is the problem 4x =0 true or false

Answer:

Step-by-step explanation:

The radian measure of the angle at the centre of the circle that intercepts an arc length of 117 cm is approximately 1.918 radians.

To find the radian measure of an angle at the centre of a circle with a radius of 61 cm that intercepts an arc length of 117 cm, we can use the formula:
angle in radians = arc length/radius
Here, the given arc length is 117 cm, and the radius of the circle is 61 cm. Substituting these values in the formula, we get:
angle in radians = 117 cm / 61 cm
Simplifying the fraction, we get:
angle in radians = 1.918 radians (approx)
Therefore, the radian measure of the angle at the centre of the circle that intercepts an arc length of 117 cm is approximately 1.918 radians.
In general, an angle in radians is a measure of the central angle of a circle, where one radian is defined as the angle subtended at the centre of a circle by an arc length equal to the radius. The centre of a circle is the point that is equidistant from all points on the circumference of the circle. The radius of a circle is the distance from the centre to any point on the circumference. The arc length of a circle is the length of the part of the circumference that is intercepted by the angle at the centre. By knowing any two of these values, we can use the formula to find the third value.

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Answer:

no she is not.

Step-by-step explanation:

2 divided 7 is the same as 2/5 so

2/5 = 0.4

dividing 5 by 7 would be 0.714 so its not equal

hope this helps you <3

The probability that Sam gets exactly 10 A's out of 12 tests is 0.234 or about 23.4%.

To solve this problem, we can use the binomial probability formula. The formula is:
[tex]P(X=k) = (n choose k) * p^k * (1-p)^(n-k)[/tex]

Where:
- P(X=k) is the probability of getting exactly k successes
- n is the number of trials (tests)
- k is the number of successes (getting an A)
- p is the probability of success on each trial (getting an A)
- (n choose k) is the binomial coefficient, which can be calculated as [tex]n! /[/tex][tex](k! * (n-k)!)[/tex]

Using this formula, we can plug in the values given in the problem:

n = 12 (number of tests)
k = 10 (number of A's)
p = 0.75 (probability of getting an A)

P(X=10) = (12 choose 10) * 0.75^10 * (1-0.75)^(12-10)
P(X=10) = (12! / (10! * 2!)) * 0.75^10 * 0.25^2
P(X=10) = 66 * 0.0563 * 0.0625
P(X=10) = 0.234

Therefore, the probability that Sam gets exactly 10 A's out of 12 tests is 0.234 or about 23.4%.

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The number of problems, Paige assigned as homework was 60.

We are given that Paige takes a break while working on her math homework to help herself stay focused.

Since solves 20 problems and takes a break then she solves 12 problems and takes a break. and finishes the last 20% of her math problems.

Let the value of which a thing is expressed in percentage is "a' and the percent that considered thing is of "a" is b%

Since percent shows per 100, thus we will first divide the whole part in 100 parts and then multiply it with b so that we collect b items per 100 items.

we have to find what 20% of a number is 12

20% of x =  12

x = 12/20%

x = 12/2 x 10

x = 60

The answer is 60

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Answer:

Step-by-step explanation: can you possibly be more specific please.

Answer:

What do you need help with?

Step-by-step explanation:

give further info.

r u okay? or is it a math problem

We must conclude that there are infinitely many primes of the form 3k + 2, where k is a non-negative integer.

To adapt the proof:

We can use a similar contradiction argument.

Suppose that there are only finitely many primes of the form 3k + 2, say p1, p2, ..., pn.

Let N = 3p1p2...pn + 2. Note that N is of the form 3k + 2 for some non-negative integer k.

Now, let's consider the prime factorization of N. Either N is prime and of the form 3k + 2, in which case we have found a new prime of the desired form, contradicting our assumption that there are only finitely many such primes. Or, N is composite and has a prime factorization consisting only of primes of the form 3k + 1 (since any prime of the form 3k + 2 would divide N). But this implies that N itself is of the form 3k + 1.

