use the ratio test to determine whether the series is convergent or divergent. [infinity] (−5)n n2 n = 1

based on the given information and theorems/postulates learned in unit 1, we cannot definitively state that triangles abc and axy are similar due to the lack of information about the proportional relationship between their corresponding sides.

We can conclude that angle a of triangle abc is congruent to angle a of triangle axy

to determine whether triangles abc and axy are similar, we need to examine their corresponding angles and sides. here is the step-by-step analysis:

1. angle a: in both triangles, angle a is included between corresponding sides. 2. angle b: similarly, angle b is included between corresponding sides in both triangles. hence, angle b of triangle abc is congruent to angle b of triangle axy.

3. angle c: angle c in triangle abc is congruent to angle x in triangle axy because they are corresponding angles.

4. side ab: the corresponding sides ab in both triangles do not provide sufficient information to determine if they are proportional.

5. side bc: the length of side bc in triangle abc is not given or provided in any context.

6. side xy: the length of side xy is not given or provided in any context.

since we don't have enough information about the lengths of sides bc and xy, we cannot determine whether the corresponding sides are proportional. without proportional sides, we cannot conclude that triangles abc and axy are similar.

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The total area of the figure in this problem is given as follows:

41.3 ft².

The area of the composite figure is given by the sum of the areas of all the parts that compose the figure.

The figure in this problem is composed as follows:

Then the area of the triangle is given as follows:

At = 0.5 x 6 x 3 = 9 ft².

The area of the semicircle is given as follows:

Ac = π x 3² = 28.3 ft².

The area of the square is given as follows:

As = 2² = 4 ft².

Then the total area of the figure is given as follows:

9 + 28.3 + 4 = 41.3 ft².

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Answer:

B. HL

Step-by-step explanation:

#CARRYONLEARNING

Answer:

289.92

Step-by-step explanation:

Multiply the numbers together

\(\longrightarrow{\green{289.9275}}\) ✅

Step-by-step explanation:

\(39.99 \times 7.25 \\ \\ = 289.9275\)

\(\large\mathfrak{{\pmb{\underline{\orange{Mystique35 }}{\orange{♡}}}}}\)

79 students would have scored higher than Jamal on the quiz if he had a z-score of -1 in a class of 500 students.

If there were 500 students in Jamal's class, approximately 158 students would have scored higher than Jamal on the quiz if Jamal had a z-score of -1.

The z-score is the measure of how many standard deviations an observation is from the mean. It is used to compare the scores on different sets of data that have different means and standard deviations.

The formula for z-score is given as:

Z = (X - μ) / σwhere Z is the z-score, X is the raw score, μ is the population mean, and σ is the population standard deviation. The formula for the sample mean and standard deviation is slightly different:

.Now, coming back to the given question, Jamal has a z-score of -1.

This means that his score is 1 standard deviation below the mean. We can use the standard normal distribution table to find out what percentage of students scored higher than Jamal on the quiz.

If Jamal's z-score is -1, then the area under the standard normal distribution curve to the right of his score represents the percentage of students who scored higher than him.

From the standard normal distribution table, we can find that the area to the right of -1 is 0.1587. This means that approximately 15.87% of students scored higher than Jamal on the quiz.Now, we need to find out how many students scored higher than Jamal.

If there were 500 students in Jamal's class, then we can multiply the total number of students by the percentage who scored higher than Jamal to get the approximate number of students who scored higher than him.

Therefore, approximately 500 x 0.1587 ≈ 79.35 or 79 students scored higher than Jamal on the quiz.Answer: Approximately 79 students in Jamal's class scored higher than Jamal on the quiz if Jamal had a z-score of -1.

