There are 15,660 different ways a committee consisting of 2 teachers and 2 students can be formed from 9 teachers and 30 students.
To find out how many different committees can be formed from 9 teachers and 30 students, if the committee consists of 2 teachers and 2 students, we will use the combination formula. The combination formula is given by C(n, r) = n! / (r!(n-r)!), where n is the total number of items and r is the number of items to be selected.
First, let's find the number of ways to select 2 teachers from 9:
C(9, 2) = 9! / (2!(9-2)!) = 9! / (2! * 7!) = 36
Next, let's find the number of ways to select 2 students from 30:
C(30, 2) = 30! / (2!(30-2)!) = 30! / (2! * 28!) = 435
Now, to find the total number of ways the committee of 4 members can be selected, we simply multiply the number of ways to select teachers and students:
Total ways = 36 (ways to select teachers) * 435 (ways to select students) = 15,660
So, there are 15,660 different ways a committee consisting of 2 teachers and 2 students can be formed from 9 teachers and 30 students.
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Find the length of the segment indicated. Round your answer to the nearest tenth if necessary.
The value of x in the given circle is 18.1 units.
Given is a circle, where two radii are given one chord is given,
We need to find the value of the x which is also the radius,
We know all the radii in a circle are equal,
So, here the radius = 7.9+10.2 = 18.1 units.
Hence the value of x in the given circle is 18.1 units.
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Brian has two cubes.
. The first cube has a volume of 125 cm3.
. The second cube has a volume of 343 cm3.
What is the difference in the area of one face of the second cube and the area of one face of the first cube?
A. 2 cm2
B. 24 cm2
C. 49 cm2
D. 218 cm2
Help asap
If the first cube has a volume of 125 cm³ and the second cube has a volume of 343 cm³, the difference in the area of one face of the second cube and the area of one face of the first cube is 24cm². The answer is B. 24 cm².
To find the difference in the area of one face of each cube, we first need to find the side length of each cube. Since the volume of a cube is equal to the side length cubed (V = s³), we can find the side length by taking the cube root of the volume.
For the first cube:
Volume = 125 cm³
Side length = cube root of 125 = 5 cm
For the second cube:
Volume = 343 cm³
Side length = cube root of 343 = 7 cm
Next, we find the area of one face of each cube. The area of one face of a cube is equal to the side length squared (A = s²).
Area of one face of the first cube:
A1 = 5² = 25 cm²
Area of one face of the second cube:
A2 = 7² = 49 cm²
Finally, find the difference in the area of one face of each cube:
Difference = A2 - A1 = 49 cm² - 25 cm² = 24 cm²
The answer is B. 24 cm².
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Write an equation to represent the following statement.
282828 is 121212 less than kkk.
An equation representing the statement that 282828 is 121212 less than kkk is kkk = 282828 + 121212.
What is an equation?An equation is a mathematical statement showing that two or more mathematical or algebraic expressions share equality or equivalence.
Equations are represented using the equal symbol (=).
Unlike equations, mathematical expressions do not use the equal symbol.
282828 = kkk - 121212
kkk = 282828 + 121212
Thus, one way of representing the statement that that 282828 is 121212 less than kkk is by forming an equation like kkk = 282828 + 121212.
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Mika has a rectangular fish tank that is 65 cm wide and 85 cm long. When completely full, the tank holds 221 L of water. She plans to fill the tank? full, and she wants to find the height of the water. 4 1 L - 1000 cm3 volume = xwxh Mika is calculating what the height of the water will be. Choose ALL correct steps that would be included in her calculation Find the height of the tank: 4 A) x 40 = 30 cm 4 Find 3 the height of the tank: 4 4 X 30 - 40 cm Find the height of the tank 3 x 85 - 30 cm 4 DS Divide the length and width by the volume to find height: 65 x 70 - 40 cm 168 x 1000 Divide the volume by the length and width to find height: 221 x 1000 - 40 cm 65 XSS
The height of tank which is 65 cm wide and 85 cm long is 40 cm and when it is 3/4 filled the water height is 30cm.
Mika can follow these steps to find the height of the water:
1. Convert the volume from liters to cubic centimeters: 221 L * 1000 cm³/L = 221,000 cm³
2. Calculate the total volume of the tank: V = lwh (where V is the volume, l is the length, w is the width, and h is the height)
3. Solve for the height of the tank: 221,000 cm³ = 65 cm * 85 cm * h
4. Calculate the height of the tank: h = 221,000 cm³ / (65 cm * 85 cm) ≈ 40 cm
5. Since Mika plans to fill the tank 3/4 full, calculate the height of the water: (3/4) * 40 cm = 30 cm
So, the correct steps are:
- Divide the volume by the length and width to find the height
- Calculate the total volume of the tank
- Find the height of the tank
- Calculate the height of the tank
- Calculate the height of the water when the tank is 3/4 full
The height of the water will be 30 cm.
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1_.the quadratic should have an exponent of which: 1,2 , or 3?
2_.the parabola ending its life going down should have a leading coefficient sign of positive or negative?
3._which would be the correct equation: y=x^2 or y=-x^2?
A quadratic function should have an exponent of 2, a parabola ending its life by going down should have a leading coefficient sign of negative, and either y = x^2 or y = -x^2 can be a valid equation for a quadratic function, with the choice depending on the direction of the desired parabola.
1. The quadratic should have an exponent of 2, as a quadratic is a polynomial of degree 2.
2. A parabola ending its life by going down should have a leading coefficient sign of negative, as this indicates that the quadratic term has a negative coefficient and the parabola opens downwards.
3. Both equations, y = x^2 and y = -x^2, are valid equations for a quadratic function. The main difference between them is the direction in which the parabola opens. The equation y = x^2 represents a parabola that opens upwards, while y = -x^2 represents a parabola that opens downwards. The choice of which equation to use depends on the specific context and the direction of the desired parabola.
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3.
Two overlapping triangles have the angle
measures shown.
15°
X=
10
Jo
40°
What are the values of x, y, and z?
____________, Z=_
_y=
43°
52⁰
Answer:
x = 73, y = 88, z = 45
Step-by-step explanation:
40+52+y = 180 (Angle Sum Property)
=> y = 180-40-52
=> y = 88
x + (15 + 40) + 52 = 180 (Angle Sum Property)
=>x = 180 - 52 - 55
=> x = 73
40 + 43 + (52+z) = 180
=> z = 180 -53 - 40 -43
=> z = 45
PLEASE HELP DUE TODAY
2. The data in the table represent the training times (in seconds) for Adam and Miguel.
Adam 103 105 104 106 100 98 92 91 97 101
Miguel 88 86 89 93 105 85 92 96 97 94
(a) All of the training times of which person had the greatest spread? Explain how you know.
(b) The middle 50% of the training times of which person had the least spread? Explain how you know.
(c) What do the answers to Parts 2(a) and 2(b) tell you about Adam’s and Miguel’s training times?
(a) Miguel had the greatest spread in training times.
(b) Adam had the least spread in the middle 50% of training times.
(c) Miguel's training times had a greater range, indicating more variability, while Adam's training times were more consistent and tightly grouped.
(a) Who had the greatest spread?(b) Who had the least spread?(c) how do the answers indicate?(a) To determine which person had the greatest spread, we need to compare the range or variability of their training times. By observing the given data, we can see that Adam's training times range from 92 to 106, resulting in a spread of 14. On the other hand, Miguel's training times range from 85 to 105, resulting in a spread of 20. Therefore, Miguel had the greatest spread of training times.
(b) To determine which person had the least spread in the middle 50% of training times, we need to compare the interquartile range (IQR). By calculating the IQR, we find that Adam's IQR is 9 (from the 25th to the 75th percentile), whereas Miguel's IQR is 7. Since Adam's IQR is greater, it means Miguel had the least spread in the middle 50% of training times.
(c) The answers to parts (a) and (b) indicate that while Miguel had a greater spread of training times overall, Adam's training times had a greater spread in the middle 50%. This suggests that Adam's training times were more concentrated around the median, while Miguel's training times were more spread out.
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a) All of the training times of Adam had the greatest spread.
(b) The middle 50% of the training times of Adam had the least spread.
(c) The answers to Parts (a) and (b) tell us that Adam's training performance may be more stable within that middle 50%, while Miguel's performance is more variable.
