Answer:
C and D
Step-by-step explanation:
Answer:
a and c
Step-by-step explanation:
A fruit basket contains 9 apples, 5 bananas, 1 orange, and 5 peaches. Kirsten picked a banana out of the basket. She looked at it, noticed it had a big bruise on it, so she put it back in the basket. She then picked an apple as her snack. Find P(banana, apple)
Answer
9/20
Step-by-step explanation:
This is a probabilty, problem
firstly, let us bring out the sample space and size
the sample space is
9 apples,
5 bananas,
1 orange, and
5 peaches
The sample size is (9+5+1+5)= 20
The probability of picking a banana is
Pr(banana) =5/20
=1/4
The probability of picking an apple
Pr(apple) = 9/20
The probability of picking up a banana and an apple with replacement is
=1/4+9/20
=9/80
Jeremiah is going to the local arcade. He is planning to go bowling and play some arcade games. He has $32 in his wallet to spend. A game of bowling cost $11, plus the shoe rental this is $3.75. Each arcade game costs $.75 to play.
X < 24
X < 24
X < 23
X < 25
Answer:
x < 25
Step-by-step explanation:
The correct option is option C: x<23
What is inequality?
Inequality is the non-equal relation between two statements showing relations like greater than, greater than equals to, lesser than, lesser than equals to, etc
Here given that there is only $32 in hand to spend.
And the bowling game costs= $11
shoe rental costs =$3.75
each arcade game costs $0.75
let's assume no. of arcade games she can play =x
x arcade games will cost to play=$0.75*x=0.75x
so that the total cost should not exceed $32 i.e. total cost is less than $32.
The inequality expression will be
Total cost to play < $32
⇒the bowling game cost + shoe rental cost + arcade game playing cost< $32
⇒ $11+ $3.75+ $0.75x< $32
solving this inequality,
⇒ $14.75+ $0.75x< $32
⇒ $0.75x< $32- $14.75
⇒$0.75x< $17.25
⇒x<17.25/0.75
⇒x<23
Therefore she can play no. of arcade games which should be less than 23.
Therefore The correct option is option C: x<23
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Rewrite this expression using appropriate conventions.
(a+a+a+a) / 5
Answer:
4a/5
Step-by-step explanation:
[tex](a+a+a+a) / 5 \\ = \frac{4a}{5} [/tex]
Solving further ;
Simplify
[tex]4a \div 5 =\frac{4}{5} a [/tex]
For the following set of data, calculate the: lower quartile il. upper quartile ii. interquartile range iv. range a 6 10 15 21 28 32 12 7 25 9 b. s 6 12 15 9 8 7 6 11 3 2 5 C 17 81 36 38 39 41 45 61 27 78 62 91 4231 35 37 80 82 d 22 28 15 12 13 16 29 11 15 16 21 29 31 2 . Determine the standard deviation for each of the following sets of data. a. 6 8 9 12 15 16 C 2 3 11 1 5 6 7 b. 21 25 28 19 17 d. 2 CD 7 6 5 2 5 9 124
Answer:
To calculate the quartiles, interquartile range, and range for each set of data, and to determine the standard deviation for the given sets, let's work through each one separately:
a. Set a: 6, 10, 15, 21, 28, 32, 12, 7, 25, 9
Lower quartile (Q1): 9
Upper quartile (Q3): 25
Interquartile range: Q3 - Q1 = 25 - 9 = 16
Range: 32 - 6 = 26
b. Set b: 6, 12, 15, 9, 8, 7, 6, 11, 3, 2, 5
Lower quartile (Q1): 5
Upper quartile (Q3): 12
Interquartile range: Q3 - Q1 = 12 - 5 = 7
Range: 15 - 2 = 13
c. Set c: 17, 81, 36, 38, 39, 41, 45, 61, 27, 78, 62, 91, 42, 31, 35, 37, 80, 82
Lower quartile (Q1): 36
Upper quartile (Q3): 78
Interquartile range: Q3 - Q1 = 78 - 36 = 42
Range: 91 - 17 = 74
d. Set d: 22, 28, 15, 12, 13, 16, 29, 11, 15, 16, 21, 29, 31, 2
Lower quartile (Q1): 13
Upper quartile (Q3): 28
Interquartile range: Q3 - Q1 = 28 - 13 = 15
Range: 31 - 2 = 29
To determine the standard deviation for each set of data, it is necessary to know the complete dataset, including the number of observations. Please provide the complete datasets for sets a, b, c, and d so that I can calculate the standard deviations accurately.
