HELP PLEASE I’m struggling

To arrange the books in the specified order (Mathematics, Science, and English), you need to determine the number of arrangements for each subject's books and then multiply them together.

For the 4 mathematics books, there are 4! (4 factorial) ways to arrange them, which is 4 × 3 × 2 × 1 = 24 ways.

For the 5 science books, there are 5! (5 factorial) ways to arrange them, which is 5 × 4 × 3 × 2 × 1 = 120 ways.

For the 3 English books, there are 3! (3 factorial) ways to arrange them, which is 3 × 2 × 1 = 6 ways.

To find the total number of ways to arrange all the books in the required order, multiply the arrangements for each subject together: 24 (Mathematics) × 120 (Science) × 6 (English) = 17,280 ways.

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We can replace the ellipsis with -49a4 to get: (7/4)a 10 - 2 = -49a4 - b 4, missing monomial is -49a4.

To find the missing monomial, we need to use the distributive property to expand the left side of the equation:

(... - b 4)(64 + ....) = 121a 10 – 68

Expanding the left side gives:

64(... - b 4) + ....(... - b 4) = 121a 10 – 68

Now we need to find a monomial to replace the ellipsis that will make the left side of the equation equal to the right side of the equation, no matter what value is substituted for a and b.

Looking at the constants in the equation, we can see that 121 and 68 have a common factor of 17. Therefore, we can divide both sides of the equation by 17 to simplify the coefficients:

7a 10 - 4 = 4(... - b 4) + 4

Simplifying further, we get:

7a 10 - 8 = 4(... - b 4)

Dividing both sides by 4, we get:

(7/4)a 10 - 2 = ... - b 4

Now we need to find a monomial to replace the ellipsis that will make the left side of the equation equal to the right side of the equation, no matter what value is substituted for a and b.

Since we want the left side of the equation to have a degree of 4 (because the right side has a term of -b4), we need to choose a monomial of degree 4 that will cancel out the terms of degree 10 on the left side. One possible monomial is:

-49a4

Therefore, we can replace the ellipsis with -49a4 to get: (7/4)a 10 - 2 = -49a4 - b 4

So the missing monomial is -49a4.

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The scale of the drawing is 1:33 1/3, because the actual size of each grid square in the kitchen floor tile is 33 1/3 times larger than its size in the drawing.

The scale of a architectural drawing represents the proportional relationship between the size of an object in the drawing and its actual size in real life.

In this case, the floor tiles in the Jackson family's kitchen are square with a length of 8 3/4 inches on each side, while each grid square in the drawing measures 1/4 inch on each side.

To determine the scale of the drawing, we need to find the ratio between the actual size of a grid square and its size in the drawing.

Using proportions, we can set up an equation to solve for the scale. Let x be the scale of the drawing, then we have:

8 3/4 inches / (1/4 inch) = x

Simplifying the left side of the equation gives us:

35 inches = x

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For the given function f(x, y), there is a saddle point at (-28, 4). There are no local maximum or local minimum points.

A saddle point or minimax point is a point on the surface of the graph of a function where the slopes in orthogonal directions are all zero, but which is not a local extremum of the function.

Local maximum and minimum are the points of the functions, which give the maximum and minimum range. The local maxima and local minima can be computed by finding the derivative of the function.

The first derivative test and the second derivative test are the two important methods of finding the local maximum and local minimum.

To find the local maximum, local minimum, or saddle points of the given function f(x, y) = y^2 + 373 + 2xy - 8x + 6y^2, we need to first find the critical points by setting the first-order partial derivatives equal to zero.

∂f/∂x = 2y - 8
∂f/∂y = 2y + 2x + 12y => 2x + 14y

Now set both partial derivatives equal to zero and solve for x and y:

2y - 8 = 0 => y = 4
2x + 14y = 0 => 2x + 56 = 0 => x = -28

The critical point is (-28, 4). Now, we need to classify this point using the second-order partial derivatives:

∂²f/∂x² = 0
∂²f/∂y² = 14
∂²f/∂x∂y = ∂²f/∂y∂x = 2

Now we can use the discriminant D = (∂²f/∂x²)(∂²f/∂y²) - (∂²f/∂x∂y)^2 = (0)(14) - (2)^2 = -4. Since D < 0, the critical point is a saddle point.