(a) Adam's training times had the greatest spread.
To determine this, we can calculate the range of the data sets. For Adam, the range is 106-92 = 14 seconds, while for Miguel, the range is 105-85 = 20 seconds. However, a better measure of spread is the interquartile range (IQR), which focuses on the middle 50% of the data. For Adam, the IQR is 101-97 = 4 seconds, while for Miguel, the IQR is 96-89 = 7 seconds. In both cases, Miguel's data has a greater spread.
(b) Adam's training times had the least spread for the middle 50% of the data. This is demonstrated by the IQR, as mentioned above. For Adam, the IQR is 4 seconds, while for Miguel, it is 7 seconds.
(c) The answers to Parts 2(a) and 2(b) tell us that while Miguel's overall training times have a greater spread, the middle 50% of Adam's training times are more consistent, with less variation. This suggests that Adam's training performance may be more stable within that middle 50%, while Miguel's performance is more variable.
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A manufacturer of plumbing fixtures has developed a new type of washerless faucet. let rho-p(a randomly selected faucet of this type will develop a leak within 2 years under normal use). the manufacturer has decided to proceed with production unless it can be determined that p is too large; the borderline acceptable value of p is specified as 0.10. the manufacturer decides to subject n of these faucets to accelerated testing (approximating 2 years of normal use). with x = the number among the n faucets that leak before the test concludes, production will commence unless the observed x is too large. it is decided that if p = 0.10, the probability of not proceeding should be at most 0.10, whereas if rho = 0.30 the probability of proceeding should be at most 0.10. (assume the rejection region takes the form reject h if x2 c for some c. round your answers to three decimal places.)
1. what are the error probabilities for n10? p-value- can n- 10 be used?
a. it is not possible to use n = 10 because there is no value of x which results in a p-value
b. it is not possible to use n10 because it results in b(0.3)> 0.1
c. it is not possible to use n 10 because it results in b(0.3)<0.1 0.1.
d. it is possible to use n = 10 because both the p-value and β(0.3) are less than 0.1
e. it is possible to use 10 because both the p-value and b(0.3) are greater than 0.1
what are the error probabilities for n-20? p-value = β(0-3) = can n 20 be used?
a. it is not possible to use n = 20 because there is no value of x which results in a p-value
b. it is not possible to use n 20 because it results in b(0.3)0.1
c. it is not possible to use n 20 because it results in b(0.3) < 0.1
d. it is possible to use n 20 because both the p-value and b(0.3) are less than 0.1
e. it is possible to use n 20 because both the p-value and b(0.3) are greater than 0.1
2. what are the error probabilities for n-25? p-value . p(0.3) can n 25 be used?
a. it is not possible to use n-25 because there is no value of x which results in a p-value
b. it is not possible to use n 25 because it results in b(o.3) > 0.1
c. it is not possible to use n 25 because it results in b(0.3) < 0.1
d. it is possible to use n 25 because both the p-value and b(0.3) are less than 0.1
e. it is possible to use n 25 because both the p-value and b(0.3) are greater than 0.1 0.1.
It is not possible to use n = 10.
It is not possible to use n = 20.
It is possible to use n = 25.
1. The error probabilities for n = 10 are as follows:
- P-value: It is not possible to use n = 10 because there is no value of x which results in a p-value.
- Beta (0.3): B(0.3) > 0.1, which means the probability of failing to reject the null hypothesis (p = 0.1) when the true probability of a leak is actually 0.3 is too high.
Therefore, it is not possible to use n = 10.
2. The error probabilities for n = 20 are as follows:
- P-value: It is not possible to use n = 20 because it results in a beta error probability (B(0.3)) < 0.1, which means the probability of incorrectly rejecting the null hypothesis (p = 0.1) when the true probability of a leak is actually 0.3 is too low.
- Beta (0.3): B(0.3) > 0.1, which means the probability of failing to reject the null hypothesis (p = 0.1) when the true probability of a leak is actually 0.3 is too high.
Therefore, it is not possible to use n = 20.
3. The error probabilities for n = 25 are as follows:
- P-value: P(0.3) < 0.1, which means the probability of incorrectly rejecting the null hypothesis (p = 0.1) when the true probability of a leak is actually 0.3 is low enough to proceed with production.
- Beta (0.3): B(0.3) < 0.1, which means the probability of failing to reject the null hypothesis (p = 0.1) when the true probability of a leak is actually 0.3 is low enough to proceed with production.
Therefore, it is possible to use n = 25.
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The school physics class has built a trebuchet (catapult) that is big enough to launch a watermelon. the math class has created the function h(t) = -16( t - 5)2 + 455 to model the height, in feet, after t seconds, of a watermelon launched into the air from a hilltop near the school the x - intercepts of this function are (-0.33 , 0) and (10.33 , 0)
the watermelon is hitting the ground at around ____ seconds
The watermelon is hitting the ground at around 10.33 seconds.
To find out when the watermelon hits the ground, we need to look for the time when the height of the watermelon is zero. This is because the watermelon will be on the ground at that point.
The x-intercepts of the function h(t) give us the times when the height is zero. So, we know that the watermelon will hit the ground at t = -0.33 seconds and t = 10.33 seconds.
However, the negative value doesn't make sense in this context, so we can ignore that solution. Therefore, the watermelon is hitting the ground at around 10.33 seconds.
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when rounding to the nearest hundred what is the greatest whole number that rounds to 500
The greatest whole number that rounds to 500 when rounding to the nearest hundred is 550.
When rounding a number to the nearest hundred, you need to look at the digit in the tens place. If that digit is 5 or greater, you round up the hundreds digit; if it is less than 5, you round down the hundreds digit.
For example, let's say we have the number 2,548. The digit in the tens place is 4, which is less than 5, so we round down the hundreds digit (2) to get 2,500.
Now, if we are looking for the greatest whole number that rounds to 500 when rounded to the nearest hundred, we need to find the largest number that has 5 in the tens place and 0 in the ones place. That number is 550. When we round 550 to the nearest hundred, we get 500.
Therefore, the greatest whole number that rounds to 500 when rounded to the nearest hundred is 550.
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Task: Attend to Precision
Instructions
A circular pizza box logo has a sector with a central angle of 80% and a diameter of 16 inches.
Complete each of the 2 activitas for this Task.
Activity 1 of 2
Find the area of the sector.
Note: Please round to the nearest tenth
Activity 2 of 2
The unit of measurement for my answer is choose
Area of sector = 161.1 square inches
Activity 1:
The radius of the pizza is half of its diameter, which is 16/2 = 8 inches.
The central angle of the sector is 80%, which is 0.8 times 360 degrees = 288 degrees.
To find the area of the sector, we use the formula:
Area of sector = (central angle / 360) x πr^2
Area of sector = (288 / 360) x π x 8^2
Area of sector = (0.8) x π x 64
Area of sector = 161.1 square inches (rounded to the nearest tenth)
Activity 2:
The unit of measurement for the area of the sector is square inches (in²).
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Which expression is equivalent to: (5²)⁴ ?
(Exponent Form Only, please)
.....................
HELP
The average human body temperature is 98.6° F, but it can vary by as much as 1.8° F. Write an inequality to represent the normal temperature range of the human body, where t represents body temperature.
|t − 1.8| ≥ 98.6
|t − 1.8| ≤ 98.6
|t − 98.6| ≥ 1.8
|t − 98.6| ≤ 1.8
The inequality which is used to represent normal "temperature-range" for "human-body", is (d) |t − 98.6| ≤ 1.8.
The "average-temperature" of body is = 98.6° F, and it can vary by 1.8°F.
The inequality |t − 98.6| ≤ 1.8 indicates that the absolute difference between the body temperature and the average temperature is less than or equal to 1.8° F.
This means that the body temperature t can vary within a range of 1.8° F from the average temperature of 98.6° F.
Which means, the temperature cam range from :
⇒ 98.6-1.8 ≤ t ≤ 98.6+1.8,
⇒ 96.8 ≤ t ≤ 100.4;
Therefore, the correct inequality is (d) |t − 98.6| ≤ 1.8.
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The given question is incomplete, the complete question is
The average human body temperature is 98.6° F, but it can vary by as much as 1.8° F. Write an inequality to represent the normal temperature range of the human body, where t represents body temperature.
