which of the following cannot be determined from the information collected by the system? responses the total number of books borrowed in a given year the total number of books borrowed in a given year the total number of books that were never borrowed in a given year the total number of books that were never borrowed in a given year the total number of books that were returned past their due date in a given year the total number of books that were returned past their due date in a given year the total number of people who borrowed at least one book in a given year

Answer:

[tex]4x^2+5x+2=0[/tex]

Step-by-step explanation:

Hope this helps :)
let me knwo if its wrong :(

The three points lie on the line that best represents the total cost of {y} of x pens are:  (0,0), (4, 3) and (8, 6).

We have the information from the question:

James buys 4 pens for $3.

To find the three points lie on the line that best represents the total cost of {y} of x pens.

Now, According to the question:

'x' represent the number of pens

'y' represent the total cost

When x = 0 , y = 0 and when x = 4 , y = 3

Assume, y = mx + c

∴ [tex]y = \frac{3}{4}x + c[/tex]

when x = 0 , y = 0 Plug the values of x and y in above equation.

=> [tex]0=\frac{3}{4}.0+c[/tex]

Put c = 0, we get:

[tex]y = \frac{3}{4}x[/tex]

Now, From the graph :

The three points lie on the line that best represents the total cost of {y} of x pens are:

When x = 8, [tex]y = \frac{3}{4}.8=6[/tex]

∴ It passes (0,0), (4, 3) and (8, 6).

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An ordered-pair solution is a method of expressing the solution to an equation or system of equations using two numbers written in a specific order. The first number in the pair represents the input value, often denoted as x, and the second number represents the output value, often denoted as y.

The ordered pair is typically written as (x, y). This method is commonly used in algebra and graphing, where each ordered pair represents a point on a two-dimensional coordinate plane, and plotting multiple ordered pairs can help visualize a relationship or pattern between variables.

Since you're given that f(7) = 3, you can use this information to write a corresponding ordered-pair solution. An ordered pair consists of an input (x-value) and its corresponding output (y-value), written as (x, y).

In this case, the input is 7 and the output is 3, based on the given information f(7) = 3. Therefore, the corresponding ordered-pair solution is (7, 3).

The corresponding ordered-pair solution for f(7) = 3 is (7, 3).

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The two unit vectors that makes an angle of  [tex]60^{0}[/tex] with [tex]v=4,3[/tex] are (-0.3928, 0.9196) and (0.9928, -0.1196).

Given that the angle made by unit vectors is [tex]60^{0}[/tex] with [tex]v=4,3[/tex].

The magnitude value of the v is [tex]\sqrt{x^{2} +y^{2} } =\sqrt{3^{2} +4^{2} }[/tex].

Consider that the unit vector as [tex]a= (x,y)[/tex], where its magnitude is [tex]|a|=x^{2} +y^{2} =1[/tex] ... (1)

Taking the dot product for the unit vector and v, the equation becomes,

[tex]a \cdot v=|a||v| \cos \emptyset \\[/tex]

Substitute the known values, we get

[tex](x, y) \cdot(3,4)=1 \cdot \sqrt{3^2+4^2 } \cos 60^{\circ} \\[/tex]

[tex]3 x+4 y=1 \cdot \sqrt{(9+16) }(\frac{1}{2} ) \\[/tex]

[tex]3 x+4 y=\frac{5}{2}[/tex]

[tex]& 4 y=\frac{5}{2} -3 x \\[/tex]

[tex]& y=\frac{1}{4} (2.5-3 x)[/tex] ... (2)

Substituting (2) in (1) to find the value of x, then the equation becomes,

[tex]x^2+((2.5-3 x) / 4)^2=1 \\[/tex]

[tex]16 x^2+6.25+9 x^2-15 x=16 \\[/tex]

[tex]25 x^2-15 x-9.75=0[/tex]

By using the quadratic formula [tex]x=\frac{-b \pm \sqrt{b^2-4 a c}}{2 a} \\[/tex], we have [tex]a=25, b=-15,[/tex] and [tex]c=-9.75[/tex].

[tex]x=\frac{-(-15) \pm \sqrt{(-15)^2-4(25)(-9.75)}}{2(25)} \\[/tex]

[tex]x=\frac{15 \pm \sqrt{1200}}{50} \\[/tex]

The first root is given by,

[tex]x=\frac{15+34.64}{50} \\[/tex]

[tex]x=\frac{49.64}{50} \\[/tex]

[tex]x=0.9928 \\[/tex]

The second root is given by,

[tex]& x=\frac{15-34.64}{50} \\[/tex]

[tex]& x=\frac{-19.64}{50} \\[/tex]

[tex]& x=-0.3928[/tex]

Thus, the values of x are 0.9928 and -0.3928.

Substitute the x-values in equation (2), and we get

[tex]y = \frac{(2.5 - 3(0.9928))}{4}[/tex]

[tex]y = -0.1196[/tex]

[tex]y = \frac{(2.5 - 3(-0.3928))}{4}[/tex]

[tex]y = 0.9196[/tex]

Thus, the values of y are -0.1196 and 0.9196.

Therefore, the two unit vectors that makes an angle of  [tex]60^{0}[/tex] with [tex]v=4,3[/tex] are (-0.3928, 0.9196) and (0.9928, -0.1196).

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To find two unit vectors that make an angle of 60° with v = 4, 3, we can use the formula. The two unit vectors that make an angle of 60° with v = 4, 3 are approximately u1 = (0.259, 0.966) and u2 = (0.965, 0.259).

u = (cosθ, sinθ)

where θ is the angle between u and v.

First, we need to find the angle between v and the x-axis. We can use trigonometry to do this:

tanθ = (3/4)
θ = tan^-1(3/4)
θ ≈ 36.87°

Next, we can find two unit vectors that make an angle of 60° with v by adding or subtracting 60° from θ and plugging it into the formula for u:

u1 = (cos(θ + 60°), sin(θ + 60°))
u1 = (cos(96.87°), sin(96.87°))
u1 ≈ (0.259, 0.966)

u2 = (cos(θ - 60°), sin(θ - 60°))
u2 = (cos(16.87°), sin(16.87°))
u2 ≈ (0.965, 0.259)

So the two unit vectors that make an angle of 60° with v = 4, 3 are approximately u1 = (0.259, 0.966) and u2 = (0.965, 0.259).

To find two unit vectors that make an angle of 60° with v = (4, 3), we can use the rotation matrix method.

First, normalize vector v to get a unit vector:
||v|| = sqrt(4² + 3²) = 5
u = (4/5, 3/5)

Now, rotate u by ±60° to obtain two new unit vectors. A 2D rotation matrix is given by:
R(θ) = [cos(θ)  -sin(θ)]
           [sin(θ)   cos(θ)]

For θ = 60°:
R(60) = [cos(60°)  -sin(60°)]
              [sin(60°)   cos(60°)]

For θ = -60°:
R(-60) = [cos(-60°)  -sin(-60°)]
               [sin(-60°)   cos(-60°)]

Multiply R(60) and R(-60) by the unit vector u, respectively, to obtain the two desired unit vectors:
u1 = R(60) * u
u2 = R(-60) * u

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The scale used to make the model is approximately 1:669.7 (or 1 cm on the model represents 669.7 cm or 6.697 m in the actual building).

We need to first convert the units to either feet or meters to make sure they are consistent. Let's convert the height of the original building from meters to feet:

[tex]$110 \text{ m} \times \frac{3.28 \text{ ft}}{1 \text{ m}} = 360.88 \text{ ft}$[/tex]

So, the original building is 360.88 feet tall.

Now, we can use the scale model to find the scale:

[tex]$\frac{\text{height of scale model}}{\text{height of original building}} = \frac{5.4 \text{ ft}}{360.88 \text{ ft}}$[/tex]

Simplifying the fraction gives:

[tex]$\frac{27}{18044}$[/tex]

So, the scale used to make the model is approximately 1:669.7 (or 1 cm on the model represents 669.7 cm or 6.697 m in the actual building).

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We have proven that if the inequality holds true for k, it also holds true for k + 1. By the principle of mathematical induction, the inequality 2^n > n^2 holds true for all n > 4.

