Ind two consecutive even integers such that twice the lesser of two integers is 4 less than two times the greater integer. a. Write and solve an equation to find the integers. Multiple choice question. A) 2n−4=2(n+2); true for all even integers B) 2n=2(n+2)−4; true for some even integers C) 2n=2(n+2)−4; true for all even integers D) 2n−4=2(n+2); true for some even integers Part B Feedback Incorrect 2 tries left. Please try again. Select the correct choices to complete the sentence. b. Does the equation have one solution, no solution, or is it an identity? Explain. It , 1 of 2. is an identity because it is , 2 of 2. false for every pair of consecutive even integers.

The measures of the angles are

1. Angle TLN, MZQ and NLM

The angles TLN and NLM are supplementary angles

So, we have

TLN + NLM = 180

This gives

3x - 18 + y = 180

Also, we have

TLN + MZQ = 180

So, we have

3x - 18 + 5x + 14 = 180

Evaluate the like terms

8x -4 = 180

This gives

8x = 184

Divide

x = 23

Substitute x = 23 in 3x - 18 + y = 180

3 x 23 - 18 + y = 180

Evaluate

51 + y = 180

So, we have

y = 129

The above computations imply that:

TLN = 3 x 23- 18 = 51 degrees

NLM = y = 129 degrees

MZQ = 5 x 23 + 14 = 129 degrees

2. Angle JZQ and TLN

The above means that

JZQ = TLN

So, we have

9x + 9 = 8x + 19

Evaluate

x = 10

So, we have

JZQ = TLN = 9 * 10 + 9

JZQ = TLN = 99 degrees

3. Angle ZMR, LMO and LMR

The angles ZMR and LMO are congruent angles

So, we have

ZMR = LMO

This gives

x + 14 = 2x - 6

Evaluate

x = 20

Also, we have

LMR + LMO = 180

So, we have

y + 2x - 6 = 180

y + 2 x 10 - 6 = 180

y + 14 = 180

So, we have

y = 166

The above computations imply that:

LMO= ZMR = 20 + 14 = 34 degrees

LMR = y = 166 degrees

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Answer:

It depends on the type of function, but essentially the process is the same

Step-by-step explanation:

You gather up all of the y values and x values and plot them onto a coordinate grid. If you are using a calculator, go to the "y=" button and input the function and then hit "graph"

The equation that correctly shows the absolute value of -8 is |-8|= 8. Option C

Absolute value can be defined as the value of a number irrespective of its distance from zero on the number line.

It is represented with the symbol, " | | "

Irrespective of the direction of the number or the value from zero, it is the same.

Absolute value must be a positive value

Example: The absolute value of -2 is 2

From the information given, we have;

The absolute of -8

|-8| = 8

Hence, the value is 8

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Answer:

c

Step-by-step explanation:

the height of the triangle formed by the diagonal and base of the TV screen.

The height of the TV is approximately 15.6 inches.

(26 inches / √2) = 18.8 inches

(18.8 inches * √2) = 26 inches

Height = (26 inches / 18.8 inches) * 18.8 inches

Height = 15.6 inches

Step 1: Calculate the hypotenuse of the triangle formed by the diagonal and base of the TV screen.

Hypotenuse = diagonal / √2

Hypotenuse = 26 inches / √2

Hypotenuse = 18.8 inches

Step 2: Calculate the diagonal of the triangle formed by the hypotenuse and base of the TV screen.

Diagonal = hypotenuse * √2

Diagonal = 18.8 inches * √2

Diagonal = 26 inches

Step 3: Calculate the height of the triangle formed by the diagonal and base of the TV screen.

Height = diagonal / base

Height = 26 inches / 18.8 inches

Height = 15.6 inches

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Answer:

The answer is 5 because you will have to subtract 12 from 112 to get 100 and then divide 100 by 20 to get the answer 5.

Answer:

boys=112

Step-by-step explanation:

g+b=208

6b=7g

6b=7(208-b)

6b=1456-7b

6b+7b=1456

113b=1456

divide both of them by 13 it gives 112 boys

Hi!

Your answer should be: 2.00 (or 2).

Hope this helps!

Answer:

50 times

Step-by-step explanation:

The volume of the larger cylinder is (25/8)πR³.

