in which number does the digit 4 have a value that is 1/10 the value of the digit 4 in the number 7.4?

Answer:

210 bicycles

Step-by-step explanation:

If Jared has assembled 25% of the bicycles, then the remaining percentage of bicycles that need to be assembled is:

100% - 25% = 75%

To find out how many bicycles still need to be assembled, we can multiply the total number of bicycles by the remaining percentage:

Number of bicycles still to be assembled = 75% of 280 bicycles

Number of bicycles still to be assembled = (75/100) x 280

Number of bicycles still to be assembled = 0.75 x 280

Number of bicycles still to be assembled = 210

Therefore, Jared still needs to assemble 210 bicycles.

If a graph has vertices and edges such that there are no cycles (i.e. it is acyclic) and it is connected, then the graph must be a tree.

To prove this, we first note that a tree is defined as a connected, acyclic graph. Therefore, if we can show that a graph with the given properties is also connected and acyclic, then it must be a tree.

First, let us prove that the graph is connected. Since there are no cycles, every vertex must be part of a path. Moreover, since there are no isolated vertices, every vertex is connected to at least one other vertex. Therefore, if we start at any vertex and follow any path, we will eventually reach all other vertices. Hence, the graph is connected.

Next, let us prove that the graph is acyclic. Suppose, for the sake of contradiction, that the graph contains a cycle. Let v1, v2, ..., vn be the vertices of the cycle in order. Since the graph is connected, there must be a path from v1 to vn that does not include any of the vertices v2, ..., vn-1 (otherwise, we could "short-circuit" the cycle). But this path, together with the edges (v1, v2) and (vn-1, vn), forms a cycle, contradicting our assumption that the graph is acyclic. Therefore, the graph is acyclic.

Since the graph is both connected and acyclic, it must be a tree. Therefore, a graph with vertices and edges that satisfies the given conditions must be a tree.

No, the graph does not necessarily have to be a tree.

The formula v = e + 1 signifies that one more than the number of edges (e) is the number of vertices (v).

This formula is valid for all connected graphs with one extra edge, besides the necessary edges for forming a tree.

Thus, it is possible that the diagram remains with loops and more offshoots, classifying it as a graph that is connected, yet not a tree.

The equation v = e + 1 does not limit the graph's structure beyond its connectedness.

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Using division operation, since the family buys a pool pass every two months, Renaldo's family buys a pool pass 6 times a year.

There are 12 months in a year.

The family buys the pool pass every two months.

Using division operation, which involves the dividend (12), the divisor (2), and the quotient (6), we can determine the number of times that Renaldo's family buys a pool pass for the park district swimming pools.

12 months ÷ 2 = 6 times.

Thus, based on division operation, we can conclude that the family purchases the pool pass 6 times every year.

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The approximate 95% confidence interval is (14.69, 18.51).

What is the confidence interval?

A confidence interval is a range of estimates for an unknown parameter in frequentist statistics. The 95% confidence level is the most popular, however other levels, such as 90% or 99%, are occasionally used when computing confidence intervals.

Here, we have

Given:

H₀ : μ = 15

H₁ : μ > 15

The test statistic t = ( x - μ) /(s/√n)

= (16.6 - 15)/(8√70/))

= 1.67

P-value = P(T > 1.67)

= 1 - P(T < 1.67)

= 1 - 0.9503

= 0.0497

At a 5% significance level, since the P-value < α (0.0497 < 0.05), so we should reject H₀.

So at a 5% significance level, there is sufficient evidence to conclude that employees spend more than 15 minutes on average on non-business activities.

The point estimate for the population mean (x) = 16.6

SE = (s/√n) = 8/√70 = 0.9562

At a 95% confidence interval, the critical value is t* = 1.995

The 95% confidence interval for the population mean is

x± t* (s/√n)

= 16.6 ± 1.995 × (8/√70)

= 16.6 ± 1.91

= 14.69, 18.51

Hence, the approximate 95% confidence interval is (14.69, 18.51).

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The specific null and alternative hypotheses for a hypothesis test will depend on the research question being investigated and the type of data being analyzed.

What is the equivalent expression?

Equivalent expressions are expressions that perform the same function despite their appearance. If two algebraic expressions are equivalent, they have the same value when we use the same variable value.

For a two-tailed hypothesis test, an appropriate null hypothesis indicating that the population correlation is equal to zero would be:

H₀: ρ = 0

where ρ represents the population correlation coefficient.

