now, max wants to know the probability of taking at least four trials to find the first defective light bulb? show your derivations and round your numeric answer to 3 decimal places.

The value of the expression is 4y.

Given is an expression, [tex]12x^{2} y/ 3x^2[/tex], we need to simplify it,

[tex]12x^{2} y/ 3x^2[/tex]

= 12 × x² × y / 3 × x²

= 4 × x² × y / x²

= 4y

Hence, the value of the expression is 4y.

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Answer:

Q1=65

Range= 65-91= 26

Median= 81

Mode= 73

Median=953 ( if your confused on how to get mode juts add all the scores of the 13 students and then divided by the 13 students so 65,+ 72,+ 73+, 73, +77, +80, +81, +82, +83, +85,+ 86,+ 90,+ 91+÷13=953)

Q2=91

Answer:

x = { 0 , -1 , 10 }

Step-by-step explanation:

Hope this helps!

Answer: -10<x<0 or x>1

Step-by-step explanation:

Let's solve your inequality step-by-step.

x^3+9x^2-10x>0

Let's find the critical points of the inequality.

x^3+9x^2-10x=0

x(x-1)(x+10)=0 (Factor left side of equation)

x=0 or x-1=0 or x+10=0 (Set factors equal to 0)

x=0 or x=1 or x= -10

Check intervals in between critical points. (Test values in the intervals to see if they work.)

x<-10 (Doesn't work in original inequality)

-10<x<0 (Works in original inequality)

x<0<1 (Doesn't work in original inequality)

x>1 (Works in original inequality)

Answer: -10 < x < 0 OR x > 1

Answer:

1. The medical assistant utilized a total of 200 thermometer probe covers this week at the clinic when taking patient temperatures.

2. The teenage patient grew a total of 5 7/8 inches this year.

3. The infant weighed 14 pounds by his 6-month check-up appointment.

4. There are 24 1-teaspoon doses in a bottle of children's Tylenol.

Step-by-step explanation:

mark brainliest

The probability of rolling a single six-sided die and getting a 2, 3, 4, or 5 is:
4/6 or 2/3

To determine the probability of the given outcome or event using the theoretical method, follow these steps:

1. Identify the total number of possible outcomes when rolling a single six-sided die. In this case, there are 6 possible outcomes (1, 2, 3, 4, 5, or 6).

2. Identify the number of successful outcomes, which are the outcomes that meet the criteria of the event. In this case, the successful outcomes are rolling a 2, 3, 4, or 5. There are 4 successful outcomes.

3. Calculate the probability by dividing the number of successful outcomes by the total number of possible outcomes. In this case, the probability is:

Probability = (Number of successful outcomes) / (Total number of possible outcomes)
Probability = 4/6

4. Simplify the fraction if possible. In this case, you can simplify 4/6 to 2/3.

The probability of rolling a single six-sided die and getting a 2, 3, 4, or 5 is 2/3.

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Both sets (a) and (b) are compact because they are closed and bounded.

To prove that each of the following sets is compact, we will show that they are both closed and bounded.

For set (a), which is a finite set {(a1, ..., an)} ⊂ R:

1. Closed: A finite set is closed because it contains all its limit points. In a finite set, every point is isolated, meaning that no point is a limit point. Therefore, the set is closed.
2. Bounded: Since the set is finite, we can find a minimum and a maximum value among its elements. By defining an interval [min, max], we can show that the set is bounded.

For set (b), which is the set {arctan(n): n ∈ N} ∪ {π/2}:

1. Closed: The set of arctan(n) has a limit point at π/2 as n approaches infinity. However, π/2 is included in the set, so it contains all its limit points and is closed.
2. Bounded: The arctan function has a horizontal asymptote at π/2 as n approaches infinity, and the minimum value of the set is arctan(1). Therefore, the set is bounded by the interval [arctan(1), π/2].

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The unit vector along the direction from Q to P is:

(-6 - m)/√(m² + 10m + 45) i + m/√(m² + 10m + 45) j - 3/√(m² + 10m + 45) k

What is unit vector?

A unit vector is a vector that has a magnitude of 1 and is usually used to indicate a direction in a vector space.

To find the unit vector along the direction of a vector from point Q to P, we first need to find the vector from Q to P.

The vector from Q to P is given by:

P - Q = [-1 - (5 + m)]i + [4 + m - 4]j + [-3 - (0 + m)]k

= [-6 - m]i + m j - 3k

To find the unit vector along this direction, we need to divide this vector by its magnitude:

|P - Q| = √[(-6 - m)² + m² + (-3)²] = √(m² + 10m + 45)

So, the unit vector along the direction from Q to P is:

(-6 - m)/√(m² + 10m + 45) i + m/√(m² + 10m + 45) j - 3/√(m² + 10m + 45) k

(Note that we can simplify this expression by factoring out the common factor of √(m² + 10m + 45) from the numerator.)

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Answer:

2/13

Step-by-step explanation:

Answer:25.2

Step-by-step explanation:

To find the value of x, we first need to find the missing angle value, which is 180-90-59, making it 31.

Now that we have that value, we can use SOH to find the hypotenuse.

The equation would look something like this:

[tex]\sin\left(31\right)=\frac{13}{x}[/tex]

Which we can change to get the x value like this:

[tex]\frac{13}{\sin\left(31\right)}=x[/tex]

This makes the X value equal to 25.241.

Since you need it as the nearest tenth, you can round it down to 25.2.

The relation "a-b a mod 4 = b mod 4" means that for any two numbers a and b, if their difference is divisible by 4, then they belong to the same equivalence class. To find the equivalence class of -, we need to find all the numbers that have the same modulus as - when divided by 4.

We can start by listing out some numbers with the same modulus as -. For example, we have {-9, -5, -1, 3, 7, ...}, since these numbers are all congruent to -1 mod 4. Similarly, we have {0, 4, 8, 12, ...} for numbers that are congruent to 0 mod 4, and {1, 5, 9, 13, ...} for numbers that are congruent to 1 mod 4.

Therefore, the equivalence class of - is {-9, -5, -1, 3, 7, ...}, which contains all the negative numbers that are congruent to -1 mod 4.

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The total radius of a cone with a radius of 4in and a height of 12in is 8in.

The total radius of a cone is the sum of the radius of the base and the slant height of the cone. The slant height of a cone can be found using the Pythagorean theorem, which states that the square of the slant height is equal to the sum of the square of the height and the square of the radius of the base.

So, to find the total radius of the cone, we need to calculate the slant height and add it to the radius of the base.

Slant height = sqrt(radius² + height²)

= √(4² + 12²)

= √(160)

= 12.65in (rounded to two decimal places)

Total radius = radius + slant height

= 4in + 12.65in

= 16.65in

≈ 8in (rounded to two decimal places)

Therefore, the total radius of the cone is approximately 8 inches.

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The area of the triangles are: (a) 8.4 square units. (b) 526.1 square units. (c) 96.7 square units.

(a) Area = (1/2)ab*sin(y)

where y is the angle opposite to side c.

using the law of sines:

b/sin(B) = a/sin(a)

b/sin(16°) = 6/sin(16°)

b = 6*sin(16°)/sin(16°) = 6 units

Now, the sum of the angles in a triangle is 180°:

y = 180° - a - B

y = 180° - 16° - 16°

y = 148°

Finally,

Area = (1/2)66*sin(148°)

Area ≈ 8.4 square units

Therefore, the area of the triangle is approximately 8.4 square units.

(b) using the law of sines:

b/sin(B) = c/sin(y)

b/sin(180°-a-B) = 27.55/sin(56°)

b/sin(76°) = 27.55/sin(56°)

b ≈ 21.94 units

Now,

Area = (1/2)48sin(56°)*21.94/sin(76°)

Area ≈ 526.1 square units (rounded to the nearest tenth)

Therefore, the area of the triangle is approximately 526.1 square units.

(c) using the law of cosines:

b^2 = a^2 + c^2 - 2accos(B)

12.5^2 = 14^2 + c^2 - 214ccos(53°)

c ≈ 13.3 units

Now, the sum of the angles in a triangle is 180°:

y = 180° - a - B

y = 180° - 53° - arcsin(c*sin(53°)/14)

y ≈ 74.8°

Finally,

Area = (1/2)1413.3*sin(74.8°)

Area ≈ 96.7 square units

Therefore, the area of the triangle is approximately 96.7 square units.

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The given statement translated to an inequality is 5 + 6w > 24

From the question, we are to translate the given sentence into an inequality

From the given information,

The given statement is:

Five increased by the product of a number and 6 is greater than 24.

Also,

From the given information,

We are to use the variable w for the unknown number

Thus,

The inequality can be written as follows

"the product of a number and 6" can b written as w × 6

w × 6 = 6w

Then,

"Five increased by the product of a number and 6" is:

5 + 6w

Finally,

"Five increased by the product of a number and 6 is greater than 24" becomes

5 + 6w > 24

Hence,

The inequality is 5 + 6w > 24

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If we choose ε > 0, we can find a δ such that ||f – ft||1 < ε for all t with 0 < |t - 1| < δ, and we have shown that lim||f - ft||1 = 0 as t -> 1.

(a) To prove that lim||f – ft||1 = 0 as t -> 0, we need to show that for any ε > 0, there exists a δ > 0 such that ||f – ft||1 < ε for all t with 0 < |t| < δ.

We have:

||f – ft||1 = ∫|f(x) – f(x – t)| dx

By the continuity of f, we know that for any ε > 0, there exists a δ > 0 such that |f(x) – f(x – t)| < ε whenever |t| < δ. Therefore:

||f – ft||1 = ∫|f(x) – f(x – t)| dx < ε∫dx = ε

This holds for all t with 0 < |t| < δ, so we have shown that lim||f – ft||1 = 0 as t -> 0.

(b) To prove that lim||f - ft||1 = 0 as t -> 1, we need to show that for any ε > 0, there exists a δ > 0 such that ||f – ft||1 < ε for all t with 0 < |t - 1| < δ.

We have:

||f – ft||1 = ∫|f(x) – f(tx)| dx

Using the change of variables y = tx, we can write this as:

||f – ft||1 = (1/t)∫|f(y/t) – f(y)| dy

Since f is integrable, it is also bounded. Let M be a bound on |f|. Then we have:

||f – ft||1 ≤ (1/t)∫|f(y/t) – f(y)| dy ≤ (1/t)∫M|y/t – y| dy = M|1 – t|

This holds for all t with 0 < |t - 1| < δ, where δ = ε/2M. Therefore, if we choose ε > 0, we can find a δ such that ||f – ft||1 < ε for all t with 0 < |t - 1| < δ, and we have shown that lim||f - ft||1 = 0 as t -> 1.

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The Area of Trapezium is 50, 267 mm².

We have,

base 1 = 224 mm

base 2 = 77 mm

Height = 334 mm

Now, Area of Trapezium

= 1/2 (Sum of parallel side) x height

= 1/2 (224 + 77) x 334

= 1/2 x 301 x 334

= 50, 267 mm²

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The level of allergic symptoms in both groups can be compared to see if the new medication had a significant effect.

In this experiment, the effectiveness of a new allergy medication is being tested. Sixty people with allergies were randomly assigned to two groups: the first group received the new medication, and the second group received a placebo.

By randomly assigning participants to the two groups, the researchers ensured that any observed differences between the groups could be attributed to the medication and not to some other factor.

After a certain period, the level of allergic symptoms in both groups can be compared to see if the new medication had a significant effect. This is because the comparison of symptoms between the two groups allows the researchers to determine if the medication had a significant effect compared to the placebo.

Therefore, the benefit of comparison in this experiment is to determine the effectiveness of the new allergy medication.

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The level of allergic symptoms in both groups can be compared to see if the new medication had a significant effect, accurately describes the benefit of comparison in the experiment. The correct answer is A.

The benefit of comparison in the experiment shown in the design web is that the level of allergic symptoms in both groups can be compared to see if the new medication had a significant effect.

By randomly assigning participants to either the treatment group (who receive the new allergy medication) or the control group (who receive a placebo), researchers can compare the difference in allergic symptoms between the two groups.

If the treatment group experiences a significant reduction in symptoms compared to the control group, then it suggests that the new medication is effective in reducing allergy symptoms.

Therefore, the correct answer is "the level of allergic symptoms in both groups can be compared to see if the new medication had a significant effect." The correct answer is A.

Your question is incomplete but most probably your full question was attached below

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The inverse function of the function f(x) = -3x/8 is f⁻¹(x) = -8x/3

To find the inverse of a function, we need to switch the roles of x and y and then solve for y.

Let's begin by rewriting the function f(x) in terms of y:

y = f(x) = -3x/8

Now, let's switch x and y:

x = -3y/8

Next, we'll solve for y:

x = -3y/8

8x = -3y

y = -8x/3

So the inverse function of f(x) = -3x/8 is f⁻¹(x) = -8x/3

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Using BODMAS, where x =  x = 22 + 10-((5/25)*100), x is 12. (Option  D)

Bracket, Of, Division, Multiplication, Addition, and Subtraction are abbreviated as BODMAS.

The BODMAS is used to describe the sequence in which a mathematical equation operates. The BODMAS is also known as PEDMAS in certain places, which stands for Parentheses, Exponents, Division, Multiplication, Addition, and Subtraction.

Sure, using BODMAS, we get

x = 22 + 10 - ((5/25) x 100)

= 22 + 10 - (0.2 x 00)

= 22 + 10 -20

= 12

Thus, x is equal to 12. (Option D)

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The absolute maximum of f(x) =

[tex]x^( \frac{6}{7} )[/tex]

on the interval (-2, -1] occurs at x = -1, and the absolute maximum value is 1.

To find the absolute extrema of f(x) on the given interval, we need to evaluate the function at the endpoints and at the critical points within the interval. However, since the function is continuous and differentiable on the interval, the only potential critical point is where its derivative is equal to zero.

Taking the derivative of f(x), we get f'(x) =

[tex](6/7)x^( \frac{1}{7} )[/tex]

Setting this equal to zero, we get x = 0, which is outside the given interval.

Therefore, we only need to evaluate the function at the endpoints of the interval. Plugging in x = -2 and x = -1, we get f(-2) =

[tex](-2)^( \frac{6}{7})[/tex]

≈ 1.419 and f(-1) =

[tex](-1)^( \frac{6}{7} )[/tex]

= 1.

Since f(-1) = 1 is greater than f(-2), we have found the absolute maximum value of the function on the interval (-2, -1], and it occurs at x = -1.

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True. A counter variable is often used in loops to track the number of times the loop has executed.

In programming, a counter variable is a variable that is used to keep track of the number of times a loop has executed. A counter variable is usually initialized to a starting value, and then incremented or decremented with each iteration of the loop. The loop continues to execute as long as the counter variable meets certain conditions.

The purpose of a counter variable is to allow a loop to repeat a specific number of times. For example, if you want to repeat a block of code 10 times, you can set a counter variable to 0, and then use a loop to execute the code until the counter variable reaches 10.

Counter variables are commonly used in programming languages that support loops, such as C++, Java, Python, and JavaScript. They provide a simple and effective way to repeat code without having to write the same statements over and over again.

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(Z/60Z)* contains 128 elements.

