Answer:p=d2
Step-by-step explanation:math
Help me pls!!! Ty :)
Answer:
45°
Step-by-step explanation:
is an opposite angle, therefore congruent, same value 45°
Answer:
45
Step-by-step explanation:
hello, the answer is 45
A paper distributor offers discounts to individuals who buy in quantity. They offer a 10 percent discount for orders of 50 -100 boxes of paper, a 20 percent discount for orders of 100 - 200, and a 30 percent discount for orders of 200 boxes or more. If Lee placed an order of 140 boxes (each box is $2.50), what would his discount and final price be?
His discount and final price be $280 for his order of 140 boxes.
What is Discount ?A discount is a drop in a product's or service's price.
It is frequently provided as a perk to customers to entice them to buy. Discounts are often stated as a percentage or dollar amount off the list price.
Depending on the sort of discount and the situation, discounts can be computed in a variety of ways.
For instance, a product that costs $100 would have a discounted price of $80 with a 20% discount applied. Similar to this, a product that costs $50 would have a discounted price of $40 if it received a $10 reduction.
In marketing and sales, discounts are frequently used to draw customers and boost sales volume.
What percentage is it?The denominator of a percentage (also known as a ratio or fraction) is always 100. Sam, for instance, would have received 30 out of a possible 100 points if he had received 30% on his maths test.
In ratio form, it is expressed as 30:100 and in fraction form as 30/100. In this case, the percentage symbol "%" is read as "percent" or "percentage."
This percent symbol can always be changed to a fraction or decimal equivalent by using "divided by 100."
Exampe of Percentage :-
10% = 10/100 ( = 1/10 (or) 0.1)
25% = 25/100 ( = 1/4 (or) 0.25)
According to question
Lee qualifies for a 20% discount because his order of 140 boxes falls within the range of 100-200 boxes.
Since each box originally cost $2.50, the full price of 140 boxes, after any discounts, is:
140 * $2.50 = $350
The 20% Lee discount is determined as follows:
20% * $350 = $70
Lee's discount is therefore $70, and his adjusted price is as follows:
$350 - $70 = $280
Therefore, Lee will ultimately pay $280 for his order of 140 cartons.
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A rectangular prism has a length of 113yards, a width of 212 yards, and a height of 4 yards. Enter the volume of the prism as a mixed number in simplest form in the box.
____ yd³
EXPLANATION
Given the dimensions of a rectangular prism:
Length = 113 yards
Width: 212 yards
Height: 4 yards
We have to find its volume.
The volume of a prism is the product of its dimensions,
Hence, the volume of this prism is 95,824 cubic yards.
there are four blood types, and not all are equally likely to be in blood banks. in a certain blood bank, 49% of donations are type o blood, 27% of donations are type a blood, 20% of donations are type b blood, and 4% of donations are type ab blood. a person with type b blood can safely receive blood transfusions of type o and type b blood. what is the probability that the 4th donation selected at random can be safely used in a blood transfusion on someone with type b blood? ( to the nearest thousandth)
The probability that the fourth donation selected at random can be safely used in a blood transfusion on someone with type B blood is 0.69.
How to find the probability?Since a person with type B blood can safely receive blood transfusions of type O and type B blood, the fourth donation selected at random must be either type O or type B blood. From the information given, the probability of the fourth donation being type O blood is 49%, and the probability of it being type B blood is 20%. Therefore, the probability that the fourth donation can be safely used in a blood transfusion on someone with type B blood is:
P(type O or type B) = P(type O) + P(type B) = 0.49 + 0.20 = 0.69
So, the probability that the fourth donation selected at random can be safely used in a blood transfusion on someone with type B blood is 0.69 (rounded to the nearest thousandth).
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in the solow model, if f(k) = 2 k0.5, s = 0.25, n = 0.1, and d = 0.4, what is the value of k at equilibrium
The value of k at equilibrium is 1.
In the Solow model, the equilibrium level of capital per worker (k*) occurs when the change in capital per worker is zero. This can be found by setting the investment per worker equal to the effective depreciation.
Given that the production function is f(k) = 2k^0.5, the saving rate is s = 0.25, the population growth rate is n = 0.1, and the depreciation rate is d = 0.4, we can find the equilibrium value of k as follows:
Step 1: Calculate investment per worker (I)
I = s * f(k) = 0.25 * 2k^0.5 = 0.5k^0.5
Step 2: Calculate effective depreciation per worker (Dep)
Dep = (n + d) * k = (0.1 + 0.4) * k = 0.5k
Step 3: Set investment per worker equal to effective depreciation per worker to find the equilibrium value of k
0.5k^0.5 = 0.5k
Step 4: Solve for k
Divide both sides by 0.5:
k^0.5 = k
Square both sides:
k = k^2
Rearrange the equation to solve for k:
k^2 - k = 0
k(k - 1) = 0
There are two possible solutions for k: k = 0 and k = 1. However, k = 0 is not a meaningful solution in the context of the Solow model, so the equilibrium value of k is:
k* = 1
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Our school raises $150 for six charities. Each charity gets 1/6 of the amount raised. How much did each charity get
The amount that each charity gets is $25.
The charity raise simply define as we raise funds in the form of small amounts of money from a huge crowd of people within a specific period of time.
For example, if 100 people donate $50 each to your crowdfunding campaign in two weeks, you will be able to raise $5000.
To find the amount that each charity got, we have to divide the total charity amount raised in the proportion given, i.e., 1/6.
Each charity gets 1/6 of the total amount raised, which is $150.
So, we need to divide $150 by 6:
$150 ÷ 6 = $25
Therefore, each charity received $25.
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three shoppers are in the elevator of a department store. at each stop, a shopper is equally likely to remain on the elevator or depart at that floor, independent of the other shoppers. find the expected number of stops the elevator makes before the three shoppers have all left the elevator.
Three shoppers are in the elevator of a department store. the anticipated number of stops the lift makes sometime recently the three customers have all cleared out the lift is 21/4, or 5.25 stops on normal.
E(X) = ∑ x P(X = x) where the summation is over all conceivable values of X, and P(X = x) is the likelihood that X takes on the esteem x.
The conceivable values of X are 3, 4, and 5, The likelihood that X = k for k ≥ 3 is the likelihood that the three customers will have all left the lift after k stops, which is 7/8 times the Probability that they have not all cleared out after k - 1 stops. That's, P(X = k) = (7/8) P(X = k-1)
Utilizing this recursive relationship, ready to compute the probabilities of X taking on each conceivable esteem: P(X = 3) = 7/8
P(X = 4) = (7/8)(1/8) = 7/6
P(X = 5) = (7/8)(7/64) = 49/512
P(X = 6) = (7/8)(49/512) = 343/4096
Presently we are able to utilize the equation for anticipated esteem to discover E(X): E(X) = ∑ x P(X = x)
= 3(7/8) + 4(7/64) + 5(49/512) + 6(343/4096) + ...
= ∑ (3/2)[tex]^{k}[/tex] (7/8)[tex]^{k}[/tex]
= (7/8) (3/2) / (1 - 3/2)
= (7/8) (3/2) / (1/2)
= 21/4
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WILL MARK BRAINLIST! PLEASE ANSWER ASAP
(08.03;08.04 MC) A group of 10 students participated in a quiz competition. Their scores are shown below: 4, 4, 3, 4, 3, 12, 4, 3, 2, 3 Part A: Would a dot plot, a histogram, or a box plot best represent the data shown above if the purpose of the graph is to highlight the frequency of each individual score? Explain your answer. (4 points) Part B: Provide a step-by-step description of how you would create the graph named in Part A. (6 points)
Part A: A dot plot would best represent the data shown because a dot plot shows each data point as a dot along a number line, making it easy to see the frequency of each individual score.
Part B: we follow the steps described below to plot a dot plot:
Draw a number line with a range that includes all the data points.Mark each data point with a dot above its corresponding value on the number line.If multiple data points have the same value, stack the dots vertically to show the frequency of that score.What is a dot pot?
A dot chart or dot plot is described as a statistical chart consisting of data points plotted on a fairly simple scale, typically using filled in circles.
The stacked dots in the plotted graph reflect the frequency of each score, and the dots themselves represent the individual scores.
The figure reveals that 4 and 3 were the most frequent scores, respectively, and that a score of 12 was an exception.
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suppose the life time of a component ti in hours is uniformly distributed on [100, 200]. components are replaced as soon as one fails and assume that this process has been going on long enough to reach equilibrium. (a) what is the probability that the current component has been in operation for at least 50 hours? (b) what is the probability that the current component will last for at least 50 more hours?
a. The probability that the current component has been in operation for at least 50 hours is 0.5
b. The probability that the current component will last for at least 50 more hours is also 0.5.
(a) The probability that the current component has been in operation for at least 50 hours is given by the cumulative distribution function (CDF) of the uniform distribution on [100, 200] evaluated at 50.
The CDF of a uniform distribution on [a, b] is given by:
F(x) = (x - a) / (b - a) for a <= x <= b
F(x) = 0 for x < a
F(x) = 1 for x > b
Therefore, in this case, the CDF is:
F(x) = (x - 100) / 100 for 100 <= x <= 200
F(x) = 0 for x < 100
F(x) = 1 for x > 200
So the probability that the current component has been in operation for at least 50 hours is:
P(ti >= 50) = 1 - F(50) = 1 - ((50 - 100) / 100) = 0.5
(b) The probability that the current component will last for at least 50 more hours is also given by the CDF of the uniform distribution on [100, 200], but evaluated at 150 instead of 50.
That is,
P(ti >= 150) = F(150) = (150 - 100) / 100 = 0.5.
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PLS HELP GIVING BRAINLIEST
Answer:
28 kilometers
Step-by-step explanation:
They both have the same area.
8*5 = 40
4*10 = 40
Multiplying 4 and 10 gets both rectangles to have the same area.
They are asking for the perimeter so it'll be 28.
4 + 4 + 10 + 10 = 28
A mathematician reported the results from a particular experiment to the researcher who conducted it. The report states that on one specific part of the experiment, a statistical test result yielded a p-value of 0. 21. Based on this p-value, what should the researcher conclude?
The test was not statistically significant because 2 × 0. 21 = 0. 42, which is less than 0. 5.
The test was statistically significant because a p-value of 0. 21 is greater than a significance level of 0. 5.
The test was not statistically significant because if the null hypothesis is true, one could expect to get a test statistic at least as extreme as that observed 79% of the time.
The test was not statistically significant because if the null hypothesis is true, one could expect to get a test statistic at least as extreme as that observed 21% of the time.
The test was statistically significant because p = 1 − 0. 21 = 0. 79, which is greater than a significance level of 0. 5
Based on the p-value of 0.21, the researcher should conclude that option (D) The test was not statistically significant because if the null hypothesis is true, one could expect to get a test statistic at least as extreme as that observed 21% of the time.
A p-value of 0.21 means that if the null hypothesis (the hypothesis that there is no significant difference between groups or no significant relationship between variables) is true, there is a 21% chance of obtaining a test statistic as extreme as the one observed or more extreme.
In general, a p-value of 0.05 or less is considered statistically significant, which means that the probability of obtaining a test statistic as extreme as the one observed or more extreme is less than 5% if the null hypothesis is true. In this case, since the p-value is greater than 0.05, the null hypothesis cannot be rejected and the result is not statistically significant.
Option A is incorrect because multiplying the p-value by 2 assumes a two-tailed test, which may not be the case. Option B is incorrect because a significance level of 0.5 is not commonly used in hypothesis testing.
Option C is incorrect because the statement that "if the null hypothesis is true, one could expect to get a test statistic at least as extreme as that observed 79% of the time" is not based on the p-value. Option E is incorrect because subtracting the p-value from 1 assumes a one-tailed test, which may not be the case.
Therefore, the correct option is (D) The test was not statistically significant because if the null hypothesis is true, one could expect to get a test statistic at least as extreme as that observed 21% of the time.
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The given question is incomplete, the complete question is:
A mathematician reported the results from a particular experiment to the researcher who conducted it. The report states that on one specific part of the experiment, a statistical test result yielded a p-value of 0. 21. Based on this p-value, what should the researcher conclude?
A) The test was not statistically significant because 2 × 0. 21 = 0. 42, which is less than 0. 5.
B) The test was statistically significant because a p-value of 0. 21 is greater than a significance level of 0. 5.
C) The test was not statistically significant because if the null hypothesis is true, one could expect to get a test statistic at least as extreme as that observed 79% of the time.
D) The test was not statistically significant because if the null hypothesis is true, one could expect to get a test statistic at least as extreme as that observed 21% of the time.
E) The test was statistically significant because p = 1 − 0. 21 = 0. 79, which is greater than a significance level of 0. 5
Need help ASAP!!! It’s due today….
Thus, the value of y for the given linear function for the input value of x = 4 , is found as y = 5.
Explain about the linear function:Any function which it graphs as a straight line is said to be linear. Mathematically speaking, this indicates that the function contains one or two variables, but neither exponents nor powers.
If the function seems to have more variables, they must all be constants or well-known variables in order for the function to continue to be linear.A two-variable linear equation can be thought of as a linear relationship involving x and y, or two variables whose values rely on each other (often y and x) (usually x). Y is referred to as the dependent variable in this scenario since it depends on the independent variable, x.Given linear function:
y = 2x - 3 ; with x = 4
To get the value of y ,put x = 4 in the given function:
y = 2(4) - 3
y = 8 - 3
y = 5
Thus, the value of y for the given linear function for the input value of x = 4 , is found as y = 5.
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correct question:
Find the value of y for the given value of 'x'.
y = 2x - 3 ; x = 4
Determine the measure of the exterior angle in the diagram
the measure of the exterior angle ECD is 140 degrees.
Answer:
110°
Step-by-step explanation:
The sum of the angles in a triangle is equal to 180°
So, 2x°+3x°+(3x+4)°=180°
8x°+4°=180°
8x°=180°- 4°
8x°=176°
x°=22°
The exterior angle theorem states that when a triangle's side is extended, the resultant exterior angle formed is equal to the sum of the measures of the two opposite interior angles of the triangle.
So, the exterior angle is 2x°+3x°=5x°
As we got x°=22°, then 5x°=5×22°=110°
HELLLPPP Quick
What is the mean of this data set?
12, 17, 16, 10, 20
35
25
15
Answer:
15
Step-by-step explanation:
The numbers in the given data = 12, 17, 16, 10, 20
Total number = 5
12 + 17 + 16 + 10 + 20 = 75
Mean = 75/5
Mean 15
katie wants to hang a painting in a galery. the painting and framemust have an area of 45 square feet. the painting is 6 feet wide by 7 feet long. which quadratic equation can be ued too determine the thickness of the frame x?
For a painting with frame, the quadratic equation can be ued too determine the thickness of the frame x is equals to the
4x² + 26x - 3 = 0. So, option(b) is right one.
There is defined that katie wants to hang a painting in a galery. See the above figure. Total area of the painting and frame must be equal to 45 square feet. Let the dimensions of painting be L and W that is length and width.
The width of painting, W = 6 feet
Length of painting, L = 7 feet
The thickness of the frame = x feet.
So, the new length of painting and frame, L' = (6 + 2x ) feet
The new width of painting and frame, W' = (7 + 2x ) feet
We have to determine the quadratic equation for thickness of the frame x. Using the area formula for rectangular, A = length × width
Area of rectangular painting and frame, A'
= new length × new width = L'× W'
= ( 6 + 2x) ( 7 + 2x)
From the scenario, A' = 45 sq. feet
=> ( 6 + 2x) ( 7 + 2x) = 45
=> 42 + 12x + 14x + 4x² = 45
Simplify the above expression,
=> 4x² + 26x = 3
=> 4x² + 26x - 3 = 0
Hence, required quadratic equation is
4x² + 26x - 3 = 0.
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Complete question:
katie wants to hang a painting in a galery. the painting and framemust have an area of 45 square feet. the painting is 6 feet wide by 7 feet long. which quadratic equation can be ued too determine the thickness of the frame x?
a) 4x^2 + 26x + 45 = 0
b) 4x^2 + 26x − 3 = 0
c) x^2 + 13x − 3 = 0
d)x^2 + 13x + 45 = 0
which of the following fraction comparison problems can be solved with a same number of missing pieces strategy? a. 1/2 vs. 7/9 b. 4/5 vs. 3/5 c. 5/6 vs. 5/8 d. 4/9 vs. 2/7
4/5 vs. 3/5 is the fraction comparison problem that can be resolved using the same number of missing pieces approach.
The same number of missing pieces method compares the numerator of two fractions after determining the common denominator for the two fractions. Only when the denominators of the fractions are different does this method work. We can identify a common denominator of 20 and compare the numerators in option b because the denominators (4 and 3) disagree.
Consequently, 4/5 can be expressed as 16/20 and 3/5 as 12/20. When we compare the numerators, we obtain 16 > 12, meaning that 4/5 is higher than 3/5. Because they share the same denominator or have no common factor, the other possibilities cannot be solved using the same number of missing pieces technique.
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when the null hypothesis in the chi square test for independence is true, there should be select one: a. large difference between the observed frequencies and the expected frequencies b. little difference between the observed frequencies and the expected frequencies c. no difference between the observed frequencies and the marginal d. no difference between the row and the column marginal
The null hypothesis in the chi-square test for independence is true, there should be little difference between a and b the observed and expected frequencies.
This indicates that the variables being analyzed are independent of each other.
Chi-square test for independence, the null hypothesis assumes that there is no relationship between two categorical variables being analyzed.
Variables are independent of each other.
Assumption is true, there should be no significant difference between the observed frequencies and the expected frequencies.
Expected frequencies are calculated by multiplying the row and column marginal frequencies and dividing by the total number of observations.
The observed frequencies are the actual frequencies observed in the data.
Therefore, when the null hypothesis is true, the difference between the observed frequencies and the expected frequencies should be minimal or little.
The chi-square statistic is calculated by comparing the observed and expected frequencies and testing whether the difference is significant or due to chance.
If there is a large difference between the observed and expected frequencies, this indicates that there may be a relationship between the variables being analyzed.
This would lead to rejecting the null hypothesis and concluding that the variables are not independent.
It is important to note that while there should be little difference between the observed and expected frequencies when the null hypothesis is true, there may still be some minor differences due to sampling variability.
p-value to determine the statistical significance of the results.
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Use a net to find the surface area of the cereal box.
13in
5 in.
in².
2 in.
The total surface area of the cereal box is
Thus, the total surface area of the cereal box is found as - 202 in².
Define about the features of cuboid:With six faces, twelve edges, and eight vertices, a cuboid is a 3D shape. Its faces are all rectangles.
Due to its uniform cross-section throughout, a cuboid is also a prism. It is referred to as a prism.
They have eight vertices, 12 edges, and six faces.Cuboids have rectangular-shaped sides.All the angles that are formed at the vertices are right angles.Given data:
Length l - 13 in width w - 5 in. height h - 2 in.total surface area of cuboidal cereal box = 2(lb + bh + hl)
total surface area = 2(13 *5 + 5*2 + 2*13)
total surface area = 2*101
total surface area = 202 in².
Thus, the total surface area of the cereal box is found as - 202 in².
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Correct question:
find the surface area of the cereal box.
Length - 13 in : width - 5 in. height - 2 in.
The total surface area of the cereal box is _____
HW-18.2
Find the measure of each interior angle of a regular nonagon ?
The measure of the interior angle is 180 - 40 or 140 because each exterior angle and the matching interior angle form a linear pair.
What is angle?Angle is a geometric figure formed by two rays that have a common endpoint, called the vertex. Angles are measured in degrees, with 360° in a full circle. Angles are used in math, physics, and engineering to measure lengths, angles, and directions. Angles are also used in everyday life to describe a direction or position, such as when we say something is “at an angle”.
There are nine congruent exterior angles on the a convex regular nonagon. 9n = 360, n equals the total of all external angles, and n = 40. each side by nine. Each external angle is 40 degrees in size.
The measurement of the interiors angle is 180 - 40 or 140 because each exterior angle and the matching interior angle form a linear pair.
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Please help me with the Performance Task: Common Tangents of Circles
Performance Task
When two circles intersect, there can be common internal and external tangents, and if the circles intersect at two points, then the line joining their centers will bisect the common internal tangents and be perpendicular to the common external tangents.
Tangent is a line or segment that lies between the two circles, while a common external tangent is a line or segment that lies outside both circles.
Additionally, there can be a special case where the two circles are tangent to each other, meaning they touch at exactly one point.
When two circles intersect, there are a few important properties to consider. First, the two circles will intersect at either one or two points.
If they intersect at one point, then the two circles are said to be tangent to each other.
In this case, the tangent to each circle at the point of intersection is the same line. If the two circles intersect at two points, then there are two common internal tangents and two common external tangents.
Furthermore, if two circles intersect at two points, then the line joining the centers of the circles will bisect the common internal tangents and will be perpendicular to the common external tangents. This is known as the Radical Axis Theorem.
Another important property of intersecting circles is that if a line or segment intersects one circle and is tangent to the other circle at a point of intersection, then the line or segment will be a common tangent to the two circles.
The intersection of two circles can result in either no points, one point, or two points of intersection.
Tangent lines and tangent segments can also be used to create common tangents for the two circles.
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Question:
You have studied the properties and theorems of circles related to radil, chords, secants, and tangents. These components help to create angles and segments inside and outside a circle. However, there are also properties and components associated with two circles together. All circles are similar to each other and all circles are congruent when their radii have the same length. For this project, let's consider the Intersection of two circles. There are three possible arrangements.
1. No points of intersection:
2. One point of intersection:
3. Two points of intersection:
There are relationships between two circles other than the points of intersection. Those relationships involve tangent lines and tangent segments. A common tangent for two circles is a line or segment that touches both circles only once. These common tangents can be internal common tangents or external common tangents. A common internal
I need help with this it's hard. Thanks!
The measure of angle JKL is 105⁰.
The measure of angle KJM is 75⁰.
What is the property of opposite angles of isosceles trapezoid?
In an isosceles trapezoid, the property of opposite angles is that they are congruent or equal in measure. Specifically, the two angles that are formed by the intersection of the non-parallel sides with the bases of the trapezoid are opposite angles, and they have the same measure.
The measure of angle JKL is calculated as;
m∠JKL = 27⁰ + 78⁰ = 105⁰
m∠JKL = 105⁰
The measure of angle KJM is calculated as;
m∠KJM = ¹/₂ (360 - 2x105)
m∠KJM = 75⁰
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can I get help without anybody guessing please :)
The inequality graphed is given as follows:
y ≥ x² - 4x - 5.
What are the inequality symbols?The four inequality symbols, along with their meaning on the number line and the coordinate plane, are presented as follows:
> x: the amount is greater than x -> the number is to the right of x with an open dot at the number line. -> points above the dashed horizontal line y = x on the coordinate plane.< x: the amount is less than x. -> the number is to the left of x with an open dot at the number line. -> points below the dashed horizontal line y = x on the coordinate plane.≥ x: the amount is at least x. -> the number is to the right of x with a closed dot at the number line. -> points above the solid vertical line y = x on the coordinate plane.≤ the amount is at most x. -> the number is to the left of x with a closed dot at the number line. -> points above the dashed vertical line y = x on the coordinate plane.The roots of the parabola are given as follows:
x = -1 and x = 5.
Hence:
y = a(x + 1)(x - 5)
y = a(x² - 4x - 5).
When x = 0, y = -5, hence the leading coefficient a is given as follows:
-5a = -5
a = 1.
The part above is painted, with a solid line, hence the inequality is given as follows:
y ≥ x² - 4x - 5.
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stores l and m each sell a certain product at a different regular price. if both stores discount their regular price of the product, is the discount price at store m less than the discount price at store l ?
The discount price at each store will depend on the regular price and the amount of the discount offered, and it is not possible to determine which store will have the lower discount price without knowing these factors.
Elaborate more your answer indetail?It is not necessarily true that the discount price at store M will be less than the discount price at store L. The relative discount prices will depend on the amount of the discount applied by each store.
For example, let's say that the regular price of the product at store L is $100 and the regular price at store M is $120. If store L offers a 20% discount, the discount price would be $80.
If store M offers a 15% discount, the discount price would be $102. Therefore, in this case, the discount price at store L is less than the discount price at store M.
On the other hand, if store L offers only a 10% discount, the discount price would be $90. In this case, the discount price at store M would be less than the discount price at store L.
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in the equation, is a(n) _____. a. dependent variable b. slope parameter c. intercept parameter d. independent variable
In the equation, y=β_0+β_1 x_1+β_2 x_2+u, β_2 is a(n) slope parameter. Option B is the correct answer.
In the given equation, y is the dependent variable, x1, and x2 are independent variables, β0 is the intercept parameter, β1 is the slope parameter for x1, β2 is the slope parameter for x2, and u is the error term. Therefore, β2 represents the effect or impact of the independent variable x2 on the dependent variable y, holding other independent variables constant.
Understanding the role and significance of each parameter is essential for interpreting the results of statistical models and drawing meaningful conclusions from the data.
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The question is -
In the equation, y=β_0+β_1 x_1+β_2 x_2+u, β_2 is a(n) _____.
a. independent variable
b. dependent variable
c. slope parameter
d. intercept parameter
The circle graph describes the distribution of preferred transportation methods from a sample of 300 randomly selected San Francisco residents.
circle graph titled San Francisco Residents' Transportation with five sections labeled walk 40 percent, bicycle 8 percent, streetcar 15 percent, bus 10 percent, and cable car 27 percent
Which of the following conclusions can we draw from the circle graph?
Bus is the preferred transportation for 25 residents.
Bicycle is the preferred transportation for 48 residents.
Together, Streetcar and Cable Car are the preferred transportation for 42 residents.
Together, Walk and Streetcar are the preferred transportation for 165 residents.
Therefore , the solution of the given problem of circle comes out to be it can be inferred from the circle graph that for 165 residents, Walk and Streetcar .
What is circle?Each aeroplane component creates a circle when viewed from this new angle and at a distance. (center). Its structure is made up of surfaces and wavy regions that contrast with one another. Within the core, it rotates uniformly in every direction as well. The "center" of a circular or restricted double sphere remains constant throughout all ultimate extensions.
Here,
This conclusion may be taken from the circle graph's data, which reveals that 15% of the sample favoured the streetcar and 40% preferred walking.
By combining these two figures, we get a sample preference for walking or using the streetcar of
=> 40% + 15% = 55%.
Since there are 300 residents in the sample,
=> 55% of 300 = 0.55 x 300, or 165 residents.
As a result, it can be inferred from the circle graph that for 165 residents, Walk and Streetcar together represent their favourite mode of transportation.
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in three flips of an unfair coin the probability of getting three heads is the same as the probability of getting exactly two tails. what is the ratio of the probability of flipping a tail to the probability of flipping a head?
The ratio of the probability of flipping a tail to the probability of flipping a head when the probability of getting three heads is the same as the probability of getting exactly two tails in three flips is 1/3.
How to find the ratio of probability of flipping a tail to probability of flipping a head?Let p be the probability of flipping a head and q be the probability of flipping a tail.
The probability of getting three heads in three flips is [tex](p)^3.[/tex]
The probability of getting exactly two tails in three flips is 3pq².
Given that these probabilities are equal, we have:
[tex](p)^3[/tex]= 3pq²
Simplifying this equation gives:
p = 3q
Dividing both sides by q gives:
p/q = 3
Therefore, the ratio of the probability of flipping a tail to the probability of flipping a head is 1/3.
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the manager of a gas station has observed that the times required by drivers to fill their car's tank and pay are quite variable. in fact, the times are exponentially distributed with a mean of 6 minutes. what is the probability that a car can complete the transaction in less than 5 minutes?
The probability that a car can complete the transaction in less than 5 minutes is approximately 0.578 or 57.8%.
Since the times required by drivers to fill their car's tank and pay are exponentially distributed with a mean of 6 minutes, we can use the exponential distribution formula to find the probability that a car can complete the transaction in less than 5 minutes:
P(X < 5)
where X is the time required for a car to complete the transaction.
To find P(X < 5), we can use the cumulative distribution function (CDF) of the exponential distribution, which is:
F(x) = 1 - e^(-λx)
where λ is the rate parameter of the distribution. For an exponential distribution with mean μ, the rate parameter λ is equal to 1/μ.
So, in our case, λ = 1/6 and we can calculate P(X < 5) as:
P(X < 5) = F(5) = 1 - e^(-1/6 × 5) ≈ 0.578
In other words, there is a 57.8% chance that a car will finish filling its tank and paying within 5 minutes at this gas station.
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Help solve this! ASAP
Answer:
2
Step-by-step explanation:
You want the average rate of change of f(x) = -x² -2x +6 on the interval [-7, 3].
Average rate of changeThe average rate of change of f(x) on the interval [a, b] is computed as ...
m = (f(b) -f(a))/(b -a)
For the given function f(x), this is ...
m = (f(3) -f(-7))/(3 -(-7)) = (-9 -(-29))/10 = 20/10 = 2
The average rate of change of f(x) on the interval [-7, 3] is 2.
__
Additional comment
The derivative of the function is f'(x) = -2x -2. The midpoint of the interval is x = (-7 +3)/2 = -2. The value of the derivative at the midpoint is equal to the average rate of change on the interval:
-2(-2) -2 = 4 -2 = 2 . . . . average slope between x=-7 and x=3.
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an ostrich farmer wants to enclose a rectangular area and then divide it into 6 pens with fencing parallel to one side of the rectangle. there are 730 feet of fencing available to complete the job. what is the largest possible total area of the 6 pens?
do students who learned english and another language simultaneously score worse on the sat critical reading exam than the general population of test takers? the mean score among all test takers on the sat critical reading exam is 501. a random sample of 100 test takers who learned english and another language simultaneously has a mean sat critical reading score of 485 with a standard deviation of 116. do these results suggest that students who learn english as well as another language simultaneously score worse on the sat critical reading exam
Therefore, while these results do suggest that there may be a difference in SAT Critical Reading scores between students who learned English and another language simultaneously and the general population, further research is needed to understand the extent and causes of this difference.
Based on the information provided, it seems that students who learned English and another language simultaneously score lower on the SAT Critical Reading exam than the general population of test takers. The mean score of the general population is 501, while the mean score of the sample of 100 test takers who learned English and another language simultaneously is 485. This is a difference of 16 points, which could be considered statistically significant.
However, it is important to note that the standard deviation of the sample is quite high at 116. This suggests that there is a lot of variability in the scores of students who learned English and another language simultaneously, which could be due to a variety of factors such as differences in language proficiency or educational background.
Therefore, while these results do suggest that there may be a difference in SAT Critical Reading scores between students who learned English and another language simultaneously and the general population, further research is needed to understand the extent and causes of this difference.
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The results do not provide sufficient evidence to suggest that students who learn English and another language simultaneously score worse on the SAT critical reading exam than the general population of test takers.
We will use the terms: mean, standard deviation, sample size, and hypothesis testing.
Mean score among all test takers: 501
Mean score of the bilingual students' sample: 485
Standard deviation of the bilingual students' sample: 116
Sample size: 100.
To determine if bilingual students score worse on the SAT critical reading exam, we will conduct a hypothesis test.
Formulate the hypotheses
Null hypothesis (H0):
Bilingual students' mean score = General population mean score
Alternative hypothesis (H1):
Bilingual students' mean score < General population mean score
Calculate the test statistic
Test statistic = (Sample mean - Population mean) / (Standard deviation / sqrt(Sample size))
Test statistic = (485 - 501) / (116 / sqrt(100))
Test statistic = -16 / 11.6
Test statistic ≈ -1.38
Determine the critical value and significance level
We'll use a one-tailed test with a significance level (α) of 0.05. Using a standard normal (Z) table, the critical value is -1.645.
Compare test statistic to critical value
Since our test statistic (-1.38) is greater than the critical value (-1.645), we fail to reject the null hypothesis.
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