40
Selena is training for a race. Last week, she ran 4 miles each day on 3 different
days. Use the symbol X to make an array that represents the total number of miles
Selena ran last week.
Show your work.

For A∩B , shade the middle common part in the Venn diagram.

What is Venn diagram?

Using circles to represent relationships between objects or limited groupings of objects, a Venn diagram is one example. Circles that overlap share certain characteristics, whereas circles that do not overlap do not. Venn diagrams are useful for showing how two concepts are related and different visually.

Here the given Venn diagram contains two sets A and B.

The A intersection B or A∩B means , common elements in both A and B.

So we have shade the middle part of Venn Diagram.

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The probability of randomly selecting 42 cigarettes with a mean of 7.73 mg or less is:  0.0179

The formula to find the z-score of the given normal distribution is:

z = (x' - μ)/(σ/√n)

where:

x' is sample mean

μ is population mean

σ is standard deviation

n is sample size

We are given:

x' = 7.73 mg

μ = 8.2 mg

σ = 1.45 mg

n = 42

Thus:

z = (7.73 - 8.2)/(1.45/√42))

z = -2.1

From online p-value from z-score calculator, we have:

p = 0.0179

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Answer:

cot(65 deg)

Step-by-step explanation:

cot(x) is the complimentary func. of tan(x) with the relation:

tan x = cot (90 - x) and

cot x = tan (90 - x)

The resulting matrix from an elementary row operation to get a 1, in row 1 column 1 is:

R₁ = [1 4 -8] and R₂ = [2 4 7]

A rectangular array of numbers or mathematical objects which are arranged in rows and columns is called a matrix. Each row of a matrix is a horizontal sequence of numbers or objects that are separated by commas and enclosed within square brackets, and it represents a vector in the row space of the matrix.

The row operation R₁ - 4 — R₁ will be carried out as follows:

5 - 4 = 1 {row 1 column 1}

9 - 4 = 5 {row column 2}

-4 - 4 = -8 {row column 3}

Therefore, the resulting matrix from an elementary row operation to get a 1, in row 1 column 1 will have:

R₁ = [1 4 -8] and R₂ = [2 4 7]

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By ASA (Angle-Side-Angle) congruence, triangle ABC is congruent to triangle DEF.

Instructions to draw the routes:

Draw the x-axis and y-axis to create a coordinate plane.

Mark the starting point of Zari's run as (0,0) on the coordinate plane.

From (0,0), move 2 units north to reach (0,2).

From (0,2), move 4 units east to reach (4,2).

From (4,2), move directly back to the starting point (0,0) using the shortest route.

Mark the starting point of Taye's run as (0,0) on the coordinate plane.

From (0,0), move 2 units west to reach (-2,0).

From (-2,0), move 4 units south to reach (-2,-4).

From (-2,-4), move directly back to the starting point (0,0) using the shortest route.

Instructions to prove that the two triangles are congruent using ASA:

Label the vertices of Zari's triangle as A (0,0), B (4,2), and C (0,0).

Label the vertices of Taye's triangle as D (0,0), E (-2,-4), and F (0,0).

Show that angle A and angle D are congruent because they are both right angles (90 degrees).

Show that segment AB and segment DE are congruent because they both have a length of 4 units.

Show that segment AC and segment DF are congruent because they both have a length of 2 units.

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Construct and interpret a 98% confidence interval for the difference in population proportions of females and males who took advanced math courses.

The parameter of interest is the difference in population proportions of females and males who took advanced math courses. We can denote this parameter by p₁ - p₂, where p₁ is the population proportion of females who took advanced math courses, and p₂ is the population proportion of males who took advanced math courses.

To construct a confidence interval for the difference in population proportions, we need to check the following conditions,

The sample of high school students should be a simple random sample.

The sample of high school students should be independent of each other.

Both groups of females and males who took advanced math courses should have at least 10 successes and 10 failures.

The sample proportions of females and males who took advanced math courses can be calculated as follows,

p₁ = 53/150 = 0.353

p₂ = 89/275 = 0.324

The sample size of females and males can also be calculated as follows,

n₁ = 150

n₂ = 275

The standard error of the difference in sample proportions can be calculated as follows,

SE = √[(p₁(1 - p₁))/n₁ + (p₂(1 - p₂))/n₂]

= √[(0.353(1 - 0.353))/150 + (0.324(1 - 0.324))/275] ≈ 0.048

Using a t-distribution with (n₁ + n₂ - 2) degrees of freedom and a 98% confidence level, we can construct a confidence interval for the difference in population proportions as follows:

(p₁ - p₂) ± t*SE

where t is the t-score corresponding to a 98% confidence level and (n₁ + n₂ - 2) degrees of freedom. Using a t-table, we can find that t ≈ 2.33.