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Answer:

from Ron to Bill from Bill to John the ball traveled about 80 yd

Step-by-step explanation:

Ron 30 yd from John

Bill 40 yd away from John

Bill 10 yd away from John

Answer: y=-3x+10

Step-by-step explanation:

M= 2-0/3-5 = -3

Y-1= -3(x-3)

-3x+9+1

Y=-3x+10

Two possible ways could be having 23 fishes in 3 tanks each having 8,8and 7 fishes respectively and having 4 tanks with 6,6,6 and 4 fishes respectively

To find two ways Mr. Salazar can set up fish tanks with the same number of fish in each tank, using either 3 or 4 fish tanks, within the range of 23 to 29, we can try different combinations. Here are two possible setups:

Setup 1:

Number of fish tanks: 3

Number of fish in each tank: 8

With this setup, Fish distribution in the tanks could be as follows :

Tank 1: 8 fish

Tank 2: 8 fish

Tank 3: 7 fish

Total number of fish: 8 + 8 + 7 = 23

Another possible Option could be :

Setup 2:

Number of fish tanks: 4

Number of fish in each tank: 6

Fish distribution in the tank could be as follows:

Tank 1: 6 fish

Tank 2: 6 fish

Tank 3: 6 fish

Tank 4: 5 fish

Total number of fish: 6 + 6 + 6 + 5 = 23

These are two possible setups that satisfy the fish set up conditions given in the question.

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Answer:

198

Step-by-step explanation:

45% of 440

= \(\frac{45}{100}\) × 440

= 0.45 × 440

= 198

\(6 {x}^{2} - 6x - 72 = \)

\(6( {x}^{2} - x - 12) = \)

\(6(x - 4)(x + 3)\)

⚘Kindly refer to the attachments for complete solutions!!~

Statistics enables us to analyze data from fields like politics, medicine, finance, manufacturing, and sports, providing insights for decision-making and understanding real-life phenomena.

Statistics plays a crucial role in understanding and interpreting real-life phenomena. It provides a framework for collecting, analyzing, and interpreting data to gain insights and make informed decisions. Here are some examples of how statistics is related to real life:

Opinion Polls: Political parties and organizations conduct opinion polls to gather data on public opinion. By using statistical techniques to analyze the collected data, they can estimate the preferences of the population and make predictions about election outcomes.

Medical Research: Statistics is extensively used in medical research to analyze data from clinical trials. Researchers use statistical methods to determine the effectiveness of new treatments, identify potential side effects, and draw conclusions about the overall health outcomes.

Financial Analysis: In finance, statistical analysis is used to study market trends, assess investment risks, and make predictions about stock prices. Statistical models help investors and analysts make informed decisions by analyzing historical data and identifying patterns.

Quality Control: Industries use statistical methods to ensure the quality of their products. Statistical process control techniques monitor production processes, detect deviations, and make adjustments to maintain consistency and reduce defects.

Sports Analytics: Statistics is widely used in sports to analyze player performance, evaluate team strategies, and predict game outcomes. Metrics like batting averages, shooting percentages, and goal differentials are all derived from statistical analysis.

In summary, statistics is a vital tool in various aspects of real life, including politics, healthcare, finance, manufacturing, and sports. It helps in making evidence-based decisions, identifying trends and patterns, and understanding the underlying factors influencing outcomes.

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Note the complete and the correct question is

Q- With mathematical examples how can statistics be related to real life​ ?

Answer:

The answer is 1.2

Step-by-step explanation:

It takes Rita 22.75 on average, and it take Erika 21.55 to walk the mile on average.

21.55 + 1.2 = 22.75

therefore, it takes Erika 1.2 minutes per mile less than Rita.

On average, Erika is much slower than Rita by 1 minute.

The process of combining two or more numbers is called the Addition. The 4 main properties of addition are commutative, associative, distributive, and additive identity.

Since, There are two sets of data: Erika's and Rita's.

Now, we have to find the average values for each of both and compare them.

We would assume that the order of the presentation of data points is alternating,

first for Erika followed by Rita.

Hence, To illustrate what I mean, let's say

in Day 1, Erika's time is 20 and Rita's time is 21.25.

In Day 2, Erika's time is 21.5 and Rita's is 24.75.

And so on and so forth.

