The value of f(3) for the given expression is 8.
What is evaluation of an expression?
In mathematics, an expression that incorporates variables, constants, and algebraic operations is known as an algebraic expression (addition, subtraction, etc.). Finding the value of an algebraic expression when a specified integer is used to replace a variable is known as evaluating the expression. We use the given number to replace the expression's variable before applying the order of operations to simplify the expression. The concept of algebraic expressions is the use of letters or alphabets to represent numbers without providing their precise values. We learned how to express an unknown value using letters like x, y, and z in the fundamentals of algebra. Here, we refer to these letters as variables. Variables and constants can both be used in an algebraic expression. A coefficient is any value that is added before a variable and then multiplied by it.
Given, the expression is 5(x - 1) - 2
Let y = f(x) = 5(x - 1) - 2 = 5x - 5 - 2 = 5x - 7
Therefore, f(3) using the equation above is: f(3) = 5(3) - 7 = 8
Thus, the value of f(3) or y at x = 3 for the given expression is 8.
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in poker, 5 cards are randomly dealt from a standard deck of 52 cards. (a) how many poker hands contain cards that are all the same suit (this is called a flush)? (b) what is the probability of that all the cards in a poker hand are the same suit?
In probability , 5148 possible flushes in poker.
What is probability in math?
Simply put, probability is the likelihood that something will occur. When we don't know how an event will turn out, we can discuss the likelihood or likelihood of several outcomes. Statistics refers to the study of events subject to probability.there are C(13,5) 5-card hands… i.e.
the number of combinations of taking 5 cards from 13 distinct cards.
But, since there are 4 suits, there are then 4*C(13,5) possible “flushes.”
Thus, there are 4*1287=5148 possible flushes in poker.
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141% as a mixed or whole number
Answer:
1 41/100
Step-by-step explanation:
Answer:
141/100 (Already in simplest form). As a mixed number, it is: 1 41/100
Step-by-step explanation:
a design engineer wants to construct a sample mean chart for controlling the service life of a halogen headlamp his company produces. he knows from numerous previous samples that when this service life is in control it is normally distributed with a mean of 500 hours and a standard deviation of 20 hours. on three recent production batches, he tested service life on random samples of four headlamps, with these results: sample service life (hours) 1 495 500 505 500 2 525 515 505 515 3 470 480 460 470 what is the mean of the sampling distribution of sample means when the service life is in control? multiple choice 500 hours 515 hours 495 hours 250 hours 470 hours
The mean of the sampling distribution of sample means is 495 hours.
What is the mean of the samples?
The mean of samples is the average of a set of samples or data.
This can be calculated using the formula:
Mean= (Sum of terms)/(Number of terms)
Find the mean of each sample as shown below:
Mean service life of sample 1 = [tex]\frac{495+500+505+500}{4} = \frac{2000}{4}[/tex]
= 500 hours
Mean service life of sample 2 =[tex]\frac{525 +515 +505 +515 }{4}=\frac{2060}{4}[/tex]
= 515 hours
Mean service life of sample 3 = [tex]\frac{470 +480 +460+ 470}{4}=\frac{1880}{4}[/tex]
= 470 hours
Find the mean of the sampling distribution of sample means using the formula:
Mean of the sampling distribution (M)
=(Sum of mean of given samples )÷( Number of samples)
M = [tex]\frac{500+515+470}{3}=\frac{1485}{3}[/tex]
M=495 hours
So, the mean of the sampling distribution of sample means is 495 hours.
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The mean of the sampling distribution of sample means is 495 hours.
What is the mean of the samples?
The mean of samples is the average of a set of samples or data.
This can be calculated using the formula:
Mean= (Sum of terms)/(Number of terms)
Find the mean of each sample as shown below:
Mean service life of sample 1 = [tex]\frac{495+ 500+ 505+ 500}{4}=\frac{2000}{4}[/tex]
= 500 hours
Mean service life of sample 2 = [tex]\frac{525+ 515+ 505+ 515 }{4}=\frac{2060}{4}[/tex]
= 515 hours
Mean service life of sample 3 = [tex]\frac{ 470+ 480 +460 +470}{4}=\frac{1880}{4}[/tex]
= 470 hours
Find the mean of the sampling distribution of sample means using the formula:
Mean of the sampling distribution (M)
=(Sum of mean of given samples )÷( Number of samples)
M = [tex]\frac{500+515+470}{3}=\frac{1485}{3}[/tex]
M=495 hours
So, the mean of the sampling distribution of sample means is 495 hours.
