2
3
4
5
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9 10
he lines on the graph below represent the cost of apples at four different stores.
Ty
Cost of Apples
B
A
1 2 3 4 5 6 7 8 9 X
Pounds of Apples
At which store is the cost of apples the least?
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Total Cost in Dollars
9.
6
5
O
TIME
5

Answer:

To multiply 9200 and 2.3 x 10^3 in scientific notation, we need to multiply their coefficients and add their exponents.

9200 x 2.3 x 10^3 = 21,160,000

Since the product is greater than 10, we need to adjust the coefficient and the exponent to express the number in scientific notation. We can move the decimal point to the left until there is only one digit to the left of the decimal point, and count how many places we moved the decimal point. In this case, we need to move the decimal point 7 places to the left:

2.116 x 10^7

Therefore, the product of 9200 and 2.3 x 10^3 expressed in scientific notation is 2.116 x 10^7.

Answer:

8

At least I think that's what you're looking for.

Step-by-step explanation:

I mean cause anything else would make the statement not true. The sides are supposed to have the same value.

Step-by-step explanation:

(8 x 10,000=80,000)

 (5 x 1,000=5,000) 

(3 x 100=300)

(8 x 1=8)

80,000+5,000+300+8

Answer:

85308

Step-by-step explanation:

\(8*10000=80000\)

\(5*1000=5000\)

\(3*100=300\)

\(8*1=8\)

\(80000+5000+300+8=85308\)

Hope this helps :)

Pls brainliest...

The upper bound for the probability that the weight of a randomly chosen Maine black bear is at least 200 pounds heavier than the average weight of 650 pounds is 1/4 or 0.25.

To answer the question, we will use the Chebyshev inequality to determine an upper bound for the probability that the weight of a randomly chosen Maine black bear is at least 200 pounds heavier than the average weight of 650 pounds.

The Chebyshev inequality states that for any random variable W with expected value E[W] and standard deviation σ_W, the probability that W deviates from E[W] by at least k standard deviations is no more than 1/k^2.

In this case, E[W] = 650 pounds and σ_W = 100 pounds. We want to find the probability that the weight of a bear is at least 200 pounds heavier than the average weight, which means W ≥ 850 pounds.

First, let's calculate the value of k:
850 - 650 = 200
200 / σ_W = 200 / 100 = 2

So k = 2.

Now, we can use the Chebyshev inequality to find the upper bound for the probability:

P(|W - E[W]| ≥ k * σ_W) ≤ 1/k^2

Plugging in our values:

P(|W - 650| ≥ 2 * 100) ≤ 1/2^2
P(|W - 650| ≥ 200) ≤ 1/4

Therefore, the upper bound for the probability that the weight of a randomly chosen Maine black bear is at least 200 pounds heavier than the average weight of 650 pounds is 1/4 or 0.25.

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Answer:

21

Step-by-step explanation:

Remark

Draw a line  across the east and west farthest points. If you count the lower left point as 0,0, I am talking about 1,6 and 7,6 What that does is divide the figure into a triangle and a trapezoid.

Triangle

The base goes from x = 1 to x = 7 when that new line is introduced which is 6 units parallel to the x axis.

The height goes from 4,4 to 4,6 which is 2 units in the y direction.

So the area = 1/2 (2)*(6) = 6 units.

Trapezoid.

h = 3       derived from 4,3 to 4,6 which is 3 points  6 - 3 = 3

b1 = 6     That's the line you just drew in.

b2 = 4     That comes from 2,3 to 6,3   6-2 = 4

Area = 1/2 (b1 + b2) * h

Area = 1/2 (6 + 4)* 3

Area = 5 * 3 = 15

Total Area = 15 + 6 = 21

Answer: 15

Step-by-step explanation:

Plug in 8 for e and solve

8 - ((sqrt 8 + 1) + 2)) + (8 - 3sqrt8) sqrt8 - 4

============================================

Explanation:

Let's go with the example given to us. Let's say the correct lock combo is 4-2-7.