So, We get;

Erika's average is,

= (20+21.5+22.75+23.25+20.25)/5

= 21.55

Rita's average is,

= (21.25+24.75+23+23+20.75)/5

= 22.55

Hence, On average, Erika is much slower than Rita by 1 minute.

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Answer:

2nd option

Step-by-step explanation:

distance / time =  speed

17/2 = 8.5

60/8 = 7.5

26/4 = 6.5

33/6 = 5.5

Answer:

x

=

+

3

,

x

=

−

3

Explanation:

In  

x

2

=

9

, you need to get rid of the power of 2 in order to isolate just  

x

This involves finding the square root.  

√

x

2

=

x

However there are 2 possible answers to a square root, a positive or a negative answer.

x

=

±

√

9

x

=

±

3

Step-by-step explanation:

Answer: X=both positive and negative three. (3 & -3)

Step-by-step explanation:

To make a table of values for a linear relationship;

Choose a group of x values before creating the table. Add each x value from the left side column to the equation. Evaluate the equation (middle column) to arrive at the y value

Given,

Linear relationship;

A straight-line link between two variables is referred to statistically as a linear relationship (or linear association). Linear relationships can be represented graphically or mathematically as the equation y = mx + b.

Here,

We have to make a table of values for a linear relationship;

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Answer:

just do 6 x 20 its a simple goog le search bro

Step-by-step explanation:

Answer:

$120

Step-by-step explanation:

Friday happens once every week, so he makes a withdrawal once every week. so if he withdraws $20 each week for six weeks, that is 6(20), which equals 120, so he withdrew $120 total.

Answer:

∠ B = 121°

Step-by-step explanation:

ABCD is a cyclic quadrilateral

• opposite angles sum to 180°

∠ B and ∠ D are opposite angles , then

∠ B + 59° = 180° ( subtract 59° from both sides )

∠ B = 121°

Answer:

y=-8

Step-by-step explanation:

Answer:

y=9

Step-by-step explanation:

Answer:

4.6

Step-by-step explanation:

3.. litteraly anything less than that

Answer:

0

Step-by-step explanation:

|4.7| = 4.7

Any number less than a positive 4.7 is less than |4.7|.

Here, we use the property of multiplication of exponential expression which states when we multiply two exponential expressions with the same base, we keep the base and add the exponents.

Therefore,

\(x^(3+5) = x^8\)

Now,

\(x^(3+5) = x^8\)

is of the form:

\(x^b = x^p\)

When we have two equal expressions on either side of the equation, the power of the base remains the same. Therefore,

p = 8

There we have it. The value of p is 8. The full solution is shown below:

\(x^3 × x^5 \\= x^px^8\\ = x^p\)

We can see that the base of the exponential expression on either side is equal.

Therefore, the power of the base must be equal as well. In other words

,p = 8.

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Answer:

StartFraction 6 Over 10 EndFraction

Step-by-step explanation:

Give the following ratios :

2 / 5 = 6 /10 = 8 / 20 = 12 / 30

Which ratio is different from the other three?

Ratio 1 = 2 / 5

Ratio 2 = 6 / 10

Ratio 3 = 8 / 20

Ratio 4 = 12 / 30

Reducing all the ratios to their lowest term:

Ratio 1 = 2 / 5

Ratio 2 = 3 / 5

Ratio 3 = 2 / 5

Ratio 4 = 2 / 5

Hence, the ratio which is different from the other three is StartFraction 6 Over 10 End Fraction (6 / 10)

Answer:

StartFraction 6 Over 10 EndFraction

Step-by-step explanation:

The calculated measure of the angle CTZ is 38 degrees

From the question, we have the following parameters that can be used in our computation:

This means that

YTA + BTC = 90

So, we have

4y + 6 + 7y - 4 = 90

So, we have

11y = 88

Divide

y = 8

Next, we have

CTZ = 90 - BTC

So, we have

CTZ = 90 - (7y – 4)

This gives

CTZ = 90 - (7 * 8 – 4)

Evaluate

CTZ = 38

Hence, the measure of CTZ is 38 degrees

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There are 1,430 ways to choose 20 doughnuts from 5 different flavors with the given restrictions.

