Solve for x.
5/25=9/(x+4)

In many contexts, we can estimate distances between objects or locations, but we may not always be able to measure them precisely. There are several reasons why we might only be able to estimate distances rather than measure them exactly:

Limitations of measuring instruments: The precision of a measuring instrument can limit our ability to measure distances accurately. For example, a ruler may only have markings up to a certain level of precision, so we may need to estimate distances between the markings.

The variability of the distance: In some cases, the distance we are measuring may be constantly changing, making it difficult to measure with precision. For example, if we are trying to measure the distance between two moving objects, the distance between them will constantly change, and we may need to estimate the distance at a particular moment in time.

Environmental factors: The environment can also make it difficult to measure distances precisely. For example, atmospheric conditions such as haze or fog can obscure objects and make it difficult to judge their distance accurately.

Human perception and judgment: Finally, our own perception and judgment can also limit our ability to measure distances accurately. For example, when estimating the distance to an object, our perception of the size of the object can affect our judgment of its distance.

In many cases, despite these limitations, estimates of distances can still be useful and informative. For example, in navigation, we may not need to know the exact distance between two points, but only an estimate that is accurate enough to help us navigate from one point to the other

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Using the vertical line test we conclude that y is not a function of x.

When we have the graph of a relation, the vertical line test says that if we draw a vertical line over the graph and it intercepts the graph in more than one point, then the graph does not represent a function.

Here we have the graph of a circle, and there are multiple lines that intercept the graph twice (for example the line x = 0)

So we can conclude that this is not a function, thus, the correct option is A.

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The Probability that the student was not a female and did not earn grade C is 34/59.

Probability refers to potential. A random event's occurrence is the subject of this area of mathematics.

The range of the value is 0 to 1. Mathematics has incorporated probability to forecast the likelihood of various events.

The degree to which something is likely to happen is basically what probability means.

Given:

                A B C Total

Male 16 18 17 51

Female 19 6 10 35

Total 35 24 27 86

Total number of non-female students who got a A and B : 34

Total number of students who got a A and B: 35+24= 59

So, the probability is

= 34/ 59

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Step-by-step explanation:

the wrong ratios were compared.

the ratio of corresponding line segments is the same :

RS/RQ = ST/QU

5/6 = 10/x

5x = 60

x = 12

also the second question can be seen as 2 projections with the same angle at different distances of the projection screen.

the baseline has 2 segments : 11 and 29-11 = 18.

the ratio between both segments is the same as the ratio of both legs:

11/18 = 16.5/p

11p = 297

p = 297/11 = 27

and the 3rd question is exactly based on the same structure.

the ratio of the baseline segments is the same as the ratio of the legs, as both sides of the central line are equal projections of different distances at the same projection screen :

4/6 = 8/y

4y = 48

y = 12

The midline y of the given function f(x)=3(cos(x-(\pi )/(3))+1) is 3.

A sinusoidal function's midline is the horizontal axis around which the signal goes up and down above and below. The midline is y = 0 for y = sin x. (the x-axis). The maximum and minimum values of the graph are situated on either side of the midline, which runs parallel to the x-axis.

Comparing the given function f(x) = 3(cos(x-(\pi )/(3))+1) with the standard form of cosine function:

y = acos(bx + c) + d

a = 3 and d = 1

The maximum value = 3 + 2 = 5

The minimum value = 3 - 2 = 1

The midline is given as:

midline = 1/2(maximum value - minimum value)

midline = 1/2(5 + 1)

midline = 3

Hence, the midline y of the given function is 3.

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The minimum number of trips needed to haul 20,000 cubic feet of dirt is B) 17.

What is capacity?

The ability to hold or contain something. The maximum amount or number that can be contained in a room's seating capacity.

The capacity of the dump bin is:

21 feet (length) x 8 feet (width) x 6 feet (height) = 1,008 cubic feet

The dump bin can hold dirt equivalent to 1.2 times its capacity, which is:

1.2 x 1,008 cubic feet = 1,209.6 cubic feet

To haul 20,000 cubic feet of dirt, you need:

20,000 cubic feet / 1,209.6 cubic feet per load = 16.52 loads

Since you can't have a fraction of a load, you need to round up to the nearest whole number, which is 17 loads.

Therefore, the minimum number of trips needed to haul 20,000 cubic feet of dirt is B) 17.

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Answer:

Step-by-step explanation:

If f(x) is an even function, that means it has symmetry across the y-axis. In other words, if (a,b) is a point on the graph of f(x), then (-a,b) must also be on the graph.

