-a²+3b²/3ab
Step-by-step explanation:
b/3a - a/3b
= -3a² + 3b²/3ab
=-a²+3b²/3ab
(Scientific Notation LC)
WILL MARK BRAINLEIST ONLY IF CORECCT!
!Rewrite 2,290,000 in scientific notation.
2.29 x 10−6
2.29 x 10−4
2.29 x 104
2.29 x 106
2,290,000 in scientific notation is 2.29 x 10⁶.
What is scientific notation?Scientific notation is a way of expressing numbers that are too large or too small (usually would result in a long string of digits) to be conveniently written in decimal form. It may be referred to as scientific form or standard index form, or standard form in the United Kingdom. This base ten notation is commonly used by scientists, mathematicians, and engineers, in part because it can simplify certain arithmetic operations.
Converting a number in these cases means to either convert the number into scientific notation form, convert it back into decimal form or to change the exponent part of the equation.
Now the given number is,
2,290,000
To convert 2,290,000 into scientific notation, 2,290,000 must be converted into into decimal and multiples of 10.
So, factorizing 2,290,000 we get,
2,290,000 = 229 x 10,000
Now converting 10,000 into multiples of 10
Since, 10,000 = 10 x 10 x 10 x 10
So, 2,290,000 can be written as,
2,290,000 = 229 x 10 x 10 x 10 x 10
Multiplying and divide 229 by 100 we get,
2,290,000 = (229 x 100 x 10 x 10 x 10 x 10) / 100
Rearranging we get,
2,290,000 = (229 x 100) / 100 x (10 x 10 x 10 x 10)
Since, (229 x 100) / 100 = 2.29 x 100
2,290,000 = (2.29 x 100) x (10 x 10 x 10 x 10)
And 100 = 10 x 10
Therefore we get,
2,290,000 = 2.29 x 10 x 10 x 10 x 10 x 10 x 10
Since 10 x 10 x 10 x 10 x 10 x 10 = 10⁶
Therefore we get,
⇒ 2,290,000 = 2.29 x 10⁶
this is the required scientific notation of 2,290,000 .
Thus, 2,290,000 in scientific notation is 2.29 x 10⁶.
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true or false???????
Answer:
False
Step-by-step explanation:
3 x 1/3
3/1 x 1/3 = 1
Answer:false
Step-by-step explanation: i did the test
XZ is the perpendicular bisector of segment WY. Solve for k. Enter a NUMBER only.
Given that XZ is the perpendicular bisector of segment WY, the numerical value of k is 4.
What is the numerical value of K?A bisector divides an angle or segment into two equal halves.
Given the data in the question;
XZ is the perpendicular bisector of segment WYSegment WX = 6k + 8Segment XY = 11k - 12Value of k = ?Since XZ is a perpendicular bisector of segment WY,
Segment WX is equal to Segment XY
Segment WX = Segment XY
Plug in the given values and solve for k.
6k + 8 = 11k - 12
Collect like terms
6k - 11k = -12 - 8
-5k = -20
Divide both sides by the coefficient of k
-5k/-5 = -20/-5
k = 4
Given that XZ is the perpendicular bisector of segment WY, the numerical value of k is 4.
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a movie theater has a seating capacity of 329. the theater charges $5.00 for children, $7.00 for students, and $12.00 of adults. there are half as many adults as there are children. if the total ticket sales was $ 2392, how many children, students, and adults attended?
Taking into account the definition of a system of linear equations, 178 children, 62 students and 89 adults attended to the movie theater.
System of linear equationsA system of linear equations is a set of two or more equations of the first degree, in which two or more unknowns are related.
Solving a system of equations consists of finding the value of each unknown so that all the equations of the system are satisfied. That is to say, the values of the unknowns must be found, with which when are replaced in the equations, they must give the solution proposed.
This caseIn this case, a system of linear equations must be proposed taking into account that:
C is the number of children who attended the movie theater.S is the number of students who attended the movie theater.A is the number of adults who attended the movie theater.On the other hand, you know:
A movie theater has a seating capacity of 329. The theater charges $5.00 for children, $7.00 for students, and $12.00 of adults. The total ticket sales was $ 2392.There are half as many adults as there are children.So, the system of equations to be solved consists of the following equations:
Equation 1: C + S + A= 329
Equation 2: 5C + 7S + 12A= 2392
Equation 3: A= C÷2= 1/2C
There are several methods to solve a system of equations, it is decided to solve it using the substitution method, which consists of clearing one of the two variables in one of the equations of the system and substituting its value in the other equation.