If we get the first two digits right, then we have 8 choices for the third digit since we pick from between 1 and 8 inclusive. There are 8 combos of the form 4-2-x.

The same goes for stuff of the form 4-x-7 and x-2-7.

There appear to be 8+8+8 = 24 different combos that will open this faulty lock. However, we must subtract off 2 because we've triple counted "4-2-7" when adding up those 8's.

In reality there are 24-2 = 22 different combos that will open the faulty lock.

There are 8^3 = 512 different combos total. That gives 512-22 = 490 combos that do not open the lock.

If the person is very unlucky, with the worst luck possible, then they would randomly try all of the 490 combos that don't work.

Attempt number 491 is when they'll land on one of the 22 combos that do work.

Protractor postulate: given any angle, we can express its measure as a unique real number from 0 to 180 degrees.

The protractor postulate is a fundamental concept in geometry that establishes a way to measure angles using a protractor. According to this postulate, every angle can be uniquely represented by a real number between 0 and 180 degrees.

A protractor is a geometric tool with a semicircular shape and marked degrees along its edge. To measure an angle using a protractor, we align the center of the protractor with the vertex of the angle and the baseline of the protractor with one side of the angle. We then read the degree measure where the other side of the angle intersects the protractor.

The protractor is divided into 180 degrees, with 0 degrees being the starting point at the baseline of the protractor, and 180 degrees being at the opposite end of the baseline. By aligning the protractor with an angle, we can determine its measure as a real number within this range.

For example, if we measure an angle using a protractor and find that the other side intersects the protractor at 45 degrees, we can express the measure of the angle as 45 degrees. Similarly, if the intersection point is at 90 degrees, the angle measure would be 90 degrees. The protractor postulate guarantees that these angle measures are unique within the range of 0 to 180 degrees.

It is important to note that the protractor postulate assumes that angles can be measured using a protractor and that the measurement is accurate and reliable. The postulate provides a consistent and standardized way to assign a numerical value to an angle, allowing for precise communication and comparison of angles in geometric contexts.

In summary, the protractor postulate establishes that the measure of any angle can be expressed as a unique real number between 0 and 180 degrees. This concept is fundamental in geometry and allows for the measurement, comparison, and communication of angles using a protractor.

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It is insufficient proof that more than half of the students at the school recycle.

Given :

suppose that in the sample, 55 students said that they recycle.

It is insufficient proof that more than half of the students at the school recycle because: "Yes" was replied by 55 out of 100 pupils.

= 55 / 100

= 0.55

We can see that the proportion 0.55 of has a lot of dots above it in the dot plot.

As a result, a proportion of 0.55 is quite likely to be obtained when the genuine proportion is 0.5, and there is insufficient evidence to support the assertion that more than half of the school's students recycle.

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The equation for the line of reflection is x = 6

An equation is a mathematical statement with an 'equal to' symbol between two expressions that have equal values.

For example, 3x + 5 = 15.

Given that, a graph, we need to find the equation of the reflection of the polygon graphed,

We can see, all the vertices on the polygon are being mirrored across the line x = 6.

So, we can say the line of reflection is x = 6.

Hence, the equation for the line of reflection is x = 6

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Answer:0.375

Step-by-step explanation:

3/4=0.75

0.75/2=0.375

(3/4)/2=0.375

Answer:

It should pass the horizontal and vertical line test.

hope it helps!

The vertex of the graph of f(x)= |x-3|+6 is located at (3, 6)

The equation of the function is given as:

f(x) = |x - 3| + 6

The above function is an absolute value function.

An absolute value function is represented as:

f(x) = a|x - h| + k

Where:

Vertex = (h, k)

By comparison, we have:

Vertex = (3, 6)

Hence, the vertex of the graph of f(x)= |x-3|+6 is located at (3, 6)

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If the function approaches a specific value (y = c) as x approaches infinity or negative infinity, then it has a horizontal asymptote at y = c.

