Drag each label to the correct location on the image.
Match the features to the respective books of accounts.

Answer:

I don't know the answer sorry for the answer

Answer:

9/3=3

Step-by-step explanation:

3 goes into 9   3 times

3,6,9

The fraction represented by point A, it is crucial to have information about the scale, intervals, and the relative position of point A on the number line.

With these details, you can calculate the fraction accurately.

Point A on the number line represents a fraction that requires additional information to determine its precise value.

I can provide you with a general approach to finding the fraction corresponding to a given point on the number line.

A number line represents a range of values, typically with a specific scale or interval.

The scale can be divided into equal parts, such as units or fractions.

To determine the fraction represented by point A, we need to know the scale and the position of point A relative to that scale.

Let's consider a number line that ranges from 0 to 1, with evenly spaced tick marks representing tenths.

If point A is located halfway between the tick marks representing 0.4 and 0.5, then it represents the fraction 0.45 (or 9/20 in simplified form).

If the number line has a different scale or is divided into different intervals, the fraction represented by point A will be different.

Without specific details about the number line and the position of point A, it is impossible to determine the fraction precisely.

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I would define what a poor study habit is, using a parameter like study time in hours or days.

Let a study time of at least 2 hours per day be good, and less than 2 hours per day be poor.

Let f(x) be the study habit of a particular grade, so we write:

Good study time as:

Bad study time as:

The last one can represent the study habits of Grade 7 students.

Computing the total number of counters in the class as 1,108, the mean number of counters that the 46 children have is 24.

The mean refers to the average value.

The average is the quotient of the total value divided by the number of items in the data set.

The number of boys in the class = 26

The number of girls in the class = 20

The total number of boys and girls in the class = 46

The mean number of counters that the boys have = 28

The total number of counters that the boys have = 728 (28 x 26)

The mean number of counters that the girls have =19

The total number of counters that the girls have = 380 (19 x 20)

The total number of counters that the class has = 1,108 (728 + 380)

The average or mean number of counters in the class = 24 (1,108 ÷ 46)

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Answer:

6n+2

Step-by-step explanation:

Answer:

40

Step-by-step explanation:

simple just 8 times 5

Answer:

yea 40

Step-by-step explanation:

its like regular multiplication don't overthink it

Not all intersecting lines are perpendicular.

Perpendicular lines require a 90-degree angle of intersection, creating the formation of right angles.

Nonetheless, unlike perpendicular lines that necessitate exactly 90 degrees of intersections, other types of driven lines can be at varying angles beside these.

As such, it is critical to highlight that in general intersecting lines come with different angles of intersection, and only those featuring exact 90-degree angle of intersection become normal cases of intersecting lines, becoming one among many subtypes existing today.

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Answer:

distance between the points (3,4) and (1,5) = 2.236

Step-by-step explanation:

The distance between two points is the length of the path connecting them. The shortest path distance is a straight line. In a 2 dimensional plane, the distance between points (X1, Y1) and (X2, Y2) is given by the Pythagorean theorem:

\(d = \sqrt {(x_{2} - x_{1})^2 + (y_{2} - y_{1})^2}\)'

For:

\((X1, Y1) = (3, 4)\\\\(X2, Y2) = (1, 5)\)

\(d = \sqrt {(1 - 3)^2 + (5 - 4)^2}\\\\d = \sqrt {(-2)^2 + (1)^2}\\\\d = \sqrt {{4} + {1}}\\\\d = \sqrt {5}\\\\d = 2.236068\)

Answer:

Exact distance is \(\sqrt{5}\)

Approximate distance is  2.2361

Round the decimal value however your teacher instructs.

====================================================

Work Shown:

I used the distance formula to get the following.

\((x_1,y_1) = (3,4) \text{ and } (x_2, y_2) = (1,5)\\\\d = \sqrt{(x_1 - x_2)^2 + (y_1 - y_2)^2}\\\\d = \sqrt{(3-1)^2 + (4-5)^2}\\\\d = \sqrt{(2)^2 + (-1)^2}\\\\d = \sqrt{4 + 1}\\\\d = \sqrt{5}\\\\d \approx 2.2361\\\\\)

----------------

A slight alternative is to plot the points A(3,4) and B(1,5) and C(3,5).

