Which two expressions are equivalent to 7(t + 5)?

Answer:

37 tens

Step-by-step explanation:

divide the numbers

On solving the provided question we can say that So, we have two solutions: t = (9/2) or t = (-6/2) = -3

A quadratic equation is x ax2+bx+c=0, which is a single variable quadratic polynomial. a 0. Because this polynomial is of second order, the Basic Theorem of Algebra implies that it has at least one solution. Simple or complex solutions are possible. A quadratic equation is a quadratic equation. This means it has at least one word that must be squared. One of the most common solutions for quadratic equations is "ax2 + bx + c = 0." where a, b, and c are numerical coefficients or constants. where the variable "X" is unnamed.

So, we can set h(t) = 0 and solve for t:

[tex]0 = t^2 + 3t - 18\\t = (-3 + \sqrt (3^2 - 4(1)(-18))) / (2(1))\\t = (-3 + \sqrt (81)) / 2\\t = (-3 + 9) / 2\\[/tex]

So, we have two solutions:

t = (9/2) or t = (-6/2) = -3

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B

East Indians and Chinese because they are both in the continent of Asia, which is where P and Q are located.

Answer:

7/10

Step-by-step explanation:

Answer:

The answer is B

Step-by-step explanation:

These are triangles are similar and because of that:

x/6 = (x+2.5)/(6+4)

x/6 = x/10 + 0.25

x = 6x/10 + 1.5

4x/10 = 1.5

4x = 15

x = 3.75

In the year 2015, the times ranking and average scores of math achievement for fourth-graders were option (c) Kuwait

According to the Trends in International Mathematics and Science Study (TIMSS) report for 2015, the lowest ranking and average scores of math achievement for fourth-graders were found in Kuwait. Kuwait ranked 48th out of the 49 countries that participated in the study.

It's worth noting that while Korea, Russia, and Iran also participated in the study, they did not have the lowest ranking or scores. Korea, in fact, ranked 5th overall with an average math score of 608, while Russia ranked 12th with an average math score of 544, and Iran ranked 24th with an average math score of 474.

The reasons for Kuwait's low ranking and scores in math achievement could be due to various factors, such as inadequate resources for education, lack of effective teaching methods, or low investment in STEM (science, technology, engineering, and mathematics) education.

Therefore, the correct option is (c) Kuwait

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Answer:

A) -1

Step-by-step explanation:

[tex] \dfrac{i^{2n - 3} \times i^{3n - 1}}{i^{5n - 2}} = [/tex]

[tex] = i^{2n - 3 + 3n - 1 - (5n - 2)} [/tex]

[tex] = i^{2n - 3 + 3n - 1 - 5n + 2} [/tex]

[tex] = i^{-2} [/tex]

[tex] = \dfrac{1}{i^2} [/tex]

[tex] = \dfrac{1}{-1} [/tex]

[tex] = -1 [/tex]

A Magic Square is a square grid of numbers in which the sum of every row, column, and diagonal is equal.

One way to approach this is to start with the center number and work outwards.

Since every row, column, and diagonal adds up to 0, the center number must be 0.

From there, we can fill in the rest of the numbers systematically.
For example, in the top row, we need to find two numbers that add up to 0.

We could choose 1 and -1, or 2 and -2, or any other pair of opposite numbers.

Let's choose 1 and -1 for the top row.

Then, we can fill in the bottom row with the same numbers in reverse order.
Next, we can fill in the left and right columns.

Since every column must add up to 0, we need to choose numbers that add up to 0 in each column.

Let's choose 3 and -3 for the left column, and 2 and -2 for the right column.

Finally, we can fill in the diagonals with the remaining numbers.

In this particular Magic Square, every row, column, and diagonal adds up to 0.

We can choose 4 and -4 for one diagonal, and 5 and -5 for the other diagonal.
By following this systematic approach, we can complete the Magic Square with the following numbers:
           3  2 -1
           0  0  0
          -3 -2  1
This Magic Square is a great example of the fascinating patterns and mathematical properties that can be found in numbers. It is also a fun puzzle to solve and can provide hours of entertainment for people of all ages.