(a) |t − 1.8| ≥ 98.6
(b) |t − 1.8| ≤ 98.6
(c) |t − 98.6| ≥ 1.8
(d) |t − 98.6| ≤ 1.8
Answer: |t − 98.6| ≤ 1.8
Step-by-step explanation: If takes then takes then takes then takes then takes.
In order for a triangle to be acute, what relationship must c2 have with a2 + b2?
group of answer choices
c2>a2+b2
c2
c2=a2+b2
In order for a triangle to be acute, the relationship that c² must have with a² + b² is c² < a² + b².
An acute triangle is a triangle in which all three angles are acute angles, which means they are less than 90 degrees. In other words, an acute triangle is a triangle with three acute angles.
To understand why the relationship between c^2 (the square of the longest side) and a^2 + b^2 (the sum of the squares of the other two sides) is important in determining whether a triangle is acute, we need to delve into the concept of the Pythagorean theorem.
The Pythagorean theorem states that in a right triangle, the square of the length of the hypotenuse (the longest side) is equal to the sum of the squares of the other two sides. Mathematically, it can be expressed as c^2 = a^2 + b^2, where c represents the hypotenuse, and a and b represent the other two sides.
In an acute triangle, the sum of the squares of the two shorter sides must be greater than the square of the longest side.
This can be visualized as follows: If we were to draw a right triangle with the shorter sides represented by segments a and b, and the longest side represented by segment c, the acute triangle would be formed by making the length of segment c shorter than the length determined by the Pythagorean theorem. This ensures that the angle opposite to the longest side remains acute.
On the other hand, if c^2 were equal to a^2 + b^2, we would have a right triangle, not an acute triangle. If c^2 were greater than a^2 + b^2, we would have an obtuse triangle since the angle opposite to the longest side would be greater than 90 degrees.
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Identify the differentiation rule needed in order to find the derivative of
each of the following functions with respect to x.
a) y = sinxcosx
b) y = sin(cosx)
c) y = sin-x
d) y = sinx + cosx
product rule, chain rule, and sum rule are utilized to assess a subordinate of y = sin(x)cos(x), a subsidiary of y = sin(cos(x)), a subordinate of y = sin(-x), a subsidiary of y = sin(x) + cos(x).
a) subordinate of y = sin(x)cos(x) can be assessed by utilizing the product rule.
[tex]y' = (cos(x))(cos(x)) + (sin(x))(-sin(x)) = cos^2(x) - sin^2(x)[/tex]
b) chain rule is used to find the derivative of y = sin(cos(x)):
y' = (cos(x))(cos(cos(x)))
c) chain rule is used to find the derivative of y = sin(-x):
y' = -cos(-x) = -cos(x)
d) derivative of y = sin(x) + cos(x) can be evaluated by using sum rule
y' = cos(x) - sin(x)
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If christen sells five out of eight of her clothes to maria and one out of four of them to alexandra what fraction of her clothes is left
The fraction of her clothes that is left is 1/8.
To solve this problem, we first need to determine the fractions of clothes Christen sells to Maria and Alexandra. Christen sells 5/8 of her clothes to Maria and 1/4 to Alexandra. To find the total fraction of clothes sold, we can add these two fractions:
(5/8) + (1/4)
To add fractions, we need a common denominator. In this case, the least common denominator is 8. We can convert 1/4 to 2/8:
(5/8) + (2/8) = 7/8
Christen sold 7/8 of her clothes to Maria and Alexandra. To find the fraction of clothes left, we subtract this value from the total, which is 1:
1 - (7/8) = 1/8
So, Christen has 1/8 of her clothes left after selling to Maria and Alexandra.
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Help
level a
polly works in a zoo and needs to build pens where animals can live and be safe. the walls of the pens are made out of cubes that are connected together. polly has 40 cubes and wants to make the largest pen possible, so the animals can move around freely but not get loose. build the largest area using all 40 cubes. your walls must:
• be fully enclosed, no doors or windows so polly’s animals can’t get out.
• have a height of one cube.
