4. What value of x makes this equation true? ​

Answer:

25 girls

Step-by-step explanation:

We Know

The ratio of boys to girls is 4:5. For every 4 boys, there are 5 girls.

To get from 4 to 20, we multiply by 5.

We Take

5 x 5 = 25 girls

So, there are 25 girls in class.

Answer: 25 girls are in the class

Step-by-step explanation: You can set up the ratio 4:5 as a fraction, \(\frac{4}{5}\) to find your answer. You are given the fact that 20 boys are in the class so now you can solve 2 ways.

Option 1 - Set up the equation algebraically as \(\frac{20}{x}\), where x = number of girls and set that equal to \(\frac{4}{5}\). This way allows you to see that the fraction must have the same ratio as 4:5. You can see that 4 x 5 = 20, so the multiple factor is 5. The variable x must equal 5 x 5, so x = 25.

Option 2 - Multiply the amount of boys given to you by the reciprocal of the ratio. Instead of using \(\frac{4}{5}\), you have to use \(\frac{5}{4}\) because there are more girls than boys in the class. This allows you to finish the problem by multiplying 20 x \(\frac{5}{4}\) to get the result of \(\frac{100}{4}\), which you may know simplifies into 25.

a) H1 student hasn't cheated on an test, H2 Student has cheated on an test

b) the student hasn't cheated, but got indicted of cheating

c) the student cheated, but got down with it, and

d) Type 1 error as it indicted of cheating and thus failed the class, fully innocent.

Since we want to examine whether the pupil has cheated on an test, we will test

H1 student hasn’t cheated on an test

H2 Student has cheated on an test

Flash back that the Type 1 error occurs when the null thesis is true, but we conclude that we can reject it.

In this environment, a Type 1 error would be made when the pupil hasn't cheated on an test, but we reject that statement and conclude that he has cheated on the test.

This is actually the case of" chastising the innocent", and the consequence is that the pupil will fail the course, indeed though he did nothing wrong.

Flash back that the Type 2 error occurs when the indispensable thesis is true, but we can not reject the null thesis in favor of the indispensable thesis.

In this environment, a Type 2 error would be made when the pupil actually cheated on an test, but the data that we gathered still show that it's inconclusive whether or not he cheated, i.e. we conclude that we can not reject the possibility that he hasn't cheated on the test.

This is the case of" releasing the shamefaced", and the consequence is that the pupil" got down" with cheating with no discipline.

A Type 1 error is clearly much more serious, because it would mean that the pupil did nothing wrong, but was indicted of cheating and thus failed the class, fully innocent.

thus, a) H1 Pupil hasn't cheated on an test, H2 Student has cheated on an test

b) the student hasn't cheated, but got indicted of cheating

c) the student cheated, but got down with it, and

d) Type 1 error

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1. The equations for Sand, Clay, and Humus, we get: x = (12 - 3y)/4, x = (12 - 6y)/5, x = (10 - 12y)/5 2. The feasible region is the shaded region above the line Sand = 3 and to the left of the line Clay = 2.

What is linear programming?

Linear programming is a mathematical method used to optimize a linear objective function subject to linear constraints.

1. Formulating the problem as a linear programming:

Let x and y be the number of cubic feet of compost and topsoil, respectively, used to make one bag of potting soil.

We want to minimize the cost of the potting soil, which is given by:

Cost = 0.12x + 0.2y

We want to ensure that each bag of potting soil contains at least 12 pounds of sand, 12 pounds of clay, and 10 pounds of humus. The amount of each ingredient in one bag of potting soil can be calculated as follows:

Sand = 4x + 3y

Clay = 5x + 6y

Humus = 5x + 12y

We can now formulate the constraints as follows:

Sand ≥ 12

Clay ≥ 12

Humus ≥ 10

Solving for x and y in the equations for Sand, Clay, and Humus, we get:

x = (12 - 3y)/4

x = (12 - 6y)/5

x = (10 - 12y)/5

We also have the non-negativity constraints:

x ≥ 0

y ≥ 0

2. Plotting the constraints and showing the feasible region:

We can graph the constraints by plotting the equations for Sand, Clay, and Humus, and shading the region that satisfies all the constraints. The resulting feasible region is shown below:

The feasible region is the shaded region above the line Sand = 3 and to the left of the line Clay = 2.

3. Identifying the optimal solution:

We can find the optimal solution by finding the point in the feasible region that minimizes the cost of the potting soil. This point occurs where the cost function is minimized.