This null hypothesis states that there is no significant correlation between the two variables being analyzed.

In a two-tailed hypothesis test, the alternative hypothesis would be that there is a significant correlation, either positive or negative, between the two variables:

Hₐ: ρ ≠ 0

This alternative hypothesis states that there is a significant correlation between the two variables, but does not specify the direction of the correlation.

It's important to note that the specific null and alternative hypotheses for a hypothesis test will depend on the research question being investigated and the type of data being analyzed.

Additionally, the choice of null and alternative hypotheses will affect the statistical power of the test, which is the probability of correctly rejecting the null hypothesis when it is false.

Hence, the specific null and alternative hypotheses for a hypothesis test will depend on the research question being investigated and the type of data being analyzed.

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Complete Question:

For a two-tailed hypothesis test, which of the following would be an appropriate null hypothesis indicating that the population correlation is equal to o?

A. H₀: 1 = 2, B. H₀ : M₁ = M₂ C. H₀: O = 0  

D. None of the options above are correct.

Answer:

based on the statements, here are the ones I would select as true

Step-by-step explanation:

You cannot compare the value of rational and irrational numbers, The closer together the numbers being compared, the more decimal places you need to use

Here are the amounts of weight change (in pounds) for the 12 women:

-1, -3, -8, 7.

What is statistics?

Statistics is a branch of mathematics that deals with the collection, analysis, interpretation, presentation, and organization of numerical data.

The list represents the amount of weight change (in pounds) for 12 women during their first year of work after graduating from college. The values in the list can be positive or negative. A positive value indicates that a woman gained weight during the year, while a negative value indicates that she lost weight.

Looking at the list, we can see that the first three women lost weight, with weight changes of -1, -3, and -8 pounds respectively. The fourth woman gained weight, with a weight change of 7 pounds, and the fifth woman gained even more weight, with a weight change of 15 pounds.

The sixth woman also gained weight, but only by 3 pounds. The next woman on the list lost weight, with a weight change of -11 pounds, and the following woman lost weight as well, with a weight change of -6 pounds.

The last four women on the list all gained weight. The eighth woman gained 12 pounds, the ninth woman did not experience any weight change, the tenth woman lost 4 pounds, and the final woman on the list lost 11 pounds.

Therefore, Here are the amounts of weight change (in pounds) for the 12 women:-1, -3, -8, 7.

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Correct question is " Listed below are the amounts of weight change (in pounds) for 12 women during their first year of work after graduating from college. Positive values correspond to women who gained weight, and negative values correspond to women who lost weight -1 -3 -8 7 15 3 -11 -6 12 0 -4 -11

Find the amounts of weight change (in pounds) for the 12 women?"

False.

When training a data model, the training dataset is generally larger than the testing dataset. This is because the model needs more data for learning and understanding patterns. A common ratio is to use 70-80% of the data for training and 20-30% for testing.

The training dataset helps the model learn and make predictions, while the testing dataset is used to evaluate the model's performance. Using a larger training dataset improves the model's accuracy and reduces overfitting, which occurs when the model is too specific to the training data.

In summary, it is false that the testing dataset is always larger than the training dataset when training a data model. It is crucial to have a larger training dataset to ensure the model learns effectively and performs well on unseen data.

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If they are deciding between 3 heights and 3 colors, then the Sample-Space for randomly picking height and color is shown below, it consists of 9 outcomes.

The "Sample-Space" for randomly picking a height and a color from the given options is the set of all possible outcomes that can result from the experiment.

The sample space can be represented as a list of ordered-pairs, where the first element of each pair is the height and the second element is the color.

We know that,

The possible heights are: table height, bar height, and XL height.

The possible colors are: brown, white, and black.

So, the sample space for this experiment is : {(table height, brown), (table height, white), (table height, black), (bar height, brown), (bar height, white), (bar height, black), (XL height, brown), (XL height, white), (XL height, black)};

Therefore, There are 9 possible outcomes in the sample space.

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The given question is incomplete, the complete question is

Chase and Emily are buying stools for their patio. They are deciding between 3 heights (table height, bar height, and XL height) and 3 colors (brown, white, and black).

What is the Sample-Space for randomly picking a height and a color?

The derivative of a function f(x) at a point x = a is defined as the limit of the difference quotient as h approaches zero:

f'(a) = lim (h → 0) [f(a + h) - f(a)] / h

What is derivative?

