If RV = 54, find XV.

Answer:

d.) the scale of intervals on the vertical axis is inconsistent.

Step-by-step explanation:

linear equation

An equation with a maximum power of 1 for a variable is called a linear equation.

How to form a linear equation based on a given situation?

The total number of paid holidays is y.

Also, let x be the number of years Mara worked for the company.

4 days of fixed paid vacation. The additional number of years of paid leave is 3 days.

So, the linear equation that forms is

y = 3x + 4... (1)

Five years from now, how many days of paid vacation will she take?

Substitute the value of x = 5 into equation (i).

y = 3(5) + 4

y = 15 + 4

y = 19

Mara therefore has 19 days of paid leave after her five years of service.

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By "standard deviation", 30.62% the percentage of takeoff distances .

How to interpret a standard deviation?

The term "standard deviation" (or "") refers to the degree of dispersion of the data from the mean.

                          Data are grouped around the mean when the standard deviation is low, and are more dispersed when the standard deviation is high.

X ~ N ( µ = 628 , σ = 80 )

P ( 464 < X < 592 ) = ?

Standardizing the value

Z = ( X - µ ) / σ

Z = ( 464 - 628 ) / 80

Z = -2.05

Z = ( 592 - 628 ) / 80

Z = -0.45

P ( -2.05 < Z < -0.45 )

P ( 464 < X < 592 ) = P ( Z < -0.45 ) - P ( Z < -2.05 )

P ( 464 < X < 592 ) = 0.3264 - 0.0202

P ( 464 < X < 592 ) = 0.3062

               = 30.62%

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Answer:

706.5 inches^2.

Step-by-step explanation:

The area of a circle is given by the formula A = πr^2, where A is the area of the circle, r is the radius of the circle, and π is a mathematical constant approximately equal to 3.14.

To find the area of a Mercedes wheel with a radius of 15 inches, we can substitute these values into the formula:

A = πr^2 = π(15 inches)^2 = 706.5 inches^2

Rounding to the nearest tenth, the area of the Mercedes wheel is approximately 706.5 inches^2.

The probability that Sophia does not break the piñata on the first hit and does break the piñata on the second hit is of:

0.24 = 24%.

In the context of a problem, a probability is calculated as the division of the number of desired outcomes divided by the number of total outcomes.

In the context of this problem, these probabilities are given by the percentages/proportions stated in the problem.

The probability that Sophia does not break the piñata on the first hit and does break the piñata on the second hit is calculated considering these two outcomes given as follows:

The probability is calculated as the multiplication of these outcomes, as follows:

p = 0.3 x 0.8 = 0.24 = 24%.

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(B) All mathematic teachers who attended the conference.

Option B is the correct option.

The study and development of techniques for gathering, processing, interpreting, and presenting empirical data are the focus of the science of statistics.

A statistic is a numerical representation of a sample property. One example of a statistic is the average number of points students in one math class got at the conclusion of the term if we assume that class to be representative of the population of all math classrooms.

Due to their role in assisting decision-making, statistics are crucial. To track progress, evaluate performance, identify issues, and set priorities, governments, organizations, and corporations all gather statistics.

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Answer:

the second one

Step-by-step explanation:

Answer:

56°

Step-by-step explanation:

the measurement of angle O is less than 90°, but not 62°, and angle O is larger than angle R, so angle O is not 28°, so the only other option less than 90° is 56°

Answer: 1.3

Step-by-step explanation:

We know that in order to convert from percentages to decimals, we divide by 100. Therefore, 130 percent is the same as 1.3.

Answer: 1.3

Step-by-step explanation:

100% is equal to 1. Now we just have to find the value of 30%. Divide 1 by 10 and multiply by 3 to get 0.3. Since 0.3 is 30% and 1 is 100%, 130% = 1 + 0.3 = 1.3.

An easier way of converting is dividing the percentage by 100.

the population of the country in 2003 is, 368.3 million.

What is exponential?

The exponential is an example of a mathematical function that is useful in determining if something is increasing or decreasing exponentially is the exponential function. As implied by its name, an exponential function uses exponents. But take note that an exponential function does not have a variable as its exponent and a constant as its base (if a function has a variable as the base and a constant as the exponent then it is a power function but not an exponential function).

The population's description is provided by the exponential model a = 368.3e0.002t.

"a" denotes a nation's population in millions,

following 2003 by t years.

We must ascertain the country's population in 2003.

At 2003, t = 0.

In the exponential model above, enter t = 0.

a = 368.3e^0.002(0) (0)

a = 368.3e^0

a = 368.3

Hence, the population of the country in 2003 is, 368.3 million.