Volume is a measure of the amount of space occupied by a three-dimensional object. It is typically measured in units of cubic meters, cubic centimeters, cubic feet.

Let's denote the radius and height of the smaller cylinder as r and h, respectively, and the radius and height of the larger cylinder as R and H, respectively.

We know that the lateral area of a cylinder is given by the formula:

Lateral area = 2πrh

Using this formula for the smaller and larger cylinders, we get:

25π = 2πrh

64π = 2πRH

Dividing both sides of the first equation by 2π, we get:

rh = 25/2π

We also know that the following formula determines a cylinder's volume:

Volume = πr²h

Using this formula for the smaller cylinder, we get:

150π = πr²h

Substituting rh = 25/2π from above, we get:

150π = πr²(25/2π)

r² = 12

Taking the square root of both sides, we get:

r = √12 = 2√3

Substituting this value into rh = 25/2π, we get:

h = 25/(2πr) = 25/(4π√3)

Now, we can use the ratio of the lateral areas to find the ratio of the heights:

25π/64π = (2πrh)/(2πRH)

25/64 = rh/RH

25/64 = (2√3)(25)/(4πR)(H)

H = 2hR/r

Finally, we can use the formula for the volume of the larger cylinder to find its volume:

Volume = πR²H

Volume = πR²(2hR/r)

Volume = 2πR³h/r

Substituting the values we found for r, h, and H, we get:

Volume = 2π(R³)(25/(4π√3))/(2√3)

Volume = (25/8)πR³

Therefore, the volume of the larger cylinder is (25/8)πR³.

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Answer:

Nope

Step-by-step explanation:

According to the Triangle Inequality Theorem, any 2 sides of the triangle must always be more than the third. Here, we can see that the theorem is violated because 11 + 11 < 25. Therefore, it is not a legitimate Triangle.

Given that Aaron ate half as much pizza as David and Aaron ate 1/4 of a pie, we can determine the fraction of the pie David ate by setting up an equation and solving for it.

Let's assume that David ate x amount of pizza, which represents the fraction of the pie he consumed. Since Aaron ate half as much pizza as David, we can express Aaron's portion as (1/2)x. We are also given that Aaron ate 1/4 of a pie, so we can set up the equation:

(1/2)x = 1/4

To solve for x, we can multiply both sides of the equation by 2 to eliminate the fraction:

2 * (1/2)x = 2 * (1/4)

x = 1/2

Therefore, David ate 1/2 of the pie. This means that Aaron ate half as much pizza as David, while David consumed the remaining half of the pie.

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Answer:

Step-by-step explanation:

d: 24 + 5√ 30/6, 24 − 5√ 30/6

6x (x - 8) - 29 =

−3x=2

2cos(x)−√3=0

2sin2(x)−sin(x)=0

Answer:

I think It's B. But I'm not sure Hope I Helped

Step-by-step explanation:

Answer:

you can't, im sorry I don't knowbit but I do need points

Answer:

29.3r

29.3x2440

=71,492

Answer:

Step-by-step explanation:

Here you go mate

step 1

(-25)/(-5)

step 2

(-25)/(-5)  divide the equation by 5

answer

=5

Answer: 5

Step-by-step explanation:

Multiplying or dividing a negative by a negative results in a positive.

\((-10)/(-2)=5\)

Multiplying or dividing a negative by a positive results in a negative.

\((-10)/(2)=-5\)

Multiplying or dividing a positive by a negative results in a negative.

\((10)/(-2)=-5\)

Multiplying or dividing a positive by a positive results in a positive.

\((10)/(2)=5\)

Thus, because -25 and -5 are both negatives, the answer must be positive.

The equation of the polynomial is P(x) = 0.16875x² - 0.3375x - 13.5

From the question, we have the following parameters that can be used in our computation:

The graph

On the graph, we have the following readings:

A polynomial is represented as

P(x) = a * (x - zero)^multiplicity

Using the above as a guide, we have the following:

P(x) = a * (x + 8)(x - 10)

The y-intercept is -13.5

So, we have

a * (0 + 8)(0 - 10) = -13.5

This gives

a = 0.16875

Recall that

P(x) = a * (x + 8)(x - 10)

So, we have

P(x) = 0.16875(x + 8)(x - 10)

Expand

P(x) = 0.16875(x² + 8x - 10x - 80)

P(x) = 0.16875(x² - 2x - 80)

Remove bracket

P(x) = 0.16875x² - 0.3375x - 13.5

Hence, the expression is P(x) = 0.16875x² - 0.3375x - 13.5

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Step-by-step explanation:

Factor by grouping. Factor out a GCF as well, if necessary. Show your work.

