Solve the following equations in the forms asked.

Answer:

R' (- 5, - 6 )

Step-by-step explanation:

Under a reflection in the y- axis

a point (x, y ) → (- x, y ) , then

R (5, - 6 ) → R' (- 5, - 6 )

Answer:

-5, -6

Explanation:

5, -6 is in quadrant 4, (x, -y) so if it were to be reflected over the y- axis, it would got to quadrant 3 (-x, -y).

Hope this helped :)

Answer:

I think the answer is d..

Answer: b

Step-by-step explanation:

Answer:

7x + 2

Step-by-step explanation:

Original Equation: 3x − ( −2 − 4x)

First, we distribute the negative sign:

= 3x + (−1) (−2−4x)

=3x + (−1)(−2) + (−1)(−4x)

= 3x + 2 + 4x

Using the communitive property of addition, we can write:

= 3x + 4x + 2  (Instead of 3x + 2 + 4x)

Combining like terms, we get:

= (3x + 4x) + 2

= 7x + 2

Answer:

−m(m+n)(3m+3n−1)

Step-by-step explanation:

Answer:

x=6

Step-by-step explanation:

5x+150=180

-150 -150 (subtract 150 from both sides)

5x=30

x=6

Answer:

x = 6

Step-by-step explanation:

Supplementary angles add up to 180 degrees, and lines A and B are parallel, so:

180 - 150 = 30

30/5 = x

6 = x

α = 0.1

Answer: (a) Suppose X ∼ Bin(n, p). The likelihood function isL(p) = [n!/x!(n − x)!] px (n−p)−x.Then, we get the likelihood ratio asLR = [L(p1)] / [L(p0)]=[p1^x * (1−p1)^(n−x)] / [p0^x * (1−p0)^(n−x)]Let X be a binomial random variable. We can write the likelihood function as L(p) = [nCx px(1−p)n−x] . (b) Most powerful test: To derive the most powerful test, we need to find the likelihood ratio as LR = (p1/p0)x(1−p1/1−p0)n−x. Accept H0 if LR < c and reject H0 if LR ≥ c for some constant c.LRc= (0.8/0.5)^15*(0.2/0.5)^5 / (0.8/0.5)^15*(0.2/0.5)^5= (8/5)^15 = 34.99We reject H0 if the LR ≥ 34.99. Accept H0 if the LR < 34.99. (c) Reject H0 if the LR ≥ 34.99.LR = (0.8/0.5)15*(0.2/0.5)5 = 20.96Since 20.96 < 34.99, we accept H0. Therefore, at α = 0.1, we do not reject H0.

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Answer:

B- The sales price = the original price - 25% of the originial price

Step-by-step explanation:

Answer:

m=9

Step-by-step explanation:

3m-6-2m=3

Combine like terms

3m-2m=1m

1m-6=3

Add 6 to both sides

1m=9

Divide both sides by 1

m=9

Hi there! Your answer is m = 9

Please see the explanation for a clear understanding to the problem.

Any questions about the answer/explanation, feel free to ask in comments! :)

Step-by-step explanation:

Goal

Given

\(\Large{3m-6-2m=3}\)

Step 1

Like terms are the terms have same variables. For example, 2m and 3m. 2m and 3m both are like terms because they both have same variable which is m-term.

But 2m and 3a are not like terms because 2m has m-term as a variable but 3a has a-term as a variable. Both are terms but not like terms.

From the equation:

\(3m-2m=3+6\)

Since we combine like terms, we can't combine a constant with a variable so we move to the side where they are alike.

Evaulate 3m-2m = m and 3+6 = 9

\(m = 9\)

There aren't really much steps solving this. The next step is going to be how to check an answer. It's useful when you are not certain or sure about the answer that you get. If you are not certain on the answer, this step is highly advised for a beginner.

Optional Steps - Answer Check

Step 2

The step is optional as said. From the equation:

\(3m-6-2m=3\)

We can do this two ways which are when we simplify the equation then substitute in the value of m or we substitute m-value first then simplify/evaluate.

I will be demonstrating these two steps to you.

Step 2.1

\(3m-6-2m=3\\3m-2m=3+6\\m=9\\9=9\)

Step 2.2

\(3m-6-2m=3\)

Substitute m = 9 in the equation.

\(3(9)-6-2(9)=3\\27-6-18=3\\9-6=3\\3=3\)

Notice that no matter which method you use, you'd still get the same answer. Since the equation is true for m = 9. Therefore, the solution is m = 9.

Answer:

3.9

Step-by-step explanation:

The investigation that was carried out by the researcher illustrates a one-shot case study.

It should be noted that a one-shot case study simply means a research design where a single group is observed after experiencing some treatment on a single occasion.

Since the researcher sits in the quad and records the number of minutes each student puts into studying, it's a one-shot case study.

Here, the single group of individuals are selected for observation.

