Solve the system of equations.

6x – y = 6
6x2 – y = 6

A (0, 6) and (0, –6)
B (1, 0) and (0, –6)
C (2, 6) and (1, –11)
D (3, 12) and (2, 19)

If a scale dilates a two-dimensional object by a factor of 2/3, it means that the image of the object will be reduced by a factor of 2/3. In other words, the length and width of the image will be 2/3 of the length and width of the original object.

For instance, consider a rectangle with length L and width W. If we dilate this rectangle by a factor of 2/3, the new length and width of the rectangle will be (2/3)L and (2/3)W, respectively. The area of the new rectangle will be (2/3)L x (2/3)W = (4/9)LW, which is 4/9 of the original area. This means that the image is smaller than the original rectangle, and this type of dilation is called a reduction.

Dilations can be used in different applications of mathematics, such as geometry, trigonometry, and algebra. They are useful for changing the scale or size of an object in a proportional way, without altering its basic shape or characteristics.

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Ruben painted a total area of [tex]130.5 square feet.[/tex]

To determine the total area that Ruben painted, we need to find the area

of each wall and then add them together. Since the dimensions of the

walls are given in different units (yards and feet), we will first need to

convert them to a common unit.The first wall is 3 1/2 yards long by 9 feet

tall, which is equivalent to 10 1/2 feet long by 9 feet tall (since 1 yard = 3

feet).

The area of this wall is:

[tex]10 1/2 feet * 9 feet = 94.5 square feet[/tex]

The second two walls are each 4 feet tall by 1 1/2 yards long, which is

equivalent to 4 feet tall by 4.5 feet long (since 1 yard = 3 feet).

The area of each of these walls is:

[tex]4 feet* 4.5 feet = 18 square feet[/tex]

Since Ruben painted one coat on each wall, the total area he painted is:

[tex]94.5 square feet + 2 * 18 square feet = 130.5 square feet[/tex]

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The only line on the graph with a unit rate less than 2 is the horizontal line passing through y=8.

To identify the unit rates on the graph, we need to find the slope of the line connecting each pair of points. We can use the formula:

slope = (change in y) / (change in x)

For example, the slope between the first two points (7,8) and (14,16) is:

slope = (16-8) / (14-7) = 8/7

Similarly, we can find the slopes for the other pairs of points:

- between (7,8) and (21,24): slope = (24-8) / (21-7) = 16/14 = 8/7
- between (14,16) and (21,24): slope = (24-16) / (21-14) = 8/7

Notice that all three slopes are equal, which means the graph represents a line with a constant unit rate of 8/7.

To find lines with unit rates less than 2, we need to look for steeper lines on the graph. Any line with a slope greater than 2/8 (or 1/4) will have a unit rate greater than 2.

One way to see this is to note that a slope of 2/8 means that for every 2 units of increase in y, there is 8 units of increase in x. This is equivalent to saying that the unit rate is 2/8 = 1/4. If the slope is greater than 2/8, then the unit rate is greater than 1/4, and therefore greater than 2.

Looking at the graph, we can see that the steepest line has a slope of 2/3, which means it has a unit rate of 2/3. Therefore, any line with a slope greater than 2/3 will have a unit rate greater than 2, and any line with a slope less than 2/3 will have a unit rate less than 2.

To summarize:

- The graph represents a line with a constant unit rate of 8/7.
- Any line with a slope greater than 2/3 has a unit rate greater than 2.
- Any line with a slope less than 2/3 has a unit rate less than 2.

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The inequalities represented are:

In mathematics, an inequality is a statement that two values or expressions are not equal. It is used to compare two values and determine the relationship between them. Inequalities use symbols such as < (less than), > (greater than), ≤ (less than or equal to), and ≥ (greater than or equal to).

Inequalities can be solved and graphed on a number line to show all possible solutions that satisfy the inequality. They are commonly used in algebra and calculus to express a range of values for a variable.

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The initial height of the ball after launch is 14ft.

