Can someone help me with this. Will Mark brainliest.

6x + 9

I hope this helps!

Answer:

= 6x +9

Step-by-step explanation:

1. you need to multiply -3 by x² + 2x - 3

so you got -3x² -6x + 9

2. Then, you need to multiply 3 by (x²+4x)

= 3x² + 12x

3. -3x² - 6x + 9 + 3x² + 12x

4. then you need to solve with the same

= - 3x² + 3x²

= 0

= - 6x + 12x

= 6x

5. lastly you will got the answer.

# = 6x +9

the table is as follows:

R       V

1     22 in³

2    87.92 in³

3     197.8in³

For, r = 1

V = π(1)²7 = 22.0

For, r = 2

V = π(2)²7 = 4*7×3.14 in³ = 87.92 in³

For r = 3

V = π(3)²7= 9*7×3.14 in³ =  197.8

The capacity of an object is measured by its volume. For instance, a cup's capacity is stated to be 100 ml if it can hold 100 ml of water in its brim. The quantity of space occupied by a three-dimensional object can also be used to describe volume. By counting the number of unit cubes it contains, one can determine the volume of a solid like a cube or cuboid. The best approach to understanding volume is to conceive of it as the area around or occupied by any solid item or 3-dimensional entity.

The capacity occupied by a three-dimensional solid shape is known as volume. It is difficult to visualize in any shape, yet it may be compared among shapes. For instance, a compass box has a larger volume than an eraser placed inside of it. We split the area into equal square units to determine the area of any two-dimensional form. Similar to this, we shall split the volume of solid objects into equal cubical units while calculating it.

From the Question:

For, r = 1

V = π(1)²7 = 22.0

For, r = 2

V = π(2)²7 = 4*7×3.14 in³ = 87.92 in³

For r = 3

V = π(3)²7= 9*7×3.14 in³ = 197.8

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Answer:

- 36\(w^{8}\) - 36\(w^{6}\) - 36\(w^{5}\)

Step-by-step explanation:

Using the rule of exponents

\(a^{m}\) × \(a^{n}\) = \(a^{(m+n)}\) , then

4\(w^{5}\) (- 9w³ - 9w - 9) ← distribute parenthesis by 4\(w^{5}\)

= - 36\(w^{(5+3)}\) - 36\(w^{(5+1)}\) - 36\(w^{5}\)

= - 36\(w^{8}\) - 36\(w^{6}\) - 36\(w^{5}\)

Answer:

\( = > 4 {w}^{5} ( - 9 {w}^{3} - 9w - 9) \\ \: \: \: \: = > - 36w {}^{5 + 3} - 36 {}^{5 + 1} - 36 {}^{5} \\ = > - 36 w{}^{8} - {36w}^{6} - 36w {}^{5} \)

Given a bag of marbles containing 20 tiger-eyes, 13 greens, and 7 pearls, we will answer the following questions related to a random draw from the bag. 1. The probability of drawing a tiger-eye marble can be calculated by dividing the number of tiger-eye marbles (20) by the total number of marbles in the bag (20 + 13 + 7 = 40).

Therefore, the probability is 20/40, which simplifies to 1/2 or 0.5. So, the probability of drawing a tiger-eye marble is 0.5 or 50%.

2. To find the probability of drawing a green or pearl marble, we need to add the number of green marbles (13) and pearl marbles (7) and divide it by the total number of marbles in the bag (40). Thus, the probability is (13 + 7) / 40, which simplifies to 20/40 or 1/2. Therefore, the probability of drawing a green or pearl marble is 0.5 or 50%.

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Answer:

Step-by-step explanation:

α + β = -b/a

αβ = c/a

α² + β² = (α + β)² - 2αβ

           \(= (\frac{-b}{a})^{2}-2\frac{c}{a}\\\\= \frac{b^{2}}{a^{2}}-\frac{2c}{a}\\\\=\frac{b^{2}}{a^{2}}-\frac{2c*a}{a*a}\\\\=\frac{b^{2}-2ca}{a^{2}}\)

Question:

Chucky grabbed 11 items in the grocery store that each had a different price and had a mean cost of about $4.44. On his way to the register, he gave in to an impulse to add a 12th item: an entire wheel of cheese that cost $39.99.

How will adding the wheel of cheese affect the mean and median?

Answer:

There will be a big difference in the mean when the new item is added

Step-by-step explanation:

Given

\(Items = 11\)

\(Mean = \$4.44\)

Before we solve further, we need to first calculate the total amount of the 11 items.

