a publisher reports that 43% of their readers own a particular make of car. a marketing executive wants to test the claim that the percentage is actually different from the reported percentage. a random sample of 200 found that 38% of the readers owned a particular make of car. is there sufficient evidence at the 0.10 level to support the executive's claim?

Answer:

ywes

Step-by-step explanation:

Let's open the brackets

Now, let's solve by isolating like terms.

Since all of the like variables and constants are isolated, we can easily solve by solving the constants and the variables.

Hence, the missing variable value is 22.

\(BrainiacUser1357\)

The function F(x, y) has a local maximum at (-2, -3), saddle points at (2, -3) and (-2, 1), and a local minimum at (2, 1).

To find the critical points and classify them as local maxima, local minima, or saddle points, we need to find the partial derivatives of the function F(x, y) and evaluate them at each critical point.

Given the function F(x, y) = x³ - 12x + y³ + 3y² - 9y, let's find the partial derivatives:

∂F/∂x = 3x² - 12

∂F/∂y = 3y² + 6y - 9

To find the critical points, we set both partial derivatives equal to zero and solve the resulting system of equations:

3x² - 12 = 0 --> x² = 4 --> x = ±2

3y² + 6y - 9 = 0 --> y² + 2y - 3 = 0 --> (y + 3)(y - 1) = 0 --> y = -3 or y = 1

Therefore, the critical points are (-2, -3), (2, -3), and (-2, 1).

To classify these critical points, we use the second partial derivatives test. The second partial derivatives are:

∂²F/∂x² = 6x

∂²F/∂y² = 6y + 6

Now, let's evaluate the second partial derivatives at each critical point:

At (-2, -3):

∂²F/∂x² = 6(-2) = -12 (negative)

∂²F/∂y² = 6(-3) + 6 = -12 (negative)

Since both second partial derivatives are negative, the point (-2, -3) corresponds to a local maximum.

At (2, -3):

∂²F/∂x² = 6(2) = 12 (positive)

∂²F/∂y² = 6(-3) + 6 = -12 (negative)

Since the second partial derivative with respect to x is positive and the second partial derivative with respect to y is negative, the point (2, -3) corresponds to a saddle point.

At (-2, 1):

∂²F/∂x² = 6(-2) = -12 (negative)

∂²F/∂y² = 6(1) + 6 = 12 (positive)

Since the second partial derivative with respect to x is negative and the second partial derivative with respect to y is positive, the point (-2, 1) corresponds to a saddle point.

Therefore, the critical points are classified as follows:

Local maximum: (-2, -3)

Saddle points: (2, -3) and (-2, 1)

Local minimum: (2, 1)

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SOLUTION

Liquids have to be poured into a container that is caliberated with measurements before it's volume can be measured because a liquid does not have a definite shape, it only takes the shape of the container which it is placed. So if the volume of the cotainer is known, that becomes the volume of the liquid.

Hence the answer is

Liquids do not have a definite shape, option 3

Answer:

√29 =c

Step-by-step explanation:

a^2+b^2=c^2

5^2+2^2=c^2

25+4=c^2

29=c^2

√29=c

For given equations, the reason/properties are:

2)

    equation steps                                 properties/reason

1.  m/-3 + 10 = -1                                           Given

2. m/-3 = -11                                          subtract 10 from each side

3. m = 33                                              multiply each side by -3

3)

    equation steps                                properties/reason

1.  (5y - 1)/2 = 7                                             Given

2. 5y - 1 = 14                                         multiply each side by 2

3. 5y = 15                                              add 1 on both the sides

4. y = 3                                                  divide each side by 5

In this question, we have been given two equations.

We need to state the reason foe each step.

Consider equation (2),

m/-3 + 10 = -1                         ..............(Given)

m/-3 = -11                          .....................(subtract 10 from each side)

m = 33                             ....................(multiply each side by -3)

Now, consider equation (3),

(5y - 1)/2 = 7                                      ..........Given

5y - 1 = 14                                           ............multiply each side by 2

5y = 15                                           ..............add 1 on both the sides

y = 3                                         ..................divide each side by 5

Therefore, for given equations:

2)

    equation steps                                  properties/reason

1.  m/-3 + 10 = -1                                           Given

2. m/-3 = -11                                          subtract 10 from each side

3. m = 33                                              multiply each side by -3

3)

    equation steps                                properties/reason

1.  (5y - 1)/2 = 7                                             Given

2. 5y - 1 = 14                                         multiply each side by 2

3. 5y = 15                                              add 1 on both the sides

4. y = 3                                                  divide each side by 5

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According to Siegler, the pattern of learning math concepts involves a gradual development and refinement of strategies. Siegler's theory, known as the overlapping waves model, suggests that learners use multiple strategies simultaneously and gradually shift towards more efficient ones over time. This process allows for a better understanding and application of math concepts, ultimately leading to improved problem-solving skills.

According to Siegler, the pattern of learning math concepts involves a gradual progression from using counting strategies to more efficient and accurate strategies. Children initially rely on counting strategies to solve math problems, such as counting fingers or objects. As they progress, they begin to use more advanced strategies, such as decomposition or mental math, which allow them to solve problems more quickly and accurately. Siegler also emphasizes the importance of practice and repetition in developing math skills and the role of feedback and instruction in promoting learning. Overall, Siegler's theory suggests that children's math skills develop through a combination of innate abilities and environmental factors, including exposure to math concepts and opportunities for practice and instruction in time.

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We will find the sum of 3+ 1 1/2 with help of a

Answer: An exponent. Or multiplied by itself.

Step-by-step explanation:

Answer:

The three straight paths intersect at different angles. In other words, the amountrequired to turn one path onto the other is different about each vertex. Thelargest angle is opposite the longest side, and the smallest angle is opposite theshortest side. If all three points of intersection look the same, the result is atriangle with three equal angles and three equal sides.

Step-by-step explanation:

The angle of intersection of AB, BC and AC when, they meet each other at three points, are 54.48°, 81.83° and 43.65°.

When the three sides of a triangle is known, then to find any angle, the law of cosine is used. It can be given as,

\(c^2=a^2+b^2-2ab\cos C\\a^2=c^2+b^2-2ab\cos A\\b^2=a^2+c^2-2ab\cos B\)

Here, a,b and c are the sides of the triangle and A,B and C are the angles of the triangle.

The three straight paths, AB, BC, and AC meet each other at three points, A, B, and C.

All the points of intersection of given angle A, B  and C keeps the different value as all the sides of the triangle is not equal.

The length of the angle C using the above formula,

\(5^2=4.24^2+6.08^2-2(4.24)(6.08)\cos (C)\\C=\cos^{-1}(0.581)\\C=54.48^o\)

Similarly, the measure of angle B,

\(6.08^2=5^2+4.24^2-2(5)(4.24)\cos (B)\\B=\cos^{-1}(0.142)\\B=81.83^o\)

The measure of angle A,

\(4.24^2=5^2+6.08^2-2(5)(6.08)\cos (A)\\A=\cos^{-1}(0.7235)\\A=43.65^o\)

The length of the side opposite to angle A is 4.24 units, side opposite to angle B is 6.08 units and side opposite to angle C is 5 units.

All the sides and angles of the triangle are different from each other. This triangle ABC is a scalene triangle.

When all the point of intersection of provided line intersect at a single point. Then all the points of intersection resemble one another.

Thus, the angle of intersection of AB, BC and AC when, they meet each other at three points, are 54.48°, 81.83° and 43.65°.

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Answer:

the amount of angle the hall is so prob like 5

Step-by-step explanation:

you provided insufficient details to answer

Answer: 30 degrees

Step-by-step explanation:

2 interior angles of 75 degrees.

75+75=150.

180-150=30

4

you were right because -15 -14 -13 -12 -11 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 so that's 19 numbers

The angles of a triangle with side lengths 5 , 12 and 13 are 90°, 22.63°, 67.38°.

In trigonometry, the law of cosines, also known as the law of cosines or cosine formula, basically relates the length of a triangle to one cosine of its angle. It states that if we know the lengths of two sides of a triangle and the angle between them, we can determine the length of the third side. c² = a²+ b² – 2ab cosγ

where a, b, c are the sides of the triangle and γ is the angle between a and b, see image above.

To find the length of a side of a triangle, take △ABC according to the cosine formula, which can be written as follows.

We have , a = 5 , b = 12 , c= 13

cos α =( 12² + 13² - 5² )/2×12×13= 288/312

=> α = cos⁻¹(0.923 ) = 22.63°

cos β = (5² + 13² - 12² )/2×13×5 = 50/130

=> β = cos⁻¹(5/13) = 67.38°

cos γ = (12² + 5² - 13² )/2×12×5= 0

=> γ = cos⁻¹(0) = 90°

Hence, the required angles are 90°, 22.63°, 67.38°.

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Note that the missing probability P(A | B) =  12/25. this was solved using Bayes Theorem.

