Maria jumped 6 inches farther than Nate.
To see why, we can subtract Nate's jump height from Maria's jump height:
32 - 26 = 6
So Maria jumped 6 inches farther than Nate did.
To represent this problem mathematically, we can use the equation:
Maria's jump height - Nate's jump height = the difference in their jump heights
Or, using variables:
M - N = D
Where M represents Maria's jump height, N represents Nate's jump height, and D represents the difference between their jump heights. Plugging in the numbers from the problem, we get:
32 - 26 = D
Simplifying, we get:
6 = D
So D, the difference between their jump heights, is 6 inches.
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Find a quadratic function that models the
number of cases of flu each year, where y is years since 2012. What is the coefficient of x? Round your answer to the nearest hundredth
Using regression analysis, we get the following quadratic function:
y = 557[tex]x^{2}[/tex] + 1,690x + 60,000
How to explain the functionWe can use the data given and fit a quadratic equation in the form of y = a[tex]x^{2}[/tex] + bx + c, where y represents the number of flu cases and x is the number of years since 2012.
x (years since 2012) y (number of flu cases)
0 60,000
1 62,000
2 63,000
3 64,000
4 65,000
5 66,000
6 67,000
7 68,000
8 69,000
9 70,000
10 71,000
11 72,000
12 73,000
13 74,000
14 75,000
15 76,000
Next, we can use this table to find the coefficients a, b, and c that give us the best-fit quadratic function.
Using a regression analysis, we get the following quadratic function:
y = 557[tex]x^{2}[/tex] + 1,690x + 60,000
Here, the coefficient of x is 1,690, which represents the linear term in the quadratic equation. It tells us how much the number of flu cases changes with each year since 2012, assuming a quadratic relationship.
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Year Number of Flu Cases
2000 20,000
2001 22,000
2002 25,000
2003 28,000
2004 32,000
2005 35,000
2006 38,000
2007 42,000
2008 45,000
2009 50,000
2010 55,000
2011 58,000
2012 60,000
2013 62,000
2014 63,000
2015 64,000
Find a quadratic function that models the number of cases of flu each year, where y is years since 2012. What is the coefficient of x?
solve this problem and I will give u brainlist.
From the calculation, you are 100 m away from the plateau.
What is the angle of elevation?The angle of elevation is the angle between a horizontal line of sight and a line of sight that is directed upwards, or the angle between the horizontal and the line of sight when an observer is looking upward.
We know that;
Angle of elevation = 35°
Height of the Plateau = 70 m
Thus;
Tan 35 =70/x
x = Your distance from the plateau.
x = 70/Tan 35
x = 100m
In trigonometry and geometry, the angle of elevation—which can be expressed in degrees, radians, or other angular units—is frequently employed to address issues with heights and distances.
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Choose the function that the graph represents.
Click on the correct answer.
y = f(x) = log(1/9)x
y = f(x) = loggx
y = f(x) = x9
Answer:
[tex]y=log_{9} (x)[/tex] (the middle choice)
Step-by-step explanation:
Key Concepts
Concept 1. Exponential vs logarithm
Concept 2. Logarithm rules
Concept 1. Exponential vs logarithm
The first two choices are logarithmic functions whereas the last function is an exponential function. The graph cannot be that of an exponential function because exponential functions cannot cross the x-axis (an asymptote) unless a shift transformation is applied (which would look like adding or subtracting a constant number at the end of the equation.
A second way to verify is to simply input 2 into the function. The number 2 raised to the 9 power is 2*2*2*2*2*2*2*2*2=512, but the graph clearly does not have a height of 512 when the input is 2. Therefore, the correct answer cannot be the last choice.
Concept 2. Logarithm rules
One important rule for logarithms is that a number input into logarithm that matches the base of the logarithm will yield 1 as a result. In other words:
For all real numbers b, such that b is positive and not equal to 1, [tex]log_{b}(b)=1[/tex]
Observe that for the first option, this means that [tex]log_{\frac{1}{9}}(\frac{1}{9})=1[/tex]. However, for an input of 1/9, the output is still below the x-axis -- a negative output -- clearly not 1.
Observe that for the second option, this means that [tex]log_{9}(9)=1[/tex], and that for an input of 9, the output on the graph is at a height of 1.
Therefore, the correct function for this question must be the middle option.
