Answer: 30%
Step-by-step explanation:
because e9 people are chosen and 9 divided by 3 is 3 and 3 x 10 =30
antarctica is roughly semicircular, with a radius of 2000 km (fig. 1-5). the average thickness of its ice cover is 3000 m. how many cubic centimeters of ice does antarctica contain? (ignore the curvature of earth.)
The volume of ice in Antarctica can be calculated by first determining the area of the semicircle.
This can be done by multiplying the radius (2000 km) of the semicircle (2πr2) by half, resulting in a total area of 3,14159265 x (2 x 20002) = 628318530 km2. To calculate the volume of ice, this area must be multiplied by the average thickness of the ice cover (3000 m). This results in a total volume of 18,8547595 x 1012 cm3 of ice in Antarctica. To put this into perspective, this is the equivalent of roughly 6.5 billion Olympic swimming pools of ice.The volume of ice in Antarctica can be calculated by first determining the area of the semicircle.
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Please help!! Unit 7 lesson 7 geometry
Answer:
x=10
Step-by-step explanation:
The triangles CAB and PMB are similar. And since each side of CAB is 2 times longer than the side of PMB, we can write the equation:
3x=2(x+5)
3x=2x+10
x=10
A bicycle has a 56 cm frame. What is this frame size equal to in inches? (1.00 in = 2.54 cm. Note
that this equivalence does not limit significant figures in the final answer.)
the bicycle has a frame size of 22.04 in.
What is unit conversion?
Units of measure are needed in order to measure these values. Sometimes the units of measurement used may not correspond to the standards required for a particular process or application, as well as the measuring choice and convenience. It's crucial to convert these units in a way that makes sense and can be used effectively. Let's use the example of someone who is only familiar with the metric system to better grasp the statement. The person finds it difficult to determine the height of a 25-foot tree. The person will comprehend the height of the tree better if they convert 25 feet to meters. Let's use a unit conversion table to learn about converting between different units.
A bicycle has a 56 cm frame.
As given 1 in = 2.54cm
so 2.54 cm =1 inc
1 cm = 1/2.54
56 cm for the frame = 56*1/2.54 = 22.04 in
Hence the bicycle has a frame size of 22.04 in.
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kim barney pays a 290.00 annual premium for insurance plan with a 500.00 deductable. the company pays 80% of the remaining expense. if kim had 2,500.00 in medical expenses calculate the following
The amount that Kim Barney spends is $342 for medical expenses.
Given that,
Kim Barney pays a $290.00 yearly premium for a $500.00 deductible insurance plan. 80 percent of the remaining cost is covered by the business. If Kim has medical costs of $2,500.00
To find : The amount that Kim barney spends for the medical expenses.
If the business covers 80% of the remaining balance ($1710), they will be responsible for paying $1368 of it.
10% of 1710 is 171
171x8=1368
The insurance provider covers the $1368.
Kim Barney spends $342.
Consequently, Kim Barney spends the following amount on medical costs $342.
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Which mathematical sentence most accurately expresses the information in the problem below?
Christine has nine shining rings. If six of them are gold, how many are not gold?
A. n-6-9 B. 6+9 = n C. 7+9=6 D. n + 6 = 9
3 of them would not be good, 9-6= 3 non-shiny gold rings.
How many are not gold?Using two expressions, a mathematical sentence declares two things. The two expressions either employ variables, numbers, or a combination of the two. Symbols or words like equal, greater than, or less than may also be used in a mathematical sentence.
An accurate arrangement of mathematical symbols that expresses a coherent idea constitutes a mathematical sentence, which is equivalent to an English sentence in meaning. Verbs are used in sentences. The verb "=" is used in the mathematical formula "3+4=7 3 + 4 = 7".
The answer is b c 3 9-6=3
3 of them would not be good
9-6= 3 non shiny gold rings
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Determine whether each of the following events is dependent or independent. Explain how you know, and show your work. (6 points: 2 points each for a, b, and c)
a. Being female and preferring basketball
b. Being male and preferring football
c. Being female and preferring hockey
Two events are said to be mutually exclusive in the framework of probability theory if they cannot occur simultaneously or at the same time.
What is meant by mutually exclusive?In the context of probability theory, two events are said to be mutually exclusive if they cannot happen simultaneously or at the same time. Alternatively, disjunct occurrences are those that are mutually exclusive. The likelihood that two events will occur simultaneously is 0 if they are deemed to be disconnected events.
Events that cannot exist or occur at the same moment are referred to as mutually exclusive events. There are never two occurrences that can happen at the same moment. The probability of A and B occurring simultaneously is P(A and B)= 0 if A and B are two mathematical events that are mutually exclusive.
a. Being female and preferring basketball are mutually exclusive.
b. Being male and preferring football are mutually exclusive.
c. Being female and preferring hockey are mutually exclusive.
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Find the area of the figure.
The area of each of the given shapes is calculated as;
1) 143 sq.in
2) 32 sq.cm
3) 162 sq.yds
4) 150 sq.in
How to find the area of regular shapes?1) The area of a parallelogram is;
Area = base * height
Thus;
Area = 11 * 13
= 143 sq.in
2) Area of a triangle is;
Area = 1/2 * base * height
Area = 1/2 * 8 * 8
Area = 32 sq.cm
3) Area of this will be gotten by the are of the individual triangles;
Area = 2(1/2 * 7 * 8) + 2(1/2 * 12 * 8)
Area = 56 + 96
Area = 162 sq.yds
4) Area = (12 * 12) + (1/2 * 1 * 12)
= 144 + 6
= 150 sq.in
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¿A qué altura está la cometa de Ana si su cuerda mide 8 metros y tendría que moverse 6 metros para situarse debajo de ella?
The kite is 10 meters high
Solving for the height:To calculate how high Ana's kite is, you can use the Pythagorean theorem. The theorem states that in a right triangle, the square of the length of the hypotenuse (the side opposite the right angle) is equal to the sum of the squares of the other two sides.
In this case, the length of the string is one side of the triangle and the distance Ana needs to move to get under the kite is the other side. The height of the kite is the hypotenuse.
Therefore, the height of the kite can be calculated by:
height = [tex]\sqrt({string^{2} +distance^{2}) }[/tex]
height = [tex]\sqrt{(8^{2} + 6^{2} )[/tex]
height = √(64 + 36)
= √100
height = 10
Hence, the kite is 10 meters high.
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question the distribution of heights for adult men in a certain population is approximately normal with mean 70 inches and standard deviation 4 inches. which of the following represents the middle 80 percent of the heights?
The height that represents the middle 80 percent of the heights is 64.87 inches and 74.13 inches and this can be determined by using the given data.
Given :
The distribution of heights for adult men in a certain population is approximately normal with a mean of 70 inches and a standard deviation of 4 inches.
The heights that represent the middle 80 percent of the heights are:
P(-z < Z < z) = 0.80
P(Z < z) - P(Z < -z) = 0.80
P(Z < z) - (1 - P(Z < z)) = 0.80
2P(Z < z) = 1.80
P(Z < z) = 0.90
So, the value of z is 1.282.
Now, put the values of height as follows:
x1= 64.87
x2= 75.13
Therefore, the height that represents the middle 80 percent of the heights is 64.87 inches and 74.13 inches.
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Which statement about determining the quotient 12 ÷ 3
O Because 4 x = 12,12 divided by
O Because 18 x = 12,12 divided by
O Because 36 x
= 12,12 divided by
3
O Because 9 x = 12, 12 divided by
is 4.
is 18.
is 36.
is 9.
is true?
Option A) The statement 12 / 3 = 4 can be justified by the equation 4x = 12 as 12 divided by 4 gives 3.
What is Division ?One of the four fundamental arithmetic operations, or how numbers are joined to create new numbers, is division. The other operations are multiplication, addition, and subtraction.
A quotient is the amount that results from dividing two integers. The term "quotient" is used frequently in mathematics and is sometimes known as the integer portion of a division, a fraction, or a ratio.
According to the division property of equality, the quotients of an equation remain equal when both sides are divided by a common real integer that is not equal to 0. The same formula may be expressed in writing as follows: If real numbers a, b, and c are present, with a = b and c 0, then a c = b c.
The statement 12 / 3 = 4 can be justified by the equation 4x = 12 as
12 divided by 4 gives 3.
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Option A) The statement 12 / 3 = 4 can be justified by the equation 4x = 12 as 12 divided by 4 gives 3.
What is Division ?One of the four fundamental arithmetic operations, or how numbers are joined to create new numbers, is division. The other operations are multiplication, addition, and subtraction.
A quotient is the amount that results from dividing two integers. The term "quotient" is used frequently in mathematics and is sometimes known as the integer portion of a division, a fraction, or a ratio.
According to the division property of equality, the quotients of an equation remain equal when both sides are divided by a common real integer that is not equal to 0. The same formula may be expressed in writing as follows: If real numbers a, b, and c are present, with a = b and c 0, then a c = b c.
The statement 12 / 3 = 4 can be justified by the equation 4x = 12 as
12 divided by 4 gives 3.
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The radioactive substance cesium-137 has a half-life of 30 years. The amount A (t) (in grams) of a sample of cesium-137 remaining after t years is given by the
following exponential function.
- 647 (12)
A (t) = 64
30
Find the initial amount in the sample and the amount remaining after 100 years.
Round your answers to the nearest gram
?
The radioactive substance cesium-137 has a half-life of 30 years. For the given compound, Initial amount is 647 grams and Amount after 100 years is 64 grams.
A sample's half-life is the amount of time it takes for half of its unstable nuclei to decay, for its activity to halve, or for its count rate to decrease by half. The number of decays that a detector, like the Geiger-Muller tube, records each second is known as the count-rate.
For radioactive compounds, a general exponential function is provided by
Ao(1/2)t/t1/2 = A(t)
Where,
A(t) is the sum that is left after t years.
Ao is the radioactive substance's initial concentration.
The time it takes for a radioactive substance to degrade to A is measured in years.
The radioactive substance's half-life is represented by t1/2.
A(t) = 523(1/2)t/30 in comparison to the general exponential function
A starting point (Ao) of 523 grams
A(t) = 647(1/2)^t/30
t = 100
A(100) equals [647 × (1/2) × 100] /30
=647 × 0.53.333
=647 × 0.0992
=64.182
=64 grams (to the nearest gram)
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Square ABCD has sides of length 3. Segments CM and CN divide the square's area into three equal parts. How long is segment CM?
A √10
B √12
C √13
D√ 14
E √ 15
The length of segment CM is equal to the square root of 10. This is determined by dividing the area of the square ABCD, which has sides of length 3, into three equal parts, resulting in a segment of length √10.
The area of square ABCD can be calculated by squaring the length of one side, which is 3, to get 9. To divide this area into three equal parts, each part must have an area of 3. To find the length of segment CM, the square root of this area, 3, must be taken, resulting in a length of √10.
To find the length of segment CM in square ABCD, the area of the square must first be determined. This can be done by squaring the length of one side, which is 3, resulting in an area of 9. To divide this area into three equal parts, each part must have an area of 3. This means the length of segment CM must be the square root of 3, which is equal to √10. Therefore, the length of segment CM is equal to √10. This is the result of dividing the area of the square ABCD into three equal parts. This process can be used to determine the length of any segment dividing an area into equal parts
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When Evelyn moved into a new house, she planted two trees in her backyard. At the time of planting, Tree A was 32 inches tall and Tree B was 16 inches tall. Each year thereafter, Tree A grew by 4 inches per year and Tree B grew by 8 inches per year.Graph each function and determine the height of both trees at the time when they have an equal height.
The height of both trees at the time when they have an equal height will be 48 inches.
What are algebraic expressions?In mathematics, an expression or mathematical expression is a finite combination of symbols that is well-formed according to rules that depend on the context.Mathematical symbols can designate numbers (constants), variables, operations, functions, brackets, punctuation, and grouping to help determine order of operations and other aspects of logical syntax.Given is that Evelyn planted two trees in her backyard. At the time of planting, Tree A was 32 inches tall and Tree B was 16 inches tall. Each year thereafter, Tree A grew by 4 inches per year and Tree B grew by 8 inches per year.
We can write the functions for each tree as -Tree {A} : y {A} = 4x + 32
Tree {B} : y {B} = 8x + 16
Refer to the graph attached. The point of intersection will give the height of both trees at the time when they have an equal height.The height of both trees at the time when they have an equal height will be 48 inches.Therefore, the height of both trees at the time when they have an equal height will be 48 inches.
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A square has an area of 81²cm.Find its perimeter
square side ²= area
s =√81
S = 9
perimeter= 9×4 = 36
alternatively, any vector may be expressed as the product of its magnitude and a unit vector with its same direction. enter an expression for the unit vector, d^d^, such that
A vector is a quantity that has both magnitude, as well as direction. A vector that has a magnitude of 1 is a unit vector. It is also known as Direction Vector.
Unit Vector is represented by the symbol ‘^’, which is called a cap or hat, such as: â. It is given by â = a / |a|
Where |a| is for norm or magnitude of vector a.
It can be calculated using a Unit vector formula.
Unit vectors are usually determined to form the base of a vector space. Every vector in the space can be expressed as a linear combination of unit vectors. The dot products of two unit vectors is a scalar quantity whereas the cross product of two arbitrary unit vectors results in third vector orthogonal to both of them. As explained above vectors have both magnitude (Value) and a direction. They are shown with an arrow.
And, â denotes a unit vector. If we want to change any vector in unit vector, divide it by the vector’s magnitude. Usually, xyz coordinates are used to write any vector.
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Here are the weights (in pounds) of a sample of 13 male eleventh graders.
148, 140, 159, 141, 151, 156, 173, 167, 160, 159, 146, 174, 170
Find the median weight of these students.?
pounds
The weights (in pounds) of a sample of 13 male eleventh graders ,so the median weight of these students is 159.
How can find the median the simplest way possible?Calculate the mean by summing the centre values and dividing them by the number. From there, you may obtain the median.
To arrange the data points in ascending order for a small data set, count the number of data points (n). To get the rank of the data point whose value is the median when the number of data points is unequal, multiply the total by 1 and divide the results by 2.
148, 140, 159, 141, 151, 156, 173, 167, 160, 159, 146, 174, 170
140 , 141 , 146 , 148, 151 ,156, 159 ,159, 160, 167 , 170, 173, 174.
The median weight of these students is 159.
The weights (in pounds) of a sample of 13 male eleventh graders ,so the median weight of these students is 159.
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Help pleaseeeeeeeeeee
Answer:
m = 2/3
Step-by-step explanation:
Take two random points, I personally picked (-2, 0) and (1, 2)
Slope = rise/run = [tex]\frac{2-0}{1-(-2)} = \frac{2}{3}[/tex]
This is due in 20 minutes, please help me.
Here we are interested in finding the slope of the line. From the given graph we can see that that the line passes through points (-6,0) and (0,3) . We know that slope can be calculated by ,
[tex]\longrightarrow slope \ (m)=\dfrac{y_2-y_1}{x_2-x_1} =\tan\theta =\dfrac{rise}{run}[/tex]
[tex]\longrightarrow m =\dfrac{y_2-y_1}{x_2-x_1}\\[/tex]
[tex]\longrightarrow m =\dfrac{0-3}{-6-0}\\[/tex]
[tex]\longrightarrow m =\dfrac{-3}{-6}\\ [/tex]
[tex]\longrightarrow m =\dfrac{1}{2}=0.5[/tex]
And we are done!
the rectangle below has an area of x^2 8x 15x 2 8x 15x, squared, plus, 8, x, plus, 15 square meters and a width of x 3x 3x, plus, 3 meters. what expression represents the length of the rectangle? a rectangle with a width of x plus three and an unknown length. the area of the rectangle is x squared plus eight x plus fifteen.
The expression that represents the length of the rectangle is x + 5
What is meant by Area of a rectangle?Dimensions of a rectangle. A = l × b. Once a rectangle's length and breadth are known, its area may be computed. The rectangle's area can be measured in square units by multiplying the length and width. The region that a rectangle occupies in a two-dimensional space is known as a rectangle's area. Another way to describe a rectangle's area is the quantity of square units needed to fill it entirely. The whole distance around the outside of a rectangle is referred to as the rectangle's perimeter.The area of a rectangle is described as follows:
area = lw
where
l = length
w = width
Therefore,
area = x² + 8x + 15
w = x + 3
Therefore,
x² + 8x + 15 = (x + 3)l
divide both sides by x + 3
l = x² + 8x + 15 / x + 3
l = (x+3)(x+5) / (x + 3)
Finally,
length = x + 5
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Write a slope-intercept equation for a line passing through the point (4, -3) that is parallel to the line 4x + 5y = 9. Then write a second
equation for a line passing through the point (4, - 3) that is perpendicular to the line 4x + 5y = 9
Answer:
Parallel Line: [tex]y=-\frac{4}{5}x+\frac{1}{5}[/tex]
Perpendicular Line: [tex]y=\frac{5}{4}x-8[/tex]
Step-by-step explanation:
Perpendicular Lines:Perpendicular lines have a slope that is the negative reciprocal of each other. So for example if one line has a slope of: [tex]\frac{a}{b}[/tex], where "a" and "b" are just some constants, then a perpendicular line would have a slope of: [tex]-\frac{b}{a}[/tex], so the slope fraction is just flipped and it's the opposite sign.
Parallel Lines:Parallel lines never intersect meaning they will have the same slope, since as one goes to the right one and up or down some amount, the only way for the other line to never intersect is to also go up or down by the same amount, which is essentially the slope. The only other condition is that parallel lines must have different y-intercepts, otherwise they have the same slope and y-intercepts meaning they're just the same line and instead of never intersecting they actually intersect at infinitely many points.
Slope-Intercept Form:The slope-intercept form is especially useful as we can simply look at it and determine the slope and y-intercept, hence the name slope-intercept form. We want to convert into this form to determine the slope of the equation given to us so we can find the perpendicular and parallel lines.
Solving the Problem:We're given the equation in standard form:
[tex]4x+5y=9[/tex]
We want to convert this into slope-intercept form, which we can do by isolating the y variable. We want to get rid of the 4x term on the left side by subtracting 4x, and we want to do this to both sides to maintain equality:
[tex]4x-4x+5y=9-4x[/tex]
Simplify:
[tex]5y=-4x+9[/tex]
Now we want to get rid of the coefficient of 5 from the left side, and this coefficient is just multiplication so to cancel out multiplication, we divide, specifically by 5 in this case, and on both sides to maintain equality:
[tex]\frac{5y}{5}=\frac{-4x+9}{5}[/tex]
Simplify:
[tex]y=-\frac{4}{5}x+\frac{9}{5}[/tex]
Now we know the slope is: [tex]-\frac{4}{5}[/tex]
Finding a Perpendicular Line:For this we simplify find the negative reciprocal so we flip the fraction and "flip" the sign, or in other words if it's negative it becomes positive, if it's positive it becomes negative so: [tex]-\frac{4}{5}\to \frac{5}{4}[/tex]
We can represent the general equation of a perpendicular line in slope-intercept form: [tex]y=\frac{5}{4}x+b[/tex], where "b" is some constant number. We're given that it passes through the point (4, -3) which we can plug in as (x, y) to solve for that value "b"
[tex]-3=\frac{5}{4}(4)+b[/tex]
Simplify on the right side
[tex]-3=5+b[/tex]
Subtract 5 from both sides
[tex]-8=b[/tex]
So now we have the perpendicular line equation: [tex]y=\frac{5}{4}x-8[/tex]
Finding a Parallel Line:For this we don't have to do anything to the slope, since for parallel lines the slope is the same, so we know the slope is: [tex]-\frac{4}{5}[/tex] and we can plug this into the slope-intercept form to get a general equation for a parallel line: [tex]y=-\frac{4}{5}x+b\text{ where }b\ne\frac{9}{5}[/tex]
Since we're given that it passes through the point (4, -3) we can plug this in as (x, y) to find a definitive equation.
