Question Suppose that the walking step lengths of adult males are normally distributed with a mean of 2.4 feet and a standard deviation of 0.4 feet. A sample of 38 men's step lengths is taken. Step 1 of 2: Find the probability that an individual man's step length is less than 1.9 feet. Round your answer to 4 decimal places, if necessary.​

Answer:The correct graph for the given system of equations is:

graph of two lines, one with a positive slope and one with a negative slope, that intersect at the point negative 1, 1 with text on graph that reads One Solution -1, 1.

Step-by-step explanation:

Answer:

A. z+50

Step-by-step explanation:

Friday => z visitors

Saterday => z+100 visitors

sunday => (z visitors + z+100 visitors) /2 = (z+z+100)/2 = (2z+100)/2 =
2z/2 + 100/2 = z+50  

Answer:

The correct answer is 30 degrees.

The Probabilities are:

1. 3/10, 0.3, 30%

2. 7/10, 0.7, 70%

3. 9/10, 0.9, 90%

4. 1/10, 0.1, 10%

From the data,

Total people = 20

Number of Female Candidate = 6

Number of Male Candidate = 6

1. Probability of Women could win

= 6/20

= 3/10

In decimal = 0.3

In Percentage = 30%

2. Probability of Men could win

= 14/20

= 7/10

In decimal = 0.7

In Percentage = 70%

3. Probability of Democrat win

= 18/20

= 9/10

In decimal = 0.9

In Percentage = 90%

4. Probability of Republican win

= 2/20

= 1/10

In decimal = 0.1

In Percentage = 10%

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Answer:

The total volume is 1660 cubic feet.

Step-by-step explanation:

The volume of a room is:

Vol = l × w × h

We calculate the two rooms separately, then add them together for the final answer.



The large room is:

Vol = 14 × 9 × 10

= 1260

The smaller room is:

Vol = 8 × 5 × 10

= 400



The total volume is

1260 + 400

= 1660

The total volume of the two rooms is 1660 cubic feet.

This symbol "  [tex]\phi = {u : u\neq u}[/tex]" given in set statement means that the set is empty and has no element in it.

[tex]\phi = {u : u\neq u}[/tex] is a set notation that represents the empty set. In set theory, the empty set, denoted by the symbol [tex]\phi[/tex] or {}.

An empty set is defined as a set that does not contain any elements and it is just empty or null.

For this question,  [tex]\phi = {u : u\neq u}[/tex] , the set is defined using a condition or property.

The condition given is u ≠ u, which is always false for any element. So we can say that it implies that there is no element that satisfies the condition u ≠ u, meaning there are no elements in the set.

Hence, the set is empty.

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Answer:

50 people

Step-by-step explanation:

After removing the people who liked neither, we are left with,

320 - 72 = 248

now, out of these 248, 196 like cats

248 - 196 = 52 so 52 dont like cats

also, 102 like dogs so 248 - 102 = 146

so 146 dont like cats

these 146 cannot be included in liking both

similarly the 52 cannot be included in liking both

so we are left with 248 - 52 - 146 = 50

so 50 people like both cats and dogs

The set of all functions from X to Y, mathematicians can explore the relationships and Transformations between different sets.

"The set of all functions from X to Y" refers to the collection or group of all possible functions that can be defined from the set X to the set Y. In mathematics, a function is a relation between two sets, where each element in the first set (X) is associated with a unique element in the second set (Y).

When we talk about the set of all functions from X to Y, we are considering all the different ways in which elements from X can be mapped or related to elements in Y. Each function within this set represents a distinct mapping or correspondence between the elements of X and Y.

The set of all functions from X to Y can be denoted as F(X, Y) or sometimes written as Y^X, emphasizing that it represents the power set or the collection of all possible functions from X to Y.

The elements of this set are individual functions, where each function takes an input from X and produces an output in Y. These functions can have various properties, such as being continuous, differentiable, or having specific algebraic expressions.

