Combining like terms is an essential skill in Algebra 1. It involves simplifying algebraic expressions by adding or subtracting terms that have the same variables and exponents. The goal is to simplify the expression by reducing it to its simplest form.
To combine like terms, we need to follow a few steps. Here is a step-by-step guide:
Identify the like terms: Look at the expression and find the terms that have the same variables and exponents. For example, in the expression 3x + 5x - 2x, all three terms have the variable x with an exponent of 1, so they are like terms.
Add or subtract the coefficients: Once you have identified the like terms, add or subtract their coefficients. The coefficient is the number that is multiplied by the variable. For example, in the expression 3x + 5x - 2x, the coefficients are 3, 5, and -2. Adding them together gives us 6x.
Write the simplified expression: After combining the like terms, write the simplified expression. In the example above, the simplified expression is 6x.
Here is another example:
4a + 2b - 3a + b
In this expression, the like terms are 4a and -3a (both have the variable a). We can subtract the coefficients to get a + 2b. The final simplified expression is a + 2b.
It is important to note that we can only combine terms that have the same variables and exponents. For example, we cannot combine 3x^2 and 4x because they have different exponents.
In summary, combining like terms is a basic skill in Algebra 1. It involves identifying terms that have the same variables and exponents, adding or subtracting their coefficients, and writing the simplified expression. This skill is essential for solving equations, simplifying expressions, and graphing functions.
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Alexis is 56 inches tall .What is her height in meters?
Answer: Alexis is 1.4224 meters tall.
Step-by-step explanation:
If you want your answer rounded, it's 1.4 meters. I hope this helped you! Brainilist is highly appreciated and helpful! <3
Wendy asked 40 students on the school football team if they ever injured themselves while playing sports. Fifteen football team members responded "Yes. " Wendy concluded that 375 of the 1,000 students in her school have injured themselves playing sports
Wendy's conclusion is invalid as she cannot generalize her findings as sample size is too small to represent the entire school population accurately.
Wendy's assessment is incorrect. This is due to the fact that she is unable to extrapolate from a sample of just 40 students who play football for the school. The sample size is insufficient to provide an accurate representation of the student body as a whole. Also, the football players might be more prone to injuries than those who don't participate in sports, which could further skew the results.
Moreover, Wendy did not choose the football team members using a random sample approach. Instead, she restricted her questions to those students who were already on the football team, thereby introducing sample bias. She might have unintentionally left out pupils who don't participate in athletics but may nonetheless have hurt themselves while doing other physical activities.
Wendy's assertion that 375 of the school's 1,000 kids have sustained sports-related injuries is therefore unfounded. Wendy would need to employ a more representative and random sampling technique that includes students from various sports teams as well as those who do not play sports in order to draw a reliable conclusion. She would also require a larger sample size to obtain a more accurate representative of the total student body.
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Complete Question: Wendy questioned the 40 members of the varsity football team about their experiences with sports-related injuries. "Sure," fifteen football players answered. Wendy came to the conclusion that 375 of the 1,000 pupils at her school had had sports-related injuries. Decide if Wendy's conclusion is true or not.
Someone give me the answer to this
The equation of the line from the given graph is y = 3x + 1.
What is equation of line?With the aid of the line's slope and a point on the line, the equation of a line may be created. For a better understanding of how a line's equation is created, let's learn more about the line's slope and the necessary point on the line. The slope of a line is the angle that the line makes with the positive x-axis and can be stated as a numerical integer, fraction, or as the tangent of that angle. The term "point" refers to a coordinate system point with the x and y coordinates.
From the given graph we observe the two coordinates of the line are (0, 1) and (3, 10).
The slope of the line is given as:
m = y2 - y1 / x2 - x1
m = (10 - 1) / (3 - 0)
m = 9/3 = 3
The point-slope intercept is given as:
y - y1 = m (x - x1)
Substituting the values:
y - 1 = 3 (x - 0)
y - 1 = 3x
y = 3x + 1
Hence, the equation of the line is y = 3x + 1.
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Are angles C and D supplementary angles: B. No.
What is a supplementary angle?In Mathematics, a supplementary angle simply refers to two (2) angles or arc whose sum is equal to 180 degrees. Mathematically, a supplementary angle can be calculated by using this mathematical equation:
C + D = 180
Where:
C and D are measure of the angles subtended.
