Please help I’ll give brainliest

The Complete sentences are:

To complete the statements and explain how to use fraction bars to find the quotient of the expression 2 ÷ 2/5, we need to understand the dividend, divisor, and the concept of grouping.

The dividend is the number being divided, which in this case is 2.

The divisor is the number by which the dividend is being divided, which in this case is 2/5.

Here, the Circle groups of 2/5.

and, the number of groups are

= 2 ÷2/5

= 2 x 5/2

= 5

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Option d. log2(4x) - log24 + log2x illustrates the product rule for logarithmic equations.

The product rule for logarithmic equations states that the logarithm of a product is equal to the sum of the logarithms of the individual factors.

Looking at the given options, the expression that illustrates the product rule is:

d. log2(4x) - log24 + log2x

In this expression, we have the logarithm of a product, log2(4x), which is being subtracted from the logarithm of another term, log24, and then added to the logarithm of the term x, log2x.

According to the product rule, we can rewrite this expression as the sum of the logarithms of the individual factors:

log2(4x) - log24 + log2x = log2(4x) + log2(x) - log2(4)

By applying the product rule, we can combine the logarithms and simplify further if necessary.

Therefore, option d. log2(4x) - log24 + log2x illustrates the product rule for logarithmic equations.

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One possible value of ∠U is 80° (to the nearest degree).

A triangle is a three-sided polygon with three vertices. The triangle's internal angle, which is 180 degrees, is constructed.

To find the possible values of ∠U, we can use the Law of Cosines:

c² = a² + b² - 2ab cos(C)

Where c is the side opposite the angle we want to find (∠U), a and b are the other two sides, and C is the angle opposite side c.

In this case, we want to find ∠U, so we'll use side u as c and sides t and s (which we don't know yet) as a and b, respectively:

u² = t² + s² - 2ts cos(U)

Substituting the given values, we get:

340² = 620² + s² - 2(620)(s)cos(U)

Simplifying:

115600 = 384400 + s² - 1240s cos(U)

Subtracting 384400 and rearranging:

s² - 1240s cos(U) + 268800 = 0

Now we can use the quadratic formula to solve for s:

s = [1240 cos(U) ± √(1240² cos²(U) - 4(1)(268800))]/(2)

Simplifying under the square root:

s = [1240 cos(U) ± √(1537600 cos²(U) - 1075200)]/(2)

s = [1240 cos(U) ± √(409600 cos²(U) + 1742400)]/(2)

s = [620 cos(U) ± √(102400 cos²(U) + 435600)]

Since s must be positive, we can discard the negative solution, and we have:

s = 620 cos(U) + √(102400 cos²(U) + 435600)

Now we can use the fact that the sum of angles in a triangle is 180° to find ∠U:

∠U = 180° - ∠T - ∠S

Since we know ∠T = 110°, we just need to find ∠S. We can use the Law of Sines to do this:

sin(S)/s = sin(T)/t

sin(S) = (s/t)sin(T)

Substituting the values we know:

sin(S) = (620 cos(U) + √(102400 cos²(U) + 435600))/620 * sin(110°)

sin(S) ≈ (1.481 cos(U) + 2.225)/6.959

Now we can use a calculator to find the arcsin of both sides to get ∠S:

∠S ≈ arcsin((1.481 cos(U) + 2.225)/6.959)

Finally, we can substitute the values we found for ∠S and ∠T into the equation we found earlier for ∠U:

∠U = 180° - 110° - arcsin((1.481 cos(U) + 2.225)/6.959)

Simplifying:

∠U = 70° - arcsin((1.481 cos(U) + 2.225)/6.959)

Now we can use trial and error or a graphing calculator to find the values of ∠U that satisfy this equation. One possible solution is:

∠U ≈ 80°

Therefore, one possible value of ∠U is 80° (to the nearest degree).

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Answer:

24

Step-by-step explanation:

14 + 10 = 24.

The Question has given hints.

The probability of being no blue marble in the experiment is given as follows:

P(no blue) = 27/100.

A probability is calculated as the division of the desired number of outcomes by the total number of outcomes.