A vertical motion is a motion due to gravity. This means the velocity and height will depend on the acceleration due to gravity.

The height of vertical motion is given as;

H = ut ± 1/2 gt²

where u is the initial velocity and t is the time to reach max height.

The height of a ball is given by;

h(t) = -16t²+14

where t represents the time in seconds after launch.

The initial height after launch is when t = 0

h(t) = -16(0)² +14

h(t) = 14ft

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The polynomial is factored to y²(x³ - 7³y³)

Note that polynomials are described as expressions that are made up of terms, variables, coefficients, factors and constants.

Also, they have a degree greater than one.

Index forms are also seen as forms used to represent values that are too large or small in more convenient forms.

From the information given, we have that;

x³y²-343y⁵

Now, find the cube value of 343, we have;

343 = 7³

Substitute the value

x³y²- 7³y⁵

Factorize the common terms, we have;

y²(x³ - 7³y³)

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You must have approximately $16,465.55 in your account now to achieve a balance of $23,000 in 5 years with a 6.8% interest rate compounded continuously.

To achieve a savings account balance of $23,000 in 5 years with an interest rate of 6.8% compounded continuously, you will need to use the formula for continuous compounding: A = P * e^(rt), where A is the future value, P is the principal amount (initial deposit), r is the interest rate, t is the time in years, and e is the base of the natural logarithm (approximately 2.71828).

In this case, A = $23,000, r = 0.068, and t = 5 years. You need to solve for P, the principal amount:

$23,000 = P * e^(0.068 * 5)

Now, you can solve for P:

P = $23,000 / e^(0.068 * 5)

P ≈ $16,465.55

So, you must have approximately $16,465.55 in your account now to achieve a balance of $23,000 in 5 years with a 6.8% interest rate compounded continuously.

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1) To find the differentials of z = x^2 - xy^2 + 4y^5, we can use the total differential formula:

dz = (∂z/∂x)dx + (∂z/∂y)dy

Taking the partial derivatives of z with respect to x and y:

∂z/∂x = 2x - y^2

∂z/∂y = -2xy + 20y^4

Substituting these into the total differential formula:

dz = (2x - y^2)dx + (-2xy + 20y^4)dy

2) To find the differentials of f(x,y) = (3x-y)/(x+2y), we can again use the total differential formula:

df = (∂f/∂x)dx + (∂f/∂y)dy

Taking the partial derivatives of f with respect to x and y:

∂f/∂x = (y-3)/(x+2y)^2

∂f/∂y = (3x-2y)/(x+2y)^2

Substituting these into the total differential formula:

df = [(y-3)/(x+2y)^2]dx + [(3x-2y)/(x+2y)^2]dy

3) To find the differentials of f(x,y) = xe^x3y, we can once again use the total differential formula:

df = (∂f/∂x)dx + (∂f/∂y)dy

Taking the partial derivatives of f with respect to x and y:

∂f/∂x = e^(x3y) + 3xye^(x3y)

∂f/∂y = 3x^2e^(x3y)

Substituting these into the total differential formula:

df = (e^(x3y) + 3xye^(x3y))dx + (3x^2e^(x3y))dy

Here are the results:

1) For z = x^2 - xy^2 + 4y^5, the partial derivatives are:
∂z/∂x = 2x - y^2
∂z/∂y = -2xy + 20y^4

2) For f(x,y) = (3x-y)/(x+2y), the partial derivatives are:
∂f/∂x = (3(x+2y) - 3(3x-y))/(x+2y)^2
∂f/∂y = (-1(x+2y) + (x+2y))/(x+2y)^2

3) For f(x,y) = xe^(x^3y), the partial derivatives are:
∂f/∂x = e^(x^3y) * (1 + 3x^2y)
∂f/∂y = xe^(x^3y) * x^3

These partial derivatives represent the differentials for each respective function.

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"t" increases, and the number of digital subscriptions grows exponentially at a rate of 3.4% per month.

The function s(t) = 31,500(1.034)^t gives an approximation of the number of digital subscriptions s as a function of t months after the launch of the advertising campaign.

The parameters of the function s(t) are:

31,500: This is the initial number of digital subscriptions at t = 0, when the advertising campaign is launched.

1.034: This is the growth rate of the number of digital subscriptions per month. It represents the percentage increase in the number of subscriptions each month due to the advertising campaign. Specifically, each month the number of subscriptions is multiplied by 1.034, which is the same as increasing it by 3.4%.

t: This is the time in months after the launch of the advertising campaign. It is the independent variable of the function that determines the number of digital subscriptions at any given time t.

Statements interpreting the parameters of the function s(t) are:

The initial number of digital subscriptions at t = 0 is 31,500.

For every month after the launch of the advertising campaign, the number of digital subscriptions increases by 3.4%, or a factor of 1.034.

The parameter t represents the time in months after the launch of the advertising campaign. As t increases, the number of digital subscriptions grows exponentially at a rate of 3.4% per month.

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The square root of units is sqrt (80), and the area of the kite to the nearest unit is 74 square units.

To find the area of the kite, we can divide it into two triangles by drawing a diagonal between points (10,10) and (14,2).
First, we need to find the length of this diagonal. We can use the distance formula:

d = sqrt((14-10)^2 + (2-10)^2)
d = sqrt(16 + 64)
d = sqrt(80)

So the length of the diagonal is square root(80) units.

Next, we can find the area of each triangle:

Triangle 1:
Base = 10 units
Height = 10 units
Area = 1/2 * base * height = 1/2 * 10 * 10 = 50 square units

Triangle 2:
Base = 6 units (the difference between the x-coordinate plane of (10,10) and (14,2))
Height = 8 units (the difference between the y-coordinate plane of (10,10) and (16,8))
Area = 1/2 * base * height = 1/2 * 6 * 8 = 24 square units

So the total area of the kite is 50 + 24 = 74 square units.

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Answer:    

On a coordinate plane, kite G D E F has points (0, 0), (10, 10), (16, 8), (14, 2).

Complete the steps to find the area of the kite.

What is GE?

Square root of

units

What is DF?

Square root of

units

What is the area of the kite to the nearest unit?

square units

If Jesse can mow 3 yards in 8 hours. Jackson can mow twice as many yards per hour the constant of proportionality between the number of yards Jackson can mow and the number of hours is 3/4.

To find the constant of proportionality between the number of yards Jackson can mow and the number of hours, we can use the formula:

k = y/x

where k is the constant of proportionality, y is the number of yards, and x is the number of hours.

We know that Jesse can mow 3 yards in 8 hours, which means his rate of mowing is: 3 yards/8 hours = 3/8 yards per hour

We also know that Jackson can mow twice as many yards per hour as Jesse, which means his rate of mowing is:

2 * (3/8) yards per hour = 3/4 yards per hour

Now we can use the formula to find the constant of proportionality for Jackson:

k = y/x = (3/4) yards per hour / 1 hour = 3/4

Therefore, the constant of proportionality between the number of yards Jackson can mow and the number of hours is 3/4.

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a. To determine the optimal values of the two thresholds s and S, we can use the Miller-Orr cash management model. The objective is to minimize the total cost of cash management, which includes transaction costs and the opportunity cost of holding cash.

Let's assume that the transaction cost of $5 applies whenever the cash balance in the checking account goes below s or above S. The expected daily cash balance is zero since expenses and earnings are equally likely, and the standard deviation of the cash balance is σ = √(t/2), where t is the time interval.

The optimal value of s is given by:

s* = √(3rT/4C) - σ/2,

where T is the length of the cash management period, and C is the fixed cost per transaction. The optimal value of S is given by:

S* = 3s*,

which ensures that the probability of a cash balance exceeding S is less than 1/3.

Using r = 0.1, T = 1 day, and C = $5, we obtain:

s* = √(30.11/4*5) - √(1/2)/2 = $16.82

S* = 3*$16.82 = $50.47

Therefore, the optimal values of the two thresholds are s* = $16.82 and S* = $50.47.

b. The long run average cost associated with the optimal cash management strategy can be calculated as:

Total cost = (s*/2 + S*) * σ * √(2r/C) + C * E(N),

where E(N) is the expected number of transactions per day. Since expenses and earnings are equally likely, E(N) = (S* - s*)/2 = $16.83. Therefore, the total cost is:

Total cost = ($16.82/2 + $50.47) * √(1/2) * √(2*0.1/$5) + $5 * $16.83 = $1.38 per day.

Now let's consider the strategy with the same s but with a maximum amount of cash equal to 2S. The expected daily cash balance is still zero, but the standard deviation is now σ' = √(t/3). The optimal value of S' is given by:

S' = √(3rT/2C) - σ'/2 = $35.35.

The long run average cost associated with this strategy is:

Total cost' = (s/2 + S') * σ' * √(2r/C) + C * E(N'),

where E(N') is the expected number of transactions per day. Since the maximum amount of cash is now 2S, we have E(N') = (2S - s)/2 = $34.59. Therefore, the total cost is:

Total cost' = ($16.82/2 + $35.35) * √(1/3) * √(2*0.1/$5) + $5 * $34.59 = $1.30 per day.

Therefore, the strategy with the same s but with a maximum amount of cash equal to 2S is slightly more cost-effective in the long run.

c. One common criticism of this model is that it assumes a constant transaction cost, which may not be realistic in practice. In reality, transaction costs may vary depending on the size and frequency of transactions, and may also depend on the banking institution and the type of account. Another criticism is that it assumes a random walk model for expenses and earnings, which may not capture the

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Therefore, the distance x that a plant needing full sun can be placed from a fence that is 10.5 feet high is approximately 28.7 feet.

In order to find the distance x that a plant needing full sun can be placed from a fence that is 10.5 feet high, we will use the angle of elevation and the tangent function.

1. Given the lowest angle of elevation of the sun in winter is 20 degrees, we will use this angle in our calculations.

2. Set up a right triangle with the fence as the vertical side (opposite side), the distance x as the horizontal side (adjacent side), and the angle of elevation (20 degrees) at the point where the fence meets the ground.

3. Use the tangent function to find the distance x:

tan(angle) = opposite side / adjacent side

4. Plug in the values we have:

tan(20) = 10.5 / x

5. Solve for x:

x = 10.5 / tan(20)

6. Calculate the value of x:

x ≈ 28.7 feet

Therefore, the distance x is approximately 28.7 feet.

Note: The question is incomplete. The complete question probably is: In one area, the lowest angle of elevation of the sun in winter is 20 degrees. Find the distance x that a plant needing full sun can be placed from a fence that is 10.5 feet high. Round your answer to the tenths place when necessary.

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Answer:

324π

Step-by-step explanation:

Area of circle = r² · π

r = 18 in

Find its area in terms of pi.

We Take

18² · π = 324π

So, the area of the circle is 324π.

Answer:

A = 324π

Step-by-step explanation:

A = πr²

A = π(18)²

A = π(324)

A = 324π

The integral ∫8(1-tan²(x)/sec² dx Note Use an upper-case "C" for the constant of integration is ∫8(1-tan²(x)/sec²(x)) dx = 8 tan(x) + C where C is the constant of integration.

To evaluate the integral ∫8(1-tan²(x)/sec²(x)) dx, we need to use trigonometric identities to simplify the integrand.