By considering the set of all functions from X to Y, mathematicians can explore the relationships and transformations between different sets. This concept plays a fundamental role in various branches of mathematics, including analysis, algebra, topology, and more. It provides a framework for studying functions and their properties, enabling deeper insights into mathematical structures and their interconnections.

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The equation of the absolute value function set on Cartesian plane is f(x) = - |(1 / 2) · x|.

In this problem we need to find the equation behind the representation of an absolute value function on Cartesian plane, whose definition is shown below:

f(x) = - |m · x + b|

Where:

First, determine the slope of the absolute value:

m = (1 - 0) / (2 - 0)

m = 1 / 2

Second, find the intercept of the function:

b = 0

Third, define the absolute value function:

f(x) = - |(1 / 2) · x|

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Answer:

y = x + 1

Step-by-step explanation:

Parallel lines have same slope.

y = x - 1

Compare with the equation of line in slope y-intercept form: y = mx +b

Here, m is the slope and b is the y-intercept.

m =1

Now, the equation is,

         y = x + b

The required line passes through (-3 ,-2). Substitute in the above equation and find y-intercept,

        -2 = -3 + b

  -2 + 3 = b

         [tex]\boxed{b= 1}[/tex]

    Equation of line in slope-intercept form:

                  [tex]\boxed{\bf y = x + 1}[/tex]      

The equation is :

Solution:

If two lines are parallel to each other, then their slopes are equal. The slope of y = x - 1 is 1. Hence, the slope of the line that is parallel to that line is 1.

We shouldn't forget about a point on the line : (-3, -2).

I plug that into a point-slope which is :

[tex]\sf{y-y_1=m(x-x_1)}[/tex]

Slope is 1 so

[tex]\sf{y-y_1=1(x-x_1)}[/tex]

Simplify

[tex]\sf{y-y_1=x-x_1}[/tex]

Now I plug in the other numbers.

-3 and -2 are x and y, respectively.

[tex]\sf{y-(-2)=x-(-3)}[/tex]

Simplify

[tex]\sf{y+2=x+3}[/tex]

We're almost there, the objective is to have an equation in y = mx + b form.

So now I subtract 2 from each side

[tex]\sf{y=x+1}[/tex]

This is the Law of Cosines, which relates the Lengths of the sides of a triangle to the cosine of one of its angles.CD² = AC² + (b - x)² - 2 * AC * (b - x) * (sin(ABD) / sin(ACD))

To derive the Law of Cosines, follow these steps:

Step 1: Consider the triangle AABD, where A and B are vertices and AB is the side opposite the angle ABD.

Apply the Pythagorean theorem, which states that in a right triangle, the square of the length of the hypotenuse is equal to the sum of the squares of the other two sides. In this case, we have:

AB² = AD² + BD²

Step 2: Now, consider the triangle ACBD, where C is another vertex and AC is the side opposite the angle ACD.

Apply the Law of Sines, which states that the ratio of the length of a side of a triangle to the sine of the opposite angle is the same for all sides and angles in the triangle. In this case, we have:

AC / sin(ACD) = BD / sin(ABD)

Rearrange the equation to isolate AC:

AC = (BD / sin(ABD)) * sin(ACD)

Step 3: Notice that BD = b - x, where b is the length of AB and x is the length of CD.