Points A and B are the original points we were given. Point C helps form a right triangle. The hypotenuse is AB and the legs are AC and BC.

Leg AC = 1 unit and leg BC = 2 units

Use the pythagorean theorem \(a^2+b^2 = c^2\) to plug in a = 1 and b = 2 to find that the hypotenuse is exactly \(c = \sqrt{5}\) units long, which is the distance from A to B.

The school is about 14.95 meters tall, and the mirror is 8.25 meters from the school.

Trigonometric ratio is used to show the relationship between the sides and angles of a right angled triangle.

Let Ф represent the angle Elijah makes with the ground, hence:

tanФ = 1.45/0.8

Ф = 61.11°

The angle of elevation to the building is 61.11°. Let h represent the height of the building.

tan(61.11°) = h/8.25

h = 14.95

The school is about 14.95 meters tall, and the mirror is 8.25 meters from the school.

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The solutions of given equation are -3, -1 and 3.

Answer: c

Step-by-step explanation: Slove for the first variable in on of the equations, then substitute the result into the other equation. giving you (-1/3, 2) or x=-1/3 and y= 2

Based on the calculation, Jay's string is longer.

To model the length of the strings, we can draw a number line and mark 4/6 yards and 5/7 yards on it. For example

0      1/7      2/7      3/7      4/7      5/7      6/7      1

---------------------------------------------------------------

Liz's string --------------------------

Jay's string -----------------------------

As we can see from the number line, 5/7 yards is farther to the right than 4/6 yards, which means Jay's string is longer than Liz's string.

We can also compare the lengths of the strings by converting them to the same unit. For example, if we convert both strings to inches, we get:

Liz's string: 4/6 yards * 42 inches/yard = 28 inches

Jay's string: 5/7 yards * 42 inches/yard = 30 inches

Since 30 inches is greater than 28 inches, Jay's string is longer than Liz's string.

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Answer:  A  129

Step-by-step explanation:

Because the 2 chords are the same (lines in the circle), the 2 arcs are the same  create an equation that makes them equal

3x+24 = 4x -11             >bring x to one side by subtracting both sides by 3x

24 = x -11                     > add both sides by 11

35 = x

Now that we have solved for x you need to plug that back into the equation for BC

BC= 4x-11

BC = 4(35) - 11

BC =  140 - 11

BC = 129                   >A

Using Maxwell's equations, we can determine the magnetic flux density. One of the Maxwell's equations is:

\(\displaystyle \nabla \times \mathbf{H} = \mathbf{J} + \frac{\partial \mathbf{D}}{\partial t}\),

where \(\displaystyle \nabla \times \mathbf{H}\) is the curl of the magnetic field intensity \(\displaystyle \mathbf{H}\), \(\displaystyle \mathbf{J}\) is the current density, and \(\displaystyle \frac{\partial \mathbf{D}}{\partial t}\) is the time derivative of the electric displacement \(\displaystyle \mathbf{D}\).

In this problem, there is no current density (\(\displaystyle \mathbf{J} =0\)) and no time-varying electric displacement (\(\displaystyle \frac{\partial \mathbf{D}}{\partial t} =0\)). Therefore, the equation simplifies to:

\(\displaystyle \nabla \times \mathbf{H} =0\).

Taking the curl of the given magnetic field intensity \(\displaystyle \mathbf{R} =2\cos( 10^{10} t-600x)\hat{a}_{z}\, \text{Am}\):

\(\displaystyle \nabla \times \mathbf{R} =\nabla \times ( 2\cos( 10^{10} t-600x)\hat{a}_{z}) \, \text{Am}\).

Using the curl identity and applying the chain rule, we can expand the expression:

\(\displaystyle \nabla \times \mathbf{R} =\left( \frac{\partial ( 2\cos( 10^{10} t-600x)) \hat{a}_{z}}{\partial y} -\frac{\partial ( 2\cos( 10^{10} t-600x)) \hat{a}_{z}}{\partial z}\right) \mathrm{d} x\mathrm{d} y\mathrm{d} z\).

