Give me a list of rational numbers that are not integers.

Answer:

63

Step-by-step explanation:

b*h/2

b= 18

h=7

(7*18)/2 = 63

The expression for a  90% confidence interval, given a sample of 50 people with a sample proportion of 0.65 is B. [tex]0.65\pm1.645\sqrt{\frac{0.65(1 -0.65)}{50}[/tex].

The mean of your estimate plus and minus the range of that estimate constitutes a confidence interval. Within a specific level of confidence, this is the range of values you anticipate your estimate to fall within if you repeat the test. In statistics, confidence is another word for probability.

We know the confidence interval for a population proportion is given by the formula [tex]p\pm{Z_\frac{\alpha}{2}}\sqrt{\frac{p(1 -p)}{n}[/tex], where p = population proportion,

n = The number of samples and [tex]Z_\frac{\alpha}{2}[/tex] is the area value corresponding to the context.

Given, The 90% confidence interval, given a sample of 50 people with a sample proportion of 0.65.

We know at 90% confidence interval [tex]Z_\frac{\alpha}{2}[/tex] = 1.645.

Therefore it should be [tex]0.65\pm1.645\sqrt{\frac{0.65(1 -0.65)}{50}[/tex].

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Answer:

Gia has 85 beads in the end

Step-by-step explanation:

28+17 beads = 45 beads

94 beads - 45 beads = 49 beads

49 beads + 36 beads = 85 beads

That bill age is currently 46 years old, and the ted age is currently 14 years old, according the provided statement.

Frequently, having an ancient soul only means you see things differently. There is nothing improper about that. In fact, most individuals would contend that having a distinct outlook on life may be advantageous to both you and those in your life. Depending on how you do it with your understanding, the wider world may be a possibility.

Equations:

B+2 = 3(t+2), B+t = 60, B-t = 4, and B+t = 60

Solve for "t" by subtracting: 4t = 56 t Equals 14 (Ted's current age).

Calculate "b" as follows: b + t = 60 b + 14 = 60 b Equals 46 (Bill's current age).

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We can see here that assuming is solving a linear system and in the process of solving it, the person gets a final statement of 5 = 0, the true statement will  be: D. None of these statements are true.

A linear system is a set of one or more linear equations involving the same variables. The goal is to find the values of the variables that simultaneously satisfy all the equations in the system.

A linear equation of the form 5 = 0 has no solutions, since 5 is not equal to 0. In this case, if you graph the equation on a coordinate plane, it will be a straight line with no points on the line satisfying the equation.

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Answer:

2^845 is greater than 5^362.

Step-by-step explanation:

To compare the two numbers, we can evaluate them using the logarithm function with base 2 and base 5 respectively.

2^845 = 2^(845 * log2(2)) = 2^(845 * 1) = 2^845

5^362 = 5^(362 * log5(5)) = 5^(362 * 1) = 5^362

The logarithm of a number is the exponent to which the base must be raised to give that number. Since logarithm function is a monotonically increasing function, if we compare log base a of x to log base a of y, logarithm of x is greater than y if x is greater than y.

So 2^845 > 5^362 if 845 > 362 * log5(2)

We can calculate log5(2) = log5(2)/log5(2) = 0.6309

so 845 > 362 * 0.6309

845 > 229.8198

so 845 is greater than 229.8198, therefore 2^845 is greater than 5^362.

Answer:

Step-by-step explanation:

2^845 = 2^5(2^7)^120 = 32(128)^120,

5^362 = 5^2(5^3)^120 = 25(125)^120,

2^845 is bigger.

well, the triangle is an equilateral, so all sides are equal, we know that the segment "x" stems out of the vertex and drops perpendicular to the other side, now, the vertex "x" stems from has two equal sides.

what the hell all that means?  well it means that "x" is an altitude and is also  an angle bisector and likewise is also cutting the opposite side into two equal halves, meaning that one side is really 8 + 8 = 16, so then

[tex]\stackrel{altitude}{height}\textit{ of an equilateral triangle}\\\\ h=\cfrac{s\sqrt{3}}{2} ~~ \begin{cases} s=\stackrel{length~of}{a~side}\\[-0.5em] \hrulefill\\ s=16 \end{cases}\implies h=\cfrac{16\sqrt{3}}{2}\implies h=8\sqrt{3}[/tex]

The amount of each solution that should be mixed together to obtain the desired target solution is;

160 quarts of the solution that contains 3 parts salt to 5 parts water

120 quarts of the solution that contains 2 parts salt to 8 parts water

The parameters are;

Solution A contains 2 parts salt to 8 parts water

Solution B contains 3 parts salt to 5 parts water

Target Mixture contains 3 parts salt to 7 parts water:

Expressing the salt concentration in decimal form;

