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3 years ago

Evaluate the expression for the given values. 4ab/8c , where a = 8, b = 4, and c = 1/2 Enter your answer in the box.

Mathematics

2 answers:

devlian [24]3 years ago

8 0

4*8*4/8*1/2
128/4
32
The answer is 32.

WARRIOR [948]3 years ago

3 0

Answer: The answer is 32

Step-by-step explanation:

We can evaluate the given expression 4ab/8c by putting the giving values of the variables ( that is, the letters a,b and c) into the given expression. The given expression indicates that we are to find the product of the numerator (4ab) and as well find the products of the denominator (8c). We will then get our answer by dividing the result of the product of the numerator by that of the denominator. From the question, the given values of the variables are as follows:

a = 8; b = 4 and c = 1/2.

Then, for the numerator,

4ab = 4 × 8 × 4 = 128

For the denominator,

8c = 8 × (1/2) = 4.

Our final answer will then become

128 ÷ 4 = 32.

Hence, for the given values, the expression is evaluated as 32.

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A clothing business finds there is a linear relationship between the number of shirts, Q ,it can sell and the price, P , it can

Vlad [161]

Answer:

P = -0.004Q + 149

Step-by-step explanation:

The general form of the linear equation is:

$P=aQ+b$

The slope of the equation (a) can be found by using the two given points (4,000; $133) and (27,000; $41)

$a = \frac{\$41-\$133}{27,000-4,000}\\a=-0.004$

Applying the point (4,000; $133) to the equation below yields in the linear equation for Price as a function of the number of shirts:

$P-P_0=a(Q-Q_0)\\P-133=-0.004(Q-4,000)\\P = -0.004Q+149$

The linear equation is:

P = -0.004Q + 149

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2 years ago

If y varies inversely with the square of x, and y=6 when x=4, find y when x=0.1

sergejj [24]

Answer:

9600

Step-by-step explanation:

y varies inversely with the square of x

y=k/(x^2)

for some non-zero constant k

y=6 when x=4

6=k/(4^2)

k=96

y=96/(x^2)

x=0.1

y=96/(0.1^2)

y=9600

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2 years ago

McKenzie has her two books including 12 books by her favorite author. Express as a decimal the number of books by her favorite a

lisov135 [29]

Answer:

0.1666666666666666666666666....

The decimal is repeating because it goes on forever and never ends.

Step-by-step explanation:

4 0

2 years ago

17.5 how to make this into a fraction

BARSIC [14]

Take the .5 of the 17.5 and convert it to a fractin.
we know .5 is equal to 50% or 1/2

now we have a mixed number $17 \frac{1}{2}$

in order to convert it into an improper fraction you need to multiply the whole number by the denominator and then add the numerator all while keeping the denominator constant.

$W \frac{N}{D} = \frac{(W*D)+N}{D}$

so $17 \frac{1}{2}= \frac{(17*2)+1}{2}= \frac{35}{2}$

5 0

3 years ago

Read 2 more answers

a math teacher claims that she has developed a review course that increases the score of students on the math portion of a colle

madam [21]

Answer:

$H_0: \mu\leq514\\\\H_1: \mu>514$

B. Z=2.255. P=0.01207.

C. Although it is not big difference, it is an improvement that has evidence. The scores are expected to be higher in average than without the review course.

D. P(z>0.94)=0.1736

Step-by-step explanation:

<em>A. state the null and alternative hypotheses.</em>

The null hypothesis states that the review course has no effect, so the scores are still the same. The alternative hypothesis states that the review course increase the score.

$H_0: \mu\leq514\\\\H_1: \mu>514$

B. test the hypothesis at the a=.10 level of confidence. is a mean math score of 520 significantly higher than 514? find the test statistic, find P-value. is the sample statistic significantly higher?

The test statistic Z can be calculated as

$Z=\frac{M-\mu}{s/\sqrt{N}} =\frac{520-514}{119/\sqrt{2000}}=\frac{6}{2.661}=2.255$

The P-value of z=2.255 is P=0.01207.

The P-value is smaller than the significance level, so the effect is significant. The null hypothesis is rejected.

Then we can conclude that the score of 520 is significantly higher than 514, in this case, specially because the big sample size.

C. do you think that a mean math score of 520 vs 514 will affect the decision of a school admissions adminstrator? in other words does the increase in the score have any practical significance?

Although it is not big difference, it is an improvement that has evidence. The scores are expected to be higher in average than without the review course.

D. test the hypothesis at the a=.10 level of confidence with n=350 students. assume that the sample mean is still 520 and the sample standard deviation is still 119. is a sample mean of 520 significantly more than 514? find test statistic, find p value, is the sample mean statisically significantly higher? what do you conclude about the impact of large samples on the p-value?

In this case, the z-value is

$Z=\frac{520-514}{s/\sqrt{n}} =\frac{6}{119/\sqrt{350}} =\frac{6}{6.36} =0.94\\\\P(z>0.94)=0.1736>\alpha$

In this case, the P-value is greater than the significance level, so there is no evidence that the review course is increasing the scores.

The sample size gives robustness to the results of the sample. A large sample is more representative of the population than a smaller sample. A little difference, as 520 from 514, but in a big sample leads to a more strong evidence of a change in the mean score.

Large samples give more extreme values of z, so P-values that are smaller and therefore tend to be smaller than the significance level.

8 0

2 years ago