Substituting the values into the formula, we get,

(0.353 - 0.324) ± 2.33*0.048

0.029 ± 0.112

True difference in population proportions of females and males who took advanced math courses lies between 0.029 and 0.147.

Part B: Does your interval from part A give convincing evidence of a difference between the population proportions? Explain.

Yes, our interval from part A gives convincing evidence of a difference between the population proportions because it does not contain zero. The interval (0.029, 0.147) is entirely positive, which means that the proportion of females who took advanced math courses is higher than the proportion of males who took advanced math courses. Additionally, the interval does not contain the value of one, which means that the difference in population proportions is not due to chance. Therefore, we can conclude that there is a significant difference in the population proportions of females and males who took advanced math courses.

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The equation that represents the consecutive odd numbers whose product is 63 is; (x + 9) (x + 7) = 0

Odd numbers have special properties and relationships to other numbers, which make them important in mathematics. For instance, the sum of two odd numbers and the difference between two odd numbers both always equal one.

We can see that we can solve the double brackets by equation them to zero so we have that;

(x + 9) (x + 7) = 0

x = -9

x = -7

Thus;

(-9) (-7) = 63

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Answer:

i believe 67 its somewhat hard to tell but the line seems to be in the middle between 150 and 140

Step-by-step explanation:

since it heats up to 212 then the person lets it cool down for 10 mins the temp goes to 145 (Answer is 67)

Answer:

234.8525 square inches

Step-by-step explanation:

To find the total area of construction paper needed for the project, we need to find the area of each rectangle and add them together.

For the first rectangle, the dimensions are:

Length = 9 inches

Width = 14 1/3 inches

Area of the first rectangle = Length x Width

Area of the first rectangle = 9 inches x (43/3) inches

Area of the first rectangle = 9 inches x 14.33 inches

Area of the first rectangle = 128.97 square inches (rounded to two decimal places)

For the second rectangle, the dimensions are:

Length = 10 1/4 inches

Width = 10 1/3 inches

Area of the second rectangle = Length x Width

Area of the second rectangle = (41/4) inches x (31/3) inches

Area of the second rectangle = 10.25 inches x 10.33 inches

Area of the second rectangle = 105.8825 square inches (rounded to four decimal places)

Therefore, the total area of construction paper needed for the project is:

Total area = Area of first rectangle + Area of second rectangle

Total area = 128.97 square inches + 105.8825 square inches

Total area = 234.8525 square inches (rounded to four decimal places)

Therefore, Alexia needs a total of approximately 234.8525 square inches of construction paper for her project.

Answer:

Step-by-step explanation:

1) Find the upper bound of the confidence interval:

Upper bound = sample mean + margin of error

= 172.6 + 4.8

= 177.4

2) Find the lower bound of the confidence interval:

Lower bound = sample mean - margin of error

= 172.6 - 4.8

= 167.8

3) Estimate the total number of text messages sent in a month:

Total number of text messages sent = (number of students in the population / number of students in the sample) x sample mean

        = (3000 / 250) x 172.6

        = 2071.2

Therefore, the estimated number of text messages sent in a month is 2071.2, with a 95% confidence interval between 167.8 and 177.4 text messages.

Answer:

----------------------------

Find lower bound:

Find upper bound:

Lower bound:

Upper bound:

The estimated number of text messages sent in a month for all 3000 high-school students in the city is:

Answer:1020 ft (squared)

Step-by-step explanation:

Base width 1 (28 ft) x Base width 2 (40 ft) x height (6 ft) = 1020 ft (squared)

Answer:

x = 5√2, x = 3√2

Step-by-step explanation:

Question 1:

Using the 30-60-90 triangle properties, YX = WX /√3.

YX = 5√3 /√3 = 5.

Using the 45-45-90 triangle properties, x = YX *√2.

x = 5 *√2 = 5√2.

Question 2:

Using the 45-45-90 triangle properties, BC = AB *√2.

BC = 6 *√2 = 6√2.

Using the 30-60-90 triangle properties, x = BC / 2.

x = 6√2 / 2 = 3√2.

Answer:

x= 3 cm

Explanation:

I am bad at it

The correct function that models the balance B of Lily’s account as a function of time in months is option A, which is B(t) = 325(1 − 0.005)ᵗ.

To see why, we can start with the initial balance of $325 and note that each month, the bank charges a monthly fee of 0.5%, which is equivalent to a monthly interest rate of 0.005. This means that after one month, the balance will be reduced by 0.5% or 0.005 times the original balance, giving:

B(1) = 325 - 0.005(325)

Similarly, after two months, the balance will be reduced by another 0.5% of the new balance, giving:

B(2) = (325 - 0.005(325)) - 0.005(325 - 0.005(325))

We can simplify this expression by factoring out the common factor of 325(1 - 0.005) after each term, giving:

B(2) = 325(1 - 0.005)²

Generalizing this pattern, we can see that after t months, the balance will be:

B(t) = 325(1 - 0.005)ᵗ

Therefore, option A is the correct function that models the balance of Lily’s account.

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The p-value from the hypothesis is 0.0583 which is not significant at p<0.05

To determine the p-value of the hypothesis, we need to use the formula;

z = (x - a) / √(a(1 - a)/n)

x = 93 / 900 = 31/300 = 0.103

a = 12% = 12/100 = 0.12

n = 900

Substituting the values into the formula;

z = (0.103 - 0.12)/√(0.12(1 - 0.12)/900)

z = -0.017 / √0.0001173

z = -1.569

Using a standard normal distribution table;

p-value = 0.058324

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If we substitute x = 21 into the equation Y = 25 - 2x, we get:

Y = 25 - 2(21)

Y = 25 - 42

Y = -17

Therefore, if x = 21, then Y = -17.

If we substitute x = 19 into the equation Y = 25 - 2x, we get:

Y = 25 - 2(19)

Y = 25 - 38

Y = -13

Therefore, if x = 19, then Y = -13.

The area between the curves is 61.5 square units.

To compute the area between the curves y = 9x and y = x^2 - 10, find the points of intersection between the curves.

Setting the two equations equal to each other:

x^2 - 10 = 9x

Move all to one side:

x^2 - 9x - 10 = 0

Factor the quadratics:

(x - 10)(x + 1) = 0

So, the points of intersection are x = -1 and x = 10.

Now, determine which curve is above the other in the interval between -5 and 3. Evaluating the y-coordinates of each curve at a point in this interval, say x = 0.

y = 9x, y = 0 at x = 0, so the curve passes across the origin.

y = x^2 - 10, y = -10 at x = 0.

Therefore, the curve y = 9x is above y = x^2 - 10 in the interval [-5, 3].

To compute the area between the curves, take the integral of the top curve minus the integral of the bottom curve over the interval of intersection:

∫(-1 to 3) [9x - (x^2 - 10)] dx

Simplify:

∫(-1 to 3) [ -x^2 + 9x + 10] dx

Then, integrate each term of the polynomial:

[ (-1/3) x^3 + (9/2) x^2 + 10x ] evaluated from x = -1 to x = 3

Plug into the limits of integration and then simplify:

= [ (81/2) - (19/3) ] - [ (-1/3) - (17/2) ]

= 61.5

Therefore, the area between the curves is 61.5 square units.

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Answer: 10w + 3 + 4.5w = 90

Step-by-step explanation:

a right angle is 90 degrees, so 10w + 3 and 4.5w have to add up to 90 degrees

The population proportion of items manufactured that are defective is estimated to be between 0.137 and 0.037 with a 95% confidence level.

The sample proportion, denoted as ^p, is the proportion of a certain characteristic or outcome in a sample. It is calculated by dividing the number of individuals in the sample that exhibit the characteristic or outcome of interest by the total number of individuals in the sample.

It is an estimate of the population proportion, denoted as p, which represents the proportion of the same characteristic or outcome in the entire population.

Here we have

The sample proportion (^) of defective items is not provided in the question.

Hence, let's assume that the sample proportion (^) of defective items is 0.05 (i.e., 5% as specified in the question).

The sample size is 50, and the sample proportion (^) is 0.05.

The question is asking for the population proportion of items manufactured that are defective (P).

Use the sample proportion (^) and the sample size to calculate the margin of error and construct a confidence interval.

Assuming a 95% confidence level, we can use the following formula to calculate the margin of error:

Margin of error = 1.96 × √(^×(1⁻^)/n)

Substituting the values, we get:

Margin of error = 1.96 × √(0.05 × (1 - 0.05)/50) = 0.087

To construct the confidence interval, we add and subtract the margin of error from the sample proportion:

Confidence interval = ^ ± margin of error

Confidence interval = 0.05 ± 0.087

Confidence interval = (0.137, 0.037)

Therefore,

The population proportion of items manufactured that are defective is estimated to be between 0.137 and 0.037 with a 95% confidence level.

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The result of the logarithm function is equal to 9. (Correct choice: D)

The statement shows an incomplete logarithm, whose result must be found by understing relationships between trascendent functions. Logarithm functions and exponential functions are related in the following way:

aᵇ = n ↔ ㏒ₐ n = b

Where:

If we know that (base) a = 3 and (exponent) b = 2, then the value of the result (n) is now defined:

n = 9

3² = 9

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Answer:

Let the width of the rectangle be w. Then the length of the rectangle is 5w.

The perimeter of a rectangle is the sum of all four sides. So, the perimeter of the rectangle is 2w+2(5w)=108 cm.

Simplifying the right side of the equation, we get 12w=108 cm.

Dividing both sides of the equation by 12, we get w=9 cm.

Since the width is 9 cm, the length of the rectangle is 5w=5(9)=45 cm.

Therefore, the length of the rectangle is 45 cm and the width is 9 cm.

The exponential function representing the number of bacteria t hours after the initial measurement is B(t) = 15 (4[tex])^t[/tex].

The function B(t) can be represented by an exponential function of the form:

B(t) = a[tex]b^t[/tex]

where 'a' is the initial number of bacteria and 'b' is the growth factor or rate at which the number of bacteria quadruples.

Given that the initial number of bacteria is 15 and the number of bacteria quadruples every hour, we can express 'b' as:

b = 4¹ = 4

Substituting the values of 'a' and 'b' in the general form of exponential function, we get:

B(t) = 15 (4[tex])^t[/tex]

Therefore, the exponential function representing the number of bacteria t hours after the initial measurement is B(t) = 15 (4[tex])^t[/tex].

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1. The linear regression equation is y = -1.17x+ 10.69

2. The correlation coefficient is -0.982.

3. This means there is a strong negative correlation between the gallons and hours.

4. The number of gallons is decreasing as the hours are increasing.

Step 1: find slope.

Formula for slope m = (n × Σ(xy) - Σx × Σy) / (n × Σ(x²) - (Σx)²)

Σx = 1 + 2 + 3 + 4 + 5 = 15

Σy = 9.2 + 8.4 + 7.7 + 6.1 + 4.5 = 35.9

Σ(xy) = (1 × 9.2) + (2 × 8.4) + (3 × 7.7) + (4 × 6.1) + (5 × 4.5) = 96

Σ(x²) = 1 + 4 + 9 + 16 + 25 = 55

n = 5

Therefore ∴

m = (5 × 96 - 15 × 35.9) / (5 × 55 - 15²) = -1.17

y-intercept b = (Σy - m × Σx) / n

b = (35.9 - (-1.17) × 15) / 5 = (53.15) / 5 = 10.63

Therefore the linear regression equation is y = -1.17x + 10.63

correlation coefficient (r): (n × Σ(xy) - Σx × Σy) / sqrt((n × Σ(x²) - (Σx)²) × (n × Σ(y²) - (Σy)²))

r = (5 × 96 - 15 × 35.9) / sqrt((5 × 55 - 15²) × (5 × 271.95 - 35.9²)) = -0.982

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The area of the polygon is 33cm²

A polygon is any closed curve consisting of a set of line segments (sides) connected such that no two segments cross.

The area of a polygon is expressed as;

A = 1/2 × p × a

where p is the perimeter of the polygon and a is the apothem.A pentagon is a 5 sides polygon.

Therefore;

Perimeter = 5 × 4.4

= 22cm

apothem = 3cm

area = 1/2 × 22 × 3

= 11× 3

= 33 cm²

therefore the area of the Pentagon in is 33cm²

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Answer:

55

Step-by-step explanation:

0* .4

28*.5

410*.1

The factored form of 64d³ - 24d² is 8d²(8d³ - 3).

The greatest common factor (GCF), also known as the greatest common divisor (GCD), is the largest positive integer that divides two or more numbers without leaving a remainder. In other words, it is the largest number that divides evenly into two or more given numbers. For example, the GCF of 12 and 18 is 6, since 6 is the largest number that divides both 12 and 18 without leaving a remainder.

The greatest common factor (GCF) of the given terms is 8d². We can factor it out by dividing each term by 8d²:

64d³/8d² - 24d²/8d²

Simplifying the fractions:

8d³ - 3

Therefore, the factored form of 64d³ - 24d² is 8d²(8d³ - 3).

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Answer:

Step-by-step explanation:

first, take 1/2+1/3 + 1/4+2/3

1/2+1/3=5/6 , 1/4+2/3=11/12

5/6+11/12=22/12

2/5-4=-18/5

-18/5*5/6=-3

22/12/3=22*3/12

=11/2

11/2/3/7=11/2*7/3

=77/6=12.8

The distance between the points (6,−10) and (6,−7) is 3 units

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

Points (6,−10) and (6,−7)

Because the points have the same x coordinate, the distance between the points (6,−10) and (6,−7) is the difference between the y coordinates

Using the above as a guide, we have the following:

Distance = -7 - -10

Evaluate

Distance = 3

Hence, the distance between the points (6,−10) and (6,−7) is 3 units

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I can't see the chart...