Maggie crochets squares to make a blanket. She has 6 squares made. She then makes 6 squares each hour for 3 hours. Determine which of the following represent the linear relationship described.

Answer:

9.5x + 8 = 65

Step-by-step explanation:

Let x = number of sandwiches.

The cost of x sandwiches is 9.5x.

The delivery fee is $8.

The total cost of an order is the price of the sandwiches, 9.5x plus the delivery fee, 8.

In this case, the total cost is $65.

9.5x + 8 = 65

Answer:

$65

Step-by-step explanation:

X=9.50 because you add the $8 delivery fee to equal 65 in total.

Probability that X = 5:Since, Joe selects only 4 bags of lettuce. X can't be 5.P(X=5) = 0Hence, the probability that X = 0 is 0.3164 and the probability that X = 5 is 0.

The given problem can be solved using the concept of binomial distribution.

In the given question, there are 48 bags of lettuce out of which 12 bags are contaminated with listeria.

Joe selects 4 bags of lettuce. X is the random variable which represents the number of contaminated bags of lettuce selected by Joe. X can take values from 0 to 4. (as Joe selects only 4 bags).

Part A)Number of ways to select 4 bags of lettuce out of 48:This can be solved using the concept of combinations. The formula to calculate the number of combinations is[tex]:nCr = n! / r!(n-r)![/tex]Here, n = 48 and r = 4.

Number of ways = 48C4 = 194,580

Part B)Probability that X = 0:This can be calculated using the formula for the binomial distribution :

[tex]P(X = r) = nCr * p^r * q^(n-r)[/tex]

Here, p = probability of selecting contaminated bag = 12/48 = 0.25q = probability of selecting non-contaminated bag = 1-0.25 = 0.75Also, n = 4 and r = [tex]0P(X=0) = 4C0 * 0.25^0 * 0.75^4= 0.3164[/tex]

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a. Yes, the sampling distribution of the sample mean is a normal distribution with a mean of $52000 and a standard error of $\frac{4800}{\sqrt{17}}$.

b. Yes, the sampling distribution of the sample mean is a normal distribution with a mean of $52000 and a standard error of $\frac{4800}{\sqrt{51}}$.

c. You would need to know that the population distribution of X, teacher salaries, is normal in order to answer the questions regarding any sample size.

d. Assuming a sample size of 51, the probability that the sampling error is within $1000 is approximately 0.84 or 84%.

e. Assuming a sample size of 51, the 90th percentile for the average teacher's salary is approximately $54488.

f. Assuming that teacher's salaries are normally distributed, the 90th percentile for an individual teacher's salary is approximately $56396.

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When performing a hypothesis test based on a 95% confidence level, the chances of making a type II error are 5%.

The process of hypothesis testing is used to determine whether or not a given statistical hypothesis is valid. The objective of this method is to determine whether the null hypothesis can be accepted or rejected based on the sample data obtained.

Hypothesis testing can be used to evaluate two hypotheses. The null hypothesis is the one that must be accepted or rejected, while the alternative hypothesis is the one that must be supported. In other words, hypothesis testing is a way of determining whether the null hypothesis is reasonable or not.

The Type II error is defined as the error that occurs when the null hypothesis is not rejected even though it is incorrect. In hypothesis testing, this type of error is referred to as a beta error or a false-negative error. The chances of making a Type II error depend on several factors, including the sample size, the level of significance, and the power of the test. When the level of significance is lowered to 0.05, the chances of making a Type II error are 5%.

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The result of each trigonometric functions are:

a) sin X = 7√149 / 149

b) sin Z = 10√149 / 149

c) cos X = 10√149 / 149

d) cos Z = 7√149 / 149

In a right triangle, the sine of an angle is equal to the length of the side opposite the angle divided by the length of the hypotenuse, and the cosine of an angle is equal to the length of the adjacent side divided by the length of the hypotenuse. Using this trigonometric functions, we can calculate sin X, sin Z, cos X, and cos Z as follows

sin X = YZ / XZ = 7 / √149

cos X = XY / XZ = 10 / √149

sin Z = XY / XZ = 10 / √149

cos Z = YZ / XZ = 7 / √149

To simplify these fractions, we can rationalize the denominator by multiplying the numerator and denominator by √149:

sin X = 7√149 / 149

cos X = 10√149 / 149

sin Z = 10√149 / 149

cos Z = 7√149 / 149

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The given question is incomplete, the complete question is:

Find sin X, sin Z, cos X, and cos Z. Write each answer as a simplified fraction.

Therefore, there are 336 different groups of software packages that can be selected from the 8 different software packages offered during the Computer Daze special promotion.

