x-4\)

        \(9x+24=5x-4\)

        \(4x+24=-4\)

                 \(4x=-28\)

                   \(x=-7\)

Check solution when x= -7:

    output A = -39

    output B = -13

So output of A is 3 times output of B  when the input is \(x=-7\).

Answer:

n is 2.4

Step-by-step explanation:

\(3(n - 4) + 2(4n - 5) = (n + 2)\)

open the brackets:

\((3n - 12) + (8n - 10) = (n + 2)\)

collect like terms together:

\(3n + 8n - n = 2 + 12 + 10 \)

factorise out n :

\(n(3 + 8 - 1) = 24 \\ 10n = 24 \)

divide all sides by 10 :

\( \frac{10n}{10} = \frac{24}{10} \\ \\ n = 2.4\)

We are given the quantities :
+) The number of boxes of pencils
+) The number of her friends

She cannot hand out pencils in boxes to her friends, as she has less boxes of pencils than the number of her friends (assuming they cannot share boxes of pencils.)

Therefore, the quantity we need to know is : The number of pencils in each box of pencils.

The separation of variables technique can be used to solve the given partial differential equation (PDE) u(x,y)=2ux+3uy with the initial condition u(0,y)=3ey.

To begin, let's assume that the solution can be expressed as a product of two functions: u(x,y) = X(x)Y(y). By substituting this into the PDE, we get:

X(x)Y(y) = 2X'(x)Y(y) + 3X(x)Y'(y).

Dividing through by X(x)Y(y) gives:

1 = (2X'(x)/X(x)) + (3Y'(y)/Y(y)).

Since the left side is a constant and the right side is dependent on different variables, both sides must be equal to a constant value, denoted by -λ. Therefore, we have two ordinary differential equations (ODEs):

2X'(x)/X(x) = -λ and 3Y'(y)/Y(y) = -λ.

Solving the first ODE gives:

2X'(x)/X(x) = -λ ⇒ X'(x)/X(x) = -λ/2.

Integrating both sides with respect to x yields:

ln|X(x)| = (-λ/2)x + c1 ⇒ X(x) = c1 * e^(-λx/2).

Now, let's solve the second ODE:

3Y'(y)/Y(y) = -λ.

Rearranging the equation and integrating with respect to y gives:

ln|Y(y)| = (-λ/3)y + c2 ⇒ Y(y) = c2 * e^(-λy/3).

Combining the solutions for X(x) and Y(y), we have:

u(x,y) = X(x)Y(y) = (c1 * e^(-λx/2)) * (c2 * e^(-λy/3)).

To determine the constants c1, c2, and λ, we can apply the initial condition u(0,y) = 3ey. Substituting x = 0 and equating it to the given expression gives:

u(0,y) = c1 * c2 * e^(-λy/3) = 3e^y.

Comparing coefficients, we find that c1 * c2 = 3 and -λ/3 = 1. Therefore, λ = -3.

Plugging in λ = -3 into the solution, we have:

u(x,y) = (c1 * e^(3x/2)) * (c2 * e^y).

This completes the solution of the given PDE using the separation of variables technique.

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Answer:

23

Step-by-step explanation:

First find the difference between box P and Q.

136 - 82 = 54

If you take half of that amount from Q and put it in P, the amount will be equal.

54 / 2 = 27

Each box would then have 109.

Now you have to visualize this.  The boxes are now equal and if I move 1 marble from one box to the other, the difference will be 2.  One box will have 110 and the other will have 108.  So to get a difference of 8, I only have to move 4.

If I was going to initially move 27 to make then equal, I would subtract 4 from that amount so the Q would have 8 more than P

To check the answer, remove 23 from box Q and you get:

136 - 23 = 113

Add those 19 to box P and you get

82 + 23 = 105

The difference between the two boxes is now 8

Answer:

x ≈ 54 cm

Step-by-step explanation:

using the Cosine rule in the triangle

x² = 55² + 51² - (2 × 55 × 51 × cos61° )

   = 3025 + 2601 - 5610cos61°

   = 5626 - 5610cos61°

x = \(\sqrt{5626-5610cos61}\) ≈ 54 cm ( to the nearest whole number )

A sample size of 9604 is needed to estimate the percentage of full-time college students who earn a bachelor's degree in four years or less, with a 95% confidence level and a margin of error of 0.01.

To find the sample size needed to estimate the percentage of full-time college students who earn a bachelor's degree in four years or less, we can use the following formula:

n = [Z^2 * p * (1 - p)] / E^2

where:

Z is the z-score associated with the desired confidence level (95%), which is 1.96
p is the estimated proportion of students who earn a bachelor's degree in four years or less (since we don't have any prior knowledge, we can use 0.5 as a conservative estimate)
E is the margin of error, which is 0.01
Plugging in the values, we get:

n = [(1.96)^2 * 0.5 * (1 - 0.5)] / (0.01)^2
n = 9604

Therefore, a sample size of 9604 is needed to estimate the percentage of full-time college students who earn a bachelor's degree in four years or less, with a 95% confidence level and a margin of error of 0.01.

