quotient of the rational expression below? 3x/2x+5 divided by 2x/x+5

Studying: Use resources.

If your studying for a test, use some resources, like quizizz, quizlet, flashcards, or the internet. If you do, ask your parents for help. Think it like its your big test, and your studying a lot. If you study and try, you'll pass the test on data management. If you need it, ask your teacher for tutoring or practice some data management questions. Studying will help you not to fail a test.

Now, we'll talk about before the test.

Before test: Rest, eat breakfast, and stay calm.

Step-by-step explanation: Going to bed before a test can prevent you from going to sleep. For example, GMAS (for me) is coming soon, and my teacher encourage us to rest, eat breakfast and stay calm. A recommended time for you to go to bed is 8:00-9:30.

Now, about breakfast.

Eating breakfast is also important because you can perform better, in fact, scientists say that if students eat breakfast before a test or exam, they will perform better! Whatever you do, don't skip breakfast. If you do, you won't perform good, and theirs a chance you could fail.

Now, staying calm is the big one.

If your freaking out, stay calm, say a prayer and get your work done! Staying calm is the big one because most students (I am one of them) get worried if they're gonna fail. Keep this in mind: Try. Your. Best. If you don't try, you won't achieve anything. And please don't cheat. If you cheat, you'll have to repeat the whole grade. Can't cheat in college; you'll get kicked out.

During test: DO. NOT. CHEAT.

CHEATING WILL GET YOU KICKED OUT OF COLLEGE AND YOU'LL AUTOMATICALLY FAIL!!! If your computer prevents you from going to other sites, that is good, but don't pull out ANY study guides or notes during your test, unless it's open-notes. If you don't know a questions, skip it and go to the next one. Then go back, it will come to mind later. If your done with your test early, check your answers. Look back and think, "Is this correct?"

Hope you do good on your test!

~ Lily, from Brainly.

1. 7y

2.  i need the options for that one

3. y-value = 13

(branliest will be helpful thanks)

Given statement solution is :- To construct a grouped frequency distribution for the given test scores data, we will use the provided classes: 30-40, 40-50, and so on. Here's the grouped frequency distribution:

Classes Frequency

30-40 2

40-50 3

50-60 4

60-70 8

70-80 9

80-90 7

90-100 7

To construct a grouped frequency distribution for the given test scores data, we will use the provided classes: 30-40, 40-50, and so on. Here's the grouped frequency distribution:

Classes Frequency

30-40 2

40-50 3

50-60 4

60-70 8

70-80 9

80-90 7

90-100 7

To create this distribution, we count the number of scores that fall within each class range. For example, the class 30-40 has 2 scores falling within that range (35 and 39), and the class 40-50 has 3 scores (45, 48, and 48).

Note: It seems there is an inconsistency in the data provided. The class range 70-80 has 9 scores, but the frequencies given for the other classes do not match the actual number of scores falling within those ranges. Therefore, I have used the actual counts from the data to construct the grouped frequency distribution.

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In a 2 x 3 factorial design, the numbers 2 and 3 represent the levels of the first and second factors, respectively. Therefore, there are 2 levels in the first factor and 3 levels in the second factor.

In a factorial design, the numbers 2 and 3 do not directly represent the levels of the factors. The numbers indicate the number of levels present in each factor.

In a 2 x 3 factorial design, the "2" represents the number of levels in the first factor, and the "3" represents the number of levels in the second factor.

For example, let's say the first factor is "A" and it has two levels: Level 1 and Level 2. The second factor, "B," has three levels: Level 1, Level 2, and Level 3. The design would then involve combinations of these levels such as A1B1, A1B2, A1B3, A2B1, A2B2, and A2B3.

So, in a 2 x 3 factorial design, there are 2 levels in the first factor and 3 levels in the second factor, leading to a total of 6 unique combinations or cells.

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The probability that the artist chosen will be a painter or a photographer is 3/4

Probability is the function that measures the chances that an outcome of a random event will be as expected. In this way you can measure how likely it is that an event will happen.

To solve this exercise the formula and the procedure that we have to use for probability is:

probability= (achieving success / possible outcomes)

Achieving success = 7 painters + 5 photographer = 12

Possible outcomes = 7 painters + 5 photographer + 4 sculptors = 16

Applying the formula to calculate the probability we get:

probability= (achieving success / possible outcomes)

probability= 12/16

Simplifying:

probability= 3/4

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Angela's use 6 cups of flour and Jaleel's use 19/3 cups of flour.

Mathematical expression is defined as the collection of the numbers variables and functions by using operations like addition, subtraction, multiplication, and division.

Given that;

The graph shows the relationship between the number of cups of flour and the number of cups of sugar in Angela's brownie recipe.

And, The table shows the same relationship for Jaleel's brownie recipe.

Hence, The equation for Angela's brownie recipe is,

Two points on graph are (4, 2) and (2, 1)

⇒ y - 2 = (2 - 1)/ (4 - 2) (x - 4)

⇒ y - 2 = 1/2 (x - 4)

⇒ y - 2 = 1/2x - 2

⇒ y = 1/2x

And, The equation for Jaleel's brownie recipe is,

Two points on graph are (3/2, 1) and (3, 2)

⇒ y - 1 = (2 - 1)/ (3 - 3/2) (x - 4)

⇒ y - 1 = 2/3 (x - 4)

⇒ y - 1 = 2/3x - 8/3

⇒ y = 2/3x - 8/3 + 1

⇒ y = 2/3x - 5/3

So, For Jaleel and Angela buy a 12-cup bag of sugar.

The equation for Angela's brownie recipe is,

⇒ y = 1/2x

⇒ y = 1/2 × 12

⇒ y = 6

The equation for Jaleel's brownie recipe is,

⇒ y = 2/3x - 5/3

⇒ y = 2/3 × 12 - 5/3

⇒ y = 19/3

Thus, Angela's use 6 cups of flour and Jaleel's use 19/3 cups of flour.

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The equation to the model is c = 0.0255s

What is equation ?

The definition of an equation in algebra is a mathematical statement that demonstrates the equality of two mathematical expressions. For instance, the equation 3x + 5 = 14 consists of the two equations 3x + 5 and 14, which are separated by the 'equal' sign.

A mathematical statement known as an equation is made up of two expressions joined together by the equal sign. A formula would be 3x - 5 = 16, for instance. When this equation is solved, we discover that the value of the variable x is 7.

A mathematical expression with an equals sign is referred to as an equation. Algebra is widely used in equations. When performing calculations but unsure of the precise amount, algebra is used.

c = ms + b

m = 17 / 680

7.5 = 17 / 680 (300) + b

7.5 = 7.5 + b

b = 0

c = 17 / 680 s

   = 0.0255s

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When cattle with the red coat allele (r) and white coat allele (r') are crossed, the resulting offspring will have a roan coat color, representing an example of incomplete dominance.

In cattle, the allele for red coat color (r) exhibits incomplete dominance over the allele for white coat color (r'). In incomplete dominance, the heterozygous condition (rr') results in an intermediate phenotype that is different from both homozygous conditions.

When a red-coated individual (rr) is crossed with a white-coated individual (r'r'), the resulting offspring will have the genotype rr'. In terms of coat color, the offspring will exhibit a roan coat color, which is a mixture of red and white hairs. This is because neither the red allele (r) nor the white allele (r') is completely dominant over the other. Instead, they interact and blend to produce the roan phenotype.

In roan cattle, the red and white hairs are evenly interspersed, creating a mottled or speckled appearance. The extent of the roan phenotype may vary among individuals, with some displaying a more balanced mixture of red and white, while others may have a more dominant color.

It's important to note that incomplete dominance is different from complete dominance, where one allele completely masks the expression of the other. In the case of incomplete dominance, the heterozygous genotype results in an intermediate phenotype, showcasing a blending of traits.

In conclusion, the progeny of calves having the red coat gene (r) and white coat allele (r') will have a roan coat colour, illustrating an instance of incomplete dominance.

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The equation y = 5 + 0.5x represents a linear relationship between two variables, where the coefficient 5 represents the y-intercept and the coefficient 0.5 represents the slope of the line.

