in a school election, 3/4 of the students vote. there are 1464 votes. find the number of students.

Answer:

x = 5, -5

Step-by-step explanation:

17+x^2=42

-17        -17

x^2 = 25

x = + or - root of 25

x = 5,-5

The sum of the interior angles of a pentagon is 540°.

We can use this information to find the value of x by adding the rest of the interior angles and then substracting them from 540°:

It means that the correct answer is b. 155.

Answer:

Options (1), (3) and (7)

Step-by-step explanation:

Characteristics of the given graph are as followed.

1). For every input value (x-value) there is a different output values (y-values).

   So the points on the graph represent a function.

2). Coordinates of all the points are distinct and separate (not in fractions or decimals).

    Function given is a discrete function.

3). For every increase in the x-values of the points there is a decrease in y-values.

  Therefore, given function is a decreasing function.

Therefore, Options (1), (3) and (7) are the correct options.

Answer: 45 fish

Step-by-step explanation:

To find the answer you would first convert the percentage into a decimal which would be 25% for this problem. Then you multiply the original price by the decimal. 60 x 0.25=15. Next you would subtract the discount from the original price which would be 60-15=45.

Hope this helped!!

Answer:

The bench costs $425

And the Table costs $510

Step-by-step explanation:

table + bench = $ 935

$85 + 2b = $935

$935 - $ 85 = $ 850

$850/ 2 = 425 = b

Answer:

Probably c

Step-by-step explanation:

Tbh

The statement "Rounding non-integer solution values up to the nearest integer value will still result in a feasible solution" is false.

In mathematical optimization, feasible solutions are those that meet all constraints and are, therefore, possible solutions. These values are not necessarily integer values, and rounding non-integer solution values up to the nearest integer value will not always result in a feasible solution.

In general, rounding non-integer solution values up to the nearest integer value may result in a solution that does not satisfy one or more constraints, making it infeasible. Thus, the statement is false.

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The area of the region enclosed by the curves y = 7sin x and y = sin(7x) , 0 < x < π is 13.7 square units.

Given the equation of the curves:

y = 7sin x and y = sin(7x)

Now, we have to find the area between the curves .

Area between y = 7sin x and y = sin(7x) ,

   A = ∫[7sin(x) - sin(7x)]dx

⇒ A = [-7cos(x) + 1/7 cos(7x)]

⇒ A = [-7cos + 1/7 cos(7)] - [-7cos(0) + 1/7 cos(0)]

Since cos(π) = -1  ;  cos(7) = -1  ; cos(0) = 1

⇒A = [-7(-1) + 1/7 * (-1)] - [-7 * 1 + 1/7 * 1]

⇒A = 7- 1/7 + 7 - 1/7

⇒A = 14 - 2/7

⇒A = 96/7

⇒A = 13.7 units

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Answer:They both Look tangent to me, they both have a straight line

Step-by-step explanation:

(i) As we have proved that [10][0] in R and that [a+bi] = [a+3b], where a, b Z.

(ii) As we have proved that the unique ring homomorphism 6: Z→ Ris surjective

(iii) As we have proved that 1+3i is not a unit and that 1+3i does not divide 2 and 5 in Z[].

(iv) We can then show that Ker(ψ) = 10Z in R, which is the ideal generated by 10 in R.

(i) The first part of the problem asks us to show that i-3 € (1+36) and that [i] = [3] in R. To do this, we need to understand what R represents. R is the ring obtained by taking the quotient of the ring of Gaussian integers Z[i] by the ideal generated by 1+3i. In other words, we consider all the possible integers in Z[i], but we identify any two integers that differ by a multiple of 1+3i. So, [i] represents the equivalence class of all the integers in Z[i] that are equivalent to i modulo 1+3i.

Finally, we can use the fact that [a+bi] = [a+3b] in R for any integers a and b. To see this, note that [a+bi] = [(a-3b) + (b+3a)i], which is equivalent to [a+3b] modulo 1+3i. Therefore, we have [a+bi] = [a+3b] in R.

(ii) The second part of the problem asks us to show that the unique ring homomorphism Φ: Z → R is surjective. In other words, every element of R is the image of some integer in Z under Φ.

Now, let [a+bi] be an arbitrary element of R. We need to show that there exists an integer n such that Φ(n) = [a+bi]. To do this, note that [a+bi] = [(a-3b) + (b+3a)i], which is equivalent to (a-3b) modulo 1+3i. Therefore, we can choose n = a-3b, and we have Φ(n) = [n] = [a+bi]. This shows that Φ is surjective.

(iii) The third part of the problem asks us to show that 1+3i is not a unit in R and that 1+3i does not divide 2 and 5 in Z[i]. We then need to use these facts to conclude that Ker(Φ) = 102, which is the kernel of the homomorphism Φ.

To show that 1+3i is not a unit in R, we need to show that there is no element in R that, when multiplied by 1+3i, gives the multiplicative identity in R. Suppose, for the sake of contradiction, that there exists such an element [a+bi] in R. This means that (1+3i)(a+bi) is equivalent to 1 modulo 1+3i, which implies that 3a+b is a multiple of 1+3i. But this is not possible, since 1+3i is not a divisor of any integer of the form 3a+b in Z[i]. Therefore, 1+3i is not a unit in R.

(iv) The final part of the problem asks us to show that RZ/10Z, which is the quotient of R by the ideal generated by 10 in Z[i], is isomorphic to the ring Z/10Z. To do this, we can define a ring homomorphism ψ: R → Z/10Z by ψ([a+bi]) = a mod 10, which maps each equivalence class in R to its residue modulo 10 in Z/10Z.

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Answer:

slope=(y2-y1)/(x2-x1)

=(1/b-1/a)/(b-a)

=((a-b)/ab)/(b-a)

=(a-b)/ab(b-a)

=(a-b)/(-(ab(a-b))

=-1/ab

The  slope of the line containing the points should be considered as the \(-1/ab\)

Since we know that

slope should be

\(=(y2-y1)/(x2-x1)\\\\=(1/b-1/a)/(b-a)\\\\=((a-b)/ab)/(b-a)\\\\=(a-b)/ab(b-a)\\\\=(a-b)/(-(ab(a-b))\\\\=-1/ab\\\\\)

Hence, The  slope of the line containing the points should be considered as the \(-1/ab\)

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let s = speed in still water

let c = rate of the current

then

(s-c) = effective speed up-stream

and

(s+c) = effective speed down-stream

Write a distance equation for each way; dist = time * speed

5/6*(s-c) = 5

1/2 *(s+c) = 5

Now we get rid of the fractions

5(s-c)=30

s + c = 10

5s - 5c = 30

s + c = 10

siplifying:

s - c = 6 (1)

s + c = 10 (2)

adding:

2s = 16, then s = 8

8 mph is the boat speed in still water

According with (2):

8 + c = 10, then c = 2

2 mph is the speed of the current

The F-ratio is a statistic used in the analysis of variance (ANOVA) test to compare the means of two or more groups. The F-ratio is calculated as the ratio of the between-group variance to the within-group variance. A negative F-ratio is not possible, so it is likely that there was an error in the calculation or reporting of the statistic.

Assuming that the F-ratio was calculated correctly and reported accurately, a negative F-ratio implies that the between-group variance is smaller than the within-group variance. This is unusual and could indicate that there are issues with the data, such as outliers or a violation of the assumption of homogeneity of variances.

In general, a significant F-ratio (i.e., one that is large enough to reject the null hypothesis) indicates that there are differences between the means of the groups being compared.

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If all six bounds (limits of integration) are constant (numerical values, no variables) in cylindrical coordinates, then we must have a rectangular box-like region.

This is because in cylindrical coordinates, we have three variables: radius, angle, and height. When all six bounds are constants, we are essentially fixing the range of each variable, resulting in a rectangular box-like region.

In spherical coordinates, if all six bounds are constant, then we must have a rectangular pyramid-like region. This is because in spherical coordinates, we have three variables: radius, polar angle, and azimuthal angle. When all six bounds are constants, we are essentially fixing the range of each variable, resulting in a rectangular pyramid-like region.

It is not possible to have the exact same region represented with only constants in both cylindrical and spherical coordinates simultaneously. This is because the two coordinate systems have different geometric shapes and different ways of representing the variables. However, it is possible for the regions to have similar shapes and for the bounds to have similar numerical values in both systems.

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E(X) = 1.88.  E(X^2) = 11.12. E((3X + 2)^2) = 126.64. To find E(X) and E(X^2), we will use the provided probability distribution for the random variable X.

E(X) is the expected value of X and can be calculated by multiplying each value of X by its corresponding probability and summing them up. Let's perform this calculation:

E(X) = (-2 * 0.18) + (4 * 0.38) + (6 * 0.12)

= -0.36 + 1.52 + 0.72

= 1.88

Therefore, E(X) = 1.88.

E(X^2) is the expected value of X^2 and can be calculated by multiplying each value of X squared by its corresponding probability and summing them up. Let's perform this calculation:

E(X^2) = ((-2)^2 * 0.18) + (4^2 * 0.38) + (6^2 * 0.12)

= (4 * 0.18) + (16 * 0.38) + (36 * 0.12)

= 0.72 + 6.08 + 4.32

= 11.12

Therefore, E(X^2) = 11.12.

Now, let's evaluate E((3X + 2)^2) using the values of E(X) and E(X^2) obtained in the previous step.

E((3X + 2)^2) = E(9X^2 + 12X + 4)

= 9E(X^2) + 12E(X) + 4

Substituting the values of E(X^2) = 11.12 and E(X) = 1.88:

E((3X + 2)^2) = 9 * 11.12 + 12 * 1.88 + 4

= 100.08 + 22.56 + 4

= 126.64

Therefore, E((3X + 2)^2) = 126.64.

Please note that the final answer is subject to the accuracy of the provided probability distribution and the calculations performed.

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Incomplete Question:

Let X be a random variable with the probability distribution below. Find

E(X)

and

EX2

and​ then, using these​ values, evaluate

E(3X+2)2.

x

−2

4

6

f(x)

18

38

12

Find E(X).

E(X)=

​(Simplify your​ answer.)

Find EX2.

EX2=

​(Simplify your​ answer.)

Evaluate

E(3X+2)2.

E(3X+2)2=

​(Simplify your​ answer.)

please make sure answer is correct and answer quickly.

Answer:

x = 9

Step-by-step explanation:

Isosceles means that the two sides equal each other

As such, to find the value of x we must equal the two expressions together and isolate the variable

20 = 3x - 7

add 7 to both sides

27 = 3x

divide both sides by 3

9 = x

Answer:

The variable x equals 9.

Step-by-step explanation:

3x - 7 = 20

3x = 27

X = 9

Answer: 3750

Step-by-step explanation:

Answer:

B

Step-by-step explanation:

It is B because every number, x, you plug in 5x-3, it is y.

Answer:

B

Step-by-step explanation:

If we plug in x = 5 because every chart has x = 5 as a different answer into the equation you will find it equals 22 and only B has 22 as the answer

If demand or annual usage increases by 10 percent, the Economic Order Quantity (EOQ) will increase. The EOQ model is used in inventory management to determine the optimal order quantity that minimizes total inventory costs.

The Economic Order Quantity (EOQ) is a model used in inventory management to determine the optimal order quantity that minimizes total inventory costs. It takes into account factors such as demand, holding costs, and ordering costs. When demand or annual usage increases by 10 percent, it means that more units are being consumed or sold within a given time period.

With an increase in demand, the EOQ will also increase. This is because the EOQ formula takes into consideration the trade-off between holding costs and ordering costs. Holding costs are the costs associated with holding inventory, such as warehousing and insurance, while ordering costs are the costs incurred when placing an order, such as administrative and transportation costs.

When demand increases, more units need to be ordered to meet the higher demand. This results in an increase in ordering costs, as more frequent orders will need to be placed. Consequently, the EOQ will increase to find the new optimal order quantity that balances the increased ordering costs with the holding costs.

In summary, if demand or annual usage increases by 10 percent, the EOQ will increase due to the need to order more frequently to meet the higher demand, resulting in increased ordering costs. This adjustment ensures that the inventory management system remains efficient and cost-effective.

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The required value of y for the unit circle is: 2/3

The circle is defined as the locus of a point whose distance from a fixed point is constant i.e center (h, k).

The equation of the circle is given by:

(x - h)² + (y - k)² = r²

where:

h, k is the coordinate of the center of the circle on coordinate plane.

r is the radius of the circle.

