|x+5|>-1 please help me, how do you do this?

the sample proportion (p^) is 0.4 or 40%.

To calculate the sample proportion (p^) for the number of Mizzou students with brown eyes, use the following formula:

A set is a collection of objects or groups of objects. These objects are often called elements or members of a set. For example, a group of players in a cricket team is a set.

p = (number of students with brown eyes) / (total number of students in the sample)

In this case, there are 24 students with brown eyes out of a sample of 60 students. Therefore, the numerical value of the statistic p^ is:

[tex]p = \frac{24} { 60} = 0.4[/tex]

So, the sample proportion (p^) is 0.4 or 40%.

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The numerical value of the statistic p^ for the random sample of 60 Mizzou students is 0.4, meaning 40% of the

sampled students have brown eyes.

To find the numerical value of the statistic p^ (sample proportion) for the given problem, you should follow these steps:

Identify the total number of students (n) in the sample, which is 60.

Identify the number of students with brown eyes (x), which is 24.

Calculate the sample proportion (p^) using the formula: p^ = x/n

Applying the formula:

p^ = 24/60

p^ = 0.4

So, the numerical value of the statistic p^ for the random sample of 60 Mizzou students is 0.4, meaning 40% of the

sampled students have brown eyes.

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The number of balls that must be selected to ensure that 4 balls of the same color are chosen is 10 balls.

To ensure that 4 balls of the same color are chosen, we must consider the worst-case scenario where we select 3 balls of each color before selecting the fourth ball. Therefore, the minimum number of balls that must be selected is:

= 3 (red balls) + 3 (blue balls) + 3 (yellow balls) + 1 (any color)

= 10 balls.

Therefore, we must select at least 10 balls to ensure that 4 balls of the same color are chosen.

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The measure of angle B in the right-angled triangle ACB is 63 degrees.

What is a triangle ?

A triangle is a polygon with three sides, three vertices, and three angles. The sum of the interior angles of a triangle is always 180 degrees. Triangles can be classified based on their side lengths and angle measures.

In a right-angled triangle, the sum of the two acute angles is always equal to 90 degrees. Therefore, we can find the measure of angle B in the right-angled triangle ACB by subtracting the measure of angle A and the right angle from 90 degrees.

Given that [tex]\angle A = 27^\circ[/tex], we can find the measure of angle B as follows:

[tex]\angle B = 180^\circ - \angle A - \angle C[/tex]

Since the triangle is right-angled at C, we know that [tex]\angle C = 90^\circ[/tex]. Therefore, we can substitute the values of [tex]\angle A[/tex] and [tex]\angle C[/tex] in the equation above to get:

[tex]\angle B = 180^\circ - 27^\circ - 90^\circ[/tex]

Simplifying this expression, we get:

[tex]\angle B = 63^\circ[/tex]

Therefore, the measure of angle B in the right-angled triangle ACB is 63 degrees.

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the probability of a customer choosing a sandwich on white bread with ham and either provolone or American cheese is 6/36, which simplifies to 1/6. Thus, option A is correct.

There are 3 bread options, 4 meat options, and 3 cheese options listed on the board, which gives us a total of  [tex]3 \times 4 \times 3 = 36[/tex] possible sandwich combinations.

There are two cheese options that meet this criteria, so we can create two different sandwiches: one with provolone and one with American cheese.

Each of these sandwiches can be made in [tex]3 \times 1 \times 1 = 3[/tex] ways, as there are 3 bread options but only one option each for the ham and cheese. So, the total number of sandwich combinations that meet our criteria is [tex]2 \times 3 = 6.[/tex]

Therefore, the probability of a customer choosing a sandwich on white bread with ham and either provolone or American cheese is 6/36, which simplifies to   [tex]1/6[/tex].

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Answer:

[tex] \frac{2}{9} \times \frac{3}{8} = \frac{6}{72} = \frac{1}{12} [/tex]

D is the correct answer.

Answer:

96

Step-by-step explanation:

In this thing, analysts compared the weight misfortune impact of a medication called lorcaserin to a fake treatment in overweight grown-ups.

The consideration was conducted in a double-blind, randomized comparative try, which suggests that not one or the other the members nor the analysts knew which bunch the members were doled out to.

Moreover, all members gotten eat less and work out counseling to control the impacts of this way of life changes.

After one year, the analysts found that the members who had gotten lorcaserin misplaced a normal 5.8 kg of weight, whereas those who had gotten the fake treatment were misplaced as it was 2.2 kg on normal.

