I need the answer ASP ILL GIVE EXTRA POINTS

Answer:

Step-by-step explanation:

Formula: share/# of parts × amount = Total

# of parts= 3+7+9= 19

so= 3/19 × $2500 = $7500

= $7500 × 3

= $22500

do the same for the others to get the shared. oh and also 3/19 is a fraction. hope it was helpful.✌

The equation of the line passing through given points in slope-intercept form is y = 5x/9 + 11/9

An equation is a formula that expresses the equality of two expressions, by connecting them with the equals sign =.

Given that, a line is passing through two points (-5, -4) and (4, 1), we need to find its equation,

We know that, an equation of a line passing through two points (x₁, y₁) and (x₂, y₂) is given by,

(y-y₁) = (y₂-y₁) / (x₂-x₁) (x-x₁)

Here, (x₁, y₁) and (x₂, y₂) = (-5, -4) and (4, 1),

Therefore,

(y₂-y₁) / (x₂-x₁) = 1+4 / 4+5 = 5/9

Setting the equation,

y+4 = 5/9 (x+5)

y+4 = 5x/9 + 25/9

y = 5x/9 + 11/9

Hence, the equation of the line passing through given points in slope-intercept form is y = 5x/9 + 11/9

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To find the magnitude and direction of a vector using trigonometry, you can follow these steps:

1. Identify the components of the vector: A vector can be represented by its horizontal (x) and vertical (y) components. For example, if we have a vector A with components Ax and Ay, we can express it as A = (Ax, Ay).

2. Calculate the magnitude of the vector: The magnitude of a vector is the length of the vector. To find the magnitude of a vector A, you can use the Pythagorean theorem. The formula is:
  magnitude(A) = √(Ax^2 + Ay^2)

3. Find the direction of the vector: The direction of a vector can be given in different forms, such as angles or degrees. Two common ways to express the direction of a vector are:
  a. Angle with the positive x-axis: This angle is measured counterclockwise from the positive x-axis to the vector. You can use trigonometric functions to find this angle. The formula is:
     angle = arctan(Ay / Ax)
  b. Angle with the positive y-axis: This angle is measured counterclockwise from the positive y-axis to the vector. To find this angle, you can subtract the angle obtained in step 3a from 90 degrees (or π/2 radians).

4. Convert the direction to degrees or radians, depending on the required format.

Let's consider an example to illustrate these steps:

Suppose we have a vector A with components Ax = 3 and Ay = 4.

1. Identify the components: A = (3, 4).

2. Calculate the magnitude:
  magnitude(A) = √(3^2 + 4^2) = √(9 + 16) = √25 = 5.

3. Find the direction:
  angle = arctan(4 / 3) ≈ 53.13 degrees.

4. Convert the direction:
  angle with positive y-axis = 90 degrees - 53.13 degrees ≈ 36.87 degrees.

So, the magnitude of vector A is 5, and its direction is approximately 36.87 degrees with a positive y-axis.

Remember, trigonometry can be used to find the magnitude and direction of a vector when you have its components.

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The algorithm ensures that g is a generator, satisfying the necessary conditions.

To show that the algorithm produces a generator, we need to verify two conditions:

The algorithm selects a number, g, that is coprime to p-1.

The algorithm checks if g raised to the power of (p-1)/q is not congruent to 1 modulo p for each prime factor, q, of p-1.

Let's go through the steps of the algorithm to demonstrate these conditions:

Start with the prime factorization of p-1: p-1 = q1^a1 * q2^a2 * ... * qn^an, where q1, q2, ..., qn are distinct prime factors.

For each prime factor, q, calculate g = h^((p-1)/q) modulo p, where h is a randomly selected number between 2 and p-1.

Check if g is congruent to 1 modulo p. If it is, go back to step 2 and select a different h.

Repeat steps 2 and 3 until g is not congruent to 1 modulo p for each prime factor, q.

Now let's analyze these conditions:

By raising h to the power of (p-1)/q for each prime factor, the resulting g is guaranteed to be coprime to p-1. This is because g is not divisible by any prime factor of p-1.