To prove the inequality 2^n > n^2 using induction with a basis greater than 4, we will use n=5 as the basis.

Basis: n = 5
2^5 = 32 and 5^2 = 25. Since 32 > 25, the inequality holds true for n = 5.

Now, we need to assume that the inequality holds true for an arbitrary positive integer k > 4, and then prove that it holds true for k + 1.

Assume: 2^k > k^2 for k > 4.

Prove: 2^(k + 1) > (k + 1)^2

Step 1: Multiply both sides of the assumption by 2.
2 * (2^k) > 2 * (k^2)

Step 2: Simplify the left side of the inequality.
2^(k + 1) > 2k^2

Step 3: Show that 2k^2 is greater than (k + 1)^2 for k > 4.
2k^2 > (k + 1)^2
2k^2 > k^2 + 2k + 1

Step 4: Rearrange the inequality to show that it holds true for k > 4.
k^2 - 2k - 1 > 0

Since k > 4, it is clear that k^2 - 2k - 1 > 0, as the left side increases as k increases.

Therefore, we have proven that if the inequality holds true for k, it also holds true for k + 1. By the principle of mathematical induction, the inequality 2^n > n^2 holds true for all n > 4.

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The number equal to 29 in this question is the number of books that A read, which is 29.

The number equal to 29 is not explicitly stated in the given information. We cannot determine the relationship between the number equal to 29 and the number of books that A read without additional information.

It is possible that 29 is a part of a larger set of data, such as the total number of books read by a group of people, or the average number of books read per person in a given population. Alternatively, 29 may be related to a specific aspect of the reading material, such as the number of chapters in a particular book or the number of pages read in a given session.

Without more context or information, we cannot make any further conclusions about the relationship between the number equal to 29 and the number of books read by A.

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The reflection of P=(1,1) through the line x=5 is (1, -3).

To find the reflection of point P=(1,1) through the vertical line x=5

we need to find the distance between point P and the line x=5, and then reflect P across the line by the same distance.

The distance between the point P=(1,1) and the line x=5 is 5-1=4 units.

Since the line x=5 is a vertical line, the reflection of P across the line will have the same x-coordinate as P, but the y-coordinate will be 4 units below the line.

Therefore, the reflection of P=(1,1) through the line x=5 is (1, -3).

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Answer:

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

According to the graph we can see sections with different temperatures or temperature changes:

The least squares error for the given line is 2306.

The equation of the given line is y = 3 - 5x.

To compute the least squares error for the given line, we need to find the vertical distance between each point and the line, square them, and add them up.

Let's first find the predicted y-values for each given x-value using the equation of the line:

For x = -5, y = 3 - 5(-5) = 28

For x = 0, y = 3 - 5(0) = 3

For x = 5, y = 3 - 5(5) = -22

For x = 10, y = 3 - 5(10) = -47

Now we can find the vertical distance between each point and the line:

For the point (-5, 4), the vertical distance is 4 - 28 = -24

For the point (0, 4), the vertical distance is 4 - 3 = 1

For the point (5, 3), the vertical distance is 3 - (-22) = 25

For the point (10, 1), the vertical distance is 1 - (-47) = 48

Now we square each of these distances and add them up:

(-24)^2 + 1^2 + 25^2 + 48^2 = 2306

Therefore, the least squares error for the given line is 2306.

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The statement is true for k + 1. By the principle of mathematical induction, the statement is true for all positive integers n.

To prove that the statement is true for all positive integers n, we will use mathematical induction.

Base case: When n = 1, there is only one dot in the triangle, and the total number of dots is 1, which is equal to n( n + 1)/2 = 1(1+1)/2 = 1. Therefore, the statement is true for n = 1.

Inductive step: Assume that the statement is true for some positive integer k, which means that the kth triangular number can be represented by the formula k(k+1)/2. We need to show that the statement is also true for k + 1, which means that (k+1)((k+1)+1)/2 = (k+1)(k+2)/2 dots can be represented in a triangle with k + 1 dots in its base.

To show this, we can construct a triangle with k + 1 dots in its base by adding one more row to the kth triangle. This row will have k + 1 dots, and the total number of dots in the triangle will be (k+1) + k(k+1)/2 = (k+1)(k+2)/2, which is the formula for the (k+1)th triangular number. Therefore, the statement is true for k + 1.

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When you use the equation of the least-squares line, the humerus length for a fossil with a femur 70 cm long is 80.13 cm.

To find the humerus length for a fossil with a 70 cm long femur, we will use the given least-squares line equation:
humerus length (in cm) = -3.66 + (1.197 × femur length in cm)

Replace "femur length in cm" with 70 in the equation:
humerus length (in cm) = -3.66 + (1.197 × 70)

Multiply 1.197 by 70:
1.197 × 70 = 83.79

Add -3.66 to the result from Step 2:
-3.66 + 83.79 = 80.13

So, when using the equation of the least-squares line, the humerus length for a fossil with a femur 70 cm long is 80.13 cm (rounded to two decimal places).

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The statements that describes what the graph indicates about the spending is that

The government needs to raise taxes or cut spending.

The government spends too much money.

The government almost always spends more than it collects.

Here, we have,

What the question is telling us is that the government is on a deficit. This means that their expenditure has come to be more than what they have being getting.

The government is spending much more than the amount of money that it has according to the graph.

Hence, The statements that describes what the graph indicates about the spending is that

The government needs to raise taxes or cut spending.

The government spends too much money.

The government almost always spends more than it collects.

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complete question:

Which statements describe what this graph indicates about government spending? Check all that apply.

The government needs to raise taxes or cut spending.

The government spends too much money.

The government should produce more money to cover spending.

The government almost always spends more than it collects.

The government needs to lower taxes to cover spending.

i hope this helps you

Answer:

Step-by-step explanation:

Answer:

Step-by-step explanation:40 - 9 = 31+ 14= 45-21 =24.

If the submarine is 24m below the sea then a integer is -24

Answer:

56

Step-by-step explanation:

The submarine climbed 9m, so its depth is now 40m + 9m = 49m.

Then, it dove 14m, so its depth is now 49m - 14m = 35m.

Finally, it climbed 21m, so its depth is now 35m + 21m = 56m.

Therefore, the integer that represents the depth of the submarine after these changes is 56.

The value of simplified form of the expression is,

⇒ √2 (13 - √3)

We have to given that;

The expression is,

⇒ 3√2-√6+10√2

Now, We can simplify as;

⇒ 3√2 - √6 + 10√2

⇒ 3√2 - √2 × √3 + 10√2

⇒ 13√2 - √2 × √3

⇒ √2 (13 - √3)

Thus, The value of simplified form of the expression is,

⇒ √2 (13 - √3)

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The location of the centroid at the point Z indicates;

7. XZ = 16, ZR = 8

8. XR = 66, ZR = 22

9. VP = 21, ZP = 7

10. VZ = 34, ZP = 17

11. YZ = 20, YO = 30

12. YZ = 12, ZO = 6

The centroid is the point of intersection of the two or three of the medians of the triangle.

The location of the centroid indicates;

7. XR = 24, therefore;

XZ = (2/3) × 24 = 16

ZR = (1/3) × 24 = 8

8. XZ = 44, therefore;

XR = (3/2) × 44 = 66

ZR = (1/3) × 66 = 22

9. VZ = 14, therefore;

VP = (3/2) × 14 = 21

ZP = (1/3) × 21 = 7

10. VP = 51, therefore;

VZ = (2/3) × 51 = 34

ZP = (1/3) × 51 = 17

11. ZO = 10, therefore;

YZ = 2 × 10 = 20

YO = (3/2) × 20 = 30

12. YO = 18, therefore;

YZ = (2/3) × 18 = 12

ZO = (1/3) × 18 = 6

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the probability of the event is 20/216 = 5/54.To calculate , we need to find the total number of outcomes where this event occurs and divide it by the total number of possible outcomes.

The total number of possible outcomes when rolling three 6-sided dice is 6 x 6 x 6 = 216.

To count the number of outcomes where the number on the first die is strictly larger than the sum of the numbers on the other 2, we can use the following steps:

- Since the first die has to be strictly larger than the sum of the other 2, the maximum number that can appear on the other 2 dice is 5+5=10.
- Therefore, for each number from 2 to 6 that appears on the first die, we count the number of ways to get a sum less than or equal to 10 on the other 2 dice.
- Using a table or combinatorial reasoning, we can count the total number of such outcomes as 10+6+3+1+0 = 20.

Therefore, thethe probability of the event is 20/216 = 5/54.

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COVARIANCE.S uses the number of data points minus one to adjust for the sample size. The functions COVARIANCE.P and COVARIANCE.S return different values when using the same data.

The reason why COVARIANCE.P and COVARIANCE.S return different values when using the same data is that they use different formulas to calculate covariance. COVARIANCE.P calculates the average of the product of deviations from the means of the two variables, while COVARIANCE.S calculates the sum of the product of deviations from the means of the two variables, divided by the number of data pairs minus one.

COVARIANCE.P assumes that the data represents the entire population, and therefore divides by the total number of data points. COVARIANCE.S, on the other hand, assumes that the data represents a sample of the population, and therefore divides by the number of data points minus one to account for the degree of freedom.

In summary, the difference between COVARIANCE.P and COVARIANCE.S lies in the way they account for the variance in the data, with COVARIANCE.P using the total number of data points, while COVARIANCE.S uses the number of data points minus one to adjust for the sample size.
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The answer is b. false. In a state transition diagram, circles represent states in a system, and arrows represent the transitions between these states. The circle to the left does not necessarily indicate the final state.

Final states are typically denoted by a double circle or by other clear notations in the diagram, such as labels or annotations.

A state transition diagram is a valuable tool used to visualize the behavior of a system or process, helping to clarify how different states interact and evolve over time. The diagram consists of a finite number of states and transitions, and each transition connects two states with a specific event or condition. By understanding and analyzing these diagrams, we can gain insights into the overall behavior of the system, identify potential issues or areas for improvement, and create a solid foundation for system development and design.

In summary, the placement of a circle in a state transition diagram does not automatically indicate its role as a final state. It is crucial to carefully examine the entire diagram and any associated notations to correctly identify the final state(s) in the system.

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We are given the following parametric equations:

x = 7 cos(t) − cos(7t)

y = 7 sin(t) − sin(7t)

We need to find the length of the curve defined by these equations, for 0 ≤ t ≤ π. We can use the arc length formula:

L = ∫[a,b] sqrt[dx/dt]^2 + [dy/dt]^2 dt

Here, a = 0 and b = π, so we have:

L = ∫[0,π] sqrt[(-7sin(t) + 7sin(7t))^2 + (7cos(t) - 7cos(7t))^2] dt

= ∫[0,π] sqrt[49sin^2(t) - 98sin(t)sin(7t) + 49sin^2(7t) + 49cos^2(t) - 98cos(t)cos(7t) + 49cos^2(7t)] dt

= ∫[0,π] sqrt[98 - 98sin(t)sin(7t) - 98cos(t)cos(7t)] dt

= ∫[0,π] sqrt[98 - 98cos(7t - t)] dt    (using the identity sin(a-b) = sin(a)cos(b) - cos(a)sin(b))

= ∫[0,π] sqrt[98 - 98cos(6t)] dt

Now we can use a trigonometric identity to simplify the integral further:

cos(6t) = 1 - 2sin^2(3t)

Substituting this, we have:

L = ∫[0,π] sqrt[98 - 98(1 - 2sin^2(3t))] dt

= ∫[0,π] sqrt[196sin^2(3t)] dt

= ∫[0,π] 14|sin(3t)| dt

= 28∫[0,π/6] sin(3t) dt

= 28[-cos(3t)/3] [0,π/6]

= 28/3 (1 - cos(π/2))

= 28/3

Therefore, the exact length of the curve is 28/3.

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Answer: To differentiate this function, we need to use the product rule and the chain rule.

First, we will simplify the function:

f(y) = (1/y^2 - 3/y^4) * y(y + 9y^3)

f(y) = (y + 9y^3) / y^3 - (3y + 27y^3) / y^5

f(y) = y^-3 * (y^4 + 9y^6 - 3y^4 - 27y^6)

f(y) = 6y^4 / y^3

f(y) = 6y

Now we can differentiate:

f'(y) = 6

Therefore, the derivative of f(y) is 6.

Using product rule and power rule of differentiation, the derivative of the function f(y) = 1/y² - 3/y⁴ * (y + 9y³) is f'(y) = 12/y⁷ - 6/y⁶ - 54/y⁵.

To differentiate the given function,

We need to use product rule and the power rule of differentiation

use product rule to differentiate two terms in the function;

Let's consider the first term: 1/y²

The derivative of 1/y² with respect to y is:

d(1/y²)/dy = -2/y³

Now, let's consider the second term: -3/y⁴ * (y + 9y³)

The derivative of -3/y⁴ with respect to y is:

d(-3/y⁴)/dy = 12/y⁵

The derivative of (y + 9y³) with respect to y is:

d(y + 9y³)/dy = 1 + 27y²

Let's use product rule to differentiate the expression

Using the product rule, the derivative of the entire expression f(y) = 1/y₂- 3/y⁴ * (y + 9y³) is:

f'(y) = (1/y²) * (d(-3/y⁴ * (y + 9y³))/dy) + (-3/y⁴ * (y + 9y³)) * (d(1/y²)/dy)

Let's plug the value into the previous expression

f'(y) = (1/y²) * (12/y⁵) + (-3/y⁴* (y + 9y³)) * (-2/y³)

Simplifying further:

f'(y) = 12/y⁷ - 6(y + 9y³)/y⁷

      = 12/y⁷ - 6(y/y⁷ + 9y³/y⁷)

      = 12/y⁷ - 6/y⁶ - 54y²/y⁷

      = 12/y⁷ - 6/y⁶ - 54/y⁵

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If we have data on the failure rate of the system or equipment, we can use this formula to calculate the probability of the time to the next failure being 1 day or less.

The probability of the time to the next failure being 1 day or less would depend on various factors such as the type of system or equipment being used, its age, maintenance history, and environmental conditions.

To calculate this probability, we would need to gather data on the time to failure for similar systems or equipment and use statistical methods such as a probability distribution function to model the data.

For example, if we assume that the time to failure follows an exponential distribution, we can use the cumulative distribution function to calculate the probability of the time to the next failure being 1 day or less.

The formula for the cumulative distribution function for the exponential distribution is:

P(X ≤ x) = 1 - e^(-λx)

Where X is the time to failure, λ is the failure rate, and e is the base of the natural logarithm.

If we have data on the failure rate of the system or equipment, we can use this formula to calculate the probability of the time to the next failure being 1 day or less.

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Answer

x = 12, y = 5

x = -13, y = -20

Step by step explanation:

You have two equations, and you have to find a way to merge them.

x - y = 7 —— {1}

From {1}, y = x - 7 —— {2}

x² + y = 149 —— {3}

Rep {2} in {3}

x² + y = 149

x² + (x-7) = 149

x² + x - 156 = 0

(x-12) (x+13) = 0

x = 12 and x = - 13

When x = 12, y = 12 - 7 = 5

(12, 5)

When x = - 13, y = - 13 - 7 = - 20

(-13, - 20)

If a scatter plot contains plots that follow no apparent trend, the data is said to have no association or no correlation.

Scatter plots are used to visualize the relationship between two variables. If there is no apparent pattern or relationship between the two variables, then the data is said to have no association or no correlation. This means that there is no linear relationship between the two variables and they are not related in a predictable way. It's important to note that the absence of a linear relationship does not necessarily mean that there is no relationship at all between the two variables. There could be other types of relationships, such as a nonlinear relationship or a relationship that is masked by other variables. Therefore, it's important to examine the scatter plot and other statistical measures to fully understand the relationship between the two variables.

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The length of the arc is about 15.7 feet, and the area of the garden section is about 73.6 square feet.

To calculate the area of a circular garden section, we need to use the formula A = πr², where A is the area and r is the radius of the circle. In this case, we don't have the radius, but we do have the length of the arc that Rodrigo planted flowers in.

Let's call the length of the arc L. We can find the radius of the circle using the formula r = L/θ, where θ is the angle subtended by the arc at the center of the circle. We don't have the angle, but we do know that the length of the arc is one-third of the circumference of the circle, which is 2πr. So we can set up an equation:

L = (1/3)(2πr)
L = (2/3)πr
r = (3L)/(2π)

Now we can use the formula A = πr²:

A = π[(3L)/(2π)]²
A = (9/4)πL²

So the area of the garden section is proportional to the square of the length of the arc. If we assume that the garden section is half the width of the circle (i.e., the angle of the arc is 180 degrees), then we can estimate the length of the arc to be about half the circumference of the circle, or πd/2, where d is the diameter of the circle. If we further assume that the circle has a diameter of 10 feet, then the length of the arc is about 15.7 feet, and the area of the garden section is about 73.6 square feet.

In general, the area of a circular garden section will depend on the length of the arc and the diameter of the circle. The closer the length of the arc is to the circumference of the circle, the closer the area of the garden section will be to the area of the whole circle.
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There are 12 kids live on Robinson Street.

Since, We have to given that;

After school, all of the kids who live on Robinson Street play baseball for 3 hours.

And, Everyone gets to play catcher for 1/4 of an hour.

Let number of kids = x

Hence, We get;

x × 1/4 = 3

⇒ x = 12

Thus, There are 12 kids live on Robinson Street.

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Answer:

Step-by-step explanation:

We know that the for geometric sequence the terms are [tex]a,ar^2,ar^3,...[/tex] , where a is the first term and r is the terms of common differences.Here the first term is a=2 and fourth term is 250. So the equation is :[tex]ar^3=250\implies2r^3=250\implies r^3=125\implies r=5[/tex]

    So we came to know that common difference is 5. Hence the two terms between first and 4 th term is 10 and 50.

Final Answer: Two terms are 10 and 50.

The value of θ using cosine rule is 77°.

Cosine rule is the formula used to calculat the lengths of the sides of a triangle with any of its angles being a cosine angle.

To calculate the value of θ, we use the cosine formula

Formula:

Where:

Substitute these values into equation 1 and solve for θ

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Since 50 is an even number, we know that x will be even if y is even (50 times an even number is still even) and odd if y is odd (50 times an odd number is odd). Therefore, the only answer choice that must be odd is x+y.

Given that x and y are integers and x = 50y + 69, let's determine which of the following expressions must be odd.

1. xy: Since x is odd (50y + 69), when it is multiplied by any integer y, the result will always be odd. Therefore, xy must be odd.

2. x + y: If x is odd, adding it to an even integer (y) would result in an odd number. However, adding it to an odd integer (y) would result in an even number. Therefore, x + y does not necessarily have to be odd. xy: We can't determine if this is odd or even without knowing the values of x and y.
- x+y: This expression is always odd. To see why, consider two cases:

If x and y are both odd, then x+y is even+odd=odd.
If x and y are both even, then x+y is even+even=even.
If one of x and y is odd and the other is even, then x + y is odd + even =odd.

3. x+2y: We can't determine if this is odd or even without knowing the values of x and y.
3x-1: This expression will be odd if x is odd (3 times an odd number is odd) and even if x is even (3 times an even number is even).
3x+1: This expression will be odd if x is even (3 times an even number plus 1 is odd) and even if x is odd (3 times an odd number plus 1 is even).
x + 2y: Since x is odd and 2y is always even, their sum must be odd. Therefore, x + 2 y must be odd.

4. 3x - 1: This expression is odd, since 3x will always be odd (as x is odd) and subtracting 1 from an odd number results in an even number. Therefore, 3x - 1 does not necessarily have to be odd.

5. 3x + 1: This expression is odd, since 3x will always be odd (as x is odd) and adding 1 to an odd number results in an even number. Therefore, 3x + 1 must be odd.

In conclusion, the expressions that must be odd are xy, x + 2y, and 3x + 1.

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