Substitute this expression for BD in the equation from step 2:

AC = ((b - x) / sin(ABD)) * sin(ACD)

Step 4: Square both sides of the equation obtained in step 3:

AC² = ((b - x) / sin(ABD))² * sin²(ACD)

Step 5: Recall that sin²(ACD) = 1 - cos²(ACD). Substitute this expression in the equation from step 4:

AC² = ((b - x) / sin(ABD))² * (1 - cos²(ACD))

Step 6: Rearrange the equation to isolate cos²(ACD):

cos²(ACD) = 1 - (AC² / ((b - x) / sin(ABD))²)

Step 7: Simplify the equation:

cos²(ACD) = 1 - AC² / (b - x)² * (sin(ABD) / sin(ACD))²

Step 8: Finally, recall that cos²(ACD) = 1 - sin²(ACD) = 1 - (CD / AC)². Substitute this expression in the equation from step 7:

1 - (CD / AC)² = 1 - AC² / (b - x)² * (sin(ABD) / sin(ACD))²

Rearrange the equation to obtain the Law of Cosines:

CD² = AC² + (b - x)² - 2 * AC * (b - x) * (sin(ABD) / sin(ACD))

This is the Law of Cosines, which relates the lengths of the sides of a triangle to the cosine of one of its angles.

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Answer:

3/4

Step-by-step explanation:

The 0 <= theta <= pi/2 makes it so the angle must be in the first quadrant. From there, you can use the fact that sin = opposite / hypotenuse.

Thus the opposite side length would be 5, the hypotenuse would be 5, and the adjacent side length would be 3 (by Pythagorean theorem).

Recall that cot = cotangent = 1 / tan. And recall that tan is opposite of adjacent. So tan(theta) = 4/3, and cot (theta) = 3/4.

To find the property tax on the house, we need to calculate the assessed value and then multiply it by the property tax rate.

The property tax rate is $2.45 per $100 of assessed value, which can be written as 0.0245 (since $2.45 divided by $100 is 0.0245).

To calculate the assessed value, we need to find the assessed value as a percentage of the market value. Let's assume the assessed value is x.

x/100 * $250,000 = $a

We don't have the value of 'a,' so we can't directly calculate the assessed value.

Could you please provide the value of 'a' (the assessed value) so that we can calculate the property tax on the house?

~~~Harsha~~~

Answer:

$4,593.75

Step-by-step explanation:

To find the property tax on the house, we need to first determine the assessed value of the house.

If the market value of the house is $250,000, and the assessed value is a dollars, then we can set up the following equation:

a = 0.75 x 250,000

where 0.75 represents the assessment rate, which is typically a percentage of the market value used to determine the assessed value for tax purposes.

Simplifying the equation, we get:

a = 187,500

Therefore, the assessed value of the house is $187,500.

To find the property tax, we can use the given tax rate of $2.45 per $100 of assessed value.

First, we need to convert the assessed value from dollars to hundreds of dollars, which we can do by dividing by 100:

187,500 / 100 = 1,875

Next, we can multiply the assessed value in hundreds of dollars by the tax rate per hundred dollars:

1,875 x 2.45 = 4,593.75

Therefore, the property tax on the house is $4,593.75.

Answer:

58° + x = 180°

x = y = 122°

z = j, so 122° + 2z = 180°

2z = 58°

z = j = 29°

Answer:

2m - 72

Step-by-step explanation:

2x Malik's age = 2 × m, m represents his age because it is unknown

72 less means -72

The points 2, -1+i√3, and -1-i√3 form an equilateral triangle on the Argand plane.

To prove that the points 2, -1+i√3, and -1-i√3 form an equilateral triangle on the Argand plane, we need to show that the distances between these points are equal.

Let's calculate the distances between the points using the distance formula:

Distance between 2 and -1+i√3:

d₁ = |2 - (-1+i√3)|

= |3 - i√3|

= √(3² + (√3)²)

= √(9 + 3)

= √12

= 2√3

Distance between -1+i√3 and -1-i√3:

d₂ = |-1+i√3 - (-1-i√3)|

= |-1+i√3 + 1+i√3|

= |2i√3|

= 2√3

Distance between -1-i√3 and 2:

d₃ = |-1-i√3 - 2|

= |-3 - i√3|

= √((-3)² + (√3)²)

= √(9 + 3)

= √12

= 2√3

We have shown that the distances between the three pairs of points are all equal to 2√3.

Therefore, the points 2, -1+i√3, and -1-i√3 form an equilateral triangle on the Argand plane.

To find the length of a side of this equilateral triangle, we can take any of the distances calculated above. In this case, each side of the triangle has a length of 2√3.

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Insufficient funding creates systemic barriers that hinder service providers from delivering services at the desired level of quality, accessibility, and effectiveness.

Lack of funds indicates a lack of financial resources to fully provide the tools, materials, and infrastructure required to offer services. This may lead to a lack of necessary equipment, resources, or technology needed to deliver effective and efficient services.

Lack of funds frequently results in understaffing or the inability to recruit and retain a sufficient pool of qualified workers. Overloading current employees due to insufficient personnel numbers can result in increasing workloads, burnout, and decreased productivity.

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To calculate the number of different CD-Rs that the computer user can create with 15 songs from the available 35 songs, we need to calculate the number of permutations.

The formula for permutations is nPr = n! / (n - r)!, where n is the total number of items and r is the number of items taken at a time.

In this case, the computer user has 35 songs available, and they want to create a CD-R with 15 songs.

Number of permutations = 35P15 = 35! / (35 - 15)!

Calculating this:

35! / (35 - 15)! = (35 * 34 * 33 * ... * 21) / 15!

However, the factorial calculation for 35! / 15! is extensive and can be challenging to compute directly. Instead, we can simplify the expression using cancelations:

35! / (35 - 15)! = (35 * 34 * 33 * ... * 21) / (15 * 14 * 13 * ... * 1)

Many terms will cancel out:

(35 * 34 * 33 * ... * 21) / (15 * 14 * 13 * ... * 1) = 35 * 34 * 33 * ... * 21

Now, we can calculate the simplified expression:

35 * 34 * 33 * ... * 21 ≈ 5.0477859e+19

Therefore, the computer user can create approximately 5.0477859e+19 different CD-Rs with 15 songs from the available 35 songs.

There are two elements in A' ∩ B.

The given sets are: U = {1, 2, 3, 4, 5, 6, 7}, A = {1, 2, 4, 5}, B = {1, 3, 5, 7}To find the number of elements in A' ∩ B, we first need to find the complement of A,

which is the set of all elements that are not in A.Complement of A: A' = {3, 6, 7}