For each prime factor, q, g^(p-1)/q is not congruent to 1 modulo p. This is because g^(p-1)/q is congruent to h^((p-1)/q * (p-1)/q) modulo p, and since h^((p-1)/q) is coprime to p, raising it to the power of (p-1)/q * (p-1)/q will not result in 1 modulo p.

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for initializing data in a two-dimensional array of three rows and two columns is option b) int[][] arr = {{ 1, 1 },{ 2, 2 },{ 3, 3 }};

what is array?

In mathematics, an array refers to an ordered arrangement or grid of numbers, variables, or objects in rows and columns. Arrays are commonly used to represent data sets or organize information in a structured manner.

Mathematical arrays can have various dimensions. A one-dimensional array is a simple list of elements arranged in a single row or column. For example, [1, 2, 3, 4] is a one-dimensional array with four elements.

A two-dimensional array is a grid-like arrangement of elements with rows and columns. It can be visualized as a table or matrix. For example,

1 2 3

4 5 6

represents a two-dimensional array with two rows and three columns.

Arrays in mathematics are often used for matrix operations, data analysis, and representing geometric shapes or patterns. They provide a structured way to organize and manipulate mathematical data, allowing for efficient calculations and analysis.

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The number of combinations of 6 boys and 20 girls that can exist among 26 children born in a hospital on a given day is 230,230.

]To calculate the number of combinations, we can use the concept of binomial coefficients. The formula for calculating the number of combinations is C(n, k) = n! / (k!(n-k)!), where n is the total number of objects and k is the number of objects we want to select.

In this case, we have 26 children in total, and we want to select 6 boys and 20 girls. Plugging these values into the formula, we get C(26, 6) = 26! / (6!(26-6)!) = 230,230. Therefore, there are 230,230 different combinations of 6 boys and 20 girls that can exist among the 26 children born in the hospital on that given day.

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The 95% confidence interval for the proportion of parents who think their children spend too much time on technology is approximately 0.784 to 0.854.

To construct a confidence interval for a population proportion, the formula for the standard error is the square root of [(p-hat * (1 - p-hat)) / n], where p-hat is the sample proportion and n is the sample size. In the given survey, out of 360 parents, 295 said they think their children spend too much time on technology. We can use this information to construct a 95% confidence interval for the proportion of parents who think their children spend too much time on technology.

To construct the confidence interval, we need to calculate the sample proportion (p-hat) and the standard error. In this case, the sample proportion is calculated by dividing the number of parents who think their children spend too much time on technology (295) by the total sample size (360):

p-hat = 295/360 ≈ 0.819

Next, we calculate the standard error using the formula:

Standard Error = sqrt[(p-hat * (1 - p-hat)) / n]

Standard Error = sqrt[(0.819 * (1 - 0.819)) / 360]

Standard Error ≈ 0.018

To construct a 95% confidence interval, we need to determine the margin of error. The margin of error is calculated by multiplying the standard error by the critical value associated with the desired confidence level. For a 95% confidence interval, the critical value is approximately 1.96.

Margin of Error = 1.96 * Standard Error ≈ 1.96 * 0.018 ≈ 0.035

Finally, we can construct the confidence interval by subtracting and adding the margin of error from the sample proportion:

Confidence Interval = p-hat ± Margin of Error

Confidence Interval = 0.819 ± 0.035

The 95% confidence interval for the proportion of parents who think their children spend too much time on technology is approximately 0.784 to 0.854. This means that we can be 95% confident that the true proportion of parents in the population who think their children spend too much time on technology falls within this range.

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Alice can be expected to win approximately 5 games out of the 7 games she plays.

If historically Alice wins 70% of the time, we can expect her to win 70% of the games she plays. If Alice and Bob play 7 games of chess, we can calculate how many games Alice can be expected to win by multiplying the total number of games (7) by the probability of Alice winning (70% or 0.7):

Expected number of games Alice wins = 7 * 0.7 = 4.9

Since we cannot have a fraction of a game, we can round the expected number of games Alice wins to the nearest whole number. Therefore, Alice can be expected to win approximately 5 games out of the 7 games she plays.

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Answer:

A. 7

Step-by-step explanation:

If you were to solve for c by using d as 7 you would get:

c+7=40

c would then equal 33, which is greater than 30

The least squares regression line minimizes the sum of the mean squared error.

The least squares regression line, also known as the ordinary least squares (OLS) regression line, is a straight line that represents the best fit to a set of data points. It is used to model the relationship between a dependent variable (Y) and one or more independent variables (X) based on the principle of minimizing the sum of the squared differences between the observed data points and the predicted values on the line.

Mean squared error (MSE) is a measure of how well the regression line fits the data points.

It represents the average of the squared differences between the actual values and the predicted values by the regression line.

By minimizing the sum of the squared errors, the least squares regression line finds the line that best fits the data in a linear regression model.

This line is the one that provides the best fit in the sense of minimizing the overall error in the predictions.

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Answer:

function g is positive over (-∞, ∞)

function g has a y-intercept of (0,4)

function g decreasing over the interval (-∞, 0)

Step-by-step explanation:

Answer:

function g is positive over (-∞, ∞)

function g has a y-intercept of (0,4)

function g decreasing over the interval (-∞, 0)

Step-by-step explanation:

Answer: 1.joey 2. jacob 3.jhon 4. jack

Step-by-step explanation:

Answer:

Joey, Jacob, Johnathan, Jack

Step-by-step explanation:

Joey has three brothers = 4 total

Jacob is older Jonathan but younger than Joey. Jack is younger than Jonathan.

Answer:

A. V= area of base x height 1/3

(20x15)x30x1/3= 3000cm

B.65cm

C.CTCN is the angle between

tan<TCN= TN/NC=12/5

=67.380

D. 10\sqrt(10)

e.tan<TMN=TN/MN=3

<TMN=71.57

Answer:

2(3+7)=20 and 20 is a multiple of 4

Step-by-step explanation:

4 times 5 equals 20, which makes it a multiple of 4

3 and 7 are both odd, and added together get 10. Times that by 2 and you get 20

Answer:

let a=3 and b=5

2(a+b) then

2(3+5)=16  

16 is a multiple of 4

Step-by-step explanation:

Any two odd numbers added together make an even number.

Any even number multiplied by 2 is divisible by 4

The equation of line passes through the points (2, 0) and (0, -1) will be;

⇒ y = 1/2 x - 1

What is Equation of line?

The equation of line in point-slope form passing through the points

(x₁ , y₁) and (x₂, y₂) with slope m is defined as;

⇒ y - y₁ = m (x - x₁)

Where, m = (y₂ - y₁) / (x₂ - x₁)

Given that;

Two points on the line are (2, 0) and (0, -1).

Now,

Since, The equation of line passes through the points (2, 0) and (0, -1).

So, We need to find the slope of the line.

Hence, Slope of the line is,

m = (y₂ - y₁) / (x₂ - x₁)

m = (- 1 - 0) / (0 - 2)

m = - 1 / - 2

m = 1 / 2

Thus, The equation of line with slope 1 / 2 is,

⇒ y - 0 = 1 / 2 (x - 2)

⇒ y = 1/2 x - 1

⇒ y = 1/2 x - 1

Therefore, The equation of line passes through the points (2 , 0) and

(0, - 1) will be;

⇒ y = 1/2 x - 1

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The relation 2 represents a function.

In order to determine which relation in the below table represents a function, we need to first understand what a function is.A function is a relationship in which each input value corresponds to exactly one output value.

To put it another way, each x-value has one and only one y-value. The most typical method to determine whether a relation is a function is to use the vertical line test.

The vertical line test is a way to determine if a relation is a function graphically. To test if a graph is a function, we draw a vertical line through each x-value on the graph. If a vertical line crosses the graph more than once, it is not a function.

If, on the other hand, the graph passes the vertical line test and no vertical line crosses the graph more than once, it is a function.Now let's look at the table below to determine which relation is a function.

We will first plot the x and y values of each relation on a coordinate system and then apply the vertical line test to each relation.

Relation 1: x | y0 | 10 | 11 | 22 | 23 | 34 | 35 | 4Relation 1 does not represent a function since we can draw a vertical line through x = 3 and the line will cross the graph more than once.

Relation 2: x | y2 | 33 | 34 | 45 | 46 | 57 | 5Relation 2 represents a function since we can draw a vertical line through each x-value on the graph and it will only cross the graph once.