There are 8 different software packages to choose from during the Computer Daze special promotion. Since the customer purchasing a computer and printer is given a choice of 3 free software packages, this means that there are 336 different groups of software packages that can be selected.

To calculate this, the total number of possibilities can be found by using the formula nPr,

where n is the total number of choices, and r is the number of items chosen. This can be written as 8P3. 8P3 is equal to[tex]8x7x6 = 336.[/tex]

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Answer:

y = 3x - 3

Step-by-step explanation:

the equation of a line in slope- intercept form is

y = mx + c ( m is the slope and c the y- intercept )

calculate m using the slope formula

m = [tex]\frac{y_{2}-y_{1} }{x_{2}-x_{1} }[/tex]

with (x₁, y₁ ) = (3, 6 ) and (x₂, y₂ ) = (- 1, - 6 )

m = [tex]\frac{-6-6}{-1-3}[/tex] = [tex]\frac{-12}{-4}[/tex] = 3 , then

y = 3x + c ← is the partial equation

to find c substitute either of the 2 points into the partial equation

using (3, 6 )

6 = 3(3) + c = 9 + c ( subtract 9 from both sides )

- 3 = c

y = 3x - 3 ← equation of line

Answer:

D. 24 ft

Step-by-step explanation:

Congruent means equal. Since ABCD and PQRS are congruent they are the same.

Answer:

D

Step-by-step explanation:

Answer:

The perimeter is the sum of the lengths of all the sides of a polygon. Thus, the perimeter of this quadrilateral is:

(10a-6) + (7a+4) + (7a+4) + (10a-6)

Simplifying the expression:

= 34a - 4

Therefore, the perimeter of the quadrilateral is 34a - 4.

When a point is rotated, it must be rotated around a point.

See attachment for the image of the rotation about point K

We should note the following:

In order to construct triangles, you will need a protractor, a pair of compasses and a ruler. To draw the triangle, three properties must be taken into account: length, angle and shape

The given parameters are:

ΔEFG

The angle of rotation is

∅ = 180⁰

The above angle of rotation means that:

The translated triangle will be 180 degrees from ΔEFG about point K.

It also means that:

ΔEFG and ΔE'F'G' will be equidistant from point K

See attached image for ΔE'F'G'

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In the given elementary matrix, the corresponding elementary row operation is multiplication of the second row of a given matrix with a scalar of 5. The given matrix is an elementary matrix because it can be obtained by multiplying an identity matrix by an elementary matrix. The inverse of the given matrix can be obtained by multiplying a scalar of 1/5 to the second row of the identity matrix.

The given elementary matrix is:
[1 0 0]
[0 0 5]
[0 1 0]

The corresponding elementary row operation for this matrix is multiplication of the second row of a given matrix with a scalar of 5. This means that if we have a matrix A and we multiply the second row of A with a scalar of 5, we get a new matrix B which is represented by the above elementary matrix.

The inverse of the given matrix is:
[1 0 0]
[0 1/5 0]
[0 0 1]

The inverse of a given elementary matrix can be obtained by applying the inverse of the corresponding elementary row operation to an identity matrix. In this case, the inverse of the given elementary matrix can be obtained by multiplying a scalar of 1/5 to the second row of the identity matrix. This gives us the above inverse matrix.

Therefore, the corresponding elementary row operation for the given matrix is multiplication of the second row of a given matrix with a scalar of 5 and the inverse of the given matrix is:
[1 0 0]
[0 1/5 0]
[0 0 1]

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You can use the distributive property of multiplication over addition and the fact that 18 is thrice of 6.

The given expression is equivalent to

Those expressions who might look different but their simplified forms are same expressions are called equivalent expressions.

[tex]a(b+c)=a\times b+a\times c[/tex]

(remember that many times, when using letters or symbols, we hide multiplication and write two things which are multiplied, close to each other. As in [tex]2\times x=2x[/tex])

The given expression is [tex]6g-18h[/tex]

We know that we can write

[tex]6=2\times3[/tex]

[tex]18=2\times9=3\times6[/tex]

Thus,

[tex]6g-18h=6\times g-6\times 3h=6(g-3h)=-6(-g+3h)[/tex]

[tex]6g-18h=2\times 3g-2\times 9h=2(3g-9h)=-2(-3g+9h)[/tex]

[tex]6g-18h=3\times 2g-3\times 6h=3(2g-6h)=-3(-2g+9h)[/tex]

All of the above forms are obtained from the same expression without altering its value but only forms, so their simplified forms are same so they are equivalent expressions.