• each cube must be joined cube face to cube face.
help polly by making several shaped pens and determine what pen provides the largest area for the animals. you might want to build the pen on the grid paper first, so that it will be easier to determine the area.
use the grid paper to show the shape of the pen. explain to polly why you believe your pen is the largest one that can be made.
The rectangular pen with dimensions 5 x 6 x 2 is the largest pen that can be made using all 40 cubes.
To maximize the area of the pen, we need to create a rectangular shape. We can use all 40 cubes to create a rectangular pen with dimensions 5 x 6 x 2.
To build the pen, we can use 10 cubes for the base layer, then add 15 cubes for the second layer, and finally add 15 cubes for the third layer, creating a total of 40 cubes.
The base layer will be a rectangle with dimensions 5 x 6, and we will use 10 cubes to create it. Then we can stack two more layers of cubes on top of the base layer, each layer will have dimensions 5 x 6 and will use 15 cubes.
To prove that this pen has the largest area that can be made with 40 cubes, we can compare it with other possible shapes. For example, if we try to create a cube-shaped pen, we would only be able to create a cube with side length 3, which would have a volume of 27 and therefore could not use all 40 cubes.
Therefore, the rectangular pen with dimensions 5 x 6 x 2 is the largest pen that can be made using all 40 cubes.
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Help with the question in photo please
Answer:
AB = 15
Step-by-step explanation:
6(6 + x + 6) = 7(7 + 11)
72 + 6x = 126
6x = 126 - 72 = 54
x = 54/6
= 9.
So AB = 9 + 6 = 15.
The joint density function for a pair of random variables X and Y is given. (Round your answers to four decimal places.) f(x, y) = Cx(1 + y) if 0 <= x <= 2, 0 <= y <= 4 otherwise f(x,y) = 0
(a) Find the value of the constant C. I already have 1/24.
(b) Find P(X <= 1, Y <= 1)
(c) Find P(X + Y <= 1).
(a) The value of the constant is 1/24, (b) P(X<=1,Y<=1) is 5/48 and (c) P(X + Y <= 1) is also 5/48
(a) The constant C can be found by using the fact that the total probability of the joint density function over the entire space is equal to 1. Therefore, we integrate the joint density function over the region where it is defined and set it equal to 1:
∫∫f(x,y) dA = 1
∫[0,2]∫[0,4] Cx(1+y) dy dx = 1
C∫[0,2]x[(y+(y²)/2)] [0,4] dx = 1
C(24/5) = 1
C = 5/24
(b) To find P(X <= 1, Y <= 1), we integrate the joint density function over the region where X <= 1 and Y <= 1:
P(X<=1,Y<=1) = ∫[0,1]∫[0,1] (5/24) x(1+y) dy dx
= (5/24) ∫[0,1] x(1+(1/2)) dx
= (5/24) [(1/2) + (1/6)]
= 5/48
(c) To find P(X + Y <= 1), we integrate the joint density function over the region where X + Y <= 1:
P(X+Y<=1) = ∫[0,1]∫[0,1-x] (5/24) x(1+y) dy dx
= (5/24) ∫[0,1] x(1+(1-x)/2) dx
= (5/24) [(1/2) - (1/12)]
= 5/48
Therefore, P(X + Y <= 1) = 5/48.
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Two days later, Kelly surveyed the same 13 classmates and found that none of them had been given math homework since she last surveyed them.
By how much does the mean of Kelly’s second data set change in comparison with the mean of the data set in her original survey? Explain how to determine the change in the means without calculating the mean of either data set
The mean of Kelly's second data set doesn't change compared to the mean of her original survey because none of the classmates were given math homework.
To determine the change in the means without calculating the mean of either data set, you can compare the number of data points, the range, and any outliers. If the number of data points and the range are the same and there are no outliers, then the means will be the same.
In this case, since none of the classmates had math homework in both surveys, there are no changes in the data set, and the means remain the same. Therefore, there is no change in the mean of Kelly's second data set compared to her original survey.
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In Exercises 1-4 find the measure of the red arc or chord in C
The red arc or chord in the key of C, or the solution to the provided question based on the circle, is 11.
What is Chord?A chord is a piece of a straight line that connects two points on a circle's circumference. When it crosses the circle at two different locations, it is also occasionally referred to as a secant.
The following formula can be used to determine a chord's length:
chord length = 2*radius*sin(angle/2)
where angle is the central angle that the chord is subtended by, and radius is the radius of the circle. In geometry and trigonometry, chords are frequently used to compute circle properties including area, circumference, and arc length.
Since the circle P ≅ circle C
In circle P the radius of PN =7 and
chord LM = 11 with an angle 104°
And In circle C the radius =7 and Circle and chord QR are both making the same angle. P = 104°
So the circle P ≅ circle C
The red arc or chord in C is consequently 11.
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Joe’s fish store has 18 goldfish. The fish are on 3 aquariums. The same number of goldfish are in each aquarium. How many goldfish are in each aquarium?
Answer:
There are 6 goldfish in each of the 3 aquariums at Joe's fish store.
Step-by-step explanation:
To find out how many goldfish are in each aquarium, we can divide the total number of goldfish by the number of aquariums:
18 goldfish ÷ 3 aquariums = 6 goldfish per aquariumTherefore, there are 6 goldfish in each of the 3 aquariums at Joe's fish store.
Mike wants to fence three sides of a rectangular patio that is adjacent to the back of his house, The area of the patio is 192 ft2 and the length is 4 feet longer than the width. Find how much fencing Mike will need
Mike will need 28 feet of fencing.
To solve the problem, we can use the formula for the area of a rectangle:
A = L × W
where A is the area, L is the length, and W is the width.
We know that the area of the patio is 192 ft^2, so we can write:
192 = L × W
We also know that the length is 4 feet longer than the width, so we can write:
L = W + 4
Substituting L = W + 4 into the equation for the area, we get:
192 = (W + 4) × W
Expanding the right side of the equation, we get:
192 = W^2 + 4W
Rearranging, we get a quadratic equation in standard form:
W^2 + 4W - 192 = 0
We can solve for W by factoring or using the quadratic formula, but in this case, we can recognize that 12 and -16 are two numbers that multiply to -192 and add up to 4. Therefore, we can write:
W^2 + 4W - 192 = (W + 16) × (W - 12) = 0
This gives us two possible values for W: W = -16 or W = 12. Since the width cannot be negative, we reject the solution W = -16 and choose W = 12.
Using the equation L = W + 4, we find that the length is L = 16.
Finally, we can calculate the amount of fencing Mike will need by adding up the lengths of the three sides that need to be fenced. The two lengths are L = 16 feet each, and the width is W = 12 feet. Therefore, Mike will need a total of 16 + 16 + 12 = 44 feet of fencing. However, since one side of the patio is adjacent to the back of his house, he only needs to fence three sides.
Therefore, he will need 44 - 16 = 28 feet of fencing.
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Keegan deposited $675 in a savings account that pays 4.8% annual interest compounded quarterly.
Write the compound interest formula to represent Keegan's investment after 5 years.
How much money will Keegan have in the account after 5 years?
Keegan will have approximately $878.85 in the account after 5 years.
What is Compound interest ?
Compound interest is the interest that is earned not only on the initial amount of money invested (known as the principal), but also on any interest earned on that principal over time. In other words, compound interest is interest on interest.
The compound interest formula is given by:
A = P[tex](1 + r/n)^{nt}[/tex]
where A is the amount after t years, P is the principal amount, r is the annual interest rate, n is the number of times the interest is compounded per year, and t is the time in years.
In this case, Keegan deposited $675, the annual interest rate is 4.8%, the interest is compounded quarterly, and the investment is for 5 years. Therefore, we can plug in these values into the formula to get:
A = 675[tex](1 + 0.048/4)^{20}[/tex]
A = 675[tex](1.012)^{20}[/tex]
A ≈ $878.85
Therefore, Keegan will have approximately $878.85 in the account after 5 years.
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Select the correct answer from each drop-down menu. José and Manuel are soccer players who both play center forward for their respective teams. The table shows the total number of goals they each scored in each of the past 10 seasons. Season José Manuel 1 7 17 2 12 23 3 17 21 4 4 31 5 18 30 6 25 5 7 38 26 8 32 37 9 37 19 10 11 9 The measure of center that best represents the data is mean , and its values for José and Manuel are and , respectively. Comparing this measure of center for José’s and Manuel's data sets shows that generally scores more goals in a game
The measure of center that best represents the data is mean and its values for José and Manuel are 20.1 and 21.8, respectively. Comparing the mean values, José generally scores less goals in a game than Manuel.
