Question:
Several students decide to share
the cost of a limousine for a school
event. The cost that each student
pays varies inversely with the
number of students sharing the
cost.
If eight students pay $50 each, find
the cost if 3 students back out of
the agreement.

The mood of the syllogism is AEA-2 (All F are C, No R are F, therefore No R are C). The figure is 1, as both premises share the middle term C.

The Venn diagram would have three circles: one for F (fossil fuels), one for R (renewable forms of energy), and one for C (combustible gases). The F circle would be fully contained within the C circle, indicating that all fossil fuels are combustible gases. The R circle would be completely outside of the F circle, indicating that no renewable forms of energy are fossil fuels. The area where the C and F circles overlap would be shaded, indicating that some combustible gases are fossil fuels. However, the R circle would not overlap with the C circle, indicating that no combustible gases are renewable forms of energy. Overall, the diagram visually represents the syllogism and its conclusion that some combustible gases are not renewable forms of energy.

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The cost of 1 dou of corn is 9 coins and the cost of 1 dou of sesame is 3 coins.

Let x be the cost of 1 dou of corn and y be the cost of 1 dou of sesame.

Using the first set of information, we can create the following equation

4x + 12y = 72

Simplifying this equation by dividing by 4, we get

x + 3y = 18

Using the second set of information, we can create another equation

5x + 10y = 75

Simplifying this equation by dividing by 5, we get

x + 2y = 15

Now we have two equations with two variables

x + 3y = 18

x + 2y = 15

Subtracting the second equation from the first, we get

y = 3 coins

Substituting this value of y back into either of the two equations, we get

x + 3(3) = 18

x + 9 = 18

x = 9 coins

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When two coins are repeatedly flipped, the probability of getting two heads is 1/4, the probability of getting a head and a tail is 1/2, and the probability of getting two tails is also 1/4.

Therefore, the expected ratio of two heads : heads/tails : tails/heads : two tails is 1:2:2:1, respectively. This means that out of every six flips, we would expect to see one outcome of two heads, two outcomes of heads/tails and tails/heads each, and one outcome of two tails.

However, it is important to note that this is only a prediction and the actual results may differ due to chance.

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Answer:

Step-by-step explanation:

I'm sorry, but you have not provided any image about the quadrilateral in your question, so I cannot give you its most specific name. Quadrilaterals are a broad class of polygons with four sides, and they can have various specific names depending on their properties and characteristics, such as square, rectangle, parallelogram, trapezoid, kite, rhombus, etc. Please provide more information about the quadrilateral you are referring to.

If the survey had a 4% margin of error, 602 people were surveyed for a recent survey of randomly selected smokers indicating that 34% had tried to quit.

To solve this problem, we can use the margin of error formula:

Margin of error = z × √(p × (1-p) / n)

where z is the z-score corresponding to the desired level of confidence (let's assume 95% confidence, so z = 1.96), p is the proportion of smokers who tried to quit (p = 0.34), and n is the sample size.

We can rearrange the formula to solve for n:

n = (z / margin of error)² × p × (1-p)

Plugging in the values, we get:

n = (1.96 / 0.04)² × 0.34 × (1 - 0.34) = 601.96

Rounding up to the nearest whole number, the sample size is 602. Therefore, the survey included 602 adult smokers.

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Answer:

m = 6

Step-by-step explanation:

We have the proportion:

12/m = 18/9

To solve for m, we can cross-multiply the terms in the proportion:

12 × 9 = 18 × m

Simplifying both sides of the equation, we get:

108 = 18m

Dividing both sides by 18, we get:m = 6

Therefore, the solution to the proportion 12/m = 18/9 is m = 6.

Answer: m = 6

Step-by-step explanation:

First, we will rewrite this proportion:

     [tex]\displaystyle \frac{12}{m} =\frac{18}{9}[/tex]

Next, we will cross-multiply:

     12 * 9 = 18 * m

     108 = 18m

Lastly, we will divide both sides of the equation by 18:

     m = 6

We can also solve this proportion another way.

     We know that 18/9 = 2, so 12/m must equal 2 as well.

     12/6 = 2, so m = 6.

It is true that a linear programming problem can have an optimal solution that is not a corner point.

In linear programming, the optimal solution represents the point where the objective function is optimized while still satisfying all the constraints.

In some cases, the optimal solution may occur at a corner point of the feasible region, where two or more of the constraints intersect.

However, it is possible for the optimal solution to occur at a point that is not a corner point, but rather lies on an edge or a line segment of the feasible region.

This can occur when the objective function is parallel to one of the constraint lines or when there are redundant constraints that limit the feasible region.

Therefore, it is true that a linear programming problem can have an optimal solution that is not a corner point.

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60.8π square inches is the area of the label.

The area or region that an object’s surface occupies is known as its surface area. Volume, on the other hand, refers to how much room an object has. There are numerous shapes and dimensions in geometry, including spheres, cubes, cuboids, cones, cylinders, etc. Each form has its own volume and surface area.

We wish to find the area of the rectangle A= L x W because we know the label is a rectangle that has been folded into a cylinder form.

W is known to be 7.6 inches.

We must determine the length that encircles the can's circumference.

Radius = 4 inches,

circumference = C = 2 πr.

(In terms of π, therefore don't multiply.) C = (2) π (4)

C = 8 pi millimeters

We now have L = 8π

And W is equal to 7.6.

A = L x W

A = 60.8π square inches.

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Answer:

First, we need to convert all the measurements to the same unit. Let's convert everything to inches, since the formula for the volume of a cylinder uses inches:

12 in = 12 in

14 in = 14 in

12 in = 12 in

4 in = 4 in

The object consists of a cylinder with a radius of 4 inches and a height of 12 inches, and a hemisphere with a radius of 4 inches. To find the volume of the object, we need to find the volume of the cylinder and the hemisphere, and then add them together.

Volume of the cylinder:

V_cyl = πr^2h

V_cyl = π(4 in)^2(12 in)

V_cyl = 192π in^3

Volume of the hemisphere:

The volume of a hemisphere is given by:

V_hemi = (2/3)πr^3

Since the radius is 4 inches, we have:

V_hemi = (2/3)π(4 in)^3

V_hemi = (2/3)π(64 in^3)

V_hemi = 128π/3 in^3

Total volume:

V_total = V_cyl + V_hemi

V_total = 192π in^3 + 128π/3 in^3

V_total = (576π + 128π)/3 in^3

V_total = 704π/3 in^3

Now we can substitute the value of π (3) to get the final answer:

V_total = 704π/3 in^3

V_total = 704(3)/3 in^3

V_total = 704 in^3

Therefore, the volume of the object is 704 cubic inches.

Note that both of these absolute value inequalities have the same solution set as 5 < x < 7.

Inequality refers to the state of being unequal, uneven, or unfair in terms of social, economic, political, or other factors. It can be the result of various factors such as discrimination, prejudice, systemic biases, and unequal distribution of resources, opportunities, and power. Inequality can manifest itself in many forms, including income and wealth disparities, unequal access to education, healthcare, and housing, unequal treatment under the law, and marginalization of certain groups based on their race, gender, sexual orientation, religion, or other characteristics. Addressing inequality is an important challenge in creating a more just and equitable society.

to write an absolute value inequality with a solution set of 5 < x < 7, we need to use the form |x - b| < c, where b is the center of the solution set and c is the distance from the center to the edge of the solution set.

In this case, the center of the solution set is (5 + 7)/2 = 6, and the distance from the center to the edge is (7 - 5)/2 = 1.

Therefore, we can write the absolute value inequality as:

[tex]| x - 6 | < 1[/tex]

Alternatively, we can use the form |x - b| > c and write the absolute value inequality as:

[tex]x < 5 or x > 7[/tex]

Note that both of these absolute value inequalities have the same solution set as 5 < x < 7.

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Answer:

0.81

Step-by-step explanation:

[tex]\frac{100-19}{100} =0.81[/tex]

Answer: 42

Step-by-step explanation: you have to add 9 18 and 15.

The algebraic expression that can be factored by real algebra properties are 4 · x³ + 4 · x² - 3 · x - 3, 25 · x² - 27 and 27 · x³ - 75 · x.

In this expression we need to determine what algebraic expression can be factored by real algebra properties:

Case A:

x⁶ + 343

(x³ + i 3√3) · (x³ - i 3√3)

This expression cannot be reduced by real algebra properties since its roots are complex numbers.

Case B:

4 · x³ + 4 · x² - 3 · x - 3

4 · x² · (x + 1) - 3 · (x + 1)

(4 · x² - 3) · (x + 1)

(2 · x - √3) · (2 · x + √3) · (x + 1)

Case C:

25 · x² - 27

(5 · x - 3√3) · (5 · x + 3√3)

Case D:

27 · x³ - 75 · x

3 · x · (9 · x² - 25)

3 · x · (3 · x + 5) · (3 · x - 5)

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Part - A: For Sky View School has a mean is 50.8, a median is 50 and a mode is 25.

Riverside School has a mean is 9.93, a median is 20.5 and a mode is 20.

Part B: For Sky View School has a 1,298.16 is variance and For Riverside School has a variance is 477.0

Part C: Riverside School is a better choice because it has a higher maximum class size 57 compared to Sky View School 69.

Given that,

In the stem-and-leaf plot, information gathered about the composition of 15 classes at two separate schools is in the picture.

We know that,

Part - A:

For Sky View School has

The mean is  = 50.8.

The median is  = 50.

The mode is 25.

For Riverside School has

The mean is  = 9.93.

The median is  = 20.5.

The mode is 20.

Part B:

For Sky View School:

The range is 96 - 12 = 84.

The 25th percentile is the 4th value when the data is arranged in ascending order, which is 20. The 75th percentile is the 12th value, which is 60.

So, the IQR is 60 - 20 = 40.

Square of mean = -38.8, -33.8, -28.8, -25.8, -25.8, -25.8, -23.8, -20.8, -9.8, -7.8, 11.2, 11.2, 14.2, 21.2, and 45.2.

Now summation of the square of mean is 19,472.4

Now, dividing by 15 we have

= 1,298.16 is variance

For Riverside School:

The range is 25 - 2 = 23.

The 25th percentile is the 4th value when the data is arranged in ascending order, which is 5. The 75th percentile is the 11th value, which is 21.

So, the IQR is 21 - 5 = 16.

The deviations from the mean are: -19.7, -9.7, -9.7, -9.7, -9.7, -9.7, -9.7, -9.7, 0.3, 0.3, 10.3, 20.3, 20.3, 20.3, 27.3.

The sum of squared deviations is 6678.7.

Variance =  = 477.0

Part C:

Riverside School is a better choice because it has a higher maximum class size of 57 compared to Sky View School 69.

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Answer:

2.50 + 9.50h

Step-by-step explanation:

Sky Launch Trampoline Park charges customers $9.50 per hour they spend jumping. Each customer must also pay $2.50 for grip socks.

Let the number of hours be h.

The equation will be:

= 2.50 + (9.50 × h)

= 2.50 + 9.50h

The correct statements are c and d i.e. the vertex of f(x) = -x²  + 2x + 5 is a maximum, while the vertex of f(x) = -2x²  - 8x - 11 is a minimum & the graph of f(x) = -x²  + 2x + 5 has a higher y-intercept than the graph of f(x) = -2x²  - 8x - 11.

What is a function?

A function is a mathematical rule that distributes a unique output value to each input value. It describes the relationship between the input (also called the independent variable) and the output (also called the dependent variable).

To compare the two functions, let's first find their vertices:

The vertex of f(x) = -x² + 2x + 5 can be found by completing the square:

f(x) = -(x - 1)² + 6, so the vertex is (1, 6).

The vertex of f(x) = -2x² - 8x - 11 can be found by using the formula x = -b/2a (where a is the coefficient of x²  and b is the coefficient of x) for the axis of symmetry: x = -(-8)/(2*(-2)) = 2. Then, plugging in x = 2, we get f(2) = -23, so the vertex is (2, -23).

a. The absolute value of the leading coefficient of f(x) = -2x²  - 8x - 11 is greater than the absolute value of the leading coefficient of f(x) = -x² + 2x + 5. This means that the graph of f(x) = -2x^2 - 8x - 11 is narrower than the graph of f(x) = -x²  + 2x + 5. So, this statement is false.

b. The maximum value of f(x) = -x²  + 2x + 5 occurs at the vertex, which is (1, 6). The maximum value of f(x) = -2x²  - 8x - 11 also occurs at its vertex, which is (2, -23). These vertices have different y-coordinates, so the two functions do not have the same maximum value. So, this statement is false.

c. Both functions share the same x-coordinate for their vertices, which is x = 1. However, their y-coordinates are different: f(1) = 6 for f(x) = -x²  + 2x + 5, and f(2) = -23 for f(x) = -2x²  - 8x - 11. Since the leading coefficient of the quadratic term is negative for both functions, the vertex of f(x) = -x²  + 2x + 5 is a maximum, while the vertex of f(x) = -2x²  - 8x - 11 is a minimum. So, this statement is true.

d. To find the y-intercept of f(x) = -x²  + 2x + 5, we can plug in x = 0: f(0) = 5. So, the y-intercept is (0, 5). To find the y-intercept of f(x) = -2x²  - 8x - 11, we can set x = 0: f(0) = -11. So, the y-intercept is (0, -11). Since 5 > -11, the graph of f(x) = -x²  + 2x + 5 has a higher y-intercept than the graph of f(x) = -2x²  - 8x - 11. So, this statement is true.

Therefore, the correct statements are c and d.

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By using the unitary method, we found that 60 items were sold at $25 each, while 90 items were sold at $5 each at the charity's craft fair.

In this problem, we know the total number of items sold and the total revenue earned. Let's assume that the number of items sold at $5 each is x, and the number of items sold at $25 each is y. Therefore, we can write two equations based on this information:

x + y = 150 (Equation 1)

5x + 25y = 1950 (Equation 2)

Equation 1 represents the total number of items sold, while Equation 2 represents the total revenue earned from the sale. Now, we can use the unitary method to find the value of y, which represents the number of items sold at $25 each.

Let's rearrange Equation 2 to solve for y:

5x + 25y = 1950

25y = 1950 - 5x

y = (1950 - 5x)/25

Now, we can substitute this expression for y into Equation 1:

x + (1950 - 5x)/25 = 150

Simplifying this equation, we get:

25x + 1950 - 5x = 3750

20x = 1800

x = 90

Therefore, we know that 90 items were sold at $5 each. Now, we can use Equation 1 to find the number of items sold at $25 each:

y = 150 - x

y = 150 - 90

y = 60

Hence, 60 items were sold at $25 each.

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The statement an assumption underlying the t-distribution is that the population from which we are sampling comes from an exponential distribution is false.

The t-distribution assumes that the population from which we are sampling follows a normal distribution, not an exponential distribution.

The t-distribution is used when the population standard deviation is unknown and is estimated from the sample standard deviation, and when the sample size is small (typically less than 30).

When the test measure is expansive (regularly more noteworthy than 30), the t-distribution gets to be exceptionally comparative to the standard typical dispersion. 

therefore, an assumption underlying the t-distribution is that the population from which we are sampling comes from an exponential distribution is false.

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The pounds of marbles that Marco will need will be 357 pounds.

Ratio refers to the quantitative relationship between two or more values or quantities. It expresses the proportion of one quantity to another, typically using a colon or a slash to separate the two values. For example, a ratio of 2:1 would indicate that one value is twice as large as the other.

Ratios are often used in mathematics, finance, and other fields to compare values and make decisions based on their relationships.

The pounds of marbles that Marco will need will be:

= 21 + 56 + 77 + 98 + 105

= 357

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Thus, the area of leather will be required to make the cylindrical travel case is 774.01 sq. in.

A cylinder has two identical flat faces and one curved surface.

Its two circular bases fit together perfectly.

Its size is determined by the base's radius and the curved surface's height.