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The probability that Samuel goes first and wins the game is 1/16 (0.0625). The Option B is correct.

The probability that Samuel goes first is 1/4, since there are four players and each is equally likely to go first.

The probability that Samuel wins the game, given that he is playing, is also 1/4, since each player is equally likely to win and there are four players in total.

To find the probability that Samuel goes first and wins the game, we need to multiply these two probabilities:

P(Samuel goes first and wins) = P(Samuel goes first) x P(Samuel wins | Samuel is playing)

= (1/4) x (1/4)

= 1/16

= 0.0625

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The correct inequality to represent this situation would be c ≥ 15, which means that the number of customers is at least 15.therefore option D. No; The number of customers is at least 15 is correct.

The inequality c < 15 represents the least number of customers in a shop at any time during the day was 15.

The inequality Fran represented, c < 15, means that the number of

customers is less than 15. However, the question stated that the least

number of customers in the shop at any time during the day was 15.

We are given the following in the question:

Fran used the given inequality to represent the number of customers in

a shop at any time. where c is the number of customer during any time of

day.

Therefore, the correct inequality to represent this situation would be c ≥ 15, which means that the number of customers is at least 15.

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The exact volume of the cone is 3,087.18 cubic inches.

A cone is a three-dimensional geometric form with a flat base and a smooth tapering apex or vertex. The curving surface of it slopes upward towards the apex and has a round base. The radius of the base is the distance from the centre of the base to its edge, and the height of the cone is the separation between the base and the apex.

The formula for the volume of a cone is:

V = 1/3 * πr²h

Substituting the given values, we get:

V = 1/3 * 3.14 (9²) (11)

V = 1/3 * 3.14 (81)(11)

V = 1/3 (9,261.54)

V = 3,087.18 cubic inches

Hence, the exact volume of the cone is 3,087.18 cubic inches.

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Answer:

To find the original price of the dress, we can use the following formula: Original price = Sale price / Discount rate In this case, we know that the sale price was $17, and the discount rate was 85%. So we can substitute these values into the formula: Original price = $17 / 0.85 Simplifying this expression, we get: Original price = $20 Therefore, a dress originally cost $20.

The total distance traveled by Max is approximately 2 + 4.5 + 4.5 = 11 feet/.

What is Cartesian plane?

The Cartesian plane, also known as the coordinate plane, is a two-dimensional plane that is used to represent and graph mathematical equations and functions. The plane is named after the French mathematician and philosopher René Descartes, who developed the concept in the 17th century.

We can use the Pythagorean theorem to find the distance between Max and Kenji, and between Max and Lindsey. Let's assume that the stage is a coordinate plane, with Max's original position at (0,0), Kenji's position at (0,2), and Lindsey's position at (-4,0).

The distance between Max and Kenji is the length of the hypotenuse of a right triangle with legs of length 2 and 4. Using the Pythagorean theorem, we have:

sqrt(2² + 4²) = sqrt(20) ≈ 4.5

So the distance between Max and Kenji is approximately 4.5 feet.

The distance between Max and Lindsey is the length of the hypotenuse of a right triangle with legs of length 4 and 2. Using the Pythagorean theorem, we have:

sqrt(4² + 2²) = sqrt(20) ≈ 4.5

So the distance between Max and Lindsey is also approximately 4.5 feet.

To find the total distance traveled by Max, we can add up the distances traveled during each part of his dance:

Twirling from Lindsey's position to Kenji's position: This distance is the same as the distance between Lindsey and Kenji, which is 2 feet.

Leaping from Kenji's position back to Max's original position: This distance is the same as the distance between Max and Kenji, which we found to be approximately 4.5 feet.

Walking from Max's final position back to his original position: This distance is the same as the distance between Max and Lindsey, which we also found to be approximately 4.5 feet.

