1/2 x^4=8
Solve the equation ​

Answer:

m = 6

Step-by-step explanation:

We have the proportion:

12/m = 18/9

To solve for m, we can cross-multiply the terms in the proportion:

12 × 9 = 18 × m

Simplifying both sides of the equation, we get:

108 = 18m

Dividing both sides by 18, we get:m = 6

Therefore, the solution to the proportion 12/m = 18/9 is m = 6.

Answer: m = 6

Step-by-step explanation:

First, we will rewrite this proportion:

     [tex]\displaystyle \frac{12}{m} =\frac{18}{9}[/tex]

Next, we will cross-multiply:

     12 * 9 = 18 * m

     108 = 18m

Lastly, we will divide both sides of the equation by 18:

     m = 6

We can also solve this proportion another way.

     We know that 18/9 = 2, so 12/m must equal 2 as well.

     12/6 = 2, so m = 6.

The volume of the pyramid is approximately 574,533.33 cubic meters.

To find the volume of a pyramid, you use the formula: V = (1/3) × base area × height, where B is the area of the base and h is the height of the pyramid.

Given that the side length of the square base is 140 m and the height is 91 m.

Since the base of the pyramid is a square with a side length of 140 m, we can find its area by multiplying the side lengths: B = 140m x 140m = 19,600 square meters.
By calculating this expression, you'll find the volume of the pyramid.

Now we can plug in the values for B and h into the formula: V = (1/3)(19,600 square meters)(91 meters) = 574,533.33 cubic meters.

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Positive divisors does n2 have are 5.

If an integer n has exactly three positive divisors, including 1 and n, it means that n is a perfect square of a prime number.

The reason for this is that a prime number has only two divisors: 1 and itself. Therefore, if n has exactly three positive divisors, n must be a perfect square of a prime number, since the only divisors of a perfect square are the divisors of its square root, and its square root must be a prime number.

Let's say that n is equal to p², where p is a prime number. The positive divisors of n are 1, p, and n (which is p²).

Now, to find the number of positive divisors of n², we can use the fact that any positive divisor of n² can be expressed in the form [tex]p^k[/tex], where 0 ≤ k ≤ 4 (since n² = p⁴).

Therefore, the positive divisors of n² are:

1, p, p², p³, and p⁴ (which is n²)

So, n² has 5 positive divisors: 1, p, p², p³, and n².

Hence, the answer is 5.

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Some possible prices for the socks that would meet this condition are $2.99, $2.50, $3.00, $2.95, etc.

A rate is a measure of the amount of change of one quantity with respect to another quantity. It expresses how much one quantity changes in relation to another quantity over a given time or distance.

If Diego has budgeted $35 for 5 pairs of socks and a pair of shorts, we can subtract the cost of the shorts from the total budget to find the amount he has left for the socks:

$35 - $19.95 = $15.05

To find the possible prices for the socks, we can divide the amount Diego has left by the number of pairs of socks he needs:

$15.05 / 5 pairs = $3.01 per pair

Therefore, Diego would be able to stay within his budget if he finds socks that cost $3.01 or less per pair. Some possible prices for the socks that would meet this condition are $2.99, $2.50, $3.00, $2.95, etc.

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Answer: The distance formula between two points (x1, y1) and (x2, y2) is:

d = sqrt((x2 - x1)^2 + (y2 - y1)^2)

Using this formula, we can find the distance between (7, -2) and (-1, -1):

d = sqrt((-1 - 7)^2 + (-1 - (-2))^2)

= sqrt((-8)^2 + (1)^2)

= sqrt(64 + 1)

= sqrt(65)

Therefore, the distance between (7, -2) and (-1, -1) is sqrt(65), or approximately 8.06 units.

Step-by-step explanation:

The number of poetry books at the library that are for children is 510

from the question, we have the following parameters that can be used in our computation:

Books = 600

If 8.5/10 of the poetry books are for children, we can calculate the number of poetry books for children as follows:

Number of poetry books for children = (8.5/10) x 600

Number of poetry books for children = 510

Therefore, there are 510 poetry books at the library for children.