Cost = 0.12x + 0.2y

Substituting x = (12 - 3y)/4 and x = (12 - 6y)/5, we get:

Cost = 0.12[(12 - 3y)/4] + 0.2y

Cost = 0.12[(12 - 6y)/5] + 0.2y

Simplifying, we get:

Cost = 0.6 - 0.09y

Cost = 0.72 - 0.044y

We can now find the minimum value of Cost by setting its derivative to zero:

dCost/dy = -0.09 + 0.044 = 0

Solving for y, we get:

y = 2

Substituting y = 2 into x = (12 - 3y)/4 and x = (12 - 6y)/5, we get:

x = 3/4

x = 6/5

Therefore, the optimal solution occurs at x = 3/4 and y = 2, and the minimum cost of the potting soil is:

Cost = 0.12x + 0.2y = 0.12(3/4) + 0.2(2) = 0.39 dollars.

4. Interpreting the optimal solution:

The optimal solution indicates that the Queen City Nursery should use 3/4 cubic feet of compost and 2 cubic feet of topsoil to make one bag of potting soil, which will cost 39 cents. This solution satisfies all the constraints and minimizes the cost of the potting soil. The optimal solution also indicates that the potting soil should contain 3 cubic feet of sand, 12 cubic feet of clay, and 11 cubic feet of humus, which satisfies the minimum requirements for each ingredient.

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Answer:

(0,-5)

Step-by-step explanation:

You just have to find the middle of each one

From -8 to 8 there are 16 numbers so you divide 16 by 2 which would be 8 and add that to -8 giving you 0

From -10 to 0 there are 10 numbers divided by 2 is 5 so you add 5 to -10 giving you -5

This makes your midpoint (0,-5)

Answer:

180

Step-by-step explanation:

At the beggining, it says they are stacked in 5 layers which means the number of cubes is divisible by 5.

If the number of cubes equals x:

The least amount of sugar cubes the Jones family could have used is \(61*2\) which equals 122. The most they could've used is \(61*3\) which equals 183.

Based on the information from the Jones family, x is between 122 and 183.

Based on the information from the Connor family, x is between 176 and 264.

Based on the information from both, x is between 176 and 183. The only number that is divisible by 5 between those numbers is 180 cubes.

The coefficients A and B are determined by the initial conditions of the differential equation. Therefore, the solutions are not based on luck, but on a rigorous mathematical derivation. The given statement is false.

The solution candidates y1(t)=A\(e^{(\alpha t)\)cos(βt) and y2(t)=B\(e^{(\alpha t)\)sin(βt) for a second-order linear differential equation with constant coefficients and complex roots r1,2=α±βi are not based on pure luck. They are derived using the fact that complex exponential functions can be written as a linear combination of real exponential functions and trigonometric functions through Euler's formula:

e^(α+βi)t = e^αt(cos(βt) + i sin(βt))

Taking the real and imaginary parts of this equation, we get:

e^(αt)cos(βt) = Re(e^(α+βi)t) and e^(αt)sin(βt) = Im(e^(α+βi)t)

So, the solutions y1(t) and y2(t) can be written as linear combinations of exponential functions and trigonometric functions. The coefficients A and B are determined by the initial conditions of the differential equation. Therefore, the solutions are not based on luck, but on a rigorous mathematical derivation.

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The slope in a least-squares regression line of the form y = a bx is equal to the coefficient b. This coefficient represents the rate of change in the dependent variable (y) for every one unit increase in the independent variable (x).

Specifically, it represents the change in y divided by the change in x, as b is calculated as the covariance between x and y divided by the variance of x.

This slope is important in understanding the relationship between the variables being studied and can help to make predictions about future values of the dependent variable based on changes in the independent variable.

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The multiplication of the given rational expression is 3c / (c - d).

The expression for multiplication of rational expressions is given below:

c² +2cd+d² / (c-d) * 3c +3cd / c² +2cd+d²

= (3c² +3cd) / (c² - d²)

Simplify the above expression, we know that:c² - d² = (c + d)(c - d)

Multiplying the expression with the help of above equation, we get:

(3c² +3cd) / (c² - d²) = 3c(c + d) / (c + d)(c - d)

= 3c / (c - d)

:In conclusion, the multiplication of the given rational expression is 3c / (c - d).

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A graph of the given absolute value function is shown on the coordinate plane below.

In Mathematics, an absolute value function is a type of function that is composed of an algebraic expression, which is placed within absolute value symbols and it typically measures the distance of a point on the x-axis to the x-origin (0) of a cartesian coordinate (graph).

In Mathematics, a domain is the set of all real numbers for which a particular function is defined.

In conclusion, we would use an online graphing calculator to plot the given absolute value y = |2x| for x < 0 as shown in the graph attached below.

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Complete Question:

Graph the following absolute value function on a coordinate plane.

|2x| if x<0

Answer:

119 calories in a serving

Step-by-step explanation:

>>1 gram of carbs=4 cal

20 g of carbs times 4 calories per gram of carbs= 80 calories

>>1 gram of fat=9 calories

3 g of fat times 9 calories per gram of fat= 27 calories

>>1 gram of protein=4 calories

3 g of protein times 4 calories per gram of protein= 12 calories

<80+27+12=119 calories total in a serving of chips>

Answer:

(4) Not a function

Step-by-step explanation:

A function is a relation if each input value corresponds exactly to one output value. In other words, a relation is considered a function if there are no repeating x-values in a given relation.

The given relation is a function since each x-coordinate has its own corresponding y-coordinate, and that there are no repeating x-values in the table.

This graph represents a function because each x-value corresponds exactly to one y-coordinate. Another way to prove this is to perform the Vertical Line Test (VLT).  In order to perform the VLT, simply draw vertical lines across the graph to see whether each vertical line crosses the graph more than once.  Attached is an edited screenshot where I performed the VLT. It shows that there is only one red dot in each vertical line drawn. Thus, the given graph is a function.

This linear equation in standard form represents a function, as each x-value in its solution corresponds exactly to one y-value.  

In the given diagram of a correspondence, or mapping, of the first set (numbers) to the second set (letters), it shows that the number 2 corresponds to two output values: A and B. Therefore, this given relation is not a function.

x = 14

height = x

base 1 = 98

base 2 = 2

Using altitude formula in geometric mean:

base 1/height = height/base 2

98/x = x/2

To find the value of c2 in the given differential equation, we can use the initial conditions x(0) = 5 and x'(0) = 6.

The general solution of the differential equation d^2x/dt^2 - 4x = 0 is given by x(t) = c1e^(-2t) + c2e^(2t), where c1 and c2 are arbitrary constant and real numbers.

Applying the initial condition x(0) = 5, we substitute t = 0 into the equation:

x(0) = c1e^(-2(0)) + c2e^(2(0)) = c1 + c2 = 5.

Next, we apply the initial condition x'(0) = 6. Taking the derivative of the general solution, we have:

x'(t) = -2c1e^(-2t) + 2c2e^(2t).

Substituting t = 0 and x'(0) = 6 into the equation:

x'(0) = -2c1e^(-2(0)) + 2c2e^(2(0)) = -2c1 + 2c2 = 6.

We now have a system of equations:

c1 + c2 = 5,

-2c1 + 2c2 = 6.

Solving this system of equations, we find that c1 = -1 and c2 = 6.

Therefore, the value of c2 is 6, which satisfies the given conditions x(0) = 5 and x'(0) = 6 in the differential equation.

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The lower limit of the summation is 1, the upper limit is 14, and n is the index variable that takes on each of the integer values between the lower and upper limits, in turn. In this case, the sum consists of 14 identical terms.

We write it as:$$\sum_{n=1}^{14} 2\left(\frac{1}{1}\right)$$Here, the Greek letter Σ (sigma) is used to denote the sum of a sequence.

In this case, we have a sequence of 14 terms in which each term is equal to `2(1/1)` and we are to write the sum in sigma notation. We write it as:$$\sum_{n=1}^{14} 2\left(\frac{1}{1}\right)$$Here, the Greek letter Σ (sigma) is used to denote the sum of a sequence.

The lower limit of the summation is 1, the upper limit is 14, and n is the index variable that takes on each of the integer values between the lower and upper limits, in turn. In this case, the sum consists of 14 identical terms.

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The type of transformation that maps  triangle ABC in to triangle A'B'C' is reflection

When triangle A'B'C' is reflected across line x = -2 to form triangle A'' B''C''. vertex B'' of triangle A''B''C'' will have same coordinates as B'

A transformation in a coordinate plane is a function that converts inputs (pre-  image points) to outputs (image points) (outputs). Because the pre-image and the image are congruent for each of those transformations, translations, reflections, and rotations all preserve distance and angle measure.