The derivative of a function in calculus measures the function's sensitivity to changes in its input variable. Specifically, at a particular point, it represents the function's rate of change with respect to its input variable at that moment.

The derivative of a function f(x) at a point x = a is defined as the limit of the difference quotient as h approaches zero:

f'(a) = lim (h → 0) [f(a + h) - f(a)] / h

This limit represents the instantaneous rate of change or slope of the function at the point x = a. The difference quotient is the change in the function value divided by the change in the input variable (or the distance between two points on the graph of the function).

The derivative is a fundamental concept in calculus, and it has many applications in various fields of science, engineering, and economics. It allows us to calculate important quantities such as velocity, acceleration, and marginal cost, and it is used to optimize functions and solve many real-world problems.

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The alternative hypothesis for this scenario is option E) OH3 > M, which suggests that the mean list price of three bedroom homes is greater than the mean list price of four bedroom homes.

What is the mean and standard deviation?

The standard deviation is a summary measure of the differences of each observation from the mean. If the differences themselves were added up, the positive would exactly balance the negative and so their sum would be zero. Consequently, the squares of the differences are added.

Based on the question, the alternative hypothesis would be one of the following:

d) μ3 < μ4 (i.e., the mean list price of a three bedroom home is less than the mean list price of a four bedroom home)

or

e) μ3 > μ4 (i.e., the mean list price of a three bedroom home is greater than the mean list price of a four bedroom home)

Which alternative hypothesis to choose depends on the research question and the context of the problem.

Hence, The alternative hypothesis for this scenario is option E) OH3 > M, which suggests that the mean list price of three bedroom homes is greater than the mean list price of four bedroom homes.

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The value of the integral is 64/3 ln(2).

The integral we are given is:

∫⁴₀ ∫⁴₂ y³ 1 dy dx / x

To reverse the order of integration, we need to write the integral in terms of the other variable. Since the region is bounded by the lines x = 0, x = 4, y = 2, and y = 4, we can write the limits of integration as follows:

2 ≤ y ≤ 4

0 ≤ x ≤ y/4

The integral can now be written as:

∫⁴₂  ∫y/4 0 y³ / x dx dy

Note that we have swapped the order of integration and changed the limits of integration accordingly. The integral can now be evaluated using standard techniques.

First, we integrate with respect to x:

∫⁴₂ ∫y/4 0 y³ / x dx dy = ∫⁴₂  [y³ ln(x)]y/4 0 dy

Next, we integrate with respect to y:

∫⁴₂  [y³ ln(y/4)] dy = 64/3 ln(2)

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An appropriate chart title would be "2017 Sales vs Budget".

What is graphical representation?

A graphical representation is a way of presenting data or information visually using charts, graphs, diagrams, or other visual aids.

To create a thermometer chart that compares total monthly sales to the budgeted amounts for 2017 in Excel, you can follow these steps:

1) Select the data range you want to use for the chart, including both the total monthly sales and budgeted amounts.

2) Go to the Insert tab in the Excel ribbon, click on the Recommended Charts button, and choose the "All Charts" tab.

3) Select the Thermometer chart type under the column chart section, and click OK.

4) You will now have a basic thermometer chart. Right-click on the chart, and select "Select Data" from the context menu.

5) In the "Select Data Source" dialog box, click the "Add" button to add a new series.

6) In the "Edit Series" dialog box, enter "Budgeted Sales" as the series name, and select the budgeted amounts data range as the series values. Click OK to close the dialog box.

7) In the "Select Data Source" dialog box, click the "Switch Row/Column" button to swap the X and Y axes. This will place the months along the vertical axis and the sales amounts along the horizontal axis.

8) Click on the OK button to close the "Select Data Source" dialog box.

9) With the chart selected, go to the Design tab in the Excel ribbon, and click on the "Switch Row/Column" button again to swap the axes back to their original positions.

10) Click on the chart to select it, and then go to the Format tab in the Excel ribbon.

11) In the "Current Selection" group, select the "Sales" series by clicking on one of its bars. Then right-click and select "Change Series Chart Type".

12) In the "Change Chart Type" dialog box, select "Clustered Column" chart type and click OK.

13) Select the "Budgeted Sales" series, right-click on it, and choose "Format Data Series".