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\(3x^2-42=11x\\3x^2-11x-42=0\\3x^2+7x-18x-42=0\\x(3x+7)-6(3x+7)=0\\(x-6)(3x+7)=0\\x=6 \vee x=-\dfrac{7}{3}\)

Answer:

x=-7/3 or x=6

Step-by-step explanation:

3x²-42=11x

3x²-11x-42

a=3

b=-11

c=-42

we will find that the numbers that their sum is =b & their product is ac(a*c).

b=-11 & ac=3*-42=-126

so the numbers are -18 &7

because -18+7=-11 &-18*7=-126

so

3x²-11x-42

3x²-18x+7x-42

(3x²-18x)(7x-42)

3x(x-6)7(x-6)=0

(x-6) (3x+7)=0

x-6=0 3x+7=0

x=6 3x=-7

3x/3=-7/3

x= -7/3

so the solution is x=6 or x= -7/3

Answer:

(Choice B) Add the equations

Step-by-step explanation:

The equations that were given are:

\(5x + 3y = 9 \\ 4x - 3y = 9\)

If we add the equequatiothen the y variable would be eliminated:

\( +3y + (-3y) = 0\)

Step-by-step explanation:

Sequence is defined as arrangement f numbers in a specific or defined pattern. Sequence are categorized into

1) Arithmetic

2) Geometric

Arithmetic sequence are characterized by their common difference while Geometric sequence are characterized by their common ratio.

Given a sequance of numbers say;

T1, T2, T3...

The first term "a" of the sequence is T1

Common difference d = T2-T1 =T3-T2

Common ratio = T2/T1 = T3/T2

The formula for calculating nth term of an Arithmetic sequence is expressed as;

Tn = a+(n-1)d

a is the first term

n is the number of terms

d is the common difference

The nth term of a Geometric sequence is expressed as;

Tn = ar^{n-1}

r is the common ratio

Numbers are arranged in a sequence when they follow a predetermined or established pattern. Sequences can be divided into

1) Mathematics

2) Graphitic

Geometric sequences are characterized by their common ratio, whereas arithmetic sequences are distinguished by their common difference.

Suppose a sequence of numbers is given;

T1, T2, T3...

The sequence's initial term "a" is T1.

common distinction d = T2-T1 =T3-T2

T2/T1 Common Ratio T3/T2

The following is the formula for finding the nth term in an arithmetic sequence:

Tn = a+(n-1)d

The first term is a.

The number of terms is n.

d is the typical discrepancy

The nth term of a Geometric sequence is expressed as;

\(T_{n} =ar^{n-1}\)

r is the common ratio

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If all conditions for inference were met, does the interval provide convincing statistical evidence, at a level of significance of  95%, that the mean number of hours of community service performed last year was indeed different from the recommended 24 hours.

To determine if the 95% confidence interval provides convincing statistical evidence at a level of significance that the mean number of hours of community service performed last year was different from the recommended 24 hours, we'll analyze the constructed interval (20.37, 23.49).
1. First, observe the given confidence interval: (20.37, 23.49)
2. Identify the recommended average of 24 hours by the president.
3. Check if the recommended average is within the confidence interval.
Since 24 hours is not within the interval (20.37, 23.49), it provides convincing statistical evidence, at a level of significance of 95%, that the mean number of hours of community service performed last year was indeed different from the recommended 24 hours.

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The total deductions from Clarence income each week is $42.55

= 7.65/100 × 164.75

= 0.0765 × 164.75

= $12.60

Clarence's total deductions each week = $28.71 + $1.24 + $12.60

= $42.55

So therefore, from all that has been solved above in an attempt to get the Clarence's total deductions each week which is given below:

Clarence total take home = Amount Clarence earns per week - Clarence's total deductions each week

= $164.75 - $42.55

= $122.20.

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The process standard deviation is mathematically given as

Standard deviation = 0.25

Generally, the equation for is mathematically given as

Process capability ratio,

Cp = \(\frac{USL - LSL}{ 6*\sigma}\)

Upper specifications USL= 10 min

Lower specifications LSL= 8 min

Standard deviation as  \(\sigma\)

Therefore,

Cp = (10-8)/ 6*\(\sigma\)

1.33 = (10-8)/ 6*\(\sigma\)

\(\sigma\) = 0.25

In conclusion, the process standard deviation is

\(\sigma\) = 0.25

standard deviation = 0.25

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No, there is significant difference in the use of e readers by different age groups.

Given sample 1 ( 29 years old) \(n_{1}\)=628, \(p_{1}\)=7%, sample 2( 30 years old)\(n_{2}\)=2309, \(p_{2}\)=0.11.

We have to first form hypothesis one null hypothesis and other alternate hypothesis.

\(H_{0}:\)π1-π2=0

\(H_{1}:\)π1-π2≠0

α=0.05

Difference between proportions \(p_{1}-p_{2} =-0.04\)

\(p_{d}=0.07-0.11=-0.04\)

The pooled proportion needed to calculate standard error is:

\(p=(X_{1} -X_{2} )/(n_{1} +n_{2} )\)

=(44+254)/(628+2309)

=0.10146

The estimated standard error of difference between means is computed using the formula:

\(S_{p_{1} -p_{2} }=\sqrt{p(1-p)/m_{1}+p(1-p)/n_{2} }\)

=\(\sqrt{0.101*0.899/628+0.101*0.899/2309}\)

=\(\sqrt{0.000143+0.00003}\)

=\(\sqrt{0.000173}\)

=0.01315

Z= Pd-(π1-π2)/\(S_{p_{1} -p_{2} }\)

=-0.04-0/0.013

=-3.0769

This test is a two tailed test so the p value for this test is calculated as (using z table)

p value:2 P(Z<-3.0769)

=2*0.002092

=0.004189

P value< significance level of 5%.

Hence there is enough evidence to show the claim that there is a significant difference in the use of e readers by different age groups.

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Question is incomplete as it also includes:

Significance level of 5%.

Answer: I dont think so

Answer:

3861444226895040

Step-by-step explanation:

You do not want to know.

Answer:

Equation: \(2(x+8)+2(3x-5)+23 = 126\)

\(x = 12.125\)m

\(AB = 20.125\)m

\(EF=31.375\)m

Step-by-step explanation:

The equation of the perimeter of this shape can be written as:\(2(x+8)+2(3x-5)+23 = 126\) (Sides with the same number of dashes are equal in length)

Which becomes:

\(2x+16+6x-10+23=126\)

\(8x+29=126\)

\(8x=97\)

\(x= 12.125\)

Since AB = \(x+8\), we can substitute to get the length of AB:

\(x+8 = 12.125+8\)

\(=20.125\)

We can also use substitution to solve for the length of EF:

\(3x-5=3(12.125)-5\)

\(=31.375\)

Hope this helps :)

Answer: 106

Step-by-step explanation: See attached images

The conditional probability of b given a can be found by P(B|A)

The likelihood of an event taking place given that another event has already happened is known as conditional probability. p(A|B) is the likelihood that event A will take place in the absence of occurrence B. Applying the formula: P(b|a) = P(a and b) / P(a), where P(a and b) is the probability that both a and b will happen, and P(a) is the likelihood that a will take place.

Given that a has previously occurred, this formula indicates the likelihood that b will also occur. In other words, it determines the probability that b will occur, assuming that a has already occurred. Moreover, this equation presupposes that occurrences a and b are not independent. As the occurrence of a has no bearing on the likelihood of b, if a and b are independent, the conditional probability of b is given and is just the same as the probability of b happening.

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Volume of a cone = 1/3πr²h

Volume of a cone = 1/3 x 2² x 11 x 3.14 = 46.05 inches³

Base area = area of the circular base =  πr²

3.14 x 4 =  12.56 inches²

Price of one yellow candle = volume x price per cubic unit

46.05 x  $0.35 = $16.12

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Answer: A, C, E, AND H IS CORRECT

Step-by-step explanation:

I KNOW ALL

Answer:

like who names some one brenda  the awnser is blue car

Step-by-step explanation:

The entrepreneur make a profit of 200 BD .

In the question ,

it is given that ,

Amount for which the bookshop owner sells educational books to school students = 500 BD .

Amount of money paid to install new shelves = 300 BD .

So, the profit can be calculated using the formula

profit = (Amount for which the bookshop owner sells educational books to school students) - (Amount of money paid to install new shelves) .

Substituting the values from above , we get

profit = 500BD - 300 BD

= 200BD

hence , profit is 200 BD .

Therefore , the entrepreneur make a profit of 200 BD .

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When performing one-dimensional graphical vector addition, the proper starting position for each of the two arrows representing the two vectors being combined depends on the specific scenario.

In general, when adding two vectors in one dimension, you can start both arrows at the same point, such as the origin of a coordinate system. This is commonly done when the vectors are acting in the same direction.

For example, if you have a vector A pointing to the right with a magnitude of 3 units and a vector B pointing to the right with a magnitude of 2 units, you can start both arrows at the same point and draw them to the right, one after the other, with a total length of 5 units.

However, if the two vectors are acting in opposite directions, you can start one arrow at the origin and the other arrow at the endpoint of the first arrow.

For example, if you have a vector A pointing to the right with a magnitude of 3 units and a vector B pointing to the left with a magnitude of 2 units, you can start the arrow for vector A at the origin and draw it to the right for 3 units.

Then, you can start the arrow for vector B at the endpoint of vector A and draw it to the left for 2 units. The resulting vector sum would be the vector connecting the starting point of vector A to the endpoint of vector B.

Therefore, the proper starting position for each of the two arrows representing the two vectors being combined in one-dimensional graphical vector addition depends on their directions. If the vectors are acting in the same direction, you can start both arrows at the same point.

If the vectors are acting in opposite directions, you can start one arrow at the origin and the other arrow at the endpoint of the first arrow.

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Andrew is correct because 60 is the highest whole number that can round to 60. Any number higher than 60 will round up to a higher number. For example, 61 will round up to 70, and 62 will round up to 70. Therefore, 60 is the greatest whole number that rounds to 60.

The highest whole number is infinity, as there is no limit to how high a number can be. Whole numbers are all the numbers that are greater than or equal to 0, including 0 itself. The highest whole number is therefore infinity, as this is the highest possible number.

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