What is the value of x? enter your answer, as a decimal, in the box. Do not round your answer.

Answer: 8^5

Step-by-step explanation: 8^6 is 8*8*8*8*8*8, so when you divide by 8 it cancels one of the 8s. Therefore you are left with 8*8*8*8*8 or 8^5.

An equation of a line that has a slope of -5/7 and passes through the point (-35, 10) is y = -5x/7 - 15.

In Mathematics, the point-slope form of a straight line can be calculated by using this mathematical expression:

y - y₁ = m(x - x₁)

Where:

At data point (-35, 10), a linear equation in standard form for this line can be calculated by using the point-slope form as follows:

y - y₁ = m(x - x₁)

y - 10 = -5/7(x - (-35))

y - 10 = -5/7(x + 35)

y - 10 = -5x/7 - 25

y = -5x/7 - 15

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STEP 1: a1 = 6.

STEP 2:  r = 0.75

STEP 3: The common ratio is less than one.

STEP 4: The sum of the  Sum of the Infinite Geometric series is Sn = 24

Since we have the expression for the sum of the infinite geometric series

[tex]\[ \sum_{n=0}^{\infty} 6(0.75)^{n} \][/tex]

STEP 1:

The first term of the infinite geometric series is 6. Thus, a1 = 6.

STEP 2:

The common ratio of the infinite geometric series is 0.75. Thus, r = 0.75

STEP 3:

The common ratio is less than one.

Because Sn = a/(1 - r)  is the formula we use when the common ratio is less than 1.

STEP 4:

Sn = a/(1 - r)

Sn = 6/(1 - 0.75) = 24

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Answer:

Answer is in the attached photo

Step-by-step explanation:

The solution is in the attached photo, do take note to find the value of y, we will have to make y the subject.

Answer:

Nintendo's revenue was $21 billion

Step-by-step explanation:

Step-by-step explanation:

A set is a collection of distinct elements, and a subset is a collection of elements taken from a larger set. In this case, the set is {10, 15, 14, 20, 11}.

To calculate the number of subsets, we can use the formula for the number of subsets of a set with n elements, which is 2^n. So, the number of subsets of the set {10, 15, 14, 20, 11} is 2^5 = 32.

To calculate the number of proper subsets, we need to exclude the empty set (Ø) and the set itself from the total number of subsets. So, the number of proper subsets is 32 - 2 = 30.

Therefore, there are 32 subsets and 30 proper subsets of the set {10, 15, 14, 20, 11}.

The value of the quadratic like equation is given as y = 1 and y = 81.

The substitution method is typically used in mathematics to solve an equation system. In this approach, you solve the equation for one variable first, then you enter its value into the other equation.

Simultaneous equations may usually be solved easily using the substitution method. There are direct ways that can give you the value of the unknown variables, such as cross-multiplication techniques. However, this method can be favoured over the cross-multiplication method and the elimination method for straightforward equations without a lot of complicated calculations.

The equation is:

[tex]y^{\frac{1}{2} } - 4y^{\frac{1}{4} } + 3 = 0[/tex]

Using the exponent property we can write the equation as follows:

[tex](y^{\frac{1}{2} })^{\frac{4}{4} } - 4y^{\frac{1}{4} } + 3 = 0\\\\(y^{\frac{1}{4} })^{\frac{4}{2} } - 4y^{\frac{1}{4} } + 3 = 0\\\\(y^{\frac{1}{4} })^{2} - 4y^{\frac{1}{4} } + 3 = 0[/tex]

Now suppose the value of [tex]y^{\frac{1}{4} } = x[/tex].

x² - 4x + 3 = 0

x² - 3x - x + 3 = 0

x(x - 3) -1 (x - 3) = 0

(x - 1)(x - 3) = 0

x = 1

x = 3

Now, back substituting the value of [tex]y^{\frac{1}{4} } = x[/tex].

[tex]y^{\frac{1}{4} } = 1\\\\y^{\frac{1}{4} } = 3\\[/tex]

Raise to four on both sides of the equation we have:

y = 1

y = (3)⁴

y = 81

Hence, the value of the quadratic like equation is given as y = 1 and y = 81.

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Answer:

1. 18 + 35

2. 6 * 50

3. b - 25

4. x / 4

5. t + 11

6. 100 - k

Step-by-step explanation:

On solving the provided question, we can say that first angle is 37.9° . second angle will be 52.1°.

An angle is a fοrm in Euclidean geometry made composed of two rays, called the angle's sides, that meet at a pοint in the middle known as the angle's vertex. In the plane where the rays are placed, twο rays can produce an angle.

An angle is alsο produced when two planes intersect. They're knοwn as dihedral angles. In plane geοmetry, an angle is the form that two rays or lines with a commοn termination might take. The Latin word "angulus," which means "hοrn," is where the English word "angle" comes from. The two rays, also knοwn as the sides of the angle, have a common termination knοwn as the vertex.

x = first angle

Complementary angle is 14.2 degrees more than the cοmplementary angle.

First angle  = x

Second angle = x + 14.2°

Complementary angle

x+x+14.2=90

2x+14.290

2x 90 14.2

2x = 75.8 x = 37.9

First angle is 37.9°.

Second angle will be:

x+14.2°

⇒37.9°+ 14.2°

⇒52.1°

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A) The data is a random sample from the population of interest. - Yes, it is mentioned that the administrator takes an SRS (Simple Random Sample) of 100 teachers from the statewide database containing every teacher.

Simple Random Sample (SRS) is a statistical technique for selecting a sample from a population, where each individual or item in the population has an equal chance of being selected for the sample. In other words, a simple random sample is a representative subset of a population where every individual or item in the population has an equal chance of being selected for the sample.

To take a simple random sample, each individual in the population is assigned a unique number, and then random numbers are generated to select the required number of individuals for the sample. This method ensures that the sample is not biased towards any particular subset of the population, and that the sample is representative of the whole population.

A) The data is a random sample from the population of interest. - Yes, it is mentioned that the administrator takes an SRS (Simple Random Sample) of 100 teachers from the statewide database containing every teacher.

B) np^≥10n p^​ ≥10n, p, with, hat, on top, is greater than or equal to, 10 and n(1−p^)≥10n(1− p^​ )≥10n, left parenthesis, 1, minus, p, with, hat, on top, right parenthesis, is greater than or equal to, 10 - Since the problem does not provide the value of p, we cannot determine if the condition np^≥10n and n(1−p^)≥10n are satisfied.

C) Individual observations can be considered independent. - The problem does not provide information about whether the individual observations can be considered independent. However, we can assume that since it is a random sample, the observations are independent.

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The value of x in the given equation using laws of exponents is; x = 512

The different laws of exponents include;

1) Product of powers rule.

2) Quotient of powers rule.

3) Power of a power rule.

4) Power of a product rule.

5) Power of a quotient rule.

6) Zero power rule.

7) Negative exponent rule.

We have the equation as;

x^(2/3) = 64

We can write 64 as (∛512)²

This can be further expressed as;

512^(2/3)

Thus, we have;

x^(2/3) = 512^(2/3)

Thus, by identity rule;

x = 512

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Answer:

Step-by-step explanation:

(a) Using de Moivre's Theorem, we have that:

z^n = cos(nθ) + i sin(nθ)

1/z^n = cos(-nθ) + i sin(-nθ)

So, we can find z^n + 1/z^n as:

z^n + 1/z^n = (cos(nθ) + i sin(nθ)) + (cos(-nθ) + i sin(-nθ)) = 2 cos(nθ)

And z^n - 1/z^n as:

z^n - 1/z^n = (cos(nθ) + i sin(nθ)) - (cos(-nθ) + i sin(-nθ)) = 2i sin(nθ)

(b) To express the equation 2z^4 - 5z^3 + 7z^2 - 5z + 2 = 0 in terms of cos(θ), we can substitute z with cos(θ) + i sin(θ):

2(cos(4θ) + i sin(4θ)) - 5(cos(3θ) + i sin(3θ)) + 7(cos(2θ) + i sin(2θ)) - 5(cos(θ) + i sin(θ)) + 2 = 0

Expanding the right hand side using the trigonometric identities, we get:

2 cos(4θ) - 5 cos(3θ) + 7 cos(2θ) - 5 cos(θ) + 2 = 0

Note that the real and imaginary parts are separate, so we can simplify this equation to a real equation by equating the real and imaginary parts to 0.

(c) To solve the equation 2 cos(4θ) - 5 cos(3θ) + 7 cos(2θ) - 5 cos(θ) + 2 = 0, we can use numerical methods or analytical methods such as the roots of unity.

Once the roots are found, they can be represented on an Argand diagram by plotting the real and imaginary parts of each root as a point in the complex plane. The magnitude of each point represents the magnitude of the complex number, and the argument (angle) represents the argument of the complex number.

Answer:

Step-by-step explanation:

we have two rectangles side by side, the larger one measures 8m by 6m, the smaller one 5m by 4m, the 4 meters is the difference between the base  (10m) and the 6m side, so we find the areas and add them using the formula A = L x W, the result is not in the choices but it is right.

6 * 8 + 4 * 5 =                     remember PEMDAS

48 + 20 =

68 m²

The average rate of change of the function f(x) over the interval (-1, 2) is; 3.

As evident in the task content; the given function is as represented by the graph of f(x).

Hence, the average rate of change of the function over the given interval; (-1, 2) is;

= ( f (2) - f (-1) ) / (2 - (-1))

where; f (2) = 5 and f (-1) = -4.

Therefore, the average rate of change is;

= (5 - (-4)) / (2 - (-1))

= 9 / 3.

= 3.

Ultimately, the difference quotient of f (x) over the given interval is; 3.

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Answer: A tangent to the x-axis means that the y-coordinate of the point of tangency is 0. So, we can find the possible values of d by setting y = 0 and solving for x:

0 = x^3/3 + 7x^2/2 + 10x + d

This is a cubic equation, so it can be solved using various methods such as factoring, completing the square, or using a numerical method such as the Newton-Raphson method. If the equation can be factored or the method used is numerical, there might be multiple possible values of d. If the method used is completing the square, there would be only one possible value of d.

However, without a specific method, it's not possible to find the exact value(s) of d. The possible values of d will depend on the specific solution method used to solve the equation.

Step-by-step explanation:

[tex]{ \qquad\qquad\huge\underline{{\sf Answer}}} [/tex]

The pair of opposite angles formed by two intersecting straight lines are known as Vertical Angles.

In the given figure, there are two pairs of vertical angles~

That are :

[tex]\qquad \sf  \dashrightarrow \: \angle1 \: \: and \: \: \angle3[/tex]

and

[tex]\qquad \sf  \dashrightarrow \: \angle2 \: \: and \: \: \angle4[/tex]

Also, vertical opposite angles are equal in measure.

The numbers on a number line is

    |-------|-------|-------|-------|

    0      1       2       3       4

                  *       *

               1 1/2   2 2/5

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

Plot 1 1/2 and 2 2/5

To plot 1 1/2 and 2 2/5 on a number line, we can follow these steps:

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Answer:

degree 2 and 10

Step-by-step explanation:

the degree of a polynomial is the value of the largest exponent of the variable.

r(x) = 10x² + 4x - 7

has largest exponent 2

this is a polynomial of degree 2

the leading coefficient is the coefficient of 10x²

that is leading coefficient is 10

Answer:

Step-by-step explanation:

To determine whether an ordered pair is a solution to a system of equations or inequalities, we need to substitute the values for x and y into each equation or inequality and see if the resulting expression is true. If it is true for all of the equations or inequalities, then the ordered pair is a solution to the system.

Here's the step-by-step process for each ordered pair:

(1,3):

Substitute x = 1 and y = 3 into y < 4x - 1: 3 < 4(1) - 1 = 3 < 3, which is true.

Substitute x = 1 and y = 3 into y > x: 3 > 1, which is true.

Since both inequalities are true, the ordered pair (1,3) is a solution to the system y < 4x - 1 and y > x.

(0,0):

Substitute x = 0 and y = 0 into y < 4x - 1: 0 < 4(0) - 1 = -1, which is false.

Substitute x = 0 and y = 0 into y > x: 0 > 0, which is false.

Since at least one inequality is false, the ordered pair (0,0) is not a solution to the system y < 4x - 1 and y > x.

Weighed averages show that the student has a grade point average of 2.33.

The grade point average (GPA) is calculated by multiplying the unit value for each course in which a student receives one of the aforementioned grades by the grade point total for that grade. Divide the total of these products by the total number of units. By dividing the total grade points by the total number of units, the cumulative GPA is determined.

A. The student's weighted mean grade point score is (3 classes) × (3 credits per class) × (3 points for a B) ÷ (9 total credits) = 3.00.

B. The student's weighted mean grade point score is (1 class) × (3 credits) × (1 point for a D) ÷ (3 total credits) = 1.00.

C. The student's weighted mean grade point score is (1 class) × (4 credits) × (2 points for a C) ÷ (4 total credits) = 2.00.

D. The student's weighted mean grade point score is (1 class) × (2 credits) × (2 points for a C) ÷ (2 total credits) = 2.00.

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Just ten more days and I'll be in London!

Answer:

Just ten more days and I'll be in London!

The simplified form of the expression [tex]( 2^{-\frac{1}{2}} * 7^{\frac{1}{3} )^6[/tex] is  [tex]6\frac{1}{8}[/tex].

Given the expression in the question:

[tex]( 2^{-\frac{1}{2}} * 7^{\frac{1}{3} )^6[/tex]

To simplify the given expression [tex]( 2^{-\frac{1}{2}} * 7^{\frac{1}{3} )^6[/tex], first, rewrite the expression using the negative exponent rule:

[tex]( \frac{1}{2^{\frac{1}{2} }} * 7^{\frac{1}{3} )^6[/tex]

Next, combine the fractions:

[tex]( \frac{7^{\frac{1}{3} }}{2^{\frac{1}{2} }} )^6[/tex]

Simplify the numnerator:

[tex]\frac{49}{(2^{\frac{1}{2} })^6}[/tex]

Simplify the denpminator:

[tex]\frac{49}{8}\\ \\6\frac{1}{8}[/tex]

Therefore, the simplified form is [tex]6\frac{1}{8}[/tex]

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y=mx+b

m=slope

b= y-intercept

x=6

y=-5

-5= -1/3(6)+b

-5= 2+b

-2       -2

      -7    =  b

y= -1/3x-7

Answer:

y=-1/3x-3

Step-by-step explanation:

Answer:

x = 9.75

Step-by-step explanation:

1 / 4 * ( 8x + 2) = 20

( 8x + 2) = 20 / (1/4)

8x + 2 = 20 * 4

8x + 2 = 80

8x = 78

x = 9.75

Answer:

x=39/4  (39 over 4 as a fraction)

The numbers could be:

6.45, 6.46, 6.47, 6.48, 6.49, 6.50, 6.51, 6.52, 6.53, and 6.54.

The place value of a number is given as:

Example:

1234.567

1 = thousand place value

2 = hundred place value

3 = tens place value

4 = ones place value

5 = tenths place value

6 = hundredths place value

7 = thousandths place value

We have,

Shawn rounded a number to the nearest tenth and got 6.5.

When he rounded it to the nearest whole number, he got 6.

Now,

The number = 6.45

Rounded to the nearest tenth = 6.5

Rounded to the nearest whole number = 6

The numbers can be 6.45, 6.46, 6.47, 6.48, 6.49, 6.50, 6.51, 6.52, 6.53, and 6.54.

Thus,

The possible numbers are:

6.45, 6.46, 6.47, 6.48, 6.49, 6.50, 6.51, 6.52, 6.53, and 6.54.

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The population at 0 hours is 1,000, at 4 hours is 1,000,024, and at 8 hours is  1,000,016.

To calculate how the number of bacteria changes over time, let's use the function provided and replace the variable t = time.

0 hours:

Population = 10^6 + (10^4)0 -(10^3)0^2

Population = 10^6 - 10^3

Population = 10^3 or 1,000

4 hours:

Population = 10^6 + (10^4)4 -(10^3)4^2

Population= 10^6 + 40,000 - 16,000

Population= 1,000,024

8 hours:

Population = 10^6 + (10^4)8 -(10^3)8^2

Population= 10^6 + 80,000 - 64,000

Population= 1,000,016

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Answer:

$660

Step-by-step explanation:

If she gets $12/ an hour and works for 40 hours, 12*40=480. For every hour over 40, she gets $18/an hour, so if she works for 50 hours, you do 18*10 since she only worked 10 hours over 40. 18*10=180. To get the total amount, you do 480+180, which is 660.

Hope this helps! Please give brainliest!

Answer:

Therefore, Kayla will make $660 for working 50 hours.

Step-by-step explanation:

Let H be the number of hours worked in a week. The total pay can be represented as a piecewise function as follows:

f(H) =

12 * min(H, 40) +

18 * max(0, H - 40) if H >= 0

So, for H = 50 hours worked, we have:

f(50) = 12 * min(50, 40) + 18 * max(0, 50 - 40)

= 12 * 40 + 18 * (50 - 40)

= 480 + 180

= $660

Therefore, Kayla will make $660 for working 50 hours.