write a divison problem such that the quotient is the same as 3/8 divided by 3/5​

Answer:

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Step-by-step explanation:

hope this helps

By using the unitary method, we found that 60 items were sold at $25 each, while 90 items were sold at $5 each at the charity's craft fair.

In this problem, we know the total number of items sold and the total revenue earned. Let's assume that the number of items sold at $5 each is x, and the number of items sold at $25 each is y. Therefore, we can write two equations based on this information:

x + y = 150 (Equation 1)

5x + 25y = 1950 (Equation 2)

Equation 1 represents the total number of items sold, while Equation 2 represents the total revenue earned from the sale. Now, we can use the unitary method to find the value of y, which represents the number of items sold at $25 each.

Let's rearrange Equation 2 to solve for y:

5x + 25y = 1950

25y = 1950 - 5x

y = (1950 - 5x)/25

Now, we can substitute this expression for y into Equation 1:

x + (1950 - 5x)/25 = 150

Simplifying this equation, we get:

25x + 1950 - 5x = 3750

20x = 1800

x = 90

Therefore, we know that 90 items were sold at $5 each. Now, we can use Equation 1 to find the number of items sold at $25 each:

y = 150 - x

y = 150 - 90

y = 60

Hence, 60 items were sold at $25 each.

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The central limit theorem tells us that under certain conditions.

The sampling distribution of the means will approximate a normal distribution.

Regardless of the shape of the population distribution.

Building a sampling distribution through simulation, each dot in the graph represents a simulated sample.

Calculated from a sample of a fixed size (usually denoted as "n") drawn randomly from a population.

To create a sampling distribution.

Multiple simulated samples of the same size are drawn randomly from the population.

The mean of each sample is calculated.

Each dot on the graph represents the mean of one of these simulated samples.

By plotting the distribution of these sample means on a graph.

Visualize the behavior of the sample means and infer about the population mean.

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The probability of the bulb will not grow in the Edith plants is equal to 0.2 or 20%.

Probability of  the bulb will grow  in the Edith plants  is equal to 0.8.

Probability of any event defined as ,

The ratio of number of favourable outcomes to the total number of outcomes for the given situation.

Condition of the probability related to its complementary event is given by,

P(A) + P(A') = 1

⇒Probability that the bulb will grow + Probability of bulb will not grow = 1

⇒0.8 + Probability of bulb will not grow = 1

⇒Probability of bulb will not grow = 1 - 0.8

⇒Probability of bulb will not grow = 0.2

Probability of bulb will not grow = 20%

Therefore, the probability of the daffodil bulb will not grow in the plant is equal to 0.2 or 20%.

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Using the speed formula we know that the speed of the family was (D) 250 km/h.

The speed of an item, which is a scalar quantity in everyday usage and kinematics, is the size of the change in that object's position over time or the size of the change in that object's position per unit of time.

Speed is a unit of measurement for how quickly something is moving.

The most used speed measurements are miles per hour (mph), kilometers per hour (km/h), and meters per second (m/s). (mph).

So, the speed of the family can be calculated as follows:

Speed formula: d/t

30 minutes

= 50 km/h * 5

= 250km/h

Therefore, using the speed formula we know that the speed of the family was (D) 250 km/h.

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Correct question:

A family goes on a road trip that is 500 km long. It takes the family 2 hours and 30 minutes to complete the trip. What was the family’s speed?

A) 2.17 km/h

B) 200 km/h

C) 1.33 km/h

D) 250 km/h

The correct choice is To control voluntary response bias.

Random assignment helps to control voluntary response bias by icing that individualities are assigned to the treatment and control groups fully arbitrarily, without any input or influence from the individualities themselves.

Voluntary response bias occurs when individuals tone-elect into a particular group, frequently because they have a particular interest or opinion on the content being studied. This can lead to prejudiced results because the individuals who choose to share may not be representative of the larger population.

Random assignment helps to control for voluntary response bias by icing that individualities are assigned to the treatment and control groups fully at arbitrarily, without any input or influence from the individualities themselves. This helps to insure that the groups are representative of the larger population and that any observed differences between the groups are due to the treatment itself, rather than other factors that may be associated with certain individualities or groups.

thus, arbitrary assignment helps to minimize the implicit impact of voluntary response bias on the results of a trial.

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The correct question is given below-

What is the purpose of random assignment in an experiment? Check all that apply.

Group of answer choices

To select a sample that is representative of the population

To create similar treatment groups

To eliminate the effects of the explanatory variable

To control voluntary response bias

Control for confounding variables

Answer: The estimated probability is 0.76.

Step-by-step explanation:

3. The area of the shaded region is 5x² + 2x - 3

4. The area of the shaded region is 18x² + 21x + 6

From the question, we are to determine the area of the shaded region in the given diagrams.

3.

Area of the shaded region = {[(x - 1) + (2x - 1)] × [(x + 1) + (x + 1)]} - (x + 1)(x - 1)

Area of the shaded region = [(x - 1 + 2x - 1) × (x + 1 + x + 1)] - (x + 1)(x - 1)

Area of the shaded region = [(3x - 2) × (2x + 2)] - [(x + 1)(x - 1)]

Area of the shaded region = [(3x - 2)(2x + 2)] - [(x + 1)(x - 1)]

Area of the shaded region = (6x² + 6x - 4x - 4) - (x² - x + x -1)

Area of the shaded region = 6x² + 6x - 4x - 4 - x² + x - x + 1

Area of the shaded region = 6x² + 2x - 4 - x² + 1

Area of the shaded region = 6x² - x² + 2x - 4  + 1

Area of the shaded region = 5x² + 2x - 3

4.

Area of the shaded region = [(6x + 4)(4x + 2)] - [1/2(1/2(6x +4) × (4x + 2))]

Area of the shaded region = [(6x + 4)(4x + 2)] - [1/2((3x + 2)(4x + 2))]

Area of the shaded region = [24x² + 12x + 16x + 8] - [1/2(12x² + 6x + 8x + 4)]

Area of the shaded region = (24x² + 12x + 16x + 8) - (6x² + 3x + 4x + 2)

Area of the shaded region = (24x² + 28x + 8) - (6x² + 7x + 2)

Area of the shaded region = 24x² + 28x + 8 - 6x² - 7x - 2

Area of the shaded region = 24x² - 6x² + 28x - 7x + 8 - 2

Area of the shaded region = 18x² + 21x + 6

Hence, the area is 18x² + 21x + 6

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The probability that exactly two customers in the sample will default on their payments is 0.0082. The answer is option B.

This problem involves using the binomial probability distribution formula. The formula is:

P(X=k) = (n choose k) × [tex]p^k[/tex] × [tex](1-p)^{(n-k)}[/tex]

where:

P(X=k) is the probability of getting k successes

n is the sample size

k is the number of successes

p is the probability of success in one trial

In this case, n = 5, k = 2, and p = 0.03. Plugging in these values, we get:

P(X=2) = (5 choose 2) × 0.03² × 0.97³

= 10 × 0.0009 × 0.91267

= 0.0082 (rounded to four decimal places)

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1. The x intercept is 0 or 6

x-cordinate vertex = 3 , y-cordinate vertex = 9

2. x intercepts are 4 and -5

x-cordinate vertex = -1 and y-cordinate vertex = -20

What is intercept and vertex of a quadratic graph?

The x intercept of a quadratic graph are the roots of the quadratic equation. The vertex of a quadratic equation is the maximum or minimum point on the equation's parabola.

To find the x coordinate of the vertex , we use

x = -b/2a

and the y cordinate is found by substituting the value of -b/2a for x

1. y = x( x -6)

when y = 0

the roots of the equation = x = 0 or 6

and the x coordinate vertex = -(-6)/2 = 6/2 = 3

the y cordinate vertex = y = 3(3-6) = 3 × 3 = 9

2. y = (x-4)(x+5)

when y = 0

x = 4 or -5

and the x coordinate vertex = -1/1 = -1

y cordinate vertex = (-1-4)(-1+5)

= -5× +4 = -20

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Answer:

To find his hourly wage, we should first add the taxes to the pay

so,

672.55

99.60

+41.62

813.77

So he earned 813.77 for working 28 hours

To find out how much he earned for each hour

813.77 / 28 = 29.06

Mr. Amos's hourly wage is $29.06 or option C...

Step-by-step explanation:

The department should offer 80 sections of finite math and 90 sections of applied calculus to fill all sections and accommodate all of the students.

Let x be the number of sections of finite math and y be the number of sections of applied calculus. Then we have:

x + y = 170   (total number of sections offered)

90x + 80y = 14400   (total number of students)

To solve for x and y, we can use elimination or substitution.

Let's use elimination by multiplying the first equation by 80 and subtracting it from the second equation:

90x + 80y = 14400
-80x - 80y = -13600
-----------------
10x = 800
x = 80

Now we can substitute x = 80 into either equation to solve for y:

80 + y = 170
y = 90

Therefore, the department should offer 80 sections of finite math and 90 sections of applied calculus to fill all sections and accommodate all of the students.

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Answer:

So after dividing 8 by 20 your answer will come out to be 1 by 3. So the time is 1/3.

8 hours and 20 minutes is equivalent to 8.3333... hours, or approximately 8 hours and 20 minutes, or 0.35 of a day.

Answer: the first term in the sequence is 9.

Step-by-step explanation:

Let the primary term be x.

At that point the moment term is 2x + 4.

And the third term is 2(2x + 4) + 4 = 4x + 12.

Since the third term is given as 48, we will set up an condition and unravel for x:

4x + 12 = 48

4x = 36

x = 9

The angles in the triangle are as follows:

A = 32 degrees

B = 58 degrees

The sum of angles in a triangle is 180 degrees. The triangle ABC is a right angle triangle. A right angle triangle has one of its angles as 90 degrees.

Therefore, let's find the angle A and B as follows:

Using trigonometric ratios,

sin A = opposite / hypotenuse

Therefore,

sin A = 8 / 15

A = sin⁻¹ 0.53333333333

A = 32.2286948935

A = 32 degrees

Let's find angle B

B = 180 - 90 - 32(sum of angles in a triangle)

B = 90 - 32

B = 58 degrees

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Answer:

1/x^2 = x^-2

x^4/x^3 = x

(x^2)^2 = x^4

x^3 * x^3 * x^3 = x^9

Step-by-step explanation:

Answer:

-5y * 77

Step-by-step explanation:

The largest number we can factor out is 5. Therefore:

-385y

= -5y * 77

The 16 factors of -385 are:

1, 5, 7, 11, 35, 55, 77, 385

-1, -5, -7, -11, -35, -55, -77, -385

The factor pairs of -385 are:

1 × -385 = -385

5 × -77 = -385

7 × -55 = -385

11 × -35 = -385

35 × -11 = -385

55 × -7 = -385

77 × -5 = -385

385 × -1 = -385

Hope my answer helps you✌️

Mark BRAINLIEST

In the hexagon,

a) side length = 11.56 unit , radius = 11.56 unit.

b) Area = 346.8 square unit.

What is area?

The region that an object's shape defines as its area. The area of a figure or any other two-dimensional geometric shape in a plane is how much space it occupies.

Here the given hexagon apothem a= 10 units.

We know that central angle = 360° and number of sides n=6

Then apothem bisect the angle. Then, [tex]\theta = \frac{360}{12}=30\textdegree[/tex]

Now using cosine ratio then cos30° = [tex]\frac{a}{radius} = \frac{10}{radius}[/tex]

=> radius = [tex]\frac{10}{cos30\textdegree}[/tex] = 11.56 unit.

Now using sine ratio then,

=> sin30° = [tex]\frac{\frac{s}{2}}{radius}[/tex]

=> s = sin 30°× 2radius  = 11.56  unit

Now using area formula then,

Area A = [tex]\frac{1}{2}aP[/tex]

=> A = [tex]\frac{1}{2}\times10\times6\times11.56[/tex]

=> A = 346.8 square unit.

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If a quiz has 20 multiple choice questions, then the expected number of correct answers is 5.

For each question, there are 4 possible choices, and only 1 of them is correct.

So, the probability of randomly guessing the "correct-answer" for any  question is = 1/4 = 0.25,

Each question is an independent event, we use the concept of linearity of expectation to calculate the expected number of correct answers for all 20 questions.

The "Expected" number of correct answers for a "single-question" is  probability of guessing it correctly, which is 0.25,

The "Expected-Number" of correct answers for 20 questions is the sum of the expected number of correct answers for each question,

⇒ Expected number of correct answers = (Probability of guessing a single question correctly) × (Number of questions),

Substituting the values,

We get,

⇒ Expected number of correct answers = 0.25 × 20,

⇒ Expected number of correct answers = 5

Therefore, the expected number of correct answers when making "random-guesses" on all 20 multiple choice questions is 5.

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The rms speed of the dust particles is 8.24 mm/s, which is the correct answer with the appropriate units.

The equation you used requires temperature to be in Kelvin, density to be in [tex]kg/m^3,[/tex]

Boltzmann constant in J/K, and diameter in meters.

After plugging in the values you provided, the units of your answer are mm/s, which are not consistent with the units of velocity.

Here are the steps to calculate vrms with the correct units:

Convert the diameter from µm to meters:

5 µm [tex]= 5 * 10^-6 m[/tex]

Convert the density from [tex]g/cm^3[/tex] to [tex]kg/m^3:[/tex]

[tex]2 g/cm^3[/tex][tex]= 2000 kg/m^3[/tex]

Calculate the mass of the particle using the density and volume of a sphere: [tex]m = (4/3)\pi(d/2)^3[/tex]ρ

[tex]m = (4/3)\pi (5 * 10^-6/2)^3 * 2000 = 2.62 * 10^-13 kg[/tex].

Convert Boltzmann constant from J/K to [tex]m^2 kg/s^2 K: kB = 1.38 * 10^-23 J/K = 1.38 * 10^-23 m^2 kg/s^2 K[/tex]

Assume a temperature for the system, for example, T = 300 K

Plug in the values into the equation:

[tex]vrms = \sqrt{((3kBT)/(m4/3\pi(d/2)^3))}[/tex]

[tex]vrms = \sqrt{((3 * 1.38 * 10^-23 * 300)/(2.62 * 10^-13 * 4/3 *\pi * (5 * 10^-6/2)^3)}[/tex]

[tex]vrms = 8.24 * 10^-3 m/s = 8.24 mm/s[/tex] ....(rounded to one decimal place).

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To interpret the residual plot, we need to understand that the residuals are the differences between the actual values and the predicted values from the regression model.

I. The residual plot can give us an indication of the linearity of the relationship between the two variables. If the plot shows a clear pattern or curvature, it suggests that the relationship is non-linear. From the given information, we cannot see the residual plot and thus cannot determine if the relationship between the number of employees at Microsoft and the year is non-linear.

II. If the regression equation overestimates the number of employees at Microsoft in 1982, it means that the actual number of employees in 1982 was lower than what the regression equation predicted. Looking at the residual plot, if the residuals for the year 1982 are mostly positive (i.e., above the horizontal line), it suggests that the regression equation overestimated the number of employees in 1982. We cannot see the residual plot from the given information to determine if this statement is true.

III. If the number of employees at Microsoft decreased from 1976 through 1982, it means that the actual number of employees in 1982 was lower than the number of employees in 1976. Looking at the residual plot, if the residuals for the years from 1976 to 1982 are mostly negative (i.e., below the horizontal line), it suggests that the regression equation overestimated the number of employees during those years, which would be consistent with a decrease in the number of employees. Therefore, this statement could be true based on the residual plot.

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Answer:

Step-by-step explanation:h

Angle relationship and algebra are closely related in geometry, as we often use algebraic expressions to represent angle measures and their ratios.

For example, if we are given that angle A and angle B are complementary (meaning that their sum is 90 degrees), we can write an algebraic equation:

Similarly, if we know that angle A is three times larger than angle B, we can write:

We can use algebraic equations to solve for unknown angle measures or to find relationships between angles.

For example, let's say we are given that angle A is complementary to angle B, and that angle B is twice as large as angle C. We can write:

We can substitute the second equation into the first equation to get:

This equation relates the three angles A, B, and C. We can use algebra to solve for any of the unknown angles, given the measures of the others.

Therefore, algebraic equations and expressions are an important tool in understanding and analyzing angle relationships in geometry.

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Your answer will be 35

It is essential to encourage and support these girls to continue pursuing their interests and talents in math and science, as excelling in these fields can lead to successful careers and personal growth.

It is unfortunate that some girls may fear focusing on math and science during puberty due to concerns about popularity or attractiveness. However, it is important to remember that excelling in these subjects can lead to numerous opportunities and career paths in the future. It is also important to note that intelligence and academic achievement should be celebrated and valued regardless of gender stereotypes. Schools can play a role in promoting the importance of STEM subjects and encouraging girls to pursue their interests in these areas.

It has been observed that some girls who excelled in math and science during elementary school may develop concerns during puberty that focusing on these subjects might limit their popularity or attractiveness as girls. This could be due to societal stereotypes or peer pressure, which might influence their academic choices and priorities. It is essential to encourage and support these girls to continue pursuing their interests and talents in math and science, as excelling in these fields can lead to successful careers and personal growth.

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It is essential to encourage and support these girls to continue pursuing their interests and talents in math and science, as excelling in these fields can lead to successful careers and personal growth.

It is unfortunate that some girls may fear focusing on math and science during puberty due to concerns about popularity or attractiveness. However, it is important to remember that excelling in these subjects can lead to  and career paths in the future. It is also important to note that intelligence and academic achievement should be celebrated and valued regardless of gender stereotypes. Schools can play a role in promoting the importance of STEM subjects and encouraging girls to pursue their interests in these areas.

It has been observed that some girls who excelled in math and science during elementary school may develop concerns during puberty that focusing on these subjects might limit their popularity or attractiveness as girls.

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The amount of fencing, dirt and sod for the baseball field are;

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

The fencing of a baseball field is the outer enclosure of the field, which typically, is located along the outfield boundary.

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;

Area of a circle = π × r²

Circumference of a circle = 2 × π × r

Where r is the radius of the circle

The area of a quarter of a circle is therefore; Area of a circle ÷ 4

The perimeter of a quarter of a circle is; The perimeter of a circle ÷ 4

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

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

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

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Answer:

Step-by-step explanation:

3(2x+1) = 6x+3

5x+x+3 = 6x+3

3(2x+3) = 6x+3

so the answer is 3(2x=3)[tex]\neq \neq[/tex]

Answer:

Identify the expression that is not equivalent to 6x + 3.

Step-by-step explanation:

Answer: (4,-7) is the solution to this system of equations.

Step-by-step explanation:

y = 2x − 15;4x + 3y = −5

Step: Solve y= 2x − 15 for y:

Step: Substitute 2x − 15 for y in 4x + 3y = −5:

4x + 3y = −5

4x + 3(2x−15) = −5

10x − 45 = −5 (Simplify both sides of the equation)

10x − 45+45 = −5+45 (Add 45 to both sides)

10x = 40

10x/10 = 40/10 (Divide both sides by 10)

x = 4

Step: Substitute 4 for x in y = 2x − 15:

y = 2x − 15

y = (2) (4) − 15

y = −7 (Simplify both sides of the equation)

I hope this helps!

When dividing 80,543 by 176, the quotient is 458 with a remainder of 15.

What is the process of 80,543 divided by 176?

We start by dividing the first digit of the dividend (8) by the divisor (176). Since 8 is smaller than 176, we need to look at the first two digits of the dividend 80.

We divide 80 by 176. The result is 0, with a remainder of 80.

We bring down the next digit of the dividend to the remainder, making it 805.

We divide 805 by 176. The result is 4, with a remainder of 111.

We bring down the next digit of the dividend to the remainder, making it 1114.

We divide 1114 by 176. The result is 6, with a remainder of 58.

We bring down the next digit of the dividend to the remainder, making it 583.

We divide 583 by 176. The result is 3, with a remainder of 55.

We bring down the next digit of the dividend (the final digit, in this case) to the remainder, making it 555.

We divide 555 by 176. The result is 3, with a remainder of 27.

Since there are no more digits in the dividend, the quotient is the combination of all the individual results we got from each step. In this case, the quotient is 458, and the remainder is 15.

Therefore, 80,543 divided by 176 is 458 with a remainder of 15.

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Correct question is "What is remainder and quotient when 80,543 divided by 176?"