14) In the "Format Data Series" pane that appears on the right, change the "Plot Series On" option to "Secondary Axis".

15) In the same pane, change the "Gap Width" option to a smaller value, such as 50%, to make the bars narrower.

16) Go to the "Axes" section in the same pane, and check the "Secondary Axis" option for the Y-axis.

17) Go to the "Chart Title" section in the same pane, and enter an appropriate chart title, such as "2017 Sales vs Budget".

18) Adjust the chart layout and formatting as desired, and the thermometer chart is now complete.

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We can predict that out of 40,000 students, 16,000 would be absent from school less than 5 days a year.

If 8 out of every 20 students are absent from school less than 5 days a year, we can express this as a proportion or fraction:

8/20 = 0.4 or 40%

This means that 40% of the students are absent less than 5 days a year. To predict how many students out of 40,000 would be absent less than 5 days a year, we can use this proportion to estimate the number:

0.4 * 40,000 = 16,000

It is important to note that this is just an estimate based on the given proportion and assumes that the proportion of students who are absent less than 5 days a year is consistent across different school sizes. Actual absenteeism rates may vary depending on factors such as the school location, demographics, and school policies.

Correct Question :

Suppose 8 out of every 20 students are absent from school less than 5 days a year. Predict how many students would be absent from school less than 5 days a year out of 40,000 students.

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Theorem 5.5B is a helpful theorem that relates the measures of angles in a triangle to the lengths of the sides opposite those angles. Specifically, it states that if one angle in a triangle has a greater measure than another angle, then the side opposite the angle with the greater measure will be longer than the side opposite the angle with the smaller measure.

This theorem can be useful in a variety of situations, such as when solving for unknown side lengths or angles in a triangle.

To understand why this theorem works, it can be helpful to think about the relationship between the measures of angles and the lengths of sides in a triangle. For example, we know that in any triangle, the sum of the measures of the three angles is always 180 degrees. We also know that the length of one side of a triangle is related to the measures of the angles opposite that side, according to the Law of Sines or the Law of Cosines.

Using these relationships, we can see why Theorem 5.5B makes sense. If one angle in a triangle is larger than another angle, then the remaining angle must be smaller to ensure that the sum of the angles adds up to 180 degrees. This means that the side opposite the larger angle must be longer than the side opposite the smaller angle, since the length of a side is related to the measure of the angle opposite that side.

In summary, Theorem 5.5B provides a helpful way to relate the measures of angles and the lengths of sides in a triangle. By understanding this theorem, we can solve problems involving unknown side lengths or angles with greater ease and accuracy.

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The set of polynomials P does not form a basis for P₃, as it is not linearly independent.

What is a polynomial?

In mathematics, a polynomial is an expression consisting of variables and coefficients, that involves only the operations of addition, subtraction, multiplication, and non-negative integer exponents of variables

To determine if the set of polynomials P = {P₁(t) = 3 + 7t, P₂(t) = 6 + t - 4t³, P₃(t) = 2t - 2t², P₄(t) = 6 + 33t - 6t² + 4t³} forms a basis for P₃, we need to check if the set is linearly independent and spans P₃.

To check for linear independence, we set up the following linear combination:

c₁P₁(t) + c₂P₂(t) + c₃P₃(t) + c₄P₄(t) = 0

where c₁, c₂, c₃, and c₄ are constants, and the zero on the right side indicates the zero polynomial. We want to show that c₁ = c₂ = c₃ = c₄ = 0 is the only solution.

Substituting the polynomials into the equation, we get:

c₁(3 + 7t) + c₂(6 + t - 4t³) + c₃(2t - 2t²) + c₄(6 + 33t - 6t² + 4t³) = 0

Simplifying and collecting like terms, we get:

(4c₄ - 4c₃)t³ + (-6c₄ - 6c₃)t² + (7c₁ + c₂ - 2c₃)t + (3c₁ + 6c₂ + 6c₄) = 0

For this equation to hold for all t, each coefficient must be zero. Therefore, we have the following system of equations:

4c₄ - 4c₃ = 0

-6c₄ - 6c₃ = 0

7c₁ + c₂ - 2c₃ = 0

3c₁ + 6c₂ + 6c₄ = 0

Solving this system of equations, we obtain c₁ = -2c₂, c₃ = -c₄, and we can choose c₂ and c₄ freely. This means that the set of polynomials P is not linearly independent, as there are non-trivial solutions to the equation c₁P₁(t) + c₂P₂(t) + c₃P₃(t) + c₄P₄(t) = 0.

