Prove divisibility
thanks!

Answer:

[tex]\frac{1}{3} + \frac{1}{3} + \frac{1}{3} = \frac{3}{3} = 1[/tex]

a=3

b=3

Third part

Commutative property

Fourth part

Inverse property

Fifth part

Identity property

Step-by-step explanation:

Answer:

1st part is a= 3

b= 9

Second part

x=16

y= -24

Third part

Commutative property

Fourth part

Inverse property

Fifth part

Identity property

Step-by-step explanation:

Yes Kazuko's reasoning is  correct the expressions 5x and 6 - x are equivalent expressions

When two expressions can be reduced to a single third expression or when one of the expressions can be expressed in the same way as the other, they are said to be equivalent. When values are replaced for the variable and both expressions yield the same result, you may also tell if two expressions are equal.

X-terms and constants should be combined with any other like terms on either side of the equation. Put the terms in the same sequence, with the x-term generally coming before the constants. The two phrases are equal if and only if each of their terms is the same.

5x and 6 - x

5x +  6 - x

2 (2 x + 3)

4 x + 6

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The equation to express how many more minutes he had to travel after getting gas is 42 - 18 = x.

What are the relation between time, distance, and speed?

The formula for speed is speed = distance ÷ time. To work out what the units are for speed, you need to know the units for distance and time. In this example, distance is in meters (m) and time is in seconds (s), so the units will be in meters per second (m/s).

The equation to express how many more minutes Johnny had to travel after getting gas is:

42 - 18 = x

Johnny's total travel time to the zoo is 42 minutes

He stopped for 18 minutes to get gas for his car

To find out how many more minutes he had to travel after getting gas, we need to subtract the 18 minutes he spent getting gas from his total travel time.

This is represented by the equation 42 - 18 = x, where x represents the number of minutes he had left to travel after getting gas.

Hence, The equation to express how many more minutes he had to travel after getting gas is 42 - 18 = x.

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The objective of backtracking, an algorithmic methodology, is to find every possible solution to a problem by applying the "brute force" method.

What is backtracking used for?

Crosswords, verbal arithmetic, Sudoku, and many other puzzles that need constraint fulfilment may all be solved using backtracking. For parsing, the knapsack problem, and other combinatorial optimization issues, it is frequently the most practical method.

The objective of backtracking, an algorithmic methodology, is to find every possible solution to a problem by applying the "brute force" method. It entails gradually compiling a collection of each answer. A issue would have limits, so any solutions that don't meet them would be eliminated

.

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The domain and the range of an exponential parent function mean that the domain is all real numbers and the range signifies positive real numbers y > 0.

What is an exponential parent function?

The simplest parent function of an exponential function takes the form:

f(x)= p ^x , where p refers to the base.

So, if we have a number such that x = 3 and the base is 2

f(3) = 2³

f(3) = 6

Therefore, we can conclude that the domain of an exponential parent function is all real numbers, and the range is positive real numbers (y > 0).

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To test the hypotheses h0: p1 = p2 and Ha: p1 ≠ p2, we can use a two-sample proportion test. This test compares the proportion of success (no longer being late to school) in the control group (p1) to the proportion of success in the treatment group (p2) to determine if there is a statistically significant difference between the two proportions.

Here are the steps to perform the test:

State the hypotheses:

h0: p1 = p2 (the proportion of success in the control group is equal to the proportion of success in the treatment group)

Ha: p1 ≠ p2 (the proportion of success in the control group is not equal to the proportion of success in the treatment group)

Select a significance level (alpha): usually, it is set as 0.05

Calculate the test statistic:

p = (p1n1 + p2n2) / (n1 + n2)

z = (p1 - p2) / sqrt(p*(1-p)*((1/n1)+(1/n2)))

Find the p-value:

Using the z-score, look up the probability in a standard normal table.

Make a decision:

Compare the p-value to the significance level. If the p-value is less than or equal to the significance level, then reject the null hypothesis. If the p-value is greater than the significance level, then fail to reject the null hypothesis.

Conclusion:

Interpret the results in terms of the research question. If the null hypothesis is rejected, then the results suggest that there is a statistically significant difference in the proportion of success between the control group and the treatment group

The question is incomplete, the complete question is:

__"'A researcher wants to conduct a study to determine whether a newly developed anti-tardy program is successful. Two random groups of 100 students each, identified as control and treatment groups, are formed from 200 students who are repeatedly late to school. Both groups receive a set of anti-tardy reading materials and a lecture from a teacher and a tardy-reformed student about the negative impacts of being late. In addition, the treatment group also receives materials from the newly developed program. Thirty-three of the 100 students in the control and 35 of the 100 students in the treatment group are no longer late to school is recorded 6 months later.

Use the results to test the hypotheses H0: p1 = p2 and Ha: p1 ≠ p2 where p1 represents the proportion of students who succeed in the control program and p2 represents the proportion of students who succeed in the newly developed program.

What can you conclude using the significance level α = 0.05?""__

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Answer: 460,874ft^2

Step-by-step explanation:

The area of a rectangle is calculated by multiplying the length by the width. In this case, the length is 755.9ft and the width is 610ft. Therefore, the area of the rectangle is: 755.9ft * 610ft = 460,874ft^2.

I hope this helps :)

If the assumptions are true, the conclusion is correct.

We are informed that

Each of customers 1 and 2 purchases products X and Z.

Customers who purchase product Z are never offered product Y.

The resulting conclusion is that Customers 1 and 2 are never sold Product Y.

According to the information provided, Customer 1 purchased Products X and Z.

Client 2 purchased Products X and Z.

Customers of product Z are unable to purchase product Y.

Therefore, it is obvious that neither customer can buy product Y when they both purchased Z.

Therefore, the conclusion is correct if the presumptions are true.

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The slope of the tangent line to the curve cos(xy) + 3sin^2(x) + 2y at a point (x,y) is -sin(xy) ( x * dy/dx + y) + 6*sin(x)*cos(x) + 2dy/dx.

So the option b is the correct representation for the slope of the tangent line to the curve.

The correct representation for the slope of the tangent line to the curve cos(xy) + 3sin^2(x) + 2y is c. -sin (xy) (x dy/dx) + 6 sin x + 2.

The slope of a tangent line to a curve at a point (x,y) is given by the derivative of the function with respect to x, evaluated at that point.

So to find the slope of the tangent line to the curve cos(xy) + 3sin^2(x) + 2y, we need to find the derivative of the function with respect to x.

The derivative of cos(xy) with respect to x is

-sin(xy) ( x * dy/dx + y)

The derivative of sin^2(x) with respect to x is

2*sin(x)*cos(x)

The derivative of y with respect to x is

dy/dx

So the derivative of the function with respect to x is:

-sin(xy) ( x * dy/dx + y) + 6*sin(x)*cos(x) + 2dy/dx

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The bank angle for a frictionless curved road can be calculated using the equations of motion.

The equation of motion for a particle in a curved road is given by F = mgsin(θ) where F is the centripetal force, m is the mass of the particle, g is the acceleration due to gravity and θ is the bank angle. Thus, the bank angle can be calculated by rearranging the equation to θ = arcsin(F/mg). For example, if the mass of the particle is 5kg, the centripetal force is 30N and the acceleration due to gravity is 9.8ms-2, then the bank angle would be θ = arcsin(30/5x9.8) =  20.7°. Thus, the bank angle with respect to the horizontal is 20.7°.

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Answer:

1)  Mean = $75812.50

    Median = $74000

    Mode = $73100

2)  Mean = 24.5

     Median = 24.33333...

     Modal class = 29 - 33

Step-by-step explanation:

Definitions

Given data:

Mean

[tex]\begin{aligned}\textsf{Mean}&=\dfrac{71500+74900+69700+82300+78500+73100+73100+83400}{8}\\ &= \dfrac{606500}{8}\\&=75812.50\end{aligned}[/tex]

Median

Place the data values in order of size (smallest to largest):

As there is an even number of data values, the median is the mean of the middle two values:

[tex]\implies \sf Median=\dfrac{73100+74900}{2}=74000[/tex]

Mode

The most frequently occurring data value is $73100.  Therefore:

[tex]\implies \textsf{Mode} = 73100[/tex]

With grouped data, we can only estimate the mean and median.

Mean

To find an estimate of the mean, assume that every reading in a class takes the value of the class midpoint.

The number of days is the frequency (f).

Add a class midpoint (x) and an fx column to the table:

[tex]\begin{array}{|c|c|c|c|}\cline{1-4}\vphantom{\dfrac12} \sf Number\;of\;sales&\textsf{Number of days, $f$}&\textsf{Class midpoint, $x$}&fx\\\cline{1-4}\vphantom{\dfrac12}14-18&5&16&80\\\cline{1-4}\vphantom{\dfrac12}19-23&9&21&189\\\cline{1-4}\vphantom{\dfrac12}24-28&6&26&156\\\cline{1-4}\vphantom{\dfrac12}29-33&10&31&310\\\cline{1-4}\vphantom{\dfrac12}\sf Totals&\sum f=30&&\sum fx=735\\\cline{1-4}\end{array}[/tex]

[tex]\textsf{Mean}=\dfrac{\sum fx}{\sum f}=\dfrac{735}{30}=24.5[/tex]

Median

To find an estimate for the median, use linear interpolation.

Add a cumulative frequency column to the table:

[tex]\begin{array}{|c|c|c|}\cline{1-3}\vphantom{\dfrac12} \sf Number\;of\;sales&\textsf{Number of days}&\textsf{Culmulative frequency}\\\cline{1-3}\vphantom{\dfrac12}14-18&5&5\\\cline{1-3}\vphantom{\dfrac12}19-23&9&14\\\cline{1-3}\vphantom{\dfrac12}24-28&6&20\\\cline{1-3}\vphantom{\dfrac12}29-33&10&30\\\cline{1-3}\end{array}[/tex]

Find which class the median is in.

Since n/2 = 30/2 = 15, there are 15 values less than or equal to the median. This means the median must be in the 24-28 class.

Therefore:

To find the median, m:

[tex]\begin{aligned}\dfrac{a_1}{b_1}=\dfrac{a_2}{b_2} \implies \dfrac{m-23.5}{5}&=\dfrac{1}{6}\\\\ 6(m-23.5)&=5\\\\6m-141&=5\\\\6m&=146\\\\m&=24.3333...\end{aligned}[/tex]

Therefore, the median is 24.3333...

Mode

The modal class is the class with the highest frequency density.

As all the classes are the same width, this is the class with the highest frequency.

[tex]-6x < 21[/tex]

Divide both sides by -6:

[tex]\dfrac{-6x}{-6} < \dfrac{21}{-6}[/tex]

[tex]x > -\dfrac{7}{2}[/tex], [tex]x > -3.5[/tex]

Answer:

(-2x+2) is the difference

Step-by-step explanation:

Shown above

To find the interest Ana must pay on the loan, we can use the formula:

Interest = Principal x Interest Rate x Time (in days) / 365

What's the math rate?

A rate is a unique ratio where the two words are expressed in several units. For instance, the price is 69 for 12 ounces if a 12-ounce can of maize costs 69. This is not a proportion of two comparable units, like shirts. Cents and ounces are the two dissimilar units in this ratio.

In this case:

Interest = $5000 x 8% x 75 / 365 = $200

So, Ana must pay $200 in interest on the loan.

To find the total amount due at maturity, we add the interest to the principal:

Total Due = Principal + Interest = $5000 + $200 = $5200

So, Ana will need to pay $5200 at maturity.

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There are 331 ways when 66 identical coins can be separated into three nonempty piles

Let the piles have a, b and c coins, with 0<a <b <c. Then, let b=a+k₁, and

c=b+k₂, such that each ki≥1.

The sum is then a+a+k₁+a+k₁+k₂= 66 ⇒ 3a+2k₁+k₂ = 66.

This is simply the number of positive solutions to the equation

3x+2y+z = 66.

If a = 1, then 2k₁ + k₂ = 63⇒ 1≤k₁ ≤31. Each value of k₁ corresponds to a unique value of k₂, so there are 31 solutions in this case.

Similarly, if a = 2, then 2k₁+k₂= 60⇒ 1≤k₁ ≤29, for a total of 29 solutions in this case.

If a = 3, then 2k₁+ k₁= 57 ⇒ 1 ≤ k₁ ≤28, for a total of 28 solutions.

In general, the number of solutions is just all the numbers that aren't a multiple of 3, that are less than or equal to 31.

We then add our cases to get

=1+2+4+....31=1+2+3+...31-3(1+2+3+...10)

=31*(32)/2-3(55)

=31*16-165

=496-165

=331

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The slope of the line through the points (-8, -11) and (-1, -5) is (y2 - y1)/(x2 - x1) = (-5 - (-11))/(-1 - (-8)) = -6/7 = -0.8571428571428571.

The equation of the line parallel to y = (-3/4)x + 1 and passing through (8, 6) is y = (-3/4)x

An equation is an expression showing the relationship between numbers and variables.

The slope intercept form of a straight line is:

y = mx + b

Where m is the slope and b is the y intercept.

Two lines are parallel if they have the same slope.

Given the line y = (-3/4)x + 1, the slope is -3/4. The line parallel to y = (-3/4)x + 1 would have same slope of -3/4.

The parallel line passes through (8, -6), hence:

y - y₁ = m(x - x₁)

y - (-6) = (-3/4)(x - 8)

y + 6 = (-3/4)x + 6

y = (-3/4)x

The equation of the line is y = (-3/4)x

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Answer:

The man's speed is 42.5 km/h.

You can find this by dividing the distance he traveled (255 km) by the time it took him to travel that distance (6 hours).

255 km / 6 hours = 42.5 km/h.

The formula to find speed is:

Speed = Distance / Time

In this case, the distance is 255 km and the time is 6 hours. So using the formula, we can calculate the speed as:

Speed = 255 km / 6 hours = 42.5 km/h

So the man's speed is 42.5 km/h.

The shape of the sampling distribution of the sample mean is approximately normal because the sample size is greater than 3.

Given data :

a ) Approximately normal because the sample size is greater than 3.

b ) b )  ux  = 1.1 and Jx =  = 0.198

c  ) c ) P ( ux ∠ 1 ) = normal cdf ( lower : 1000, upper : 1, u : 1.1 , J : 0.198 ) = 0.3068

d ) The principal could pick 50 students may times and find the median and repeat several times until he has every possible sampling distribution.

Completed question :

The principal of a large high school is concerned about the number of absences for students at his school. to investigate, he prints a list showing the number of absences during the last month for each of the 2500 students at the school. for this population of students, the distribution of absences last month is skewed to the right with a mean of 1.1 and a standard deviation of (1.4). suppose that a random sample of 50 students is selected from the list printed by the principal and the sample mean number of absences is calculated.

a.) What is the shape of the sampling distribution of the sample mean? Explain

b.) What are the mean and standard deviation of the sampling distribution of the sampling mean?

c.) What is the probability that the mean number of absences in a random sample of 50 students is less than 1?

d.) Because the population distribution is skewed, the principal is considering using the median number of absences last month instead of the mean number of absences to summarize the distribution. Describe how the principal could use a simulation to estimate the standard deviation of the sampling distribution of the sample median for random samples of size 50.

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1) 250÷125=2×100=200%

2) 9÷45= 0.2×100= 20%

3) 100÷250=0.4×100=40%

4) 75÷300=0.214×100=21.4%

Cluster 1 has average magnesium, flavanoids, and proanthocyanins levels, while Cluster 2 has low levels of these compounds, and Cluster 3 has high levels of these compounds. Colorintensity levels vary across clusters.

Cluster 1 has an average level of magnesium, flavanoids, and proanthocyanins. This means that the levels of these compounds are not particularly high or low. Cluster 2 has a lower level of these compounds than Cluster 1, so wines in this cluster would have a milder taste than Cluster 1. Cluster 3 has a higher level of these compounds than Cluster 1, resulting in a more intense flavor. The colorintensity of wines in each cluster can also vary, with darker or lighter wines depending on the cluster. Gatsby’s categorization system is based on these average characteristics, allowing him to determine the flavor and color of wines in each cluster.

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The area of the football pitch can be found to be 48 ft ²

The area of the scaled model of the football pitch can be found by using the formula for the area of a rectangle . This is because the scaled model of the pitch takes the form of a rectangle .

The area would therefore be :

= Length x Width

Length = 12 ft

Width = 4 ft

Area of the football pitch model is ;

= 12 x 4

= 48 ft ²

In conclusion, the area of the pitch is 48 ft ² .

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The full question is:

A scaled model of a football pitch measures 12 feet 4 ft. What's the pitch area?

Answer:

3 is the answer

Step-by-step explanation:

1.8/0.6

example: see the image and follow how to do it

The number of ways to make a change of 70 cents using only nickel, dime and quarters is given as follows:

15 ways.

The value of each coin is given as follows:

Hence the ways to make the change are given as follows:

Which combine to 15 ways.

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All statements can be proven by indirect proof. If the assumptions of the statement are false, the resulting contradiction proves that the initial assumption is wrong and the statement is true.

1. To prove this statement by indirect proof, assume that n – m is an even number but n^2 – m^2 is an odd number. Since n – m is even, it can be written as n – m = 2k, where k is an integer. This can be substituted into n^2 – m^2 = n^2 – (2k+m)^2 to create n^2 – m^2 = n^2 – 4km – m^2. Since both n and m are integers, 4km is an even number. This means that n^2 – m^2 is an even number, contradicting our assumption that it is an odd number. Therefore, our initial assumption is wrong, and n^2 – m^2 must be an even number if n – m is even.

2. To prove this statement by indirect proof, assume that x is an odd positive integer but x^2 – 1 is not divisible by 4. Since x is an odd positive integer, it can be written as x = 2k + 1, where k is an integer. This can be substituted into x^2 – 1 = (2k + 1)^2 – 1 to create x^2 – 1 = 4k^2 + 4k. Since both k and 4 are integers, 4k^2 is an even number. This means that x^2 – 1 is divisible by 4, contradicting our assumption that it is not divisible by 4. Therefore, our initial assumption is wrong, and x^2 – 1 must be divisible by 4 if x is an odd positive integer.

3. To prove this statement by indirect proof, assume that x is an odd integer but 8 is not a factor of x^2 – 1. Since x is an odd integer, it can be written as x = 2k + 1, where k is an integer. This can be substituted into x^2 – 1 = (2k + 1)^2 – 1 to create x^2 – 1 = 4k^2 + 4k. Since 8 is a factor of 4k^2, it is also a factor of x^2 – 1. This means that 8 is a factor of x^2 – 1, contradicting our assumption that it is not a factor of x^2 – 1. Therefore, our initial assumption is wrong, and 8 must be a factor of x^2 – 1 if x is an odd integer.

4. To prove this statement by indirect proof, assume that x is an even integer but xy is an odd number. Since x is an even integer, it can be written as x = 2k, where k is an integer. This can be substituted into xy = (2k)y to create xy = 2ky. Since both k and y are integers, 2ky is an even number. This means that xy is an even number, contradicting our assumption that it is an odd number. Therefore, our initial assumption is wrong, and xy must be an even number if x is an even integer.

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Yes, this is correct. The centripetal acceleration of an object undergoing uniform circular motion with tangential speed v and radius r can be described by the equation a_c = v^2/r.

The centripetal acceleration of an object undergoing uniform circular motion with tangential speed v and radius r can be calculated using the equation a_c = v^2/r.

The centripetal acceleration of an object undergoing uniform circular motion with tangential speed v and radius r can be described by the equation a_c = v^2/r. This equation shows that the acceleration of an object in uniform circular motion is proportional to the square of the velocity and inversely proportional to the radius of the circle. This equation is a result of Newton's second law, which states that the sum of the forces acting on an object is equal to the mass of the object multiplied by its acceleration. The centripetal acceleration is the acceleration of an object towards the center of the circle and is perpendicular to the direction of motion. In order to calculate the centripetal acceleration of an object, the velocity and radius of the circle must be known. The equation a_c = v^2/r can then be used to calculate the centripetal acceleration of the object.

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Answer:

Deon sent 20 messages

Trey sent 60 messages

Heather sent 29 messages

Step-by-step explanation:

Explanation above

The point that partitions the line in the ratio of 1:3 is (1.333, 3.333).

Given two points P1(x1,y1) and P2(x2,y2), the point that partitions the directed line between these two points in a given ratio r can be calculated using the following formula:

P(x,y) = (x1 + r(x2-x1), y1 + r(y2-y1))

For example, if we have P1(1,2) and P2(4,6) and we want to partition the line in a ratio of 1:3, the point P(x,y) can be calculated as follows:

P(x,y) = (1 + 1/3(4-1), 2 + 1/3(6-2)) = (1.333,3.333)

Therefore, the point that partitions the line in the ratio of 1:3 is (1.333, 3.333).

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The degree of a polynomial is the highest exponent of its terms. Since f(x) and g(x) are both polynomials of degree 4 and 5 respectively, the degrees of f(x) and g(x) are 4 and 5 respectively.

The degree of f(x^3) g(X^2) is 14.

The degree of a polynomial is the highest exponent of its terms. Since f(x) and g(x) are both polynomials of degree 4 and 5 respectively, the degrees of f(x) and g(x) are 4 and 5 respectively. When we substitute x^3 for x in f(x) and x^2 for x in g(x), the highest exponent of the terms of f(x^3)g(x^2) is 3*4 + 2*5 = 14. Therefore, the degree of f(x^3) g(x^2) is 14.

The degree of f(x^3) g(x^2) is 14, which is calculated by multiplying the degree of f(x) and g(x) with the exponent of their respective terms. The degree of a polynomial is the highest exponent of its terms. Since f(x) and g(x) are both polynomials of degree 4 and 5 respectively, the degrees of f(x) and g(x) are 4 and 5 respectively.

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