three cards are drawn without replacement from an ordinary deck of 52 playing cards. what is the probability that the 3rd card is a heart if the first card was a heart and the second card was a club?

If the question is simply asking for the product of 5 and 5/6, then writing the reciprocal is not necessary. To multiply fractions, we can simply multiply the numerators and the denominators separately. In this case, we would get:

5 x 5/6 = (5 x 5)/(1 x 6) = 25/6

However, if the question specifically asks for the result to be expressed as a mixed number or a whole number, then we would need to simplify the fraction by converting it to a mixed number or a whole number. In some cases, it may be helpful to write the reciprocal in order to simplify the fraction more easily.

For example, if the question asks us to express 5 x 5/6 as a mixed number or a whole number, we could first write the reciprocal of 5/6 as 6/5, and then multiply it with 5 to get:

5 x 5/6 = 5 x 6/5 = 30/5

We can simplify this fraction by dividing both the numerator and the denominator by 5:

30/5 = 6

Therefore, if the context or the desired result requires the expression 5 x 5/6 to be simplified further, it may be helpful to write the reciprocal of 5/6 to make the simplification process easier. However, in general, it is not necessary to write the reciprocal to multiply fractions.

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This question is related to formal languages and automata theory, specifically to the topic of context-free grammar and derivations.

a) bbabbab:

S -> bS (Apply S -> bS)

-> bbS (Apply S -> bS)

-> bbbA (Apply S -> aA)

-> bbbaS (Apply A -> aS)

-> bbbaaS (Apply S -> aA)

-> bbbaaa (Apply A -> a)

Therefore, the derivation of bbabbab is S -> bS -> bbS -> bbbA -> bbbaS -> bbbaaS -> bbbaaa -> bbabbab.

b) bbbaab:

S -> bS (Apply S -> bS)

-> bbS (Apply S -> bS)

-> bbbA (Apply S -> aA)

-> bbbaS (Apply A -> aS)

-> bbbaaS (Apply S -> aA)

-> bbbaaa (Apply A -> a)

-> bbbaab (Apply A -> b)

Therefore, the derivation of bbbaab is S -> bS -> bbS -> bbbA -> bbbaS -> bbbaaS -> bbbaaa -> bbbaab.

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The difference in time between the two trains is speed of 0.5 hours, or 30 minutes.

Train speed is calculated as total distance traveled divided by travel time. The time it takes for two trains to cross each other is defined as (a+b) / (x+y) if their lengths, let's say a and b, are known and they are going at speeds of x and y, respectively.

We can use the following calculation to determine how long the two trains are apart in time:

Time = Speed / Distance

Manchester to London is approximately 163 miles away on Train A. (we can assume a direct route). 110 mph is listed as the average speed. Hence, the duration of A train is:

time A is calculated as follows: 163 miles at 110 mph, which equals 1.4827 hours.

With the detour, the distance for Train B is roughly 200 miles from Manchester to London. Although we don't know the speed of Train B, we do know that it arrived in London 30 minutes later than Train A did. As a result, Train B's travel time is:

Time B equals Time A plus 0.5 hours, or 1.9827 hours.

The two trains' respective departure times are:

time diff is equal to 1.9827 hours minus 1.4827 hours, which is 0.5 hours.

Thus, there is a 0.5-hour (30-minute) gap in time between the two trains.

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Answer:

144°

Step-by-step explanation:

x = (10 - 2)(180)/10 = 144

Answer:

A $0.05n< $0.45

Step-by-step explanation:

It is given that she has "less than" rather than "less than or equal to" 45 cents. Therefore, your answer will contain the "less than" sign, which is signified as <.

Therefore, being the only answer with <, your answer will be A.

A nickel is $0.05, therefore:

$0.05 of n is less than $0.45, or $0.05n< $0.45

A) $0.05n < $0.45 is your answer.

~

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The average power output of a bike rider at a speed of 20 miles per hour is 556 W

Given, Riding a bike burns 100 Calories per mile. Speed of riding a bike is 20 miles per hour. Power is a measure of the rate at which work is done over time.

Therefore, the formula for average power is given by,

P = W/t

Where, P is power, W is work and t is time.

Now, We know that riding a bike burns 100 Calories per mile, but we have to find out the work done.