Here,

Equation of the unit circle is given as,

x² + y² = 1

Now substitute the given value in the equation,

5/9 + y² = 1

y² = 1 - 5/9

y² = 4/ 9

y = √(4/9)

y = 2/3

Thus, the required value of y for the unit circle is 2/3

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This is an example of interviewer bias where the gender of the interviewer may have impacted the replies of the unmarried males in the poll.

This is an example of interviewer bias, where the gender of the interviewer may have influenced the responses of the unmarried men in the survey. The results may not accurately reflect the true opinions of the participants as their answers could have been affected by their desire to impress or please the interviewer.

This situation is an example of response bias, specifically interviewer bias, which occurs when the respondent's answer is influenced by the gender or characteristics of the interviewer, rather than their true preferences or opinions.

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Answer:

The watermelon

Step-by-step explanation:

12 pounds would be around 5.450 kilograms

Answer:

refer to the attachment

\(a(1) = 240 \\ a(2) = a(1) + d = 240 + 24 = 264 \\ a(3) = a(2) + d = 264 + 24 = 288 \\ a(4) = a(3) + d = 288 + 24 = 312 \\ a(5) = a(4) + d = 312 + 24 = 336 \\ a(6) = a(5) + d = 336 + 24 = 360\)

it will be C

Answer:

C = 20b + 150

Step-by-step explanation:

because it's 150 for a ticket for each 20 bags. depending on how many bags there are, it wi give you the answer of the cost.

Answer:

\(\sf slope =\dfrac{-3}{2}\)

Step-by-step explanation:

To find the slope, mark any two point on the line.

  (-2, 4)  ; (2 , -2)

\(\sf x_1 = -2 ; \ y_1 = 4 \\\\x_2 = 2 ; \ y_2 = -2 \\\\ \boxed{\bf Slope = \dfrac{y_2-y_1}{x_2-x_1}}\)

           \(\sf = \dfrac{-2-4}{2-[-2]}\\\\=\dfrac{-6}{2+2}\\\\=\dfrac{-6}{4}\\\\=\dfrac{-3}{2}\)

Answer:

Slope is equal to -3/2.

Step-by-step explanation:

Finds two points on an exact point. For the case of demonstration, I'll use (2, -2) and (0, 1).

Now, you can either use a formula, or do the rise-over-run method. For the formula, it would be (y2 - y1) / (x2 - x1) = slope.

For this example, the equation would be (1 - (-2) / (0 - 2). Cancel out the negatives in the numerator, and you'd get (3) / (-2). This is equivalent to -3/2.

For the rise over run method, you count how many units it goes down and over. Using the same points, to get from one to the other, you need to go down three units and to the right to. Since we're decreasing, the three is negative. The "rise," or whatever increase/decrease it is, will go in the numerator, while the "run" will go in the denominator.

This would also get you -3/2. Ask your teacher whether or not they're fine with the rise-over-run method, because a few teachers require algebraic use.

Answer:

The rate of solution change is 2/3 teaspoons per minute

Step-by-step explanation:

Here, we want to calculate rate

From what we have in the question,

68 teaspoons of solution dropped out entirely within 102 minutes

So the rate is takes to drop out per minute will be:

68/102 = 2/3 teaspoon per minute

Answer: To determine how much more money the son receives than the daughter, we need to calculate the amounts each of them receives based on the given ratio.

The total ratio is 9 + 7 = 16.

Let's find out the share of the son and daughter:

Son's share = (9/16) * $100

Daughter's share = (7/16) * $100

Calculating these amounts:

Son's share = (9/16) * $100 = $56.25

Daughter's share = (7/16) * $100 = $43.75

The son receives $56.25, and the daughter receives $43.75. To find out how much more money the son receives than the daughter, we subtract the daughter's share from the son's share:

Son's share - Daughter's share = $56.25 - $43.75 = $12.50

Therefore, the son receives $12.50 more than the daughter.

The son receives $12.5 more than the daughter in this question about sharing money in a given ratio.

To find out how much more money the son received than the daughter, we need to calculate the difference between the amounts they received.

Let's first calculate the total ratio.

9 + 7 = 16

Now, we can divide $100 in the ratio 9:7.

Son's share = (9/16) * $100 = $56.25

Daughter's share = (7/16) * $100 = $43.75

The son received $56.25 and the daughter received $43.75. Therefore, the son received $12.5 more than the daughter.

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