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Solve for x. Leave your answer in simplest radical form
Answer:
x = √213
I would appreciate this being marked as brainliest...
Step-by-step explanation:
This is a Pythagoras question because we are given two right-angled triangles and no internal angles other than the right angles.
That 7 is annoying because it won't form a Pythagorean triplet with 10. It means that the answer will probably be in radical form.
We can use radicals to represent the common side.
Introduce Pythagoras. The equation below forms a circle on a graph by the way where r is the radius of the circle.
a² + b² = c²;
Substitute the first triangle.
10² + 7² = c²;
100 + 49 = c²;
149 = c²;
c = √149;
Substitute the second triangle.
(√149)² + 8² = x²;
149 + 64 = x²;
213 = x²;
x = √213;
Which list shows the values in order from least to greatest?
0-0.5
√(0.5)
0-0.5
20% √/0.5
○ 20% |−0.5| √/0.5
○ = √/0.5 |−0.5| 20%
20%
The values in order from least to greatest are 0-0.5,√(0.5),20%,20% √/0.5,√/0.5 |−0.5| 20%. we eliminate 0-0.5 because the value is two times in the option.
What is the percentage?Percentage represents a proportion or a fraction of a whole, expressed as a portion of 100. It is commonly denoted by the symbol "%" (percent), which literally means "per hundred."
According to the given information:
The values in the list are:
0-0.5 = a range of values from 0 to 0.5, inclusive
√(0.5) ≈ 0.7071
20% = 0.2
20% √/0.5 = 0.2 * √(0.5) ≈ 0.1414
√/0.5 |−0.5| 20% = √(0.5) * |−0.5| * 0.2 ≈ 0.0707
Therefore, the correct list in order from least to greatest is:
0-0.5
√(0.5)
20%
20% √/0.5
√/0.5 |−0.5| 20%
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Find (a) f(-8) and (b) f(3).
(a) f(-8)=
(b) f(3) =
Answer:
[a] 15
[b] 13
Step-by-step explanation:
We can use the visual diagram given to solve. We can see that when you input -8 (on the left side) the arrow leads to the output 15, our answer.
We use the same method for part b. When you input 3 (on the left side) the arrow points to 13 (on the right side) giving us an answer of 13.
12.8 = 4v solve for v
Answer:
v=3.2
Step-by-step explanation:
12.8 = 4v
v= 12.8/4 isolate the variable and divide.
v= 3.2 Answer
What is the y intercept of the function shown?
Answer:
-2
Step-by-step explanation:
The line passes through the y-intercept at the point (0, -2)
What is the equation of the line below?
Answer: Y = -2x + 1
Step-by-step explanation:
The line has a Y-Intercept of 1, shown as that's where the line passes the Y-Axis. The slope is negative 2, you can find such information by finding one point on a line, then making a triangle to the next point. In this case you would start at (0,1) and go right once (x axis) and down twice (y axis). The slope formula is y2-y1/x2-x1 or change in y/change in x, so if you put 2 (y axis) over 1 (x axis) you would have a slope of 2.
∠1 and ∠2 are vetical angles. If m∠1 =(5x+12)° and m∠2 =(6x−11)°. m∠1=
⇒Vertical angles are equal .
This means that ∠1=∠2
⇒The trick is to first find the value of the unknown variable x then substitute it in the expression of ∠1 to get the exact magnitude of the angle.
[tex]5x+12=6x-11\\5x-6x=-11-12\\-x=-23\\\frac{-x}{-1} =\frac{-23}{-1} \\x=23[/tex]
x=23°
To get the exact value of ∠1 Plug in 23° in the place of x in the expression of ∠1:
[tex]< 1=5x+12\\=5(23)+12\\=127[/tex]
∠1=127°
Please answer all 3 questions in the photo for easy point! ( 30 points + Brainliest )
Answer:
6. a because a rectangle with sides 8 and 2 has a perimeter of 20 but its area is 16.
7. d because 4 is an even number and it is a perfect square.
8. b because a pen can be used to write but is not a utensil.
Step-by-step explanation:
Evaluate the expression when x=5The expression is 4x -13.
To answer this question, we only need to replace x by 5, and then solve the resulting operations:
[tex]x=5\Rightarrow4x-13=4\cdot(5)-13=20-13=7[/tex]Therefore, the value for the expression 4x-13 when x = 5 is equal to 7.
