Here is a pattern of squares. The equation represents the number of small squares in the pattern of n, the step number

The probability that the other child is a boy given that the shorter child is a boy is approximately 0.56 or 56%.

The problem can be solved using Bayes' theorem, which states that:

P(A|B) = P(B|A) * P(A) / P(B)

where A and B are events, P(A|B) is the conditional probability of event A given event B has occurred, P(B|A) is the conditional probability of event B given event A has occurred, P(A) is the prior probability of event A, and P(B) is the prior probability of event B.

Let A be the event that both children are boys, and B be the event that the shorter child is a boy. We are given that P(B|A') = 1/2, since the gender of the taller child is equally likely to be a boy or a girl.

We are also given that P(A') = 3/4, since there are three equally likely possibilities for the gender of the two children: boy-girl, girl-boy, and girl-girl. Finally, we are given that in 89% of families consisting of one son and one daughter the son is taller than the daughter, which means that P(B|A) = 0.89.

Using Bayes' theorem, we can calculate the probability that the other child is a boy given that the shorter child is a boy:

P(A|B) = P(B|A) * P(A) / P(B)

      = 0.89 * (1/4) / [(1/2) * (3/4) + 0.89 * (1/4)]

      ≈ 0.56

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The equation of line "g" is y = (-3/4)x + 1. To find the equation of line "g" that goes through the points (-4, 4) and (4, -2), we can use the slope-intercept form of a linear equation, which is y = mx + b, where m is the slope and b is the y-intercept.

First, we can find the slope of the line by using the slope formula, which is:

m = (y2 - y1) / (x2 - x1)

Using the coordinates of the two points given, we have:

m = (-2 - 4) / (4 - (-4)) = -6 / 8 = -3 / 4

Next, we can use the slope-intercept form and one of the two points to find the y-intercept, b. Using the point (-4, 4), we have:

4 = (-3/4)(-4) + b

4 = 3 + b

b = 1

Finally, we can substitute the values of m and b into the slope-intercept form to get the equation of line "g":

y = (-3/4)x + 1

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Answer:

45618.7

Step-by-step explanation:

[tex]f = p \times (1 + r \n) ^{nt} = f \: 43000[/tex]

Therefore, the answer is 225 cents.

When an international calling plan charges 45 cents per minute or fraction of a minute for each call, the cost for making a 5-minute call is 225 cents.What is an international calling plan?

An international calling plan is a type of phone plan that allows people to make calls to other countries at lower rates than they would normally be charged. The cost of a call will vary depending on the country and the duration of the call. The per-minute rate may be used to calculate the cost of making an international call when an international calling plan charges 45 cents per minute or fraction of a minute for each call.

If a 5-minute call is made under the given circumstances, the cost of the call will be[tex] 5 x 45 = 225 [/tex]cents.

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the probability that a bulb lasts longer than the advertised figure of 4100 hours is approximately 0.8413 or 84.13%.

The probability that a bulb lasts longer than the advertised figure can be found using the normal distribution formula. In this case, we have a mean of 4400 hours and a standard deviation of 300 hours. The advertised lifetime is 4100 hours. We will calculate the z-score and then use the standard normal distribution table to find the probability. Here's the step-by-step explanation:
Calculate the z-score: The z-score is a measure of how many standard deviations away from the mean a data point is. To calculate the z-score for the advertised lifetime (4100 hours), use the formula:
z = (X - μ) / σ
where X is the advertised lifetime (4100 hours), μ is the mean (4400 hours), and σ is the standard deviation (300 hours).
z = (4100 - 4400) / 300
z = -300 / 300
z = -1
Use the standard normal distribution table: Now that we have the z-score (-1), we can use the standard normal distribution table to find the probability that a bulb lasts longer than the advertised figure. Look for the value corresponding to -1 in the table, which is 0.1587.
Calculate the probability: The value we found in the standard normal distribution table (0.1587) represents the probability that a bulb lasts less than the advertised figure (4100 hours). To find the probability that a bulb lasts longer, we need to subtract this value from 1:
Probability (bulb lasts longer than advertised figure) = 1 - 0.1587
Probability (bulb lasts longer than advertised figure) = 0.8413

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We can write the quadratic expression 10x^2 + tx + 8 as:

10x^2 + tx + 8 = 10x^2 + (a+b)x + ab

where a and b are constants that we want to determine, and (a+b)x is the middle term in the quadratic expression.

