The manager at Apex Gym wants to know when the new pricing model (higher per-class fee but lower membership fee) will be better than the old pricing model used last year. He uses a table to calculate the members’ costs for different numbers of classes.

The diver is closer to sea level since their distance to sea level (7 ft) is less than the distance of the tour guide to sea level (23 ft).

As we know,

|Tour guide - sea level| < |One diver - sea level|

The distance between the tour guide and sea level is 5 - (-18) = 23 feet.

The distance between one diver and sea level is -11 - (-18) = 7 feet.

Since the absolute value of the difference between the tour guide and the sea level is greater than the absolute value of the difference between one diver and the sea level, we can conclude that the diver is closer to the sea level.

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Answer:

Look, I don't know how to tell the answers by looking at the squares but I can tell you how to do it.

a) Subtract the number on the left with the number on the top, pretty simple, i am sure u can do that.

b) After you have done that, count how many negative scores you got and divide that by 9.

c)Finally, count all the numbers more than 3 again and divide it by 9.

Note: 9 here is the total number of outcomes.

Thanks

Answer:

C. 8 : 1

Step-by-step explanation:

A unit rate is a ratio of a number to one.

To make both sides of the given ratio:

[tex]\dfrac{2}{5} : \dfrac{1}{20}[/tex]

whole numbers (and make the right side 1), simply multiply both sides by the Least Common Multiple (LCM) of the denominators.

To find the LCM of two numbers, list out their prime factorizations and then multiply the highest power of each distinct prime number present.

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5 = 5

20 = 4 * 5

LCM(5, 20) = 4 * 5 = 20

The LCM of 5 and 20 is 20.

Next, we need to multiply 20 by both sides of the ratio.

[tex]20\left(\dfrac{2}{5}\right) : \left(\dfrac{1}{20}\right)20[/tex]

Then, simplify.

[tex]\dfrac{40}{5} : 1[/tex]

[tex]8 : 1[/tex]

So, the unit ratio of [tex]\dfrac{2}{5} : \dfrac{1}{20}[/tex] is 8 : 1.

On solving the provided question, we can say that the sample size would have to be multiple by 4  = 4048

The number of observations utilized to calculate estimates for a given population is referred to as the sample size. From the population, a sample size was chosen. The term "sample size" describes the number of subjects or observations that make up a study. n is typically used to represent this number. The sample size influences two statistical characteristics: 1) The precision of our estimates; 2) The ability of research to produce inferences. The results of random tests are the samples. When sampling a random variable, a particular value is chosen from a range of potential values. A sample is this specific value. The random variable's probability distribution determines the possible values and their probabilities.

the sample size would have to be multiple by 4

n = 1012

n X 4

= 1012 X 4

= 4048

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Answer:

17562 pounds

Step-by-step explanation:

16000*96%=15360. 15360*96%=14745.6. 14745.6*106%=15630.336. 15630.336*106%=16568.1562. 16568.1562*106%=17562.2456. 17562.2456 approximately equals 17562 pounds.

Characteristic of binomial distribution Mean should be n *p n is the number of trials p is the successful outcome of the process

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Answer: [tex]\sqrt[5]{3}-1[/tex]

Step-by-step explanation:

Let the annual rate of increase be [tex]r[/tex].

[tex]3000=1000(1+r)^5\\\\3=(1+r)^5\\\\\sqrt[5]{3}=1+r\\\\r=\sqrt[5]{3}-1[/tex]

Answer:

x=6

Step-by-step explanation:

Expand brackets:

2x-12=12

This is because 2 times x=2x and 2 times -6= -12

Add 12 to the right side to cancel out the -12 on the left.

2x-12+12=12

Simplify to get 2x=12

Divide by 2 to get x=6

Answer:

36 hours

Step-by-step explanation:

3 x 12 = 36

Answer:

36 hours

Step-by-step explanation:

if it took 3 people to paint a room in 12 hours, we have,

3 people = 12 hours

divide by 3.      multiply by 3

1 person = 36 hours.

Answer:

7

Step-by-step explanation:

Let the common difference of the two APs be" D"

Let 1st term of 1st AP be A₁ i.e = -1

And the first term of the second AP b₁ i.e = -8

We know that the nth term of an AP is;

an = a+(n-1)d

4th term of first AP,

a₁ + (4-1)d = − 1 + 3d.           --Eqn. 1

And 4th term of the second AP,

b₁ + (4-1) d=-8+ 3d                -- Eqn 2

Now, the difference between their 4th terms is i.e.

