WHAT IS a^4 + b^4
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The value that would complete the table to make the relationship between the two quantity proportional is 4.

When two quantities are proportional, their relationship is constant for all values and as one quantity rises, the other rises as well.

A proportional relationship exists between two quantities if they can be written in the general form y = kx, where k is the proportionality constant. In other words, the ratio between these amounts never changes. In other words, no matter which pair of the two numbers you divide, you always obtain the same number k.

The value that would complete the table to make the relationship between the two quantity proportional is 4.

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Variance is the only meaningful measure of the central location for a categorical variable.

Variance is the anticipated squared variation of a random variable from its population mean or sample mean in probability theory and statistics. Variance is a measure of dispersion, or how far apart from the mean a group of data is from one another.

Descriptive statistics, statistical inference, hypothesis testing, the goodness of fit, and Monte Carlo sampling are just a few of the concepts that make use of a variance. In the sciences, where statistical data analysis is widespread, a variance is a crucial tool.

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The kids' judgments of the significance of excellent nutrition in the food given may vary based on the students' ages and, consequently, on school level, making this variable an useful one to stratify the survey on.

Each sample has an equal chance of being picked when using the random sampling sampling approach. It is intended that a sample picked at random will be a fair reflection of the entire population. Two different approaches to sampling exist: Random selection is a key component of probability sampling, which enables you to draw robust statistical conclusions about the entire group. Non-probability sampling incorporates non-random selection based on practicality or other factors, making it simple to gather data.

The student's degree of education is one potential stratification factor. Depending on the kids' ages and, thus, on their academic ability, the students' judgments of the significance of nutritious meals may vary. In contrast to middle school and high school pupils, elementary school children may place different values on the food that is offered.

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Answer:

The equation intersects the x or y axis a total ot three times:

(-1.5,0), (5,0), and (-15,0).

Step-by-step explanation:

I will assume that the "all points of intersection" refers to the intersection of the line with the x and y axes.  One can find those points by either a mathematical or graphing approach.

    We and to find all points that have a zero for either the x or y coordinate:  (0,y) and (x,0)

(x,0):  Solve  p(x)=(2x+3)(x-5) for p(x) = 0:

  0=(2x+3)(x-5)

 (2x+3)=0 and (x-5)=0

 (2x+3)=0

2x=-3

x= - 1.5    (-1.5,0)

and

  (x-5)=0

X=5     (5,0)

--

(0,y):  Solve  p(x)=(2x+3)(x-5) for p(x)  for x=0:

p(x) = (2x+3)(x-5)

p(x) = (2*0+3)(0-5)

p(x) = (3)*(-5)

p(x) = -15       (-15,0)

See the attached graph.  The points of intersection can be located, as shown.  They match the values obtained mathematically, but a free graphing utility (DESMOS) makes graphing a pleasant chore.

The df would equal in the chi-square statistic for this test is found as 4.

The formula for the chi-square (X²) statistic is;

(X²)  = ∑(O - E)²/E

For the given question-

The answer to the query is;

We would determine whether two qualities, A and B, under examination are independent or not using the chi-square test.

Taking that as a given, the null hypothesis H0: The two factors are unrelated.

Now, the degrees of freedom in the independence test using chi-square is,

v = (r-1) (s-1) (s-1).

r = 3 and s = 3.

The degree of freedom are;

ν =  (r-1) (s-1) = (3-1) (3-1) = 2×4

ν  = 4

Consequently, let test statistic be,

(X²)  = ∑(O - E)²/E

Consequently, df would equal in the chi-square statistic for this test is found as 4.

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Answer:  y = 2x - 8.

Step-by-step explanation:

To find the equation of a line parallel to the given line, we need to find the slope of that line. The slope of the line 2x + y - 7 = 0, this can be found by taking the coefficient of the x term and the y term and dividing them. In this case, the slope is 2/1 = 2.

Now that we know the slope of the line we want to find, we can use the slope-intercept form of the line, y = mx + b, where m is the slope and b is the y-intercept (the point where the line crosses the y-axis). Since the line we are looking for is parallel to the given line, it will have the same slope, so we can use the same value for m.

The line x + y - 4 = 0 and 2x – y = 8 intersect at the point (4,0). We can use this point to find the value of b in the equation y = 2x + b. Substituting the values from the intersection point, we get 0 = 2(4) + b, which simplifies to b = -8.

Therefore, the equation of the line that is parallel to the given line and passes through the intersection of the two lines is y = 2x - 8.

