Need to get this one right to pass lesson

Answer:

See Explanation

Step-by-step explanation:

The question is not clear. However, I will treat the question as:

[tex](26)x = 1[/tex]

[tex](50)x = 1[/tex]

and:

[tex](2^6)^x = 1[/tex]

[tex](5^0)^x = 1[/tex]

Solving: [tex](26)x = 1[/tex]  and  [tex](50)x = 1[/tex]

[tex](26)x = 1[/tex]

Divide both sides by 26

[tex]x = \frac{1}{26}[/tex]

[tex](50)x = 1[/tex]

Divide both sides by 50

[tex]x = \frac{1}{50}[/tex]

Solving [tex](2^6)^x = 1[/tex] and [tex](5^0)^x = 1[/tex]

[tex](2^6)^x = 1[/tex]

Express 1 as 2^0

[tex](2^6)^x = 2^0[/tex]

Remove bracket

[tex]2^{6x} = 2^0[/tex]

Cancel out 2

[tex]6x = 0[/tex]

Divide both sides by 6

[tex]x = \frac{0}{6}[/tex]

[tex]x = 0[/tex]

[tex](5^0)^x = 1[/tex]

Express 1 as 5^0

[tex](5^0)^x = 5^0[/tex]

Cancel out 5^0

[tex]x = 1[/tex]

Answer:

19

Step-by-step explanation:

ngl its kinda easy 5(2)+3(3) = 10+9 = 19

Answer:19

Step-by-step explanation:5x2=10+3x3=9 so 10+9=19

Answer:

x=y−5z

Step-by-step explanation:

y=5z+x

Step 1: Flip the equation.

x+5z=y

Step 2: Add -5z to both sides.

x+5z+−5z=y+−5z

x=y−5z

Answer:

x=y−5z

plz mark me as brainliest

Answer:

x = ay - 5z

Step-by-step explanation:

Solve for x by simplifying both sides of the equation, then isolating the variable.

Answer:

C. and D.

Step-by-step explanation:

The root of √x is either equal or bigger than 9

the answer is A because 1 is the same as 78

a)  the inequality holds true for all values of n within the given range, we can conclude that for every integer n such that 0 ≤ n < 3, (n+1)² > n³

b) the inequality holds true for all values of n within the given range, we can conclude that for every integer n such that 0 ≤ n < 4, 2⁽ⁿ⁺²⁾ > 3ⁿ.

(a) To prove the statement for every integer n such that 0 ≤ n < 3, (n+1)² > n³ using proof by exhaustion, we will evaluate the inequality for each value of n within the given range.

For n = 0:

(0+1)² > 0³

(1)² > 0

1 > 0 - This is true.

For n = 1:

(1+1)² > 1³

(2)² > 1

4 > 1 - This is true.

For n = 2:

(2+1)² > 2³

(3)² > 8

9 > 8 - This is true.

Since the inequality holds true for all values of n within the given range, we can conclude that for every integer n such that 0 ≤ n < 3, (n+1)² > n³

(b) To prove the statement for every integer n such that 0 ≤ n < 4, 2⁽ⁿ⁺²⁾ > 3ⁿ using proof by exhaustion, we will evaluate the inequality for each value of n within the given range.

For n = 0:

2⁽⁰⁺²⁾ > 3⁰

2² > 1

4 > 1 - This is true.

For n = 1:

2⁽¹⁺²⁾ > 3¹

2³ > 3

8 > 3 - This is true.

For n = 2:

2⁽²⁺²⁾ > 3²

2⁴ > 9

16 > 9 - This is true.

For n = 3:

2⁽³⁺²⁾ > 3³

2⁵ > 27

32 > 27 - This is true.

Since the inequality holds true for all values of n within the given range, we can conclude that for every integer n such that 0 ≤ n < 4, 2⁽ⁿ⁺²⁾ > 3ⁿ.

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Answer:

20

Step-by-step explanation:

Answer:

20

Step-by-step explanation:

Given that a segment in the complex plane has a midpoint at -1+i. If the segment has an endpoint at -5-7i, we need to find the other endpoint.

To find the other endpoint, we can use the midpoint formula which states that the midpoint of a segment is the average of the endpoints of the segment. Let the other endpoint be represented by the complex number z. Then, we have:-1 + i = (-5 - 7i + z)/2Multiplying both sides by 2, we get:-2 + 2i = -5 - 7i + zSimplifying the equation by moving the known values to the left-hand side, we have:z = -2 + 2i + 5 + 7iCombining like terms, we get:z = 3 + 9iTherefore, the other endpoint is 3 + 9i. Thus, the correct option is (D) 3 + 9i.

To find the other endpoint of the segment in the complex plane, we can use the midpoint formula. The midpoint formula states that the midpoint between two complex numbers, z₁ and z₂, is given by:

Midpoint = (z₁ + z₂) / 2

We are given that the midpoint is -1 + i and one endpoint is -5 - 7i. Let's denote the other endpoint as z₂. Using the midpoint formula, we can write:

-1 + i = (-5 - 7i + z₂) / 2

To isolate z₂, we can multiply both sides of the equation by 2:

2(-1 + i) = -5 - 7i + z₂

To simplifying, we have:

-2 + 2i = -5 - 7i + z₂

Now, let's isolate z₂ by subtracting -5 - 7i from both sides:

-2 + 2i + 5 + 7i = z₂

Combining like terms, we get: 3 + 9i = z₂

Therefore, the other endpoint of the segment in the complex plane is given by -9 - 15i.

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The given information is that in the complex plane, a segment has its midpoint at -1+i. The segment has an endpoint at -5-7i. It is asked to find the other endpoint of the segment.

Thus, the other endpoint of the segment is -9 + 9i.

The midpoint of the segment is given as follows:

Midpoint = (endpoint1 + endpoint2) / 2

-1+i = (-5-7i + endpoint2) / 2

Multiplying both sides of above equation by 2, we get:

-2 + 2i = -5 - 7i + endpoint2

endpoint2 = -2 + 2i + 5 + 7i

endpoint2 = -9 + 9i

Therefore, the other endpoint of the segment is -9 + 9i.

Thus, the answer for this question is -9+9i.

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The correct answer is option B) 2.4 ml. The 2.4 milliliters would be needed to be drawn up for one dose.

To calculate the amount of Dexamethasone 4 mg/5 mL needed for a 12 mg dose, we can use a simple proportion:

4 mg / 5 mL = 12 mg / x

Cross-multiplying, we get:

4 mg * x = 60 mg

x = 60 mg / 4 mg/mL

x = 15 mL

Therefore, to administer a 12 mg dose of Dexamethasone using the available drug concentration of Dexamethasone 4 mg/5 mL, we need to draw up only 2.4 mL.

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The given null and alternative hypotheses, Hoi 3.1 and Ha 3.1, indicate that the hypothesis test is a two-tailed test.

In hypothesis testing, the null hypothesis (Hoi) represents the claim or assumption that is being tested, while the alternative hypothesis (Ha) represents the opposing claim or the hypothesis that the researcher is trying to support. The directionality of the test is determined by the alternative hypothesis.

In this case, the null hypothesis is stated as Hoi 3.1, and the alternative hypothesis is stated as Ha 3.1. Without knowing the specific details of the hypotheses, it can be determined that the test is two-tailed based on the notation used. The presence of two distinct hypotheses (Hoi and Ha) indicates that the test considers both directions of the distribution.

A two-tailed test is used when the alternative hypothesis does not specify a particular direction of the effect or relationship being tested. It is designed to determine whether the observed results are significantly different from the null hypothesis in either the positive or negative direction.

Therefore, the correct answer is A. Two-tailed test.

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Answer:

x intercept = (7/3, 0)

y intercept = (0, -7/6)

slope = 1/2

Step-by-step explanation:

Answer:

I think the answer could be y=3 or y=2

it could be something else tho im sorry

Answer:

y=2

Step-by-step explanation:

For the given matrix A, the eigenvalues are A₁ = 4 and A₂ = -6.  The matrix A is diagonalizable since it has two linearly independent eigenvectors. The diagonal form of A can be obtained as D = [[4, 0], [0, -6]], and the corresponding matrix of eigenvectors can be expressed as P = [[2, -1], [1, 2]].

To perform diagonalization of the symmetric matrix A, we find the eigenvalues A₁ = -6 and A₂ = 4, and their corresponding eigenvectors. We then normalize the eigenvectors to obtain an orthonormal basis {u₁, u₂} for R². A is diagonalizable, and by using the eigenvectors, we construct matrices P and D such that A = PDP⁻¹. Finally, we plot the eigenspaces using the bases found.

a) To find the eigenvalues A₁ and A₂, we solve the characteristic equation |A - λI| = 0, where I is the identity matrix. The characteristic equation for A yields (λ + 6)(λ - 4) = 0, giving A₁ = -6 and A₂ = 4. To find the eigenvectors, we substitute each eigenvalue into the equation (A - λI)u = 0 and solve for u. For A₁ = -6, we obtain the eigenvector u₁ = [-2, 1]. Similarly, for A₂ = 4, we find the eigenvector u₂ = [1, 2].

b) To obtain an orthonormal basis for R² using the eigenvectors, we normalize u₁ and u₂. The normalized vectors are u₁ = [-2/√5, 1/√5] and u₂ = [1/√5, 2/√5].

c) Since we have two linearly independent eigenvectors, A is diagonalizable. We can construct the diagonal matrix D using the eigenvalues A₁ and A₂ as its diagonal elements, and the matrix P with the eigenvectors as its columns. Thus, A = PDP⁻¹.

d) To plot the eigenspaces, we use the bases found in part a). The eigenspace corresponding to A₁ = -6 is spanned by the vector u₁, and the eigenspace for A₂ = 4 is spanned by the vector u₂. Using these bases, we can visualize the eigenspaces in the coordinate plane.

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A labor plan was created for truck unloading and box storage during an 8-hour shift, with the productivity measured in boxes processed per worker per hour.

To fully answer the question, it is necessary to provide the details of the labor plan, including the specific productivity rates for each task and the number of workers assigned to each task. Without this information, it is not possible to provide a comprehensive explanation. However, the labor plan aims to optimize the efficiency of truck unloading and box storage within the given 8-hour shift. It likely involves assigning workers to different tasks based on their productivity levels and the estimated time required for each task.

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Hello!

This is a problem about interest rates.

Since we are not given the "[tex]n[/tex]" value, how many times this interest applies per time period, we can assume that we are most likely dealing with simple interest with an annual interest rate.

The simple interest formula is as follows,

[tex]A=P(1+rt)[/tex]

Where [tex]A[/tex] is the total amount, [tex]P[/tex] is the initial principal balance, [tex]r[/tex] is the annual interest rate, and [tex]t[/tex] is time in years.

Since we are given all this information, we can just solve after converting the interest rate of 4.9% to a decimal, which is 0.049.

[tex]A=11500(1+0.049*14)[/tex]

[tex]A=11500(1.686)[/tex]

[tex]A=19389[/tex]

So at the end of the 14th year, Shanna will have $19,389 in her account.

Hope this helps!

Answer:edmentum

Step-by-step explanation:

Complete question :

Determine the probability that two pears are selected The probability is(Simplity your answer.)

d) Determine the probability that a card containing a PEAR and then a card containing a question mark are selected

Answer:

(QQ, QP, QM, QP, PP, MP, QM, PM, MM) ;

Step-by-step explanation:

Given :

Marking on card :

Question mark = Q

Pear = P

Moon = M

Selecting two cards with replacement :

Sample space :

_____ Q ____ P _____ M

Q ___QQ ___QP ___ QM

P ___QP ____PP ___ MP

M__ QM ____PM ___MM

(QQ, QP, QM, QP, PP, MP, QM, PM, MM) ;

1/9 ;

2/9

P(selecting 2 pears) = (PP)

P(p) = required outcome / Total possible outcomes = 1 / 9

Card containing a pear and then a question mark ;

(PQ or QP).

P(p) = 1/3 ; P(Q) = 1/3

P(PQ) + P(QP)

(1/3 * 1/3) + (/3 * 1/3)

1/9 + 1/9

(1 + 1) / 9

= 2/9

Answer:

a few weeks

Step-by-step explanation:

Answer:

$50, 100

Step-by-step explanation:

Answer:

2×2×5×7=20×7=140

2×3×6×7=36×7=252

252+140=392

Answer:

First one:     -12 < -6

                    -6 > -12

Second one:

                     -8 > -10

                     -10 < -8

Step-by-step explanation:

Well you just compare them with greater then or less then signs.

The required number of arrangements when all the three subject matters can be arranged anyhow is given by:

9! = 362880

i.  The required number of arrangements when French books are in the first position is given by:

3! * 2! * 4! = 1728

ii. the required number of arrangements is given by:

3! * 4! * 2! = 3456

iii.  the required number of arrangements when all the three subject matters can be arranged anyhow is given by:

9! = 362880

Given that there are e = 3

Mathematics books,

f = 4 French books, and

p = 2 Physics books to be arranged on a shelf.

The problem requires to calculate the number of different arrangements are possible in the following ways:

i. If the books in each particular subject must all stand together only the French books must be in the first position on the shelf whilst the others

ii. Must also always be together but not in the first position.

All the three subject matters can be arranged anyhow.

i. If the books in each particular subject must all stand together only the French books must be in the first position on the shelf whilst the others:

If the French books are always in the first position of the shelf, then the remaining 8 books can be arranged in 8! ways as they all have different titles. But there are 3! ways to arrange the mathematics books and 2! ways to arrange the physics books.

Therefore, the required number of arrangements when French books are in the first position is given by:

3! * 2! * 4! = 1728

ii. Must also always be together but not in the first position

If all the books of the same subject must be kept together, then there are 3! ways to arrange the mathematics books, 4! ways to arrange the French books, and 2! ways to arrange the physics books.

Therefore, the required number of arrangements is given by:

3! * 4! * 2! = 3456

iii. All the three subject matters can be arranged anyhow.

If all the three subject matters can be arranged anyhow, then the total number of books to be arranged is 9.

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Answer: the answer is 66

Step-by-step explanation:

Answer:

x = -1 /2= -0.5 y = 15 /10= 1.5

y=4x+1

y=x+2

Step-by-step explanation:

very simple you just put the numbers in the correct spot when doing slope intercept form

To determine whether there is a significant difference in the pattern of rankings for the 26 American and 41 European male tennis players included in the top-100 seeded players on the pro-tennis tour, a statistical analysis can be conducted.

Statistical analysis would include a two-sample t-test or an ANOVA test to compare the means of the two groups (American and European players). If the p-value obtained is less than the level of significance (usually 0.05), then there is a significant difference between the pattern of rankings of the two groups.The rankings of players will also be taken into account. If there is a significant difference between the two groups, then further analysis can be done to determine the cause of the difference. Possible factors that could contribute to the difference include training regimes, genetics, playing surfaces, and mental preparation, among others.

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There is no significant difference in the pattern of rankings between these two groups of players.

To determine whether there is a significant difference in the pattern of rankings for the 26 American and 41 European male tennis players included in the top-100 seeded players on the pro-tennis tour, we need to perform a statistical analysis using appropriate tests such as the t-test or ANOVA (Analysis of Variance).

The null hypothesis for this test would be that there is no significant difference in the pattern of rankings between the American and European male tennis players included in the top-100 seeded players on the pro-tennis tour.

The alternative hypothesis would be that there is a significant difference in the pattern of rankings between these two groups of players.

If the p-value obtained from the test is less than the chosen level of significance (usually 0.05), then we can reject the null hypothesis and conclude that there is a significant difference in the pattern of rankings for the American and European male tennis players included in the top-100 seeded players on the pro-tennis tour.

On the other hand, if the p-value is greater than the level of significance, we fail to reject the null hypothesis and conclude that there is no significant difference in the pattern of rankings between these two groups of players.

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