(2x+1)/(x²-3) simplified

Answer:

please be more specific

Answer: 2.34248*10^-4

Step-by-step explanation:

(2.35*10^-4)-(7.52*10^-7)

0.000235-0.000000752=0.000234248

Answer in Scientific Notation: 2.34248*10^-4

9514 1404 393

Answer:

Step-by-step explanation:

Let k represent Kim's age. Then Jack's age is k-5 and the total of their ages is ...

  k + (k -5) = 21

  2k = 26 . . . . . . . add 5, collect terms

  k = 13 . . . . . . . . . divide by 2; Kim's age

  k -5 = 8 . . . . . . . Jack's age

Kim is 13; Jack is 8.

We are given that the expected value of X, the amount in claims collected by a randomly chosen policy holder, is $77, and the standard deviation of X, denoted as O(X), is $57.

To find the standard deviation of Y, O(Y), we use the properties of variances and standard deviations. Firstly, note that Y = 54 + 1.03X. The expected value of Y, E(Y), can be calculated as E(Y) = E(54 + 1.03X) = 54 + 1.03E(X) = 54 + 1.03 * 77 = $135.81.

To find the standard deviation of Y, we use the fact that the standard deviation of a constant times a random variable is equal to the absolute value of the constant multiplied by the standard deviation of the random variable. In this case, we have Y = 54 + 1.03X, so O(Y) = |1.03| * O(X) = 1.03 * $57 = $58.71.

The standard deviation of Y, O(Y), is approximately $58.71. This means that the amount in claims for a randomly chosen new customer can be expected to deviate from the expected value, $135.81, by around $58.71 on average.

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Answer:the answer is c

Step-by-step explanation:

Answer:

c

Step-by-step explanation:

Quality is a complex and multifaceted concept that can be difficult to define due to Subjectivity, Multi-dimensional and Context-dependent.

Subjectivity: Quality is subjective and can vary from person to person depending on their personal preferences, experiences, and expectations.

What may be considered as a high-quality product or service by one person may not be the same for another. This subjectivity makes it difficult to establish a universal definition of quality that applies to everyone.

Multi-dimensional: Quality is multi-dimensional, meaning that it involves multiple aspects such as performance, reliability, durability, safety, and aesthetics. These different dimensions of quality can be difficult to define and measure, as they often require different criteria and methods of evaluation.

Context-dependent: Quality is context-dependent and can vary depending on the specific situation, industry, or cultural norms. For example, the quality of healthcare services may be defined differently in different countries or cultures.

This context-dependency makes it challenging to create a single definition of quality that is applicable across different situations and contexts.

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Complete question is:

What are three reason why quality difficult to define.

a. The probability of having at least 2 flaws in a 1-foot roll of grade 2 paper is 0.0175.

b. The probability of having at least 1 flaw in a 12-foot roll of grade 2 paper is 0.9093.

c. The probability of having greater than or equal to 5 flaws and less than or equal to 15 flaws in a 50-foot roll.

a. The number of flaws in a 1-foot roll of grade 2 paper follows a Poisson distribution with a mean of 0.2 flaws per foot. We can calculate the probability of having at least 2 flaws using the cumulative Poisson probability. Using the formula P(X ≥ k) = 1 - P(X < k), where X follows a Poisson distribution, we can calculate P(X ≥ 2) = 1 - P(X = 0) - P(X = 1). Plugging in the mean of 0.2, we get 0.0175.

b. Similarly, in a 12-foot roll of grade 2 paper, the probability of having at least 1 flaw can be calculated using the formula P(X ≥ 1) = 1 - P(X = 0). With a mean of 0.2 flaws per foot, we have P(X ≥ 1) = 1 - P(X = 0) = 0.9093.

c. To calculate the probability of having greater than or equal to 5 flaws and less than or equal to 15 flaws in a 50-foot roll, we need to sum the probabilities of having 5, 6, 7, ..., 15 flaws individually. Each individual probability can be calculated using the Poisson probability formula. We then sum these probabilities to obtain the desired result. The calculation involves finding the probabilities for each value and adding them together, which will provide the probability of falling within the given range. The specific result for this case can be obtained by carrying out the calculations using the Poisson distribution formula.

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Answer:

Square.

Step-by-step explanation:

A square is a rectangle, but a rectangle is not a square.

Answer:

A square

Step-by-step explanation:

The file below can help you out understand the properties of the square better!

1.) The missing side of the triangle given above would be = 7.4

To calculate the value of the missing side of the triangle, the sine rule is used.

That is;

a/sinA = b/sinB

Where;

a = 5

A = 29°

b = ?