Since the magnetic field intensity \(\displaystyle \mathbf{R}\) is not dependent on \(\displaystyle y\) or \(\displaystyle z\), the partial derivatives with respect to \(\displaystyle y\) and \(\displaystyle z\) are zero. Therefore, the expression further simplifies to:

\(\displaystyle \nabla \times \mathbf{R} =-\frac{\partial ( 2\cos( 10^{10} t-600x)) \hat{a}_{z}}{\partial x} \mathrm{d} x\mathrm{d} y\mathrm{d} z\).

Differentiating the cosine function with respect to \(\displaystyle x\):

\(\displaystyle \nabla \times \mathbf{R} =-2( 10^{10}) \sin( 10^{10} t-600x)\hat{a}_{z} \mathrm{d} x\mathrm{d} y\mathrm{d} z\).

Setting this expression equal to zero according to \(\displaystyle \nabla \times \mathbf{H} =0\):

\(\displaystyle -2( 10^{10}) \sin( 10^{10} t-600x)\hat{a}_{z} \mathrm{d} x\mathrm{d} y\mathrm{d} z =0\).

Since the equation should hold for any arbitrary values of \(\displaystyle \mathrm{d} x\), \(\displaystyle \mathrm{d} y\), and \(\displaystyle \mathrm{d} z\), we can equate the coefficient of each term to zero:

\(\displaystyle -2( 10^{10}) \sin( 10^{10} t-600x) =0\).

Simplifying the equation:

\(\displaystyle \sin( 10^{10} t-600x) =0\).

The sine function is equal to zero at certain values of \(\displaystyle ( 10^{10} t-600x) \):

\(\displaystyle 10^{10} t-600x =n\pi\),

where \(\displaystyle n\) is an integer. Rearranging the equation:

\(\displaystyle x =\frac{ 10^{10} t-n\pi }{600}\).

The equation provides a relationship between \(\displaystyle x\) and \(\displaystyle t\), indicating that the magnetic field intensity is constant along lines of constant \(\displaystyle x\) and \(\displaystyle t\). Therefore, the magnetic field intensity is uniform in the given medium.

Since the magnetic flux density \(\displaystyle B\) is related to the magnetic field intensity \(\displaystyle H\) through the equation \(\displaystyle B =\mu H\), where \(\displaystyle \mu\) is the permeability of the medium, we can conclude that the magnetic flux density is also uniform in the medium.

Thus, the correct expression for the magnetic flux density in the given medium is:

\(\displaystyle B =6\cos( 10^{10} t-600x)\hat{a}_{z}\).

The value of the  angle of the quadrilateral is 80° .

A quadrilateral in geometry is represented as a four-sided polygon with four  corners (vertices) and four sides .

Given angles of the quadrilateral are 110° ,90⁰ and 80⁰.

Now let us consider the fourth angle be x.

∴110°+ 90⁰ + 80⁰ + x = 360°

or, x = 360° - (280°)

or, x = 80°.

The missing angle of the quadrilateral is 80°

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Answer:

To fill in the table of values for the equation y = 2x + 1, we can choose different values of x and substitute them into the equation to find the corresponding values of y. For example:

x y

0 1

1 3

2 5

3 7

4 9

To get the value of y, we substitute each value of x into the equation and simplify:

When x = 0:

y = 2(0) + 1 = 1

When x = 1:

y = 2(1) + 1 = 3

When x = 2:

y = 2(2) + 1 = 5

When x = 3:

y = 2(3) + 1 = 7

When x = 4:

y = 2(4) + 1 = 9

Therefore, the table of values for the equation y = 2x + 1 is:

x y

0 1

1 3

2 5

3 7

4 9

Step-by-step explanation:

To determine if events are independent, one has to confirm if there's no relationship between the events.

Event A. Not shutting off the water in the kitchen sink.

Event B. Receiving a high water bill.

Both Events are related as Event B is proportional to Event A. This means they are not independent but rather dependent

Answer:

SIMPLE, −$14.75 + $36.25 = $21.50

Step-by-step explanation:

TO CHECK OURSELVES:

21.50 -  36.25 = -14.75

YOUR WELCOME

Answer:

Step-by-step explanation:

Duration of one day = 24 hours = 86,400 seconds.

Duration of the song = 3 minutes 15 seconds = 195 seconds.

So, the number of times the song can be played in one day = is 86,400sec÷195sec=443.076times

The solution is:

⇒ 6b = 95.94   (equation to determine cost of one box)

cost of one box 'b' = $`15.99

⇒ 12t = 95.94   (equation to determine cost of per tile)

cost of one tile t = $0.7995.

Given :

Jorge bought a crate of floor tiles for $95.94.

The crate had 6 boxes of floor tiles.

Each box contained 20 floor tiles .

To Find :

Write and solve equation to determine the cost per box'b'.

Write and solve a second equation to determine the cost per tile't'

Solution :

Cost of one box = b

There are 6 boxes

So, cost of 6 boxes = $  6b

Since Jorge bought 1 crate( = 6 boxes) of cost $95.94

⇒     (equation to determine cost of one box)

⇒6b = 95.94

⇒b =15.99

Thus cost of one box = $`15.99

Since 1 box 20 floor tiles

So, 6 boxes (=1 crate) contain tiles = 6*20 = 120 tiles

We are given that cost of 1 crate( = 6 boxes = 120 tiles) is $95.94

Cost of one tile = t

Cost of 120 tiles = $120t

⇒ (equation to determine cost of per tile)

⇒12t = 95.94

⇒t = 0.7995.

Thus cost of one tile t = $0.7995.

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Please re-phrase into a question.

The concept of type I and type II error was used to set hypothesis and to pick the correct option

What is Hypothesis?

In a scientific setting, a hypothesis (plural: hypotheses) is a tested claim regarding the relationship between two or more variables or a suggested explanation for a phenomenon that has been observed.

Given that,

Significance level: α = 0.05

Power of the test = 0.80

Making statistical claims about the characteristics of the population is made possible by hypothesis testing.

The type I error is also known as significance level.

Since, the given α = 0.05

Therefore, the type I error is 0.05

As a result, choice (a) is accurate.

Type I error is the probability of rejection \(H_{0}\) when \(H_{0}\) is true.

The type II error is denoted by β .

Now,

Power = 0.80

1 - β = 0.80

β = 1 - 0.80

β = 0.20

Therefore, the type II error is 0.20

Hence, option (b) is correct.

Type II error is fail to reject \(H_{0}\) when \(H_{0}\)  is false.

The concept of type I and type II error was used to set hypothesis and to pick the correct option

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The eigen values of the matrix is λ = 3 and λ = -1

In mathematics, a matrix (plural matrices) is a rectangular array or table of numbers, symbols, or expressions, arranged in rows and columns, which is used to represent a mathematical object or a property of such an object

A+B = B+A Commutative Law of Addition.

A+B+C = A +(B+C) = (A+B)+C Associative law of addition.

ABC = A(BC) = (AB)C Associative law of multiplication.

A(B+C) = AB + AC Distributive law of matrix algebra.

R(A+B) = RA + RB

The determinant of a matrix is the scalar value computed for a given square matrix. The matrix has to be square matrix.

The determinant of inverse matrix can never be zero.

The determinant of an identity matrix is always 1.

The determinant of a zero matrix is always 0.

d = ( a₁₁ ) x ( a₂₂ ) - ( a₁₂ ) x ( a₂₁ )

Given data ,

Let the matrix be represented as A

\(A = \left[\begin{array}{ccc}-2 &-1 \\ 5 &4 \\\end{array}\right]\)

On simplifying the matrix , we get

The eigen values is calculated by the difference of the determinant of the matrices as

Let the eigen values be λ

And , det | A - λI | = 0   be equation (1)

On simplifying the equation , we get

\(det |\left[\begin{array}{ccc}-2 &-1 \\ 5 &4 \\\end{array}\right] - \alpha \left[\begin{array}{ccc}1&0 \\ 0 &1\\\end{array}\right] |= 0\)

On further simplification , we get

λ² - 2λ - 3 = 0

On factorizing , we get

( λ - 3 ) ( λ + 1 ) = 0

So , the two values of λ are

λ = 3 and λ = -1

So , the eigen values are λ = 3 and λ = -1

Now , the eigen vectors for λ = 3 is   \(\left[\begin{array}{ccc}-1\\5\\\end{array}\right]\)

And , the eigen vectors for λ = -1 is \(\left[\begin{array}{ccc}-1\\1\\\end{array}\right]\)

Hence , the matrix is solved

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Answer:

140?