Answer:

To find the exact values of the sine and cosine of 2 theta, we can use the trigonometric identities that relate these functions to the sine and cosine of theta.Since theta lies in quadrant IV, we know that the cosine of theta is negative. We can use the identity cos(theta) = sin(pi/2 - theta) to find the sine of theta:sin(theta) = sin(pi/2 - theta)

= -sin(theta)Solving this equation for sin(theta), we find that sin(theta) = -2/5.To find the cosine of 2 theta, we can use the identity cos(2 theta) = 1 - 2sin^2(theta):cos(2 theta) = 1 - 2sin^2(theta)

= 1 - 2(-2/5)^2

= 1 + 8/25

= 9/25To find the sine of 2 theta, we can use the identity sin(2 theta) = 2sin(theta)cos(theta):sin(2 theta) = 2sin(theta)cos(theta)

= 2(-2/5)(-cos(theta))

= 4/5cos(theta)Thus, the exact values of the sine and cosine of 2 theta are sin(2 theta) = 4/5cos(theta) and cos(2 theta) = 9/25.

Step-by-step explanation:

Answer:

153°

Step-by-step explanation:

Angle EHG is a right angle, so it measures 90°.

The measures of angles EHF and FHG add to 90°.

m<EHF + m<FHG = 90°

m<FHG = 27°

m<EHF + 27° = 180°

m<EHF = 153°

Since the spacecraft returned to planet Earth and slowed until a parachute could be opened for a landing at sea, a statement which best explains how the spacecraft slowed down for a safe landing is that: C. the parachute created an upward force to resist the downward force of gravity.

In Mathematics, the force of gravity is also referred to weight and it can be defined as the force that is acting on a physical object or body, especially due to the effect of gravity.

Newton's Third Law of Motion states that for every action there is an equal but opposite reaction. This ultimately implies that, in every interaction, there is a pair of forces acting on the two interacting objects such as between a spacecraft and a parachute.

In this context, we can reasonably infer and logically deduce that the parachute would create an upward force in order to resist the downward force of gravity that is acting on it, in accordance with Newton's Third Law of Motion.

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For an saving account in a bank, With the given value of the rate 'r' and the compounding period 'n' , The AER on the saving account is given by :

AER = [tex](1+\frac{r}{n})^{n} -1[/tex] .

The interest rate on a savings account or investment product with multiple compounding periods is known as the annual equivalent rate (AER). The next interest payment will be based on the marginally higher account amount, and AER is computed under the presumption that any interest paid is included in the balance of the principle payment.

The main benefit of AER is that it takes compounding effects into account, making it the real rate of interest.

Unfortunately, the AER is typically not mentioned when investors are comparing various investment possibilities. Investors are required to perform the calculations themselves.

n= compounding periods.

r= rate

Annual Equivalent Rate (AER) = [tex](1+\frac{r}{n})^{n} -1[/tex]

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In the given word "WISCONSIN" there are exactly 9 letters, but some are repeated, so we can rearrage the letters in the word in 9!/8 ways.

When the order of the arrangements counts, a permutation is a mathematical approach that establishes the total number of alternative arrangements in a collection. Choosing only a few items from a collection of options in a specific sequence is a common task in arithmetic problems. Permutations are commonly mistaken with combinations, a different mathematical concept. The sequence in which the components are selected does not, however, affect combinations. In other words, whereas ab and be are equivalent in combinations, they are deemed to be distinct arrangements in permutations.

The formula for calculating the permutation is:

p(n,k) = n! /(n-k)!

where , n - Total number of elements in a set

             k - Number of selected elements

In the above question , the number of ways to rearrange 9 letters would be 9! but, since there are 2Ss , 2Ns and 2Is so the number of ways to rearrange 9-letter strings will be:

9!/(2!*2!*2!) = 9!/8

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Answer:

1/20 pound of sand in each vase

Step-by-step explanation:

Raj made 1/4 and divided it into 5 vases.

1/4 ÷ 5

= 1/4 × 1/5

= 1/20

Each of the 5 vases had 1/20 lb. of sand.

(3xy^2)^3×(-4x^2y)/(2x^2y^2)^2

= -108x^5y^7/4x^4y^4

= -108xy^3/4

Answer: -27xy^3

Answer:

To find the sum of 30 and 40 by factoring out the greatest common factor, first you need to find the greatest common factor (GCF) of both numbers. The GCF of 30 and 40 is 10. Then, you can divide both numbers by 10 to get 3 and 4 respectively. Finally, add the numbers together to get the sum of 7. Therefore, the sum of 30 and 40 by factoring out the greatest common factor is 7.

Answer: 890 downloads the high-quality version

Step-by-step explanation:

Let x be the number of downloads of the high-quality version

1420-x be the number of downloads of the standard version

So, we have the equation

4.5x + 2.7(1420-x) = 5436

4.5x + 3834 - 2.7x = 5436

1.8x + 3834 = 5436

Subtract 3834 on both sides

1.8x = 1602

x = 890

The probability that a randomly chosen person from the given population makes a purchase is [tex]\left(\begin{array}{ccc}p\\1\end{array}\right)[/tex] *0.25.

We can calculate the probability in the following way,

Let the total population of visitors visiting to the online shopping site be P.

The estimated odds of visitors making a purchase on the online shopping website are 0.25

P(E)=0.25 and n=P

We know that the probability mass function is also known as p.m.f. of Binomial Distribution with parameters n and P.

P(X=x) = [tex]\left(\begin{array}{ccc}n\\x\end{array}\right){p^x}[/tex]* [tex](1-p)^{(1-x)}[/tex] ; 0 < p < 1 And x=0,1,2,3,...

Probability of one randomly chosen visitor making a purchase= P(x=1)

=[tex]\left(\begin{array}{ccc}p\\1\end{array}\right)[/tex] 0.25^1 * 0.75^0

=[tex]\left(\begin{array}{ccc}p\\1\end{array}\right)[/tex]*0.25

Therefore, the Probability of a random visitor making a purchase depends on the value of the population and is equal to [tex]\left(\begin{array}{ccc}p\\1\end{array}\right)[/tex] * 0.25

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On integrating we will find that the area enclosed by the curves given is   64 / 3.

First we will plot a graph ,

The graph for x = y will be a straight line passing through the origin and the graph for  4x + y2 = 12 will be a parabola.

Integration of  4x + y2 = 12

= ∫4/2x² + y² dx = C

= 2x² + y² x - C

On putting the value of x and y we get ,

the area as 64 / 3.

In integration we generally add various parts to form one single object. It is a mathematical concept and comes under the branch of calculus.

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if the sum of two digits is divided by the sum of the digits, the number is  80.

Generally, Let the two digits of the number be x and y. The number can be written as 10x + y.

We are given that (x+y)/(x+y) = 6, which means that x + y = 6x + 6y.

Subtracting x + y from both sides, we get 5x = 5y. Therefore, x = y.

We are also given that the number is 9 greater than the number formed by reversing the digits, which means that 10x + y = 9 + 10y + x.

Combining like terms, we get 9x = 8y, or x = 8/9y.

Substituting this expression for x into the equation x = y, we get 8/9y = y, which means that y = 0.

Therefore, the number is 10x + y = 10 * (8/9y) + 0 = 80.

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Answer:

29

Step-by-step explanation:

First, you will calculate 3 cubed, which is 27, and then multiply 1 and 2. That will result in 27+2 which will be 29

The system of equations that should be used is the second one:

-15 = 5A

10 = -2A + B

Here we have the following equation:

[tex]\frac{-15x + 10}{(5x - 2)^2} = \frac{A}{5x - 2} + \frac{B}{(5x - 2)^2}[/tex]

If we multiply and divide the first therm in the right side by (5x - 2) we will get:

[tex]\frac{-15x + 10}{(5x - 2)^2} = \frac{A*(5x - 2)}{(5x - 2)^2} + \frac{B}{(5x - 2)^2}[/tex]

The numerators must be equal, then we can write:

-15x + 10 = A*(5x - 2) + B

-15x + 10 = A*5x - 2A + B

Then we can write two equations, one that has x as a factor and other that does not, these are:

-15 = 5A

10 = -2A + B

That is the system of equations.

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Answer:

B.

Step-by-step explanation:

took unit test

When the original point is mirrored in the x-axis, it becomes (-3,4).

The horizontal and vertical distances from the two reference axes are used to define the location of a point on a coordinate plane. The x-value and y-value are often denoted as (x,y). To find the coordinates of a point in a coordinate system, do the inverse. Start at the point and trace a vertical line up or down to the x-axis. There you have your x-coordinate. Then repeat the process, but this time follow a horizontal line to determine the y-coordinate.

Here,

The reflected point= (-3,-4)

A point reflected in the x-axis followed by the y-axis,

=(-3,4)

The original point is (-3,4) when point reflected in the x-axis followed by the y-axis.

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Answer:

Step-by-step explanation:

you get a tutor

" BRAINLY TUTOR "

press that link

Answer:

1 Green Sack = 2

1 Red Sack = 2

1 Elf Mask = 8

1 Christmas List = 5

Step-by-step explanation:

g=Green sack

r= Red sack

e = Elf mask

c = Christmas list

It will take 11 years for the investment to exceed £7000 if £5200 is invested over a year at a compound interest rate of 2.8%.

The addition of interest to the principal of a loan or deposit is known as compound interest, sometimes known as interest on principal and interest. It occurs when interest is reinvested, added to the lent capital instead of being paid out, or the borrower is required to pay it, resulting in the next period's interest being generated on the principal amount plus any accumulated interest.

In contrast to simple interest, which does not compound since past interest is not added to the current period's principal, compound interest allows for the accumulation of interest from prior periods.

We solve this problem by using compound interest.

Given,

£5200 is invested over a year at a compound interest rate of 2.8%.

