The interval within which 95 percent of all possible sample estimates will fall by chance is defined as ______________.A. Lower confidence boundaryB. Upper confidence boundaryC. The sample mean +/- 1.96 standard errorsD. The Central Limit Theorem

The assumption that AXB is a bounded angle is false, as a result, if AXB is a circumscribed angle of circle C, then AXB and ACB are supplementary.

To complete the proof of the Circumscribed Angle Theorem, use the fact that an inscribed angle of a circle is equal to half of the central angle that intercepts the same arc.

Since angle ∠AXB is circumscribed by the circle, point X lies on the circumference of the circle. Therefore, angles ∠CXA and ∠CXB are inscribed angles that intercept the same arc AB.

By the Inscribed Angle Theorem:

∠CXA = ½∠CAB

∠CXB = ½∠CAB

Adding these two equations:

∠CXA + ∠CXB = ½∠CAB + ½∠CAB

∠CXA + ∠CXB = ∠CAB

Now, observe that angles ∠CAB and ∠ACB form a linear pair, since they are adjacent angles that together make a straight line. Therefore, they are supplementary, which means:

∠CAB + ∠ACB = 180°

Substituting ∠CAB with ∠CXA + ∠CXB:

∠CXA + ∠CXB + ∠ACB = 180°

Finally, ∠AXB and ∠CXB form a linear pair, since they are adjacent angles that together make a straight line. Therefore, they are supplementary, which means:

∠AXB + ∠CXB = 180°

Substituting ∠CXB with ∠CAB - ∠CXA:

∠AXB + ∠CAB - ∠CXA = 180°

Adding ∠CXA to both sides:

∠AXB + ∠CAB = ∠ACB + 180°

Substituting ∠AXB + ∠CAB with 180° (since they are adjacent angles that together make a straight line):

180° = ∠ACB + 180°

Simplifying:

∠ACB = 0°

This is a contradiction, since we know that ∠ACB is a non-zero angle. Therefore, our assumption that ∠AXB is a circumscribed angle must be false. Hence, we have proved that if ∠AXB is a circumscribed angle of circle C, then ∠AXB and ∠ACB are supplementary.

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The baseball field's fence, soil and sod requirements will be-: Length of fencing ≈ 1410.5 feet, Area of the sod ≈ 118017.13 ft², Area of of the field covered with dirt ≈ 7,049.6 ft²

To find the area of a sector of a circle:

The amount of fencing, dirt, and sod can be found using the formula for finding the circumference of a circle and the area of a circle as follows;

Circle's Area can be given by, (A)= π × r²

Circle's Circumference can be given by, (C) = 2 × π × r

Where, 'r' denotes the radius of the circle

The area of a quarter of a circle is therefore= A ÷ 4

The perimeter of a quarter of a circle = C ÷ 4

Taking reference from the image,

Fencing; (1/4) × 2 × π × 380 + 2 × 15 + 2 × 380 + (1/4) × 2 × π × 15

Fencing = 190·π + 790 + 7.5·π = 197.5·π + 790 ≈ 1410.5

The fencing ≈ 1410.5 feet

Grass; π/4 × (380 - 6)² + 87² - π/4 × (87 + 30)² + 2 × 380 × 15 + π/4 × 15² - (3/4) × π × 10² - 25·π = 31528·π + 18969 ≈ 118017.13

The area covered by the sod is about 118017.13 square feet

Dirt; π/4 × 380² - π/4 × (380 - 6)² + π/4 × (87 + 30)²- 87² + π·100 = (18613·π - 30276)/4 ≈ 7049.6

The area occupied by the dirt is about 7049.6 square feet

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Complete Question:Find the amount of fencing, dirt, and sod needed to rebuild the baseball field?(refer to image attached for dimensions of field)

The value of a is a = -b/2x

Quadratic equations are the polynomial equations of degree 2 in one variable of type f(x) = ax^2 + bx + c = 0 where a, b, c, ∈ R and a ≠ 0. It is the general form of a quadratic equation where 'a' is called the leading coefficient and 'c' is called the absolute term of f (x).

Suppose we have a quadratic equation of the form:

ax²+bx+c

The axis of symmetry of the parabola is :

x = -b/ 2a

From here, we must clear the value of a.

1) Pass 2a multiplying to the other side of the equation:

2ax=-b

2) Clear the value of a by passing 2x to divide:

a = -b/2x

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The probability of success (p) would be 0.30 and the probability of failure (q) would be 0.70.

Binomial distributions are probability distributions of the number of successes in a fixed number of trials.

The probability of success (p) and the probability of failure (q) must remain the same for each trial.

The probability of success and failure can be represented as a proportion, a percentage, or a decimal.

The sum of the probabilities of success and failure must equal 1.

The mean of the binomial distribution is equal to np.

Where n is the number of trials and p is the probability of success.

The standard deviation of the binomial distribution is equal to npq, where n is the number of trials, p is the probability of success, and q is the probability of failure.

The z-table can be used to calculate the probability of a given number of successes or failures in a binomial distribution.

The sampling distribution of this study would be a binomial distribution, as it is a study of the proportion of first-time customers out of 100 orders.

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2(4/3) represents the shaded area in the diagram as two rectangles of equal size, each with a length of 4 units and a width of 2/3 units.

4 * 2/3 represents the shaded area in the diagram as a rectangle with a length of 4 units and a width of 2/3 units.

4 * 2 * 1/3 represents the shaded area in the diagram as a rectangle with a length of 4 units, a width of 2 units, and a smaller rectangle with a length of 1 unit and a width of 1/3 units.

What is the area of the rectangle?

To find the area of a rectangle, we multiply the length of the rectangle by the width of the rectangle.

a. The diagram shows 3/5 by dividing the whole rectangle into 5 equal parts horizontally and shading 3 of those parts. This means that the shaded portion represents 3 out of 5 equal parts.

b. The diagram shows 3 * 1/5 by shading one-fifth of the rectangle, and then repeating this process three times. This means that the shaded portion represents three times one-fifth of the whole.

c. The value of 3/5 is equivalent to 0.6 or 60%. This means that if we divide a whole into 5 equal parts, and take 3 of those parts, we have 60% of the whole.

a. The expression 2(4/3) represents the shaded parts of the diagram by first finding the area of one shaded rectangle, which is 4/3. Then, we multiply this area by 2 because there are two shaded rectangles in the diagram. Therefore, 2(4/3) gives us the total shaded area.

b. The expression 4 * 2/3 represents the shaded parts of the diagram by multiplying the width of the shaded rectangle (2 units) by its height (2/3 units), and then multiplying that by the number of shaded rectangles (4). Therefore, 4 * 2/3 gives us the total shaded area.

c. The expression 4 * 2 * 1/3 represents the shaded parts of the diagram by multiplying the length of the shaded rectangle (4 units) by its width (2 units) by its height (1/3 units), and then multiplying that by the number of shaded rectangles (4). Therefore, 4 * 2 * 1/3 gives us the total shaded area.

Hence, 2(4/3) represents the shaded area in the diagram as two rectangles of equal size, each with a length of 4 units and a width of 2/3 units.

4 * 2/3 represents the shaded area in the diagram as a rectangle with a length of 4 units and a width of 2/3 units.

4 * 2 * 1/3 represents the shaded area in the diagram as a rectangle with a length of 4 units, a width of 2 units, and a smaller rectangle with a length of 1 unit and a width of 1/3 units.

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Using the law of sines, the value of the indicated side x, is calculated to one decimal place as: 125.3.

The Law of Sines is a trigonometric formula used to relate the side lengths and angles of any triangle. It states that the ratio of the length of a side of a triangle to the sine of the angle opposite that side is equal for all three sides of the triangle. Mathematically, this can be represented as:

sin A/a = sin B/b = sin C/c

Thus, we have:

C = 180 - 102 - 28 = 50°

a = 160

A = 102°

c = x = ?

Applying the law of sines, we have:

sin 102/160 = sin 50/x

Cross multiply:

x = sin 50 * 160 / sin 102

x ≈ 125.3

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The volume of a triangular prism will be reduced to half of it if the height is reduced by half

A prism is a solid shape that is bound on all its sides by plane faces. The volume of a prism is generally expressed as ;

V = base area × height

If the height is cut into half, then the volume will be affected in this way.

V = bh, where b is the base area and h is the height.

When the height is cut into half i.e h/2 then the volume will be;

V = b × h/2

Since the base is constant, this means the volume will also be reduced by half.

Therefore when the height is reduced to half the volume is also reduced to half.

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Therefore, the area of the regular dodecagon with a side length of 8 units is approximately 1,843.21 square units.

In mathematics, area refers to the measure of the amount of space inside a two-dimensional shape or region. It is a measure of the size of a flat surface, and is typically expressed in square units, such as square meters (m²), square centimeters (cm²), or square feet (ft²). The area of a shape can be calculated using various formulas, depending on the type of shape. The concept of area is used in many areas of science and engineering, including physics, geometry, and architecture. It is particularly important in fields such as construction and landscaping, where the amount of material needed to cover a given area is often a key factor in planning and budgeting.

Here,

To find the area of a regular dodecagon, you can use the formula:

Area = (3 * √3 / 2) * s² * n

where s is the length of each side and n is the number of sides.

Substituting s = 8 and n = 12, we get:

Area = (3 * √3 / 2) * 8² * 12

Area = 3 * √3 * 64 * 12

Area = 1,843.21 square units (rounded to two decimal places)

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The volume of the box A is approximately 6.4 centimeters

Let's denote the height of Box A by h, and its volume by V. We can set up a proportion between the volumes of Box A and Box B as follows:

V(A) = (2/5) V(B)

Since the volume of a box is given by its base area times its height, we can express the volumes of Box A and Box B in terms of their base areas and heights:

32h = (2/5) (10 × 8 × 16) = 512

Simplifying the right-hand side:

32h = 204.8

Dividing both sides by 32:

h = 6.4

Therefore, the height of Box A is 6.4 centimeters.

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The fraction of the year representing the Christian celebration of Easter on April 16 is equal to 0.3.

In 2017, there were 365 days in the year.

It was not a leap year.

Easter Sunday occurred on April 16th.

Number of days in months before Easter,

January = 31

February = 28

March = 31

April = 16

Total days in Easter = 31 + 28 + 31 +16

                                  =  106th day of the year

January 1 is the first day of the year.

Total number of days in a year = 365

Fraction of the year

= the number of days up to and including April 16th / the total number of days in the year

= 106 / 365

= 0.2904

= 0.3 (rounded to 1 decimal place)

Therefore, Easter Sunday in 2017 represented as 0.3 fraction of the year.

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The above question is incomplete , the complete question is:

In 2017, the Christian celebration of Easter occurred on Sunday, 16 April. What fraction of the year was this? (to 1 decimal place).

The statement "random sampling helps to reduce bias" is true. Random sampling is a statistical technique where each member of the population has an equal chance of being included in the sample.

By randomly selecting participants, the sample is more likely to be representative of the population, which helps to reduce bias.

Random sampling helps to reduce bias because it eliminates systematic bias, which can occur when certain individuals or groups are overrepresented or underrepresented in the sample.

For example, if a researcher only sampled individuals from a certain demographic group, the results of the study may not be generalizable to the larger population.

Random sampling also helps to increase the precision of the estimate of the population parameter, as it reduces the variability in the sample. This allows researchers to draw more accurate conclusions about the population based on the sample data.

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Answer:

The first, third, fifth and 6th statements are true.

Step-by-step explanation:

Answer:

Here are the ones you should select:

Step-by-step explanation:

1) The slope of AB is equal to slope of AC

Rise over run for AB =2/4=1/2

Rise over run for AC=3/6=1/2

so they are equal

2) Slope of AB is not equal to BE because of visual reasons but if you need an explanation I can provide it

3) AB is a segment on the line, so the slopes are equal as you can see in the illustration provided in the question

4/5) Slope=[tex]\frac{rise}{run}[/tex], but AE/AB is not that, BE/AB is rise/run, so it's correct

6) CD/AD=rise/run, so it's correct

sorry if i got anything wrong!

The volume of the prism is 87 and 1/2 cubic yards or 87.5 [tex]yd^{3}[/tex]

The volume of a rectangular prism is given by the formula V = lwh, where l is the length, w is the width, and h is the height.

In this case, the length is 5 yards, the width is 5 yards, and the height is 3 and 1/2 yards. We can convert the height to a mixed number fraction of 7/2 yards.

Therefore, the volume of the prism is:

V = lwh = 5 yards × 5 yards × 7/2 yards = 87.5 cubic yards

So, the volume of the prism is 87 and 1/2 cubic yards or 87.5 [tex]yd^{3}[/tex]

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We need to integrate the function

y = 2x - x² with respect to x, from x = 0 to x = 2.

The graph of the function intersects the x-axis at x = 0 and x = 2.

So,

Area of region R = ∫[0,2] (2x - x²) dx

= [x² - (1/3)x³] from 0 to 2

= [2² - (1/3)(2)³] - [0² - (1/3)(0)³]

= 4/3

Now, let's find the equation of the line y = cx. Since the line passes through the origin (0,0), we have y = cx.

To find the value of c that divides the region R into two equal subregions, we need to find the value of x where the

area under the curve y = 2x - x² is equal to the area under the line y = cx.

∫[0,a] (2x - x²) dx = ∫[0,a] cx dx

[2x²/2 - x³/3] from 0 to a = [c/2 x²] from 0 to a

2a²/2 - a³/3 = c/2 a²

We multiply both sides by 6, we get:

12a² - 2a³ = 3ac

2a² - (1/3)a³ = (1/2)ac

2a - (1/3)a² = (1/2)c

c = (4a - (2/3)a²)/2

We know that the area under the line is equal to the area under the curve up to the point of intersection, we have:

∫[0,a] (2x - x²) dx = ∫[0,a] (cx) dx - ∫[a,2] (2x - x²) dx

2a²/2 - a³/3 = c/2 a² - 2a² + (8/3)a³ - 4a + (4/3)a²

10a³/3 - 7a² + 4a = 0

a = 0, 1.4105, -0.6172

The only value of a that is within the range 0 to 2 is a = 1.4105. Substituting this value into the equation for c, we get:

c = (4a - (2/3)a²)/2 = 1.636

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The surface area of the rectangular pyramid is approximately 567.9 in².

What is rectangular pyramid?

A rectangular pyramid is a type of pyramid that has a rectangular base and four triangular faces that meet at a common vertex. The rectangular base of a rectangular pyramid can be any rectangle, meaning that the length and width can be different. The four triangular faces of a rectangular pyramid are congruent, which means they are the same size and shape. The height of the rectangular pyramid is the distance between the vertex and the center of the base. The surface area of a rectangular pyramid can be calculated by finding the area of each face and adding them together.

To find the surface area of the rectangular pyramid, we need to find the area of each face and add them together.

First, let's find the area of the rectangular base:

Area of base = length x width = 13 in x 17 in = 221 in²

Next, let's find the area of the larger triangular faces:

Area of each larger triangular face = (1/2) x base x height = (1/2) x 17 in x 11 in = 93.5 in²

Total area of both larger triangular faces = 2 x 93.5 in² = 187 in²

Finally, let's find the area of the smaller triangular face:

Area of smaller triangular face = (1/2) x base x height = (1/2) x 13 in x 12.3 in = 79.95 in²

Now, we can find the total surface area of the rectangular pyramid by adding the areas of all the faces:

Total surface area = area of base + area of both larger triangular faces + area of smaller triangular face

Total surface area = 221 in² + 187 in² + 79.95 in²

Total surface area = 488.95 in²

Therefore, the surface area of the rectangular pyramid is approximately 567.9 in².

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(a) This is an observational study.

The reason is that the researchers did not manipulate any variables or conditions; they simply observed and collected data on the two groups of babies (VLBW and normal birth weight) as they grew up.
(b) The p-value (0.0013) is less than the significance level (typically 0.05), we reject the null hypothesis.  

There is sufficient evidence to suggest that the graduation rate among the VLBW group is significantly lower than the normal-birth-weight controls.

To determine if the graduation rate among the VLBW group is significantly lower than the normal-birth-weight controls, we can perform a hypothesis test using the proportion of high school graduates in each group.
State the null and alternative hypotheses.
Null hypothesis (H0):

There is no significant difference in graduation rates between the VLBW group and the control group ([tex]p_VLBW = p_control).[/tex]
Alternative hypothesis (Ha):

The graduation rate among the VLBW group is significantly lower than the control group [tex](p_VLBW < p_control).[/tex].

Calculate the sample proportions and the pooled proportion.
[tex]p_VLBW[/tex] = 179/242 = 0.7397
[tex]p_control = 193/233 = 0.8283.[/tex]
[tex]p_pooled = (179 + 193) / (242 + 233) = 0.7842[/tex]
Calculate the test statistic.
[tex]z = (p_VLBW - p_control) / sqrt(p_pooled * (1 - p_pooled) * (1/242 + 1/233)) = -3.0074[/tex]
Determine the p-value.
Using a z-table or calculator, the p-value for z = -3.0074 is approximately 0.0013.

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Answer:

Step-by-step explanation:

Principal = 17,525. Rate = 1/2% = 0.005 time,t = 3

Interest, I = principal x rate x time

Interest, I = 17525 x 0.005 x 3

Interest, I = $262.875

There were 100 small pine cone patterns and 50 large pine cone patterns used in the camp.

When 50 students constructed one craft project each using two little pine cone patterns and one giant pine cone pattern, it is the question of how many small and large pine cone patterns were utilised overall:

We can begin by figuring out how many little pine cone patterns were utilized overall to solve this.

Since each student used 2 small pine cone patterns, we can multiply 2 by 50 (the number of students) to get:

2 x 50 = 100 small pine cone patterns used

Similarly, we can calculate the total number of large pine cone patterns used by multiplying the number of students (50) by 1 :

1 x 50 = 50 large pine cone patterns used

Therefore, in total, there were 100 small pine cone patterns and 50 large pine cone patterns used in the camp.

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--The complete Question is, If a camp has 50 students and each student made one craft project using 2 small pine cone patterns and 1 large pine cone pattern, how many small and large pine cone patterns were used in total? --

The total amount of the bill, including tax and gratuity, was $191.85.

What is the percentage?

A percentage is a number or ratio expressed as a fraction of 100. It is often denoted using the percent sign, "%", although the abbreviations "pct.", "pct" and sometimes "pc" are also used. A percentage is a dimensionless number; it has no unit of measurement.

The first step is to calculate the amount of tax and the amount of gratuity:

Amount of tax = 6% of $158.56 = $9.51

Amount of gratuity = 15% of $158.56 = $23.78

Next, we add the tax and the gratuity to the original bill:

Total bill = $158.56 + $9.51 + $23.78 = $191.85

Therefore, the total amount of the bill, including tax and gratuity, was $191.85.

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The margin of error for the school's claim  is 0.055 or approximately 5.5%.

To find the margin of error, we need to use the formula:

Margin of error = Critical value x Standard error

For a sample size of 500, the critical value can be found by:

critical value = 1.96

Next, we need to find the standard error. The formula for the standard error is:

standard error = sqrt(p_hat * (1 - p_hat) / n)

In this case, the sample proportion is 150/500 = 0.3.

standard error = sqrt(0.3 * (1 - 0.3) / 500) = 0.028

Finally, we can calculate the margin of error:

Margin of error = 1.96 x 0.028 = 0.055

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--The complete Question is, What is the margin of error for the school's claim that 30% of grade 3 pupils stay in the playground after their classes, given the results of the survey of 500 grade 3 pupils, which revealed that 150 of them stay in the playground after their classes? Assume a confidence level of 95%.--

While hiring change managers, businesses should take into account their nonconformist, risk-taking nature.

To successfully implement organizational change efforts, change managers must question the status quo, take measured risks, and foster creativity. Organizational stability and routine tasks may be maintained more successfully with a large number of conformists, but change managers need a distinct skill set. They must be able to think creatively, try out novel concepts, and deal with ambiguity and uncertainty.

Option 3: Being seen as a rule-following peacemaker may be an asset in some situations, but it is not always necessary for a change manager. Similarly, having a lot of radical innovators (option 4) could backfire if there isn't a balance with other qualities and abilities crucial for effective change management.

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The complete question is:

identify a characteristic of change managers that an organization should consider when employing people.

→ Change managers are nonconformists who take risks.

→ Having a large number of conformist is effective for an organization.

→ Change managers are usually regarded as peacemakers who follow rules.

→ Having a large number of radical innovators is effective for an organization.

While hiring change managers, businesses should take into account their nonconformist, risk-taking nature.

To successfully implement organizational change efforts, change managers must question the status quo, take measured risks, and foster creativity. Organizational stability and routine tasks may be maintained more successfully with a large number of conformists, but change managers need a distinct skill set. They must be able to think creatively, try out novel concepts, and deal with ambiguity and uncertainty.

Option 3: Being seen as a rule-following peacemaker may be an asset in some situations, but it is not always necessary for a change manager. Similarly, having a lot of radical innovators (option 4) could backfire if there isn't a balance with other qualities and abilities crucial for effective change management.

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The slope between the two points (-2,3) (4,1) is the line perpendicular to the line through (-2,3) and (4,1) is y = 3x + 9.

To discover the slant between the two focuses (-2,3) and (4,1), able to utilize the incline equation: incline = (y2 - y1) / (x2 - x1)

slant = (1 - 3) / (4 - (-2))

= -2 / 6

= -1/3, So the slant between the two focuses is -1/3.

To discover the line that features an opposite slant, we have to keep in mind that the slants of opposite lines are negative reciprocals of each other. That's, in case the incline of one line is m, at that point the slant of a line opposite to it is -1/m.

So, the incline of the line opposite to the line through (-2,3) and (4,1) is:

-1/(-1/3) = 3

y - 3 = 3(x - (-2))

y - 3 = 3x + 6

y = 3x + 9

thus, the line perpendicular to the line through (-2,3) and (4,1) is y = 3x + 9.

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Emmy and Liam each played 4 games according to the given statement.

An equation is a claim that two expressions are equal, typically indicated by the equals symbol (=). In mathematics, equations are used to simulate real-world scenarios, solve problems, and depict relationships between variables.

Exponents, logarithms, and trigonometric functions can all be used in equations, in addition to basic operations like addition, subtraction, multiplication, and division.

Let us suppose the number of games played = x.

Thus, for Emmy we have:

E = 1 + 2x

For Liam the equation is:

L = 5 + 1x

Equating the two equations we have:

1 + 2x = 5 + 1x

x = 4

Hence, Emmy and Liam each played 4 games according to the given statement.

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Answer:200.734

Step-by-step explanation:

150(1+0.06)^t

t=number of years

150(1.060)^5

200.73383664

round

200.734

The balance of this account after 5 years is $200.73

Compound interest is the interest earned on the principal and the interest previously accumulated. It is given by

Amount = [tex]P(1+r/n)^n^t[/tex] where P = Principal, r = annual rate of interest, n = number of times interest is compounded per year, & t = time in years.

The given principal is $150 for 5 years & annual interest rate is 6%.

To find the amount compunded annualy at 6% for 5 years substituting the given values in the above formula i.e.

Amount =  [tex]P(1+r/n)^n^t[/tex]

Amount = $[tex]150(1+0.06)^5[/tex]

Amount = $200.73

Hence, the total amount accumulated for 5 years will be $200.73

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The distance between building B and C is 10√2 meters, or 9.38 meters, rounded to two decimal places.

Triangle is a three-sided geometric shape. It has three vertices which join together to form three sides. The sum of the three angles in a triangle is always equal to 180°. It can be classified into three types, namely equilateral, isosceles, and scalene based on the length of the sides. Triangles can also be classified as right, obtuse, or acute depending on the angles. Triangles are one of the most basic shapes in geometry and are used in many real-world applications such as architecture and engineering.

To answer this question, we need to use the Pythagorean theorem, which states that the sum of the squares of the two sides of a right triangle is equal to the square of the hypotenuse.

Using the given information, we can set up the equation:

10² + x² = (x√2)²

Where x is the distance between building B and C.

We can solve this equation with algebra to find x:

100 + x² = 2x²

x² = 100

x = 10√2

Therefore, the distance between building B and C is 10√2 meters, or 9.38 meters, rounded to two decimal places.

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Answer:

I believe the answer would be 4 to the power of x?

Step-by-step explanation:

Sorry if I'm wrong but if the person is sending the selfie to four people and those four people and sending others four more pictures to other people then then you will continuously multiply 4.

Answer:

19.5625

Step-by-step explanation:

Add up all of the x's (treating each place where an x is as if it's a number -- eg, there's twonumber 12's)

12+12+15+15+15+15+16+18+20+20+22+25+25+25+29 = 313

Divide by the number of x's

313 / 16 = 19.5625

Answer:

The answer is B ([tex]x=\frac{6}{5}[/tex])

Step-by-step explanation:

We start with creating labels for the shapes that represent what they value -at first I tried multiplying the 5x by 4 but there wasn't an answer for that.

[tex]5x+4=10[/tex]

First we just simplify,

[tex]5x (-4)=10(-4)[/tex]

[tex]5x=6[/tex]

then divide,

[tex]\frac{5x}{5} =\frac{6}{5}[/tex]

and we end up with:

[tex]x=\frac{6}{5}[/tex]

or

B