In the expression 5x + 7y, the "5x" is called a

The probability that on exactly one of these three occasions the voter approves of the mayor's work is given as follows:

0.189 = 18.9%.

The mass probability formula, giving the probability of x successes, is of:

\(P(X = x) = C_{n,x}.p^{x}.(1-p)^{n-x}\)

\(C_{n,x} = \frac{n!}{x!(n-x)!}\)

The parameters are given by:

The values of these parameters in the context of this problem are given as follows:

n = 3, p = 0.7.

Then the probability of exactly one success is calculated as follows:

P(X = 1) = 3!/(1!2!) x 0.7 x (0.3)² = 0.189 = 18.9%.

The proportion of voters that approve the mayor's work is of 70%.

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The person who picked garbage at the fastest rate is Andres.

Rate is the ratio of the total weight of garbage picked to the total time. The person who picked the most garbage would be the person with the lowest rate.

Rate = total weight / total time

Rate of Andres = 4kg / 2hrs = 2kg/hr

Rate of Scott = 6 / 2.5 = 2.4 kg/hr

Rate of Tina = 3 /1 = 3kg/hr

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No, the line passing through  (-4, 26) and (-2, 0) is  not parallel to line passing through (10, 18) and (5, 3) because slopes of both lines are different.

Line is possible in 2-d forms so, it has only x and y-co-ordinates. Z-co-ordinates is not possible.

We know very well that to prove any two lines are parallel to each other we need to prove only whether their slopes are equal or not.

Now, talking about the slopes we know that if any line is passing from point(x₁,y₁) and again passing from other point(x₂,y₂) then slope(m) of that line is given by the formula=(y₂-y₁) / (x₂-x₁)

So, for first line we have (x₁, y₁)=(-4,26)

and (x₂, y₂)=(-2,0)

So, slope(m₁) of first line is =(0-26)/(-2 - (-4))

                  =>m₁ = -26/2

                   =>m₁ = -13     ----(eq1)

Similarly, for second line, we have (x₁, y₁)=(10,18)

and (x₂, y₂)=(5,3)

So, slope(m₂) of second line is =(3-18) / (5-10)

                =>m₂ = -15/-5

                 =>m₂=     3   -------(eq2)

On comparing eq1 and eq2,we get

 =>m₁≠m₂.

Hence, the given lines are not parallel.

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(Complete question) is:

Is the line through (-4, 26) and (-2, 0) parallel to the line through (10, 18) and (5, 3)?

The difference in the lowest amount of water and the highest amount of water students drank is 1/2

From the complete question (see attachment for line plot), we have:

Least = 1/8

Highest = 5/8

The difference is then calculated as:

Difference = Highest - Least

This gives

Difference = 5/8 - 1/8

Evaluate

Difference = 4/8

Simplify

Difference = 1/2

Hence, the difference in the lowest amount of water and the highest amount of water students drank is 1/2

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Given P(A/B) = .4, P(B) = .6 then P(A∩B) = .667 is False.

The formula for conditional probability is:

P(A/B) = P(A∩B) / P(B)

where,

P(A∩B) = probability of both A and B events occurring at the same time.

We have to find P(A∩B) so,

Substitute the values in the above formula

0.4 = P(A∩B) / 0.6

By moving 0.6 to the left side we get

P(A∩B) = 0.4 × 0.6 = 0.24

Thus, P(A∩B) ≠ 0.667

Hence P(A/B) = .4, P(B) = .6 then P(A∩B) = .667 is False.

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Circle, Triangle, Square are basic shapes that are commonly used in mathematics, art, and design. They are considered the building blocks of more complex shapes and designs.

In mathematics, Circle, Triangle, and Square are often used as examples to teach basic geometric concepts such as perimeter, area, and volume. Students learn how to calculate the properties of these shapes, including the length of their sides and their angles.

In art and design, Circle, Triangle, and Square are used to create compositions and patterns. These shapes can be combined to create more complex designs, and they are often used to create logos and symbols. The shapes also have symbolic meanings and can be used to represent different ideas and concepts.