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Number of states ,  100 Percentage of students  0- 0 100 Percentage of students 20 21- 40 41- 60 61- 80 81- 100

1. Draw a horizontal axis with percentages of students (0 - 100%) marked along the axis.

2. Draw a vertical axis with number of states (0 - 25) marked along the axis.

3. Divide the horizontal axis into sections, with each section corresponding to one of the percentage ranges in the table (20%, 21-40%, 41-60%, 61-80%, 81-100%).

4. For each section, draw a rectangle with a height that corresponds to the number of states in that range. For example, for the 81-100% section, the rectangle should have a height of 25.

5. Label each rectangle with the corresponding percentage range.

The final result should be a histogram that shows the percentage of high school graduates who took a national test in 2016 among the 50 states and the District of Columbia.

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The sixth number of the arithmetic progression is 44

Arithmetic Progression (AP) is a sequence of numbers in order, in which the difference between any two consecutive numbers is a constant value.

For example 3, 8 , 13, 18, 23 is an arithmetic progression with common difference of 5

The nth term of a sequence is given as a1+(n-1)d

where a1 is the first number

Therefore

a5= 37

a4= 30

a2= 16

a3 = (30+16)÷2 = 46÷2= 23

therefore common difference = 23-16 = 7

a1 = 16-7= 9

therefore a6 = fifth number + common difference

a6= 37+7= 44

therefore the sixth number is 44

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The z-scores of the monthly utility bills for the value of x as $60, $71 and $9 are -1.25, 0.125, and 2.25 respectively.

What is Z-score?

A Z-score helps us to understand how far is the data from the mean. It is a measure of how many times the data is above or below the mean. It is given by the formula,

Z = (X - μ)/σ

Where Z is the Z-score,

X is the data point,

μ is the mean and σ is the standard variable.

As it is given that the standard deviation of the monthly utility bills is $8, while the mean is $70. Therefore, the z-score can be written as,

A.) X= 60

z= (60- 70 )/8 = -1.25

B.) X = 71

z = ( 71 -70)/8 = 0.125

C.) X = 92

z= (92 - 70)/8 = 2.25

Hence, the z-scores of the monthly utility bills for the value of x as $60, $71 and $9 are -1.25, 0.125, and 2.25 respectively.

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Answer: It's kumon?

Step-by-step explanation:

The graph of the system of inequalities y ≤ –0.75x  , y ≤ 3x – 2 is attached.

Actual solution of the inequalities in the graph is shown by common shaded region of both the inequalities below A(-0.533 , 0.4 ).

As shown in the question,

Given system of inequalities  are :

y ≤ –0.75x

y ≤ 3x – 2

Graph of the inequalities is attached.

For first inequality :

y ≤ –0.75x

When x = 0

y ≤ 0

when y =0 ⇒ x ≤ 0

For second inequality :

y ≤ 3x – 2

x = 0⇒ y ≤ -2

when y =0 ⇒x ≥ 2/3

Actual solution by converting into equalities

y = -0.75x

Substitute in second equation

-0.75x = 3x -2

⇒ 3.75x =2

⇒ x= 0.5333

⇒ y= -0.4

Graph below ( 0.533 , -0.4 ) represents the actual  solution.

Therefore, the actual solution of the attached graph of the inequalities is region below ( 0.533 , -0.4 ) common shaded region.

The complete question is :

Consider the system of inequalities and its graph. y ≤ –0.75x , y ≤ 3x – 2 In which section of the graph does the actual solution to the system lie? 1 2 3 4.

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Answer:

C. 225m^2

Step-by-step explanation:

Let's find the area of the shaded region. There are 5 whole squares shaded. There are 8 half squares shaded. (Each pair of triangles makes a whole square.) We have 4 more whole squares.

There are a total of 9 whole squares shaded.

The length of the side of the entire shape is 25m. The entire shape is divided into 25 squares. 25/5 = 5.

Each small square has an area:

A_smallsquare

= 5×5

= 25m^2

A_shaded

= 25 × 9

= 225m^2

The total amount that the businessman has to pay the bank after two years is P10260

From the question, we have the following parameters that can be used in our computation:

Principal, P = P9000

Rate, r =7%

Time = 2 years

The amount to pay back is calculated using the following amount equation

A = P + PRT

Substitute the known values in the above equation, so, we have the following representation

A = 9000 + 9000 * 7% * 2

Evaluate the sum of products

A = 10260

Hence, the amount to pay back at the bank is P10260

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When the polynomial (2x³+4x² - 9x -18) is divided by x+5, the quotient is 2x²-6+21 and the remainder is -123/(x+5).

Polynomials are sums of k-x^n terms, where k can be any number and n can be any positive integer. 3x+2x-5, for example, is a polynomial. Polynomials are introduced. This video defines words such as degree, standard form, monomial, binomial, and trinomial. A polynomial is an equation made up of variables, constants, and exponents that are mixed using mathematical operations including addition, subtraction, multiplication, and division (No division operation by a variable).