The total number of outcomes for this problem is given as follows:

100.

The desired outcomes are those with only white marbles, which are of:

27.

Hence the probability of being no blue marble in the experiment is given as follows:

P(no blue) = 27/100.

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Answer:

38 units

Step-by-step explanation:

EP = FP , then

4y + 2 = 2x → (1)

GQ = FQ , then

4y + 4 = 3x - 1 ( subtract 4 from both sides )

4y = 3x - 5 → (2)

substitute 4y = 3x - 5 into (1)

3x - 5 + 2 = 2x ( subtract 2x from both sides )

x - 3 = 0 ( add 3 to both sides )

x = 3

substitute x = 3 into (1)

4y + 2 = 2(3) = 6 ( subtract 2 from both sides )

4y = 4 ( divide both sides by 4 )

y = 1

Then

EP = 4y + 2 = 4(1) + 2 = 4 + 2 = 6 = FP

GQ = 4y + 4 = 4(1) + 4 = 4 + 4 = 8 = FQ

PQ is a midsegment and is half the length of EG

PQ = x + 2y = 3 + 2(1) = 3 + 2 = 5 , so

EG = 2 × 5 = 10

Then summing the parts for perimeter (P)

P = 6 + 6 + 8 + 8 + 10 = 38

Answer:

{(

For Nora to minimize the probability that they will object to her request, she should write out her request for them to consider.

A formal request letter is an official letter that is written to a superior individual or organization. In this letter, the writer must indicate the genuine reason(s) they are writing such a request.

This type of letter (request letter) is written when you need a:

Nora, as a single Mom needs to write her request out for her parents, thereby stating the genuine reason(s) to minimize the probability that they will object to her request.

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Answer:

=7*a-2

=7a-2

Step-by-step explanation:

_a-_

ATQ,

7 times means 7*

as per the question,

Nine times (7*) a number (a) minus two (-2)

Hope this helps you!! (ㆁωㆁ)

Answer:

$2 is the cost

Step-by-step explanation:

hope this helped <3

Answer:

The equation of a basic sine function is f(x)=sinx. In this case b, the frequency, is equal to 1 which means one cycle occurs in 2π. If b=12, the period is 2π12 which means the period is 4π and the graph is stretched.

Step-by-step explanation:

Step-by-step explanation:

the answer would be the last one

cuz if u do -4(-4) it equals 20

and if u do -5+20 it equals 15

and 15>10

Answer:

The inequality -5 - 4w > 10 is the TRUE option.

Step-by-step explanation:

Given

w = -4

To determine

We have to determine which inequality is true

Let us substitute w = -4 one by one in all the inequalities

2 - w < -3

substitute w = -4

2 - (-4) < -3

2+4 < -3

6 < -3

FALSE!

Reason: 6 can not be less than -3

-3 - 5w < -14

substitute w = -4

-3 - 5(-4) < -14

-3 + 20 < -14

17 < -14

FALSE!

Reason: 17 can not be less than -14

1- 2w > 13

substitute w = -4

1 - 2(-4) > 13

1+8 > 13

9 > 13

FALSE!

Reason: 9 can not be greater than 13

-5 - 4w > 10

substitute w = -4

-5 - 4(-4) > 10

-5 + 16 > 10

11 > 10

TRUE!

Reason: 11 is indeed greater than 10.

Thus, the inequality -5 - 4w > 10 is the TRUE option.

Predictive analytics may be applied to "Prescriptive analytics," which is a set of techniques that use descriptive data and forecasts to identify the decisions most likely to result in the best performance.

Descriptive analytics focuses on analyzing historical data to understand what has happened in the past and gain insights into patterns and trends. It helps in summarizing and presenting data in a meaningful way.

Prescriptive analytics, on the other hand, goes beyond descriptive analytics by providing recommendations and suggestions for optimal decision-making. It leverages predictive analytics techniques to forecast future outcomes and combines them with business rules, constraints, and optimization algorithms to identify the best course of action.

In the context of predictive analytics, prescriptive analytics helps organizations make informed decisions by considering various potential outcomes and recommending the actions that are most likely to lead to the desired performance.

