The sum of seven and x

Answer:

well thats high school stuff so pay attention in ur classes.

Step-by-step explanation:

Answer:

We can conclude that there is significant evidence that dL fertilizer has a positive impact on larger weight of coms

Step-by-step explanation:

Given the data :

8.25 7.35 9.05 8.00 8.25 8.75 9.00 7.60 8.45 8.55

Using calculator :

Mean, x = 8.325

Standard deviation, s = 0.560

Null hypothesis :

H0: μ = 8

H1 : μ > 8

The test statistic,

(x - μ) / (s/sqrt(n))

(8.325 - 8) / (0.56 / sqrt(10))

0.325 / 0.177

= 1.835

The Pvalue ; using the Tstatistic calculator ;

α = 0.05 ; df = 10 - 1 = 9

Pvalue = 0.04985

Reject H0 ; if Pvalue is < α

Hence, since 0.04985 < 0.05 ; we reject H0

. We can conclude that there is significant evidence that dL fertilizer has a positive impact on larger weight of coms

Answer:

4x^2 + 21x -18

Answer:

Hope it helps ❤️

Answer:

the answer is B hope it helps

Answer:

answer is B

Step-by-step explanation:

Answer:

3

Step-by-step explanation:

If you count the units its three units away from each other.

Answer:

x >_ 1

Step-by-step explanation:

Solving an inequality is a lot like solving an equation. Just pretend the inequality symbol is an equal sign!

(also i wont be using the _ or equal to symbol because I'm too lazy, so you'll get >_ or <_ for those, sorry)

8 + 4x >_ 12

-8             -8

4x >_ 4

/4       /4

x >_ 1

Answer:

The vertex is at [tex](0, -9)[/tex]

The axis of symmetry [tex]x = 0[/tex]

Step-by-step explanation:

Note: You can answer all the questions looking at the graph

We have the function [tex]f: \mathbb{R} \rightarrow\mathbb{R}[/tex](I am assuming this) such that [tex]f(x) = y = (x-3)(x+3)[/tex]

We note that

[tex](x-3)(x+3) = x^2-9[/tex] once we have a difference of squares

Therefore, we have a quadratic function.

So

[tex]y = x^2-9[/tex]

The vertex [tex](h, k)[/tex] is

[tex]h = \dfrac{-b}{2a} = \dfrac{-0}{2 \cdot 1} = 0[/tex]

[tex]k= h^2 - 9 = 0^2 - 9 =-9[/tex]

Therefore, the vertex is at [tex](0, -9)[/tex]

As we know the vertex, we conclude that the axis of symmetry [tex]x = 0[/tex]

The x-intercepts occur at [tex]y = 0[/tex]

[tex]y = (x-3)(x+3) \implies x = -3, x=3[/tex]

So, the left x-intercept is [tex](-3, 0)[/tex] and the right x-intercept is [tex](3, 0)[/tex]

As I stated in the beginning, the domain is the set of all real numbers. Precisely,

[tex]Dom(f) = \mathbb{R} = (-\infty, \infty)[/tex]  

Once, we know the vertex, we also conclude that the Range is

[tex]Ran(f)= [-9,\infty)[/tex]

Greater than or equal to -9

Answer:

Step-by-step explanation:

The area of a trapezoid is the average of the parallel bases times the height or distance between the two bases

A=h(b1+b2)/2

Here we have h=8cm, b1=6cm, and b2=11cm so

A=8(6+11)/2

A=8(17)/2

A=4(17)

A=68 cm^2

Answer:

Step-by-step explanation:

1. 2

2. 3

3. 6

4. 2

5. 4

Step-by-step explanation:

✧ [tex] \underline{ \underline{ \large{ \tt{R\: E \: M \: E \: M \: B \: E \: R}}} }: [/tex]

If [tex]( {x}^{a} )^{b} [/tex] is an algebraic term then [tex] {(x}^{a} )^{b} = {x}^{a \times b} [/tex] i.e When an algebraic term in the index form is raised to another index , the base is raised to the product of two indices.

⟶ [tex] \large{ \tt{( {7}^{3} ) ^{3} = {7}^{3 \times 3} = {7}^{9}}} [/tex]

☥ [tex] \boxed{ \boxed{ \large \tt{Our \: Final \: Answer : \underline{ \tt{ {7}^{9}}}}}} [/tex]

Hope I helped ! ♡

⋆ Have a wonderful day / night ! ♪

Let me know if you have any questions regarding my answer! ツ

[tex] \underline{ \underline{ \mathfrak{Carry \: On \: Learning}}}[/tex] !! ✎

▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁

Answer:

5 preschoolers

Step-by-step explanation:

So this question states that yesterday, 10 preschoolers chose to play with stuffed animals and 10 different preschoolers chose to so other activities.

We can assume that there were 20 preschoolers at school yesterday (10 + 10 = 20).

From this given information, we can conclude that the preschoolers who would chose to play with stuffed animals would be the same amount at the preschoolers who would chose to do other activities.

Using all of the given information, we can also find that:

10/20 or 1/2 of the preschoolers would chose to play with the stuffed animals

and

10/20 or 1/2 of the preschoolers would chose to do other activities

We are then given that there are 10 preschoolers at school today. We are asked to find out how many of the preschoolers are expected to chose to play with the stuffed animals.

Previously, we found that 1/2 of the preschoolers yesterday chose to play with the stuffed animals. We can use this to find the expected amount of preschoolers who will chose to play with the stuffed animals today.

We can do this by multiplying 1/2 with the number of preschoolers today, or 10:

10 × 1/2 = 10/2 = 5

So it is expected that 5 preschoolers would chose to play with the stuffed animals today.

I hope you find my answer to be helpful. Happy studying.

Answer:

x>-1

Step-by-step explanation:

[tex] \frac{17}{17}x > - \frac{17}{17} \\x > - 1 [/tex]

Answer:

x = -8

Step-by-step explanation:

-3x -6 = 18

-3x = 24

x = -8

9514 1404 393

Answer:

  -5/y

Step-by-step explanation:

The wording "the quotient of A and B" is used to signify A/B.

Here, we want the quotient of -5 and y:

  -5/y

Answer:

7x(2y+3)

Step-by-step explanation:

Answer:

x=-2

Step-by-step explanation:

[tex]\sqrt{x+3}+4=5[/tex]

subtract 4 from each side

[tex]\sqrt{x+3} +4-4=5-4[/tex]

square both sides

[tex]\sqrt{x+3}^2=1^2[/tex]

so we have

[tex]x+3=1[/tex]

subtract 3 from each side

[tex]x+3-3=1-3[/tex]

so our answer is [tex]x=-2[/tex]

Answer:

Perimeter: 18u^2

Area: 18u^2

Step-by-step explanation:

perimeter is just adding all the sides together so 6+3+6+3

area is multiplying length by width so 6•3

both give us 18

hope this helps chu <3

Answer:

50

Step-by-step explanation:

there are 100 numbers between 100 and 200

50 that are even 50 that are odd

Answer:

137 + 63 = 200

Step-by-step explanation:

Answer:

there is no image

Step-by-step explanation:

Answer: 5/12

Step-by-step explanation:

Answer:

5/12

Step-by-step explanation:

We are going to change both number so they have the same denominators.

1/4x3/3= 3/12

2/3x4/4=8/12

Once we changed the number we are going to subtract the numbers.

8/12-3/12=5/12

We can't simplify 5/12 so the answer is 5/12.  

26-4s=9s

⇔26=9s+4s

⇔26=13s

⇔s=2

Answer:

s = 2

Step-by-step explanation:

26 - 4s = 9s

add 4s to 4s and 9s

that equals 13

26/13 = 13s/13

s = 2

Answer:

what is this a maths problem

Answer:

8(3x+10y)

the answer is 24x+80y

Answer:

y=3x+19

Step-by-step explanation:

x=3

(-4,7)(x,y)

y-7/x_-4=3

y-7=3(x+4)

y=3x+12+7

y=3x+19

Step-by-step explanation:

here you have the answer

Missing information:

How fast is the temperature experienced by the particle changing in degrees Celsius per meter at the point

[tex]P = (\frac{1}{2}, \frac{\sqrt 3}{2})[/tex]

Answer:

[tex]Rate = 0.935042^\circ /cm[/tex]

Step-by-step explanation:

Given

[tex]P = (\frac{1}{2}, \frac{\sqrt 3}{2})[/tex]

[tex]T(x,y) =x\sin2y[/tex]

[tex]r = 1m[/tex]

[tex]v = 2m/s[/tex]

Express the given point P as a unit tangent vector:

[tex]P = (\frac{1}{2}, \frac{\sqrt 3}{2})[/tex]

[tex]u = \frac{\sqrt 3}{2}i - \frac{1}{2}j[/tex]

Next, find the gradient of P and T using: [tex]\triangle T = \nabla T * u[/tex]

Where

[tex]\nabla T|_{(\frac{1}{2}, \frac{\sqrt 3}{2})} = (sin \sqrt 3)i + (cos \sqrt 3)j[/tex]

So: the gradient becomes:

[tex]\triangle T = \nabla T * u[/tex]

[tex]\triangle T = [(sin \sqrt 3)i + (cos \sqrt 3)j] * [\frac{\sqrt 3}{2}i - \frac{1}{2}j][/tex]

By vector multiplication, we have:

[tex]\triangle T = (sin \sqrt 3)* \frac{\sqrt 3}{2} - (cos \sqrt 3) \frac{1}{2}[/tex]

[tex]\triangle T = 0.9870 * 0.8660 - (-0.1606 * 0.5)[/tex]

[tex]\triangle T = 0.9870 * 0.8660 +0.1606 * 0.5[/tex]

[tex]\triangle T = 0.935042[/tex]

Hence, the rate is:

[tex]Rate = \triangle T = 0.935042^\circ /cm[/tex]

Answer:

there is no picture?

Step-by-step explanation:

Answer:

1/3 of the animals at the shelter are male cats.

Step-by-step explanation:

(4/6)*(1/2)=(4/12) or (1/3)