So, work done = 100 Calories × distance traveled= 100 × 1.609 × 1000 = 160900 J

Time taken = distance/speed= 1.609/20 = 0.08045 hours

Putting values in the formula of power, we get,

P = W/t= 160900/0.08045= 1999999.9 J/hour

Converting hour to seconds,1 hour = 3600 seconds1 J/s = 1 watt1 J/hour = 1 / 3600 watt

Therefore, power = 1999999.9 / 3600= 555.5556 watts (approx)

Therefore, the average power output of a bike rider at a speed of 20 miles per hour is 556 W (approx). Answer: 556

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The sum of 6 and a sum of 4 when rolling two dice. So, we can say that they are dependent events. Answer: No.

a) To get a sum of 6, there are 5 possible outcomes (1,5), (2,4), (3,3), (4,2), and (5,1). Thus, the probability of getting a sum of 6 when you roll two fair dice is 5/36. Answer: 5/36b) To get a sum of 4, there are three possible outcomes (1,3), (2,2), and (3,1). Thus, the probability of getting a sum of 4 when you roll two fair dice is 3/36 or 1/12. Answer: 1/12c) The sum of 6 or 4 can be obtained from (1,3), (2,2), (3,1), (1,5), (2,4), (3,3), (4,2), and (5,1). Thus, the probability of getting a sum of 6 or 4 is 8/36 or 2/9. Answer: 2/9These outcomes are not mutually exclusive because it is possible to get both a sum of 6 and a sum of 4 when rolling two dice. So, we can say that they are dependent events. Answer: No.

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Probability that X = 5:Since, Joe selects only 4 bags of lettuce. X can't be 5.P(X=5) = 0Hence, the probability that X = 0 is 0.3164 and the probability that X = 5 is 0.

The given problem can be solved using the concept of binomial distribution.

In the given question, there are 48 bags of lettuce out of which 12 bags are contaminated with listeria.

Joe selects 4 bags of lettuce. X is the random variable which represents the number of contaminated bags of lettuce selected by Joe. X can take values from 0 to 4. (as Joe selects only 4 bags).

Part A)Number of ways to select 4 bags of lettuce out of 48:This can be solved using the concept of combinations. The formula to calculate the number of combinations is[tex]:nCr = n! / r!(n-r)![/tex]Here, n = 48 and r = 4.

Number of ways = 48C4 = 194,580

Part B)Probability that X = 0:This can be calculated using the formula for the binomial distribution :

[tex]P(X = r) = nCr * p^r * q^(n-r)[/tex]

Here, p = probability of selecting contaminated bag = 12/48 = 0.25q = probability of selecting non-contaminated bag = 1-0.25 = 0.75Also, n = 4 and r = [tex]0P(X=0) = 4C0 * 0.25^0 * 0.75^4= 0.3164[/tex]

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The proportion of students with a z-score between -1.20 and -0.30 is about 0.304. So for every 100 students.

What is the z-score?

Z-score indicates how much a given value differs from the standard deviation. The Z-score, or standard score, is the number of standard deviations a given data point lies above or below the mean. Standard deviation is essentially a reflection of the amount of variability within a given data set.

Assuming that the grading follows a standard normal distribution (i.e., with a mean of 0 and a standard deviation of 1), we can use the z-score formula to find the proportions of students that fall within each grade range:

For an A grade: z-score > 1.65

For a B grade: 0.67 < z-score ≤ 1.65

For a C grade: -0.40 < z-score ≤ 0.67

For a D grade: -1.60 < z-score ≤ -0.40

To convert from the standard normal distribution to the distribution with the course mean and standard deviation, we can use the formula:

z-score = (x - mean) / standard deviation

We don't know the actual mean and standard deviation for the course, so we'll use the given range for the D grade (-1.60 < x < -0.4σ) to estimate the standard deviation. Since the D grade range is 1.2 standard deviations wide (from -1.60 to -0.4σ), we can solve for the standard deviation:

1.2σ = -1.60

σ = -1.60 / 1.2

σ = 1.33

(Note that we have a negative value for σ, which is not possible for a standard deviation. This is because we are using the estimated value of σ to convert from the standard normal distribution to the course distribution, which may not perfectly match the actual distribution of grades.)

Now we can use the z-score formula with the estimated mean and standard deviation to find the proportions of students in each grade range:

For an A grade: z-score > 1.65

z-score = (x - mean) / standard deviation

z-score = (1.65 - 0) / 1.33

z-score = 1.24

From standard normal distribution tables or a calculator, we can find that the proportion of students with a z-score greater than 1.24 is about 0.107. So for every 100 students, we can expect about:

A grades: 100 * 0.107 = 10.7 or approximately 11

For a B grade: 0.67 < z-score ≤ 1.65

z-score = (0.67 - 0) / 1.33

z-score = 0.50

From standard normal distribution tables or a calculator, we can find that the proportion of students with a z-score between 0.50 and 1.24 is about 0.205. So for every 100 students, we can expect about:

B grades: 100 * 0.205 = 20.5 or approximately 21

For a C grade: -0.40 < z-score ≤ 0.67

z-score = (-0.40 - 0) / 1.33

z-score = -0.30

From standard normal distribution tables or a calculator, we can find that the proportion of students with a z-score between -0.30 and 0.50 is about 0.307. So for every 100 students, we can expect about:

C grades: 100 * 0.307 = 30.7 or approximately 31

For a D grade: -1.60 < z-score ≤ -0.40

z-score = (-1.60 - 0) / 1.33

z-score = -1.20

Hence, From standard normal distribution tables or a calculator, we can find that the proportion of students with a z-score between -1.20 and -0.30 is about 0.304. So for every 100 students,

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The z-score for the 75th percentile of the standard normal distribution is given by 0.67 that is option A.

The most significant continuous probability distribution is the Normal Distribution, often known as the Gaussian Distribution. It is also known as a bell curve. The normal distribution represents a large number of random variables either nearly or exactly.

I found one that shows the following:

Z value Table entry

0.67   0.7486

0.68   0.7517

As a result, the Z value for 0.75 is between 0.67 and 0.68.

Interpolation yields the z value of 0.6745.

If you have a TI-84 calculator, you may calculate the z value as follows:

VARS - 2nd (this will show the DISTR menu)

To select invNorm, press 3.

Enter the value for the area/table (0.75)

If you press enter, it will return the z value.

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Complete question:

what is the z-score for the 75th percentile of the standard normal distribution is:

Answer: 2

Step-by-step explanation:

If there are three times as many students when there are 6 students you do 6 divided by three to give you two.

a) The probability that A wins if A answers the first question is α / (α + β).

b) The probability that A wins if B answers the first question is βα+β.

a) If A answers the first question, then the game will be over only if A answers the first question correctly, which has a probability of α. If A answers incorrectly, then B gets to answer the next question, and we are in the same situation but with A's and B's roles reversed. Therefore, the probability that A wins in this case is given by:

P(A wins | A answers first) = α + (1 - α)β P(A wins | B answers first)

b) If B answers the first question, then we are in the same situation as in part a) but with A's and B's roles reversed. Therefore, the probability that A wins in this case is given by:

P(A wins | B answers first) = β P(A wins | A answers first) + (1 - β)β P(A wins | B answers first)

We can solve these equations for P(A wins | A answers first) and P(A wins | B answers first) using algebraic manipulation. For example, we can rearrange the equation in part a) to get:

P(A wins | A answers first) = α / (1 - (1 - α)β)

Similarly, we can rearrange the equation in part b) to get:

P(A wins | B answers first) = β / (1 - (1 - β)α)

Note that these probabilities depend on the values of α and β, which represent the abilities of A and B to answer questions correctly.

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The solution is {y} = (2311, 2557, 2015) and hence the original message is CAT.

