The box plot shown represents the amount of donations received for a Lacrosse Team Fundraiser.

A box plot using a number line from 6 to 52 with tick marks every one unit. The box extends from 15 to 35 on the number line. A line in the box is at 23.5. The lines outside the box end at 12 and 50. The graph is titled Lacrosse Team Fundraiser, and the line is labeled Donations in Dollars.

What is the range and IQR of the data displayed?

The range is 38, and the IQR is 20.
The range is 38, and the IQR is 21.
The range is 37, and the IQR is 21.
The range is 37, and the IQR is 20.

The population of your friend's town is 300,000 if the population of your town is about 30,000.

To solve this problem, we can use the fact that if one quantity is a fraction of another quantity, we can multiply or divide the given quantity by that fraction to find the other quantity. In this case, we know that the population of your town is 1/10th of your friend's town's population, so we can multiply your town's population by 10 to get your friend's town's population.

If the population of your town is about 30,000, and it's about 1/10 the population of your friend's town, we can calculate your friend's town's population by multiplying your town's population by 10.

So, the population of your friend's town is

30,000 x 10 = 300,000

Therefore, your friend's town has a population of about 300,000.

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The range of a function is the set of all possible output values (y-values) of the function. To find the range of f(x) = (5/2)^x - 5, we need to find the minimum and maximum values of y that can be obtained by plugging in all possible x values.

To find the maximum value of f(x), we can take the limit as x approaches infinity:

The value of x is approximately 10.57 and the value of y is approximately 15.25.

In mathematics, a chord is a straight line segment that connects two points on a curve. More specifically, a chord is a line segment that has its endpoints on the curve.

The term "chord" is most commonly used in the context of circle geometry, where a chord is a line segment that connects two points on the circumference of a circle. In this context, the length of a chord can be calculated using the Pythagorean theorem, given the lengths of the radii of the circle and the distance between the endpoints of the chord.

In a circle, if four chords are connected to form a quadrilateral, then opposite angles of the quadrilateral are supplementary. Using this property, we can set up the following equation:

105 + (7y + 1) + (7x + 1) + (4y + 14) = 180

Simplifying and solving for x and y, we get:

7x + 4y + 122 = 180

7x + 4y = 58 ......(1)

Also, we know that the opposite angles of a cyclic quadrilateral are supplementary. Therefore, we can set up the following equations:

105 + (4y + 14) = 180 ......(2)

(7y + 1) + (7x + 1) = 180 ......(3)

Simplifying and solving for y in equation (2), we get:

4y + 119 = 180

4y = 61

y = 15.25

Substituting this value of y in equation (3) and solving for x, we get:

(7x + 1) + (7*15.25 + 1) = 180

7x + 106 = 180

7x = 74

x = 10.57

Therefore, the value of x is approximately 10.57 and the value of y is approximately 15.25.

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The standard deviation of the ACT scores is approximately 4.2.

Standard deviation is a measure of the amount of variation or dispersion in a set of data values. It indicates how much the data values deviate, on average, from the mean (or average) of the data set. A higher standard deviation indicates greater variability or spread in the data, while a lower standard deviation indicates less variability or spread.

According to the given information:

To find the standard deviation of ACT scores, we can use the given information about the mean and the percentage of scores above a certain threshold.

Given:

Mean (μ) = 21.4

Percentage of scores above 26 = 15%

Since the distribution is approximately normal, we can use the Z-score formula to find the Z-score corresponding to the given percentage. The Z-score is the number of standard deviations a particular value is from the mean in a normal distribution.

Z-score formula:

Z = (X - μ) / σ

Where:

Z = Z-score

X = Value (in this case, 26)

μ = Mean (21.4)

σ = Standard deviation (to be found)

We can rearrange the formula to solve for σ:

σ = (X - μ) / Z

Substituting the given values:

X = 26

μ = 21.4

Z = Z-score corresponding to 15% (which can be found using a standard normal distribution table or a Z-score calculator)

Assuming a standard normal distribution table or calculator gives us a Z-score of approximately 1.04 for a percentage of 15%, we can plug in the values:

σ = (26 - 21.4) / 1.04

σ = 4.4 / 1.04

σ ≈ 4.2 (rounded to the nearest tenth)

So, the standard deviation of the ACT scores is approximately 4.2.