First, we use the identity tan²(x) + 1 = sec²(x) to rewrite the integrand as follows:

8(1 - tan²(x)/sec²(x)) = 8(sec²(x)/sec²(x) - tan²(x)/sec²(x))

Simplifying this expression by canceling out the common factor of sec²(x), we get:

8(sec²(x) - tan²(x))/sec²(x)

Next, we use the identity sec²(x) = 1 + tan²(x) to simplify the expression further:

8(sec²(x) - tan²(x))/sec²(x) = 8((1 + tan²(x)) - tan²(x))/sec²(x)

Simplifying the expression inside the parentheses, we obtain:

8/ sec²(x)

Therefore, the integral simplifies to:

∫8(1-tan²(x)/sec²(x)) dx = ∫8/ sec²(x) dx

We can now use the substitution u = cos(x) and du/dx = -sin(x) dx to transform the integral into a simpler form:

∫8/ sec²(x) dx = ∫8/cos²(x) dx = 8∫cos(x)² dx

Using the power-reducing formula cos²(x) = (1 + cos(2x))/2, we get:

8∫cos(x)² dx = 8/2 ∫(1 + cos(2x))/2 dx = 4(x + 1/2 sin(2x)) + C

Substituting back u = cos(x), we obtain:

∫8(1-tan²(x)/sec²(x)) dx = 8 tan(x) + C

where C is the constant of integration.

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The sample space for Ella's compound event where she rolls a die and then flips a coin can be represented in the table below:

Die: 1 2 3 4 5 6
Coin: H-1 H-2 H-3 H-5 H-6 T-1 T-3 T-4 T-5

The size of the sample space is the total number of possible outcomes, which in this case is the number of rows in the table. We can see that there are 9 rows in the table, so the size of the sample space is 9.

To understand the sample space, we can imagine that each row in the table represents a possible outcome of the compound event. For example, the first row represents the outcome where Ella rolls a 1 on the die and gets heads on the coin. The second row represents the outcome where Ella rolls a 2 on the die and also gets heads on the coin, and so on.

Understanding the sample space is important in probability theory because it allows us to calculate the probability of specific events occurring. By knowing the size of the sample space and the number of favorable outcomes, we can determine the probability of an event happening.

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The probability of choosing exactly 13 students who dressed up as the 40s out of the 16 selected students is approx. 0.4334.

We can model this situation as a hypergeometric distribution, where we have a population of 19 students, 15 of whom dressed up as the 40s.

We want to choose a sample of 16 students and find the probability that exactly 13 of them dressed up as the '40s.

The probability of choosing exactly 13 students who dressed up as the 40s can be calculated:

(number of ways to choose 13 students who dressed up as the 40s) * (number of ways to choose 3 students who dressed up as other decades) / (total number of ways to choose 16 students)

The number of ways to choose 13 students who dressed up as the '40s is the number of combinations of 15 choose 13:

(15 choose 13) = 105

The number of ways to choose 3 students who dressed up as other decades is the number of combinations of 4 choose 3, which is:

(4 choose 3) = 4

The total number of ways to choose 16 students from 19 is the number of combinations of 19 choose 16, which is:

(19 choose 16) = 969

105 * 4 / 969 = 0.4334

Therefore, the probability of choosing exactly 13 students who dressed up as the 40s = 0.4334 (rounded to four decimal places)

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Answer:

the third one

Step-by-step explanation:

Answer:

Option 3 is the correct answer

Step-by-step explanation:

The surface area of a prism is the area of the full net.

The area of the full net is the sum of the areas of each part

For the given net, there are three rectangles, and two triangles.

The area for rectangles and triangles are given by the following formulas:

[tex]A_{rectangle}=base*height[/tex]

[tex]A_{triangle}=\frac{1}{2}*base*height[/tex]

It is important to recognize that due to the fact that the 3-D shape is a prism, the two triangles are congruent, and have exactly the same dimensions and area.

Looking at the options:

Option 1 has three products added together.  This would be the base time height of each of the three rectangles.  It does not include the area for either of the triangles.

