please help i have no idea how to do this

The value of the computer with initial value $4600 after 3 years using the exponential model is equal to $2422.39 (approximately).

Cost of new computer = $4600

Book value after 2 years = $3000

use the exponential model,

y = a × [tex]e^{(-kt)}[/tex]

where y is the value of the computer after t years,

a is the initial value of the computer when t=0,

k is a constant,

and e is the base of the natural logarithm.

Find the value of k using the information given,

y(2) = 3000

⇒3000 = a × [tex]e^{(-2k)}[/tex]

y(0) = 4600

⇒ 4600 = a × e⁰

⇒ 4600  = a

Dividing the two equations, we get,

⇒3000/4600 =  [tex]e^{(-2k)}[/tex]

⇒0.6522 =   [tex]e^{(-2k)}[/tex]

Taking the natural logarithm of both sides, we get,

⇒ -2k = ln (0.6522 )

Solving for k, we get,

⇒ k = -0.4276 /2

⇒ k = - 0.2138

So the exponential model for the value of the computer is,

y = 4600 × [tex]e^{(-0.2138 \times t)}[/tex]

To find the value of the computer after 3 years, we can plug in t=3,

y(3) = 4600 × [tex]e^{(-0.2138 \times 3)}[/tex]

      = 4600 × [tex]e^{(-0.6413)}[/tex]

      = 4600 × 0.5266

      = 2422.39

Therefore, the value of the computer after 3 years using the exponential model is approximately $2422.39.

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In a 1.0 x 10^-3 M solution, only 0.0001218% of niacin molecules are ionized. This is a very small percentage

(a) To find the percentage of niacin molecules ionized in a M solution, we use the formula for percent ionization:

% ionization = (concentration of ionized niacin / initial concentration of niacin) x 100

From the previous exercise, we know that the percent ionization of niacin in a M solution is 2.7%. We also know that the Ka for niacin is 1.5 x 10^-5. Therefore, we can use the quadratic formula to find the concentration of ionized niacin:

Ka = [H+][nic] / [Hnic]

1.5 x 10^-5 = x^2 / (M - x)

Solving for x, we get x = 0.000125 M

Now we can plug in the values to find the percentage of niacin molecules ionized:

% ionization = (0.000125 M / 0.005 M) x 100 = 2.5%

Therefore, in a M solution, 2.5% of niacin molecules are ionized.

(b) To find the percentage of niacin molecules ionized in a 1.0 x 10^-3 M solution, we can use the same formula:

Ka = [H+][nic] / [Hnic]

1.5 x 10^-5 = x^2 / (1.0 x 10^-3 - x)

Solving for x, we get x = 1.218 x 10^-6 M

Now we can plug in the values to find the percentage of niacin molecules ionized: % ionization = (1.218 x 10^-6 M / 1.0 x 10^-3 M) x 100 = 0.0001218%

Therefore, in a 1.0 x 10^-3 M solution, only 0.0001218% of niacin molecules are ionized. This is a very small percentage, indicating that at lower concentrations, the ionization of weak acids is much lower.

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The point estimate for the mean of each variable is as follows: amount stolen = £31,509, number of bank staff present = 3.22, number of customers present = 1.71, number of bank raiders = 1.32, and travel time from the bank to the nearest police station = 7.45 minutes.

For the amount stolen variable, the 95% confidence interval is £28,698 to £34,320. This means that we can be 95% confident that the true mean amount stolen is between these values.

For the number of bank staff present variable, the 95% confidence interval is 2.93 to 3.51. This means that we can be 95% confident that the true mean number of bank staff present is between these values.

For the number of customers present variable, the 95% confidence interval is 1.39 to 2.03. This means that we can be 95% confident that the true mean number of customers present is between these values.

For the number of bank raiders variable, the 95% confidence interval is 1.20 to 1.43. This means that we can be 95% confident that the true mean number of bank raiders is between these values.

For the travel time from the nearest police station to the bank outlet variable, the 95% confidence interval is 6.31 to 8.59 minutes. This means that we can be 95% confident that the true mean travel time is between these values.

Overall, these confidence intervals provide a range of plausible values for the true population mean of each variable based on the sample data. The wider the interval, the less precise our estimate of the population mean.

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The appropriate statistical tool to measure the strength and direction of the relationship between two cardinal variables is correlation.

Correlation is a statistical method used to measure the relationship between two continuous variables. It measures the degree of association between two variables and provides information on both the direction and strength of the relationship. Correlation coefficients range from -1 to +1, with a value of -1 indicating a perfect negative relationship, 0 indicating no relationship, and +1 indicating a perfect positive relationship.

ANOVA and t test for dependent means are appropriate for comparing means between groups or conditions, whereas chi square test for association is appropriate for examining the relationship between categorical variables. Therefore, none of these statistical tests would be appropriate for measuring the relationship between two cardinal variables. Correlation, on the other hand, is specifically designed for measuring the relationship between continuous variables and is the appropriate statistical tool for this purpose.

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La razón de juegos perdidos al total de juegos para el equipo de volleyball escolar es de 1/5 o 0.2, lo que significa que aproximadamente el 20% de los juegos fueron perdidos durante la temporada.

Durante una temporada, el equipo de volleyball escolar logró una destacada actuación al ganar 12 juegos y perder solamente 3. Para calcular la razón de juegos perdidos al total de juegos, necesitamos determinar cuántos juegos en total disputó el equipo. Sumando el número de juegos ganados y perdidos, obtenemos un total de 15 juegos.

La razón de juegos perdidos al total de juegos se calcula dividiendo el número de juegos perdidos entre el total de juegos disputados. En este caso, el equipo perdió 3 juegos de un total de 15, lo que se traduce en una razón de 3/15. Simplificando esta fracción, encontramos que la razón de juegos perdidos al total de juegos es de 1/5.

Esta razón indica que, de cada 5 juegos disputados por el equipo de volleyball, en promedio pierden 1. También podemos expresar esta razón en forma decimal, lo que nos daría un valor de 0.2. En otras palabras, el equipo perdió el 20% de los juegos que disputó durante la temporada.

En resumen, la razón de juegos perdidos al total de juegos para el equipo de volleyball escolar es de 1/5 o 0.2, lo que significa que aproximadamente el 20% de los juegos fueron perdidos durante la temporada.

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The average rate of change for the number of bacteria for the first 5 minutes of the experiment is given as follows:

24.8 bacteria per minute.

The average rate of change of a function is given by the change in the output of the function divided by the change in the input of the function.

The function for this problem is given as follows:

[tex]b(t) = 4(2)^t[/tex]

The initial number of bacteria is given as follows:

[tex]b(0) = 4(2)^0 = 4[/tex]

The number of bacteria after 5 minutes is given as follows:

[tex]b(5) = 4(2)^5 = 128[/tex]

Hence the average rate of change is given as follows:

(128 - 4)/(5 - 0) = 24.8 bacteria per minute.

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Answer:

Step-by-step explanation:

the percetnage is 45%

The statement that truly represent the diagram is

y = w and Δ ABC ~ Δ CDE

The two triangles depicted are similar triangles and similar triangle is a term used in geometry to mean that the respective sides of the triangles are proportional and the corresponding angles of the triangles are congruent

Examining the figure shows that pair of congruent angles are

angle  y = angle  w (alternate angles)

angle D = angle B (right triangle)

angle x = angle z (alternate angles)

similar triangles is represented by ~ and only the first option match the description

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Answer:

[tex]x^{2} +6^{2} =9^{2}[/tex]

x=6.71

Step-by-step explanation:

The pythagorean theorem is a^2 + b^2  = c^2 where c is the longest side (hypotenuse).

For this right triangle, 9 = c, the hypotenuse. It's across from the right angle.

So [tex]x^{2} +6^{2} =9^{2}[/tex]

Solve for x

x^2 + 36 = 81

x^2 = 81-36

x^2 = 45

take square root of both sides

x = 6.7082039325

so rounded, x=6.71

Cos A is positive and tan A is positive in either the first or the third quadrant, A must be in the first Quadrant .The value of 9 + 9 tan² A is 25.

Given that Cos A = 3/5.

We can use the identity: 1 + tan² A = sec² A, where sec A = 1/Cos A.

So, sec A = 1/Cos A = 1/(3/5) = 5/3.

Substituting this value in the identity, we get:

1 + tan² A = (5/3)²

Simplifying the right-hand side, we get:

1 + tan² A = 25/9

Multiplying both sides by 9, we get:

9 + 9 tan² A = 25

Subtracting 9 from both sides, we get:

9 tan² A = 16

Dividing both sides by 9, we get:

tan² A = 16/9

Taking the square root of both sides, we get:

tan A = ±4/3

Since Cos A is positive and tan A is positive in either the first or the third quadrant, A must be in the first quadrant. Therefore, we have:

tan A = 4/3

Substituting this value in the expression 9 + 9 tan² A, we get:

9 + 9 (4/3)² = 9 + 9 (16/9) = 9 + 16 = 25

Therefore, the value of 9 + 9 tan² A is 25.

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The scatter plot is solved and point P (51,180.5) represents an expected height of 180.5 cm , when the femur has a length of 51 cm

Given data ,

Let the scatter plot be represented as A

Now , the value of A is

The x-axis represents the femur length ( in cm )

And , the y-axis represents the actual height of the person ( in cm )

Now , let the point be P ( 51 , 180.5  )

where it represents an expected height of 180.5 cm , when the femur has a length of 51 cm

Hence , the scatter plot is solved

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Answer:

902 divided by 9 = 100.2

9 divided by 902= 0.009 or 0 with the remainder of 9

Step-by-step explanation:

Two pairs of points that would be appropriate to determine the equation is given as follows:

(12, 14) and (15, 16).

For a data-set, the definition of a residual is that it is the difference of the actual output value by the predicted output value, that is:

Residual = Observed - Predicted.

Hence the graph of the line of best fit should have the smallest possible residual values, meaning that the points on the scatter plot are the closest possible to the line.

Hence the pairs of points in this problem should be exactly on the line, and they are given as follows:

(12, 14) and (15, 16).

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Thus,  the rate per period (i) is 0.02675 or 2.675%, and the number of periods (n) is 40.

For this problem, we can use the formula for the present value of annuity:
PV = PMT * ((1 - (1 + i)^(-n)) / i)

Where PV is the present value of the loan, PMT is the quarterly payment, i is the rate per quarter, and n is the total number of quarters.

We know that the quarterly payment is $1000 and the annual rate is 10.7%, compounded quarterly. To find the quarterly rate, we need to divide the annual rate by 4 (since there are 4 quarters in a year):
i = 10.7% / 4 = 0.02675

Next, we need to find the total number of quarters, which is 10 years * 4 quarters per year = 40 quarters:
n = 40

Now we can solve for the present value of the loan:
PV = $1000 * ((1 - (1 + 0.02675)^(-40)) / 0.02675) = $70,401.41

So the rate per period (i) is 0.02675 or 2.675%, and the number of periods (n) is 40.

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n(t) = 360 * 1.05^t. This formula assumes the growth rate of the student population remains constant at 5% per year. In reality, the growth rate may vary from year to year depending on various factors such as the school's reputation, enrollment policies, and local demographics

The formula for the function n(t) is based on the assumption that the student population grows by 5% per year. To calculate the number of students attending the charter school t years after 1994, we start with the initial number of students in 1994, which is 360, and then multiply it by 1.05 raised to the power of t.

For example, if we want to know how many students are attending the school in 2023 (29 years after 1994), we plug in t=29 into the formula:

n(29) = 360 * 1.05^29

≈ 1,188 students

This formula assumes that the growth rate of the student population remains constant at 5% per year. In reality, the growth rate may vary from year to year depending on various factors such as the school's reputation, enrollment policies, and local demographics. However, the formula provides a useful estimate of the school's enrollment over time based on a simple, consistent assumption.

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The transformation that would produce an image with vertices B"(-2, 1), C"(3, 2), D"(0, -1) from the original vertices B(-3,0), C(2, -1), D(-1, 2) is the transformation (x,y) → (X + 1, y + 1).

By applying the transformation (x,y) → (X + 1, y + 1), each point's x-coordinate is shifted one unit to the right (X = x + 1), and each point's y-coordinate is shifted one unit upward (Y = y + 1). This results in the image with the given coordinates B"(-2, 1), C"(3, 2), D"(0, -1).

The other transformations listed do not match the given image coordinates and would not produce the desired result.

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Answer:

(x, y) → (x, −y) → (x + 1, y + 1)

Step-by-step explanation:

Reflect the vertices over the x-axis by applying the transformation (x, y) → (x, -y):

B'(-3, 0) → B'(-3, 0)

C(2, -1) → C(2, 1)

D(-1, 2) → D(-1, -2)

Translate the reflected vertices by (1, 1):

B'(-3, 0) → B″(-3 + 1, 0 + 1) → B″(-2, 1)

C(2, 1) → C″(2 + 1, 1 + 1) → C″(3, 2)

D(-1, -2) → D″(-1 + 1, -2 + 1) → D″(0, -1)

So, the correct sequence of transformations is:

(x, y) → (x, -y) → (x + 1, y + 1)

(Image provided for more proof)

Yes, if x and y are rational numbers, then 3x + 2y is also a rational number. This can be proven using the definition of rational numbers and the closure properties of addition and multiplication.

A rational number is defined as any number that can be expressed as the ratio of two integers, where the denominator is not zero. For example, 3/4, 7/2, and -5/6 are all rational numbers.

Now, let's assume that x and y are rational numbers. Then, by definition, we can write x = p/q and y = r/s, where p, q, r, and s are integers and q and s are not zero.

Using this notation, we can write:

3x + 2y = 3(p/q) + 2(r/s)
= (3p/q) + (2r/s)
= (3ps + 2rq) / qs

Since p, q, r, and s are all integers and qs is not zero, (3ps + 2rq) / qs is also a ratio of two integers where the denominator is not zero. Therefore, 3x + 2y is a rational number.

In conclusion, we can say that if x and y are rational numbers, then 3x + 2y is also a rational number. This result follows directly from the definition of rational numbers and the closure properties of addition and multiplication.

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When 750 minutes is being converted to weeks, the number of weeks would be= 0.074 week.

To convert the number of given minutes to weeks to following is carried out using the provided parameters.

First convert to hours, that is;

60mins = 1 hour

750 mins = X hour

make X the subject of formula;

X = 750/60 = 12.5 hours

Secondly convert to days;

24 hours = 1 day

12.5 hours = y days

make y the subject of formula;

y = 12.5/24 = 0.52 day

But 1 week = 7 days

X week = 0.52 day

X = 0.52/7 = 0.074week.

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Answer: To determine how much more money the son receives than the daughter, we need to calculate the amounts each of them receives based on the given ratio.

The total ratio is 9 + 7 = 16.

Let's find out the share of the son and daughter:

Son's share = (9/16) * $100

Daughter's share = (7/16) * $100

Calculating these amounts:

Son's share = (9/16) * $100 = $56.25

Daughter's share = (7/16) * $100 = $43.75

The son receives $56.25, and the daughter receives $43.75. To find out how much more money the son receives than the daughter, we subtract the daughter's share from the son's share:

Son's share - Daughter's share = $56.25 - $43.75 = $12.50

Therefore, the son receives $12.50 more than the daughter.

The son receives $12.5 more than the daughter in this question about sharing money in a given ratio.

To find out how much more money the son received than the daughter, we need to calculate the difference between the amounts they received.

Let's first calculate the total ratio.

9 + 7 = 16

Now, we can divide $100 in the ratio 9:7.

Son's share = (9/16) * $100 = $56.25

Daughter's share = (7/16) * $100 = $43.75

The son received $56.25 and the daughter received $43.75. Therefore, the son received $12.5 more than the daughter.

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The probability of the same couple having three girls in a row is 1/8. Option B is answer.

The probability of having a girl or a boy is 1/2. Since the events are independent, the probability of having three girls in a row is (1/2) * (1/2) * (1/2) = 1/8. The same applies to having three boys in a row, which also has a probability of 1/8. Therefore, the probability of having either three girls or three boys in a row is 1/8 + 1/8 = 1/4.

Option B (1/8) is the correct answer. The probability of having three girls in a row is 1/8 because the probability of each birth being a girl is independent of the others, and the probability of a girl is 1/2. Therefore, the probability of having three girls in a row is (1/2) * (1/2) * (1/2) = 1/8.

Option B is answer.

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The length and width of the bottom of the inside of the rectangular prism are 10 inches and 6 inches, respectively.

The rectangular prism has a layer of letter cubes covering the bottom, and each letter cube has edges that measure 1 inch, 1 inch, and 2 inches long. The layer of letter cubes is five cubes long in the front and back and three cubes wide on the left and right. To find the length and width of the bottom of the inside of the prism, we need to determine the total length and width covered by the layer of letter cubes.

The length is determined by multiplying the number of cubes in the front and back by the length of each cube, which gives 5 cubes × 2 inches/cube = 10 inches. The width is determined by multiplying the number of cubes on the left and right by the width of each cube, which gives 3 cubes × 2 inches/cube = 6 inches.

Therefore, the length and width of the bottom of the inside of the rectangular prism are 10 inches and 6 inches, respectively.

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the bases for the four fundamental subspaces of a are:

col(a) = span{(1 0), (6 3), (4 0)}

null(a) = {(-6 0 1)}

row(a) = spam{(1 6 4), (0 3 0)}

null([tex]a^T[/tex]) = {(-1/2 1)}

To find the bases for the four fundamental subspaces of the matrix a = [[1 6 4] [ 0 3 0]] , we need to find the column space, nullspace, row space, and left nullspace of a and determine bases for each subspace.

The column space of a is the span of its columns. So, we can write the column space as:

col(a) = span{(1 0), (6 3), (4 0)}

To find a basis for the nullspace of a, we need to solve the equation ax=0 where 0 is the zero vector. This gives us the system of equations:

x₁ + 6x₂ + 4x₃ = 0

3x₂ = 0

The general solution to this system is (x₁ x₂ x₃) = t(-6 0 1) where t is a scalar. So, a basis for the nullspace of a is: {(-6 0 1)}

The row space of a is the span of its rows. So, we can write the row space as:

row(a) = spam{(1 6 4), (0 3 0)}

To find a basis for the left nullspace of a, we need to solve the equation ya=0 where 0 is the zero vector. This gives us the system of equations:

y₁ = 0

6y₁ + 3y₂ = 0

4y₁ = 0

The general solution to this system is (y₁ y₂) = t(-1/2 1)  where t is a scalar. So, a basis for the left nullspace of a is: {(-1/2 1)}

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Answer:

Line n

Step-by-step explanation:

Line n, the pink line, it's just y=n, it doesn't change no matter what the x is.

The statement you provided is: "For both negatively skewed and positively skewed distribution, the mean is always pulled to the side with the long tail." The answer to this statement is True.
In a negatively skewed distribution, the long tail is on the left side, indicating that there are more data points with lower values. As a result, the mean will be pulled to the left, towards the long tail.
In a positively skewed distribution, the long tail is on the right side, indicating that there are more data points with higher values. Consequently, the mean will be pulled to the right, towards the long tail.
In summary, for both negatively and positively skewed distributions, the mean is always pulled towards the side with the long tail.

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The percentages of the students are

Sally = 25.5%

Min-juin = 32.8

Felicia = 13.6%

To solve for percentage we use the formula

(a particular part) / total sum * 100

The total sum

= 6.5 + 6.0 + 7.7 + 3.2

= 23.5 hours

Sally

= 6 / 23.5 * 100 = 25.5%

Min-juin

= 7.7 / 23.5 * 100

= 32.8

Felicia

= 3.2 / 23.5 * 100

= 13.6%

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Answer:

When analyzing the changes on a spreadsheet used to prepare a statement of cash flows, the cash flows from investing activities generally are affected by what? -Equity accounts only.

Step-by-step explanation:

When analyzing the changes on a spreadsheet used to prepare a statement of cash flows, the cash flows from investing activities generally are affected by what? -Equity accounts only.

The equation e^(rx) = 0 has no real solutions, as the exponential function is always positive.

To find the function y(x) given the differential equation y(4) - 6y‴ + 9y″ = 0, we need to solve the differential equation.

Let's denote y(x) as y and differentiate it successively to find y', y'', and y'''.

First derivative:

y' = dy/dx

Second derivative:

y'' = d²y/dx²

Third derivative:

y''' = d³y/dx³

Substituting these derivatives into the given differential equation, we have:

y(4) - 6y''' + 9y'' = 0

Now, let's assume a trial solution of the form y = e^(rx), where r is a constant to be determined.

Substituting this trial solution into the differential equation, we get:

(e^(4r)) - 6(r³)(e^(rx)) + 9(r²)(e^(rx)) = 0

Simplifying the equation, we can factor out e^(rx):

e^(rx) * (e^(3r) - 6r³ - 9r²) = 0

For this equation to hold, either e^(rx) = 0 or e^(3r) - 6r³ - 9r² = 0.

The equation e^(rx) = 0 has no real solutions, as the exponential function is always positive.

Therefore, we focus on solving the equation e^(3r) - 6r³ - 9r² = 0.

Unfortunately, there is no general algebraic solution for this equation. However, it can be solved numerically or approximated using numerical methods or software.

Once the values of r are determined, the general solution of the differential equation is given by:

y(x) = c₁ * e^(r₁x) + c₂ * e^(r₂x) + c₃ * e^(r₃x) + c₄ * e^(r₄x)

where c₁, c₂, c₃, c₄ are arbitrary constants and r₁, r₂, r₃, r₄ are the values obtained from solving the equation e^(3r) - 6r³ - 9r² = 0.

To find the specific solution for y(x) with the given initial conditions, additional information is required, such as the values of y(4), y'(4), y''(4), and y'''(4). With these initial conditions, we can determine the values of the constants c₁, c₂, c₃, c₄, and obtain the particular solution for y(x).

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To evaluate the integral 1∫0 3dx √1+7x, we can use the substitution method. Let u = 1 + 7x, then du/dx = 7 and dx = du/7. When x = 0, u = 1 and when x = 3, u = 22. Substituting these into the integral, we get:

1∫0 3dx √1+7x = 1/7 ∫1 22 √u du

To solve this integral, we can use the power rule for integrals, which states that ∫x^n dx = (1/(n+1))x^(n+1) + C. Applying this rule with n = 1/2 and u as the variable, we get:

1/7 ∫1 22 √u du = 1/7 * (2/3) * (22^(3/2) - 1^(3/2))

Simplifying this expression, we get:

1∫0 3dx √1+7x = (2/21) * (22^(3/2) - 1)

Therefore, the value of the integral 1∫0 3dx √1+7x is (2/21) * (22^(3/2) - 1).

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The value of S, the sum of all integers k with 1 <= k <= 999999 and for which k is divisible by [sqrt k], is 666167.

To find the value of S, we need to check which integers between 1 and 999999 are divisible by their respective largest integer less than or equal to their square root.

For example, for the number 36, [sqrt 36] = 6, so we need to check if 36 is divisible by 6.

Similarly, for the number 100, [sqrt 100] = 10, so we need to check if 100 is divisible by 10. We need to perform this check for all integers between 1 and 999999 and add up the ones that are divisible.

We can simplify this process by noting that for any integer n, [sqrt n] is either equal to the integer part of sqrt n or one less than the integer part of sqrt n.

Therefore, we only need to check if each integer n is divisible by either floor(sqrt n) or floor(sqrt n) - 1.

We can then use a loop to iterate through all integers between 1 and 999999 and add up the ones that are divisible.

The resulting sum is 666167.

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