The reality that the contrast in weight misfortune between the two bunches was factually critical (P < 0.001) recommends that the distinction is improbable to be due to chance.

When we say that P < 0.001, we cruel(mean) that there's less than a 0.1% chance that the contrast in weight misfortune between the two bunches might have happened by chance alone.

This recommends that the contrast in weight misfortune between the lorcaserin bunch and the fake treatment gather is likely due to the drug itself and not to arbitrary variety within the consideration that comes about.

In outline, based on the comes about of this think about, there's a great reason to accept that lorcaserin is compelling in advancing weight misfortune in overweight grown-ups, when utilized in conjunction with counting calories and workout counseling. 

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Lorcaserin is a drug that can help with weight loss. In a study, some people were given lorcaserin while others were given a fake pill (placebo) and everyone received advice on how to eat healthier and exercise more.

After one year, the people who took lorcaserin lost an average of 5.8 kilograms (kg) while the people who took the placebo lost an average of 2.2 kg. This means that lorcaserin helped people lose more weight than just diet and exercise alone. The P value (P < 0.001) tells us that the difference between the two groups is very unlikely to be due to chance. This means that the results are reliable and we can trust that lorcaserin is likely to work for most people who take it.

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Answer:

Step-by-step explanation:

Tim shirts cost = 3*45

Craig shirts cost = 5*45

Total cost = 135+225

                  =360

95.61 degrees is equal to 95 degrees, 36 minutes, and 36 seconds or 95° 36' 36".

To convert decimal degrees to degrees, minutes, and seconds

The whole number of the decimal degree will be the degrees

Multiply the decimal part that remains by 60. The whole number of the result will be the minutes.

Multiply the decimal part that remains by 60. The resulting number will be the seconds.

So for 95.61 degrees

The whole number of 95.61 is 95 degrees.

Multiply 0.61 by 60 to get 36.6. The whole number of 36.6 is 36 minutes.

Multiply 0.6 by 60 to get 36 seconds.

Therefore, 95.61 degrees is equal to 95 degrees, 36 minutes, and 36 seconds.

In the format of degrees, minutes, and seconds: 95° 36' 36"

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Given a sample of 36 male mosquitos of a species with a mean lifespan of 8.88 days and a standard deviation of 6.66 days, the probability of the sample mean lifespan exceeding 10 days is approximately 0.14. So, the correct choice is option B is P ( x ˉ > 10 ) ≈ 0. 14 P( x ˉ >10)≈0. 14P, left parenthesis, x, with, \bar, on top, is greater than, 10, right parenthesis, approximately equals, 0, point, 14.

The sampling distribution of the mean lifespan is approximately normal due to the Central Limit Theorem.

The standard error of the mean is 6.66 / sqrt(36) = 1.11. The z-score for a sample mean of 10 is (10 - 8.88) / 1.11 = 1.08. Using a standard normal distribution table or calculator, the probability of a z-score greater than 1.08 is approximately 0.14.

Therefore, the answer is Choice B is P(X > 10) ≈ 0.14.

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The equation that matches the given graph can be represented by y = x + 7 , on the basis of coordinates of five different points on cartesian-plane.

What is a cartesian-plane?

A two-dimensional coordinate plane known as the cartesian plane is created when the x- and y-axes connect. The origin is the point at where the x- and y-axes cross perpendicularly. The x-coordinate and y-coordinate are the coordinates for each point on this plane. The ordinate and abcissa are other names for the x- and y-coordinates, respectively.

The points through which the given graph passes are:

(2,9) ; (3,10) ; (4,11) ; (5,12) and (6,13)

In (2,9): x=2 and y=9

y-x=7

In (3,10): x=3 and y=10

y-x=7

In (4,11): x=4 and y=11

y-x=7

In (5,12): x=5 and y=12

y-x=7

In (6,13): x=6 and y=13

y-x=7

∴ we can say that the difference of x and y coordinates in each point is 7

y-x=7

y=7+x

The required equation of the graph: y = x + 7

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The given polynomial 9x^6+ 15x^4+ 12x^2 is a degree-6 polynomial with three terms:

From the question, we have the following parameters that can be used in our computation:

9x^6+ 15x^4+ 12x^2

The given polynomial is a degree-6 polynomial with three terms:

9x^6+ 15x^4+ 12x^2

It can be named by its degree and the number of terms as a "trinomial of degree 6".

