Please help I’ll mark brainly fast

The volume of the cylinder is approximately 4710 cubic inches.

Given the dimensions of the cylinder:

Radius (r) = 10 inches

Height (h) = 15 inches

The volume of the cylinder can be calculated as follows:

Volume = π × r² × h

Substituting these values into the formula, we have:

Volume = π × (10 inches)² × 15 inches

Volume = 3.14 × (10 inches)² × 15 inches

Volume = 3.14 × 100 square inches × 15 inches

Volume = 3.14 × 100 × 15 cubic inches

Volume = 3.14 × 1500 cubic inches

Volume = 4710 cubic inches

Therefore, the volume of the cylinder is approximately 4710 cubic inches.

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1)The data in the sample, the confidence level, and the sample size.

2)Confidence intervals are statistical calculations that provide a range of values within which a population parameter is likely to fall. They are influenced by the data in the sample, the chosen confidence level, and the sample size.

The data in the sample plays a crucial role in determining the variability and spread of the data points. A larger spread in the data will result in a wider confidence interval, indicating greater uncertainty in estimating the population parameter. Conversely, a smaller spread will lead to a narrower confidence interval, indicating a more precise estimation.

The confidence level represents the desired level of confidence in the estimation. It determines the probability that the calculated confidence interval contains the true population parameter. Higher confidence levels, such as 95% or 99%, result in wider intervals as they require more certainty and allow for greater variability in the estimates.

The sample size also influences the width of the confidence interval. Larger sample sizes provide more information and reduce sampling variability, resulting in narrower confidence intervals. Smaller sample sizes, on the other hand, introduce more uncertainty and may lead to wider intervals.

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The dolphin is 16 feet from its starting point along the water's surface.

16 feet.

To find the distance the dolphin is from its starting point along the water's surface, we need to find the x-intercept of the given equation: a² - 16x - 8y = 0.

Since the dolphin is diving down and resurfacing, it means that at the starting point, y = 0.
Substitute y = 0 into the equation:
a² - 16x - 8(0) = 0
Simplify the equation:
a² - 16x = 0
Factor out the x:
x(a - 16) = 0
Solve for x by setting each factor equal to 0:
Case 1: x = 0, which represents the starting point of the dolphin.
Case 2: a - 16 = 0
a = 16, so x = 16.

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A. Yes, the graph of a parabola represents a function

B. The vertex of the reflected parabola over the line y = 2 would indeed be at (-3, -2). The graph of the reflected parabola is a function.

C. The new vertex after the reflection will be at (x, y) = (4, -3).  No, the reflected parabola is not a function.

D. The new equation would be  y = 2(x - 5)² - 3.

B. When we reflect a graph over a horizontal line such as y = 2, we should take the vertical distance from each point on the original graph to the line of reflection and apply that same distance on the other side of the line.

The vertical distance to the line y = 2 is 2 units (4 - 2)

(-3, 2 - 2 × (4 - 2)) = (-3, -2)

C. If we reflect the original graph over the line y = x, It means that the x and y coordinates of the vertex will swap places. So, the new vertex after the reflection is (x, y) = (4, -3).

D. y = 2(x + 3)² + 4, If we want to move the original parabola down 7 units and to the right 8 units, it would be
y = 2((x + 3) - 8)² + 4 - 7

=> y = 2(x - 5)² - 3.

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False. In the presence of multicollinearity, the predicted values of y can be unreliable for values of x far outside the range of the sampled values of x. Multicollinearity occurs when there is a high correlation between independent variables, making it difficult to determine the true effect of each variable on the dependent variable. This can result in unstable and inconsistent coefficient estimates, which in turn can lead to inaccurate predictions for values of x that are not in the original sample range. Therefore, it is important to address multicollinearity in the data before making predictions and drawing conclusions.

Multicollinearity can have a significant impact on the accuracy of predicted values in regression analysis. It can lead to unstable and inconsistent coefficient estimates, which can result in unreliable predictions. In the presence of multicollinearity, the standard errors of the regression coefficients can become inflated, which makes it difficult to determine the true effect of each independent variable on the dependent variable. This can lead to overestimation or underestimation of the coefficients, and ultimately inaccurate predictions.

In summary, the statement that the predicted values of y are actually quite good for values of x far outside the range of the sampled values of x in the presence of multicollinearity is false. Multicollinearity can cause unstable and inconsistent coefficient estimates, which can lead to inaccurate predictions. Therefore, it is important to address multicollinearity in the data before making predictions and drawing conclusions.

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The coordinates of the particle are (0, 6) at t = 0, (-4, 16) at t = 1, and (-100, 630) at t = 5.

the coordinates of the particle at different times. Let's start by identifying the correct path equations for the particle:

x = -4t^2
y = 6 + 10t^3

Now, we'll find the coordinates at t = 0, 1, and 5:

1. For t = 0:
x = -4(0)^2 = 0
y = 6 + 10(0)^3 = 6
Coordinates at t = 0: (0, 6)

2. For t = 1:
x = -4(1)^2 = -4
y = 6 + 10(1)^3 = 16
Coordinates at t = 1: (-4, 16)

3. For t = 5:
x = -4(5)^2 = -100
y = 6 + 10(5)^3 = 630
Coordinates at t = 5: (-100, 630)

So, the coordinates of the particle are (0, 6) at t = 0, (-4, 16) at t = 1, and (-100, 630) at t = 5.

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Using the given information, we can evaluate the integral ∫ 7 0 [ 4 f ( x ) / 5 g ( x ) ] d x to be approximately 44.8.

We can use the properties of integrals to simplify the given integral:

∫ 7 0 [ 4 f ( x ) / 5 g ( x ) ] d x = 4/5 ∫ 7 0 [f(x)/g(x)] d x

We can then use the given information to find the value of the integral ∫ 7 0 [f(x)/g(x)] d x:

∫ 7 0 [f(x)/g(x)] d x = (∫ 7 0 f(x) d x) / (∫ 7 0 g(x) d x) = 31/14

Substituting this back into the original integral, we get:

∫ 7 0 [ 4 f ( x ) / 5 g ( x ) ] d x = 4/5 * (∫ 7 0 [f(x)/g(x)] d x) ≈ 44.8

Therefore, the integral ∫ 7 0 [ 4 f ( x ) / 5 g ( x ) ] d x is approximately equal to 44.8.

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Tables and graphs to show Equivalent ratios makes it easy to see that different pairs of numbers can represent the same ratio. This helps to develop a deeper understanding of ratios and proportions.

Tables and graphs are great tools to show equivalent ratios because they provide a visual representation of the data that makes it easy to compare different values.

To use a table to show equivalent ratios, we can create a table with two columns: one for the numerator and one for the denominator. Then, we can list different values of the numerator and denominator that have the same ratio in each row. For example, we can create a table to show equivalent ratios for 2:3 by listing different pairs of numbers that have the same ratio, such as 4:6, 8:12, and 10:15.

To use a graph to show equivalent ratios, we can create a coordinate plane with the horizontal axis representing the numerator and the vertical axis representing the denominator. Then, we can plot different points that represent pairs of numbers with the same ratio. For example, we can plot points for 2:3, 4:6, 8:12, and 10:15 on the graph, and we will see that they all fall on the same line.

Using tables and graphs to show equivalent ratios makes it easy to see that different pairs of numbers can represent the same ratio. This helps to develop a deeper understanding of ratios and proportions.

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The solution for the given linear equation as required in the task content is such that they have no solution.

It follows from the task content that the solution of the given linear systems is to be determined.

The solution can be evaluated by first expressing each of the equations in slope intercept form so that we have;

y = (1/4)x - 5/4

y = (1/4)x + 5/4.

By observation, it follows that the slopes of the equations are equal and the y-intercepts are different.

Hence, the system represents parallel lines and the system has no solution.

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The system of equations has no solutions.

Here we have the system:

2x - 8y = 10

x = 4y - 5

x is already isolated in the second equation, so we can replace that in the first one, then we will get:

2*(4y - 5) - 8y = 10

8y - 10 - 8y = 10

-10 = 10

That is false, thus, the system of equations has no solutions.

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A more accurate statement would be: "The calculated value of our chi-square test (5.14) is greater than the critical value at the 0.05 level (3.84), suggesting that there is some evidence for a difference between groups. However, further analysis and replication studies are needed to establish the validity of the alternative hypothesis."

The null hypothesis is a type of hypothesis that explains the population parameter and is used to determine whether the provided experimental data are valid.

The statement is incorrect because rejecting the null hypothesis does not prove the alternative hypothesis to be true. The null hypothesis is a statement of no effect or no difference between groups, and rejecting it only suggests that there is some evidence for a difference or effect. However, this evidence could be due to chance or other factors, and further testing is needed to establish the validity of the alternative hypothesis.

In addition, the statement does not provide enough information about the research question, sample size, or statistical power, which could affect the interpretation of the results. The critical value at the 0.05 level is a standard threshold used in hypothesis testing, but it does not guarantee the validity of the results.

Therefore, a more accurate statement would be: "The calculated value of our chi-square test (5.14) is greater than the critical value at the 0.05 level (3.84), suggesting that there is some evidence for a difference between groups. However, further analysis and replication studies are needed to establish the validity of the alternative hypothesis."

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Answer:

Step-by-step explanation:

The points on a circle can be determines by the equation of a circle

The point (-11,2) is not on the circle

How to determine the position of the point

The equation of a circle is represented as:

Where:

Center = (a,b)

Radius = r

The radius of the circle is 5, and the center is (-7,4).

So, we have:

The point is given as:

(x,y) = (-11,2)

So, we have:

Evaluate the exponents

Evaluate the sum

The above equation is not true.

Hence, the point (-11,2) is not on the circle

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The reason to count larger coins first is discussed below.

Beginning counting with the coins that have the greatest value is helpful when counting on to find a money amount because it ensures that the largest possible value is counted first, which can simplify the process and reduce the chance of error.

By starting with the coins that have the greatest value, one can quickly determine the maximum number of each coin needed to reach the desired amount, and then fill in any remaining amount with smaller value coins if necessary.

This can save time and effort compared to starting with smaller value coins and having to make multiple counts and adjustments to reach the desired amount.

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Answer:

I don't understand what the question is can you be more specific please?

The percent increase in the amount of interest paid is (($11,891 - $9,812) / $9,812) * 100 = 183.5%. Rounding to the nearest tenth, the answer is 183.5%.

Here, we have,

The simple interest rate for a credit score of 740-799 is 15%, while the simple interest rate for a credit score of 580-669 is 21%.

The total amount paid by the household with a 735 credit score would be $9,812 (assuming it's at the lower end of the credit score range).

The total amount paid by the household with a 550 credit score would be $11,891.

Therefore, the percent increase in the amount of interest paid is (($11,891 - $9,812) / $9,812) * 100 = 183.5%. Rounding to the nearest tenth, the answer is 183.5%.

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complete question:

Review the information given based on a principal balance of $8,000 to answer the question:

FICO Score Simple Interest Rate Total # of Payments Total Amount Paid

800–850 12% 29 $9,256.00

740–799 15% 33 $9,812.00

670–739 18% 38 $10,554.00

580–669 21% 48 $11,891.00

300–579 28% 60 $14,945.00

Calculate the percent increase in the amount of interest paid between a household with a 735 credit score and one with a 550 credit score. Round the final answer to the nearest tenth. (2 points)

17.2%

41.6%

171.9%

183.5%

The frontal plane is considered to lie flat on the paper, and the other views are drawn relative to it.

A Multiview drawing is one that depicts two or more perspectives of a three-dimensional object in two dimensions.

In multiview drawings, the usual practice is to consider the frontal plane as lying flat in the paper. The frontal plane is the plane that divides the object into front and back portions, and it is perpendicular to both the horizontal and profile planes.

In a multiview drawing, the object is shown from multiple viewpoints or "views", with each view showing the object as it appears when viewed from a different direction. The frontal view shows the object as it appears when viewed from the front, while the horizontal and profile views show the object as it appears when viewed from above and from the side, respectively.

To create a multiview drawing, the views are arranged so that the frontal view is shown on the bottom of the page, with the horizontal view above it and the profile view to the side. This arrangement is based on the assumption that the object is sitting on a horizontal surface, with the front of the object facing the viewer. By convention, the frontal plane is considered to lie flat on the paper, and the other views are drawn relative to it.

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Step-by-step explanation:

To find the equation of the tangent plane to the surface at the point (5 cos(π/3), 5 sin(π/3), k), we need to first find the partial derivatives of r with respect to u and v:

ru(u, v) = cos(v) i + sin(v) j

rv(u, v) = -5 sin(v) i + 5 cos(v) j + k k

Then, we can plug in the point (5 cos(π/3), 5 sin(π/3), k) to get the partial derivatives evaluated at that point:

ru(5, π/3) = cos(π/3) i + sin(π/3) j = (1/2) i + (√3/2) j

rv(5, π/3) = -5 sin(π/3) i + 5 cos(π/3) j + k k = -5/2 i + (5√3/2) j + k k

Now we can use the point-normal form of the equation of a plane, where the normal vector is given by the cross product of ru and rv:

⟨ru(5, π/3) × rv(5, π/3)⟩ = ⟨(1/2) i + (√3/2) j, (-5/2) i + (5√3/2) j, k⟩ = (-5/2 - √3/2) i + (-5√3/2 - 1/2) j + k k

Thus the equation of the tangent plane to the surface at (5 cos(π/3), 5 sin(π/3), k) is:

(-5/2 - √3/2)(x - 5 cos(π/3)) + (-5√3/2 - 1/2)(y - 5 sin(π/3)) + (z - k) = 0

Simplifying, we get:

-5√3 x + 5y - 5√3 z + (25/2 + 5/2√3) = 0

So the equation of the tangent plane to the surface at the point (5 cos(π/3), 5 sin(π/3), k) is:

-5√3 x + 5y - 5√3 z + 15.79 = 0.

The orthonormal basis is U1 = ( -5/13, 0, 12/13), U2 = (6/25, 0, -22/25), U3 = (0, 1, 0).

U1 = ( -5, 0, 12) / || ( -5, 0, 12) ||

= ( -5/13, 0, 12/13)

U2 = (1, 0, 2) - ( -5/13, 0, 12/13) × (1 * -5/13 + 0 × 0 + 2 × 12/13)

= (1, 0, 2) - ( - 5/13, 0, 24/13)

= (1 +5/13, 0, -22/13) / || (1 +5/13, 0, -22/13) ||

= (6/25, 0, -22/25)

U3 = (0, 3, 0) - ( -5/13, 0, 12/13) × (0 × -5/13 + 3 × 0 + 0 × 12/13) - (6/25, 0, -22/25) × (0 × 6/25 + 3 × 0 + 0 × -22/25)

= (0, 3, 0) - (0, 0, 0) - (0, 0, 0)

= (0, 3, 0) / || (0, 3, 0) ||

= (0, 3/3, 0/3)

Therefore, the orthonormal basis is U1 = ( -5/13, 0, 12/13), U2 = (6/25, 0, -22/25), U3 = (0, 1, 0).

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There may or may not exist a basis for mathbb{R}^2 consisting of eigenvectors for matrix A. Whether or not such a basis exists depends on the matrix A itself. If matrix A is diagonalizable, then it has a basis consisting of eigenvectors. However, not all matrices are diagonalizable. For example, a matrix with only one eigenvalue may not be diagonalizable. Therefore, it is not possible to say for certain whether or not a basis for mathbb{R}^2 consisting of eigenvectors for A exists without more information about A.

If something went wrong in part (b) of the question, it may be due to the fact that the matrix A is not diagonalizable and therefore does not have a basis consisting of eigenvectors. In such cases, the Jordan normal form can be used to find a generalized basis consisting of eigenvectors and generalized eigenvectors. This may be more complicated than simply finding a basis consisting of eigenvectors, as it involves finding additional vectors to complete the basis. If the problem in part (b) assumed that a basis for mathbb{R}^2 consisting of eigenvectors for A exists, then it would not be a valid assumption if A is not diagonalizable.

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To find the 95% confidence interval for the proportion of all city residents who would respond very supportive or somewhat supportive of the proposal, we need to use the formula:

CI = p ± z*√((p(1-p))/n)

where:
p is the sample proportion
z* is the z-score for the desired confidence level (in this case, 95% corresponds to a z-score of 1.96)
n is the sample size

From the table, we can see that the proportion of respondents who were very supportive or somewhat supportive is (297+401)/1018 = 0.679. So, p = 0.679.

Using the formula, we have:

CI = 0.679 ± 1.96*√((0.679(1-0.679))/1018)
CI = 0.649 to 0.709

Therefore, we can say with 95% confidence that the proportion of all city residents who would respond very supportive or somewhat supportive of the proposal is between 0.649 and 0.709.

To calculate a 95% confidence interval for the proportion of all city residents who would respond "very supportive" or "somewhat supportive" of the proposal, we first need to find the combined proportion of these two categories in the sample.

1. Combine the number of "very supportive" and "somewhat supportive" responses.
2. Calculate the combined proportion: (number of "very supportive" and "somewhat supportive" responses) / (total number of responses).
3. Use the formula for the 95% confidence interval: p ± (1.96 * sqrt(p * (1-p) / n)), where p is the combined proportion, and n is the sample size.

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The given information f(x)dx = 7 can be used to find the values of various definite integrals as follows:

(a) f(u)du = (Type exact answers, using radicals as needed.)

We cannot determine the value of this definite integral with the given information. We need to know the function f(x) to compute f(u)du.

(b) f(z)dz = (Type exact answers, using radicals as needed.)

Since the definite integral of f(x)dx is 7, we know that ∫ f(x)dx = 7. We can now use the substitution u = f(x) to rewrite the integral as ∫ 1/u du = ln|u| + C, where C is a constant of integration. Substituting back u = f(x), we get f(x)dz = ln|f(x)| + C. Therefore, f(z)dz = ln|z| + C.

(c) f(t)dt= (Type exact answers, using radicals as needed.)

Again, we cannot determine the value of this definite integral with the given information. We need to know the function f(x) to compute f(t)dt.

(d) [-f(x)]dx= (Type exact answers, using radicals as needed.)

Since the definite integral of f(x)dx is 7, we know that ∫ f(x)dx = 7. Therefore, the definite integral of [-f(x)]dx can be found by multiplying the integral of f(x)dx by -1, giving [-f(x)]dx = -∫ f(x)dx = -7.

In summary, we can find the value of f(z)dz and [-f(x)]dx using the given information. However, we need to know the function f(x) to compute the values of f(u)du and f(t)dt.

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Opening a $500 checking account at First Bank will result in a rise in reserves and a rise in checkable deposits. This statement is true.

When a customer opens a $500 checking account at First Bank, the bank records the deposit as an increase in its liabilities and an increase in the customer's checkable deposits. At the same time, the bank sets aside a portion of the deposit as required reserves, which are assets that banks must hold in reserve against their deposits, as required by the Federal Reserve. This means that the bank's reserves will increase by the amount of the required reserve, which is determined by the reserve ratio set by the Fed.

The increase in reserves will also have an impact on the money supply. When banks hold more reserves, they have less money to lend out. This can lead to a decrease in the money supply, as fewer loans are made, and less money is created through the deposit multiplier effect. However, the impact of this on the money supply will depend on other factors, such as the demand for loans and the level of reserves already held by the bank.

In summary, opening a $500 checking account at First Bank will result in a rise in reserves and a rise in checkable deposits. This is because the bank will hold a portion of the deposit as required reserves, which will increase its reserves. The impact of this on the money supply will depend on other factors.

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Answer:

£3250

Step-by-step explanation:

ann : ben : cheryll

  3  :    7   :     10

The difference between ben and ann in the ratio is 7 - 3 = 4

The real difference between ben and ann is £650.

The real numbers are in the ratio 3:7:10, but they are many times greater than 3, 7, and 10.

Introduce a variable in the ratio.

3x : 7x : 10x

The difference between ben and ann is 7x - 3x = 4x.

The real difference between ben and ann is £650.

Therefore,

4x = £650

x = 162.5

The total money in the ratio is 3x + 7x + 10x = 20x

20x = 20(162.5) = 3250

Answer: £3250

There is one Nash equilibrium in this game, which is for both players to randomly select any number with equal probability.

In a Nash equilibrium, neither player can improve their outcome by changing their strategy, assuming the other player's strategy remains the same. In this game, there are two strategies for each player: to choose an odd number or an even number. However, since there is no advantage to picking one type of number over the other, the best strategy for each player is to choose each number with equal probability.

Suppose one player deviates from this strategy and decides to always choose the number 5. The other player can improve their outcome by also choosing the number 5, resulting in a win for both. Therefore, choosing any number with equal probability is the only Nash equilibrium strategy.

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Four scoops for $4.28 is the best rate. Therefore, option C is the correct answer.

Given that, 2 scoops for $2.98

We know that, unit rate = Total cost/Number of things

Here, 1 scoop = 2.98/2

= $1.49

3 scoops for $3.69

Here, 1 scoop = 3.69/3

= $1.23

4 scoops for $4.28

Here, 1 scoop = 4.28/4

= $1.07

Comparison 2 scoops for $2.98 is more costlier and 4 scoops for $4.28 is cheaper.

Therefore, option C is the correct answer.

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Answer:

Step-by-step explanation:

It is highly likely that Jamie's family stopped to rest during their 4.5 hour trip to the campsite in the mountains. As their average speed was 1.78 miles per hour, which is slower than the average walking speed, it is likely that Jamie's family stopped to rest during their trip to the mountain campsite.

Walking 8 miles is not an easy feat, especially in a mountainous area where the terrain can be challenging and the altitude can make it harder to breathe. It is natural to feel fatigued and need to take breaks during such a trip.

camping trips often involve carrying heavy backpacks and other gear, which can make the journey even more strenuous. Jamie's family would likely need to take breaks to catch their breath and rest their muscles along the way. It is also possible that they stopped to enjoy the scenery or have a snack.

Therefore, it is highly probable that Jamie's family stopped to rest during their 4.5 hour trip to the campsite in the mountains. Walking 8 miles in a mountainous area is a challenging task, and breaks are necessary to ensure that the family arrives at the campsite safely and without any injuries or exhaustion.

During their summer break, Jamie's family took a trip to go camping in the mountains. They had to hike 8 miles to reach their campsite, as there were no roads available. The journey took them about 4.5 hours to complete on foot. Based on the given data, it is possible that Jamie's family stopped to rest during the trip.

calculate their speed, divide the distance (8 miles) by the time taken (4.5 hours):

8 miles / 4.5 hours = 1.78 miles per hour.

As their average speed was 1.78 miles per hour, which is slower than the average walking speed, it is likely that Jamie's family stopped to rest during their trip to the mountain campsite.

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Given statement solution is :-One small serving costs approximately $2.90.

Let's assume the cost of one small serving is represented by 'x' dollars.

According to the given information:

Customer 1 received 3 small servings and 5 large servings, for a total cost of $28.20.

Customer 2 received 4 small servings and 3 large servings, for a total cost of $23.30.

We can set up two equations based on the information provided:

Equation 1: 3x + 5y = 28.20 (where 'y' represents the cost of one large serving)

Equation 2: 4x + 3y = 23.30

To solve these equations, we can use the method of substitution or elimination. I'll use the method of substitution:

From Equation 1, we can express y in terms of x:

5y = 28.20 - 3x

y = (28.20 - 3x) / 5

Now we substitute this value of y into Equation 2:

4x + 3((28.20 - 3x) / 5) = 23.30

Multiplying through by 5 to eliminate the denominator:

20x + 3(28.20 - 3x) = 116.50

20x + 84.60 - 9x = 116.50

11x = 116.50 - 84.60

11x = 31.90

x = 31.90 / 11

x ≈ 2.90

Therefore, one small serving costs approximately $2.90.

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The number of patients that a nurse cares for in the emergency room is a continuous variable. This is because the number of patients can take on any value within a certain range, for example, it can range from zero to infinity.

Additionally, the number of patients that a nurse cares for can take on fractional values, such as 3.5 patients. Therefore, it is not possible to list out all the possible outcomes for this variable, as there are an infinite number of possible outcomes.

In contrast, a discrete variable takes on specific values that can be counted, such as the number of children in a family, where the possible values are 0, 1, 2, 3, and so on.

It is important to distinguish between discrete and continuous variables, as this affects the type of statistical analysis that can be performed on the data. Continuous variables are analyzed using methods such as correlation and regression analysis, while discrete variables are analyzed using methods such as frequency tables and chi-square tests.

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Answer:

2/9

Step-by-step explanation:

If the question were what is the probability a student has no sisters bu has a brother, then the answer would be 2/23.

Here, we are dealing with conditional probability.

Read carefully the question "What is the probability that a student who does not have a sister has a brother?"

Here, you are not looking at all students. You are only looking at students who have no sister.

Look at the bottom line of the table.

That line deals only with students who have no sisters.

The total of the line is 9 students.

None of those students have sisters.

Out of the 9, 2 students have a brother, and 7 of the students do not have a brother.

Answer: 2/9

There is a 4/9 probability that Ava and David will be on the same team.

There are a total of 10 players, and we need to randomly select two teams of five players each. The total number of ways to select the two teams is given by the combination formula:

C(10,5) * C(5,5) = 252 * 1 = 252

This is because we first choose 5 players for the green team from 10 players, and then choose the remaining 5 players for the purple team from the remaining 5 players.

Now, we need to find the number of ways in which Ava and David can be on the same team. There are two cases to consider: either they are both on the green team, or they are both on the purple team.

Case 1: Ava and David on green team

To calculate the number of ways in which Ava and David can be on the green team, we first choose 3 players from the remaining 8 players to join them. This can be done in C(8,3) ways. So the total number of ways in which Ava and David can be on the green team is:

C(8,3) = 56

Case 2: Ava and David on purple team

The number of ways in which Ava and David can be on the purple team is the same as the number of ways in which they can be on the green team, which is 56.

So the total number of ways in which Ava and David can be on the same team is 56 + 56 = 112. Therefore, the probability that Ava and David will be on the same team is:

P(Ava and David on same team) = 112/252 = 4/9

To learn more about probability click on,

https://brainly.com/question/14007195

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