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To argue why the liberal arts are so important in education and leisure, one must discuss its Greek origin and how it is received today.

The term "liberal arts" comes from the Latin word "liberalis," which means free. It was used in the Middle Ages to refer to topics that should be studied by free people. Liberal arts refers to courses of study that provide a general education rather than specialized training. It encompasses a wide range of topics, including literature, philosophy, history, language, art, and science.The liberal arts curriculum is based on the idea that a broad education is necessary for individuals to become productive members of society. In ancient Greece, education was focused on developing the mind, body, and spirit.  

The study of the liberal arts is necessary to create well-rounded individuals who can contribute to society in meaningful ways. While the importance of the liberal arts has been debated, it is clear that they are more important now than ever before. The study of the liberal arts is necessary to develop the skills that are required in a rapidly advancing technological world.

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Answer:

\(A=1099.56cm^{2}\)

Step-by-step explanation:

Formula to ind surface area of cylinder:

\(A=2\pi \frac{d}{2} h+2\pi (\frac{d}{2} )^{2}\)

\(A=2\pi \frac{10}{2} (30)+2\pi (\frac{10}{2} )^{2}\)

\(A=1099.557443cm^{2}\)

Therefore, area will be:

\(A=1099.56cm^{2}\)

hope this helps :)

Answer:

A- She is incorrect because systems may have only complex solutions which are not visible on the graph

Step-by-step explanation:

Just took the test on edge 2020

She is incorrect because systems may have only complex solutions which are not visible on a graph. Option A is correct.

Given that,
The graphs of two polynomial equations do not intersect. Kelly concludes that the system has no solution. Which statement best explains why Kelly’s reasoning is correct or incorrect is to be determined.

The process in mathematics to operate and interpret the function to make the function or expression simple or more understandable is called simplifying and the process is called simplification.

Here,
Kelly is incorrect since systems might only have complicated solutions that are hidden on a graph.

Thus, she is incorrect because systems may have only complex solutions which are not visible on a graph. Option A is correct.

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Answer:

3/-4 or -0.75 is the answer

Step-by-step explanation:

hope this is the right answer if it isnt sorryy

The observed odds ratio (the observed association between migraine headache and cell phone use) is OR = 1.23.

An investigator is studying the association between cell phone use and migraine headaches.

100 cases (migraine patients) and 100 controls (people who don't suffer from migraine), and asks each group how many hours they use their cell phones per day, on average.

To calculate odd ratio ( exposure is cell phone as to check cell phone use on migraine)

Odds of disease in exposed = 60/55= 1.09

Odd of disease in non exposed = 40/45 = 0.88

Thus the odds ratio will be = 1.09:0.88

=> Odds of disease in exposed / odds of disease in non exposed = 1.09/ 0.88 = 1.23

= OR = 1.23

Hence the answer is the observed odds ratio (the observed association between migraine headache and cell phone use) is OR = 1.23.

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Answer:

301.7 cm

Step-by-step explanation:

Given,

Height of cone (h)=8cm

base radius (r)=6cm

Volume of the cone (V)=

3

1

πr

2

h

=

3

1

×

7

22

×6×6×8

=

7

2112

=301.7cm

3

Hence, volume of the cone =301.7cm

3

Answer:

402.1402.1 cm

Step-by-step explanation

height = 6cm

Radius= 8cm

The domain of the function:

\(f(x)= 30+4x\)

Is the whole real set. This means that the domain is :

domf=(-∞,∞)

This comes from the fact that the functions is a polynomial. Nevertheless, given that x represents the number  of people, in the context of the problem the domain has to be :

PLEASE MARK ME AS BRAINLIEST

domf= (0,∞)

The graph of the function is

Answer:

Domain: -5, -3, -2, 1, 3

Step-by-step explanation:

Find all the points on the x-axis that line up with the line shown on the graph.

Answer:

X >= 6.7

Step-by-step explanation:

So first of all, what you need is write out the equation from the given prompt

x + 2.7 >= 9.4
Next, what you really want to do is

Subtract 2.7 both side
x >= 9.4 - 2.7
x >= 6.7