\(32b^{3} p - 16b^2p + 48bp-24p\)

\(8p(4b^3-2b^2+6b-3)\)

\(8p(2b^2(2b-1)+3(3b-1))\)

\(8p((2b^2+3)(2b-1))\)

 The sample we collect plays a cruciThe sample we collect can significantly affect our understanding of a population,

especially when it comes to making generalizations or drawing conclusions about the entire population based on the sample data. The key aspect in this regard is whether the sample is representative of the population.

A representative sample is one that accurately reflects the characteristics, diversity, and distribution of the population from which it is drawn. When our sample is representative, we can have greater confidence in generalizing the findings from the sample to the larger population. However, if our sample is not representative, our understanding of the population may be biased or limited.

In the provided example, the given data represents different age groups and their reported time spent with friends per day. If we were to collect a sample from this population, it would be crucial to ensure that the sample includes individuals from each age group in proportion to their representation in the population. This would help ensure that our sample accurately reflects the age distribution of the population.

If our sample is not representative, it may lead to inaccurate conclusions. For instance, if we only surveyed individuals from the age group 55-64 and ignored the other age groups, our understanding of the population's time spent with friends would be limited to that specific age group. We wouldn't be able to generalize our findings to the entire population because we would have missed important variations in behavior across other age groups.

To improve the representativeness of our sample, we could use random sampling techniques, such as simple random sampling or stratified sampling, to ensure that individuals from all age groups are included in the sample. By doing so, we can enhance our understanding of the population as a whole and make more accurate inferences.

In conclusion, the sample we collect plays a crucial role in shaping our understanding of a population. A representative sample enables us to make valid generalizations and draw reliable conclusions about the entire population. It ensures that the characteristics and diversity of the population are properly reflected in the sample, allowing for more accurate insights and informed decision-making.al role in shaping our understanding of a population

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Answer:

$65 + x=y

Step-by-step explanation: $65 is the fee, added to x which represents the amount of hours, y is the total cost

The recursive formula for Lindsey's scores is aₙ = aₙ₋₁ \(\times\) r, and the explicit formula is aₙ \(= 67 \times r^{(n-1).\)

To find the recursive and explicit formulas for the given geometric sequence, let's analyze the pattern of Lindsey's scores.

From the given information, we can observe that Lindsey's scores are increasing at the same rate.

This suggests that the scores form a geometric sequence, where each term is obtained by multiplying the previous term by a common ratio.

Let's denote the first term as a₁ = 67 and the common ratio as r.

Recursive Formula:

In a geometric sequence, the recursive formula is used to find each term based on the previous term. In this case, we can write the recursive formula as:

aₙ = aₙ₋₁ \(\times\) r

For Lindsey's scores, the recursive formula would be:

aₙ = aₙ₋₁ \(\times\) r

Explicit Formula:

The explicit formula is used to directly calculate any term of a geometric sequence without the need to calculate the previous terms.

The explicit formula for a geometric sequence is:

aₙ = a₁ \(\times r^{(n-1)\)

For Lindsey's scores, the explicit formula would be:

aₙ \(= 67 \times r^{(n-1)\)

In both formulas, 'aₙ' represents the nth term of the sequence, 'aₙ₋₁' represents the previous term, 'a₁' represents the first term, 'r' represents the common ratio, and 'n' represents the term number.

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Complete question :

Last year there were 221 students and 13 teachers at Hillard School. This year there are 272 students. The principal wants to keep the same student-to-teacher ratio as last year. Which proportion can the principal use to find x, the number of teachers needed this year?