The value of Circle, Triangle, and Square lies in their versatility and simplicity. They can be used to teach basic geometric concepts and to create complex designs, making them an essential tool for anyone interested in mathematics, art, and design.

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Answer:

D is the correct answer

Step-by-step explanation:

Hope this helps:)

Answer:

y = 17

Step-by-step explanation:

3(y-13)=13

3y-39=12

3y=51

y=17

Answer:

y = 17

Step-by-step explanation:

3[y-13] = 12

3*y + 3*-13 = 12

3y - 39 = 12

3y = 12 + 39

3y = 51

y = 51/3

y = 17

Check:

3[17-13] = 12

3*4 = 12

Answer: R =  (-2,0) S = (-9,0)

The solution to the literal equation is y = x - 2.

To solve inequality in y, we need a number such that the assertion holds if we replace y with that number. Isolating the variable on one side of the inequality and leaving the other terms constant is the first step in resolving the inequality.

From the given information:

4x + 1 = 9 + 4y

To solve for y, we have to switch the sides:

9 + 4y = 4x + 1

Subtract 9 from both sides

9 - 9 + 4y = 4x + 1 - 9

4y = 4x - 8

Divide both sides by 4

\(\dfrac{4y}{4}= \dfrac{4x}{4}-\dfrac{8}{4}\)

y = x - 2

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Answer: True

9/4 = 2 1/4

Step-by-step explanation:

:) See the images below to know more.

In the context of Range Safety and Risk Mitigation, the ability to detect, assess, and respond to potential hazards is essential.

Range safety and risk mitigation involve identifying and minimizing potential hazards associated with range operations, such as the launch or test of rockets, missiles, or unmanned aerial vehicles. To ensure safety, it is critical to have the ability to detect and assess potential hazards, such as debris, vehicle or equipment malfunctions, and human error. Once hazards have been identified and assessed, the next step is to develop and implement appropriate safety measures to mitigate the risk associated with those hazards. These measures may include the use of safety protocols, engineering controls, or administrative procedures to ensure that all personnel and equipment are protected. In summary, the ability to detect, assess, and respond to potential hazards is critical for effective range safety and risk mitigation. By implementing appropriate safety measures and protocols, the risks associated with range operations can be minimized, ensuring the safety of personnel and equipment.

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Answer:

3,696

Step-by-step explanation:

7x24x22 equals 3,696

24x7=168

168x22=3,696

Answer:

1) k = -10

2) n = -4

3) a = -9

Step-by-step explanation:

1) -4 = 6 + k

*we want to get k alone, so we will subtract 6 from both sides*

-4 = 6 + k

-6   -6

-10 = k

*in order to check this, we will plug the value we found for k, -10, into the original equation*

-4 = 6 + k

-4 = 6 + (-10)

-4 = -4

*this is correct because -4 = -4, so that is how we check*

2) -4n = 16

*we want n alone, we must divide by -4 on both sides*

-4n = 16

n = -4

*in order to check this, we plug what we found for n, -4, into the original equation*

-4n = 16

-4(-4) = 16

*a negative multiplied by a negative is a positive!*

16 = 16

*this is correct because 16 = 16*

3) 3/4a = -12

*we want a alone, so we will multiply by the negative reciprocal to get rid of the fraction on the left side*

a = -12 times 3/4

a = -9

*in order to check this, we will plug what we found for a, 9, into the original equation*

3/4a = -12

3/4 (-9) = -12

-12 = -12

*this is correct because -12 = -12*

i hope this helps! let me know if you need anything else!

Answer: 1) k = -10

2) n = -4

3) a = -9

Step-by-step explanation:

The study used a sample of n = 15 participants is true

The given information indicates that the researcher has found a significant treatment effect based on their analysis.

The t(15) value specifies that a t-test was conducted with a sample size of 15 participants, resulting in 15 degrees of freedom.

The obtained t-value of -2.56 reflects both the magnitude and direction of the treatment effect.

To further interpret the significance of the treatment effect, the reported p-value of less than .05 is crucial.

This indicates that the probability of observing such a significant effect purely by chance is less than 5%.

In other words, the results suggest that the treatment's impact on the outcome being examined is statistically significant, providing evidence for a genuine relationship between the treatment and the observed effect.

