Simplify 3⁸ x 3⁴/ 3² x 3⁸ leaving your answer in index form.​

Answer:

$500

Step-by-step explanation:

100-12=88

88/100=440/x

88x=100(440)

88x=44000

/88.  /88

x=500

hopes this helps

Answer:

At least be nice about it bruh.

Therefore, the number of ways a student can work 7 out of 10 questions on the exam is 120, which corresponds to option (D).

The number of ways a student can work 7 out of 10 questions on an exam can be calculated using the concept of combinations.

The formula for combinations is given by:

C(n, k) = n! / (k!(n - k)!)

Where n is the total number of items and k is the number of items chosen.

In this case, the student is choosing 7 questions out of a total of 10, so we have:

C(10, 7) = 10! / (7!(10 - 7)!) = 10! / (7!3!)

Simplifying:

10! = 10 * 9 * 8 * 7!

3! = 3 * 2 * 1

C(10, 7) = (10 * 9 * 8 * 7!) / (7! * 3 * 2 * 1)

The 7! terms cancel out:

C(10, 7) = (10 * 9 * 8) / (3 * 2 * 1)

C(10, 7) = 120

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Answer:

#1 points (0,2) and (1,5)                  

#2points (-4,0) and (0,-4)

Step-by-step explanation:

The task requires analyzing a list of departments and performing several tasks related to relationship codes, activity relationship diagrams, reason codes, a worksheet, and a dimensionless block diagram.

We need to consider the number of departments. Since we have 7 departments listed, the number of relationship codes can be calculated using the formula: (n * (n-1)) / 2, where n is the number of departments.

Substituting the value of n = 7, we get:

Relationship Codes = (7 * (7-1)) / 2

= (7 * 6) / 2

= 42 / 2

= 21

Therefore, there will be 21 relationship codes in the chart.

Create an activity relationship diagram:

An activity relationship diagram visually represents the relationships between departments. Here is a basic diagram representing the given departments:

Receiving --+

           +-- Assembly & Shipping -- Offices

Fabrication--+

           +-- Painting -- Stores

Restrooms & Lockers

Populate the diagram with codes for all the relationships:

To populate the diagram with codes, we can assign a unique code to each relationship. Here's an example of assigning codes to the relationships in the diagram:

Receiving (R) --+

               +-- Assembly & Shipping (AS) -- Offices (O)

Fabrication (F)--+

               +-- Painting (P) -- Stores (S)

Restrooms & Lockers (RL)

What is the percentage of codes in each category? Does it follow the standard percentages?

To determine the percentage of codes in each category, we need to count the number of codes in each category and calculate the percentage relative to the total number of codes (21).

In this case, we have the following categories and their respective codes:

Production: R, F, AS, P (4 codes)

Administration: O, S (2 codes)

Support: RL (1 code)

Percentage of Production codes = (4 / 21) * 100 ≈ 19.05%

Percentage of Administration codes = (2 / 21) * 100 ≈ 9.52%

Percentage of Support codes = (1 / 21) * 100 ≈ 4.76%

These percentages do not necessarily follow any standard percentages. The distribution of codes among categories can vary depending on the specific organization or context.

Provide at least 3 reason codes for the chart:

Reason codes are used to provide explanations or justifications for the relationships depicted in the chart. Here are three example reason codes for the given chart:

R01: Receiving department receives raw materials and supplies from external sources.

AS01: Assembly & Shipping department assembles products and prepares them for shipment.

O01: Offices department provides administrative support and management functions for the organization.

Create a worksheet to assist in the creation of the dimensionless block diagram:

Here's an example of a worksheet that can assist in creating the dimensionless block diagram:

Relationship Code From Department To Department

R Receiving Fabrication

F Fabrication Painting

AS Assembly & Shipping Offices

P Painting Stores

RL Restrooms & Lockers -

O Offices -

S Stores -

This worksheet lists the relationship codes along with the corresponding "From" and "To" departments.

Create a dimensionless block diagram for your data B. Show the flow through the dimensionless block diagram:

A dimensionless block diagram represents the flow of activities or information between different departments. Here's an example of a dimensionless block diagram based on the given data:

Receiving --> Fabrication --> Painting --> Stores

                  |

                  v

        Assembly & Shipping --> Offices

                  |

                  v

       Restrooms & Lockers

The arrows indicate the flow of activities or information from one department to another.

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Answer:

20.39

Step-by-step explanation:

15% of 29.99 is 4.4985

so

29.99-4.5

=

25.49

subtract the 20%

20% of 25.49

=

5.1

lastly,

25.49-5.1

=

20.39

Answer:

Step-by-step explanation:

Let AB be the tower with C at the top. Let P be the position of the plane such that the angle of elevation is 1°. Let the distance PC be h ft. The distance from the plane to the foot of the tower is 25,000 ft - the height of the plane above the ground (20,000 ft), which is 5,000 ft.

The distance PC is the same as the perpendicular height of the triangle. Therefore, `tan 1° = h / 25,000`. We can solve this equation for  \(h: `h = 25,000 tan 1° ≈ 436.24 ft`.\) To find how many feet the plane must rise to pass over the tower, we need to find the length of the line segment CD,

which is the height the plane must rise to clear the tower. We can use trigonometry again: `tan 89° = CD / h`. Since `tan 89°` is very large, we can approximate `CD ≈ h / tan 89°`.Therefore, `\(CD ≈ 436.24 / 0.99985 ≈ 436.29 ft`\).Thus, the plane must rise approximately 436.29 feet to pass over the tower.

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The probability of selecting a blue counter is 0.15.

Let's assume the probability of selecting a blue counter is denoted by 'x.'

Given:

- The probability of selecting a red counter is 0.7.

- The probability of selecting a blue counter is the same as the probability of selecting a green counter.

Since the total probability of selecting any counter must be 1, we can set up an equation using the given information:

0.7 + x + x = 1

We add 'x' twice because the probability of selecting a blue counter is the same as selecting a green counter.

Simplifying the equation, we have:

0.7 + 2x = 1

Next, we subtract 0.7 from both sides:

2x = 1 - 0.7

2x = 0.3

To isolate 'x,' we divide both sides by 2:

x = 0.3 / 2

x = 0.15

Therefore, the probability of selecting a blue counter is 0.15.

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Assume to contrary that the sum of the squares of two odd integers can be the square of an integer. Since, \(2[2(m^{2}+n^{2})+2(m+n)+1]\) is odd it shows that sum of the squares of two odd integers cannot be the square of an integer.

A quadrilateral with four equal sides is called a square. There are the numerous items in our environment that have a square shape. Equal sides and internal angles that are both 90 degrees distinguish each square shape. Let's find out more about square's characteristics, mathematics, and design.

A square has four corners and is closed, two-dimensional (2D) object.

Assume to contrary that the sum of the squares of two odd integers can be the square of an integer.

Suppose that x,y,z∈Z such that \(x^{2} +y^{2} =z^{2}\), and x and y are odd.

Let, x=2m+1 and y=2n+1.

Hence,

\(x^{2} +y^{2} =(2m+1)^{2} + (2n+1)^{2}\)

           =\(4m^{2}+4m+1+4n^{2}+4n+1\)

           =\(4(m^{2}+n^{2}) + 4(m+n)+2\)

           =\(2[2(m^{2}+n^{2})+2(m+n)+1]\)

Since, \(2[2(m^{2}+n^{2})+2(m+n)+1]\) is odd it shows that sum of the squares of two odd integers cannot be the square of an integer.

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The scale of measurement used for the type of college, i.e., community colleges, 4-year colleges, and universities, is a nominal scale.

A nominal scale is used for variables that can be classified into distinct categories, but there is no inherent order or numerical value associated with them. In this case, the three types of colleges are discrete categories, and there is no inherent order or numerical value assigned to them.

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We square the residuals when using the least-squares line method to find the line of best fit because we believe that huge negative residuals (i.e., points well below the line) are just as harmful as large positive residuals (i.e., points that are high above the line).

We treat both positive and negative disparities equally by squaring the residual values.  We cannot discover a single straight line that concurrently minimizes all residuals. The average (squared) residual value is instead minimized.

We might also take the absolute values of the residuals rather than squaring them. Positive disparities are viewed as just as harmful as negative ones under both strategies.

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Answer:

D

Step-by-step explanation:

The change in Silvertown’s revenue from last year to this year can be described by c. 20,493.

Property taxes on homes decreased this year by an average = $75. 90

Total number of homes = 270

It is essential to compare the overall property tax revenue from this year to the total revenue from last year after the $75.90 per-home drop in order to ascertain the change in Silvertown's property tax revenue.

Calculating the total decrease in revenue -

= Average decrease x total number of homes

= 75.90 x 270

= 20,493

Complete Question:

Property taxes on homes decreased this year by an average of $75. 90 in Silvertown. There are 270 homes in Silvertown. Which describes the change in Silvertown’s revenue from last year to this year?

a. - 21,093

b. - 20, 493

c. 20,493

d. 21930

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Answer:

$225.50

Step-by-step explanation:

a p e x

Answer:The graph below shows a company's profit f(x), in dollars, depending on the price of pens x, in dollars, sold by the company:

Graph of quadratic function f of x having x intercepts at ordered pairs 0, 0 and 6, 0. The vertex is at 3, 120.

Part A: What do the x-intercepts and maximum value of the graph represent? What are the intervals where the function is increasing and decreasing, and what do they represent about the sale and profit? (4 points)

Part B: What is an approximate average rate of change of the graph from x = 3 to x = 5, and what does this rate represent? (3 points)

Step-by-step explanation:

The results of given question's parts based on hypothesis testing.

a) Null and Alternative hypothesis

H₀ : p = 0.8

H₀ : p = 0.8 Hₐ : p < 0.8

b) test statistic (z value ) is Z = -2.25.

c) P- value ( Z꜀ ) is - 1.64

d) Rejected the null hypothesis.

We have given that

Sample size, n = 900

Hypothesis population proportion, p₀ = 0.80

Sample proportion , p-hat = 0.77

favourable cases, X = 693

significance level, α = 0.05

a) The following null and alternative hypothesis for population proportion needs to be tested :

H₀ : p = 0.8

Hₐ : p < 0.8

This is corresponding to a left tailed test for a z test for one population will used .

c) we have given that, Significance level is α=0.05 and the critical value for a left tailed test is Z꜀ = - 1.64

so, the rejection region for left tailed test R = { Z Z<- 1.64 }

b) Z- statistic value :

Z = (p-hat - p₀)/√p₀(1-p₀)/n

=> Z = ( 0.77 - 0.8 )/√0.8×0.2/900

=> Z = -2.25

d) Decision about Null hypothesis,

Since, it is observed that Z = - 2.25 < Z꜀ = - 1.645 it is then concluded that the null hypothesis is rejected. Reject the null hypothesis. There is not enough evidence to conclude that the percentage of infants who receive immunization s is less than 80%.

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Answer:

110

Step-by-step explanation:

formula= P×T×R ÷ 100

550×4×5÷100

55×4×5÷10

1100÷10

$110

Answer:

HE IS PORE THAT IS WHAT HE IS

Step-by-step explanation:

HE IS PORE THAT IS WHAT HE IS

Therefore, the answer is y = 67°.

Hoped this helped.

\(-BrainiacUser1357-\)

Solution:

Note that:

This means that...

56 + y + (180 - 123) = 180

Let's simplify the equation to find y.

=> 56 + y + (180 - 123) = 180

Simplify the LHS.

=> 56 + y + (57) = 180

=> 113 + y = 180

Subtract 113 both sides.

=> 113 - 113 + y = 180 - 113

=> y = 180 - 113 = 67°

Answer:

75 + 12d

Step-by-step explanation:

he pays $75 dollars up front. he then pays a rate of $12 per day

Answer:No value

Step-by-step explanation:there are no value solutions that make x a solution

Answer:

19

Step-by-step explanation:

3(x+8)-1=3x+3   3x+24-1=3x+4     3x+23=3x+4       3x+19=3x       -3x+3x=19

x=19

Answer:

Step-by-step explanation:"To solve this equation, you can start by distributing the 0.20 and 0.30 terms. Then, you can simplify the equation by combining like terms. After that, you can isolate the variable Z on one side of the equation by adding or subtracting terms from both sides. Finally, you can solve for Z. The solution is Z = 1000. Does that help?"

Answer:

y = \(\frac{19x+3}{24}\)

Step-by-step explanation:

Given

24(x - y) = 5x - 3 ← distribute parenthesis on left side

24x - 24y = 5x - 3 ( subtract 24x from both sides )

- 24y = - 19x - 3 ( multiply through by - 1 to clear the leading negative )

24y = 19x + 3 ( divide both sides by 24 )

y = \(\frac{19x+3}{24}\)

Answer:

22.32

Step-by-step explanation:

coat + 2 pairs of jeans + boots = 148

42.78 + 2j + 60.58 = 148

Combine like terms

103.36 + 2j = 148

Subtract 103.36 from each side

103.36 - 103.36 + 2j = 148-103.36

2j = 44.64

Divide by 2

2j/2 = 44.64/2

j =22.32

Answer:

$22.32

Step-by-step explanation:

42.78 (for the coat) + 60.58(for the boots) + 2j (for the two pairs of jeans) = 148(the total)

42.78 + 60.58+ 2j= 148

subtract the cost of the coat and the jeans

2j=44.64

divide by two

j=22.32

the jeans cost $22.32

The solution is, the hole of the function is at x = -3.

Function, in mathematics, an expression, rule, or law that defines a relationship between one variable (the independent variable) and another variable.

here, we have,

The hole of a function is described as the x-y coordinate wherein the denominator and numerator equates to zero.

For the function f(x)= x+3/(x+4)(x+3),

the common polynomial given is x-3 which can be equated to zero.

Hence, 0 divided 0 means a hole in the function.

If x+3 = 0, the hole of the function is at x = -3.

Hence, The solution is, the hole of the function is at x = -3.

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Answer:

Step-by-step explanation:

yes the triangle can be formed

Answer:

No

Step-by-step explanation:

Total cups of the mixture = 40 c water + 70 c milk = 110 c

40/110 x 100 = 36.4% water

She is not correct.