Additionally, the sum of all of the angles on a straight line is always equal to 180 degrees. In this scenario, we can reasonably infer and logically deduce that the sum of the given angles are not supplementary angles:
58 + 102 = 160° ≠ 180°
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he state education commission wants to estimate the fraction of tenth grade students that have reading skills at or below the eighth grade level. in an earlier study, the population proportion was estimated to be 0.23 . how large a sample would be required in order to estimate the fraction of tenth graders reading at or below the eighth grade level at the 98% confidence level with an error of at most 0.03 ?
The sample would be required in order to estimate the fraction of tenth graders reading at or below the eighth grade level at the 98% confidence level with an error of at most 0.03 is approximately 904
Since the commission wants a 98% confidence level, the z-score associated with that level is 2.33 (which can be found using a standard normal distribution table).
We also know that the commission wants an error of at most 0.03, so we can set up an equation:
0.03 = 2.33 x √(0.23 x 0.77) / √(n)
Solving for n, we get:
n = (2.33 x √(0.23 * 0.77) / 0.03)²
n = 903.78
So, the commission would need a sample size of at least 904 tenth grade students in order to estimate the fraction of students with reading skills at or below the eighth grade level at the 98% confidence level with an error of at most 0.03.
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A bakery can make 3 cheesecakes for every 4 blocks of cream cheese. Which
table represents the relationship between the number of cheesecakes the
bakery makes and the number of blocks of cream cheese the bakery uses?
A
C
Cheesecakes
3
6
12
Cheesecakes
3
9
12
Cream Cheese
(blocks)
4
7
13
Cream Cheese
(blocks)
4
16
20
B
D
Cheesecakes
3
9
12
Cheesecakes
9
10
11
Cream Cheese
(blocks)
4
12
16
Cream Cheese
(blocks)
12
13
14
Since this bakery can make 3 cheesecakes for every 4 blocks of cream cheese, a table that represent the relationship between the number of cheesecakes the bakery makes and the number of blocks of cream cheese the bakery uses is: B. table B.
What is a proportional relationship?In Mathematics, a proportional relationship produces equivalent ratios and it can be modeled or represented by the following mathematical equation:
y = kx
Where:
y represent the number of blocks of cream cheese.x represent the number of cheesecakes.k is the constant of proportionality.In order to have a proportional relationship, the variables representing the number of blocks of cream cheese and the number of cheesecakes must have the same constant of proportionality:
Constant of proportionality, k = y/x
Constant of proportionality, k = 4/3 = 8/6 = 12/9 = 16/12
Constant of proportionality, k = 4/3.
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I need help... I'm struggling! I did the math independently but was confused about what to put in the blanks.
1. sin ² x goes in the numerator. 2. sin x (sin x) is the numerator expanded. 3. Separate the two factors sin x / cos x and sin x / cos x. 4. Replace sin x / cos x with tan x. Use the trigonometric identity.
What are trigonometric functions?Simply put, trigonometric functions—also referred to as circular functions—are the functions of a triangle's angle. This means that these trig functions provide the connection between the angles and sides of a triangle. The three basic categories of trigonometric functions are sine, cosine, and tangent. In contrast to the fundamental trigonometric functions, the other three functions are essentially employed more frequently. For an explanation of these three main roles, use the diagram below as a guide. The sin-cos-tan triangle is the name for this illustration. Often, the right-angled triangle is used to define trigonometry.
The given trigonometric function is 1 / cos x csc² x.
Now, the csc²x can be written as:
sin²x / cos x. Thus, sin ² x goes in the numerator.
Now, sin x (sin x) is the numerator expanded.
Separate the two factors sin x / cos x and sin x / cos x
Replace sin x / cos x with tan x.
Use the trigonometric identity to complete the proof.
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For positive acute angles A and B, it is known that tan A = 45/28 and cos B =12/ 37. Find the value of cos (A + B) in simplest
form.
The exact value of the cosine of angle A + B is equal to - 1239 / 1961.