Therefore, predictive analytics can be applied to prescriptive analytics to leverage descriptive data and forecasts to identify the decisions that are expected to yield the best performance.

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There are 9 students in the class that are 10-year-olds.

What is a median?

The median is the value that divides a population, a sample of data, or a probability distribution into its higher and lower halves. It could be referred to as "the middle" value for a data set.

Here, we have

Given

 There are 25 students, the median has to be either 10 or 11

Since the mean has to be 10 (if all the children are 10 years old) or higher, the median has to be 11.

Let there be x 10-year-old students, and there are (25 - x) 11-year-old students.

11 - {10x+(25-x)11}/25 = 0.36

{10x+(25-x)11}/25 = 11- 0.36

10x+(25-x)11 = 10.64×25

10x + 275 - 11x = 266

-x = -9

x = 9

Hence, there are 9 students in the class that are 10-year-olds.

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The density function for the distance between the ambulance and the accident is  equal to  2(l-a) / l².

As given in the question,

Let 'x' and 'y' represents the position of the ambulance and location of the accident on the road.

Both variables are independent .

f(x, y)=  \(F_{x} (x) F_{y} (y)\)

        = ( 1/l² ) for ( x, y ) ∈ 9 0, l²

Distance between the ambulance and the accident is

Z : ( x- y)

P ( z≤ a) = 1 -P ( z >a)

            = 1 - ( l - a)² / l²

Density function is given  y :

\(f_{z}(a)\) = d/da [ 1 - ( l - a)² / l² ]

        = -2( l - a) / l² ( -1)

        = 2( l - a) / l²

Therefore, for the given condition the distance between the  ambulance and the accident is given by \(F_{z}(a)\) = 2(l-a) / l².

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Answer:  \([1, \infty)\)

Explanation:

The range is the set of all possible y outputs of a function.

The lowest y can get is y = 1. There is no largest y value as it goes on forever upward. Therefore, we can say the set of y values can be described by the compound inequality \(1 \le y < \infty\) which condenses into the interval notation \([1, \infty)\)

We use a square bracket to include the endpoint 1. Parenthesis always goes with infinity because we can't ever reach infinity.

The area of the given figure in square centimeters would be = 45cm².

Since the instructions involves that the edges meet at a right angle, the area of the figure should be calculated using the area of a rectangle= Length×width.

The length of the figure= 2+3= 5cm

The width of the figure= 2+2+5= 9cm

Therefore the area of the figure= 9×5= 45cm²

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Answer:

(a) There are 2 groups. The treatment group will hear older students describe overcoming challenges. The control group won't hear anything.

Label each student with a different integer from 01 to 40. Go to a line in Table D and read two-digit groups moving from left to right. The first 20 different labels between 01 and 40 identify the 20 students who hear older students talking. The remaining 20 students don't hear anything. Ignore groups of digits from 41 to 00.

(b) Separate the 40 freshmen into 2 groups according to their history of academic performance. Carry out treatment separately in each block to account for the variation due to the history of academic performance.

Step-by-step explanation:

(a) We want to infer the cause and effect between hearing older students talking about their challenges and the students' academic performance.

Claim the 2 groups first;

Clarify the random assignment of people.

(b) The differences between the two kinds of students are expected to affect the response to the treatments in some ways. Randomized block designs are to eliminate the effect.

Addition 3+ 12, an incomplete mathematical sentence. 1.3+ 12=13.3

Addition is a mathematical procedure that is used to add numbers. The sum of the given numbers is the result of adding the given numbers. For instance, if we add 2 and 3, (2 + 3), the result is 5. We used the addition function on two numbers, 2 and 3, to produce the sum, 5

Symbol for Addition

Different symbols are used in mathematics. One of the most used arithmetic symbols is the addition symbol. We read about adding two numbers, 2 and 3, in the definition of addition above. If we look at the addition pattern (2 + 3 = 5), the symbol (+) joins and completes the two integers.

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Answer:

(3,1)

(4,4)

Step-by-step explanation:

(x,y)

You plug in all the x´s and y´s and solve them individually.

(Ex)     (3,1)

3(3)-1>5

9-1>5

8>5

Answer:

Yes

Step-by-step explanation:

Yes it is

No 1 is correct

No 2 is correct

No 3 is correct

No 4 is correct

and what i mean by correct is you answered it correct

I hope this helps you :)

Answer:

yes

Step-by-step explanation:

yes it is

it is all correct

The dimensions of the resulting box that has the largest volume are a square bottom with sides of length 4 inches and a height of 8 inches. The length of the shortest ladder is sqrt(73) feet.

The volume of the box is given by V = (l × w × h), where l is the length of the bottom, w is the width of the bottom, and h is the height of the box. We want to maximize V, so we need to maximize l, w, and h.

The length and width of the bottom are equal to the side length of the square that is cut out of the corners. We want to maximize this side length, so we want to minimize the size of the square that is cut out.

The smallest square that can be cut out has a side length of 2 inches, so the bottom of the box will have sides of length 4 inches.

The height of the box is equal to the difference between the original height of the cardboard and the side length of the square that is cut out. The original height of the cardboard is 16 inches, so the height of the box will be 16 - 2 = 14 inches.

The length of the shortest ladder that will reach from the ground over the fence to the wall of the building is the hypotenuse of a right triangle with legs of length 3 feet and 8 feet.

The hypotenuse of this triangle can be found using the Pythagorean theorem, which states that a^2 + b^2 = c^2, where a and b are the lengths of the legs and c is the length of the hypotenuse. In this case, we have a^2 + b^2 = 3^2 + 8^2 = 73, so c = sqrt(73).

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a) Yes, It does. The scatterplot support the newspaper report about number of semesters and starting salary.

b) The value is relatively low, indicating that there are other factors that also contribute to starting salary.

c) The correlation coefficient is a value between -1 and 1 that measures the strength and direction of the linear association between two variables.

a) The scatterplot appears to show a positive association between the number of semesters needed to complete an academic program and the starting salary in the first year of a job. As the number of semesters increases, the starting salary generally increases as well. Therefore, the scatterplot supports the newspaper report.

b) The coefficient of determination, or R-squared value, represents the proportion of the variation in the dependent variable (starting salary) that is explained by the independent variable (number of semesters). A value of 0.335 means that 33.5% of the variation in starting salary is explained by the number of semesters. This value is relatively low, indicating that there are other factors that also contribute to starting salary.

c) The correlation coefficient is a value between -1 and 1 that measures the strength and direction of the linear association between two variables. A value of 1 indicates a perfect positive correlation, a value of -1 indicates a perfect negative correlation, and a value of 0 indicates no correlation. The correlation coefficient for this data is not provided in the problem, so it is not possible to determine it. Without the correlation coefficient, it is not possible to interpret the strength and direction of the association between number of semesters and starting salary.

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Answer:

what is the question the website is blocked

Step-by-step explanation:

Answer:

approximately 92.8 miles

Step-by-step explanation:

The equation 2 - 7/9x = 5/6, when rewritten without fractions, is x = 9/2.

To rewrite the equation 2 - 7/9x = 5/6 without fractions, we can eliminate the fractions by multiplying both sides of the equation by the least common denominator (LCD) of all the denominators involved.

The LCD in this case is the product of 9 and 6, which is 54.

Multiplying both sides of the equation by 54:

54 * (2 - 7/9x) = 54 * (5/6)

On the left side, we distribute the 54 to each term:

108 - (54 * 7/9)x = (54 * 5/6)

Now we simplify each side of the equation:

108 - (378/9)x = 270/6

108 - 42x/9 = 270/6

Now we can simplify the equation further:

108 - 14x = 45

To eliminate the constant term on the left side, we subtract 108 from both sides:

-14x = 45 - 108

-14x = -63

Finally, to isolate x, we divide both sides by -14:

x = (-63) / (-14)

Simplifying the division:

x = 9/2

Therefore, the equation 2 - 7/9x = 5/6, when rewritten without fractions, is x = 9/2.

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