Find 3 consecutive numbers whose sum is 132
Answer:
Integer 1- 43
Integer 2- 44
Integer 3- 45
Step-by-step explanation:
x+(x+1)+ (x+2)=132
3x+3-3=132-3
3x=127
/3 /3
x=43
x+1=44
x+2=45
9. Find the area of the shaded region.
22 cm
10 cm
7 cm
Please help!
6|x - 8| ≤ 12
x ≤ ?
x ≤ ?
Answer: 10, 6
Step-by-step explanation:
[tex]6|x-8| \leq 12\\\\|x-8| \leq 2\\\\-2 \leq x-8 \leq 2\\\\6 \leq x \leq 10[/tex]
choose if the following statement is true or false: correlation is sensitive to the scale of the data; however, covariance is not sensitive to the scale of the data
Correlation is not sensitive to the scale of the data; however, covariance is sensitive to the scale of the data, so the statement is false.
Covariance is a term used in statistic and regression analysis. Covariance shows how two variables differ.
Covariance is affected by the change in scale, for example if all the value of one variable is multiplied by a constant and all the value of another variable are multiplied, by the same or another constant all together, then the covariance is automatically changed.
Correlation is also a term used in regression analysis and statistics. Correlation shows how two variables are related and therefore not influenced by the change in scale.
Hence the given statement is False
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What is the slope of the line that passes through the points (-4, -10)) and (-7, -19)
? Write your answer in simplest form.
Answer:
Slope = 3
Step-by-step explanation:
(-4, -10) and (-7, -19)
(x₁, y₁) (x₂, y₂)
y₂ - y₁ -19 - (-10) -19 + 10 -9
m = ------------ = ---------------- = ------------- = -------- = 3
x₂ - x₁ -7 - (-4) -7 + 4 -3
I hope this helps!
[tex](\stackrel{x_1}{-4}~,~\stackrel{y_1}{-10})\qquad (\stackrel{x_2}{-7}~,~\stackrel{y_2}{-19}) \\\\\\ \stackrel{slope}{m}\implies \cfrac{\stackrel{rise} {\stackrel{y_2}{-19}-\stackrel{y1}{(-10)}}}{\underset{run} {\underset{x_2}{-7}-\underset{x_1}{(-4)}}} \implies \cfrac{-19 +10}{-7 +4} \implies \cfrac{ -9 }{ -3 } \implies 3[/tex]
[tex]\begin{array}{|c|ll} \cline{1-1} \textit{point-slope form}\\ \cline{1-1} \\ y-y_1=m(x-x_1) \\\\ \cline{1-1} \end{array}\implies y-\stackrel{y_1}{(-10)}=\stackrel{m}{ 3}(x-\stackrel{x_1}{(-4)}) \implies y +10= 3 (x +4) \\\\\\ y+10=3x+12\implies {\Large \begin{array}{llll} y=3x+2 \end{array}}[/tex]
Here is a linear equation: y = 2/3x + 1 Are (6, 5) and (9, 8) solutions to the equation? Explain or show your reasoning.
The equation y = 2/3x + 1 has a solution of (6, 5) and not (9, 8)
How to determine if the ordered pairs are part of the solutions?From the question, the equation is given as
y = 2/3x + 1
Also, we have the ordered pairs to be
(6, 5) and (9, 8)
For (6, 5), we have
x = 6 and y = 5
So, the equation becomes
5 = 2/3 x 6 + 1
Evaluate
5 = 5 --- true
For (9, 8), we have
x = 9 and y = 8
So, the equation becomes
8 = 2/3 x 9 + 1
Evaluate
8 = 7 --- false
Hence, (6, 5) is part of the solution and (9, 8) is not
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6.2: The Return of the Box
Earlier, we learned we can make a box from a piece of paper by cutting squares of side
length x from each corner and then folding up the sides. Let's say we now have a piece of
paper that is 8.5 inches by 14 inches. The volume V, in cubic inches, of the box is a
function of the side length x where V(x) = (14-2x)(8.5-2x)(x).
1. Identify the degree and leading term of the polynomial. Explain or show your
reasoning.
2. Without graphing, what can you say about the horizontal and vertical intercepts of
the graph of V? Do these points make sense in this situation?
The leading term of the polynomial is [tex]4x^{3}[/tex] and the degree of the polynomial is 3.
A sheet of paper measuring 8.5 inches by 14 inches is currently in our possession. The box's volume V, measured in cubic inches, depends on the side length x, where V (x) = (14-2x)(8.5-2x)(x).
So, we have :
V (x) = (14-2x)(8.5-2x)(x)
[tex]V(x) = (14-2x)(8.5-2x)(x).\\V (x) = (14-2x)(8.5x-2x^{2} )\\V(x) = 4x^{3} -45x^{2} + 119x[/tex]
Thus, the leading term of the polynomial is [tex]4x^{3}[/tex] and the degree of the polynomial is 3.
Now, we have :
[tex]V(x) = 4x^{3} -45x^{2} + 119x\\V(x) = x ( 4x^{2} -45x +119)\\V(x) = x (x-7)(4x-17)[/tex]
Now, For intercepts, V(x) = 0
[tex]V(x) = x (x-7)(4x-17) = 0\\x (x-7)(4x-17) = 0\\\\x = 0, 7, 4.25[/tex]
Now when x = 0, V(x) =0
when x = 7, f(x) = 135
when x = 4.25, f(x) = 252.89
So, the points are (7, 135) and ( 4.25, 252.89)
These points represent the value of x and their corresponding value of V.
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donuts are sold in bags and cartons. a bag holds four donuts and a carton holds 10 donuts. tom buys b bags of donuts and c cartons of donuts. he buys a total of t donuts. write down a formula for t in terms of b and c
Answer:
t = b+ c
total = bags + cartons
Find the value of x and XZ if Y is between X and Z, XY = 19, YZ = 2x+5,
and XZ = 6x + 12.
The values of x and XZ, calculated by the given equations are 3 and 30 respectively.
What is a equation?
The equals sign indicates that two expressions in an equation are equal. An equation is a mathematical formula. The meaning of the word equation and its cognates may change a bit depending on the language. An equation is defined as including one or more variables in French, as opposed to English, where an equation is defined as any well-formed formula that consists of two expressions connected by the equals sign.
Given information (and equations) in the question:
Y is between X and Z,
XY = 19,
YZ = 2x+5,
XZ = 6x+12
Since the question say Y is between X and Z, it means:
XY + YZ = XZ
Substituting the values in this equation by the values given in the question:
19 + 2x + 5 = 6x + 12
24 - 12 = 4x
x = 3
putting the value of x in the given equation:
XZ = 6x + 12
XZ = 6(3) + 12
XZ = 18 + 12
XZ = 30
Hence, the values of x and XZ are 3 and 30 respectively.
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Ahouseis13feettall.Itsshadowis40feetlongatthesametimetheshadowofanearbybuildingis340feetlong.Findtheheightofthebuilding.
the red triangle is the building
the black triangle is the house
x is the height of the building
we have a problem of Tales triangles semblants so we can use this equalities
[tex]\begin{gathered} \frac{x}{340}=\frac{13}{40} \\ x=\frac{13(340)}{40}=110.5\text{ f}eet \end{gathered}[/tex]the height of the building is 110.5 feet
Help I don’t understand what’s happening
Solution of Square root, x² = 30: x = √30 = √30² = 30, x = -√30 = -√30² = 30
Solution of Cube root, x³ = 30: x = ∛30 = ∛30³ = 30, x = -∛30 = -∛30³ = -30
Given,
Square root x² = 30
Then, the value of:
x = √30 = √30² = 30
x = -√30 = -√30² = 30
x = ∛30 = ∛30² = 3.107
x = -∛30 = -∛30² = -3.107
Now,
Cube root, x³ = 30
x = √30 = √30³ = 164.317
x = -√30 = -√30³ = -164.317
x = ∛30 = ∛30³ = 30
x = -∛30 = -∛30³ = -30
Therefore,
Solution of Square root, x² = 30:
x = √30 = √30² = 30
x = -√30 = -√30² = 30
Solution of Cube root, x³ = 30:
x = ∛30 = ∛30³ = 30
x = -∛30 = -∛30³ = -30
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What real-world knowledge did you use to understand the STEM Task?
The real world knowledge we use to understand the STEM task are :
A) STEM integrates it's concepts and applications to real life.
B) STEM helps in finding solution to the practical issues.
C) Focuses on building models and replicating scenarios.
What is STEM ?
STEM education refers to the integrated teaching and learning of the subjects such as science, technology, engineering, and mathematics.
