SHOW WORK! PLEASE EXPLAIN! Thank you

The ogive curve for the data has to be obtained by first converting the data into a continuous class one and then plotting the less than cumulative frequency table obtained.

Here we have the data

0-3.9    4.0-7.9    8.0-11.9    12.0-15.9    16.0-19.9    20.0-23.9    24.0-27.9

  63          26          24              37                23               11                  16

Now first we need to convert this to a continuous distribution

We will get

Classes                  Frequency

-0.95-3.95                   63  

3.95-7.95                     26

7.95-11.95                     24

11.95-15.95                    37

15.95-19.95                   23

19.95-23.95                    11

24.0-27.95                     16

Now we need to construct a less than table

Less than                           Cumulative frequency

3.95                                                    63  

7.95                                                    89

11.95                                                   113

15.95                                                 150

19.95                                                 173

23.95                                                 184

27.95                                                200

Now to make an Ogive curve we need to plot the less than column at the x-axis and the frequency on the y-axis. Then draw a free hand line to connect all the points. This will give us our ogive curve

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Complete Question

A sample of 200 high school students was asked how many hours per week they spend watching television. The following frequency distribution presents the results.

0-3.9    4.0-7.9    8.0-11.9    12.0-15.9    16.0-19.9    20.0-23.9    24.0-27.9

  63          26          24              37                23               11                  16

Construct a relative frequency ogive for the frequency distribution.

Answer:

- 81, 243

Step-by-step explanation:

to obtain a term in a geometric sequence, multiply the previous term by the common ratio r

here r = [tex]\frac{a_{2} }{a_{1} }[/tex] = [tex]\frac{-9}{3}[/tex] = - 3

then

27 × - 3 = - 81

- 81 × - 3 = 243

the next two terms are - 81 and 243

The Number line 1 :  -45 - 20 + 5

Number line 2 : -45 + 35 - 15

Number line 3 :-45 + 10 + 5

Number line 4:-45 + 30 - 20

A number line is a depiction of a graded straight line that is used to represent real numbers visually. It is assumed that every point on a number line corresponds to a real number, and that every real number corresponds to a point.

A horizontal line with evenly spaced numerical increments is referred to as a number line. How the number on the line can be answered depends on the numbers present. How a number is utilized depends on the issue it is associated with, such as when graphing a point

Number lines offer a method for mentally adding and subtracting. It's simple to see them as a type of support system for those in need, but this is untrue. They are crucial because they encourage effective mental arithmetic techniques, according to research.

The Number line 1 :

-45 to -60 so the jump is -15 = -45 - 20 + 5

Number line 2 :

-45 to -25 so the jump is +20 = -45 + 35 - 15

Number line 3 :

-45 to -30 so the jump is +15 = -45 + 10 + 5

Number line 4:

-45 to -35so the jump is +10 = -45 + 30 - 20

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The ordered pair that Cam identified is given as follows:

(8,4).

The general format of an ordered pair is given as follows:

(x,y).

For the x-coordinate, we have that:

The point in this problem was 8 units right, hence the x-coordinate is given as follows:

x = 8.

For the y-coordinate, we have that:

The point in this problem is 4 units above the origin, hence the y-coordinate is given as follows:

y = 4.

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i thinkAnswer:152

Step-by-step explanation:

The value of [tex]$$45 \sqrt{7930.45}$$[/tex] be 4007.38833.

When multiplied by itself, a square root value equals the original value. There are four ways to calculate the square root: prime factorization, repeated subtraction, long division, and the estimation approach.

Using the square root function, you can convert rational numbers into algebraic numbers (which are a subset of rational numbers). The Euclidean norm (and distance) and generalizations like Hilbert spaces both depend on the square root of a nonnegative number.

Squares are the results of multiplying an integer by itself. Alternatively, the square root of an integer is a value that, when multiplied by itself, returns the original value.

Let the equation be [tex]$$45 \sqrt{7930.45}$$[/tex]

[tex]$$\begin{aligned}& \sqrt{7930.45}=89.05307 \ldots \\& =45 \cdot 89.05307 \ldots\end{aligned}$$[/tex]

= 4007.38833

Therefore, the value of [tex]$$45 \sqrt{7930.45}$$[/tex] be 4007.38833.

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The value of  be 4007.38833.

Let the equation be

= 4007.38833

Therefore, the value of  be  4007.38833.

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Answer:

55 boxes

Step-by-step explanation:

The linear equation provided is: [tex]y=78x+8840[/tex] and since we want to check if we can carry 60 boxes, we just need to weight by substituting in "60" as x and then comparing that to the limit of 13200 pounds.

[tex]y = 78(60)+8840\\\\y=4680+8840\\\\y=13,520[/tex]

This of course is over the limit of 13200 pounds but we can set up an inequality and solve for "x"

[tex]78x+8840 < 13200[/tex]

From here we subtract 8840 from both sides

[tex]78x < 4,360[/tex]

Now divide both sides by 78

[tex]x < 55.89[/tex]

now of course we can't have 55.89 boxes, so we want to round down as we can't have 56 boxes as that would go over the limit, but we can have 55 boxes.

Answer:

[tex]4\sqrt{6}[/tex]

Step-by-step explanation:

[tex]\sqrt{96}=\sqrt{(6)(16)}\sqrt{6}\sqrt{16}=4\sqrt{6}[/tex]

Approximating to the nearest degree, θ = arccos(cosθ) ≈ 35°.

The angle between two vectors can be found using the dot product formula:

cosθ = (a⋅b)/(||a|| ||b||)

where ||a|| is the magnitude of vector a, and ||b|| is the magnitude of vector b.

First, let's find the magnitude of the vectors:

||a|| = √(4^2 + (-3)^2 + 1^2) = √(16 + 9 + 1) = √26

||b|| = √(2^2 + 0^2 + (-1)^2) = √5

Next, let's find the dot product of the vectors:

a⋅b = (4i−3j+k)⋅(2i−k) = 8i + 3j - k

Finally, let's substitute into the cosine formula:

cosθ = (a⋅b)/(||a|| ||b||) = (8i + 3j - k)/(√26 * √5)

To approximate the angle to the nearest degree, we can use the inverse cosine function:

θ = arccos(cosθ)

Note: The range of arccos is [0,180], so we need to use the appropriate quadrant to find the correct angle.

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The 98 percent confidence interval for the population of all students using the classroom who write their name on their USB drive is B) 0.4 ± 1.967 (0.4)(0.6) / √300.

The sample proportion (p-hat) of students who write their name on their USB drive is 0.4, based on 180 out of 300 students. The sample size is large enough (n > 30) to use the normal approximation to the binomial distribution to calculate the confidence interval.

The standard error of the sample proportion is (p(1-p)/n)^0.5, where p is the population proportion and n is the sample size.

The confidence interval is calculated by adding and subtracting the critical value (1.967 for a 98 percent confidence level) multiplied by the standard error from the sample proportion. This interval provides an estimate of the true population proportion with 98 percent confidence.

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Answer:

Engineer: 9.5 hr

Assistant: 4.5 hr

Step-by-step explanation:

To solve this problem, we can create and solve a system of equations.

Define the variables:

Given the engineer's time is billed at $40 per hour, and her assistant's is billed at $10 per hour, and a customer received a bill for $425 for a certain job:

Given the assistant worked 5 hours less than the engineer:

Therefore, the system of equations that represents the problem is:

[tex]\begin{cases}40x+10y=425\\ \quad \qquad \;\;\;y=x-5\end{cases}[/tex]

Substitute the second equation into the first equation to eliminate y:

[tex]40x+10(x-5)=425[/tex]

Solve the equation for x to find the number of hours the engineer worked:

[tex]\begin{aligned}40x+10(x-5)&=425\\40x+10x-50&=425\\50x-50&=425\\50x&=475\\x&=9.5\end{aligned}[/tex]

Therefore, the engineer worked 9.5 hours.

Substitute the found value of x into the second equation and solve for y to find the number of hours the assistant worked:

[tex]\begin{aligned}y&=x-5\\y&=9.5-5\\y&=4.5\end{aligned}[/tex]

Therefore, the assistant worked 4.5 hours.

Answer: Option a:   y = 4 + 6x

Step-by-step explanation:

Factoring polynomials maze path from start to end is in the attachment.

Factoring polynomials by breaking the polynomial into its factors. We can use the greatest common factor (GCM) to find the factors of two terms.

1. x² + 5x + 6

= x² + 2x + 3x + 6 = x (x + 2) + 3 (x + 2)
= (x + 2) (x + 3)

2. x² + x - 6

= x² + 3x - 2x - 6 = x (x + 3) - 2 (x + 3)
= (x + 3) (x - 2)

3. x² - 4x - 12

= x² - 6x + 2x - 12 = x (x - 6) + 2 (x - 6)
= (x - 6) (x + 2)

4. x² + 7x - 8

= x² - x + 8x - 8 = x (x - 1) + 8 (x - 1)
= (x - 1) (x + 8)

5. x² - 49

= x² - 7x + 7x - 49 = x (x - 7) + 7 (x - 7)
= (x - 7) (x + 7)

6. 2x² + x - 6

= 2x² - 3x + 4x - 6 = x (2x - 3) + 2 ( 2x - 3)
= (2x - 3) (x + 2)

7. 2x² + 7x + 6

= 2x² + 3x + 4x + 6 = x (2x + 3) + 2 (x + 3)
= (2x + 3) (x + 2)

8. 2x² + 6x - 8 = 2 (x² + 3x - 4)

= 2 (x² - x + 4x - 4) = 2 [x (x - 1) + 4 (x - 1)]
= 2 (x - 1) (x + 4)

9. 5x² + 10x + 20 = 5 (x² + 2x + 4)

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We can simplify the expression as follows:

(x2z)1/4/x-1/2z1/2 = (x2z)1/4 * (x1/2z-1/2)

Using the property of exponents: (a^b)^c = a^(bc)

x2z = x^(2 * 1) * z^(1 * 1) = x^2 * z

x1/2z-1/2 = x^(1/2 * 1) * z^(-1/2 * 1) = x^(1/2) * z^(-1/2)

Substituting back into the expression:

(x^2 * z)^(1/4) * (x^(1/2) * z^(-1/2))

= x^ (2 * 1/4) * z^(1 * 1/4) * x^(1/2) * z^(-1/2) = x^(1/2) * z^(1/4) * x^(1/2) * z^(-1/2)

Combining like terms:

x^(1/2) * z^(1/4) * x^(1/2) * z^(-1/2) = x^(1/2 + 1/2) * z^(1/4 - 1/2) = x^1 * z^(-1/4) = x * z^(-1/4)

So, the simplified expression is x * z^(-1/4) with positive exponents.

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Answer:

x√xy²

Step-by-step explanation:

First step is to distribute.

Change ⁴√x⁵y² to ⁴√x · x · x · x · x · y · y

If there are any, (which there are) sets of the same variable greater then or equal to 4, combine them and move them to the left of the radical (the square root sign).  When you are done it should look like this:

x√x · y · y

You will notice there is still an x on the right side.  This is because there were 5 x's and you can only move them (in this case) in sets of 4.  5 - 4 = 1

Combine your like terms and you're done!

x√xy²

The statement suggests that there is a proportional relationship between the number of selfies Sebastian takes, x, and the amount of storage (in megabytes) he uses taking selfies, y. This means that if we were to graph the number of selfies taken, x, on the x-axis and the amount of storage used, y, on the y-axis, the points would fall on a straight line and the slope of the line would be a constant.

In mathematical terms, we can represent this proportional relationship as y = kx, where k is the proportionality constant, or the constant of proportionality. This equation states that the amount of storage used, y, is directly proportional to the number of selfies taken, x.

Step-by-step explanation:

The volume of the right rectangular prism can be determined by finding the product of its length, width, and height in cubic units.

There are no real solutions for this system of equations.

[tex](1)2x - 8y = 11\\ \\(2)x - 4y = 6[/tex]

For this solutions, we're going to solve equation (2) for variable "x".

[tex]x - 4y = 6[/tex]

Add "4y" on both sides of the equation.

[tex]x - 4y+4y = 6+4y \\ \\x=6+4y[/tex]

Calculated value: [tex]x=6+4y[/tex]

Equation to substitute in: [tex](1)2x - 8y = 11[/tex]

Substitution:

[tex]2(x) - 8y = 11\\ \\2(6+4y) - 8y = 11[/tex]

Simplify.

[tex]2(6+4y) - 8y = 11\\ \\(2)(6)+(2)(4y)-8y=11\\ \\12+8y-8y=11\\ \\12=11[/tex]

We obtained a false statement (12=11) which means that there's either no solution, or an infinite amount of solutions.

To see what's the exact case, try to make the coefficients of the equations be the same by multiplying one of the equation by a constant.

In this case, we could multiply all elements of equation (2) by number "2" in order to make the variables have the same coefficients as equation 1:

[tex]2(x - 4y = 6)\\ \\2x-8y=12[/tex]

Comparing the result to the other equation:

[tex]2x - 8y = 11\\ \\2x - 8y = 12[/tex]

There are no real solutions for this equations system, since the variables have the same coefficients and the contant terms are different (11 and 12).

Important note. If after multiplying the equation by a constant we had obtained the exact same equation, then we would've concluded that there where infinite solutions for the equations system.

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The number of marbles of each color is 2/3.

Tessa puts 50 marbles in a bag. The number of marbles of each color is shown in the table below.

The probability that an event will occur is determined by probability: P(A) = f / N. Probability and odds are connected, but probability determines what the odds are. Probability is required before calculating the likelihood of an occurrence.

P(blue)=10 / 3 = 50 /15, meaning there are 15 blue marbles.

P(yellow)= 2 / 1 = 50 / 25 meaning that there are 25 yellow marbles.

10 black marbles are present.

P(black)=50 /10 = 5 and P(white)= 0

15 / 20 = 2/3.

The number of marbles of each color is 2/3.

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The value of x is 5 and the value of y is 6.

The mathematical expression combines numerical variables and operations denoted by addition, subtraction, multiplication, and division signs.

Mathematical symbols can be used to represent numbers (constants), variables, operations, functions, brackets, punctuation, and grouping. They can also denote the logical syntax's operation order and other properties.

Given that the two equations are y=2x-4 and y=x+1. The two equations can be solved as below,

y=2x-4 and y=x+1, Equate both the equations and solve for the value of x,

2x-4 =x+1

2x - x = 4 + 1

x =5

y=x+1

y = 5 + 1 = 6

Hence, the value of x is 5 and the value of y is 6.

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An example of a derivative in accounting is a stock option.

The formula is Call Option Value = S * N(d1) - X * e^(-rT) * N(d2)

A derivative in accounting is a financial instrument whose value is derived from the value of one or more underlying assets, such as stocks, bonds, currencies, commodities, or real estate. One common example of a derivative in accounting is a stock option.

A stock option is a contract that gives the holder the right, but not the obligation, to buy or sell a specified number of shares of a stock at a specified price (the strike price) within a specified period of time. The value of a stock option is derived from the value of the underlying stock.

One formula used to calculate the value of a call option is the Black-Scholes model. The formula is as follows:

Call Option Value = S * N(d1) - X * e^(-rT) * N(d2)

Where:

S = the current stock price

X = the strike price

r = the risk-free interest rate

T = the time until expiration (in years)

N(d1) and N(d2) are the cumulative distribution functions of the standard normal distribution

For example, if a stock is currently trading at $50 per share, and the strike price of a call option on that stock is $45, with an expiration date of 1 year and the risk-free interest rate is 2%, the value of the call option can be calculated as follows:

Call Option Value = $50 * N(d1) - $45 * e^(-0.02*1) * N(d2)

N(d1) and N(d2) can be calculated using a financial calculator or software.

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Answer:

52

Step-by-step explanation:

2*(4*3+2*3+4*2) = 52

Answer:

84%

Step-by-step explanation:

21/25*100%

21*4

84%

y√y i.e Option (B) is  equivalent to the expression below when y> 0.

Equivalent means that two things have the same value, meaning, or measure. For example, 2 + 2 and 4 + 0 are equivalent equations because both equal 4. Another example is 1/2 and 0.5, which are equivalent because they are both equal to one-half.Equivalent in mathematics refers to two expressions that have the same value or the same outcome when evaluated.

Equivalent means having the same value, measure, or effect as something else. For example, two dollars is equivalent to two euros.

Let's start with the expression:

√[tex]y^{3}[/tex]+√[tex]16y^{3}[/tex]-[tex]4y[/tex]√[tex]y[/tex]

where y > 0. (this allow us to have y inside a square root, so we don't mess with complex numbers).

We want to find the equivalent expression to this one.

Here, we can do the next two simplifications:

√[tex]16y^{3}[/tex] = √[tex]16[/tex] √[tex]y^{3}[/tex] = [tex]4[/tex]√[tex]y^{3}[/tex]

And

[tex]y[/tex]√[tex]y[/tex] = √[tex](y^{2}. y)[/tex]= √[tex]y^{3}[/tex]

If we apply these two to our initial expression, we can rewrite it as:

√[tex]y^{3}[/tex]+√[tex]16y^{3}[/tex]-[tex]4y[/tex]√[tex]y[/tex]

√[tex]y^{3}[/tex] + [tex]4[/tex]√[tex]y^{3}[/tex]-[tex]4[/tex]√[tex]y^{3}[/tex] = √[tex]y^{3}[/tex]=[tex]y[/tex]√[tex]y[/tex]

Therefore, Option (B) is correct.

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Answer:

2x=9-4y

Step-by-step explanation:

5x+9y=18+x+y

5x-x=18+y-9y

4x=18-8y

2x=9-4y

I would help, I cant understand it without answers.

I suggest you watch the video for help before answering it, so you can understand the question more, and try and figure it out.

Sorry I couldn't help I was going to, I did not understand I'm so sorry, hope you get the answer right.

I do prefer to watch the video instead.

Thanks for understanding if you do. If u still want to, if u got the answer right from the video, if u want u can give me brainiest?

Anyways I like to help people. pls Make sure to figure it out on ur own sometimes, You can ask for help, if u do get stuck. I'm just telling you so you don't get in trouble ok.

I would like to help you out in the future if you have questions with the answers this time lol .

Triangle HGI and RPQ are similar triangle. Any options that do not match with the condition of similarity given below would be the required incorrect options.

Similar triangles, are those triangles which have similar properties,i.e. angles and proportionality of sides.

Here,
Triangle HGI and RPQ
GH/RQ = GI /PQ = HI/RP
∠H = ∠R
∠G = ∠Q
∠I = ∠P

Triangle HGI and RPQ are similar triangle

Thus, Triangle HGI and RPQ are similar triangle. Any options that do not match with the condition of similarity given below would be the required incorrect options.

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Between every brace of distinct points, there's a positive unique number called t which is the distance.

The positive number between every brace of distinct points is known as the distance and it can be set up as the absolute value of the difference between the corresponding real figures.

The distance represents the space between a brace of distinct points. This is called the distance hypothetical.

In order to find the distance, you would need to break for the absolute value of the difference between the real figures that are at the two points.

The Distance Postulate Given any brace of distinct points, there corresponds a unique positive real number called the distance between the two points.

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The function table for the given domain should be completed as follows;

x           2         3       4         5        6

f(x)        10        5       2         1        2

In order to use the given quadratic function to complete the table, we would have to substitute each of the values of x (domain or x-values) into the quadratic function and then evaluate as follows;

When the value of domain x = 2, the quadratic function is given by;

f(x) = (x - 5)² + 1

f(2) = (2 - 5)² + 1

f(2) = (-3)² + 1 = 10

When the value of domain x = 2, the quadratic function is given by;

f(x) = (x - 5)² + 1

f(3) = (3 - 5)² + 1

f(3) = (-2)² + 1 = 5

When the value of domain x = 4, the quadratic function is given by;

f(x) = (x - 5)² + 1

f(4) = (4 - 5)² + 1

f(4) = (-1)² + 1 = 2

When the value of domain x = 5, the quadratic function is given by;

f(x) = (x - 5)² + 1

f(5) = (5 - 5)² + 1

f(5) = (0)² + 1 = 1

When the value of domain x = 6, the quadratic function is given by;

f(x) = (x - 5)² + 1

f(6) = (6 - 5)² + 1

f(6) = (1)² + 1 = 2

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