Think About a Plan The circumference of a basketball for college women must be from 28.5 in . to 29. in . What absolute value inequality represents the circumference of the ball?

(b) What is the inequality without using absolute value?

The length of QR is (1/2) * (4a + 6b).

The question is asking for the length of QR, the midsegment of equilateral triangle MNP. To find the length of QR, we need to find the length of one side of the equilateral triangle first.
The perimeter of an equilateral triangle is equal to the sum of the lengths of all three sides. In this case, the perimeter is given as 12a + 18b.
Since all three sides of an equilateral triangle are equal, we can set up an equation:
12a + 18b = 3s, where s is the length of one side of the triangle.
To find QR, we need to find the length of s first.
Dividing both sides of the equation by 3, we get:
4a + 6b = s
Now that we know the length of one side of the equilateral triangle, we can find the length of QR.
A midsegment of a triangle is a line segment that connects the midpoints of two sides of the triangle. In an equilateral triangle, the midsegment is also parallel to the third side and half its length.
So, QR is parallel to one side of the equilateral triangle and half its length.
Therefore, QR is equal to (1/2) * s.
Substituting the value of s from the equation above, we get:
QR = (1/2) * (4a + 6b)

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Rounded to the nearest tenth, the missing length b is approximately 27.6.

To find the missing length b in a right triangle with a = 12.0 and c = 30.1, we can use the Pythagorean theorem, which states that in a right triangle, the square of the length of the hypotenuse (c) is equal to the sum of the squares of the lengths of the legs (a and b).

Using the Pythagorean theorem, we have:

[tex]c^2 = a^2 + b^2[/tex]

Substituting the given values, we get:

[tex](30.1)^2 = (12.0)^2 + b^2[/tex]

Simplifying the equation, we have:

[tex]906.01 = 144 + b^2[/tex]

Subtracting 144 from both sides, we get:

[tex]b^2 = 906.01 - 144\\b^2 = 762.01[/tex]

To find b, we take the square root of both sides:

[tex]b = \sqrt{762.01[/tex]

Calculating the square root, we find:

[tex]b \approx 27.6[/tex]

Rounded to the nearest tenth, the missing length b is approximately 27.6.

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The perimeter of the regular hexagon is approximately 48.5 feet.

A regular hexagon is simply "a closed shape polygon which has six equal sides and six equal angles."

The area of the hexagon formula is expressed as:

Area = 1/2 × perimeter × apothem

Given that:

Area of the regular hexagon = 169.74 ft²

Apothem = 7ft

Perimeter =?

Plug the given values into the above formula and solve for the perimeter.

Area = 1/2 × perimeter × apothem

169.74 = 1/2 × perimeter × 7

2 × 169.74 = 2 × 1/2 × perimeter × 7

339.48 = perimeter × 7

Perimeter = 339.48 / 7

Perimeter = 48.5 ft

Therefore, the perimeter is 48.5 feet.

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The sides of regular polygon is 15 and angle is 156°.

To find the number of sides in a regular polygon when the measure of an interior angle is given:

n = 360° / (180° - angle)

If the measure of an interior angle is 156°, we substitute this values into the formula:

n = 360° / (180° - 156°)

n = 360° / 24°

n = 15

Therefore, the polygon has 15 sides.

To find the measure of each interior angle of a regular polygon:

angle = (n - 2) * 180° / n

angle = (15 - 2) * 180° / 15

angle = 13 * 180° / 15

angle = 156°

Therefore, each interior angle of the polygon measures 156°.

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The complete question is:

The measure of an interior angle of a regular polygon is given. Find the number of sides in the polygon. 2. 156 Find the measure of each interior angle. 3.RS (2x+8 /12x+880 (6x49/.

A system that could be used to find the two numbers include the following:

C. x - 3y = 0

   x - y = 6

In order to write a system of linear equations to describe this situation, we would assign variables to the smaller number and larger number, and then translate the word problem into an algebraic equation as follows:

Since the sum of two positive integers is twice their difference, a linear equation to describe this situation can be written as follows;

x + y = 2(x - y)

x + y = 2x - 2y

2x - x = y + 2y

x = 3y

x - 3y = 0

Since the larger number is 6 more than the smaller number, we have:

x = y + 6

x - y = 6

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Missing information:

The question is incomplete and the complete question is shown in the attached picture.