We are given that f(2) = -5. Since 2 is a positive number, we know that (-2) is the corresponding negative value that also lies on the y-axis. Therefore, we can say that f(-2) = f(2) = -5.

So, the other point that must be on the graph of f(x) is (-2,-5).

There are D. 9+7x+(-3y) and E. 9-(-7)x-3y that equivalent to the given expression 9 +7x-3y.

Equivalent expressions are defined as mathematical statements that have containing identical variables or numbers.

The expression is given in the question, as follows:

9 + 7x - 3y

D. 9+7x+(-3y) is equivalent because the expression in the parentheses represents a negative value of 3y, so we can combine the 7x and the negative 3y terms to get 7x-3y, which when added to 9 gives the original expression of 9 +7x-3y.

E. 9-(-7)x-3y is equivalent because we can simply change the minus sign before the -7 to a plus sign, resulting in the original expression of 9 +7x-3y.

Thus, D. 9+7x+(-3y) and E. 9-(-7)x-3y are equivalent to the given expression 9 +7x-3y.

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The complete question would be as:

Select all the expressions that are equivalent to 9 +7x-3y.

A. 9+7x+3y

B. 9-7x-3y

C. 9-7x+3y

D. 9+7x+(-3y)

E. 9-(-7)x-3y

Answer:

5 3/5

Step-by-step explanation:

First, you write 4/5 x 7/1.

Next, you multiply 4x7 = 28.

Then, you multiply 5x1 = 5.

Now, you have an improper fraction--28/5.

You then divide 28/5 = 5 3/5.

No simplifying is needed.

Result: 5 3/5

Para dibujar un triángulo con un ángulo de inclinación de 45° realiza dos líneas perpendiculares y una tercera línea con un grado de 45° lo cual puedes hacer usando un transportador.

Un triángulo es una figura con tres lados y cuyos ángulos internos siempre suman 180°. El método más fácil para dibujar un triángulo con un ángulo de 45° es.

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Answer:

8.5

Step-by-step explanation:

If you look at a decimal (0.00) there is the tenths, (0.00), hundredths (0.00), and so on.

Rounding to the nearest tenth, would mean first looking at the hundredths place (8.45), and if it is greater or equal to 5, which if it is, you round up, but if it isn't, you round down.

Therefore, 8.45 rounded to the nearest tenth is 8.5.

The circumference of a circle with a radius of 14 feet is 88 feet.

Every point in the surface of a circle, which is a circular, two-dimensional object, is evenly separated from the centre. All lines that cross the circle join together to produce the line of reflected symmetry. Each angle has axis of symmetry around the centre, in addition. Monitoring a linear interpolation in a surface while keeping a fixed distance from some other point will result in the closed shape of a circle. The English term circle derives from the Greek word curriculum provides students, which also means hoop or ring.

When we find the circumference, we obtain:

The  circumference( C) of a circle is 2πr.

C=2πr

⇒C=2×[tex]\frac{22}{7}[/tex]×14=88 feet.

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Answer:

Correct answer below

Step-by-step explanation:

See image below of the two lines graphed and the intersection:

(didn't correctly identify the intersection)

The height of the triangle is h = 2A/6.

Height is the measure of vertical distance, either how "tall" something or someone is, or how "high" the point is. For example, a person's height is typically measured using a stadiometer and is recorded in centimeters or feet and inches. The height of a mountain is usually measured in meters or feet. In aviation, height is measured from the surface of the earth, either above ground level (AGL) or above mean sea level (AMSL).


To find the height of a right triangle given the base, we can use the area formula A = 1/2bh. Rearranging this equation gives us the height: h = 2A/b. In this case, the base is 6 inches and the area is given as A. Therefore, the height of the triangle is h = 2A/6.

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You'll need a ruler that has "centimeters" on it.

Use the ruler to measure the distance from Town Hall to the Art Gallery.

I don't have a ruler with me, so I can't say for certain what that centimeter distance will be. Even if I had a ruler, it won't be much use because I cant put it directly to the paper. Only you are able to do that part. But I'll go over a hypothetical example.

Let's say the on paper distance from Town Hall to the Art Gallery is 5 cm (roughly 1.97 inches).

This means we multiply both sides by 5 in the steps shown below.

1 cm on paper : 200 m in real life

5*1 cm on paper : 5*200 m in real life

5 cm on paper : 1000 m in real life

5 cm on paper : 1 km in real life

So the 5 centimeters measured out with the ruler corresponds to the real life distance of 1 kilometer. This would be the real life distance from Town Hall to the Art Gallery. Again, this is a hypothetical example. The actual centimeter distance is likely different and you'll need to get a ruler to measure it out for yourself.

