Solve the following linear equation for
x
x.

​

5
x
−
2
+
x
=
9
+
3
x
+
10
5x−2+x=9+3x+10

The expression equivalent is 9+2x/6x

A fraction is a part of a whole. It is the number is expressed as a quotient, in which the numerator is divided by the denominator. In a simple fraction, both are integers. A complex fraction has a fraction in the numerator or denominator. In a proper fraction, the numerator is less than the denominator

1/4x +1 3/4x - 2/3-1/2x

1/4x + (4x + 3/4x) - 2/3 - 1/2x

(1 + 4x + 3)/4x - (4x - 3)/6x

4 + 4x/4x - 4x - 3/6x

(3(4 + 4x) - 2(4x - 3))/12x

(12 + 12x - 8x + 6)/12x

(18 + 4x)/12x

(9 + 2x)/6x

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The probability of picking a red marble, then a green marble, and finally a blue marble is 0.091424%, or approximately 0.09%.

To find the probability of picking a blue marble, given that we have already picked a red and a green marble, we use the same method:

P(B|R and G) = P(R and G and B) / P(R and G)

where P(B|R and G) is the probability of picking a blue marble, given that a red marble and a green marble have been selected, and P(R and G and B) is the probability of picking a red marble, then a green marble, and finally a blue marble.

Using the given probabilities, we can plug in the values and simplify:

P(B|R and G) = (0.2 x 0.2857 x 0.228) / (0.2 x 0.2857) = 0.016

This means that if we have already picked a red marble, then a green marble, there is a 1.6% chance of picking a blue marble next.

Finally, to find the probability of picking a red marble, then a green marble, and finally a blue marble, we multiply the probabilities of each event together:

P(R and G and B) = P(R) x P(G|R) x P(B|R and G)

=> 0.2 x 0.2857 x 0.016 = 0.00091424 or 0.09%

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The new variance is 0.41.

Given that the mean cost of a box of Cheerios oat crunch is $4.00 and the variance is 0.35.

The variance represents the average of the squared deviations from the mean, so we can write:

variance = (standard deviation)^2

The standard deviation is the square root of the variance, so we have:

standard deviation = sqrt(variance) = sqrt(0.35) = 0.59

Now, if the price of a box of Cheerios oat crunch increases by 25 cents, the new mean cost will be:

new mean = $4.00 + $0.25 = $4.25

To find the new variance, we need to calculate the new squared deviations from the mean and take their average. The squared deviation of each observation is given by:

(new cost - new mean)^2

We can simplify this expression by substituting the new mean and the original standard deviation:

(new cost - $4.25)^2 = (old cost - $4.00 + $0.25)^2 = (old cost - $4.00)^2 + 2($0.25)(old cost - $4.00) + $0.25^2

The first term on the right-hand side is the squared deviation of the original cost, the second term represents the change in the squared deviation due to the increase in price, and the third term is a constant that does not affect the variance.

To find the new variance, we need to take the average of these squared deviations. Since the original variance was 0.35, we have:

new variance = (1/n) * [sum of (new cost - new mean)^2]

where n is the number of observations (we assume it is large enough to use the normal distribution approximation). Using the expression above for the squared deviation, we can write:

new variance = (1/n) * [sum of (old cost - $4.00)^2 + 2($0.25)(old cost - $4.00) + $0.25^2]

We can simplify this expression by using the properties of summation:

new variance = (1/n) * [sum of (old cost - $4.00)^2] + (2/$n) * ($0.25) * [sum of (old cost - $4.00)] + ($0.25^2)

The first term is the original variance, the second term is zero (since the sum of deviations from the mean is always zero), and the third term is a constant that does not affect the variance. Therefore, the new variance is:

new variance = 0.35 + ($0.25)^2 = 0.41

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A combination of two or more simple statements is a compound statement. The connectives generally used in mathematics are ‘and’, ‘or’, ‘if ’, ‘if and only if’.

