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The statistical measurement known as the Z-score describes the connection between a value and the mean of a set of values and the required z-score to the three decimal places is −2.714.

The relationship between a value and a set of values' mean is described by the statistical measurement known as the Z-score.

Standard deviations from the mean are used to measure Z-score.

A Z-score of zero means the data point's score is the same as the mean score.

Your observed value is 2.5 standard deviations from the mean if your Z-score is 2.5, and so on.

Your value is more closely aligned with the mean the closer your Z-score is to zero.

Your value is further from the mean the farther your Z-score is from zero.

So, let's say Rosetta wins the game on Thursday with 110 points.

When x=110, the z-score is -2.714.

The average is 148.

You can see from this z-score that x=110 is 2.714 standard deviations away from the mean.

This formula can be used to determine the z-score:

z = x−μ/σ

=110−148/14

=−38/14

≈−2.714

Therefore, the required z-score to the three decimal places is −2.714.

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The required value of  "regression constant" is 7.

Y = a + b X + e is the formula for the regression equation. The dependent variable (Y), which is being predicted or explained, has a value of Y. a, or Alpha, is a constant; it equals the value of Y when the value of X is 0, and b, or Beta, is a coefficient of X; it determines how much Y varies for each unit change in X and determines the slope of the regression line.

In a linear regression equation, the regression constant (also called the intercept) represents the predicted score when the predictor variable has a value of 0. In this scenario, the predicted score for a person with a predictor variable score of 0 is 7.

Therefore, the regression constant is 7.

The regression constant is usually combined with the regression coefficient of the predictor variable to form the complete regression equation, which is used to predict scores for individuals with different values of the predictor variable.

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[tex]~~~~~~~~~~~~\textit{distance between 2 points} \\\\ P1(\stackrel{x_1}{6}~,~\stackrel{y_1}{3})\qquad P2(\stackrel{x_2}{-3}~,~\stackrel{y_2}{5})\qquad \qquad d = \sqrt{( x_2- x_1)^2 + ( y_2- y_1)^2} \\\\\\ P1P2=\sqrt{(~~-3 - 6~~)^2 + (~~5 - 3~~)^2} \implies P1P2=\sqrt{( -9 )^2 + ( 2 )^2} \\\\\\ P1P2=\sqrt{ 81 + 4 } \implies P1P2=\sqrt{ 85 }[/tex]

The factors of numbers let us know that the other factor of 2860 is 220.

Multiples and factors are connected to one another. The number that divides a given quantity exactly, leaving no residue, is said to be a factor of the quantity.

We may write a × b = c to represent any given integer. c is a multiple of "a" and "b".  "a" and "b" are factors of c according to the concept of factors and multiples since c may be divided by both a and b.

Given there are two numbers in which one factor is 13 and the multiple is 2860, then we can write it as:

13 × b = 2860

where;

b =  the other factor

b = 2860/13

b = 220

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The solution of the question sin(50)sin(80)cos(50)cos(80) is cos^2(80o), the correct option is D.

Trigonometric identities are the functions that include trigonometric functions such as sine, cosine, tangents, secant, and, cot. Trigonometric ratio can be defined in terms of ratios of perpendicular, bases and hypotenuse. These are defined only in right angled triangles (triangles whose one angle is of 90 degree measure).

Given;

sin(50)sin(80)cos(50)cos(80)

Now,

=sin(20°)cos(80°) – cos(20°)sin(80°)

=sin(A-B) = sinA.cosB – cosA.sinB

=sin(20°-80°)

=sin(-60°)

=cos^2(80o)

Therefore, by trigonometry the answer will be cos^2(80o).

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Answer:

Step-by-step explanation:

square = a plane figure with four equal straight sides and four right angles.

so

7x + 13 = 90

7x = 90 - 13

7x = 77

x = 77 : 7

x = 11

------------------------

check

7 x 11 + 13 =  90

90 = 90

the answer is good

[tex]{ \qquad\qquad\huge\underline{{\sf Answer}}} [/tex]

Lets solve ~

[tex]\qquad \sf  \dashrightarrow \: {x}^{2} = 10[/tex]

[ taking square root on both sides ]

[tex]\qquad \sf  \dashrightarrow \: \sqrt{ {x}^{2} } = \sqrt{10} [/tex]

[tex]\qquad \sf  \dashrightarrow \: x = \pm \sqrt{10} [/tex]

Both the values are appropriate here, as the square of both negative or positive value is same [positive value]

[tex] \huge\bold \large \bf{Solution }[/tex]

[tex] \rightarrow \large \displaystyle \sf \: {x}^{2} = 10 \: [/tex]

Transposing square on RHS , We get

[tex]\rightarrow \large \displaystyle \sf \: x \: = \sqrt{10} [/tex]

We know that,

10 does not even have a square root , so,

[tex]\rightarrow \large \displaystyle{\bf{ \pink{x \: = \pm \: \sqrt{10} }}}[/tex]

We know that the value of root is both negative and positive.

[tex] \purple {\rule{190pt}{4pt}}[/tex]

We can know that she can be any value but these 15 times the value of C. The given system is consistent to all the possible values of f and g, the reduction of the row of the augmented matrix must not result in the row of form  [0 0 ... 0 | b]where  B is nonzero.

By looking the row reduction in the system we can see the 2nd row reduces to  [0 0 ...0 | d-15c-g+f]. Since f and g can be any values we can make them both 20 which denotes d - 15 C is equals to zero, or d equals to 15C.

d-15c = 0, or d = 15c.

Therefore we can know that she can be any value but these 15 times the value of C.

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Answer: 54.54 mph

Step-by-step explanation: To calculate the average speed of a car that traveled 300 miles in 5.5 hours, you can divide the total distance traveled by the total time taken: Average speed = Total distance / Total time-average speed = 300 miles / 5.5 hours = 54.55 miles per hour (mph)So, the average speed of the car is 54.55 mph.

Answer:

Alex spends more time 2/5 of 100 is 40%

Answer:

Step-by-step explanation:

When we use the distance formula for two points ( x, y ) and ( x', y¹ ) Then formula is (distance)² = (x - x¹)² + (y - y¹)² This is quite similar to the formula used in a right angle triangle

The mathematical Expression is 5x- 4.

Mathematical expressions consist of at least two numbers or variables, at least one arithmetic operation, and a statement. It's possible to multiply, divide, add, or subtract with this mathematical operation. An expression's structure is as follows: Expression: (Math Operator, Number/Variable, Math Operator)

Given:

We have the unknown variable x.

4 is subtracted from the product of 5 and a number.

Now, Translating the word problem (sentence) into an algebraic expression, we get

= 5x - 4

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Answer: TASK 1: The answer to how much more of the atmosphere is nitrogen than all other gases combined can be found by measuring the atmospheric composition. Nitrogen makes up the largest fraction of the Earth's atmosphere, at around 78%. Oxygen makes up around 21%, while all other gases make up the remaining 1%. So, nitrogen makes up around 77% more of the atmosphere than all other gases combined.

TASK 2: I'm sorry, but there seems to be a typo in your prompt. Can you please clarify what you meant by "in the Tronosphere was separated out from"?

Step-by-step explanation:

rectangular Persian rug's measurements are 10 ft in length and 1 ft in width.

Let's say that the Persian rug is rectangular, with length "l" and width "w".

The total of a rectangle's four sides is known as the perimeter, and it can be calculated as follows:

Perimeter = 2l + 2w

Given that the distance around it is 22 feet, we can write:

2l + 2w = 22

When we simplify this equation, we obtain:

l + w = 11

A rectangle's area is determined by the product of its length and breadth, which may be written as follows:

l x w = area

Given that the space is 10 square feet, we can write:

l x w = 10

Two equations with two variables are now available:

L+W = 11, and L x W = 10.

To find l and w, we can utilise substitution or elimination. For instance, we can solve for w from the first equation in terms of l:

w = 11 - l

Using this expression as w's replacement in the second equation, we obtain:

l x (11 - l) = 10

The result of expanding and rearrangement is a quadratic equation:

l² - 11l + 10 = 0

Using the quadratic formula or factoring, we can solve this quadratic problem. Factoring results in:

(l - 10)(l - 1) = 0

so either l = 10 or l = 1 is true.

w = 1 if l = 10, otherwise. w equals 10 if l = 1.

As w is always smaller than l, we have

The rectangular Persian rug's measurements are 10 ft in length and 1 ft in width.

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Answer:

The circumference of a circle can be calculated using the formula:

Circumference = 2πr

Where r is the radius of the circle.

Plugging in the value for the radius of the Earth, we have:

Circumference = 2π(6371 km) = 12,742 km

So the length of the rope, assuming it makes a perfect circle around the Earth, would be 12,742 km = 2π(6371) kilometers.