Now, let's consider the number M = 3N + 2. M is also of the form 3k + 2, and so must have a prime factorization consisting only of primes of the form 3k + 1. But since N is of the form 3k + 1, we have

M = 3(3p1p2...pn + 1) + 2 = 9p1p2...pn + 5. This means that M has a prime factorization consisting of primes of the form 3k + 2, which contradicts our assumption that there are only finitely many such primes.

Therefore, we must conclude that there are infinitely many primes of the form 3k + 2, where k is a non-negative integer.

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The missing length in the attached right triangle is 8.7

The missing length of a triangle can be calculated using any of the basic trigonometry function

To illustrate this, I will use the attached right triangle where the missing length is x

The value of x in the right triangle can be calculated using the following sine ratio

sin(75) = x/9

Cross multiply the equation

So, we have

x = 9 * sin(75)

Evaluate the products

x = 8.7

Hence, the value of missing length in the attached right triangle is 8.7

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The mean absolute deviation of the data is of:

1.25.

It represents the average by which the shoe sizes deviate from the mean shoe size.

The mean of the data-set in this problem is given as follows:

Mean = (6 + 8.5 + 6 + 9 + 10 + 7 + 8 + 9.5)/8

Mean = 8.

Then the deviations are given as follows:

Hence the MAD for the data-set is given as follows:

MAD = (2 + 0.5 + 2 + 1 + 2 + 1 + 0 + 1.5)/8

MAD = 1.25.

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The expression  x²-6x+9 is equal to the expression (x-3)², option A is correct.

The given expression is x²-6x+9

x is the variable in the expression

Plus and minus are the operators

We have to factor the expression

x²-6x+9

x²-3x-3x+9

x(x-3)-3(x-3)

(x-3)(x-3)

x²-6x+9 is equal to (x-3)²

(x-3)²

Hence, the expression  x²-6x+9 is equal to the expression (x-3)², option A is correct.

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The transformations of the exponential function are given as follows:

An exponential function has the definition presented as follows:

[tex]y = ab^x[/tex]

In which the parameters are given as follows:

Hence the transformations of the exponential function are given as follows:

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If Vicky jogged 2³/₄ miles in ¹/₂ hours, her average rate of speed in miles per hour is 5¹/₂ miles per hour.

The average speed refers to the rate of movement, which is the quotient of the total distance and the time taken to cover the given distance.

While the given speed was expressed for half an hour, we can convert this speed to per-hour by dividing the given speed by ¹/₂ hours.

Alternatively, we can use multiplication, which is the inverse of division to compute the average speed per hour.

Vicky's given jogging distance in ¹/₂ hours = 2³/₄ miles

Vicky's average jogging speed = 5¹/₂ miles per hour (2³/₄ ÷ ¹/₂) = (2³/₄ x ²/₁)

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The value of the trigonometric ratio Sin 89 is 0.9998

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

Sin 89

The trigonometric ratio can be evaluated using a calculator

Using a calculator, we have the following result

Sin 89 = 0.99984769515

Approximate

Sin 89 = 0.9998

Hence, the solution is 0.9998

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The probability that the sample mean time taken is less than 85 minutes is 0.067 or 6.7%.

To answer this question, we can use the central limit theorem, which states that the distribution of sample means of a population with any distribution will approach a normal distribution as the sample size increases.

Given that the times taken to complete the tax form follow a normal distribution with a mean of 100 minutes and a standard deviation of 30 minutes, we can assume that the sample mean time taken also follows a normal distribution with a mean of 100 minutes and a standard deviation of 30 / sqrt(9) = 10 minutes (since the sample size is 9).

To find the probability that the sample mean time taken is less than 85 minutes, we need to standardize the sample mean using the formula z = (x - mu) / (sigma / sqrt(n)), where x is the sample mean, mu is the population mean, sigma is the population standard deviation, and n is the sample size.

Plugging in the values, we get z = (85 - 100) / (10) = -1.5.

We can then look up the probability of getting a z-score of -1.5 or lower in a standard normal distribution table or using a calculator. The probability is approximately 0.067 or 6.7%.

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There are several subtypes of qualitative data techniques, including interview, focus groups, observations, case studies and document analysis.

Interviews: These are one-on-one conversations between the researcher and participant(s), where the researcher asks open-ended questions to gather information.