£7000. 1.028 = 5 200 x 5200 × 1.028¹¹ = 7045.76 2.

So, number of years=11

Therefore, It will take 11 years for the investment to exceed £7000.

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Examining the triangles, the length of side QT is 2.5

This is a term used in geometry to mean that the respective sides of the triangles are proportional and the corresponding angles of the triangles are congruent

Hence assuming the corresponding angles of the triangle are congruent then the side should be in proportions

The solution is worked out using sides SQ and QR, then ST and TU

(12 + QT) / 18 = 12 / 6(QT)

let QT = x

(12 + x) / 18 = 12 / 6x

cross multiplying

6x(12 + x) = 18 * 12

72x + 6x² = 216

6x² + 72x - 216

x = 2.5 OR -14.4

take the positive value x = 2.5

The length of QT is 2.5

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Answer:

  QR = 20

Step-by-step explanation:

You want the measure of side QR of isosceles triangle PQR with congruent sides PQ and QR marked 5x and 3x+8, respectively.

The sides of the isosceles triangle are congruent, so we have ...

  PQ = QR

  5x = 3x +8

  2x = 8 . . . . . . . subtract 3x

  x = 4 . . . . . . . divide by 2

  QR = 3x +8 = 3(4) +8 = 20 . . . . . . find the length of QR

The measure of QR is 20 units.

__

Additional comment

You will recognize that the segment QS is both the altitude and median of the triangle. That means the triangle is isosceles, so symmetrical about QS.

If you need a formal proof, you can observe that QS is congruent to itself, so the two right triangles are congruent by LL (or SAS).

Answer:

x=5, y=2 | Equations: 4x+y=22 (or see below) and 12x-5y=50

Step-by-step explanation:

Here's my attempt:

First Equation:

Because triangles ΔSTU and ΔXYZ are congruent, then we can say that:
m∠S = m∠X
m∠T = m∠Y
m∠U = m∠Z

We know that m∠X = 130°, and that m∠X = m∠S, so m∠S = 130°

We also know that the sum of angles in a triangle = 180°

We also know the rest of the angles in ΔSTU: 28° and (4x+y)°

So, we can say that ∠S + ∠T + ∠U = 130+28+4x+y = 180 (we can remove the degree sign)

Now, you can either enter this as it is or simplify it: ❗

130+28+4x+y=180

4x+y+158=180

4x+y=22

Second Equation:

We can do the same thing as for the first equation and get the angles of ΔXYZ:

∠X = 130, ∠Y = 8x-6y, ∠Z = 4x+y

Then, add them and set it to 180:

130+8x-6y+4x+y=180

Simplify:

12x-5y+130=180

12x-5y=50

To solve for x and y:

Now, we have to solve the systems.

Let's start with the first one:

4x+y=22

Isolate y:

y=22-4x (Equation 1)

Then, we plug it into the second equation:

12x-5y=50

12x-5(22-4x)=50

12x-110+20x=50

32x=160

x=5

So we got x, but to find y, we need to plug in x into Equation 1 (where we isolated y

y=22-4x

y=22-4(5)

y=22-20

y=2

We have both our x and y values

That was my attempt, hope it helped!

The value of x in the solution set of the inequality: - 2(3x+2) > -8x + 6 is x>5.

- 2(3x+2) > -8x + 6

Let's solve the inequality by isolating the variable x.

or, - 6x -4 > -8x + 6

Add 4 on both sides

or, - 6x - 4 + 4 > -8x + 6 + 4

or, -6x > -8x + 10

Add 8x on both sides

or, -6x + 8x > -8x +8x +10

or, 2x > 10

Divide both sides by 2

or, 2x/2 > 10/2

0r, x > 5

Hence, the value of x in the solution set of - 2(3x+2) > -8x + 6 is x>5.

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The complete question is :

What value of x is in the solution set of the inequality -2(3x+2) > -8x + 6?

Answer:

5

Step-by-step explanation:

Answer:

d. 4x − 5y = 27x + 6y = 10

I hope my answer helps you.

Dilation and rotation are the a series of transformations, which transformation would make two figures similar as opposed to congruent.

Rotations, reflections and translations are known as rigid transformations; this means they do not change the size or shape of a figure, they simply move it. These rigid transformations preserve congruence.

Rotations is defined as the motion of an object around a center or an axis.

Dilation, however, are not rigid transformations, since they change the size of a shape. Dilation would not change the shape, just the size; the angle measures would be the same, and the ratio of corresponding sides would be equal to the scale factor used in the dilation.

This transformation produces an image that is the same as the original shape. But there is a difference in the size of the shape. A dilation should either stretch or shrink the original shape.

This would give us a similar, but not congruent, figure.

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In a series of transformations, which transformation would make two figures similar as opposed to congruent?

A) Rotation and translation

B) Dilation and rotation

C) Reflection and rotation

D) Translation and reflection