Solution A: 2/(2 + 8) = 2/10

= 0.20 salt

Solution B: 3/(3 + 5) = 3/8

= 0.375 salt

Mixed Solution: s/(3 + 7) = 3/10

= 0.30 salt

Since target mixture is 280 quarts;

If the amount of 0.375 salt present in mixed solution is denoted by x

Then, the amount of 0.20 salt is expressed as;

y = 280 – x

Using a general mixture equation, we will have;

0.375x + 0.20(280 - x) = 0.30(280)

0.375x + 56 - 0.20x = 84

Subtract 56 from both sides of the equation

0.375x - 0.20x + 56 – 56 = 84 – 56

0.375x - 0.20x = 28

0.175x = 28

Divide both sides of the equation by 0.175

0.175x/0.175 = 28/0.175

x = 160

Thus;

y = 280 – x

y = 280 – 160

y = 120

Therefore,

x = 160 quarts of the solution that contains 3 parts salt to 5 parts water

y = 120 quarts of the solution that contains 2 parts salt to 8 parts water

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Answer:

by finding the angles and sides using law of sines

Step-by-step explanation:

basically you have to use the law of sines to find the angles and sides, after that you will find the angles and sides using law of sines

The range for the function f(x) = 3x² + 18x is option d: [-27 , ∞).

What is the range of a function?

A function's range includes all conceivable values for y. Y = f(x) is the formula to determine a function's range . It is only a function in a relation if each x value has exactly one y value.

The given function is -

f(x) = 3x² + 18x

The set of values of the dependent variable for which a function is defined is a function's range.

For a parabola ax^2+bx+c with vertex (xv,yv) -

If a<0 the range is f(x) ≤ yv.

If a>0 the range is f(x) ≥ yv.

Here a=3, and vertex (xv,yv) = (-3,-27)

So, f(x) ≥ -27.

Therefore, the range is [-27 , ∞).

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0.115 is the quotient of  9.43/82

A division is a process of splitting a specific amount into equal parts.

In division, we divide a number by any other number to get another number as a result.

The number which is getting divided here is called the dividend.

The number which divides a given number is the divisor.

The number which we get as a result is known as the quotient.

9.43/82 we have to find quotient

9.43 is the dividend and 82 is the divisor

9.43/82=0.115

Hence, 0.115 is the quotient of  9.43/82

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The given historical date have time difference. So the Historical Dates From 800 BC to 1800 AD is a interval data. So the option a is correct.

In the given question we have to classify the historical dates from 800 BC to 1800 AD.

All real numbers that fall inside any two of the set's numbers are known as members of an interval, which is a set of real numbers.

Data that may be labelled or categorized into groups that are mutually exclusive within a variable is known as nominal data. There is no logical order in which to place these categories.

Ordinal data is a categorical statistical data type when the distances between the categories are unknown and the variables have naturally occurring, ordered categories.

A type of numerical data is ratio data. It evaluates variables on a continuous scale, with equal distance between neighbouring values.

As we can see that the given historical date have time difference. So the Historical Dates From 800 BC to 1800 AD is a interval data. So the option a is correct.

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Answer: 0.8? i'm not sure lol check explaination

Step-by-step explanation:
slope formula: y2-y1/x2-x1
5-1/3-(-2)=4/5=0.8

The slope and y-intercept can provide important information about the relationship between the variables being modeled.

What are the slope and y-intercept?

The slope and y-intercept are both elements of a linear equation of the form y = mx + b, where m represents the slope of the line and b represents the y-intercept of the line.

The slope (m) represents the rate of change of the dependent variable (y) with respect to the independent variable (x). It tells us how much the y-value changes for a given change in the x-value. The slope can be positive, negative, or zero, and it is often represented as a ratio, such as "rise over run" or "rise/run". A positive slope indicates that the line rises as x increases and a negative slope indicates that the line falls as x increases.

The y-intercept (b) represents the point at which the line crosses the y-axis. It tells us the value of y when x = 0. In other words, the y-intercept is the value of the dependent variable when the independent variable is zero.

Hence, the slope and y-intercept can provide important information about the relationship between the variables being modeled.

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On solving the provided question, we can say that a set's elements can be arranged in any sequence.

A mathematical representation of a variety of different things is called a set. Any type of mathematical object may be one of the elements or terms that make up a set. Symbols, numbers, lines, other geometric shapes, points in space, variables, and even other quantities. A proposition in mathematics is a structured group of items that can be expressed as a list or a proposition builder. Curly brackets are commonly used to identify sets. For instance, A = 1, 2, 3, 4 is a set. A set is essentially a group of items that are seen together. The items that make up a set are referred to as its members or elements. The components of a set may consist of any item, but for our purposes, they usually consist of mathematical objects like numbers, functions,

Set Representation

A capital letter indicates a set. For instance, consider sets A, B, N, etc.

Small letters are used to identify the components of a set. Each element is written using curly brackets and a comma in between.

Elements are not repeated in set notation.

A set's elements can be arranged in any sequence.

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Answer:

9 [tex]\frac{1}{3}[/tex]

Step-by-step explanation:

[tex]\frac{4}{1}[/tex] x [tex]\frac{7}{3}[/tex] = [tex]\frac{28}{3}[/tex] = 9 [tex]\frac{1}{3}[/tex]

Therefore, correct response is percentage C. "For comedies that college students enjoy, she estimated the conditional relative frequency. The right response is 28%.

A number or figure that is expressed as a fraction of 100 is known as a percentage in mathematics. There are also sporadic uses of the acronyms "pct.," "pct," and "pc." However, the "%" symbol used to represent it is often employed. No dimensions exist; the % amount is flat. Percentages are essentially fractions because their numerator is 100. A percent symbol (%) should be placed in front of a number to indicate that it is a percentage. For instance, if you answered correctly 75 out of questions in total on a test, you'd get a 75%.

Here,

Given :

She determined the combined relative frequency for humor and college. For college students who enjoy comedy, the appropriate conditional relative frequency value is 28%.

For comedies that college students enjoy, she determined the conditional relative frequency. For college students who enjoy comedy, the appropriate conditional relative frequency value is 16%.

For comedies that college students enjoy, she determined the conditional relative frequency. The right response is 28%.

She determined the combined relative frequency for humor and college. The right response is 16%.

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Yes, the above mentioned is a valid probability distribution because the probabilities add up to give you 1.

Probability distribution gives you the probability of different variations of the event happening. It gives the chances of the occurrence of random events like rolling a die, tossing a coin, etc. To check whether your probability distribution is right, you have to sum up your probabilities. If it adds up to 1, it is right. If it does not, it is not. Only if the sum is 1, the table shows the real probability of the event happening. In this question, 0.22 + 0.62 + 0.16 = 1. Therefore, the probability distribution is valid.

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Answer:

1.  Rotation 90° counterclockwise

    (x, y) → (-y, x)

2.  Translation 2 right and 2 down

    (x, y) → (x + 2, y – 2)

3.  Reflection over the x-axis

    (x, y) → (x, -y)

4.  Translation 2 left and 2 up

    (x, y) → (x – 2, y + 2)

Step-by-step explanation:

Translation 2 left and 2 up

To translate (move) a point two units to the left, we subtract 2 from its x-value.  Similarly, to translate (move) a point two units up, we add 2 to its y-value.

Rotation 90° counterclockwise

When rotating a point 90° counterclockwise, the y-value becomes negative, and the x and y switch:

Translation 2 right and 2 down

To translate (move) a point two units to the right, we add 2 to its x-value.  Similarly, to translate (move) a point two units down, we subtract 2 from its y-value.

Reflection over the x-axis

When a point is reflected over the x-axis, the y-value is negated but the x-value stays the same:

Since Paul's English class is located in the same quadrant as the library, the coordinates of the English classroom include the following: B: (−4, 5).

In Mathematics, the translation of a geometric figure or graph to the right simply means adding a digit to the value on the x-coordinate (x-axis) of the pre-image or function.

On the other hand (conversely), the translation a geometric figure or graph downward simply means subtracting a digit from the value on the y-coordinate (y-axis) of the pre-image or function.

Since the library is located in the fourth quadrant in which the value on the x-coordinate (x-axis) is positive while the value on the y-coordinate (y-axis) is negative, we can reasonably infer and logically deduce that its coordinates would be translated to the right and then downward.

In conclusion, the coordinates of the English classroom would most likely have negative x-coordinate (x-axis) and a positive y-coordinate (y-axis);

Coordinates of the English classroom = (-4, 5).

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Complete Question:

The map shows the location of four places in a school.

A coordinate plane is shown. There is a point at 5, 2 labeled Front office. There is a point at negative 6, 4 labeled Gym. There is a point at negative 4, negative 3 labeled Auditorium. There is a point at 6, negative 4 labeled Library.

Paul's English class is located in the same quadrant as the library. Which of the following could be the coordinates of the English classroom?

A: (4, 5)

B: (−4, 5)

C: (−4, −5)

D: (4, −5)

Yes, the  intersection of all of those intervals always be ope

The mathematical concept of well-defined groupings of objects, or sets, that are referred to as members or elements of the set. The only sets that are taken into consideration are those whose members are also sets because pure set theory only deals with sets.

Any union of open sets, or an unlimited number of open sets, is open. It is open where a finite number of open sets intersect.

A closed set is the complement of an open set (according to the space that the topology is specified on).

Thus, the intersection of all of those intervals always be open.

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The rate of change of volume with respect to R is 4πR².

The rate of change function is defined as the rate at which one quantity is changing with respect to another quantity. In simple terms, in the rate of change, the amount of change in one item is divided by the corresponding amount of change in another. The rate of change formula gives the relationship describing how one quantity changes in relation to the change in another quantity. The rate of change from the coordinates of y to the coordinates of x can be found out as Δy/ Δx = (y2 - y1 )/ (x2 - x1 ). For a linear function, the rate of change m is represented in the slope-intercept form for a line: y=mx+b whereas the rate of change of functions is otherwise defined as, (f(b)-f(a))/ b-a.

The volume of the sphere is:

V = (4π/3)(R³)

Differentiating volume with respect to radius gives:

dV/dR  = (4π/3)× (3R²) = 4πR²

Thus, the rate of change of volume with respect to R is 4πR².

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the length of DG in this cuboid is 46.53 cm

Pythagorean theorem, the well-known geometric theorem that the sum of the squares on the legs of a right triangle is equal to the square on the hypotenuse (the side opposite the right angle)—or, in familiar algebraic notation, a2 + b2 = c2.

here, we have,

from the given figure,

we get,

by Pythagorean theorem,

DG =√41²+22²

     =46.53

hence, the length of DG in this cuboid is 46.53 cm

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The angle formed by the intersection of secant and tangent is as follows:

m∠P = 51.83 degrees.

A line that touches the circle at a single point is known as a tangent to a circle. Secant is straight line that intersects a curve at two or more points.

Therefore, the measure of the angle formed by the intersection of a tangent and a secant is equals to half the difference of the intercepted arcs.

Hence,

m∠P = 1 / 2 (125.83 - 22.17)

m∠P = 1 / 2 (103.66)

m∠P = 1 / 2 × 103.66

m∠P = 51.83 degrees

Therefore, the angle formed by the intersected secant and tangent is 51.83 degrees.

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Answer:

The slope: 2/5

The point is on the graph below

Step-by-step explanation:

y−4=2/5(x+3)

y - 4 = 2/5x + 3

y = 2/5x + 7

The equation is y = mx + b

m = the slope

m = 2/5

Answer:

[tex]point=(-3,4)\\\\slope=\frac{2}{5}[/tex]

Step-by-step explanation:

[tex]y-y_0=m(x-x_0)[/tex]

[tex]y_o:y-point\\x_o:x-point\\m=slope[/tex]

[tex]y-4=\frac{2}{5}(x+3) \\\\y_0=4\\x_0=-3\\\\slope=\frac{2}{5}[/tex]

Hyperbola will form out from the cone.

The generator, vertex, and vertical axis are three crucial components of the double-napped cone. Conic sections or conics are the curves that result from the division of a double-napped cone into sections by a plane.

A plane intersects with both parts of a double cone to form a hyperbola, which is an open curve with two branches. The hyperbola will be symmetrical regardless of whether the plane is parallel to the axis of the cone or not.

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Conduct additional surveys to increase the total number of responses.

Remove duplicates from the dataset to eliminate skewing of results

Use caution when interpreting the results and consider them exploratory rather than conclusive

Consider using a different methodology for gathering data, such as focus groups or interviews

Adjust the confidence level for the survey results to account for the smaller sample size

Use a different data analysis technique, such as bootstrapping, to account for the limitations of the dataset

Consider using a sample survey method, like stratified sampling or cluster sampling.

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As per the given bar graph, the class with the least number of data values is 85 - 95.

The term bar graph in math is defined as  a graphical representation of data, quantities, or numbers using bars or strips and they are used to compare and contrast different types of data, frequencies, or other measures of distinct categories of data.

Here we have the following bar graph with the values are plotted on it.

By looking into the given graph we have idetintified the value of the interval as follows:

35 - 45 = 3

45 - 55 = 5

55 - 65 = 8

65 - 75 = 6

75 - 85  = 4

85 - 95 = 2

As we looking into the value we know that the option (d) has the lowest value among them.

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Solution for the given expression is x = 16y^2 -5.

Any mathematical statement that includes numbers, variables, and an arithmetic operation between them is known as an expression or algebraic expression. In the phrase 4m + 5, for instance, the terms 4m and 5 are separated from the variable m by the arithmetic sign +.

Given an expression in terms of x where y and x both are variables

To make x the subject we need to calculate the value of x in terms of y

Thus,

√(x +5) / 4 = y

multiply by 4 both sides

√(x + 5 ) = 4y

take square

x + 5 = 16 y²

x = 16y² - 5

therefore, given expression in terms of y is  x = 16y² - 5.

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