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Answer:

Work backward.  If at the end they both had 12 cents.  Then Betty had to have given Ann 6 cents.  Which means that Betty had to have had 18 cents, because there is always a total of 24 cents.  Which meant that before that, Betty had 9 and was given 9 cents.  So Betty originally had 9 cents.  So Ann had 24 minus 9 or 15 cents at the beginning.

Step-by-step explanation:

The minimum score you would need to be in the top 5% is 86.

To find the minimum score you would need to be in the top 5%, we can use the properties of the standard normal distribution. Since the scores on the test follow an approximately normal distribution, we can convert the problem into a standard normal distribution by standardizing the scores.

The z-score formula is given by:

z = (x - μ) / σ

where x is the observed value, μ is the mean, and σ is the standard deviation.

In this case, we want to find the z-score corresponding to the top 5% of the distribution. The z-score associated with the top 5% can be found using a standard normal distribution table or a calculator. The z-score corresponding to the top 5% is approximately 1.645.

Now, we can use the z-score formula to find the minimum score (x) needed to be in the top 5%:

1.645 = (x - 76.4) / 6.1

Solving for x:

x - 76.4 = 1.645 * 6.1

x - 76.4 = 10.0345

x = 86.4345

Rounding to the nearest whole number, the minimum score you would need to be in the top 5% is 86.

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Answer:

A: 2 Feet

Step-by-step explanation:

Got it right

Answer:

x = 2

Step-by-step explanation:

The triangle is reflected across the circle meaning it should be the same on both sides.

The inverse functions are:

a) g(x) = (x - 2)/2

b) g(x)= {(3, 8), (1, 4), (-1, 0), (-3, -4)}

We know that two functions f(x) and g(x) are inverses if:

f( g(x)) = x

g(f(x)) = x

a) We want to find the inverse of:

f(x) = 2x + 2

If it is g(x), then we must have:

f(g(x)) = 2*g(x) + 2

And that must be equal to x, then:

2*g(x) + 2 = x

2*g(x) = x - 2

g(x) = (x - 2)/2

b) Now we want to find the inverse of:

f(x) = {(8, 3), (4, 1), (0, –1), (–4, –3)}

The inverse will be a function where the inputs are the outputs and the outputs are the inputs, so it is:

g(x)= {(3, 8), (1, 4), (-1, 0), (-3, -4)}

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The correct option regarding the 95% confidence interval for this problem is given as follows:

A. The confidence interval from the first simulation is (0.187, 0.237), and the confidence interval from the second simulation is (0.209, 0.261). For the first trial, we are 95% confident the true proportion of wins with the new game strategy is between 0.187 and 0.237. For the second trial, we are 95% confident the true proportion of wins with the new game strategy is between 0.209 and 0.261.

A confidence interval of proportions has the bounds given by the rule presented as follows:

\(\pi \pm z\sqrt{\frac{\pi(1-\pi)}{n}}\)

In which the variables used to calculated these bounds are listed as follows:

The confidence level is of 95%, hence the critical value z is the value of Z that has a p-value of \(\frac{1+0.95}{2} = 0.975\), so the critical value is z = 1.96.

The parameters for the first simulation are given as follows:

\(n = 1000, \pi = \frac{212}{1000} = 0.212\)

Hence the lower bound of the interval is of:

\(0.212 - 1.96\sqrt{\frac{0.212(0.788)}{1000}} = 0.187\)

The upper bound is of:

\(0.212 + 1.96\sqrt{\frac{0.212(0.788)}{1000}} = 0.237\)

For the second simulation, the parameters are given as follows:

\(n = 1000, \pi = \frac{235}{1000} = 0.235\)

Hence the lower bound of the interval is of:

\(0.235 - 1.96\sqrt{\frac{0.235(0.765)}{1000}} = 0.209\)

The upper bound is of:

\(0.235 + 1.96\sqrt{\frac{0.235(0.765)}{1000}} = 0.261\)

This means that option A is the correct option.