Focus Groups: These are group discussions where a researcher moderates the conversation and asks participants to share their experiences and opinions on a particular topic.

Observations: These involve the researcher directly observing and documenting behaviors, actions, and interactions of individuals or groups in a natural setting.

Case Studies: These involve in-depth exploration and analysis of a single individual or group, often used in fields such as psychology and social work.

Document Analysis: This involves reviewing and analyzing written or recorded materials such as texts, videos, or audio recordings to gain insight into a particular topic or phenomenon.

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True, the half-life equations are an application of integrated rate laws. False, pseudo-order reaction kinetics is not a way to simplify a more complicated rate law by holding one (or more) of the reagents essentially constant. False, half-life is not the time required for the rate of the reaction to decrease by one half. The rate law equation expresses the rate of the reaction in terms of the concentrations of the reactants.

1. The half-life equations are an application of integrated rate laws: True. Half-life equations are derived from integrated rate laws to express the time required for the concentration of a reactant to decrease to half its initial value.

2. Pseudo-order reaction kinetics is a way to simplify a more complicated rate law by holding one (or more) of the reagents essentially constant: True. Pseudo-order reaction kinetics simplifies complex rate laws by considering one or more reagents to be in excess, effectively making their concentrations constant, which leads to a simpler rate law.

3. Half-life is the time required for the rate of the reaction to decrease by one half: False. Half-life is the time required for the concentration of a reactant to decrease by one half, not the rate of the reaction.

True, the half-life equations are an application of integrated rate laws. False, pseudo-order reaction kinetics is not a way to simplify a more complicated rate law by holding one (or more) of the reagents essentially constant. False, half-life is not the time required for the rate of the reaction to decrease by one half. The rate law equation expresses the rate of the reaction in terms of the concentrations of the reactants.

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At Ying Ying's bakery, there's an 8% probability that a customer will report a food allergy.

When dealing with 12 customers, we can calculate the probability that at least one customer will report a food allergy by first finding the probability that none of them report a food allergy, and then subtracting that value from 1.

The probability that a single customer doesn't report a food allergy is 1 - 0.08 = 0.92. For all 12 customers not to report a food allergy, the probability is 0.92^12 = 0.3981 (rounded to four decimal places).

Now, subtract this probability from 1: 1 - 0.3981 = 0.6019.

Therefore, the probability that at least one customer will report a food allergy is 0.6019 or 60.19%.

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The steps are write transformation matrix, turn vector to column matrix, set linear system and solve it in linear algebra.

To determine whether c is in the range of the transformation T, follow these steps:

1. Write down the transformation matrix A for T.
2. Write the given vector c as a column matrix.
3. Set up the linear system Ax = c, where x is the column matrix of unknowns.
4. Solve the linear system using row reduction, Gaussian elimination, or any other suitable method.

Now, let's discuss the significance of the result:

- If there is a unique solution for x, it means c is in the range of T, and T is a one-to-one transformation. This signifies that T is capable of mapping the input vector to c.

- If there are infinitely many solutions for x, it indicates that c is in the range of T, but T is not one-to-one. In linear algebra, this means that the transformation T maps multiple input vectors to the same output vector c.

- If there is no solution for x, it implies that c is not in the range of T. In the context of linear algebra, this means that the transformation T cannot map any input vector to the given output vector c.

Remember that the range of a transformation is the set of all possible output vectors resulting from the transformation of the input vectors. Understanding the range is essential in linear algebra, as it helps determine the behavior of the transformation and its impact on vector spaces.

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A. Therefore, if (x, y) and (y, x) are in R, then x = y, which means that xRy and yRx only if x = y, which is not true for distinct elements x, y in A.

A relation R on a set A is said to be symmetric if for any elements x, y in A, if xRy, then yRx. A relation R on a set A is said to be antisymmetric if for any distinct elements x, y in A, if xRy, then it is not true that yRx.

One example of a relation on a set that is both symmetric and antisymmetric is the equality relation. Let A be any set and let R be the equality relation, defined as:

R = {(x, y) | x = y for x, y in A}

Then, R is symmetric because if x = y, then y = x for any x, y in A. Therefore, if (x, y) is in R, then (y, x) is also in R. R is also antisymmetric because if x = y and y = x, then x = y for any x, y in A. Therefore, if (x, y) and (y, x) are in R, then x = y, which means that xRy and yRx only if x = y, which is not true for distinct elements x, y in A.

