Which expression has a term with a coefficient greater than 1? ​

There are nC2 different votes possible, where n is the number of bands on the list and nC2 represents the number of ways to choose 2 bands out of n.

To calculate nC2, we can use the formula for combinations, which is given by n! / (2! * (n-2)!), where ! represents factorial.

Let's say there are m bands on the list. The number of ways to choose 2 bands out of m can be calculated as m! / (2! * (m-2)!). Simplifying this expression further, we get m * (m-1) / 2.

Therefore, the number of different votes possible is m * (m-1) / 2.

In the given scenario, we don't have the specific number of bands on the list, so we cannot provide an exact number of different votes. However, you can calculate it by substituting the appropriate value of m into the formula m * (m-1) / 2.

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Answer:

2320 smartphone owners exists in the year 2017

Step-by-step explanation:

Given that:

P is a function ; which gives the number of people who own a smartphone t years after year 2000

If P(17) = 2320

Then the function stated above represents the number of people who own a smartphone 17 years after year 2000

17 years after year 2000 equals ;

2000 + 17 = 2017

Hence, according to the function 2320 smartphone owners exists in the year 2017

Answer:

8467200mi

Step-by-step explanation:

12*4*8*5*7*3*7*6*5

Answer:

196 miles

Step-by-step explanation:

distance (D) is calculated as

D = S × T ( S is average speed and T is time in hours )

here T = 3 and a half hours = 3.5 hours and S = 56 , then

D = 56 × 3.5 = 196 miles

The new dimensions of the garden are 8 feet and 7 feet.

A rectangle is a part of a quadrilateral, whose sides are parallel to each other and equal.

Given that,

The length of rectangular garden = 5 feet,

And the width of rectangular garden = 4 feet.

The area of rectangular garden = 5 x 4 = 10 square feet.

Let the length and width are increased by x feet, to make the new area 56 square feet.

The new length = 5 + x,

and new width = 4 + x.

The area = 56

(5 + x) × (4 + x) = 56

Substitute, x= 3 which satisfies the equation,

So, the new length of garden = 5 + 3 = 8 feet,

And the new width of garden = 4 + 3 = 7 feet.

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We can write tanz in terms of secz using the Pythagorean Identity as:
tanz = -sqrt(sec^2z - 1)

Part 1 of 2:
The Pythagorean Identity states that sin^2z + cos^2z = 1. We can use this identity to write tan^2z in terms of sec^2z.

First, let's rearrange the Pythagorean Identity to isolate cos^2z:
cos^2z = 1 - sin^2z

Next, we can divide both sides of the equation by cos^2z to get:
1 = sec^2z - (sin^2z)/(cos^2z)

Since tan^2z = (sin^2z)/(cos^2z), we can substitute this into the equation:
1 = sec^2z - tan^2z

Finally, we can rearrange the equation to isolate tan^2z:
tan^2z = sec^2z - 1

Now, let's consider the case when z is in Quadrant II. In this quadrant, tanz is negative and secz is negative. Therefore, we can write:
tanz = -sqrt(sec^2z - 1)

Part 2 of 2:
In the case when z is in Quadrant IV, tanz is negative and secz is positive. Therefore, we can write:
tanz = -sqrt(sec^2z - 1)

So, in both cases, we can write tanz in terms of secz using the Pythagorean Identity as:
tanz = -sqrt(sec^2z - 1)

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Answer:

Step-by-step explanation:

1. 7x+7

2. 2y+5

Not sure about 3 or 4

5. 11x

6.5x+7

7.10x-9y

8. 5x+5y

Not sure about 9

10. 4x+4

Answer:

7x+7

2y+5

6x^2+3y

5a^3+4a^2+3a (This one is the same because none of the terms are alike)

11x

5x+7

10x-9y

5x+5y

x^2+6x

4x+4

Step-by-step explanation:

Combine like terms for all of these, meaning adding or subtracting anything that has the same variable or power of a variable attached to it.

Answer:

the answer is B  9.42 in.

Answer:

a pi = 3.14

Step-by-step explanation:

The symbol which compares the two angles is "< ".

What is an angle?

Angles around a point define the sum of angles that can be arranged together so that they construct a full arch. Angles around a point add to 360 °.

π/3 =180/3 = 60 degree

π/3 > 45 degree

45 degree <  π/3

Therefore, the correct answer is option A. <.

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Answer:

Mr. Ali worked for 55 hours.

Step-by-step explanation:

Basic working hours = 40 hours

Total gross wages = $490.15

Overtime wages = $156.75

Total wages as per basic week = Total Gross wages - Overtime wages

Total wages as per basic week = $490.15 - $156.75 = $334.4

Let wages for basic hours = \(\$x\)

\(40\times x = \$334.4\\\Rightarrow x = \bold{\$8.36}\)

Let the number of overtime hours = \(y\) hours.

Given that the wages for overtime are paid for at time-and-a-quarter.

As per question statement:

\(y\times 8.36\times \dfrac{5}{4} = $156.75\\\Rightarrow y = \bold{15\ hours}\)

Total number of hours worked by Mr. Ali = 40 + 15 = 55 hours

Step-by-step explanation:

\( \sin(45) = \frac{x}{5} \\ \frac{1}{ \sqrt{2} } = \frac{x}{5} \\ x = \frac{5}{ \sqrt{2} } = 3.535\)

\( \sin(45) = \frac{y}{5} \\ y = \frac{5}{ \sqrt{2} } = 3.535\)

Answer:

\(\frac{5\sqrt{2} }{2 }\)

Step-by-step explanation:

x=y

45-45-90 equation is x-x- x square root of 2

Answer:

4/5 is your answer hope this helps

Step-by-step explanation:

To write this as a unit rate, what we need to do

is to divide 2/5 by 1/2.

That means 2/5 divided by 1/2

Removing the division and replacing with multiplication will give 2/5 * 2/1 = 4/5

The meaning of the graph is that the value of x is no less than -1

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

x ≥ − 1

The above expression is an inequality that implies that

The value of x is no less than -1

Next, we plot the graph

See attachment for the graph of the inequality

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Question

What does the graph of x ≥ −1 mean?

Using the Pigeonhole Principle, it can be shown that in a set of n positive integers, none exceeding 2n, there is at least one integer that divides another integer.

We can prove this statement by contradiction using the Pigeonhole Principle.

Suppose we have a set of n positive integers, none of which exceed 2n, and assume that no integer in the set divides another integer.

Consider the prime factorization of each integer in the set. Since each integer is at most 2n, the largest prime factor in the prime factorization of any integer is at most 2n.

Now, let's consider the possible prime factors of the integers in the set. There are only n possible prime factors, namely 2, 3, 5, ..., and 2n (the largest prime factor).

By the Pigeonhole Principle, if we have n+1 distinct integers, and we distribute them into n pigeonholes (corresponding to the n possible prime factors), at least two integers must share the same pigeonhole (prime factor).

This means that there exist two integers in the set with the same prime factor. Let's call these integers a and b, where a ≠ b. Since they have the same prime factor, one integer must divide the other.

This contradicts our initial assumption that no integer in the set divides another integer.

Therefore, our assumption must be false, and there must be at least one integer in the set that divides another integer.

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Answer:

angle AMC=49.1

Step-by-step explanation:

The congruent angles are:

Congruent angles are angles that have the same degree measurement. In other words, they are equal in size or angle measure. For instance, if one angle measures 45 degrees and another angle also measures 45 degrees, these two angles are congruent.

The symbol for congruence is ≅. So, if angle A is congruent to angle B, it is written as ∠A ≅ ∠B.

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distance between point A and B is = 10

Answer: The data shows an association between the type of instructor and a certification in CPR. The association is that swimming instructors are less likely than tennis instructors to be certified in CPR. This can be seen from the frequency table, where all the swimming instructors are not certified in CPR, while only 4 out of 12 tennis instructors are not certified in CPR, so yes, the data does show an association between the type of instructor and a certification in CPR.

Step-by-step explanation:

The two-way frequency table shows the number of instructors who are certified or not certified in CPR, broken down by type of instructor (swimming or tennis). The data in the table allows us to see the relationship between the two variables (type of instructor and certification in CPR) and whether there is an association between them.

An association means that the values of one variable are related to the values of another variable in some way. In this case, the type of instructor (swimming or tennis) is related to whether or not the instructor is certified in CPR. The data shows that the proportion of swimming instructors who are not certified in CPR (100%) is higher than the proportion of tennis instructors who are not certified in CPR (33%). This indicates that there is an association between type of instructor and certification in CPR, with swimming instructors being less likely to be certified in CPR than tennis instructors.

It is important to note that this association does not necessarily imply causation, meaning that being a swimming instructor does not cause one to not be certified in CPR, but it could be the other way around, or it could be due to some other factors that the data does not show.

Answer:

Y=−3x2+6x+9

Step-by-step explanation:

Answer:

88 inches

Step-by-step explanation:

Divide the shape into 2 shapes and add all side lengths.

20+8+8+16+12+24=88

The fries costs $1.49

Addition in math is a process of combining two or more numbers.

Given that, Keith ordered a hamburger for $2.25, a medium raspberry ice tea for $1.25, and a small sundae for  $1.25. He also ordered French fries. All of these items totalled $6.24.

Let the price of fries be x,

Therefore,

$2.25 + $1.25 + $1.25 + x = $6.24

$4.75 + x = $6.24

x = $6.24 - $4.75

x = $1.49

Hence, the fries costs $1.49

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I HOPE IT WILL HELP YOU.

THANK YOU.

We return "Yes"; otherwise, we return "No".

What is probability?

Probability is a measure of the likelihood of an event occurring. It is expressed as a number between 0 and 1, where 0 means that the event is impossible and 1 means that the event is certain to occur.

To solve this problem, we can work backward from (c,d) to (a,b) and check if each step is valid. Specifically, we can use the following observations:

If c < a or d < b, it is impossible to reach (c,d) from (a,b) using the given operations.

If c - a = d - b, we can reach (c,d) from (a,b) using only the second operation. Specifically, we can perform the operation (a, a+b) repeatedly until we reach (c,d).

If c - a != d - b, we can reach (c,d) from (a,b) using a combination of the two operations. Specifically, we can perform the first operation (a,b) -> (a+b,b) repeatedly until we get to a point where c - a = d - b, and then use the second operation to get to (c,d).

Here, we first check if it is impossible to reach (c,d) from (a,b) using the observations above. If not, we perform the second operation as many times as possible to reduce the difference between c and a, and d and b. Once this is done, we check if we have arrived at (a,b).

Therefore, we return "Yes"; otherwise, we return "No".

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Given that each term has a common difference, this is an arithmetic sequence. In this instance, the next item in the sequence is obtained by adding the previous term by 8.

The difference between consecutive terms in an arithmetic sequence, sometimes referred to as an arithmetic progression, is consistently the same.

To find nth term we will use

\(a_{n}=a+(n-1)d\)

where

a=first term

d=common difference

n=number of terms

In 8 16 24 and 32 since common difference d=8 between each successive term so this is a arithmetic sequence.

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Step-by-step explanation:

A=D+qm

qm = A - D

q =(A-D) /m

Answer:

q = (A - D)/m

Step-by-step explanation:

A = D + qm

A - D = qm

(A - D)/m = q

So, the solve for q is q = (A - D)/m

The lift equation provides a mathematical representation of the factors influencing lift. By understanding the variables in the lift equation and their effects, aircraft designers and pilots can optimize flight performance by adjusting variables such as the angle of attack, altitude, and velocity to achieve the desired lift characteristics for safe and efficient flight.

- Lift (L): Lift is the force generated by an airfoil or wing as a result of the pressure difference between the upper and lower surfaces of the wing.

- Coefficient of Lift (Cl): The coefficient of lift represents the lift characteristics of an airfoil or wing and is dependent on its shape and angle of attack.

- Air Density (ρ): Air density is a measure of the mass of air per unit volume and is affected by factors such as altitude, temperature, and humidity.

- Wing Area (A): Wing area refers to the total surface area of the wing exposed to the airflow.

- Velocity (V): Velocity is the speed of the aircraft relative to the air it is moving through.

- Coefficient of Lift (Cl): The shape of an airfoil or wing, as well as the angle of attack, affects the coefficient of lift. Changes in these variables can alter the lift generated by the wing.

- Air Density (ρ): Changes in air density, which can occur due to changes in altitude or temperature, directly affect the lift. Decreased air density reduces lift, while increased air density enhances lift.

- Wing Area (A): The size of the wing area affects the amount of lift generated. A larger wing area provides more surface for the air to act upon, resulting in increased lift.

- Velocity (V): The speed of the aircraft affects lift. As velocity increases, the lift generated by the wing also increases.

Changes During Flight:

During a flight, these variables can be changed through various means:

- Coefficient of Lift (Cl): The angle of attack can be adjusted using the aircraft's control surfaces, such as the elevators or flaps, to change the coefficient of lift.

- Air Density (ρ): Air density changes with altitude, so flying at different altitudes will result in different air densities and affect the lift.

- Wing Area (A): The wing area remains constant during a flight unless modifications are made to the aircraft's wings.

- Velocity (V): The velocity can be controlled by adjusting the thrust or power output of the aircraft's engines, altering the aircraft's speed.

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Answer:

8

Step-by-step explanation:

On a ordinary graph, r(x) would actually be x, but if you have -2 x, then look where the porabla intersects and plot the y value, which is 8.

Answer:

8

Step-by-step explanation:

If A and B are ANY two sets with ACB,

a. The statement is false.

b. The statement is false.

This statement is true. If the set difference (B\A) is empty, it means that every element in B is also in A. In other words, A is a subset of B (A ⊆ B).

Counter-example:

Let A = {1, 2} and B = {1, 2, 3}. In this case, (B\A) = {3}, which is not empty. Therefore, the statement is false.

b. If Aᶜ ⊆ B, then (B\A) = Ø.

This statement is false. If the complement of A, Aᶜ, is a subset of B, it does not necessarily imply that (B\A) is empty.

Counter-example:

Let A = {1, 2} and B = {1, 2, 3}. In this case, Aᶜ = {3}, which is a subset of B. However, (B\A) = {3}, which is not empty. Therefore, the statement is false.

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