How to determine the exact value of a trigonometric function
In this problem we need to determine the exact value of a trigonometric function, this can be done by using definitions of trigonometric functions, Pythagorean theorem and trigonometric formulas:
Trigonometric function
sin θ = y / r
cos θ = x / r
tan θ = y / x
Pythagorean theorem
r² = x² + y²
Trigonometric formula
cos (A + B) = cos A · cos B - sin A · sin B
First, determine the exact values of sines and cosines:
Angle A
r = √(28² + 45²)
r = 53
sin A = 45 / 53
cos A = 28 / 53
Angle B
y = √(37² - 12²)
y = 35
sin B = 35 / 37
Second, calculate the exact value of the trigonometric function by trigonometric formula:
cos (A + B) = (28 / 53) · (12 / 37) - (45 / 53) · (35 / 37)
cos (A + B) = - 1239 / 1961
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8 In Fig. 12.12, O is the centre of circle ABCD. AB is a diameter. |BC| = |CD| and AÔD = 64°. Calculate the angles of quadrilateral ABCD. A 64° D O с [WAEC] B
Given that AB is a diameter. |BC| = |CD| and AÔD = 64°, The angles of the quadrilateral ABCD is 90 degrees
How to solve for the anglesSince |BC| = |CD|, we know that triangle BCD is an isosceles triangle.
Since triangle BCD is isosceles, angles BDC and CBD are equal. Let's call each of these angles x.
180 - 64
= 116 degrees
angle BCD = 180 - 116
= opposite angles in a cyclic quadrilateral are supplementary
116 + 64 + 2 OBC = 360
2 obc = 360 - 116 - 64
0bc = 180 / 2
= 90 degrees
Hence the angles of the quadrilateral ABCD is 90 degrees
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For the exponential function A = 82*1.16x, what is the percent of Increase?
The percent increase when [tex]$x$[/tex] increases by one unit is approximately 15.8%.
What is exponential function?
An exponential function is a mathematical function of the form:
[tex]f(x) = a^x[/tex]
where a is a constant greater than zero and not equal to 1, and x is the variable that takes on real numbers.
To find the percent increase for the exponential function [tex]$A = 82\times 1.16^x$[/tex], we need to find the ratio of the final value to the initial value, subtract one, and then multiply by 100 to convert to a percentage.
Let's suppose we are interested in finding the percent increase when [tex]$x$[/tex] increases by one unit. We can start by calculating the initial value of [tex]$A$[/tex] when [tex]$x = 0$[/tex]:
[tex]$$A = 82 \times 1.16^0 = 82$$[/tex]
Then we can calculate the final value of [tex]$A$[/tex] when [tex]$x = 1$[/tex]:
[tex]$$A = 82 \times 1.16^1 \approx 95.12$$[/tex]
Now we can find the ratio of the final value to the initial value:
[tex]$\text{ratio} = \frac{\text{final value}}{\text{initial value}} = \frac{95.12}{82} \approx 1.158$$[/tex]
Next, we subtract one and multiply by 100 to get the percent increase:
[tex]$$\text{percent increase} = (\text{ratio} - 1) \times 100 \approx (1.158 - 1) \times 100 \approx 15.8%$$[/tex]
Therefore, the percent increase when [tex]$x$[/tex] increases by one unit is approximately 15.8%.
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Leo flips a fair coin and rolls a fair six-sided dice.
Draw a sample space diagram to show all the possible outcomes.
Work out the probability that he gets an outcome of heads and 4.
Give your answer as a fraction in its simplest form.
By answering the presented question, we may conclude that As a result, probability the chance of receiving heads and 4 is 1/12.
What is probability?Probability is a measure of how likely an event is to occur. It is represented by a number between 0 and 1, with 0 representing a rare event and 1 representing an inescapable event. Switching a fair coin and coin flips has a chance of 0.5 or 50% since there are two equally likely outcomes. (Heads or tails). Probabilistic theory is an area of mathematics that studies random events rather than their attributes. It is applied in many disciplines, including statistics, economics, science, and engineering.
Here is an example space diagram that depicts all of the possible outcomes when Leo flips a coin and rolls a dice:
Each row represents the outcome of rolling the dice, and each column indicates the outcome of flipping the coin. The table entries represent the combined outcome of rolling the dice and flipping the coin. For example, the occurrence of receiving heads on the coin flip and rolling a 1 on the dice is represented by the outcome in the top left corner (H1).
As a result, the chance of receiving heads and 4 is 1/12.
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Lim (x,y)->(0,0) f (x,y) = L if f (x,y) gets close to l as we approach (0,0) along the x-axis (y = 0) and along the y-axis (x = 0)?
If f(x,y) gets close to L as we approach (0,0) along the x-axis (y = 0) and along the y-axis (x = 0), the limit of f(x,y) as (x,y) approaches (0,0) is L.
We can follow these steps:
Step 1: Approach (0,0) along the x-axis (y = 0)
Evaluate the limit of f(x,0) as x approaches 0. If the limit exists and is equal to L, proceed to step 2.
Step 2: Approach (0,0) along the y-axis (x = 0)
Evaluate the limit of f(0,y) as y approaches 0. If the limit exists and is equal to L, proceed to step 3.
Step 3: Conclude the limit
If both the limits in steps 1 and 2 exist and are equal to L, then the limit of f(x,y) as (x,y) approaches (0,0) is L. Otherwise, the limit does not exist.
So, if f(x,y) gets close to L as we approach (0,0) along the x-axis (y = 0) and along the y-axis (x = 0), the limit of f(x,y) as (x,y) approaches (0,0) is L.
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What is the answer ??
Answer:
The coordinates of (-3,0) after a translation of 2 units up is the third one. (-3,2)
Write an algebraic expression with four terms, using only the variables a, b, and c.
Answer:
2a + 3b - 6bc + c
Step-by-step explanation:
For our terms, we will use a, b, c, and bc terms.
Now, here is what I came up with.
[tex]2a+3b-6bc+c[/tex]
6 years ago,the age of the father was 4 times the old as his son's age will be 3 years hence but one year after ,a father's age will be 7 times as old as his son.Find their present ages.
Answer:
Hope you have understood this sum
considering the following scenario, which method would be most appropriate when calculating the margin of error for the population mean? a research scientist wants to know how many times per hour a certain strand of virus reproduces. she obtains information from 14 strands of this particular virus and finds the mean to be 7.4 . the population is assumed to be normally distributed.
The method that is most appropriate when calculating margin-of-error for population mean is (b) Student's t-distribution.
When calculating the margin of error for the population mean, the most appropriate method depends on the sample size.
If the sample size is large (n > 30) and the population standard deviation is known, then a normal z-distribution can be used to calculate the margin of error.
If the sample size is small (n < 30) or the population standard deviation is unknown, then Student’s t-distribution should be used to calculate the margin of error.
In this case, we are told that the information was obtained from 14 strands of this particular virus. Since n < 30, we should use Student’s t-distribution to calculate the margin of error.
Therefore, the correct option is (b).
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The given question is incomplete, the complete question is
Considering the following scenario, which method would be most appropriate when calculating the margin of error for the population mean?
A research scientist wants to know how many times per hour a certain strand of virus reproduces. she obtains information from 14 strands of this particular virus and finds the mean to be 7.4 . the population is assumed to be normally distributed.
(a) Normal z-distribution
(b) Student's t-distribution
(c) More advanced statistical techniques
help asap will give brainliest!
Step-by-step explanation:
VOLUME of pyramid = 1/3 base area * height
Base area is a square = 3 x 3
= 1/3 ( 3x3) * 16 = 48 in^3
divide 70 into the ratio of 2:5
Answer:
20 : 50
Step-by-step explanation:
sum the parts of the ratio , 2 + 5 = 7 parts
divide 70 by 7 to find the value of one part of the ratio
70 ÷ 7 = 10 ← value of 1 part of the ratio , then
2 parts = 2 × 10 = 20
5 parts = 5 × 10 = 50
then
50 divided in the ratio 2 : 5 is 20 : 50
What I need help pls
Translate the sentence then solve the question
Step-by-step explanation:
"The difference of twice of a # and 10 is = to 12
We're gonna do this like statement reason because I don't want to write a paragraph lol
2x-10=12 Given
2x=24 Simplify (+10 to each side cancels on left, adds on the right)
x=12 Simplify (divide by 2)
Yay!
Also if you have 2 chances maybe try -1? but I think 12 is right
Which temperature is colder, -145°C or -130°C? Explain or show your work on a number line.
Answer:
Step-by-step explanation:
-145c is lower because it’s further left on a numberline
3 cans of soup can serve 5
people.
If you want to serve 20
people, what should you do?
A.Use 15 more cans of soup.
B.Use 4 times as many cans of soup.
C.Use 3 times as many cans of soup.
D.Use 12 more cans of soup.
if the original length and width of the paper is twice its current length and width, calculate the original area, in cm, of the paper in terms of a and b.
Answer:
[tex]4a^{2} + 4ab[/tex]
Step-by-step explanation:
as I can see in the image posted by you,
current length = a + b
current width = a
according to the condition, original paper length and width was twice of their current values,
original length = 2(a+b)
original width = 2a
therefore,
original area = 2(a+b) * 2a
original area = 4(a+b)a
original area = [tex]4a^{2} + 4ab[/tex]
Hopefully you found the answer helpful
14. Ella is making a corner bench
seat. She plans to outline the seat
cushion in a decorative ribbon.
How much ribbon will she need?
3.6 ft
6.25 ft
4.8 ft
Answer:
14.65
Step-by-step explanation:
3.6 ft + 6.25+4.8=14.65
The sum of three consecutive odd
numbers is 39. What is the largest of
these numbers?
Answer:
2145
Step-by-step explanation:
Given: Sum of three consecutive odd integers = 39
Calculation:Let x, x + 2, x + 4 be the three consecutive odd integers.
Sum of three consecutive odd integers = 39
⇒ x + (x + 2) + (x + 4) = 39
⇒ 3x + 6 = 39
⇒ 3x = 33
⇒ x = 11
∴ The integers are 11, 13 and 15.
∴ Their product = 11 × 13 × 15 = 2145
You're welcome! :)
Examine the loan amortization table for a $210,000, 15-year mortgage with an APR of 3.8%. The borrower paid an extra $100 each month towards the principal.
Determine the missing amounts.
Using a loan amortization calculator, we can generate a table that shows the borrower's monthly payments, the interest paid, the principal paid, and the remaining balance after each payment.
What is equation?An equation in mathematics is a statement that states the equality of two expressions. An equation is made up of two sides that are separated by an algebraic equation (=). For example, the argument "2x + 3 = 9" asserts that the phrase "2x + 3" equals the value "9."
Using a loan amortization calculator, we can generate a table that shows the borrower's monthly payments, the interest paid, the principal paid, and the remaining balance after each payment. Here is the loan amortization table for the $210,000, 15-year mortgage with an APR of 3.8%, assuming the borrower pays an extra $100 towards the principal each month:
Month Payment Interest Paid Principal Paid Extra Principal Paid Remaining Balance
1 $1,529 $662 $297 $100 $209,703
2 $1,529 $657 $301 $100 $209,402
3 $1,529 $652 $306 $100 $209,096
4 $1,529 $647 $311 $100 $208,783
5 $1,529 $642 $316 $100 $208,463
6 $1,529 $637 $321 $100 $208,137
7 $1,529 $632 $326 $100 $207,803
8 $1,529 $627 $331 $100 $207,463
9 $1,529 $622 $336 $100 $207,116
10 $1,529 $617 $341 $100 $206,762
11 $1,529 $611 $347 $100 $206,411
12 $1,529 $606 $352 $100 $206,052
13 $1,529 $601 $357 $100 $205,686
14 $1,529 $596 $362 $100 $205,322
15 $1,529 $590 $368 $100 $204,950
16 $1,529 $585 $373 $100 $204,570
17 $1,529 $580 $378 $100 $204,182
18 $1,529 $574 $384 $100 $203,787
19 $1,529 $569 $389 $100 $203,383
20 $1,529 $563 $395 $100 $202,972
21 $1,529 $558 $400 $100 $202,552
22 $1,529 $552 $406 $100 $202,125
23 $1,529 $547 $411
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triangle on a graph at (-4,4) (-4,1) (-2,1) goes right 1 and down 5 and then reflect the triangle on the y axis
The final triangle has vertices at (3, -1), (3, -4), and (1, -4) on the graph.
Describe Transformation?In mathematics, a transformation refers to a function that maps points or shapes in one coordinate system to corresponding points or shapes in another coordinate system, while preserving certain properties such as size, shape, orientation, and distance.