[tex]-3=-\frac{4}{5}(4)+b[/tex]
Simplify on the right side:
[tex]-3=-\frac{16}{5}+b[/tex]
Rewrite the left side to have a denominator of 5:
[tex]-\frac{15}{5}=-\frac{16}{5}+b[/tex]
Add 16/5 to both sides:
[tex]\frac{1}{5}=b[/tex]
So now let's plug this into a general equation we had above to get:
[tex]y=-\frac{4}{5}x+\frac{1}{5}[/tex]
Determine the number of ways a computer can randomly generate an integer between 10 and 20 (inclusive) that is a composite number. (A composite number is a number that is not a prime number.)
A. 3
B. 2
C. 6
D. 5
E. 7
The number of ways randomly an integer which is a composite number generated by a computer between 10 and 20 is equal to option c. 6.
As given in the question,
Total number of integer between 10 and 20 where 20 is inclusive = 10
Composite numbers between 10 and 20 where 20 is inclusive are :
12, 14, 15, 16, 18 ,20
Total number of ways an integer which is a composite number generated between 10 and 20( inclusive )
= 6
Therefore, the number of ways randomly an integer which represents a composite number generated by a computer between 10 and 20 ( inclusive ) is equal to option C. 6.
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Sclect the correct option for the adjoining situation in which liquid is flowing through a pipe of variable cross-section represent presssure)
(a) if (b) values of and (c) values of and (d) valucs of and
The correct option for an adjoining situation in which liquid is flowing through a pipe of variable cross-section representing pressure is (a) V1>V2 if L1>L2.
This is because, in a pipe of variable cross-section, the velocity of the liquid (V) is directly proportional to the cross-sectional area of the pipe (L). Therefore, if the cross-sectional area of one section of the pipe (L1) is greater than that of another section (L2), then the velocity of the liquid flowing through the first section (V1) will be greater than that of the second section (V2). This is due to the fact that in the area of the pipe where the cross-sectional area is greater, the liquid will have more space to flow and thus will have a higher velocity.
The other options are incorrect because these situations are not possible.
In fluid mechanics, The pressure drop is directly proportional to the fluid velocity, as well as the density of the fluid and the length of the pipe. The pressure drop is inversely proportional to the cross-sectional area of the pipe. So if the cross-sectional area of the pipe is increasing, the pressure is decreasing. And if the cross-sectional area of the pipe is decreasing, the pressure is increasing.
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The complete question is:
Select the correct option for the adjoining situation in which liquid is flowing through a pipe of variable cross-section (P1, P2 represent pressure(a) V1>V2 if L1>L2 (b) V1<V2 for all values of L1 and L2 (c) P1<P2 for all values of L1 and L2 (d) P1>P2 values of L1 and L2
3. Put the integers in order from smallest to greatest. a. -41; 54; -31; -79; 57 b. 43; -54; 44; -55; -37; 22; 52; -39; -43; -56; 18
please help asp
50 points
a. -79, -41, -31, 54, 57
b. -56, -55, -54, -43, -39, -37, 18, 22, 43, 44, 52
In both cases, I have put the integers in order from smallest to greatest by comparing each number and placing them in the correct order. Starting with the smallest number and moving to the largest.
How to make a square with this equation y2+18y+
Answer: The missing value is 81.
Step-by-step explanation: In a square, the formula is [tex]y^2 + 2y + y^2[/tex],
where the first y^2 is staying there. 18/2 is 9, and 9 squared is 81.
As the price of tickets rises from $200 to $250, the price elasticity of demand for business travelers is , and the price elasticity of demand for vacationers is , using the midpoint method. Therefore, the demand for airline tickets in this price range is elastic for vacationers because business travelers are sensitive to changes in price.