We know that STEM teaches critical thinking skills and instills a passion for innovation. Beyond the advantages of learning STEM subjects, STEM supports the problem-solving and inquisitive learning that are essential for success in a range of tasks and professions. Colleges are now incorporating all of these helpful ideas into their normal study courses, and the results are clearly very favorable.
The real world knowledge we use to understand the STEM task is as follows :
STEM education stresses the application of knowledge to real-life situations while integrating concepts that are often taught as separate courses in various classrooms.Finding a solution to a practical issue is often the focus of a STEM lesson or unit, which frequently emphasizes project-based learning.Building models and replicating scenarios are common STEM instructional activities. Students' understanding of the relationship to the real world is ensured by a competent STEM lesson.Therefore , the real world knowledge we use to understand the STEM task are :
A) STEM integrates it's concepts and applications to real life.
B) STEM helps in finding solution to the practical issues.
C) Focuses on building models and replicating scenarios.
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Is y=6x proportional?
y = 6x is proportional.
Proportionality between x and y is defined if there is a constant of proportionality 'k' such that y = kx.
So here, the constant of proportionality in y = 6x is 6.
This equation also means that y varies directly with respect to x and then 6 is the constant of variation.
That is, y is directly proportional to x.
Then a change in y implies a corresponding change in x in the same direction as that of y.
If x increases, then y also increases and if x decreases, then y also decreases.
These changes are related to the constant of proportionality 6.
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Please see attached question
The probability that the student is a sixth-grader or rated good grades as most important is (168 / 335) + (135 / 335) = 0.904
What is the probability?Probability is used to determine the odds that a random event would happen. The odds that the event would happen lies between 0 and 1.
The probability that the student is a sixth-grader or rated good grades as most important = (number of sixth-graders / total number of students) + (students who rates good grades as most important / total number of students)
(168 / 335) + (135 / 335) = 303 / 335 = 0.904
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help me pls battery is low help
The solution to the system of linear equations 6 · x + 2 · y - 9 = 0 and y = 2 · x - 3 is (x, y) = (1.5, 0).
How to resolve a system of linear equations by graphic methods
In this question we find a system of two linear equations and two variables, this can be done by using a Cartesian plane and drawing each line equation. The solution to the system is represented by the point of intersection of the two lines.
Therefore, the solution to the system of linear equations is (x, y) = (1.5, 0).
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The solution to the system of linear equations will be; 6x + 2y - 9 = 0 and y = 2x - 3 is; (1.5, 0).
What is a system of equations?A system of equations is two or more equations that can be solved to get a unique solution. the power of the equation must be one degree.
To solve a system of linear equations by graphic methods: we need a system of two linear equations and two variables, using a Cartesian plane and each line equation.
The solution to the system is shown by the point of intersection of the given lines.
6x + 2y - 9 = 0
y = 2x - 3
6x + 2 (2x - 3 ) - 9 = 0
x = 1.5
(x, y) = (1.5, 0).
Hence, the solution to the system of linear equations would be; (x, y) = (1.5, 0).
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An item costs y dollars and then a 20% discount is applied. Create an expression that could represent the price of the item after the discount. Explain your reasonin
An expression that could represent the price of the item after the discount is 0.8y.
Given that, an item costs y dollars and then a 20% discount is applied.
What is an expression?An expression is a combination of terms that are combined by using mathematical operations such as subtraction, addition, multiplication, and division.
Cost price = $y and Discount percentage = 20%
Discount = 20% of y
= 20/100 × y
= 0.2y
The price of the item after the discount = y-0.2y
= 0.8y
Therefore, an expression that could represent the price of the item after the discount is 0.8y.
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The two figures are similar. Find the ratios (red to blue) of the perimeters and of the areas. Write the ratios as fractions in simplest form. Ratio (red to blue) of the perimeters: Ratio (red to blue) of the areas: pleas help
Answer:
5/8 and 25/64
Circle O has a circumference of 88π cm.
Circle O has a radius length of r.
What is the length of the radius of the circle?
The length of the radius of the circle is 44cm.
This problem bothers on the mensuration of flat shapes, a circular shape.
Given data
Circumference of circle C= 88πcm
Radius of circle r=?
To find the length of the radius of the circle.
To solve for the radius let us apply the formula for the circumference of a circle
C=2πr
Substituting our given data
88π=2πr
Making r subject of formula we have
r= 88π/2π
r= 44cm
Hence, The length of the radius of the circle is 44cm.
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