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Answer:

Michael's answer is not correct

5(153)≠ 5(53)

Step-by-step explanation:

Michael says that 5(153)=5(53)

Is his answer correct?

We solve for the left hand side

5(153) = 5 × 153

= 765

Solving for the right hand side

= 5(53) = 5 × 53

= 265

Therefore, from the above calculation,

5(153)≠ 5(53)

5(153) is not equal to 5(53)

Michael's answer is not correct

Answer: $1.25 Per Roll

Step-by-step explanation:

(14,17.50) and (16,20)

Answer:

15 and 16

Step-by-step explanation:

i hop it helps

There are 15 boys in Ella's class and 16 boys in Minh's class.

A ratio is a comparison between two similar quantities in simplest form.

Proportions are of two types one is the direct proportion in which if one quantity is increased by a constant k the other quantity will also be increased by the same constant k and vice versa.

In the case of inverse proportion if one quantity is increased by a constant k the quantity will decrease by the same constant k and vice versa.

Given, The ratio of boys to girls in Ella's class is 3 to 4. The ratio of boys to girls in Minh's class is 4 to 5.

Each class has a total of 20 girls and assuming each class has a total of x students.

∴ 4x/7 = 20.

4x = 140.

x = 35.

No. of boys = 15.

5x/9 = 20.

5x = 180.

x = 36.

No. of boys = 16.

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Answer:

(1, - 3 )

Step-by-step explanation:

Given the 2 equations

x + y = - 2 → (1)

- 3x + y = - 6 → (2)

Rearrange (2) expressing y in terms of x by adding 3x to both sides

y = - 6 + 3x → (3)

Substitute y = - 6 + 3x into (1)

x - 6 + 3x = - 2

4x - 6 = - 2 ( add 6 to both sides )

4x = 4 ( divide both sides by 4 )

x = 1

Substitute x = 1 into (3) for corresponding value of y

y = - 6 + 3(1) = - 6 + 3 = - 3

solution is (1, - 3 )

In order to answer this question, we first need to understand the formula for the volume of a cylinder. The formula is V = πr²h, where V is the volume, r is the radius, and h is the height. Given that the volume of the cylinder is 1,205.76 ft³, we can use the formula to find the radius. However, we don't need to calculate the radius for this question.

Instead, we need to focus on the fact that the height of the cylinder becomes 4 times as small. This means that the new height will be 1/4 of the original height.
To find the new volume, we can substitute the new height into the formula:
V' = πr²(h/4)

Simplifying this equation, we get:
V' = (πr²h)/4
We already know that the original volume (V) is 1,205.76 ft³, so we can substitute that into the formula as well:
1,205.76 = (πr²h)

Now we can substitute this into our previous equation:
V' = (1,205.76)/4
V' = 301.44 ft³
Therefore, the new volume of the cylinder will be 301.44 ft³.

In conclusion, the volume of the cylinder will become 301.44 ft³ if the height becomes 4 times as small. This can be found by using the formula for the volume of a cylinder and substituting in the new height.

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Answer:

Step-by-step explanation:1/2 of answer is zero

Answer:

y=1/3x^2+4/3 x -2/3

Step-by-step explanation:

y=1/3x^2+4/3 x -2/3

There are several potential problems that might arise if a tutor is asked to record personal information such as student names, dates of birth, home addresses, and phone numbers for a large number of students and then email the spreadsheet to the unit convenor.

One major concern is the security and privacy of the students' personal information.

There are logistical challenges involved in managing and organizing the large amount of data.

One major concern is the security and privacy of the students' personal information. Emailing a spreadsheet containing sensitive data poses a risk of unauthorized access, interception, or data breaches. If the spreadsheet falls into the wrong hands, it could lead to identity theft, privacy violations, or misuse of personal information. Additionally, there is the issue of compliance with data protection regulations, such as the General Data Protection Regulation (GDPR), which requires the protection of personal data and imposes strict guidelines on its handling.

Moreover, there are logistical challenges involved in managing and organizing the large amount of data. Ensuring accuracy and maintaining data integrity becomes increasingly difficult with a higher number of students and multiple tutors. There may be instances of data entry errors, missing information, or duplication, which can lead to confusion and inaccuracies in student records.

To address these problems, it is important to establish secure data management protocols, such as using encrypted file transfer methods or secure file sharing platforms. Implementing strict access controls and limiting the number of individuals handling and transmitting the data can help mitigate the risks. It is also essential to comply with relevant privacy laws and regulations and provide clear guidelines to tutors on data protection and confidentiality. Regular data audits and reviews can help identify and rectify any potential issues in the data management process.

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