The t-value changes depending on the number of data points collected.
a. True
b. False

Answer:

36

Step-by-step explanation:

First you have to do 17.60 minus the fee ($5) giving you 12.6

after that you want to X the .35 by 36 which will make you reach 12.6

so by that it is 36 miles X the .35 Per mile fee giving you 36 miles (sorry if that made no sense)

The number of pages in the book is given as follows:

58 pages.

The slope-intercept definition of a linear function is given as follows:

y = mx + b.

In which:

From the graph, two points are given as follows:

(2,48) and (8, 18).

When x increases by 6, y decays by 30, hence the slope m is given as follows:

m = -30/6

m = -5.

Hence:

y = -5x + b.

When x = 2, y = 48, hence the intercept b, representing the number of pages in the book, is given as follows:

48 = -10 + b

b = 58.

The graph is given by the image presented at the end of the answer.

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The snail moves a distance of 40 yards in one hour as it moves at a speed of 2 feet per minute.

We can start by converting the speed of the snail from feet per minute to yards per hour, since the distance moved is given in yards per hour.

There are 60 minutes in an hour, so the snail's speed in yards per hour is:

2 feet per minute * 60 minutes per hour * (1/3) yards per foot = 40 yards per hour

Hence,

The snail moves a distance of 40 yards in one hour.

Since we are given that the snail has moved a total of 3 yards, we can find the amount of time it took by dividing the distance by the rate:

time = distance / rate

time = 3 yards / 40 yards per hour

time = 0.075 hours or 4.5 minutes

Therefore, the snail will move a distance of 3 yards after 4.5 minutes and distance of 40 yards in one hour.

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Answer: yes

Step-by-step explanation:

Online math courses can also offer some benefits, such as the flexibility to work at your own pace and the ability to review lectures and assignments as needed. Overall, taking an online math course requires self-discipline, motivation, and a willingness to seek help when needed.

Online classes are virtual classrooms that offer students the opportunity to learn from anywhere, at any time, with a reliable internet connection. The primary focus of online classes is to provide students with the same level of academic instruction as they would receive in a traditional classroom setting. Many educational institutions and organizations offer online classes, including colleges, universities, and K-12 schools.

One of the significant advantages of online classes is that they offer flexibility, which means students can manage their coursework according to their schedule. Students can also access course material, lectures, and assignments from anywhere, which eliminates the need to attend a physical classroom. Online classes also offer students the ability to work at their own pace and review course material as often as they need to.

Online classes provide students with access to a wide range of educational resources, including video lectures, interactive quizzes, discussion forums, and other learning tools. Many online classes also provide students with personalized support, including one-on-one virtual sessions with instructors or teaching assistants.

Taking an online math course can be different from taking other subjects online. Typically, online math courses involve watching pre-recorded video lectures, completing online assignments, and participating in online discussions or forums. Online math courses may also use virtual tools, such as interactive graphs or calculators, to enhance the learning experience.

Compared to other online courses, learning math online may require more self-discipline and motivation, as it can be challenging to stay engaged with the material without the structure of a traditional classroom. Additionally, math is a subject that often builds on previous concepts, so it is essential to stay on top of the material and seek help if needed.

However, online math courses can also offer some benefits, such as the flexibility to work at your own pace and the ability to review lectures and assignments as needed. Overall, taking an online math course requires self-discipline, motivation, and a willingness to seek help when needed.

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Answer:

$96

Step-by-step explanation:

We know

$22 if it has 11 attendees.

$22 divided 11 = $2 per attendee

So, we know per attendee costs $2

If there are 48 attendees, how much will the picnic cost?

2 x 48 = $96

So, the picnic cost $96.

Donna is not correct, as the mean is of 7.1 kg, which is greater than 7 kg.

The mean of a data-set is obtained as the sum of all observations in the data-set divided by the number of observations.

The sum of the data-set in this problem is given as follows:

4 x 5 + 5 x 9 + 1 x 6 = 71 kg.

The number of observations is given as follows:

10.

Hence the mean is given as follows:

71/10 = 7.1 kg > 7 kg.

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The simplified form of the expression √x × ⁴√x in rational exponent form is x^3/4.

Given that, square root of x times the fourth root of x.

√x × ⁴√x

To simplify the expression, rewrite using the least common index of 4.

Since ⁿ√xᵃ = x^(x/n)

√x = x^(1/2)

and

⁴√x = x^(1/4)

Hence, we have;

x^(1/2) ×  x^(1/4)

Using exponent rule

x^( 1/2 + 2/4 )

Add 1/2 and 1/4

x^( 1/2 + 1/4 )

x^3/4

Therefore, the simplified form is x^3/4.

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Check the picture below.

Answer:

p = -1/2

q = 2

Step-by-step explanation:

Equations are:
3x - py = 4                         [1]

4x - 3y + q = 0                [2]

If x = 1 and y = 2, then substituting for these values in each equation will provide a solution for p and q

Plugging x = 1 in Equation [1]:
3(1) - p(2) = 4

→ 3 - 2p = 4

→ -2p = 4 - 3

-2p = 1

-2p/-2 = 1/-2

p = -1/2

For the second equation  4x - 3y + q = 0
x = 1, y = 2

→    4(1) -3(2) + q = 0

→    4 - 6 + q = 0

→    -2 + q =0

→    q = 2

A test score that is 1.4 standard deviations above the mean is 107. This means that a student who scored 107 on this standardized test would be above average, as the mean is 100 and the standard deviation is 5.

To find the test score that is 1.4 standard deviations above the mean, we need to use the formula:

z = (x - μ) / σ

where z is the number of standard deviations from the mean, x is the test score, μ is the mean, and σ is the standard deviation.

In this case, we know that z = 1.4, μ = 100, and σ = 5. So we can rearrange the formula to solve for x:

x = z * σ + μ

Substituting the values we know, we get:

x = 1.4 * 5 + 100 = 107

Therefore, a test score that is 1.4 standard deviations above the mean is 107. This means that a student who scored 107 on this standardized test would be above average, as the mean is 100 and the standard deviation is 5.

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The approximate difference between the values of the cars after 4 years is $134.82.

Each element of X receives exactly one element of Y when a function from one set to the other is used. The sets X and Y are collectively referred to as the function's domain and codomain, respectively. Initially, functions represented the idealized relationship between two changing quantities.

To find the difference between the values of the cars after 4 years, we can subtract the value of Mason's car from the value of Brian's car at t = 4.

f(4) = 21,500(0.87)^4 ≈ 11,426.91

g(4) = 19,200(0.91)^4 ≈ 11,292.09

Therefore, the approximate difference between the values of the cars after 4 years is:

f(4) - g(4) ≈ 11,426.91 - 11,292.09 ≈ 134.82

So the approximate difference is $134.82.

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The choice between using the standard deviation and standard error in the denominator of a z-score formula depends on the context of the problem and the type of data being analyzed.

To determine which z-score formula to use, consider the type of data and the context of the problem. If you have a sample with a known population standard deviation, use the first formula.  If the data represents a random sample of a larger population, the standard error is typically used to account for the variability in estimating the population mean. On the other hand, if the data represents the entire population, the standard deviation is used as the denominator. It's important to understand the distinction between a sample and a population and to choose the appropriate formula accordingly.

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The length of June's scarf change using patterns and structure is 4.

Algebra is the study of abstract symbols, while logic is the manipulation of all those ideas.

The acronym PEMDAS stands for Parenthesis, Exponent, Multiplication, Division, Addition, and Subtraction. This approach is used to answer the problem correctly and completely.

Given that;

The length of friend june scarf= 4 feet

The representation of length of june after a month= 0.5x4

Now,

Sue knitted a scarf for her friend June that was also 4 feet long and, after a month, the length of June's scarf is given by the expression 3/3 x 4, to know how did the length of June's scarf change you must perform the following calculation;

Month; 1 = 4

Month; 2 = 3/3 x 4 = 1 x 4 = 4

Therefore, by algebra the the answer will be 4.

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A recipe for flapjacks uses only syrup sugar butter and oats in the ratio 1:2:2:4. Using this recipe 250g of syrup are needed to make 12 flapjacks. The quantity of oats needed to make 18 of these flapjacks is 375g.

The recipe for flapjacks has a ratio of syrup to sugar to butter to oats of 1:2:2:4. This means that for every 1 unit of syrup, there are 2 units of sugar, 2 units of butter, and 4 units of oats.

We know that 250g of syrup are needed to make 12 flapjacks. To find out how much oats are needed to make 18 flapjacks, we can set up a proportion:

syrup: sugar: butter: oats = 1:2:2:4

250g:x = 12:18

To solve for x, we can cross-multiply and simplify:

250g * 18 = 12x

4500g = 12x

x = 375g

Therefore, we need 375g of oats to make 18 flapjacks using this recipe.

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Answer: A

Step-by-step explanation: There isn't much work to be shown here, however you can look at graphical patterns to get your answer. It says the initial value is $200000 so you can eliminate B and D because they start at $100000. That leaves A and C. C is increasing at a higher rate and is greater than 100% per year. That leaves option A.

Answer:

Step-by-step explanation: umm hard the question doesn't sound like a question

The probability that at least one of the disks selected has a number greater than 24 is 127/343.

To find the probability that at least one of the disks selected has a number greater than 24, we can find the probability that all three disks have numbers less than or equal to 24 and subtract this from 1.

The probability that a disk selected from a container has a number less than or equal to 24

24/28= 6/7

Since,

there are 24 disks with numbers less than or equal to 24 out of a total of 28 disks in each container.

We can assume that the selection of a disk from one container is independent of the selection of a disk from another container, so the probability that all three disks selected have numbers less than or equal to 24 is (6/7)³

since we are making three independent selections.

Therefore,

The probability that at least one of the selected disks has a number greater than 24 is 1 - (6/7)³ ,

which simplifies to 343/343 - 216/343 = 127/343

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The set builder form of the set b = {1/10, 1/00, 1/1000} is b = {x | x = 1/10ⁿ, where n is a positive integer}

In mathematics, set builder notation is a concise way of describing a set using a rule or a formula.

Let's explore how we can use set builder notation to write the set b={1/10, 1/100, 1/1000}.

To begin, we need to identify the common property that these elements share. In this case, we can observe that each element is a rational number with a power of ten as the denominator. So, we can write the set b as follows:

b = {x | x = 1/10ⁿ, where n is a positive integer}

In this notation, the vertical bar represents "such that" and separates the description of the element from the rule that defines the set. The letter x is a variable that represents any element that satisfies the rule. We use the power of ten as a common property to describe the set b.

In this set builder form, we can see that b is a set of elements that can be expressed as 1/10 to the power of a positive integer. We can also use set builder notation to define other sets with different properties, such as sets of even numbers or sets of prime numbers.

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For the given width length ratio and perimeter of rectangle, the length of rectangle is 80 cm.

The perimeter of a shape is defined as the total length of its boundary. The perimeter of a shape is determined by adding the length of all the sides and edges enclosing the shape.

Let the width of the rectangle be 3x, and the length be 4x (since the ratio of the width to the length is 3:4).

The perimeter of a rectangle is the sum of the lengths of all four sides, so we have:

Perimeter = 2(length + width)

Substituting the expressions for the length and width, we get:

280cm = 2(4x + 3x)

Simplifying the right-hand side, we get:

280cm = 14x

Dividing both sides by 14, we get:

x = 20

Therefore, the length of the rectangle is 4x = 4(20) = 80 cm

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The rate at which the water level is rising when the water level is 2 cm is 8 cm.

A pyramid's volume is equal to 1/3 of B, where B is the base's area and h is its height. Given that the base is square, B = s2, where s is a base side The volume is therefore 1/3 s2h.

We are aware that the base's side is 8 cm long and the whole pyramid's height is 11 cm. Also, no matter how high the water is, its surface will always form a square with the same proportion to the water's depth as a side of the pyramid's top has to the pyramid's total height. This indicates that s = 8/11 h regardless of the water depth.

So that means that the formula for the volume of the pyramid formed by the water is V = 1/3 (8/11 h)2 h = 64/363 h3.

Separate this as a function of time to get the rate of change of the volume of water :

V = 64/363 h3

dV/dt = 3 (64/363) h2 dh/dt = 192/363 h2 dh/dt

Nonetheless, we are aware that the volume is shifting at a speed of 65 cc every second.  So at any point in time,

65 = 192/363 h2 dh/dt

65 * 363 / 192 = h2 dh/dt

23595 / 192 = h2 dh/dt

(23595 / 192) / h2 = dh/dt

When the level of water (h) is 8, that indicates:

(23595 / 192) / 64 = dh/dt

1.92 = dh/dt

So the water level is rising at the rate of 1.92 cm per second when the water level is 8 cm.

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Answer: (2,0)

Step-by-step explanation:

Midpoint formula( [tex]\frac{x1+x2}{2}[/tex],[tex]\frac{y1+y2}{2}[/tex])

P(-4, 6)

Q(8, -6)

Substitute into formula

-4+8/2

4/2

x = 2

6-6/2

0/2

y = 0

Answer (2,0)

The original price when 64% is applied to the item will be $200.

A value or ratio that may be stated as a fraction of 100 is referred to as a percentile in mathematics. If we need to compute a percentage of a number, we should divide it by its whole and then multiply it by 100.

The percentage is given as,

Percentage (P) = [Final value - Initial value] / Initial value × 100

Let 'x' be the Original Price. Then the equation is given as,

(1 - 0.64) x = $72

0.36 x = $72

x = $200

The original price when 64% is applied to the item will be $200.

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Answer: 1) 29 (look at the image for the solution)

Step-by-step explanation:

Answer:   900 x (2.5 x t) = y

900 hundred dollars originally invested, times the number of years multiplied by the yearly interest rate, equals Y, or the amount of the investment in dollars.

I hope this helps & good luck <3 !!!

Approximately it takes 6 years to the population be fewer than 11,000.

If the constant decrease in population be R% per annum, then the population after n years = P(1-R/100)ⁿ.

Given that, A=11,000, rate of interest=8% and P=18,000.

Here, 11,000=18,000(1-8/100)ⁿ

11/18=(1-0.08)ⁿ

0.611=(0.92)ⁿ

Take the logarithm of both sides of the equation to remove the variable from the exponent.

Exact Form:

n=ln(0.611)/ln(0.92)

Decimal Form: n=5.90847701…

n=6

Therefore, approximately it takes 6 years to the population be fewer than 11,000.

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"Your question is incomplete, probably the complete question/missing part is:"

The population of a town is 18,000. it decreases at a rate of 8% per year. In about how many years will the population be fewer than 11,000?

Answer:

7,000 Rupees

Step-by-step explanation: