pleaseee im begging anyone for the steps of these questions i need them so urgently right now, i have the answer but not the steps pls anyone

Pleaseee Im Begging Anyone For The Steps Of These Questions I Need Them So Urgently Right Now, I Have

Answers

Answer 1

Answer:

  3. 79.9 mm²

  4. 6.4 in

  5. 177.5 mi²

  6. 60.3°

Step-by-step explanation:

Given various quadrilaterals and their dimensions, you want to find missing dimensions.

Trig relations

In all cases, one or more area formulas and trig relations are involved. The trig relations are summarized by the mnemonic SOH CAH TOA. The relevant relation for these problems is ...

  Tan = Opposite/Adjacent

It is also useful to know that 1/tan(x) = tan(90°-x).

Area formulas

The formula for the area of a trapezoid is ...

  A = 1/2(b1 +b2)h

The relevant formula here for the area of a parallelogram is ...

  A = bs·sin(α) . . . . . where α is the angle between sides of length b and s

3. Parallelogram area

Using the area formula above, we find the area to be ...

  A = (21 mm)(9 mm)·sin(155°) ≈ 79.9 mm²

The area is about 79.9 square mm.

4. Trapezoid base 2

The given figure shows two unknowns. We can write equations for these using the area formula and using a trig relation.

If we draw a vertical line through the vertex of the marked angle, the base of the triangle to the right of it is (b2-4). The acute angle at the top of that right triangle is (121°-90°) = 31°. The tangent relation tells us ...

  tan(31°) = (b2 -4)/h   ⇒   h = (b2 -4)/tan(31°)

Using the area formula we have ...

  A = 1/2(b2 +4)h

and substituting for A and h, we get ...

  20.8 = 1/2(b2 +4)(b2 -4)/tan(31°)

  2·tan(31°)·20.8 = (b2 +4)(b2 -4) = (b2)² -16 . . . . . multiply by 2tan(31°)

  (b2)² = 2·tan(31°)·20.8 +16 . . . . . . . add 16

  b2 = √(2·tan(31°)·20.8 +16) ≈ 6.4 . . . . . . take the square root

Base 2 of the trapezoid is about 6.4 inches.

5. Trapezoid area

To find the area, we need to know the height of the trapezoid. To find the height we can solve a triangle problem.

If we draw a diagonal line parallel to the right side through the left end of the top base, we divide the figure into a triangle on the left and a parallelogram on the right. The triangle has a base width of 10 mi, and base angles of 60° and 75°.

Drawing a vertical line through the top vertex of this triangle divides it into two right triangles of height h. The top angle is divided into two angles, one being 90°-60° = 30°, and the other being 90°-75° = 15°. The bases of these right triangles are now ...

h·tan(30°)h·tan(15°)

and their sum is 10 mi.

The height h can now be found to be ...

  h·tan(30°) +h·tan(15°) = 10

  h = 10/(tan(30°) +tan(15°))

Back to our formula for the area of the trapezoid, we find it to be ...

  A = 1/2(b1 +b2)h = 1/2(20 +10)(10/(tan(30°) +tan(15°)) ≈ 177.5

The area of the trapezoid is about 177.5 square miles.

6. Base angle

The final formula we used for problem 5 can be used for problem 6 by changing the dimensions appropriately.

  A = 1/2(b1 +b2)(b1 -b2)/(tan(90-x) +tan(90-x))

  112 = 1/2(20+12)(20-12)/(2·tan(90-x)) = (20² -12²)·tan(x)/4

  tan(x) = 4·112/(20² -12²)

  x = arctan(4·112/(20² -12²)) = arctan(7/4) ≈ 60.3°

Angle x° in the trapezoid is about 60.3°.

__

Additional comment

There is no set "step by step" for solving problems like these. In general, you work from what you know toward what you don't know. You make use of area and trig relations as required to create equations you can solve for the missing values. There are generally a number of ways you can go at these.

A nice scientific calculator has been used in the attachment for showing the calculations. A graphing calculator can be useful for solving any system of equations you might write.

The second attachment shows a graphing calculator solution to problem 5, where we let y = area, and x = the portion of the bottom base that is to the left of the top base. Area/15 represents the height of the trapezoid. This solution also gives an area of 177.5 square miles.