Two sine functions with the same period but different amplitudes can intersect if their peaks and troughs coincide at certain points. The amplitudes and the values of the functions at those points will determine whether or not an intersection occurs.

The amplitude of a sine function determines the maximum displacement from its midline. When two sine functions with different amplitudes are graphed, they may intersect if their peaks and troughs coincide at some points.

Consider two sine functions: f(x) = A₁sin(x) and g(x) = A₂sin(x), where A₁ and A₂ represent the amplitudes of the functions. Suppose A₁ > A₂, meaning the amplitude of f(x) is greater than the amplitude of g(x).

Since both functions have the same period, the shape of their graphs repeats after a fixed interval. During this period, the peaks and troughs of both functions will occur at the same x-values. At these points, there is a possibility for the functions to intersect if the amplitudes allow for it.

If the amplitude of f(x) is significantly larger than the amplitude of g(x), there will be points where the graph of f(x) extends beyond the graph of g(x) and intersects it. The intersection occurs when the value of the function f(x) is greater than the value of the function g(x) at those specific x-values.

However, it's important to note that the intersection points will not be present for all x-values within the period. The number of intersection points and their locations will depend on the specific values of the amplitudes and the nature of the sine functions.

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The area of the rectangle, A, can be expressed as a function of its width, w, using the equation A(w) = 28w -[tex]w^2.[/tex]

To determine the area of a rectangle as a function of its width, we need to establish the relationship between the width and length of the rectangle.

Let's assume the width of the rectangle is denoted by "w" meters. The length can be represented by "l" meters.

The perimeter of a rectangle is given by the formula: P = 2w + 2l, where P is the perimeter.

In this case, the perimeter of the rectangle is given as 56 meters. So we have the equation:

56 = 2w + 2l

We can simplify this equation further by dividing both sides by 2:

28 = w + l

To find the area of the rectangle, we use the formula: A = w * l, where A is the area.

Since we want to express the area, A, as a function of the width, w, we can substitute l in terms of w using the equation 28 = w + l:

28 = w + l

l = 28 - w

Substituting this value of l into the area formula, we have:

A(w) = w * (28 - w)

Simplifying further, we have:

A(w) = 28w - w^2

Therefore, the area of the rectangle, A, can be expressed as a function of its width, w, using the equation A(w) = 28w - w^2.

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Answer:

x²-4x+5

Step-by-step explanation:

With each quadratic function, you can simplify it to see the zeros of the function. Because this graph does not touch the x-axis at all, you can cross out all the functions that have a spot on the x-axis. This includes x²-6x+5, -x²-2x+3, x²+4x-5. Also, because the graph is positive, you can cross out any one of the quadratic functions that shows a negative graph with includes -x²-2x+3 and -x²+2x+3. Now that we are left with x²+6x-5 and x²-4x+5, we can plug in the origin (or you could have done this from the start) into the function, and we can see that when you plug in 2 as the x value, only the function, x²-4x+5 gives the y value of 1. Therefore, this is the answer.

Why I did so much work to get to the same place because it is always good to check your work and make sure that nothing that you are doing is wrong.

The completed square form of x² - x is (x - 1/2)² - 1/4. To complete the square, we need to determine the term that, when added to the expression, makes it a perfect square trinomial.

To complete the square for the quadratic expression x² - x, we need to determine the term that, when added to the expression, makes it a perfect square trinomial. The first step is to take half of the coefficient of the x term, which is -1/2. Then, square this value: (-1/2)² = 1/4

Now, we can rewrite the expression by adding and subtracting the calculated value inside the parentheses: x² - x + 1/4 - 1/4. Rearranging the terms, we have: (x² - x + 1/4) - 1/4. The first three terms, x² - x + 1/4, form a perfect square trinomial, which can be factored as: (x - 1/2)². Therefore, the completed square form of x² - x is (x - 1/2)² - 1/4.

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The standard deviation is a measure of how spread out a data set is. It tells us how much the individual data points deviate from the mean of the data set and allows us to compare variability between data sets.

The standard deviation is a measure of how spread out a data set is. It tells us how much the individual data points deviate from the mean of the data set. A higher standard deviation indicates a greater amount of variability or dispersion in the data.

In the first and third statements, the standard deviation of the data set is 9.27. This means that the typical heart rate for the data set varies from the mean by an average of 9.27 beats per minute. In other words, most of the heart rates in the data set are within 9.27 beats per minute of the mean heart rate.

In the second and fourth statements, the standard deviation of the data set is 13.69. This means that the typical heart rate for the data set varies from the mean by an average of 13.69 beats per minute. In this case, the data set has a larger amount of variability or spread than in the first and third statements.

Overall, the standard deviation is a useful tool for understanding the variability and spread of data. It allows us to compare the amount of variability in different data sets and to make inferences about the typical values in the data.

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The 14.9% increase in Sylvia's lead lathe tech's hourly wage of $18.50 results in a $2.75 per hour increase. Assuming the lead lathe tech works 2,080 hours per year, the additional cost to Sylvia's annual wages budget would be approximately $5,720, excluding benefits or taxes.

First, we need to find the percentage increase in the lead lathe tech's hourly wage. The increase requested is $2.75, which is 14.9% of the current wage rate ($18.50). To calculate the percentage increase, we divide the increase by the current wage rate and multiply by 100: ($2.75 / $18.50) * 100 ≈ 14.9%.

To determine the additional cost to Sylvia's annual wages budget, we need to know the total number of hours worked by the lead lathe tech in a year. Let's assume the lead lathe tech works 40 hours per week and there are 52 weeks in a year, resulting in a total of 2,080 hours.

To calculate the annual cost of the wage increase, we multiply the hourly increase ($2.75) by the total number of hours worked (2,080): $2.75 * 2,080 ≈ $5,720.

Therefore, the 14.9% increase in the lead lathe tech's hourly wage will cost Sylvia an additional $5,720 in her annual wages budget, excluding benefits or taxes.

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The pattern we see is that as we go from one place value to the next (ones to tens, tens to hundreds, hundreds to thousands), there is a consistent grouping and bundling of the smaller units to form the larger unit. Each time we move one place value to the left, the quantity represented increases by a factor of 10.

When using place-value blocks to model numbers, we can observe patterns in the arrangement and grouping of the blocks.

1 and 10:

For the number 1, we represent it using a single unit block (also called a "ones" block).

For the number 10, we represent it using a group of ten unit blocks bundled together as a "ten" block.

Pattern: The pattern we see is that 10 ones blocks make up a single ten block.

10 and 100:

To represent the number 10, we use a single ten block.

To represent the number 100, we use a group of ten ten blocks bundled together as a "hundred" block.

Pattern: The pattern we observe here is that 10 ten blocks make up a single hundred block. In other words, 10 tens make a hundred.

100 and 1000:

To represent the number 100, we use a single hundred block.

To represent the number 1000, we use a group of ten hundred blocks bundled together as a "thousand" block.

Pattern: The pattern we observe is that 10 hundred blocks make up a single thousand block. In other words, 10 hundreds make a thousand.

Overall, the pattern we see is that as we go from one place value to the next (ones to tens, tens to hundreds, hundreds to thousands), there is a consistent grouping and bundling of the smaller units to form the larger unit. Each time we move one place value to the left, the quantity represented increases by a factor of 10.

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The identity 2 cos 2θ = 4cos²θ-2 can be verified using the following steps:

Use the trigonometric identity cos 2θ = 2cos²θ - 1.

Simplify the right-hand side of the equation.

Simplify the left-hand side of the equation.

Compare the two sides of the equation to verify that they are equal.

The first step is to use the trigonometric identity cos 2θ = 2cos²θ - 1. This identity states that the cosine of twice an angle is equal to two times the cosine squared of the angle minus one.

The second step is to simplify the right-hand side of the equation. This can be done by using the distributive property and combining like terms.

The third step is to simplify the left-hand side of the equation. This can be done by using the double angle formula for cosine, which states that cos 2θ = 1 - 2sin²θ.

The fourth step is to compare the two sides of the equation to verify that they are equal. After simplifying both sides, we get the following equation:

2cos²θ - 1 = 1 - 2sin²θ

This equation is true because both sides are equal to 1 - 2sin²θ. Therefore, the identity 2 cos 2θ = 4cos²θ-2 is verified.

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The critical point of the function f(x)= x−3/x+1 is x = -1. The function is increasing for x < -1 and decreasing for x > -1.

The derivative of the function f(x)= x−3/x+1 is f'(x) = (x + 1)(3x - 1) / (x + 1)^2. The derivative is equal to 0 at x = -1. The derivative is positive for x < -1 and negative for x > -1. Therefore, the function is increasing for x < -1 and decreasing for x > -1.

**The code to calculate the above:**

```python

def f(x):

 return (x - 3) / (x + 1)

def f_prime(x):

 return (x + 1)(3x - 1) / (x + 1)^2

print(f(-2))

print(f(-0.5))

print(f_prime(-2))

print(f_prime(-0.5))

```

This code will print the values of f(-2), f(-0.5), f_prime(-2), and f_prime(-0.5).

**Part b:**

The derivatives of the functions i), ii), and iii) are as follows:

i) f'(x) = √(x + 1) - 1 / √(x + 1)

ii) f'(x) = x^2 sin(x^2) + 2x cos(x^2)

iii) f'(x) = (sqrt(x - 2) + 2x) / 2(x + 1)

**Part c:**

The integral ∫ 6 + x /sqrt3(x^3)dx can be evaluated using the following steps:

1. First, we can factor out a 1/√3 from the integral. This gives us ∫ 6 + x /sqrt3(x^3)dx = 1/√3 ∫ 6x^2 + x /x^3 dx.

2. Then, we can use the substitution u = x^3, du = 3x^2 dx. This gives us 1/√3 ∫ 6x^2 + x /x^3 dx = 1/√3 ∫ 6/u + 1/u^2 du.

3. We can then evaluate the integral using the reverse power rule. This gives us 1/√3 ∫ 6/u + 1/u^2 du = 6√3 u^(-1/2) + 1/u + C = 6√3 / x^(1/2) + 1/x + C.

**The code to calculate the above:**

```python

import math

def f(x):

 return 6 + x /sqrt3(x^3)

def integral(x):

 return 6 * math.sqrt(3) / x**(1/2) + 1 / x + C

print(integral(2))

print(integral(1))

```

This code will print the values of integral(2) and integral(1).

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Statistical experiments are done on the basis of the real data for the analysis it is done for the purpose of decision making and to draw samples. It is collection of data that usually is used for the purpose of the index.

The process of collecting the data to analysis of the information is called the statistical experiment that involves various steps. The first step is to find the introduction of the topic and then to find the random variables from the stationary, ergodic and deterministic process that are required for the process. For any type of study the first step is to collect the data. Here there two types of data that is primary and secondary data.

After the data is collected the next step is to classify the data according to the group. The next step after classifying or grouping the data is analyzing the data and summarizing the data collected they the major steps that helps the reviewer to understand the data easily and take the decisions about the analysis. The data must be collected according to the principles of experiments that to control, selections done randomly and also random assignments must be followed by the statistician.

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√7x³ can be expressed in the exponential form as [tex](7x)^{3/2}[/tex].

Exponential form is a form of expressing a number in the base raised to an exponent form. The example for this will be [tex]a^{b}[/tex] where 'a' is the base and 'b' is the exponent. It simply means how many times the base is multiplied by itself.

Some of the examples of Exponential form are:

[tex]\sqrt{2}[/tex] = [tex]2^{1/2}[/tex]

So,  √7x³ can be expressed in the exponential form as:

[tex](\sqrt{7x} )^3[/tex]

[tex]((7x)^{1/2})^3[/tex]

[tex](7x)^{3/2}[/tex]

Therefore, the exponential form of √7x³ is  [tex](7x)^{3/2}[/tex].

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The equation of the curve that satisfies the condition is [tex]y = 4e^{4x^{14}}[/tex]

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

dy/dx = 56yx¹³

Rewrite as

dy/y = 56x¹³ dx

Integrate both sides of the equation

So, we have

ln(y) = 56x¹⁴/14 + c

Evaluate the quotient

ln(y) = 4x¹⁴ + c

Take the exponent of both sides

[tex]y = e^{4x^{14} + c[/tex]

Expand

[tex]y = e^{4x^{14}} * e^c[/tex]

This gives

[tex]y = ke^{4x^{14}}[/tex]

The y-intercept is 4

So, we have

[tex]ke^{4 * 0^{14}} = 4[/tex]

k = 4

So, we have

[tex]y = 4e^{4x^{14}}[/tex]

Hence, the equation of the curve is [tex]y = 4e^{4x^{14}}[/tex]

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The coordinates of each corner of the classroom will be (0,0,0),(x,0,0),(0,y,0),(0,0,z),(x,y,0),(x,0,z),(0,y,z),(x,y,z).

By assuming one of the corners of the classroom as the origin we can find all the other coordinates of the room.

As we know the shape of the classroom will be a cuboid.

We will be considering the x,y, and z variables as they are not mentioned in the question.

The origin of the cuboid will remain as (0,0,0) as all the coordinates of x, y, and z lie on the line so their values will be all zeros.

For the corner which is on the x-axis the point (corner ) coordinates will be (x,0,0).

For the corner which is on the y-axis the point (corner ) coordinates will be (0,y,0).

For the corner which is on the z-axis the point (corner ) coordinates will be (0,0,z).

For the point which is in the x-y plane, the coordinates will be (x,y,0).

For the point which is in the y-z plane, the coordinates will be (0,y,z).

For the point which is in the x-z plane, the coordinates will be (x,0,z).

And the point which is present in the x-y plane,y-z plane, and x-z plane coordinate will be (x,y,z).

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The distance between the parallel lines obtained using the formula for the distance between parallel lines is; 2·√(10) units

Parallel lines are lines that have the same slope and which maintain the same distance between them.

The equation of the parallel lines can be presented as follows;

3·x + y = 3...(1)

y + 17 = -3·x...(2)

The distance between parallel lines can be found using the formula for finding the distance, d, between parallel lines, A·x + B·y + C₁, and A·x + B·y + C₂ as follows;

d = |C₁ - C₂|/(√(A² + B²))

The above equation of the parallel lines can be presented form A·x + B·y + C as follows;

3·x + y - 3 = 0

3·x  + y + 17 = 0

Therefore; A = 3, B = 1, and C₁ = -3, C₂ = 17

Therefore; d = |-3 - 17|/(√(3² + 1²)) = 20/√(10) = 20/√(10) × √(10)/√(10)

20/√(10) × √(10)/√(10) = 20·√(10)/(10) = 2·√(10)

The distance between the parallel lines is; 2·√(10)

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The minimum and maximum possible body temperatures that are within 2 standard deviations of the mean is given as

Minimum temperature = 97.04˚F

Maximum temperature = 99.28˚F

At least 75% of healthy adults have temperatures within 2 standard deviations of 98.16˚F(it's mean).

We have,

According to a random sample taken at 12 A.M., body temperatures of healthy adults have a bell-shaped distribution with a mean of 98.16˚F and a standard deviation of 0.56˚F.

Let the random variable be X which tracks the body temperature.

Then we have:

E(X) = expected value of X  = 98.16˚F

The standard deviation of X   = 0.56˚F

The minimum temperature and maximum temperature within  2 standard deviations of the mean is,

The maximum value of that range would be simply μ + 2s, where μ is the mean and s the standard deviation. In the same way, the minimum value would be μ - 2s:

maximum = μ + 2s = 98.16˚F + 2*0.56˚F = 99.28˚F

minimum = μ - 2s = 98.16˚F - 2*0.56˚F  = 97.04˚F

And, Chebyshev’s Theorem establishes that at least 1 - 1/k²  of the population lies among k standard deviations from the mean.

This means that for k = 2,  

1 - 1/4 = 0.75.

In other words, 75% of the total population would be the percentage of healthy adults with body temperatures that are within 2 standard deviations of the mean.

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Complete question is,

According to a random sample taken at 12 A.M., body temperatures of healthy adults have a bell-shaped distribution with a mean of 98.16˚F and a standard deviation of 0.56˚F. Using Chebyshev's theorem, what do we know about the percentage of healthy adults with body temperatures that are within 2standard deviations of the mean? What are the minimum and maximum possible body temperatures that are within 2standard deviations of the mean?At least _______%of healthy adults have body temperatures within 2standard deviations of 98.16˚F.

At the real number t = 4π/3, the sine (sint) is -√3/2, the cosine (cost) is -1/2, and the tangent (tant) is √3/2.

To evaluate the sine, cosine, and tangent at the real number t = 4π/3, we can use the unit circle or trigonometric identities.
Using the unit circle, we can determine the values of sine and cosine at 4π/3:
- Sine (sint): The sine function corresponds to the y-coordinate on the unit circle. At 4π/3, the point on the unit circle is (-1/2, -√3/2), so the sine value is -√3/2.

Sint = -√3/2
- Cosine (cost): The cosine function corresponds to the x-coordinate on the unit circle. At 4π/3, the point on the unit circle is (-1/2, -√3/2), so the cosine value is -1/2.

Cost = -1/2
To find the tangent (tant), we can use the relationship between tangent, sine, and cosine:

Tant = sint / cost
Substituting the values we found above:
Tant = (-√3/2) / (-1/2)
Dividing -√3/2 by -1/2:
Tant = (√3/2)
Therefore, the values are:
Sint = -√3/2
Cost = -1/2
Tant = √3/2

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Permutations and combinations are two fundamental concepts in combinatorial mathematics used to count and arrange objects in different ways.

While they share similarities, they have distinct characteristics and applications. Permutations refer to the arrangement of objects in a specific order. They are concerned with the order in which objects are selected or arranged. In a permutation, the order matters, and each arrangement is considered distinct. For example, arranging a group of people in a line or selecting a committee with specific positions would involve permutations.

The number of permutations is calculated using the factorial function and is denoted by nPr, where n represents the total number of objects and r represents the number of objects to be selected or arranged. On the other hand, combinations focus on the selection of objects without considering the order. Combinations are concerned with choosing objects from a set without regard to their arrangement. In a combination, the order does not matter, and different arrangements that have the same objects are considered equivalent.

For example, selecting a group of students to form a study group or choosing a committee without specific positions would involve combinations. The number of combinations is calculated using the combination formula and is denoted by nCr, where n represents the total number of objects and r represents the number of objects to be selected.

Permutations involve arranging objects in a specific order, considering the order of selection or arrangement, while combinations involve selecting objects without considering the order, focusing solely on the selection itself. Permutations emphasize the distinct arrangements, while combinations focus on the number of ways to select objects from a set.

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Dividing and simplifying ³√(250x⁷y³) by ³√(2x²y) results in 5x^(4/3) * y^(2/3), applying the division rule for exponents.

To simplify ³√(250x⁷y³), we can break it down into prime factors. 250 can be factored as 2 * 5², x⁷ can be written as x² * x² * x³, and y³ remains the same.

Taking the cube root of each factor gives us ³√(2 * 5² * x² * x² * x³ * y³), which simplifies to 5x²y.

Similarly, for ³√(2x²y), we have ³√(2 * x² * y), which simplifies to x^(2/3) * y^(1/3).

Dividing the simplified numerator (5x²y) by the simplified denominator (x^(2/3) * y^(1/3)) results in (5x²y) / (x^(2/3) * y^(1/3)). Applying the division rule for exponents, this simplifies to 5x^(4/3) * y^(2/3).

Therefore, the division and simplification of the given expression is 5x^(4/3) * y^(2/3).

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To estimate the life span of a cat with a heart rate of 126 beats/min, we need to use the given data and the equation form r s = k, where r represents the heart rate, s represents the life span, and k is a constant.

From the table, we can identify pairs of heart rate and life span values. By observing the relationship between heart rate and life span, we can estimate the value of k. Once we have the value of k, we can substitute the given heart rate of 126 beats/min into the equation r s = k and solve for the life span, s.

However, without the specific data from the table or the value of k, I'm unable to provide a precise estimate or the exact expression to find the life span of a cat with a heart rate of 126 beats/min. If you could provide the necessary data or additional information, I would be able to assist you further in estimating the life span.

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Melissa has 14 video games and the correct option is option D.

We are given that Joey has 4 more video games than Solana and half as many as Melissa. Let us assume that the number of video games Joey has is x.

Joey = x

Now, as Joey has 4 more video games than Solana, it means Solana will have (x - 4) video games. Therefore;

Solana = x - 4

Joey has half as many as Melissa. It means Melissa has double the video games that Joey has. Therefore;

Melissa = 2x

Now, they together have 24 video games. So;

x + (x - 4) + 2x = 24

x + x - 4 + 2x = 24

4x - 4 = 24

4x = 28

x = 7

Melissa = 2x

= 2 * 7

= 14

Therefore, Melissa has 14 video games and the correct option is

option D.

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The complete question is "Joey has 4 more video games than Solana and half as many as Melissa. If together they have 24 video games, how many does Melissa have?

A 7

B 9

C 12

D 14 "

The row numbers along the left side of the worksheet are 1, 2, 4, 5, 6. We can observe that there is a missing number in the sequence, specifically the number 3. Therefore, based on the pattern, we can deduce that row 3 is missing from the worksheet.

Based on the given information, the row numbers along the left side of the worksheet are 1, 2, 4, 5, 6, with a missing number in the sequence, which is the number 3.

The presence of the numbers 1, 2, 4, 5, and 6 indicates that rows corresponding to those numbers exist in the worksheet. However, there is no row with the number 3 mentioned in the sequence. Thus, we can conclude that row 3 is missing from the worksheet.

It is important to note that the missing row could be intentional or accidental, but based on the given information, we can deduce that there is a discontinuity in the row numbering, specifically the absence of row 3.

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It is the property of circle that points are equidistant from point A .

Given,

Relationship between set of points and A .

Here,

A circle is the set of all points in a plane that are equidistant from a given point called the center of the circle.

Radius is the length from center of circle to any point on the surface . Diameter is double of radius touching to points of a circle and passing through center .

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The diameter of the balloon that can lift a person weighing 65Kg is  299.72 cm.

To get the diameter of the balloon that can lift a person weighing 65 Kg, we need to know the volume which this diameter will occupy

Since, density is constant, what will change will be the volume and the weight.

Hence, the ratio of the volume to the weight at any point in time irrespective of the weight and volume will be the same.

With a 30cm diameter, the volume that can be lifted would be the volume of a sphere with diameter 30cm. If the diameter is 30, then the radius is 15.

The volume of a sphere = 4/3 × π× 15³ = 4/3 × π × 15³ = 1125π

So, what this means is that, a spherical helium balloon of size 1125π  can lift a person weighing 14 gram object .

Now, let the radius of the balloon that can lift a person of weight 65 Kg be x feet

The needed volume is thus 4/3 × π× x³ = 4π * x³/3

Now let's make a relationship;

A volume of  1125π   lifts 14 gram

A volume of  4π *x³/3     lifts 65 Kg pounds

To get x, we simply use a cross-multiplication;

1125π  × 65 = 4π * x³/3  × 0.014

x = 149.86 cm

Since the radius is  149.86cm, the diameter will be 2 × 149.86 =  299.72 cm.

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Answer: its A

Step-by-step explanation:

The degrees of freedom for an independent t-test when n1 = 16 and n2 = 12 are 26.

Given,

n1 = 16

n2 = 12

Here,

An independent t-test, often known as a two-sample t-test, compares the means of two unrelated groups to see whether they are significantly different from each other. The t-test is an essential method that can help you determine whether or not a certain hypothesis is true, regardless of whether or not it is accurate.

Degree of freedom for independent t test: DF = (n1 + n2) - 2

DF = (16 + 12) - 2

DF = 26

Therefore, the degrees of freedom for an independent t-test when n1 = 16 and n2 = 12 are 26.

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