What is the measure of center for the number of goals scored?To find the measure of center that best represents the data, we will use the mean.
The measure is calculated by adding up all the values and dividing by the total number of values.
The mean number of goals for José is:
= (7+12+17+4+18+25+38+32+37+11)/10
= 20.1
The mean number of goals for Manuel is:
= (17+23+21+31+30+5+26+37+19+9)/10
= 21.8.
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Mr. Jones has $410,000 in a retirement account that earns 3. 85% simple interest each year. Find the amount of interest earned by this investment if it is in there for 5 years
The amount of interest earned by Mr. Jones's retirement account over 5 years is $79,025.
Mr. Jones has invested $410,000 in a retirement account that earns 3.85% simple interest per year. Simple interest is calculated by multiplying the principal amount by the annual interest rate and the time period in years.
In this case, the time period is 5 years. Using the formula for simple interest, we can calculate the amount of interest earned on this investment as:
I = P * r * t = $410,000 * 0.0385 * 5 = $79,025
Therefore, the amount of interest earned by Mr. Jones's retirement account over 5 years is $79,025. This means that the total value of his retirement account after 5 years would be $489,025 ($410,000 + $79,025).
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Which values for an and b make the polynomial 9x^10 + ax^b + 100 a perfect square trinomial?
Answer:
To make the polynomial 9x^10 + ax^b + 100 a perfect square trinomial, we need to add a constant term to it such that it becomes a square of a binomial.
Let's first write the square of a binomial in general form:
(a + b)^2 = a^2 + 2ab + b^2
If we compare this general form with our polynomial, we can see that the first term, 9x^10, is equal to (3x^5)^2, which means that we can write our polynomial as:
(3x^5)^2 + ax^b + 100 = (3x^5 + c)^2
Expanding the right-hand side of this equation, we get:
(3x^5 + c)^2 = 9x^10 + 6cx^15 + c^2
Comparing the coefficient of x^15 on both sides, we get:
6c = 0
Since c cannot be zero (otherwise we would end up with the original polynomial), this means that we must have:
c = 0
Therefore, we can write our polynomial as:
(3x^5)^2 + ax^b + 100 = (3x^5)^2
Expanding the right-hand side, we get:
(3x^5)^2 = 9x^10
Therefore, we must have:
a = 0
b = 10
So the values of a and b that make the polynomial 9x^10 + ax^b + 100 a perfect square trinomial are a = 0 and b = 10.
Miss Marge has a large fish tank in her
office. Does her fish tank hold 100 liters
or 100 mL of water?
The water in Earth’s oceans has a volume of about 3.2x10^8 cubic miles. There are about 1.1 x10^12 gallons in 1 cubic mile. How many gallon jugs would it take to hold all the ocean water on Earth? Show your work. Write your answer using scientific notation
If he water in Earth’s oceans has a volume of about 3.2x10⁸ cubic miles, it would take 3.52x10²⁰ gallon jugs to hold all the water in Earth's oceans.
To calculate how many gallon jugs it would take to hold all the ocean water on Earth, we need to multiply the volume of the water by the conversion factor from cubic miles to gallons.
Given that the water in Earth's oceans has a volume of about 3.2x10⁸ cubic miles and there are about 1.1x10¹² gallons in 1 cubic mile, we can calculate the total number of gallons using the following equation:
Total gallons = (Volume in cubic miles) x (Gallons per cubic mile)
Substituting the given values, we get:
Total gallons = (3.2x10⁸) x (1.1x10¹²) = 3.52x10²⁰
This number is very large and is written in scientific notation to make it more manageable. Scientific notation is a compact way of writing very large or very small numbers using a power of ten. In this case, the number is expressed as a coefficient (3.52) multiplied by 10 raised to the power of 20 (10²⁰).
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It takes an apprentice four times as long as the experienced plumber to replace the pipes under an old house. If it takes them 15 hours when they work together, how long would it take the apprentice alone?
