PLEASE HELP
write two expressions equivalent to 3/4(8x+2×10)

I got the first one to be 6x+15 but can't get a second one ​

Answer:

cos(pi/2) + i sin (pi/2)

Step-by-step explanation:

(1+i)/ (1-i)

Multiply top and bottom by (1+i)

(1+i) (1+i)/ (1-i)(1+i)

Foil the top (1+i)(1+i) = 1 +2i +i^2 = 1 +2i -1 = 2i

Foil the bottom ( 1+i)(1-i) = 1 - i^2 = 1 - (-1) =2

2i/2 = i

the magnitude is (0^2+1^2) = 1

The angle is tan^-1( 1/0) = pi/2

cos(pi/2) + i sin (pi/2)

For the matrix the true statement is given by option d. Both A and B are false.

Let's analyze each statement of the matrix as follow,

A) If A is a 3 times 5 matrix and T is a transformation defined by T(x) = Ax, then the domain of T is R⁵.

This statement is false.

The domain of the transformation T is not R⁵.

The domain of T is determined by the dimensionality of the vectors x that can be input into the transformation.

Here, the matrix A is a 3 times 5 matrix, which means the transformation T(x) = Ax can only accept vectors x that have 5 elements.

Therefore, the domain of T is R⁵, but rather a subspace of R⁵.

B) If A is a 3 times 2 matrix, then the transformation x right arrow Ax cannot be onto.

This statement is also false.

The transformation x → Ax can still be onto (surjective) even if A is a 3 times 2 matrix.

The surjectivity of a transformation depends on the rank of the matrix A and the dimensionality of the vector space it maps to.

It is possible for a 3 times 2 matrix to have a rank of 2,

and if the codomain is a vector space of dimension 3 or higher, then the transformation can be onto.

Therefore, as per the matrix both statements are false, the correct answer is d. Both A and B are false.

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The above question is incomplete, the complete question is:

Which of the following best characterizes the following statements:

A) If A is a 3 times 5 matrix and T is a transformation defined by T(x) = Ax, then the domain of T is R^5

B) If A is a 3 times 2 matrix, then the transformation x right arrow Ax cannot be onto

a. Only A is true

b. Only B is true

c. Both A and B are true

d. Both A and B are false

Let's calculate the products and check if they indeed have the same value:

Product of 32 and 46:

32 * 46 = 1,472

Reverse the digits of 23 and 64:

23 * 64 = 1,472

As you mentioned, the products are the same. This phenomenon is not unique to this particular pair of numbers. In fact, it occurs with any pair of two-digit numbers whose digits, when reversed, are the same as the product of the original numbers.

To find two other pairs of two-digit numbers that have this property, we can explore a few examples:

Product of 13 and 62:

13 * 62 = 806

Reversed digits: 31 * 26 = 806

Product of 17 and 83:

17 * 83 = 1,411

Reversed digits: 71 * 38 = 1,411

As for determining if a given pair of two-digit numbers will have this property without actually performing the multiplication, there is a simple rule. For any pair of two-digit numbers (AB and CD), if the sum of A and D equals the sum of B and C, then the products of the original and reversed digits will be the same.

For example, let's consider the pair 25 and 79:

A = 2, B = 5, C = 7, D = 9

The sum of A and D is 2 + 9 = 11, and the sum of B and C is 5 + 7 = 12. Since the sums are not equal (11 ≠ 12), we can determine that the products of the original and reversed digits will not be the same for this pair.

Therefore, by checking the sums of the digits in the two-digit numbers, we can determine whether they will have the property of the products being the same when digits are reversed.

Answer:

70 feet below where she started

Step-by-step explanation:

Let 0 feet up = starting position.

Then, Joni is

0 + 230 - 300 = -70 feet from where she started.  I.e., she is 70 feet below where she started

Learning math can be a challenging task, but with persistence, hard work, and effective study strategies, it is definitely possible to improve your math skills.

Start with the basics: Make sure you have a good foundation in basic math concepts before moving on to more advanced topics. Practice basic arithmetic, fractions, decimals, and percentages until you feel comfortable with them.

Focus on understanding, not just memorizing: Math is not just about memorizing formulas and equations; it's about understanding how and why they work. Focus on understanding the underlying concepts and principles.

Practice regularly: The more you practice, the better you will get. Try to set aside some time each day to practice math problems. This will help you build your skills and improve your understanding.