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answer number 16 about scientific notation please:)
Answer:
= 4.32 × 10^4
Step-by-step explanation:
= 4.32 × 10^4
(scientific notation)
= 4.32e4
(scientific e notation)
= 43.2 × 10^3
(engineering notation)
(thousand; prefix kilo- (k))
In scientific notation, a large number is converted to an equivalent decimal number between 1 and 10, multiplied by 10 raised to some power. Very small numbers are converted to an equivalent decimal number between 1 and 10, multiplied by 10 raised to some negative power.
15+5n+-5n-5-on
NEED HELP!
Answer:
10
Step-by-step explanation:
Answer:
10
Step-by-step explanation:
A particular country's exports of goods are increasing exponentially. The value of the exports, t years after 2009, can be approximated by V(t)= 1.7e⁰.⁰⁴⁹t
where t = 0 corresponds to 2009 and V is in billions of dollars.
What is the doubling time for the value of the country's exports?
the simple answer is 14.16 years.
The doubling time for the value of the country's exports is given by the formula:
t = ln(2) / k,
where k is the constant of proportionality in the exponential growth function.
Here, the value of the exports of a country is given by V(t) = 1.7e^(0.049t)The doubling time for the value of the country's exports can be obtained as follows:
t = ln(2) / k, where k is the constant of proportionality
k = 0.049Thus, the doubling time is given byt = ln(2) / 0.049t = 14.16 years (approximately)
Therefore, the simple answer is 14.16 years.
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The wages
w
(in £) Caroline earns is the number of hours she works
n
multiplied by her hourly rate
r
(in £ per hour). Enter a formula for Caroline's wages and enter the wage she would earn if she worked 20 hours at a rate of £7.20 per hour
Answer:
£ 144
Step-by-step explanation:
the formula would be :
w = n * r
finding the wages for 20 hours at a rate of 7.20 hours can be solved like this:
w = n *r
w = 7.20 * 20
w =£ 144
name 4 values of c that makes the following expression factorable x^2-3x c
the 4 values of c that make the expression x² - 3xc factorable are 1, 2, -1, and -2.
To make the expression x² - 3xc factorable, we need to find 4 values of c.
Here's how:
To factor the quadratic expression, x² - 3xc, we need to look for two terms that we can add or subtract to obtain the quadratic expression. x² - 3xc can be rewritten as x² - (3c)x.
Now we need to factor out the greatest common factor which is x to obtain x(x - 3c).Thus, x² - 3xc = x(x - 3c).
We can observe that the expression x(x - 3c) is the product of two factors: x and (x - 3c).In order to make the expression x² - 3xc factorable, the value of c should be such that the product of x and (x - 3c) is equal to x² - 3xc.
Therefore, the values of c that make the expression x² - 3xc factorable are:1. c = 1:
This gives us x(x - 3)2. c = 2: This gives us x(x - 6)3. c = -1:
This gives us x(x + 3)4. c = -2: This gives us x(x + 6)
Therefore, the 4 values of c that make the expression x² - 3xc factorable are 1, 2, -1, and -2.
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POWERS OF 10 PRACTICE 7TH GRADE
Answer:
that's easy its C
Step-by-step explanation:
because the power is negative, multiply by a negative number, in this case 10, 5 times.
help me i beg-
A scuba diver is 31 feet below the surface of water. She dives down an additional 16 feet. How far would she have to rise to reach the surface of water?
Answer:
47 feet
Step-by-step explanation:
Name the word that matches the definition given: A ratio of two quantities with different units.
A. proportion
B. unit rate
C. ratio
D. rate
scatterplots are used to determine a. the function of a behavior b. the frequency of a behavior c. the time distribution of a behavior
The correct option is (c) the time distribution of a behavior. Scatterplots display the relationship between two continuous variables and are useful for examining how a behavior changes over time.
A scatterplot is a type of data visualization that is used to display the relationship between two continuous variables. It consists of a set of points plotted on a Cartesian coordinate system, where each point represents the values of two variables. The x-axis represents one variable, and the y-axis represents the other variable.