So the total distance traveled by Max is approximately 2 + 4.5 + 4.5 = 11 feet. Rounded to the nearest tenth, this is 11.0 feet.

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A a scale factor of 4/5 would be used to create a figure with an area of 16 square units from a figure with an area of 25 square units.

The scale factor to create a figure with an area of 16 square units from a figure with an area of 25 square units can be found using the formula:

scale factor = √(new area / original area)

Plugging in the given values, we get:

scale factor = √(16/25)

So, we have

scale factor = 4/5

Therefore, a scale factor of 4/5 would be used to create a figure with an area of 16 square units from a figure with an area of 25 square units.

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Answer: 4/5

The first person to answer was correct.

Step-by-step explanation:

I took the quiz so you don't have to! <3

Answer:

To find out for what mileages Company A will charge less than Company B, we need to set up an inequality using the given prices and the number of miles driven, m.

For Company A, the cost is a flat rate of $104 regardless of the number of miles driven. Therefore, the inequality is simply:

104 < 65 + 0.60m

We can simplify this inequality by subtracting 65 from both sides:

39 < 0.60m

To isolate m, we can divide both sides by 0.60:

65 < m

So, Company A will charge less than Company B for any mileage greater than 65 miles. If Rachel plans to drive more than 65 miles, she should choose Company A to save money. However, if she plans to drive less than 65 miles, Company B may be the cheaper option.

The solution is that the rancher should buy 26 steers and 13 cows

Let's start by setting up a system of equations based on the given information.

The total amount of money the rancher has is $1000, and they plan to buy steers at $25 each and cows at $26 each. Let's say they buy s steers and c cows, then we have:

$25s + $26c = $1000 (Total amount spent)

We also know that s and c are both positive integers (whole numbers greater than zero).

We can solve for s and c by using some algebraic techniques. First, let's simplify the equation by dividing both sides by $1 to get rid of the dollar sign

25s + 26c = 1000

Now we can use a technique called "integer division" to solve for s and c. We'll start by assuming that the rancher buys all steers and no cows, which gives us

25s + 26(0) = 1000

25s = 1000

s = 40

So the rancher could buy 40 steers with their $1000. However, we need to account for the fact that they can also buy cows. Let's say they buy c cows, then we can set up another equation based on the total number of animals they buy

s + c = Total number of animals

Since we don't know the total number of animals, we'll leave that as a variable for now. We can use this equation to solve for c in terms of s:

c = Total number of animals - s

Now we can substitute this expression for c into the first equation:

25s + 26c = 1000

25s + 26(Total number of animals - s) = 1000

25s + 26Total number of animals - 26s = 1000

-Taking 25s to the right side

26Total number of animals = 1000 + s

dividing both sides by 26

Total number of animals = 38 + s/26

So the total number of animals must be a whole number, which means that s/26 must be a positive integer. We can try different values of s to see which ones work

If s = 26, then s/26 = 1 and Total number of animals = 39. This gives us c = 39 - 26 = 13, so the rancher would buy 26 steers and 13 cows.

If s = 52, then s/26 = 2 and Total number of animals = 40. This gives us c = 40 - 52 = -12, which doesn't make sense since c must be a positive integer.

If s = 78, then s/26 = 3 and Total number of animals = 41. This gives us c = 41 - 78 = -37, which again doesn't make sense.

So the only solution that works is when the rancher buys 26 steers and 13 cows. This would cost

25(26) + 26(13) = $650 + $338 = $988

So the rancher would have $12 left over from their $1000 budget.

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The given question is incomplete, the complete question is:

With $1000 a rancher is to buy steers at  $25 each and cows at $26 each. If the number of steers s and the number of cows c are both positive integers, what is the solution?

A quadratic equation is a type of polynomial equation of degree 2, which means the highest power of the variable in the equation is 2.

The general form of a quadratic equation is:

ax^2 + bx + c = 0

where a, b, and c are constants and x is the variable. The coefficient a is the quadratic coefficient, b is the linear coefficient, and c is the constant coefficient.

We know that;

y = (x - 3)^2+ 36

y = x^2 -3x + 9 + 36

y = x^2 - 3x + 45

y = -3[(x + 4) (x - 5)

y = -3[x^2 - 5x + 4x - 20]

y = -3[x^2 -x - 20]

y = -3x^2 + 3x + 60

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The main logical weakness of the conclusion is the hasty generalization made from a potentially unrepresentative sample. To strengthen the argument, a more comprehensive survey of the university's student population should be conducted.

The most important logical weakness of the conclusion that "25 percent of all students at the university watch eight or more hours of television a week" based on the observation from your morning statistics class is that it involves a hasty generalization.
A hasty generalization occurs when you draw a conclusion about a larger group based on a smaller, unrepresentative sample. In this case, the student question assumes that the morning statistics class is representative of the entire university, which may not be true.
To better explain this logical weakness, let's break down the steps:
The student observes that 25 percent of the students in their morning statistics class watch eight or more hours of television a week.
The student then concludes that this must apply to all students at the university.
The conclusion does not account for potential differences between the morning statistics class and other classes or students at the university.
To overcome this logical weakness, a more representative sample of the university's student population should be surveyed to accurately determine the percentage of students who watch eight or more hours of television a week. This might involve selecting students from different majors, class schedules, and demographic backgrounds to ensure that the sample truly represents the entire university population.

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Answer:

12,750,000ft

Step-by-step explanation:

1,500 * 8,500 = 12,750,000

The inverse of the provided graph is shown in the image attached below.

In Mathematics and Geometry, an inverse function simply refers to a type of function that is obtained by reversing the mathematical operation in a given function (f(x)).

In order to determine the inverse of any function, you should swap both the input value (x-value) and output value (y-value). By critically observing the graph, we can logically deduce the following points;

Vertex (h, k) = (-4, 6)

y-intercept (x, y) = (0, 8)

y-intercept (x, y) = (0, 4)

Point (x, y) = (5, 9)

Point (x, y) = (5, 3)

By swapping both the input value (x-value) and output value (y-value), we have:

Vertex (h, k) = (6, -4)

x-intercept (x, y) = (8, 0)

x-intercept (x, y) = (4, 0)

Point (x, y) = (9, 5)

Point (x, y) = (3, 5)

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Based on the information provided by the question, we found the following solutions:

An event is considered dependent if the outcome of one event affects the probability of the outcome of another event. Conversely, events are considered independent if the outcome of one event does not affect the probability of the outcome of another event.

Therefore, in the case of selecting lollipops with or without replacement, the distinction between dependent and independent events lies in whether or not the lollipop selection process affects the probability of future selections.

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Each participant will be assigned to 6 conditions.

In a factorial design, a researcher aims to investigate the effects of multiple independent variables (IVs) on a dependent variable (DV). In this study, the researcher is examining the impact of two different independent variables: weightlifting interventions with three levels (control, light weightlifting routine, and strenuous weightlifting routine), and hair length with two levels (short or long).

To determine the number of conditions in a factorial design, you multiply the levels of each independent variable. In this case, the study has 3 levels for the first variable (weightlifting interventions) and 2 levels for the second variable (hair length). Therefore, there will be a total of 3 x 2 = 6 conditions in the study.

As the study is set up as an independent group design, each participant will only be assigned to one condition. This means that each participant will undergo a specific weightlifting intervention (control, light, or strenuous) and will have a specific hair length (short or long). The independent group design ensures that the participants' experiences in one condition do not influence their performance in another condition, thus reducing potential biases and confounds.

In summary, using a factorial design with two independent variables (weightlifting interventions with three levels and hair length with two levels), the study will have a total of 6 conditions. As it is set up as an independent groups design, each participant will be assigned to only one of these conditions.

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Yes, there is convincing statistical evidence of an association between grade in the preceding Biology II course and whether a student asks for clarification at the 5% level of significance, with a test statistic of 8.25 and a p-value less than 0.05.

To determine if there is convincing statistical evidence of an association between grade in the preceding Biology II course and whether a student asks for clarification, we need to conduct a hypothesis test using the chi-square test.

Null Hypothesis: There is no association between grade in the preceding Biology II course and whether a student asks for clarification.

Alternative Hypothesis: There is an association between grade in the preceding Biology II course and whether a student asks for clarification.

Since the test statistic for the chi-square test is given as 8.25, we need to find the corresponding p-value for this test statistic. The p-value is the probability of obtaining a test statistic as extreme or more extreme than the observed test statistic, assuming the null hypothesis is true.

We can use a chi-square distribution table with 1 degree of freedom (since we have 2 categories - whether the student asks for clarification or not - and 3 levels of grade in the preceding Biology II course) to find the p-value. The p-value for a test statistic of 8.25 with 1 degree of freedom is less than 0.01.

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Answer: (G) -7.3 degrees Celsius

Step-by-step explanation:

To find the temperature at midnight, we need to start with the temperature at 8 P.M. and then add or subtract the temperature changes that occurred between 8 P.M. and midnight.

The temperature change between 8 P.M. and 10 P.M. was +3.9 degrees Celsius, so the temperature at 10 P.M. was:

-6.8 + 3.9 = -2.9 degrees Celsius

The temperature change between 10 P.M. and midnight was -4.4 degrees Celsius, so the temperature at midnight was:

-2.9 - 4.4 = -7.3 degrees Celsius

When a school day is selected and either red or gray is chosen, there are 14 possible outcomes. The sample space is a way to show all possible outcomes, and the correct answer is option (B), which lists 10 possible outcomes.

How to find out the way?

The first bag contains 7 numbers, one for each day of the week, and the second bag contains 4 colored cards, but only 2 colors are acceptable. Therefore, there are 7 x 2 = 14 possible outcomes when a school day is selected and either red or gray is chosen.

The sample space for the problem lists all possible outcomes. Option (A) lists all 20 possible outcomes for any combination of day and color. Option (C) lists all 10 possible outcomes for any combination of day and color, but with the wrong color choices. Option (D) lists 14 possible outcomes, but includes the color pink, which is not an acceptable choice.

Option (B) is the correct answer, as it lists all 10 possible outcomes when a school day is selected and either red or gray is chosen. These outcomes are 2R, 3R, 4R, 5R, 6R, 2G, 3G, 4G, 5G, and 6G. Therefore, Penny's friend should choose a day between Monday and Saturday and wear either red or gray track pants on the first day of sprint training.

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We will get the confidence interval for the delinquent accounts to be  0.1619, 0.2426.

Here we need to calculate the Confidence Interval for the proportion using Statcrunch.

First, we will select the option Stat. Next, we will select the option Proportion Stats. Now amongst the other available options, we will go to One Sample.

Since we have the summary available, we will select with Summary menu option.

Now the available data is clearly a binomial distribution, and hence, the confidence interval needs to be taken out with the help of normal approximation. Since this is a default in Statcrunch, we don't need to make any changes to this.

Under option # of success, we need to enter the number of delinquent accounts. This will be 80.

Now, # of observations is the sample size which is 400.

Now, we will select the confidence level for p with an interval of 0.95.

Hence we will get the interval to be 0.1619, 0.2426.

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no

calculating the equation, you haft to simplify it gives 1.5

it's 1.5x

1/2 divided into 5 equal parts is 1/10.

We have,

To divide 1/2 into 5 equal parts, we need to perform the division operation:

(1/2) ÷ 5.

To divide fractions, we can multiply the numerator of the first fraction by the reciprocal of the second fraction.

The reciprocal of 5 is 1/5.

So, we have:

(1/2) × (1/5).

Multiplying the numerators gives us 1, and multiplying the denominators gives us 2 × 5 = 10.

Therefore,

1/2 divided into 5 equal parts is 1/10.

In other words, each part is 1/10 of 1/2.

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