![(\sqrt[5]{x^{7}})^{3}=(x^{\frac{7}{5}})^{3}=x^{\frac{7\cdot3}{5}}=x^{\frac{21}{5}}](https://tex.z-dn.net/?f=%28%5Csqrt%5B5%5D%7Bx%5E%7B7%7D%7D%29%5E%7B3%7D%3D%28x%5E%7B%5Cfrac%7B7%7D%7B5%7D%7D%29%5E%7B3%7D%3Dx%5E%7B%5Cfrac%7B7%5Ccdot3%7D%7B5%7D%7D%3Dx%5E%7B%5Cfrac%7B21%7D%7B5%7D%7D)
The root is equivalent to a fractional power with that number as the denominator. Otherwise, the rules of exponents apply.
Answer: C y>3x+1
Step-by-step explanation:
- When we graph an inequality with strictly greater of less than sign ('<' or '>'), then the graph has a dashed boundary line .
- Further it indicates that it does not include the points on the line.
From all the given options , only C contains inequality with '>' sign .
Hence, y>3x+1 is the inequality has a dashed boundary line when graphed.
hence, the correct option is C.
Answer:
$301 - $397
Step-by-step explanation:
Using the Empirical rule
1) 68% of data falls within 1 standard deviation from the mean - that means between μ - σ and μ + σ .
2)95% of data falls within 2 standard deviations from the mean - between μ – 2σ and μ + 2σ .
3)99.7% of data falls within 3 standard deviations from the mean - between μ - 3σ and μ + 3σ .
From the above question,
Mean = 349 , standard deviation = 24.
Confidence interval = 95%
Using 2)95% of data falls within 2 standard deviations from the mean - between μ – 2σ and μ + 2σ .
μ – 2σ
= 349 - 2(24)
= 349 - 48
= 301
μ + 2σ
349 + 2(24)
= 349 + 48
= 397
Therefore, according to the standard deviation rule, approximately 95% of the students spent between $301 and $397 on textbooks in a semester.
Answer:
<2 = 75
<1 = 105
Step-by-step explanation:
<2 and 75 are alternate interior angles and since the lines are parallel, they are equal
<2 = 75
<2 + <1 = 180 since the angles form a line
75+ <1 = 180
Subtract 75 from each side
<1 = 180-75
<1 = 105
Answer: The 2 answers are inequality form and interval notation: n>200, and (200, ∞).
Step-by-step explanation: To solve for n, you’ll need to simplify the both sides of the inequality, and then isolating the variable.
