Find an equivalent ratio in simplest terms: 25:100

Answer:

y = 1/5x + 3

Also:

Plz mark brainliest if this helped :)

Answer:

55 you Takeaway then add

Answer:

A. 29

Step-by-step explanation:

Set 5x - 11 = to 3x + 5, and then solve for X, and substitute the x value (8) back into the equation to get 29.

~theLocoCoco

Option (A) Names of TV shows taped in New York are an example of qualitative data. Qualitative data is descriptive in nature and does not involve numerical values or measurements.

It deals with qualities or attributes that cannot be expressed numerically. In this case, the names of TV shows are characteristics that describe the nature of the data. Quantitative data, on the other hand, is numerical data that can be measured and expressed in numbers. A parameter is a measurable factor or variable that can be used to define a system, while statistics is a branch of mathematics that deals with data collection, analysis, and interpretation. In conclusion, since the names of TV shows are descriptive in nature and do not involve numerical values, they are an example of qualitative data.

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The direct distance from the school to the library, travelled by Alice can be

found using Pythagoras's theorem.

The number of miles Britney travelled more than Alice is; 8 miles

Reason:

The distance, d, between points given their coordinates, (x₁, y₁), (x₂, y₂) can

be found with the formula;

\(d = \sqrt{\left (x_{2}-x_{1} \right )^{2}+\left (y_{2}-y_{1} \right )^{2}}\)

The above formula can be obtained using Pythagoras's theorem.

The distances travelled by Britney are;

Distance from the school to the mall = \(\sqrt{(10 - 10)^2 + (6 - (-4))^2}\) = 10

Distance from the mall to the library = \(\sqrt{(-14 - 10)^2 + (6 - 6)^2}\) = 24

Total distance travelled by Britney = 24 miles + 10 miles = 34 miles

The distance travelled by Alice is from the school to the library, which

gives; Alice's distance = \(\sqrt{(10 - (-14))^2 + (-4 - 6)^2}\) = 26

Distance travelled by Alice from the school to the library is 26 miles

The number of miles more Britney traveled is 34 miles - 26 miles = 8 miles

Therefore;

Britney traveled 8 miles more than Alice

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Answer:

ans is g=x^3+1

x=(-2-1,0,1,2,3)

again put the value of x

therefore g(x)=(-7,0,1,2,9,28)

Answer: The voltage across an identical resistor = 60 Volts

Step-by-step explanation:

Step 1

Given  that voltage across the resistor is directly proportional to the current running through the resitor.

 Mathematically, it would be represented as

Voltage  ∝  Current

Introducing the constant of proportionality,  k which represents the Resistor as it is constant.

we have that

Voltage  = K  x  Current

When current = 12 amps and voltage = 480v, the constant of proportionality  K

480 = k x 12

k = 480/12

k= 40

Step 2 ,

when current = 1.5 amps

 Voltage = ?

Using our equation that

Voltage  = K  x  Current

Voltage = 40 x 1.5

Voltage = 60 Volts

Answer:

Polygon 1Axis of Rotation 2Solid of Revolution

irregular pentagon :

right triangle:

Step-by-step explanation:

PLATO hope this helps

Answer: hope this helps

To find the volume of the solid, whose base is the region between the curve y=20 sin x.

We know that the base of the solid is the region between the curve y=20 sin x. We also know that the solid is bounded by the x-axis and the plane z=0.

Therefore, the height of the solid is the distance between the curve and the plane z=0. This distance is simply given by the function y=20 sin x.

To find the volume of the solid, we need to integrate the area of each cross-sectional slice of the solid as we move along the x-axis. The area of each slice is simply the area of the base times the height.

The area of the base is given by the integral of y=20 sin x over the region of interest. This integral is:

∫ y=20 sin x dx from x=0 to x=π

= -cos(x) * 20 from x=0 to x=π

= 40

Therefore, the area of the base is 40 square units.

The height of the solid is given by y=20 sin x. Therefore, the volume of each slice is:

dV = (area of base) * (height)

= 40 * (20 sin x) dx

Integrating this expression from x=0 to x=π, we get:

V = ∫ dV from x=0 to x=π

= ∫ 40 * (20 sin x) dx from x=0 to x=π

= 800 [cos(x)] from x=0 to x=π

= 1600

Therefore, the volume of the solid is 1600 cubic units.

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To find the volume of the solid, whose base is the region between the curve y=20 sin x.

We know that the base of the solid is the region between the curve y=20 sin x. We also know that the solid is bounded by the x-axis and the plane z=0.

Therefore, the height of the solid is the distance between the curve and the plane z=0. This distance is simply given by the function y=20 sin x.

To find the volume of the solid, we need to integrate the area of each cross-sectional slice of the solid as we move along the x-axis. The area of each slice is simply the area of the base times the height.

The area of the base is given by the integral of y=20 sin x over the region of interest. This integral is:

∫ y=20 sin x dx from x=0 to x=π

= -cos(x) * 20 from x=0 to x=π

= 40

Therefore, the area of the base is 40 square units.

The height of the solid is given by y=20 sin x. Therefore, the volume of each slice is:

dV = (area of base) * (height)

= 40 * (20 sin x) dx

Integrating this expression from x=0 to x=π, we get:

V = ∫ dV from x=0 to x=π

= ∫ 40 * (20 sin x) dx from x=0 to x=π

= 800 [cos(x)] from x=0 to x=π

= 1600

Therefore, the volume of the solid is 1600 cubic units.

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Answer:

A

Step-by-step explanation:

(6,4)

3x-1y=14

-y= 3x-14

y=-2x+16

sub in first equation

3x-14 =-2x+16

3x+2x= 16 +14

5x = 30

x = 6

plug in x

y=-2x+16

y = -2(6)+16

y = 4

(6,4)

The 95% confidence interval for the mean times teenagers think about food in one day is (97.22, 102.78).

A study of 50 teenagers revealed that the average number of times they thought about food in one day was 100 times with a standard deviation of 10. Develop a 95% confidence interval of the mean times teenagers think about food in one day.

In order to develop the 95% confidence interval, we must determine the test statistics.

The z-test is used to determine the test statistics, and it is defined as the difference between the sample mean and the population mean divided by the standard deviation:

z = (X - μ) / (σ / √n)

Where, X = sample mean

μ = population mean

σ = standard deviation

n = sample size

Substitute the given values, σ = 10, n = 50, μ = 100.

Using the above formula, we can determine the test statistics,

z = (X - μ) / (σ / √n)

z = (100 - 100) / (10 / √50)

z = 0

Thus, the test statistics is 0. Now, we can use the test statistics and a z-table to find the critical value of z for a 95% confidence interval. The z-table indicates that the critical value of z for a 95% confidence interval is 1.96.

Using this value and the formula for the confidence interval, we can determine the 95% confidence interval of the mean times teenagers think about food in one day: CI = X ± (z * σ / √n)

CI = 100 ± (1.96 * 10 / √50)

CI = 100 ± 2.78

Therefore, the 95% confidence interval for the mean times teenagers think about food in one day is (97.22, 102.78).

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Applying law of sine and law of cosine, the unknown values x and y are 16.2 units and 37.1 degrees respectively.

To determine the value of x and y in the given triangle, we can use law of sine or law of cosine depending on the variables available and what we need to determine.

Applying law of cosine;

x² = 15² + 10² - 2(15)(10)cos78

x² = 225 + 100 - 300cos78

x² = 225 + 100 - 62.4

x² = 262.6

x = √262.6

x = 16.2 units

From this, we can apply law of sine to determine y;

x / sin X = y / sin Y

Substituting the values into the formula above;

16.2 / sin78 = 10 / sin y

Cross multiply both sides and solve for y;

16.2siny = 10sin78

sin y = 10sin78 / 16.2

sin y = 0.6038

y = sin⁻¹ (0.6038)

y = 37.14°

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Evaluating this integral will give us the volume of the solid. The calculated value is approximately 1.571, which corresponds to answer choice C.

To find the volume of the solid, we can use the method of cross-sectional areas. Since each cross section perpendicular to the x-axis is an equilateral triangle, we need to determine the area of each cross section and then integrate it over the given interval.

The equation of the curve is y = sin(x), and we are considering the region in the first quadrant bounded by the graph of y = sin(x) and the x-axis for 0 ≤ x ≤ π.

For each value of x in the interval [0, π], the height of the equilateral triangle is given by sin(x), and the base of the triangle is also given by sin(x). The formula for the area of an equilateral triangle is A = (\(\sqrt{3}\)/4) × \(s^{2}\), where s is the length of the side of the triangle. In this case, the side length is sin(x), so the area of each cross section is A = (\(\sqrt{3}\)/4) × \(sin^{2}\)x).

To find the volume, we integrate the area function over the interval [0, π]:

V = ∫[0,π] (\(\sqrt{3}\)/4) × \(sin^{2}\)(x) dx.

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The rotation matrices must have their signs switched from positive to negative in order to retain the same definition of a positive rotation in a left-handed system.

In a left-handed system, the rotation matrices must be changed to their negative counterparts in order to retain the same definition of a positive rotation. This means that the matrices must have their signs switched from positive to negative. For example, in the 3D rotation matrix, the elements of the matrix must be changed from (1, 0, 0; 0, cosθ, -sinθ; 0, sinθ, cosθ) to (1, 0, 0; 0, -cosθ, sinθ; 0, -sinθ, -cosθ). This is done to ensure that the rotations in the left-handed system are in the opposite direction than the rotations in the right-handed system. This change will retain the same definition of a positive rotation, but the direction of the rotation will be inverted.

The rotation matrices must have their signs switched from positive to negative in order to retain the same definition of a positive rotation in a left-handed system.

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there are 41479 to distribute eight different toys among four children if the first child gets at least two toys.

It is given that,

Total number of toys: 8

Total number of children: 4

The total number of ways to distribute eight different toys among four children is 4⁸.

If the first child gets no toys then the total number of ways to distribute eight different toys among the four children is 3⁸, and if the first child gets one toy then the total number of ways to distribute eight different toys among the four children is,

⁸C1 * 3⁷

The number of ways there to distribute eight different toys among four children if the first child gets at least two toys is calculated as follows.

Number of ways

=4⁸−3⁸−(⁸C1 ∗ 3⁷)

=65536 − 6561 −17496

=41479

Therefore, the required number of ways is 41479

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Option a. Your sample mean is biased because your sampling method tends to pick people that take more sick days.

In view of the given data, the example mean of 4.8 days is more prominent than the populace mean of 4 days, which proposes that the example might be one-sided towards representatives who require more days off. This could be because of the inspecting strategy utilized or different variables that impacted the determination of the example. Nonetheless, it is as yet feasible for the assessor to be unprejudiced, intending that on typical it will give a decent gauge of the populace mean.

As additional examples are taken, the example mean is probably going to turn out to be nearer to the populace mean, yet the conveyance of the example might in any case be left-slanted, truly intending that there might be a few workers who require fundamentally more days off than others.

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In mathematical modeling, some values are considered fixed and cannot vary without consequence. These values are often referred to as constants or parameters, and they represent physical or environmental properties that are assumed to be constant throughout the problem.

For example, in a mathematical model of the motion of a pendulum, the length of the pendulum, the mass of the weight, and the force of gravity are typically considered constants that cannot vary without consequence. If any of these values were to change, the motion of the pendulum would be affected, and the solution to the problem would be different.

Similarly, in a mathematical model of heat transfer, the thermal conductivity of the material, the heat source or sink, and the boundary conditions are typically considered constants that cannot vary without consequence. If any of these values were to change, the temperature distribution and heat transfer rate within the system would be affected, and the solution to the problem would be different.

The choice of which values to consider as constants or parameters depends on the specific problem being modeled and the assumptions made.

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Answer:

So Cody increase his savings by 87.5%

Step-by-step explanation:

We are given Cody's original savings = $40

We are given his new savings total = $75

Now, in order to find out the percentage we have to first find out by how much did he increase his savings:

Increase in savings = $75 - $40 = $35

So now we have the increase in savings we can find out the percentage:

\(increase(\%) \: = \frac{increase \: in \: savings}{original \: savings} \times 100\)

Now we plug in our values that we found:

\(increase(\%) = \frac{35}{40} \times 100\\ increase(\%) = 87.5\%\)

So Cody increase his savings by 87.5%

At the value of x = \(-\sqrt{2}\) only f has a relative maximum. So option B is correct.

To find the relative maximum of a function, we need to look for the values of x where the derivative of the function is zero or does not exist. Therefore, we need to find the derivative of the function f(x) first.

\(f(x) = e^{(-x)} * (x^2 + 2x)\)

\(f'(x) = e^{(-x)} * (2 - x^2)\)

To find the critical points of f(x), we need to solve the equation f'(x) = 0.

\(e^{(-x)} * (2 - x^2) = 0\)

This equation is satisfied when \(2 - x^2 = 0\) or \(e^{(-x)} = 0\).

The equation \(2 - x^2 = 0\) has two solutions: \(x = -\sqrt{2}\) and \(x = \sqrt{2}\).

The equation \(e^{(-x)} = 0\) has no solutions.

Now, we need to determine whether each critical point is a relative maximum or a relative minimum. We can use the second derivative test for this.

\(f''(x) = e^{(-x)} * (x^2 - 4)\)

At x = \(-\sqrt{2}\), \(f''(- \sqrt{2}) < 0\), so f has a relative maximum at \(x = -\sqrt{2}\).

At x = \(\sqrt{2}\), \(f''(\sqrt{2}) > 0\), so f has a relative minimum at \(x = \sqrt{2}\).

Therefore, the answer is B)  x=−√2 only.

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Answer:

I would help if i remembered how to do this sorry

Step-by-step explanation:

GL!!

When studying the relationship between test performance (exam score) and length of sleep (the night before), here the true population correlation is being used.

Correlation:

Correlation analysis examines relationships between variables. The purpose of correlation analysis is to find out whether there are relationships between variables that are unlikely to be caused by sampling error. The null hypothesis states that there is no relationship between the two variables. Correlation analysis provides the following information:

Direction of relationship: positive or negative - indicated by the sign of the correlation coefficient.

Strength or magnitude of relationship between two variables - indicated by the correlation coefficient, which varies from 0 (no relationship between variables) to 1 (perfect relationship between variables).

Positive Correlation:

A positive correlation indicates that high scores for one variable are associated with high scores for the other variable. Low values ​​of one variable are associated with low values ​​of the second variable. For example, in the chart below, a higher score for negative impacts corresponds to a higher score for perceived stress.

Negative Correlation:

A negative correlation indicates that high values ​​of one variable are associated with low values ​​of the other variable. This graph shows that people with higher perceived stress scores are more likely to have lower proficiency scores. The slope of the graph decreases toward the right. In the chart below, the higher the mastery score, the lower the perceived stress score.

Strength or Magnitude of Relationship

The strength of a linear relationship between two variables is measured by a statistic known as the correlation coefficient, which varies between 0 and -1 and 0 and +1. There are some correlation coefficients. The most common are Pearson's r and Spearman's rho. The strength of the relationship is interpreted as follows.

Small/Weak: r= 0.10 to 0.29

Medium/Medium: r= 0.30 to 0.49

Large/Strong: r= 0.50 to 1

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The vector v = [-10, 0, 36, -6, -12] is a non-zero vector in the column space of the given matrix.

To find a non-zero vector in the column space of a matrix, we need to identify a column (or columns) that are linearly independent. We can then use these columns to form a non-zero vector in the column space.

In the given matrix:

A = ⎡⎣⎢⎢−10   4

     0   -9

    36  15

    -6   0

   -12 -48⎤⎦⎥⎥

To identify a non-zero vector in the column space, we need to find a non-zero linear combination of the columns of A that equals the zero vector.

Let's start by writing the matrix in augmented form:

[ A | 0 ]

Using Gaussian elimination or other row operations, we can row-reduce the augmented matrix to its echelon form:

⎡⎣⎢⎢-10   4 |  0

  0  -9 |  0

  36  15 |  0

  -6   0 |  0

 -12 -48 |  0⎤⎦⎥⎥

After performing the row operations, we obtain:

⎡⎣⎢⎢1  0 | 0

  0  1 | 0

  0  0 | 0

  0  0 | 0

  0  0 | 0⎤⎦⎥⎥

From the echelon form, we can see that the first two columns of the matrix are pivot columns, while the remaining columns (columns 3 and 4) are free columns.

To construct a non-zero vector in the column space, we can take a linear combination of the pivot columns:

v = c1 * column1 + c2 * column2

where c1 and c2 are non-zero coefficients.

For example, we can choose c1 = 1 and c2 = -1, yielding the non-zero vector:

v = ⎡⎣⎢⎢-10

      0

     36

     -6

    -12⎤⎦⎥⎥

Therefore, the vector v = [-10, 0, 36, -6, -12] is a non-zero vector in the column space of the given matrix.

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There are 846720 different values possible for the sum of xyx and yxy.

Let's denote the three digits of xyx as a, b, and c, such that xyx = 100a + 10b + c, and the three digits of yxy as d, e, and f, such that yxy = 100d + 10e + f. Note that x and y are distinct non-zero digits, so a, b, c, d, e, and f are all distinct non-zero digits.

The sum of xyx and yxy is (100a + 10b + c) + (100d + 10e + f), which simplifies to 100(a+d) + 20(b+e) + (c+f).

We want to find how many different values are possible for the sum. Since a, b, c, d, e, and f are all distinct non-zero digits, we can consider each of them separately.

For a given value of a, there are 9 choices for d (since d cannot be equal to a), and once we have chosen d, there are 8 choices for e (since e cannot be equal to either a or d). Similarly, there are 7 choices for f (since f cannot be equal to a, d, or e).

So, for a fixed value of a, the number of possible values of the sum is the number of possible values of (100(a+d) + 20(b+e) + (c+f)), which is simply the number of possible values of (20(b+e) + (c+f)), since 100(a+d) is fixed.

There are 8 choices for b (since b cannot be equal to a), and once we have chosen b, there are 7 choices for c (since c cannot be equal to either a or b). Similarly, there are 6 choices for e (since e cannot be equal to either a, d, or b), and 5 choices for f (since f cannot be equal to either a, d, e, or c).

Therefore, the total number of possible values of the sum is:

9 × 8 × 7 × 8 × 7 × 6 × 5 = 846720

Therefore, there are 846720 different values possible for the sum of xyx and yxy.

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Answer:

-15

Step-by-step explanation:

Set up the composite function and simplify

Answer:

1

Step-by-step explanation:

16 * 1/2 = 8

8 - 7 = 1

Step-by-step explanation:

16a - b = ?

16 (1/2) - 7=

8-7=1