I don’t know how to do slopes. Can someone help me?

A ranked frequency distribution of data can be created by sorting the data in ascending or descending order and then counting the frequency of each value.

The given data set is 245, 261, 289, 222, 291, 289, 240, 233, 249, and 200. To create a ranked frequency distribution of this data set, we first need to sort it in ascending or descending order. Let's sort it in ascending order:200, 222, 233, 240, 245, 249, 261, 289, 289, 291 Next, we need to count the frequency of each value. We can do this by going through the data set and counting how many times each value occurs. Here is the frequency distribution table:Value Frequency 200 1222 1233 1240 1245 1249 1261 1289 2291 1 From this table, we can see that the most frequent value is 289, which occurs twice. We can also see that the least frequent values are 200, 222, 233, and 240, which each occur only once.

In conclusion, a ranked frequency distribution of data can be created by sorting the data in ascending or descending order and then counting the frequency of each value. This allows us to see which values are most and least frequent in the data set.

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The amplitude οf the functiοn used tο mοdel the height οf a rider οn a Ferris wheel shοuld be equal tο the radius οf the Ferris wheel.

212 feet is the average height. A 550-fοοt ferris wheel is the tallest οne. This may be fοund in Las Vegas, Nevada, and is knοwn as the high rοller.

The amplitude οf a periοdic functiοn, such as the height οf a rider οn a Ferris wheel as a functiοn οf time, is the maximum distance frοm the average οr equilibrium pοsitiοn. In this case, the average οr equilibrium pοsitiοn wοuld be the height οf the rider when the Ferris wheel is at its lοwest pοint. The distance frοm the lοwest pοint tο the highest pοint οf the Ferris wheel is equal tο the diameter, and half οf the diameter is equal tο the radius. Therefοre, the amplitude οf the functiοn shοuld be equal tο the radius οf the Ferris wheel.

The area and circumference οf the Ferris wheel are nοt directly related tο the height οf a rider as a functiοn οf time, sο they are nοt relevant tο the amplitude οf the functiοn.

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Answer: D. the radius of the Ferris wheel

Step-by-step explanation:

So on solving the provided question, we can say that inequality equation will be as follows r - 8 <= 7 r<=15 or r >= -15

An inequality in mathematics is a relationship between two expressions or values that is not equal. Thus, imbalance leads to inequality. An inequality creates the link between two values that are not equal in mathematics. Egality is distinct from inequality. When two values are not equal, most commonly use the not equal sign (). Different inequalities are used to contrast values, no matter how little or large. Many simple inequalities may be resolved by modifying the two sides until the variables are all that remain. But a number of things contribute to inequality: Negative values on both sides are divided or added. Trade off the left and right.

here the question, is

r - 8 <= 7

r<=15

or r >= -15

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In the equation y = $7.20x + $790, "y" represents the total cost. An equation is a mathematical statement that shows the relationship between two or more variables. In this equation, there are two variables - "x" and "y". The variable "x" represents the number of units produced or sold, while "y" represents the total cost.

The coefficient of "x" in the equation, which is 7.20, represents the variable cost per unit. This means that for each unit produced or sold, there is an additional cost of $7.20. The constant term, which is $790, represents the total fixed costs. Fixed costs are those costs that do not vary with the number of units produced or sold.To find the total cost of producing or selling a certain number of units, we can plug in the value of "x" into the equation and solve for "y". For example, if we want to find the total cost of producing 100 units, we can substitute x=100 into the equation:
y = $7.20(100) + $790
y = $720 + $790
y = $1510
Therefore, the total cost of producing 100 units is $1510. In summary, "y" represents the total cost in the given equation, which is determined by both fixed and variable costs.
In the equation y = $7.20x + $790, "y" represents option C: total costs. This equation has two components: "$7.20x" represents the variable costs per unit, where x is the number of units, and "$790" represents the total fixed costs. By adding these two components together, you get the total costs (y) for producing x units.

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Answer:

it's A (I'm sure)

Step-by-step explanation:

........

Answer:

option A is correct 2:10=14:10

The amount in the account after 5 years is $33798.48

Given the following parameters

Principal = $27,000

Rate r = 4.5% = 0.045

Time n = 5 years

The formula for finding compound interest is expressed as:

A = P(1 + r/n)^nt

A = 27,000(1 + 0.045/12)^12(5)

A = 27,000(1 + 0.00375)^60
A = 27,000(1.00375)^60
A = 27,000(1.2518)
A = $33798.48

Hence the amount in the account after 5 years is $33798.48.

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The general integral is provided by y = C1e-t + C2te-t + (1/2)(t2)e-t.

(m + 1)2 =0 is the characteristic polynomial for the differential equation y" +2y' + y = e-t.

Roots -1, -1. yh = C1e-t + C2te-t is the answer to the homogeneous equation at that point.

Use the method of variation of parameters, taking into account the independent integrals y1 = e-t, y2 = te-t, and Wronskian

W(t) = e-2t, to derive the specific integral related to f(t) = e-t.

Then, use the conventional formula yp = - y1(t)(Integral of Y2(t)f(t)dt/W(t)) +y

Obtain yp = (1/2)(t2)e-t for the given situation.

As a result, the general integral is provided by

y = C1e-t + C2te-t + (1/2)(t2)e-t.

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Matrix is\(a = [2512-60-29]\). Now, we need to find c, d, and c−1 such that a=cdc−1. For this, we can use the concept of matrix multiplication.

In order to multiply two matrices A and B, the number of columns in A must be equal to the number of rows in B.

Therefore, we can separate the matrix a into two matrices c and d such that \(a=cdc-1\) as follows: \(c = [ 2 1 - 1 2 ] , d = [ 5 0 0 -3 ]\)  and \(c^-1 = [ 2 1 1 2 ]\) .

To find c, d, and c−1 such that a=cdc−1, we can use the concept of matrix multiplication. In order to multiply two matrices A and B, the number of columns in A must be equal to the number of rows in B.

Therefore, we can separate the matrix a into two matrices c and d such that a=cdc−1 as follows: \(c = [ 2 1 -1 2 ]\), \(d = [ 5 0 0 - 3 ]\)  and \(c-1 = [ 2 1 1 2 ]\).

Thus, we can say that \(a = [2512-60-29]\)can be separated into \(c = [ 2 1 - 1 2 ] , d = [ 5 0 0 - 3 ]\)  and\(c-1 = [ 2 1 1 2 ]\) by using the matrix multiplication property. Therefore, the solution is obtained.

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Answer:

4008 is the LCM between the two.

Function: The function itself represents the relationship between the input and output variables. It gives the values of the dependent variable (usually denoted as y) for different values of the independent variable (usually denoted as x).

First derivative: The first derivative of a function measures the rate of change of the function at a given point. It tells us where the function is increasing or decreasing, as it indicates the slope of the function at each point. A positive first derivative indicates an increasing function, while a negative first derivative indicates a decreasing function.

Second derivative: The second derivative of a function measures the rate of change of the first derivative. It tells us where the function is concave up or concave down, as it indicates the curvature of the function at each point. A positive second derivative indicates a concave up function, while a negative second derivative indicates a concave down function. The second derivative also provides information about the inflection points of the function.

In summary, the function itself represents the relationship between variables, the first derivative tells us about the function's increasing or decreasing behavior, and the second derivative tells us about the function's concavity or curvature.

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In this situation, the teacher could use a hypothesis test for a population means to determine if the computer-based instruction led to a statistically significant improvement in the student's test scores. The population in this case would be the entire class of students, and the mean would represent the average difference in test scores between the pretest and posttest.

The teacher can use a hypothesis test for a population means in the following situation:

1. Determine the population: The teacher's population consists of all the students who participated in the experiment.

2. Calculate the mean pretest score: The teacher will compute the average score of all the students' pretest results.

3. Implement computer-based instruction: The teacher teaches a lesson using a computer program.

4. Conduct a posttest: After the lesson, the teacher administers a posttest to each student.

5. Calculate the mean post-test score: The teacher will compute the average score of all the students' post-test results.

6. Formulate a null hypothesis: The null hypothesis states that there is no significant difference between the pretest and posttest mean scores. In other words, computer-based instruction did not have a significant impact on the students' performance.

7. Conduct a hypothesis test for a population mean: The teacher will use a statistical test, such as a t-test, to compare the pretest and posttest mean scores. This test will determine whether there is a significant difference between the two means that suggests the computer-based instruction had a positive effect on the student's performance.

8. Interpret the results: If the hypothesis test shows a significant difference between the pretest and posttest mean scores, the teacher can conclude that the computer-based instruction likely had a positive impact on the students' learning. Otherwise, the null hypothesis cannot be rejected, and the teacher may need to explore other instructional methods or factors that could have influenced the results.

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Answer:

10 square units

Step-by-step explanation:

I suppose you are supposed to do this by adding the three rectangles to get an approximation

rectangle 1      1 x 3 = 3

rectangle 2     1 x 4 = 4

rectangle 3     1 x 3 = 3             Total 10 units ^2

Answer: 2(n +5) = 20

Step-by-step explanation:

Answer:

2(n+5)=20

Step-by-step explanation:

n+5 is the sum. Two times of the sum is 2*(n+5) which is 2(n+5). This is set to equal 20.

Answer:

m=3/4

Step-by-step explanation:

First, let us remind ourselves of the slope formula: m=rise/run=(\(y_{2}\)-\(y_{1}\))/(\(x_{2}\)-\(x_{1}\))

Let's pick two points from the graph to work with. Let's do (3,-6) and (-1,-9).

And let 3=\(x_{1}\), -6=\(y_{1}\), -1=\(x_{2}\), -9=\(y_{2}\).

1. Substitute the values into the slope formula: [-9-(-6)]/(-1-3)

2. simplify the expression: [-9-(-6)]/(-1-3)=(-9+6)/-4=-3/-4=3/4

3. As a result, the slope of the line is 3/4

Answer:

x=33°

Step-by-step explanation:

(x-1)+x=x+32 (ext angle of a triangle)

x-1+x=x+32

x+x-x=32+1

x=33

#2

Reflexive sides

#3

Already given in question

#4

Given in the question

#5

By bisector definition

#6

Third angle therom

#7

Angle-Side-Angle

Done

Step-by-step explanation:

Missing reasons:

The sum or difference of \($-2x^2+x+6$\) and \($(5x^2-4x-2)$\) is \(3x^2 - 3x + 4$.\)

What is sum?

In mathematics, the term "sum" refers to the result obtained by adding two or more numbers or quantities together. It also be used to refer to the total amount of something, such as the sum of money you have in your bank account, or the sum of the lengths of all the sides of a polygon.

To find the sum or difference of \(-2x^2+x+6 + (5x^2-4x-2)\) we need to combine like terms.

\(-2x^2+x+6 + (5x^2-4x-2) &\\\\= (-2x^2 + 5x^2) + (x - 4x) + (6 - 2)\)

\(&= 3x^2 - 3x + 4\)

Therefore, the sum or difference of \($-2x^2+x+6$\) and \($(5x^2-4x-2)$\) is \(3x^2 - 3x + 4$.\)

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9514 1404 393

Answer:

  510 cm³

Step-by-step explanation:

The overall height of the front face is 9+2 = 11 cm.

The overall width of the front face is 6+4 = 10 cm.

Out of that 11 cm by 10 cm rectangle, a cutout is made in the upper right corner. The area of that cutout (in the plane of the front face) is 2 cm high by 4 cm wide.

Then the area of the front face is ...

  (11 cm)(10 cm) -(2 cm)(4 cm) = 110 cm² -8 cm² = 102 cm²

The volume of the prism can be found using the formula ...

  V = Bh

where B is the area of the "base" of the prism, and h is its height. Here, the "base" is the front face, and the height is the dimension marked 5 cm. The volume is ...

  V = (102 cm²)(5 cm) = 510 cm³

The volume of the prism is 510 cm³.

Answer:

i belive the answer is 740,000 mg

There are two families of functions with the same domain of f(x) = 2 · √x:

In this problem we must determine the possible functions that share the same domain of a radical function: f(x) = 2 · √x. In accordance with function theory, the domain of a function is the set of x-values such that function exists.

Radical functions of the form f(x) = a · √x has domain in the interval [0, + ∞). Another function has the same domain if it has the same interval, there are two posibilities:

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The area of the parallelogram in the diagram given is: 1,330 in.²

Area of a parallelogram = (base × height)

Given the following dimensions of the parallelogram:

Base = 38 in.

Height = 35 in.

Area of the parallelogram = 38 × 35

Area of the parallelogram = 1,330 in.²

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Take the square root of each side.

\(\sf \sqrt{x^{2} } =\sqrt{25} \\\\\\ x=\± 5\)

Answer:

6^3 is 216

6^2 is 36

6^1 is 6

6^0 is 1

Step-by-step explanation:

To have $3,793,695.00 in his retirement account when he retires, Derek would need the rate on the account to be approximately 5.89%.

To calculate the required rate on Derek's retirement account, we can use the formula for the future value (FV) of an annuity:

\(FV = P * [(1 + r)^n - 1] / r\)

Where:

FV is the desired future value

P is the amount deposited on each birthday

r is the interest rate per period

n is the total number of periods (number of birthdays)

In this case, the desired future value (FV) is $3,793,695.00, the amount deposited on each birthday (P) is $14,455.00, and the total number of periods (n) is the difference between Derek's final and initial birthday, which is 68 - 27 = 41.

We need to solve for the interest rate (r). Rearranging the formula:

\(r = [(FV / P) / [(1 + r)^n - 1]]\)

Substituting the given values, we have:

\(r = [(3,793,695.00 / 14,455.00) / [(1 + r)^{41} - 1]]\)

We can use numerical methods or trial and error to find the value of r that satisfies the equation. By using these methods, the approximate value of r is found to be 0.0589 or 5.89%.

Therefore, Derek would need the rate on his retirement account to be approximately 5.89% for him to have $3,793,695.00 in it when he retires.

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An annual interest rate (APR) of approximately 6.35% would be required for $22,500 to accumulate to $50,000 in 14 years with interest compounded semi-annually.

To determine the annual interest rate (APR) required for $22,500 to accumulate to $50,000 in 14 years with interest compounded semi-annually, we can use the formula for compound interest:

A = P(1 + r/n)^(nt)

Where:

A = the final amount ($50,000)

P = the principal amount ($22,500)

r = the annual interest rate (APR)

n = the number of times interest is compounded per year (2 for semi-annual compounding)

t = the number of years (14)

We can rearrange the formula to solve for r:

r = ( (A/P)^(1/(nt)) ) - 1

Substituting the given values into the formula, we have:

r = ( (50000/22500)^(1/(2*14)) ) - 1

r ≈ 0.0635

To express the annual interest rate as a percentage, we can multiply by 100:

r ≈ 6.35%

Therefore, an annual interest rate (APR) of approximately 6.35% would be required for $22,500 to accumulate to $50,000 in 14 years with interest compounded semi-annually.

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The length of the side AD is 24 inches

Consider the triangle ABC

The area of the triangle = 288 square inches

The length of the side CD = 9 inches

The length of the side DB = 15 inches

The length of the the base = The length of the side CD + The length of the side DB

Substitute the values in the equation

The length of the the base  = 9 + 15

= 24 inches

The area of the triangle = (1/2) × Base × Height

Substitute the values in the equation

288 = (1/2) × 24 × AD

288 = 12 × AD

AD = 288 / 12

AD = 24 inches

Hence, the length of the side AD is 24 inches

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The mean time to failure, based on the given integral ≈ 2.180.

To determine the mean time to failure, we need to evaluate the integral:

M = ∫3 (1 - 0.37t)^1.2 dt

Let's calculate the integral:

M = ∫3 (1 - 0.37t)^1.2 dt

Using the power rule for integration, we can rewrite the integrand:

M = ∫3 (1 - 0.37t)^(6/5) dt

Now, let's integrate using the power rule:

M = [(-5/6)(1 - 0.37t)^(6/5+1)] / (6/5+1)  + C

Simplifying the expression:

M = [-5/6(1 - 0.37t)^(11/5)] / (11/5) + C

M = (-5/6)(1 - 0.37t)^(11/5) * (5/11) + C

Now, we need to evaluate the integral from 0 to 3:

M = [(-5/6)(1 - 0.37*3)^(11/5) * (5/11)] - [(-5/6)(1 - 0.37*0)^(11/5) * (5/11)]

Simplifying further:

M = [(-5/6)(1 - 1.11)^(11/5) * (5/11)] - [(-5/6)(1 - 0)^(11/5) * (5/11)]

M = [(-5/6)(-0.11)^(11/5) * (5/11)] - [(-5/6)(1)^(11/5) * (5/11)]

M = [(-5/6)(-0.11)^(11/5) * (5/11)] - [(-5/6)(1) * (5/11)]

M = [-5/6(-0.11)^(11/5)] - [-5/6(5/11)]

M = [-5/6(-0.11)^(11/5)] + [25/66]

Finally, we can calculate the mean time to failure by evaluating the expression:

M ≈ 2.180

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Answer:

20

Step-by-step explanation:

Hope this helps!!!!

If it is tens its 20

If it ins tenth its 19.8

To round 19.798 to the nearest tenth consider the hundredths’ value of 19.798, which is 9 and equal or more than 5. Therefore, the tenths value of 19.798 increases by 1 to 8.

19.798 rounded to the nearest tenth = 19.8

Answer:

19.8

Step-by-step explanation:

I'm not sure if you mean "tens" or "tenths" so I assumed "tenths".

If it was "tens" then it would be 20.

Answer:

Yes, it matters which way you subtract values because if you subtract a larger number from a smaller number you will get a negative nummber, but when you subtract the smaller number from the bigger number you get a positive number

ex: 5-6= -1 but 6-5=1

Step-by-step explanation:

Mrs. Hough would need 31.5 feet of fencing for the other three sides of the garden.

To calculate the amount of fencing needed for Mrs. Hough's raised garden, we first need to determine the dimensions of the garden.

Since the garden is next to a 13.5 ft fence, we know that one side of the garden is 13.5 ft.

Let's assume the other two sides of the garden have lengths x and y.

The area of the garden is given as 121.5 sq ft, so we have the equation:

x × y = 121.5

To find the dimensions of the garden, we can solve this equation. One possible solution is x = 9 ft and y = 13.5 ft.

Therefore, the dimensions of the garden are 9 ft by 13.5 ft.

Now, to calculate the amount of fencing needed, we add up the lengths of the three sides (excluding the side next to the fence):

Fencing needed = x + y + x = 9 ft + 13.5 ft + 9 ft = 31.5 ft

Mrs. Hough would need 31.5 feet of fencing for the other three sides of the garden.

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