= (- 1+ 3d ) - (-8 + 3d )

= -1 + 3d + 8 - 3d = 7

So, the answer is 7.

On solving the provided question, we can say that  D, diameter pizza will produce the largest slice is 16

Any straight line segment with an endpoint on the circle and that travels through its center is considered a circle's diameter in geometry. The longest chord of a circle is another way to describe it.

Let r be the radius and  be the angle of a circle.

According with the graph, the area of the sector is given by

A = 1/2r^2∅

The arc length of a circle with radius r  and angle∅   is r∅

The perimeter of the pizza slice is composed of two straight pieces, each of length r inches, and an arc of the circle which you know has length s = rθ inches. Thus the perimeter has length

The perimeter of the pizza slice is composed of two straight pieces, each of length r inches, and an arc of the circle which you know has length s = rθ inches.

Thus the perimeter has length

2r + r∅ = 32 in

r∅ = 32 - 2r

∅ = 32- 2r / r

Now,

A = 1/2r^2[32- 2r / r]

A = 16r - r^2

A' = 16 - 2r 16 -2r = 0

r = 8

A" = -2

so, D, diameter pizza will produce the largest slice is 16

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865.96  is the rate of change of the volume. This can be solved using the concept of rate of change of the volume.

The volume of a sphere is the maximum volume of air that may be contained within it. Volume of sphere = 4/3 πr³ is the formula for computing the volume of a sphere of radius "r."

As we know,

volume (V) = 4/3 πr³

Given that,

volume of the sphere is 163 cubic feet

the radius of a sphere is decreasing at a constant rate of 6 feet per second (dr/dt) = 6

So, 163 = 4/3 × 22/7 r³

or, r³ = (3423/88)

or, r = [tex][\frac{3423}{88}]^{1/3}[/tex]

again, dv/dt = 4/3 × π × 3 r² × dr/dt

or, dv/dt = 4 × π × r² × dr/dt

or, dv/dt = 4 × 22/7 ×[tex][\frac{3423}{88}]^{2/3}[/tex] × 6

or, dv/dt = 75.43 × [tex][\frac{3423}{88}]^{2/3}[/tex]

or, dv/dt = 865.96

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The sum of the first n terms of an arithmetic sequence can be proven using the principle of induction. We assume the formula holds for n = k, and then show it holds for n = k+1, thus showing it holds for all values of n.

The sum of the first n terms of an arithmetic sequence can be determined using the formula S_n = (n/2)(a_1 + a_n), where a_1 is the first term and a_n is the nth term.

We can prove this formula using the principle of induction.

Base Case: Let n = 1. Then S_1 = (1/2)(a_1 + a_1), which simplifies to S_1 = a_1. This is the same result we would get if we added the first term of the sequence.

Inductive Step: Assume that the formula holds for n = k.

Then S_k = (k/2)(a_1 + a_k).

Now consider n = k+1.

S_k+1 = (k+1/2)(a_1 + a_k+1)

= (k/2)(a_1 + a_k) + (1/2)(a_1 + a_k+1)

= S_k + (1/2)(a_k+1 - a_1)

= S_k + (1/2)(a_k+1 - a_k) + (1/2)(a_k - a_1)

= S_k + (1/2)(a_k+1 - a_k) + [S_k - (k/2)(a_1 + a_k)]

= (k+1/2)(a_1 + a_k+1)

= S_k+1

Therefore, we have shown that if the formula holds for n = k, then it also holds for n = k+1. By the principle of induction, the formula holds for all n.

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Answer:

Step-by-step explanation:

Basically, because till x = 6, f(6) was less than 0.

They are asking the value of f(x), not x.

Thanks

Answer: Midpoint

Step-by-step explanation:

Step-by-step explanation:

The area of a circle is radius²· π​

12x12=144

So the answer is 144π​.

Answer:

37.71428571425567788

Answer:

7) y = [tex]\frac{2}{3}[/tex]x + 13

8) y = 8x - 20

Step-by-step explanation:

Question 7

y - 9 = [tex]\frac{2}{3}[/tex](x + 6)

Step 1: Distribute [tex]\frac{2}{3}[/tex] to (x + 6); y - 9 = [tex]\frac{2}{3}[/tex]x + 4

Step 2: Add 9 to both sides; y = [tex]\frac{2}{3}[/tex]x + 13

Question 8

y + 4 = 8(x - 2)

Step 1: Distribute 8 to (x - 2); y + 4 = 8x - 16

Step 2: Subtract 4 from both sides; y = 8x - 20

The length of the section of roadworks was 121 km.

What is the concept of time and distance?

Time is directly proportional to distance. It means that speed remains constant, if we have two vehicles moving two distances for two different time duration then the time is directly proportional to the distance. Speed is directly proportional to distance.

1) Total time = 1 hr 55 minutes

2) Distance = 121 km

To calculate Matthew's journey we have to use the formula of :

Time  = distance /speed

Are doing the calculations for each Stage, like this:

Stage A, we know that:

Distance: 20 km

speed: 30 km/h

Time = 20/30

T = 2/3h

Time = 40 minutes

Stage B, we know that:  

Distance: 50 km

speed: 100 km/h

Time = 50/100

T = 0.5 h

Time = 30 minutes

Stage C, we know that:  

Distance: 30 km

speed: 40 km/h

Time = 30/40

T = 3/4 h

Time = 45 minutes

1) So using all the values ​​calculated above, let's calculate the total value of the trip that will take place by:

Total = (40 + 30 + 45)minutes

Total  = 115 minutes

Total  = 1 hour 55 minutes

2) For the second part of this question we want to calculate the total distance of travel hours so:  

Speed: 60 km/h

Time: 6 minutes + x

x =1 hr 55 minute + 6 minutes 2 hr 1 minute

Time = 2.01666667

Distance = speed * time

Distance = 60 * 2.01666667

Distance  = 121 km

hence, the length of the section of roadworks was 121 km.

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The best approximation of the solution to the system to the nearest integer values X minus Y equals negative 65X plus 3Y equals 24 are x = 43 and y = 22

From the information given, we have the expressions;

This is represented as;

x - y = -65

x + 3y = 24

Make 'x' the subject from equation 1

x = -65 + y

Now, substitute the expression into equation (2), we get;

-65 + y + 3y = 24

collect the like terms

4y = 24 + 65

Add the like terms

4y = 89

Divide the values by the coefficient of y

y = 89/4 = 22

Substitute the value in eqation3

x = -65 + 22

Add the values

x = 43

Hence, the values are 43 and 22

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Amy can use a one-sample z-interval to estimate the true proportion of lids in the population of 1,000,000 that have the defect.

Sample can refer to an example of a particular item or type of thing. It can also refer to a section of a population that is chosen in order to represent the whole group. When used in research, samples are used to make conclusions about a population as a whole. Samples are also often used to test products or services in order to assess their quality or performance.

First, she will calculate the sample proportion of lids with the defect by dividing the number of lids in the sample with the defect (555) by the total number of lids in the sample (100,000). This sample proportion is 0.00555.

Next, Amy will calculate the standard error of the sample proportion. This is calculated by taking the square root of the sample proportion multiplied by (1 - sample proportion) divided by the sample size. The standard error for this sample is 0.00023.

Finally, Amy can calculate the one-sample z-interval. This is done by subtracting the standard error from the sample proportion and adding it to the sample proportion. This gives a one-sample z-interval of 0.0053 to 0.0058.

This one-sample z-interval tells Amy that she can be 95% confident that the true proportion of lids with the defect in the population of 1,000,000 is between 0.0053 and 0.0058.

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The two consecutive integers that the square root of 12 lies between are 3 and 4.

Positive, negative, and zero are all examples of integers. The Latin word "integer" signifies "whole" or "intact." All whole numbers and negative numbers are considered integers. This means that if we combine negative numbers with whole numbers, a collection of integers results.

An integer, which can comprise both positive and negative integers, including zero, is a number without a decimal or fractional portion. This therefore means that integers can only be whole numbers and consecutive integers follow each other. For instance, 1, 2, and 3 are consecutive integers.

To find the two consecutive integers that the square root of 12 lies between, find the square root of 12 :

= √ 12

= 3.46

This means that the lower integer would be 3 and the consecutive integer following would be 4.

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Relative frequency for the class with lower class limit 27 is 20.0%.

To find the relative frequency for the class with lower class limit 27, we must first find the total frequency of the data set. The total frequency is 28 (2+7+5+5+6+3=28). Since the class with lower class limit 27 has a frequency of 5, we can calculate the relative frequency of this class by dividing the frequency of the class by the total frequency.

Formula:

Relative Frequency = (Number of Students in the Class)/(Total Number of Students in the Group) x 100

Relative Frequency = (5)/(28) x 100

Relative Frequency = 0.1786 x 100

Relative Frequency = 17.86%

Rounded to one decimal place, Relative Frequency = 20.0%.

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Answer:

-7

Step-by-step explanation:

(fog)(-3) = f(g(-3)) = f (2(- 3) - 4) = f(-10) = -10 + 3 = -7

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From Quiana's perspective, the net change in the loan during the last 5 months is $1237.15.

An expression or mathematical expression is a finite collection of symbols that is well-formed according to context-dependent norms. In mathematics, an expression is a phrase that has at least two numbers or variables and at least one arithmetic operation. Addition, subtraction, multiplication, or division are all examples of math operations. A number, a variable, or a combination of numbers, variables, and operation symbols constitutes an expression. An equation consists of two expressions joined by an equal sign.

Here,

15234.68-247.43*5=13997.53

Net change

= Initial loan amount - current balance

= $15,234.68 - $13,997.53

= $1237.15

The net change to the loan from Quiana’s perspective over the past 5 months is $1237.15.

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As per the concept of probability that it takes three rolls until the player rolls doubles is 0.11574 and this can be determined by using the given data.

In math the term probability of an event is defined as nothing but a number between 0 and 1 where zero shows the impossibility and one shows the certainty.

Here we have given that a certain board game, here the player rolls two fair six-sided dice until the player rolls doubles.

And here we know that the probability of rolling doubles with one roll of two fair six-sided dice is 1/6.

Here first we need to determine the probability of rolls to obtain doubles in each roll.

That can be calculated as ,

=> 1 - 1/6 = 5/6

Then the fails in the second roll is calculated as,

=> 1 - 1/6 = 5/6

Then the third roll the player rolls doubles that is calculated as,

=> 1/6

So, the probability of requiring 3 rolls until getting doubles will be calculated as

=> 5/6 x 5/6 x 1/6

=> 25/216

When we simplify this one then we get,

=> 0.115

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The number of people in the US who do not have blue eyes is 214.5 million.

The given question has been solved using Probability. It is given that the number of people in the US is 330 million

for the time being, we let P=330 which represents the population of the US

also, it is given that the number of people having blue eyes is 0.35 times the Population

So, Pb= 0.35 × P

here, Pb represents the number of people having blue eyes

So the number of people that do not have blue eyes must be the number of people having blue eyes subtracted from those having blue eyes

i.e, Pnb=P-Pb

=P-(P × 0.35)

=P(1-0.35)

=330 (0.65 )

=214.5

Thereby, the number of people that do not have blue eyes is 214.5 million.

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The area of a rectangle is increasing at a constant rate of 3.5 cm²/s when the length is increasing at a constant rate of 3 cm/s and the width is increasing at a constant rate of 0.5 cm/s.

The area of a rectangle is calculated as length multiplied by width (A = L x W). At the given time, the length is 5 cm and the width is 1.2 cm, so the area is 6 cm². When the length is increasing at a constant rate of 3 cm/s, and the width is increasing at a constant rate of 0.5 cm/s, then the area is increasing at a rate of 3.5 cm²/s. This can be calculated by multiplying the constant rate of increase of the length and width together (3 x 0.5 = 1.5). This is the rate of increase of the area and is expressed as 3.5 cm²/s This can be calculated by multiplying the constant rate of increase of the length and width together (3 x 0.5 = 1.5).

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Answer: 20 ( Choice A )

Step-by-step explanation: You can prove that triangle RTS and triangle RTU are the same using the Side-Angle-Side method, so ultimately, side RS should equal RU. Therefore, 8x = 6x + 5.

x should equal 2.5. The question is asking you how long side RU is, simply plug in 2.5 and you get 20.

Answer: 45

Step-by-step explanation: