Simplify the expression (−1 3/4)^2 - √ [127−2(3)]

For a normal distribution ,a positive value of z simply means that the observation or sample mean is above the population mean this implies

none of the options provided is completely accurate.

All the observations must have had positive values,

It is not necessarily true for a positive value of z.

The value of z indicates how many standard deviations away from the mean a particular observation or sample mean is.

A positive value of z simply means that the observation or sample mean is above the population mean.

The area corresponding to the z is either positive or negative,

It is also not accurate.

The area under the normal curve corresponds to probabilities, not positive or negative values.

The area to the right of the mean corresponds to positive z-values, and the area to the left of the mean corresponds to negative z-values.

The sample mean is smaller than the population mean,

It is a possibility when the z-value is negative, indicating that the sample mean is below the population mean.

The sample mean is larger than the population mean,

It is a possibility when the z-value is positive, indicating that the sample mean is above the population mean.

Therefore, the sample mean can be either larger or smaller than the population mean depending on the direction of the z-value.

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The length of the given line AB is 6 units and the polygon ABCDEF has been created.

A graph is a mathematical structure made up of a collection of points called VERTICES and a set of lines connecting some pair of VERTICES that may or may not be empty.

There is a chance that the edges will be directed, or orientated.

If the lines are directed or undirected, respectively, they are referred to as ARCS or EDGES.

Make a sequence of bars on graph paper as an example of a graph.

So, in the given situation the polygon ABCDEF has been created:

(Refer to the graph attached below)

Now, the length of the side AB:

Count the units as follows which comes to 6 units.

Therefore, the length of the given line AB is 6 units and the polygon ABCDEF has been created.

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Correct question:

Help Here is your graph of the points on the previous screen.

Connect the points in order to create polygon `ABCDEF`.

1.2 Enter the length of the segment between A and B.

[tex]\textit{equation of a circle}\\\\ (x- h)^2+(y- k)^2= r^2 \hspace{5em}\stackrel{center}{(\underset{-5}{h}~~,~~\underset{9}{k})}\qquad \stackrel{radius}{\underset{14}{r}} \\\\[-0.35em] ~\dotfill\\\\ ( ~~ x - (-5) ~~ )^2 ~~ + ~~ ( ~~ y-9 ~~ )^2~~ = ~~14^2\implies (x+5)^2 + (y-9)^2=196[/tex]

Answer:

Jaxon made 11 free throws over the season.

Step-by-step explanation:

If he made 5% of his free throws, we know that he will make 5% of the total number of free throws he took, which is 220:

We multiply 220 by 0.05, or 5% to find out how many free throws he made:

220*0.05 = 11

After that, we now know that Jaxon made 11 of his free throws out of 220 over the course of the season, or 5%.

The only possible elements that can appear in all the sets are 4 and 5. Since both 4 and 5 appear in each set, they must be in the intersection.

Based on the given set definition, we have:

A₁ = {4, 5}

A₂ = {4, 5, 6}

A₃ = {4, 5, 6, 7}

A₄ = {4, 5, 6, 7, 8}

and so on.

To find the union of all the sets, we need to find all the distinct elements that appear in at least one of the sets. We can do this by listing the elements in each set and removing duplicates:

⋃[infinity] =1 Aᵢ = {4, 5, 6, 7, 8, ...}

We can see that the union includes all the natural numbers greater than or equal to 4. We can prove this by showing that any natural number n greater than or equal to 4 is included in at least one of the sets. Indeed, for any such n, we can choose i = n - 3, which is a natural number since n is at least 4, and then we have n in Aᵢ.

To find the intersection of all the sets, we need to find the elements that appear in all the sets. We can do this by listing the elements in each set and finding the common elements:

⋂[infinity] =1 Aᵢ = {4, 5}

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Answer:

Step-by-step explanation:

· Find the surface area of a cone with a slant height of 8 cm and a radius of 3 cm. SA = B + πrS = (πr2) + πrs = (π(32)) + π(3)(8) = 9π + 24π = 33πcm2 = 103.62cm2. Find the surface area of a rectangular pyramid with a slant height of 10 yards, a base width (b) of 8 yards and a base length (h) of 12 yards.

A minimum sample size of 665 consumers that FiveThirtyEight should survey to guarantee a margin of error of 0.05 or less with a 99% confidence level.

Sample size refers to the number of observations or individuals included in a study or experiment. It is the number of subjects or units that are selected from a population to be studied. The sample size is an important consideration in statistical analysis, as it can affect the accuracy and generalizability of the results. A larger sample size generally leads to more precise estimates and stronger statistical power, but it can also be more costly and time-consuming to collect and analyze.

To calculate the minimum sample size required to maintain a margin of error of 0.05 or less with a 99% confidence level, we can use the formula:

n = (Z² * p * (1-p)) / E²

where n is the sample size, Z is the Z-score for the desired confidence level (2.576 for 99% confidence level), p is the estimated proportion of the population that has a certain characteristic (we can use 0.5 for maximum variability), and E is the margin of error.

Plugging in the values, we get:

n = (2.576² * 0.5 * (1-0.5)) / 0.05²

n = 664.3

Rounding up to the nearest whole number, we get a minimum sample size of 665 consumers that FiveThirtyEight should survey to guarantee a margin of error of 0.05 or less with a 99% confidence level.

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Answer:

P54.75 per hour.

Step-by-step explanation:

If he earned 2190 pesos on working 8 hours each for 5 days then he earned 54.75

Equation: hours x days / earnings

Therefore, 8 hours x 5 days = 40

2190 / 40 = P54.75 / hour

Answer: i dont know if this is right but i put a^4+b^4=c^4

Step-by-step explanation:

I have no idea tho

There are 16 possible move sequences for the frog.

The possible moves that the frog can make.

The frog can move to either the closest point with a greater integer coordinate that is a multiple of 3, or to the closest point with a greater integer coordinate that is a multiple of 13.
Let's consider the first type of move, where the frog moves to the closest point with a greater integer coordinate that is a multiple of 3.

If the frog is at the point [tex]$n$[/tex], then the closest point with a greater integer coordinate that is a multiple of 3 is either [tex]$n+3$ or $n+6$[/tex].

Similarly, if the frog is at the point [tex]$n$[/tex] and wants to move to a multiple of 13, then the closest point with a greater integer coordinate that is a multiple of 13 is either[tex]$n+13$[/tex] or [tex]$n+26$[/tex].
Constructing move sequences.

The sequence starts with 0 and ends with 39.

The frog has two choices for its first move: either move to 3 or move to 13.

Let's assume that the frog moves to 3.

From there, the frog has two choices again:

move to 6 or move to 13. If the frog moves to 6, then it has two choices again: move to 9 or move to 13.

If it moves to 13, then it has two choices: move to 26 or move to 16.

We can continue this process until we reach 39.
We can create a tree diagram to help us keep track of the possible move sequences:
                            0
                             |
                        3 or 13
                      /            \
                6 or 13       13 or 26
                  /       \       /        \
             9        13     16         26
            / \        / \    / \           / \
          ... ...     ... ... ... ...         ... ...
Each branch represents a different move sequence.

We can see that there are 16 possible move sequences in total.

We can also see that some sequences are longer than others.

The longest sequence has 7 moves, while the shortest sequence has only 2 moves.

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Answer: Sarah bought 5 first class tickets and (13-5) = 8 coach tickets.

Step-by-step explanation: The taken a toll of one to begin with lesson ticket is $1200 and the fetched of one coach ticket is $380.

So, the full taken a toll of first class tickets would be 1200x and the entire cost of coach tickets would be 380(13-x) = 4940 - 380x.

The overall fetched of the tickets is given as $9040, so we will set up the taking after condition:

1200x + 4940 - 380x = 9040

Streamlining and tackling for x, we get:

820x = 4100

x = 5

The only exponential growth equation is the third one:

y = 2*(4)^x

A general exponential equation is:

y = A*(b)^x

if 0 < b < 1, then it is a decay.

if 1 < b, then it is a growth.

So any equation where the base, b, is larger than 1, represents a growth.

Then the correct option is the third one:

y = 2*(4)^x

All the other options are decays.

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The formula for the volume of an sphere of radius r is given as follows:

V = (2/3)πr³  

The radius as a function of the volume is obtained as follows:

r³ = 3V/2π

[tex]r = \sqrt[3]{\frac{3V}{2\pi}}[/tex]

Hence the radius of a sphere of volume 25 in³ is given as follows:

[tex]r = \sqrt[3]{\frac{25}{2\pi}}[/tex]

r = 2.29 in.

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The speed of the person in still water is 18 miles per hour

Let's call the speed of the person in still water "x".

When the person swims downriver, they are swimming with the current, so their effective speed is the sum of their swimming speed and the speed of the current, which is "x + 4".

When the person swims upriver, they are swimming against the current, so their effective speed is the difference between their swimming speed and the speed of the current, which is "x - 4".

We know that the person covers 11 miles downriver in the same amount of time it takes them to cover 7 miles upriver. This means that the two distances are equal in terms of time:

[tex]11 / (x + 4) = 7 / (x - 4)[/tex]

To solve for x, we can cross-multiply and simplify:

[tex]11(x - 4) = 7(x + 4)[/tex]

[tex]11x - 44 = 7x + 28[/tex]

[tex]4x = 72[/tex]

[tex]x = 18[/tex]

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vehicle?