Answer:
The price elasticity of demand measures how responsive the quantity demanded is to a change in price. It can be calculated using the midpoint method, which is (change in quantity demanded / average quantity demanded) / (change in price / average price).
Using the midpoint method to calculate the price elasticity of demand for business travelers and vacationers, you would need more information such as the change in quantity demanded and the average quantity demanded for each group at different prices.
It is not possible to say if the demand is elastic or not for either group based on the information provided.
Which figure is a quadrilateral?
Answer: Figure 2 (The rectangle)
Hope this helps :)
Step-by-step explanation:
Quadrilaterals are shapes that have 4 (connected) sides
Answer:
the second figure
Step-by-step explanation:
Quadrilaterals have a maximum and minimum of four
John ate x ounces of steak. Kate ate 2/3 less . What would a diagram look like to represent this 
It is a structured visual representation of simplified thoughts, ideas, structures, relationships, statistical data, anatomy, etc. It can be used in any part of human activity to clarify a topic or provide an example of a topic.
What are the 4 types of charts?Mind maps, flowcharts, fishbone diagrams, hierarchy/org charts, and SWOT analysis charts are the most common types of diagrams covered in this article. It is a structured visual representation of simplified thoughts, ideas, structures, relationships, statistical data, anatomy, etc. It can be used in any part of human activity to clarify a topic or provide an example of a topic.
A diagram that shows the parts of an object and their interrelationships is called a diagram.
It is a structured visual representation of thoughts, ideas, structures, relationships, statistical data, anatomy, etc. It's a simplification. It can be used in any part of human activity to clarify a topic or provide an example of a topic.
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PLEASE HELP FAST!! THANKS SO MUCH (file attached)
Let x be the total amount of money .
Emily's share =(1/3)x
Given Emily's share = 45000
so (1/3)x = 45000
x = 135000
Eric's share = (2/5)x
Eric puts 75% of his share in bank
= (2/5)*x*0.75
= (2/5)*135000*0.75
= 40500
Cat's share
= 1-([(1/3)*x] + [(2/5)*x])
= (4/15)*x
= (4/15)*135000
= 36000
Mary organize a birthday party for her daughter some of the guys show up late and there was not enough cake to get to every child a full piece of cake Mary Kay 4/5 of a cake to 7 how many total pieces did she distribute
This is an algebraic word problem that is evaluated to give the total pieces of cake Mary distributed to be 35.
Algebraic word problemIn algebraic word problems, we can represent an unknown number using letters and then carry out basic mathematics operations to get the value of the unknown number.
We shall represent the total pieces of cake Mary distributed with the letter x, so that:
x - 4x/5 = 7 {the pieces left that got to the 7}
(5x - 4x)/5 = 7
x/5 = 7
x = 5 × 7 {cross multiplication}
x = 35.
Therefore, the algebraic word problem is solved to give us the total pieces of cake Mary distributed to be 35.
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if sample size is large can we use z insteed of t distribution for given sample mean and sample standard variance
If the sample size is large (typically n > 30), then it is generally appropriate to use the standard normal distribution (z-distribution) to approximate the sampling distribution of the sample mean.
What are the standard's mean and variance?
Standard deviation is the square root of the number, while variance is equal to the average squared deviations from the mean. Additionally, the variance's square root is the standard deviation.
This is because as the sample size increases, the Central Limit Theorem states that the sample mean will become more normally distributed, regardless of the underlying distribution of the population.
This is due to the fact that the standard error of the sample mean, which is the standard deviation of the sampling distribution of the mean, decreases as the sample size increases. When the sample size is large, the sample mean will be approximately normally distributed with mean equal to the population mean and standard deviation equal to the population standard deviation divided by the square root of the sample size.
However, it is important to note that in order to use the z-distribution to approximate the sampling distribution of the sample mean, it is necessary to know the population mean and population standard deviation. If these values are not known, it is appropriate to use the t-distribution, which does not require knowledge of the population parameters.
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