B = 46°

That is;

5/sin29° = b/sin46°

make b the subject of formula;

b = 5×0.719339800/0.484809620

b = 3.596699/0.484809620

b = 7.4

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Answer:

8,1

Step-by-step explanation:

center = midpoint of the 2 points

12 +4/2 , 3-1/2

8, 1

To determine if a majority of the citizens felt that the country could develop a way to protect itself from atomic bombs in 1945, we can perform a hypothesis test using the provided data and a significance level of 0.05 (alpha = 0.05).

Let's set up the hypotheses:

Null Hypothesis (H0): The proportion of citizens who felt the country could develop a way to protect itself from atomic bombs is equal to or less than 0.5 (no majority).

Alternative Hypothesis (H1): The proportion of citizens who felt the country could develop a way to protect itself from atomic bombs is greater than 0.5 (a majority).

We can use the one-sample proportion test to evaluate the null hypothesis. The test statistic used is the z-test statistic.

Next, we calculate the test statistic:

Sample proportion (p) = 752 / 1453 = 0.5179

Standard Error (SE) = sqrt((0.5 * 0.5) / 1453) = 0.0155

Now, we calculate the z-score:

z = (p - p) / SE = (0.5179 - 0.5) / 0.0155 = 1.129

Using a standard normal distribution table or a calculator, we can find the critical value corresponding to a significance level of 0.05. For a one-tailed test, the critical value is approximately 1.645.

Since the test statistic (1.129) is less than the critical value (1.645), we fail to reject the null hypothesis. This means that there is not enough evidence to conclude that a majority of the citizens felt the country could develop a way to protect itself from atomic bombs in 1945 at a significance level of 0.05.

Therefore, based on the given data and the hypothesis test, we cannot conclude that a majority of the citizens felt the country could develop a way to protect itself from atomic bombs in 1945.

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Answer:

-3

Step-by-step explanation:

-3x+1=10

-3x=9

x=-3

Answer:

-3

Step-by-step explanation:

-3(-3)+1=10 hope this helped?

The best fit for explaining the growth of this particular function is option 3, polynomial.

A polynomial function is a function that can be expressed in the form of f(x) = aₙxⁿ + aₙ₋₁xⁿ⁻¹ + ... + a₂x² + a₁x + a0, where n is a non-negative integer and a0, a1, a2, ..., an are constants.

In this case, the function is 2n³, which can be expressed as f(n) = 2n³ + 0n² + 0n + 0. This is a polynomial function of degree 3, which means it is a cubic function.  ( 3)

Constant functions have the form f(x) = c, where c is a constant. Exponential functions have the form f(x) = abx, where a and b are constants and b is positive.

Linear functions have the form f(x) = mx + b, where m and b are constants. None of these functions match the form of the given function, so the best fit for explaining its growth is a polynomial function.

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The measure of the circle is 4 units.  Let's begin by using the formula for the area of a sector,.

Which is given by:

A = (θ/360)πr^2

where A is the area of the sector, θ is the central angle in degrees, and r is the radius of the circle.

Since we know that the area of the sector is π/2 square units, we can substitute this into the formula and solve for θ:

π/2 = (θ/360)πr^2

Simplifying this equation, we get:

θ/360 = 1/2r^2

Multiplying both sides by 360, we get:

θ = 180r^2

Now, we also know that the arc length of the sector is 2 units. Using the formula for the length of an arc, which is given by:

\(L = (θ/360)2πr\)

we can substitute in our value for θ and solve for r:

2 = (180r^2/360)2πr

Simplifying this equation, we get:

2 = rπ

r = 2/π

Now that we know the value of r, we can use it to find the circumference of the circle, which is given by:

C = 2πr

Substituting in the value of r, we get:

C = 4

Therefore, the measure of the circle is 4 units.

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The null hypothesis and the alternate hypothesis for the given problem are: Null Hypothesis: Car accidents are equally distributed throughout the year. Alternate Hypothesis: Car accidents are not equally distributed throughout the year. The test statistic is 8.99.

The level of significance is given as 0.05. The degrees of freedom for the given problem are,df = n - 1= 150 - 1= 149

The critical value of the Chi-Square distribution is calculated as,

χ2 = Σ((O - E)² / E)

Where,

O = Observed frequency

E = Expected frequency

The expected frequency of each season is calculated as,

Expected frequency = Total frequency / Number of seasons

Expected frequency = 150 / 4

Expected frequency = 37.5χ2 = ((27 - 37.5)² / 37.5) + ((39 - 37.5)² / 37.5) + ((31 - 37.5)² / 37.5) + ((53 - 37.5)² / 37.5)χ2 = 2.96 + 0.16 + 0.56 + 5.31χ2 = 8.99

Now, we compare the calculated value with the critical value of the Chi-Square distribution at the 0.05 level of significance and 3 degrees of freedom.