Here,

Dividend=(2x³+4x² - 9x -18)

Divisor=(x+5)

On dividing them using long division,

quotient=2x²-6+21

remainder=-123/(x+5)

The quotient is 2x²-6+21 and remainder is -123/(x+5) for the polynomial (2x³+4x² - 9x -18) when divided by x+5.

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Student 4 used the least amount of paint for the art project

Given:

Student 1 used seventeen twentieths => 17/20

Student 2 used 1 and one-fourth => 1 1/4 = 5/4

Student 3 used 65% = 65/100

Student 4 used 0.20 = 20/100

Since the amount of paint used for the art project has been expressed in fractions. Find the LCM:

17/20, 5/4, 65/100, 20/100

The  LCM of 20, 4 and 100 is 100

Student 1: 17/20 = 85/100

Student 2: 5/4 = 125/100

Student 3: 65/100

Student 4: 20/100

Thus, student 4 used the least amount of paint

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Answer: Student 4 (d)

Step-by-step explanation:

Brainliest?

Answer:

Step-by-step explanation:

The Dialog module prompts the user to select a model, allowing the user to access the database and select data for the decision process or to set criteria for selecting such data .

Given :

prompts the user to select a model, allowing the user to access the database and select data for the decision process or to set criteria for selecting such data.

Dialog module :

The dialog module provides dialog awareness for the Kamailio proxy. It's functionality is to keep track of the current dialog , to offer information about them .

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a) The wording for the random variable is given as follows:

n X = the number of 337 randomly selected people who get the vaccine and do not get the flu;

b) The symbol is: n = 337.

c) The symbol is: p = 0.8.

d) P(X = 265) = 0.0426.

e) P(X < 265) = 0.2451.

f) P(X > 265) = 0.7123.

g) P(X = 268) = 0.0545.

h) P(X < 268) = 0.3859.

i) P(X > 268) = 0.5596.

The z-score of a measure X of a variable that has mean symbolized by [tex]\mu[/tex] and standard deviation symbolized by [tex]\sigma[/tex] is obtained by the rule presented as follows:

[tex]Z = \frac{X - \mu}{\sigma}[/tex]

The parameters for the binomial distribution in this problem are given as follows:

n = 337, p = 0.8.

Hence the mean and the standard deviation for the approximation are given as follows:

Using continuity correction, the probability that exactly 265 people do not get the flu is the p-value of Z when X = 265.5 subtracted by the p-value of Z when X = 264.5.

X = 265.5:

[tex]Z = \frac{X - \mu}{\sigma}[/tex]

Z = (265.5 - 269.6)/7.34

Z = -0.56

Z = -0.56 has a p-value of 0.2877.

X = 264.5:

[tex]Z = \frac{X - \mu}{\sigma}[/tex]

Z = (264.5 - 269.6)/7.34

Z = -0.69

Z = -0.69 has a p-value of 0.2451.

Hence:

0.2877 - 0.2451 = 0.0426.

Then:

e) P(X < 265) = 0.2451 -> p-value of Z when X = 264.5.

f) P(X > 265) = 1 - 0.2877 = 0.7123 -> one subtracted by the p-value of Z when X = 265.5.

For exactly 268, we have the same logic as follows:

X = 265.5:

[tex]Z = \frac{X - \mu}{\sigma}[/tex]

Z = (268.5 - 269.6)/7.34

Z = -0.15

Z = -0.15 has a p-value of 0.4404.

X = 267.5:

[tex]Z = \frac{X - \mu}{\sigma}[/tex]

Z = (267.5 - 269.6)/7.34

Z = -0.29

Z = -0.29 has a p-value of 0.3859.

Hence:

0.4404 - 0.3859 = 0.0545.

Then:

h) P(X < 268) = 0.3859 -> p-value of Z when X = 267.5.

i) P(X > 268) = 1 - 0.4404 = 0.5596.

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Cash is debited for increasing assets and credited for increasing stockholder equity by crediting common stock and paid-in capital.

Given,

Alma corp. issues 1,000 shares of $10 par common stock at $14 per share.

We have to find the credits made to when the transaction is journalized;

The journal entry is displayed below;

Cash; 1,000 shares at $14 = 1000 × 14 = $14,000

To Common Stock ; 1,000 shares at $10 = 1000 × 10 = 10,000

To Paid in capital in excess of par value; 3,000 shares at $4 = 14,000 - 10,000 = 4,000

Being documented as the common stock's issue

Here, cash is debited because it increased assets and credited because it increased stockholder equity by purchasing common shares and paying for capital.