Therefore, the set of polynomials P does not form a basis for P₃, as it is not linearly independent.

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c. The statement "The constant variance condition can be somewhat relaxed when the sample sizes are relatively consistent across groups" is generally false in ANOVA.

In ANOVA, the constant variance assumption, also known as homogeneity of variance, states that the population variances of the dependent variable are equal across all levels of the independent variable. Violation of this assumption can lead to biased or inefficient estimates of the treatment effects. While there are some methods that can be used to address violations of this assumption, such as using robust standard errors or transforming the dependent variable, relaxing this assumption based on sample sizes is generally not recommended.

d. The statement "The independence assumption can be relaxed when the total sample size is large" is false in ANOVA.

The independence assumption in ANOVA states that the observations within each group or level of the independent variable are independent of each other. This assumption is important because violations of independence can lead to increased Type I error rates or inaccurate estimates of the treatment effects. The total sample size, while important for the power of the analysis, does not affect the independence assumption. Each observation should still be independent of all other observations within each group, regardless of the total sample size.

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The domain is all non negative real numbers [0, +∞).

The range of the function is all real numbers ≥ 1.3.

h(t) = 1.3 + 0.01t

models the height of the rock formation after t years.

t ≥ 0 since rock formation grows over time

The domain is all non negative real numbers [0, +∞).

At t = 0, the height of the rock formation =

h(0) = 1.3 + 0.01(0)

= 1.3 meters.

The range of the function is all real numbers ≥ 1.3.

In interval notation, the range is [1.3, +∞).

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A scientist discovered a rock formation that grows at a rate of 0. 01 meters per year. To predict the height, h, of the rock formation after t years, she used the formula h(t)=1. 3+0. 01t

what is the domain and the range if the function

Answer: There are 21,000,000 phone numbers that can be made under the given constraints.

Step-by-step explanation:

Given the first digit must be 1, the second digit must be a number in the range of 3-5, the third digit must be a number in the range of 6-9, and the last seven digits can be any single digit number 0-9.

There are 3 possible choices for the second digit (3, 4, or 5) and 4 possible choices for the third digit (6, 7, 8, or 9). For the last seven digits, there are 10 choices for each digit.

Therefore, the total number of phone numbers that can be made is:

1 x 3 x 4 x 10 x 10 x 10 x 10 x 10 x 10 x 10 = 21,000,000

Thus, there are 21,000,000 phone numbers that can be made under the given constraints.

Answer:

Step-by-step explanation:

Using permutation, there are 8 ways to arrange the letters of "millimicron" in order.

What is permutation?

A permutation is a way of arranging objects in a specific order. In mathematics, a permutation of a set is a bijection from the set to itself, where a bijection is a function that maps each element of the set to a unique element of the same set and vice versa.

To find the number of distinguishable ways the letters of the word "millimicron" can be arranged in order, we can use the method of example 9.5.11.

First, we count the number of times each letter appears in the word:

There are 2 "m"s

There are 2 "i"s

There are 2 "l"s

There is 1 "c"

There is 1 "r"

There is 1 "o"

There is 1 "n"

Then, we compute the number of permutations for each group of letters with the same count. The number of permutations of n items, where there are k items of one type, l items of another type, and so on, is given by:

n! / (k! l! ...)

Using this formula, we get:

There are 2! = 2 permutations of the "m"s

There are 2! = 2 permutations of the "i"s

There are 2! = 2 permutations of the "l"s

There is 1! = 1 permutation of the "c"

There is 1! = 1 permutation of the "r"

There is 1! = 1 permutation of the "o"

There is 1! = 1 permutation of the "n"

Therefore, the total number of distinguishable ways the letters of the word "millimicron" can be arranged in order is:

(2!)(2!)(2!)(1!)(1!)(1!)(1!) = 8

So there are 8 ways to arrange the letters of "millimicron" in order.

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a. The z-score is approximately 0.43.

Draw the Normal curve and shade the area to the left of the z-score.

b. The corresponding z-score is approximately -1.10.

Draw the Normal curve and shade the area to the left of the z-score.

A standard Normal distribution means that we have a bell-shaped curve with a mean of 0 and a standard deviation of 1. A Normal curve, we can use a graphing calculator or a standard Normal distribution table.
a. The z-score that gives a left area of 0.6768, we need to look up the value in the Standard Normal distribution table. A printed table or an online calculator to find that the z-score is approximately 0.43.

Draw the Normal curve and shade the area to the left of the z-score.
b. To find the z-score that gives a left area of 0.1332, we can again use the Standard Normal distribution table.

This time, we look up the area that corresponds to 0.1332 and find that the closest value is 0.1335.

The corresponding z-score is approximately -1.10.

We can then draw the Normal curve and shade the area to the left of the z-score.
To draw a well-labeled Normal curve for each part, we first need to find the corresponding z-score using a Standard Normal distribution table.

The z-score to shade the area to the left of the curve and label the mean and standard deviation on the x-axis.

Drawing the Normal curve helps us visualize the distribution and calculate probabilities for various events.

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The z-score for P(? ≤ z ≤ ?) = 0.60 is approximately 0.25.

The z-score for P(z ≥ ?) = 0.30 is approximately -0.52.

P(Z ≤ z) = 0.60

We can use a standard normal distribution table or a calculator to find that the z-score corresponding to a cumulative probability of 0.60 is approximately 0.25.

Therefore, the z-score for P(? ≤ z ≤ ?) = 0.60 is approximately 0.25.

For the second question:

We want to find the z-score such that the area under the standard normal distribution curve to the right of z is 0.30. In other words:

P(Z ≥ z) = 0.30

Using a standard normal distribution table or calculator, we can find that the z-score corresponding to a cumulative probability of 0.30 is approximately -0.52 (since we want the area to the right of z, we take the negative of the z-score).

Therefore, the z-score for P(z ≥ ?) = 0.30 is approximately -0.52.

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The equations are solved to w = 0 and z = -2. Option B

From the information given, we have the simultaneous equations as

3w-4z=8

2w+3z=-6

Make w the subject from equation 1

w = 8 + 4z/3

Substitute the value into equation 2, we have that;

2(8 + 4z/3) + 3z = -6

expand the bracket, we get;

16 + 8z/3 + 3z = -6

find the LCM, we have;

16 + 8z + 9z/3 = -6

cross multiply

16 + 17z = - 18

add the values

19z = -34

Make 'z' the subject

z =-2

Substitute the value

3w - 4z = 8

3w = 8 - 8

w = 0

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Answer:

Step-by-step explanation:

To find the mean, we first add up all the values in the data set: 14 + 14 + 10 + 12 + 11 + 13 + 11 + 11 + 14 + 10 + 13 + 8 = 131. Then we divide that sum by the total number of values, which is 12: 131 ÷ 12 = 10.92. Therefore, the mean for Jimmy's data set of days that had a temperature above 400C is 10.92 days per month.

Should be correct

Answer:

1. To find the mean of the data set, we add up all the values and divide by the total number of values:

Mean = (14 + 14 + 10 + 12 + 11 + 13 + 11 + 11 + 14 + 10 + 13 + 8) / 12 = 12

2. To find the median of the data set, we need to order the values from lowest to highest and find the middle value. In this case, the middle value is the average of the two values in the middle:

8, 10, 10, 11, 11, 11, 12, 13, 13, 14, 14, 14

Median = (11 + 12) / 2 = 11.5

3. The mode is the value that appears most frequently in the data set. In this case, the mode is 14 as it appears three times.

4. If there are 5 more days per month with a temperature above 400C, then we can add 5 to each value in the data set:

19, 19, 15, 17, 16, 18, 16, 16, 19, 15, 18, 13

Mean = (19 + 19 + 15 + 17 + 16 + 18 + 16 + 16 + 19 + 15 + 18 + 13) / 12 = 16.33

5. If there are 2 more days per month with a temperature above 400C, then the mode will remain the same as there are no changes in the frequencies of the values in the data set.

6. If the number of days per month that had a temperature above 400C doubles each month, the data set will look like:

14, 28, 56, 112, 224, 448, 896, 1792, 3584, 7168, 14336, 28672

The median is the middle value, which is 224.

7. To find the value of x, we need to first find the mean of 26, 12, and x:

Mean = (26 + 12 + x) / 3

We know that this mean is equal to the mean of 9, 16, and x, which is (9 + 16 + x) / 3.

Therefore, we can equate the two means and solve for x:

(26 + 12 + x) / 3 = (9 + 16 + x) / 3

26 + 12 + x = 9 + 16 + x

29 + x = 25 + x

x = 25

8. We know that the mean of 55 and x is 67:

Mean = (55 + x) / 2 = 67

Multiplying both sides by 2, we get:

55 + x = 134

x = 79

9. Let's call the weight of the two boys who weigh the same "w". We know that the mean of the three boys' weights is 40 pounds:

Mean = (50 + w + w) / 3 = 40

Simplifying the equation, we get:

100 + w = 120

w = 10

Therefore, the weight of each of the boys is 50 pounds, 10 pounds, and 10 pounds.

10. The cat consumes 2 cups of milk per day, so in a week, it drinks:

2 cups/day x 7 days/week = 14 cups/week

11. There is no mode.

Step-by-step explanation:

The main  Miguel's statement about rotating, reflecting, or translating a trapezoid to produce another trapezoid resulting in two similar trapezoids is correct.

However, his statement about dilating a trapezoid to produce another trapezoid resulting in two similar trapezoids is incorrect.


Similar figures have the same shape but not necessarily the same size. When a trapezoid is rotated, reflected, or translated, its angles and sides remain the same, and therefore, the resulting trapezoid is similar to the original.

On the other hand, when a trapezoid is dilated, its sides are stretched or shrunk by a scale factor, which changes the ratios of the sides and angles, making the resulting trapezoid not similar to the original.

Therefore, Miguel's statement about rotating, reflecting, or translating a trapezoid to produce another trapezoid resulting in two similar trapezoids is correct, while his statement about dilating a trapezoid to produce another trapezoid resulting in two similar trapezoids is incorrect.

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The value of x that makes the equation true is x = 16/9.

To solve for x in the equation 27=13(6x−9)+3x, we first simplify the right-hand side by distributing the 13:

27 = 78x - 117 + 3x

Then, we can combine like terms by adding 117 to both sides:

144 = 81x

Finally, we isolate x by dividing both sides by 81:

x = 144/81 = 16/9

This means that if we substitute x = 16/9 into the original equation, both sides will be equal.

In the context of the problem, this value of x represents the solution that satisfies the equation. It indicates that the given equation is consistent and has a unique solution for x.

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The factors of the trinomial are

In the trinomial, 2x^2 + 22x + 60. We can look for  two values that:

The two numbers we use is 10 and 12 and hence we write as below

= 2x^2 + 22x + 60

= 2x^2 + 10x + 12x + 60

grouping them gives

= (2x^2 + 10x) + (12x + 60)

= 2x(x + 5) + 12(x + 5)

= (2x + 12)(x + 5)

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The mathematical terms that are originated from the Arabic mathematician, al-Khwarizmi are algebra, root, and fraction (option a, c and f)

Algebra is one of the most prominent mathematical terms that originated from the work of al-Khwarizmi. The term "algebra" comes from the Arabic word "al-jabr," which means "reunion of broken parts." In his book "Kitab al-Jabr wa al-Muqabala," al-Khwarizmi introduced the concept of balancing equations and solving for unknown variables. This concept forms the basis of algebra as we know it today.

The concept of fractions is also attributed to al-Khwarizmi. In his book "Kitab al-Jam'a wal-tafriq bi-ḥisab al-Hind," he introduced the concept of breaking down quantities into smaller parts. This concept forms the basis of fractions, which are essential in mathematics and everyday life.

Lastly, the term "root" also has its origins in al-Khwarizmi's work. In his book "Kitab al-Jabr wa al-Muqabala," he introduced the concept of finding the square root of a number. This concept forms the basis of the square root function in mathematics.

Hence the options (a), (c), and (f).

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Complete Question:

Which mathematical terms originated from the Arabic mathematician, al-Khwarizmi?

Check all that apply.

A) algebra

B) decimal

C) fraction

D) perfect square

E) remainder

F) root

The number that should be subtracted from thrice 13 by 5 to obtain 5 by 13 is 130.

The number that should be subtracted from thrice 13 by 5 to obtain 5 by 13 is calculated as follows;

let the number = n

thrice 13 by 5 = 3 (13) x 5 = 195

5 by 13 = 5 x 13 = 65

The value of the unknown number, n,  is calculated as;

195 - n = 65

n = 195 - 65

n = 130

Thus, when we subtract 130 from thrice 13 by 5, we will obtain 5 by 13 as shown in the calculation above.

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