Answer:
a 1 over 25
Step-by-step explanation:
Problem Statement:
What is the value of [tex]\frac{5^{4} }{5 ^{6} }[/tex] ?
To solve this problem, we must familiarize ourselves with the concept of exponents and rules that guides them.
Exponents are used by scientists to report higher orders of a number.
Such large and often recurring expression is usually made up of a base and an exponent value.
The exponent value is the power of the base; for example, 4³ has 4 as its base and 3 as the exponent.
Several rules guides solving an exponent, to this problem, the most applicable one is :
[tex]\frac{x^{a} }{x^{b} }[/tex] = [tex]x^{(a-b)}[/tex]
[tex]\frac{5^{4} }{5 ^{6} }[/tex] = [tex]5^{4-6}[/tex]
= [tex]5^{-2}[/tex]
= [tex]\frac{1}{25}[/tex]
Therefore the solution is 1 over 25
Answer:
a 1 over 25
Step-by-step explanation:
what is breaking apart in math
Answer:
Breaking apart an addend is a mental math strategy for addition. ... This strategy involves breaking up one addend in an equation into more manageable parts. Like many other mental math strategies, this strategy encourages students to think flexibly and to manipulate numbers in different ways
Step-by-step explanation:
Please help me with this
[tex]Area = 72\\Base = 6\\Area = base \cdot height\\72 = 6height\\height = \frac{72}{6}\\height = 12[/tex]
Find the distance between the points (8,6) and (4, 9).
Answer:
the distance between those two coordinates is 7 blocks.
Step-by-step explanation:
Show your work (40 points) ASAP
Answer:
x=8
The value of z is 49°.
What is the value of x? X + 5/8 =6 enter your answer in simplest form
Answer:
exact form:
x=48/8
decimal form:
x=5.375
mixed number form:
x=5 3/8
Please I need help!!
This question is worth 30 points and I promise that i will give Brainly to the person that answer these.
Jan had a bag of marbles. She gave half of them to James and then a third of the marbles still in the bag to pat. She then had 6 marbles left. How many marbles were in the bag to start with?
Answer:
32 marbles
Step-by-step explanation:
Since she only has 6 left, you multiply it by 3 to get the amount she gave to Pat. Then you multiply that number by 2 to get the final amount.
We are required to find the total number of marbles in the bag
The the total number of marbles in the bag is 18
let
Total number of marbles in the bag = x
James = 1/2 of x
= 1/2x
Remaining marbles = x - 1/2x
= 1/2x
Pat = 1/3 of 1/2x
= 1/3 × 1/2x
= 1/6x
Marbles left in the bag = 6
The equation:
Total = James + Pat + marbles left
x = 1/2x + 1/6x + 6
x = (3x + x) / 6 + 6
x = 4x /6 + 6
subtract 4x/6 from both sides
x - 4x/6 = 6
(6x - 4x) / 6 = 6
2x / 6 = 6
cross product
2x = 6 × 6
2x = 36
divide both sides by 2
x = 36 / 2
x = 18
Therefore, the total number of marbles in the bag is 18
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If ∠BPE is a right angle, m∠BPD = (3x+5)°, and m∠EPD = 2x°, then find m∠BPD
Answer
x = 17, m∠BPD = 56°
Step-by-step explanation
Since ∠BPE is a right angle
Therefore,
(3x +5)° + 2x° = 90°
(5x + 5)° = 90°
5x + 5 = 90
5x = 90 - 5
5x = 85
x = 85/5
x = 17
m∠BPD = (3x+5)° = (3*17+ 5)°= (51+5)° = 56°
m∠BPD = 56°
Answer:
x = 17, m∠BPD = 56°
Step-by-step explanation:
Submit the worksheet with your constructions to your teacher to be graded.
Answer:
p: (-4)2 > 0
q: An isosceles triangle has two congruent sides.
r: Two angles, whose measure have a sum of 90, are supplements.