Use multiple resources: Don't just rely on one textbook or resource. Use multiple resources such as online tutorials, videos, practice problems, and textbooks to get a well-rounded understanding of the topic.

Seek help when needed: Don't hesitate to ask for help if you are struggling with a particular topic. You can reach out to a teacher, tutor, or online community for help.

Stay motivated: Math can be challenging, but it's important to stay motivated and not give up. Keep a positive attitude, celebrate your successes, and remember that every mistake is an opportunity to learn and grow.

Remember that learning math takes time and effort, so don't get discouraged if you don't see immediate results. With persistence and hard work, you can become proficient in math.

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Given that a class has 8 girls and 2 boys. The teacher randomly picks 8 students. We need to find the probability that she will pick all girls.

To find the probability of the event, we need to use the formula for the probability of an event, which is:

P (event) = Number of favorable outcomes / Total number of outcomes Probability of picking all girls out of 10 studentsSince there are 8 girls and 2 boys in the class, the total number of students is 10.

There are only 8 girls, so the only way to pick all girls is if all 8 girls are selected out of the 10 students.

Total number of outcomes = 10 C8 = 45 (number of ways to pick 8 students out of 10) Number of favorable outcomes = 1 (since there is only one way to pick all 8 girls)

Therefore, the probability of the teacher picking all girls is:P (all girls) = 1/45 Thus, the probability of the teacher randomly picking all girls out of 8 girls and 2 boys is 1/45.

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Answer:

6.025 as a mixed number is 6 1/40

Answer:

6 1/40

Step-by-step explanation:

Since 0.25 = 1/4, 0.025 = 1/40.

Answer:

23.76

Step-by-step explanation:

Answer:

Isnt it where you write it in the easiest way to understand it? sorry if its wrong :/

Step-by-step explanation:

If you mean standard from in math  it is basically writing down a smaller number instead of a larger one. For example 10 x 10 x 10, you could just write 10*3.  

Answer:

1) 4 × 4× 4 = 64

2) 6⁴ = 1296

3) 25 = 25

4) 5² = 2

3) 3⁴= 81

Therefore, the horizontal position of the boat is (208.824, 105.722).Thus, the horizontal position of the boat is (208.824, 105.722). The explanation is written within 200 words and is given in a step-by-step approach.

The horizontal angles measured from the sounding boat between control points A and B as al = 15.889 and between control points B and C as a2 = 39.280. Given that

A = (204.484, 102.538),

B = (208.280, 99.218),

C = (215.132, 104.579).

We need to find the horizontal position of the boat using the above information. Therefore, we can use the following steps to determine the boat's location:Step 1: First, calculate the difference between the x-coordinate of A and the x-coordinate of B as well as the difference between the y-coordinate of A and the y-coordinate of B.

\(x = (y1tan(a2) - y2tan(al) + x2 - x1) / (tan(a2) - tan(al))y\)

\(= y1 + (x - x1)tan(al)where (x1, y1)\)

= A

\(= (204.484, 102.538), (x2, y2) = C = (215.132, 104.579),\)

al = 15.889, and

a2 = 39.280.Substituting these values into the formula, we get:

\(x = (102.538tan(39.280) - 104.579tan(15.889) + 215.132 - 204.484) / (tan(39.280) - tan(15.889))\)

= 208.824y

\(= 102.538 + (208.824 - 204.484)tan(15.889)\)

= 105.722.

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The line integral ∫CF⃗ ⋅ dr⃗ is calculated for the vector field F⃗ = ∇(3x² + 5y⁴) along a quarter of a circle in the first quadrant.

To evaluate the line integral, we first parametrize the quarter of a circle in the first quadrant using polar coordinates. The parametric equations are x = 3cosθ and y = 3sinθ, where θ ranges from 0 to π/2. We then calculate the differential of the position vector, dr⃗, and find the dot product F⃗ ⋅ dr⃗, where F⃗ is the gradient of the scalar field 3x² + 5y⁴.

After substituting the parametric equations and simplifying, we obtain (-18cosθsinθ + 540sin³θcosθ)dθ. Finally, we integrate this expression with respect to θ over the range [0, π/2] to find the value of the line integral.

The result of the integral represents the accumulated effect of the vector field along the quarter of the circle in the first quadrant.