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The area of the table top would be 28.275 square ft

The area of the table top is calculated by

The area using the inner diameter is now subtracted from the area solved using the outer diameter and the result is the diameter of the table

area of the whole circle using the outer diameter

For a semicircle, area = 1/2 pi r^2

where r = 11 ft / 2 = 5.5 ft

area = 1/2 pi 5.5^2

area = 47.517 square ft

area of the whole circle using the inner diameter

where r = (11 ft - 2(2) ft) / 2 = 3..5 ft

area = 1/2 pi 3.5^2

area = 19.242 square ft

Area of the table

= 47.517 square ft - 19.242 square ft

= 28.275 square ft

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Answer: Factor 55 out of 5x5x.5(x)−5y5(x)-5yFactor 55 out of −5y-5y.5(x)+5(−y)5(x)+5(-y)Factor 55 out of 5(x)+5(−y)5(x)+5(-y).5(x−y)

Answer: 5.

Step-by-step explanation: Please give Brainlist.

Hope this helps!!!!

I can answer more questions if you want!!!!

The factor for 5x and 5y-2 is 1.

An algebraic expression or number that divides another expression or number equally, leaving no remainder.

We have,

5x and 5y-2.

Now, factoriese the each term we get

5x = 5 . x

5y-2 = 5 . y - 2 . 1

As there is no common factor here.

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The sample is a three-stage cluster sample

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The simplification of the given algebraic expression should be ¹/₂(x/y) and not x/2y^2

Algebraic expressions are simply the idea of expressing numbers with the aid of letters or alphabets without actually specifying their actual values. The basics of algebra taught us how to express an unknown value using letters such as a, b, c, etc. These letters are referred to as variables. An algebraic expression can be a combination of both variables and constants. Any value that is placed before and multiplied by a variable is a coefficient.

The given algebraic expression is:

3x²/6xy

Thus, we can break this down into:

(3/6) * (x²/x) * (1/y)

= ¹/₂(x/y)

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1. The set of sophomores at your school who are not taking discrete mathematics: A ∩ Bᶜ.
2. The set of sophomores taking discrete mathematics in your school: A ∩ B.
3. The set of students at your school who either are sophomores or are taking discrete mathematics: A ∪ B.
4. The set of students at your school who either are not sophomores or are not taking discrete mathematics: Aᶜ ∪ Bᶜ.

1. The set of sophomores at your school who are not taking discrete mathematics can be represented symbolically as A - B. This means that we take all the elements in set A (sophomores) and subtract the elements in set B (students taking discrete mathematics) from it, which gives us the set of sophomores who are not taking discrete mathematics.

2. The set of sophomores taking discrete mathematics in your school can be represented symbolically as A ∩ B. This means that we take the intersection of sets A and B, which gives us the set of students who belong to both sets A and B. In this case, it gives us the set of sophomores taking discrete mathematics.

3. The set of students at your school who either are sophomores or are taking discrete mathematics can be represented symbolically as A ∪ B. This means that we take the union of sets A and B, which gives us the set of all students who belong to either set A or set B (or both). In this case, it gives us the set of all sophomores and all students taking discrete mathematics.

4. The set of students at your school who either are not sophomores or are not taking discrete mathematics can be represented symbolically as U - (A ∩ B). This means that we take the complement of the intersection of sets A and B from the universal set U. In other words, we take all the elements in the universal set U and subtract the elements that belong to both sets A and B, which gives us the set of all students who either are not sophomores or are not taking discrete mathematics.

1. The set of sophomores at your school who are not taking discrete mathematics: A ∩ Bᶜ. This represents the intersection of set A (sophomores) and the complement of set B (students not in discrete mathematics).

2. The set of sophomores taking discrete mathematics in your school: A ∩ B. This represents the intersection of set A (sophomores) and set B (students in discrete mathematics).

3. The set of students at your school who either are sophomores or are taking discrete mathematics: A ∪ B. This represents the union of set A (sophomores) and set B (students in discrete mathematics).

4. The set of students at your school who either are not sophomores or are not taking discrete mathematics: Aᶜ ∪ Bᶜ. This represents the union of the complement of set A (students not in the sophomore class) and the complement of set B (students not in discrete mathematics).

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The test statistic (42.19) falls between the lower and upper critical values (13.839 and 42.982) and the p-value (0.057) is greater than the significance level (0.05), we do not reject the null hypothesis.

To test whether or not the manager's claim was achieved, we need to set up a hypothesis test.

Null hypothesis (H0): The population standard deviation of wait times at the drive-through is equal to 3 minutes.
Alternative hypothesis (Ha): The population standard deviation of wait times at the drive-through is not equal to 3 minutes.

We will use a chi-square test with (n-1) degrees of freedom, where n is the sample size. At a 5% level of significance, the critical values are 12.242 (lower) and 41.337 (upper).

To calculate the test statistic, we use the formula:
χ^2 = (n-1) * s^2 / σ^2

where n is the sample size, s is the sample standard deviation, and σ is the hypothesized population standard deviation.

Plugging in the values, we get:
χ^2 = (28-1) * 3.75^2 / 3^2 = 30.1875

The corresponding p-value for this test statistic is 0.168, which is greater than 0.05. Therefore, we fail to reject the null hypothesis.

Our conclusion is: Do not reject the null hypothesis. There is insufficient evidence to support the Manager's claim.
To test the manager's claim, we will perform a chi-square test for the standard deviation. The null hypothesis (H0) is that the standard deviation of wait times is equal to 3 minutes.

First, we calculate the test statistic (rounded to 2 decimal places):

Chi-square = (n - 1) * (s^2) / σ^2
Chi-square = (28 - 1) * (3.75^2) / (3^2)
Chi-square = 27 * (14.0625) / 9
Chi-square = 42.19

Next, we determine the critical values for a 5% level of significance (with df = n - 1 = 27, rounded to 3 decimal places):

Lower critical value: 13.839
Upper critical value: 42.982

Now, we find the p-value (rounded to 3 decimal places):

p-value = P(Chi-square > 42.19) = 0.057

Since the test statistic (42.19) falls between the lower and upper critical values (13.839 and 42.982) and the p-value (0.057) is greater than the significance level (0.05), we do not reject the null hypothesis. There is insufficient evidence to support the manager's claim.

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a P(both can accommodate) = 0.225 or 22.5%  ,P(event must be postponed) = 0.775 or 77.5%

a. The probability that both venues can accommodate the event is found by multiplying the individual probabilities together, since they are assumed to be independent:
P(both can accommodate) = P(first venue can accommodate) x P(second venue can accommodate)
P(both can accommodate) = 0.75 x 0.30
P(both can accommodate) = 0.225 or 22.5%

b. The probability that at least one venue can accommodate the event is found by using the complement rule:
P(at least one can accommodate) = 1 - P(neither can accommodate)
Since the only two possible outcomes are that either both venues can accommodate or neither can, we can use the probabilities from part a to find the probability that neither can accommodate:
P(neither can accommodate) = 1 - P(both can accommodate)
P(neither can accommodate) = 1 - 0.225
P(neither can accommodate) = 0.775
Now we can use the complement rule to find the probability that at least one venue can accommodate:
P(at least one can accommodate) = 1 - P(neither can accommodate)
P(at least one can accommodate) = 1 - 0.775
P(at least one can accommodate) = 0.225 or 22.5%

c. The probability that the event must be postponed because neither venue can accommodate is simply the complement of the probability that at least one venue can accommodate:
P(event must be postponed) = 1 - P(at least one can accommodate)
P(event must be postponed) = 1 - 0.225
P(event must be postponed) = 0.775 or 77.5%

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Option B is correct, the value of x in the triangle is 13.

The given triangle is a right angle triangle

We have to find the value of x which is hypotenuse length in the triangle

By pythagoras theorem we find the value of x in triangle

12²+5²=x²

144+25=x²

169=x²

Take square root on both sides

x=13

Hence, option B is correct, the value of x in the triangle is 13.

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