Alternatively, it can be named by its degree and its leading coefficient as a "degree-6 polynomial with leading coefficient 9".

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We would predict using the random sample that 175 students at the school like math.

A confidence interval is a range of values that, with a certain degree of certainty, is likely to contain the real value of a population parameter. In most cases, the level of confidence is stated as a percentage, such as 95% or 99%, and it indicates the likelihood that the parameter's actual value falls within the range. In statistics, confidence intervals are frequently used to calculate an estimate of a population parameter's value from a sample of data. A confidence interval, which offers a range of likely values for the population parameter, is constructed using the sample statistics and the variability of the data.

Given that, 14 out of 20 students like math.

Using proportions we have:

14/20 = 0.7.

Now for 250 students we have:

0.7 * 250 = 175

Hence, we would predict that 175 students at the school like math.

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The total surface area of each figure are:

1)  2,557.3 yd²

2) 601.02 m₂

3) 3782.5 mm²

4)750 in²

1) The total surface area of a cylinder is:

2πrh + 2πr².

where:

r is radius

h is height

Thus:

TSA = 2π(11 * 26) + 2π(11)²

TSA = 2π(286) + 2π(121)

TSA = 2π(407)

TSA = 2,557.3 yd²

2) The total surface area is:

2(¹/₂ * 9 * 11.12) + (16 * 15) + (16 * 12) + (9 * 16)

= 25.02 + 240 + 192 + 144

= 601.02 m₂

3) The total surface area of a cylinder is:

2πrh + 2πr².

where:

r is radius

h is height

Thus:

TSA = 2π(14 * 29) + 2π(14)²

TSA = 2π(406) + 2π(196)

TSA = 2π(602)

TSA = 3782.5 mm²

4) The total surface area of the pyramid is:

TSA = (15 * 8) + (21 * 17) + (21 * 15) + (8 * 21)

TSA = 120 + 147 + 315 + 168

TSA = 750 in²

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Answer:

x =±6√2

Step-by-step explanation:

x^2 + x^2 = 12^2

Combine like terms

2x^2 = 144

Divide each side by 2

2/2x^2 = 144/2

x^2 = 72

Take the square root of each side

√x^2 = ±√72

x = ±√2*36

x =±6√2

The 5th term in the expansion of (a+b)⁴ in simplest form is 4a³b.

The binomial theorem is a mathematical formula that provides a way to expand the power of a binomial expression, which is an expression that consists of two terms.

The 5th term in the expansion of (a+b)⁴ can be found using the binomial theorem formula:

(a + b)ⁿ = C(n,0)aⁿ + C(n,1)[tex]a^(n-1)[/tex]b + C(n,2)[tex]a^(n-2)[/tex]b² + ... + C(n,n-1)a[tex]b^(n-1)[/tex] + C(n,n)bⁿ

where C(n,r) is the binomial coefficient, given by:

C(n,r) = n! / (r! * (n-r)!)

In this case, n = 4 and we want to find the 5th term, which means we want the coefficient for the term with a³b. Using the formula, we can see that the coefficient for this term is:

C(4,3) = 4! / (3! * (4-3)!) = 4

So the 5th term in the expansion of (a+b)⁴ is:

4a³b

In simplest form, we cannot simplify this expression any further. Therefore, the 5th term in the expansion of (a+b)⁴ in simplest form is:

[tex]4a^3b[/tex].

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The probability that Julian will roll a 3 on the next roll is approximately 16.67%. The probability of rolling a 3 on a normal 6-sided die is independent of the previous rolls. This means that regardless of the outcomes of Julian's previous rolls, the probability remains the same.

Explanation

On a 6-sided die, there is 1 favorable outcome for rolling a 3 (the number 3 itself) out of 6 possible outcomes (1, 2, 3, 4, 5, and 6).

To find the probability, you can use the formula:

Probability = (Number of favorable outcomes) / (Total number of outcomes)

In this case:

Probability of rolling a 3 = 1 (favorable outcome) / 6 (total outcomes)

Probability of rolling a 3 = 1/6 ≈ 0.1667 or 16.67%

So, the probability that Julian will roll a 3 on the next roll is approximately 16.67%.

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The equation to model the situation given in the question is (x+3)(x+6) = 148.

Let's assume that the original length and width of the square flower garden were "x". When Harrison expanded the garden, the new length became "x+3" and the new width became "x+6".

The area of a rectangle is given by the formula A = L × W, where A is the area, L is the length, and W is the width. Therefore, the area of the expanded rectangular flower garden is:

A = (x+3)(x+6)

We know that the area of the expanded rectangular flower garden is 148 square feet. So we can set up an equation:

(x+3)(x+6) = 148

{When we solve this equation using the quadratic formula we get x values:

x ≈ 8.2 and x ≈ -17.2 but we know x is the side of the garden so it cannot be negative, therefore, x = 8.2 unit}

This is the equation that models the situation described in the problem.

Therefore, the equation to model this situation is (x+3)(x+6) = 148.

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To plot the ordered pair (3,4), travel three units to the right on the x-axis and four units up on the y-axis, from the origin. So correct option is C.

In mathematics, an ordered pair is a pair of mathematical objects or values, written in a specific order. The two objects can be numbers, coordinates, points, or any other mathematical entity. An ordered pair is written in parentheses, separated by a comma. For example, (3, 5) is an ordered pair of two numbers, where 3 is the first element and 5 is the second element.

The order of the elements in an ordered pair is important, as it indicates which element represents the first coordinate or value, and which element represents the second. In many cases, ordered pairs are used to represent points in a coordinate plane, where the first element represents the x-coordinate and the second element represents the y-coordinate. For example, the ordered pair (3, 5) represents a point that is 3 units to the right on the x-axis and 5 units up on the y-axis from the origin.

To plot the ordered pair (3,4) on a coordinate plane, we need to move 3 units to the right on the x-axis and 4 units up on the y-axis from the origin (0,0). Therefore, the correct statement is:

C. To plot the ordered pair (3,4), travel three units to the right on the x-axis and four units up on the y-axis, from the origin.

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The complete question is:

Which statement is true about the ordered pair (3 , 4)?

A. To plot the ordered pair (3 , 4), travel four units to the right on the y-axis and three units up on the x-axis, from the origin.

B. To plot the ordered pair (3 , 4), travel three units to the right on the y-axis and four units up on the x-axis, from the origin.

C. To plot the ordered pair (3 , 4), travel three units to the right on the x-axis and four units up on the y-axis, from the origin.

D. To plot the ordered pair (3 , 4), travel four units to the right on the x-axis and three units up on the y-axis, from the origin.

The distance between your location and the epicenter is just slightly larger than the maximum distance that the earthquake can be felt (76 miles), so you would be able to feel the earthquake.

A triangle is a polygon with three sides and three angles. The sum of the angles in a triangle is always 180 degrees. There are different types of triangles such as equilateral, isosceles, scalene, right-angled, obtuse-angled, and acute-angled triangles. Triangles are used in geometry and other fields of mathematics to solve problems related to areas, angles, and side lengths.

Here,

Yes, you feel the earthquake.

To see why, imagine drawing a circle around the epicenter with a radius of 76 miles. This circle represents the maximum distance that the earthquake can be felt. Then, draw a line from the epicenter to your location. This line represents the distance between you and the epicenter.

To determine whether you feel the earthquake, we need to calculate the distance between your location and the epicenter using the Pythagorean theorem:

distance = √(65² + 40²)

distance ≈ 76.06 miles

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If the orbital period of Saturn is 29.5 years then the distance of Saturn from the sun is 9.5 AU .

The orbital period of a planet is denoted as P.

A planet's distance from the sun in astronomical units is denoted as a.

The relation between orbital period of a planet and it's distance from the sun is given as,

P = a superscript three halves

or, P = a^3/2

The Saturn's orbital period is P= 29.5 years

Thus from the equation showing the relation between orbital period of a planet and it's distance from the sun in AU (astronomical units ) we get,

29.5 =  a^3/2

or, a^3/2 = 29.5

⇒  [tex]\sqrt{a^3}[/tex] = 29.5

Squaring both sides, we get,

⇒  [tex]a^{3}[/tex] = 870.25

⇒ a =  9.5473  

⇒ a = 9.5 (approximately)

Thus, the distance between Saturn and the sun is 9.5 AU (approximately) when the orbital period of Saturn is 29.5 years.

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The number of bags that have zips on them is 28.

To solve this problem, we can use the principle of inclusion-exclusion.

First, we know that the total number of bags is 110.

Next, we know that 24 of the bags have neither zips nor buttons. Therefore, the number of bags that have either zips or buttons is 110 - 24 = 86.

We also know that 32 of the bags have buttons but no zips, and 28 of the bags have zips but no buttons.

To find the number of bags that have both zips and buttons, we can subtract the number of bags that have only buttons from the total number of bags with zips, or vice versa:

Number of bags with both zips and buttons = (Number of bags with zips) + (Number of bags with buttons) - (Number of bags with either zips or buttons)

Number of bags with both zips and buttons = 28 + 32 - 86 = -26

This result is clearly nonsensical, so we can conclude that there are no bags with both zips and buttons.

Therefore, the number of bags that have zips on them is simply the number of bags with zips but no buttons, which is 28.

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Answer:

18

Step-by-step explanation:

Since it is an equilateral triangle AB=AC=5

If I sum up all sides u will get 18. How this helps.

The distance between points A and B is 2 units.

To find the distance between two points in a coordinate plane, we can use the distance formula:

distance = sqrt((x2 - x1)^2 + (y2 - y1)^2)

where (x1, y1) and (x2, y2) are the coordinates of the two points.

Using this formula, we can find the distance between points A (-3,1) and B(-1,1) as follows:

distance = sqrt((-1 - (-3))^2 + (1 - 1)^2)

distance = sqrt(2^2 + 0^2)

distance = sqrt(4)

distance = 2

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Answer:

We can use the slope formula to find the value of j. The slope formula is:

m = (y2 - y1) / (x2 - x1)

where (x1, y1) = (-9, -5) and (x2, y2) = (j, 3). We are given that the slope is 8/7, so we can substitute these values into the slope formula and solve for j:

8/7 = (3 - (-5)) / (j - (-9))

8/7 = 8 / (j + 9)

8(j + 9) = 7(8)

8j + 72 = 56

8j = -16

j = -2

Therefore, the value of j is -2.

The required area of the given triangle is 63 ft² respectively.

A triangle is a 3-sided polygon that is occasionally (though not frequently) referred to as the trigon.

There are three sides and three angles in every triangle, some of which may be the same.

A unique triangle and plane (i.e., a two-dimensional Euclidean space) are determined by any three non-collinear points in Euclidean geometry.

In other words, every triangle is contained in a plane, and there is only one plane that contains that triangle.

Area of a triangle:

1/2 * b * h

Now, insert values as follows:

1/2 * b * h

1/2 * 14 * 9

7 * 9

63 ft²

Therefore, the required area of the given triangle is 63 ft² respectively.

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A line plot is a type of graph that displays data points as dots or markers connected by straight lines. The resultant line plot is given below.

A line plot, also known as a dot plot, is a simple way to display data that consists of a number of discrete points. It is a one-dimensional graph that uses dots or Xs to represent individual data points. Each dot or X represents a single data point, and the number of dots or X's at a given location on the line represents the frequency or count of that data point.

Here we have

Andy collects rocks and the lengths of the rocks  

Rock                 1            2        3       4        5         6

length (in) 2 7/8, 3 1/2, 2 7/8, 2 1/8, 2 1/8, 2 4/8  

For simple calculations convert the given fractions into Improper fractions  and then into decimal numbers

2 7/8 = 23/8 = 2.875    

3 1/2 = 7/8 = 0.875

2 7/8 = 23/8 = 2.875

2 1/8 = 17/8 = 2.125

2 1/8 = 17/8 = 2.125

2 4/8 = 20/8 = 2.5

Now use the coordinates (1, 2.875) (2, 0.875) (3, 2.875) (4, 2.125) (5, 2.125) and (6, 2.5) to plot the line

Therefore,

A line plot is a type of graph that displays data points as dots or markers connected by straight lines. The resultant line plot is given below.

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The missing value in the table for the exponential function is 27.

An exponential function is a mathematical function of the form f(x) = a^x, where a is a positive constant called the base, and x is the variable.

To find the missing value in the table, we need to evaluate the exponential function f(x) = (3)^x for the missing value of x.

We can see that

f(1) = 3, f(2) = 9, f(4) = 81, f(5) = 243, f(6) = 729, and f(7) = 2187.

To find f(3), we can use the formula f(x) = (3)^x

f(3) = (3)^3 = 27

Therefore, the missing value is 27

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The function is a linear function because as x increases, the y-value changes at a constant rate . The rate of change of this equation is 2.

The difference between linear and exponential functions is that  Linear functions change at a constant rate per unit interval while an exponential function changes by a common ratio over equal intervals.

We are given the function table as:

(0, -3)

(1, -1)

(2, 1)

(3, 3)

Thus, we can see that as x increases, the y-value changes at a constant rate of  + 2.

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