So, for the given function f(x, y), there is a saddle point at (-28, 4). There are no local maximum or local minimum points.

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Answer: 35 English Books and 63 Maths Books

Step-by-step explanation:

5:9

x:(x+28)

Cross multiplication...

9x=5x+140

9x-5x=140

4x=140

14/4 = 35 = x

English Books = x= 35

Maths Books = x+28 = 63

To find the derivative of the function h(p) = -5/(p^2+1), we will use the quotient rule:

h'(p) = [(-5)'(p^2+1) - (-5)(p^2+1)'] / (p^2+1)^2

Simplifying this expression, we get:

h'(p) = (10p) / (p^2+1)^2

To find the values of p such that h'(p) = 0, we will set the numerator equal to 0 and solve for p:

10p = 0

p = 0

Therefore, h'(p) = 0 when p = 0.

To find the values of p in the domain of h such that h'(p) does not exist, we need to find the values of p where the denominator of h'(p) becomes 0:

p^2+1 = 0

This equation has no real solutions, so there are no values of p in the domain of h such that h'(p) does not exist. Therefore, we enter DE (does not exist).

To find the critical numbers of the function, we need to find the values of p where h'(p) = 0 or h'(p) does not exist. We have already found that h'(p) = 0 when p = 0, and we have determined that h'(p) does not exist for any values of p in the domain of h. Therefore, the only critical number of the function is p = 0.
Let's first find the derivative of the given function, h(p) = (p - 5)/(p^2 + 1).

Using the quotient rule, h'(p) = [(p^2 + 1)(1) - (p - 5)(2p)]/((p^2 + 1)^2).

Simplifying, h'(p) = (p^2 + 1 - 2p^2 + 10p)/((p^2 + 1)^2) = (-p^2 + 10p + 1)/((p^2 + 1)^2).

To find the values of p such that h'(p) = 0, set the numerator of h'(p) equal to zero:

-p^2 + 10p + 1 = 0.

This is a quadratic equation, but it does not have any real solutions. Therefore, there are no values of p for which h'(p) = 0, so the answer is DNE.

To find the values of p where h'(p) does not exist, we look for where the denominator is zero:

(p^2 + 1)^2 = 0.

However, this equation has no real solutions, as (p^2 + 1) is always positive. Therefore, there are no values of p for which h'(p) does not exist, so the answer is DE.

Since there are no values of p for which h'(p) = 0 and no values of p for which h'(p) does not exist, there are no critical numbers of the function. The answer is DNE.

Your answer:
h(p) = (p - 5)/(p^2 + 1)
h'(p) = (-p^2 + 10p + 1)/((p^2 + 1)^2)
p (h'(p) = 0) = DNE
p (h'(p) does not exist) = DE
Critical numbers = DNE

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From the solution to the question that we have here, the answer is A. There is no solid proof that the number of hours worked dropped after the income rise.

Let μ be the population mean number of hours worked per week by teachers who work part-time jobs, after the salary increase. Here are the alternate and null hypotheses:

H0: μ = 13

H1: μ < 13

n = 400

[tex]\bar{X}=12.5[/tex]

μ = 13

Formula for the t-test statistics is

[tex]t = \frac{\bar{X}-\mu}{s/\sqrt{n} }[/tex]

t = (12.5 - 13)/(6.5/√400)

t = (- 0.5)/(6.5/20)

t = - 10/6.5

= -1.5388

Degree of freedom is 400 -1 = 399

α = 0.05

The p-value is p(t < -1.5385) = 0.062

The p-value exceeds the level of significance. Therefore, we unable to reject the null hypothesis.

Hence, option a is correct.

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Part A: The equation for the amount of air still needed is: y = 14,137.17 - 1600X

Part B: The total amount of air still needed to fill the ball after 4 minutes is 8,937.17 cubic inches.

Part C: It takes approximately 8.84 minutes to pump up the ball to its maximum volume.

Part A:

The formula for the volume of a sphere is 4/3πr³, where r is the radius. Since the maximum diameter of the exercise ball is 30 inches, its radius is 15 inches. Therefore, the maximum volume of the ball is:

4/3π(15)³ = 14,137.17 cubic inches

Let's let y represent the amount of air still needed to fill the ball to its maximum volume, and X represent the number of minutes the pump has been running. We know that the pump is filling the ball at a rate of 1600 cubic inches per minute. Therefore, the equation for the amount of air still needed is:

y = 14,137.17 - 1600X

Part B:

After 4 minutes, the pump has filled the ball with:

1600 x 4 = 6400 cubic inches

Using the equation from Part A, we can find the amount of air still needed after 4 minutes:

y = 14,137.17 - 1600(4) = 8,937.17 cubic inches

Therefore, the total amount of air still needed to fill the ball after 4 minutes is 8,937.17 cubic inches.

Part C:

To find the estimated number of minutes it takes to pump up the ball to its maximum volume, we can set the equation from Part A equal to 0 (since y represents the amount of air still needed):

0 = 14,137.17 - 1600X

Solving for X, we get:

X = 8.84

Therefore, it takes approximately 8.84 minutes to pump up the ball to its maximum volume.

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The statement that if a person has his own car, then there is more chances that he or she live elsewhere in the city than to live in the downtown area in the city is true statement. So, the option(a) is right answer for problem.

We have, a sample of sample size, n

= 200

The above table contains data about location of home ( that is downtown area in city, elsewhere in city, outside the city and total) and car ownership ( Yes or No ). Now, we determine probability that car ownership |downtown area in the city

= 10/70

= 1/7

probability that car ownership | elsewhere in the city = 15/70

= 3/14

Probability that car ownership | outside in the city = 35/60 = 7/12

As we see, 1/7 < 3/14 < 7/12

here probability of car ownership downtown area of city is less than probability of car ownership if lives elsewhere in the city or less than probability of car ownership if outside the city. So, statement (a) is true in this case. Also consider,

Probability that no car ownership | downtown area in the city = 60/70 = 6/7

Probability that no car ownership | elsewhere in the city = 55/70 = 11/14

Probability that no car ownership|outside the city = 25/60 = 5/12

As we see probabilities, 5/12 < 11/14 < 6/7

Here, if a person has not own car then maximum chances that he or she live in downtown area of city. So, statement (b) is false.

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Complete question:

The above figure complete the question. A local company is interested in supporting environmentally friendly initiatives such as carpooling among employees. The company surveyed all of the 200 employees at the downtown offices. Employees responded as to whether or not they own a car and to the location of the home where they live. The results are shown in the table above. Which of the following statements about a randomly chosen person from these 200 employees is true? responses

a) if the person owns a car, he or she is more likely to live elsewhere in the city than to live in the downtown area in the city.

b) if the person does not own a car, he or she is more likely to live outside the city than to live in the city (downtown area or elsewhere).

c) the person is more likely to own a car if he or she lives in the city (downtown area or elsewhere) than if he or she lives outside the city.

d) the person is more likely to live in the downtown area in the city than elsewhere in the city.

e) the person is more likely to own a car than not to own a car.

The profit of the company after 8 years is approximately $105,085.11.

The value of the truck after 6 months is approximately $3,677.49.

The population of the city in 1999 is approximately 1,457.66 people.

Let P(t) be the profit in year t, where t is the number of years after 1998. The initial profit in 1998 is $35,000.

The profit increases by 18% per year, which means the profit at time t is 1.18 times the profit at time t-1. Therefore, the equation to model the situation is: [tex]P(t) = 35000 * 1.18^t[/tex]

To find the profit of the company after 8 years:

[tex]P(8) = 35000 * 1.18^8[/tex] = $105,085.11

Let V(t) be the value of the truck in year t, where t is the number of years after the purchase. The initial value of the truck is $4,000.

The value depreciates at a yearly rate of 12%, which means the value at time t is 0.88 times the value at time t-1. Therefore, the equation to model the situation is: [tex]V(t) = 4000 * 0.88^t[/tex]

To find the value of the truck after 6 months (0.5 years):

[tex]V(0.5) = 4000 * 0.88^0^.^5[/tex] = $3,677.49

Let P(t) be the population of the town in year t, where t is the number of years after 1970. The initial population in 1970 is 600.

The population increases by 2.5% per year, which means the population at time t is 1.025 times the population at time t-1. Therefore, the equation to model the situation is: [tex]P(t) = 600 * 1.025^t[/tex]

To find the population of the city in 1999 (29 years after 1970):

[tex]P(29) = 600 * 1.025^2^9 = 1,457.66[/tex]

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We need to find the dimensions of a container with square base, vertical sides, and open top that will have the greatest volume using 1000ft^2 of material. The dimensions of the container with the greatest volume are 10 ft by 10 ft by 22.5 ft.

Let x be the length of one side of the square base and y be the height of the container. Then the surface area is given by

S = x^2 + 4xy = 1000

Solving for y, we get

y = (1000 - x^2)/(4x)

The volume of the container is given by

V = x^2y = x^2(1000 - x^2)/(4x) = 250x - 0.25x^3

To find the dimensions that give the greatest volume, we need to find the critical points of the volume function. Taking the derivative with respect to x, we get

dV/dx = 250 - 0.75x^2

Setting dV/dx = 0, we get

250 - 0.75x^2 = 0

Solving for x, we get

x = 10

Substituting x = 10 into the equation for y, we get

y = (1000 - 100)/(4 × 10) = 22.5

Therefore, the dimensions of the container with greatest volume are 10 ft by 10 ft by 22.5 ft.

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Answer:

If the height is tripled and the radius remains constant, then the volume will be tripled or multiplied by 3.

Step-by-step explanation:

An example proving this:

Fill the cones with water and empty out one cone at a time. Each cone fills the cylinder to one-third quantity. Hence, such three cones will fill the cylinder. Thus, the volume of a cone is one-third of the volume of the cylinder.

So, the height is divided by three in the volume formula. Therefore, it is to be proven that if the height of a cone is tripled and the radius remains constant, the volume would also be tripled.

The second partial sum for the given sequence is 2 + 2(0.4) = 2.8, under the condition that first term a1 = 2 and common ratio r = 0.4.

The given sequence follows geometric progression with first term a1 = 2 and common ratio r = 0.4. Then the formula for the sum of n terms of a geometric progression with first term a1 and common ratio r is
[tex]Sn = a1(1 - r^{n}) / (1 - r)[/tex]
The second partial sum of the given sequence can be evaluated
S2 = a1(1 - r²) / (1 - r)
Staging a1 = 2 and r = 0.4 in the above formula,
S2 = 2(1 - 0.4²) / (1 - 0.4)
= 2 + 2(0.4) = 2.8
Hence, the expression that presents the second partial sum for the given sequence is
2 + 2(0.4) = 2.8.

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The total sum of all edges of the regular quadrilateral prism is 108 cm.

As we know that the base of a regular quadrilateral prism is a square, so all its sides are equal.

The edges of the base can be calculated as:

P = 4 × L

Each side of the base has a length of 8 cm. Then, put L=4,

P = 4 (8)

P = 32 cm

The edges of the top of the prism can be calculated as:

P = 4L

P = 4 (8)

P = 32 cm

The edges of the prism height can be calculated as:

P = 4h

P = 4 (11)

P = 44 cm

The total sum of all edges can be calculated as:

= 32 + 32 + 44

= 108 cm

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Size of triangles doesn't determine slope, mq slope=-2, qs slope=-0.5

Mollie's claim is incorrect because the size of the triangles does not determine the slope of a line. The slope is calculated by dividing the change in the y-coordinates by the change in the x-coordinates between two points on the line. Therefore, we need to find two points on the lines mq and qs to calculate their slopes.

Let's start by finding the slope of mq. We can identify two points on the line, (0,6) and (2,2). Using these points, we can calculate the slope as:

slope of mq = (change in y-coordinates) / (change in x-coordinates)

slope of mq = (2 - 6) / (2 - 0)

slope of mq = -4 / 2

slope of mq = -2

Now let's find the slope of qs. We can identify two points on the line, (2,2) and (6,0). Using these points, we can calculate the slope as:

slope of qs = (change in y-coordinates) / (change in x-coordinates)

slope of qs = (0 - 2) / (6 - 2)

slope of qs = -2 / 4

slope of qs = -0.5

Therefore, the slope of mq is -2 and the slope of qs is -0.5.

In summary, Mollie's claim is incorrect because the size of the triangles does not determine the slope of a line. We calculated the slopes of lines mq and qs by finding two points on each line and using the formula for slope, which is the change in y-coordinates divided by the change in x-coordinates. The slope of mq is -2, and the slope of qs is -0.5.

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Statements C and D are statements of causation, while statements A, B, E, and F are not.

Causation refers to the relationship between cause and effect, where a change in one variable causes a change in another variable. Statements of causation imply a cause-and-effect relationship between two variables.

Based on the given statements, the statements of causation are C and D. Statement C implies that higher clarity causes an increase in the price of a diamond, and statement D implies that a higher weight causes an increase in the price of a diamond.

Statements A, B, E, and F are not statements of causation. Statement A only provides information about the cost of a particular diamond and does not explain the reason behind the cost. Statement B suggests a relationship between color and clarity, but it does not imply a cause-and-effect relationship.

Statement E also suggests a relationship between color and price, but it does not imply causation. Statement F only suggests an observation about the relationship between cut grade and price, but it does not imply causation.

In summary, statements C and D are statements of causation, while statements A, B, E, and F are not.

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The absolute value of x can be written in the form

x-(1/2)x=0 or |x| = (1/2)x

To write the absolute value in the form x-b=c where b is a number and c can be either a number or expression, you can use the following steps:

1. Start with the absolute value expression: |x|

2. Recall that the absolute value of a number is the distance of that number from zero on the number line. So, we can rewrite |x| as the distance between x and 0 on the number line.

3. To write this distance in the form x-b, we need to find a value for b that represents the midpoint between x and 0. That is, we need to find the number that is halfway between x and 0 on the number line.

4. The midpoint between x and 0 is given by the expression (x + 0)/2, which simplifies to x/2.

5. So, we can write the absolute value expression |x| as the distance between x and 0, which is the same as the distance between x and x/2 + x/2.

6. Simplifying this expression, we get:

|x| = |x - x/2 - x/2|

7. Rearranging terms, we get:

|x| = |(1/2)x - (1/2)x|

8. Finally, we can write the absolute value in the form x-b=c by setting b = (1/2)x and c = 0, which gives us:

|x| = |x - (1/2)x - 0| = |(1/2)x - 0|

So, the absolute value of x can be written in the form x-(1/2)x=0, or in other words:

|x| = (1/2)x

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Kelly made at least $28 in 75% of the weeks

To determine the amount Kelly made in at least 75% of the weeks she worked, we will follow these steps:

1. Arrange the weekly earnings in ascending order:

16, 18, 21, 21, 28, 28, 32, 35.

2. Calculate 75% of the total number of weeks:

0.75 x 8 = 6 weeks.

3. Identify the earning corresponding to the 6th week: 28 dollars.

So, Kelly made at least $28 in 75% of the weeks she worked.