In the equation y = 5 + 0.5x, the coefficient 5 is the y-intercept. The y-intercept is the value of y when x is equal to 0. In this case, it means that when x is 0, the value of y is 5. This can be interpreted as the starting point or the baseline value of y in the relationship.
The coefficient 0.5 represents the slope of the line. The slope determines the steepness or the rate of change of the line. In this equation, a slope of 0.5 means that for every one unit increase in x, y will increase by 0.5 units. It indicates the relationship between the two variables and how they change together.
To illustrate the meaning of these coefficients, a graph can be plotted with x on the horizontal axis and y on the vertical axis. The y-intercept of 5 indicates that the line will intersect the y-axis at the point (0, 5). The slope of 0.5 determines the angle of the line. It will rise by 0.5 units for every one unit of horizontal increase.
Overall, the coefficients in the equation y = 5 + 0.5x provide valuable information about the starting point and the rate of change in the relationship between x and y, which can be visualized on a graph.

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Answer:

Step-by-step explanation:

21. 7

22. 8

23. 16

24. 24

25. 6

26. 41

Answer:

you can just substitute m=6 and n= 2 in question. Example like : =4( 6-2)

= 4(4)

= 16

The following statements are true: The margin of error of the 99% confidence interval will be larger than the margin of error of the 95% confidence interval. The upper and lower bounds of the 99% confidence interval will be wider than those of the 95% confidence interval.

To increase the confidence level from 95% to 99%, we would need to widen the confidence interval.

The margin of error of the 99% confidence interval will be larger than the margin of error of the 95% confidence interval.

The upper and lower bounds of the 99% confidence interval will be wider than those of the 95% confidence interval.

The confidence interval is a range of values that is likely to contain the true population mean with a certain level of confidence. Increasing the confidence level will require a wider range of values because there is a higher chance of including the true population mean within that range. The margin of error is calculated based on the sample size and standard deviation of the population. With a larger confidence level, the margin of error will increase, resulting in a wider confidence interval. Therefore, we can conclude that the margin of error of the 99% confidence interval will be larger than the margin of error of the 95% confidence interval. Additionally, the upper and lower bounds of the 99% confidence interval will be wider than those of the 95% confidence interval because the range needs to be larger to achieve a higher level of confidence.

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Answer:

d i think

Step-by-step explanation:

Answer:

b=37

Step-by-step explanation:

if the angles are supplementary then they will add up to equal 180.

to find b you just subtract 143 from 180 to get 37

Answer:

x > 1

Step-by-step explanation:

3 - 2x < 1

- 2x < 1 - 3

- 2x < - 2

Divide - 2 on both sides,

- 2x / - 2 > - 2 / - 2

x > 1

Answer:

x>1

Step-by-step explanation:

Hence, x>1

Answer:

x+12=120

Step-by-step explanation:

Answer:

118

Step-by-step explanation:

just do 120 - 12=118

x+12=120

x=118

HOPE THIS HELPS!!

The elementary row operation \(R_i - R_j\) can be used to manipulate the rows of a matrix and is a fundamental tool in the process of row reduction (also known as Gaussian elimination) for solving systems of linear equations and computing matrix inverses.

A matrix is a rectangular array of numbers or other mathematical objects arranged in rows and columns. Matrices are used in many areas of mathematics, as well as in physics, engineering, and computer science. The dimensions of a matrix are given by the number of rows and columns it contains. For example, a matrix with three rows and two columns is called a 3x2 matrix.

The entries of a matrix can be any mathematical object, but they are usually real or complex numbers. Matrices can be added and multiplied, which leads to many useful operations and applications. Matrix addition and multiplication are defined element-wise, meaning that the corresponding entries of two matrices are added or multiplied. Matrices can also be used to represent transformations of geometric objects, such as rotations, translations, and scaling.

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Complete Question:

Xavier performs the elementary row operation represented by Ri - R, on matrix A.

Answer:

1/10

Step-by-step explanation:

we already know skler has done 3/10s we make Rileys into 4/10 4/10 minus 3/10 is 1/10

0.4-0.3=0.1

The person does about 1/10, 0.1, and 10% more.