The average delay per vehicle would be 20 minutes. This is calculated by taking the total time the freeway was shut down (40 minutes) and dividing it by the total number of vehicles that would have been on the freeway during that time (2400 vehicles).

Equation that represents the total number of minutes y Emily studied for the math exam is y = 40 +x.

We can represent the total number of minutes Emily studied for the math exam using the equation,

y = 40 + x

Here, 'y' represents the total number of minutes Emily studied for the math exam, '40' represents the number of minutes she studied in the morning, and 'x' represents the number of minutes she studied later that evening.

By adding the number of minutes studied in the morning to the number of minutes studied later that evening, we can calculate the total number of minutes Emily studied for the math exam.

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Answer:

The answer is 7x(5-2y)

Step-by-step explanation:

35x-14xy

7x(5-2y)

the error made is the x in the bracket

If rosanne makes 112 liters of strawberry lemonade, she pours 14 of a liter of lemonade into a thermos to take to the park, rosanne's brother drink 25 liters of lemonade

To solve this problem, we can start by subtracting the 14 liters of lemonade that Rosanne poured into the thermos from the total 112 liters to get the amount of lemonade that remained:

112 - 14 = 98 liters

Next, we need to subtract the amount of lemonade that Rosanne's brother drank, which is 25 liters, from the remaining amount:

98 - 25 = 73 liters

Therefore, Rosanne's brother drank 25 liters of lemonade.

To check our answer, we can add the amount of lemonade in the thermos, the amount that Rosanne's brother drank, and the remaining amount to see if it adds up to the original 112 liters:

14 + 25 + 73 = 112

Since the sum is indeed equal to 112, we can be confident that our answer of 25 liters for the amount of lemonade that Rosanne's brother drank is correct.

In summary, to find the amount of lemonade that Rosanne's brother drank, we subtracted the amount that Rosanne poured into the thermos and the amount that her brother drank from the total amount of lemonade that Rosanne made. The answer is 25 liters.

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The expression for the problem is:

Total cost = $42 + ($12/hour × 3 hours) × 2 people

Bruce charged David and Ricky a fixed fee of $42 for parts plus an hourly rate of $12 for labor. He spent 3 hours repairing the motorcycle. Since there are two people (David and Ricky), we need to multiply the hourly rate by the number of hours worked (3) and then multiply that by 2. Finally, we add the fixed fee for the parts to get the total cost.

To evaluate the expression using the order of operations, we need to perform the multiplication first and then the addition. So, we have:

Total cost = $42 + ($12/hour × 3 hours) × 2 people

= $42 + ($36) × 2

= $42 + $72

= $114

Therefore, David and Ricky owe Bruce a total of $114 for the motorcycle repair.

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The probability of seeing the word "math" in a 10-letter string typed by a monkey is 0.0024 (or 0.24%).

To calculate this probability, we first need to determine the total number of possible 10-letter strings that the monkey can type. Since the monkey never repeats letters, the number of possible 10-letter strings is given by the permutation formula:

10P10 = 10!/(10-10)! = 3,628,800

Next, we need to determine the number of 10-letter strings that contain the word "math". We can do this by fixing the position of the "m" and the "a", and then allowing the monkey to freely choose the remaining 6 letters. The number of ways to do this is given by:

8P6 = 8!/(8-6)! = 56

Finally, we divide the number of 10-letter strings containing "math" by the total number of possible 10-letter strings to obtain the probability:

56/3,628,800 = 0.000024 = 0.0024 (or 0.24%)

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Answer:

Perimeter:

[tex]2( \frac{2}{3} + \frac{1}{2} ) = 2( \frac{4}{6} + \frac{3}{6} ) = 2( \frac{7}{6} ) = \frac{7}{3} = 2 \frac{1}{3} [/tex]

The perimeter is 2 1/3 inches.

Area:

[tex] \frac{2}{3} \times \frac{1}{2} = \frac{1}{3} [/tex]

The area is 1/3 of a square inch.

The value of g(x) = x^2 + 4x depends on the value of x.

If, for example, x = 2, then:

g(2) = 2^2 + 4(2) = 4 + 8 = 12

If x = -3, then:

g(-3) = (-3)^2 + 4(-3) = 9 - 12 = -3

In general, we can evaluate g(x) for any value of x by substituting that value into the expression x^2 + 4x.

approximately 3.6 milliliters of medication would be needed for this prescription.

To calculate the total milliliters of medication needed for this prescription, we will use the formula dosage × frequency × day supply.

In this case, the dosage is 2 drops per ear, the frequency is twice a day, and the day supply is 9 days.

First, let's find out how many drops are needed per day:
2 drops/ear × 2 ears = 4 drops
Since the frequency is twice a day, multiply this number by 2:
4 drops × 2 = 8 drops per day

Now, multiply the number of drops per day by the day supply (9 days):
8 drops/day × 9 days = 72 drops

Typically, 1 drop is approximately 0.05 millilitres. To find out how many millilitres of medication are needed, multiply the total number of drops by the volume of one drop:

72 drops × 0.05 mL/drop = 3.6 mL

So, approximately 3.6 millilitres of medication would be needed for this prescription.

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Approximately 1.8 milliliters of medication would be needed for this prescription.

To calculate how many milliliters of medication would be needed for this prescription, we need to use the following formula:

dosage × frequency × day supply.
The dosage is 2 drops, the frequency is twice a day, and the day supply is 9 days.
First, we need to convert drops to milliliters.

One drop is equal to approximately 0.05 milliliters.

2 drops would be equal to 0.1 milliliters.
Next, we can plug in the values into the formula:
[tex]0.1 milliliters/drop \times 2 drops/twice a day \times 9 days = 1.8 milliliters. [/tex]

The patient will be using exactly 2 drops in each ear for each dose, and that there will be no waste or spillage of the medication.

To determine how many milliliters of medicine would be required for this prescription:

dose frequency day supply.

The recommended dosage is 2 drops, twice day, with a 9-day supply.

We must first convert droplets to milliliters.

A drop is around 0.05 milliliters in volume. As a result, 2 drops are equivalent to 0.1 milliliters.

The values may then be entered into the formula as follows:

0.1 milliliters each drop times twice daily for nine days equals 1.8 milliliters.

As a result, this prescription would require about 1.8 milliliters of medicine.

It's crucial to note that this estimate is predicated on the patient applying precisely 2 drops to each ear for each dose.

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The logical assumption used is: An arithmetic sequence is a set of discrete values, whereas a line is a continuous set of values.

An arithmetic sequence is a set of numbers where, with the exception of the first term, each term is obtained by adding a fixed constant to the term before it. Every pair of following terms in the sequence has the same fixed constant, which is known as the common difference. A1 stands for the first term in an arithmetic sequence, while an is used to represent the nth term.

A solid line symbolises continuous numbers, whereas the classmate's logical presumption is that an arithmetic series comprises of discrete values. This presumption is untrue, though, as a line can effectively represent an arithmetic series.

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Answer:

B

Step-by-step explanation:

The value of 0.6 is greater than the value of 0.39 because 0.6 represents a larger proportion or fraction of a whole than 0.39 does.

To compare these two values, we can think of them as parts of a whole. For example, we can consider 0.6 as 60% of a whole and 0.39 as 39% of the same whole. When we compare 60% and 39%, it is clear that 60% is greater than 39%.

Another way to compare these two values is to convert them to fractions. 0.6 can be written as 6/10 or 3/5, while 0.39 can be written as 39/100.

When we compare 6/10 and 39/100, we can see that 6/10 is greater than 39/100 because 6/10 represents 6 parts out of 10, while 39/100 represents 39 parts out of 100.

Therefore, we can conclude that the value of 0.6 is greater than the value of 0.39 because it represents a larger proportion or fraction of a whole.

The confidence interval in which you have the most confidence that it captures the population mean is the one with the highest level of confidence.

But keep in mind that this interval will be wider and less precise, so we must balance the level of confidence with the desired precision of your estimate.

The terms confidence interval, population mean, and level of confidence.
A confidence interval is a range of values that is likely to contain the population mean, which is the average value of a certain variable in the entire population.

The level of confidence, expressed as a percentage (e.g., 95%), represents the probability that the confidence interval captures the true population mean.
In general, the confidence interval with the highest level of confidence will give you the most certainty that it captures the population mean.

However, as the level of confidence increases, the width of the confidence interval also increases, making it less precise.

This means that while we have more confidence that the interval contains the population mean, you have less specific information about where the mean lies within that interval.

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Lee needs to score a total of 26 points in the next game to increase his mean score to 13 points.

Given that

Scores = 12,14,14,15,8,10,3,15

To increase his mean score to 13 points,

Lee needs to have a total of 13 x 9 = 117 points after the next game.

He has already scored a total of 12+14+14+15+8+10+3+15 = 91 points in the first 8 games.

Therefore, Lee needs to score a total of 117 - 91 = 26 points in the next game to increase his mean score to 13 points.

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Answer:

see the images and explanation

Step-by-step explanation:

for the graph:

the domain 0 < x < 5

the range for each functions:

g(x) = 2x + 1

g(x) = y  ,   1 < y < 11

h(x) = 2x + 2 ,  2 < y < 12