Step-by-step explanation:
1/2s=4s-21 please answer with steps
Answer:
s = 6
Step-by-step explanation:
1/2s=4s-21
Multiply each side by 2 to get rid of the fractions
2*(1/2s)=2*(4s-21)
s = 8s - 42
Subtract 8s from each side
s - 8s = 8s -42 -8s
-7s = -42
Divide by -7
-7s/-7 = -42/-7
s = 6
Karissa determines the area of her desk by multiplying 45.72 centimeters and 60.95 centimeters. She states that the area is 2786.634 square centimeters. Which best describes the reasonableness of Karissa’s solution
what is the answer
1. The solution is unreasonable because 50 times 60 is 3,000, not 2,786.
2. The solution is reasonable because 50 times 60 is 3,000, which is close to the computed area.
3. The solution is unreasonable because there are four decimal places in the factors and only three decimal places in the product.
4. The solution is reasonable because there are four numbers to the left of the decimal in the factors and four numbers to the left of the decimal in the product.
This is a test need help ASAP!!!!!!!!!!!
Answer:
The solution is reasonable because 50 times 60 is 3,000, which is close to the computed area.
Step-by-step explanation:
I did Edginuity
Answer:
The solution is reasonable because 50 times 60 is 3,000, which is close to the computed area.
Step-by-step explanation:
math way is a really good math helper, if you can break a part a word problem
Given f(x) = x^3 - 2x^2 - x + 2,
the roots of f(x) are
Answer:
Domain: -∞ < x < ∞
Range: -∞ < f(x) < ∞
Derivative: 3x² - 4x - 1
Roots: x1=-1
x2=1
x3=2
Lines LaTeX: CEC E and LaTeX: ADA D intersect at LaTeX: BB.
Lines C E and A D intersect at the point B. Angle A B C is labeled 37 degrees.
Select all the true statements.
Group of answer choices
The measure of angle LaTeX: CBA C B A is equal to the measure of angle LaTeX: DBE D B E .
The sum of the measures of angles LaTeX: CBA C B A and LaTeX: DBE D B E is 180 degrees.
The measure of angle LaTeX: CBD C B D is equal to the measure of angle LaTeX: ABE A B E .
The sum of the measures of angles LaTeX: CBD C B D and LaTeX: CBA C B A is 180 degrees.
The sum of the measures of angles LaTeX: CBA C B A and LaTeX: DBE D B E is 90 degrees.
Answer:
✔️The measure of angle <CBA is equal to the measure of angle <DBE.
✔️The measure of angle CBD is equal to the measure of angle ABE.
✔️The sum of the measures of angles CBD and CBA is 180 degrees.
Step-by-step explanation:
Vertical angles are formed when two straight lines intersect each other at a certain point. The diagram given is a typical example. This, vertical opposite angles formed are said to be congruent, that is their measures are equal to each other.
The following statements are true of the given diagram:
✔️The measure of angle <CBA is equal to the measure of angle <DBE.
(<CBA and ,<DBE are vertically opposite angles)
✔️The measure of angle CBD is equal to the measure of angle ABE.
(They are both vertically opposite angles)
✔️The sum of the measures of angles CBD and CBA is 180 degrees.
(<CBA and <CBD are supplementary angles)
if f(x)=6x-3 and g(x)=
√x-6 what is true
Answer:
Step-by-step explanation:
f (x) = 3x + 2 and g(x) = 4 – 5x, find (f + g)(x), (f – g)(x), (f × g)(x), and (f / g)(x). To find ... 4 + 6 = 10. (h – g)(2) = h(2) – g(2). = –3 – 6 = –9. (f × h)(2) = f (2) × h(2). = (4)(–3)= –12 ... simplified form: 6x + 3h – 1
Which triangle CANNOT be drawn?
A.acute scalene triangle
B.obtuse scalene triangle
C.isosceles right triangle
D.obtuse equilateral triangle
Answer:
I think its D. A triangle thats obtuse cant be equal because one of the angles has to be over 120°.
Which of these can be considered "online banking?"
1. A brick-and-mortar bank that allows its customers to transfer money online.
II. A bank that has only a few branches but has customers depositing money online.
III. A bank that does not exist as a real building, but only has an internet presence.
I and II
b. II and III
C. III only
d. I, II, and III
a.
Please select the best answer from the choices provided
A
ООО
B
Answer:
The answer is D I,II, and III
Step-by-step explanation:
I just took the test on edge and answer it correct.
The statements considered as "online banking" are I, II, and III.
Thus, option (D) is correct.
Option I refers to a traditional brick-and-mortar bank that offers online banking services as an additional feature, which is considered a pure "online banking" institution.
Option II describes a bank with only a few physical branches but primarily operates with customers depositing money online, making it an online banking institution.
Option III represents a fully digital bank that operates solely through an internet presence, which is also considered an "online banking" institution.
Thus, option (D) is correct.
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The teacher recommends that students read for
20 minutes each night. How many pages will the
student complete?
Answer: There is no exact answer. Students read at different rates; books, magazines and web pages have different numbers of words per page and levels of difficulty.
Step-by-step explanation: You would need some average rate for the class. Or conduct a survey to ask students how many pages they read in 20 minutes. Or design and experiment to determine students' reading rates and control the type of book and level of difficulty.
Which two rational numbers does square root of 14 lie between
Answer:
3-4
Step-by-step explanation:
the square root of 14 is 3.7.....
What is the correct meaning of the word yield?
Hehehe
Answer: i think its produce
Step-by-step explanation:
yield- to produce or provide
Answer:
Step-by-step explanation:
its C
1.5.21
Given 4 > -3,writetheinequality obtained by(a) Adding 3 to each side of the given inequality
(b) Subtracting 2 from each side of the given inequality
(c) Multiplying each side of the given inequality by 2.
(d) Multiplying each side of the given inequality by - 3.
(a) Add 3 to each side of the given inequality.
(Type an inequality.)
Answer:
Inequalities in the explanation
Step-by-step explanation:
Inequalities
Is a relation that makes a non-equal comparison between two mathematical expressions using comparators as >, <, ≤, and ≥, among others.
Some usual operations performed in equations cannot be done in the same way in inequalities, especially multiplying or dividing by negative numbers. When we need to multiply or divide by a negative number, the inequality sign must be flipped.
Let's start off with the inequality
4>-3
a) Add 3 to each side:
4+3>-3+3
7>0
b) Subtract 2 from each side:
4-2>-3-2
2>-5
c) Multiply each side by 2:
2*(4)>2*(-3)
8>-6
d) Multiply each side by -3. We must flip the sign:
-3(4)<(-3)(-3)
-12<9
The larger of two numbers is 20 more than the smaller number. Four times the larger increased by the smaller number is 25. Find both numbers.
Answer:
The numbers are 9 and -11
Step-by-step explanation:
Given
Represent both numbers with x and y where x is the biggest.
[tex]x = 20 + y[/tex]
[tex]4x + y = 25[/tex]
Substitute 20 + y for x in the second equation
[tex]4(20 + y) + y = 25[/tex]
[tex]80 + 4y + y = 25[/tex]
[tex]80 + 5y = 25[/tex]
Solving for y
[tex]5y = -55[/tex]
[tex]y - \frac{-55}{5}[/tex]
[tex]y = -11[/tex]
Solving for (x)
[tex]x = 20 + y[/tex]
[tex]x = 20 - 11[/tex]
[tex]x = 9[/tex]
The numbers are 9 and -11
The Municipal Transit Authority wants to know if, on weekdays, more passengers ride the northbound blue line train towards the city center that departs at 8:30 a.m. than the one that departs at 8:15 a.m. The following sample statistics are assembled by the Transit Authority.n x(bar) s8:15 a.m. train 30 323 passengers 418:30 a.m. train 45 356 passengers 45First, construct the 90% confidence interval for the difference in the mean number of daily travelers on the 8:15 train and the mean number of daily travelers on the 8:30 train:Next, test at the 5% level of significance whether the data provide sufficient evidence to conclude that more passengers ride the 8:30 train:State null and alternative hypotheses:Determine distribution of test statistic and compute its value:Construct the rejection region:Make your decision:State your conclusion:Compute the p-value (observed level of significance) for this test:
Answer:
The 90% confidence interval [tex]-49.8 <\mu_1 -\mu_2 < -16.16[/tex]
The null hypothesis is [tex]H_o : \mu_1 = \mu_2[/tex]
The alternative hypothesis [tex]H_a : \mu_1 < \mu_2[/tex]
The distribution test statistics is [tex]t = -3.222[/tex]
The rejection region is p-value < [tex]\alpha[/tex]
The decision rule is reject the null hypothesis
The conclusion is
There is sufficient evidence to conclude that there are more passengers riding the 8:30 train
The p-value is [tex]p-value =0.000951[/tex]
Step-by-step explanation:
From the question we are told that
The first sample size [tex]n_1 = 30[/tex]
The first sample mean is [tex]\= x _1 = 323[/tex]
The first standard deviation is [tex]s_1 = 41[/tex]
The second sample size is [tex]n_2 = 45[/tex]
The second sample mean is [tex]\=x_2 = 356[/tex]
The second standard deviation is [tex]s_2 = 45[/tex]
given that the confidence level is 90% then the level of significance is mathematically represented as
[tex]\alpha = (100 -90)\%[/tex]
[tex]\alpha = 0.10[/tex]
Generally the critical value of [tex]\frac{\alpha }{2}[/tex] obtained from the normal distribution table is
[tex]Z_{\frac{\alpha }{2} } = 1.645[/tex]
Generally the pooled variance is mathematically represented as
[tex]s^2 = \frac{(n_1 - 1)s_1^2 + (n_2 -1)s_2^2 }{n_1 + n_2 -2}[/tex]
[tex]s^2 = \frac{(30 -1)(41^2) + (45-1)45^2}{30+45 -2}[/tex]
[tex]s^2 = 1888.34[/tex]
Generally the standard error is mathematically represented as
[tex]SE = \sqrt{\frac{s^2}{n_1} + \frac{s^2}{n_2} }[/tex]
=> [tex]SE = \sqrt{\frac{1888.34}{30} + \frac{1888.34}{45} }[/tex]
=> [tex]SE = 10.24[/tex]
Generally the margin of error is mathematically evaluated as
[tex]E = Z_{\frac{\alpha }{2} } * SE[/tex]
[tex]E = 1.645* 10.24[/tex]
[tex]E = 16.85[/tex]
Generally the 90% confidence interval is mathematically represented as
[tex]\=x_1 -\=x_2 -E < \mu_1 -\mu_2 < \=x_1 -\=x_2 +E[/tex]
[tex]323 -356 -16.84 <\mu_1 -\mu_2 < 323 -356 +16.84[/tex]
[tex]-49.8 <\mu_1 -\mu_2 < -16.16[/tex]
The null hypothesis is [tex]H_o : \mu_1 = \mu_2[/tex]
The alternative hypothesis [tex]H_a : \mu_1 < \mu_2[/tex]
Generally the test statistics is mathematically represented as
[tex]t = \frac{\= x_1 - \=x_2 }{SE}[/tex]
=> [tex]t = \frac{323-356}{10.24}[/tex]
=> [tex]t = -3.222[/tex]
Generally the degree of freedom is mathematically represented as
[tex]df = n_1+n_2 -2[/tex]
[tex]df = 30 + 45 -2[/tex]
[tex]df = 73[/tex]
The p-value is obtained from the student t distribution table at degree of freedom of 73 at 0.05 level of significance
The value is [tex]p-value =0.000951[/tex]
Here the level of significance is [tex]\alpha = 5\% = 0.05[/tex]
Given that the p-value < [tex]\alpha[/tex] then we reject the null hypothesis
Then the conclusion is
There is sufficient evidence to conclude that there are more passengers riding the 8:30 train
A
researcher studying the effects of environment on mood asks students to
sit alone in a waiting room for 15 minutes at the beginning of an
experiment. Half of the students are assigned to a room with white walls
and half of the students are assigned to a room with bright yellow walls.
After 15 minutes in the waiting room, each student is brought into the lab
and given a mood-assessment questionnaire, which gives them a score
from 0 to 100 on their overall feeling of happiness (with higher scores
indicating more happiness). What is the dependent variable?
Answer:
The students test scores.
Step-by-step explanation:
The dependent variable is the variable that is being measured or tested in an experiment. So the the dependent variable would be the participants' test scores, since that is what is being measured.
3. Eliminate the parenthesis and combine like terms on the equation: 2(x - 1) = 5.0 – 2- 3.0
Answer:
2x - 2 = 0
Step-by-step explanation:
2(x - 1) = 5.0 - 2 - 3.0
2x - 2 = 5.0 - 2 - 3.0
2x - 2 = 0
Identify the coefficients, constants, terms and factors of 6x + 12- 3x + 4
Answer: Review terms, factors, and coefficients, and try some practice problems. ... Terms. Terms are single numbers, variables, or the product of a number and variable. ... What is a variable? Terms ... So in the expression: 12x+ 19y -1, is the constant -1 or 1? ... In the term "4x", 4 would be the coefficient in the algebraic expression.
Izzy has three times as many pets as Fatima. Fatima has 2 times as many pets as Alicia Alicia has 2 pets how many does Izzy have?
Answer:
12
Step-by-step explanation:
If Alicia has 2 pets Fatima has 4 since 2 x 2 = 4. Izzy has 3 times as many as Fatima then she has 12 since 3 × 4 = 12
What does m represent in the equation of a line?
Answer:
m is the slope of the line
Step-by-step explanation:
Equation of a line
The equation of a line can be written in the form:
y = mx+b
Where m is the slope of the line and b is the y-intercept. Both parameters define the behavior of the line in terms of it's increasing/decreasing trend, and where it crosses the y-axis.
As an example, let's consider the line
y =3x-8
Here, the slope is 3 and the y-intercept. It means the line is increasing from left to right and the point where it crossed the y-axis is (0,-8).
m is the slope of the line
11/12 into decimal form
Answer:
its 9.16666666666........
rounded its 9.2
Step-by-step explanation:
hope this helped plz mark brainlist need 3 more
In a recent survey, students were asked how long they play video games in one sitting. The interquartile range of the length of play times was 43 minutes. Which of the following is the best interpretation of this value?
Fifty percent of the video game data is below 43 minutes.
The middle half of the video game data has a range that is 43 minutes wide.
The number of minutes played by students typically varies by about 43 minutes from the mean.
The difference between the smallest and largest values in the video game data was 43 minutes.
Answer:
The middle half of the video game data has a range that is 43 minutes wide.
Step-by-step explanation:
Given that:
Interquartile range = 43 minutes
The interquartile range is obtained by taking the difference of the third quartile (Q3) and first quartile (Q1) value (Q3 - Q1) Hence, the interquartile range contains the middle 50% of the sample and the obtained value gives the variability or spread of the middle 50% of sample data. (Q3 - Q1) gives the spread between the upper and lower bound of the data which corresponds to the middle 50 % of the data.
In the example above, the spread is 43 minutes and is therefore, the range of the middle half(50%) of the sample data.
Answer:
The middle half of the video game data has a range that is 43 minutes wide.
Step-by-step explanation:
Rico has 274 stickers. Gabby has 100 more stickers than Rico.
Thomas has 10 fewer stickers than Gabby.
Enter the number of stickers each child has.
Rico has blank stickers.
Gabby has blank
stickers.
Thomas has blank
stickers.
Answer:
Rico has 274 stickers. Gabby has 374 stickers. Thomas has 364 stickers.
Answer:
Rico has 274 stickers
Gabby has 374 stickers
Thomas has 364 stickers
Step-by-step explanation:
To solve you need to work step by step, write down what you know.
Rico has 274 and Gabby has 100 more. So 274 + 100 = 374
Gabby has 374
Rico has 274
Now Thomas has 10 less than Gabby and gabby has 374. 374 - 10 = 364
Thomas has 364
Hope that helps and have a great day!
