15 POINTS, HELP!!!!!!!!!! QUICK!!!!
Identify characteristics of the quadratic function and its graph.

15 POINTS, HELP!!!!!!!!!! QUICK!!!!Identify Characteristics Of The Quadratic Function And Its Graph.

Answers

Answer 1

The characteristics of the quadratic function and its graph are listed below

Identifying characteristics of the quadratic function and its graph.

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

The graph of the quadratic function

As a general rule

The domain of a quadratic function is the set of all real values

For the range, we have

The graph has a maximum value at y = -1

Also, the values of the function output (y values) decreases

This means that the range is y <= -1

For other key features, we have

vertex = (1, -1)axis of symmetry: x = 1y reduces as x < 1y increases as x > 1

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Related Questions

Find X and Y
X= (Simplify your answer. Do not include the degree symbol in your answer.)
Y= (Simplify your answer. Do not include the degree symbol in your answer.)

Answers

The measures of the angles X and Y in the intersecting secants and tangents are 52.5 degrees and 35 degrees

Finding the measures of X and Y

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

intersecting secants and tangents

Using the theorem of intersecting secants and tangents, we have

x = 1/2(140 - 35)

Evaluate the difference of 140 and 35

So, we have the following representation

x = 1/2 * 105

Evaluate the product of 105 and 1/2

So, we have the following representation

x = 52.5 degrees

if the lines represented by the arrows are parallel lines, then we have

y = 35 degrees

Otherwise, the question  has missing details to solve for y

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Enlist the properties of a binomial distribution. Find the probability of getting 8 heads and 5 tails in 13 tosses of an unbiased coin.

Answers

The solution is:  ¼The answer is no because all have an equal probability and the possible outcomes for this can be HH or HT.

Here, we have,

Supposing that the coin is unbiased, and that landing on head and tail are exhaustive events.

So, P (first toss resulting in head) = 1/2and P (second toss resulting in a tail) = 1/2.

The two are independent events, necessary probability (their product) is 1/4.

Another way to see it as:

Possible outcomes: HH, HT, TH and TT, each with equal probability.

Hence, ¼The answer is no because all have an equal probability and the possible outcomes for this can be HH or HT.

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complete question:

On a single toss of a fair coin, the probability of heads is 0.5 and the probability of tails is 0.5. if you toss a coin twice and get heads on the first toss, are you guaranteed to get tails on the second toss? explain.

What is 15 divided by 10 ( In a fractions answer)

Answers

Answer:

15/10 = 32 = 1 12 = 1.5

Step-by-step explanation:

brainiest would be most needed thx

Find the side lengths of each triangle.

Answers

Answer:

18) z + 5 = 4z - 4

3z = 9, so z = 3

z + 5 = 8

The side lengths of this equilateral

triangle are 8 units.

19) 2x + 6.8 = 8x + 1.4

6x = 5.4, so x = .9

2(.9) + 6.8 = 1.8 + 6.8 = 8.6

The congruent side lengths of this

isosceles triangle are 8.6 units.

What is the value of the expression shown below 14 1/3 - 6 5/8

Answers

Answer:

the value of the expression 14 1/3 - 6 5/8 is 185/24.

Step-by-step explanation:

To solve this problem, you can convert both mixed numbers to improper fractions, then subtract the fractions and simplify the result. Here are the steps:

1. Convert 14 1/3 to an improper fraction:

14 1/3 = (14 x 3 + 1) / 3 = 43 / 3

2. Convert 6 5/8 to an improper fraction:

6 5/8 = (6 x 8 + 5) / 8 = 53 / 8

3. Subtract the fractions:

43 / 3 - 53 / 8 = (43 x 8 - 53 x 3) / (3 x 8) = (344 - 159) / 24 = 185 / 24

So the value of the expression 14 1/3 - 6 5/8 is 185/24.

Step-by-step explanation:

(2x+8)(5x-7) Which expression is equivalent to the given expression

Answers

The expression that is equivalent to given expression (2x+8)(5x-7) is 10x² + 26x - 56.

To find the equivalent expression of (2x+8)(5x-7), we need to use the distributive property of multiplication.