Now, we need to find the intersection of A' and B.Intersection of A' and B: A' ∩ B = {3, 7}

Therefore, there are two elements in A' ∩ B, which are 3 and 7.

To summarize, we have U = {1, 2, 3, 4, 5, 6, 7}, A = {1, 2, 4, 5}, and B = {1, 3, 5, 7}. The complement of A is A' = {3, 6, 7}.

The intersection of A' and B is A' ∩ B = {3, 7}.

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Translated according to the rule (x, y) →(x + 7, y + 1) and reflected across the x-axis.

We are given Pentagon ABCDE, with vertices A (-4,-2) , at B(-6,-3) at C (-5,-6), at D (-2,-5) at E (-2,-3)

and the pentagon A'B'C'D'E' with vertices as:

A'(3,1) , B'(1,2) , C'(2,5) , D'(5,4) and E'(5,2).

Clearly we could observe that the image is formed by the translation and reflection of the pentagon ABCDE.

First the Pentagon is translated by the rule:

(x,y) → (x+7,y+1) so that the pentagon is shifted to the fourth coordinate  and then it is reflected across the x-axis to get the transformed figure in the first coordinate plane as Pentagon A'B'C'D'E'.

Hence, translated according to the rule (x, y) →(x + 7, y + 1) and reflected across the x-axis.

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"Your question is incomplete, probably the complete question/missing part is:"

Pentagon ABCDE and pentagon A'B'C'D'E' are shown on the coordinate plane below:

Pentagon ABCDE and pentagon A prime B prime C prime D prime E prime on the coordinate plane with ordered pairs at A negative 5,

Which two transformations are applied to pentagon ABCDE to create A'B'C'D'E'?

Translated according to the rule (x, y) →(x + 8, y + 2) and reflected across the y-axis.

Translated according to the rule (x, y) →(x + 2, y + 8) and reflected across the x-axis.

Translated according to the rule (x, y) →(x + 2, y + 8) and reflected across the y-axis.

Translated according to the rule (x, y) →(x + 8, y + 2) and reflected across the x-axis.

Answer:

Step-by-step explanation:

To determine which man had the more extreme height, we can calculate the z-scores for both individuals and compare their values. The z-score indicates how many standard deviations a particular value is from the mean.

For the tallest man with a height of 247 cm, we can calculate the z-score using the formula:

z = (x - μ) / σ

where x is the value (247 cm), μ is the mean (175.97 cm), and σ is the standard deviation (7.46 cm).

z = (247 - 175.97) / 7.46 ≈ 9.50

For the shortest man with a height of 122.8 cm, we can calculate the z-score using the same formula:

z = (x - μ) / σz = (122.8 - 175.97) / 7.46 ≈ -7.14

The z-score for the tallest man is approximately 9.50, and the z-score for the shortest man is approximately -7.14.

Since the z-score measures how many standard deviations a value is from the mean, the man with the z-score of 9.50 (the tallest man) has the more extreme height. A higher z-score indicates a more extreme deviation from the mean.

The simplified form of[tex]-6ru^2 -ur^2 - 22u^2r^2[/tex]is [tex]-u^2(7r + 22r^2)[/tex].

To simplify the expression[tex]-6ru^2 -ur^2 - 22u^2r^2[/tex], we can combine like terms and factor out common factors.

First, let's look at the variables r and u separately:

For r:

We have terms[tex]-6ru^2[/tex] and [tex]-ur^2.[/tex] We can factor out r from these terms:

[tex]r(-6u^2 - u^2)\\r(-7u^2)[/tex]

For u:

We have term[tex]-22u^2r^2[/tex]. We can factor out[tex]u^2[/tex]from this term:

[tex]u^2(-22r^2)[/tex]

Combining the simplified terms for r and u, we get:

[tex]r(-7u^2) + u^2(-22r^2)[/tex]

Now, we can factor out the common factor of[tex]-u^2[/tex]:

[tex]u^2(7r + 22r^2)[/tex]

Therefore, the simplified expression is[tex]-u^2(7r + 22r^2)[/tex] .

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A. For the function f(x) = -2x³ - x² + 5x - 1:

- Degree: The degree of a polynomial is the highest power of the variable. In this case, the degree is 3 since the highest power of x is ³ (cubed).

- Leading coefficient: The leading coefficient is the coefficient of the term with the highest power. In this case, the leading coefficient is -2.

- Constant: The constant term is the term without a variable. In this case, the constant term is -1.

B. For the function g(x) = 3(x + 2)(x - 4):

- Degree: The degree of a polynomial is determined by the highest power of the variable. In this case, the degree is 2 since the highest power of x is ² (squared).

- Leading coefficient: The leading coefficient is the coefficient of the term with the highest power. In this case, the leading coefficient is 3.

