Type the missing number in this sequence:
3, -18, 108, -648, 3,888,

This is Right answer....

I hope you understand....

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Thanks....

Answer:

3,174

Step-by-step explanation:

Answer: 3,174

Step-by-step explanation:

115^2-69^2= sqrt8464=92

100+92=whole leg=192

192*69=13248= whole area

69*92=6348

6348/2

=3174

The length of the radius is 5 cm.

The formula for the area of a circle is A = πr^2, where A is the area and r is the radius.

Substituting A = 78.93cm^2, we get:

78.93 = πr²

Solving for r, we get:

r² = 78.93/π

r = √(25)

r = 5 cm (rounded to 2 decimal places)

Therefore, the length of the radius is 5 cm.

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You must use the t-distribution table when working problems when the population standard deviation (σ) is not known and the sample size is small (n<30). General Correct Rule: If σ is not known, then using t-distribution is correct. If σ is known, then using the normal distribution is correct.

Normal distribution, also known as the Gaussian distribution, is a probability distribution that is symmetric about the mean, showing that data near the mean are more frequent in occurrence than data far from the mean.

In graphical form, the normal distribution appears as a "bell curve".

The normal distribution is the proper term for a probability bell curve.

In a normal distribution the mean is zero and the standard deviation is1. It has zero skew and a kurtosis of 3.

Normal distributions are symmetrical, but not all symmetrical distributions are normal.

The t-distribution describes the standardized distances of sample means to the population mean when the population standard deviation is not known, and the observations come from a normally distributed population.

Therefore,

You must use the t-distribution table when working problems when the population standard deviation (σ) is not known and the sample size is small (n<30). General Correct Rule: If σ is not known, then using t-distribution is correct. If σ is known, then using the normal distribution is correct.

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The statement for all possible combinations of truth values for its variables. This can help identify patterns and simplify the expression.

To simplify a complicated expression in formal logic, you can use various techniques such as logical equivalences, truth tables, and laws of logic. The goal is to reduce the expression to its simplest form, making it easier to analyze and understand.

Here are some steps you can follow to simplify the statement "s":

1. Identify the logical operators: Look for logical operators like AND (∧), OR (∨), and NOT (¬) in the expression. These operators help connect different parts of the statement.

2. Apply logical equivalences: Use logical equivalences to transform the expression into an equivalent, but simpler form. For example, you can use De Morgan's laws to convert negations of conjunctions or disjunctions.

3. Simplify using truth tables: Construct a truth table for the expression to determine the truth values of the statement for all possible combinations of truth values for its variables. This can help identify patterns and simplify the expression.

4. Use laws of logic: Apply laws of logic such as the distributive law, commutative law, or associative law to simplify the expression further. These laws allow you to rearrange the terms or combine similar terms.

5. Keep simplifying: Repeat the steps above until you cannot simplify the expression any further. This ensures that you have reached the simplest form of the expression.

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Answer:100-K

Step-by-step explanation:

"100 decreased by a number K" can be written algebraically as:

100 - K

This expression represents the result of subtracting the value of K from 100.

Answer:

your answer is 0.4

Step-by-step explanation:

you can look for persentage calculators in

Answer:

Let the percentage be x%

\(x\% \: of \: 9000 = 36 \\ \frac{x}{100} \times 9000 = 36 \\ 90x = 36 \\ x = \frac{36}{90} \\ \boxed{x =0. 4}\)

Answer: $7.65 for a dozen/12

Step-by-step explanation: 2.55 x 3

Answer:

The meal cost $14.51 per person.

Step by step explanation:

Meal cost: 46.72

Sales tax: 8%

Then.

then we take out 8% of the value

Tip : 15% (meal and sales tax)

There are 4 people.

Answer:

x=-2, y=5. (-2, 5).

Step-by-step explanation:

2x+9y=41

-4x+y=13

---------------

2(2x+9y)=2(41)

-4x+y=13

-----------------------

4x+18y=82

-4x+y=13

------------------

19y=95

y=95/19

y=5

2x+9(5)=41

2x+45=41

2x=41-45

2x=-4

x=-4/2=-2

Answer:

m= -7

Step-by-step explanation:

Answer:

POKEMON YEAH!

Okay, so you first want to take 2485, and subtract it from 4500, because that is the amount of money he has already collected.

4500 - 2485 = 2015

Now you need to find out how many time you can multiply 155, to get 2015, or higher. In this case, I am just gonna divide:

2015/155 = 13

It will take him 13 more weeks to have enough for the Pokemon cards!

Step-by-step explanation:

Hope it helps! =D

To determine if there has been a change in the distribution of motivations for using a credit card among college students, a survey of 425 students was conducted.

The alternate hypothesis states that the distribution of motivations differs from the old survey. The critical value and rejection region need to be determined to test this hypothesis.

To test if there has been a change in the distribution of motivations, the null hypothesis assumes that the distribution remains the same as in the old survey, while the alternate hypothesis suggests a difference. In this case, the alternate hypothesis is that the distribution of motivations differs from the old survey.

To determine the critical value and rejection region, the significance level (α) needs to be specified. In this case, α is given as -0.005. However, it seems there may be some confusion in the provided information, as a negative significance level is not possible. The significance level should typically be a positive value between 0 and 1.

Without a valid significance level, it is not possible to determine the critical value and rejection region for hypothesis testing. The critical value is typically obtained from a statistical table or calculated based on the significance level and the degrees of freedom.

In conclusion, without a valid significance level, it is not possible to determine the critical value and rejection region to test the hypothesis regarding the change in the distribution of motivations for credit card usage among college students.

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Answer:

27.6%

Step-by-step explanation:

See the attached worksheet. Find the total number of marbles (29) and then take the green marbles and divide by the total and multiply by 100%.  (8/29)*(100%) = 27.6% to the nearest tenth.

Answer:

Step-by-step explanation:

We first need to find h. Since h is the x coordinate of Q, and Q is on the line 3x + 4y = 6, we will plug in the x value of h and the y value of 3 and solve for h:

3h + 4(3) = 6 and

3h + 12 = 6 and

3h = -6 so

h = -2

The coordinates for Q are (-2, 3). Now we can use that to find the slope of the line QR:

\(m=\frac{8-3}{3-(-2)}=\frac{5}{5}=1\)

So the slope of QR is 1. Now we will choose one of the coordinates on line QR as our x and y coordinates to write the equation for the line in point slope form then in standard form:

y - 8 = 1(x - 3) and

y - 8 = x - 3 and

y - x = 5 or

-x + y = 5. If your teacher does not want you to lead with a negative:

x - y = -5 would be your equation in standard form.

The triangle has two possible solutions: one with B = 70.28 degrees and another with B = 180 - 70.28 = 109.72 degrees.

Explanation:

The ambiguous case occurs when the Law of Sines does not give enough information to determine the triangle. There are three cases where this occurs: a = b·sin(A)/sin(B) is greater than b, and so no triangle is possible a = b·sin(A)/sin(B) is equal to b, and so only one triangle is possible a = b·sin(A)/sin(B) is less than b, and so two triangles are possible

When using the Law of Cosines to solve triangles, the ambiguous case occurs when a triangle can have more than one solution or no solution. Therefore, when we are solving triangles using the Law of Cosines, we should check for the ambiguous case by finding the value of the expression "b² − 4ac". If this expression is negative, then there is no solution. If it is equal to zero, then there is only one solution. If it is positive, then there are two solutions.The following triangles are examples of the ambiguous case, solve them using the Law of Cosines. Each of these can have either one, two, or no solutions.a) a = 2, b = 6, and A = 30 degrees. Let us first check if this triangle is possible by using the Law of Sines: (sin A) / a = (sin B / b) * (sin 30 / 2) = (sin B / 6)

This is not possible as sin B > 1, which is not allowed. Therefore, there is no triangle that satisfies these conditions. b) a = 54 cm, b = 62 cm, and A = 40 degrees. To find the length of the unknown side, we can use the Law of Cosines: c^2 = a^2 + b^2 - 2ab cos C. Where, c is the length of the unknown side and C is the angle opposite to the unknown side.

Substitute the values given, we get:

c² = 54² + 62² - 2(54)(62)cos 40

Evaluate: c² = 2903.89

Taking the square root of both sides, we get: c=\pm 53.86. So there are two possible triangles: one where c = 53.86 cm and one where c = -53.86 cm. However, a negative length is not possible, so there is only one triangle with c = 53.86 cm. c) C = 35.4 degrees, a = 205 ft, and c = 314 ft.

Let us first check if this triangle is possible by using the Law of Sines:sin A/a = sin C/c

sin A/205 = sin 35.4/314

Multiply both sides by 205:

sin A = 205 * (sin 35.4/314)

A = sin^-1(205 * (sin 35.4/314)) = 16.67 degrees

Now, using the Law of Cosines, we can find the remaining angle:

cos B = (a^2 + c^2 - b^2) / 2ac

cos B = (205^2 + 314^2 - 2(205)(314)cos 35.4) / 2(205)(314)

cos B = 0.3300

B = cos^-1(0.3300) = 70.28 degrees

Therefore, the triangle has two possible solutions: one with B = 70.28 degrees and another with B = 180 - 70.28 = 109.72 degrees.

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Step-by-step explanation:

-6x (x - 3y) + 8x²- 5xy + 9

= -6x² + 18xy + 8x²- 5xy + 9

= 2x² + 13xy + 9

( We can't really do anything after this. I might be wrong though. )

It will take 14.87 years for $100 to reach $500 when it grows at 10 percent per year.

To find out how long it will take, we can use the formula for compound interest:

A = P(1 + r)^t

Where A is the final amount, P is the principal amount, r is the interest rate, and t is the number of years.

In this case, we want to find out how long it will take for $100 to reach $500 when it grows at 10 percent per year. So we can plug in the values and solve for t:

500 = 100(1 + 0.10)^t

5 = (1.10)^t

Taking the natural logarithm of both sides:

ln(5) = t ln(1.10)

t = ln(5) / ln(1.10)

t = 14.87 years

So it will take 14.87 years for $100 to reach $500 when it grows at 10 percent per year.

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Answer: (x + 9)^2 = x^2 + 18x + 18

Step-by-step explanation:

A neat trick that can help you get this answer is the box method, Draw a box with 4 smaller boxes in it. Then on the right of the box, but the first box(outside on the right) x, bottom from there, but 9. At the top of the box(first square) put x again and beside it, another 9, we do this because when a variable is with a constant inside parentheses, they can't combine, so you do what's outside the parentheses, in this case its the exponent of 2. Then we do the math, x + x is x squared, x * 9 is 9x(when you multiply a variable and constant,  you can combine those), 9 + 9 is 18, then you should get x^2 + 9x + 9x + 18, next you combine "Like Terms"(same values). They only Like Terms here would be 9x and 9x, when combining Like Terms, you must only add, don't multiply, 9x + 9x would be 18x. Then you got quadratic to standard.

(x + 9)^2   ---)   x^2 + 18x + 18.

From the figure, we have three angles on the straight line.

x , x , and 90

Sum of angles on a straight line = 180

x + x + 90 = 180

2x + 9 = 180

2x = 180 - 90

2x = 90

x = 90/2

x = 45

The measure of the angle at which the ray hit the water = 45

The measure of the angle at which the ray reflected from the water = 45

Answer:  \(\boldsymbol{4\sqrt{11}}\\\\\)

Work Shown:

\(\sqrt{176}\\\\\sqrt{4*44}\\\\\sqrt{4}*\sqrt{44}\\\\2*\sqrt{4*11}\\\\2*\sqrt{4}*\sqrt{11}\\\\2*2*\sqrt{11}\\\\\boldsymbol{4\sqrt{11}}\\\\\)

The idea is to factor the number such that we pull out perfect square factors. We use the rule that \(\sqrt{x*y} = \sqrt{x}*\sqrt{y}\) to help break up the root. We also use the idea that \(\sqrt{x^2} = x\) when x is nonnegative.

Answer:

Two triangles are said to be congruent if they are exactly identical. We know that a triangle has three angles and three sides. So, two triangles have six angles and six sides. If we can prove the any corresponding three of them of both triangles equal under certain rules, the triangles are congruent to each other. These rules are called axioms.

The method you will use depends on the information you are given about the triangles.

--> SSS(Side-Side-Side): If you know that all three sides of a triangle are congruent to the corresponding sides of another triangle, then the two triangles are congruent.

--> SAS(Side-Angle-Side): If you know that two sides and the angle between those sides are equal to the another corresponding two sides and the angle between the two sides of another triangle, then you say that the triangles are congruent by SAS axiom.

--> ASA(Angle-Side-Angle): If you know that the two angles and the side between them are equal to the two corresponding angles and the side between those angles of another triangle are equal, you may say that the triangles are congruent by ASA axiom.
--> AAS(Angle-Angle-Side): This method is similar to the ASA axiom, but they are not same. In AAS axiom also you need to have two corresponding angles and a side of a triangle equal, but they should be in angle-angle-side order.

--> RHS(Right-Hypotenuse-Side) or HL(Hypotenuse-Leg): If hypotenuses and any two sides of two right triangles are equal, the triangles are said to be congruent by RHS axiom. You can only test this rule for the right triangles.

Answer:

So, there are four ways to figure out if two triangles are the same shape and size. One way is called SSS, which means all three sides of one triangle match up with the corresponding sides on the other triangle. Another way is called AAS, where two angles and one side of one triangle match two angles and one side of the other triangle. Then there's SAS, where two sides and the angle between them match up with the same parts on the other triangle. Finally, there's ASA, where two angles and a side in between them match up with the same parts on the other triangle.

The area of the regular pentagon is 252.7m²

The formula that is used for calculating the area of a regular pentagon is expressed with the equation;

A = 5/2 x s x a

where the parameters are;

Apothem is the line from the center of the pentagon to a side, intersecting the side at 90 degrees right angle.

apothem,a = s/2 tan (180/n)

Substitute the values

Apothem, a = 7.6/2 tan 16

a = 7.6/0.57 = 13.3m

Substitute the values, we get;

Area = 5/2 × 7.6 × 13.3

Multiply the values, we have;

Area = 505. 4/2

Divide the values, we get;

Area = 252.7 m²

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The critical value of $$\chi^2$$ for H1: σ > 26.1 with n = 9 and α = 0.01 is 18.475

To find the critical value or values of $$\chi^2$$, we need to use the chi-square distribution table or a calculator.

First, we need to determine the degrees of freedom (df) which is df = n - 1 = 9 - 1 = 8.

Next, we need to find the right-tailed critical value at a significance level of 0.01 and df = 8. From the chi-square distribution table or a calculator, we find that the critical value is 18.475.

Therefore, the critical value of $$\chi^2$$ for H1: σ > 26.1 with n = 9 and α = 0.01 is 18.475. If the calculated chi-square value is greater than this critical value, we can reject the null hypothesis in favor of the alternative hypothesis that the population standard deviation is greater than 26.1.

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Answer:

1/45

Step-by-step explanation:

There is 10 total coins and only 2 are quarters so that's 2/10 but one is taken out so now its 1/9 because we think its a quarter. Multiply 2/10 x 1/9 and you get 2/90 simplify it and you get 1/45  

Answer:

\(f(x) = -3x+4\)

Step-by-step explanation:

We can use the form \(y=mx+b\) to find the linear function.

From \(f(2)=-2\) , we can write:

\(-2=2m+b\)

From \(f(1)=1\) , we can write:

\(1=m+b\)

To find for \(m\), we can substract the second equation from the first:

\(2m+b-(m+b) = -2-1\)

\(2m+b-m-b=-3\)

\(m=-3\)

To find for \(b\), we can use substitution:

\(1 = m+b\)

\(1 = -3+b\)

\(b=4\)

∴ \(f(x) = -3x+4\) is the linear function.

Hope this helps :)

Answer:

Point slope form

\(y=mx+b\)

Answer:

x = 21.2

Step-by-step explanation:

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1)The expression 4x^2-16x+12/x^2-9 is undefined when the denominator, x^2-9, equals zero because division by zero is undefined.

x^2-9 equals zero when x equals 3 or x equals -3. Therefore, the expression is undefined at x = 3 and x = -3. In all other cases, the expression is defined.

2) The given expression is:

(5-2x)/(x+2) + x^2/(x^2-4) - 5

To simplify this expression, we need to first find the LCD (least common denominator) of the two fractions. The denominator of the first fraction is x+2, and the denominator of the second fraction is x^2-4, which can be factored as (x+2)(x-2). So the LCD is (x+2)(x-2). Now we can rewrite the expression with this common denominator:

[(5-2x)(x-2) + x^2(x+2) - 5(x+2)(x-2)] / [(x+2)(x-2)]

Expanding the brackets and simplifying, we get:

(-x^3 - 3x^2 - 3x + 5) / [(x+2)(x-2)]

This expression is undefined when the denominator, (x+2)(x-2), equals zero because division by zero is undefined.

(x+2)(x-2) equals zero when x equals -2 or x equals 2. Therefore, the expression is undefined at x = -2 and x = 2. In all other cases, the expression is defined.

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The sequence\(f_n(x) = e^{-nx}\) does not converge uniformly to the limit function\(f(x) = 0\) on the interval \(I = [0, \infty)\).

To examine the uniform convergence of the sequence\(f_n(x) = e^{-nx}\) on the interval\(I = [0, \infty)\), we need to check if the sequence converges uniformly to a limit function on that interval.

For uniform convergence, we need the following condition to hold:

Given any\(\(\epsilon > 0\\)), there exists an \(\(N \in \mathbb{N}\\)) such that for all \(n > N\) and for all \(x \in I\), we have\(\(\left| f_n(x) - f(x) \right| < \epsilon\)\), where \(\(f(x)\)\) is the limit function.

Let's find the limit function\(\(f(x)\\)) of the sequence \(f_n(x) = e^{-nx}\) as \(n\) approaches infinity. Taking the limit as \(\(n\)\)goes to infinity

\(\[f(x) = \lim_{n \to \infty} e^{-nx}\]\)

We can rewrite this limit using the exponential function property:

\(\[f(x) = \exp\left(\lim_{n \to \infty} -nx\right)\]\)

Since the limit inside the exponential is\(\(-\infty\)\) as \(\(n\)\) goes to infinity, we have:

\[f(x) = \exp(-\infty) = 0\]

Therefore, the limit function \(f(x)\) is the constant function\(\(f(x) = 0\\)) on the interval \(I = [0, \infty)\).

To check for uniform convergence, we need to evaluate the difference \(\left| f_n(x) - f(x) \right|\) and see if it is less than any given \(\epsilon > 0\) for all \(n > N\) and for all \(x \in I\).

\(\[\left| e^{-nx} - 0 \right| = e^{-nx}\]\)

To make this expression less than\(\(\epsilon\),\) we need to find an \(N\) such that \(e^{-nx} \(< \epsilon\)\) for all\(n > N\) and for all\(\(x \in I\).\)

However, as \(\(x\)\) approaches infinity, \(e^{-nx}\) approaches 0. But for any finite \\((x\)\) in the interval \([0, \infty)\), \(e^{-nx}\)  will always be positive and never exactly equal to 0. This means we cannot find an\(\(N\)\)that satisfies the condition for uniform convergence.

Therefore, the sequence\(f_n(x) = e^{-nx}\) does not converge uniformly to the limit function \(f(x) = 0\) on the interval \(I = [0, \infty)\).

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