Let me know if this helps. If you have further questions, then please let me know.

Answer: The area and perimeter of the square whose length of one side is of p cm are p^2 square cm and 4p cm respectively.

Step-by-step explanation: We know,

Area of the square = p^2 where p is the side of the square.

The perimeter of the square = 4p cm where p is the side of the square.

thus, The area and perimeter of the square whose length of one side is of p cm are p^2 square cm and 4p cm respectively.

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Using exponent rules we can simplify the expression to get:

√y³⁶ =  y¹⁸

Here we want to simplify the expression below:

√y³⁶

Remember that the square root is equivalent to an exponent of 1/2, then we can rewrite:

√y³⁶ = (y³⁶)¹´²

And that will be equal to:

(y³⁶)¹´² = y³⁶´² = y¹⁸

That is the expression simplified.

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Answer:

Step-by-step explanation:

a) The formula for the regression function is:

Maintenance Cost = 54.7757 + 120.689 x Age of Car

b) The slope of the regression equation is 120.689. This means that on average, for every one year increase in the age of a car, the maintenance cost is expected to increase by $120.689.

c) To construct a 95% interval to predict the maintenance cost for a car that is 7 years old, we can use the formula:

Y = a + bX ± tα/2 * SE

where Y is the predicted maintenance cost, a is the intercept, b is the slope, X is the age of the car, tα/2 is the t-value for the 95% confidence level with n-2 degrees of freedom (11 in this case), and SE is the standard error of the estimate.

Plugging in the values, we get:

Y = 54.7757 + 120.689 * 7 ± 2.201 * 11.8442

Y = 923.167 ± 26.010

Therefore, we can be 95% confident that the maintenance cost for a car that is 7 years old will be between $897.16 and $949.17.

d) The null hypothesis is that there is no significant linear relationship between the average maintenance cost and the age of a car in years. The alternative hypothesis is that there is a significant linear relationship between the average maintenance cost and the age of a car in years.

To test the hypothesis, we can perform a t-test on the slope coefficient using the t-statistic and the p-value provided in the output. The t-statistic is 10.1898, which is much greater than the critical t-value at the 0.05 level of significance for a two-tailed test with 11 degrees of freedom (2.201). The p-value is 0.0000, which is less than the significance level of 0.05. Therefore, we can reject the null hypothesis and conclude that there is a significant linear relationship between the maintenance cost and the age of the car in years.

Here, The amount $26,000 is being deducted or reduced from the account which means it is debit...

Answer:

$26,000 is being deducted from the account which means it is debit.

Explanation:

The journal entry to record a $26,000 reduction in inventory would depend on the reason for the reduction. In general, if the reduction is due to a sale of inventory, the journal entry would be:

Date: 1-Oct

Account: Inventory

Account Number: 1020

Debit: Cost of Goods Sold

Credit: Inventory

In this case, the debit entry would be to the Cost of Goods Sold (COGS) account, which is an expense account that is used to record the cost of goods that have been sold during a particular period. The credit entry would be to the Inventory account, which represents the value of inventory that the business currently holds.

If the reduction in inventory is due to some other reason, such as loss, theft, or damage, the journal entry would be:

Date: 1-Oct

Account: Inventory

Account Number: 1020

Debit: Loss or Expense account

Credit: Inventory

In this case, the debit entry would be to a Loss or Expense account that reflects the reason for the reduction in inventory. The credit entry would be to the Inventory account.

The probability that the first winner lives in Wells and the second lives in Gaston 1/9.

Probability refers to potential. A random event's occurrence is the subject of this area of mathematics.

The range of the value is 0 to 1. Mathematics has incorporated probability to forecast the likelihood of various events.

The degree to which something is likely to happen is basically what probability means.

Given:

Total number of customers entering the drawing = 9

Number of customers from Gaston = 4

Number of customers from Pike = 3

Number of customers from Wells = 2

Now the probability for the first winner to be from Wells will be

= 2/9

and,  Probability of second winner to be from Gaston will be

= 4/8

= 1/2

So, the probability is

= 2/9 x 1/2

= 1/9.

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Answer:

Step-by-step explanation:

(-2 - 4)/(-1 + 3)= -6/2 = -3

y - 4 = -3(x + 3)

y - 4 = -3x - 9

y = -3x - 5

Option 1

Equation of the line passing through (1, 5) is y = 3x + 2

A line is a one-dimensional figure, which has length but no width. A line is made of a set of points which is extended in opposite directions infinitely.