Suppose Alice uses the RSA methods as follows. She starts with a message consisting of several letters, and assigns a = 1,b=2, -2=26. She then encrypts each letter separately. For example, if her message is cat, she calculates 3 = mod n 19 = 2 mod n and 209 = mod n. Then she sends the encrypted message {G}=1,2,3 to Bob.The solution to the given question is as follows:Eva knows that n = 8881 = 79 × 112, where p = 79 and q = 112 are primes.Using the extended Euclidean algorithm and the fact that 13*5081 = 1 (mod 8880), one can compute the inverse of e modulo 8880 as d ≡ 5081 ≡ -3805 (mod 8880).To compute the message, Alice encrypts each letter of the message separately using the encryption function y ≡ x13 (mod 8881).Eva receives {G}=1,2,3 from Alice, and hence she wants to decipher it by computing 13 ≡ y ≡ G13 (mod 8881), where y is the message.To compute y, we have 1^{13} ≡ 1 (mod 8881), 2^{13} ≡ 8192 ≡ - 6889 + 2 (mod 8881) since 8192 = 2 × 4096 and 4096 = 8881 - 4785, hence, 2^{13} ≡ - 4785 × 2 + 2 (mod 8881), i.e., 2^{13} ≡ 2311 (mod 8881), and 3^{13} ≡ 3 × 3^{12} ≡ 3 × (3^{4})^{3} ≡ 3 × 6561^{3} ≡ 3 × 4299 ≡ 12897 ≡ 2557 (mod 8881).Therefore, the decrypted message is {y} = (2311, 2557, 2015) and hence the original message is CAT.Hence, the solution is {y} = (2311, 2557, 2015) and hence the original message is CAT.

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Answer:

Correct option is C)

Simple interest =

100

3000×6×2

=360

Compound interest =3000(1+

100

6

)

2

−3000=18×20.6=370.8

∴ Difference is Rs.10.8.

you can convert this value to $$

or simply the answer will be 2. $10

(hob-evzw-zjw) come

Answer:

B is your answer.
10.80$ which you just round to 10. 10 is your answer.

Step-by-step explanation:

For simple interest, the formula is:

Simple Interest = Principal × Rate × Time

For compound interest, the formula is:

Compound Interest = Principal × (1 + Rate)^Time - Principal

Let's calculate the values:

Principal = $3,000

Rate = 6% or 0.06

Time = 2 years

Simple Interest = $3,000 × 0.06 × 2 = $360

To calculate compound interest, we need to use the formula:

Compound Interest = $3,000 × (1 + 0.06)^2 - $3,000

= $3,000 × (1.06)^2 - $3,000

= $3,000 × 1.1236 - $3,000

= $3,370.80 - $3,000

= $370.80

The difference between simple and compound interest is:

$370.80 - $360 = $10.80

Answer:

X+4

Step-by-step explanation:

Area = l *b

x^2 + 13x + 36 = (X+9) * b

x^2 + 9x + 4x + 36 = (X+9) * b

X(X+9) + 4(X+9) = (X+9) * b

(X+4) (X+9) = (X+9) * b

b = (X+4)

Answer:

1. n=6

2. n=19

3. n=15

4. n=20

5. n=40

6. n=16

7. n=19

8. n=6

9. n=2.4

10. n=30

Step-by-step explanation:

remember the priorities :

1. brackets

2. exponents

3. multiplications and divisions

4. additions and subtractions

inside every category you go usually from left to right, but you can use the commutative property where applicable.

4 + 5 - 3 = 4 + 5 - 3 = 4 + 5 - 3 = 4 - 3 + 5 = 6

8×3 - 5 = 24 - 5 = 19

15/3 + 10 = 5 + 10 = 15

8 + 3 - 1×2 = 8 + 3 - 2 = 9

14×3 - 2 = 42 - 2 = 40

(3 + 5)×2 = 8×2 = 16

10 + 7 + 2×1 = 10 + 7 + 2 = 19

16/8 + 4 = 2 + 4 = 6

7 + 5/5 = 7 + 1 = 8

20/4×6 = 5×6 = 30

The five fold health hazards prevalent in Nepal are respiratory diseases due to high altitude, Germ cell mutagenicity, Carcinogenicity, Reproductive toxicity and sanitation related issues which causes diarrhea, cholera like diseases.

Nepal is a small country in hilly region of Himalayas between China and India. It has not developed much in terms of health care facilities and advanced treatment methods due to which people migrate to India for treatments in several extreme diseases. The low life expectancy is because of poor employment which causes financial insecurity and hence people are either malnourished, or die of lack of proper treatment.

The Nepal Health Sector Program – Implementation Plan (NHSP-IP) has been developed in order to meet the Health Sector Strategy which has its agenda to improvise the needs of the people in near future.

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The  standard deviation of the sampling distribution of the sample mean for the given sample size is equal  to 3.1623°F.

For the normally distributed data,

Mean of the population distribution 'μ' = 59F

Population standard deviation 'σ' = 10°F

Sample size 'n' = 10

Formula for the standard deviation of the sampling distribution of the sample mean (also known as the standard error of the mean) is equal to ,

= σ / √(n)

Substitute the value to get the standard deviation of the sampling distribution of the sample mean we get,

= 10°F / √(10)

= 3.1623°F

Therefore, the standard deviation of the sampling distribution of the sample mean for all possible random samples of size 10 from this population is approximately 3.1623°F.

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The correct relative frequency for X is:

X: $2 $3 $4 $7

P(X): 0.38 0.15 0.28 0.19

First we need to determine the probability of each value of X occurring based on the given data.

We can use the following formula to calculate the probability of a particular value of X:

P(X = x) = f(x)/n

Where

Let's calculate the probabilities for each value of X:

P(X = $2) = 57/150 = 0.38

P(X = $3) = 23/150 = 0.15

P(X = $4) = 42/150 = 0.28

P(X = $7) = 28/150 = 0.19

Therefore, the correct relative frequency for X is:

X: $2 $3 $4 $7

P(X): 0.38 0.15 0.28 0.19

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Step-by-step explanation:

Here is one way :

  at the x-axis intercepts , the value of 'y' = 0  (obviously)

   0  = x^2 -64

    x^2 = 64

     x = ± 8

Answer:

$56 divided by 7 hours is $8 per hour sh get payed.

Answer:

y = 3x - 3

Step-by-step explanation:

the equation of a line in slope- intercept form is

y = mx + c ( m is the slope and c the y- intercept )

calculate m using the slope formula

m = [tex]\frac{y_{2}-y_{1} }{x_{2}-x_{1} }[/tex]

with (x₁, y₁ ) = (3, 6 ) and (x₂, y₂ ) = (- 1, - 6 )

m = [tex]\frac{-6-6}{-1-3}[/tex] = [tex]\frac{-12}{-4}[/tex] = 3 , then

y = 3x + c ← is the partial equation

to find c substitute either of the 2 points into the partial equation

using (3, 6 )

6 = 3(3) + c = 9 + c ( subtract 9 from both sides )

- 3 = c

y = 3x - 3 ← equation of line

If all other factors are held constant, decreasing the significance level results in an increase in the probability of a type II error. This is true. we can say that the probability of making a type II error increases when the significance level is lowered.

What is a type II error? In hypothesis testing, a type II error occurs when a false null hypothesis is not rejected. When there is a real effect and the null hypothesis is false, this happens. It's a mistake that occurs when a researcher fails to reject a false null hypothesis.

A false negative is another term for a type II error. The power of the test, the size of the sample, the confidence level, and the effect size are all factors that influence the probability of making a type II error. Only if we decrease the significance level can the probability of a type II error be increased.

What is the significance level? The significance level is also known as alpha. It is the probability of rejecting a null hypothesis when it is true. It is represented by α. It is usually set at 0.05 or 0.01 in most studies. When the significance level is lowered, the probability of making a type I error decreases, but the probability of making a type II error increases. Therefore, we can say that the probability of making a type II error increases when the significance level is lowered.

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Answer:

sales tax 6.40

total cost 86.40

Step-by-step explanation:

First we need to find the sales tax.

80 * 8%

80 *.08 = 6.40

Add this to the original price.

80+6.40

86.40

The total cost is 86.40

The οptiοn in the questiοn that is equivalent tο 3/8 is 2/5.

The term "equivalent" in math refers tο twο meanings, numbers, οr quantities that are the same. The equivalence οf twο such quantities shall be denοted by a bar οver an equivalent symbοl οr Equivalent Sign. It alsο means a lοgical equivalence between twο values οr a set οf quantities. Equivalence is similar but mοre universal than equality. If twο sets οf equatiοns have the same sοlutiοns, we might cοnsider them similar, but they are nοt identical.

We can simplify 3/8 and 2/5 sο that they have a cοmmοn denοminatοr:

3/8 = 3*(5/5)/(85/5) = 15/40

2/5 = 2(8/8)/(5*8/8) = 16/40

Since 15/40 and 16/40 have the same denοminatοr, we can cοmpare their numeratοrs tο see which is larger:

15/40 < 16/40

Since 16/40 is larger, we can cοnclude that 2/5 is greater than 3/8.