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Answer:

NO

Step-by-step explanation:

b/c when u say (5x)³ u will multiple 5x 3 times by itself . but when we say 5x³ you will multiple x 3 time . so they are d/t and you can't write 5x³ instade of (5x)³ .

Answer:

Rational

Step-by-step explanation

It can only be irrational if it repeated, but this one doesn't so it is rational.

Hope that helped

The number of centimetres in the 1 yard will be 9.144 cm.

Multiplication or division by a numerical factor, selection of the correct number of significant figures, and unit conversion are all steps in a multi-step procedure.

Given that:-

Metric System Units

1 inch = 2.54 centimetres

1 foot = 0.3048 meters

1 mile = 1.61 kilometres

1 yard = 3 feet

1 yard = 36 inches

First, we will calculate 1 yard to feet.

1 yard = 3 feet

1 feet = 0.3048 meters

1 feet = 3.048 centimeters

1 yard = 3 x 3.048 centimeters

1 yard = 9.144 centimeters

Hence, the length of 1 yard in cm is 9.144 cm.

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(a) The scatter plot of the data set shows a positive correlation between the distance and the total earned points. As the distance increases, the total earned points also tend to increase. There are some data points that are more scattered than others, indicating some variability in the data set.

To create a scatter plot of the data set, follow these steps:

1. Label the x-axis as "Distance (m)" and the y-axis as "Total Earned Points".
2. Plot each point on the graph with the distance as the x-coordinate and total earned points as the y-coordinate.

After plotting the data, observe the scatter plot to identify any clusters or outliers:

(b) Clusters are groups of data points that are closely packed together, while outliers are data points that stand out from the rest of the data set.

There are two clusters in the data set. The first cluster includes data points with distances between 3 and 5 meters and total earned points ranging from 8 to 18. The second cluster includes data points with distances between 5 and 7.5 meters and total earned points ranging from 13 to 28.

There is one outlier in the data set, which is the data point with a distance of 7.5 meters and a total earned point of 22. This point is an outlier because it is significantly higher than the other data points in the same distance range. Overall, the data set shows some variability, but it is relatively well-behaved with clear clusters and only one outlier.

In summary, the data set has a cluster around 5-7.5 meters in distance and 13-22 earned points, and one outlier at (4, 18).

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Null Hypothesis (H₀): The average payout of the slot machine is 95%; Alternative Hypothesis (H₁): The average payout of the slot machine is not 95%.

a) A casino wants to know if its slot machine really delivers the advertised average payout of 95%.

Null Hypothesis (H₀): The average payout of the slot machine is 95%.

Alternative Hypothesis (H₁): The average payout of the slot machine is not 95%.

b) A pharmaceutical company is testing a new drug and wants to determine if it is effective in reducing cholesterol levels by at least 10%.

Null Hypothesis (H₀): The new drug is not effective in reducing cholesterol levels by at least 10%.

Alternative Hypothesis (H₁): The new drug is effective in reducing cholesterol levels by at least 10%.

c) A marketing team wants to investigate if a new advertisement campaign results in a higher click-through rate than the previous campaign, which had a click-through rate of 2%.

Null Hypothesis (H₀): The new advertisement campaign does not result in a higher click-through rate than the previous campaign (click-through rate is 2% or lower).

Alternative Hypothesis (H₁): The new advertisement campaign results in a higher click-through rate than the previous campaign.

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A one-sample t-test is conducted to determine if recent Miss America winners have a significantly different BMI compared to winners from the 1920s and 1930s. The test results fail to reject the null hypothesis, indicating that recent winners do not appear to be significantly different from those in the 1920s and 1930s.

To determine if recent Miss America winners have a significantly different BMI compared to winners from the 1920s and 1930s, a one-sample t-test can be conducted. Using the given sample, the sample mean BMI is calculated to be 18.5.

The null hypothesis is that the population mean BMI of recent winners is equal to 19.2. The alternative hypothesis is that the population mean BMI of recent winners is different from 19.2.

Assuming a significance level of 0.05 and using a two-tailed test, the calculated t-value is -2.08 and the corresponding p-value is 0.057.

Since the p-value is greater than the significance level, we fail to reject the null hypothesis. This suggests that there is not enough evidence to conclude that recent Miss America winners have significantly different BMI compared to winners from the 1920s and 1930s.

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The equation for the demand curve is Q = a - bP, where Q represents the quantity demanded, P represents the price of the product, a represents the intercept of the demand curve, and b represents the slope of the demand curve.

