Please help!!
Evaluate the inequality for x=12.8 to determine if the given value makes the inequality true

The magnitude of a vector is not dependent on the coordinate system. Rather, it is a measure of the vector's length. It is calculated using the Pythagorean theorem, which is independent of the coordinate system used.

When working with vectors in different coordinate systems, it is important to keep in mind that the components of the vector may vary depending on the system. The magnitude, on the other hand, remains constant. In vector calculus, vectors play a vital role. Vectors are mathematical entities that are used to represent physical quantities with both magnitude and direction. These quantities include velocity, force, and displacement, among others. The magnitude of a vector is a measure of its length, whereas the direction is the angle between the vector and some fixed reference line. The magnitude of a vector is not dependent on the coordinate system. Rather, it is a measure of the vector's length. It is calculated using the Pythagorean theorem, which is independent of the coordinate system used. When working with vectors in different coordinate systems, it is important to keep in mind that the components of the vector may vary depending on the system. The magnitude, on the other hand, remains constant. This is due to the fact that the Pythagorean theorem, which calculates the magnitude of a vector, is independent of the coordinate system used. To summarize, the magnitude of a vector is not dependent on the coordinate system used, while the components of the vector may vary. It is important to keep this in mind when working with vectors in different coordinate systems.

The magnitude of a vector is a measure of its length, and it is independent of the coordinate system used. The components of the vector may vary depending on the system, but the magnitude remains constant. When working with vectors in different coordinate systems, it is important to keep in mind that the Pythagorean theorem, which calculates the magnitude of a vector, is independent of the coordinate system used.

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Answer:

x=-7

Step-by-step explanation:

Step 1: Simplify both sides of the equation.

3(9+7x)=−120

(3)(9)+(3)(7x)=−120(Distribute)

27+21x=−120

21x+27=−120

Step 2: Subtract 27 from both sides.

21x+27−27=−120−27

21x=−147

Step 3: Divide both sides by 21.

21x/21=−147/21

x=−7

Answer:

x = -7

Step-by-step explanation:

3(9 + 7x) = -120

now simplify it

27 + 21x = -120

now you want to get the number(s) and variables on different sides

27 + 21x - 27 = 21x

-120 - 27 = -147

21x = -147

now you want to divide each side by 21

21x / 21 = x

-147 / 21 = -7

x = -7

Answer:

False

Step-by-step explanation:

Reciprocal of -3/5  is  (-5/3)

Reciprocal of a fraction is flipping its numerator and denominator. Sign won't change.

Answer:

2 ×10 to the power of 10 is the answer

Answer:

30000000000

Step-by-step explanation:

6x(10^7)=60,000,000

10 to the power  of -3=0.001

0.001*2=0.002

60,000,000/0.002=30000000000

D is correct.

In the table, the value for x is -3. Once that is plugged in to the function, it will show an output of 2, which is stated in the table.

Answer:

52

Step-by-step explanation:

because i know it is i think

Answer:

60 miles

Step-by-step explanation:

20 miles times 3

Answer:

X = 8

Step-by-step explanation:

My brain

Answer:

25

Step-by-step explanation:

Because m and n are parallel angle 25=x

There are a total of 3 × 3 × 3 × 3 = 81 different dessert menus for the week that are possible.

In order to solve the problem, let's begin by considering the conditions given. The dessert chef prepares dessert for every day of a week starting with Sunday. The dessert options include cake, pie, ice cream, or pudding. The same dessert may not be served two days in a row, and it is required that there must be ice cream on Sunday and pie on Saturday.Therefore, let's start by considering the dessert for Sunday, which must be ice cream. As ice cream cannot be served on the following day, the dessert for Monday must be either cake, pie, or pudding. On Tuesday, the dessert options are cake, pie, and pudding again since ice cream was served on Sunday. Following the same reasoning, the dessert for Wednesday must be ice cream, and the options for Thursday are cake, pie, or pudding. On Friday, the dessert options are the same as Thursday since ice cream was served on Wednesday. Finally, pie must be served on Saturday.Therefore, there are three possible dessert options for Monday, Tuesday, Thursday, and Friday: cake, pie, or pudding. On Sunday, ice cream is mandatory, and on Wednesday, ice cream must be served. On Saturday, pie must be served.

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Answer:

1. 12

2. 3/5

Step-by-step explanation:

1. 30-18=12

2. 18/30 = 3/5 (6 goes into both)

Answer:

163

Step-by-step explanation:

Given the following :

Number of visitors on Friday = 3,260

Number increased by 15% on Saturday

Projected percentage increase on Saturday = 20%

Actual percentage increase in number of visitors = 15%

Number of visitors on Saturday :

(100 + 15)% × 3260

115% * 3260

(115/100) * 3260

= 3749 visitors

Projected percentage increase = 20%

Projected number:

((100 + 20)% * 3260

120% * 3260

(120/100) * 3260

= 3912

Difference : (3912 - 3749) = 163

The crossover point between the t-test and Z-test is typically considered to be a sample size of 30. This means that when the sample size is equal to or greater than 30, it is generally recommended to use the Z-test.

However, it's important to note that this cutoff point is not a strict rule and can vary depending on the specific context and requirements of the statistical analysis.

The t-test is used when the standard deviation of the population is unknown and needs to be estimated from the sample data. It is particularly useful when working with small sample sizes, where the variability of the population is less certain. The t-test takes into account the degrees of freedom, which is calculated based on the sample size minus one.

On the other hand, the Z-test is used when the standard deviation of the population is known or when the sample size is large. With a large sample size, the Central Limit Theorem ensures that the sample mean will be normally distributed, allowing for the use of the standard normal distribution (Z-distribution) in hypothesis testing.

The crossover point of 30 is a rough guideline that suggests that with a sample size of 30 or more, the sample mean distribution becomes approximately normally distributed, even without knowing the population standard deviation. This assumption allows for the use of the Z-test instead of the t-test, simplifying the calculations and interpretation of results.

It's important to consider other factors as well, such as the specific research question, data characteristics, and the desired level of confidence, when determining which test to use. Statistical software or consulting with a statistician can also help in making an informed decision based on the specific circumstances of the analysis.

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Answer:

x=3

Step-by-step explanation:

we can use inverse operations to solve this problem. 5 is being multiplied by x, so we can divide by 5 on both sides to isolate x. 15/5 is 3, so x=3 since the 5s cancel out.

Answer:

x = 3

Step-by-step explanation:

5x = 15

Divide both sides by 5

5x/5 = 15/5

Simplify

x = 3

Answer: (x+ -4)^2=9

Step-by-step explanation: We compete the square by taking had of the coefficient of our x term is -8, half of it would be -4, and squaring it gives us 16 then simplify

The solution to the quadratic equation is x = 7 or x = 1 and the equation is given as ( x - 7 ) ( x - 1 ) = 0

A quadratic equation is a second-order polynomial equation in a single variable x , ax² + bx + c=0. with a ≠ 0. Because it is a second-order polynomial equation, the fundamental theorem of algebra guarantees that it has at least one solution. The solution may be real or complex.

The roots of the quadratic equations are

x = [ -b ± √ ( b² - 4ac ) ] / ( 2a )

where ( b² - 4ac ) is the discriminant

when ( b² - 4ac ) is positive, we get two real solutions

when discriminant is zero we get just one real solution (both answers are the same)

when discriminant is negative we get a pair of complex solutions

Given data ,

Let the equation be represented as A

Now , the value of A is

x² - 8x + 7 = 0  be equation (1)

On simplifying the equation , we get

x² - x - 7x + 7 = 0

Taking the common factors in the equation , we get

x ( x - 1 ) - 7 ( x - 1 ) = 0

Now , on factorizing the equation , we get

( x - 7 ) ( x - 1 ) = 0

So , when ( x - 7 ) = 0

Adding 7 on both sides of the equation , we get

x = 7

And , when ( x - 1 ) = 0

Adding 1 on both sides of the equation , we get

x = 1

So , the two solutions to the equation is x = 7 or x = 1

Hence , the equation is ( x - 7 ) ( x - 1 ) = 0

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The sigma notation for the series 4+8+12+16+20+... is Σ(4k), where k starts from 1. This notation represents the sum of the terms in the series, where each term is obtained by multiplying 4 by the value of k.

To write the series 4+8+12+16+20+... in sigma notation, we use the sigma symbol Σ, which represents the sum of a sequence. The general form of sigma notation is Σ(aₖ), where aₖ represents the kth term of the series.

In this case, the series has a pattern where each term is obtained by multiplying 4 by the value of k. Therefore, the kth term can be written as 4k. To indicate that the series starts from k = 1, we include the lower limit of the summation.

Putting it all together, the sigma notation for the series 4+8+12+16+20+... is Σ(4k), where k starts from 1. This notation represents the sum of the terms in the series, where each term is obtained by multiplying 4 by the value of k.

Simplifying the answer, we can rewrite the sigma notation as Σ(4k) = 4Σ(k), where k starts from 1.

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Answer: $41.15

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The given problem statement can be solved by using the z-score formula, that is z = (x - μ)/ σ where x is the value, μ is the mean and σ is the standard deviation of the data set.

For the first part of the problem, we are required to find the probability that a randomly selected education major received a starting salary offer greater than $52,350. The formula to solve for the z-score is shown below:

z = (x - μ)/ σ

z = (52,350 - 46,292)/4,320

z = 1.4

The probability of the salary being greater than $52,350 can be found by using the Z-table or by using the formula P(Z > z) = 1 - P(Z < z). Here, P(Z < 1.4) = 0.9192

Therefore, P(Z > 1.4) = 1 - 0.9192 = 0.0808

For the second part of the problem, we are required to find the probability that a randomly selected education major received a starting salary offer between $45,000 and $52,350.

The formula to solve for the z-scores is shown below:

z1 = (45,000 - 46,292)/4,320z1 = -0.3z2 = (52,350 - 46,292)/4,320z2 = 1.4

The probability of the salary being between $45,000 and $52,350 can be found by using the formula

P(z1 < Z < z2) = P(Z < z2) - P(Z < z1).

Here, P(Z < -0.3) = 0.3821 and P(Z < 1.4) = 0.9192

Therefore, P(-0.3 < Z < 1.4) = 0.9192 - 0.3821 = 0.5371

To find the percentage of education majors that received a starting offer between $38,500 and $45,000, we first need to convert the values to z-scores. The formula to solve for the z-scores is shown below:

z1 = (38,500 - 46,292)/4,320

z1 = -1.8z2 = (45,000 - 46,292)/4,320

z2 = -0.3

The probability of the salary being between $38,500 and $45,000 can be found by using the formula P(z1 < Z < z2) = P(Z < z2) - P(Z < z1). Here, P(Z < -1.8) = 0.0359 and P(Z < -0.3) = 0.3821

Therefore, P(-1.8 < Z < -0.3) = 0.3821 - 0.0359 = 0.3462

Converting this probability to a percentage, we get:0.3462 x 100% = 34.62%

Therefore, the answer is d. 34.62%.

Therefore, the probability that a randomly selected education major received a starting salary offer greater than $52,350 is 0.0808. The probability that a randomly selected education major received a starting salary offer between $45,000 and $52,350 is 0.5371. The percentage of education majors that received a starting offer between $38,500 and $45,000 is 34.62%.Twenty percent of education majors were offered a starting salary less than 41,969.2$.

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Answer:

x = -2

Step-by-step explanation:

Step 1: Write equation

4(5x + 7) = -45 + 33

Step 2: Solve for x

Step 3: Check

Plug in x to verify it's a solution.

4(5(-2) + 7) = -45 + 33

4(-10 + 7) = -12

4(-3) = -12

-12 = -12

Based on the given options, the displacement could be either 0 km or 6 km, depending on the specific details of Dr. Siva's route.

To determine the displacement, we need to consider the net change in position or the straight-line distance between the initial and final positions. Let's analyze the information given:

Dr. Siva walked from home to school, then from the school to the park, and finally walked back home.

The displacement is not determined by the total distance traveled but rather by the straight-line distance between the starting and ending points. We don't have specific information about the distances or directions between the locations, so we cannot calculate the exact displacement.

However, we can make some assumptions based on the given options:

If the distances from home to school and from the school to the park are the same, and Dr. Siva returns directly from the park back home, the displacement would be 0 km. This implies that the final position is the same as the initial position.

If Dr. Siva walks 10 km from home to school, then 10 km from the school to the park, and finally walks 10 km back home, the displacement would be 0 km. This is because the final position would be the same as the initial position.

If Dr. Siva walks 10 km from home to school, then 2 km from the school to the park, and finally walks 6 km back home, the displacement would be 6 km. This implies that the final position is 6 km away from the initial position in the direction of home.

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Answer:

1) The equation of the line is y =  [tex]\frac{-1}{2}[/tex] x + 4

2) The equation of the line is y = -12x + 8

Step-by-step explanation:

The slope-intercept form of the linear equation is y = m x + b, where

Let us solve the two questions

1)

∵ points (-2, 5) and (2, 3) lie on the same line

→ Find the slope m

∵ Δ x = 2 - (-2) = 2 + 2 = 4

∵ Δ y = 3 - 5 = -2

∴ m = [tex]\frac{-2}{4}=\frac{-1}{2}[/tex]

∴ The slope of the line is [tex]\frac{-1}{2}[/tex]

→ Substitute the value of m in the form of the equation above

∴ y =  [tex]\frac{-1}{2}[/tex] x + b

→ To find b substitute the x and y in the equation by the coordinates

   of a point on the line

∵ Point (-2, 5) lies on the line

∴ x = -2 and y = 5

∵ 5 =  [tex]\frac{-1}{2}[/tex](-2) + b

∴ 5 = 1 + b

- Subtract 1 from both sides

∴ 5 - 1 = 1 - 1 + b

∴ 4 = b

→ Sustitute it in the equation

∴ y =  [tex]\frac{-1}{2}[/tex] x + 4

The equation of the line is y =  [tex]\frac{-1}{2}[/tex] x + 4

2)

∵ The slope of the line is -12

∴ m = -12

∵ The line passes through point (0, 8)

∵ b is the value of y at x = 0

∴ b = 8

→ Substitute the values of m and b in the form of the equation above

∴ y = -12x + 8

The equation of the line is y = -12x + 8

Answer:

Step-by-step explanation:

(6*2) + (6*9x2)

12 + 54x2

The correct answer is: III only. Variance investigation is typically based on a cost-benefit analysis.

Statement I is incorrect because the relative size of a variance, in comparison to other variances, can be important in understanding its significance.

Statement II is incorrect because variance investigation does not focus solely on unfavorable variances. Both favorable and unfavorable variances are considered during the investigation.

Statement III is true. Variance investigation is typically based on a cost-benefit analysis, where the potential benefits of investigating and addressing variances are weighed against the associated costs.

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Let the double integral of f(x, y) over D be D1. Then, we have:
D1 = ∫∫D f(x,y)dxdy ...(1)Where D is the domain of integration.

D: {(x,y) | 1 ≤ x ≤ 2, x^2 ≤ y ≤ 4}
Now, the function f(x,y) = 2x + 5y.
Thus, we substitute the limits of integration in Equation (1) to get:
D1 = ∫1^2 ∫x^2^4 (2x + 5y) dy dx
= ∫1^2 [2xy + (5y^2)/2]^4_x^2 dx
= ∫1^2 [4x + (20)/2] - [2x^3 + (5x^2)/2] dx
= ∫1^2 [4x + 10] - [2x^3 + (5x^2)/2] dx
= ∫1^2 -2x^3 + 4x + 10 - (5x^2)/2 dx
= [-1/2 x^4 + 2x^2 + 10x - (5x^3)/6]1^2
= (-1/2 * 16 + 2 * 4 + 10 * 2 - 5 * 8/3) - (-1/2 * 1 + 2 * 1 + 10 * 1 - 5 * 1/6)
= -12.33

Thus, the double integral of f(x, y) over D is -12.33.
The double integral of f(x, y) over D is -12.33.
Let the double integral of f(x, y) over D be D2. Then, we have:
D2 = ∫∫D f(x,y)dxdy ...(1)
Where D is the domain of integration and is defined as:
D: {(x,y) | 0 ≤ y ≤ 1, 0 ≤ x ≤ y^3}
Now, the function f(x,y) = e^(x/y).
Thus, we substitute the limits of integration in Equation (1) to get:
D2 = ∫0^1 ∫0^y^3 e^(x/y) dx dy
= ∫0^1 [y * e^(x/y)]0^y^3 dy
= ∫0^1 y * [e^(y^2/3) - 1] dy
= [y^2/2 * [e^(y^2/3) - 1] - (3/2) * ∫0^y^2 y^2 * e^(y^2/3) dy]0^1 ...(2)
Let I = ∫0^y^2 y^2 * e^(y^2/3) dy. Then we can write Equation (2) as:
D2 = [y^2/2 * [e^(y^2/3) - 1] - (3/2) * I]0^1
Differentiating both sides with respect to y, we get:
d(D2)/dy = [(2y/2) * [e^(y^2/3) - 1] + y^2/2 * [2/3 * e^(y^2/3)] - (3/2) * e^(y^2/3) * y^2]0^1
= [e^(1/3) - 3/2] - [0 - 0]
= e^(1/3) - 3/2
Thus, the double integral of f(x, y) over D is:
D2 = ∫0^1 ∫0^y^3 e^(x/y) dx dy = ∫0^1 y * [e^(y^2/3) - 1] dy
= [y^2/2 * [e^(y^2/3) - 1] - (3/2) * ∫0^y^2 * e^^2/3) dy]0^1
= [e^(1/3) - 3/2] - [0 - 0]
= e^(1/3) - 3/2

The double integral of f(x, y) over D is e^(1/3) - 3/2.
Let the double integral of f(x, y) over D be D3. Then, we have:
D3 = ∫∫D f(x,y)dxdy .(1)
Where D is the domain of integration and is defined as:
D: {(x,y) | 0 ≤ y ≤ x ≤ 4}
Now, the function f(x,y) = y * √(x^3 + 1).
Thus, we substitute the limits of integration in Equation (1) to get:
D3 = ∫0^4 ∫y^4 y * √(x^3 + 1) dx dy
= ∫0^4 y * [1/3 * (x^3 + 1)^(3/2)]y^4 dy
= 1/3 * ∫0^4 y^5 * (x^3 + 1)^(3/2) dy
= 1/3 * [1/4 * (x^3 + 1)^(3/2) * 1/3 * y^6]0^4
= 1/3 * [1/4 * (4^3 + 1)^(3/2) * 1/3 * 4^6] - 0
= 140.33
Thus, the double integral of f(x, y) over D is 140.33.
The double integral of f(x, y) over D is 140.33.

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The equation [tex]\(3x^2 + 12x + 4y^2 + 8y^4 = 0\)[/tex] does not represent any of the given options: a hyperbola with a new origin (2, -1), an ellipse with a new origin (2,-1), a hyperbola with a new origin (2, 1), or an ellipse with a new origin (-2,1).

The given equation can be rewritten as[tex]\(3(x^2 + 4x) + 4(y^2 + 2y^4) = 0\).[/tex] By completing the square, we can rewrite it as[tex]\(3(x^2 + 4x + 4) + 4(y^2 + 2y^4 + 1) = 12 + 4\).[/tex]Simplifying further, we get[tex]\(3(x + 2)^2 + 4(y^2 + 2y^4 + 1) = 16\).[/tex]

This equation represents an ellipse with its center at the point (-2, 0) in the x-direction and (0, 0) in the y-direction. The term [tex]x + 2^2\)[/tex]indicates a horizontal shift of the ellipse to the left by 2 units. The term[tex]\(y^2 + 2y^4 + 1\)[/tex]represents the vertical stretching and compression of the ellipse. Since the coefficient of [tex]\(y^2\)[/tex]is positive, the ellipse is elongated vertically.

Therefore, the equation represents an ellipse with a new origin at (-2, 0).

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Answer:

2x1-5y=17

2-5y=17

-5y=17-2

-5y=15

y=-3

Step-by-step explanation:

Answer:

x =11

Step-by-step explanation:

2x-5y=17

Let y=1

2x-5(1) = 17

2x-5=17

Add 5 to each side

2x-5+5 = 17+5

2x = 22

Divide each side by 2

2x/2 = 22/2

x =11

Answer:

2 (w+6)

Step-by-step explanation:

Translate the words into numbers. Here is were your language arts will come in handy.  Twice is in front and happens after you add w and six. The only way to add six and w together without breaking rules of P.E.M.D.A.S is to put them in parenthesis and put the two outside

Answer:

100

Step-by-step explanation:

I multiplied 20, 10, and 1/2

20*10=200 Then you do 200*1/2=200 divided 2 and get 100

HOPE THIS HELPS! =)

HOPE IT HELPS (◕‿◕✿)

Answer:

AM sorry cant help

Step-by-step explanation: