Rewrite as equivalent rational expressions with denominator

E(max(X, Y )) = PxPy max(x, y)p(x, y)

= max(0, 0)p(0, 0)+max(0, 5)p(0, 5)+· · ·+max(10, 10)p(10, 10)+max(10, 15)p(10, 15)

= 0 ∗ 0.02 + 5 ∗ 0.06 + · · · + 10 ∗ 0.14 + 15 ∗ 0.01 = 9.6.

fX(x) = R 10(2x + y − 2xy)dy = x +12, 0 ≤ x ≤ 1.

fY (y) = R 10

(2x + y − 2xy)dx = 1, 0 ≤ y ≤ 1.

Since f(x, y) 6= fX(x)fY (y), X and Y are not independent.

Column=A column is a recurring piece or article in a newspaper, magazine or other publication, where a writer expresses their own opinion in few columns allotted to them by the newspaper organisation. Columns are written by columnists.

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None of the options are valid because the specified functions are both parabolic.

Functions represent the connection between two groups of values. For instance, if y=f(x), each value of x has a corresponding value in the set of y. The dependent variable is Y, and the independent variable is x.

An example of a rule is a function, which produces one output for a single input. Alex Federspiel is the picture's author. Y=X2 is an illustration of this. You only get one output for y if you enter anything for x. The fact that x is the input value leads us to say that y is a function of x. In mathematics and the sciences, functions are fundamental for constructing physical relationships.

Given functions in this case are

f(x)=-15x2+32

g(x)=-17x2+5x+32.

The functions' zeros are

x = 1.461, -1.233, and 1.527.

When g(x) has a higher maximum than f(x), f(x)intercept exceeds g. (x).

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The two column proof below has shown us that the LP ≅ LQ by definition of segment congruence.

We are told that Point M is the midpoint of PQ, and LM is the perpendicular bisector of PQ. Thus, the two-column proof to show that LP = LQ is as follows;

Statement 1; PM ≅ QM, LM ⊥ PQ

Reason 1; Given

Statement 2; LM ≅ LM

Reason 2; Reflexive Property of Congruence

Statement 3; ∠PML ≅ ∠QML

Reason 3; Right angle congruence theorem

Statement 4; ΔPML ≅ ΔQML

Reason 4; SAS congruence theorem

Statement 5; ∠PML ≅ ∠QML

Reason 5; Corresponding parts of congruent triangles are congruent

Statement 6; LP ≅ LQ

Reason 6; Definition of segment congruence

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The statement given is true. When approximating the area below a curve, using midpoint rectangles always produces the best approximation.

A good way to estimate areas with rectangles is to make each rectangle cross the curve at the midpoint of that rectangle's top side. Midpoints always the best approximate for the area under the curve using a finite number of rectangles.

The midpoint rule, also known as the rectangle method or mid-ordinate rule, is used to estimate the area under a simple curve. There are other methods to estimate the area, such as the left rectangle or right rectangle sum, but the midpoint rule gives the better approximate compared to the two methods.

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A completely randomized design is an appropriate design to use in this situation because There is no blocking variable, and incentive plans will be randomly assigned to the workers.

A completely randomized design (CRD) is the simplest design for comparative experiments because it employs only two basic experimental design principles: randomization and replication.

By randomization, we mean that the experimental units' run sequence is determined at random.

Treatments are assigned to experimental units or plots in a completely random manner in CRDs. CRD can be used for either single-factor or multifactor experiments.

According to the question,

The quality control manager of a large factory wants to find out the number of defective items . For that 10 workers are selected Randomly and these worker will work on item according 3 incentive plans Means Replication is 3.

Hence , A completely randomized design is an appropriate design to use in this situation because There is no blocking variable, and incentive plans will be randomly assigned to the workers.

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The teeth on the key are busted and now they must be readjusted and the code is 12y×2x^2.

Coding in Math is a series of the independent, standalone modules to that is  use coding to reinforcement and extended by to the  students' understandings of to the  math.! As students learning major programming is  concepts, they will development math-related to the  projects that is  demonstrate their proficiency by math and to the computer science.

18xy^2z^2=2xy^2 z×9xz

20xy^2z= 2xy^2z×10x^2

11xy^z=xyz^2×11

180y=9y×2x

24xy =12y×2x^2

(Take the greatest common factor)

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Answer:

Step-by-step explanation:

the answer is y= -4x/3 + 13

The required simplified solution of the expression is given as,
1. -2√15      2.3c      4. -5
3. √6         5. 2a

The process in mathematics to operate and interpret the function to make the function or expression simple or more understandable is called simplifying and the process is called simplification.

here,
1.
[tex]=\sqrt{(3 -\sqrt{15} )^2} - \sqrt{(3 +\sqrt{15} )^2} \\=3 -\sqrt{15} - (3 +\sqrt{15})\\=3 -\sqrt{15} -3 -\sqrt{15}\\= -2\sqrt{15}[/tex]

Similarly, the solution of the various expression can be determined.
2.3c
3. √6
4. -5
5. 2a

Thus, the solution of the expression are given above

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Answer:

The statement that the mean attendance is higher than 523 does not have enough facts to stand up.

What is null hypothesis?

A null hypothesis is an educated guess or a prediction of the expected outcome of a particular experiment. It is a statement that assumes there is no difference between two groups or no association between two variables. The null hypothesis is often the opposite of the alternative hypothesis, which is the prediction that the researcher is hoping to prove.

Example 1: In a study of the effectiveness of a new drug for treating depression, the null hypothesis would be that the drug has no effect on depression levels.

Example 2: In a study of the association between smoking and lung cancer, the null hypothesis would be that there is no association between the two variables.

Example 3: In a study of the effect of a new educational program on student performance, the null hypothesis would be that the program has no effect on student performance.

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Answer:

The graph of f(x) = x^2 is shown.

Use the parabola tool to graph g(x).

9(x)= (1 + x)^2 – 2

graph the parabola by first plotting its vertex and then plotting a second point on the parabola

Answer:

Drink: $5

Candy : $3.75

Step-by-step explanation:

Let d = the cost of a drink

Let c = the cost of a candy

9d + 4c = 60

10d + 2c = 57.50 ⇒ Mult. by -2 ⇒ -20d -4c = -115  Add this to the first equation

-20d  - 4c = -115

9d + 4c = 60

-11d = -55  Divide both sides by -11

d = 5

A drink costs $5.00.

Plug in 5 for d in either of the two equations to solve for c

9d + 4c = 60

9(5) + 4x = 60

45 + 4c = 60  Subtract 45 from both sides

4c = 15  Divide both sides by 4

x = 3.75

A candy costs $3.75

Answer:

C)  Domain:  all real numbers x except x = ±2

E)  f(x) → ∞ as x → -2⁻ and as x → 2⁺, f(x) → -∞ as x → -2⁺ and as x → 2⁻

Step-by-step explanation:

Given function:

[tex]f(x)=\dfrac{3x^2}{x^2-4}[/tex]

The domain of a function is the set of all possible input values (x-values).

A rational function is undefined when the denominator is equal to zero.

The denominator of the given function is zero when:

[tex]\implies x^2-4=0[/tex]

[tex]\implies x^2=4[/tex]

[tex]\implies \sqrt{x^2}=\sqrt{4}[/tex]

[tex]\implies x= \pm 2[/tex]

Therefore the domain of the function is:

The excluded x-values are x = -2 and x = 2.

To find the behaviour of the function near the excluded x-values, input values of x that are very near either side of excluded values:

[tex]x \rightarrow -2^-: \quad f(-2.001)=\dfrac{3(-2.001)^2}{(-2.001)^2-4}=3002.250...[/tex]

[tex]x \rightarrow -2^+: \quad f(-1.999)=\dfrac{3(-1.999)^2}{(-1.999)^2-4}=-2997,750...[/tex]

[tex]x \rightarrow 2^-: \quad f(1.999)=\dfrac{3(1.999)^2}{(1.999)^2-4}=-2997.750...[/tex]

[tex]x \rightarrow -2^+: \quad f(2.001)=\dfrac{3(2.001)^2}{(2.001)^2-4}=3002.250...[/tex]

Therefore, the behaviour of the function near the excluded x-values:

Answer:

based on the data i can draw a conclusion that child two and child one both grow taller as their time (months) increases. child 2 grows at a faster rate than child 1.

Step-by-step explanation:

Sell Order 5: Price: $20, Quantity: 400

Since this order has the same price as Sell Order 2, it will be executed fifth.

1: Sell Order 3: Price: $30, Quantity: 300

2: Sell Order 1: Price: $25, Quantity: 500

3: Sell Order 4: Price: $25, Quantity: 100

4: Sell Order 2: Price: $20, Quantity: 200

5: Sell Order 5: Price: $20, Quantity: 400

1: Sell Order 3: Price: $30, Quantity: 300

Since this order has the highest price, it will be executed first.

2: Sell Order 1: Price: $25, Quantity: 500

Since this order has the second highest price, it will be executed second.

3: Sell Order 4: Price: $25, Quantity: 100

Since this order has the same price as Sell Order 1, it will be executed third.

4: Sell Order 2: Price: $20, Quantity: 200

Since this order has the third highest price, it will be executed fourth.

5: Sell Order 5: Price: $20, Quantity: 400

Since this order has the same price as Sell Order 2, it will be executed fifth.

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Answer:

x= 56/3

y= 14/3

Step-by-step explanation:

for process look at provided image

The conclusion is that there is no sufficient evidence at the 0.02 level of significance that the new technique lengthens the training time.

Given,

The mean time taken to receive advanced driving license, through traditional methods [tex]\mu = 90[/tex] hours

The researcher believes the new technique may lengthen the training time

Researcher conducts hypothesis test of  n = 190 students

The researcher fails to reject the null hypothesis at significance level, [tex]\alpha = 0.02[/tex]

Test hypothesis :-

[tex]H_0[/tex] :The mean time it takes for the new technique to receive an advanced driving license is 90 hours, i.e. [tex]\mu = 90[/tex].

[tex]H_a[/tex]: The mean time it takes for the new technique to receive an advanced driving license is greater than 90 hours, i.e. [tex]\mu > 90[/tex].

Failure to reject the null hypothesis means that our sample did not provide enough evidence to conclude that the effect exists. However, the lack of evidence does not prove that the effect does not exist.

As a result, the average time for the new technique to obtain an advanced driving licence is less than 90 hours.

Thus,, the researcher's belief that the new technique would lengthen training time was incorrect.

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MGFs means moment generating function. Every distribution function has a unique mgf

Make X a random number. We say that X has a moment generating function, and the function

Mₓ(t) = E(e^tx)   is referred to as the moment generating function of X

However, not all random variables have a moment generating function. However, every random variable has a unique function—an additional transform with properties comparable to those of the mgf.

The second creating capability (mgf) is a capability frequently used to describe the circulation of an irregular variable.

The moment-generating function is extremely useful for the following reasons:

1. Moments can be easily calculated with it; At zero, its derivatives are equivalent to the random variable's moments;

2. The mgf of a probability distribution is what makes it unique.

The question is incomplete so, I've answered in general

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The number of sheep originally on the farm will be equal to 200.

The Latin phrase "per centum," which means "by the hundred," is where the English word "percentage" comes from.

Percentage segments are those with a numerator of 100. In other words, it is a connection where the whole is always deemed to be valued 100.

As per the given information in the question,

Let the number of animals originally at the farm is x.

60% of the animals are cows.

So, 0.6x are cows.

If there are 60% cows, then there are 40% of sheep.

So, 0.4x are sheep.

The quantity of sheep multiplies when many cows and sheep were introduced to the property.

As a result, the farm now has the same amount of sheep that it did before.

Number of sheep added = 0.4x

There are total 260 animals added to the farm.

So,

Number of sheep added = 260-0.4x

Total number of animals = x + 260

The percentage of cows increased to 20%.

Initial number of cows at farm + cows added = Initial number of cows at farm + 20% of the total cows initially at the farm.

0.6x + (260-0.4x) = 0.6x + 0.2(0.6x)

0.6x+260-0.4x = 0.6x+0.12x

0.2x+260 = 0.6x+0.12x

0.2x+260 = 0.72x

260 = 0.52x

x = 260/0.52

x = 500

Thus, the farm's initial animal population was 500.

0.6x = the amount of cows that were first on the farm= 0.6(500) = 300 cows

0.4x = the amount of sheep that were initially on the farm = 0.4(500) = 200 sheep

0.4x = Sheep added = 200

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1. Number  of generators of  Z*4969 = 1584

2. Probability of a randomly chosen element a Z*_969 being a generator      = [tex]\frac{1584}{4968}[/tex]

3. 1001 is the smallest generator

4. Number of generators

      ∅(n) = n [tex](1 - \frac{1}{p_{1} } )(1 - \frac{1}{p_{2} } ).........(1 - \frac{1}{p_{n} } )[/tex]

1. Every relative prime of 4968 offers a generation if a is the generation of Z.

4968 = 4 × 1242

         = 4 × 3 × 414

         = 4 × 3 × 2 ×207

         = 4 × 3 × 2× 3× 69

         = 4 × 3 × 2 × 3 × 3 ×23

         [tex]= 2^{3} * 3^{3} * 23[/tex]

Number of generators ∅ (4968) = 4968[tex](1 - \frac{1}{2} )(1 - \frac{1}{3} )(1 - \frac{1}{23} )[/tex]

Number  of generators of  Z*4969 = 1584

2. When a Z*4969 value is set, it becomes a generation and belongs to one of the 1584 elements.

The probability that a element is selected from Z*4968 becomes a generation is

=  favorable elememt / total element

= [tex]\frac{1584}{4968}[/tex]

= 0.3188

3. To find the smallest generator a Z*_969 with a > 1000.

      a > 1000

Every relative prime of 4968 gives a generation of Z*4969

G C D (1001   4968) = 1

Hence, 1001 is the smallest generator

4. Number of generators

      ∅(n) = n [tex](1 - \frac{1}{p_{1} } )(1 - \frac{1}{p_{2} } ).........(1 - \frac{1}{p_{n} } )[/tex]

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By SSS rule of congruence

∠QPR ≅ ∠SPR

"Information available from the question"

In the question:

Use the given information to prove that ∠QPR ≅ ∠SPR.

Given: QR ≅ SR

PQ ≅ PS

Prove: ∠QPR ≅ ∠SPR

Now, According to the question:

In triangle PQR and triangle PRS

We can see that

QR ≅ SR (given)

PQ ≅ PS (given)

PR = PR (Common line)

By SSS rule of congruence

When all the sides of two triangles are congruent, the angles of those triangles must also be congruent. This method is called side-side-side, or SSS for short.

Hence, ∠QPR ≅ ∠SPR

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The value of x, in degrees, is given as follows:

A. 48.

Similar triangles are triangles that share these two features given as follows:

The similar triangles in this problem are listed as follows:

WUV and WUT.

In triangle UWV, the length of the side adjacent to the angle of 48º has a length of 13.5 cm.

In triangle WUT, the length of the side adjacent to the angle of x has a length of 13.5 cm.

Reminding the two features of similar triangles, namely congruent angle measures and proportional side lengths, the measure of angle x is given as follows:

x = 48º.

(as the equivalent side length is the same, hence the angle measure is also the same).

This means that option A is correct.

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Answer:

21 quarts of soup

Step-by-step explanation: I take . as a mutiply

This is easy you just need to take [tex]3 : \frac{1}{7} = \frac{3}{1} : \frac{1}{7} = \frac{3}{1} . \frac{7}{1} = \frac{3 . 7 }{1 . 1} = \frac{21}{1} = 21[/tex] quarts of soup

The age of the spear head to the nearest year is 8 years.

A percentage is a value or ratio that may be stated as a fraction of 100. If we need to calculate a percentage of a number, we should divide it's entirety and then multiply it by 100.

Since the archaelogist in Turkey discovers a spear head that contains 55% of its original amount of C-14. The amount will be:

= 55% × 14

= 0.55 × 14

= 7.7

The age of the spear will be 8 years.

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Complete question

An archaelogist in Turkey discovers a spear head that contains 55% of its original amount of C-14. Find the age of the spear head to the nearest year.

Answer:

u = 8 ; v = 7

Step-by-step explanation:

5u = u + 32

5u - u = 32

4u = 32

4/4 u = 32/4

u = 8

v + 7 = 2v

2v - v = 7

v = 7

The rule that describes the translation will be as  T<-3, 2>

Given,

Translation;-

Translation is the act of moving a shape or a figure from one location to another. A figure can move in translation up, down, right, left, or anywhere else in the coordinate system. Only the object's position changes during translation; its size stays the same.

Here,

In order to move from A = (-3,3) to A' = (-6, 5), we must first move 3 units to the left and 2 units up.

Step 1's change causes x to become x-3.

Step 2's change causes y to become y+2.

When you combine these, (x, y) becomes (x-3, y+2).

That is equivalent to writing T<-3, 2>.

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Answer:

24. y= -1/3x+1

25. y= -2/-1x+3

Answer/Step-by-step explanation:

Since the axes are labelled and there are nice points marked on the line, you can practically SEE the slope here without any calculating, just by counting. Start with a point and find the directions to the next point. To get from one point to the next, go UP2 and OVER3.

"UP2 and OVER3" is the slope 2/3.  Double check that you get a slope that is positive because the line is going up to the right, it should have positive slope.

If the teacher is insisting that you use the slope formula, then name two of the points, such as (0, 4) and (3, 6). First subtract the y's, 6 - 4 is 2, put that on top of a fraction. Then subtract the x's, 3 - 0 is 3, put that on the bottom of a fraction. You get 2/3 again. Doesn't matter what points you use, since they are all on the same line it will come out the same.

Answer:

Step-by-step explanation:

9z + 27 = 45

9z= 18

z= 18/9

z = 2

Answer:

[tex]z=2[/tex]

Step-by-step explanation:

[tex]9(z+3)=45\\9z+27=45\\9z=45-27\\9z=18\\z=\frac{18}{9}\\ z=2[/tex]

Hope it helps you