The solution to this problem can be found using the inclusion-exclusion principle.

(1) The universe set X: The total number of ways to choose 20 doughnuts from 5 different flavors without any restrictions. This can be calculated using the formula for combinations with repetition, which is (n+r-1) choose r, where n is the number of flavors and r is the number of doughnuts. In this case,

X = (5+20-1) choose 20 = 24 choose 20 = 10,626.

(2) The excluded subsets Ai: These are the sets of choices that include more than 5 of each of the first three flavors. There are three excluded subsets, one for each of the first three flavors.

(3) The method used to count the intersections of excluded subsets: We can use the inclusion-exclusion principle to count the number of ways to choose 20 doughnuts with the restrictions. The formula is

|X| - |A1| - |A2| - |A3| + |A1 ∩ A2| + |A1 ∩ A3| + |A2 ∩ A3| - |A1 ∩ A2 ∩ A3|.

To calculate each of the excluded subsets and their intersections, we can use the same formula for combinations with repetition, but with different values for n and r. For example, |A1| is the number of ways to choose 20 doughnuts with more than 5 of the first flavor, which is the same as choosing 15 doughnuts from 5 flavors without restrictions.

So |A1| = (5+15-1) choose 15 = 19 choose 15 = 3,876.

Using the same method, we can calculate |A2| = 3,876, |A3| = 3,876, |A1 ∩ A2| = 1,287, |A1 ∩ A3| = 1,287, |A2 ∩ A3| = 1,287, and |A1 ∩ A2 ∩ A3| = 429.

Plugging these values into the inclusion-exclusion formula, we get:

|X| - |A1| - |A2| - |A3| + |A1 ∩ A2| + |A1 ∩ A3| + |A2 ∩ A3| - |A1 ∩ A2 ∩ A3| = 10,626 - 3,876 - 3,876 - 3,876 + 1,287 + 1,287 + 1,287 - 429 = 1,430

So the answer is 1,430 ways to choose 20 doughnuts from 5 different flavors with the given restrictions.

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Answer:

\( \frac{596}{125} \)

should be it

Answer:

5 + 62 = 18 p to 10 p

67 = 8 p

p = 67:8

p = 67/8 or 8.375.

Step-by-step explanation:

Answer:

I don't know

Step-by-step explanation:

Answer: 37.50

Step-by-step explanation:

I = $ 37.50

Equation:

I = Prt

Calculation:

First, converting R percent to r a decimal

r = R/100 = 1.5%/100 = 0.015 per year,

then, solving our equation

I = 500 × 0.015 × 5 = 37.5

I = $ 37.50

The simple interest accumulated

on a principal of $ 500.00

at a rate of 1.5% per year

for 5 years is $ 37.50.

The probability that a junior is taking physics, given they are in Algebra II, is approximately 0.3846 or 38.46%.

1. First, let's find the number of juniors taking only Algebra II and not physics. We do this by subtracting the number of juniors taking both courses from the total number of juniors taking Algebra II:
  468 (Algebra II) - 180 (both courses) = 288 (only Algebra II)

2. Now, we have two groups of juniors enrolled in Algebra II:
  - 288 juniors taking only Algebra II
  - 180 juniors taking both Algebra II and physics

3. Since we want to find the probability that a junior is taking physics, given they are in Algebra II, we'll focus on the group taking both courses.

4. To calculate the probability, divide the number of juniors taking both courses by the total number of juniors taking Algebra II:
  Probability = (number of juniors taking both courses) / (total number of juniors in Algebra II)
  Probability = 180 / (288 + 180)
  Probability = 180 / 468
  Probability ≈ 0.3846 or 38.46%

So, if one of the 650 juniors was picked at random and we know they are in Algebra II, the probability that they are also taking physics is approximately 38.46%.

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Step-by-step explanation:

I think so is like this lah

Answer:

3600

Step-by-step explanation: i got my answer off the other guy

Given the fraction,

The required mixed number is,