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Answer:

Step-by-step explanation:

i wish i knew! i wish i knew you wanted me

Answer:

15x+3

15x=-3

15x÷15=-3÷15

×=-5

Answer:

(3x+1)(3x+1)

Step-by-step explanation:

Ape-x

===================================================

Explanation:

The car is initially worth 44000 pounds.

It loses 25% of its value after the first year, but keeps the remaining 75% of it.

75% of 44000 = 0.75*44000 = 33000

The car is worth 33000 pounds at the end of year 1. This is effectively the "starting" value when we change the rate of depreciation.

------------------

The new percentage of the depreciation rate is x%

The car loses x% of its value each year

But it keeps the remaining (100-x)% of the value from year to year. Refer to the previous section.

x% = x/100

(100-x)% = (100-x)/100 = 100/100 - x/100 = 1 - 0.01x

The 1 - 0.01x is the value of b in the exponential equation y = a*b^t

The value of 'a' is the "starting" value of 33000 pounds.

The t represents the number of years after that first year (so that means we have t+1 years total).

The equation we have is

y = a*b^t

y = 33000(1 - 0.01x)^t

The teacher mentions "after 3 years" which means we'll have t+1 = 3 solve to t = 2 which is what we'll plug in along with  y = 25555

Let's solve for x.

y = 33000(1 - 0.01x)^t

25555 = 33000(1 - 0.01x)^2

25555/33000 = (1 - 0.01x)^2

0.77439393939393 = (1 - 0.01x)^2

(1 - 0.01x)^2 = 0.77439393939393

1 - 0.01x = sqrt(0.77439393939393)

1 - 0.01x = 0.87999655646709

-0.01x = 0.87999655646709-1

-0.01x = -0.1200034435329

x = -0.1200034435329/(-0.01)

x = 12.00034435329

Due to rounding error, it appears that it should be x = 12 since your teacher mentions x is an integer.

Also, 12.00034435329 is pretty close to 12.

If it decays at 12% per year, then the car keeps the remaining 88% since 100-12 = 88

Therefore 0.88 is the base of the exponential, it's the value of b.

Computing 33000(0.88)^2 gets us 25,555.2 which isn't too far from the goal of 25,555 pounds.

------------------

We found the exponential decay equation to be

y = 33000(0.88)^t

where t is the number of years after that first year. We have t+1 years total.

Your teacher asks how much the car will be worth after 4 years, so we'll plug in t = 3 because it's the solution to t+1 = 4.

In other words, we're working 3 years after that first year is up, so 3+1 = 4 total years.

Plug in t = 3 to find the following

y = 33000(0.88)^t

y = 33000(0.88)^3

y = 22,488.576

Rounding to the nearest pence gets us 22,489.58 which is the value of the car after 4 years. You can verify this with a spreadsheet table as I have shown in the diagram below. The highlighted rows mention values on your screenshot.

I'll round to the nearest pound since the other car values mentioned were whole numbers rather than decimal ones.

The 22489.58 rounds to 22490

------------------

For the final part, we'll need logarithms to solve the equation. Logarithms are useful to isolate the exponent.

We'll plug in y = 14520 and solve for t

y = 33000(0.88)^t

14520 = 33000(0.88)^t

14520/33000 = (0.88)^t

0.44 = (0.88)^t

Log[ 0.88^t ] = Log[ 0.44 ]

t*Log[ 0.88 ] = Log[ 0.44 ]

t = Log[ 0.44 ]/Log[ 0.88 ]

t = 6.42227097958021

This rounds up to t = 7

Round up instead of down because we want to clear the hurdle of passing the 14520 marker.

Recall once again that t is the number of years after the first year.

So t = 7 represents t+1 = 7+1 = 8 years in total that have passed by. Therefore, after 8 years is when the car's value is below 14520 pounds. Refer to the table diagram below.

Answer:

y = 21x + 5

Step-by-step explanation

The cost for the parking spot does not change, while the cost per ticket can (depending on how many people there are).

Step-by-step explanation:

y = 21x + 5

we don't know how many people there are in this family. but I assume they still fit into one car, so that they had to pay the parking fee only once.

each ticket to the game costs $21, which is why we have to multiply 21 by the number of people. and then we have a flat fee of $5 for the parking.

You weren't clear on instructions

Answer:

1. Braxton makes a movie about his favorite superhero, using clips from various movies, and charges his friends to see it.

2. Not Fair use

3. Fair use

4. False

Step-by-step explanation:

1. Braxton cannot charge his friends to watch the movie unless he got permission from the owner.

2. Terry is not allowed to show the entire movie without getting permission from the movie owner.

3. Megan is allowed to show her friends her work that she created.

4. If you use a small amount of the work and give credit to the owner, as well as not charge anyone to see the work, you don't need permission.

Sorry if anything is incorrect, I tried my best!

(a) The margin of error would be approximately 2.1 percent.

(b) The 99 percent confidence interval for the true proportion is 41.5 percent to 46.5 percent.

(c) It is possible that the percentage of all voters who approve of the president's performance is 50 percent, but we cannot conclude this with certainty from the given information.

(a) Assuming a 95% confidence level and a proportion of 0.5 (worst-case scenario), the margin of error can be estimated as:

Margin of error = 1.96 * sqrt[(p * (1 - p)) / n]

where p is the proportion (0.5) and n is the sample size (2,277).

Plugging in the values, we get:

Margin of error = 1.96 * sqrt[(0.5 * 0.5) / 2,277] ≈ 0.020 or 2.0%

Therefore, the approximate margin of error for the approval rating estimate is 2.0%.

(b) To construct a 99% confidence interval for the true proportion, we can use the formula:

CI = p ± z*sqrt[(p * (1 - p)) / n]

where p is the sample proportion (0.44), n is the sample size (2,277), and z is the critical value for a 99% confidence level, which can be obtained from a standard normal distribution table or calculator. The value of z is approximately 2.58.

Plugging in the values, we get:

CI = 0.44 ± 2.58*sqrt[(0.44 * 0.56) / 2,277]

CI = 0.44 ± 0.032

CI = (0.408, 0.472)

Therefore, we can say with 99% confidence that the true proportion of voters who approve the president's performance lies between 40.8% and 47.2%.

(c) Since the 99% confidence interval does not include 50%, we can say that it is unlikely that the true proportion of voters who approve of the president's performance is 50%. However, we cannot rule out the possibility completely since the confidence interval is an estimate and there is still some level of uncertainty involved.

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The 2007 National Survey of Children's Health found that first-generation children had higher rates of some health conditions than second- or third-plus-generation children, but lower rates of other conditions.

The survey looked at weighted and age-standardized percent distributions of health conditions for first-, second-, and third-plus-generation children, by race/ethnicity.

The results showed that first-generation children had higher rates of allergies, asthma, and developmental problems than second- or third-plus-generation children. However, first-generation children had lower rates of overweight and obesity than second- or third-plus-generation children.

The differences in health conditions between the three generations of children were not consistent across all race/ethnic groups. For example, first-generation black children had higher rates of overweight and obesity than second- or third-plus-generation black children.

However, first-generation Hispanic children had lower rates of overweight and obesity than second- or third-plus-generation Hispanic children.

The reasons for the differences in health conditions between the three generations of children are not fully understood. However, some possible explanations include differences in access to healthcare, differences in cultural beliefs about health, and differences in socioeconomic status.

The findings of the National Survey of Children's Health suggest that it is important to consider the generation of a child when assessing their health needs.

Children from different generations may have different risk factors for certain health conditions, and they may also have different access to healthcare. It is important to provide culturally-sensitive care to all children, regardless of their generation.

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Answer:

h = 6

Step-by-step explanation:

Solving for variables is a quick and easy concept to learn. Solving for variables is simple. All you need to do is figure out what number can replace the variable.

Vocabulary

variable - a symbol that represents a mathematical object.

The equation: -6h + 12 = -36

Lets solve this step by step!

When a variable is right next to a number, for example, -6h, this means the same as 6 · h and 6 × h. This means we will be multiplying. The equation can be represented as -6(h) + 12 = -36. Because we know that negative + negative = positive, we know h cannot be a negative number as the answer is -36. What we can do to solve this is substitute numbers as h to see what can equal -36. -6(8) + 12 = -36, so, this means that h = 8.

Answer:

h = 8