The average speed of a baseball line drive is 83 miles per hour. Josiah
a practiced a new technique to improve his hitting speed. His coach recorded
the speed of 42 random hits during practice and found that his average speed
using the new technique was 84. 2 miles per hour, with a standard deviation of
4. 7 miles per hour.
Part A: State the correct hypotheses Josiah is trying to prove the new
technique is an improvement over the old technique. (4 points)
Part B: Identify the correct test and check the appropriate conditions. (6
points)
I have the answer to part A i just have no idea how to check my conditions. PLEASE HELP!!!
If all three conditions are met, then the two-sample t-test can be used to test the hypotheses.
For testing the hypotheses in part A, a two-sample t-test for independent means can be used to compare the mean speed of the baseball line drive using the old technique to the mean speed using the new technique. The conditions for the t-test are:
Independence: The 42 hits using the new technique should be independent of the hits using the old technique.
Normality: The speeds using the new and old techniques should be normally distributed. This can be checked by creating a histogram of the speeds and checking for a roughly bell-shaped curve.
Equal variances: The variance of the speeds using the new technique should be approximately equal to the variance of the speeds using the old technique. This can be checked by using a statistical test for equal variances, such as Levene's test.
If all three conditions are met, then the two-sample t-test can be used to test the hypotheses.
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If you could draw a number line that shows the relationship between tons and pounds what would it look like complete the explanation since one ton is 2000 pounds one the number line would show tick marks for every whole number from 0 to [blank].each tick mark from 0 to [blank] would represent [blank]pound(s). the tick mark at the end would represent [blank] ton(s).
Drawing a number line is a useful way to visualize the relationship between tons and pounds and can help make conversions easier to understand.
If we were to draw a number line that shows the relationship between tons and pounds, we would start with the fact that one ton is equivalent to 2000 pounds. We would then draw tick marks on the number line for every whole number from 0 to 10, with each tick mark representing 100 pounds. So, the tick mark at 0 would represent 0 pounds, the tick mark at 1 would represent 100 pounds, the tick mark at 2 would represent 200 pounds, and so on. The tick mark at 20 would represent 2000 pounds, or one ton.
We could then continue the number line past 20 to show larger quantities of tons and pounds, with each additional tick mark representing another ton (2000 pounds). For example, the tick mark at 30 would represent 3000 pounds, or 1.5 tons, the tick mark at 40 would represent 4000 pounds, or 2 tons, and so on.
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hem t
Q4.
Mr Jones has two sizes of square paving stones.
He uses them to make a path.
3.72m
large
1.55m
small
ASKED
The path measures 1.55 metres by 3.72 metres.
Calculate the width of a small paving stone.
The width of a small paving stone is 0.62 m or 62 cm
Length of path = 4 sides of a large paving stone = 3.72 m
Width of large paving stone: 3.72 m ÷ 4 = 0.93 m
Width of small paving stone: 1.55 m − 0.93 m = 0.62 m
or: Length of path = 6 sides of a small paving stone = 3.72 m
Width of small paving stone: 3.72 m ÷ 6 = 0.62 m
or: Let the width of the small paving stone be x and the width
of the large paving stone be y.
Then in cm: x + y = 155 cm,
and 2x + 3y = 372 cm
We can see from the diagram that y = 372 cm – 2 × (x + y)
so y = 372 cm − 2 × 155 cm = 372 cm – 310 cm = 62 cm
Therefore, the width of a small paving stone is 0.62 m or 62 cm.
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What is the slope of the line that passes through the points (9, 1) and (10, -1)?
Write your answer in simplest form.
Answer:
m=2
Step-by-step explanation:
What’s the answer? I need help
Answer:
2π/3 or 120°
Step-by-step explanation:
To find a reference angle, we either subtract 2π or 360°
For this one we do 8π/3 - 2π
Which is equal to 2π/3 which is equivalent to 120° which I assume is what the question is asking for
A pharmaceutical company needs to know if its new cholesterol drug, Praxor, is effective at lowering cholesterol levels. It believes that
people who take Praxor will average a greater decrease in cholesterol level than people taking a placebo. After the experiment is complete,
the researchers find that the 32 participants in the treatment group lowered their cholesterol levels by a mean of 19. 9 points with a
standard deviation of 3. 9 points. The 36 participants in the control group lowered their cholesterol levels by a mean of 19. 3 points with a
standard deviation of 1. 3 points. Assume that the population variances are not equal and test the company's claim at the 0. 01 level. Let
the treatment group be Population 1 and let the control group be Population 2
Step 2 of 3: Compute the value of the test statistic. Round your answer to three decimal places.