Step-by-step explanation:

The term that should be added to the expression to make the expression perfect square trinomial is 169/4. The expression then becomes : (y - 13/2)²

What is meant by a perfect square trinomial?

By multiplying a binomial by another binomial, perfect square trinomials—algebraic equations with three terms—are created. A number can be multiplied by itself to produce a perfect square. Algebraic expressions known as binomials are made up of simply two words, each of which is separated by either a positive (+) or a negative (-) sign. Similar to polynomials, trinomials are three-term algebraic expressions.

A perfect square trinomial expression can be created by taking the binomial equation's square. If and only if a trinomial satisfying the criterion b² = 4ac has the form ax² + bx + c, it is said to be a perfect square.

Given expression y² - 13y + ?

Comparing with the general equation

a = 1

b = -13

For perfect square trinomial

b² = 4ac

(-13)² = 4 * 1 * c

169 = 4c

c = 169/4

So the expression becomes,

y² - 13y + 169/4 = (y - 13/2)²

Therefore the term that should be added to the expression to make the expression perfect square trinomial is 169/4.

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Answer:

49u² - 154u + 121  factored is  (7u - 11)²

Step-by-step explanation:

To factor the given quadratic expression, 49u² - 154u + 121, rewrite in the form a² - 2ab + b².

Rewrite 49 as 7² and 121 as 11²:

[tex]\implies 7^2u^2-154u+11^2[/tex]

[tex]\textsf{Apply the exponent rule} \quad a^n \cdot c^n=(ac)^n:[/tex]

[tex]\implies (7u)^2-154u+11^2[/tex]

Rewrite 154u as 2 · 7u · 11 :

[tex]\implies (7u)^2-2 \cdot 7u \cdot 11+11^2[/tex]

Compare with the form a² - 2ab + b²:

Apply the perfect square formula: a² - 2ab + b² = (a - b)²

[tex]\implies (7u)^2-2 \cdot 7u \cdot 11+11^2=(7u-11)^2[/tex]

Answer:

Answer is in the attached photo.

Step-by-step explanation:

The solution is in the attached photo, do take note the perimeter of the rectangle is:

2 x Length + 2 x Width.

Answer:

2 x Length + 2 x Width.

Step-by-step explanation:

Answer:

Step-by-step explanation:

To calculate the percentage increase in the estimated number of millionaire households from 2017 to 2018, we need to follow these steps:

Determine the estimated number of millionaire households in 2017 and 2018. Let's call these numbers A and B, respectively.

Subtract the 2017 number from the 2018 number: B - A = C

Divide the result from step 2 by the 2017 number: C / A = D

Multiply the result from step 3 by 100 to convert it to a percentage: D * 100 = E

Round the result from step 4 to the nearest tenth of a percent.

In this case, we are given the percentage increase, so we can skip steps 1-4 and simply round the given percentage increase to the nearest tenth of a percent.

The expression  x²−−6 can be factored as:

[tex]x^{2} - 6 = (x + \sqrt{6} )(x - \sqrt{6})[/tex]

What is Factoring an expression?

A numerical or algebraic expression is factored when it is written as a product of factors. The distributive property can be used to factor expressions.

The expression  x²−−6 can be factored as:

[tex]x^{2} - 6 = (x + \sqrt{6} )(x - \sqrt{6})[/tex]

The solutions for this equation would be x = √6 or x = -√6. These are the values of x that make the expression equal to zero.

Factoring the expression in this way can be useful in solving related equations or in finding the roots of a quadratic function. It also helps in visualizing the graph of the function, as the factored form shows the x-intercepts, which are the points where the graph crosses the x-axis.

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Answer:

N-27 = 9n + 5

Step-by-step explanation:

write equation to the word sentence 9.5 less than a number n equals 27 the answer n-27 = 9n + 5 that is posted to this question on your website is wrong according to my homework check.

The value of n for the given condition "9.5 less than a number n equals 27" is, 36.5

Given that,

A statement,

"9.5 less than a number n equals 27"

To solve for the value of "n",

we can start by subtracting 9.5 from both sides of the equation,

9.5 less than a number n = 27

So, it can be written as,

n - 9.5 = 27

n = 36.5

Therefore, 9.5 less than a number n equals 27 the answer n-27 = 9n + 5

The inequality that determines the maximum number of people that can go to the park is given as follows:

5.75 + 29.75x ≤ 210.

The costs associated with going to the park are given as follows:

Hence the total cost for x people going to the park is given by the following equation:

C(x) = 5.75 + 29.75x.

They can spend at most $210, hence the inequality that determines the maximum number of people that can go to the park is given as follows:

C(x) ≤ 210

5.75 + 29.75x ≤ 210.

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To find the echelon form of the augmented matrix, we will use row operations to transform the matrix into a triangular form.

Starting matrix:

[ 1  -1  2  |  400 ]

[100 900  1  |   -3 ]

[ 1  -3  7  | -300 ]

Subtracting the first row from the second and third rows, respectively:

[ 1  -1   2  |  400 ]

[ 0 901 -199 | -403 ]

[ 0  -2   5  | -700 ]

Dividing the second row by 901 to get a leading 1:

[ 1  -1    2   |  400 ]

[ 0   1 -199/901 | -403/901 ]

[ 0  -2    5   | -700 ]

Adding 2 times the second row to the third row:

[ 1  -1     2          |  400       ]

[ 0   1  -199/901     | -403/901    ]

[ 0   0  5 - (2*199/901) | -496/901 ]

Dividing the third row by 5 to get a leading 1:

[ 1  -1    2              |  400           ]

[ 0   1 -199/901         | -403/901        ]

[ 0   0   1  - (2*199/901) | -496/901 * (1/5) ]

Subtracting 2 times the third row from the second row:

[ 1  -1     2                |  400                 ]

[ 0   1     0.12985349611    | -1.45323773515        ]

[ 0   0     1 - (2*199/901)  | -0.21964542252517706 ]

Subtracting 2 times the third row from the first row:

[ 1  -1     0.640177312      |  1.82816635434407        ]

[ 0   1     0.12985349611    | -1.45323773515            ]

[ 0   0     1 - (2*199/901)  | -0.21964542252517706       ]

This is now in row echelon form with 1's on the diagonal. Therefore, the echelon form of the given augmented matrix is:

[ 1  -1     0.640177312      |  1.82816635434407        ]

[ 0   1     0.12985349611    | -1.45323773515            ]

[ 0   0     1 - (2*199/901)  | -0.21964542252517706      ]

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The solution of x in the rhombus is 3

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

The rhombus

Also, we have

LN = 14

AN = x + 4

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

LN = 2 * AN

substitute the known values in the above equation, so, we have the following representation

2 * (x + 4) = 14

Evaluate the expression

x + 4 = 7

Subtract 4 from both sides

so, we have the following representation

x = 3

Hence, the solution is 3

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A beginning employee will produce 3 items per day

An experienced employee will produce 17 items per day

Beginning employee

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

[tex]P\left(d\right)=3\ +\ 15\left(1-e^{-0.2d}\right)[/tex]

Next, we plot the graph (see attachment)

A beginner employee is represented as d = 0

From the graph, we have

P(0) = 3

An experienced employee

Using the graph as a guide, we have

The maximum number of production approximates to 17

This represents the number of items per day for an experienced employee

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Answer:

Step-by-step explanation:

(X=the number)

2x+13=-21

(-21)-13=34

34x2=68

Hi there, here's your answer:

Given a class is divided into 2 equal groups, i.e. Group A has 1 : 2 of the students in the class and group B has 1 : 2 of the students in the class.

Also [tex]\frac{2}{3} rd[/tex] of group A have an A

While 40% of group B have an A

To find:
Fraction of the class that has A

Solution:

First, we find the % of students in group A who have an A:

Since [tex]\frac{2}{3} rd[/tex] of group A have an A,

[tex]\frac{2}{3}[/tex] × [tex]50[/tex]  (∵ 1 : 2 = 50 : 100)

[tex]= \frac{100}{3} = 33.33[/tex]   (i)

Therefore, % of students in group A who have an A = 33.33%

Now, we find the % of students in group B who have an A:

Since 40% of group B have an A:

[tex]\frac{40}{100}[/tex] × [tex]50[/tex] (∵ 1 : 2 = 50 : 100)

= 4 × 5 = 20   (ii)

Adding (i) and (ii), we get
33.33 + 20 = 53.33%

Thus, the fraction of the class that has an A = [tex]\frac{53.33}{100}[/tex]

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According to the information, it can be inferred that the option that the quote explains is: The outcome... is situational irony because the opposite of what was expected is what happening.

To identify the correct option that explains the quote we must read the text carefully and the options. Once we have read and understood this information, we can infer which option explains the quote.

In accordance with the above, option A would be the one that explains the quote because options B and C by discarding are fragments of the quote. So these fragments could not explain the same quote that is being used in the text. On the contrary, the paragraph of option A does explain the situation clearly.

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