The critical value is given in the table of Chi-Square distribution below:

Degrees of Freedom Probability 0.10 0.05 0.01 0.001 1 2.706 3.841 6.635 10.828 2 4.605 5.991 9.210 13.816 3 6.251 7.815 11.345 16.266 4 7.779 9.488 13.277 18.467 5 9.236 11.070 15.086 20.515 6 10.645 12.592 16.812 22.458 7 12.017 14.067 18.475 24.322 8 13.362 15.507 20.090 26.125 9 14.684 16.919 21.666 27.877 10 15.987 18.307 23.209 29.588

As, we have 3 degrees of freedom, we will consider the value in the third column (0.05) which is 7.815.As the calculated value is greater than the critical value, we reject the null hypothesis and conclude that the car accidents are not equally distributed throughout the year.

Test statistic = 8.99 (rounded to 2 decimal places)

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A. For every one point scored, the predicted number of yards gained increased by 0.12, on average.

That's not correct, what we have is that for each yard gained by the teams we have an increase of 0.12 points scored.

B. For every one yard gained, the predicted number of points increased by 0.12, on average.

That's correct and is the interpretation for the slope in this case.

C. For every one yard gained, the predicted number of points scored decreased by 12.3, on average.

That's not true the correct interpretation for the intercept is that the points for a team that gain 0 yards it's on average 12.3 points.

D. For every one point scored, the predicted number of points scored, decreased by 12.3, on average.

That's not true the correct interpretation for the intercept is that the points for a team that gain 0 yards it's on average 12.3 points.

Some notation

x represents the variable "total yards gained by teams in games " and the possible values for x are between 187 to 569

y represents the variable "total points scored by teams" and the possible values for y are between 0 to 57

We conduct a linear regression model in order to explain the variable y in terms of the variable x.

The solution to the problem

For this case we need to calculate the slope with the following formula:

Where:

And the slope would be:

And we can find the intercept using this:

So the line would be given by:

And that was the output provided. Now we need to analyze the following statements:

A. For every one point scored, the predicted number of yards gained increased by 0.12, on average.

That's not correct, what we have is that for each yard gained by the teams we have an increase of 0.12 points scored.

B. For every one yard gained, the predicted number of points increased by 0.12, on average.

That's correct and is the interpretation for the slope in this case.

C. For every one yard gained, the predicted number of points scored decreased by 12.3, on average.

That's not true the correct interpretation for the intercept is that the points for a team that gain 0 yards it's on average 12.3 points.

D. For every one point scored, the predicted number of points scored, decreased by 12.3, on average.

That's not true the correct interpretation for the intercept is that the points for a team that gain 0 yards it's on average 12.3 points.

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Answer: 9

Step-by-step explanation:

\(3^2 + \frac{3}{3}-1\\\\=9+1-1\\\\=9\)

Answer:

Step-by-step explanation:

The loop will run an infinite number of times

Answer:

2√3

Step-by-step explanation:

circle pass (h,k): (x-h)² + (y-k)² = r²    

radius = √12 = 2√3

Answer:

c.

Step-by-step explanation:

From the last row in the matrix z = 1.

From the second row:

y + 5z = -4

y = -4 -5(1) = -9.

From the first row:

x + -1 = -3

x = - 3 + 1

x = -2.

The null hypothesis (H0) states that there is no significant difference between the batting averages of Ohio State and Michigan players.

The alternative hypothesis (H1) posits that there is a significant difference between the two. By conducting the hypothesis test at a significance level of .05, the goal is to determine if the observed difference in sample means (.400 - .390) is statistically significant enough to reject the null hypothesis and support the claim that there is indeed a difference in batting averages between Ohio State and Michigan players.

A rivalry between Ohio State and Michigan alumni has sparked a debate about the difference in batting averages between their baseball players. A sample of 60 Ohio State players showed an average of .400 with a standard deviation of .05, while a sample of 50 Michigan players had an average of .390 with a standard deviation of .04. A hypothesis test with a significance level of .05 will be conducted to determine if there is a significant difference between the two schools' batting averages.

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The equation of a straight line is an equation that comes in the form of an algebraic equation. It is also referred to as Slope - Intercept form. It can be represented using the equation below:

Equation : y = mx + c

where:

m = Gradient

c = Slope of the line

The equation that shows how the price of a personal pizza y, depends on the number of toppings x  is y = 7 + x

This question can be solved and represented using the equation of a straight line.

Let's represent

Therefore, the equation that shows how the price of a personal pizza y, depends on the number of toppings x  is written as:

y = $7 + $1 * x

y = 7 + x

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By using the concept of parallel lines, it is obtained

x = 7, y = 22

What is corrosponding angle?

At first we need to understood what is angle, parallel lines and transversal

Angle

When two straight lines intersect, an angle is formed. The point of intersection is called the vertex of the angle and the lines are called the arms of the angle.

Parallel lines

Two lines are said to be parallel if on extending them indefinitely, they will never intersect

Transversal

Transversal is a line that intersects two or more parallel lines

Alternate exterior angle

The angle formed on the same side of transversal when the transversal intersects two parallel lines.

Here,

\(9x + 42 = 105\\\) [Vertically opposite angle]

\(9x = 105 - 42\\9x = 63\\x = \frac{63}{9}\\x = 7\)

Angle next to \(4y - 13\) is \(15x\) [Corrosponding angle]

\(4y - 13 +15x = 180\) [ Angle on a straight line]

\(4y - 13 +15\times 7 = 180\\4y -13 + 105 = 180\\4y + 92 = 180\\4y = 180=92\\4y = 88\\y = \frac{88}{4}\\y = 22\)

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Answer:

C. x-2

Step-by-step explanation:

edge

Answer: the 3rd the answer c

x-2

Step-by-step explanation:

The multiplication rule of probability is used to calculate the joint probability of two events.

This rule states that the probability of two events occurring together is equal to the probability of one event occurring, multiplied by the probability of the other event occurring, given that the first event has already occurred.

In mathematical terms, this can be written as P(A and B) = P(A) * P(B|A), where P(A) is the probability of event A occurring, P(B|A) is the probability of event B occurring given that event A has already occurred, and P(A and B) is the joint probability of events A and B occurring together.

The multiplication rule is used to calculate the probability of two events occurring together when the events are dependent on each other.

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Answer:

Step-by-step explanation:

The multiplication rule of probability is used to calculate the joint probability of two events. This rule states that the probability of two events occurring together is equal to the probability of one event occurring, multiplied by the probability of the other event occurring, given that the first event has already occurred.In mathematical terms, this can be written as P(A and B) = P(A) * P(B|A), where P(A) is the probability of event A occurring, P(B|A) is the probability of event B occurring given that event A has already occurred, and P(A and B) is the joint probability of events A and B occurring together. The multiplication rule is used to calculate the probability of two events occurring together when the events are dependent on each other.To know more about multiplication rule click here:brainly.com/question/29524604#SPJ11

Answer:

The first figure: Its the Triangle

The second figure: Its the rectangle

The third figure: Its the rectangle (for me this one would be a square)

Hope this helps!!

To determine if the polynomial is even, odd, or neither, we substitute -x for x in the polynomial and simplify. -3(-x)² + 6(-x) = -3x² - 6x. Since the polynomial is not equal to its negation, it is neither even nor odd.

To write the equation of the line with an x-intercept at -6 and a y-intercept at 2, we can use the slope-intercept form of a line, y = mx + b, where m is the slope and b is the y-intercept.

In this case, the y-intercept is given as 2, so the equation becomes y = mx + 2. To find the slope, we can use the formula (y2 - y1) / (x2 - x1) with the given points (-6, 0) and (0, 2). We find that the slope is 1/3. Thus, the equation of the line is y = (1/3)x + 2.

For the polynomial f(x) = -3x² + 6x, the degree is 2 and the leading coefficient is -3. The end behavior of the graph is determined by the degree and leading coefficient. Since the leading coefficient is negative, the graph will be "downward" or "concave down" as x approaches positive or negative infinity.

To find the zeros, we set the polynomial equal to zero and solve for x. -3x² + 6x = 0. Factoring out x, we get x(-3x + 6) = 0. This gives us two solutions: x = 0 and x = 2.

The x-intercept is the point where the graph intersects the x-axis, and since it occurs when y = 0, we substitute y = 0 into the polynomial and solve for x. -3x² + 6x = 0. Factoring out x, we get x(-3x + 6) = 0. This gives us two x-intercepts: (0, 0) and (2, 0).

To determine if the polynomial is even, odd, or neither, we substitute -x for x in the polynomial and simplify. -3(-x)² + 6(-x) = -3x² - 6x. Since the polynomial is not equal to its negation, it is neither even nor odd.

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Answer: It is perpendicular because it makes a 90-degree angles

Step-by-step explanation: A perpendicular is when it makes a 90-degree angle or has the same length!

For the given conditions convention B attendance is decreasing at a greater rate.

It is defined as a special type of relationship, and they have a predefined domain and range according to the function every value in the domain is related to exactly one value in the range.

It is given that, the number of people attending convention A can be modeled by the function as,

f(x) = 1200 • 0.95ˣ

where x is the number of years that the convention has been occurring.

The number of people attending convention A in year 1,

f(x) = 1200 × 0.95¹

f(x) = 1140

The number of people attending convention A in year 2,

f(x) = 1200 × 0.95²

f(x) = 1083

The number of people decreasing in the Convention A,

=1140 - 1083

=57

If the number of people attending Convention B was 2200 in year 1 and 2100 in year 2. The number of people decreasing in the Convention B,

=2200-2100

=100

Thus, for the given conditions convention B attendance is decreasing at a greater rate.

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