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Answer:

≈ $26

Step-by-step explanation:

13% = 0.13

199.99 x 0.13 = $25.9987

So, 13% markup is ≈ $26

The upper control limit for the p-chart is 0.111, and the lower control limit is 0.003.

To calculate the upper and lower control limits for a p-chart, we need to use the following formula:

UCL = p' + 3√(p'(1-p')/n)

LCL = p' - 3√(p'(1-p')/n)

Where p' is the mean proportion of defective pots, n is the sample size (in this case, 120), and UCL and LCL are the upper and lower control limits, respectively.

Given that the proportion of defective pots is believed to be 0.05, we can calculate the mean proportion of defective pots as:

p' = 0.05

Substituting this value in the above formula, we get:

UCL = 0.05 + 3√(0.05(1-0.05)/120) = 0.111

LCL = 0.05 - 3√(0.05(1-0.05)/120) = 0.003

Any sample proportion of defective pots falling outside these limits would be considered statistically significant and warrant further investigation to identify the root cause of the defects in the production process.

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Complete question is:

A random sample of 120 cast aluminum pots is taken from a production line once every day. the number of defective pots is counted. the proportion of defective pots has been closely examined in the past and is believed to be 0.05. what are the upper and lower control limits for the p' chart.

Answer:

25

Step-by-step explanation:

The paired t-test results suggest that there is no significant improvement in students' learning after the new unit on factoring, based on a 90% confidence level.

To determine if there has been an improvement in students' learning after a new unit on factoring, we can perform a paired t-test on the pre-test and post-test scores of the five randomly selected students.

The differences between the pre-test and post-test scores for each student are: 3, 3, 4, 8, 0.

The mean of the differences is 3.6, and the sample standard deviation is 2.39.

The t-value for a 90% confidence interval with 4 degrees of freedom is 2.776. Since the calculated t-value of 2.68 (calculated as the mean of the differences divided by the standard error of the mean of the differences) is less than the critical t-value of 2.776, we fail to reject the null hypothesis that there is no improvement in students' learning.

Therefore, there is not enough evidence to conclude that the new unit on factoring has helped students learn based on the sample data.

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A number multiplied by itself.

What is square?

In mathematics, a square is a number that is obtained by multiplying a number by itself. It is also a geometric shape with four equal sides and four right angles. The area of a square is calculated by multiplying the length of one of its sides by itself. The formula for calculating the area of a square is A = s^2, where A is the area and s is the length of one side.

Squares have many important applications in mathematics, including in algebra, geometry, trigonometry, and calculus. They are used in the Pythagorean theorem, which relates to the sides of a right triangle, and they are used to represent variables in algebraic equations. Squares are also important in geometry, where they are used to construct geometric shapes and to calculate their areas and perimeters.

The better definition of squares is:

A number multiplied by itself.

In mathematics, a square refers to the product of a number multiplied by itself. For example, the square of 4 is 16, because 4 multiplied by 4 equals 16. Squares have a variety of important applications in mathematics, including in geometry, algebra, and calculus.

While a result that has been proved to be true is sometimes referred to as a "square" in certain contexts, it is not the primary definition of the term. Similarly, a triangle with a right angle is referred to as a "right triangle" or a "right-angled triangle," but not a square.

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The best prediction possible for the number of times the spinner will not land on yellow is 18.

What is probability?

Probability is a measure of the likelihood of an event occurring. It is a number between 0 and 1, where 0 means the event is impossible and 1 means the event is certain to happen.

Assuming that the spinner is fair and all outcomes are equally likely, we can calculate the probability of the spinner not landing on yellow in one spin by adding up the probabilities of all other outcomes, which are green, blue, and red.

The probability of the spinner not landing on yellow in one spin is:

P(not yellow) = P(green) + P(blue) + P(red)

= 1/6 + 1/3 + 1/6

= 1/2

Therefore, the expected number of times the spinner will not land on yellow in 36 spins is:

E(not yellow) = 36 x P(not yellow)

= 36 x 1/2

= 18

So the best prediction possible for the number of times the spinner will not land on yellow is 18. However, it's important to note that this is just a prediction based on probabilities, and the actual number of times the spinner doesn't land on yellow in 36 spins may vary.

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Answer:

p < -2

Step-by-step explanation:

Answer:

The answer is -2

Step-by-step explanation:

4/5-1/2p>9/5

C.L.T

-1/2p>9/5-4/5

-1/2p>5/5

-1/2p=1

-p/2>1

-p=2

p= -2

Maybe 9/12? I counted the amount of times 6 or 9 shows up on the graph. :D. Hope that helps.

Answer: To find the new balance including interest, we need to take into account the interest charged on the current balance and the new purchase.

First, let's calculate the interest charged on the current balance. The monthly interest rate is 18.99% / 12 = 1.5825%.

The interest charged on the current balance is therefore:

interest on current balance = 0.015825 * 9160.00 = 144.98

So the total balance including interest for the current month is:

current balance including interest = 9160.00 + 144.98 = 9304.98

Next, let's calculate the interest charged on the new purchase of $1,098.00. The interest charged on the new purchase is:

interest on new purchase = 0.015825 * 1098.00 = 17.39

So the total balance including interest for the new purchase is:

new balance including interest = 1098.00 + 17.39 = 1115.39

Finally, we add the current balance including interest and the new balance including interest to get the total balance including interest:

total balance including interest = current balance including interest + new balance including interest

total balance including interest = 9304.98 + 1115.39

total balance including interest = 10420.37

Therefore, the new balance including interest is $10,420.37.

Step-by-step explanation:

Step-by-step explanation:

where is. the. polynomial.

Answer:

d. 1 7/30...............

Answer:

D

Step-by-step explanation:

2/5 + 5/6

Make the denominator same

(2×6)/30 + (5×5)/30

12+25/30

37/30

1 7/30

Applying the Angle Bisector Theorem, the length of the segments are:

AB = 15;    AC = 20.

The Angle Bisector Theorem states that in a triangle, if a line segment bisects an angle of the triangle and intersects the opposite side, then it divides that side into two segments that are proportional to the lengths of the other two sides of the triangle.

Therefore, we would have the following equation based on the angle bisector theorem:

5y/8 = 4y - 1 / 6

Cross multiply:

8(4y - 1) = 6(5y)

32y - 8 = 30y

32y - 30y = 8

2y = 8

y = 4

AB = 4y - 1 = 4(4) - 1 = 15

AC = 5y = 5(4) = 20

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Answer:

Your answer should be A

The "possible-sources" of in the measurement error of an experiment are Instrument error, Human error, sampling error and environmental factors, these sources "may" or "may-not" be enough to account for the percent differences calculated from the data.

There are several possible sources of "measurement-error" in an experiment which affect the accuracy and precision of the results.

These sources include instrument error, human error, environmental factors, and sampling error.

(i) "Instrument-Error" : is defined as inaccuracies in the measuring instruments used in the experiment. This include issues such as calibration errors, sensitivity of the instruments.

(ii) "Human-Error" can arise from mistakes made by experimenters during data collection or analysis, such as misreading measurements or recording data incorrectly.

(iii) "Environmental-Factors", such as temperature, humidity, or electromagnetic interference, can also cause error into experiment if they affect performance of measuring instruments.

(iv) "Sampling-Error" occur when a subset of the population is used for the experiment, and the results are generalized to the entire population.

Depending on the magnitude of these sources of error, they may or may not be enough to account for the percent differences calculated from the data.

If the measurement errors are small and within an acceptable range for the experiment, they may not significantly impact the results.

If the errors are large or systematic, they can introduce significant bias into the data and affect the percent differences calculated.

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The given question is incomplete, the complete question is

Discuss the possible sources of measurement error in an experiment. Are these sources of error enough to account for the percent differences you calculated from your data? write out your answer in a clear and well supported paragraph.

The missing values in the table that contains the equivalent ratios between X and Y would be = 5

An equivalent ratio is defined as the constant that exists between two different numbers when compared.

The figures in the table is as follows:

X= 1 3 ? 7

y = 5 15 25 35

If X = 1 when y = 5, X= ? when y= 25

That is;

1 =5

?= 25

? = 25/5 = 5

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The number of ways to arrange the letters of PENCIL when the first letter can't be N or L is option (B) 480.

The word PENCIL has 6 letters, here we have to use permutation method.  If all the letters are used, there are 6! = 720 ways to arrange them. However, the first letter can’t be N or L. This means that there are only 4 choices for the first letter (P, E, C, or I). After choosing the first letter, there are 5 letters left to arrange,

So there are 5! = 120 ways to arrange them.

Therefore, the total number of ways to arrange the letters of PENCIL when the first letter can’t be N or L is

4 x 5! = 4 x 120 = 480

Therefore, the correct option is (B) 480.

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A description of the distribution of the values of a random variable and their associated probabilities is called a probability distribution. The correct answer is a.

A probability distribution is a mathematical function that describes the possible values of a random variable and the likelihood of each value occurring. It provides a complete description of the probabilities of all possible outcomes of a random experiment or event.

Probability distributions can be classified into two types: discrete probability distributions and continuous probability distributions. Discrete probability distributions are used when the possible outcomes of a random variable are countable or finite, such as the number of heads in a coin toss.

Continuous probability distributions, on the other hand, are used when the possible outcomes of a random variable are infinite, such as the time it takes for a person to complete a task.

Probability distributions are used in various fields, such as statistics, finance, engineering, and science, to model and analyze random phenomena and make predictions about future events. They are an essential tool for understanding uncertainty and making informed decisions based on probabilistic outcomes.

The correct answer is a.

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The granite countertop would cost $783.00.

Finding the cost of granite:

To find the cost of granite find the amount of granite that can be used for the entire kitchen.  

Since the kitchen floor is in a rectangle shape find the area of the kitchen floor using the area of a rectangle. Which will equal the amount of granite used for the kitchen.  

Use the formula for the cost of the countertop, which is the product of the area, and the cost per square meter, to determine the total cost.

Here we have

A counter in Adriana's kitchen is 1 m wide and 3 m long.

Hence, the area of the countertop can be found by multiplying the length and the width:

Area of kitchen = length x width = 3 m x 1 m = 3 m²

The cost of the granite is given by $ 261.00 per square meter

The cost of the granite countertop will equal the product of the area and the cost per square meter:

Total Cost = 3 m² x $261.00/m² = $783.00

Therefore,

The granite countertop would cost $783.00.

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The first point to plot on the mean control chart would be at 1.9 at control chart with both limits.

1. There are four measurements in each sample, as shown in the table.

2. To plot the first point on the mean control chart, we need to calculate the mean of the first sample. Adding up the four measurements from the 10:00 am sample (2.0 + 1.8 + 2.0 + 1.8) gives a total of 7.6. Dividing by the number of measurements in the sample (4) gives a mean of 1.9. Since the mean is within the control limits of 1.8 and 2.2, the first point on the chart would be plotted at 1.9.
1. To determine how many measurements are in each sample, we simply count the number of measurements provided for each time.