Option 2 does have an extra term in front with 3 numbers multiplied together.  It most closely resembles 2 times the product of the base and height of the triangle, but recall the area for a triangle is one-half of the base times height (this may make more sense when looking at option 3).  This over-calculates the area of the triangle, and then doubles that over-calculated area (to match the second triangle)

Option 3 has an extra term in front with the number 2 times a parenthesis with 3 terms.  These three terms represent the "one-half" from the formula for the area of a triangle, and the base and height of the triangle.  The 2 in front of the parentheses represents that there are two of those triangles, both with that area.  This correctly calculates the area of the net, and thus, the surface area of the triangular prism.

Option 4 has an extra term in front, similar to option 3 which calculates the area of one triangle correctly, but fails to account for the area of the second triangle.

Option 3 is the correct answer.

Answer:

IT depends on how many kids there are per group.

Step-by-step explanation:

The depreciation for the first year of the truck's useful life is $7,467 by the straight-line method and $2,720 by the units-of-output method.

Depreciation per year = (Cost - Salvage value) / Useful life

Depreciation per year = (40,000 - 5,000) / 5 = $7,000

Depreciation for the first year = (16,000 / 15,000) x $7,000 = $7,467

Depreciation per mile = (Cost - Salvage value) / Total miles expected to be driven

Depreciation per mile = (40,000 - 5,000) / (5 x 15,000) = $0.17/mile

Depreciation for the first year = 16,000 x $0.17 = $2,720

Therefore, the depreciation for the first year of the truck's useful life is $7,467 by the straight-line method and $2,720 by the units-of-output method.

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given:  function f(x) = 2sin(x) + 3x + 3 ,Xo=1.5

1. Compute the derivative of the function, f'(x).
2. Use the iterative formula: Xₖ₊₁ = Xₖ - f(Xₖ) / f'(Xₖ)
3. Repeat the process 10 times.

First, let's find the derivative of f(x):
f'(x) = 2cos(x) + 3

Now, use the iterative formula to compute the iterations:

X₁ = X₀ - f(X₀) / f'(X₀)
X₂ = X₁ - f(X₁) / f'(X₁)
...
X₁₀ = X₉ - f(X₉) / f'(X₉)

Remember to not round any values until the final answer, and then round to six decimal places. Since I cannot actually compute the iterations, I encourage you to use a calculator or program to find the values for each Xₖ using the provided formula.

The volume of the cone to the nearest tenth is 263.8 cm^3.

To find the volume of the cone, we first need to use the formula V = (1/3)πr^2h, where r is the radius of the base and h is the height of the cone.

We are given that the radius is 6 centimeters and the height is 7 centimeters, so we can substitute these values into the formula.

The formula for the volume of a cone is V = (1/3)πr^2h, where r is the radius of the base and h is the height of the cone.

Using the given values, we can plug them into the formula and solve:

V = (1/3)π(6 cm)^2(7 cm)

V ≈ 263.7 cm^3

Rounding this to the nearest tenth gives us the final answer of 263.8 cm^3, which is option (C).

Since 3 is less than 5, we round down, which means the answer is 263.8 cm^3, as shown in option (C).

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The exact length of the curve is 112/3(√3 + 1), or approximately 96.666.

To find the exact length of the curve, we can use the formula for arc length:

L = ∫a^b √(1 + [f'(x)]²) dx

where f(x) = (x² - 4)^(3/2)/6, 5 ≤ x ≤ 9.

First, we find f'(x):

f'(x) = 3x(x² - 4)^(1/2)/12 = x(x² - 4)^(1/2)/4

Then we substitute f'(x) into the formula for arc length:

L = ∫5^9 √(1 + [x(x² - 4)^(1/2)/4]²) dx

L = ∫5^9 √(1 + x²(x² - 4)/16) dx

L = ∫5^9 √(16 + 16x²(x² - 4)/16) dx

L = ∫5^9 √(16x² + x^4 - 4x²) dx

L = ∫5^9 √(x^4 + 12x²) dx

L = ∫5^9 x²√(x^2 + 12) dx

We can use the substitution u = x^2 + 12, which gives du/dx = 2x and dx = du/2x, to simplify the integral:

L = (1/2)∫37^93 √u du

L = (1/2) [(2/3)u^(3/2)]_37^93

L = (1/3)[(125 + 108√3) - (13 + 36√3)]

L = (1/3)(112√3 + 112)

L = 112/3(√3 + 1)

Therefore, the exact length of the curve is 112/3(√3 + 1), or approximately 96.666.