Pleaseee Im Begging Anyone For The Steps Of These Questions I Need Them So Urgently Right Now, I Have
Pleaseee Im Begging Anyone For The Steps Of These Questions I Need Them So Urgently Right Now, I Have

Related Questions

Help me solve it I need to show my work please help

Answers

Step-by-step explanation:

5x - 30 = 3x

2x = 30

x = 15

that's the answer

x = -3y - 17 2x + 3y = -7

Answers

Answer:

x = 10

y = -9

Step-by-step explanation:

x = -3y - 17

2x + 3y = -7

Plug in x

2 (-3y - 17) + 3y = -7

-6y - 34 + 3y = -7

-3y = 27

y = -9

Plug in the value you got for y back into the equation to find the x value

x = -3(-9) - 17

x = 10

The _________ method is equivalent to a lottery system in which all the available names are placed in a container, the container is shaken, and the names of the "winners" or participants are then drawn out in an unbiased manner.- Non probability sampling- Systematic sampling- Simple random sampling - Stratified sampling

Answers

The Simple random sampling method is equivalent to a lottery system in which all the available names are placed in a container, the container is shaken, and the names of the "winners" or participants are then drawn out in an unbiased manner.

What is Simple random sampling?

The Simple random sampling is a sampling technique in which every member of the population has an equal chance of being chosen as a sample. The samples are chosen randomly, without any specific criterion. In this method, the selection of individuals for the sample is done without any specific pattern. This means that each member of the population is equally likely to be selected as a sample.In Simple random sampling, each member of the population is assigned a number, and the samples are selected using a random number generator or drawing names out of a hat. The selected samples are then analyzed to make predictions about the entire population.For example, if a researcher wanted to know the average age of students in a school, they might use Simple random sampling to choose a sample of 50 students. The researcher would assign each student a number and then use a random number generator to select the samples.There are some advantages and disadvantages of Simple random sampling, which are listed below:Advantages of Simple random sampling It is easy to understand and conduct the process.Each member of the population has an equal chance of being selected as a sample.It ensures that the sample is representative of the entire population.Disadvantages of Simple random sampling It can be time-consuming to select the samples.There may be a chance of human error when selecting samples.The sample size may not be large enough to draw meaningful conclusions.

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The volume of two similar figures are given. The surface area of the larger figure is given. Find the surface area of the smaller figure.
V=4000m^3
V=6912m^3
S.A.=2304m^3

Answers

Te surface area of the smaller figure based on the ratio is 1600m²

Calculating the surface area of the smaller figure.

The ratio of the volumes of two similar figures is equal to the cube of the ratio of their corresponding sides.

Let x be the scale factor between the smaller and larger figures.

Then we have:

(x³)/(4000) = 6912

x³ = 6912/4000

x³ = 1.728

Taking the cube root of both sides, we get:

x = 1.2

So the scale factor from the larger figure to the smaller figure is 1:1.2.

The surface area of a similar figure is proportional to the square of the scale factor.

So we can use the scale factor to find the ratio of the surface areas:

SA(smaller) / SA(larger) = 1/(1.2)²

We know that the surface area of the larger figure is 2304m^2, so we can solve for the surface area of the smaller figure:

SA(smaller) = 2304 * 1/(1.2)²

SA(smaller) = 1600m²

Therefore, the surface area of the smaller figure is 1600m²

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Laura invierte en un pagaré $12,000. 00 a 7 días cuál es la ganancia en pesos?

Answers

As per the promissory note record, the profit in pesos is 0.098%

To do this, we'll need to use a number line to help us understand the relationship between time and the interest rate.

Let's say, that the interest rate on Laura's promissory note is 5% per year. We can represent this on a number line by dividing the line into 365 equal segments, one for each day of the year.

Each segment would represent 1/365th of the total interest rate, or approximately 0.014% (5%/365).

Now, we can mark off the first 7 segments on the number line to represent the 7 days that Laura is holding the investment. The total interest she'd earn over those 7 days would be equal to the sum of the values of those 7 segments.

In this case, that would be 7 x 0.014%, or approximately 0.098%.

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Complete Question:

Laura invests $12,000 in a promissory note. 00 to 7 days what is the profit in pesos?

Q2 NEED HELP PLEASE HELP

Answers

Answer:

The skydiver has an initial height of 3600.

Step-by-step explanation:

3600 is the y-intercept in the form y=mx+b

In the point (0,3600) .Time is the x-axis and Height is the y-axis.

Replacing,

3600= m(0)+b

b=3600

Taking another point: (2, 3536)

We apply the formula to obtain the slope.