The equation for the demand curve is a fundamental concept in economics that helps us understand the relationship between the price of a product and the quantity of the product that consumers are willing to buy at that price.

The equation is typically expressed as:

Q = a - bP

The equation shows that as the price of a product increases, the quantity demanded decreases, and vice versa. This is known as the law of demand. It reflects the inverse relationship between price and quantity demanded.

The demand curve is downward sloping because of this inverse relationship. It slopes downwards from left to right, indicating that as the price decreases, the quantity demanded increases, and as the price increases, the quantity demanded decreases.

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Answer:

4/3

Step-by-step explanation:

Slope = (y2-y1)/(x2-x1)

(9-1)/(8-2)

4/3

Answer:

\(\frac{4}{3}\)

Step-by-step explanation:

(2,1) (8,9)

The formula that you would use is:

\(\frac{y_{2}-{y_1} }{x_2-x_1}\)

So, 2 could be \(x_1\) and 1 could be \(y_2\)

and 8 could be \(x_2\) and 9 could be \(y_2\)

When we insert these numbers into the equation, we get:

\(\frac{9-1}{8-2}\)

When we solve that we get:

\(\frac{8}{6}\)

Now we simplify it by dividing both the numerator and denominator by 2, which would give us:

\(\frac{4}{3}\)

Answer:

I hope I'll help you with this but I am not sure of it all...

The area of the shaded region is 46,77

Step-by-step explanation:

To determine the area of the shaded hexagon, we must first calculate te area of the whole shaded hexagon and minus that by the white little hexagon.

The formula to calculate the area of a hexagon is (3√3 s2)/ 2

(where s = one side of the hexagon)

if one side a the little white hexagon equals 6 ft;

3√3 6ft.2/2 = 18√3/2 = 9√3

now for the bigger hexagon where one side is 12 ft;

3√3 12 ft.2/2 = 72√3/2 = 36√3

now the area of the bigger one minus the area of the smaller one;

36√3 - 9√3 = 46,77

Solution

The question would like us to evaluate the following expression

- We should deal with the modulus and bracket separately.

- After that, we can then perform the subtraction operation on the results of the modulus and bracket.

- This is done below:

Also,

Thus, combining both results, we have:

Final Answer

The answer is -6

Answer:

-6 hope it helps

thank you

Answer:

y-intercept = -12

Step-by-step explanation:

The y-intercept is the "y" value when x = 0. You can find the y-intercept by plugging 0 into the equation and simplifying.

y = 4x - 12                                      <----- Original equation

y = 4(0) - 12                                    <----- Plug 0 in "x"

y = 0 - 12                                        <----- Multiply 4 and 0

y = -12                                           <----- Subtract 12 from 0

The value of the investment of $2500 for 3 years will be $3703.86.

Compound interest is applicable when there will be a change in principle amount after the given time period.

For instance, if you give someone $500 at a 10% yearly rate, $500 is considered your primary sum. After a year, the interest will be $50, making the principle amount $550. Moving forward, the interest will be $550 rather than $500.

Given,

Principle amount (P) = $2500

Rate of interest (R) = 14%.

Time period (T) = 3 years.

Compound interest formula

A = P\([1 + R/100]^{T}\)

So,

A = 2500[1 + 14/100]³

A = $3703.86

Hence the investment of $2500 at a rate of 14% for 3 years will be $3703.86.

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intersection of lines n and m is D

Answer:

π radians

Step-by-step explanation:

*view photo*

The law of motion for the unemployment rate is given by the equation: Δu = fu - s(1 - u). The correct option is (a) Δu = fu - s(1 - u).

The equation represents the change in the unemployment rate (Δu) over time. Let's break down the components of the equation:

- fu represents the job finding rate (f) multiplied by the current unemployment rate (u). This term represents the number of unemployed individuals who find jobs and transition into employment, which decreases the unemployment rate.

- s(1 - u) represents the separation rate (s) multiplied by the difference between one and the current unemployment rate (1 - u). This term represents the number of individuals who become separated from their jobs and enter unemployment, which increases the unemployment rate.

Therefore, the equation Δu = fu - s(1 - u) combines the effects of job finding and separation rates on the change in the unemployment rate.

Thus, the correct option is (a) Δu = fu - s(1 - u)

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Given

Answer

Which is triangle 2