Therefοre, the οptiοn that is equivalent tο 3/8 is 2/5.

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The dimensions of the triangle with maximum area are a base of 11 cm and a height of 11 cm.

We are given that the sum of the base and height of a triangle is 22 cm. Let's call the base of the triangle "b" and the height "h". Then we have the equation:

b + h = 22

We want to find the dimensions of the triangle that will give us the maximum area.

The formula for the area of a triangle is A = (1/2)bh.

We can use the equation b + h = 22 to solve for one of the variables in terms of the other.

we can solve for h:

h = 22 - b

Substituting this into the formula for the area, we get:

A = (1/2)b(22 - b)

The equation 0 = 11b - (1/2)b² can be rearranged to:

(1/2)b² - 11b = 0

We can then use the quadratic formula to solve for "b"

b = 11 ± 11

So the value of b that gives us the maximum area is b = 11 cm. Substituting this back into the equation h = 22 - b, we get:

h = 22 - 11 = 11 cm

Triangle has a base of 11 cm and a height of 11 cm.

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The standard deviation of a normal distribution of exam scores is 8. A score that is 12 points above the mean would have a z-score of 1.5, and a score that is 20 points below the mean would have a z-score of -2.5.

The z-score can be calculated by dividing the difference between a data value and the mean of the data set by the standard deviation of the data set.

The z-score of a score that is 12 points above the mean in a normal distribution of exam scores with a standard deviation of 8.

z = (x−μ)/σ = (x−μ)/σ = (12−0)/8 = 1.5

The z-score of a score that is 12 points above the mean in a normal distribution of exam scores with a standard deviation of 8 is 1.5.

The z-score of a score that is 20 points below the mean in a normal distribution of exam scores with a standard deviation of 8.

z = {x-μ}/{σ}  = {-20-0}/{8}  = −2.5

The z-score of a score that is 20 points below the mean in a normal distribution of exam scores with a standard deviation of 8 is -2.5.

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The given expression ((y-b)²/(y-b+1)+(y-b)/(y-b+1) after being reduced to a polynomial, can be represented as y-b.

In order to reduce the given equation to a polynomial, we are required to simplify and combine like terms. First, we can simplify the expression in the numerator by expanding the square:

((y-b)²/(y-b+1) = (y-b)(y-b)/(y-b+1) = (y-b)²/(y-b+1)

Now, we can combine the two terms in the equation by finding a common denominator:

(y-b)²/(y-b+1) + (y-b)/(y-b+1) = [(y-b)² + (y-b)]/(y-b+1)

Next, we can combine the terms in the numerator by factoring out (y-b):

[(y-b)² + (y-b)]/(y-b+1) = (y-b)(y-b+1)/(y-b+1)

Finally, we can cancel out the common factor of (y-b+1) in the numerator and denominator to get the polynomial:

(y-b)(y-b+1)/(y-b+1) = y-b

Therefore, the equation ((y-b)²)/(y-b+1)+(y-b)/(y-b+1)  after being simplified, is equivalent to the polynomial y-b.

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Answer:

  (a) {0 ≤ x ≤ 60; 0 ≤ y ≤ 90; x + y ≤ 120}

  (b) p = 50x +75y; 30 tons of loam and 90 tons of peat will maximize profit

Step-by-step explanation:

You want a graph of constraints and the solution to the problem of maximizing profit from sale of 60 tons of loam and 90 tons of peat at a profit of $50/t and $75/t, respectively, if at most 120 tons can be sold.

Let x and y represent tons of loam and peat, respectively. Then the constraints can be written as the inequalities ...

We want to maximize profit, so maximize ...

  p = 50x +75y

The attached graph shows the graphs of the inequalities. The restrictions on the variables confine the applicable graph to the first quadrant.

The black line shows the objective function. The value of the profit function is maximized when the line is as far from the origin as possible. The boundary point of the constraint solution space that maximizes profit is (x, y) = (30, 90).

Sale of 30 tons of loam and 90 tons of peat soil will maximize profit.

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Additional comment

Since selling peat is the most profitable, profit will be maximized when we sell as much peat as possible. Sale of only 90 tons is possible, so profit will be maximized when we sell that many, then make up the rest of the 120 ton maximum by selling loam. We don't need a graph or a list of constraints to figure that out.