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

m= (3536 - 3600) / (2-0)

m= -64 / 2

m= -32

Joining all the terms:

y=-32x+3600

A principal gathered data about the distance in miles that his teachers and bus drivers live from the school

Answers

A principal gathered data about the distance in miles that his teachers and bus drivers live from the school. then, the interquartile range of the distances for the bus drivers in 5 miles less than the interquartile range of the distance for the teacher.

Interquartile Range:

In descriptive statistics, the interquartile range (IQR) is a measure of the statistical distribution, the distribution of data. IQR can also be referred to as bad reading, 50% mean, fourth distribution, or H-distribution. It is defined as the difference between the 75th and 25th percentile of the data. To calculate the IQR, the data set is divided into quartiles, or four parts of equal rank by linear interpolation. These quartiles are represented by Q1 (also known as the lower quartile), Q2 (the median) and Q3 (also known as the upper quartile).

The lower quartile is the 25th percentile and the upper quartile is the 75th percentile, so IQR = Q3 − Q1

Basically, the interquartile range represents the width or “spread” of the collection. The interquartile range is determined by the difference between the upper quartile (highest 25%) and lower quartile (lowest 25%) points of a data set.

From the figure, we can find:

The interquartile range of the bus driver is: 20 -10 = 10

The interquartile range of the teacher is: 30 -15 = 15

Therefore,

the interval interquartile distance is bus The driver's distance was 5 miles less than the interquartile range of the teacher's distance.

Complete Question:

A principal gathered data about the distance in miles that his teachers and bus drivers live from the school .The box plots below show these data.

(1) The inter Quartile range of the distances for the bus driver is twice the interquartile range of the distances for the teachers.

(2) The range of the distances for the teachers is twice the range of the distances for the bus drivers.

(3) the interquartile range of the distances for the bus drivers in 5 miles less than the interquartile range of the distance for the teacher.

(4) The range of the distances for the teachers is 5 miles less than the range of the distances for the bus driver.

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Answer: C. The interquartile range of the distances for the bus drivers is 5 miles less than the interquartile range of the distances for the teachers.

state the null hypothesis and alternative hypothesis, in notation, for the individual t-test for testing the slope coefficient associated with?

Answers

The null hypothesis and alternative hypothesis in the notation for the individual t-test for testing the slope coefficient associated with a simple linear regression are given below:

Null hypothesis: H₀: β₁ = 0

Alternative hypothesis: Hₐ : β₁ ≠ 0

The hypothesis test is used to determine whether or not there is sufficient evidence to support the alternative hypothesis that the slope of the regression line is not equal to zero. The null hypothesis is that the slope of the regression line is equal to zero.

Therefore, we will use the individual t-test for the slope coefficient to test the hypothesis regarding the slope of the regression line. The formula for the t-test for the slope coefficient is given below:

t = (b₁– β₁) / SEb₁

Where b₁ is the sample slope coefficient β₁ is the hypothesized value of the slope coefficient (i.e., 0) SEb₁ is the standard error of the slope coefficient.

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In Exercise 5.12 , we were given the following joint probability density function for the random variables Y1 and Y2, which were the proportions of two components in a sample from a mixture of insecticide: f(y1,y2)={2,0,0≤y1≤1,0≤y2≤1,0≤y1+y2≤1 elsewhere
Are Y1 and Y2 independent?

Answers

The conclude that the Y1 and Y2 are not independent.

The joint probability density function for the random variables Y1 and Y2 for a mixture of insecticide isf(y1,y2)={2,0,0≤y1≤1,0≤y2≤1,0≤y1+y2≤1 elsewhereTo verify if the Y1 and Y2 are independent, we need to check if f(y1,y2) is equal to the product of the marginal probabilities of Y1 and Y2.Therefore, we need to find the marginal density functions of Y1 and Y2.Probability Density Function:We know that for a given joint probability density function, the probability density function of Y1 is given by integrating over all possible values of Y2, and vice versa.Mathematically,P(Y1)=∫0∫1f(y1,y2)dy2... (1)P(Y2)=∫0∫1f(y1,y2)dy1... (2)Using equation (1) to calculate P(Y1), we get,  P(Y1)=∫0∫1f(y1,y2)dy2=∫0∫1(2)dy2=2... (3)Similarly, we can use equation (2) to calculate P(Y2) as follows:P(Y2)=∫0∫1f(y1,y2)dy1=∫0∫1(2)dy1=2... (4)Product of marginal density functions:Now we can find the product of marginal density functions as follows:P(Y1)P(Y2)=2×2=4... (5)Thus, to verify if the Y1 and Y2 are independent, we need to check if f(y1,y2) is equal to the product of the marginal probabilities of Y1 and Y2.Since 2 ≠ 4, Y1 and Y2 are not independent. Hence, we can conclude that the Y1 and Y2 are not independent.

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Nine percent of men are color blind. Researchers need at least 60 men with this trait, so they randomly select 700 men. Estimate the probability that at least 60 color-blind men are in the sample. Use a TI-83, TI-83 plus, or TI-84 calculator to find the probability. Round your answer to four decimal places. Provide your answer below:

Answers

The estimated probability is 0.9537 (rounded to four decimal places).Hence, the answer is 0.9537.

Question: Nine percent of men are color blind. Researchers need at least 60 men with this trait, so they randomly select 700 men. Estimate the probability that at least 60 color-blind men are in the sample. Use a TI-83, TI-83 plus, or TI-84 calculator to find the probability. Round your answer to four decimal places. Provide your answer below:

Solution:

Let the probability of the man having the trait of color blindness be p. Then, p = 0.09, and the sample size is n = 700.Mean and Variance of Binomial Distribution are:μ = np and σ² = np(1 − p)Here, p = 0.09, n = 700μ = np = 700(0.09) = 63Andσ² = np(1-p) = 700(0.09)(0.91) = 5.679Now we need to find the probability that at least 60 color-blind men are in the sample.i.e., P(X≥60)By using the Central Limit Theorem, we can approximate this binomial distribution as a normal distribution with mean μ = 63 and variance σ² = 5.679.P(X≥60) can be calculated using the following formula:P(Z≥((60-63)/√(5.679))) = P(Z≥(-1.684))Now we need to look at the z-table or use the calculator to find the value of P(Z≥(-1.684))P(Z≥(-1.684)) = 0.9537 (rounded to four decimal places)Therefore, the estimated probability is 0.9537 (rounded to four decimal places).Hence, the answer is 0.9537.

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What is the next number in the sequence 3, 4, 7, 12, 19

Answers

Answer:28

Step-by-step explanation:

Answer: 28

Explanation:  Look for a pattern or reason for the following number in the sequence. In this case 3+1=4, 4+3=7, 7+5=12, 12+7=19, so the probable answer is to add the following odd number to the last one in the line to get the next. (19+9=28)

I NEED HELP BADLY PLEASE HELP

Answers

Answer:  0.11

Step-by-step explanation:

5/45=0.11

z^2 = 16
square root both sides
x=4 (plus or minus)

the area of a square is base x height, for a square it’s just side squared
if the area is 225, the side would be the square root of 225 and the units would be in instead of in^2

there aren’t any options so i’m not sure what it’s looking for but this is my best guess:
11.9860 is greater than the square root of 121.
square root of 121 is 11

irrational numbers would be the ones with the root. the rational numbers would be 0 and -1/16.

5/45 is 0.1111111… so it would be 0.1 with the line over the 1 to indicate that it’s a recurring decimal

Tyra will flip a red and yellow counter and spin a spinner labeled A-E. If Tyra flips the counter and spins the spinner, then list only the outcomes in which a red counter and a vowel are spun. (Select all that apply)
red, A
red, E
yellow, A
yellow, E
red, B

Answers

There are two possible outcomes where a red counter and a vowel are spun: a)red, A and b) red, E.

To see why, we can make a table listing all the possible outcomes of flipping a red or yellow counter and spinning a spinner labeled A-E:

A B C D E

Red A B C D E

Yellow A B C D E

We can then circle the outcomes that satisfy the condition of spinning a red counter and a vowel: red, A and red, E.

Therefore, the selected outcomes are:

red, A

red, E

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The coordinates of the endpoints of PQ are P( – 12,7) and Q( – 4, – 9). Point R is on PQ and divides it such that PR:QR is 3:5

Answers

The coordinates of R are (-8,-1). To find the coordinates of R, we first need to find the length of PQ.

Using the distance formula, we have:

d(P,Q) = √((x2-x1)² + (y2-y1)²)

= √((-4-(-12))² + (-9-7)²)

= √(8² + (-16)²)

= √(320)

= 8 √(5)

Since PR:QR is 3:5, we can set up the following equation:

d(P,R)/d(R,Q) = 3/5

Let the coordinates of R be (x,y). We can use the midpoint formula to find the coordinates of the midpoint of PQ, which is also the coordinates of the point that divides PQ into two parts in the ratio of 3:5.

Midpoint of PQ = ((-12-4)/2, (7-9)/2) = (-8,-1)

Using the distance formula again, we can find the distance between P and R:

d(P,R) = (3/8) d(P,Q)

= (3/8) (8 √(5))

= 3 √(5)

Now we can use the ratio PR:QR = 3:5 to find the distance between R and Q:

d(R,Q) = (5/3) d(P,R)

= (5/3) (3 √(5))

= 5 √(5)

Finally, we can use the midpoint formula to find the coordinates of R:

x = (-12 + (3/8) (8))/2 = -8

y = (7 + (-1))/2 = 3

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Complete Question:

The coordinates of the endpoints of bar (PQ) are P(-12,7) and Q(-4,-9). Point R is on bar (PQ) and divides it such that PR:QR is 3:5. What are the coordinates of R ?

Select the two correct answers.
Which statements correctly describe the equation shown?

y = 4 × 18

a. the value of y is more than 18.


b. The value of y is 4 times as many as 18.


c.The value of y is 4 fewer than 18.


d.The value of y is 4 times as much as 18.


e.The value of y is 18 more than 4.


f. The value of y is 18 fewer than 4.

Answers

Statement d is also correct because it means the same thing as statement b, just using different phrasing.

What is an equation?

It consists of two sides, left-hand side (LHS) and right-hand side (RHS), separated by an equal sign (=). The equation represents a relationship between the expressions on both sides, indicating that they have the same value.

According to question:

The two correct statements that describe the equation y = 4 × 18 are:

b. The value of y is 4 times as many as 18.

d. The value of y is 4 times as much as 18.

Statement b is correct because the equation y = 4 × 18 means that y is equal to 4 times the value of 18, or y = 4 × 18 = 72.

Statement d is also correct because it means the same thing as statement b, just using different phrasing. "As much as" and "many as" are interchangeable in this context, and both mean "multiplied by."

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Alexander uses cupric chloride to etch circuit boards. He recorded the room temperature, in °C, and the etching

jim

rate, in

of the cupric chloride.

min

After plotting his results, Alexander noticed that the relationship between the two variables was fairly linear, so

he used the data to calculate the following least squares regression equation for predicting the etching rate from

the room temperature:

= 2 + 5

1

-2

What is the residual if the room temperature was 25°C and the cupric chloride had an etching rate of 5

min

Answers

The residual if the room temperature was 25°C and the cupric chloride had an etching rate of 5 μm/min is equals to the -2 μm/min.

The residual for each observation in statistics is the difference between predicted values of y (dependent variable) and observed values of y. That is Residual= observed y value − predicted y.

Here, cupric chloride is used to etch circuit boards. The linear regression equation is, y = 2 + (1/5)x

where, x = temperature in °C

y = etching rate in μm/min

Observed value of etching rate of cupric chloride = 5 μm/min for 25°C

To determine the estimated or predicted value of etching rate of cupric chloride, we substite x = 25, in the above linear equation, y = 2 + (1/5)x

=> y = 2 + (1/5)× 25

=> y = 7

So, Predicted Value = 7 μm/min

Observed Value = 5 μm/min.

Residual = Observed Value - Predicted

= 5 - 7 = -2

Hence, required value is -2 μm/min.

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Complete question:

Calculating and interpreting residuals You might need: Calculator Alexander uses cupric chloride to etch circuit boards. He recorded the room temperature, in °C, and the etching rate, in μm/min of the cupric chloride. After plotting his results, Alexander noticed that the relationship between the two variables was fairly linear, so he used the data to calculate the following least squares regression equation for predicting the etching rate from the room temperature: y = 2 + 5/x, What is the residual if the room temperature was 25°C and the cupric chloride had an etching rate of 5 μm/min. ? Show Calculator

If Jacob spent 45$ on dinner and wanted to top the waitress 15%, which of the following would be a good estimate for the tip?

Answers

Answer: 6.75

Step-by-step explanation:

45 x 0.15= 6.75

You do 100% + 15 which is 115%
115% divide by 100 = 1.5
1.5 x 45$ is $67.50

the pattern continues, on what day will Jackie see a total of 81 clovers?

Answers

Jackie would see a total of 81 clovers on the ninth day.

Describe Algebra?

Algebra is a branch of mathematics that deals with mathematical symbols and the rules for manipulating these symbols. It involves the use of letters or symbols to represent unknown values or variables, and the use of mathematical operations such as addition, subtraction, multiplication, and division to manipulate these variables and solve equations.

Algebra is used to solve a wide variety of problems in many fields, including science, engineering, economics, and finance. It is also a fundamental tool in mathematics education, providing a basis for higher-level math courses such as calculus and linear algebra.