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On solving the provided question, we got to know the vertices those are - Q' = (-3, 3), R' = (-5, -3), S' = (-2, -2), T' = (0, 1)

As kids learn about the characteristics of 3D forms, vertices, faces, and edges start to appear often in geometry. Here's what it means and how to figure out how many vertices, faces, and edges each form has. The most popular forms' edge, face, and vertex counts are also included.

[tex]The coordinates of the vertices of the quadrilateral are;[/tex]

[tex]T(-2, 1), Q(1, 3), S(0, -2), R(3, -3)[/tex]

T

The coordinates of the vertices of the quadrilateral are;

[tex]T(2, 0)QRST, gives;\\ T(2, 0)QRST→ T(-2 + 2, 1), Q(1 + 2, 3), S(0 + 2, -2), R(3 + 2, -3)\\ T(2, 0)QRST→ T(0, 1), Q(3, 3), S(2, -2), R(5, -3)\\[/tex]

For the next process R y-axis which is the reflection about the y-axis, the preimage (x, y) becomes the image (-x, y)

Therefore, we have;

[tex]R y-axis(T(0, 1), Q(3, 3), S(2, -2), R(5, -3)) = T'(0, 1), Q'(-3, 3), S'(-2, -2), R'(-5, -3)\\ From which we get (Ry-axis T(2, 0))(QRST = T'(0, 1), Q'(-3, 3), S'(-2, -2), R'(-5, -3).[/tex]

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The 95% confidence interval to estimate the proportion of students on financial aid = (0.522, 0.658)

In this question we have been given a university dean is interested in determining the proportion of students who receive some sort of financial aid.

Let p be the population proportion of students who receive some financial aid.

The dean randomly selects 200 students and finds that 118 of them are receiving financial aid.

i.e. n= 200

p{hat} = 118/200 = 0.59

We know that the critical value for 95% confidence interval : z = 1.96

The standard deviation would be,

σ = √[p{hat}(1 - p{hat})/N]

σ = √0.59(1 - 0.59)/200

σ = √(0.0012095)

σ = 0.0348

The 95% confidence interval for population proportion would be,

(0.59 ± (1.96 * 0.0348))

= (0.59 - (1.96 * 0.0348), 0.59 + (1.96 * 0.0348))

= (0.5218, 0.6582)

Therefore, the 95% confidence interval : (0.522, 0.658)

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When the mat's perimeter is 96 inches, the strip that shows around the picture is 4 inches broad.

The perimeter of a shape is the distance around its edge. The perimeter of a form is the length of its contour. To calculate the perimeter of a rectangle or square, sum the lengths of all four sides. The perimeter of a shape is the distance around its exterior. Perimeter is calculated by summing the lengths of all the sides of a form.

Here,

length of paper, l=25 inch

width of paper, w=15 inch

perimeter=96 inch

Let x be the strip of mat,

l=25+2x

w=15+2x

perimeter=2(l+w)

96=2*(25+2x+15+2x)

48=40+2x

2x=8

x=4 inch

The strip of the mat showing around the picture is 4 inch wide when the perimeter of the mat is 96 inch.

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Therefore, the option (B)  f(x) = [tex]x^{} +x^{3} +x^{5}[/tex] is an example of odd function in the mcq

An expression, rule, or law in mathematics that specifies the relationship between an independent variable and a dependent variable (the dependent variable). Functions are essential for building physical relationships in both math and science.

Here,

We can see ,

For (A), the function f(x)=f(x)f(x) is an even function.

For (B), f(x)=f(x), where f(x) is an unusual function.

For (C), f(x) is a function that is neither odd nor even.

For (D), f(x) is a function that is neither odd nor even.

Therefore, the option (B) is an example of odd function in the mcq

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Answer:

Slope is 3, y-intercept is -6

Step-by-step explanation:

y=3x-6

The equation of a line is y=mx+b, so in this case,

m = 3

b = -6

The IVP has only one solution with the initial condition y(0)=1 which corresponds to C=2

You should understand that  the square root of a number y is a non-negative number.

To this effect, take C = -2 - 1/2In(1+x) + c/2 and this is a negative value in the neighborhood of x=0

On the other hand, the square root of y(x) = -1/2In(1+x)-2)²

⇒√y(x) = -1/2In(1+x) -2.

This is also non-negative in the neighborhood

Note that √y(x) = 1/2In(1+x) +2

And y(x) is not a solution of the original IVP

In conclusion, The IVP has only one solution with the initial condition y(0)=1 which corresponds to C=2

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Classifying the polynomial 5x³ + 4x − 2 by degree gives a degree of

An equation made up of variables, exponents, and coefficients along with operations and the equal sign is known as a polynomial equation.

Sums of terms of the form kxⁿ, where k is any number and n is a positive integer, make up polynomials.

The degree refers to the highest exponents which is a positive integer

examining the function the degree is 3 and referred to as cubic

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