Please answer these questions.... please..

Answer:

Step-by-step explanation:

You want the remainder of a number when divided by 3 if (1) the sum of digits is 5, and (2) the remainder from division by 9 is 5.

The sum of digits of a 2-digit number will be 5 if that number is one of ...

  {14, 23, 32, 41, 50}

In every case, the remainder when divided by 3 is 2. Effectively, it is the remainder of 5 when that is divided by 2.

In addition to the numbers listed above, 2-digit numbers with a sum of digits of 14 will also have a remainder of 5 when divided by 9. This adds five more numbers to the list:

  {59, 68, 77, 86, 95} . . . . have remainders of 5 when divided by 9

The remainders when divided by 3 are all 2 for these numbers as well.

__

Additional comment

The process of (recursively) summing the digits of a positive integer is called "casting out 9s". It effectively finds the modulo 9 value of the number, with the exception that a sum of 9 corresponds to a modulo 9 value of 0.

Since 9 is divisible by 3, the modulo 3 value of a number will be the modulo 3 value of the modulo 9 value. In other words, if the sum of digits is 5, or the remainder from division by 9 is 5, then the mod 3 value is 5 mod 3 = 2.

Answer:

x = 9

Step-by-step explanation:

AB = 4x + 6 and BC = 7x + 15  AC is the sum of AB and BC

so 4x + 6 + 7x + 15 = 120 add like terms

11x + 21 = 120 subtract 21 from both sides

11x = 99 divide both sides by 11

x = 9

Answer:

\(( \frac{9}{5} ) {}^{2} \times ( \frac{5}{3} ) {}^{3} \times ( \frac{81}{25} ) {}^{2} = \frac{3 {}^{4} \times 5 {}^{3} \times 3 {}^{8} }{5 {}^{2} \times 3 {}^{3} \times 5 {}^{4} } = \frac{3 {}^{9} }{5 {}^{3} } \)

The company can use any combination of chicken and grain in each bag of dog food that adds up to 16 ounces, and the cost will be the same.

To minimize cost, the company should use a combination of chicken and grain such that the total cost is minimized. Let's assume that x ounces of chicken and y ounces of grain are used in each bag of dog food.

The cost function for each bag is given by:

Cost = 0.10x + 0.01y

We want to minimize this cost function subject to the constraint that each bag of dog food must contain a fixed amount of food. Let's assume that each bag of dog food contains 16 ounces of food.

Then we have the constraint:

x + y = 16

We can solve this system of equations using substitution or elimination. Solving for y in terms of x, we get:

y = 16 - x

Substituting this into the cost function, we get:

Cost = 0.10x + 0.01(16 - x)

Cost = 0.10x + 0.16 - 0.01x

Cost = 0.09x + 0.16

To minimize cost, we need to find the value of x that minimizes this cost function. Taking the derivative of the cost function with respect to x and setting it equal to zero, we get:

0.09 = 0

This is a contradiction, so there is no value of x that minimizes the cost function. This means that the company can use any combination of chicken and grain in each bag of dog food that adds up to 16 ounces, and the cost will be the same.

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Answer:

yes

Step-by-step explanation:

yes

yes

Answer:

8

Step-by-step explanation:

x=3

y=6

to find x+y-1, sub in x and y

3+6-1 = 8

Answer: 8

Step-by-step explanation:

x+y+(-1), given x=3, y=6, and z=-4

---------

 x+y+(-1)

=(3)+(6)+(-1) ⇔ substitute x and y

=9+(-1) ⇔ add 3 and 6

=8

Hope this helps!! :)

Please let me know if you have any questions

Movement plays a crucial role in various aspects of our lives, including physical health, cognitive development, and emotional well-being.

Movement is essential for maintaining physical health and well-being. Regular physical activity helps to strengthen muscles and bones, improve cardiovascular fitness, and maintain a healthy weight. Engaging in activities such as walking, running, swimming, or cycling promotes the overall functioning of the body and reduces the risk of chronic diseases like heart disease, diabetes, and obesity.

Furthermore, movement has a significant impact on cognitive development. Physical activity stimulates the brain and enhances cognitive functions such as memory, attention, and problem-solving skills. Studies have shown that children who engage in regular physical activity tend to perform better academically and have improved cognitive abilities compared to those who lead sedentary lifestyles. Exercise increases blood flow and oxygenation to the brain, promoting neuroplasticity and the growth of new brain cells.

In addition to physical health and cognitive development, movement also plays a crucial role in emotional well-being. Exercise releases endorphins, which are neurotransmitters that help reduce stress and improve mood. Regular physical activity has been linked to lower rates of depression and anxiety, as it provides a natural boost to mental health. Engaging in activities that involve movement, such as dancing, yoga, or team sports, can also enhance social connections and promote a sense of belonging and self-confidence.

In conclusion, movement is vital for our overall well-being. It contributes to physical health, cognitive development, and emotional well-being. By incorporating regular physical activity into our daily routines, we can reap the numerous benefits associated with movement and lead healthier, more fulfilling lives.

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The expression \(\(\left(\frac{1}{32}\right)^x \cdot \left(\frac{1}{2}\right)^{9x-5}\)\)can be rewritten as\(\(\left(\frac{1}{2}\right)^{f(x)}\) where \(f(x) = 14x\).\)

To rewrite the expression \(\left(\frac{1}{32}\right)^x \cdot \left(\frac{1}{2}\right)^{9x-5}\) as \(\left(\frac{1}{2}\right)^{f(x)}\), we need to determine the value of \(f(x)\) in terms of \(x\) that corresponds to the given expression.

Let's break down the given expression and find the relationship between \(f(x)\) and \(x\):

1. \(\left(\frac{1}{32}\right)^x\)

  This term can be rewritten as \(\left(\frac{1}{2^5}\right)^x\) since 32 is equal to \(2^5\).

  Using the property of exponents, we have \(\left(\frac{1}{2}\right)^{5x}\).

2. \(\left(\frac{1}{2}\right)^{9x-5}\)

  This term can be rewritten as \(\left(\frac{1}{2}\right)^{9x} \cdot \left(\frac{1}{2}\right)^{-5}\).

  Simplifying \(\left(\frac{1}{2}\right)^{-5}\), we get \(\left(\frac{1}{2^5}\right)^{-1}\), which is equal to \(2^5\).

  Therefore, \(\left(\frac{1}{2}\right)^{-5} = 2^5\).

  Substituting this back into the expression, we have \(\left(\frac{1}{2}\right)^{9x} \cdot 2^5\).

Now, let's combine the simplified terms:

\(\left(\frac{1}{2}\right)^{5x} \cdot \left(\frac{1}{2}\right)^{9x} \cdot 2^5\)

Using the laws of exponents, we can add the exponents when multiplying powers with the same base:

\(\left(\frac{1}{2}\right)^{5x + 9x} \cdot 2^5\)

Simplifying the exponent, we get:

\(\left(\frac{1}{2}\right)^{14x} \cdot 2^5\)

Finally, we can rewrite this expression as:

\(\left(\frac{1}{2}\right)^{f(x)}\)

where \(f(x) = 14x\) and the overall expression becomes \(\left(\frac{1}{2}\right)^{f(x)} \cdot 2^5\).

In summary, the expression \(\left(\frac{1}{32}\right)^x \cdot \left(\frac{1}{2}\right)^{9x-5}\) can be rewritten as \(\left(\frac{1}{2}\right)^{f(x)}\) where \(f(x) = 14x\).

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In order to determine the exact nature of the distribution, Professor X would need to analyze the data in more detail, for example, by creating a histogram or other visual representation of the grades, and conducting statistical tests to determine the nature of the distribution.

If Professor X finds that the grades on the first exam for their statistics class either did really well or really poorly, it suggests that the distribution of grades is bi-modal, meaning there are two distinct peaks in the distribution. This means that some students did very well on the exam and scored high grades, while others did very poorly and scored low grades, with very few students scoring grades in between these two groups.

A bi-modal distribution is not a common occurrence in a typical exam setting, as most exams tend to have a normal or bell-shaped distribution with a single peak, where the majority of students score around the average or mean grade. The bi-modal distribution found by Professor X could be due to a variety of factors, such as students having widely differing levels of prior knowledge, or students' varying levels of preparation for the exam.

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The solution to the given differential equation du/dt = 9 + 9u + t + tu can be expressed as u(t) = A*exp(9t) - 1 - t, where A is an arbitrary constant.

To solve the given differential equation, we can use the method of separation of variables. We start by rearranging the terms:

du/dt - 9u = 9 + t + tu

Next, we multiply both sides by the integrating factor, which is the exponential of the integral of the coefficient of u:

exp(-9t)du/dt - 9exp(-9t)u = 9exp(-9t) + t*exp(-9t) + tu*exp(-9t)

Now, we can rewrite the left side of the equation as the derivative of the product of u and exp(-9t):

d/dt(u*exp(-9t)) = 9exp(-9t) + t*exp(-9t) + tu*exp(-9t)

Integrating both sides with respect to t gives:

u*exp(-9t) = ∫(9exp(-9t) + t*exp(-9t) + tu*exp(-9t)) dt

Simplifying the integral:

u*exp(-9t) = -exp(-9t) + (1/2)*t^2*exp(-9t) + (1/2)*tu^2*exp(-9t) + C

where C is the constant of integration.

Now, multiplying both sides by exp(9t) gives:

u = -1 + (1/2)*t^2 + (1/2)*tu^2 + C*exp(9t)

We can rewrite this solution as:

u(t) = A*exp(9t) - 1 - t

where A = C*exp(9t) is an arbitrary constant.

In summary, the solution to the given differential equation du/dt = 9 + 9u + t + tu is u(t) = A*exp(9t) - 1 - t, where A is an arbitrary constant. This solution represents the general solution to the differential equation, and any specific solution can be obtained by choosing an appropriate value for the constant A.

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C. The more reliable survey would be: Tamira's survey is more reliable than Denise's survey, and approximately 1,500 residents of the town would likely be in favor of the construction of a new baseball stadium.

Tаmirа's survеy is mоre reliаble bеcаusе shе survеyed rеsidеnts frоm diffеrеnt sectiоns оf thе town, whiсh is а mоre representаtive sаmple оf thе entire populаtiоn. Denise's survеy, оn thе othеr hаnd, wаs cоnducted аt а bаsebаll gаme, whiсh might hаve introduced а biаs towаrds people who аre mоre likеly to bе in fаvor оf thе new stаdium.

Bаsed оn Tаmirа's survеy, 30 out оf 150 rеsidеnts (20%) аre in fаvor оf thе cоnstructiоn.

If we extrаpolаte this percentаge to thе entire populаtiоn оf 7,500 rеsidеnts, we cаn estimаte thаt аpproximаtely 1,500 rеsidеnts (20% оf 7,500) would likеly bе in fаvor оf thе new bаsebаll stаdium.

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Answer:

(-4,-9)

Step-by-step explanation:

vertex form: y=a(x-h)^2+k

hk=vertex of x and y

inside parentheses=horizontal (opposite signs)

that’s why it’s -4 instead of 4 for h (x) while -9 stays the same since it’s not inside the parentheses

Answer:

The incorrect comparison is D. -6 > -4

To show work:

-6 = -6

-4 = -4

-6 < -4 is incorrect, so D is incorrect.

Answer:

6

Step-by-step explanation:

The number of signals will be the factorial of 3 which is 6

That is

3×2×1=6

This question is similar to asking the combination of clothes you'll put on when you have 3 shirts and 6 pants and 1 hat, the answer is 18.

Answer:

Step-by-step explanation:

To find the length and width of the figure given the equation (s-2) (s+6) = 153​, we will find the equivalent value of s by factoring.

(s-2) (s+6) = 153​

s²+6s-2s-12 = 153

s²+4s-12-153 = 0

s²+4s-165 = 0

s²+15s-11s-165 = 0

s(s+15)-11(s+15) = 0

s+15(s-11) = 0

s+15 = 0 and s-11 = 0

s = -15 and 11

s cannot be negative

Hence s = 11

The length of the figure is s

The width is s+6

Length = 11

Width = 11+6 = 17

Hence the length of the figure is 11 and the width is 17

The sample size should be a whole number, rounding up to the nearest whole number, the minimum sample size for creating the 95% confidence interval with a margin of error of 0.5 grams would be 13.

The minimum sample size required to estimate the average weight of potatoes with a margin of error of 0.5 grams and a 95% confidence interval

Given,

Sample mean, X = 700 grams.

Population standard deviation, o = 0.89 grams.

Marginal error = E = 0.5 grams.

We know that the confidence interval formula is given by,

Z(E/2) = Z(0.025) = 1.96

We know that the formula to calculate the sample size required to estimate the population mean is given by;

Sample size formula:

n = (Z/E)² x SD²

where n = sample size,

Z = critical value,

E = margin of error and

SD = population standard deviation.

The value of Z is 1.96 for a 95% confidence interval.

On substituting the values in the above formula, we get;

n = (Z/E)² x SD²n = (1.96/0.5)² x 0.89²n = 3.8416 x 0.7921n = 3.0488

Hence, the minimum sample size required to estimate the average weight of potatoes with a margin of error of 0.5 grams and a 95% confidence interval

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The overall shape of the distribution of soldiers' foot lengths was likely symmetric or approximately bell-shaped.

The distribution of soldiers' foot lengths can be described as symmetric or bell-shaped. The majority of foot lengths cluster around the center, with fewer foot lengths deviating significantly. The center of the distribution, representing the average foot length, can be determined using the mean.

Analyzing the shape through a histogram or box plot helps identify symmetry. A symmetric shape with a peak in the middle and evenly tapering tails indicates a bell-shaped distribution.

Understanding the distribution's shape and center allows us to infer the overall characteristics of the soldiers' foot lengths.

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The algebraic expression that models the situation is given by:

5x³.

As stated in the problem, the number is represented by x. Then:

Hence the algebraic expression that models the situation is given by:

5x³.

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The calculation and record the answer with the correct number of significant figures. The final answer is 0.3724, accurate to four significant figures.

When performing calculations with significant figures, it is important to consider the precision of the numbers involved. In this case, we are adding 34.123 and 1.70, which gives us 35.823. The subtraction of 2.565 from 98.7654 gives us 96.1994.

To find the final result, we divide 35.823 by 96.1994, resulting in 0.372352. However, we must round the answer to the appropriate number of significant figures. Since 2.565 has the least number of significant figures (four), we round our answer to four significant figures as well.

Performing the calculation, we have:

(34.123 + 1.70) = 35.823

(98.7654 - 2.565) = 96.1994

Dividing the sum by the difference, we get:

35.823 / 96.1994 = 0.372352

Considering significant figures, we look at the least precise number, which is 2.565, with four significant figures. Therefore, our final answer should also have four significant figures.

Rounding the result to four significant figures, the answer is 0.3724.

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The critical value using a significance level of 0.01 is equal to 2.797.

According to the question, the total number of observations is given by the formula

Total number of observations = n₁ + n₂, Also, n₁ = 13 and n₂ = 13 so

Total number of observations = 13+13 = 26

We know that the Degree of freedom is equal to two less than the total number of observations that is

26 - 2 = 24

=> Degree of Freedom = 24

If we use the t-distribution table, the critical value which is corresponding to 24 degrees of freedom and 0.01 significance level is equal to 2.797

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Complete Question:

An operations manager with General Motors corporate offices wishes to determine if the true mean productivity of employees at its Detroit, Michigan plant is different from its Opel/Vauxhall Plant in Bochum, Germany. For this analysis, productivity will be measured by the number of cars that employees assemble per day. Random samples of employees in Detroit and Bochum are selected, and the productivity scores at each assembly plant are recorded. The following results are obtained.

t-Test: Two-Sample Assuming Equal Variances

Detroit

Bochum

Mean

58.5

54.3

Variance

42

56

Observations

13

13

Pooled Variance

XX

Hypothesized Mean Difference

0

df

XX

t Stat

XXXXX

P(T<=t) one-tail

XXXXX

t Critical one-tail

XXXXX

P(T<=t) two-tail

XXXXX

t Critical two-tail

XXXXX

Using a significance level of 0.01, the critical value of the appropriate test statistic to conduct the test of hypothesis for the belief that there is a difference in the mean productivity is:

Answer:The answer is It has no slope because x2 - x1 in the formula m=y2-y1-x2-x1 is zero, and the denominator of a fraction cannot be zero

Step-by-step explanation:

I did the quiz

The 18th term of the arithmetic sequence -13, -9, -5, -1, 3,... is 55. Thus, the right answer is option A. which is A(18) = 55

Arithmetic Progression is a sequence of numbers in which the difference between two numbers in the series is a fixed definite value.

The specific number in the arithmetic progression is calculated by

\(a_n=a_1+(n-1)d\)

where \(a_n\) is the term in arithmetic progression at the nth term

\(a_1\) is the initial term in the arithmetic progression

d is the difference between two consecutive terms

In the given question, \(a_1\) = -13

d = -9 - (-13) = 4

Therefore, to calculate the 18th term,

\(a_{13}=a_1+(18-1)d\)

= -13 + (17) 4

= -13 + 68

= 55

Hence, the 18th term of the above AP is 55

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Answer:

13 - 20%

14 - 150

:)

Number 1

\(\huge\red{\mid{\underline{\overline{\textbf{QUESTION}}}\mid}}\)

What percent of 80 is 16?

-We can make an equation to solve this

\(\frac{16}{80}=\frac{x}{100}\)

\(\frac{x}{100}\) is our what we would call our percent in math

and \(\frac{16}{80}\) is our whole and part you gave us

\(\frac{16}{80}=\frac{x}{100}\) cross multiply

\(80x=1600\)

\(x=20\)%

____________________

Number 2

\(\huge\red{\mid{\underline{\overline{\textbf{QUESTION}}}\mid}}\)

42 is 28% of what number?

-We can make an equation to solve this

\(\frac{42}{x}=\frac{28}{100}\)

\(\frac{28}{100}\) is our what we would call our percent in math

and \(\frac{42}{x}\) is our whole and part you gave us

\(\frac{42}{x}=\frac{28}{100}\) cross multiply

\(28x=4200\\x=150\)

\(\huge\blue{\mid{\fbox{\tt{ANSWER}}\mid}}\)

The area of each parallelogram or triangle is 24 cm²,22.5 cm², 98 ft²,48 cm², 90 m², and  30 in² respectively.

In this skills practice problem, we are asked to find the perimeter and area of each parallelogram or triangle, based on their given dimensions. Let's start by defining the formulas for calculating the perimeter and area of each shape:

Perimeter of a parallelogram = 2 x (length + width)

Area of a parallelogram = base x height

Perimeter of a triangle = sum of the lengths of its sides

Area of a triangle = 1/2 x base x height

Now, let's apply these formulas to each shape:

Parallelogram with length 6 cm and width 4 cm:

Perimeter = 2 x (6 + 4) = 20 cm

Area = 6 x 4 = 24 cm²

Triangle with base 9 cm and height 5 cm:

Perimeter = 9 + 8 + 7 = 24 cm

Area = 1/2 x 9 x 5 = 22.5 cm²

Parallelogram with length 14 ft and width 7 ft:

Perimeter = 2 x (14 + 7) = 42 ft

Area = 14 x 7 = 98 ft²

Triangle with base 12 cm and height 8 cm:

Perimeter = 12 + 8 + 10 = 30 cm

Area = 1/2 x 12 x 8 = 48 cm²

Parallelogram with length 18 m and width 5 m:

Perimeter = 2 x (18 + 5) = 46 m

Area = 18 x 5 = 90 m²

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#SPJ11Triangle with base 6 in and height 10 in:

Perimeter = 6 + 8 + 10 = 24 in

Area = 1/2 x 6 x 10 = 30 in²

Therefore, we have calculated the perimeter and area of each given parallelogram or triangle.

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Answer:

960$

Step-by-step explanation:

First you want to find out how much money she makes per hour by doing 840/35. That equals 24, so now you multiply it by the amount of hours for this week. 24*40= 960$.

Hope this helps :D

Answer:

Can you send me a picture I am confused

Step-by-step explanation:

Answer:

3.2 km/h

Step-by-step explanation:

1. Approach

The average speed is the rate at which one travels. It can be found by diving the total distance traveled over the total time it took to cover that distance. In essence, the following formula can be used to find the average speed:

\(\frac{total\ distance}{total\ time}=average\ speed\)

In this situation, one is asked to find the difference between two people's average speed. One is given the following information:

Lena: 24 miles          1.5 hours

Ras:   36km               1 hour 15 minutes

First, convert all of the numbers into the correct units (km) and (hours). Then find the average speed for each person. Finally, subtract the smaller speed from the larger speed to find the difference in the average speeds.

1. Find Lena's average speed

The problem asks one to find the average speed in the units (km/h). However, the distance Lena covered is given in (miles). Therefore, one has to multiply it by the conversion factor (1.6) in order to convert it from (miles) to (km).

24miles * 1.6 = 38.4

Now find the average speed by using the formula:

\(\frac{total\ distance}{total\ time}=average\ speed\)

Substitute,

\(\frac{38.4}{1.5}\\\\=25.6\)

2. Find Ras's average speed

Use a similar approach to work out Ras's average speed, as was used to find Lena's average speed. Since Ras's time spent is given in both hours and minutes, one must convert it to just minutes. There are (60) minutes in an hour, thus, one can rewrite the number as the following:

\(1\ hour \ \ 15\ minutes= 1 \frac{15}{60}\ hours = \frac{75}{60}\ hours\)

Now find the average speed:

\(\frac{total\ distance}{total\ time}=average\ speed\)

Substitute,

\(\frac{36}{\frac{75}{60}}\\\\=28.8\)

3. Find the difference between the speeds

Since Ras's speed is greater, subtract Lena's speed from Ras's speed.

Ras - Lena

= 28.8 - 25.6

= 3.2