Write the vector shown below as a combination of vectors and shown above
Vector-
7
la
Note: In both graphs, each box is 1 unit by 1 unit in size
Question Help: Video

Answer:-3, 2

Step-by-step explanation:

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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The probability that Sean will get at most 9 calls in a 4 hour portion of his work day is 0.037.

The probability that Sean will get at most 9 calls in a 4 hour portion of his work day can be calculated by using the Poisson distribution formula. The formula is [tex]P(x)=e^-μ(μ^x/x!)[/tex].

In this case, μ = 20/4 = 5.

Therefore, [tex]P(x=9) = e^-5(5^9/9!) = 0.037[/tex]

Rounding the answer to three decimal places, the probability that Sean will get at most 9 calls in a 4 hour portion of his work day is 0.037.

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The correct decision in a hypothesis test when the data produces a t-statistic that is in the critical region is to reject the null hypothesis.

This is because a t-statics in the critical region indicates that the differences between the sample mean and the population mean are statistically significant. This means that the data indicates that the null hypothesis is wrong and that the alternative hypothesis is true. In a hypothesis test, the null hypothesis is what the researcher is trying to disprove. It is the general statement that suggests that there is no difference between the sample mean and the population mean. The alternative hypothesis is what the researcher is attempting to prove. It suggests that there is a difference between the sample mean and the population mean. Therefore, when the data produces a t-statistic that is in the critical region, it indicates that the alternative hypothesis is true. When a t-statistic is in the critical region, it means that the result is statistically significant. This means that the differences between the sample mean and the population mean are unlikely to have occurred by chance and that the alternative hypothesis is likely to be true. Therefore, when the data produces a t-statistic that is in the critical region, the correct decision is to reject the null hypothesis and accept the alternative hypothesis.

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Answer: 10 times

Step-by-step explanation:

Answer:

x = 8

Step-by-step explanation:

AB/AC = BD/DC

2x/12 = x+4/x+1

12x + 4 = 2x² + 2x

2x² - 10x - 48 = 0

x² - 5x - 24 = 0

(x-8) (x+3) = 0

x = 8 (or) x= -3 (impossible)

x = 8

The points are plotted on the graph below.

Coordinates are the set of points in a geometrical plane or space, which is used to denote the exact point in the coordinate plane or space.

Given a coordinate plane.

We have to plot the points given.

(0, 1/2) is a point on the Y axis, since the x coordinate is zero. y coordinate will be in the middle of 0 and 1.

(1, 1 1/2) is a point at a distance of 1 to the right from the origin and at a distance of 1 1/2 to the up from the origin.

(2, 2 1/2) is a point at a distance of 2 to the right from the origin and at a distance of 2 1/2 to the up from the origin.

These points are plotted in the graph below.

Hence the graph is shown below.

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Ratio of the base of two triangles is 16:9 , if ratio of heights of two triangles is 3:4 and area 4:3.

It is given that the ratio of heights of two triangles is 3:4 and the ratio of area of two triangles is 4:3

We have to find the ratio of their base

The basic formula for the area of a triangle is equal to half the product of its base and height or  [tex]\frac{1}{2} \times base \times height[/tex]

Let b₁ , b₂ are the base of two triangles respectively

So, ratio of areas of triangles : [tex]\frac{\frac{1}{2}\times b_{1} \times3}{\frac{1}{2}\times b_{2} \times4}[/tex]

[tex]\frac{4}{3} = \frac{\frac{1}{2}\times b_{1} \times3}{\frac{1}{2}\times b_{2} \times4}[/tex]

[tex]\frac{b{1}}{b_{2}} =\frac{16}{9}[/tex]

So, ratio of the base of two triangles is 16:9

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The percentage multiplier to find the 53% of a price is 0.53

The given percentage value = 53%

Percentage of a quantity is defined as the number or the ratio, that can be expressed as the fraction of 100. To find the percentage of a number, divide the number by the whole quantity and multiply by 100. Percentage of a number is usually expressed as by using percentage sign "%"

Here we have to find the percentage multiplier

To find the percentage multiplier divide the given percentage by 100

The percentage value = 53%

The percentage multipler = 53 / 100

Divide the numbers

53 / 100 = 0.53

Therefore, the percentage multiplier is 0.53

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Answer:First, we need to find which number when substituted into the equation will give the answer zero. Therefore is a factor. Factorise the quadratic until the expression is factorised fully. Therefore the roots occur when = -3, -2 and 1.

Step-by-step explanation:

Answer:

by reducing it into a quadratic equation and then solving

Step-by-step explanation:

Answer:

ok Let’s calculate the money Sam makes per week, not including sales (or Assuming $0 in sales):

Money per week =$6.45/hour×37.5 hours/week= $241.88/week  

The money he Gains from sales must make up the difference, So

money from sales = $400−$241.88 = $158.12  

This Money is only 6% or 0.06 of the total sales though, so

Total sales = $158.120.06 = $2635.33  

of course, this is Assuming that the money per week is rounded up from $241.875 to $241.88 instead of down to $241.87, in which case Sam would Have to make $2635.50 in sales (about 17 cents more).

Step-by-step explanation:

have a nice day.

Answer:

4

Step-by-step explanation:

First:

(-2 1/2)*(-1 3/5) = 2.5*1.6

Second:

2.5*1.6=5/2*8/5

Third:

5/2*8/5=

4

If an AP has first term 7 and common difference 4. If the sum of all it's terms is 900, then there are 3 terms.

Let's use the formula for the sum of an arithmetic progression to solve this problem:

S = n/2[2a + (n-1)d]

where S is the sum of the first n terms, a is the first term, d is the common difference, and n is the number of terms.

We know that a = 7 and d = 4, and we're given that S = 900. Substituting these values into the formula, we get:

900 = n/2[2(7) + (n-1)(4)]

Simplifying the expression inside the brackets:

900 = n/2[14 + 4n - 4]

900 = n/2[10 + 4n]

Multiplying both sides by 2 to eliminate the fraction:

1800 = n[10 + 4n]

Simplifying the right-hand side:

1800 = 4n^2 + 10n

Rearranging to get a quadratic equation in standard form:

4n^2 + 10n - 1800 = 0

We can solve for n using the quadratic formula:

n = (-b ± √(b^2 - 4ac)) / 2a

In this case, a = 4, b = 10, and c = -1800, so:

n = (-10 ± √(10^2 - 4(4)(-1800))) / 2(4)

n = (-10 ± √(100 + 28800)) / 8

n = (-10 ± √(28900)) / 8

n = (-10 ± 170) / 8

n = 20/8 or n = -180/8

n = 2.5 or n = -22.5

Since the number of terms must be a positive integer, we can discard the negative solution and conclude that there are 2.5 terms. However, this doesn't make sense because the number of terms in an arithmetic progression must be a whole number. Therefore, we need to round up to the nearest whole number, which gives us:

n = 3

Therefore, there are 3 terms in the arithmetic progression with first term 7 and common difference 4, and the sum of these terms is 900.

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Answer:  TRUE  Flóki reportedly released three ravens, and then sailed in the general direction that they flew, eventually discovering Iceland.

Step-by-step explanation:

For the given sets A = { 3, 5, 9 } and set B = { 2, 4, 5, 6, 9, 12 } then the value of AU B is equal to { 2, 3, 4, 5, 6, 9, 12 }.

Two different sets A and set B are equal to :

Set A =  { 3, 5, 9 }

Set B =  { 2, 4, 5, 6, 9, 12 }

Union of two different set A and B is defined as set having all the elements of set A and set B .

Union of two sets A and B is represented by AU B .

AU B

=  { 3, 5, 9 } ∪  { 2, 4, 5, 6, 9, 12 }

= { 2, 3, 4, 5, 6, 9, 12 }

Therefore, the union of two given sets A and set B is given by :

AU B =  { 2, 3, 4, 5, 6, 9, 12 }.

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The solution to the inequality are the region in the shaded area

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

Y >1/2x-1

Y ≥-3/4x-6

Represent properly

y > 1/2x - 1

y ≥ -3/4x - 6

Next, we make a plot of the system to determine the solution

The shaded area in the plot represent the solution to the inequality

In this case, one of the coordinates in the shaded area has a coordinate of (-4, -3)

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The sample is approximately 50,000 years old, as the amount of Carbon-14 in it is lower than that of a contemporary sample.

1) Calculate the ratio of Carbon-14 in the sample compared to a contemporary sample.

Ratio = (60/100) = 0.6

2) Calculate the number of half-lives since the sample was alive.

Number of half-lives = ln(0.6) / ln(0.5) = 0.69897

3) Calculate the age of the sample.

Age of sample = (0.69897 x 5730) = 4020 years

60% of the Carbon-14 identified in a sample taken from a waste site close to the Strait of Magellan was present in the sample from the trash deposit. We must first determine the sample's carbon-14 ratio in relation to a more recent sample in order to determine the sample's age. This ratio is equivalent to the sample's 60% carbon-14 content, or 0.6, when divided by 100. The number of half-lives since the sample has been alive may then be determined by taking the natural log of the ratio and dividing it by the natural log of 0.5, which is 0.69897. By dividing the quantity of half-lives by the 5730-year half-life of carbon-14, we may finally determine the sample's age.

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The required (0,4) after dilation with a scale factor of 1/3  is (0, 4/3). Option C is correct.

The scale factor is defined as the ratio of the modified change in length to the original length.

here,
Since let the coordinate before dilation be (x, y),
Now when applying the scale factor to the coordinate, the transformation equation is given as,
(X, Y) = (sx , sy)  where s is the scale factor,

Since matching the above equation with the option,

(3.0) dilated by a scale factor of 1/3 a (0, 6) (False)
(3,4) dilated by a scale factor of 1/3 scale factor b (1,0)  (False)
(0,4) after dilation with a scale factor of 1/3 is  (0, 4/3)  (True)

Thus, the required (0,4) after dilation with a scale factor of 1/3  is (0, 4/3). Option C is correct.

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The predicted rodent population in the town in 2005 was approximately 6083.

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

ŷ = 67.34x - 128,933.4

To find the rodent population in 2005, we need to substitute x = 2005 into the equation and solve for ŷ:

ŷ = 67.34(2005) - 128,933.4

So, we have

ŷ = 135016.7 - 128,933.4

Evaluate

ŷ = 6083

Hence, the predicted rodent population was 6083.

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The rational function on the graph is the one in options B.

f(x) = 1/(x - 1)

Here we can see that the we have the graph of a rational function.

Notice that we have an asymptote  at x = 1.

That means that the denominator becomes zero when we evaluate the function in x = 1.

Then the denominator is something like:

x + a

And when x = 1 we get:

1 + a = 0

a = -1

Then the denominator is:

x - 1

And the rational function is:

f(x) = 1/(x - 1)

The correct option is B.

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The account would contain 10,230.00 after 1 year.the amount in the account after 1 year, we can use the formula: [tex]P (1 + r/n)^nt[/tex]

To find the amount in the account after 1 year, we can use the formula:[tex]P (1 + r/n)^nt[/tex]

Where,

P = Principal Amount

r = Rate of Interest

n = Number of times the interest is compounded per year

t = Time in years

For this question,

P = 10,000

r = 2.3%

n = 1

t = 1

Therefore,

[tex]10,000 (1 + 0.023/1)^1*1\\10,000 (1.023)^1[/tex]

10,000 x 1.023

= 10,230.00

The complete question is:

If 10,000 is deposited into a savings account that pays 2.3% annual interest, how much more would the account contain after 1 year?

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Answer:

100

Step-by-step explanation:

100x2=200

200-100=100!

Answer:

100

Step-by-step explanation:

First do 100 multiplied by 2 you will then get 200

Next step is to do 200 subtracted by 100 which will give you 100.

Answer: look it up frfr

Step-by-step explanation:

The choice of whether to report the median or mean as a measure of central tendency depends on the shape of the data distribution and the purpose of the analysis.

a) Whether the median or mean would be larger depends on the shape of the distribution of the data. The median is the value that separates the lower half of the data from the upper half, and is a robust measure of central tendency, meaning that it is not greatly affected by outliers or extreme values. On the other hand, the mean is the sum of the data values divided by the number of values, and can be influenced by outliers or extreme values.

In the case of the life expectancies data, if the distribution is roughly symmetrical, with most of the values clustered around the center and relatively few outliers or extreme values, then the mean and median would likely be similar in value. However, if the distribution is skewed to one side, with many values concentrated on one end and relatively few values on the other end, then the mean would likely be larger than the median.

b) The best measure to report depends on the context and the purpose of the analysis. In general, the median is a more appropriate measure of central tendency for skewed distributions, since it is not greatly affected by outliers or extreme values. On the other hand, the mean is more appropriate for symmetrical distributions, since it provides a more accurate representation of the typical value of the data.

In the case of the life expectancies data, it may be useful to report both the median and the mean in order to provide a full picture of the central tendency of the data. However, if there are outliers or extreme values that could significantly affect the mean, it would be more appropriate to report the median as the primary measure of central tendency.

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The errors that may have occurred in the student's measurements are random errors. These types of errors can arise from various sources, such as slight variations in measurement techniques or environmental factors.

Since the measured values are slightly different, it suggests that random errors affected the measurements rather than systematic errors, which would result in consistently incorrect measurements.

To minimize the impact of random errors during data analysis, the student can calculate the average of the three measured values. The average value can serve as the best estimate of the true value of the mass of the rock. Additionally, the student can calculate the standard deviation of the measured values to determine the precision of the measurements. The smaller the standard deviation, the more precise the measurements.

The student can further minimize random errors by taking multiple measurements and averaging them to obtain a more accurate value. Additionally, using a digital balance instead of an analog one may reduce random errors as digital balances have greater precision and accuracy.

It is also important for the student to use proper measurement techniques such as ensuring that the balance is calibrated and zeroed correctly before each measurement. The student should also avoid applying excessive force on the balance and ensure that the rock is stable and level during measurement.

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On solving the provided question, we can say that equation, k(x) = 4(x + 2) represents the function where you add 2 to the input, then multiply the result by 4.

A mathematical equation is a formula that links two assertions and signifies equivalence with the equals sign (=). In algebra, a mathematical statement that proves the equality of two mathematical expressions is referred to as an equation. The equal sign, for instance, separates the variables 3x + 5 and 14 in the equation 3x + 5 = 14. There is a mathematical formula that explains the link between the two phrases that appear on either side of a letter. Frequently, the symbol and the single variable are the same. like in 2x - 4 = 2, for example.

a. f(x) = 2x+4 represents the function where you multiply the input by 2, then add 4 to the result.

b. g(x) = 2(x+4) represents the function where you add 4 to the input, then multiply the result by 2.

c. h(x) = 4x+2 represents the function where you multiply the input by 4, then add 2 to the result.

d. k(x) = 4(x + 2) represents the function where you add 2 to the input, then multiply the result by 4.

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Answer: 5/13

Step-by-step explanation: cos is adj/hyp giving us a 12 for adj and 13 for hyp. Tan is Opp/Adj confirming 12 is the adj and 5 being the Opp. Sin is Opp/Hyp giving us 5/13. Hope it helps

The system of equations will have a unique solution.

A finite set of equations for which we searched for common solutions is referred to as a system of equations, also known as a set of simultaneous equations or an equation system. Similar to single equations, a system of equations can be categorized.

Given that the equations are:-

y=-2x+2 and 2y+4x=4

Convert the equations into general form,

2x + y = 2

4x + 2y = 4

If the ratio of a₁ / a₂ is not equal to the ratio of b₁ / b₂ the equation will have a unique solution. And if are equal than the equation will have infinitely many solutions.

2 / 4 = 1 / 2 = 2 /4

1 /2 = 1/ 2 = 1/ 2

The equation will have many solutions.

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