Starting with the triangle on a graph with vertices at (-4, 4), (-4, 1), and (-2, 1), we can apply the given transformations as follows:
Go right 1 and down 5: This transformation corresponds to the function T(x, y) = (x + 1, y - 5). Applying this function to each vertex of the triangle, we get:
(-4, 4) -> (-3, -1)
(-4, 1) -> (-3, -4)
(-2, 1) -> (-1, -4)
Reflect on the y-axis: This transformation corresponds to the function R(x, y) = (-x, y). Applying this function to each vertex of the transformed triangle, we get:
(-3, -1) -> (3, -1)
(-3, -4) -> (3, -4)
(-1, -4) -> (1, -4)
Therefore, the final triangle has vertices at (3, -1), (3, -4), and (1, -4) on the graph.
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NEED HELP RN PLEASEEE
Step-by-step explanation:
The third one is not all of the others are
a quality control inspector has drawn a sample of 14 light bulbs from a recent production lot. suppose 20% of the bulbs in the lot are defective. what is the probability that less than 9 but more than 7 bulbs from the sample are defective? round your answer to four decimal places.
The probability that less than 9 but more than 7 bulbs from the sample are defective is 0.8944.
The formula to find the probability of x number of defective bulbs in a sample of n bulbs is as follows:
P(x) = [[tex]n \choose x[/tex] * p^x * (1-p)^(n-x)], where [tex]n \choose x[/tex] is the combination of n and x.
So, The probability of x < 9 defective bulbs in a sample of 14 bulbs is given as follows:
P(x<9) = P(x=0) + P(x=1) + P(x=2) + P(x=3) + P(x=4) + P(x=5) + P(x=6) + P(x=7)
Therefore, the probability that less than 9 bulbs from the sample are defective is
P(x<9) = [[tex]14 \choose0[/tex] * (0.2)^0 * (0.8)^14] + [[tex]14 \choose1[/tex] * (0.2)^1 * (0.8)^13] + [[tex]14 \choose2[/tex] * (0.2)^2 * (0.8)^12] + [[tex]14 \choose3[/tex] * (0.2)^3 * (0.8)^11] + [[tex]14 \choose4[/tex] * (0.2)^4 * (0.8)^10] + [[tex]14 \choose5[/tex] * (0.2)^5 * (0.8)^9] + [[tex]14 \choose6[/tex] * (0.2)^6 * (0.8)^8] + [[tex]14 \choose7[/tex] * (0.2)^7 * (0.8)^7]= 0.8962
Similarly, the probability that more than 7 bulbs from the sample are defective is:
P(x>7) = P(x=8) + P(x=9) + P(x=10) + P(x=11) + P(x=12) + P(x=13) + P(x=14)
Therefore, the probability that more than 7 bulbs from the sample are defective is
P(x>7) = [[tex]14 \choose8[/tex] * (0.2)^8 * (0.8)^6] + [[tex]14 \choose9[/tex] * (0.2)^9 * (0.8)^5] + [[tex]14 \choose10[/tex] * (0.2)^10 * (0.8)^4] + [[tex]14 \choose11[/tex] * (0.2)^11 * (0.8)^3] + [[tex]14 \choose12[/tex] * (0.2)^12 * (0.8)^2] + [[tex]14 \choose13[/tex] * (0.2)^13 * (0.8)^1] + [[tex]14 \choose14[/tex] * (0.2)^14 * (0.8)^0]= 0.0005
Therefore, the probability that less than 9 but more than 7 bulbs from the sample are defective is:
P(8≤x≤7) = P(x<9) - P(x≤7)
P(8≤x≤7) = P(x<9) - [P(x=0) + P(x=1) + P(x=2) + P(x=3) + P(x=4) + P(x=5) + P(x=6) + P(x=7)]= 0.8962 - 0.0018= 0.8944 (rounded to four decimal places)
Therefore, more than 7 out of the sample have a probability of failure, but less than 9 out of the sample probably have a failure.
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Austin has a model car that uses a 1:24 scale. The real car’s hood is 20√5
inches long. How long is the model car’s hood? Give your answer as a simplified radical expression.
The length of the model car’s hood is 5√5 inches divided by 6, which is a simplified radical expression.
If the real car’s hood is 20√5 inches long and the model car uses a 1:24 scale, we can find the length of the model car’s hood by dividing the length of the real car’s hood by 24.
Length of model car’s hood = (Length of real car’s hood) / (Scale factor)
Substituting the given values, we get:
Length of model car’s hood = (20√5 inches) / 24
We can simplify this expression by dividing the numerator and denominator by the greatest common factor, which is 4:
Length of model car’s hood = (5√5 inches) / 6
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