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The combined amount in both accounts after 10 years is $16,869.58

To solve the problem, we need to use the following formulas:

Simple Interest = Principal x Rate x Time

Compound Interest = [tex]Principal * (1 + Rate/ n)^{n * Time}[/tex]

where:

Principal = the initial deposit

Rate = the interest rate (in decimal form)

Time = the number of years

n = the number of times interest is compounded per year

For Account 1:

Simple Interest = Principal x Rate x Time

= $6000 x 0.035 x 10

= $2100

The amount in Account 1 after 10 years will be the initial deposit plus the interest earned:

= $6000 + $2100

= $8100

For Account 2:

Since the interest is compounded annually, n = 1.

Compound Interest = [tex]Principal * (1 + Rate/ n)^{n * Time}[/tex]

= [tex]6000 *(1 + 0.035/1)^{1 * 10}\\= $6000 (1.035)^{10}\\= $8769.58[/tex]

After ten years, the amount in Account 2 will be $8769.58.

After ten years, the combined amount in both accounts will be:

$8100 minus $8769.58 equals $16869.58, resulting in a total of $16,869.58 in both accounts after ten years.

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According to the algebraic expressions, the sum of four smaller rectangles is 96.

First, let's consider the figure as one large rectangle. To find the area of a rectangle, we multiply its length by its width. In this case, the length of the rectangle is 8 and the width is 6 + 2 + 4 = 12. Therefore, the expression for the area of the rectangle can be written as:

Area = length x width

Area = 8 x 12

Area = 96

So the area of the figure as one large rectangle is 96 square units.

To find the area of each rectangle, we'll use the formula for the area of a rectangle, which is length x width. We can see from the figure that:

Rectangle A has a length of 8 and a width of 6

Rectangle B has a length of 8 and a width of 2

Rectangle C has a length of 4 and a width of 6

Rectangle D has a length of 4 and a width of 2

Therefore, the expressions for the area of each rectangle can be written as:

Area_A = length x width

Area_A = 8 x 6

Area_A = 48

Area_B = length x width

Area_B = 8 x 2

Area_B = 16

Area_C = length x width

Area_C = 4 x 6

Area_C = 24

Area_D = length x width

Area_D = 4 x 2

Area_D = 8

To find the total area of the figure, we simply add up the areas of the four rectangles. Therefore, the expression for the area of the figure as a sum of four smaller rectangles can be written as:

Area = Area_A + Area_B + Area_C + Area_D

Area = 48 + 16 + 24 + 8

Area = 96

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Answer:

x ≈ 39.5°

Step-by-step explanation:

using the cosine ratio in the right triangle

cos x = [tex]\frac{adjacent}{hypotenuse}[/tex] = [tex]\frac{OP}{NP}[/tex] = [tex]\frac{64}{83}[/tex] , then

x = [tex]cos^{-1}[/tex] ( [tex]\frac{64}{83}[/tex] ) ≈ 39.5° ( to the nearest tenth )

The surface area of the two solids are listed below:

Case 1 - 232 square centimeters

Case 2 - 240 square centimeters

The surface area of a solid is the sum of the areas of all its faces. There are two cases of solids whose surface areas must be determined. The area formulas for triangle and rectangle are, respectively:

Triangle

A = 0.5 · b · h

Rectangle

A = b · h

Case 1

A = (6 cm) · (8 cm) + 2 · 0.5 · (6 cm) · (12 cm) + 2 · 0.5 · (8 cm) · (14 cm)

A = 232 cm²

Case 2

A = 2 · 0.5 · (8 cm) · (3 cm) + (8 cm) · (12 cm) + 2 · (5 cm) · (12 cm)

A = 24 cm² + 96 cm² + 120 cm²

A = 240 cm²

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We can use the formula for inverse variation, which states that the product of the time and the speed is constant:

time × speed = constant

Let's use t to represent the time needed to travel the distance at 54 miles per hour. We know that the time is 10 hours when the speed is 24 miles per hour. So we can set up the equation:

10 × 24 = t × 54

Simplifying, we get:

240 = 54t

Dividing both sides by 54, we get:

t = 240/54

Simplifying this fraction, we get:

t = 40/9

So it will take approximately 4.44 hours, or 4 hours and 26 minutes, to travel the same distance at 54 miles per hour.

Answer:

$525

Step-by-step explanation:

Jackie starts with $500, and the interest rate is 5% per year.

This means that, after one year, Jackie will have accumulated 5% interest with the $500 she put into the savings account.

Now, we can find 5% of $500 by converting 5% to its fraction form, which is 5/100. 5% of a value means that you need to multiply the fraction (or decimal) by the said value. So, we have:

[tex]\frac{5}{100}[/tex] · 500 =

[tex]\frac{2500}{100}[/tex] =

25

Therefore, the amount of interest she has accumulated in one year is $25. Combined with the money in her savings account, she has $525, since $500 + $25 = $525.

The required sample size is  8.90400.

Given a student wants to make a guess within 0.03 of the true ratio with a 90% confidence level.

Margin of Error, E = 0.03

significance level α=0.10  {90% confidence}

A given estimate of the percentage of population p is p = 0.79.

The critical value for the significance level α = 0.10 is Zc = 1.645. This can be determined using either Excel or a normal probability table.

Use the following formula to calculate the minimum sample size required to estimate the percentage of population p within the required margin of error.

n≥p(1-p)(Zc÷E)²

n = 0.796×(1-0.796)(1.645÷0.03)²

n = 0.796 x 0.204 x 54.833

n = 8.90400

Therefore, the resample size required to meet the condition is n ≥  8.90400 and must be an integer. From this, we conclude that the minimum sample size required is n =  8.90400

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After performing long division on (x3+3x2-x+2)/(x-1) we get x² + 4x +3 leaving a remainder of 5.

Long division refers to the method of performing a division of two numbers or polynomials by hand. Furthermore, it involves several steps to evaluate in order to find a quotient and a remainder. It is considered an important and crucial form of practice in the branch of mathematics.                  

In the subject of dividing a polynomial, first, we divide the highest degree term of the dividend by the highest degree term of the divisor, and the remaining result is subtracted from the dividend. The calculation is as follows in the picture

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Testing is only one part of the overall assessment process.

What is evaluation in education?

Assessment is an ongoing process of gathering evidence of what each student actually knows, understands, and can do. A comprehensive evaluation approach includes a combination of formal and informal evaluation (formative, preliminary, and summative).

What is an assessment? Also what does it mean?

At the course level, assessments provide important data on the breadth and depth of student learning. Evaluation is more than scoring. It's about measuring student learning progress. Assessment is therefore defined as “the process of data gathering to better understand the strengths and weaknesses of a student's learning”. 

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The description of the polyomial roller coaster project is shown below

Proposal for the "Imaginary Rush" Roller Coaster:

The polynomial's graph is attached

Description of how client specifications are met:

Interpretation of the practicality of the design:

The design of Imaginary Rush is both exciting and practical. The coaster meets all the client's specifications while also providing a thrilling ride for coaster enthusiasts.

The dips and peaks of the coaster follow the behavior of the polynomial, providing a unique experience for riders.

The use of the imaginary root adds an additional level of excitement to the ride, making it stand out from other roller coasters.

Overall, the design of Imaginary Rush is both fun and practical, making it an excellent addition to any theme park.

Discussion of the polynomial's behaviors:

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The domain of the function 8 - [tex](x-3)^{2}[/tex] is R which is all the real numbers.

What is domain of a function?

The set or grouping of all potential values that may be used in the function is known as the domain.

We are given a function as 8 - [tex](x-3)^{2}[/tex].

Now, in order to find the domain, we need to find the values where the function is not defined for a value of x.

But, there is no such value for x where the function is not defined.

This means that all values of x give an output.

So, the domain is the set of all the real numbers.

Hence, the domain of the given function is R.

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The value of the digit 5 in 24,513 is 1,000 times the value of the digit 5 in 357.

In the number 357, the digit 5 is in the ones area, which means that its value is just 5. We can write this number as 5 x 10^0, where 10 is the base of our number system, and the exponent 0 represents the ones area.

Now, to find out how many times the value of the digit 5 in 357 is compared to the value of the digit 5 in 24,513, we need to divide the value of the digit 5 in 24,513 by the value of the digit 5 in 357.

We have:

Value of 5 in 24,513 = 5 x 10³

Value of 5 in 357 = 5 x 10⁰

So,

Value of 5 in 24,513 ÷ Value of 5 in 357 = (5 x 10³) ÷ (5 x 10⁰)

We can simplify this expression by dividing 5 by 5, which gives us:

(5 x 10³) ÷ (5 x 10⁰) = 10³ = 1000

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The two triangles are congruent based on the ASA Congruence Postulate.

The ASA Congruence Postulate states that if two angles and the included side of one triangle are congruent to two angles and the included side of another triangle, then the two triangles are congruent.

The image shown above shows two triangles that has three pairs of congruent triangles and a pair of corresponding congruent sides.

Therefore, both triangles are congruent by the ASA Congruence Postulate.

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The value of x in the Intersecting chords is 15

From the question, we have the following parameters that can be used in our computation:

Intersecting chords

The value of x is then calculated as

x = 1/2(30 - 2x + 30)

So, we have

2x = 30 - 2x + 30

Evaluate the like terms

4x = 60

Divide

x = 15

Hence, the value of x is 15

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the fraction that rounds to 5 is option B, 5 1/2.

What is a fraction?

If the numerator is bigger, it is referred to as an improper fraction and can also be expressed as a mixed number, which is a whole-number quotient with a proper-fraction remainder.

Any fraction can be expressed in decimal form by dividing it by its denominator. One or more digits may continue to repeat indefinitely or the result may come to a stop at some point.

To round a fraction to 5, we need to find the fraction that is closest to 5. Therefore, we need to look at the fractional parts of each option and find which one is closest to 1/2.

A. 5 2/3 = 17/3, which is closer to 6 than to 5.

B. 5 1/2 = 11/2, which is exactly halfway between 5 and 6, so it rounds to 5.

C. 5 9/20 = 259/20, which is closer to 6 than to 5.

D. 4 9/20 = 209/50, which is closer to 4 than to 5.

Therefore, the fraction that rounds to 5 is option B, 5 1/2.

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Answer:

Step-by-step explanation:

domain is -infinity to positive infinity range is -3 to infinity. Increasing from -3 to infinity and decreasing from - infinity to -3 and it’s minimum

The surface area of the actual ramp, including the underside, is approximately 15.38 yd².

What is triangle?

A triangle is a three-sided polygon with three angles. It is a fundamental geometric shape and is often used in geometry and trigonometry.

To find the surface area of the actual ramp, we need to first find the dimensions of the ramp.

We are given that the scale model of the ramp is a right triangular prism with legs of 8 in, 5 in, and 5 in, and a height of 3 in. We can use these dimensions to find the dimensions of the actual ramp.

Since the ramp is a scale model, the ratio of the dimensions of the model to the actual ramp is the same for all corresponding dimensions. The height of the triangular base in the actual ramp is given as 0.6 yards, which is equal to 21.6 inches. So, we have:

height of actual ramp / height of model = 21.6 in / 3 in = 7.2

We can use this ratio to find the dimensions of the actual ramp:

height of actual ramp = 7.2 * 3 in = 21.6 in

length of actual ramp = 7.2 * 8 in = 57.6 in

width of actual ramp = 7.2 * 5 in = 36 in

Now we can find the surface area of the actual ramp. The surface area of the top and bottom of the ramp is the area of the triangular base plus the area of the rectangle formed by the length and width of the ramp:

Area of triangular base = (1/2) * base * height = (1/2) * 5 in * 5 in = 12.5 in²

Area of rectangular top and bottom = length * width = 57.6 in * 36 in = 2073.6 in²

Total surface area of top and bottom = 2 * (Area of triangular base + Area of rectangular top and bottom) = 2 * (12.5 in² + 2073.6 in²) = 4153.2 in²

The surface area of the sides of the ramp is the area of the three rectangles formed by the height and width of the ramp:

Area of one side rectangle = height * width = 21.6 in * 36 in = 777.6 in²

Total surface area of sides = 3 * Area of one side rectangle = 3 * 777.6 in² = 2332.8 in²

Finally, we add the surface area of the top and bottom to the surface area of the sides to get the total surface area of the ramp:

Total surface area of ramp = Surface area of top and bottom + Surface area of sides = 4153.2 in² + 2332.8 in² = 6486 in²

Converting to yards and rounding to two decimal places, we get:

Total surface area of ramp = 6486 in² / (36 in/yd)² = 15.38 yd² (rounded to two decimal places)

Therefore, the surface area of the actual ramp, including the underside, is approximately 15.38 yd².

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Answer:

The answer is 28

Step-by-step explanation:

sin0=opp/hyp

let hyp be x

sin30=14/x

0.5x=14

divide both sides by 0.6

x=14/0.5

x=28

The two null hypothesis that are correct answer are two-sample t-test and one-sample t-test.

Among the group of answer choices provided, the tests that require calculating degrees of freedom are the two-sample t-test and the one-sample t-test. Both of these tests belong to the t-test family and involve using degrees of freedom to determine the critical t-value.

In summary:
- Null hypothesis: The assumption that there is no significant difference between the sample and population or between two samples.
- T-test: A statistical test used to determine if there is a significant difference between the means of two groups or between a sample and population mean.
- Degrees of freedom: A value used in statistical tests that represents the number of independent values in a data set, which can affect the outcome of the test.

So answer is: two-sample t-test and one-sample t-test.

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The null hypothesis statistical tests that require calculating degrees of freedom are the two-sample t-test and the one-

sample t-test. The degrees of freedom are necessary to calculate the t-value for these tests. The chi-squared test also

requires degrees of freedom, but it is not a test for a null hypothesis.

The correct answer is: all of the above.

All these tests require calculating degrees of freedom:

1. Two-sample t-test:

Degrees of freedom are calculated using the formula (n1 + n2) - 2, where n1 and n2 are the sample sizes of the two

groups being compared.
2. Chi-squared test:

Degrees of freedom are calculated using the formula (rows - 1) * (columns - 1), where rows and columns represent the

number of categories in the data.
3. One-sample t-test:

Degrees of freedom are calculated using the formula n - 1, where n is the sample size.

The null hypothesis statistical tests that require calculating degrees of freedom are the two-sample t-test and the one-

sample t-test. The degrees of freedom are necessary to calculate the t-value for these tests. The chi-squared test also

requires degrees of freedom, but it is not a test for a null hypothesis.

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The total length of all 10 ribbons is 35 inches when they are placed end to end.

Inches are a unit of length in the imperial system of measurement, which is primarily used in the United States, the United Kingdom, and some other countries. One inch is equal to 1/12 of a foot or 2.54 centimeters.

The inch is commonly used to measure the length or distance of small objects, such as the size of a computer screen, the length of a pencil, or the height of a person. Inches are also used to measure the dimensions of larger objects, such as the width of a door or the size of a piece of furniture.

If John has 10 ribbons, each measuring 3 ½ inches long, we can find the total length of all the ribbons by multiplying the length of one ribbon by the number of ribbons:

Total length = 10 × 3 ½ inches

To multiply a whole number and a mixed number, we can first convert the mixed number to an improper fraction, then multiply:

Total length = 10 × (7/2) inches

Total length = 35 inches

Therefore, the 10 ribbons, placed end to end, would be 35 inches long.

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The given expression in the form ax + b will be (B) 1.8x + 4.1.

A finite collection of symbols that are properly created in line with context-dependent criteria is referred to as an expression, sometimes known as a mathematical expression.

An example is the expression x + y, which combines the terms x and y with an addition operator.

In mathematics, there are two different types of expressions: algebraic expressions, which also include variables, and numerical expressions, which solely comprise numbers.

So, we have the expression:

(3.6x-1.4) - (1.8x-5.5)

First, solve it in the form of ax + b as follows:

(3.6x-1.4) - (1.8x-5.5)

3.6x-1.4 - 1.8x+5.5

1.8x + 4.1

So, we have the expression: 1.8x + 4.1

Then, the coefficient and content will be (B) and the correct expression would be 1.8x + 4.1.

Therefore, the given expression in the form ax + b will be (B) 1.8x + 4.1.

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The main topic is the split-half reliability test used in psychological research to assess the internal consistency of a scale.

In psychological research, reliability is a crucial aspect of measuring constructs or attributes. One commonly used method for assessing the reliability of a scale is the split-half reliability test.

In this test, the scale questions are divided into two parts equally, and the resulting scores of both parts are correlated against one another.

For example, if a scale had 20 items, the items could be randomly split into two groups of 10 items each.

Scores are then calculated for each group, and the scores are correlated with each other to determine the degree of consistency between the two halves.

The correlation coefficient obtained from this analysis provides an estimate of the internal consistency of the scale.

A high correlation coefficient indicates a high level of internal consistency, indicating that the two halves of the scale are measuring the same construct or attribute.

Conversely, a low correlation coefficient suggests that the two halves of the scale are not measuring the same construct or attribute, and the scale may need to be revised or abandoned.

Overall, the split-half reliability test provides a quick and efficient method for evaluating the reliability of a scale.

However, it is important to note that this method does have some limitations, such as the possibility of unequal difficulty or discrimination of the items in each half of the scale.

Therefore, researchers often use other methods, such as Cronbach's alpha, in conjunction with the split-half reliability test to provide a more comprehensive assessment of the reliability of a scale

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