In mathematics, like in any language, compound statements are created by combining simpler ones using connectives. The truth value of a compound statement is determined by the truth value of its smaller components.

There are four compound statements:

1. ¬p , Not p (i.e. the negation of p)  : Negation

2. p ∧ q, p and q                                : Conjunction

3. p ∨ q, p or q                                   : Disjunction

4. p → q, If p then q                            : Conditional

Beginning with the premise that P (the hypothesis) is true, we create a chain of implications, each of which has previously been proven to be true, ultimately leading to Q. (the conclusion). Imagine the chain has six consequences. As a result, the direct proof technique may be expressed combination as follows:

        P, P ⇒ P1, P1 ⇒ P2, P2 ⇒ P3, P3 ⇒ Q1, Q1 ⇒ Q2, Q2 ⇒ Q.

If P and the implications in the previous chain are all true, we must derive that Q is likewise true logically. But, according to the truth table for          P ⇒ Q, knowing that P ⇒ Q is a true statement does not indicate that P or Q are true, just that the inference is true. Recall that P can be false, Q can be true or false, and the inference might be true or false.

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Question: What are Compound Statements? Write proof and logic for the statements.

Answer:

Step-by-step explanation:

The expression p² - 10p + 25 can be factored as follows:

p² - 10p + 25 = (p - 5)²

This is an example of perfect square trinomial. It can be recognized as such because the first and last terms are perfect squares (p² and 25), and the middle term (-10p) is twice the product of the square roots of the first and last terms (2√(p²×25) = 2p×5 = 10p).

So, the factored form of the expression is (p - 5)².

Step-by-step explanation:

The answer to this question is (p-5)^2

The area of the complex figure is 1863 m².

What is area?

Area is a measure of the size or extent of a two-dimensional surface or shape, such as a square, circle, or rectangle. It is the amount of space inside the boundaries of a shape, usually measured in square units such as square meters (m²), square feet (ft²), or square centimeters (cm²).

The area of give figure :

= area of two rectangles + area of middle rectangle

we know that area of rectangle is length* breadth

so, area of give two rectangles = 2 × length × breadth

                                                  = 2 × 31 × 23

                                                   = 1426m²

similarly, area of the middle rectangle  = length × breadth

                                                                =  (69-23-23) × (31-12)

                                                                = 23 × 19

                                                                = 437 m²

∴ The area of give figure= 1426m²+437 m²

                                        = 1863 m²

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Equation for the regression line is given as y = -0.95X + 8.99.

When the wind is blowing at a speed of 27 mph, the chill factor is -16.66.

Regression coefficients are estimates of specific unknown properties that explain the relationship between a predictor variable and the related response.

In order to extrapolate the value of an unknown variable from a known variable, regression coefficients are used. The effect of a one-unit change in an independent variable on the dependent variable can be measured via linear regression by determining the equation of the best-fitted straight line. The procedure in question is regression analysis.

Calculation Overview

X's total is 45.

Total Y = 20

Mean X = 6.4286

Mean Y = 2.8571

Square sum (SSX) equals 113.7143.

Product total (SP) = -108.5714

Regression Equation = ŷ = bX + a

b = SP/SSX = -108.57/113.71 = -0.95477

a = MY - bMX = 2.86 - (-0.95*6.43) = 8.99497

y = -0.95477X + 8.99497

y = -0.95X + 8.99

The wind speed chill factor when it is 27 mph.

Using the output of the regression line shown above, we would solve for this.

y=-0.95X+8.99 

y=-0.95X+8.99 

y = -0.95 * 27 + 8.99

y = -25.65 + 8.99

y = -0.95 * 27 + 8.99

Conclusion: y = -16.66

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Answer:

11.9m

Step-by-step explanation:

explanation in picture :)

please mark brainliest

Answer:

11.81 is the height

The comparison of the volume of a cone relative to the volume of a cylinder with the same dimensions is given as follows:

4 The volume of the cone is 1/3 as large.

The volume of a cone of radius r and height h is given by the equation presented as follows, which the square of the radius is multiplied by π and the height, and then divided by 3.

