-4 (r - 2/3) + 4 < -8

The mean from a Histogram, table, and dot plot, it is not possible to determine the mean directly from a stem-and-leaf plot.

Out of the given options, the display of data for which it is not possible to find the mean is the stem-and-leaf plot.

A histogram displays data in the form of bars, where the height of each bar represents the frequency of data within a specific range. From a histogram, it is possible to calculate the mean by summing up the products of each value with its corresponding frequency and dividing it by the total number of data points.

A table presents data in a structured format, typically with rows and columns, allowing for easy calculation of the mean. By adding up all the values and dividing by the total number of values, the mean can be obtained from a table.

A stem-and-leaf plot organizes data by splitting each value into a stem (the first digit or digits) and a leaf (the last digit). While a stem-and-leaf plot provides a visual representation of the data, it does not directly provide the frequency or count of each value. Hence, it is not possible to determine the mean directly from a stem-and-leaf plot without additional information.

A dot plot represents data using dots along a number line, with each dot representing an occurrence of a value. Similar to a histogram and table, a dot plot allows for the calculation of the mean by summing up the values and dividing by the total number of data points.

In summary, while it is possible to find the mean from a histogram, table, and dot plot, it is not possible to determine the mean directly from a stem-and-leaf plot.

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The equation of the line that passes through the point (-3, 7) and has a slope of -5/3 is y - 7 = (-5/3)(x + 3).

We are given the point (-3, 7) and the slope of the line as -5/3.The slope-intercept form of a line is y = mx + b where m is the slope and b is the y-intercept.

To obtain the equation of the line, we need to substitute the values of slope and point in the slope-intercept form and solve for b.(7) = (-5/3)(-3) + b 21/3 = b.

Now we have the value of b, and we can substitute the values of m and b in the slope-intercept form.y = (-5/3)x + 21/3 is the equation of the line in slope-intercept form.

To obtain the equation in the standard form Ax + By = C, we multiply each term by 3.3y = -5x + 7Add 5x to both sides5x + 3y = 7.

This is the equation of the line in standard form.

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Answer:

Step-by-step explanation:

A(-1,6)

the solution is the intersection of the 2 graph because in that point both equations are true

The manager counted orders for a total of 24 dozen mint chocolate chip, horseshoe, and shamrock cookies at the end of business on the day before St. Patrick's Day. They sold three times as many horseshoe cookies as shamrock cookies, and four times as many cupcakes. They offered 12 dozen cupcakes with mint chocolate chips.

Let's start by defining some variables:

Forming a linear equation from the problem, we know that:

x + y + z = 24 (the total number of dozen sold is 24)

z = 4x (they sold four times as many cupcakes as shamrock cookies)

y = 3x (they sold three times as many horseshoe cookies as shamrock cookies)

We can substitute the expressions for y and z into the first equation to get:

x + 3x + 4x = 24

8x = 24

x = 3

So they sold 3 dozen shamrock-shaped cookies. We can use this to find the number of horseshoe-shaped cookies and mint chocolate chip cupcakes sold:

y = 3x = 3(3) = 9

z = 4x = 4(3) = 12

Therefore, they sold 9 dozen horseshoe-shaped cookies and 12 dozen mint chocolate chip cupcakes.

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Answer:

niye ingilizce yaziyosunuz

Answer:

nothing further can be done :))

Step-by-step explanation:

The box that would be able to hold all the cubes if Robin's teacher had 200 cubes is given as follows:

Box B.

The volume of a rectangular prism, with dimensions defined as length, width and height, is given by the multiplication of these three defined dimensions, according to the equation presented as follows:

Volume = length x width x height.

Hence the volumes for each box in this problem are given as follows:

As 216 > 144, Box B is the box that could hold all of the 200 cubes.

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Using the formula for the area of a rectangle, the area of the cellphone is 18x⁻¹y⁸ OR 18y⁸/x

From the question, we are to calculate the area of the cellphone shown in the diagram

From the given information,

We have a diagram that shows a cellphone which is rectangular in shape.

Thus,

We will use the formula for finding the area of a rectangle to calculate the area of the cellphone.

Area of a rectangle = Length * Width

From the given information,

Length of the cellphone = 6x²y⁶

Width of the cellphone = 3x⁻³y²

Thus,

Area of the cellphone = 6x²y⁶ × 3x⁻³y²

Area of the cellphone = 6 × 3 × x² × x⁻³ × y⁶ × y²

Area of the cellphone = 18 × x⁻¹ × y⁸

Area of the cellphone = 18x⁻¹y⁸ OR 18y⁸/x

Hence,

The area of the cellphone is 18x⁻¹y⁸ OR 18y⁸/x

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Answer:

c

Step-by-step explanation:

the other guy is bad

Answer:

A, B, C

Step-by-step explanation:

It's correct, I took the activity before the quiz and got it right.

Happy to help :3

When a recipient not-for-profit entity receives a gift for transfer to another charitable entity, it records it as revenue upon receipt.

If the donor retains the right to revoke or redirect the gift, it's recognized as a "Contribution Receivable" liability until the restrictions lapse or are fulfilled. Consult accountants for proper accounting.

When a recipient not-for-profit entity receives a gift that will be transferred without restriction to another charitable entity,

The accounting treatment typically involves two steps:

Recognition on Receipt:

The recipient not-for-profit entity should recognize the gift as revenue or contribution in its financial records upon receipt.

This is because the organization has legal control and possession of the gift, even if it intends to transfer it to another charitable entity.

The accounting entry will depend on the nature of the gift received ( cash, securities, in-kind donation).

Classification as a "Contribution to be Transferred":

The second step involves classifying the received gift as a "Contribution to be Transferred" on the recipient's balance sheet.

This classification reflects that the entity intends to pass the gift along to another charitable entity

and that the funds are not restricted for use within the recipient organization.

If the donor retains the right to revoke or redirect the gift,

The recipient not-for-profit entity should follow the guidelines for recognizing contributions subject to donor restrictions.

Until the restrictions lapse or are fulfilled, the contribution should be recorded as a liability ( "Contribution Receivable").

Accounting for contributions with donor-imposed restrictions can be complex,

and the specific treatment will depend on the terms of the gift and applicable accounting standards.

It's essential for the not-for-profit organization to consult with its accountants

or financial advisors to ensure compliance with relevant accounting principles and reporting requirements.

Also, it's important to note that accounting standards and regulations may vary across different countries or regions,

so organizations should adhere to the accounting principles applicable in their specific jurisdiction.

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The statement "the universal class V is a proper class" means that class V, which represents the universal set that contains all sets, is not itself a set but rather a proper class.

We have,

In set theory, a proper class is a class that is not a set.

A class is a collection of objects, and a set is a class that can be a member of other classes.

On the other hand, a proper class cannot be a member of another class.

The statement "the universal class V is a proper class" means that class V, which represents the universal set that contains all sets, is not itself a set but rather a proper class.

This means that V cannot be an element of any other class or set within the context of the set theory being considered.

The concept of proper classes is used to prevent paradoxes and contradictions that can arise when unrestricted comprehension is allowed in set theory.

Thus,

The statement "the universal class V is a proper class" means that class V, which represents the universal set that contains all sets, is not itself a set but rather a proper class.

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Answer:

no its a 88 percent

Step-by-step explanation:

simple math

Answer:

90% of 25 = 22.5

Step-by-step explanation:

y''+y-2=0 is the linear homogeneous DE with constant coefficients that has solution  y=c₁e⁻²ˣ+ c₂eˣ

A differential equation is an equation that contains one or more functions with its derivatives.

Given the general solution y=c₁e⁻²ˣ+ c₂eˣ

the set of fundamental solutions becomes eˣ and e⁻²ˣ

This set is corresponding to the distinct roots m= 1, -2of the corresponding auxiliary equation. Hence, the auxiliary equation so formed is

(m-1)(m-(-2))

(m-1)(m+2)

m²+2m-m-2

m²+m-2

The corresponding linear homogeneous DE with constant coefficients is

y''+y-2=0

Hence, y''+y-2=0 is the linear homogeneous DE with constant coefficients that has solution  y=c₁e⁻²ˣ+ c₂eˣ

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Answer:-2.4f + 0.4f -15-3Step-by-step explanation:

Answer:

-1.8f - 19

Step-by-step explanation:

Answer:

39.2°

Step-by-step explanation:

Vertical angles are always congruent.

Answer:

The angle is 140.8

Step-by-step explanation:

A straight angle is equal to 180°

So 180° minus 39.2° equals the answer

Answer:

A. 30°

Step-by-step explanation:

The interior angles of a triangle ALWAYS add up to 180°. So, for this, you would use 100 + 50 + x = 180 and solve for x :)

Answer:

A. 30°

General Formulas and Concepts:

Pre-Alg

Geometry

Step-by-step explanation:

Step 1: Set up equation

x + 100 + 50 = 180

Step 2: Solve for x

1.242. I'm not sure but that's what I got

Answer:

two

Step-by-step explanation:

Often, all the mayflies in a population mature at once (a hatch), and for a day or two in the spring or autumn, mayflies are everywhere, dancing around each other in large groups, or resting on every available surface.

Step-by-step explanation:

Pythagoras theorem

16²=7²+a²

a²=16²-7²

a²= 256 -49

a²=207

a=√207

a=14.38

a≈14.4 in. (approx)

Answer:

Step-by-step explanation:

As it is a right angle triangle, we can use Pythagorean theorem to find a

base² + altitude² = hypotenuse²

7² + a² = 16²

49 + a² = 256

       a² = 256 - 49

       a² = 207

     a = √207

a = 14.4 in

Answer:

no

Step-by-step explanation:

she needed 240 and she cut 60

Answer:

\( \frac{3( {5}^{8} - 1) }{5 - 1} = 292968\)

The sοlutiοn οf the given prοblem οf unitary methοd cοmes οut tο be  fοr Met Manufacturing tο turn a prοfit, 103,184 sunglasses must be sοld.

The well-knοwn straightfοrward apprοach, actual variables, and any relevant infοrmatiοn frοm the initial and specialist questiοns can all be used tο finish the assignment. Custοmers may be given anοther chance tο try the gοοds in respοnse. If nοt, significant expressiοn in οur understanding οf prοgrams will be lοst.

Here,

We must figure οut hοw many pairs οf sunglasses must be sοld tο cοver the fixed and variable cοsts in οrder tο reach the break-even pοint.

Assume that X sunglasses must be sοld tο break even.

Fixed cοst plus variable cοst equals tοtal cοst.

Selling price x Number οf units sοld equals tοtal revenue.

The tοtal revenue and entire expense are equal at the break-even pοint.

Thus, we can cοnstruct the equatiοn:

Fixed cοst plus variable cοst multiplied by the selling price equals the quantity sοld.

=>  $9.44 X = $748,374 + $2.19 X

=>  $9.44 X - $2.19 X = $748,374

=>  $7.25 X = $748,374

=>  X = $748,374 / $7.25

=>   X = 103,184

Therefοre, fοr Met Manufacturing tο turn a prοfit, 103,184 sunglasses must be sοld.

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Answer:

1/2, 5/2

Step-by-step explanation:

To find the midpoint add up the x coordinates and divide by 2 and the y coordinates and divide by 2

(-3+4)/2, (-2 +7)/2

1/2, 5/2

Answer:

\((\frac{1}{2}, \frac{5}{2} )\)

Step-by-step explanation:

Use the midpoint formula:

\((\frac{-3+4}{2} , \frac{-2+7}{2} )\)

The points are:

\((\frac{1}{2}, \frac{5}{2} )\)

Answer:

(-∞, 1/5)

Step-by-step explanation:

\(f\left( x\right) =\frac{3x-1}{\sqrt{1-5x} }\)

f is defined ,if and only if ,

1 - 5x > 0

⇔ 1 > 5x

⇔ 1/5 > x

⇔ x < 1/5

Answer:

The first box : -4  the second one : 6

Step-by-step explanation:

subtract 7 from 3 for the first box, then add 10 to -4 for the second one.

The top left graph represents the weight of the radioactive isotope over time.

An exponential function has the definition presented according to the equation as follows:

\(y = ab^x\)

In which the parameters are given as follows:

The parameter values for the function in this problem are given as follows:

a = 96, b = 0.5.

Hence the function is given as follows:

\(y = 96(0.5)^x\)

Two points on the graph of the function are given as follows:

(1,48) and (2, 24).

Hence the top left graph represents the weight of the radioactive isotope over time.

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Answer:

Graph W

Step-by-step explanation:

The given information describes a radioactive decay process, where the weight of the isotope decreases by half at regular intervals. This type of decay is characteristic of exponential decay.

Based on the description, the graph that represents the weight of the radioactive isotope over time would be a decreasing exponential curve, where the y-axis represents the weight of the isotope (in grams), and the x-axis represents time (in hours).

The initial weight of the isotope is 96 grams, and after each subsequent hour, the weight becomes half of what it was in the previous hour. Therefore, the correct graph would start at 96 grams (the initial weight when x = 0) and then decrease by half every hour. It would be a curve that gets closer and closer to zero but never quite reaches it.

Initial weight: 96 grams

After 1 hour: 96 / 2 = 48 grams

After 2 hours: 48 / 2 = 24 grams

After 3 hours: 24 / 2 = 12 grams

After 4 hours: 12 / 2 = 6 grams

After 5 hours: 6 / 2 = 3 grams

So, the points on the graph would be:

Therefore, the graph that represents the weight of the radioactive isotope over time is Graph W.