By adding new knowledge, you may revise the expected odds of an occurrence using Bayes' Theorem. Bayes' Theorem was called after the 18th-century mathematician Thomas Bayes. It is frequently used in finance to calculate or update risk evaluation.

Bayes Theorem is given as

P(A |B ) = P( A and B) / P(B)

We are given that

P(B) = 1/4 and P(A and B) = 3/25,

so substituting, we have

P(A |B ) = (3/25) / (1/4)

To divide by a fraction, we can multiply by its reciprocal we can say

P(A|B) = (3/25) x (4/1)

 = 12/25

Therefore, P(A | B) = 12/25.

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The value of 6x is 102.

Equations are mathematical statements with two algebraic expressions flanking the equals (=) sign on either side.

It demonstrates the equality of the relationship between the expressions printed on the left and right sides. LHS = RHS is a common mathematical formula.

Coefficients, variables, operators, constants, terms, expressions, and the equal to sign are some of the components of an equation. The "=" sign and terms on both sides must always be present when writing an equation.

Given:

x=51/3

For 6x put x= 51/3 we get

6x = 6 x 51/3

6x = 2 x 51

6x = 102

Or, \(x^6\) = \((51/3)^6\)

\(x^6\) = 17,596,287,801 / 531,441

Hence, the value of 6x = 102.

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The area of the circle is 452.16 square inches

Area is the the total surface that is occupied by a two dimensional shape

The radius of the circle = 12 inch

The radius of a circle is the distance between the center and any point on the circumference of the circle

The area of the circle A = π×\(r^2\)

Where A is the area of the circle

r is the radius of the circle

π = 3.14

substitute the values in the equation

The area of the circle = 3.14 × \(12^2\)

= 3.14 × 144

= 452.16 square inches

Hence, the area of the circle is 452.16 square inches

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Answer:

Polynomial

Step-by-step explanation:

⇒ It cannot be option 1 as y does not vary with an exponent

⇒ It cannot be option 2 as y does not relate to any logarithmic values of x

⇒ It cannot be a option 4 as there no irrational numbers under a root

⇒ Therefore it is a polynomial, as it is written in the form : y = ax³ + bx² + cx + d (cubic polynomial)

The square transforms the expression \(\rm x^{2} +4x + 2^{2}\) into the form  \((x+2)^2-2\).

A quadratic equation is the second-order degree algebraic expression in a variable. the standard form of this expression is  ax² + bx + c = 0 where a. b are coefficients and x is the variable and c is a constant.

write in the form of \((x+y)^{2}\)

\(\rm x^{2} +2xy + y^{2}\)

2y = 4

y = 2

so, \(\rm x^{2} +4x + 2^{2}\)

we will now convert it into the form

\(\rm x^{2} +2xy + y^{2}\) = \(\rm (x+y)^{2}\)

substitute the values

\(\rm x^{2} +4x + 2^{2} = (x+2)^{2}\)

\((x+2)^2-2+2^2\)

\((x+2)^2-2\)

Thus, \((x+2)^2-2\) is the correct form.

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(a) The solution to the differential equation \((2x - 1)dx + (3y + 7)dy = 0\) is \(x^2 - x + 3y^2/2 + 7y = C\).

(b) (i) The differential equation for continuous compound interest is \(dA/dt = 0.05 * A\), and the amount in the account after 10 years is \(A = 50,000 * e^{0.05 * 10}\).

(ii) The differential equation for continuous compound interest is dA/dt = 0.05 * A - 10,000, and the account will be depleted after t years, where A = 0.

(a) To solve the differential equation (2x - 1)dx + (3y + 7)dy = 0, we can use the method of separation of variables.

(2x - 1)dx + (3y + 7)dy = 0

Separating the variables:

(2x - 1)dx = -(3y + 7)dy

Integrating both sides:

∫(2x - 1)dx = ∫-(3y + 7)dy

\(x^2 - x + C1 = -3y^2/2 - 7y + C2\)

Rearranging the equation:

\(x^2 - x + 3y^2/2 + 7y = C\)

where C = C2 - C1 is the constant of integration.

(b) (i) To write down the differential equation for the continuous compound interest scenario, we can use the formula for continuous compound interest:

\(A = P * e^{rt},\)

where A is the amount in the account after time t, P is the principal amount (initial deposit), r is the interest rate, and e is Euler's number.

Given that Ruth deposited Ksh. 50,000.00 and the interest rate is 5% (or 0.05) compounded continuously, we can write the differential equation:

dA/dt = r * A

Substituting the values:

dA/dt = 0.05 * A

(ii) In this scenario, Ruth decides to withdraw Sh. 10,000.00 per year from the account after ten years.

The differential equation for this scenario can be written as:

dA/dt = r * A - 10,000

Substituting the values:

dA/dt = 0.05 * A - 10,000

To find how long it takes for the account to be depleted, we can set A = 0 and solve the differential equation:

0.05 * A - 10,000 = 0

0.05 * A = 10,000

A = 10,000 / 0.05

A = 200,000

Therefore, after 10 years, the account will be depleted if the withdrawals of Sh. 10,000.00 per year continue.

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Answer:

The standard form of a linear equation is Ax + By = C. When we want to find the slope of the line represented by this equation, we have two options. We can put the equation in slope-intercept form and identify the slope that way, or we can use the formula m = -A/B.

Answer:

m = -A/B

The standard form of a linear equation is Ax + By = C.

\(hope \: it \: will \: help \: \)

Answer:

its 100

Step-by-step explanation:

The question is asking what is ∠ABD, you  have to look at when A=0 on the projector, so if you follow along the 0° from A, when it reaches D, the project reads 100°

no guessing here,

you know 80° cannot be correct because this angel is obtuse and not acute

which means greater that 90°

Answer:

  9x +y = 12

Step-by-step explanation:

You want the standard form equation for the line with slope -9 through the point (2, -6).

The point-slope form equation is a good place to start when given a point and a slope. That equation is ...

  y -k = m(x -h) . . . . line with slope m through point (h, k)

  y -(-6) = -9(x -2) . . . . line with slope -9 through point (2, -6)

This can be rearranged to the desired form:

  y +6 = -9x +18 . . . . . . eliminate parentheses

  9x +y = 12 . . . . . . . . add 9x -6

Answer:

y= -5/4x+

Step-by-step explanation:

find the gradient first ∆y/∆5x

-4-1/ 8-4

=-5/4

assume one of the points to be x, y

y-1/ x-4 =-5/4

cross multiply

4y-4=-5x+20

4y= -5x+20+4

divide both sides by 4

y= -5/4x+

Answer:

x < -8

Step-by-step explanation:

3 - (2x - 5) < -4 (x+2)

distribute

3 - 2x + 5 < -4x - 8

add the numbers

8 - 2x < -4x - 8

move the x

2x < -16

divide

x < -8

The value of x that is not included in the domain of the function is 0, because it makes the expression undefined. This is because division by zero is undefined.

The given function is:y = 1/x + 12The value of x that is not included in the domain of the function can be found by analyzing the expression for the function’s domain. The denominator of the expression cannot be equal to 0, otherwise the expression will be undefined. Thus, it can be stated that x can be any real number except for 0.

The domain of the given function is all real numbers except for 0. When the value of x is 0, the denominator becomes zero, which makes the value of y infinite or undefined. In mathematical terms, we can represent this situation as follows:y = 1/0 + 12 => y = ∞. Hence, the value of x that is not included in the domain of the function is 0, because it makes the expression undefined. This is because division by zero is undefined.

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If the target behavior is recorded whenever it occurs at any point within the scoring interval, the measurement procedure used is called continuous recording or event recording. This method involves observing and recording each instance of the behavior without considering its duration or intensity.

Continuous recording is typically used when the target behavior is discrete and occurs relatively infrequently or has a short duration. With this measurement procedure, each occurrence of the behavior is recorded as a separate event, regardless of when it starts or ends within the scoring interval. Examples of behaviors that can be measured using continuous recording include vocalizations, hand clapping, or instances of aggression.

Continuous recording provides a comprehensive account of the frequency or rate at which the behavior occurs, allowing for a detailed analysis of its occurrence patterns. This method is particularly useful when a precise count of behavior instances is needed and when the duration or intensity of the behavior is not a focus of measurement.

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Answer:

0.60

Step-by-step explanation:

becouse of two probability within added gives the above answer

To find the total distance Elena walked we have to divide it into two parts:

"Elena walked 12 miles"

"And walked 1/4 of this distance"

Mathematically this means:

1/4 of 12 miles is 3 miles! So the total distance is 12 + 3 = 15 . Let's see the alternatives:

A) Do not apply (total not 15 miles).

B) Do not apply (total not 15 miles).

C) Correct!

D) Correct (not that if you put 12 in evidence the expression is the same as it is on C).

E) Do not apply (total not 15 miles).

F) Correct! (total is 15 miles --> 12x5 = 60/4 = 15).

Answer:

15

Step-by-step explanation:

\(3 \times \frac{5}{6} = \frac{15}{6} = 15 \times \frac{1}{6} \)