The transformation known as reflection flips a shape in a mirror line, also known as a line of reflection, such that each point is at the same distance from the mirror line as its reflected point.

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The cost of one regular pizza is £2 and the cost of one small pizza is £8.5.

What is the cost ?

Solving the simultaneous equations:

7p + 8q = 34

3p + 4q = 14

Multiplying the second equation by 2, we get:

6p + 8q = 28

Subtracting this equation from the first equation, we get:

p = 6

Substituting this value of p into the second equation, we get:

3(6) + 4q = 14

18 + 4q = 14

4q = -4

q = -1

Therefore, p = 6 and q = -1.

Solving the simultaneous equations:

15s + 9t = 39

4s + 3t = 14

Multiplying the second equation by 5, we get:

20s + 15t = 70

Subtracting this equation from the first equation, we get:

11s - 6t = -31

Solving for s in terms of t, we get:

11s = 6t - 31

s = (6t - 31)/11

Substituting this expression for s into the second equation, we get:

4[(6t - 31)/11] + 3t = 14

24t - 124 + 33t = 154

57t = 278

t ≈ 4.88

Substituting this value of t into the expression for s, we get:

s = (6(4.88) - 31)/11

s ≈ -0.56

Therefore, s ≈ -0.56 and t ≈ 4.88.

Solving the simultaneous equations:

4a + 3b = -3

16a + 4b = -68

Multiplying the first equation by 4, we get:

16a + 12b = -12

Subtracting this equation from the second equation, we get:

-8b = -56

b = 7

Substituting this value of b into the first equation, we get:

4a + 3(7) = -3

4a = -24

a = -6

Therefore, a = -6 and b = 7.

Finding the cost of one regular pizza and one small pizza:

Let x be the cost of one regular pizza and y be the cost of one small pizza.

We can write two equations based on the given information:

2x + 3y = 33

6x + 12y = 114

Dividing the second equation by 6, we get:

x + 2y = 19

Multiplying this equation by 3 and subtracting the first equation, we get:

3x = 6

x = 2

Substituting this value of x into the equation x + 2y = 19, we get:

2 + 2y = 19

2y = 17

y = 8.5

Therefore, the cost of one regular pizza is £2 and the cost of one small pizza is £8.5.

Solving the equation:

5m + 6n = -35

10m + 4n = -30

Multiplying the first equation by 2, we get:

10m + 12n = -70

Subtracting this equation from the second equation, we get:

-8n = 40

n = -5

Substituting this value of n into the first equation, we get:

5m + 6(-5) = -35

5m = 5

m = 1

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Complete question is: The cost of one regular pizza is £2

and the cost of one small pizza is £8.5.

In linear equation, 4.9 kilograms is an average elephant's brain .

What in mathematics is a linear equation?

An algebraic equation with simply a constant and a first-order (linear) term, such as y=mx+b, where m is the slope and b is the y-intercept, is known as a linear equation.

                               The variables in the previous sentence, y and x, are referred to as a "linear equation with two variables" at times.

An average human's brain is 1.5 kilograms.

   =   1.5 + 3 4/10

   = 1.5 + 3.4

    =  4.9

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Answer:

\(-6x^2\left(3x^5\right)=-18x^7\)

Hence, option (A) is true.

Step-by-step explanation:

Given the expression

\(-6x^2\left(3x^5\right)\)

\(\mathrm{Apply\:exponent\:rule}:\quad \:a^b\cdot \:a^c=a^{b+c}\)

i.e. \(x^2x^5=\:x^{2+5} \\\)

so the expression becomes

\(-6x^2\left(3x^5\right)=-6\cdot \:\:3x^{2+5}\)

\(\mathrm{Add\:the\:numbers:}\:2+5=7\)

                  \(=-6\cdot \:3x^7\)

\(\mathrm{Multiply\:the\:numbers:}\:6\cdot \:3=18\)

                   \(=-18x^7\)

Therefore,

\(-6x^2\left(3x^5\right)=-18x^7\)

Hence, option (A) is true.

Answer:

Yellow = 0.45 or 9/20

Blue = 0.28 or 7/25

Beige = 0.27 or 27/100

using exponents, On simplifying the equation, we get =4m+8.

The PEMDAS order of operations must be followed when you want to simplify a mathematical equation without using parenthesis (Parentheses, Exponents, Multiplication, Division, Addition, Subtraction). There are no parenthesis in the expression, so you may start looking for exponents. If it does, first make that simpler.

Work simplification is to develop better work processes that boost output while cutting waste and costs.

Simplifying an expression is the same as solving a mathematical issue. When you simplify an equation, you essentially try to write it as simply as you can. There shouldn't be any more multiplication, dividing, adding, or deleting to be done when the process is finished.

Given equation,

m-(8-3m)

=m-8+3m

=4m+8

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Answer:

13

Step-by-step explanation:

g(x) = -3x + 4

g(-3) = -3 × -3+4

g(-3) = 9 + 4

g(-3) = 13 ........

Answer:

A. 5 in= 5/12 ft

B. 13 in= 1 1/12 ft

C. 9 oz = 9/16 Ib

D. 18 oz = 1 1/8 lb

Answer:

3(7)=21-8{90}6-8/7'

Step-by-step explanation:

Answer: 2x + 1

Step-by-step explanation:

We will simplify this expression down to it's lowest terms.

      Given:

2(x - 4) + 9

      Distribute:

2x - 8 + 9

      Combine like terms:

2x + 1

Answer:The equation of a line is written as ​y=mx​+​b​, where the constant ​m​ is the slope of the line, and the ​b​ is the ​y​-intercept.

Step-by-step explanation:

Answer:

The smallest number is -10

Answer:

it's -10

Step-by-step explanation:

Well, if you look at the number line, numbers start from the left going to the right and the ones before the 0 ( the negative ones) are the smaller ones. And here if you arrange them from the smallest, -10 is the smallest and 2 is the biggest.

hope this helps

The error in the given equation is that the expression "cot(-x)" is incorrect. The correct expression should be "cot(x)" instead. With this correction, the equation would simplify to "1/tan(x) + cot(x) = cot(x) + cot(x) = 2cot(x)".

In the given equation, the error lies in the term "cot(-x)". The cotangent function is an even function, meaning that cot(-x) is equal to cot(x). Therefore, the original equation simplifies to "1/tan(x) + cot(x) = cot(x) + cot(x) = 2cot(x)".

The cotangent function, cot(x), is defined as the ratio of the adjacent side to the opposite side in a right triangle, where the angle is x. Since the cotangent function is the reciprocal of the tangent function, cot(x) is equivalent to 1/tan(x).

By substituting this equivalence into the equation, we can rewrite it as "1/tan(x) + 1/tan(x) = 2cot(x)". Simplifying further, we get "2/tan(x) = 2cot(x)". Canceling out the common factor of 2 on both sides of the equation, we arrive at "1/tan(x) = cot(x)". Therefore, the correct equation should be "1/tan(x) + cot(x) = cot(x) + cot(x) = 2cot(x)".

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The null hypothesis states that the proportion of first-generation college students is equal to or less than 50%, while the alternative hypothesis suggests that it is greater than 50%.

To test the claim that more than 50% of college students are first-generation students, we will perform a one-sample proportion hypothesis test using a significance level of 0.05. The null hypothesis states that the proportion of first-generation college students is equal to or less than 50%, while the alternative hypothesis suggests that it is greater than 50%. By comparing the sample proportion to the expected proportion under the null hypothesis, we can determine if there is evidence to support the claim.

The sample proportion of first-generation college students is calculated by dividing the number of first-generation students (516) by the total sample size (915). The sample proportion is approximately 0.564.

Under the null hypothesis, the expected proportion is 0.50, assuming that 50% or less of college students are first-generation students.

To conduct the hypothesis test, we calculate the test statistic z using the formula z = (p - P) / √((P(1-P))/n), where p is the sample proportion, P is the expected proportion under the null hypothesis, and n is the sample size.

In this case, we have p = 0.564, P = 0.50, and n = 915. Plugging these values into the formula, we find that the test statistic is approximately 3.07.

Using a standard normal distribution table or statistical software, we find the critical z-value for a one-tailed test at a significance level of 0.05 to be approximately 1.645. Since the test statistic (3.07) is greater than the critical z-value (1.645), we reject the null hypothesis.

Based on the test results, there is sufficient evidence to support the claim that more than 50% of college students are first-generation students at a significance level of 0.05.

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Answer:

you want to be a friend se you want me to be a good

Answer:

1. 7.1 in

2. 46.6 ft

3. 91.7 ft

4. 12

Step-by-step explanation:

All pythagorean theroem questions so a^2+b^2=c^2