A cylinder doesn't have a vertex, in contrast to a cone, cube, or cuboid. It indicates that the cylinder lacks a specified corner.

Formula for the surface area of a cylinder:

A = 2πr² + 2πrh

A = 2π(8.5)² + 2π(8.5)(6)

A = 2π(72.25) + 2π(51)

A = 2(π)(123.25)

A = 246.5*3.14

A ≈ 774.01 sq. in.

Thus, the area of leather will be required to make the cylindrical travel case is 774.01 sq. in.

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Answer: took the test

Step-by-step explanation: To calculate the amount of leather necessary to create the travel case, we need to find the surface area of the cylinder. The surface area of a cylinder is the sum of the area of the two circular bases and the area of the rectangle that wraps around the cylinder.

First, we'll find the area of the two circular bases. The diameter of each base is given as 17 inches, so the radius (r) is half of that:

r = 17 / 2 = 8.5 inches

The area of one circular base (A_base) is given by the formula:

A_base = π * r^2

Using the given approximation for π:

A_base = 3.14 * (8.5)^2 ≈ 3.14 * 72.25 ≈ 226.865 square inches

Since there are two bases, the total area of the bases is:

A_bases_total = 2 * A_base ≈ 2 * 226.865 ≈ 453.73 square inches

Now, we'll find the area of the rectangle. The height of the rectangle is given as 6 inches. The length of the rectangle is equal to the circumference of the circular base:

Circumference (C) = 2 * π * r ≈ 2 * 3.14 * 8.5 ≈ 53.38 inches

The area of the rectangle (A_rectangle) is given by the formula:

A_rectangle = length * height ≈ 53.38 * 6 ≈ 320.28 square inches

Finally, we add the total area of the bases and the rectangle to find the total surface area of the cylinder:

Surface area = A_bases_total + A_rectangle ≈ 453.73 + 320.28 ≈ 774.01 square inches

So, approximately 774.01 square inches of leather will be necessary to create the travel case.

Equations are used to solve different types of problems in mathematics and in the real world.The five types of equation are 2x = 8,2y/2 = 8/2, (1/2)x + 2 = 3,3(x+4)= 21,0.4x + 1.2 = 2.6.

What is Equations Portfolio?

Equations are an essential part of mathematics and have various applications in real-world problems. In this portfolio, we will cover different types of equations and solve them step by step. This portfolio will cover one-step equations, equations with fractions, equations with the distributive property, and equations with decimals.

One-step equations are equations that can be solved in one step. For example, if we have the equation 2x = 8, we can solve it by dividing both sides by 2. Let's solve two one-step equations,

3x = 15

Dividing both sides by 3

3x/3 = 15/3

x = 5

Again,

2y = 8

Dividing both sides by 2

2y/2 = 8/2

y = 4

Equations with fractions are equations that contain fractions. To solve these equations, we need to clear the fractions by multiplying both sides of the equation by the least common multiple (LCM) of the denominators. Let's solve two equations with fractions:

(1/2)x + 2 = 3

Subtracting 2 from both sides

(1/2)x = 1

Multiplying both sides by 2 (LCM of 1/2)

(1/2)x × 2 = 1 × 2

x = 2

(2/3)y - 1 = 3

Adding 1 to both sides

(2/3)y = 4

Multiplying both sides by 3 (LCM of 2/3)

(2/3)y × 3 = 4 × 3

y = 6

Equations with distributive property are equations that involve distributing a number or a variable to the terms inside the parentheses. Let's solve an equation with the distributive property,

3(x + 4) = 21

Distributing 3 to (x + 4)

3x + 12 = 21

Subtracting 12 from both sides

3x = 9

Dividing both sides by 3

x = 3

Equations with decimals are equations that contain decimal numbers. To solve these equations, we need to clear the decimals by multiplying both sides of the equation by a power of 10. Let's solve an equation with decimals,

0.4x + 1.2 = 2.6

Subtracting 1.2 from both sides

0.4x = 1.4

Multiplying both sides by 10 (power of 10 for one decimal place)

0.4x × 10 = 1.4 × 10

4x = 14

Dividing both sides by 4

x = 3.5

Now let's solve a real-world problem using an equation,

Sarah has $500 in her bank account. She wants to buy a dress for $120 and save the rest of the money. How much money will Sarah save?

Let x be the amount of money Sarah saves.

Total money = $500

Money spent on the dress = $120

Money saved = Total money - Money spent on the dress

x = 500 - 120

x = 380

Therefore, Sarah will save $380.

In conclusion, equations are used to solve different types of problems in mathematics and in the real world.

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The five types of equation are  2x = 8,2y/2 = 8/2,(1/2)x + 2 = 3,3(x + 4) = 21,0.4x + 1.2 = 2.6.

Equations are an essential part of mathematics and have various applications in real-world problems. In this portfolio, we will cover different types of equations and solve them step by step. This portfolio will cover one-step equations, equations with fractions, equations with the distributive property, and equations with decimals.

One-step equations are equations that can be solved in one step. For example, if we have the equation 2x = 8, we can solve it by dividing both sides by 2. Let's solve two one-step equations,

3x = 15

Dividing both sides by 3

3x/3 = 15/3

x = 5

Again,

2y = 8

Dividing both sides by 2

2y/2 = 8/2

y = 4

Equations with fractions are equations that contain fractions. To solve these equations, we need to clear the fractions by multiplying both sides of the equation by the least common multiple (LCM) of the denominators. Let's solve two equations with fractions:

(1/2)x + 2 = 3

Subtracting 2 from both sides

(1/2)x = 1

Multiplying both sides by 2 (LCM of 1/2)

(1/2)x × 2 = 1 × 2

x = 2

(2/3)y - 1 = 3

Adding 1 to both sides

(2/3)y = 4

Multiplying both sides by 3 (LCM of 2/3)

(2/3)y × 3 = 4 × 3

y = 6

Equations with distributive property are equations that involve distributing a number or a variable to the terms inside the parentheses. Let's solve an equation with the distributive property,

3(x + 4) = 21

Distributing 3 to (x + 4)

3x + 12 = 21

Subtracting 12 from both sides

3x = 9

Dividing both sides by 3

x = 3

Equations with decimals are equations that contain decimal numbers. To solve these equations, we need to clear the decimals by multiplying both sides of the equation by a power of 10. Let's solve an equation with decimals,

0.4x + 1.2 = 2.6

Subtracting 1.2 from both sides

0.4x = 1.4

Multiplying both sides by 10 (power of 10 for one decimal place)

0.4x × 10 = 1.4 × 10

4x = 14

Dividing both sides by 4

x = 3.5

Now let's solve a real-world problem using an equation,

Sarah has $500 in her bank account. She wants to buy a dress for $120 and save the rest of the money. How much money will Sarah save?

Let x be the amount of money Sarah saves.

Total money = $500

Money spent on the dress = $120

Money saved = Total money - Money spent on the dress

x = 500 - 120

x = 380

Therefore, Sarah will save $380.

In conclusion, equations are used to solve different types of problems in mathematics and in the real world.

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Answer:

The amplitude is 1/2, the period is 2π/4 = π/2, and the phase shift is π/2.

Step-by-step explanation:

The given function is:

f(t) = -1/2(4t - 2π)

We can rewrite this function in the form:

f(t) = A cos(B(t - C)) + D

where A is the amplitude, B is the period, C is the phase shift, and D is the vertical shift.

Comparing this with the given function, we can see that:

A = 1/2

B = 4

C = π/2

D = 0

Therefore, the amplitude is 1/2, the period is 2π/4 = π/2, and the phase shift is π/2.

Note that the negative sign in front of the function does not affect the amplitude, period, or phase shift. It simply reflects the function across the x-axis.

so in the template above for a conic, the defining components are the coefficients A and C

If either A=0 or C=0, then the equation is a parabola

if A=C, then we have a Circle

if either A or C is negative, and A≠C, then we have a hyperbola

if A and C are both positive or both negative, and A≠C, then we have an ellipse.

Answer: the student spends 24 minutes on their art project and 32 minutes on their science project.

Step-by-step explanation:

Answer:

The student spends 24 minutes on their art project, and 32 minutes on their science project

Step-by-step explanation:

To solve this problem, we can utilise the unitary method, a process by which we find the value of a single unit, from the value of multiple units and thus, the value of multiple units from the value of a single unit.

If the total number of units in the ratio is (3+4)=7, then 7 units = 56 mins.

If 7 units = 56 mins,

then 1 unit = 56/7 mins = 8 mins.

Therefore, 3 units = 8×3 = 24 mins,

and 4 units = 8×4 = 32 mins.

Thus, the student spends 24 minutes on their art project, and 32 minutes on their science project

The Waffleskate campaign's claim that less than 34% of registered voters wish to see her defeated is not supported by the data, as the 98% confidence interval (0.236 to 0.336) for the proportion of voters who want her to lose does not include 0.34.

To determine if the 98% confidence interval supports the Waffleskate campaign's claim that no more than 34% of registered voters wish to see her defeated, we need to construct the confidence interval and see if 34% falls within the interval.

The sample proportion of registered voters who wished to see Waffleskate lose her next election is 133/464 ≈ 0.286. To construct the 98% confidence interval for the true proportion, we can use the formula p ± Z√(pq/n), where p is the sample proportion, q is the complement of p, n is the sample size, and Z is the standard normal value corresponding to the desired confidence level.

Plugging in the values, we get:

p ± Z√(pq/n) = 0.286 ± 2.33√((0.2860.714)/464) ≈ 0.236 to 0.336

Therefore, the 98% confidence interval for the proportion of registered voters who wish to see Waffleskate lose her next election is 0.236 to 0.336. Since this interval does not include 0.34, the Waffleskate campaign's claim that no more than 34% of registered voters wish to see her defeated is not supported by the 98% confidence interval for the proportion.

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Answer:

$ 1644500

Step-by-step explanation:

The required width of the flower garden is 6 feet.

The area of a rectangular flower garden is 132 square feet.

Let us assume the length of the flower garden is l and its width is w (in feet).

The length of the flower is 10 feet more than twice the width of the garden.

That is, l = (10 + 2w ) feet

Thus the area of the flower garden is ,

length * width = 132 sq ft

⇒ (10+ 2w) w = 132

⇒2w^2 + 10w -132 = 0

⇒ w^2 + 5w - 66 = 0

⇒ w^2 + 11w - 6w - 66 = 0

⇒ w( w+ 11) - 6( w + 11) = 0

⇒ (w - 6)(w + 11) = 0

⇒ w = 6 and = -11

Since length or width of any garden can not be in negative, hence ignoring the negative value of w.

Thus, width of the flower garden is w=6  feet.

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The current in the circuit when the resistance is 12 ohms is 40 amps.

What is fraction?

A fraction is a mathematical term that represents a part of a whole or a ratio between two quantities.

We can use the inverse proportionality formula to solve this problem, which states that:

current (in amps) x resistance (in ohms) = constant

Let's call this constant "k". We can use the information given in the problem to find k:

24 amps x 20 ohms = k

k = 480

Now we can use this constant to find the current when the resistance is 12 ohms:

current x 12 ohms = 480

current = 480 / 12

current = 40 amps

Therefore, the current in the circuit when the resistance is 12 ohms is 40 amps.

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The optimal measure of variability is the IQR, which equals 4. The proper measure of variability for the data is C.

The difference among the third and the first quartile is defined by the interquartile range. The entire series is divided into four equally sized pieces by the partitioned values referred to as quartiles. Three quartiles are present.

The spread of the middle 50% of the data, which is less susceptible to outliers than the range, is measured by the interquartile range (IQR), which is the best measure of variability for these data.

The IQR is calculated by deducting the third quartile ([tex]Q_3[/tex]) from the first quartile ([tex]Q_1[/tex]). We can see from the box plot that [tex]Q_1[/tex] is roughly

17 and [tex]Q_3[/tex] is roughly 21.

Therefore,

[tex]IQR=Q_3-Q_1\\\\IQR=21-17\\\\IQR=4[/tex]

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