Answer:

221 / 13 = 272 / x

Step-by-step explanation:

Given that :

Last year:

Number of students = 221

Number of teachers = 13

Last year:

Number of students = 272

Number of teachers = x

To keep the same student to teacher ratio :

We equate the ratio for both years :

221 / 13 = 272 / x

221x = 272 * 13

221x = 3536

x = 3536 / 221

x = 16

Answer:

your correct answer is B....mark it as brainloeast

Answer:

B (2x + 1)(x + 5)

Step-by-step explanation:

2x² + 11x + 5 =

= 2x² + 10x + x + 5

= 2x(x + 5) + (x + 5)

= (x + 5)(2x + 1)

= (2x + 1)(x + 5)

The Bengal tiger is the dominant subspecies in the region and is the main type of tiger you will encounter in Tadoba National Park.

In Tadoba National Park located in Maharashtra, India, you can find the Bengal tiger (Panthera tigris tigris). The Bengal tiger is the most common and iconic subspecies of tiger found in India and is known for its distinctive orange coat with black stripes.

Tadoba Andhari Tiger Reserve, which encompasses Tadoba National Park, is known for its thriving population of Bengal tigers. The reserve is home to several individual tigers, each with its own unique characteristics and territorial range.

While the Bengal tiger is the primary subspecies found in Tadoba, it is worth noting that tiger populations can exhibit slight variations in appearance and behavior based on their specific habitat and geographical location. However, the Bengal tiger is the dominant subspecies in the region and is the main type of tiger you will encounter in Tadoba National Park.

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Answer:

Step-by-step explanation:

Make a model

Answer: The answer is 9/25. (36%)

Step-by-step explanation:

Since we know that 7/25 workers walk and 2/25 walk, we can do simple addition to find the total Percentage. This equals 9/25. To find the percentage, do the following:

Write 9/25 into a percentage: Divide

9 / 25 x (100%) = 36%

0.36 (100%) = 36%

Therefore 36% is your answer.

The data supports the hypothesis that the start-up costs of the two types of businesses, specialty clothing stores and coffee houses, are significantly different at a 1% significance level.

The null hypothesis (H₀): The start-up costs of specialty clothing stores and coffee houses are equal.

The alternative hypothesis (H₁): The start-up costs of specialty clothing stores and coffee houses are different.

The significance level (α) is given as 1% or 0.01.

The test statistic for a two-sample t-test is given by:

t = (x₁ - x₂) / √[(s₁²/n₁) + (s₂²/n₂)]

Plugging in the given values:

x₁ = $92,000, x₂ = $74,000, s₁ = $24,000, s₂ = $18,000, n₁ = 15 and n₂ = 12

t = (92,000 - 74,000) / √[(24,000²/15) + (18,000²/12)]

Since the significance level is 1% (0.01), we need to find the critical value for a two-tailed test with a degree of freedom equal to (n₁ + n₂ - 2).

We can use a t-table or statistical software to find this value.

For a significance level of 0.01 and degrees of freedom (15 + 12 - 2 = 25), the critical value is approximately ±2.796.

If the absolute value of the calculated t-statistic is greater than the critical value from Step 4, we reject the null hypothesis.

Otherwise, we fail to reject the null hypothesis.

Let's calculate the test statistic:

t = (92,000 - 74,000) / √[(24,000²/15) + (18,000²/12)]

= 18,000 / √[(3,840,000/15) + (3,240,000/12)]

= 24.82

Since the absolute value of the calculated t-statistic (|24.82|) is greater than the critical value (2.796) at the 1% significance level, we reject the null hypothesis.

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Answer:

Step-by-step explanation:

It’s 4x^3+(x2)(x-4)b.-4(x^3-2)+x...

\(\begin{array}{ccll} x&y\\ \cline{1-2} 3&\stackrel{2(3)}{6}\\\\ 6&\stackrel{2(6)}{12}\\\\ 9&\stackrel{2(9)}{18}\\\\ 12&\stackrel{2(12)}{24}\\\\ x&\stackrel{2(x)}{2x} \end{array}\qquad \implies \qquad y = 2x\)

the slope goes by several names

• average rate of change

• rate of change

• deltaY over deltaX

• Δy over Δx

• rise over run

• gradient

• constant of proportionality

• constant change

however, is the same cat wearing different costumes.

this one, has a slope of 2.