Thus,

The given expression is equivalent to

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Answer:C & D

Step-by-step explanation:

The percentage of the teenagers who purchased something with their parents' money can be calculated from the two-way frequency table. About 38.64% of the teenagers purchased something with their parents' money.

There were a total of 88 teenagers who were surveyed by Alexis. 38 of them completed the purchase, and out of these 38 teenagers, 34 of them used their parents' money. So, the percentage of teenagers who purchased something with their parents' money can be calculated as follows:

Percent of teenagers who purchased something with their [tex]parents' money = \frac{Frequency of completed purchase}{Total Number of teenagers surveyed} *100[/tex]

Percent of teenagers who purchased something with their parents' money = [tex]\frac{34}{88} * 100%[/tex]%

Therefore percent of teenagers who purchased something with their parents' money = 38.64%

Therefore, about 38.64% of the teenagers purchased something with their parents' money.

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The solutions for the systems of inequalities are:

a) (0, -100), (0, -150), (0, -1000)

b)  (0, 50), (0, 55) , (0, 1,204).

When we have a system of inequalities, a solution is a point that solves both ienqualities at the same time.

The first one is:

y ≤ x - 8

y < -3x - 9

Here y must be smaller than x, then we can define x like x = 0, and really small values for y, like y = -100, replacing that we will get:

-100  ≤ 0 - 8 = -8

-100 < - 3*0 - 9 = -9

Both of these are true, so (0, -100) is a solution, and trivially, (0, -150) and (0, -1000) are other two solutions.

For the second system:

y > 5x + 1

y > 3

Let's do the same thing, x = 0 and y gets really large values, like y = 50

50 > 5*0 + 1 = 1  this is true.

50 > 3   this is true.

so (0, 50) is a solution, and also are (0, 55) and (0, 1,204).

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Wilson and William were measured at various times, therefore drawing the inference that Wilson grew more over the course of a year than William is incorrect and the statistics is misleading.

Inferential statistics and descriptive statistics are two disciplines of statistics with distinct applications.

Summarizing and characterizing gathered data is the focus of descriptive statistics. It uses techniques including graphical presentations, measurements of variability, and measures of central tendency, such as mean, median, and mode (e.g., histograms, box plots). The purpose of descriptive statistics is to shed light on a sample's or population's properties, such as its distribution, dispersion, and shape.

Wilson and William were measured at various times, therefore drawing the inference that Wilson grew more over the course of a year than William is incorrect.

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Answer:

Use the quadratic formula to solve. Show work describe solution.

Step-by-step explanation:

The quadratic formula is used to find the solutions (or roots) of a quadratic equation in the form ax^2 + bx + c = 0, where a, b, and c are constants.

The quadratic formula is:

x = (-b ± sqrt(b^2 - 4ac)) / 2a

To use the quadratic formula, we need to plug in the values of a, b, and c from the given equation and solve for x.

For example, let's say we have the equation 2x^2 + 5x - 3 = 0.

Here, a = 2, b = 5, and c = -3.

Plugging these values into the quadratic formula, we get:

x = (-5 ± sqrt(5^2 - 4(2)(-3))) / 2(2)

Simplifying the expression inside the square root:

x = (-5 ± sqrt(49)) / 4

x = (-5 ± 7) / 4

We get two solutions:

x = (-5 + 7) / 4 = 1/2

x = (-5 - 7) / 4 = -3

So the solutions to the equation 2x^2 + 5x - 3 = 0 are x = 1/2 and x = -3.

These solutions represent the points where the quadratic curve intersects the x-axis. They can also be used to factor the quadratic equation or graph the quadratic function.

Answer:

7/12 pizzas have been eaten

Step-by-step explanation:

3 + 4= 7

7/12

7-12=5

5 pizzas left

Answer:

three times

Step-by-step explanation:

Therefore, the slope of the line passing through the points (0,5) and (2,0) is -5/2.

In mathematics, slope refers to the measure of steepness of a line. It is the ratio of the change in y (vertical change) over the change in x (horizontal change) between any two points on the line. The slope of a line is represented by the letter "m" and can be calculated using the slope formula: m = (y2 - y1) / (x2 - x1) where (x1, y1) and (x2, y2) are the coordinates of two points on the line.

Here,

To find the slope of a line, we use the formula:

slope = (y2 - y1) / (x2 - x1)

where (x1, y1) and (x2, y2) are any two points on the line.

Using the given coordinates, we have:

x1 = 0, y1 = 5

x2 = 2, y2 = 0

slope = (0 - 5) / (2 - 0)

slope = -5/2

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Answer:

Step-by-step explanation:

m∠O = 90° - 34° = 56°

cos M = [tex]\frac{MN}{MO}[/tex]  ⇒  MO = [tex]\frac{12}{cos34}[/tex] ≈ 14.5 cm

tan M = [tex]\frac{ON}{MN}[/tex]  ⇒  ON = 12 × tan 34° ≈ 8.1 cm  

(a) Point estimate (mean difference): 2.2 tomatoes. (b) The standard deviation of differences: Approximately 3.47. (c) The test statistic: Approximately 1.38.

To perform a t-test for the population mean difference, follow these steps:

(a) Calculate the point estimate (mean difference): The point estimate is the mean difference between the yields of fertilizer A and fertilizer B.

Mean difference = (Sum of differences) / Number of pairs

Using the given data gives:

Mean difference = ((7-4) + (6-7) + (5-6) + (8-5) + (10-3)) / 5

Subtracting gives:

Mean difference = (3 - 1 - 1 + 3 + 7) / 5

Solving gives:

Mean difference = 11 / 5

Dividing gives:

Mean difference = 2.2

(b) Calculate the standard deviation of the differences:

To calculate the standard deviation of the differences, we need to calculate the squared differences, find their sum, divide by (n-1), and then take the square root.

Squared differences:[tex](3 - 2.2)^2, (-1 - 2.2)^2, (-1 - 2.2)^2, (3 - 2.2)^2, (7 - 2.2)^2[/tex]

Solving gives:

Sum of squared differences = (0.64 + 12.96 + 12.96 + 0.64 + 21.16)

Solving gives:

The sum of squared differences = 48.36

The standard deviation of the differences [tex]= \sqrt{48.36 / 4}[/tex]

Solving gives:

The standard deviation of the differences [tex]= \sqrt{2.09}[/tex]

Rounded to three decimal places

The standard deviation of the differences ≈ 3.47

c) Calculate the test statistic:

The test statistic (t) = (Point estimate - Null hypothesis value) / (Standard deviation /√(sample size))

Let's assume the null hypothesis is that there is no difference between the two fertilizers

(i.e., mean difference = 0).

[tex]t = (2.2 - 0) / (3.47 / \sqrt5)[/tex]

Substituting [tex]\sqrt 5 = 2.236[/tex]

t = 2.2 / (3.47 / 2.236)

Rounded to two decimal places

t ≈ 1.378

So, the test statistic is approximately 1.378.

The gardener can compare this test statistic to critical values from the t-distribution to determine whether the difference between the two fertilizers is statistically significant at a certain significance level. If the calculated test statistic is greater than the critical value, she ma

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​

Answer:

(3480 - 600)/2 = 1440cm

Step-by-step explanation:

Answer:

To write the equation of a circle given its center and a point on the circle, we need to use the standard form of the equation of a circle, which is:

(x - h)^2 + (y - k)^2 = r^2

where (h, k) is the center of the circle and r is the radius.

Let's use point A as the point on the circle. We are given that the center of the circle is (4, -2) and point A is (6, 1). We can use the distance formula to find the radius of the circle:

r = √[(6 - 4)^2 + (1 - (-2))^2] = √[4^2 + 3^2] = 5

Now we can substitute the center and radius into the standard form equation:

(x - 4)^2 + (y + 2)^2 = 5^2

Simplifying and expanding the right-hand side, we get:

Therefore, the equation of the circle is (x - 4)^2 + (y + 2)^2 = 25 and we used point A to find it.

Answer: To convert the given equation, √y = (6/p)x - (2/q), into the linear form y = mx + c, we can use the following steps:

Square both sides of the equation to eliminate the square root:

√y = (6/p)x - (2/q)

√y^2 = (6/p)x - (2/q)^2

Simplifying the right-hand side, we get:

y = (36/p^2)x - (4/q) + 4/q^2

Rearrange the equation to the form y = mx + c:

y = (36/p^2)x + (4/q^2 - 4/q)

So the linear form of the given non-linear equation is y = (36/p^2)x + (4/q^2 - 4/q).

Step-by-step explanation:

[tex]x=\textit{Liters of solution at 20\%}\\\\ ~~~~~~ 20\%~of~x\implies \cfrac{20}{100}(x)\implies 0.2 (x) \\\\\\ y=\textit{Liters of solution at 50\%}\\\\ ~~~~~~ 50\%~of~y\implies \cfrac{50}{100}(y)\implies 0.5 (y) \\\\\\ \textit{600 Liters of solution at 21\%}\\\\ ~~~~~~ 21\%~of~600\implies \cfrac{21}{100}(600)\implies 126 \\\\[-0.35em] ~\dotfill[/tex]

[tex]\begin{array}{lcccl} &\stackrel{Liters}{quantity}&\stackrel{\textit{\% of Liters that is}}{\textit{acid only}}&\stackrel{\textit{Liters of}}{\textit{acid only}}\\ \cline{2-4}&\\ \textit{1st Sol'n}&x&0.2&0.2x\\ \textit{2nd Sol'n}&y&0.5&0.5y\\ \cline{2-4}&\\ mixture&600&0.21&126 \end{array}~\hfill \begin{cases} x + y = 600\\\\ 0.2x+0.5y=126 \end{cases} \\\\[-0.35em] ~\dotfill[/tex]

[tex]\stackrel{\textit{using the 1st equation}}{x+y=600}\implies x=600-y \\\\\\ \stackrel{\textit{substituting on the 2nd equation}}{0.2(600-y)+0.5y=126}\implies 120-0.2y+0.5y=126 \\\\\\ 120+0.3y=126\implies 0.3y=6\implies y=\cfrac{6}{0.3}\implies \boxed{y=20} \\\\\\ \stackrel{\textit{since we know that}}{x=600-y}\implies \boxed{x=580}[/tex]

Given that the graph is falling downward, it can be seen that the graph is negative.

Before the tank's water level starts to drop, there are 120 gallons there.

Finding the slope of the graph will give us the amount of water that was lost every minute.

Slope is equal to a climb or a run.

increase = water in gallons

run equals time in minutes.

Slope equals y2 - y1 / x2 - x1

Two points will be chosen from the graph.

( 30, 80) and (60, 40) (60, 40)

Let x1=30, y1=80, x2=60, and y2=40.

Slope = 40 - 80 / 60 - 30

Slope = -40 / 30

Slope = -4/3

The result in the negative represents a loss in gallons of water per minute.

According to the line of best fit, a gallon of water was lost every minute or so.

The graph indicates that the tank will be empty in around 60 minutes.

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In mathematics, a logarithm is a mathematical operation that determines how many times a given number (known as the base) must be multiplied by itself to produce another given number.

Logarithms are used to simplify complex calculations involving exponents and to convert between exponential and logarithmic expressions.

The logarithm of a number x to a given base b is represented as logb(x). For example, log10(100) = 2 because 10 multiplied by itself twice equals 100.

Logarithms have a wide range of applications in various fields, including mathematics, physics, engineering, finance, and computer science. They are particularly useful in scientific calculations involving large numbers, where working with exponents can become cumbersome. Logarithms are also used in the study of exponential growth and decay, as well as in the analysis of data sets with a wide range of values.

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From the survey of 50 people 20 people like chocolate.

A survey was conducted with 50 people, out of which 30 liked chocolate, 20 liked vanilla, and 10 liked both. The question is asking how many people like chocolate.

To determine the number of people who like chocolate only, we subtract the number of people who like both flavors from the total number of people who like chocolate.

The number of people who like chocolate alone = total number of people who like chocolate - the number of people who like both

= 30 - 10= 20

This means that out of the 50 people surveyed, 20 individuals like chocolate, while 10 people enjoy both chocolate and vanilla.

Therefore, 20 people like chocolate.

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They would each need to sell 5 bicycles to make the same amount of money and if they both sell 5 bicycles, they would each make $500.

What do you mean by finding the break-even point ?

The key concept used here is the idea of finding the break-even point between two scenarios. In this case, the break-even point is the number of bicycles that Jim and Tom each need to sell in order to make the same amount of money. This is found by setting their total earnings equal to each other and solving for the number of bicycles. Once the break-even point is found, the total earnings for that number of bicycles can be calculated by plugging it back into the original equations. This concept is commonly used in business and finance to determine the minimum level of sales needed to cover costs and make a profit.

Calculating the number of bicycle and money :

To make the same amount of money, Jim and Tom would have to each sell the same number of bicycles, let's call it "b".

So Jim would make a total of:

250 + 50b dollars

Tom would make a total of:

400 + 20b dollars

To find the value of "b" where they both make the same amount of money, we can set the two expressions equal to each other and solve for "b":

250 + 50b = 400 + 20b

30b = 150

b = 5

Therefore, they would each need to sell 5 bicycles to make the same amount of money.

To find out how much they would make, we can substitute "b=5" into either of the expressions above:

Jim:

250 + 50(5) = $500

Tom:

400 + 20(5) = $500

Therefore, if they both sell 5 bicycles, they would each make $500.

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