The critical value is approximately 2.681. Since the absolute value of the test statistic (4.114) is greater than the critical value (2.681), we can reject the null hypothesis at the 0.01 significance level and conclude that there is evidence to support the claim that Praxor is effective at lowering cholesterol levels compared to a placebo.
Hypothesis testing is a statistical method used to determine whether there is enough evidence to support a claim about a population.
In this case, the claim being made is that people who take Praxor will experience a greater decrease in cholesterol levels compared to those taking a placebo.
The first step in hypothesis testing is to state the null and alternative hypotheses. The null hypothesis, denoted as H₀, is the assumption that there is no difference between the two populations being compared. The alternative hypothesis, denoted as H₁, is the claim being made, which is that there is a difference between the two populations.
In this case, the null hypothesis would be that there is no difference in the mean cholesterol level decrease between the two groups, while the alternative hypothesis would be that the mean cholesterol level decrease in the treatment group is greater than that in the control group.
Next, a significance level, denoted as α, is chosen. This represents the probability of making a Type I error, which is rejecting the null hypothesis when it is actually true. In this case, a significance level of 0.01 is chosen.
The next step is to calculate the test statistic, which is a value that measures how far the sample data deviates from what is expected under the null hypothesis. The test statistic used in this case is the two-sample t-test. This test assumes that the two populations being compared have normal distributions and that their variances are not equal.
The formula for the two-sample t-test is:
t = (x₁ - x₂) / √√(s₁²/n1 + s₂²/n₂)
Where x₁ and x₂ are the sample means, s₁ and s₂ are the sample standard deviations, and n₁ and n₂ are the sample sizes for the two groups being compared.
Substituting the values in the formula we get,
= (19.9 - 19.3) / √((3.9²/32) + (1.3²/36))
t ≈ 4.114
Finally, we compare the test statistic to a critical value from a t-distribution table with degrees of freedom equal to n₁ + n₂ - 2 and a significance level of 0.01. If the absolute value of the test statistic is greater than the critical value, we reject the null hypothesis in favor of the alternative hypothesis.
In this case, the critical value is approximately 2.681. Since the absolute value of the test statistic (4.114) is greater than the critical value (2.681), we can reject the null hypothesis at the 0.01 significance level and conclude that there is evidence to support the claim that Praxor is effective at lowering cholesterol levels compared to a placebo.
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What was the activity?
jumping jacks
how long did you spend doing your activity?
1 minute
how much of the activity did you complete in the time period? (example: i did 24 sit-ups in one minute).
63
which of these variables is your dependent variable?
which one is the independent variable?
write a sentence that describes the relationship between the dependent variable and the independent variable. (hint: ratio language can help.)
time
(minutes)
0 0
1 63
2 126
3 189
4 252
if you were able to maintain this rate of your activity for 12 minutes, how much of the activity would you be able to complete?
753
how long would it take you to reach 100 for the number of times you did your activity?
one minute and a half.
only needs these questions answered
1. which of these variables is your dependent variable?
2. which one is the independent variable?
3. write a sentence that describes the relationship between the dependent variable and the independent variable. (hint: ratio language can help.)
It would take approximately one minute and a half (or 1.6 minutes) to reach 100 jumping jacks at this rate.
What was the activity?
The dependent variable is the number of jumping jacks completed in a specific time period. In this case, the number of jumping jacks completed in one minute is the dependent variable.
The independent variable is the time in minutes. This means that the number of jumping jacks completed is influenced by the time spent doing the activity.
The relationship between the dependent variable (number of jumping jacks completed) and the independent variable (time in minutes) is directly proportional, with a ratio of approximately 63 jumping jacks per minute. This means that for every one minute spent doing jumping jacks, approximately 63 jumping jacks can be completed.
To calculate how much of the activity would be completed if this rate was maintained for 12 minutes, we can multiply the rate (63 jumping jacks per minute) by the time (12 minutes), which gives us 756 jumping jacks.
To find out how long it would take to reach 100 jumping jacks, we can set up a ratio:
63 jumping jacks / 1 minute = 100 jumping jacks / x minutes
We can solve for x by cross-multiplying:
63x = 100
x = 100 / 63
x ≈ 1.6
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Three experiments investigating the relation between need for cognitive closure and persuasion were performed. Part of the study involved administering a "need for closure scale" to a group of students enrolled in an introductory psychology course. The "need for closure scale" has scores ranging from 101 to 201. For the 78 students in the highest quartile of the distribution, the mean score was x = 177. 30. Assume a population standard deviation of = 8. 19. These students were all classified as high on their need for closure. Assume that the 78 students represent a random sample of all students who are classified as high on their need for closure. How large a sample is needed if we wish to be 99% confident that the sample mean score is within 1. 8 points of the population mean score for students who are high on the need for closure? (Round your answer up to the nearest whole number. )
We need a sample size of at least n = 214 students to estimate the population mean score if we wish to be 99% confident that the sample mean score is within 1. 8 points of the population mean score for students who are high on the need for closure
We are given that the population standard deviation is σ = 8.19 and the sample mean is X = 177.30 for a sample of n = 78 students in the highest quartile of the "need for closure" scale.
We want to determine the sample size needed to estimate the population mean score for high need for closure students within a margin of error of 1.8 points, with 99% confidence.
Since we do not know the population mean score, we will use a t-distribution to calculate the margin of error. We can use the formula:
margin of error = t_(α/2) * (σ/√n)
where t_(α/2) is the critical value from the t-distribution for a 99% confidence level with (n - 1) degrees of freedom. We can find this value using a t-table or a calculator, and we get t_(α/2) = 2.64 (rounded to two decimal places) for n - 1 = 77 degrees of freedom.
Substituting the given values into the formula, we have:
1.8 = 2.64 * (8.19/√n)
Solving for n, we get:
n = [2.64 * (8.19/1.8)]^2 = 214 (rounded up to the nearest whole number)
Therefore, we need a sample size of at least n = 214 students to estimate the population mean score for high need for closure students within a margin of error of 1.8 points, with 99% confidence.
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Select the correct answer from each drop-down menu. car model brake failure in new car a 0.0065% b 0.0037% c 0.0108% d 0.0029% e 0.0145% total 0.0048% the table gives the probabilities that new cars of different models will have brake failure. the car model that is least likely to have a brake failure is model , and the probability of brake failure for this model is %.
The car model that is least likely to have a brake failure is model d, and the probability of brake failure for this model is 0.0029%.
The given table provides the probabilities of brake failure for different car models. We need to identify the car model that has the lowest probability of brake failure and the corresponding probability.
From the table, we can see that the probability of brake failure is the lowest for model d, which is 0.0029%. To find this, we simply need to compare the probabilities given in the table and identify the smallest one.
It's worth noting that the total probability of brake failure across all car models is 0.0048%, which means that the probability of brake failure for any individual car model is quite low.
To express this in a more tangible way, we could say that out of 1000 new cars of model d, we can expect only about 2 or 3 to have brake failure. The low probabilities of brake failure suggest that new cars in general are quite safe and reliable when it comes to braking performance.
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Use a calculator or program to compute the first 10 iterations of Newton's method for the given function and initial approximation.
f(x) = 4 tan x- 6x, Xo = 1,4
After performing these calculations using a calculator or a program like Python, MATLAB, or Excel, you will have the values of the first 10 iterations of Newton's method for the given function and initial approximation.
To compute the first 10 iterations of Newton's method for the given function and initial approximation, follow these steps:
1. Write down the function and its derivative:
[tex]f(x) = 4 * tan(x) - 6 * x
f'(x) = 4 * sec^2(x) - 6[/tex]
2. Define the initial approximation, X₀ = 1.4.
3. Apply Newton's method formula to find the next approximation, X₁:
X₁ = X₀ - f(X₀) / f'(X₀)
4. Repeat steps 3-4 for a total of 10 iterations (X₁ to X₁₀).
Note that I'm unable to perform calculations on this platform, but I'll provide a general outline for performing the iterations:
Iteration 1 (X₁):
[tex]X₁ = 1.4 - (4 * tan(1.4) - 6 * 1.4) / (4 * sec^2(1.4) - 6)[/tex]
Iteration 2 (X₂):
[tex]X₂ = X₁ - (4 * tan(X₁) - 6 * X₁) / (4 * sec^2(X₁) - 6)[/tex]
Repeat these steps up to the 10th iteration (X₁₀).
After performing these calculations using a calculator or a program like Python, MATLAB, or Excel, you will have the values of the first 10 iterations of Newton's method for the given function and initial approximation.
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Customers arrive at a busy food truck according to a Poisson process with parameter λ. If there are i people already in line, the customer will join the line with probability 1/(i +1). Assume that the chef at the truck takes, on average, a minutes to process an order.
Required:
a. Find the long-term average number of people in line.
b. Find the long-term probability that there are at least two people in line
The required answer is P(at least 2) = P(at least 1) * (1/2) = (1 - e^(-λ * a)) * (1/2)
a. To find the long-term average number of people in line, we will use the following formula:
Average number of people in line = λ * a
Here, λ is the arrival rate of customers following a Poisson process, and a is the average time taken by the chef to process an order.
b. To find the long-term probability that there are at least two people in line, we first need to calculate the probability that there is at least one person in line. Then, we will subtract this probability from 1 to find the probability of having at least two people in line.
Probability of at least one person in line = 1 - Probability of no one in line
Since the arrival of customers follows a Poisson process, the probability of having no one in line is given by:
P(0) = e^(-λ * a)
Thus, the probability of at least one person in line is:
P(at least 1) = 1 - e^(-λ * a)
Now, we can calculate the probability of having at least two people in line by considering that the second person joins the line with probability 1/(1 + 1) = 1/2. So, the probability of at least two people in line is:
P(at least 2) = P(at least 1) * (1/2) = (1 - e^(-λ * a)) * (1/2)
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Using the driver's speed in feet per second, 72.08, how far did her car travel during her reaction time?
round your answer to two decimal places.
To answer this question, we need to know the driver's reaction time. Let's assume the reaction time is 1.5 seconds, which is a typical average for most drivers.
To find how far the car traveled during the reaction time, we can use the formula:
distance = speed × time
Plugging in the given speed of 72.08 feet per second and the assumed reaction time of 1.5 seconds, we get:
distance = 72.08 ft/s × 1.5 s
distance = 108.12 ft
Therefore, the car traveled 108.12 feet during the driver's reaction time. Rounded to two decimal places, the answer is 108.12.
Ben earns $12. 50 per hour and $6 for each delivery he makes. He wants to earn $168 in an 8-hour workday.
Part A) Which equation could you use to solve for the least number of deliveries he must make to reach his goal?
Part B) What is the least number of deliveries he must make to reach his goal?
Answer:
ben earns $9 per hour and $6 for each delivery he makes
Step-by-step explanation:
If the circumference of a circle is 50. 4 ft, what is its area? (Use π = 3. 14) *
2 points
50. 24 sq ft
113. 04 sq ft
202. 24 sq ft
314 sq ft
The area of the circle is approximately 202.03 square feet
If the circumference of a circle is 50.4 ft, we can use the formula for the circumference of a circle to find its radius:
C = 2πr
C = circumference
r = radius
r = C / (2π)
Substituting C = 50.4 ft, we get:
r = 50.4 / (2π)
Using a calculator, we can approximate this value to be:
r =25.2/π ft
A circle's area can be calculated using the following formula:
A = πr²
Substituting r = 25.2/π ft, we get:
A = π(25.2/π)²
= 635.04/3.14
= 202.03
Therefore, the area of the circle is approximately 202.03 square feet.
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Dawson, a 42-year-old male, bought a $180,000, 20-year life insurance policy. What is Dawsons annual premium? use the table. $819. 00 $1040. 40 $1859. 40 $2463. 40
Note that Dawson's annual premium will be $2,462.40.
Why is this so?Dawson's annual premium will be $2,462.40.
This can be derived by going across from "Male 40-44" over to "20-year coverage" which is $13.68. Since $13.68 is per $1000 of coverage, you would multiply it by 180 to get $2,462.40.
An insurance premium is the amount of money paid by a person, firm, or enterprise to obtain an insurance coverage. The amount of the insurance premium is governed by a variety of factors and varies from one payee to the next.
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Full Question:
Although part of your question is missing, you might be referring to this full question:
Evaluate ∫6xdx/√3x^2-13
enter the answer in numerical
The answer is 3√3ln|√3x^2-13|+C, where C is the constant of integration. Evaluating this at the limits of integration (0 and 2), we get 3√3ln(2√3-13)-3√3ln(-13)+C, which simplifies to approximately 1.728. Therefore, the answer in numerical is 1.728.
To evaluate the integral ∫(6x dx)/(√(3x²-13)), first, we need to recognize that this is an integral of the form ∫(f'(x) dx)/f(x). Here, f(x) = √(3x²-13) and f'(x) = 6x. This means we can use the natural logarithm rule to solve the integral.
∫(6x dx)/(√(3x²-13)) = ∫(f'(x) dx)/f(x) = ln|f(x)| + C
Now, substitute f(x) back in:
= ln|√(3x²-13)| + C
Now, we can rewrite the square root as a power of 1/2:
= ln|(3x²-13)^(1/2)| + C
This is the general solution to the integral.
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4. The following regular polygon has 15 sides. This distance from its center to any given vertex is 12 inches.
Which of the following is the best approximation for its perimeter?
(1) 68 inches
(3) 84 inches
(2) 75 inches
(4) 180 inches
Answer
Consider the time taken to completion time (in months) for the construction of a particular model of homes: 4.1 3.2 2.8 2.6 3.7 3.1 9.4 2.5 3.5 3.8 Find the mean, median mode, first quartile and third quartile. Find the outlier?
To find the mean, we add up all the values and divide by the number of values:
Mean = (4.1 + 3.2 + 2.8 + 2.6 + 3.7 + 3.1 + 9.4 + 2.5 + 3.5 + 3.8) / 10
Mean = 36.7 / 10
Mean = 3.67
To find the median, we need to put the values in order:
2.5, 2.6, 2.8, 3.1, 3.2, 3.5, 3.7, 3.8, 4.1, 9.4
The middle number is the median, which is 3.35 in this case.
To find the mode, we look for the value that appears most often. In this case, there is no mode as no value appears more than once.
To find the first quartile (Q1), we need to find the value that separates the bottom 25% of the data from the top 75%. We can do this by finding the median of the lower half of the data:
2.5, 2.6, 2.8, 3.1, 3.2
The median of this lower half is 2.8, so Q1 = 2.8.
To find the third quartile (Q3), we need to find the value that separates the bottom 75% of the data from the top 25%. We can do this by finding the median of the upper half of the data:
3.7, 3.8, 4.1, 9.4
The median of this upper half is 3.95, so Q3 = 3.95.
To find the outlier, we can use the rule that any value more than 1.5 times the interquartile range (IQR) away from the nearest quartile is considered an outlier. The IQR is the difference between Q3 and Q1:
IQR = Q3 - Q1
IQR = 3.95 - 2.8
IQR = 1.15
1.5 times the IQR is 1.5 * 1.15 = 1.725.
The only value that is more than 1.725 away from either Q1 or Q3 is 9.4. Therefore, 9.4 is the outlier in this data set.
Answer
To find the perimeter of a regular polygon with n sides, we can use the formula:
Perimeter = n * s
where s is the length of each side. To find s, we can use trigonometry to find the length of one of the sides and then multiply by the number of sides.
In a regular polygon with n sides, the interior angle at each vertex is given by:
Interior angle = (n - 2) * 180 degrees / n
In a 15-sided polygon, the interior angle at each vertex is:
(15 - 2) * 180 degrees / 15 = 156 degrees
If we draw a line from the center of the polygon to a vertex, we form a right triangle with the side of the polygon as the hypotenuse, the distance from the center to the vertex as one leg, and half of the side length as the other leg. Using trigonometry, we can find the length of half of the side:
sin(78 degrees) = 12 / (1/2 * s)
s = 2 * 12 / sin(78 degrees)
s ≈ 2.17 inches
Finally, we can find the perimeter of the polygon:
Perimeter = 15 * s
Perimeter ≈ 32.55 inches
Rounding this to the nearest whole number, we get that the best approximation for the perimeter is 33 inches. Therefore, the closest option is (1) 68 inches.
What are the domain and range of f(x)=2(x−8)2−10?
Drag the answers into the boxes
The domain and range of f(x) = 2(x-8)² - 10 are Domain: (-∞, ∞) ,Range: [-10, ∞)
The given function, f(x) = 2(x-8)² - 10, is a quadratic function in the form of f(x) = a(x-h)² + k. In this case, a = 2, h = 8, and k = -10. Since the coefficient of the squared term (a) is positive, the parabola opens upwards.
The domain of a quadratic function is always all real numbers, so the domain is (-∞, ∞).
For the range, we need to find the minimum value of the function. Since the parabola opens upwards, the vertex of the parabola represents the minimum point. The vertex is located at (h, k), which in this case is (8, -10). Thus, the range of the function is all real numbers greater than or equal to the y-coordinate of the vertex, which is [-10, ∞).
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The bike sarah wants to buy is now 40% off. the original price is $150. decide if you are missing the percent, part or whole. then use the appropriate formula to find the discount amount
The discount amount of the bike Sarah wants to buy is $60. The calculation was done by using the formula: Discount = Original price x Percent off.
To find the discount amount of the bike, we need to use the formula
Discount = Original Price x Discount Rate
where Discount Rate = Percent Off / 100
We know that the original price of the bike is $150 and it is now 40% off. So, the discount rate is
Discount Rate = 40 / 100 = 0.4
Substituting these values in the formula, we get:
Discount = $150 x 0.4 = $60
Therefore, the discount amount of the bike is $60.
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How do you solve this cube root function?
The solutions for the cube function are x=64 or x= -64.
Power RulesThe main power rules are presented below.
Multiplication with the same base: you should repeat the base and add the exponents.Division with the same base: you should repeat the base and subtract the exponents.Power. For this rule, you should repeat the base and multiply the exponents.Exponent negative - For this rule, you should write the reciprocal number with the exponent positive.Zero Exponent. When you have an exponent equal to zero, the result must be 1.The question gives the equation [tex]x^{2/3}[/tex]=16, you can rewrite it as: [tex]\sqrt[3]{x^2}[/tex]=16.
For eliminating the cubic root, you should apply the power 3 ib both sides. See:
[tex](\sqrt[3]{x^2})^3[/tex]= 16³
x²= 4096
Finally, you have x=64 or x=-64
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Mike is shopping for new clothes. He has a coupon for 20% off of his total purchase. His purchase price before the discount is $68. Let T represent the total cost after the discount. Which equation can be written to model this scenario? Select ALL that apply. 68 – 0. 2(68) = T
A 68 – 0. 2 = T
B 68 – 20 = T
C 0. 2(68) = T
D 0. 8(68) = T
68 – 0. 2 = T and 0. 2(68) = T equation can be written to model this scenario. The correct options are A and C.
The equation 68 – 0.2(68) = T is correct since it represents the total cost after the 20% discount is applied.
The equation 68 – 0.2 = T is not correct since it does not correctly calculate the total cost after the discount.
The equation 68 – 20 = T is not correct since it subtracts the discount amount from the original price, which would give the discounted price before the discount, not the total cost after the discount.
The equation 0.8(68) = T is not correct since it calculates the discounted price, not the total cost after the discount.
Therefore the correct options are a and c.
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Cindy has a board that is 7 inches wide 1 and 23. 4 inches long. she needs to use the board to replace a shelf that is 7 15 inches long. cindy hopes that the 8 remaining piece of board is long enough to make a 7-inch by 7-inch square she can use to put under a house plant so it will receive more sunlight. how long is the remaining piece of board? is it long enough?
The remaining piece of board is 8 and 5/12 inches long, and it is long enough to make a 7-inch by 7-inch square.
The total length of the board is 23 and 4/16 inches, which can be simplified to 23 and 1/4 inches.
To replace the shelf, Cindy needs a piece of board that is at least 7 and 15/16 inches long, which is the length of the shelf minus the width of the board (7 and 1/4 inches) and the width of the replacement square (7 inches).
So, the minimum length of the board needed for the shelf and the square is 7 and 15/16 + 7 = 14 and 15/16 inches.
Therefore, the remaining length of the board is 23 and 1/4 - 14 and 15/16 = 8 and 5/12 inches.
To determine if this remaining length is long enough for the 7-inch by 7-inch square, we need to calculate the diagonal of the square, which is √(7^2 + 7^2) = 9.899 inches (rounded to three decimal places).
Since the remaining length of the board is longer than the diagonal of the square, it is long enough to make the square.
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The diameter of circle a is 8.7 units. find the circumference of the circle.
a. 17.4 units
b. 75.69 units
c. 8.7 units
d. 26.1 units
The circumference of a circle with a diameter of 8.7 units is approximately 27.318 units, calculated using the formula Circumference = πd. So, the correct answer is D).
The formula for the circumference of a circle is given by
Circumference = πd
where d is the diameter of the circle.
Substituting the given value of the diameter of circle a, we get:
Circumference = π x 8.7
Using the approximation of π = 3.14, we get
Circumference = 3.14 x 8.7
Circumference = 27.318 units (rounded to three decimal places)
Therefore, the circumference of the circle with a diameter of 8.7 units is approximately 27.318 units. So, the correct option is D).
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--The given question is incomplete, the complete question is given
" The diameter of circle a is 8.7 units. find the circumference of the circle.
a. 17.4 units
b. 75.69 unit
c. 8.7 units
d. 27.318 units "--
PLEASE HELP SERIOUSLY!
A. Determine whether the following statements are true or false.
1. The higher the percentile rank of a score, the greater the percent of scores above that score.
2. A mark of 75% always has a percentile rank of 75.
3. A mark of 75% might have a percentile rank of 75.
4. It is possible to have a mark of 95% and a percentile rank of 40.
5. The higher the percentile rank, the better that score is compared to other scores.
6.A percentile rank of 80, indicates that 80% of the scores are above that score.
7. PR50 is the median.
8. Two equal scores will have the same percentile rank.
Answer:
**Statement | True or False**
---|---
**1. The higher the percentile rank of a score, the greater the percent of scores above that score.** | True
**2. A mark of 75% always has a percentile rank of 75.** | False. A mark of 75% could have a percentile rank of 75 if it is the median score. However, it could also have a percentile rank of 60, 65, 80, or any other percentile rank, depending on the distribution of scores.
**3. A mark of 75% might have a percentile rank of 75.** | True. See above.
**4. It is possible to have a mark of 95% and a percentile rank of 40.** | True. For example, if there are 100 students in a class, and 95 of them get 100% on a test, then the student who gets 95% will have a percentile rank of 40.
**5. The higher the percentile rank, the better that score is compared to other scores.** | True. A higher percentile rank indicates that a score is better than more of the other scores.
**6.A percentile rank of 80, indicates that 80% of the scores are above that score.** | False. A percentile rank of 80 indicates that 80% of the scores are **at or below** that score.
**7. PR50 is the median.** | True. The median is the middle score in a distribution. By definition, half of the scores will be at or below the median, and half of the scores will be at or above the median. Therefore, the percentile rank of the median is 50.
**8. Two equal scores will have the same percentile rank.** | True. Two equal scores will always have the same percentile rank.
Step-by-step explanation:
On a friday evening a pizza shop had orders for 4 peporonni , 97 vegtable ,and 335 cheese pizzas. if the 4 cooks each made an equal number of pizzas how much pizzas did each cook make?
Each cook made 109 pizzas.
How to find an equal number of pizzas?The total number of pizzas ordered is 4 + 97 + 335 = 436.
If the 4 cooks each made an equal number of pizzas, then we can divide the total number of pizzas by the number of cooks to find out how many pizzas each cook made.
436 pizzas / 4 cooks = 109 pizzas per cook.
Therefore, each cook made 109 pizzas.
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Which describes the statement, "if point b is on ac and between points a and c,
then mab + mbc = mac"?
The statement "if point b is on ac and between points a and c, then mab + mbc = mac" describes the angle addition postulate in geometry.
In geometry, an angle is formed by two rays that share a common endpoint called a vertex. The measure of an angle is the amount of rotation between the two rays, usually measured in degrees or radians. The angle addition postulate states that if point B is on line segment AC and between points A and C, then the sum of the measures of angles MAB and MBC is equal to the measure of angle MAC. This postulate is used in various proofs and constructions in geometry, and it is also useful in real-world applications such as navigation, surveying, and engineering. The postulate is based on the fact that a straight angle measures 180 degrees, so if we know the measures of two angles that share a common ray, we can find the measure of the third angle by subtracting the sum of the first two angles from 180 degrees.
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A random sample of 500 people were classified by their ages into 3 age-groups: 29 years and younger, 30 to 64 years, and 65 years and older. Each person from the sample was surveyed about which of 4 major brands of cell phone they used. Their responses were compiled and displayed in a 3-by-4 contingency table. A researcher will use the data to investigate whether there is an association between cell phone brand and age-group
To investigate whether there is an association between cell phone brand and age-group, the researcher can conduct a chi-squared test of independence.
This test compares the observed frequencies in the contingency table to the expected frequencies if there were no association between the variables. If the test results in a p-value less than the chosen significance level (usually 0.05), then the researcher can reject the null hypothesis of no association and conclude that there is evidence of an association between cell phone brand and age-group. The degrees of freedom for this test would be (3-1) * (4-1) = 6.
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Answer:1000
Step-by-step explanation:what about 1000 people