We can factor 10 as 25 and 8 as 22*2, so we have:

10x^2 + tx + 8 = (2x + c)(5x + d)

where c and d are the constants that we need to determine.

Expanding the right-hand side of this equation, we get:

(2x + c)(5x + d) = 10x^2 + (2d+5c)x + cd

Comparing this to the original expression, we see that:

2d + 5c = t

cd = 8

We can use these equations to solve for c and d in terms of t:

c = (t - 2d)/5

d = 8/c

Substituting d in terms of c in the first equation, we get:

2(8/c) + 5c = t

Multiplying through by c, we get a quadratic equation in c:

16 + 5c^2 = tc

We want this equation to have real solutions for c, so the discriminant must be non-negative:

25t^2 - 80 >= 0

Solving this inequality for t, we get:

t <= -8/5 or t >= 8/5

Therefore, the quadratic expression 10x^2 + tx + 8 can be written as the product of two binomials for all values of t less than or equal to -8/5 or greater than or equal to 8/5.

This leads to the incorrect conclusion that the food is safe for consumption when it is actually not.

A food inspector's job is to inspect samples of food products to determine if they are safe for consumption. In this context, we can consider this process as a hypothesis test with the following hypotheses:

Null hypothesis (H0): The food is safe.
Alternative hypothesis (H1): The food is not safe.

The statement given - "The sample suggests that the food is safe, but it actually is not safe" - describes a situation where the food inspector incorrectly concludes that the food is safe when it is not. This is an example of an error in hypothesis testing.

There are two types of errors in hypothesis testing: Type I and Type II.

Type I error occurs when the null hypothesis is rejected when it is actually true. In other words, a Type I error leads to the false conclusion that the food is not safe when it actually is safe.

Type II error occurs when the null hypothesis is not rejected when it is actually false. In this case, a Type II error results in the false conclusion that the food is safe when it actually is not safe.

Given the statement, "The sample suggests that the food is safe, but it actually is not safe," we can determine that this is an example of a Type II error. The food inspector failed to reject the null hypothesis (that the food is safe) when it was, in fact, false.

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Answer:

( -1, -1)

Step-by-step explanation:

We see on the graph, point x is located at (-1,-1)

Answer:

Ella and her mother bought 8 bananas.

Step-by-step explanation:

There are 16 ounces in 1 pound, so 3 pounds is equal to 3 x 16 = 48 ounces.

If each banana weighs 6 ounces, then they bought 48/6 = 8 bananas.

Answer:

8 Bananas

Step-by-step explanation:

Well for starters we know that 1 pound = 16 ounces, and Ella's mother bought 3 pounds of bananas which is equal to 48 ounces. If each Banana is 6 ounces we simply use the equation of 48/6 = x, and with simple maths we can find that x = 8

If Julian wrote the last term as -3x⁴ instead of -3x², then the first term of the polynomial in standard form would be:

3x⁴ + 6y⁴ + 5x²y² - 10xy³ + 9x³y - 214. The correct option is B.

It should be noted that to simplify the polynomial and write it in standard form, we need to combine like terms and arrange them in descending order of their exponents.

First, we can combine the like terms of x²y²

4x²y² + x^2y² = 5x²y²

Next, we can combine the like terms of xy³:

-8xy³ - 2xy³ = -10xy³

Then, we have the following terms left:

9x³y, 6y⁴, -3x² -214

To write this polynomial in standard form, we need to arrange the terms in descending order of their exponents:

6y⁴ + 5x²y² - 10xy³ + 9x³y - 3x² - 214

If Julian wrote the last term as -3x^4 instead of -3x^2, then the first term of the polynomial in standard form would be:

3x⁴ + 6y⁴ + 5x²y² - 10xy³ + 9x³y - 214

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Step-by-step explanation:

Yes they are congruent via the S-S-S  triangle theorem.

  triangles are congruent if they have three equal sides ( Side-Side-Side)

The odds ratio was for each factor in the table are 2.32, 6.67, 1.64, 1.33, 2.43, 2.33, 1.75 and 8.33 respectively, and the factor with the highest odds ratio is "Pausing at steam iron in hall 4," suggesting that it is the most likely responsible for the outbreak.

To calculate the odds ratio, we need to divide the number of cases with a specific factor by the number of controls with that same factor and then divide that result by the number of cases without that factor divided by the number of controls without that factor. For example, to calculate the odds ratio for pausing at the whirlpool spa in hall 3, we would do:

Odds ratio = (41/101)/(21/119) = 2.32

Using the same formula for the other factors, we get:

Underlying disease: 6.67

A smoker: 1.64

Total hours at exhibition: 1.33

Pausing at bubblemat in hall 3: 2.43

Pausing at electric kettle in hall 3: 2.33

Pausing at whirlpool in hall 4: 1.75

Pausing at steam iron in hall 4: 8.33

Based on these odds ratios, the factor most likely responsible for the outbreak is pausing at the steam iron in hall 4, as it has the highest odds ratio of all the factors considered.

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--The given question is incomplete, the complete question is given

" To measure potential visitor exposure to possible sources of Legionella, a questionnaire and a map of the site was sent to a randomized group of 220 people who had visited the exhibition. A respondent was categorized as a case (n=101) if they had symptoms of a respiratory infection within 20 days of their visit to the exhibition.

Study Population

Cases (n=101)

Controls (n=119)

Male

63

45

Underlying disease

11

2

A smoker

42

31

Total hours at exhibition

4

3

Pausing at whirlpool spa in hall 3

41

21

Pausing at bubblemat in hall 3

37

17

Pausing at electric kettle in hall 3

26

12

Pausing at whirlpool in hall 4

31

20

Pausing at steam iron in hall 4

16

3

Calculate the Odds Ratio for each of the factors considered in Table 2. (You must do this calculation for each factor, but you only need to provide an example calculation for one of them.)

If a larger odds ratio indicates a higher probability that a given factor is the causative mechanism for disease transfer (e.g., the source) which of the last five factors is most likely responsible for the outbreak? "--

Chau could rent the boat for 1, 2, 3, 4, 5, 6, or 7 hours and still spend less than $53.

To find out the possible number of hours Chau could rent the boat, follow these steps:
Apply the discount coupon: Chau has a $3 discount, so subtract that from the total amount he wants to spend, which is $53.

$53 - $3 = $50
Determine the maximum number of hours Chau can rent the boat:

The boat costs $7 per hour, so divide the adjusted total amount by the cost per hour.
$50 ÷ $7 ≈ 7.14 hours
Since Chau can't rent the boat for a fraction of an hour, he can rent it for a maximum of 7 hours.

List the possible number of hours: Starting from 1 hour (assuming Chau wants to rent the boat for at least an hour), list all the whole numbers up to the maximum number of hours determined.
Possible number of hours: 1, 2, 3, 4, 5, 6, 7.

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The measures shown, could the figure be a parallelogram: Yes, one pair of opposite sides could measure 10 in., and the other pair could measure 8 in.

A quadrilateral having two sets of parallel sides is referred to as a parallelogram. This indicates that a parallelogram's opposing sides are parallel and congruent (the same length). Moreover, a parallelogram's opposing angles are congruent (have the same measure).

The following are some characteristics of parallelograms:

A parallelogram's opposing sides are parallel and congruent.

A parallelogram's opposing angles are congruent.

The parallelogram's subsequent angles are additional (their sum is 180 degrees).

A parallelogram's diagonals split each other in half (cut each other in half).

For the given quadrilateral to be a parallelogram the opposite sides need to be congruent.

Thus,

10 = x + 2

x = 8

Also,

2x - 3 = x + 5

2x - x = 5 + 3

x = 8

Hence, the measures shown, could the figure be a parallelogram: Yes, one pair of opposite sides could measure 10 in., and the other pair could measure 8 in.

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So 60% of the students in the school are boys.

A percentage is a number or ratio expressed as a fraction of 100. It is often denoted using the percent sign, although the abbreviations pct., pct, and sometimes pc are also used. A percentage is a dimensionless number; it has no unit of measurement.

To find the percentage of students that are boys, we need to find what fraction of the total number of students are boys, and then convert the fraction to a percentage.

The fraction of students that are boys is:

144/240 = 0.6

To convert this fraction to a percentage, we can multiply by 100:

0.6 * 100 = 60

Therefore, 60% of the students in the school are boys.

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If the math SAT scores followed a normal-distribution, then the probability that

(a) sample mean is less than 475 is 00.1151,

(b) sample mean is greater than 500 is 0.2119,

(c) sample mean is between 475 and 500 is 0.6730.

The mean score (μ) = 490, the standard-deviation (σ) = 50,

Part (a) :

The random sample of 16 people is selected,

So, σₓ = σ/√n = 50/√16 = 12.5,

⇒ P(x < 475) = P[ (x-μ)/σ < (475-490)/12.5],

⇒ P(z < -1.2) = 0.1151.

So, Probability that sample mean is less than 475 is 0.1151.

Part (b) :

The probability that the mean score is greater than 500 is written as :

⇒ P(x > 500) = 1 - P(x < 500) = 1 - P[z < (500 - 490)/12.5],

⇒ 1 - P(z < 0.8)

⇒ 1 - 0.7881 = 0.2119.

So, probability that mean score is greater than 500 is 0.2119.

Part (c) :

The probability that the mean score is between 475 and 500 is written as :

⇒ P[ (475 - 490)/12.5 < z < (500 - 490)/12.5 ],

⇒ P( -1.2 < z < 0.8)

⇒ P(z < 0.8) - P(z < -1.2)

From the normal table,

⇒ 0.7881 - 0.1151 = 0.6730,

So, probability that mean score is between 475 and 500 is 0.6730.

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The effective annual yield is approximately 3.164%.

Answer:

The answer to your problem is, A. D.

Step-by-step explanation:

Median: 75

Quartile Value: 85
Range: 40

We can use this info to make some inferences about the test scores in our dataset.

Firstly, the range of the test scores, is 40 points, so the lowest test score must be 75 - 20 = 55 points, and the highest test score must be 75 + 20 = 95 points. Therefore the highest test score is 95

The third quartile value is 85 points, which means that 75% of the test scores are less than or equal to 85 points. Since the median test score is 75 points, we can infer that 50% of the test scores are less than or equal to 75 points. Therefore, the remaining 25% of the test scores must be between 75 and 85 points. Thus, about 25% of test scores are in between 75 and 85. The third option is incorrect, as the lowest possible test score is 55 points, which is greater than 50 points.

Answer: Sure, I'd be happy to help you with these questions! Here are the solutions:

To find the area of R, we need to find the points of intersection between the two curves.

Setting y = 3sin(2x) and y = e^x equal to each other, we get:

3sin(2x) = e^x

Taking the natural logarithm of both sides, we get:

ln(3sin(2x)) = x

Now, we can find the x-coordinates of the intersection points by graphing the two curves or using a numerical method, such as a graphing calculator or Newton's method. The intersection points are approximately x = 0.306 and x = 2.313.

To find the area of R, we can integrate the difference between the two curves with respect to x:

A = ∫(e^x - 3sin(2x)) dx from x = 0.306 to x = 2.313

This integral can be evaluated using integration by substitution or a numerical method, such as a calculator or computer software. The area of R is approximately 2.828 square units.

To find the volume of S, we can use the formula for the volume of a solid of revolution:

V = ∫πy^2 dx from x = 0.306 to x = 2.313

Here, y = e^x - 3sin(2x) is the radius of the cross sections of the solid generated by rotating R around the x-axis.

This integral can be evaluated using numerical methods, such as a calculator or computer software. The volume of S is approximately 41.201 cubic units.

To find the volume of Q, we can use the formula for the volume of a solid of revolution around a horizontal line:

V = ∫π(y - 5)^2 dx from x = 0.306 to x = 2.313

Here, y = e^x - 3sin(2x) is the distance from the horizontal line y = 5 to the cross sections of the solid generated by rotating R around the line y = 5.

This integral can be evaluated using numerical methods, such as a calculator or computer software. The volume of Q is approximately 14.503 cubic units.

To find the volume of P, we can use the formula for the volume of a solid with known cross-sectional area:

V = ∫A(x) dx from x = 0.306 to x = 2.313

Here, the cross sections of P are semicircles perpendicular to the x-axis. The radius of each semicircle is given by:

r = (1/2)(e^x - 3sin(2x))

So the area of each semicircle is:

A = (1/2)πr^2 = (1/8)π(e^x - 3sin(2x))^2

Therefore, the volume of P is:

V = ∫(1/8)π(e^x - 3sin(2x))^2 dx from x = 0.306 to x = 2.313

This integral can be evaluated using numerical methods, such as a calculator or computer software. The volume of P is approximately 5.654 cubic units.

I hope this helps! Let me know if you have any further questions.

Step-by-step explanation:

The answer of the given question based on the graph is the amplitude of the given sin equation is 2.

Amplitude refers to the maximum displacement of a wave from its equilibrium or rest position. It is a characteristic of a wave that measures the magnitude or strength of its oscillations or vibrations.  The amplitude refers to the distance from the midline (or average value) of the function to its maximum or minimum value. The amplitude is a positive value, and it is half the distance between the maximum and minimum values of the function.

In this case, we can see from the graph that the midline of the function is y = -3, which is the value of the function when sin(Θ) = 0 (since 2sin(Θ) - 3 = 2(0) - 3 = -3).

The maximum value of the function occurs when sin(Θ) = 1 (since the maximum value of sin(Θ) is 1), so the maximum value of 2sin(Θ) is 2. Therefore, the maximum value of 2sin(Θ) - 3 is 2 - 3 = -1.

The distance from the midline (-3) to the maximum value (-1) is 2 units, so the amplitude of the sine function y = 2sin(Θ) - 3 is 2.

Therefore, the amplitude of the given sin equation is 2.

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The length that separates the lowest 30% of the means from the highest 70% is between 9.74 cm and 10.26 cm

The mean of the sampling distribution of the mean for a sample size of 15 will also be 10 cm (since the population mean is 10 cm). The standard deviation of the sampling distribution will be:

standard deviation = population standard deviation / sqrt(sample size)

standard deviation = 2 cm / sqrt(15)

standard deviation ≈ 0.5164 cm

We want to find the length that separates the lowest 30% of the means from the highest 70%. We can use the z-score formula to find the corresponding z-scores for these percentiles:

z = (x - μ) / σ

For the lowest 30%, we want to find the z-score that corresponds to a cumulative probability of 0.3. Using a standard normal distribution table or calculator, we can find that this is approximately -0.5244.

-0.5244 = (x - 10) / 0.5164

Solving for x, we get:

x = 9.74 cm

Similarly, for the highest 70%, we want to find the z-score that corresponds to a cumulative probability of 0.7, which is approximately 0.5244.

0.5244 = (x - 10) / 0.5164

Solving for x, we get:

x = 10.26 cm

Therefore, the length that separates the lowest 30% of the means from the highest 70% is between 9.74 cm and 10.26 cm, inclusive.

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a) The probability that more than 64% of the sampled adults drinks coffee daily is equals to the 0.2574.

b) The probability that the sample proportion of the sampled adults who drink coffee daily is between 0.59 and 0.67 is equals to the 0.2316.

We have a report data of National Coffee Association related to coffee drinking by adults. Sample proportion that adults drink coffee daily, p = 61% = 0.61

1 - p = 1 - 0.61 = 0.39

A random sample of sample size, n

= 250.

Population proportion= Sample proportion, p = 0.61

So, mean for population, μₚ = population proportion = 0.61

Standard deviations for population is σₚ

= √p( 1 - p)/n = √0.61(1 - 0.61)/250

= 0.0308

The sample proportion is approximately normally distributed, p ~ N(0.62,0.03072).

a) The probability that more than 64% of the sampled adults drinks coffee daily is, P( X > 0.64) = P ( (X - μₚ)/σₚ < (0.64 - 0.61)/0.0308 = 0.974

Using the normal distribution table probability value, P (Z >0.974 ) is equals to 0.2574 so, P( X> 0.64) = 0.2574.

b) The probability that the proportion of the sampled adults who drink coffee daily is between 0.59 and 0.67, P ( 0.59 < p < 0.67) = P[(0.59 - 0.61) / 0.0308 < (p - μₚ)/σₚ < (0.67 - 0.61) / 0.0308]

= P(-0.65 < z < 1.94)

= P(z < 1.94) - P(z < -0.65 )

= 0.4738 - 0.2422

= 0.2316

Hence, required probability is 0.2316.

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Complete question:

Coffee: The National Coffee Association reported that 61% of U.S. adults drink coffee daily. A random sample of 250 U.S. adults is selected. Round your answers to at least four decimal places as needed.

a)find the probability that more than 64% of the sampled adults drinks coffee daily

b)Find the probability that the proportion of the sampled adults who drink coffee daily is between 0.59 and 0.67.

Answer:

A.) w=P/2-l

Step-by-step explanation:

Part A.)

P=2(l+w)

P/2= l+w

P/2-l= w

w=P/2-l

Part B.) In order to get (l+w) by itself, so I could subtract l, I had to divide both sides by two. Then I was able to subtract l from both sides to get just w on the right.

The frequency table and the probability distribution table have been matched correctly.

The frequency table consists of the number of occurrences of each value of the random variable x.

The probability distribution table consists of the probability of occurrence of each value of the random variable x.

The probability distribution table shows the probability of each value of the random variable x. The value of x can either be 0, 1, 2, 3, or 4. The respective probabilities of each value are 0.1, 0.12, 0.32, 0.16, and 0.6.

The frequency table shows the number of occurrences of each value of the random variable x. The value of x can either be 0, 1, 2, 3, or 4. The respective frequencies of each value are 5, 10, 15, 5, and 15.  

The total of the frequencies in the frequency table is equal to the total of the probabilities in the probability distribution table.

The frequency of each value of the random variable x is equal to the product of the probability of that value and the total number of occurrences in the frequency table.

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Answer: 20

Step-by-step explanation:

   First, we put the data values in order from least to greatest.

10 13 14 19 20 23 31 33 39

   Next, we will find the middle value of this list.

10 13 14 19 20 23 31 33 39

--- 13 14 19 20 23 31 33 ---

--- --- 14 19 20 23 31 --- ---

--- --- --- 19 20 23 --- --- ---

--- --- --- --- 20 --- --- --- ---

   The median is 20.

Answer:

What kind of shape is it? a triangle???

Step-by-step explanation:

please provide the shape so i can help you

The number of student council members who like neither bowling nor ice skating is 27.

Let's denote the following:

We are given the following information:

c = 3 * b (number of students who like bowling but not ice skating is triple the number who like ice skating but not bowling)

50% of students like one but not both activities, so (b+c)/72 = 0.5

9 students like both activities, so d = 9

The total number of students is 72.

Let's solve for a, b, and c:

From (2), we have b + c = 36.

From (1), we can rewrite c as c = 3b.

Substituting this into the equation from (2), we get:

b + 3b = 36

4b = 36

b = 9

Now, we can find the value of c:

c = 3b = 3 * 9 = 27

Finally, we can find the value of a.

We know that a + b + c + d = 72:

a + 9 + 27 + 9 = 72

a + 45 = 72

a = 27

Therefore, the number of student council members who like neither bowling nor ice skating is 27.

The correct answer is not among the options provided.

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The actual width of the soccer field will be around 70 yards.

We are given that the width of the soccer field in the drawing is 35 inches. To find the actual width of the soccer field, we need to use the scale provided. We can set up a proportion to relate the dimensions in the drawing to the actual dimensions:

1 inch ÷ 2 yards = 35 inches ÷ x

where x is the actual width of the soccer field in yards.

To solve for x, we can cross-multiply:

1 inch × x = 35 inches × 2 yards

Simplifying, we get:

x = (35 inches × 2 yards) ÷ 1 inch

x = 70 yards

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Simplified expression of [tex]\rm (8/12)^{(x/y)} \times (x/y)[/tex] is ([tex]\rm 2^{y}[/tex])/([tex]\rm 3^{x/y^2}[/tex]).

An algebraic expression is a mathematical phrase that contains variables, constants, and mathematical operations. It may also include exponents and/or roots. Algebraic expressions are used to represent quantities and relationships between quantities in mathematical situations, often in the context of problem-solving.

Assuming you meant to write the expression as:

[tex](8/12)^{(x/y)}[/tex]* (x/y)

We can simplify it as follows:

First, we can simplify the fraction 8/12 to 2/3:

[tex](2/3)^{(x/y)}[/tex] * (x/y)

Next, we can apply the properties of exponents to simplify [tex](2/3)^{(x/y)}[/tex] as follows:

[tex](2/3)^{x/y}[/tex] = [tex](2^{x/y}/3^{x/y})^x[/tex]

= [tex]2^{x/y}[/tex]/[tex]3^{x/y}[/tex]

Substituting this back into the original expression, we get:

([tex]2^{x/y}[/tex]/[tex]3^{x/y}[/tex]) * (x/y)

= ([tex]2^{x/y*x}[/tex])/([tex]3^{x/y*y}[/tex])

= ([tex]\rm 2^{y}[/tex])/([tex]\rm 3^{x/y^2}[/tex]).

So the final simplified expression is ([tex]\rm 2^{y}[/tex])/([tex]\rm 3^{x/y^2}[/tex]).

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https://brainly.com/question/19245500

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Complete question:

Factorize the given term to simplest form:

[tex]\rm (8/12)^{(x/y)} \times (x/y)[/tex]