Step-by-step explanation:

I think its 140 dollars

One possible solution from the graph(attached at the end of the solution) is selling 9 bags of popcorn and 5 bags of candies.

As per the given data:

The number of popcorn bags is x

The number of candies is y

The cost of each popcorn bag is $7

The cost of each candy is $4

She has $80 to spend on them

Inequality is the nonequal comparison of two or more variables and numbers.

So the first inequality is

7 x + 4 y ≤ 80

Since she must buy no less than 16 bags of popcorn and candies

The second inequality is

x + y ≥ 16

The red area represents the 1st inequality

The blue area represents the 2nd inequality

The solutions lie in the common part of red and blue colors

One possible solution is ordered pair (9,5)

(Graph attached at the end of solution)

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The equation |3x - 9| - 9 = 5x has no solutions

How to solve a equation with " |    |"?

To solve an equation with absolute value, we need to consider two cases:

Case 1: The expression inside the absolute value is non-negative (i.e., greater than or equal to zero).

In this case, the absolute value of the expression is just the expression itself, so we can solve the equation by setting the expression equal to the other side of the equation and solving for the variable.

Case 2: The expression inside the absolute value is negative (i.e., less than zero).

In this case, the absolute value of the expression is the negation of the expression, so we need to negate the expression inside the absolute value and solve the resulting equation.

Once we have found the solutions for each case, we need to check which solutions satisfy the original equation by plugging them back in and verifying that both sides are equal. Any solutions that do not satisfy the original equation are extraneous and should be discarded.

We can solve this equation by splitting it into cases based on the value of the absolute value expression |3x - 9|.

Case 1: 3x - 9 ≥ 0 (i.e., x ≥ 3)

In this case, we have |3x - 9| = 3x - 9, so the equation becomes:

(3x - 9) - 9 = 5x

Simplifying this, we get:

3x - 18 = 5x

Subtracting 3x from both sides, we get:

-18 = 2x

Dividing both sides by 2, we get:

x = -9

However, x ≥ 3 in this case, so x = -9 is not a valid solution.

Case 2: 3x - 9 < 0 (i.e., x < 3)

In this case, we have |3x - 9| = -(3x - 9) = -3x + 9, so the equation becomes:

(-3x + 9) - 9 = 5x

Simplifying this, we get:

-3x = -3x + 9

Subtracting -3x from both sides, we get:

0 = 9

This is a contradiction, so there are no solutions in this case.

Therefore, the equation |3x - 9| - 9 = 5x has no solutions.

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The three solution of the equation are x= -5/2 or x = 1.25 -2.1651i or x = 1.25 + 2.165i

We have,

8x³ + 125 = 0

Now, simplifying for x we get

(2x)³ + (5)³ = 0

(2x+5) ( (2x)² - (2x)(5) + 5²)= 0

(2x + 5) (4x² - 10x + 25)=0

x = -5/2 or (4x² - 10x + 25)= 0

x= -5/2 or x = 1.25 -2.1651i or x = 1.25 + 2.165i

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The graph of the system of inequalities:

y  ≤ (1/4)*x - 2

y  ≥ −(5/4)x +2

Is in the image at the end.

Here we have the system of inequalities:

y  ≤ (1/4)*x - 2

y  ≥ −(5/4)x +2

To graph this, we just need to graph both of the linear equations, and we need to shade the region below the first line (the one with positive slope) and the region above the second line, the one with negative slope.

Then the graph of the system of inequalities is the graph you can see in the image at the end of the answer.

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