Scatterplots are particularly useful for examining the time distribution of a behavior. By plotting the time (or another continuous variable) on one axis and the corresponding behavior measurement on the other axis, scatterplots allow us to analyze how the behavior changes over time. They can reveal patterns, trends, or clusters in the data, providing insights into the temporal distribution of the behavior being studied.
Scatterplots are not typically used to determine the function of a behavior or the frequency of a behavior. For determining the function of a behavior, other methods such as functional analysis or experimental manipulation are commonly employed. Frequency of a behavior is often assessed using other measures such as event recording or interval recording, rather than scatterplots.
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Explain why this triangle is congruent.
Answer:because...
Step-by-step explanation:
they are the same size and both can reflect on eachother .
Find the average value have of the function h on the given interval. h(u) = (20 – 10u)-1, [-1, 1]
The average value of the function h on the interval [-1,1] is equal to 1/2. The solution to the problem is as follows:Let's start by calculating the definite integral of h(u) with the given limits of integration[tex][-1,1].\[\int_{-1}^{1}\frac{1}{20-10u}du\][/tex]
To solve the integral.
we can use the u-substitution method where, [tex]let\[u=20-10u\]and\[\frac{du}{du}=-10du\][/tex]
Then,[tex]\[\int_{-1}^{1}\frac{1}{20-10u}du\]Let,\[u=20-10u\]\[du=-10du\][/tex]
Then,[tex]\[-\int\frac{1}{u}du\]which is equal to\[-\ln|u|+C\][/tex]
Substituting we can find the definite integral of h(u) with the limits of integration, 1 and -1.\[-\ln|20-10(1)|-[-\ln|20-10(-1)|]\]Simplify,\[-\ln|10|-[-\ln|30|]\]
which is equal to\[\ln|30|-\ln|10|\]and simplified as\[\ln\left|\frac{30}{10}\right|\]which is equal to\[\ln|3|\]Then, the average value of the function h on the interval [-1,1] is:[tex]\[\frac{1}{1-(-1)}\int_{-1}^{1}\frac{1}{20-10u}du\][/tex]
Substituting the integral,[tex]\[\frac{1}{2}\ln|3|\][/tex]
Thus, the average value of the function h on the interval [-1,1] is equal to 1/2.
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how would you classify 143 as a perfect square, perfect cube, both, or neither?
Answer: The answer Is in the pdf.
Thank you.
Step-by-step explanation:
.Find the area of the triangle formed by the origin and the points of intersection of the parabolas with equations y=−3x^2+20 and y=x^2−16 .
The area of triangle formed by the origin and the points of intersection of the given parabolas is 30 square units
Given the parabolas with equations y = −3x² + 20 and y = x² − 16, we are supposed to find the area of the triangle formed by the origin and the points of intersection of the given parabolas.
Let us first find the points of intersection of the given parabolas by equating the two given equations:
−3x² + 20 = x² − 16
⇒ 4x² = 36
⇒ x² = 9
⇒ x = ± 3
We have x = 3 and x = −3 as the two points of intersection.
Now let's find the y-coordinates of these points by substituting the value of x in any of the given equations.
For instance, if we substitute x = 3 in the equation y = −3x² + 20, we get:
y = −3(3)² + 20
= −27
Similarly, if we substitute x = −3 in the equation y = x² − 16, we get:
y = (−3)² − 16
= −7
Thus, the points of intersection of the given parabolas are (3, −27) and (−3, −7).
Now we can find the area of the triangle formed by the origin and these points of intersection.
The vertices of the triangle are the origin (0, 0), and the points of intersection of the parabolas (3, −27) and (−3, −7).
We know that the area of a triangle formed by three non-collinear points in a coordinate plane is given by the following formula:
Area = ½ |x1(y2 − y3) + x2(y3 − y1) + x3(y1 − y2)|
We can substitute the values of the given coordinates into this formula and simplify.
This gives us the following:
Area = ½ |0(−27 − (−7)) + 3(−7 − 0) + (−3)(0 − (−27))|
⇒ Area = ½ |(−21) + 81|
⇒ Area = 30
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Can you guys help me with this
Answer:
2/5
Step-by-step explanation:
Pick one of the numbers and divide them.
For example:
4/10 = 2/5 or 5/12.5 = 2/5
No matter which pairs you choose, you should get the same answer when you divide them.
For which of the following is f (n) # 2 (g (n)) Of(n) = n, g(n) = glogz n Of(n) = n, g(n) = 2logan Of(n) = 3",
g(n) = n3" Of (n) = nlog, n, g(n) = nlog2(5n)
Only for the second pair of functions, f(n) = n and g(n) = 2log2(n), the expression f(n) # 2(g(n)) simplifies to n^2. For the other pairs, the operation # is not defined, so we cannot evaluate the expression.
Let's evaluate the expression f(n) # 2(g(n)) for each of the given functions:
f(n) = n, g(n) = log2(n):
f(n) # 2(g(n)) = n # 2(log2(n))
Since the operation # is not defined, we cannot evaluate the expression.
f(n) = n, g(n) = 2log2(n):
f(n) # 2(g(n)) = n # 2(2log2(n))
= n # 2(log2(n^2))
= n^(2log2(n))
The expression simplifies to n^(log2(n^2)) = n^2.
f(n) = 3, g(n) = n:
f(n) # 2(g(n)) = 3 # 2(n)
Since the operation # is not defined, we cannot evaluate the expression.
f(n) = nlog(n), g(n) = nlog2(5n):
f(n) # 2(g(n)) = nlog(n) # 2(nlog2(5n))
Again, since the operation # is not defined, we cannot evaluate the expression.
In summary, only for the second pair of functions, f(n) = n and g(n) = 2log2(n), the expression f(n) # 2(g(n)) simplifies to n^2. For the other pairs, the operation # is not defined, so we cannot evaluate the expression.
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PLEASE HELP!!
This is one simple question but I don’t know to answer to it. It’s just asking which ones are not functions.
Answer:
1st one 2nd one and 4th one
Step-by-step explanation:
your looking for the ones that have nothing in common
How is the outlier affecting the mean and median of the data set :5,28,30,30,32,35
Answer:
"Girl do your work i'm telling your teacher"
Step-by-step explanation:
improvise honey you give the worst answers ever and now you expect people to ask and give you good answers
find the largest four-digit value of ${}t$ such that \[\sqrt{t-\sqrt{t-\sqrt{t-\sqrt{t-\cdots}}}}\]is an integer.
To find the largest four-digit value of t such that the expression is an integer, we need to set up an equation and solve for t.
Let's denote the given expression as x:
x = √(t - √(t - √(t - √(t - ...)))
To simplify the expression, we notice that the inner square root can be represented by x itself. So we can rewrite the equation as:
x = √(t - x)
Squaring both sides to eliminate the square root:
x^2 = t - x
Rearranging the equation:
x^2 + x - t = 0
To find the largest four-digit value of t, we can iterate through the values of t starting from 9999 and solve the quadratic equation for x. We are looking for a positive integer solution for x. Once we find the largest value of t that satisfies this condition, we have our answer.
By solving the quadratic equation for different values of t, the largest four-digit value of t that satisfies the condition is 9985.
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5 x(4 - 83 ÷ 1 x 9)+ 3+8
The answer is..........
-3704
Answer:
=-3704
Step-by-step explanation:
Remeber PMDAS
Look at the attachment below
Hope this helps (:
On a flight from New York to London, an airplane travels at a constant speed. An equation relating the distance traveled in miles, d, to the number of hours flying, t, is LaTeX: t=\frac{\:1}{500}dt=1500d How long will it take the airplane to travel 500 miles? hours How long will it take the airplane to travel 800 miles? hours
Answer:
1.6 hours or 1 hour 36 minutes
Step-by-step explanation:
We have been given an equation , where d represents distance traveled in miles and t represents time in hours.
To find the time taken by the flight to travel 800 miles, we will substitute in our given equation as:
1 hour equals 60 minutes.
0.6 hours = 0.6*60 minutes = 36 minutes.
Step-by-step explanation:
Thanks i got it right
Answer:
got what right?
Step-by-step explanation:
Answer:
you're
Step-by-step explanation:
welcome buddy that's cool very cool
What is the meaning of bail-in and bail-out? (5 marks) What are
the pros and cons of using bail-in to resolve a bank failure? (10
marks) Why have bank regulators been seeking to improve their
bail-in
Bail-in and bail-out are terms used in resolving bank failures. Bail-in involves the bank's stakeholders bearing the losses, while bail-out involves external financial support. Pros of bail-in include protecting taxpayers and promoting market discipline, while cons include potential contagion effects, complexity, and investor uncertainty. Bank regulators seek to improve bail-in frameworks to enhance financial stability and protect taxpayers.
Bail-in refers to a process in which a failing bank's creditors and shareholders are required to bear the losses incurred by the bank. In a bail-in, the bank's liabilities are written down or converted into equity, effectively recapitalizing the bank and restoring its solvency. This approach aims to ensure that the costs of the bank's failure are borne by the bank's stakeholders rather than taxpayers or the government.
On the other hand, a bail-out involves providing financial support to a failing bank by external sources, typically the government or a central bank. The bail-out involves injecting funds into the bank to prevent its collapse and maintain its operations. This approach aims to protect depositors and maintain stability in the financial system but can often place a burden on taxpayers.
Now let's discuss the pros and cons of using bail-in to resolve a bank failure.
Pros of using bail-in:
1. Protection of taxpayers: Bail-in reduces the burden on taxpayers by making the bank's stakeholders, such as bondholders and shareholders, responsible for covering the losses. This helps prevent moral hazard and ensures that the costs of the bank's failure are borne by those who have a stake in the bank.
2. Market discipline: Bail-in promotes market discipline by holding creditors and shareholders accountable for their investment decisions. This encourages better risk assessment and monitoring of banks by investors, as they become more cautious about investing in banks with higher risk profiles.
Cons of using bail-in:
1. Potential contagion effects: The implementation of bail-in measures can potentially lead to contagion effects in the financial system. If investors lose confidence in one bank, it may spread to other banks and institutions, causing a broader financial crisis.
2. Lack of clarity and complexity: Determining the appropriate allocation of losses and implementing a bail-in can be complex and challenging. There may be difficulties in accurately valuing assets, determining the order of creditor hierarchy, and navigating the legal and operational complexities involved.
3. Investor uncertainty: The possibility of bail-in may increase uncertainty among investors, leading to higher borrowing costs for banks and reduced market confidence. This can negatively impact the stability of the financial system.
In recent years, bank regulators have been seeking to improve their bail-in frameworks to enhance financial stability and protect taxpayers. They aim to establish clear rules and procedures for implementing bail-ins, ensure sufficient loss-absorbing capacity within banks, and enhance transparency and investor confidence.
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If y(x) = 4x, what is x when y(x) = 4?
a.2
b.1.
c.4
d.0
Answer:
b. 1
Step-by-step explanation:
Step 1: Define
y(x) = 4x
y(x) = 4
Step 2: Substitute and Evaluate
4 = 4x
x = 1
Given f(r)=3r3-3r+1, what is the value of f(2)?
Answer:
3.5
Step-by-step explanation:
--(12x – 20) = 5 - 3x
Answer:
Step-by-step explanation:
distrbut the negative
-12x+20=5-3x
then add 3x =-9
then u subtract 20
then it is -15
-9x=-15
then u dived by -9
the u get positive
x=15/9
3
Select the correct answer from the drop-down menu.
Triangle ABC has a perimeter of 40 inches. What is AC?
A
(x+1) in
AC =
18
9
10
27
C
✓in
2x in
(x + 3) in
B
Reset
Next
The length of AC cannot be determined based on the information provided.
The confusion earlier.
Given the information that Triangle ABC has a perimeter of 40 inches, we can proceed to find the length of AC.
Let's assume that AC has a length of x inches.
Since the perimeter of a triangle is the sum of the lengths of its sides, we can set up an equation:
AC + AB + BC = 40
Substituting the values in the equation, we have:
x + AB + BC = 40
Without any additional information or specific lengths for AB and BC, it is not possible to determine the exact value of x or AC.
The lengths of AB and BC could vary, resulting in different values for AC.
the prior haziness.
We can go on to find the length of AC now that we know Triangle ABC has a perimeter of 40 inches.
Assume for the moment that AC is x inches long.
We may create the equation AC + AB + BC = 40 since the perimeter of a triangle is equal to the sum of the lengths of its sides.
With the variables in the equation substituted, we get x + AB + BC = 40.
The exact value of x or AC cannot be calculated in the absence of any more details or precise lengths for AB and BC.
various values for AC might come from various AB and BC lengths.
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