C. For the function f(x) = -x² + 5x + 3:

- Degree: The degree of a polynomial is determined by the highest power of the variable. In this case, the degree is 2 since the highest power of x is ² (squared).

- Leading coefficient: The leading coefficient is the coefficient of the term with the highest power. In this case, the leading coefficient is -1.

- Constant: The constant term is the term without a variable. In this case, the constant term is 3.

D. For the function f(x) = 3x⁵ - x¹⁰:

- Degree: The degree of a polynomial is determined by the highest power of the variable. In this case, the degree is 10 since the highest power of x is ¹⁰ (tenth power).

- Leading coefficient: The leading coefficient is the coefficient of the term with the highest power. In this case, the leading coefficient is 3.

- Constant: The constant term is the term without a variable. In this case, there is no constant term (it is 0).

Answer:

16

Step-by-step explanation:

find volume of pool

(multiply everything together)

since each otter needs 30 m^3 of space, divide the volume by 30

answer comes to 16.8. however since we can't put 0.8 of an otter in the pool, you round down to 16

Answer:

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

Substitute 12 and 24 for n into formula and calculate.

So, the 12th term is 63 and 24th term is 123.

The reconciled balance is $600.13.

Answer:

-1 and -6

Step-by-step explanation:

If you multiply negative times negative or minus times minus it will turn to plus so

- x - = +

-1 x -6 = +6

If you add negative plus negative or minus plus minus it remain negative or minus

- + - = -

-1 + -6 = -7

The two numbers that multiply to 6 and add to -7 are -1 and -6.

We are given two conditions:

xy = 6

x + y = -7

We can rearrange equation 2 to express one variable in terms of the other.

x = -7 - y

Now we can substitute this expression for x in equation 1:

(-7 - y) y = 6

Expanding the equation:

-7y - y²= 6

Rearranging the equation to bring it to a quadratic form:

y² + 7y + 6 = 0

We can now solve this quadratic equation to find the values of y.

Factoring the quadratic equation:

(y + 6)(y + 1) = 0

Setting each factor equal to zero and solving for y:

y + 6 = 0 --> y = -6

y + 1 = 0 --> y = -1

So we have two possible values for y: -6 and -1.

Substituting these values back into equation 2 to find the corresponding values of x:

For y = -6:

x + (-6) = -7

x = -1

For y = -1:

x + (-1) = -7

x = -6

Therefore, the two numbers that multiply to 6 and add to -7 are -1 and -6.

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Answer:

[tex]y=-\frac{4}{5}x-\frac{21}{5}[/tex]

Step-by-step explanation:

The fastest way is to use point-slope form with [tex]m=-\frac{4}{5}[/tex] and [tex](x_1,y_1)=(-4,-1)[/tex]:

[tex]y-y_1=m(x-x_1)\\y-(-1)=-\frac{4}{5}(x-(-4))\\y+1=-\frac{4}{5}(x+4)\\y+1=-\frac{4}{5}x-\frac{16}{5}\\y=-\frac{4}{5}x-\frac{21}{5}[/tex]

To graph the line passing through (-4,-1) with slope m = -4/5, we can use the slope-intercept form of the equation of a line, which is:

y = mx + b

where m is the slope and b is the y-intercept.

Substituting m = -4/5, x = -4, and y = -1, we can solve for b:

-1 = (-4/5)(-4) + b

-1 = 3.2 + b

b = -4.2

Therefore, the equation of the line is:

y = (-4/5)x - 4.2

To graph the line, we can plot the given point (-4,-1) and then use the slope to find additional points. Since the slope is negative, the line will slope downwards from left to right. We can find the y-intercept by setting x = 0 in the equation:

y = (-4/5)x - 4.2

y = (-4/5)(0) - 4.2

y = -4.2

So the y-intercept is (0,-4.2).

Using this point and the given point (-4,-1), we can draw a straight line passing through both points.

Here is a rough sketch of the graph:

     |

     |

     |     *

     |    /

     |   /

     |  /

-----*--------

     |

     |

     |

     |

     |

The point (-4,-1) is marked with an asterisk (*), and the y-intercept (0,-4.2) is marked with a dash. The line passing through these two points is the graph of the equation y = (-4/5)x - 4.2.

Answer:

x = 130°

Step-by-step explanation:

the exterior angle of a triangle is equal to the sum of the two opposite interior angles.

x is an exterior angle of the triangle , then

x = 40° + 90° = 130°

Answer: Your answer is 130

Step-by-step explanation: 40 degrees (bottom right) + 90 degrees (bottom left) = 130 degrees which is the answer.

Hope it helped :D