In algebra, equations are used to represent relationships between variables, and the goal is to find the values of the variables that satisfy the equation. Algebraic expressions, which are made up of variables and mathematical operations, can be simplified using various techniques such as factoring, combining like terms, and using the distributive property.

On the fifth day, Jackie would see nine new clovers (7 + 2) for a total of 25 three-leaf clovers. On the sixth day, she would see 11 new clovers (9 + 2) for a total of 36 three-leaf clovers. On the seventh day, she would see 13 new clovers (11 + 2) for a total of 49 three-leaf clovers. On the eighth day, she would see 15 new clovers (13 + 2) for a total of 64 three-leaf clovers. On the ninth day, she would see 17 new clovers (15 + 2) for a total of 81 three-leaf clovers. Therefore, Jackie would see a total of 81 clovers on the ninth day.

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I need help solving this question:

Answers

Answer:

The answer is letter D.

Step-by-step explanation:

Ye

Answer:

The answer is C

x -10 < -20

x < -20 + 10

x< -10

The sign won't change to the other side because the variable we were asked to find is in the positive form.

Of first-time college students who matriculate to a certain university, the odds in favor of having graduated in the top 25 percent of their high school class are 2.06 to 1. Of transfer students who matriculate to the same university, 0.666666666666667 proportion graduated in the top 25 percent of their high school class.
(a) For first-time college students, what is the proportion who graduated in the top 25 percent of their high school class (rounded to three decimal places)?
(b) For transfer students, what is the ratio in favor of having graduated in the top 25 percent of their high school class?
Odds and Probability:
Odds in favor of an event is expressed as a ratio:
O
(
f
)
=
favorable cases
:
unfavourable cases
Similarly odds against are expressed as:
O
(
a
)
=
unfavorable cases
:
favourable cases
.
Odds and probability are closely related, as the probability in favor of an even is computed as:
P
=
favorable cases
favorable cases+unfavorable cases

Answers

The answers to the questions (a) the proportion who graduated in the top 25 percent of their high school class will be 0.672 and (b) the ratio in favor of having graduated in the top 25 percent of their high school class is 2:3.

(a) For first-time college students, the proportion who graduated in the top 25 percent of their high school class (rounded to three decimal places) is 0.672.

(b) For transfer students, the ratio in favor of having graduated in the top 25 percent of their high school class is 0.67:1. It is said that 0.666666666666667 proportion graduated in the top 25 percent of their high school class. This can be simplified as follows:0.666666666666667=20/30=10/15=2/3. Therefore, the ratio in favor of having graduated in the top 25 percent of their high school class is 2:3.

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Which expression is equivalent to (4−2x)(4+2x)

Answers

The expression that is equivalent to (4 - 2x)(4 + 2x) is equal to 16 - 4x^2 approximately.

To simplify the expression (4 - 2x)(4 + 2x), we can use the FOIL method, which stands for First, Outer, Inner, Last. This method involves multiplying each term in the first factor by each term in the second factor and then combining like terms.

Using the FOIL method, we get:

(4 - 2x)(4 + 2x) = 4 × 4 + 4 × 2x - 2x × 4 - 2x × 2x

Simplifying the expression, we get:

16 + 8x - 8x - 4x^2

The two middle terms cancel each other out, leaving us with:

16 - 4x^2

We can also check our answer by factoring the simplified expression back to the original expression. If we factor 16 - 4x^2, we get:

16 - 4x^2 = 4(4 - x^2)

We can then use the difference of squares formula, which states that a^2 - b^2 = (a + b)(a - b), to factor further:

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

This gives us back the original expression, (4 - 2x)(4 + 2x), confirming that 16 - 4x^2 is equivalent to (4 - 2x)(4 + 2x).

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Katie's car averages 32 miles per hour. She has marked her distance traveled after 12, 13, and 14 hours. List the elements in the range of the function that would be used to determine how far Katie has traveled at each mark. Separate each elements from least to element with a comma and write the
greatest.

Pls hurry

Answers

Katie's distance traveled after 12, 13, and 14 hours can be calculated by multiplying her average speed of 32 miles per hour by the number of hours traveled.

So, the distance traveled after 12 hours is 32 × 12 = 384 miles.
The distance traveled after 13 hours is 32 × 13 = 416 miles.
The distance traveled after 14 hours is 32 × 14 = 448 miles.

Therefore, the range of the function that would be used to determine how far Katie has traveled at each mark is:

384, 416, 448 (from least to greatest).
Final answer:

To determine the distance traveled by Katie at different marks, we can use the formula Distance = Rate × Time.

Explanation:

To determine how far Katie has traveled at each mark, we can use the formula:
Distance = Rate × Time

After 12 hours: Distance = 32 miles/hour × 12 hours = 384 milesAfter 13 hours: Distance = 32 miles/hour × 13 hours = 416 milesAfter 14 hours: Distance = 32 miles/hour × 14 hours = 448 miles

So, the elements in the range of the function that would be used to determine how far Katie has traveled at each mark are 384 miles, 416 miles, and 448 miles.

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in which of the following numbers is the value of the 5 digit 10 times it value in the number 4,597

Answers

According to the question the value of the 5 digit in 4,597 is 9.

What is digit?

Digit is a numerical symbol used to represent numbers in the decimal system. It is a single symbol used to represent a number ranging from 0 to 9. Digits are used to represent numbers in all forms of mathematical calculations and equations. The most common digits used in calculations are 0, 1, 2, 3, 4, 5, 6, 7, 8 and 9. Each digit has an associated numerical value, which can be used to create larger numbers or to perform complex mathematical operations.

The answer is D) 9. The value of the 5 digit in 4,597 is 5. To find the 10 times its value, you must multiply 5 by 10, which equals 50. Therefore, the value of the 5 digit in 4,597 is 9.

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4. (5pts each) Given f(x) = 6x² +1and g(x) = 11x +7 determine the following:
a (fog)(x)\
b. (fog)(-3)
=6XTI

Answers

Answer:

(fog)(x) = 726x^2 + 924x + 295, and (fog)(-3) = 6,817.

The tires on Mavis’ car will have to be replaced when they each have 160 000 km of wear on them. If new tires cost $140.00 each, what is the total cost of the wear on Mavis’ tires for a year in which she drives 25 000 km?

Answers

Answer:

If the tires on Mavis’ car have to be replaced when they each have 160 000 km of wear, then the total distance Mavis can drive on a set of tires is:

4 tires * 160,000 km = 640,000 km

If Mavis drives 25,000 km in a year, she will need to replace her tires after:

640,000 km ÷ 25,000 km/year = 25.6 years

Since Mavis will need to replace her tires once every 25.6 years, the cost of the wear on her tires for a single year is:

$140.00/tire * 4 tires = $560.00

So the total cost of the wear on Mavis’ tires for a year in which she drives 25,000 km is $560.00.

Step-by-step explanation:

source: trust me bro

Consumer Reports magazine presented the following data on the number of calories in a hot dog for each of 17 brands of meat hot dogs:
173 191 182 190 172 147 146 139 175 136 179 153 107 195 135 140 138 Fill in the blanks as the data for the five-number summary:
Min = [min] Q1 = [Q1] M = [Median] Q3 = [Q3] Max = [Max]

Answers

The five-number summary for the given data is Min = 107, Q1 = 138, M = 175, Q3 = 190, and Max = 195.

How to find the minimum, maximum?

In statistics, the five-number summary is a set of descriptive statistics that provide a summary of the distribution of a dataset. The five-number summary consists of the minimum value, the first quartile (Q1), the median (M), the third quartile (Q3), and the maximum value.

To find the five-number summary for the given data on the number of calories in a hot dog for each of 17 brands of meat hot dogs, we need to order the data from smallest to largest.

107 135 136 138 139 146 147 153 172 173 175 179 182 190 191 195

The minimum value is the smallest value in the dataset, which is 107.

The first quartile (Q1) is the value that is greater than or equal to 25% of the data and less than or equal to 75% of the data. To find Q1, we take the median of the lower half of the data:

Q1 = median(107, 135, 136, 138, 139, 146, 147, 153) = 138

The median (M) is the value that is in the middle of the dataset when the data is ordered from smallest to largest. For the given data, there are 17 values, so the median is the 9th value:

M = median(107, 135, 136, 138, 139, 146, 147, 153, 172, 173, 175, 179, 182, 190, 191, 195) = 175

The third quartile (Q3) is the value that is greater than or equal to 75% of the data and less than or equal to 25% of the data. To find Q3, we take the median of the upper half of the data:

Q3 = median(172, 173, 175, 179, 182, 190, 191, 195) = 190

The maximum value is the largest value in the dataset, which is 195.

Therefore, the five-number summary for the given data is Min = 107, Q1 = 138, M = 175, Q3 = 190, and Max = 195.

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Determine the convergence or divergence of the sequence with the given nth term. If the sequence converges, find its limit. (If the quantity diverges, enter DIVERGES.) an = sin(√n)/√n

Answers

The given sequence an = sin(√n)/√n converges to limit 0 as n approaches infinity

The mentioned nth term of the sequence is an = sin(√n)/√n. To determine the convergence or divergence of the sequence and find its limit, we can use the limit comparison test, which is based on comparing the given sequence with a known sequence whose convergence or divergence is already known.Suppose bn is a known sequence whose convergence or divergence is already known. Then, by the limit comparison test, the given sequence converges or diverges according as the sequence bn converges or diverges.

To apply the limit comparison test, we need to find a suitable sequence bn whose convergence or divergence is known. For this, we observe that sin x ≤ x for all x > 0. Hence, we have 0 ≤ sin(√n)/√n ≤ 1/√n, where the inequality follows by dividing both sides of sin x ≤ x by √n and substituting x = √n. Also, we know that the sequence bn = 1/√n converges to 0 as n approaches infinity. Therefore, by the limit comparison test, the given sequence an = sin(√n)/√n also converges to 0 as n approaches infinity.

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This table shows values that represent an exponential function.
X
0
1
23456
y
1
2
4
8
16
32
64
What is the average rate of change for this function for the interval from x = 3
to x = 5?

Answers

The average rate of change for the exponential function over the interval from x = 3 to x = 5 is 12.

Calculating the average rate of change

The average rate of change for an exponential function can be found by dividing the change in y-values over the change in x-values for the given interval.

For the interval from x = 3 to x = 5, the change in x-values is 5 - 3 = 2.

The corresponding y-values for x = 3 and x = 5 are

y = 8 and y = 32, respectively.

Therefore, the change in y-values over the interval is 32 - 8 = 24.

The average rate of change for the exponential function over the interval from x = 3 to x = 5 is:

Average rate of change = Change in y-values / Change in x-values

Average rate of change = 24 / 2

Average rate of change = 12

Hence, the average rate of change for the exponential function over the interval is 12

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At the end of the reaction, Marco finds that the mass of the contents of the
beaker is 247 g. He repeats the experiment and gets the same result.
a Has he made a mistake?

Suggest why Marco got this result. how the
b

Answers

Answer: To determine if Marco has made a mistake, we would need to know the expected mass of the contents of the beaker before the reaction took place. If the expected mass was 247 g or close to it, then Marco may not have made a mistake.

However, if the expected mass was significantly different from 247 g, then it is possible that Marco made a mistake in his experiment. It could be a measurement error, a calculation error, or a procedural error.

There are several reasons why Marco may have obtained a mass of 247 g at the end of the reaction. One possibility is that the reaction produced a product that was relatively volatile, and some of it was lost during the experiment. Another possibility is that Marco did not completely dry the product before weighing it, which could result in a higher measured mass due to the presence of residual moisture.

To determine the exact reason why Marco obtained a mass of 247 g, further investigation and experimentation would be needed.

Step-by-step explanation:

calculator may be used to determine the final numeric value, but show all steps in solving without a calculator up to the final calculation. the surface area a and volume v of a spherical balloon are related by the equationA³ - 36πV² where A is in square inches and Vis in cubic inches. If a balloon is being inflated with gas at the rate of 18 cubic inches per second, find the rate at which the surface area of the balloon is increasing at the instant the area is 153.24 square inches and the volume is 178.37 cubic inches.

Answers

The rate at which the surface area of the balloon is increasing at the instant the area is 153.24 square inches and the volume is 178.37 cubic inches is 4.96 square inches per second.

The surface area of a spherical balloon and the volume of the balloon are related by the equation [tex]A³ - 36πV²[/tex], where A is in square inches and V is in cubic inches. To find the rate at which the surface area of the balloon is increasing, we can use derivatives. We start by taking the derivative of the equation [tex]A³ - 36πV²[/tex] with respect to time (t).

[tex]d/dt[A³ - 36πV²] = 3A²dA/dt - 72πVdV/dt[/tex]

Given the rate at which the balloon is being inflated with gas (dV/dt) and the area and volume of the balloon (A, V) at the given instant, we can solve for the rate at which the area is increasing (dA/dt).

[tex]dA/dt = (3A² - 72πV)dV/dt / 36πV[/tex]

Plugging in the given values for A, V, and [tex]dV/dt,[/tex]we can calculate dA/dt:

[tex]dA/dt = (3(153.24)² - 72π(178.37))(18)/(36π(178.37)) ≈ 4.96[/tex]

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