V = πr²h/3.

For the volume of the cylinder, the equation is given as follows:

V = πr²h.

The volume of the cylinder is triple the volume of the cone, hence the volume of the cone is one third of the volume of the cylinder.

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If the width of the picture frame is greater than 35 inches, then the perimeter of the frame will be greater than 152 inches.

Let's first set up an equation for the perimeter of the picture frame. The perimeter is the sum of the lengths of all four sides, and we know that the length is 6 inches more than the width. Let's use x to represent the width:

Perimeter = 2(length + width)

Perimeter = 2(x + (x+6))

Perimeter = 4x + 12

Now, we want to find the values of x for which the perimeter is greater than 152 inches. We can set up an inequality:

4x + 12 > 152

Subtracting 12 from both sides:

4x > 140

Dividing both sides by 4:

x > 35

So the width must be greater than 35 inches in order for the perimeter to be greater than 152 inches.

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Therefore, the area of the trapezoid is 60 cm².

A trapezoid is a four-sided polygon with two parallel sides (called bases) of different lengths, and two non-parallel sides (called legs). The legs of a trapezoid are usually not congruent and can be of different lengths. Trapezoids can have different shapes and sizes, but they always have at least one pair of parallel sides. The area of a trapezoid can be calculated using the formula:

[tex]Area = ((b_1 + b_2) * h) / 2,[/tex]

where b1 and b2 are the lengths of the parallel bases, h is the height or perpendicular distance between the two bases.

To calculate the area of a trapezoid, we use the formula:

[tex]Area = (b_1 + b_2) * h / 2[/tex]

where b1 and b2 are the lengths of the parallel sides of the trapezoid and h is the height (perpendicular distance) between the parallel sides.

In this case, we are not given which sides are the parallel sides and which one is the height, so we cannot directly apply the formula. However, we can make an educated guess based on the dimensions given.

Assuming that the two 8 cm sides are parallel, we can use the formula as follows:

[tex]Area = (b_1 + b_2) * h / 2[/tex]

[tex]Area = (8 cm + 16 cm) * 10 cm / 2[/tex]

[tex]Area = 120 cm^{2} / 2[/tex]

[tex]Area = 60 cm^{2}[/tex]

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The function is f(x) = 15x + 25 and you would have 6 services if you were charged $25

We know that the hair salon charges a fixed rate of $25.00 for a haircut and then an additional $15 for any other services, therefore:

Let x = number of services, then we can obtain the function as:

f(x) = 15x + 25 (function)

when we further solve the function, we get the answer for how many services one would have if we were charged $25,

f(x) = 15x + 25

115 = 15x + 25

90 = 15x

6 = x

Now, we know that the function is f(x) = 15x + 25 and you would have 6 services if you were charged $25

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The test value is 0.636, and the critical z-value is 1.645. Since the test value (0.636) is greater than the critical z-value (1.645), we reject the null hypothesis and conclude that there is enough evidence.

It is usually represented by the number of errors or defects found in a system or component during a test phase.

For this test, we use the formula for a z-test for proportions.

Let p be the proportion of Wenatchee population that prefers Taco Bell.

Null hypothesis: p = 0.25

Alternative hypothesis: p > 0.25

The critical z-value for this test is 1.645, which is the z-value corresponding to a=0.05.

The test value is calculated by taking the sample proportion of people preferring Taco Bell

(63/200 = 0.315)

and subtracting the null hypothesis proportion of people preferring Taco Bell (0.25).This gives us 0.065.

This value is then divided by the standard error of the proportion, which is calculated as the square root of

(p*(1-p)/n), where p is the null hypothesis proportion (0.25) and n is the sample size (200). This gives us a value of 0.636.

Therefore, the test value is 0.636, and the critical z-value is 1.645.

Since the test value (0.636) is greater than the critical z-value (1.645), we reject the null hypothesis and conclude that there is enough evidence to support John's claim that more than 25% of Wenatchee population prefer TACO BELL.

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Answer 24 do you enderstand?

Answer:

B) The distance between -2.2 and x is greater than 3.

Step-by-step explanation:

The distance between the two points is [tex]\sqrt{61}[/tex]

Explanation:

Given that the two points are [tex](-4,-6)[/tex] and [tex](2,-1)[/tex]

We need to determine the distance between the two points in simplest radical form.

The distance between the two points can be determined using the

[tex]d=\sqrt{(x_2-x_1)^2+(y_2-y_1)^2}[/tex]

Let us substitute the coordinates [tex](-4,-6)[/tex] and [tex](2,-1)[/tex] in the above formula, we get,

[tex]d=\sqrt{(2+4)^2+(6+1)^2}[/tex]

Simplifying the terms, we get,

[tex]d=\sqrt{(6)^2+(7)^2}[/tex]

Squaring the terms, we get,

[tex]d=\sqrt{36+49}[/tex]

Adding, we get,

[tex]d=\sqrt{85}[/tex]

Simplifying, we have,

[tex]\sqrt{61}[/tex]

Thus, the distance between the two points in simplest radical form is [tex]\sqrt{61}[/tex]

the statement is true.the success-failure condition is satisfied and we can conclude that simple random sample gets us independence.

Simple random sampling is a type of probability sampling technique wherein every member of the population has an equal and independent chance of being selected. Independence means that the selection of one unit does not affect the selection of any other unit. The success-failure condition is an important condition of simple random sampling, which states that the size of each of the two groups (i.e., success and failure) should be at least 10. In this case, the two groups are 289 and 111, which are both greater than 10. Therefore, the success-failure condition is satisfied and we can conclude that simple random sample gets us independence.

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Scary drew a rectangle with a perimeter of 20 inches and its dimensions are 6 by 4 and the square is a 5 in × 5 in square.

We know that a square has 4 identical sides.

The square's perimeter is equivalent to the product of its four sides. The square's side length continues to be the same as the circumference measurement unit.

Perimeter = Side + Side + Side + Side = 4 Side

Perimeter = 4 × side of the square

If ‘a’ is the length of side of square, then perimeter is:

Perimeter = 4a unit

therefore,

20 = 4 × side length

side length = 20/4 = 5 in

it is a 5 in × 5 in square.

We know that a rectangle has 2 pairs of sides that are equally long inside their pair.

The entire distance that the rectangle's outer boundary covers is referred to as its perimeter. Its length is expressed in units. The perimeter calculation is provided by:

Perimeter, P = 2 (Length + Width)

and so, you have in this case a perimeter of

= 2 × 6 + 2 × 4

= 12 + 8

= 20 in

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No, it is not possible to dilate a satellite in such a way that the number of square feet of surface area is equal to the number of cubic feet of volume.

In mathematics, the volume of an object is a measure of the amount of three-dimensional space that the object occupies. Volume is typically expressed in units such as cubic meters (m³), cubic centimeters (cm³), cubic inches (in³), or cubic feet (ft³), depending on the context. Volumes are used in a wide variety of fields, including physics, engineering, and architecture, among others. For example, the volume of a container can be used to determine how much liquid it can hold, or the volume of a room can be used to calculate how much air conditioning is needed to cool the space.

Here,

This is because the units of measurement for surface area and volume are fundamentally different, and therefore cannot be equated without introducing additional variables. For example, consider a cube with a side length of 1 foot. Its surface area would be 6 square feet (since there are 6 sides to the cube, each with an area of 1 square foot), while its volume would be 1 cubic foot (since it occupies a space with a volume of 1 cubic foot). These two measurements cannot be equated without introducing additional variables. Therefore, it is not possible to dilate a satellite in a way that would make the number of square feet of surface area equal to the number of cubic feet of volume.

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The expression which represents this condition is x=-15z/y

A link between two variables known as inverse variation occurs when one variable's value rises while the other one's value falls, and vice versa. Inverse variation can be represented mathematically as y = k/x, where y and x are the variables, k is the constant of proportionality, and the product of y and x is constant.

When the value of x increases the value of y decreases.

When the value of x decreases the value of y increases.

So for an inverse variation we have the expression

y=k/x   or

x=k/y

The expression which represents this condition is

x=-15z/y

Hence option b) or the second option is the right answer.

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The complete question is attached below.

Step-by-step explanation:

Here are the graphs of the two functions:

y

|

|

|

| (1) (2)

| | |

------x------x-------

| | |

| (3) (4)

|

|

Function 1: y = -2x^2

The graph is a downward-facing parabola.

The vertex is located at (0, 0).

The y-intercept is 0.

The function is symmetric about the y-axis.

Function 2: y = -2x^2 + 4

The graph is also a downward-facing parabola.

The vertex is located at (0, 4).

The y-intercept is 4.

The function is symmetric about the y-axis.

Comparing and contrasting the two graphs:

Both functions are downward-facing parabolas.

Function 2 is a vertical shift of Function 1, as it has been shifted 4 units upwards.

The vertex of Function 2 is higher than the vertex of Function 1.

The y-intercept of Function 2 is higher than the y-intercept of Function 1.

The shape and symmetry of the two graphs are the same.

Answer:5

Step-by-step explanation:

As per the travelling distance, if they meet in hours, then the rate of each cyclist is r₂ miles per hour.

Let's assume that the two towns are A and B, and the distance between them is d miles. Let the first cyclist start from town A and travel towards town B, and the second cyclist start from town B and travel towards town A. Let's also assume that the first cyclist travels at a rate of r₁ miles per hour, and the second cyclist travels at a rate of r₂ miles per hour.

Now, let's consider the time it takes for the two cyclists to meet. Since they are traveling towards each other, their combined speed is (r₁ + r₂) miles per hour. We can use the formula:

distance = speed × time

to find the time it takes for them to meet. Let t be the time taken for them to meet, then we can write:

d = (r₁ + r₂) × t

where d is the distance between the two towns.

Now, we need to solve for r₁ and r₂. We can use the fact that the two cyclists meet in hours to write:

t = d / (r₁ + r₂)

Substituting this expression for t in the equation we got earlier, we get:

d = (r₁ + r₂) × (d / (r₁ + r₂))

Simplifying this equation, we get:

r₁ + r₂ = d / t

Substituting the value of t, we get:

r₁ + r₂ = d / (d / (r₁ + r₂))

r₁ + r₂ = (r₁ + r₂)

This equation tells us that the sum of the rates of the two cyclists is equal to the distance between the two towns divided by the time it takes for them to meet.

We can now use algebra to solve for r₁ and r₂. Let's assume that r₁ is the faster cyclist, then we have:

r₁ = (d / t) - r₂

Substituting the value of t, we get:

r₁ = (d / (d / (r₁ + r₂))) - r₂

Simplifying this equation, we get:

r₁ = (r₁ + r₂) - r₂

r₁ = r₁

This equation tells us that the rate of the faster cyclist is equal to itself, which is obvious.

Now, we can find the rate of the slower cyclist by using the fact that:

r₂ = (d / t) - r₁

Substituting the value of t, we get:

r₂ = (d / (d / (r₁ + r₂))) - r₁

Simplifying this equation, we get:

r₂ = (r₁ + r₂) - r₁

r₂ = r₂

This equation tells us that the rate of the slower cyclist is also equal to itself, which is obvious.

Therefore, we can conclude that the rate of the faster cyclist is r₁ miles per hour, and the rate of the slower cyclist is r₂ miles per hour, where:

r₁ = (d / t) - r₂

r₂ = (d / t) - r₁

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Answer:

y = 2x + 10

Step-by-step explanation:

What we know:

10 dollar entrance fee

2 dollars PER ride

"per" is an important word since it tells us that the x will be there.

That means that, if its a 10 dollar entrance fee and 2 dollars per ride, it will be 2x + 10.

[tex]y=2x+10[/tex]

The least positive integer that will be divisible by both 15 and 35 will be 105.

The given integers are 15 and 35.
As we know that the least positive integer will be divisible by both 15 and 35 will be LCM ( least common factor) of 15 and 35.
The least common multiple of LCM of two integers is the common multiple of two numbers such that it is the least among all common multiples.
For example, LCM of 3 and 5 will be 15 because among all common multiples of 3 and 5, 15 will be least common multiple.
For LCM of 15 and 35, let's write multiples of both the numbers.
Multiples of 15 = 15,30,45,60,75,90,105,120,135,150,165,180,195,210,....
Multiples of 35= 35,70,105,140,175,210,...
We can see that 105 and 210 are two common multiples out of which 105 is the least multiple.
Therefore, the least positive integer that will be divisible by both 15 and 35 will be 105.

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a. Discrete variable b. Continuous variable c. Continuous variable d. Discrete variable e. Continuous variable f. Continuous variable

In statistics, a variable is an attribute or characteristic that can be measured. They can be classified as either continuous or discrete. A continuous variable has values that can take any value within a given range while a discrete variable has values that can only be integers.

Classification of each variable:

a. The number of words spelled correctly by a student on a spelling test- Discrete variable

b. The amount of water flowing through the hoover dam in a day- Continuous variable

c. The length of time an employee is late for work- Continuous variable

d. The number of bacteria in a particular cubic centimeter of drinking water- Discrete variable

e. The amount of carbon monoxide produced per gallon of unleaded gas- Continuous variable

f. Your weight- Continuous variable

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Therefore, the coordinates of the terminal points are: (0, 1),(-√2/2, -√2/2) ,(-1/2, -√3/2)

A coordinate is a set of numerical values that uniquely determines the position of a point in space. In two-dimensional space, a coordinate is typically represented by a pair of numbers (x, y), where x represents the horizontal distance from a reference point, and y represents the vertical distance from the same reference point. In three-dimensional space, a coordinate is represented by a triplet of numbers (x, y, z), where x, y, and z represent the horizontal, vertical, and depth distances from the reference point, respectively.

by the question.

Pi/2 is an angle in radians, and it corresponds to an angle of 90 degrees in degrees. The terminal point for this angle lies on the positive y-axis and has coordinates (0, 1).

315 degrees is an angle in degrees, and it corresponds to an angle of 7π/4 radians in radians. To find the terminal point for this angle, we can use the unit circle. Starting from the positive x-axis (the initial side), we rotate 315 degrees counterclockwise until we hit the terminal side. This corresponds to a rotation of 5π/4 radians. The terminal point lies in the third quadrant and has coordinates (-√2/2, -√2/2).

240 degrees is an angle in degrees, and it corresponds to an angle of 4π/3 radians in radians. To find the terminal point for this angle, we can again use the unit circle. Starting from the positive x-axis (the initial side), we rotate 240 degrees counterclockwise until we hit the terminal side. This corresponds to a rotation of 4π/3 radians. The terminal point lies in the third quadrant and has coordinates (-1/2, -√3/2).

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Answer:

True.

Step-by-step explanation:

True.

Let's say A = 5, and B = 10.

We need to swap the contents of A and B, so A will end up with 10 and B will end up with 5.

A = 5

B = 10

Introduce variable C.

C = A (now C contains 5)

A = B (now A contains 10)

B = C (now B contains 5)

In the last two steps above, you see that the values of A and B were swapped.