First, we distribute 2x to both terms inside the second parentheses, and then we distribute 8 to both terms inside the second parentheses. This gives us:

(2x)(5x) + (2x)(-7) + (8)(5x) + (8)(-7)

Simplifying the terms inside each set of parentheses, we get:

10x² - 14x + 40x - 56

Combining like terms, we have:

10x² + 26x - 56

The distributive property of multiplication is a fundamental property in mathematics that helps simplify expressions by breaking down a term into smaller, more manageable parts.

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Does the following equation model exponential growth or decay? Identify the rate.
The rate: y=-2(1.03)x (but on top of the last parentheses
A Growth 3%
B Decay 3%
C Growth 103%
D Growth .03%
I believe its A not sure tho

Answers

The equation of the function y = -2(1.03)^x  is a growth function i.e. A Growth 3%

Categorizing the functions as decay or growth

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

y = -2(1.03)^x

An exponential function is represented as

y = ab^x

If b > 0, then it is a growth function

Otherwise, it a decay function

Using the above as a guide, we have the following:

y = -2(1.03)^x  -- growth

This also means that the rate of growth is 3%

Hence, the function y = -2(1.03)^x  is a growth function

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What’s the answer to the questions below? Plsss help

Answers

According to the information we can infer that the parallel line would be AD or CF. Additionally, the perpendicular lines would be CB or FE.

How to identify parallel lines?

To identify the parallel lines we must look at the figure and find the lines that have the same direction as the line BE and that would never intersect with the segment BE, according to the above, we can infer that the parallel lines would be:

ADCF

On the other hand, the lines perpendicular to CF would be CB or FE because they make 90° angles with segment CF. Additionally, the face that would be parallel to ABC is DEF.

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Elizabeth can make 24 beaded bracelets in 18 minutes. At that rate, approximately how
many beaded bracelets will she be able to make in 21 minutes?
A. 18

B. 21

C. 28

D. 16

Answers

Answer: 27.3 or 28

Description:
If we divide the number of bracelets (24) by the number of minutes needed to make that number (18), we get 1.3. This means Elizabeth can make approximately 1.3 bracelets per minute.

Knowing this we need to multiply the average number of bracelets per minute made and the number of minutes we want to calculate for.

1.3 x 21 = 27.3 or 28

Answer: C (28)

Step-by-step explanation:

Use probabilities:

24/18 = x/21

Cross multiply: 18x=24*21

18x = 504

x=28

A right circular cone is intersected by a plane that passes through the cone's
vertex and is parallel to its base, as in the picture below. What is produced
from this intersection?
OA. A pair of intersecting lines
OB. A point
OC. A pair of parallel lines
OD. A parabola

Answers

Answer:

  B.  A point

Step-by-step explanation:

You want a description of the intersection between a plane and a cone given that the plane is parallel to the base and passes through the vertex of the cone.

Vertex

The vertex of a cone is a single point. If a plane passes through that, but does not intersect the base of the cone, it will not intersect anywhere else.

The intersection is one point.

__

Additional comment

Figure f in the attachment illustrates this case.

Part A To calculate slope, you need two points. Choose two points on the line. ​

Answers

The slope of this line is equal to 3/5.

How to calculate or determine the rate of change or slope of a line?

In Mathematics and Geometry, the gradient, rate of change, or slope of any straight line can be determined by using the following mathematical equation;

Slope (m) = (Change in y-axis, Δy)/(Change in x-axis, Δx)

Slope (m) = rise/run

Slope (m) = (y₂ - y₁)/(x₂ - x₁)

By substituting the given data points (0, 0) and (5, 3) into the formula for the slope of a line, we have the following;

Slope (m) = (y₂ - y₁)/(x₂ - x₁)

Slope (m) = (3 - 0)/(5 - 0)

Slope (m) = 3/5.

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HELPPP THIS IS FOR GEOMETRY

Answers

Answer:

  Parallelogram

Step-by-step explanation:

You want the name of the figure defined by vertices I(2, -3), J(0, 0), K(4, 6) and L(6, 3).

Parallelogram

A quick check will tell if the figure is a parallelogram. The diagonals will have the same midpoint.

  (I +K)/2 = (J +L)/2

  I +K = J +L . . . . . . . . multiply by 2 to make the math easier

  (2, -3) +(4, 6) = (0, 0) +(6, 3) . . . . . substitute the given points

  (6, 3) = (6, 3) . . . . . . . . . . . . . . the sums are equal

The figure is a parallelogram.

Diagonals

A parallelogram can be a rectangle, square, or rhombus. We can determine if it is a square or rectangle by looking at the lengths of the diagonals. First, we need to find the differences of their endpoints.

  K -I = (4, 6) -(2, -3) = (4 -2, 6 +3) = (2, 9)

  L -J = (6, 3) -(0, 0) = (6, 3)

The lengths will be the root of the sum of the squares. We can compare the lengths by comparing the sum of the squares (without taking the root):

  2² +9² = 4 +81 = 85

  6² +3² = 36 +9 = 45

The diagonals are different lengths, so the figure is not a rectangle.

Right angles

We can make another check to see if the figure is a rhombus. In a rhombus, the diagonals are perpendicular. The "dot product" of the differences we just found will be zero in that case.

  (2, 9)•(6, 3) = (2)(6) +(9)(3) = 12 +27 = 39 ≠ 0

The diagonals are not perpendicular, so the parallelogram is not a rhombus.

The most specific name of the figure is Parallelogram.

__

Additional comment

A lot is answered by graphing the points. The slopes and lengths of the lines can be found by counting grid squares between points horizontally and vertically. It is easy to see the diagonals cross at their midpoints, and that they are different lengths.

You can figure segment lengths and slopes for showing opposite sides are the same lengths and parallel, but we find the diagonal midpoint computation to be much easier for showing the figure is a parallelogram.

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a factory made about 90,000 thousands toys last year. what is the greatest number of toys the factory could have made last year?

Answers

The greatest number of toys the factory could have made last year is 163,787,585 toys. This is calculated by multiplying the daily production rate of 492,827 toys by the number of days in a year (365), and then dividing the total by 1,000 to convert it to thousands.

90,000 thousands toys is equivalent to 90,000,000 toys (since 1 thousand = 1000).

To find the greatest number of toys the factory could have made last year, we can multiply the number of toys made per day by the number of days in a year.

Since there are 365 days in a year, the factory could have made

492,827 toys/day x 365 days = 179,847,755 toys

However, since the question asks for the greatest number of toys the factory could have made, we need to take into account any possible missed production days (e.g. holidays, maintenance, etc.).

Assuming the factory operated at full capacity for 90% of the year, the greatest number of toys they could have made would be fin my multiplying,

492,827 toys/day x 365 days x 0.9 = 163,787,584.5 or approximately 163,787,585 toys.

Therefore, the greatest number of toys the factory could have made last year is 163,787,585 toys.

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--The given question is incomplete, the complete question is given

"A toy factory makes 492,827 toys each day. a factory made about 90,000 thousands toys last year. what is the greatest number of toys the factory could have made last year?'--

Olivia is cutting a
1
1
2
m
1
2
1

m1, start fraction, 1, divided by, 2, end fraction, start text, space, m, end text by
3
4
m
4
3

mstart fraction, 3, divided by, 4, end fraction, start text, space, m, end text piece of rectangular paper into two pieces along its diagonal.

Answers

The area of each of the pieces will be 9/16 m²

Given that =

Dimension of the rectangular paper:

length = 3/2 m

breadth = 3/4 m

Olivia cuts the paper into two pieces along its diagonal.

We need to find the area of the pieces,

Olivia will cut the rectangular paper along its diagonal into two pieces.

After cutting she will get two triangular pieces, which will be congruent to each other by SAS congruency.

∴ Area of each of the triangular pieces will be given by,

= ½ × Area of the rectangular paper

= ½ × [length × breadth]

= ½ × 3/2 × 3/4

= ½ × 9/8

= 9/16

Hence, the area of each of the pieces will be 9/16 m²

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What is the solution to the system of equations? Infinite Solutions No Solution (- 2, 3); (- 1, - 1)

Answers

The calculated value of the solution to the system of equations  (- 1, - 1)

What is the solution to the system of equations?

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

The graph

The solution to the system of equations is the point of intersection between the lines on the graph

Using the above as a guide, we have the following:

Intersection point =  (- 1, - 1)

This means that the solution to the system of equations  (- 1, - 1)

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URGENT!! ILL GIVE BRAINLIEST! AND 100 POINTS

Answers

The y-intercept represents the base price of $200 for airfare from NYC.

The slope represent a cost of $0.30 cents per mile traveled.

According to the equation given, someone who traveled 2000 miles from NYC would pay $800 for their fare.

According to the equation given, someone who paid $500 for airfare from NYC would have traveled 1000 miles.

If the base cost for airfare changed to $50 and the cost per mile is unchanged, the new equation would be y = 50 + 0.30x.

What is the slope-intercept form?

In Mathematics and Geometry, the slope-intercept form of the equation of a straight line is given by this mathematical equation;

y = mx + c

Where:

m represents the slope or rate of change.x and y are the points.c represents the y-intercept or initial value.

Based on the information provided about this trip, a linear equation that models the situation is given by;

y = mx + c

y = 0.30x + 200

when x = 2000, we have;

y = 0.30(2000) + 200 = $800.

when y = 500, we have;

500 = 0.30x + 200

300 = 0.30x

x = 1000 miles.

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HELPP PLS need help to find answer

Answers

Area of the shape is 70 units²

We have,

The given shape is a trapezium.

The area of the trapezium.

= 1/2 x height x (sum of the [parallel sides)

Now,

Height = 7

Parallel sides = 10 and 10

So,

Area of the shape.

= 1/2 x 7 x (10 + 10)

= 1/2 x 7 x 20

= 7 x 10

= 70 units²

Thus,

The area of the shape is 70 units²

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5 Harper is getting ready to plant corn on his family's farm. The table shows the number of pounds of seed she needs to buy depending on the number of hectares she will plant. Hectares, h 10 15 25 50 Pounds of seed, p 200 300 500 1000 a. Write an equation that shows how to find the pounds of seed, p, needed for h hectares of land. (1 pt) b. Write an equation that shows how many hectares, h, Harper can plant with p pounds of seed. (1 pt)​

Answers

An equation that shows how to find the pounds of seed, p, needed for h hectares of land is p = 20h.

An equation that shows how many hectares, h, Harper can plant with p pounds of seed is h = p/20.

How to determine an equation of this line?

In Mathematics and Geometry, the point-slope form of a straight line can be calculated by using the following mathematical equation (formula):

y - y₁ = m(x - x₁)

Where:

x and y represent the data points.m represent the slope.

First of all, we would determine the slope of this table;

Slope (m) = (y₂ - y₁)/(x₂ - x₁)

Slope (m) = (300 - 200)/(15 - 10)

Slope (m) = 100/5

Slope (m) = 20

At data point (10, 200) and a slope of 20, a linear equation for this line can be calculated by using the point-slope form as follows:

y - y₁ = m(x - x₁)

y - 200 = 20(x - 10)  

y = 20x - 200 + 200

y = 20x ≡ p = 20h

Making h the subject of formula, we have:

h = p/20

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the correct answer.
Which inequality represents the values of that ensure triangle ABC exists?
A
2x+4
B
O D.
18
OA.
<< 1
OB. -< < ¹
O c. 1 < x < 5
6x
2 < < 6

Answers

The inequality that represents the values of x is expressed as:

7/4 < x < 11/2.

What is the Triangle Inequality Theorem?

According to the triangle inequality theorem, any two sides of a triangle, when added, must be greater than the length of the third side.

Therefore, applying the triangle inequality theorem, we have:

2x + 4 + 6x > 18

8x + 4 > 18

8x > 18 - 4

8x > 14

x > 14/8

x > 7/4 or 7/4 < x

Therefore, the possible value of x would be: 7/4 < x < 11/2

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The venn diagram shows the 12 students in Mr. Campbell's class. The diagram shows the memberships for the Volleyball Club and the Math Club. Note that "Ivanna" is outside the circles since she is not a member of either club. One student from the class is randomly selected. Let A denote the event "the student is in the Volleyball Club." LEt B denote the event "the student is in the Math Club."

Answers

Answer:

I apologize, but I cannot see the Venn diagram that you mentioned in your question. However, I can help you understand how to use the given events A and B to answer questions related to probability.

1. What is the probability that the student is a member of either the Volleyball Club or the Math Club or both?

To find the probability that the student is in A or B, we need to add the probabilities of A and B and subtract the probability of their intersection (i.e., students who are members of both clubs). Symbolically, P(A or B) = P(A) + P(B) - P(A and B).

2. What is the probability that the student is not a member of either the Volleyball Club or the Math Club?

Since Ivanna is not a member of either club, there are 12 - 1 = 11 students who are members of at least one club. Therefore, the probability that a student is not in either club is (number of students not in A or B) / (total number of students) = (1/12).

3. What is the probability that the student is a member of the Volleyball Club given that the student is in the Math Club?

To find this conditional probability, we need to divide the probability of the intersection of A and B (i.e., students who are members of both clubs) by the probability of B (i.e., students who are in the Math Club). Symbolically, P(A given B) = P(A and B) / P(B).

I hope this helps! Let me know if you have any other questions.

A parallelogram is shown below.
3.2 cm
4.25 cm
2.8 cm
What is the area, in square centimeters, of the parallelogram?

Answers

Answer:

h=4

Explanation:

Area of a parallelogram can be calculated by using the formulae :

A=bh ,

where A = Area, b = Base Length and h = Height

Therefore, by using the given information,

∴ 24 = 6h

∴ h=4c

Answer:

9.35

Step-by-step explanation:

P=SxSxS

=3.2+4.25+2.8

=9.35

Write the equation for a line that is parallel to y=6x+1 that passes through the point (-7,1)

Answers

The equation of the line that is parallel to y = 6x + 1 that passes through the point (-7, 1) is y = 6x + 43.

Given that,

A line is parallel to  y = 6x + 1.

This line passes through (-7, 1).

We have to find the equation of the line.

y = 6x + 1 is in the form of a slope intercept form, which will give the slope as 6.

Any line parallel to this line will have the same slope.

The line parallel to this will be of the form,

y = 6x + c

This line passes through (-7, 1).

Equation of the line is,

1 = (6 × -7) + c

c = 43

Equation of the line is y = 6x + 43.

Hence the equation of the line is y = 6x + 43.

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A rectangular poster is 50 centimeters long and 25 centimeters wide. If 1 centimeter is approximately 0.4 inches, which of the following best represents the area of the poster in inches?

Answers

The area of the poster in inches is,

⇒ A = 4 inches²

We have to given that;

A rectangular poster is 50 centimeters long and 25 centimeters wide.

Here, 1 centimeter is approximately 0.4 inches

Hence, Lenght = 50 cm

Lenght = 50 x 0.4

            = 2 inches

Width = 25 cm

          = 25 x 0.4

           = 1 inches

Thus, The area of the poster in inches is,

⇒ A = 1 x 4

⇒ A = 4 inches²

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Refer to the figure. Find the indicated values to the nearest hundredth of a centimeter or hundredth of a degree. Round all intermediate values to four decimal
places.
150
Part 1 of 2
D
Part 2 of 2
36
60°
C
78
31°
B
20 cm
(a) Find the lengths of BC, AC, DB, DC, ED, EC, and EA.
BC
cm, AC
cm, DC
cm, ED
DBN
(b) Find the measures of ZAEC and CAE.
ZAEC
and CAE.
cm, EC
my
cm, and EA
cm.

Answers

From the figure, the values of |BC| = 13cm,|AC| = 17cm,  |DB| = 36cm, |DC|= 8cm, |DE| = 24cm, |EC| = 18 cm, |EA| = 21cm

What is sine rule?

The sine rule, also known as the law of sines, is a relationship that states that side “a” divided by the sine “a” is equal to side “b” divided by the sine “b”. It can be used to find unknown lengths or angles of a triangle and its formula can be written as Sin A/a

The sine rule states that

a/sinA = b/sinB = c/sinC

To find the value of |BC| using the above formula.

a/sin41 = 20/sin78

a= (20/sin78 ÷sin41)

a = 20* 0.6561 /0.9782

a = 13cm

/BC/ = 13cm

To find |AC| using the same formula

a/sinA = b/sinB = c/sinC

note that <A = 180 - (78+41) = 61

b/sin61 = 13/sin41

b = (13*sin61)/sin41

b = 13* 0.8746/0.6561

b = 17cm

/AC/ = 17cm

To find /DB/ using the same formula

a/sinA = b/sinB = c/sinC

Note that <DCB = 180 - (60+31)  = 180-91 = 89

c/sin89 = 31/sin60

c = 31 / 0.8660 ÷ 0.9998

c = 36cm

/DB/ = 36cm

To find /DC/ using the same formula

a/sinA = b/sinB = c/sinC

b/sin31 = 13/sin60

b = 13*sin60)/sin31

b = 13*0.5150 /0.8660

b = 7.7cm

|DC| = 8cm

To find /ED/ using the same formula

a/sinA = b/sinB = c/sinC

Note that <DCE = 180- (36+15) = 129

Tis implies that

c/sin129 = 8/sin15

c= (8*0.7771)/0.2588

c = 24 cm

To find |EC| using the same formula

a/sinA = b/sinB = c/sinC

d/sin36 = 8/sin15

d*sin15 = 8*sin36

d= (8*sin36)/sin15

d = (8*0.5878)/ 0.2588

d = 18cm

|EC|= 18 cm

Finally, To find |EA| using the cosine  formula

Note that < ECA = 180-78 = 102

c² = a² +e²-2*aecos102

c²= 18²+8²-2*18*8*-0.2079

c² = 324 +64 +60

c² = 448

c √448

c = 21cm

|EA| = 21cm

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The following table represents the highest educational attainment of all adult residents in a certain town. If a resident who has only completed high school is chosen at random, what is the probability that they are aged 30-39? Round your answer to the nearest thousandth.
Age 20-29 Age 30-39 Age 40-49 Age 50 & over Total
High school only 923 1131 910 938 3902
Some college 699 579 1559 1546 4383
Bachelor's degree 930 952 697 1411 3990
Master's degree 634 628 562 1389 3213
Total 3186 3290 3728 5284 15488

Answers

The probability that a resident who has only completed high school are aged 30-39 = 0.059

We know that the probability of event A is given by the formula,

P(A) = number of possible outcomes of event A / total number of outcomes

We need to find the probability that a resident who has only completed high school are aged 30-39.

Let event A: a resident who has only completed high school are aged 30-39.

The number of  resident who completed high school and aged 30-39 = 933

And the total nuember of residnts = 15818

Using probability formula the required probability would be,

P(A) = n(A)/n(S)

P(A) = 933/15818

P(A) = 0.059

This is the required probability.

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Find the complete question below.

Jeff opens his desert shop and sold pies, cakes, and cookies in it. He sold pes Monday through Friday.


He sold cakes Monday through Saturday. He sold Cookies Monday through Sunday. He had the following number of sales for each day. Using an ANOVA analysis, state if any of the deserts is significantly more popular.
Pies Cakes Cookies
Monday 5 7 6
Tuesday 2 4 7
Wednesday 7 9 5
Thursday 4 5 7
Friday 3 2 9
Saturday 2 7
Sunday 3
















Compute the appropriate statistic.











For the desert table above, what is the critical value at 95% and is the observed statistically significant?

Answers

1. Anova analysis shows that the P-value is 0.2762. This is greater than the significance level of 0.05. This means that there is no statistically significant difference in the popularity of the desserts.

2. F-stats  ( 1.4038 )         P-value ( 0.2762)    DF ( 2  and 15)

3. The critical F-value at 95% is 3.68. It means that it is not statistically significant at at 95% level.

     

What is critical F-value?

The critical F-value is a value used in hypothesis testing, specifically in ANOVA (Analysis of Variance).

It is defined by the test's degrees of freedom and the specified significance level (typically written by, such as 0.05 for a 95% confidence level).

            For the table provided, below is the ANOVA analysis.

                               Data summary from ANOVA analysis

Groups       N            Mean           Std Deviation             Std. Error

Pies             5             4.2                  1.9235                      0.8602

Cakes          6           4.8333               2.7869                    1.1377

Cookies       7            6.2857               1.8898                   0.7143

    Source                 DF           SS             MS           F-stats           P-value

Between groups       2        14.049       7.0246          1.4038           0.2762

Within groups           15          75.0615      5.0041

Total                          17             89.1107

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what is the answer for the question

Answers

[tex]~~~~~~ \textit{Simple Interest Earned Amount} \\\\ A=P(1+rt)\qquad \begin{cases} A=\textit{accumulated amount}\\ P=\textit{original amount deposited}\dotfill & \$225\\ r=rate\to 6\%\to \frac{6}{100}\dotfill &0.06\\ t=years\dotfill &5 \end{cases} \\\\\\ A = 225[1+(0.06)(5)]\implies A=225(1.3) \implies A = 292.5[/tex]

Find the area of the region inside the inner loop of the​ limaçon r=3−6cosθ.The area of the region is??

Answers

The area of the region inside the inner loop is 4.5π

How to calculate the area

Using the formula A = 1/2 ∫[a,b] r^2(θ) dθ. In the case of the limaçon's inner loop, a has been set as 0, b is equal to π, and r equals 3 - 6 cosθ. Together, these values give us the following equation expression for the area:

A = 1/2 ∫[0,π] (3 - 6 cosθ)^2 dθ

= 1/2 ∫[0,π] (9 - 36 cosθ + 36 cos^2θ) dθ

= 1/2 [9θ - 36 sinθ + 12 sin(2θ)]|[0,π]

= 1/2 [9π]

= 45π

Therefore, the area of the inner loop in this instance is calculated as 4.5π.

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I Hope This Helps!

Answer

= 4.5π

Mr. Sanchez’s class sold fruit pies for $1.45 each and Mr. Kelly’s class sold bottles of fruit juice for $1.25 each. Together, the classes sold 53 items and earned $70.85 for their school.
Write and solve a system of equations that model the problem. Show all your work.
Which class earned more money?
How much more money did that class earn?

Answers

Let x be mr sanchez
Let y be mr kelly

1.45x + 1.25y = 70.85
x + y = 53

x = 53 - y

1.45(53 - y) + 1.25y = 70.85
y = 30

sanchez sold 23 while kelly sold 30
sanchez: 1.45(23) = $33.35

kelly: 1.25(30) = $37.5

therefore kelly earned more
kelly earned $4.15 dollars more (37.5-33.35)

Which statement about the graph of y=0.25⋅2x is true? Responses The graph decreases from left to right. The graph decreases from left to right. The coordinates of the y-intercept are (0, 14). The coordinates of the , y, -intercept are , open parentheses 0 comma space 1 over 4 close parentheses, . The graph has a vertical asymptote. The graph has a vertical asymptote. The coordinates of the x-intercept are (2, 0) .

Answers

The statement about the graph of y = 0.25⋅2^x that is true is:

The coordinates of the y-intercept are (0, 1/4).

We have,

The statement that is true about the graph of y = 0.25(2^x).

The coordinates of the y-intercept are (0, 1/4).

We can see this by setting x = 0 in the equation,

which gives,

y = 0.25 x 2^0 = 0.25 x 1 = 1/4.

Therefore, the y-intercept is at (0, 1/4).

The other statements are false:

The graph increases from left to right, since 2^x increases as x increases.

The coordinates of the y-intercept are not (0, 14), but rather (0, 1/4).

There is no vertical asymptote in the graph.

The x-intercept occurs where y = 0, which gives 0.25 * 2^x = 0. Solving for x gives x = -2.

Therefore, the coordinates of the x-intercept are (-2, 0), not (2, 0).

Thus,

The statement about the graph of y = 0.25⋅2^x that is true is:

The coordinates of the y-intercept are (0, 1/4).

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