A line with no curve is called straight line.

Given,

A line is parallel to the line y = 3x - 2

To find slope of the given line, comparing with slope-intercept equation of line

y = mx + c

Slope m = 3

Line passes through point (1 , 5)

Slope of parallel lines are equal

m' = m = 3

Equation of the line

y - y' = m'(x - x')

y - 5 = 3(x - 1)

y - 5 = 3x - 3

y = 3x + 2

Hence, y = 3x + 2 is equation of the line passing through point (1,5).

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y=3x+2 is the equation of the line which is parallel to the line y=3x-2 and passes through the point 1,5

The slope of the line is the ratio of the rise to the run, or rise divided by the run. It describes the steepness of line in the coordinate plane.

The slope intercept form of a line is y=mx+b, where m is slope and b is the y intercept.

The slope of line passing through two points (x₁, y₁) and (x₂, y₂) is

m=y₂-y₁/x₂-x₁

The given equation is y=3x-2

3 is the slope of given line.

The line parallel to this line will have same slope, slope is 3.

Now, the equation of line passing through 1, 5

5=3(1)+b

b=2

So slope intercept form y=3x+2

Hence,  y=3x+2 is the equation of the line which is parallel to the line y=3x-2 and passes through the point 1,5

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The value of standard matrix of T is,

⇒ [tex]\left[\begin{array}{ccc}1&-2&3\\- 4&9&- 8\\\end{array}\right][/tex]

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

Given that;

Define T : R³ to R² as;

⇒ T(e₁) = (1, 4), T(e₂) = (-2,9), T(e₃) = (3,-8),

where e₁, e₂, and e₃ are the columns of the 3x3 identity matrix.

Now, The value of the standard matrix of T is,

T = [ T(e₁)   T(e₂)   T(e₃)]

  =  [tex]\left[\begin{array}{ccc}1&-2&3\\- 4&9&- 8\\\end{array}\right][/tex]

Therefore, The value of standard matrix of T is,

⇒ [tex]\left[\begin{array}{ccc}1&-2&3\\- 4&9&- 8\\\end{array}\right][/tex]

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The sum of the fractions is 7/4

From the question, we have the following parameters that can be used in our computation:

5⁄6 + 2⁄3 + 1⁄4 =

Express the denominators of the fraction as 12

So, we have

5⁄6 + 2⁄3 + 1⁄4 = 10/12 + 8/12 + 3/12

Evaluate the sum

This gives

5⁄6 + 2⁄3 + 1⁄4 = = 21/12

Simplify

5⁄6 + 2⁄3 + 1⁄4 = 7/4

Hence, the solution si 7/4

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His estimated monthly income should be $480.

Answer:

The solution is 11

Step-by-step explanation:

To solve this question is quite easy, here are the step-by-step:

[tex] \sf \lim_{ t \to - 3} \sf ( - {t}^{2} - 6t + 2) \\ \\ \sf = - ( - 3)^{2} - 6( - 3) + 2 \\ \\ = \sf { - ( 9)} + 18 + 2 \\ \\ = \sf 9+ 2 \\ \\ = \sf 11[/tex]

Answer:

The dividend yield is the dividend next year divided by the current price, so the dividend yield is:

Dividend yield = D1 / P0

Dividend yield = $2.55 / $48.70

Dividend yield = .0524, or 5.24%

The capital gains yield, or percentage increase in the stock price, is the same as the dividend growth rate, so:

Capital gains yield = 6%

Answer: its 5y >32

Step-by-step explanation:

Answer:

the answer is 21.56

Step-by-step explanation:

have a nice day.

Difference of density per acre of wheat and corn = 105

Division is the process of splitting a number or an amount into equal parts. Division is one of the four basic operations of arithmetic, the ways that numbers are combined to make new numbers. The other operations are addition, subtraction, and multiplication.

here, we have,

Given:

Yield in 110 acre farm = 17,600 Bushes of corn

Yield in 250 acre farm = 13,750 Bushes of wheat

Find:

Difference of density per acre of wheat and corn

Computation:

Yield per acres Bushes of corn = 17,600 / 110

Yield per acres Bushes of corn = 160

Yield per acres Bushes of wheat = 13,750 / 250

Yield per acres Bushes of wheat = 55

Difference of density per acre of wheat and corn = Yield per acres Bushes of corn - Yield per acres Bushes of wheat

Difference of density per acre of wheat and corn = 160 - 55

Difference of density per acre of wheat and corn = 105

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