Replacing equation 3 in equation 1 and isolating the variable S you get:
C + S + 1/2C= 329
3/2C + S= 329
S= 329 - 3/2C
Replacing this expression and equation 3 in equation 2 you get:
5C + 7(329 - 3/2C) + 12×1/2C= 2392
Solving:
5C + 7×329 - 7×3/2C + 12×1/2C= 2392
5C + 2303 - 21/2C + 6C= 2392
5C - 21/2C + 6C= 2392 -2303
1/2C= 89
C= 89÷ 1/2
C= 178
Remembering that S= 329 - 3/2C, you get S= 329 - 3/2×178 → S= 62
Finally, substituting the value of C in Equation 3: A= 1/2C= 1/2×178 → A=89
In summary, 178 children, 62 students and 89 adults attended to the movie theater.
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The upper arm length of males over 20
years old in the United States is approximately Normal with mean 39.1
centimeters (cm) and standard deviation 5.1
cm. Use the 68−95−99.7
rule to answer the following questions. (Start by making a sketch of the Normal distribution for upper arm lengths for this population.)
A normal plot shows the range of Iowa test scores for 68% of the data, 95% of the data and 99.7% of the data. About 68% of the distribution of scores ranges from 5.29 to 8.39. About 95% of the distribution of scores ranges from 3.74 to 9.94. About 99.7% of the distribution of scores ranges from 2.19 to 11.49. There is an annotation that One standard deviation is 1.55 and another annotation that 2.5% of sores are below 3.74.
What percentage of men over 20
have upper arm lengths greater than 44.2 cm?
Provide your answer to one decimal place.
Using the Empirical Rule, it is found that 16% of men over 20 have upper arm lengths greater than 44.2 cm.
What does the Empirical Rule state?It states that, for a normally distributed random variable:
Approximately 68% of the measures are within 1 standard deviation of the mean.Approximately 95% of the measures are within 2 standard deviations of the mean.Approximately 99.7% of the measures are within 3 standard deviations of the mean.For the distribution in this problem, we have that:
The mean is of 39.1 cm.The standard deviation is of 5.1 cm.Hence, 44.2 is one standard deviation above the mean, as 44.2 = 39.1 + 1 x 5.1.
The normal distribution is symmetric, meaning that 50% of the measures are above the mean and 50% are below. Of those measures above the mean, 68% are less than 44.2 and 32% are more than 44.2 cm, hence:
0.5 x 32 = 16%.
16% of men over 20 have upper arm lengths greater than 44.2 cm.
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A small class has 9 students, 4 of whom are girls and 5 of whom are boys. The teacher is going to choose two of the students at random. What is the probability that the first student chosen will be a boy and the second will be a girl? Write your answer as a fraction in simplest form.
The probability that the first student chosen will be a boy and the second will be a girl is 0.28.
What is probability?Probability is also called the chance because if you flip a coin then the probability of coming head and tail is nothing but chances that either head will appear or not.
Total students = 9
Number of girls = 4
Number of boys = 5
Probability of choosing first boy = Number of boys / total students
⇒ 5/9
Now since 1 boy extract so remaining students = 9 - 1 = 8
Probability of choosing second girl = Number of girls / Total students
⇒ 4//8
Probability of A and B = P(A) × P(B)
Therefore,
The probability that the first student chosen will be a boy and the second will be a girl = (5/9) × (4/8) = 0.28
Hence "The probability that the first student chosen will be a boy and the second will be a girl is 0.28".
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Find the greatest common factor of the expressions.
12y1329, -16y6z9
Answer:
2 and 3 and y
Step-by-step explanation:
2x2x4x y x 1x2x3x3x3
-2x7x y x 2x3x z x3x3
A traffic cone with a height of 20 in. is ideal for traffic control. Find the lateral area of a cone with a height of 20 in. and a diameter of 12 in. Round the answer to the nearest whole number. (Hint: The height given is not the slant height.)
The lateral area of the cone is 394 square inches
How to determine the value
The formula for lateral area of a cone is expressed as;
Lateral area = πr √h² + r²
Given that;
height = 20 inDiameter = 12 in, radius = 12/ 2 = 6 inSubstitute the values into the formula
Lateral area = 3. 142(6) √20² + 6²
Lateral area = 18. 85 √436
Lateral area = 18. 85 × 20. 8
Lateral area = 394 square inches
Thus, the lateral area of the cone is 394 square inches
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question is in the photos
Answer:
n(AuB)=15
n(AnB)=8 is the answer!