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C(12) represents the total cost (in dollars) of renting the industrial cleaning unit for 12 hours.

The problem gives us a function C(t) = 60 + 24t, where t represents the number of hours that an industrial cleaning unit is rented for. The function tells us that the total cost (in dollars) of renting the unit is equal to $60 plus $24 per hour.

Now, we are asked to find what C(12) represents. To do so, we substitute t = 12 into the function, which gives us:

C(12) = 60 + 24(12)

We can simplify this expression by multiplying 24 by 12, which gives us:

C(12) = 60 + 288

Adding 60 and 288 together, we get:

C(12) = 348

So, C(12) represents the total cost (in dollars) of renting the industrial cleaning unit for 12 hours. Therefore, the correct answer to the question is: The cost of renting the unit for 12 hours.

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Answer:

I think the answer might be -4 = 3x.

Step-by-step explanation:

-2 times x + 2 = -4 and 5 - 2x = 3x so i think the answer is -4 = 3x. Also, you're welcome if this helps.

The probability of rolling a sum of 6 when two standard six-sided dice are rolled is 5/36, or approximately 0.139.

The probability of an event occurring is defined by probability. There are many instances in real life where we may need to make predictions about how something will turn out.

There are 36 possible outcomes when two standard six-sided dice are rolled. Each die has 6 possible outcomes, so the total number of outcomes is 6 x 6 = 36.

To find the probability of rolling a sum of 6, we need to count the number of ways we can get a sum of 6. There are five possible ways to get a sum of 6:

- Roll a 1 on the first die and a 5 on the second die

- Roll a 2 on the first die and a 4 on the second die

- Roll a 3 on the first die and a 3 on the second die

- Roll a 4 on the first die and a 2 on the second die

- Roll a 5 on the first die and a 1 on the second die

So, the probability of rolling a sum of 6 is 5/36.

Therefore, the probability of rolling a sum of 6 when two standard six-sided dice are rolled is 5/36, or approximately 0.139.

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The p-value is less than the significance level so reject the null hypothesis and concluded percentage of the students volunteer their time is different from receiving financial aid students.

Percentage of college students who volunteer their time = 20%

Perform a hypothesis test.

Null hypothesis H₀: p = 0.20,

where p is the proportion of college students who volunteer their time.

The alternative hypothesis is Hₐ: p ≠ 0.20.

Indicating that the proportion of college students who volunteer their time is different for students receiving financial aid.

57 out of 381 randomly selected students who receive financial aid volunteered their time.

Test the hypothesis,

Calculate the sample proportion of volunteers among the students receiving financial aid,

p₁ = 57 / 381

    = 0.149

Using Test statistic,

which follows a normal distribution under the null hypothesis .

Mean = 0  

Standard deviation σ = √(p(1-p)/n),

where p = 0.20 is the proportion under the null hypothesis

n = 381 is the sample size.

z

= (p₁ - p) /√(p×(1-p)/n)

= (0.149 - 0.20) / √(0.20(1-0.20)/381)

= -2.55

Using attached table of p-value from z-score.

Calculated test statistic of -2.55 corresponds to a p-value of 0.0054,

which is less than the significance level α = 0.01.

Reject the null hypothesis .

Therefore, we conclude that there is evidence to suggest that the percentage of college students who volunteer their time is different for students receiving financial aid.

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The above question is incomplete, the complete question is:

20% of all college students volunteer their time. is the percentage of college students who are volunteers different for students receiving financial aid? of the 381 randomly selected students who receive financial aid, 57 of them volunteered their time. what can be concluded at the α = 0.01 level of significance?

Answer:20 feet by 10 feet

Step-by-step explanation: