Are 27 heartbeats in 15 seconds equivalent to 81 heartbeats in 60 seconds?

Histograms visualize the distribution and spread of data. A higher standard deviation implies greater variability in the data points. In a histogram, a wider shape indicates a larger spread of data and thus a higher standard deviation. Therefore, the histogram with a broader shape depicts a higher standard deviation.

To determine which histogram depicts a higher standard deviation, we need to look for the histogram with a greater spread or dispersion of data. In a histogram, a higher standard deviation indicates that the data points are more spread out or have a larger variability. This means that the values are more scattered from the mean. Therefore, the histogram with a wider and more spread-out shape would depict a higher standard deviation, as it indicates a greater variability in the data.

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Answer:

x = 0.45 (2 d.p.)

Step-by-step explanation:

Iteration is a numerical method used to approximate solutions to equations where exact solutions are difficult or impossible to obtain analytically.

It involves putting an approximate value of the solution into an iteration formula to calculate a new value based on the previous one. This process is repeated multiple times, with each iteration generating a more accurate approximation of the solution.

The iteration formula is just a rearrangement of the equation, leaving a single ‘x’ on one side.

For this problem, we have already been given the iteration formula and the starting value of x₁. However, sometimes you will need to determine the iteration formula. For example, to determine the iteration formula for x³ + 2x - 1 = 0, rearrange the equation as follows:

[tex]\begin{aligned}x^3+2x-1&=0\\x^3+2x&=1\\x(x^2+2)&=1\\x&=\dfrac{1}{x^2+2}\end{aligned}[/tex]

Therefore, the iteration formula is:

[tex]\boxed{x_{n+1}=\dfrac{1}{{x_n}^2+2}}[/tex]

To calculate the approximate solution to x³ + 2x - 1 = 0 using the given iteration formula, start by substituting  x₁ = 1 into the formula to find x₂:

[tex]x_2=\dfrac{1}{x_{1}{^2}+2}=\dfrac{1}{(1)^2+2}=\dfrac{1}{1+2}=\dfrac{1}{3}=0.3333...[/tex]

Substitute the found value of x₂ into the formula to find the value of x₃:

[tex]x_3=\dfrac{1}{x_{2}{^2}+2}=\dfrac{1}{\left(\frac{1}{3}\right)^2+2}=\dfrac{1}{\frac{1}{9}+2}=\dfrac{1}{\frac{19}{9}}=\dfrac{9}{19}=0.47368...[/tex]

Continue this way until the solutions are the same when rounded to 2 d.p:

[tex]x_4=0.44956...[/tex]

[tex]x_5=0.45411...[/tex]

[tex]x_6=0.45326...[/tex]

[tex]x_7=0.45342...[/tex]

[tex]x_8=0.45339...[/tex]

[tex]x_9=0.45339...[/tex]

Therefore, the approximate solution to x³ + 2x - 1 = 0 is 0.45, rounded to 2 decimal places.

Additional information

The quickest way to compute each solution (each value in the iteration sequence) is to enter the value of x₁ into the calculator and press "=" so that the value of x₁ becomes the "answer". Then type the iteration formula into the calculator, replacing xₙ with "answer":

[tex]\boxed{\dfrac{1}{\text{Ans}^2+2}}[/tex]

Each time you press "=", the next value of xₙ in the sequence is computed.

To determine whether the polygons RST and WUV are similar, we need to compare their corresponding angles and corresponding side lengths.

Looking at the options provided:

A. RST = WUV; 5/6

B. RST = UVW; 5/6

C. RST = VWU; 6/5

D. The triangles are not similar

We can see that options A, B, and C all claim that RST is similar to another polygon.

However, for polygons to be similar, corresponding angles must be congruent, and corresponding side lengths must be proportional. Since the scale factor is consistent in all three options (5/6 or 6/5), the scale factor is the same for corresponding side lengths.

Therefore, we can conclude that the polygons RST and WUV are similar, and the similarity statement is:

RST ~ WUV

The scale factor is 5/6 (or 6/5), indicating that corresponding side lengths are proportional by a factor of 5/6 (or 6/5).

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The solution to the equation is x is less than 1.

Let's assume the number as "x".

The given statement can be translated into an equation as follows:

3 - 11x > 21 - 5x

To solve this equation, we can start by simplifying both sides:

3 - 11x > 21 - 5x

Next, let's gather the terms with x on one side and the constant terms on the other side by adding 11x and subtracting 21 from both sides:

3 - 11x + 11x - 5x > 21 - 5x + 11x - 21

Simplifying further, we get:

-16x > -x

Now, we can divide both sides by -16, but since we are dividing by a negative number, we need to reverse the inequality sign:

-16x / -16 < -x / -16

x < 1

Therefore, the solution to the equation is x is less than 1.

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The change in the goalie's rating points after his team loses 8 games in a row is -20 and 4/5.

The goalie loses 235 rating points each time his team loses. If his team loses 8 games in a row, we need to calculate the total change in his rating points.

To find the total change, we multiply the loss per game (235) by the number of games lost (8).

235 * 8 = 1880

Therefore, the goalie's rating points decrease by 1880. However, the answer options provided are in mixed number format, so we need to convert 1880 to a mixed number.

To convert 1880 to a mixed number, we divide 1880 by the denominator (5) and express the remainder as the numerator:

1880 ÷ 5 = 376 with a remainder of 0

Hence, the mixed number representation of 1880 is 376 and 0/5, which simplifies to 376.

Therefore, the change in the goalie's rating points after losing 8 games in a row is -376, or in mixed number form, -376 and 0/5, which further simplifies to -376 and 4/5.

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The fact family 12, 4, 3, 2, and 9 demonstrates the relationship between addition and subtraction. In this fact family, when we subtract 3 from 4, the result is 1. If we then add 2 to 1, we get 3. Furthermore, when we subtract 2 from 9, the result is 7. If we add 7 and 2 together, the sum is 9.



In the given fact family, the numbers 4 and 3 are related through subtraction. When we subtract 3 from 4, we get 1. This is represented by the equation 4 - 3 = 1.

On the other hand, the numbers 2 and 1 are related through addition. If we add 2 to 1, the sum is 3. This is represented by the equation 1 + 2 = 3.

Similarly, the numbers 9 and 2 are related through subtraction and addition. When we subtract 2 from 9, we get 7, represented by the equation 9 - 2 = 7. By adding 7 and 2 together, the sum is 9, represented by the equation 7 + 2 = 9.

Therefore, the fact family 12, 4, 3, 2, and 9 demonstrates the relationship between addition and subtraction within the given numbers.

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An angle is a geometric figure formed by two rays or lines that share a common endpoint called the vertex.

If Jen noticed that the angle formed at the corner of the soccer field was similar to her math lesson, we can explore the different types of angles she might be referring to.

Right Angle: A right angle measures exactly 90 degrees and forms a square corner. It is a common angle found in everyday life, such as the corners of buildings or the intersection of two perpendicular lines. Right angles are often studied in geometry due to their properties and applications in various mathematical concepts.

Acute Angle: An acute angle measures less than 90 degrees. It is a smaller angle that appears sharp and pointed. Examples of acute angles can be found in triangles, where all three angles are acute.

Obtuse Angle: An obtuse angle measures more than 90 degrees but less than 180 degrees. It is a wider angle that appears larger and open. Examples of obtuse angles can be found in shapes like rectangles or triangles with one angle greater than 90 degrees.

Straight Angle: A straight angle measures exactly 180 degrees, forming a straight line. It is a flat angle that doesn't bend or deviate. Straight angles are commonly found in line segments or in shapes like straight edges of polygons.

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Olivia will need 280 square centimeters of wrapping paper to cover the pyramid for her history project.

To calculate the amount of wrapping paper Olivia will need to cover the pyramid, we need to find the total surface area of the pyramid, including the base and the triangular sides.

The base of the pyramid is a square, so its area can be found by squaring the length of one side. Given that the base length is 10 centimeters, the area of the base is 10^2 = 100 square centimeters.

The triangular sides of the pyramid are all congruent, so we can calculate the area of one triangular side and multiply it by the number of sides (4 in this case) to get the total area.

To find the area of one triangular side, we can use the formula for the area of a triangle:

Area = (1/2) * base * height

In this case, the base length is 10 centimeters, and the height is the slant height of 9 centimeters.

Area = (1/2) * 10 * 9 = 45 square centimeters

Since there are four triangular sides, the total area of the triangular sides is 4 * 45 = 180 square centimeters.To calculate the total surface area, we need to add the area of the base and the area of the triangular sides:

Total surface area = base area + triangular side area

Total surface area = 100 + 180 = 280 square centimeters

Therefore, Olivia will need 280 square centimeters of wrapping paper to cover the pyramid for her history project.

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Option A, "Yes, because every x-value corresponds to exactly one y-value," accurately describes the situation presented in the table. Option A is the proper response, so.

The table represents a function.

A mathematical relationship known as a function is one in which every input (x-value) has exactly one corresponding output (y-value). In the given table:

xy

3 1

4 3

5 2

6 5

6 6

Every x-value in the table corresponds to exactly one y-value. There are no repeated x-values, and for each x-value, there is only one corresponding y-value. The definition of a function is met by this.

The answer given in Option A, "Yes, because every x-value corresponds to exactly one y-value," appropriately sums up the situation shown in the table. Option A is the proper response, so.

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Sandy walked approximately 1,179 feet around the circular path. to calculate this, we can find the circumference of the circle by using the formula C = 2πr, where r is the radius.

In this case, the radius is 500 feet. So, the circumference is approximately 2π(500) = 3,141.59 feet. Since Sandy walked 135° around the path, we can find the fraction of the circle she covered by dividing 135° by 360°. The fraction is approximately 0.375. Multiplying this fraction by the circumference gives us 0.375 * 3,141.59 ≈ 1,178.96 feet, which rounds to 1,179 feet.

Sure! To calculate the approximate distance Sandy walked around the circular path, we first need to find the circumference of the circle. The formula for the circumference of a circle is C = 2πr, where r is the radius. In this case, the radius is given as 500 feet.

Substituting the value of the radius into the formula, we have C = 2π(500) = 1000π. However, it's more convenient to work with an approximate value of π, which is approximately 3.14159. Therefore, the circumference of the circle is approximately 1000 * 3.14159 = 3141.59 feet.

Now, we know that Sandy walked 135° around the circular path. To determine the distance she covered, we need to find the fraction of the circle that corresponds to this angle. Since a complete circle is 360°, the fraction of the circle she covered is 135° / 360° = 0.375.

To find the distance Sandy walked, we multiply this fraction by the circumference of the circle. Therefore, 0.375 * 3141.59 = 1178.96 feet. Rounding this value to the nearest whole foot, Sandy walked approximately 1179 feet around the circular path.

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The distance Sam traveled is 1.15 miles.

Given: Sam road his bike 2/5 of a mile and walked another 3/4 of a mile.

To find the total distance Sam traveled,

we need to add the distance he traveled while riding his bike to the distance he traveled on foot.

To do that, we need to find a common denominator for 2/5 and 3/4.

The smallest common multiple of 5 and 4 is 20.

So, we'll rewrite 2/5 and 3/4 with a denominator of 20.2/5 = 8/20 (multiply the numerator and denominator by 4)

3/4 = 15/20 (multiply the numerator and denominator by 5).

Now, we can add these two fractions together: 8/20 + 15/20 = 23/20.

So, Sam traveled 23/20 of a mile, which is equivalent to 1 3/20 miles or 1.15 miles (rounded to the nearest hundredth).

Therefore, the distance Sam traveled is 1.15 miles.

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The period of the FM wave is 1.13 × 10–8 seconds.

The correct option is B. 1. 13 × 10–8 seconds.

How to find the period of an FM wave.

The period of a wave can be defined as the time required to complete one cycle.

The period is represented by the symbol T.

It is measured in seconds (s).

Frequency is the number of cycles per second. It is measured in Hertz (Hz).

It is represented by the symbol f.

The formula for finding the period of a wave is given by:

T = 1/f

Given that the frequency of a FM wave is 8.85 x 10⁷ Hertz.

We have to find the period of the FM wave.

The period of the FM wave can be found using the formula:

T = 1/f

Where frequency

= 8.85 × 107 Hz

T = 1/fT

= 1/8.85 x 10⁷T

= 1.13 × 10–8 seconds

Therefore, the period of the FM wave is 1.13 × 10–8 seconds.

Thus, option B is the correct answer.

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Carol netted $1,200 more with $15,500 in Visa sales compared to if sales were $14,300.

1. Calculate the difference between the two sales amounts: $15,500 - $14,300 = $1,200.

By subtracting $14,300 from $15,500, we find that Carol's sales were $1,200 higher with $15,500 in Visa sales.

2. The sales amount represents the total revenue generated from Visa transactions, but to determine how much Carol "netted," we need to consider any expenses or costs associated with these sales.

3. Subtract any expenses or costs from the total revenue to calculate the net amount. However, since the question does not provide information about expenses or costs, we'll assume that the sales amount refers to the net amount.

4. Therefore, the difference of $1,200 represents the additional money Carol received with $15,500 in Visa sales compared to if sales were $14,300.

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To find the gradient (or slope) of the line passing through the points (-4, 4) and (-3, 1), we can use the formula: gradient = (change in y) / (change in x).

Let's calculate the change in y and change in x: Change in y = 1 - 4 = -3. Change in x = -3 - (-4) = -3 + 4 = 1. Now we can substitute these values into the formula: gradient = (-3) / (1) = -3.

Therefore, the gradient of the line passing through the points (-4, 4) and (-3, 1) is -3. The negative sign indicates that the line has a negative slope, meaning it is decreasing as we move from left to right on the coordinate plane.

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The height of the triangle is approximately 26.67 feet. To find the height of a triangle, we can use the formula for the area of a triangle:

Area = (1/2) * base * height

In this case, we know that the area of the triangular garden can be no more than 160 square feet, and the base of the triangle is 12 feet. We can substitute these values into the formula and solve for the height.

160 = (1/2) * 12 * height

Multiplying both sides of the equation by 2:

320 = 12 * height

Dividing both sides of the equation by 12:

height = 320 / 12

height ≈ 26.67 feet

Therefore, the height of the triangle is approximately 26.67 feet.

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Triangle B is a translation of triangle X.

What is translation?

The term "translation" refers to the movement of an object from one position to another. The object being translated is the same size and shape as it was before being moved. It is merely moved to a new location. Each point on the object is moved the same distance and in the same direction, resulting in a new figure that is similar to the original.

Let's find out which triangle is a translation of triangle X.

Given that Triangle X is moved 3 units down and 4 units to the left to create triangle B. We can figure out that triangle B is the translated version of triangle X.

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Therefore, the ship was carrying 180 tons of ice when it set sail.

In 1833, a ship arrived in Calcutta with 120 tons of remaining cargo of ice, and one third of the original cargo was lost due to melting on the voyage.

We need to determine the original amount of cargo of ice the ship was carrying when it set sail.

Let's solve this problem step-by-step.

Step 1:

Let's denote the original amount of cargo of ice the ship was carrying when it set sail as x.

Step 2:

One-third of the original cargo was lost due to melting on the voyage.

Thus, the remaining two-thirds cargo of ice reached Calcutta.

Hence, the remaining cargo of ice was 120 tons.

We can write it mathematically as; 2/3 x = 120 tons

Step 3:

Solving for x, the original amount of cargo of ice the ship was carrying,  we can cross-multiply the above equation as: 2x = 3 × 120 tons

2x = 360 tons

x = 360/2 tons

x = 180 tons

The original amount of cargo of ice the ship was carrying when it set sail was 180 tons.

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As Franklin is purchasing replacement, the Nerf football cost an amount of $9.48.

To get the cost of the Nerf football, we will subtract the cost of the playground balls and the package of jump ropes from the total order cost.

The cost of 4 playground balls is:

= 4 * $17.25

= $69.00

The cost of package of 10 jump ropes = $18.75

So, the total cost of playground balls and jump ropes will be:

= $69.00 + $18.75

= $87.75

Cost of Nerf football = Total order cost - Total cost of playground balls and jump ropes

Cost of Nerf football = $97.23 - $87.75

Cost of Nerf football = $9.48

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The scatter plot shows a comparison between the amount of television watched by students (in hours per week) and their GPA. a reasonable correlation coefficient for these data would be close to 0, indicating a weak or negligible correlation.

Based on the scatter plot, we can observe the general trend of the data points. If the points on the plot are more closely clustered around a straight line, it indicates a stronger correlation between the two variables. Conversely, if the points are more spread out and do not follow a clear pattern, it suggests a weaker correlation. To determine the correlation coefficient, we need to assess the direction and strength of the relationship.

If the data points on the scatter plot exhibit a clear upward or downward trend, it indicates a positive or negative correlation, respectively. The correlation coefficient ranges between -1 and 1, with values closer to -1 or 1 indicating a stronger correlation. A correlation coefficient of 0 indicates no linear relationship. Given that the scatter plot does not show a clear pattern or trend, it suggests a weak or no correlation between the amount of television watched and GPA. Therefore, a reasonable correlation coefficient for these data would be close to 0, indicating a weak or negligible correlation.

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Answer: you can also search what you said in eniglish aand it would give u a calculater _--_-   (

Step-by-step explanation:The circumference is the length of any great circle, the intersection of the sphere with any plane passing through its centre. A meridian is any great circle passing through a point designated a pole.

Hence, Eva's average speed overall is 35.29 miles per hour

The given information can be tabulated as follows: Distance, Time, Speed

Eva drove to work30 miles1 hour 18 minutes1.18 hours

Eva drove to work30 miles1.18 hours

Eva left work31 minutes0.52 hours

Eva left work30 miles0.52 hours

It is given that Eva drove to work in rush hour traffic, going just 30 miles in 1 hour and 18 minutes, i.e. 1.18 hours.

Her speed during this time can be calculated as follows:

Speed = Distance / Time

Speed = 30 / 1.18 = 25.42 miles per hour

Similarly, when Eva left work early to avoid the rush and was able to take the same route home in 31 minutes, i.e. 0.52 hours.

Her speed during this time can be calculated as follows:

Speed = Distance / Time

Speed = 30 / 0.52 = 57.69 miles per hour

Therefore, Eva's average speed overall can be calculated as follows:

Average speed = Total distance / Total time

Total distance = 30 + 30 = 60 miles

Total time = 1.18 + 0.52 = 1.7 hours

Average speed = 60 / 1.7 = 35.29 miles per hour

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When performing a dilation or a composition of a dilation and rigid transformations on a triangle, several properties of the original triangle are preserved. In both cases, the shape and orientation of the triangle remain the same while the size and location of the triangle change.

During a dilation, the original triangle is extended or shrunk in size uniformly. All sides of the triangle are extended or shrunk by the same factor, which is the scale factor of the dilation. The angle measures of the triangle remain unchanged during dilation, and the corresponding angles of the dilated triangle remain equal.In a composition of a dilation and rigid transformation, the original triangle is first dilated and then subjected to a rigid transformation like rotation, translation, or reflection.

The shape and orientation of the original triangle are preserved, and the size and location of the dilated triangle change. The angle measures of the triangle remain unchanged during dilation, and the corresponding angles of the dilated triangle remain equal. During the subsequent rigid transformation, the corresponding sides and angles of the dilated triangle are also preserved.

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a) To find the value of b that makes the integral equal to 0, we need to solve the integral:

∫(1 to b) (6x - 9) dx = 0

Applying the fundamental theorem of calculus, we can find the antiderivative of the integrand and evaluate it at the limits of integration:

[3x² - 9x] (from 1 to b) = 0

Substituting the limits, we have:

(3b² - 9b) - (3(1)² - 9(1)) = 0

Simplifying further:

3b² - 9b - 6 = 0

Now we can solve this quadratic equation for b using the quadratic formula or factoring:

b² - 3b - 2 = 0

Factoring the quadratic equation, we get:

(b - 2)(b + 1) = 0

Setting each factor to zero, we find two possible values for b:

b = 2 or b = -1.

However, since b cannot equal 1 (as stated in the problem), the only valid solution is b = 2.

b) To verify our answer, we can sketch a graph of y = 6x - 9 on the interval from x = 1 to x = b = 2. The graph will be a straight line with a slope of 6 and y-intercept at -9.

On the interval [1, 2], the line starts at the point (1, -3) and ends at the point (2, 3). By calculating the area under this line, we find that the integral from 1 to 2 of (6x - 9) equals 0, confirming our previous result.

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To determine the lengths of QT and RS using the Pythagorean Theorem, we need additional information such as the lengths of the other sides or the measurements of angles in the triangle. Without this information, we cannot accurately calculate the lengths of QT and RS.

The Pythagorean Theorem states that in a right triangle, the square of the length of the hypotenuse (the side opposite the right angle) is equal to the sum of the squares of the lengths of the other two sides. However, in the given question, we are not provided with any measurements or information about angles in the triangle or the lengths of the other sides.

Therefore, without additional information, we cannot determine the lengths of QT and RS using the Pythagorean Theorem.

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The largest possible domain of W(t) is [0, 300].

Levi has 5 hours to work on a research paper and he can type 80 words per minute. The function W(t) = 80t represents the number of words Levi produces in t minutes of typing. We want to find the largest possible domain of W(t). The domain of W(t) is the set of all possible input values of t that make the function W(t) defined. So, we need to find out the maximum number of minutes Levi can work for. We know that he has 5 hours to work, and there are 60 minutes in one hour.

Therefore, he has a total of: 5 hours × 60 minutes/hour = 300 minutes Thus, the domain of W(t) is the set of all real numbers between 0 and 300 inclusive. We include 0 because Levi can type for 0 minutes (i.e. he hasn't started typing yet), and we include 300 because that's the maximum number of minutes he has available to type in. Hence, the largest possible domain of W(t) is [0, 300].

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The estimate at a 95% confidence level that most likely comes from a small sample is 93% (±24%). The correct option is A

The range of values that is most likely to include the true population parameter is known as the margin of error. The standard error, a gauge of the sample statistic's variability, is used to determine the margin of error.

Option A in this situation has the most margin of error of the four, at 24%. In comparison to the other options, this indicates that the true population parameter is probably within 24% of the sample statistic. This implies that option A's sample size is smaller than that of the other options.

Therefore, the estimate at a 95% confidence level that most likely comes from a small sample is 93% (±24%).

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The cost of cheeseburgers = $4

And, The cost of fries = $5

We have,

On Monday, you bought 4 cheeseburgers and 6 fries for $62.

And, On Tuesday, you bought 7 cheeseburgers and 4 fries for $76.

Let us assume that,

The cost of cheeseburgers = x

And, The cost of fries = y

Hence, We get;

4x + 6y = 62  .. (i)

7x + 4y = 76 .. (ii)

From (i);

4x + 6y = 62

2x + 3y = 31  .. (iii)

Multiply by 2 in (ii) and multiply 7 in (iii), then subtract,

8y - 21y = 152 - 217

- 13y = - 65

y = 5

From (i);

4x + 3 (5) = 31

4x + 15 = 31

4x = 31 - 15

4x = 16

x = 4

Thus, The cost of cheeseburgers = $4

And, The cost of fries = $5

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Molly currently claims 2 withholding allowances which can be determined by using rules of allowance.

Given that,

Molly has biweekly gross earnings of $839. 52.

By claiming 1 more withholding allowance,

Molly would have $16 more in her take-home pay.

We have to determine,

How many withholding allowances does Molly currently claim?

According to the question,

Molly has biweekly gross earnings of $839. 52.

By claiming 1 more withholding allowance,

Molly would have $16 more in her take-home pay.

The withholding allowance is used by a person to pay less amount of tax on his or her income to the government.

Molly has biweekly gross earnings of $839. 52.

By claiming 1 more withholding allowance,

Molly would have $16 more in her take-home pay.

Therefore,

It is given that Molly has taken 1 more withholding allowance to pay tax less by the amount of $16.

So he must have possessed at least 1 allowance previously and added 1 more.

So, the minimum number of allowance possessed by Molly = 2

Hence, Molly currently claims 2 withholding allowances.

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The number of siblings which is least likely can be identified by observing the probabilities given for each possible number of siblings of a randomly selected student.

The least likely number of siblings can be considered as the one that has the smallest probability of being selected.

We can see that the probabilities of having 0 siblings, 1 sibling, 2 siblings, 3 siblings, 4 siblings, and 5 siblings are given below:

The probability of 0 siblings is 0.21.

The probability of 1 sibling is 0.33.

The probability of 2 siblings is 0.24.

The probability of 3 siblings is 0.14.

The probability of 4 siblings is 0.

The probability of 5 siblings is 0.08.

From these probabilities, we can see that the probability of having 4 siblings is 0, which means there is no possibility of randomly selecting a student with exactly 4 siblings. Therefore, having 4 siblings is the least likely scenario based on the given probability distribution.

Therefore, by looking at the graph above, we can see that the least likely number of siblings is 4 siblings.

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The amount that Brenda would pay for the 8 t- shirts at the same rate would be $ 37. 60.

To determine how much Brenda pays for the package of 8 T-shirts, we need to calculate the price per T-shirt based on Jacob's purchase and then multiply it by 8.

Jacob bought 7 T-shirts for $32.90, so the price per T-shirt can be calculated as:

Price per T-shirt = Total cost / Number of T-shirts

Price per T-shirt = $32.90 / 7

Price per T-shirt = $4.70

The cost of 8 shirts is therefore:

Total cost = Price per T-shirt * Number of T-shirts

Total cost = $4.70 x 8

Total cost = $37.60

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Missing detail is:

Jacob bought 7 T shirts for $32.90 Kyle bought 12 T shirts for $60.00