i really need help with this its due todayyy
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The answer is A. Log 9 5

I got it right on ed .

The value of the expression log₉10-log₉(1/2)-log₉4 is log₉5.

An expression is combination of variables, numbers and operators.

The given expression is

log₉10-log₉(1/2)-log₉4

if we observe the base of logs are same

so, we can use property of logarithms

[tex]log_{a} b+log_{a} c=log_{a} bc[/tex]

log₉10-log₉(1/2×4)

Now we use the property of logarithms of subtraction.

log₉10-log₉(2)

log₉(10/2)

log₉5

Hence, the value of the expression log₉10-log₉(1/2)-log₉4 is log₉5.

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Answer:

3

Step-by-step explanation:

2 ÷ 2/3

Make the whole number a fraction

2/1 ÷ 2/3

Copy dot flip

2/1 * 3/2

The 2 in the numerator and denominator cancel

1/1 * 3/1

3

Answer:

220

Step-by-step explanation:

Initial number of brainliest = 200

Additional given by me = 20

So,

Total number of brainliest = 200 + 20 = 220

Answer:

Center = ( 1,-2)

radius = 2

Answer:

^D

Step-by-step explanation:

Answer:

Explanation:

The function f(x) = √x has been translated 3 units to the left and 1 unit down to make g(x). That means translating g(x) 3 units right and 1 unit up will make f(x). (matches choices A and E)

__

The range of the function is the vertical extent, all y-values ≥ -1. (matches choice C)

__

The translated function is ...

  g(x) = f(x+3) -1 = √(x +3) -1 . . . . . does not match choice D

__

The domain of the function is the horizontal extent, all x-values ≥ -3. (does not match choice B)

Answer: A, C, E

Step-by-step explanation:

Had to do this Q on test

Final answer:

To estimate the number of students who took a geometry test based on certain scores and parameters, consider the range of scores and standard deviations to make the calculation.

Explanation:

The question:
The student is asking to estimate the number of students who took a geometry test given certain scores and parameters.

Step-by-step explanation:

Answer:

The answer would be 332

Step-by-step explanation:

You take how many birds were there when he woke up and subtract it by how many birds there was when he went to bed. Hope this helps :)

Answer:

wrong ^ its 269 on ixl

Step-by-step explanation:

Answer:

Answer 2 is right, you welcome :)

Step-by-step explanation:

The stem-and-leaf plot corresponds to the data set {17, 27, 40, 46, 56, 60, 82, 88}.

In this plot, the first digit is 'stem' and the last digit is a 'leaf'.

And this plot is used to describe the quantitative data.

The stem-and-leaf plot shows the first digit (the stem) of each data point followed by the second digit (the leaf) of each data point. For example, the first row of the plot shows a stem of 1 and two leaves of 7, which corresponds to the number 17 in the data set. Similarly, the second row shows a stem of 2 and a leaf of 7, which corresponds to the number 27 in the data set.

Therefore, the correct option is:

{17, 27, 40, 46, 56, 60, 82, 88}.

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The zeros of the quadratic function f(x) = 2x² + 16x - 9 are obtained by using the quadratic formula, resulting in x = -4 + √{82} and x = -4 - √{82}.

To find the zeros of the quadratic function f(x) = 2x² + 16x - 9, we can either factor the quadratic, complete the square, or use the quadratic formula. The function provided is already in the standard form of a quadratic equation, ax² + bx + c = 0. For this equation, a = 2, b = 16, and c = -9.

To use the quadratic formula, x = (-b√{b² - 4ac}) / (2a), we substitute the values of a, b, and c into the formula:

x = (-(16) √{(16)² - 4(2)(-9)}) / (2(2))
x = (-16 √{256 + 72}) / 4
x = (-16 √{328}) / 4
x = (-16 √{82}) / 4
x = -4 √{82}

Therefore, the zeros of the function are x = -4 + √{82} and x = -4 - √{82}.

Answer:

- 4 new classrooms can be built on the newly acquired plot.

- The number of classrooms on the first floor of the school's land = 8

- The amount of extra space on the new land needed to add just 2 more rooms and a soccer field 3/4 of the original land = 375 m²

Step-by-step explanation:

The current rectangular plot for the school has dimensions 50 m length and 12 m width.

The current school plot has an area of (50×12) that is, 600 m².

The newly acquired rectangular plot, is said to be (1/4) of the current plot.

Area of the newly acquired rectangular plot

= (1/4) × 600 = 150 m²

Each classroom on the current school's plot occupies (1/16) of the the current rectangular plot, area of a classroom on the current plot.

= (1/16) × 600 = 37.5 m²

So, how many classrooms can be obtained from the newly acquired rectangular plot?

Area of the newly acquired rectangular plot = 150 m²

Area of one classroom = 37.5 m²

Number of classrooms obtainable from the newly acquired rectangular plot = (150/37.5)

= 4 classrooms

b) The schoolyard is equal to 3/5 of the land. How many classrooms on the first floor does the school have?

Total area of school land now = 600 m² + 150 m² = 750 m²

Schoolyard occupies (3/5) of the space.

Then, the classrooms on the first floor will occupy (2/5) of the space.

Area occupied by classrooms = (2/5) × 750

= 300 m²

Recall, each classroom occupies 37.5 m² of space,

Hence, the number of classrooms on the first floor = (300/37.5) = 8 classrooms to the nearest whole number.

c) If you wanted to add just 2 more rooms and a soccer field 3/4 of the original land, so much more space would be needed in the new field?

2 more classrooms will occupy = 2 × 37.5 = 75 m²

(3/4) of the original land = (3/4) × 600 = 450 m²

Total new space required = 75 + 450 = 525 m²

The newly acquired rectangular plot has an area of 150 m², So, to achieve those two projects (add just 2 more rooms and a soccer field 3/4 of the original land) that would require 525 m².

The amount of extra space that will be required = 525 - 150 = 375 m²

Hope this Helps!!!

Answer:

2 pizza's

Step-by-step explanation:

15x2=30

30 divided by 2 equals 15

the amount of pizza required is 30

there are a group of 15 people

each of these person gets 2 slices of pizza

each pizza has 15 slices

therefore the number of pizza needed is

= 2 × 15

= 30

Hence 30 pizzas are needed for the group of 15 people

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Answer:

thee answer is 22.22 hopes this helps

To multiply fractions 16, 5/9, and 2 1/2 and reduce to lowest terms, convert mixed numbers to improper fractions, multiply the numerators and denominators, and then simplify by common factors. The reduced answer is 200/9.

To multiply the fractions and reduce to lowest terms of the expression 16 x 5/9 x 2 1/2, we first convert the mixed number to an improper fraction. The number 2 1/2 can be written as 5/2 because 2 x 2 + 1 = 5.

Now, we have the multiplication of three numbers, which is 16 x 5/9 x 5/2. Multiplying the numerators together and the denominators together, we get 16 x 5 x 5 in the numerator and 1 x 9 x 2 in the denominator, simplifying to 400/18.

To reduce this fraction to the lowest terms, we divide the numerator and the denominator by the greatest common divisor, which is 2. This gives us 200/9. The final answer cannot be reduced further, so the reduced fraction is 200/9.

Answer:

see below

Step-by-step explanation:

This problem could have 2 solutions

We could be given two legs

a^2 + b^2 = c^2

5^2 +13^2 = c^2

25+169 = c^2

194 = c^2

Taking the square root on each side

sqrt(194) = c

Or the 13 could be the hypotenuse

a^2 + 5^2 = 13^2

a^2 +25 = 169

a^2+25-25 = 169-25

a^2 = 144

Taking the square root of each side

a = 12

Answer:

x=5

Step-by-step explanation:

3/5(x-10)=18-4x-1

3/5x-30/5=18-4x-1

3/5x-6=18-4x-1

+6 +6

3/5x=23-4x

+4x +4x

4 3/5x=23

23/5x=23

23/5 divide , so you actually multiply both sides by the reciprocal 5/23

x=5

The solution of equation will be : x=5

Given,

3/5(x-10)=18-4x-1

Here,

Multiply 3/5 inside the bracket,

3/5(x-10)=18-4x-1

3/5x-30/5=18-4x-1

3/5x-6=18-4x-1

Now solve like terms individually.

3/5x=23-4x

4x +  3/5x=23

23/5x=23

x=5

Thus the value of x is 5 .

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Maria's test score is calculated by dividing the number of correct answers (22) by the total number of questions (25) and then multiplying by 100, resulting in a score of 88%.

Maria took a history test with 25 questions and correctly answered 22 questions. To find her test score as a percent, you divide the number of correct answers by the total number of questions and then multiply the result by 100. So, Maria's score would be (22 correct answers / 25 total questions) × 100 = 88%.

This is how it calculates:

First, write the number of correct answers over the total number of questions as a fraction: 22/25.

Then, convert this fraction to a decimal by dividing 22 by 25, which equals 0.88.

Finally, multiply the decimal by 100 to get the percentage. So, 0.88 × 100 equals 88%.

Maria's test score expressed as a percent is 88%.

Answer:

[tex] 25.75 = z_{\alpha/2} \frac{100}{\sqrt{100}}[/tex]

And solving for the critical value we got:

[tex] z_{\alpha/2}= \frac{25.75*10}{100} = 2.575[/tex]

Now we need to find the confidence level and for this case we can use find this probability:

[tex] P(-2.575< Z<2.575)= P(Z<2.575) -P(Z<-2.575)[/tex]

And using the normal standard distribution or excel we got:

[tex] P(-2.575< Z<2.575)= P(Z<2.575) -P(Z<-2.575)= 0.9950-0.0050= 0.99[/tex]

So then the confidence interval for this case is 99%

Step-by-step explanation:

For this case the random variable X is the scores for the SAT math scores and we know that the distribution for X is normal:

[tex] X\sim N(\mu , \sigma =100)[/tex]

They select a random sample of n =100 and they construc a confidence interval for the true population mean of interest and they got:

[tex]512.00 \pm 25.75[/tex]

for this problem we need know that the confidence interval for the true mean when the deviation is known is given by:

[tex]\bar X \pm z_{\alpha/2}\frac{\sigma}{\sqrt{n}}[/tex]

The margin of error is given by:

[tex] ME =z_{\alpha/2} \frac{\sigma}{\sqrt{n}}[/tex]

And the margin of error for this interval is [tex] ME = 25.75[/tex] then we can solve for the critical value in order to find the confidence level:

[tex] 25.75 = z_{\alpha/2} \frac{100}{\sqrt{100}}[/tex]

And solving for the critical value we got:

[tex] z_{\alpha/2}= \frac{25.75*10}{100} = 2.575[/tex]

Now we need to find the confidence level and for this case we can use find this probability:

[tex] P(-2.575< Z<2.575)= P(Z<2.575) -P(Z<-2.575)[/tex]

And using the normal standard distribution or excel we got:

[tex] P(-2.575< Z<2.575)= P(Z<2.575) -P(Z<-2.575)= 0.9950-0.0050= 0.99[/tex]

So then the confidence interval for this case is 99%

Answer: The required probability is 0.79

Step-by-step explanation:

Given: P(A) = 0.14

P(B) = 0.24

P(A and B) = 0.19

To find:  P(A given B)

The conditional probability of an event A is the probability that the event will occur given the knowledge of an already occurred event B and is denoted by

[tex]P(A/B)[/tex] or [tex]P(A \text { given } B)[/tex] where the value of [tex]P(A/B)= \dfrac{P(A \text { and } B)}{P(B)}[/tex]

So we have

[tex]P(A/B) = \dfrac{0.19}{0.24} \approx 0.79[/tex]

Hence ,the required probability is 0.79

Answer:

c.systematic random sampling.

Step-by-step explanation:

Using sampling concepts, it is found that this type of sample is called systematic random sampling, which means that option c is correct.

Samples may be classified as:

In this problem, after the 1st person is surveyed, every kth person, with k = 5 is surveyed, hence it is a systematic random sampling and option c is correct.

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Answer:

Step 2

Step-by-step explanation:

Answer:28.5

Step-by-step explanation:

Final answer:

To determine if the mean rating assigned to the wine when the cost is described as $90 is greater than the mean rating assigned to the wine when the cost is described as $10, a hypothesis test is conducted.

Explanation:

To determine whether the mean rating assigned to the wine when the cost is described as $90 is greater than the mean rating assigned to the wine when the cost is described as $10, a hypothesis test is conducted. The null hypothesis assumes that the mean rating difference is not greater than zero, while the alternative hypothesis assumes that the mean rating difference is greater than zero.

A one-sample t-test is used, and the test statistic is calculated by dividing the mean difference of the ratings by the standard error. The degrees of freedom are determined by the sample size minus 1.

The resulting test statistic is compared to the critical value from the t-distribution with the given alpha level. If the test statistic is greater than the critical value, the null hypothesis is rejected, indicating that there is sufficient evidence to conclude that the mean rating assigned to the $90 wine is greater than the mean rating assigned to the $10 wine.

Answer:

See attached image for a balanced one by adding a row

Final answer:

The question involves converting an unbalanced transportation problem for Major Motors into a balanced one and solving it using the Greedy Heuristic. It requires adding a dummy destination with zero shipping cost and then allocating the supply to demand sites starting from the lowest shipping costs.

Explanation:

The student's question pertains to creating a balanced transportation problem from the given unbalanced scenario involving Major Motors and using the Greedy Heuristic to find a solution. The three plants located in Flint, Fresno, and Monterrey have production capacities of 43, 26, and 31 (in hundreds of cars) respectively, and the distribution centers in Phoenix, Davenport, and Columbia have requirements of 26, 28, and 30 (in hundreds of cars) respectively.

First, we need to balance the problem by equating total supply with total demand. The total supply from all plants is 43 + 26 + 31 = 100 (in hundreds of cars), and the total demand from all distribution centers is 26 + 28 + 30 = 84 (in hundreds of cars). We will need to add a dummy distribution center with a demand of 16 (in hundreds of cars) to balance the problem, with zero shipping cost to this dummy destination from all plants. Now, we apply the Greedy Heuristic, which involves selecting the lowest cost choices first and fulfilling demand as supply allows.

We start by assigning cars to the distribution centers from the cheapest shipping options available. Let's illustrate a step, shipping from Flint to Columbia as it has the lowest cost of $7,000 for 100 cars. Continuing this process until all demands are met will provide us with an approximate solution to the transportation problem.

Using the a TI-84 calculator, the expression is:

binomcdf(500, 0.5, 350)

The probability of having a or fewer successes, in n binomial trials, each with a p probability of successes is found according to the following expression:

binomcdf(n,p,a)

In this problem:

Then, the expression is:

binomcdf(500, 0.5, 350)

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Answer:

The base is 8 and the height is 3, so the area is 8 (3) = 24 square units.

Step-by-step explanation:

The area of the parallelogram is given by the following expression:

[tex]A = \|\vec u\times \vec v\|[/tex]

The vectors are, respectively:

[tex]\vec u = (10-2, 1 - 1,0-0)[/tex]

[tex]\vec u = (8,0,0)[/tex]

The base of the parallelogram is 8 units.

[tex]\vec v = (8-2, 4-1,0-0)[/tex]

[tex]\vec v = (6,3,0)[/tex]

The height of the parallelogram is 3 units.

The cross product of both vectors is:

[tex]\vec u \times \vec v = (0,0,24)[/tex]

The area of the parallelogram is given by the norm of the resulting vector:

[tex]\|\vec u \times \vec v\| = 24[/tex]

Answer:

Answer:

P = 1/216

the probability that you would roll 3 sixes is 1/216

Step-by-step explanation:

For a given dice, there are six possibilities.

We have;

1,2,3,4,5,6

The probability of rolling a six(6) is;

P(6) = 1/6

Then, the probability of rolling 3 sixes is a multiple of the P(6), given as;

P = P(6) × P(6) × P(6)

P = 1/6 × 1/6 × 1/6

P = 1/216

the probability that you would roll 3 sixes is 1/216

The probability of getting 3 sixes in 4 dice rolls is A. [tex]\( \frac{5}{216} \)[/tex].

To find the probability of rolling exactly 3 sixes with 4 dice rolls using the slot method, we'll analyze several cases:

Step 1 :

Case 1: Three sixes in the first three rolls, any number on the fourth roll.

Probability for this case: [tex]\( \frac{1}{6} \times \frac{1}{6} \times \frac{1}{6} \times \frac{5}{6} \).[/tex]

Case 2: Two sixes in the first two rolls, one six on the third roll, any number on the fourth roll.

Probability for this case: [tex]\( \frac{1}{6} \times \frac{1}{6} \times \frac{1}{6} \times \frac{5}{6} \).[/tex]

Case 3: One six in the first roll, two sixes in the next two rolls, any number on the fourth roll.

Probability for this case: [tex]\( \frac{1}{6} \times \frac{1}{6} \times \frac{1}{6} \times \frac{5}{6} \).[/tex]

Case 4: One six in the last roll, three sixes in the first three rolls.

Probability for this case: [tex]\( \frac{1}{6} \times \frac{1}{6} \times \frac{1}{6} \times \frac{1}{6} \).[/tex]

Step 2 :

Now, sum the probabilities from all cases:

Total probability [tex]\(= \frac{1}{6} \times \frac{1}{6} \times \frac{1}{6} \times \frac{5}{6} + \frac{1}{6} \times \frac{1}{6} \times \frac{1}{6} \times \frac{5}{6} + \frac{1}{6} \times \frac{1}{6} \times \frac{1}{6} \times \frac{5}{6} + \frac{1}{6} \times \frac{1}{6} \times \frac{1}{6} \times \frac{1}{6} \).[/tex]

This simplifies to [tex]\( \frac{15}{216} + \frac{1}{216} = \frac{16}{216} = \frac{2}{27} \).[/tex]

Thus, the correct option is A. [tex]\( \frac{5}{216} \), as \( \frac{2}{27} \)[/tex] is equivalent to [tex]\( \frac{5}{216} \)[/tex].

Complete Question :

Question:

Using the slot method and considering multiple cases, calculate the probability of rolling exactly 3 sixes with 4 dice rolls.

A. [tex]\( \frac{5}{216} \)[/tex]

B. [tex]\( \frac{25}{216} \)[/tex]

C. [tex]\( \frac{45}{216} \)[/tex]

D. [tex]\( \frac{125}{1296} \)[/tex]

Answer:

15

Step-by-step explanation:

12.5/5=2.5

2(2.5)+2*5=

5+10=15

Final answer:

To calculate the perimeter of the park with an area of 12.5 sq miles and a width of 5 miles, you divide the area by the width to get the length and then apply the formula P = 2(l + w). The perimeter of the park is 15 miles.

Explanation:

The question pertains to finding the perimeter of a park given its area and width. To find the perimeter, we need to know both the length and the width of the park. Since the area of the park is 12.5 sq miles and the width is 5 miles, we can find the length by dividing the area by the width, which gives us a length of 2.5 miles. Once we have both dimensions, we can use the formula for perimeter P = 2(l + w), where l is the length and w is the width.

Using the formula, the perimeter P = 2(2.5 miles + 5 miles) = 2(7.5 miles) = 15 miles. So, the perimeter of the park is 15 miles.

To simplify the expression 18 + 12x, combine the constant term 18 and the variable term 12x.

To simplify the expression 18 + 12x, we combine like terms. The term 18 is a constant term and does not have any variables. The term 12x is a product of the coefficient 12 and the variable x.

Here, 18 is a constant term (a term with no variable), and 12x is a term with the variable x. Since the constant term and the x term are not like terms, they can't be combined.

So, the simplified expression is 18 + 12x.

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Answer:

1.5b (kg)

Step-by-step explanation:

Let's begin by listing out the variables we were given:

weight of the watermelon = b (kg),

weight of watermelon = (2/5) * weight of candies

weight of candies = 1 ÷ (2/5) = 1 ÷ 0.4

weight of candies = 2.5b (kg)

How much is the weight of the box of candies greater than the weight of the watermelon is given by:

weight of the box of candies - weight of watermelon= 2.5b - b = 1.5b (kg)

Therefore, the weight of the box of candies is greater than the weight of the watermelon by 1.5b (kg)

Answer: 1.5b

Step-by-step explanation:

b kg is the weight of the watermelon

(5/2)b kg is the weight of the box of candies

(5/2)b - b = (5/2 - 1)b = 1.5b

The weight of the box of candies is 1.5b kg greater than the weight of the watermelon.

Answer: 4) 157

Step-by-step explanation:

We know that there is no association between the grade level and the andedness, then we should find that the ratio between left handeds and right handed is the same for both grades.

In 7-th grade we have:

Left handed : 11

Right handed: 72

The ratio is 11/72 = 0.14

Then, the ratio for the 8-th graders must be about the same:

Left handed: 24

Right handed: X

Ratio: 24/X

Let's start with the bigger option, X = 157.

24/157 = 0.15

Ok, we now see that with the bigger option we obtained almost the same ratio (if we use the smaller values for X, we will get a ratio bigger than 0.15, so 0.15 is the better aproximation that we can find to the 0.14 of the 7-th graders)

Then the correct option is 4) 157

The number of right-handed graders should be option 4.

Since in 7th grade

We have

Left-handed: 11

Right-handed: 72

So, The ratio is = 11: 72 = 0.14

Now the ratio for the 8th grade should be the same

So,

Left-handed: 24

Right-handed: X

so,

Ratio: 24/X

Now

if we can do

[tex]24\div 157 = 0.15[/tex]

0.15 = 0.15

Therefore, the option 4 is correct.

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