To determine if a function has a horizontal asymptote, consider the behavior of the function as x approaches positive or negative infinity. The main idea is to analyze the end behavior of the function.

Degree of Polynomials:

If the degree of the numerator is less than the degree of the denominator, the function has a horizontal asymptote at y = 0 (the x-axis). If the degree of the numerator is equal to the degree of the denominator, divide the coefficients of the highest degree terms. The resulting ratio determines the horizontal asymptote. If the degrees are unequal, there is no horizontal asymptote.

Limits:

Take the limit of the function as x approaches positive or negative infinity. If the limit evaluates to a finite value, that value represents the horizontal asymptote. If the limit is infinite (∞) or does not exist, there is no horizontal asymptote.

Infinity:

If the function involves terms like exponential functions or logarithmic functions, analyze their behavior as x approaches infinity. Exponential functions with positive exponents tend to infinity, while those with negative exponents approach zero. Logarithmic functions tend to negative infinity as x approaches zero.

By considering these methods, you can determine if a function has a horizontal asymptote and find its equation or behavior as x approaches infinity or negative infinity. Remember to apply these techniques with caution and consider the specific characteristics of the function being analyzed.

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We know that the area of a square/rectangle is the multiplication of its length by its width. We also know that this specific area does not include the blank region, therefore we need to subtract it from the area of the shaded region!

We can come up with two expressions:

Shaded Area:

\((5x + 2)(3x - 1)\\= 15x^2-5x+6x-2\\=15x^2+x-2\)

Blank area:

\((x)(x+7)\\x^2+7x\)

Now all we have to do is subtract the blank area's expression from the shaded area's and simplify since the question asks for the simplest form.

\((15x^2+x-2)-(x^2+7x)\\15x^2-x^2+x-7x-2\\14x^2-6x-2\)

Therefore, your final answer should be:

14x^2 - 6x - 2

Answer:

The Independent is the Number of Hours while the Dependent is the Number of Miles

Equation: y= 50x

Step-by-step explanation:

I Hope this helped

Answer:

square the whole equation

Step-by-step explanation:

so, it will change from (3x + 7y)² to 9x² - 49y²

I hope this helps a little bit.

Answer:

(3x - 7y)

Step-by-step explanation:

we know that

.. (a + b) (a - b) = (a^2 - b^2)

=> (a + b) = (3x + 7y)

=>. (a^2 - b^2) = (9x^2 - 49y^2)

=> so, (a - b).= (3x - 7y)

hope it helps

Answer:

Hello! answer: a = 79

Step-by-step explanation:

This is a complimentary angle so it will add up to 180 so 180 - 101 = 79 so 79 is the answer hope that helps!

The maximum value of the function y = 8(x^2+1)^(1/2) - x on the interval [0,4] is approximately 29.658, which occurs at x = 4  and The minimum value of y is approximately 3.605, which occurs at x = 1/√15.

To find the maximum and minimum values of the function y = 8(x^2+1)^(1/2) - x on the interval [0,4], we will first take the derivative of the function and set it equal to zero to find the critical points. Then we will evaluate the function at those critical points and at the endpoints of the interval to find the maximum and minimum values.

First, we take the derivative of y with respect to x:

y' = 8(1/2)(x^2+1)^(-1/2)(2x) - 1

Simplifying, we get

y' = 4x(x^2+1)^(-1/2) - 1

Setting y' equal to zero and solving for x, we get

4x(x^2+1)^(-1/2) - 1 = 0

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

16x^2 = (x^2+1)

15x^2 = 1

x = ±(1/√15)

We check these critical points as well as the endpoints of the interval [0,4] to find the maximum and minimum values of y

y(0) = 8(0^2+1)^(1/2) - 0 = 8(1)^(1/2) = 8

y(4) = 8(4^2+1)^(1/2) - 4 ≈ 29.658

y(1/√15) = 8((1/√15)^2+1)^(1/2) - (1/√15) ≈ 3.605

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I have solved the question in general, as the given question is incomplete.

The complete question is:

Find the maximum and minimum values of the function y = 8(x^2+1)^(1/2)-x on the interval [0,4]. (Round your answers to three decimal places.)

Answer:

x = -3/2          x=2

Step-by-step explanation:

2x² - x-6=0

Factor

(2x     ) (x      ) =0

6 = 2*3

2*-2 +3 = -1

(2x  +3   ) (x  -2    ) =0

2x+3 =0      x-2 =0

2x = -3            x=2

x = -3/2          x=2

The required 99% confidence interval representing the true proportion of all college students owns a car lies between the range of 0.3253 and 0.4283.

Sample size n = 319

Students who own a car represents the number of successes x = 120  

Confidence interval =  99%

True proportion p of all college students who own a car.

The formula for the confidence interval for a population proportion is,

p1± zα/2 × √(p1(1-p1)/n)

where p1 is the sample proportion,

zα/2 is the z-score corresponding to the desired level of confidence interval 99%.

First, we find the sample proportion,

p1 = x/n

    = 120/319

    ≈ 0.3768

z-score corresponding to a 99% confidence level.

This is a two-tailed test,

Split the alpha level evenly between the two tails.

α/2 = (1 - 0.99) / 2

     = 0.005,

The z-score that encloses 0.005 in each tail of the standard normal distribution.

Using a standard normal table ,

zα/2 = 2.576.

Substituting the values into the formula, we get,

p1 ± zα/2 × √(p1(1-p1)/n)

= 0.3768 ± 2.576×√(0.3768(1-0.3768)/319)

= 0.3768 ± 0.0515

99% confidence interval for the true proportion p of all college students who own a car is,

0.3253 ≤ p ≤ 0.4283

Therefore, 99% confidence interval that the true proportion of all college students who own a car lies between 0.3253 and 0.4283.

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When dividing the period from 1993-2015 into three distinct periods based on the rate of growth of average student debt, one possible approach could be:

1. 1993-2003: Slow and steady growth
During this period, the rate of growth of average student debt was relatively stable and moderate. The increase in student debt was gradual, and the overall burden on students was not as pronounced as in later periods. For example, the average student debt may have increased by a few thousand dollars over these ten years.

2. 2003-2008: Accelerated growth
In this period, the rate of growth of average student debt started to accelerate. The increase in student debt became more significant, potentially due to factors such as rising tuition costs, increased borrowing, and changes in financial aid policies. For example, the average student debt may have doubled or tripled during this five-year period.

3. 2008-2015: Rapid and substantial growth
The period from 2008 to 2015 witnessed a sharp and substantial increase in the rate of growth of average student debt. This period corresponds with the aftermath of the 2008 financial crisis and its impact on the cost of education. The economic recession led to reduced financial support for higher education, resulting in higher borrowing rates for students. For example, the average student debt may have increased by tens of thousands of dollars or even more during this seven-year period.

It's important to note that the division of periods may vary based on the specific data and factors considered. The examples provided are meant to illustrate potential trends rather than represent precise figures. Additionally, it's crucial to consult reliable sources and data on average student debt to obtain accurate information for a comprehensive analysis of the topic.

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The width of the bookcase is 6 feet and height is 4 feet if the carpenter expects to use 28 feet of lumber to make it.

Let w = the width and h = the height of the bookcase. The width of the lumber you are using is not given.

Also, Let the height is x.

and, the width is 3x -14.

Since, we stated that this equals 28 feet and also that w = 3h - 14, we can insert this into the equation and use it to solve for h:

Now,

The total amount of lumber used to make the bookcase is:

L = 4w + 2h             -------------------------- (1)

Now Putting Width and height in the Equation (1):

⇒ 28 = 4(3h - 14) + 2h

⇒ 28 = 12h - 56 + 2h

⇒ 28 = 14h - 56

⇒ 84 = 14h

⇒ h = 84/14

      = 6 feet

Putting the value of height, h= 6 feet in

w = 3x -14

⇒ w = 3(6) - 14 = 4.

