What is 89−(23)2
8
9
−
(
2
3
)
2
?

\({\huge{\boxed{\mathfrak{Answer\:with\;explanation}}}\)

Since you can see side $BC$ which is 48, gets scaled down to 8

We can divide 48 by 8 giving 6

________________________

Now we can just divide side $AC$ which is 42 by 6 giving us 7

Do the same thing were we divide side $AB$ which is 24 by 6 giving us 4

________________________

\({\huge{\boxed{\mathfrak{Exact\:Answer}}}\)

________________________

Answer:

18.165902124585

Step-by-step explanation:

The addition of two numbers is 410+210 is 620.

From the given numbers,

First number is 410

Second number is 210.

One of the arithmetic operations is addition. The total of the numbers is provided. In other words, addition refers to the operation of adding the numbers together. "+" is the symbol used to denote addition. The outcome of the adding procedure is referred to as the sum. Addends are the numbers that are added together.

The following are the rules of addition operation:

Now,

⇒410+210=620

Therefore, the value is 620.

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Hong rode the scooter for approximately 86 minutes.

Let's start by using algebra to solve for the number of minutes Hong rode the scooter.

Let's say the number of minutes Hong rode the scooter is "m". Then, we can set up the following equation:

Total cost = $5 fee + 9 cents per minute x m minutes

$12.74 = $5 + $0.09m

Next, we'll solve for "m" by isolating it on one side of the equation:

$12.74 - $5 = $0.09m

$7.74 = $0.09m

m = $7.74 ÷ $0.09

m ≈ 86

Therefore, Hong rode the scooter for approximately 86 minutes.

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Based on the calculations we have rejected the null hypothesis .

Given,

Standard deviation = $ 45

Random sample = 20

Now,

Part 1

Set the null hypothesis and alternative hypothesis,

$$\begin{gathered} H_0:u=0 \\ {H}_0:u>606.40 \end{gathered}$$

Part 2

The value of z critical signifies 5% level of significance .

$Z_{0.05}=1.65$

According to critical value if z after calculation is greater than or equal to 1.65 we reject the null hypothesis .

Part 3

The value of Z can be calculated by the formula,

Z = X - µ/σ/√n

Substitute the values ,

Z = 628.85 - 606.40/45/√20

Z = 1.93

Part 4

From the above calculation the value of Z is greater than the critical value .

Thus we reject the null hypothesis .

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The formula for the nth term of the given sequence is: a_n = (4n + 1) / (n!)

Numerators:

-The numerators of the sequence follow the pattern of 4n + 1, where n is the position of the term in the sequence. We can observe that each numerator is obtained by adding 4 to the product of n and 1.

Denominators:

-The denominators of the sequence correspond to the factorials of the corresponding n value. The denominator for each term is given by n!, where n is the position of the term.

Combining the above observations, we can express the nth term of the sequence as:

a_n = (4n + 1) / (n!)

For example:

- The numerator of the first term is 5, which is obtained by adding 4 to the product of 1 and 1, i.e., 4(1) + 1. Similarly, the numerator of the second term is 9, which is obtained by adding 4 to the product of 2 and 1, i.e., 4(2) + 1.

- The denominator of each term is the factorial of the corresponding n value, i.e., n! For example, the denominator of the third term is 6!, which is equal to 720.
- Therefore, the nth term of the sequence can be expressed as (4n + 1) / (n!).

For example, to find the 4th term of the sequence, we plug in n=4 into the formula:

a_4 = (4(4) + 1) / (4!) = 17/24

Similarly, to find the 6th term of the sequence, we plug in n=6 into the formula:

a_6 = (4(6) + 1) / (6!) = 21/120 = 7/40

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Answer:

18%

Step-by-step explanation:

8/44

Answer:

18% or 8/44

Step-by-step explanation:

add 12+10+14+8=44 then do 8/44

out of a group of 12, the possible arrangements are possible are 495.

What do you mean by arrangements in permutation and combinations?

Finding the total number of different configurations for a collection of elements is a straightforward definition of the term permutation. According to permutation, the arrangement is classified as a non-distinct item, which essentially classifies things that are impossible to identify from one another.

according to the question, out of 12 people, 4 are to be chosen

so the possible arrangements are 12C4 =495

Hence, the possible arrangements are 495.

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The percent of increase from 45 to 72 is 60%.

Using this formula to find the percent of increase

Percent of increase= End value - Start value /Start value  

Where:

End value = 72

Start value = 45

Let plug the formula

Percent of increase =(72 - 45) /45

Percent of increase =27 /45  × 100

Percent of increase = 60%

Therefore we can conclude that the percent of increase is 60%.

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The 4 properties of the rhombus are:

A quadrilateral in Euclidean geometry is a rhombus. It's a parallelogram with all sides equal and diagonals intersecting at 90 degrees. In addition, opposing sides are parallel, and opposing angles are equal. This is a fundamental property of the rhombus. A rhombus is shaped like a diamond. As a result, it's also known as a diamond.

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Answer:

well i would asome u know about earth qaks but

theyb happen when 2 techtonic plat hit each other. when that haopends they can make a mouten and the moutian keep growing and gowing.that is  some of the main thanges about earth qacks. but that only happened when earthe qacks happen basically what they do is they shake the ground makeing the plates move and hit each other. wich then makes the moutinen and hills too its the same thage all over again

Step-by-step explanation:

sorry for all the bad spelling im typeing fasttt  

mark me branly plesasesss

Answer:

110

50+50=100

5+5=10

100+10=110

(thats how i do mental math)

Answer:

$\boxed{{\displaystyle \mathtt{y}\mathtt{=}\mathtt{48}}}$

Step-by-step explanation:

$\frac{\mathtt{3}}{\mathtt{16}}\mathtt{=}\frac{\mathtt{9}}{\mathtt{y}}$

Cross multiply:-

$\mathtt{3}\times \mathtt{y}\mathtt{=}\mathtt{(}\mathtt{9}\mathtt{)}\times \mathtt{(}\mathtt{16}\mathtt{)}$

$\mathtt{3}\mathtt{y}\mathtt{=}\mathtt{144}$

Divide both sides by 3:-

$\frac{\mathtt{3}\mathtt{y}}{\mathtt{3}}\mathtt{=}\frac{\mathtt{144}}{\mathtt{3}}$

Simplify:-

$\mathtt{y}\mathtt{=}\mathtt{48}$

_________________

Hope this helps!

Answer:y=48 I hope this is helpful good luck have a good day

Step-by-step explanation:

3/16 = 9/y

Determine the defined range

3/16=9/y y=0 cross out the equal sign y=0

Simplify the equation using cross-multiplication

3y=144

Divide both sides of the equation by 3

y=48

Check if the solution is in the defined range

Answer:

Equation of the line (slope-intercept form):  y = 2/3x + 4

Step-by-step explanation:

We can find the equation in slope-intercept form, whose general form is

y = mx + b, where

y-intercept, b:  We see on the graph that the line intersects the y-axis at the point (0, 4).  Thus, the y-intercept (b in the slope-intercept equation) is 4.

Slope, m:  We can find the slope using the slope formula, which is

m = (y2 - y1) / (x2 - x1), where

We see from the line intersects the x-axis at (-6, 0).  Thus, we can allow (-6, 0) to be our (x1, y1) point and (0, 4) to be our (x2, y2) point:

m = (4 - 0) / (0 - (-6))

m = (4) / (0 + 6)

m = 4 / 6

m = 2/3

Since the slope of the line is 2/3 and the y-intercept is 4, the equation of the line is y = 2/3x + 4

Conducting multiple t-tests can be time-consuming and requires a larger sample size to ensure sufficient power to detect differences between the groups. This may increase the cost and resources required for the study.

What is analysis in mathematics?

The analysis is a branch of mathematics that deals with the study of functions, sequences, and limits. It is concerned with understanding how functions behave, how they change and grow, and how they can be approximated and analyzed.

There are several difficulties in conducting a multiple two-sample t-test analysis to compare four diets pairwise in the described study.

One difficulty is that the multiple t-tests increase the risk of Type I errors, which are false positive findings. When multiple tests are conducted, the overall probability of making at least one Type I error increases. This can lead to the conclusion that a difference exists between two groups when in fact there is no real difference. To control for this risk, the researchers would need to use a stricter significance level or adjust the p-values using a method such as the Bonferroni correction.

Another difficulty is that the multiple t-tests do not take into account the relationships between the different groups being compared. For example, if the low-carb diet group has significantly different outcomes from the control group, this may also affect the results of the comparison between the low-carb diet and the other diet groups. A more comprehensive analysis method, such as a one-way ANOVA or a multivariate analysis, would be needed to account for these relationships.

Hence, conducting multiple t-tests can be time-consuming and requires a larger sample size to ensure sufficient power to detect differences between the groups. This may increase the cost and resources required for the study.

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Answer:

51380000 mg

Step-by-step explanation:

10 - 3 = 7

7.34 x 7 = 51.38

1 kg = 1000000 mg

51.38 x 1000000 = 51380000

When $7.34\times {10}^{-3}kg$ is converted to milligrams the result is 7340 mg.

Given, that kilograms to be converted to milligrams.

Multiplication: It is the basic mathematical operation among subtraction, division and addition. Multiplication follows associative and distributive property.

Exponential multiplication:

a) ${10}^{-3}=\frac{1}{1000}$

b) ${10}^3=1000$

Conversion factors:

1 Kg = 1000 grams

1 Gram = 100 milligrams

1 kg = 1000000 mg

Apply unitary method to convert Kg to mg.

1 kg = 1000000 mg

Multiply both sides by  $7.34\times {10}^{-3}kg$

$7.34\times {10}^{-3}kg$ × 1 = $7.34\times {10}^{-3}kg$ × 1000000

Here the kilograms is converted to equivalent milligrams.

$7.34\times {10}^{-3}kg$ = 7340 milligrams

Thus the total milligrams in $7.34\times {10}^{-3}kg$ are 7340 .

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From the given diagram, we can identify two right-angled triangles. The triangles are shown below:

Using trigonometric ratios, we can find x as follows

We can equate the expressions for DF as follows:

Solving for x:

Answer:

x = 5

Answer:

he can fit 37 watemelons in his cart

Answer:

the probability of a red card is 1/2 of 50% chance. The chance of a diamond card is 1/4 or 25% chance

Step-by-step explanation:

Answer as a fraction = 1/8

Answer in decimal form = 0.125

Answer as a percentage = 12.5%

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

Explanation:

The probability of choosing a red card is 1/2 since half of the cards are red (the other half are black).

This card is selected and then put back into the deck. This means that the second selection will deal with the same number of total cards.

Since we have four suits, and one of those suits is diamonds, this means the probability of choosing a diamond card is 1/4.

We then multiply the fractions to get (1/2)*(1/4) = (1*1)/(2*4) = 1/8

The probability of getting a red card first, then a diamond card second, is 1/8

Use your calculator to find that 1/8 = 0.125 which converts to the percent form 12.5%

A letter or any other symbol may be used to represent an arbitrary number. For example, let's use the letter M. Since M equals "a number", then, "a squared number" may be represented as:

Seven less than a number squared, is the number squared minus 7, so:

is a correct representation of "seven less than a number squared".

Answer:

Cheetah

Step-by-step explanation:

American Antelope's speed = 94980 meters per hour

                                           = 59 miles per hour

The Cheetah is faster than the American Antelope

Answer:

Step-by-step explanation:

The American Antelope is going at a rate of 1583 meters / minute

1583 m [ 1 km / 1000 m ] = 1.583 km / minutes

In an hour, the Antelope will go 1.583 km / minute * 60 min / hour

1.583 * 60 = 94.98 km / hour

The cheetah is going 61 miles / hour * 1.6 km / mile  = 97.6 km/hour

The Cheetah is  not going to go hungry tonight.

Let us assume that the starting temperature is x ℉.

According to the problem statement:

Over a period of 6 hours, the temperature rose 4℉, rose 3℉ more, dropped 2℉, rose 1℉, dropped 2℉, and then dropped 3℉ more.

So, the temperature will increase by 4 + 3 + 1 = 8℉ in total and decrease by 2 + 2 + 3 = 7℉ in total.

And the net increase in temperature will be 8 - 7 = 1℉.

Let the final temperature after all these changes be y ℉.

Therefore, y = x + 1℉

We are also given that the temperature at the end of the 6-hour periods was -5℉.

Therefore,

we can write: y = -5 ℉ = x + 1℉- 6℉ = x=> Starting temperature is -6℉.

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Assuming that we have two data sets, a and b, with means of 20 and 30, respectively, and the same standard deviation of 5, we can conclude that neither data set is more spread out than the other.

Suppose you have two data sets A and B, with means of 20 and 30, respectively, and the same standard deviation of 5. To determine which data set is more spread out, we need to compare the variance of the two data sets. Since the variance is the square of the standard deviation, we can compare the variances of the two data sets. Using the formula, Var = s², we can calculate the variances of data set A and B.

$$\begin{gathered} Var(A)=(5{)}^2=25 \\ Var(B)=(5{)}^2=25 \end{gathered}$$

Both data sets have the same variance, indicating that they have the same amount of spread, or convergence. Therefore, we can conclude that no data set is more spread out than the other.

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The distance between your house and school is 4.1 miles.

According to the given question.

Point c represents your house.

Point d represents post office which is directly west to the point c i.e from house.

And point e represents school which is west of the post office.

Also, it is given that the distance between house and post office, cd is 1.7 miles.

And the distance between the post office and school,de is 2.4 miles.

Now, if we see the attached figure we can say that

cd + de = ce

⇒ 1.7miles  + 2.4miles  = 4.1 miles

Hence, the distance between your house and school is 4.1 miles.

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The original expression -x² + 2y - 3x² + 10 simplifies to -4x² + 2y + 10.

To simplify the expression -x² + 2y - 3x² + 10, we first combine like terms. The x² terms are -x² and -3x², which can be combined as -x² - 3x² = -4x².

The simplified expression becomes -4x² + 2y + 10.

In this expression, the term -4x² represents the combined quadratic terms involving x. The term 2y represents the constant coefficient of y, and the term 10 is the constant term.

The expression cannot be further simplified since there are no additional like terms to combine or common factors to factor out. Therefore, the simplified form of the expression is -4x² + 2y + 10.

The original expression -x² + 2y - 3x² + 10 simplifies to -4x² + 2y + 10.

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Answer: 90 feet squared or whatever the units are

Step-by-step explanation:

It’s just multiplying then all together and the adding it again.

2*(3*3 + 3*6 + 3*6) = 90 feet squared

To solve this problem, we will need to use trigonometry.

Remember: SOH-CAH-TOA

Looking from the angle, we know the opposite side and want to find the adjacent side. Therefore, we should use the tangent function.

tan(15) = 5 / x

x * tan(15) = 5

x = 5 / tan(15)

x = 18.7 units

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The true statement about the end behavior of f(x) is (b)

The equation of the function is given as;

f(x) = -4x^6 +6x^2-52

The leading coefficient of the above function is

Leading coefficient = -4

-4 is less than 0 i.e. negative

This means that options (a) and (c) are false

Also;

The ends of even functions face the same direction, and not opposite directions.

Hence, the true statement about the end behavior of f(x) is (b)

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The value of y when x=12 is 600

The values of y vary directly with x

y α x

y = kx

where k is the proportationality constant

The values of y=425 when x=8.5

y = kx

425 = k (8.5)

k = 50

We need to find the value of y when x=12

y = kx

y = 50 x 12

y = 600

Therefore,  the value of y when x=12 is 600

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