12. If √1225 = 35 then √12.25
[tex] \sqrt{12.25 } = 3.5[/tex]
I have 6 quarts of paint. How many shelves can be painted if each one takes one third of a quart.
Express 55 mph in kilometers per hour. Round to the nearest hundredth.
What is your average speed in miles per hour and in feet per second if you travel a mile in 21 minutes?
Answers:
2.857142 mph
4.190476 ft per second
Both values are approximate
=======================================================
Work Shown:
21 min = 21/60 = 0.35 hrs which is exact
distance = rate*time
rate = distance/time
rate = (1 mile)/(0.35 hrs)
rate = (1/0.35) mph
rate = 2.857142 mph which is approximate
------------------
21 min = 21*60 = 1260 seconds
1 mile = 5280 ft
rate = distance/time
rate = (5280 ft)/(1260 seconds)
rate = (5280/1260) ft per second
rate = 4.190476 ft per second approximately
Answer: 2.857 miles/hr
4.19 ft/sec
Step-by-step explanation:
60 min=1 hr.
1 mi/21 min*60 min=
60 min*1 mi/21 min=2.857 miles/hr
60 sec=1 min
60*60 sec=1 hr
1 hr=3600 sec
2.857 miles/hr=
2.857/3600 miles/sec=0.00079 miles/sec
1 mile=5280 ft
0.00079 miles/sec=
0.00079*5280 ft/sec=4.19 ft/sec
P₁ 1:23:55 AM
Jatch help video
an is preheating his oven before using it to bake. Fabian wants to predict the final
perature after a minutes. He wrote the equation y 50x+78, where y
resents the final temperature in degrees Fahrenheit. What could the number 50 in
bian's equation represent?
-
Number 50 in the Jack's equation represents the rate of change in the oven's temperature over time (per minute) or with respect to time by using the slope form concept.
As per the question statement, Jack is preheating his oven before using it to bake. He wants to predict the final temperature after [tex]x[/tex] minutes.
He wrote the equation [tex]y =50x+78[/tex] , where [tex]y[/tex] represents the final temperature in [tex]fahrenheit[/tex]. We are supposed to tell the significance of number 50 in the given equation.
As we know that the equation which is in the form of [tex]y=mx+c[/tex], or the slop form equation, m is called the slope or the rate of change of value of [tex]y[/tex] with respect to value of [tex]x[/tex].
And the given equation [tex]y =50x+78[/tex] is also of the form of [tex]y=mx+c[/tex] hence we conclude that 50 is the slope or the rate of change of value of [tex]y[/tex] with respect to value of [tex]x[/tex].
As y is the temperature in Fahrenheit therefore x is the time hence "50 Degrees Fahrenheit change of temperature per unit minute" is the significance of 50.
Slop Form Equation: [tex]y=mx+c[/tex] where m is the slope and c is called as the intercept of the lineTo learn more about Slop Form Equation, click on the link given below:
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Helpppp meeeee!!!! Ayudaaamee
Question
The following data set represents the dollar amounts of donations collected at the entrance to a free museum during one hour.
Donation Amount ($) Frequency
1 1
5 5
10 3
15 1
600 1
Is the median a reasonably good measure of central tendency for this data set? What if the outlier were removed from consideration?
Select the correct answer below:
The median is a good measure regardless of whether the outlier is included.
The median is a very poor measure regardless of whether the outlier is included.
The median is a good measure when the outlier is included, but it would be a very poor measure if the outlier were removed from consideration.
The median is a very poor measure when the outlier is included, but it would be a good measure if the outlier were removed from consideration.
In the given situation (A) the median is a good measure regardless of whether the outlier is included.
What do we mean by media?The median is the value that separates the upper and lower halves of a data sample, population, or probability distribution in statistics and probability theory. It is sometimes referred to as "the middle" value in a data set. The basic difference between the median and the mean in describing data is that the median is not skewed by a small proportion of extremely large or small values, and thus provides a better representation of a "typical" value.To find the median:
1, 5, 5, 5, 5, 5, 10, 10, 10, 15, 600The number of terms is 11, so the middle number will be the 5th term from both ends.The 5th term is 5.So, regardless of whether the outlier is included, the median is a good measure in the given situation.Therefore, in the given situation (A) the median is a good measure regardless of whether the outlier is included.
