can someone please answer this question​

The value of x in the equation x/3 = 9 is 27

A linear equation is an algebraic equation where each term is either a constant or a variable raised to the first power. In other words, none of the exponents can be greater than 1. For example, x² is a variable raised to the second power, but x is a variable raised to the first power.

Example of linear equation with two variables is 2x + y = 5, where x and y are the variables . 5x + 2 = 6 is an example of linear equation with one variable

in the expression x/3 = 9

We multiply both sides by 3

therefore x/3 × 3 = 9 × 3

x = 27

therefore the value of x in the equation x/3 = 9 is 27

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Answer:

4

Step-by-step explanation:

2+2=4

Haley is right because the solution is r ≤ -20

An equation is an expression that shows the relationship between numbers and variables.

Inequalities is used for the non equal comparison of these numbers and variables.

Given the inequality:

-13 ≥ r + 7

Add 13 to both sides:

-13 + 13 ≥ r + 7 + 13

0 ≥ r + 20

subtract r from both sides:

0 - r ≥ r + 20 - r

-r ≥ 20

divide both sides by -1:

r ≤ -20

The solution is a graph on a number line with a solid circle at -20 and an arrow pointing left

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Equations will be AgNO3(aq)+HCl(aq)⟶AgCl(s)+HNO3(aq)

AgNO3+HCl⟶AgCl+HNO3 for acid

Ag:+1⟶+1

NO3:−1⟶−1

H:+1⟶+1

Cl:−1⟶−1

According to the solubility table, nitrates are always soluble, so the strong ionic bond between silver ions and nitrate ions are broken by water molecules because of ion-dipole attraction. Acids ionize in water to give mobile ions, so hydrogen chloride in aqueous solution gives out hydrogen ions (and form hydronium ions) and chloride ions.

There are five types of particles in the solution :

H2O molecules, Ag+ ions, NO3− ions, H+ ions, and Cl− ions. (Slight ionization of water is neglected in this case.) They freely bump into each other as they are mobile. However, this freely moving condition is inhibited by the interaction between Ag+ ions and Cl− ions.

According to the solubility table, AgCl is insoluble in water. When Ag+ ions and Cl− ions bump into each other, they strongly attract each other, in which the strong ionic force cannot be separated by the ion-dipole force between them and H2O molecules. As a result, AgCl evolves as a white solid.

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Slope is a metric that expresses how inclined a line is with respect to the horizontal.Answer is y = (-5/3)x - 1 .

Slope is a metric that expresses how inclined a line is with respect to the horizontal.

The anti-clockwise measured tangent of the angle between a line and the positive x-axis is the slope of a straight line.

The slope of the line will be m = tan if is the angle between a straight line and the positive x-axis.

Y/X = (Y2 - Y1)/(X2 - X1) = m = tan

A straight line's equation is (y - y1)/(x - y1) = (y2 - y1)/(x2 - x1) if it goes through the points (x1, y1) and (x2, y2).

Y = mx + c is the equation of a straight line in slope intercept form.

Solution:

Given: A straight line connects (-3, 4) and (0, -1).

To determine: The straight line equation

Since ,

Since (-3,4) and (0,-1) are on a straight line, its equation will be as follows:

y - y1 / x - x1 = y2 - y1 / x2 - x1

→ (y - 4)/(x - (-3)) = (-1 - 4)/(0 - (-3))

→ (y - 4)/(x + 3) = - 5/3

→ y - 4 = (-5/3)(x + 3)

→ y - 4 = (-5/3)x - 5

→ y = (-5/3)x - 5 + 4

→ y = (-5/3)x - 1

Hence ,

The necessary formula is y = (-5/3)x - 1.

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The amount of money that the bookstore paid for the textbook is $104.17.

When the price of an item is marked-up, it means that the price of the item is increased by a percentage. After a markup, the price of the item increases.

In order to determine the amount the bookstore paid for the bookstore, divide the price the student paid for the textbook by the percentage discount.

Price before the mark up = marked up price / (1 + percentage discount)

= $125 / ( 1 + 0.2)

= $125 / 1.2

= $104.17

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The number of M&M's that were in the bowl before Amelia arrived is; 12

Let the original amount in the bowl be x. Thus;

If Amelia grabbed 50%, then amount left = (100% - 50%)x = 50%x = 0.5x

Now, we are told that domicick took 50% of what was keft after amelia. Thus; New amount left = 100%x - (0.5x + 0.25x) = 0.25x

Now, we are told that there were finally 3 left after all the deductions. Thus;

0.25x = 3

x = 3/0.25

x = 12

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Cash discounts describe a reward that a seller provides to a buyer in exchange for paying a bill in full before the due date.

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The expected return on the stock is 22.50% and the expected standard deviation of stock returns is 26.57%

The standard deviation is a measure of the spread of a set of data around its mean (average) value. It is a statistical measure of the dispersion of data. The standard deviation is the square root of the variance, which is the average of the squared differences between each data point and the mean.

The expected return on the stock is the weighted average of the possible returns, with the weights being the probabilities of those returns occurring. To calculate the expected return, we multiply each return by its corresponding probability and add the products together.

Expected return = (7.50% * 0.2) + (2.00% * 0.1) + (22.50% * 0.3) + (19.00% * 0.1) + (14.00% * 0.3) = 7.50% + 0.2% + 6.75% + 1.90% + 4.20% = 22.50%

The expected standard deviation of stock returns is a measure of the volatility or risk of the stock. It is calculated by taking the square root of the variance, which is the average of the squared differences between each return and the expected return.

Expected standard deviation = √(((7.50% - 4.20%)^2 * 0.2) + ((2.00% - 4.20%)^2 * 0.1) + ((22.50% - 4.20%)^2 * 0.3) + ((19.00% - 4.20%)^2 * 0.1) + ((14.00% - 4.20%)^2 * 0.3)) = √(26.57%)

So, the expected return on the stock is 4.20% and the expected standard deviation of stock returns is 26.57%.

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The best estimate for the number of fish is that there are 82 yellow fish and 18 green fish, which you can calculate using the rule of three. This estimate is expected to be accurate.

This can be calculated using a rule of three as follows. Let's start with the yellow fish:

53 = 65

x    = 100

53 x 100 / 65 = 82 yellow fish

Green fish:

12 = 65

x = 100

12 x 100 / 65= 18 green fish

This estimate is expected to be accurate; however, there might be small differences in real life such as 80 yellow fish and 20 green fish.

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Sentence A: "The joke was so hilarious that the audience roared!" most accurately and vividly describes the action.

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Sentence A is the most accurate and vivid as it describes the audience's reaction in a lively and emotional way.

In this sentence, the verb "roared" is used to describe the reaction of the audience to the joke. Roaring is a strong and lively verb that conveys the idea that the audience was highly entertained and had a strong emotional reaction to the joke.

Sentence B: "The joke was so hilarious that the audience smirked!" is not vivid enough to describe the action as the audience reaction is not clearly defined. Smirking is usually a subtle expression that might be difficult to interpret.

Sentence C: "The joke was so hilarious that the audience smiled!" is also not vivid enough to describe the action as smiling is a common reaction to something funny and it doesn't clearly convey the level of audience's reaction.

Overall, Sentence A is the most accurate and vivid as it describes the audience's reaction in a lively and emotional way.

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I have 40 cupcakes in my house. That day, 3 friends came over. All of us have the same number of cupcakes each. How many cupcakes did we each eat?

The story of 40 divided by 4 reminding everyone about the importance of fairness and sharing.

There were 40 colorful candies waiting to be shared equally among 4 friends.

The candies were so delicious and enticing that the friends couldn't wait to indulge in their sweet treat.

The four friends, named Alex, Ben, Chris, and Dana, gathered around a table with their empty candy bags in front of them.

They were filled with excitement as they knew it was time to divide the candies fairly.

With the candies in the center of the table, they decided to take turns dividing them into smaller piles.

Alex went first and carefully divided the candies into 10 piles, making sure each pile had an equal number of candies.

This left 10 candies in each pile.

Then, it was Ben's turn. He took one pile of 10 candies and divided it into two equal piles, with 5 candies in each.

Ben did the same with the other nine piles, resulting in a total of 20 piles, each containing 5 candies.

Next, it was Chris's turn. He picked one pile with 5 candies and divided it into two equal piles, leaving 2 candies in each pile.

Chris repeated this process with the remaining 19 piles, resulting in a total of 40 piles, each containing 2 candies.

Finally, it was Dana's turn. Dana took one pile with 2 candies and divided it equally between two empty candy bags, leaving 1 candy in each bag. Dana repeated this process with the remaining 39 piles, resulting in a total of 80 candy bags, each containing 1 candy.

In the end, all four friends had received their fair share of candies. They joyfully took their candy bags and started savoring the delicious treats, grateful for their successful division.

And so, the story of 40 divided by 4 came to a sweet conclusion, reminding everyone about the importance of fairness and sharing.

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a) The inequality equation is x < -11

b) The inequality equation is x < 7

c) The ratio of dogs to cats is 7 : 5

Inequalities are the mathematical expressions in which both sides are not equal. In inequality, unlike in equations, we compare two values. The equal sign in between is replaced by less than (or less than or equal to), greater than (or greater than or equal to), or not equal to sign.

In an inequality, the two expressions are not necessarily equal which is indicated by the symbols: >, <, ≤ or ≥.

Given data ,

Let the inequality equation be represented as A

Now , the value of A is

a)

Substituting the values in the equation , we get

x + 8 < -3   be equation (1)

On simplifying the equation , we get

Subtracting 8 on both sides of the equation , we get

x < -11

Therefore , the inequality is x < -11

b)

The inequality representing the number line is x < 7

c)

Let the ratio be represented as A

The number of dogs = 7

The number of cats = 5

The ratio of dogs to cats = number of dogs / number of cats

Substituting the values in the equation , we get

The ratio of dogs to cats = 7 / 5

Therefore , the ratio is 7 : 5

Hence , the inequality relation is solved

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The probability that Federer missed his first serves given that he won the point is 0.30%.

Generally, To solve this problem, we can use Bayes' theorem. Bayes' theorem states that:

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

where

A and B are events, and

P(A|B) is the probability of event A given that event B has occurred.

In this problem, let A be the event that Federer missed his first serve, and let B be the event that he won the point.

We are trying to find P(A|B), the probability that Federer missed his first serve given that he won the point.

We know that:

P(A) = 1 - 0.63 = 0.37 (the probability that Federer missed his first serve, given that he made 63% of his first serves)

P(B|A) = 0.57 (the probability that Federer won the point given that he missed his first serve)

P(B|A') = 0.78 (the probability that Federer won the point given that he made his first serve)

We can use these probabilities and Bayes' theorem to find the answer:

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

P(A|B) = 0.57 * 0.37 / ( 0.57 * 0.37 + 0.78 * 0.63)

= 0.30029 or 30.33%

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Answer:

0.3

Step-by-step explanation:

Tennis great Roger Federer made 63% of his first serves in a recent season. When Federer made his first serve, he won 78% of the points. When Federer missed his first serve and had to serve again, he won only 57% of the points. Suppose you randomly choose a point on which Federer served. You get distracted before seeing his first serve but look up in time to see Federer win the point. What’s the probability that he missed his first serve?

To show that if the column vectors of matrix A and B are linearly independent, then the column vectors of matrix C = A*B will also be linearly independent, we can use the following proof:

Assume that the column vectors of matrix A and B are linearly independent. Let's assume that the column vectors of matrix C = A*B are linearly dependent.

This means that there exists a non-trivial linear combination of the column vectors of C that results in the zero vector.

C = AB => c_1 = Ab_1, c_2 = Ab_2, ... c_n = Ab_n

Let's assume that a linear combination of c1, c2, ..., cn results in the zero vector.

a_1c_1 + a_2c_2 + ... + a_n*c_n = 0

Now, we can substitute the matrix multiplication for ci:

a_1Ab_1 + a_2Ab_2 + ... + a_nAb_n = 0

Since matrix A is non-singular, we can left multiply by A^-1

A^-1*(a_1Ab_1 + a_2Ab_2 + ... + a_nAb_n) = A^-1*0

This simplifies to

a_1b_1 + a_2b_2 + ... + a_n*b_n = 0

This is a non-trivial linear combination of the column vectors of matrix B that results in the zero vector, which contradicts the assumption that the column vectors of matrix B are linearly independent. Therefore, the column vectors of matrix C = A*B must also be linearly independent.

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Answer:

20 m

Step-by-step explanation:

Answer:

56%

Step-by-step explanation:

4100 seats.

filled 2296

% = 2296/4100 = 56%

Answer:

56

Step-by-step explanation:

it is Right

Random sampling is the sampling method that was used.

Random sampling is a method in which all members of the population have an equal chance of being selected for the sample. In this case, fifteen instructors were chosen using random numbers to implement the new learning strategy.Random sampling is a useful tool when a researcher needs to select a representative sample from a population. By using random numbers to choose the sample, the researcher can ensure that the sample is truly representative of the population. Random sampling also helps to reduce bias, as the researcher has no control over who is chosen for the sample.

To calculate the probability of being chosen for the sample, the formula is (1/n) x 100, where n is the total number of population members. In this case, the population was the group of all instructors, and the sample was the group of fifteen instructors chosen. Therefore, the probability of being chosen is (1/n) x 100 = (1/15) x 100 = 6.67%.

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The domain of the graph will be [-1.50, 1). Then the domain in the form of inequality will be - 1.50 ≤ x < 1.

The collection includes all locations on the surface of the shape (x, f(x)) that make up a function of f's graph. We may alternatively say that the graph of f is the curve of y = f. (x). As a result, the diagram of an equation is a particular instance of the graphs of functions.

The domain of the graph is given as,

- 1.50 ≤ x < 1

The domain of the graph will be [-1.50, 1). Then the domain in the form of inequality will be - 1.50 ≤ x < 1.

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The complete question is attached below.

A set is considered closed under a particular operation if the result of that operation applied to any two elements of the set is also an element of the set.

Division is an operation on two elements, where one element is divided by the other.

A. Natural numbers are not closed under division since when we divide two natural numbers, the result may not be a natural number. For example, when we divide 4 by 2, the result is 2, which is a natural number. However, when we divide 6 by 3, the result is 2.00, which is not a natural number.

B. Non zero intergers are not closed under division since when we divide two non zero integers, the result may not be a non zero integer. For example, when we divide 8 by 2, the result is 4, which is a non zero integer. However, when we divide 6 by 3, the result is 2.00, which is not a non zero integer.

C. Irrational numbers are not closed under division since when we divide two irrational numbers, the result may not be an irrational number. For example, when we divide √2 by √2, the result is 1, which is an irrational number. However, when we divide √3 by √2, the result is 1.73, which is not an irrational number.

D. Non zero rational numbers are closed under division since when we divide two non zero rational numbers, the result will always be a non zero rational number. For example, when we divide 6 by 3, the result is 2, which is a non zero rational number. Similarly, when we divide 8 by 4, the result is 2, which is also a non zero rational number.

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The length of the side DE is 9.

Parallelogram is a type of polygon with four sides, four angles and four vertices. It is a type of Quadrilateral.

Opposite sides are parallel, and the opposite sides and opposite angles are equal.

Given is a figure of a quadrilateral DEFG.

We have from the figure, two triangles, ΔDGF and ΔDEF.

Diagonal of the quadrilateral DF is a common side for both triangles.

Given that DG = EF

Also ∠FDG = ∠EFD

So we get the two triangles are congruent by SAS theorem.

So the given figure is parallelogram.

So Length of DE = Length of GF = 4x + 1.

We have EF = DG

6x + 4 = 4x + 8

2x = 4

x = 2

Length of DE = 4x + 1 = 9

Hence the length of the side DE of the parallelogram is 9.

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The reasons that matches each steps are:

1. Given (first occurrence)

2. Given (second occurrence)

3. Vertical angles theorem

4. ASA

5. CPCTC

CPCTC stands for "corresponding parts of congruent triangles are congruent", which connote that if two triangles are congruent, then every parts that are corresponding will be congruent to each other also.

Thus the reason that match each steps would be stated as follows:

1. C is the intersection point of CD and EB » Given (first occurrence)

2. AC ≅ EC and <A ≅ <E » Given (second occurrence)

3. <ACB ≅ <ECD » Vertical angles theorem

4. ∆ABC ≅ ∆EDC » ASA

5. AB ≅ ED » CPCTC

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Answer:

a)  See attachment.

b)  Domain: (2, ∞)

     Range: (-∞, ∞)

c)  As x → 2⁺, f(x) → -∞

    As x → ∞, f(x) → ∞

d)  f(3) = -5

e)  x = 4

Step-by-step explanation:

Given logarithmic function:

[tex]f(x)=\log_2(x-2)-5[/tex]

As the argument of a log function can only take positive arguments, the domain is restricted to x > 2 and there is a vertical asymptote at x = 2.

To find the x-intercept, set the function to zero and solve for x:

[tex]\implies \log_2(x-2)-5=0[/tex]

[tex]\implies \log_2(x-2)=5[/tex]

[tex]\textsf{Apply log law}: \quad \log_ab=c \iff a^c=b[/tex]

[tex]\implies x-2=2^5[/tex]

[tex]\implies x-2=32[/tex]

[tex]\implies x=34[/tex]

Therefore, the x-intercept is (34, 0).

Substitute x = 10 into the function to find a second point on the curve:

[tex]\implies f(10)=\log_2(10-2)-5[/tex]

[tex]\implies f(10)=\log_2(8)-5[/tex]

[tex]\implies f(10)=\log_2(2)^3-5[/tex]

[tex]\implies f(10)=3\log_2(2)-5[/tex]

[tex]\implies f(10)=3(1)-5[/tex]

[tex]\implies f(10)=3-5[/tex]

[tex]\implies f(10)=-2[/tex]

Therefore, a second point on the curve is (10, -2).

As the argument of a log function can only take positive arguments, the domain is restricted to x > 2:

The range is unrestricted:

As x approaches x = 2 from the positive side, the function approaches negative infinity:

As x approaches positive infinity, the function approaches positive infinity.

From inspection of the graph:

Check by evaluating f(3) algebraically:

[tex]\implies f(3)=\log_2(3-2)-5[/tex]

[tex]\implies f(3)=\log_2(1)-5[/tex]

[tex]\implies f(3)=0-5[/tex]

[tex]\implies f(3)=-5[/tex]

From inspection of the graph:

Check by evaluating f(x) = -4 algebraically:

[tex]\implies \log_2(x-2)-5=-4[/tex]

[tex]\implies \log_2(x-2)=1[/tex]

[tex]\textsf{Apply log law}: \quad \log_ab=c \iff a^c=b[/tex]

[tex]\implies x-2=2^1[/tex]

[tex]\implies x-2=2[/tex]

[tex]\implies x=4[/tex]

If Ben scores 56 out of 79 on a maths test. The  percentage he get is: 0.7089.

Using this formula to determine the percentage he got

Percentage gotten = Number of scores / Total score

Where:

Number of score = 56

Total score = 79

Let plug in the formula

Percentage gotten = 56 ÷ 79

Percentage gotten = 0.70886

Percentage gotten = 0.7089 (Approximately)

Therefore we can conclude that he got 0.7089 .

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(a) (i) Average velocity = -160 ft/s, (ii) Average velocity = -320 ft/s, (iii) Average velocity = -1600 ft/s. (b) Instantaneous velocity = -320 ft/s.

(a) (i) Average velocity = change in height/change in time

= (285 - (285 - 16(2.1)^2))/0.1

= -160 ft/s

(ii) Average velocity

= (285 - (285 - 16(2.05)^2))/0.05

= -320 ft/s

(iii) Average velocity

= (285 - (285 - 16(2.01)^2))/0.01

= -1600 ft/s.

(b) Instantaneous velocity = -320 ft/s.

The average velocity of the pebble after t seconds is given by the equation y = 285 − 16t2. To find the average velocity for the time period beginning when t = 2, we can calculate the change in height of the pebble over the given time period and divide it by the change in time. For instance, for 0.1 seconds, we can calculate the average velocity by dividing the change in height (285 - (285 - 16(2.1)^2)) by the change in time (0.1). This gives us an average velocity of -160 ft/s. Similarly, for 0.05 and 0.01 seconds, the average velocity can be calculated to be -320 ft/s and -1600 ft/s respectively. To estimate the instantaneous velocity of the pebble after 2 seconds, we can assume that the change in time is very small and approximate the velocity to be the average velocity for 0.01 seconds. This gives us an instantaneous velocity of -320 ft/s.

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Answer:

OK so he gets 3000 a year

so 3000t is what we need. thats 3000 times the number of years.

His starting salary is 41250, so we would add that on.  

K = 3000t + 41250.

Step-by-step explanation:

Answer:

One bar each

Step-by-step explanation:

8 people/8granola bars =1 bar each

The proportion of strength observations in this sample that exceed 10 MPa can be calculated by taking the total number of observations that exceed 10 MPa divided by the total number of observations.

To do this, we count the number of observations in the stem-and-leaf display greater than 10 MPa. We see that there are 8 observations greater than 10 MPa. We then divide 8 by the total number of observations, which is 24. This yields a proportion of 0.33 or 33%. This means that 33% of the strength observations in this sample exceed 10 MPa.There are six observations in the stem-and-leaf display that are greater than 10 MPa: 11, 11, 11, 11, 12, and 13. Therefore, the number of observations greater than 10 MPa is 6. The total number of observations is 11, as there are 11 stems with leaves. Therefore, the proportion of strength observations in the sample that exceed 10 MPa is (6/11) x 100 = 54.55%. This means that 54.55% of the observations in the sample exceed 10 MPa.

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It is proved that there are exactly [tex]2^{\frac{n(n-1)}{n}}[/tex] labeled simple graphs on n vertices. And about [tex]\left(\begin{array}{c}{ \frac{n(n-1)}{2}}&\\m&\end{array}\right)[/tex]  labeled simple graphs that have exactly m edges.

(i) The number of edges that can be on n vertices is [tex]\frac{n(n-1)}{2}[/tex]. We have (n-1) choices to put an edge for each vertex. Also, we have n choices to select the first vertices. So in total, we have n(n-1) choices but each edge is counted twice. Then, all distinct edges on n vertices are given by  [tex]\frac{n(n-1)}{2}[/tex].

Let us consider H to be any graph that lies on n vertices. And this denotes all the edges [tex]e_1, e_2, e_3,\cdots \cdots \cdots e_{\frac{n(n-1)}{2}}[/tex]. For each edge [tex]e_i[/tex], the number of choices we have is two. One is [tex]e_i[/tex] is an edge in H. Another is [tex]e_i[/tex] is not an edge in H. This is therefore written as 2×2×..............×2 choices, and this number [tex]2^{\frac{n(n-1)}{n}}[/tex] equals labeled simple graphs on n vertices.

(ii) Out of [tex]\frac{n(n-1)}{2}[/tex] edges, we can select m edges for a graph by [tex]\left(\begin{array}{c}{ \frac{n(n-1)}{2}}&\\m&\end{array}\right)[/tex]ways. Then, the number of graphs that are present on n vertices with m edges is written as [tex]\left(\begin{array}{c}{ \frac{n(n-1)}{2}}&\\m&\end{array}\right)[/tex].

The complete question is -

(i) Show that there are exactly [tex]2^{\frac{n(n-1)}{n}}[/tex] labeled simple graphs on n vertices.

(ii) For any value of, how many of those labeled simple graphs have exactly m edges?

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