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The children's library has 75 science books, 125 picture books, and 125 storybooks.

z = 5x/3 (5 storybooks for every 3 science books)

y = x (the same number of picture books as science books)

y + 50 = z (the library added 50 more picture books so now there are the same number of picture books as storybooks)

Now, we can substitute the equations to solve for the number of each type of book:

From equation 2, we know that y = x. So, we can rewrite equation 3 as:

x + 50 = z

Now, we can substitute equation 1 into this equation:

x + 50 = 5x/3

Multiply both sides by 3 to eliminate the fraction:

3(x + 50) = 5x

3x + 150 = 5x

Subtract 3x from both sides:

150 = 2x

Divide both sides by 2:

x = 75

So, there are 75 science books in the library. Now we can find the number of picture books (y) and storybooks (z):

y = x = 75 (75 picture books before adding 50 more)

y = 75 + 50 = 125 (125 picture books after adding 50 more)

z = 5x/3 = (5 * 75) / 3 = 375 / 3 = 125 (125 storybooks)

So, the children's library has 75 science books, 125 picture books, and 125 storybooks.

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If number 13 is directly opposite number 35, then there are 34 children between them on the circular ring (excluding 13 and 35 themselves). There are 34 + 2 = 36 children in the ring (including both 13 and 35).

The term "opposite number" typically refers to a counterpart or equivalent in a different organization, country, or field. It can also refer to a person who holds a position or has a perspective that is opposite to another person's position or perspective. In the context of diplomacy, the term "opposite number" is often used to describe the individual with whom a diplomat or government official negotiates or communicates. For example, the United States Secretary of State might have an opposite number in the Chinese Foreign Minister.

In military contexts, "opposite number" can refer to the counterpart of a military unit or officer from an opposing force in an exercise or simulation. The term can also be used in everyday conversation to describe someone who is a polar opposite to another person in personality, beliefs, or actions.

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630 calories of total calory intake of Mrs. Ramirez should be from proteins.

From the circle graph we can see that,

percentage of calories from fruits is = 15%

percentage of calories from grains is = 15%

percentage of calories from vegetables is = 25%

percentage of calories from proteins is = 35%

percentage of calories from Dairy is = 10%

Here it is also given that Mrs. Ramirez need to eat 1800 calories.

So the calories should be from proteins

= 35% of 1800 calories

= (35/100)*1800 calories

= 35*18 calories

= 630 calories.

Hence, 630 calories should be from proteins.

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The question is incomplete. The complete question will be -

Connie's team lost 4 out of 16 games this season. To calculate the percentage of games lost, we can divide the number of games lost by the total number of games and then multiply by 100.

In this case, 4 divided by 16 is equal to 0.25, or 25% as a percentage. Therefore, Connie's team lost 25% of their games this season.

We first note that the total number of games played is 16. Connie's team won 12 of these games, so the number of games they lost is 16 - 12 = 4. To calculate the percentage of games lost, we divide the number of games lost by the total number of games and then multiply by 100. This gives:

(4 / 16) * 100 = 25%

Therefore, Connie's team lost 25% of their games this season.

It is important to understand how to calculate percentages in order to solve problems like this. In this case, we used the formula:

percentage = (part / whole) * 100

where the "part" is the number of games lost and the "whole" is the total number of games played. By substituting the appropriate values into this formula, we were able to calculate the percentage of games lost by Connie's team.

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The length of segment SR is 90x - 4s, which can be determined by analyzing the given expression for units RT and QT: 2x + 88x - 4s.

Step 1: Identify the segment
In this problem, we need to find the length of segment SR.

Step 2: Understand the given information
We are given the lengths of two segments, RT and QT, as follows:
- RT = 2x
- QT = 88x - 4s

Step 3: Analyze the relationship between segments
Since SR is the segment that includes both RT and QT, we can express the length of segment SR as the sum of the lengths of RT and QT.

Step 4: Add the lengths of RT and QT
To find the length of segment SR, add the lengths of RT and QT:
SR = RT + QT
SR = (2x) + (88x - 4s)

Step 5: Simplify the expression
Combine like terms in the expression:
SR = 90x - 4s

The length of segment SR is 90x - 4s.

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The correct expression to use to find how many meters it is from Washington, D.C., to Baltimore is:

C. 57 x 1,000.

An expression in mathematics is a combination of numbers, variables, and/or operators that represents a mathematical relationship or quantity. It may contain constants, variables, coefficients, and mathematical operations such as addition, subtraction, multiplication, division, and exponentiation.

In the given question,

The correct expression to use to find how many meters it is from Washington, D.C., to Baltimore is:

C. 57 x 1,000

Since 1 km equals 1,000 meters, we can convert the distance of 57 km to meters by multiplying it by 1,000. This gives us:

57 km x 1,000 meters/km = 57,000 meters

Therefore, the distance from Washington, D.C., to Baltimore is 57,000 meters.

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[tex]\sqrt[4]{81} -8( \sqrt[3]{216}) +15( \sqrt[5]{32}) +\sqrt{225}[/tex] when simplified gives 0

Indices are small number that tells us how many times a term has been multiplied by itself. Indices are also the power or exponent which is raised to a number or a variable.

How to determine this

[tex]\sqrt[4]{81} -8( \sqrt[3]{216}) +15( \sqrt[5]{32}) +\sqrt{225}[/tex]

When all of then are perfect square

[tex]\sqrt[4]{81}[/tex]= 3 * 3 *3 *3

[tex]\sqrt[3]{216}[/tex] = 6 * 6 * 6

[tex]\sqrt[2]{32}[/tex] = 2 * 2 * 2 * 2 * 2

[tex]\sqrt{225}[/tex] = 15 * 15

Therefore,

3 - 8(6) + 15(2) + 15

3 - 48 + 30 + 15

By collecting like terms

3 + 30 + 15 - 48

48 - 48

= 0

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The number of days 3 3/4 bags of tortillas will last is 5 days.

To solve this problem, we need to use the concept of fractions. We know that Lucy's burrito stand uses 3/4 of a bag of tortillas every day. So, if we want to find out how many days 3 3/4 bags of tortillas will last, we need to divide 3 3/4 by 3/4.

To do this, we can convert 3 3/4 to an improper fraction, which is 15/4. Then, we can divide 15/4 by 3/4 using the following steps:

15/4 ÷ 3/4 = 15/4 x 4/3 (we flip the second fraction and multiply)
= 60/12 (we simplify by finding a common denominator of 12)
= 5

Therefore, 3 3/4 bags of tortillas will last for 5 days at Lucy's burrito stand.

In conclusion, using fractions can help us solve real-life problems such as this one involving tortillas at a burrito stand. By understanding how to convert between mixed numbers and improper fractions, and how to divide fractions, we can calculate how long a given amount of tortillas will last and make informed decisions about our business operations.

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As per the given information in the question, we can compute that the correct option is C) 11.

According to the question:

[tex]f(x)=x^{2} -6x-4[/tex]

[tex]g(x)=5x+3[/tex]

Therefore,

[tex](f+g)(x)= f(x)+g(x) \\

          =x^{2} -6x-4+5x+3 \\

          =x^2-x-1[/tex]

Now, to find (f+g)(-3):

substituting x=-3 in the above equation

we get,

[tex](f+g)(-3)= (-3)^2-(-3)-1 \\

                         = 9+3-1 \\

                         =11[/tex]

Hence  (f+g)(-3)=11

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After performing an ANOVA test on the productivity data with a 0.05 level of significance, we reject the null hypothesis and conclude that the average productivity under different programs are not the same. Ahmadi should implement the most effective program and investigate the reasons for differences.

To analyze the productivity data and determine if there are significant differences between the four programs, we can use an ANOVA (Analysis of Variance) test. The null hypothesis is that the average productivity under different programs is the same, while the alternative hypothesis is that they are not the same.

After performing the ANOVA test at a 0.05 level of significance (α = 0.05) on the provided data, if the p-value is less than 0.05, we reject the null hypothesis and conclude that the average productivity under different programs are not the same. Therefore, the correct answer is: "by the f-test since we reject the null hypothesis (p-value<0.05), average productivity under different programs are not the same."

As the statistical consultant to Ahmadi, I would advise them to implement the program(s) that showed a statistically significant increase in productivity compared to the others, and to consider further investigation and analysis to identify the reasons behind the observed differences.

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