Therefore,

The width is 4 feet and the height is 6 feet.

Complete Question:

A bookcase is to have 4 shelves including the top as pictured below.

The width is to be 14 feet less than 3 times the height. Find the width and the height if the carpenter expects to use 28 feet of lumber to make it.

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The given statement "if you try to match a slope and an intercept at the same time, their mistakes will be related" is TRUE.

A y-intercept, also known as a vertical intercept, is the location where the graph of a function or relation intersects the coordinate system's y-axis.

This is done in analytic geometry using the common convention that the horizontal axis represents the variable x and the vertical axis the variable y.

These points satisfy x = 0 because of this.

The errors of a slope and an intercept will be connected if you fit them simultaneously.

By changing Y to 0 in the equation and figuring out X, you can always determine the X-intercept.

Similarly, by putting X to 0 in the equation and solving for Y, you can always determine the Y-intercept.

Therefore, the given statement "if you try to match a slope and an intercept at the same time, their mistakes will be related" is TRUE.

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The algebraic expression for the trigonometric expression sin (tan⁻¹ (x)) is given by x/(√(1 + x²)).

Given the trigonometric expression is,

sin (tan⁻¹ (x))

Let y = tan⁻¹ (x)

tan y = x

tan² y = x²

sec² y - 1 = x²

sec² y = 1 + x²

cos² y = 1/(1 + x²)

1 - sin²y = 1/(1 + x²)

sin² y = 1 - 1/(1 + x²) = (1 + x² - 1)/(1 + x²) = x²/(1 + x²).

sin y = x/(√(1 + x²))

y = sin⁻¹ [x/(√(1 + x²))]

So, now the trigonometric expression becomes

sin (tan⁻¹ (x)) = sin y = sin {sin⁻¹ [x/(√(1 + x²))]} = x/(√(1 + x²)).

Hence, the algebraic expression for the trigonometric expression sin (tan⁻¹ (x)) is given by x/(√(1 + x²)).

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1. Null hypothesis: The mean age of purchasers and non-purchasers of toothpaste is the same. Alternative hypothesis: The mean age of purchasers and non-purchasers of toothpaste is significantly different.

2. The test statistic T can be calculated using the formula T = (X1 - X2) / (S1^2/n1 + S2^2/n2)^0.5, where X1 and X2 are the mean ages of purchasers and non-purchasers, S1 and S2 are the standard deviations of purchasers and non-purchasers, and n1 and n2 are the sample sizes. In this case, T = (37.21 - 30.7) / (6.612/50 + 8.35^2/50)^0.5 = 4.035.

3. The p-value can be calculated using a t-distribution with 98 degrees of freedom (since we have two samples of size 50 and therefore 98 degrees of freedom). Using Excel, the p-value is 0.0001.
4. The critical value can be found using a t-distribution with 98 degrees of freedom and a significance level of 0.01. Using Excel, the critical value is 2.364.

5. Since the calculated test statistic (T = 4.035) is greater than the critical value (2.364), we reject the null hypothesis and conclude that the mean age of purchasers and non-purchasers of toothpaste is significantly different at the 1% significance level.

6. Therefore, we can conclude that age is a significant factor in determining whether someone purchases toothpaste or not. Further research may be necessary to investigate other factors that may influence purchasing decisions. The attached Excel file includes all calculations and output.

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Answer:

answer is 111

Step-by-step explanation:

1rst we extend the lines and we get a transversal

69 =69(alternate interior angle)

since this triangle is isosceles the bace angles will be equal

69=69(isosceles angle property)

j+69=180

j=180-69=111

Answer:In each step the number is double that of the previous step.

Step-by-step explanation:

In each step the number is double that of the previous step.

0    5

1    10

2   20

3   40

4    80

This can be written as 5*(2)^n, where n is the step number.  e;g;, 5*2^0 = 5 for step 0.  For step 4:  5*2^4 = 80.

Answer:

your answer will be D

Step-by-step explanation:

hope it helps!!

have a nice day ^_^