\(Mean = \frac{Total}{Items}\)

Make Total the Subject of formula

\(Total = Mean * Items\)

\(Total = \$4.44 * 11\)

\(Total = \$48.84\)

When the 12th item of $39.99 is added, the new mean becomes.

\(New\ Mean = \frac{Total + \$39.99}{11 + 1}\)

\(New\ Mean = \frac{\$48.84 + \$39.99}{11 + 1}\)

\(New\ Mean = \frac{\$88.83}{12}\)

\(New\ Mean = \$7.4025\)

By comparing this the old mean, we can see a huge increment between $4.44 and $7.4025

This means that there will be a big difference in the mean when the new item is added.

For the Median:

The old mean shows that the prices of the 11 items is within a small range from $4.44.

So, when the new item is added the median will only change a little bit.

In other words, the median value will only change a little bit.

Answer:

Step-by-step explanatThat is the correct anwserion:

Answer: The slope is 0.

The slope is 0 because for something to have a slope, it either has to be going upward or downwards.

Answer:

Translation, then reflection. E

Step-by-step explanation:

E is correct because 1 and 2 have a reflection meanwhile number 3 has a translation.

A big sample that should the experimenter take from the population is 256 and if the standard deviation and the width of the confidence interval are both doubled then the sample is also 256.

In the given question,

The confidence level = 99%

Given width = 0.5

Standard deviation of resistance(\sigma)= 1.55

We have to find a big sample that should the experimenter take from the population and what happens if the standard deviation and the width of the confidence interval are both doubled.

The formula to find the a big sample that should the experimenter take from the population is

Margin of error(ME) \(=z_{\alpha /2}\frac{\sigma}{\sqrt{n}}\)

So n \(=(z_{\alpha /2}\frac{\sigma}{\text{ME}})^2\)

where n=sample size

We firstly find the value of ME and \(z_{\alpha /2}\).

Firstly finding the value of ME.

ME=Width/2

ME=0.5/2

ME=0.25

Now finding the value of \(z_{\alpha /2}\).

Te given interval is 99%=99/100=0.99

The value of \(\alpha\) =1−0.99

The value of \(\alpha\) =0.01

Then the value of \(\alpha /2\) = 0.01/2 = 0.005

From the standard table of z

\(z_{0.005}\) =2.58

Now putting in the value in formula of sample size.

n=\((2.58\times\frac{1.55}{0.25})^2\)

Simplifying

n=(3.999/0.25)^2

n=(15.996)^2

n=255.87

n≈256

Hence, the sample that the experimenter take from the population is 256.

Now we have to find the sample size if the standard deviation and the width of the confidence interval are both doubled.

The new values,

Standard deviation of resistance(\(\sigma\))= 2×1.55

Standard deviation of resistance(\(\sigma\))= 3.1

width = 2×0.5

width = 1

Now the value of ME.

ME=1/2

ME=0.5

The z value is remain same.

Now putting in the value in formula of sample size.

n=\((2.58\times\frac{3.1}{0.5})^2\)

Simplifying

n=(7.998/0.5\()^2\)

n=(15.996\()^2\)

n=255.87

n≈256

Hence, if the standard deviation and the width of the confidence interval are both doubled then the sample size is 256.

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Answer: The diameter is two times the radius, so the equation for the circumference of a circle using the radius is two times pi times the radius. If you are given the circumference but not the radius or the diameter, you can still solve for one or the other using these formulas.

Step-by-step explanation:

The radius of the circle which has a circumference of the cirlce of 200π will be 100 feet.

It is the close curve of an equidistant point drawn from the center. The radius of a circle is the distance between the center and the circumference.

Let r be the radius of the circle. The circumference of the circle will be

C = 2πr units

The circumference of the circle is given as 200π feet. Then the radius of the circle is given as,

200π = 2πr

Simplify the equation, then the value of the variable 'r' will be given as,

200π = 2πr

r = 100 feet

The radius of the circle which has a circumference of the cirlce of 200π will be 100 feet.

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A good way to ensure that data issues are properly addressed is by implementing robust data quality assurance and validation processes. These processes involve various steps and techniques to identify, prevent, and resolve data issues effectively. By following these best practices, you can minimize the risk of invalidating testing results due to date-related problems.

One essential step is to establish clear data quality standards and guidelines. This includes defining data formats, data integrity rules, and validation criteria specific to date-related fields. By setting these standards, you provide a framework for ensuring consistent and accurate data across the testing process.

Another important aspect is to perform comprehensive data profiling and analysis. This involves examining the data to identify anomalies, inconsistencies, or inaccuracies related to dates. By using data profiling tools or writing custom scripts, you can detect issues such as missing values, incorrect formats, or outliers within date fields. This analysis enables you to have an overview of the data quality and pinpoint potential problems.

To address data issues effectively, it is crucial to establish data cleansing procedures. This involves correcting errors, resolving inconsistencies, and standardizing date formats. For instance, you can use data cleaning techniques like imputation to fill in missing dates, transforming data into a consistent format (e.g., YYYY-MM-DD), or removing duplicate entries. By applying these cleansing techniques, you improve the accuracy and reliability of the data used in testing.

Furthermore, implementing data validation checks is essential to identify and flag potential issues during the testing process. This can involve writing automated tests or validation scripts that verify the integrity and correctness of date-related data. By performing validation checks at different stages of the testing process, you can detect anomalies promptly and take appropriate actions to address them.

Lastly, fostering a culture of data quality awareness and accountability is crucial. Promoting education and training on data handling best practices, emphasizing the importance of accurate dates, and encouraging open communication about data issues among team members can significantly contribute to ensuring data issues are adequately addressed.

In summary, to ensure data issues are properly addressed, it is important to establish data quality standards, perform data profiling and analysis, implement data cleansing procedures, incorporate validation checks, and foster a culture of data quality awareness. By following these practices, you can mitigate the risk of invalidating testing results due to date-related problems and enhance the overall reliability and integrity of your data.

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Answer:

standerd form

Step-by-step explanation:

because it have to be in standerd form

Answer:

350 adult tickets were sold.

Step-by-step explanation:

let x = number of adult tickets

number of student tickets -> x-71

x - 71 + x = 629

2x - 71 = 629

2x = 700

x = 350

Answer:

i dont know im sorry

Step-by-step explanation:

(a) The standard deviation of the sample mean is 1.94 (rounded to two decimal places).

(b) How large should the sample be to achieve a halved standard deviation of the sample mean?

To find the standard deviation of the sample mean (also known as the standard error), we divide the population standard deviation by the square root of the sample size. Given that the population has a variance of 25, the standard deviation is √25 = 5. Since we are working with a sample size of 54, we divide the population standard deviation by the square root of 54 to obtain the standard deviation of the sample mean, which is approximately 1.94 when rounded to two decimal places.

To halve the standard deviation of the sample mean, we need to increase the sample size. The standard deviation of the sample mean decreases as the square root of the sample size increases. In other words, if we want to halve the standard deviation, we need to quadruple the sample size. Therefore, the sample size should be increased to 216 (54 * 4) in order to achieve this reduction.

In conclusion, the standard deviation of the sample mean for a random sample of size 54 is approximately 1.94. To halve the standard deviation, the sample size should be increased to 216.

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Answer:

I dont get the question, is there suposed to be a chart?

Step-by-step explanation:

Answer:

A = 4

B = 5

C = 9

ABC + ACB = CBA is then

459 + 495 = 954

Step-by-step explanation:

Working with

ABC + ACB = BCA,

There seems to be no feasible solution, but upon checking online, the correct question was obtained to be

ABC + ACB = CBA,

where A, B and C represent different digits

A B C +

A C B

C B A

So, for the units column

C + B = A

or

C + B = 10 + A

For the tens column

There are four possibilities

B + C = B

OR

1 + B + C = B

OR

B + C = 10 + B

OR

1 + B + C = 10 + B

Checking the equations one at a time

- If B + C = B, then C = 0

If C = 0, then units column equation 1, C + B = A, will not work because A, B, and C must stand for three different digits and B ≠ A.

If C = 0, then units column equation 2, C + B = 10 + A, will not work because B must stand for a single digit, B ≠ 10 + A

Therefore, tens column equation 1, B + C = B is not valid.

- If 1 + B + C = B, then C = -1

C must be a positive integer.

Therefore, tens column equation 2, 1 + B + C = B is not valid.

- If B + C = 10 + B

C cannot be equal to 10, as it is given that C is a single digit number.

Therefore, tens column equation 3, B + C = 10 + B, is not valid.

- If 1 + B + C = 10 + B

C = 9

Hence, this is the valid equation.

Our equation becomes

A B 9 +

A 9 B

9 B A

For the hundred's column, there is only one possibility.

Hundred's column equation 1:

since C is an odd number, the equation for the hundred's column is:

1 + A + A = C

1 + A + A = 9

therefore, A = 4

Our equation becomes

4 B 9 +

4 9 B

9 B 4

Solve for B using units column equation 2:

C + B = 10 + A

9 + B = 10 + 4

B = 5

Our final equation is then

4 5 9 +

4 9 5

9 5 4

Hope this Helps!!!

Therefore, in about 15 years and 2 months, the senior class will have about 100 students.

An equation is a statement that expresses the equality of two mathematical expressions using mathematical symbols such as variables, numbers, and mathematical operations. The equality is represented by an equal sign "=" between the two expressions. Equations are used to represent mathematical relationships and solve problems in various fields such as physics, chemistry, engineering, and economics.

Given by the question.

Let P be the initial population of the senior class in the high school, and r be the rate of decrease in population per year (in decimal form).

Then, we can write the following equation to represent the situation:

P\((1-r)^{n}\) = 100

We know that the current population of the senior class is 320, so we can substitute these values into the equation:

320\((1-0.07)^{n}\) = 100

Simplifying the equation, we get:

\(0.93^{n}\) = 0.3125

Taking the natural logarithm of both sides, we get:

n ln (0.93) = ln (0.3125)

Dividing both sides by ln (0.93), we get:

n = ln (0.3125) / ln (0.93)

Using a calculator, we find that n is approximately equal to 15.21 years.

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Answer:

(1) - C, \((3,\frac{\pi}{6})\)

(2) - B, \((0,-2)\)

Step-by-step explanation:

\(\text{Using the following conversions:}\\\boxed{\left\begin{array}{ccc}\text{\underline{Rect. to Polar:}}\\(x,y)\rightarrow(r, \theta)\\\\r=\sqrt{x^2+y^2}\\\\\theta=\tan^{-1}(\frac{y}{x})\end{array}\right} \ \ \boxed{\left\begin{array}{ccc}\text{\underline{Polar to Rect.:}}\\(r, \theta)\rightarrow(x,y)\\\\x=r\cos \theta\\\\y=r \sin\theta\end{array}\right}\)

Note that when doing these calculations, make sure your calculator is in radians mode.

Question #2:

Given:

\((\frac{3\sqrt{3} }{2} ,\frac{3}{2} ) \ \text{in} \ (x,y)\)

\((\frac{3\sqrt{3} }{2} ,\frac{3}{2} )\\\\\Rightarrow r=\sqrt{(\frac{2\sqrt{2} }{2})^2+(\frac{3}{2})^2} \\\\\Longrightarrow r=\sqrt{\frac{27}{4} +\frac{9}{4} } \\\\\Longrightarrow r=\sqrt{9}\\\\\therefore \boxed{ r=3}\\\\\Rightarrow \theta=\tan^{-1}(\frac{\frac{3}{2}}{\frac{3\sqrt{3} }{2}})\\\\\Longrightarrow \theta=\tan^{-1}(\frac{\sqrt{3} }{3})\\\therefore \boxed{\theta=\frac{\pi}{6} }\)

Thus, the correct option is C.

\(\boxed{\boxed{(3,\frac{\pi}{6})}}\)

Question #3:

Given:

\((2,\frac{3\pi}{2} ) \ \text{in} \ (r,\theta)\)

\((2,\frac{3\pi}{2} ) \\\\\Rightarrow x=(2)\cos(\frac{3\pi}{2})\\\\\Longrightarrow x=(2)(0)\\\\\therefore \boxed{x=0}\\\\\Rightarrow y=(2)\sin(\frac{3\pi}{2})\\\\Longrightarrow y=(2)(-1)\\\\\therefore \boxed{y=-2}\)

Thus, the correct option is B.

\(\boxed{\boxed{(0,-2)}}\)

The expression, in terms of 'r' , for the number of bird boxes Johan made in the second week of April is r/2.

Expression simply refers to the mathematical statements which have at least two terms which are related by an operator and contain either numbers, variables, or both. Addition, subtraction, multiplication, and division are all possible mathematical operations.

In the second week of April, Johan made half as many bird boxes as he did the week before. The expression, in terms of 'r' , for the number of bird boxes Johan made in the second week of April is:

= 1/2 × r

= r/2.

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Answer: which one

Step-by-step explanation:

Answer: I know it’s not D because the line is broken. If the line is not broken it means its greater than it less than

Step-by-step explanation: