Simplify. Your answer should contain only positive exponents.

3m³
————-
n -²• 2m -² n³

Answer:

8

Step-by-step explanation:

24 divided by 3 is 8

8 in each 1/3 so 8 vanilla

Answer: answer is 3

Step-by-step explanation:

(a) The growth rate in the percentage of Microsoft Word users is not explicitly provided in the given equation. To find the growth rate, we need the derivative of the function P(t) with respect to time (t).

(b) Graphing the function P(t) requires a graphing utility. The graph will show the percentage of Microsoft Word users over time.

(c) To find the percentage of Microsoft Word users in 1990, substitute t = 1990 into the equation P(t) = 99.774/(1 + 3.014e).

(d) To determine the year when the percentage of Microsoft Word users reached 90%, we need to solve the equation P(t) = 90 for t.

(e) The numerator in the model, 99.774, represents the initial percentage of companies reporting usage of Microsoft Word in 1984. It implies that almost 100% of the surveyed companies were already using Microsoft Word at that time. The model assumes a high initial adoption rate for the software.

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The smallest number of properties that Terry could have had is 7 properties.

Let's assume that Terry had x properties. Then, we know that Emily had x + 6 properties. Together, they owned at least 20 properties,

so:x + (x + 6) ≥ 20

2x + 6 ≥ 20

2x ≥ 14

x ≥ 7

Hence, Terry must have had at least 7 properties.

To understand why, we can think of it this way: if Terry had fewer than 7 properties, then Emily would have had even fewer than Terry (since she has 6 fewer properties than him).

If their combined total is at least 20, and Emily has fewer than Terry, then there's no way they could have reached a total of 20 or more properties.

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In most countries, including the United States, income tax is a tax imposed on an individual's income by the government. The amount of income tax paid typically depends on the amount of income earned and any deductions or credits that apply to the individual's tax situation.

A typical pay stub includes information such as the employee's gross pay (the amount earned before any deductions), the net pay (the amount received after deductions), and various taxes and deductions taken out of the employee's pay, such as federal income tax, state income tax, Social Security tax, and Medicare tax.

To complete the missing pieces on a pay stub, you will need to know the employee's gross pay and any deductions that apply to their tax situation. The amount of income tax withheld from an employee's pay depends on several factors, including their tax bracket, filing status, and any exemptions or deductions they are eligible for.

It's important to note that tax laws and regulations vary by country and even by state or province within a country, so the specific rules and calculations for income tax can differ depending on your location.

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3. Each of the following pay stubs represents two different employees. Use your understanding of income tax to complete the missing pieces.

LILY'S PAY STUB

GROSS INCOME

$865.00

FEDERAL TAXES

$110.32

=

MEDICARE (6%)

FEDERAL TAXES

$80.32

MEDICARE (6%)

SOCIAL SECURITY (1%)

SOCIAL SECURITY (1%)

$6.65

NET INCOME

MARK'S PAY STUB

GROSS INCOME

NET INCOME

Given that event A is known to occur and both events A and B have nonzero probabilities, we can conclude that the probability of event B occurring is zero. So, the correct answer to your question is: d. zero

If events A and B are mutually exclusive, it means that they cannot occur at the same time. So, if we know that event A has occurred, we can safely say that event B cannot occur. Therefore, the probability of the occurrence of event B given that event A has occurred is zero. Therefore, the correct answer is d) zero.

Mutually exclusive events are a fundamental concept in probability theory. It means that the occurrence of one event excludes the occurrence of another event. For example, when flipping a coin, the event of getting heads is mutually exclusive with the event of getting tails. It is impossible to get both heads and tails at the same time.

Understanding mutually exclusive events is important because it helps us to calculate the probability of combined events. For mutually exclusive events, we can simply add their probabilities to get the probability of their union. However, if events are not mutually exclusive, we need to subtract the probability of their intersection to avoid counting the same outcome twice.

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Answer: A, C, and F

Step-by-step explanation:

v=1/3 x B(not b to get B do bxb)xh

V=1/3(19x19)(5)=1/3(361)(5)=1/3(1805)

1805/3=601.7^3

Frido has V=4873.5

601.7x8.1=4873.5

8.1 as a percent is 8.1x100=810%

So the answers are

A.

Ricardo’s pyramid has a volume of 601.7 in^3.

C.

Frido’s pyramid is 8.1 times larger than Ricardo’s.

F.

Frido’s pyramid is 810% larger than Ricardo’s.

The only correct statements are:

Ricardo’s pyramid has a volume of 601.7 in³.

Frido’s pyramid is 8.1 times larger than Ricardo’s.

Options A and C are the correct answer.

We have,

The volumes of square pyramids.

V = (1/3) x s² x h

For Ricardo's pyramid,

s = 19 inches

h = 5 inches.

Substituting these values into the formula, we get:

V = (1/3) x 19² x 5

V ≈ 601.7 in³

Therefore, statement A is correct.

We do not have enough information to determine the volume of Frido's pyramid directly using the given formula.

However, we can use the fact that the volume of a pyramid is proportional to the cube of its linear dimensions (i.e., the length of its sides).

So if Frido's pyramid has a volume that is k times larger than Ricardo's, then the ratio of their corresponding linear dimensions (i.e., side lengths) will be:

(k)^(1/3)

Using this information, we can compare the volumes of the two pyramids:

Frido's pyramid / Ricardo's pyramid = k

(Frido's pyramid / Ricardo's pyramid)^(1/3) = (k)^(1/3)

We are given that Frido's pyramid has a volume of 4873.5 in³.

so,

k = Frido's pyramid / Ricardo's pyramid

k = 4873.5 / 601.7

k = 8.1

Therefore, statement C is correct.

We can also use this value of k to compare the sizes of the two pyramids in other ways:

Frido's pyramid is 7.1 times larger than Ricardo's (k - 1 = 8.1 - 1 = 7.1).

so statement D is incorrect.

Frido's pyramid is approximately 80.5% larger than Ricardo's.

[(k - 1) x 100%

= (8.1 - 1) x 100%

= 750%,

so statement E is incorrect.

Frido's pyramid is approximately 710% larger than Ricardo's

= k x 100%

= 810%

so statement F is incorrect.

Therefore,

The only correct statements are:

Ricardo’s pyramid has a volume of 601.7 in³.

Frido’s pyramid is 8.1 times larger than Ricardo’s.

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A disc with a radius of 2 cm has a density of 14 g/cm2 in the center and 0 at its edge. The density increases linearly with distance from the center. The mass of the disk is 7π g.

To find the mass of the disk, we need to integrate the density function over the area of the disk. The density is a linear function of the distance from the center, which means it can be written as:

ρ(r) = Ar + B

where A and B are constants that we need to determine. We know that the density at the center of the disk, where r=0, is 14 g/cm2. Therefore,

ρ(0) = A(0) + B = 14

So we have B = 14.

We also know that the density at the edge of the disk, where r=2 cm, is 0 g/cm2. Therefore,

ρ(2) = A(2) + 14 = 0

So we have A = -7.

Now we can write the density function as:

ρ(r) = -7r + 14

To find the mass of the disk, we need to integrate the density function over the area of the disk:

m = ∫∫ ρ(r) dA

We can use polar coordinates to integrate over the disk. The area element in polar coordinates is:

dA = r dr dθ

The limits of integration are 0 ≤ r ≤ 2 and 0 ≤ θ ≤ 2π. Therefore,

[tex]$ m = \iint \rho(r) r dr d\theta[/tex]

[tex]= \int_0^2 \int_0^{2\pi} (-7r + 14) r dr d\theta[/tex]

[tex]= \int_0^2 (-\frac{7}{2} r^3 + 7r^2) d\theta[/tex]

[tex]= 2\pi [ -\frac{7}{8} r^4 + \frac{7}{3} r^3 ]\bigg\rvert_0^2[/tex]

[tex]= 2\pi [-(\frac{7}{8})(2^4) + (\frac{7}{3})(2^3)][/tex]

[tex]= \frac{4\pi}{3} (28 - 7)[/tex]

[tex]= \frac{21\pi}{3} $[/tex]

= 7π

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True. A counter variable is often used in loops to track the number of times the loop has executed.

In programming, a counter variable is a variable that is used to keep track of the number of times a loop has executed. A counter variable is usually initialized to a starting value, and then incremented or decremented with each iteration of the loop. The loop continues to execute as long as the counter variable meets certain conditions.

The purpose of a counter variable is to allow a loop to repeat a specific number of times. For example, if you want to repeat a block of code 10 times, you can set a counter variable to 0, and then use a loop to execute the code until the counter variable reaches 10.

Counter variables are commonly used in programming languages that support loops, such as C++, Java, Python, and JavaScript. They provide a simple and effective way to repeat code without having to write the same statements over and over again.

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The answers to the questions are:
(a)(i) Events X and Y are not independent.
(a)(ii) Events X and Y are not mutually exclusive.
(b)(i) P(X) = 2/3
(b)(ii) P(X U Y) = 3/5
(b)(iii) P(X|Y) = 6/5.

(a) (i) To determine if events X and Y are independent, we need to see if P(X|Y) = P(X).
P(Y|X) = P(XY)/P(X)
1/3 = 2/5 / P(X)
P(X) = (2/5)/(1/3)
P(X) = 6/5

Therefore, since P(X|Y) ≠ P(X), events X and Y are not independent.

(ii) To determine if events X and Y are mutually exclusive, we need to see if P(XY) = 0.
P(XY) = 2/5 ≠ 0

Therefore, events X and Y are not mutually exclusive.

(b)
(i) To find P(X), we can use the formula P(X) = P(XY) + P(XY').
P(Y') = 1 - P(Y) = 1 - 1/3 = 2/3

P(X) = P(XY) + P(XY')
P(X) = 2/5 + (2/3)(1 - 2/5)
P(X) = 2/5 + 4/15
P(X) = 10/15
P(X) = 2/3

(ii) To find P(X U Y), we can use the formula P(X U Y) = P(X) + P(Y) - P(XY).
P(X U Y) = 2/3 + 1/3 - 2/5
P(X U Y) = 10/15 + 5/15 - 6/15
P(X U Y) = 9/15
P(X U Y) = 3/5

(iii) To find P(X|Y), we can use the formula P(X|Y) = P(XY)/P(Y).
P(X|Y) = P(XY)/P(Y)
P(X|Y) = 2/5 / 1/3
P(X|Y) = (2/5)(3/1)
P(X|Y) = 6/5

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Answer:

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

There are two sectors that are factors of 3:

So out of the 10 sectors, there is a 2/10 probability that the randomly selected point lies in one of these three sectors.

Therefore, the probability is 0.2 or 20%.

Answer:

20%

Step-by-step explanation:

For this question, we must find the numbers from 1-10 that are factors of 3. A factor is a number that, when multiplied by a specific number, gives a specific whole. For instance, in 2*4=8, 2 and 4 would be factors. The number 3 only has two factors: one and itself. Since two of the ten numbers are factors of 3, that is a rate of 2/10, 0.2, or 20%.

The 90% confidence interval for the proportion of all adults in the United States who own an e-reader is 0.32 ± 1.645 * √(0.32 * 0.68 / 1,005). This corresponds to option (B) in your list of choices.

The appropriate formula for calculating the confidence interval for a proportion is:

sample proportion ± z*standard error

where z is the z-score corresponding to the desired level of confidence (90% in this case) and the standard error is:

sqrt((sample proportion*(1-sample proportion))/sample size)

Plugging in the values given in the question, we get:

sample proportion = 0.32
sample size = 1005
z-score for 90% confidence = 1.645 (option B)
standard error = sqrt((0.32*(1-0.32))/1005) = 0.015

So the appropriate 90% confidence interval is:

0.32 ± 1.645(0.015)
= 0.32 ± 0.025
= (0.295, 0.345)

Therefore, the correct answer is option B: 0.32 +1.645,10.3270.68

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The value of the equation in terms of x is x = [tex]\sqrt{\frac{y^2-270}{135}}[/tex].

Given is an equation, y = 3√(x²+2)15, we need to convert it in terms of x,

So,

y = 3√(x²+2) 15​

Squaring both sides,

y² = 9 [(x²+2)15]

y² = 9 [15x²+30]

y² = 135x²+270

y²-270 = 135x²

y²-270 / 135 = x²

x = [tex]\sqrt{\frac{y^2-270}{135}}[/tex]

Hence, the value of the equation in terms of x is x = [tex]\sqrt{\frac{y^2-270}{135}}[/tex].

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The lines a and b is parallel to each other. So, the correct answer is A).

Parallel lines are two lines that are always the same distance apart and never meet, no matter how far they are extended. This means that they maintain the same distance between them at all points, and they have the same slope or gradient, but their lengths do not affect their parallel relationship.

Parallel lines are important in geometry and mathematics, and they have numerous real-world applications, such as in architecture, engineering, and design. In many practical situations, parallel lines are used to ensure that objects are straight, balanced, or level. So, the correct answer is A).

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The description of the statement is (b) inclusive.

Here, we have,

to describe the events:

The events are given as:

Drawing a red card

A card with a number

A red card can have a number and a numbered card can be a red card.

This means that

n(Red and Numbered) ≠ 0

Events that have similar features are referred to as inclusive events

Hence, the description of the statement is (b) inclusive

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In a case whereby A mathematics student decides to use an approximation of π of 355/113 his percentage error in using this value,  can  be expressed as

Percent error (percentage error)  can be described as the difference that can be established between  experimental  as well as theoretical value,  which is been divided by theoretical value then find the multiplication by  100

The error can be calculad as (355/113 -  π) /  π

=8.5*10^-5

The percentage error = 8.5*10^-5*100 = 8.5*10^-6

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The simplified expression is 40xy.

To simplify (5x)² (2y)³/10x⁴y², we can first simplify the numerator by using the power of a power rule, which states that when we raise an exponent to another exponent, we multiply the exponents.

So, (5x)² can be simplified as 25x², and (2y)³ can be simplified as 8y³.

The expression now becomes:

(25x²)(8y³) / 10x⁴y²

We can simplify this further by canceling out common factors. We can divide both the numerator and denominator by 5x²y²:

(25x²)(8y³) / (10x⁴y²) = (5x²y³)(8) / (2x²y²)

Simplifying this further, we can cancel out the x² in the numerator and denominator:

(5xy³)(8) / y²

Finally, we can simplify by multiplying 5 and 8:

40xy³ / y²

This can be simplified further by dividing y³ by y², which gives us:

40xy

So, the simplified expression is 40xy.

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Answer:

no because it put your neighbors at risk and you might get sued

Step-by-step explanation:

this has been on the news before

The X bar chart, two values were out-of-control points and had assignable causes is 6.68 and Revised central lines / Revised control limits on X bar chart and R chart is 6.7364.

The X-bar chart, a form of Shewhart control chart, is used in industrial statistics to track the arithmetic means of subsequent samples of fixed size, n. For variables that may be monitored on a continuous scale, such as weight, temperature, thickness, etc., this sort of control chart is employed. For instance, one might sample five shafts from the production process once per hour, measure each shaft's diameter, and then display the mean of the five diameter values for each sample on a chart.

a) Here we are given that,

k=24

n=5

The sum of the subgroup averages is 160.25.

ΣΧ =160.25

The sum of the subgroup ranges is 2.19.

ΣR = 2.19

(1) Determine Trial central lines / Trial control limits on X bar chart and R chart.

Then,

[tex]\bar{\bar{X}}= \sum k=160.25/24=6.68[/tex]

Therefore,[tex]\bar{\bar{X}}=6.68[/tex]

b) Determine Revised central lines / Revised control limits on X bar chart and R chart.

From the statistical quality control chart

we get,

For, n=5

We have,

A₂=0.58

D₃=0

D₄=2.11

Revised Control limits for X -chart is,

[tex]UCLX =\bar{\bar{X}}+A2*\bar{R}=6.69+(0.58*0.08)=6.69+0.0464=6.6436[/tex]

[tex]CLX =\bar{\bar{X}}=6.69[/tex]

[tex]LCLX =\bar{\bar{X}}-A2*\bar{R}=6.69-(0.58*0.08)=6.69-0.0464=6.7364[/tex]

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The cook made 9 servings of baked beans.

We have,

To find the number of servings of beans, we need to divide the total amount of baked beans by the number of baked beans per serving.

Total amount of baked beans = 7 1/2 pints

Amount of baked beans per serving = 5/6 pint

Number of servings of beans = (7 1/2) ÷ (5/6)

Converting 7 1/2 to an improper fraction:

7 1/2 = (2 × 7) + 1 = 15/2

Number of servings of beans = (15/2) ÷ (5/6)

To divide fractions, we can multiply by the reciprocal of the divisor:

Number of servings of beans = (15/2) × (6/5)

Number of servings of beans = 45/5

Number of servings of beans = 9

Therefore,

The cook made 9 servings of baked beans.

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The unit vector along the direction from Q to P is:

(-6 - m)/√(m² + 10m + 45) i + m/√(m² + 10m + 45) j - 3/√(m² + 10m + 45) k

What is unit vector?

A unit vector is a vector that has a magnitude of 1 and is usually used to indicate a direction in a vector space.

To find the unit vector along the direction of a vector from point Q to P, we first need to find the vector from Q to P.

The vector from Q to P is given by:

P - Q = [-1 - (5 + m)]i + [4 + m - 4]j + [-3 - (0 + m)]k

= [-6 - m]i + m j - 3k

To find the unit vector along this direction, we need to divide this vector by its magnitude:

|P - Q| = √[(-6 - m)² + m² + (-3)²] = √(m² + 10m + 45)

So, the unit vector along the direction from Q to P is:

(-6 - m)/√(m² + 10m + 45) i + m/√(m² + 10m + 45) j - 3/√(m² + 10m + 45) k

(Note that we can simplify this expression by factoring out the common factor of √(m² + 10m + 45) from the numerator.)

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If we roll a single die twice, what is the probability that the sum of the dots showing on the two rolls equals four (4)The probability that the sum of the dots showing on the two rolls equals four (4) is 1/12.

Explanation:
1. Identify the possible outcomes that result in a sum of 4: (1, 3), (2, 2), and (3, 1).
2. Calculate the probability of each outcome:
  - P(1, 3) = 1/6 (for the first roll) * 1/6 (for the second roll) = 1/36
  - P(2, 2) = 1/6 * 1/6 = 1/36
  - P(3, 1) = 1/6 * 1/6 = 1/36
3. Add the probabilities of each outcome to find the total probability: 1/36 + 1/36 + 1/36 = 3/36 = 1/12.

11 outcomes (of the total of 36 outcomes) which give us the desired output. Hence the probability of getting a sum of 6 or 7 is 1136

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Wilcoxon signed rank test - A non-parametric test used to compare two related samples or repeated measures.
Friedman block test - A non-parametric test used to compare three or more related samples or repeated measures.
Kendall's tau - A non-parametric test used to measure the strength of association between two variables that are ordinal or ranked.
Spearman's rho - A non-parametric test used to measure the strength of association between two variables that are measured on an ordinal or continuous scale.

1. Wilcoxon Signed Rank: A non-parametric test used to compare two related samples, matched samples, or repeated measurements on a single sample to assess whether their population mean ranks differ.

2. Friedman Block Test: A non-parametric test used to determine if there are any significant differences between the means of three or more paired groups by comparing the rankings of the data.

3. Kendall's Tau: A non-parametric measure of correlation that evaluates the strength and direction of association between two ordinal variables.

4. Spearman's Rho: A non-parametric measure of rank correlation that assesses the strength and direction of association between two ranked variables.

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The solid's volume is (79/15)π cubic units.

To find the volume of the solid obtained by rotating the region bounded by the curves y = x² and y = 1 about the line y = 5, use the method of cylindrical shells.

The solid we're interested in is a cylindrical shell with an outer radius of (5 - y), an inner radius of (5 - 1), and a height of (x² - 1).

The volume of this shell can be expressed as:

dV = 2πr × h × dx

where r = average radius of the shell, h = height, and dx = infinitesimal width of the shell.

To find the limits of integration, solve for x in terms of y for the equation y = x²:

x² = y

x = ±√y

Rotating about the line y = 5, the limits of integration will be from y = 1 to y = 5.

Volume of solid can be obtained by integrating the expression for dV from y = 1 to y = 5:

V = ∫1⁵ 2π(5 - y)(5 - 1)(√y - 1) dy

= 2π ∫1⁵ (4 - y)(√y - 1) dy

= 2π [4/3 y^(3/2) - 2/5 y^(5/2) - y^(3/2) + 2 y]1⁵

= 2π (79/15)

Therefore, the volume of the solid is (79/15)π cubic units.

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N is closed under taking inverses.

To show that N is a subgroup of G, we need to show that it satisfies the three subgroup criteria:

N is non-empty: N contains 1 and x², so it is non-empty.

N is closed under multiplication: Since G is a group, we know that 1 and x² are both in G, and we have:

1 * 1 = 1, 1 * x² = x², x² * 1 = x², x² * x² = 1.

Therefore, N is closed under multiplication.

N is closed under taking inverses: Again, since G is a group, we know that 1 and x² have inverses in G, and we have:

1⁻¹ = 1, (x²)⁻¹ = x².

Therefore, N is closed under taking inverses.

Thus, N satisfies all three subgroup criteria, so it is a subgroup of G.

To show that N is a normal subgroup of G, we need to show that for any g in G and any n in N, we have gng⁻¹ in N. We can list the cosets of N in G to show this:

1N = {1, x²}

iN = {i, ix²}

jN = {j, jx²}

kN = {k, kx²}

We can see that each coset is of the form gN, where g is one of the elements in G. Since the left cosets and right cosets are the same in this case, it suffices to check whether gn and ng are in the same coset for each g in G and each n in N. We can do this by calculating gn and ng for each g and n:

1n = n1 = n

x²n = nx⁻² = n

in = ni = iN

ix²n = nx⁻²i = iN

jn = nj = jN

jx²n = nx⁻²j = jN

kn = nk = kN

kx²n = nx⁻²k = kN

Since gn and ng are in the same coset for every g in G and every n in N, we can conclude that N is a normal subgroup of G.

To determine the multiplication table for G/N, we need to calculate the cosets gN for each element g in G. We can do this by multiplying each element of G by the elements of N:

1N = {1, x²}

iN = {i, ix²}

jN = {j, jx²}

kN = {k, kx²}

To compute the multiplication table for G/N, we need to calculate the product of each coset with each other coset. Since the multiplication of cosets is defined by the product of their representatives, we can use the multiplication table for G to compute the products. Here is the multiplication table for G/N:

| 1N | iN | jN | kN |

1N| 1N | iN | jN | kN |

iN| iN | 1N | kN | jN |

jN| jN | kN | 1N | iN |

kN| kN | jN | iN | 1N |

We can see that G/N is isomorphic to the Klein four-group, which is the only group of order four up to isomorphism.

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Answer:

Step-by-step explanation:

I used to do these as a kid! theyre pretty fun :)

for the first one:

the sum has to be 9. (as we can see from the first row).

the middle box in the last row will be -1. (since two boxes fill to be 10, you subtract 1 to get to 9)

and so on. it solves itself. use similar tactics for all others.

1:

0 7 2

5 3 1

4 -1 6

2:

1 2 6

8 3 -2

0 4 5

3:

3 -2 5

4 2 0

-1 6 1

The A 5 gallons of water will pour through the hose in 8 minutes.

The formula to be used for calculation of amount of water pouring through hose :

Total amount of water = amount of water pouring per minute × amount of time (in minutes)

Keep the values in formula to find the total amount of water

Total amount of water = 2.5 × 8

Performing multiplication on Right Hand Side of the equation

Total amount of water = 20 quarts

Now performing unit conversion

Amount of water in gallon = amount of water in quarts × 0.25

Amount of water in gallon = 20 × 0.25

Amount of water = 5 gallon

Hence, the correct answer is A 5.

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When giving presentations, speakers should be mindful that not all audiences have strong mathematical backgrounds and, as such, should use statistics sparingly and explain them carefully.

Statistics are frequently used in presentations to back up statements or as proof for an argument. Statistics, on the other hand, might be difficult for some audiences to grasp, particularly if they lack a solid foundation in mathematics or statistics. Speakers should evaluate the audience's degree of expertise with statistical ideas and convey the material in a clear and easy-to-understand manner to ensure that statistics are properly presented.

One effective technique to display statistics is to offer context and explain the significance of the data. For example, if presenting data on a specific demographic, the speaker should explain why that demographic is relevant to the presentation topic and provide additional information to help the audience understand the data. Speakers should also avoid utilizing technical language or intricate mathematical calculations, which might be perplexing to some listeners.

When utilizing statistics in presentations, it is also crucial to be clear about the data source and any limits or biases in the data. Speakers may assist develop credibility with their audience and ensure that data is delivered honestly and properly by identifying potential limits or biases.

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