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The correct question is given below:
The following dataset represents the dollar amounts of donations collected at the entrance to a free museum for one hour.
(Refer to the table given below)
Is the median a reasonably good measure of central tendency for this dataset? What if the outlier were removed from consideration?
Select the correct answer below:
(A) The median is a good measure regardless of whether the outlier is included.
(B) The median is a very poor measure regardless of whether the outlier is included.
(C) The median is a good measure when the outlier is included, but it would be a very poor measure if the outlier were removed from consideration.
(D) The median is a very poor measure when the outlier is included, but it would be a good measure if the outlier were removed from consideration.
How would this graph look please help
The inequality graph of the system of inequalities is graph (a)
What are inequality expressions?Inequality expressions are mathematical statements that are represented by variables, coefficients and operators where the opposite sides are not equal
How to determine how the inequality graph would look like?The system of inequalities is given as
-2x + 3y < 9
x^2 - y <= 10
4x + y > 3
In the above system of inequalities, there are two linear inequalities and a parabola inequality
The inequality symbols in the linear inequalities are opposite
This means that the region between both lines would be shaded
Also, for the parabola; the upper part would be shaded.
This is so because when y is made the subject of the formula, the symbol becomes >=
Using the above as a guide, the inequality graph of the system of inequalities is graph (a)
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Find the quotient. Do not round your answer 58.543/10,000
Answer:
0.0058543
Step-by-step explanation:
58.543/10,000 = 58.543 divide 10,000
In the following triangle, what is the value of n?
Given that the triangle is a right triangle, the value of sin (n) is √5/5.
Hence, option D)√5/5 is the correct answer.
What is the value of sin(n) in the triangle?Trigonometry is simply a branch in mathematics that looks into the relationships between angles and side lengths of a triangle.
Given the data in the question;
Hypotenuse = 2√5Opposite of angle n = 2Adjacent of angle n = 4To determine the value of sine n, we will use one of six functions of an angle commonly used in trigonometry.
Sine of angle n = Opposite of angle n / Hypotenuse
sin(n) = Opposite / Hypotenuse
Plug in the given values and simplify
sin(n) = Opposite / Hypotenuse
sin (n) = 2 / 2√5
Next, rationalize the denominator.
Cancel out the common factor 2.
sin (n) = 2 / 2√5
sin (n) = 1 /√5
Multiply both the numerator and the denominator by √5.
sin (n) = (1×√5) / (√5 × √5)
sin (n) = √5/5
Given that the triangle is a right triangle, the value of sin (n) is √5/5.
Hence, option D)√5/5 is the correct answer.
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Simplify the radical √54
Answer: 3√6
Step-by-step explanation:
√54=
√(9*6)=3√6
Are these fractions equivalent or
nonequivalent?
The two fractions are equivalent.
When two fractions have the same value, they are said to be equivalent, meaning that even though the numbers in the two fractions are different, their overall value is the same.
Fractions that are not equal to one another are referred to as nonequivalent fractions. The same cross multiplication procedure must be used to determine whether two fractions are comparable or not.
Consider these two fractions,
x = ( m / 4n ) and y = ( 2m / 8n )
Now when the fraction x is multiplying and dividing by 2.
We get,
x = ( m / 4n ) × ( 2 / 2 )
x = 2m / 8n
Therefore, x = y
Hence, the fractions are equivalent.
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2 m - 54 cm equals????????
Answer:
146 centimeters or 1.46 meters.
Step-by-step explanation:
1m = 100cm
2m = 200cm
200 - 54 =146
Hope this helps!
How do you express without exponents [tex](3a^3)^2[/tex]
__________________________________________________________
Hello! In this question, we were given an expression and would have to express it without the use of exponents.
__________________________________________________________
Explanation:
In the question, we were given:
(3a³)²
In order to express the expression without the exponents, we would have to first simplify it and then expand the expression.
__________________________________________________________
Solve:
[tex](3a^3)^2[/tex]
Simplify by "squaring" the variable inside the parenthesis, in which in this case we would multiply the "2" to the "3".
[tex]3a^6[/tex]
Now in this step, we would have to expand the expression in a different form to get rid of the exponent.
To get rid of the exponent, we would expand the " [tex]a^6[/tex] " term.
Note that the term [tex]a^6[/tex] is the same thing as a · a · a · a · a · a, it is just the expanded version of the exponent.
This means that our expressed expression without exponents, including our constant "3" would be:
3 · a · a · a · a · a · a
__________________________________________________________
Answer:
3 · a · a · a · a · a · a
__________________________________________________________
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Kaleb determined how much money he would spend if he stopped at McDonalds each day after school. His cost can be modeled using c(m)=2.3m+2.50, where m is the number of McGriddle he orders each time. What is the cost that Kaleb would spend at McDonalds if he ordered 3 McGriddles?
Answer:
The cost that Kaleb would spend at McDonalds if he ordered 3 McGriddles would be 11.50.
Step-by-step explanation:
We know this is the answer because, when solving for c(3), we would get c(3)=2.3(3)+2.50=11.50.
find the value of ...B
Answer:
b=–2
Step-by-step explanation:
we've got:
(3+bx)⁵===> b⁵x⁵+15b⁴x⁴+90b³x³+720b²x²+405bx+243
and we've also got the coefficient of x³ as –720
90b³=–720===> b³=–8===> b=–2
The perimeter of the figure below is 110 cm. Find the length of the missing side.
Answer:
6.1 cm
Step-by-step explanation:
You want to know the remaining side of the irregular figure such that the perimeter is 110 cm.
PerimeterThe perimeter of a plane figure is the sum of the lengths of the sides. Working clockwise from the upper left corner, we have ...
34.6 +8.6 +17.3 +11.6 +? +11.6 +11.6 +8.6 = 110
103.9 +? = 110 . . . . collect terms
? = 6.1 . . . . . . . . . subtract 103.9
The length of the missing side is 6.1 cm.
__
Additional comment
If the angles that appear to be right angles actually were right angles, the perimeter would be 109.6 cm. The perimeter is longer than this, so at least three of the angles are not right angles.
Absolute value of 4 is
Answer: -4
Step-by-step explanation:
it is -4 because we are looking for like the opposite so the opposite of 4 is -4
Answer:
Absolute value of |4| = 4
Step-by-step explanation:
The absolute value of a number is always positive
Wilson hires a financial analyst to analyse costs and profits for his cereal production business. The analyst determines that Wilson’s eventual profit function is given as: , where x is the number of bags of cereal produced. At what point or number of bags of cereal will Wilson’s profit start decreasing
If Wilson produces only one 1 bag, then his profit starts decreasing
How to determine the pointGiven the function;
Let f ( x ) = [tex]2x^4 - 4x^3 + 7[/tex]
Where;
x is the number of bags of cereal produced
[tex]f'x = 2x^4 - 4x^3 + 7[/tex]
[tex]f'(x) = 8x^3 - 12x^2[/tex]
Factorize the expression
[tex]f'(x) = 4x^2(2x - 3)[/tex]
If the value of x is decreasing, we have;
f ′ ( x ) ≤ 0
4x² (2x - 3) ≤ 0
If x² ≥ 0, then;
2x - 3 ≤ 0
x ≤ 3/ 2
With x as the number of bags
x ∈ N
x = 1 is the only possibility
Thus, if Wilson produces only one 1 bag, then his profit starts decreasing
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The complete question:
Wilson hires a financial analyst to analyse costs and profits for his cereal production business. The analyst determines that Wilson’s eventual profit function is given as: pi = 2x ^ 4 - 4x ^ 3 + 7, where x is the number of bags of cereal produced. At what point or number of bags of cereal will Wilson’s profit start decreasing
Hello! I need help with #2 and #3 please!
The banker should invest $ 30,000 at 6 % interest rate to earn an interest of 3800 per year from both the investments.
Principal 1 = $ 50,000
Rate 1 = 4 %
Let principal 2 be x
Rate = 6 %
Time = 1 year
Interest = 3800
Using simple interest, we get that:
SI = p × r × t
3800 = ( 50,000 × 0.04 × 1) + ( x × 0.06 × 1)
3800 = 2000 + 0.06 x
0.06 x = 3800 - 2000
0.06 x = 1800
6 x = 180000
x = 180000 / 6
x = 30,000
Therefore, we get that, the banker should invest $ 30,000 at 6 % interest rate to earn an interest of 3800 per year from both the investments.
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the quotient of 10 and a number in math terms