Answer: 0 + 1 + (-1 4/10)

it starts at one, goes up to 1 and goes back 1 4/10 sooo yeah

Answer:

The correct option is;

E) The average wait time to make payment and the number of cashiers working in a store

Step-by-step explanation:

An inversely proportional relationship is a relationship between two variables one where the increase in the magnitude one variable leads to the reduction in the magnitude of a second variable written mathematically as follows;

y ∝ 1/x

Therefore, given that as the number of cashiers at a store increases, the number of customers attended to per unit time by all the cashiers together increases, and the number of wait time observed by a customer to pay for the goods bought decreases.

Answer:

B.) The total number of stores visited and the average time spent in each store

E.) The average wait time to make a purchase and the number of cashiers working in a store

Step-by-step explanation:

It is correct I just took the test :)

Answer:

Is it a 90 degree rotation? Pretty sure it is

Step-by-step explanation:

Answer:

√104

Step-by-step explanation:

missing side = \(\sqrt{15^2-11^2} = \sqrt{225-121} = \sqrt{104}\)

Answer:

you multiply both side it gives you

-111.495

Answer:

Step-by-step explanation:

i cant see your pic to see what you are diling with

Answer:

0.85

1.176

Step-by-step explanation:

E = 17/20 D

Let D = 1,

E = 17/20 × 1

E = 17/20 = 0.85

1 dollar = 0.85 Euro

E = 17/20 D

17/20 D = E

D = 20/17 E

Let E = 1,

D = 20/17 × 1

D = 1.176

1 Euro = 1.176 dollar

Answer:

x = 30.74

Step-by-step explanation:

39 - 15 = 24

y^2 + 24^2= 36^2

y^2 + 576= 1296

y^2= 720

y= \(12\sqrt{5}\)

15^2 + \(12\sqrt{5} ^{2}\)= x^2

225 + 720 = x^2

x^2= 945

x = 30.74

The fractions to show the value of each 9 in the decima 0.999 are 9/10, 9/100, 9/1000.

To write the fraction that shows the value of each 9 in the decimal 0.999, we can use the following method

The digit 9 in the tenths place represents 9/10 or 0.9.

The digit 9 in the hundredths place represents 9/100 or 0.09.

The digit 9 in the thousandths place represents 9/1000 or 0.009.

Thus, the fractions are

0.9 = 9/10

0.09 = 9/100

0.009 = 9/1000

The value of the 9 on the left is related to the value of the 9 in the middle by a factor of 10.

The value of the 9 on the right is related to the value of the 9 in the middle by a factor of 10, so the 9 on the right is one-tenth the value of the 9 in the middle.

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56/120

Step-by-step explanation:

The body masses of the two children in terms of their father's body mass, x, are:

First child's body mass = 5x/6 kg

Second child's body mass = 4x/5 kg

To express the body mass of the man's two children in terms of their father's body mass, we can use the given ratios.

Let the body mass of the man be x kg.

The first child's body mass is five-sixths of their father's body mass:

Body mass of the first child = (5/6) * x

= 5x/6 kg.

The second child's body mass is four-fifths of their father's body mass:

Body mass of the second child = (4/5) * x

= 4x/5 kg.

Therefore, the body masses of the two children in terms of their father's body mass, x, are:

First child's body mass = 5x/6 kg

Second child's body mass = 4x/5 kg

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In the f(x) = a(x - h)² + k form of equation (h, k) is the vertex of the parabola.

Vertex (3, 5) means:

a is the same as given.

So, the equation is:

using exponents, On simplifying the equation, we get =4m+8.

The PEMDAS order of operations must be followed when you want to simplify a mathematical equation without using parenthesis (Parentheses, Exponents, Multiplication, Division, Addition, Subtraction). There are no parenthesis in the expression, so you may start looking for exponents. If it does, first make that simpler.

Work simplification is to develop better work processes that boost output while cutting waste and costs.

Simplifying an expression is the same as solving a mathematical issue. When you simplify an equation, you essentially try to write it as simply as you can. There shouldn't be any more multiplication, dividing, adding, or deleting to be done when the process is finished.

Given equation,

m-(8-3m)

=m-8+3m

=4m+8

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