To find the multiplicative inverse of 41 in Z/60Z, we need to find an integer x such that 41x ≡ 1 (mod 60). Using the Euclidean algorithm:

60 = 1 × 41 + 19

41 = 2 × 19 + 3

19 = 6 × 3 + 1

Working backwards, we have:

1 = 19 - 6 × 3

= 19 - 6(41 - 2 × 19)

= 13 × 19 - 6 × 41

Therefore, 41 has a multiplicative inverse of 13 in Z/60Z. Similarly, we can find that 43 has a multiplicative inverse of 7 in Z/60Z.

The elements of (Z/60Z)* are the integers in the range [1, 60] that are relatively prime to 60. To count them, we can use the formula for Euler's totient function:

φ(60) = φ(2^2) × φ(3) × φ(5) = 16 × 2 × 4 = 128

Therefore, (Z/60Z)* contains 128 elements.

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If we are testing for the difference between two population means and assume that the two populations have equal and unknown standard deviations, the degrees of freedom are computed as (n1)(n2) - 1.

The above statement is False.

In statistics, the number of degrees of freedom is the number of values ​​with independent variables at the end of the statistical calculation. Estimates of statistical data may be based on different data or information. The amount of independent information that goes into the parameter estimation is called the degree of freedom. In general, the degrees of freedom for parameter estimation are equal to the number of independent components involved in the estimation minus the number of parameters used as intermediate steps in the estimation minus the tower of the scale.

When testing for the difference between two population means with equal and unknown standard deviations, the degrees of freedom are computed using the formula:

df = (n1 - 1) + (n2 - 1)

Here, n1 and n2 are the sample sizes of the two populations. This formula sums the degrees of freedom from each population and adjusts for the fact that one degree of freedom is used up when estimating the common standard deviation.

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The exponential regression equation for the set of data is given as follows: y = 931.61(1.1)^x.

The number of bacteria after 16 hours is given as follows:

4,281 bacteria.

An exponential function has the definition presented as follows:

y = ab^x.

In which the parameters are given as follows:

For exponential regression, we must insert the points of a data-set into an exponential regression calculator.

The points for this problem are given as follows:

(0, 940), (1, 1034), (2, 1105), (3, 1223), (4, 1352), (5, 1520).

Inserting these points into a calculator, the equation is given as follows:

y = 931.61(1.1)^x.

The number of bacteria after 16 hours is given as follows:

y = 931.61 x (1.1)^16

y = 4,281 bacteria.

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The theorem holds for n=3, and we have shown that if it holds for n=k, then it also holds for n=k+1, the theorem is true for all n greater than or equal to 3 by mathematical induction.

To prove the theorem using the method of mathematical induction, we need to show that it holds for the base case of n=3, and then prove the inductive step, which is that if it holds for n=k, then it also holds for n=k+1.

Base Case: n=3

For a regular polygon with n=3,

we have an equilateral triangle.

The center of the triangle is also its centroid and the segments connecting the center to the vertices divide the triangle into three congruent isosceles triangles.

Thus, the theorem holds for n=3.

Inductive Step: Assume the theorem holds for n=k

We need to show that the theorem also holds for n=k+1, that is, the segments connecting the center of a regular (k+1)-gon to its vertices partition it into k+1 congruent isosceles triangles.

Consider a regular (k+1)-gon with center O. Let A1A2A3...Ak+1 be its vertices. Draw the segments OA1, OA2, OA3,..., OAk+1. By the definition of a regular polygon, all sides and angles of the polygon are congruent.

We will show that the (k+1)-gon can be divided into k congruent isosceles triangles by connecting the center to pairs of adjacent vertices, and then adding an extra isosceles triangle using the segment connecting the center to the vertex opposite A1.

First, connect the center O to adjacent vertices A1 and A2. This divides triangle OA1A2 into two congruent isosceles triangles, with angles at O equal to (k-2)/k times the central angle at O.

Next, connect O to vertices A2 and A3. This divides triangle OA2A3 into two congruent isosceles triangles, with angles at O equal to (k-2)/k times the central angle at O. Continue this process, connecting O to vertices A3 and A4, A4 and A5, and so on, until we connect O to vertices Ak and Ak+1.

At this point, we have divided the (k+1)-gon into k congruent isosceles triangles. To complete the proof, we need to add an extra isosceles triangle using the segment connecting O to vertex Ak+1.

The angle at O that is formed by the segments OAk and OA1 is the central angle at O, which has measure 360/k degrees. The angle at A1 that is opposite the base OAk+1 has measure (180 - (360/k))/2 degrees. Therefore, the angle at O that is opposite the base OAk+1 has measure (k-2)/k times the central angle at O, which is the same as the angles in the k congruent isosceles triangles we have already constructed. Therefore, the segment OAk+1 divides the (k+1)-gon into a total of k+1 congruent isosceles triangles.

Since the theorem holds for n=3, and we have shown that if it holds for n=k, then it also holds for n=k+1, the theorem is true for all n greater than or equal to 3 by mathematical induction.

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The solution is, the solutions using the Zero Product Property: is x =0 and 3/4.

The expression to be solved is:

4x² - 3x = 0

we know that,

The zero product property states that the solution to this equation is the values of each term equals to 0.

now, we have,

4x² - 3x = 0

or, x ( 4x - 3 ) = 0

i.e. we get,

x × ( 4x - 3 ) = 0

so, using the Zero Product Property:

we get,

x = 0

or,

( 4x - 3 ) = 0

so, we have,

x = 0 or, x = 3/4

The answers are 0 and 3/4.

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Answer: 10º

Step-by-step explanation:

You add 92 with 78, which will give you 170. Then, you subtract 180 with 170 which gives you 10º

a) The system of equations that represents the scenario is given as follows:

b) The costs are given as follows:

The variables for the system of equations are defined as follows:

Castel spent $115 on 5 rose bushes and 12 geraniums, hence:

5x + 12y = 115.

Kail spent $94 on 10 rose bushes and 8 geraniums, hence:

10x + 8y = 94

Then the system is defined as follows:

Multiplying the first equation by 2 and subtracting by the second, we have that the value of y is obtained as follows:

24y - 8y = 230 - 94

16y = 136

y = 136/16

y = 8.5.

Then the value of x is obtained as follows:

5x + 12(8.5) = 115

x = (115 - 12 x 8.5)/5

x = 2.6.

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The probability that she will get a white button and a blue button is 18/30 * 3/29 = 9/145 or approximately 0.062.

The total number of buttons is 18 + 9 + 3 = 30. The probability of getting a white button on the first draw is 18/30. After drawing a white button, there are 29 buttons left, including 3 blue buttons, so the probability of getting a blue button on the second draw is 3/29.

To find the probability of both events happening, we multiply the probabilities:

18/30 * 3/29 = 9/145

Therefore, the probability that she will get a white button and a blue button is 9/145 or approximately 0.062.

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The function that has a constant additive rate of -14 is y = -14x + 2

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

Constant additive rate of change of -14

A function that has a constant rate is a linear function

And linear functions take the form

y = mx + c

Where

Rate = m

So, we have

y = -14x + c

Assuming any value for c, we have

y = -14x + 2

Hence, the function is y = -14x + 2

The table of values are not clear. so the question is solved generally

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Answer:

[tex] \frac{168}{120} = \frac{21}{15} = \frac{7}{5} = 1.4[/tex]

So the percent increase is 40%.

The percentage increase from 120 to 168 is 40%. This is calculated by finding the increase (48), dividing it by the original number (120), and multiplying the result by 100.

The question asks for the percentage increase from 120 to 168. To find this, we first determine the increase in the number, which is 168 - 120 = 48. The percentage increase is then calculated by dividing this increase by the original number (120 in this case), and then multiplying the result by 100 to get the percentage. So, the calculation would be (48/120) * 100 = 40. Therefore, the percentage increase from 120 to 168 is 40%.

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