10:00 am: 4 measurements (2.0, 1.8, 2.0, 1.8)
10:15 am: 4 measurements (2.0, 2.0, 2.0, 2.0)
10:30 am: 4 measurements (1.8, 1.9, 2.1, 2.2)
10:45 am: 4 measurements (2.1, 2.1, 1.9, 1.9)
11:00 am: 4 measurements (1.6, 2.0, 2.2, 1.7)

Each sample contains 4 measurements.

2. To plot the first point on a mean control chart, we need to calculate the mean of the first sample (10:00 am).

Mean = (2.0 + 1.8 + 2.0 + 1.8) / 4
Mean = 7.6 / 4
Mean = 1.9

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1. There are 4 measurements in each sample.

2. The first point to plot on the mean control chart would be 1.9, corresponding to the 10:00 am sample.

To determine the number of measurements in each sample, simply count the number of values for each time point.
10:00 am: 4 measurements (2.0, 1.8, 2.0, 1.8)
10:15 am: 4 measurements (2.0, 2.0, 2.0, 2.0)
10:30 am: 4 measurements (1.8, 1.9, 2.1, 2.2)
10:45 am: 4 measurements (2.1, 2.1, 1.9, 1.9)
11:00 am: 4 measurements (1.6, 2.0, 2.2, 1.7)
There are 4 measurements in each sample.
To plot the first point on the mean control chart, calculate the mean of the first sample (10:00 am).
Mean = (2.0 + 1.8 + 2.0 + 1.8) / 4 = 7.6 / 4 = 1.9.

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Answer:

To graph this inequality, you can start by graphing the related function y = -x^2 - 1. This is a downward-facing parabola that opens downwards and has a vertex at (0, -1).

To graph the inequality y ≥ -x^2 - 1, you need to shade the region above the graph of the parabola. This is because any point above the parabola will have a y-coordinate that is greater than or equal to the corresponding y-coordinate on the parabola.

So, to graph the inequality, you can shade the region above the parabola. You can use a dotted line to represent the boundary of the inequality, since the inequality includes the possibility of equality (y = -x^2 - 1).

I hope this helps!

Answer: A

Explanation:

Answer: question#7 is 7/12

question#8 is 1  3/8

question#5 is 1/2

question#6 is 12

question#9 is 1  1/6

question#10 is 31/40

question#11 is 3/4

Step-by-step explanation: give brainliest

Question #5: Option A, [tex]\frac{1}{2}[/tex]

Question #6: Option A, 12

Question #7: Option A, [tex]\frac{7}{12}[/tex]

Question #8: Option D, [tex]1\frac{3}{8}[/tex]

Question #9: Option D, [tex]1\frac{1}{6}[/tex]

Question #10: [tex]\frac{31}{40}[/tex]

Question #11: [tex]\frac{3}{4}[/tex]

Pls mark brainliest

The greatest common factor of 90 and 315 when divided by the least common multiple of 5 and 15 is 45.

When we multiply all the common prime factors, we get the greatest common factor of the numbers.

These prime factors should come from the prime factorization of the numbers given. These should be in all the unique combinations possible.

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The expression used  to calculate the surface area of the rectangular prism is given by option b. 2×6 + 2×10 + 2×15.

Let us consider 'l' be the length of the rectangular prism.

'w' be the width of the rectangular prism .

'h' be the height of the rectangular prism.

From the attached figure we have,

Length of the rectangular prism l = 3 units

Width of the rectangular prism w = 2 units

Height of the rectangular prism h = 5 units

Surface of the rectangular prism = 2(lw + wh + hl )

Substitute the values in the formula we get,

⇒Surface of the rectangular prism = 2 (3×2 + 2×5 + 5×3 )

⇒Surface of the rectangular prism = 2 ( 6 + 10 + 15)

⇒Surface of the rectangular prism = 2×6 + 2×10 + 2×15

Therefore, the surface area of the rectangular prism with given dimensions is equal to option b. 2×6 + 2×10 + 2×15.

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The above question is incomplete, the complete question is:

Which expression can be used to find the surface area of the following rectangular prism?

Attached figure.