brainlest thats it man/

Answer: f(x) = -1 + 0x

Step-by-step explanation:

Answer:

C.

Step-by-step explanation:

We know ,

The slope on point slope form.

y-y1 = m(x-x1)

y-3 = -2(x-2)

Answer:

4.38

Step-by-step explanation:

12% of 36.51 can be written as;

\((\frac{12}{100} )*(36.51)=x\)

and then you can solve;

=> 0.12 x 36.51 = x

=> 4.38 = x

Hope this helps!

A. The value of sum(DataA \(\times\) DataA) is 55.

B. The value of Length(Append(DataA, DataA)) is 10.

C. The value of if (DataA[3] > (DataA[1] + 1) & DataA[5] < 10) 27 else 13 is 13.

D. The value of if (5 %in% (DataA \(\times\) 2)) 27 else 13 is 27.

E. The value of sum(floor(DataA / 6)) is 0.

To answer the questions using R commands, let's go through each question one by one:

A. To find the value of sum(DataA \(\times\) DataA), we multiply each element of DataA by itself and then sum them up.

DataA <- 1:5

result_A <- sum(DataA \(\times\) DataA)

The value of result_A will be 55.

B. To find the value of Length(Append(DataA, DataA)), we append DataA to itself and then calculate the length of the resulting vector.

DataA <- 1:5

result_B <- length(c(DataA, DataA))

The value of result_B will be 10.

C. To find the value of if (DataA[3] > (DataA[1] + 1) & DataA[5] < 10) 27 else 13, we compare the third element of DataA with the sum of the first element of DataA and 1.

If this condition is true and the fifth element of DataA is less than 10, the result will be 27; otherwise, it will be 13.

DataA <- 1:5

result_C <- if (DataA[3] > (DataA[1] + 1) & DataA[5] < 10) 27 else 13

The value of result_C will be 13.

D. To find the value of if (5 %in% (DataA \(\times\) 2)) 27 else 13, we multiply each element of DataA by 2 and check if 5 is present in the resulting vector.

If it is present, the result will be 27; otherwise, it will be 13.

DataA <- 1:5

result_D <- if (5 %in% (DataA \(\times\) 2)) 27 else 13

The value of result_D will be 27.

E. To find the value of sum(floor(DataA / 6)), we divide each element of DataA by 6, take the floor value, and then sum them up.

DataA <- 1:5

result_E <- sum(floor(DataA / 6))

The value of result_E will be 0 since all the elements of DataA are less than 6.

After running these commands, you can access the values of result_A, result_B, result_C, result_D, and result_E to obtain the calculated values for each question.

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After simplification of |2-5|-(6/2+1)², the resultant answer is (A) -13.

To simplify simply means to make anything easier.

In mathematics, simplifying an equation, fraction, or problem means taking it and making it simpler.

Calculations and problem-solving techniques simplify the issue.

Substitute "of" for "multiplication," and "/" for "division."

Always carry out operations in accordance with "BODMAS."

Division and multiplication are equally important (Start from left) Both addition and subtraction are equally important.

So, simplify |2-5|-(6/2+1)² as follows:

|2-5|-(6/2+1)²

|-3| - (6/2 + 1)²

We know that : |-3| = 3 and (6/2 + 1)² = 16

Then, we have:
3 - 16

- 13

Therefore, after simplification of |2-5|-(6/2+1)², the resultant answer is (A) -13.

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Answer:

FDE

Step-by-step explanation:

Answer:

perpendicular planes

Step-by-step explanation:

perpendicular planes

The possible solution to the equation given is 3 and -1/3

Given the logarithmic expression given as:

log,(8x) – log,(x^2 - 1) = log, 3

Applying the product and quotient rule will give:

log(8x/x^2-1) = log3

8x/x^2-1 = 3

Cross multiply

8x = 3x^2 - 3

3x^2 - 8x - 3 = 0

3x^2 -9x + x - 3 = 0

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

x - 3 = 0 and 3x = -1

x = 3 and -1/3

Hence the possible solution to the equation given is 3 and -1/3

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Answer:

5

Step-by-step explanation:

6x+4=34

6x=30

x=5

hope this helps <3

Answer:

a. $22.2

b= 13.32/x=3/5

Step-by-step explanation:

13.32/x=3/5

13.32×5=66.6

66.6/3=22.2

x(present cost)=$22.2

Answer:

22.20$

3/5 * cost = 13.32

Step-by-step explanation:

3/5 * cost (total price) = 13.32 (we know that 3/5 of the price is 13.32)

to solve

5/3 to cancel out 3/5 and isolate the cost

5/3 * 13.32 = 22.20

The required average speed of the given train is 42 km/hour.

Speed is what it means. the speed at which an object's location changes in any direction.

The distance traveled in relation to the time it took to travel that distance is how speed is defined.

As speed simply has a direction and no magnitude, it is a scalar quantity.

So, we have:

63/x + 72/6+x = 3

63(x+6)+72x/x(x+6) = 3

63x + 378 + 72x/x²+6x = 3

378 + 135x = 3x² = 18x

3x² - 117x - 378 = 0

x² - 39x - 126 = 0

x² - 42x + 3x - 126 = 0

x(x-42)+3(x-42) = 0

(x+3)(x-42) = 0

x = 42, -3

As speed cannot be zero, the first average speed is 42 km per hour.

Therefore, the required average speed of the given train is 42 km/hour.

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Correct question:

A train travels at a certain average speed for a distance 63 km and then travels a distance of 72 km at an average speed of 6 km/hr more than the original speed. If it takes 3 hours to complete total journey, what is its original average speed?

Answer:

Step-by-step explanation:

The ability to order items in a sequence, such as longest to shortest, is known as Seriation.

Seriation is a cognitive skill that involves arranging objects, events, or ideas in a particular order or sequence. It is a crucial aspect of cognitive development and is typically acquired during early childhood. Seriation is the ability to mentally order objects along a quantitative dimension, such as size, weight, or length.

Seriation involves comparing and ordering items based on specific criteria. For example, if given a group of objects of different lengths, a child who has developed seriation skills will be able to arrange the objects in order from shortest to longest. Similarly, if given a group of numbers, a child who has developed seriation skills will be able to arrange them in order from smallest to largest.

Seriation is an important cognitive skill that is used in various areas of life, including academic, professional, and personal domains. It allows individuals to organize information and ideas in a logical and meaningful way, which can facilitate more efficient processing and understanding of complex concepts.

Overall, seriation is a fundamental cognitive skill that plays a crucial role in various aspects of life, including problem-solving, decision-making, and organization. It is an essential skill that supports the development of higher-order thinking skills, such as analysis, evaluation, and synthesis.

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The probability of drawing a w both times would be C. 1 / 676.

The probability of rolling those numbers would be 3 / 36 = 1 / 12

.

Addressing the first inquiry, the chances of pulling out a w on the initial draw is 1/26. Armed with the knowledge that the alpha is subsequently reinstated, then there is also a probability of 1/26 to draw a w on the second try.

Subsequently, drawing a w both times entails a likelihood of (1/26) multiplied by (1/26), equaling 1/676.

For the subsequent enquiry, as each cube heave holds six potential outcomes, two such occasions result in 6 times 6, or 36 potential results. The odds for flicking a 6 on the very first cube is 1/6, and those for tossing an uneven number on the subsequently toss is 1/2 since three of the six numbers would be odd. For these two circumstances co-occurring together, the probability is reduced logically to (1/6) multiplied by (1/2), amounting to 1/12 in total.

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The value of dz/dt || = 0 found for the given equation z(x,y) = 6e*sin(y) using the chain rule.

Given

z(x,y) = 6e*sin(y)

Where, x = t° & y = 4nt

Let us find dz/dt

First, differentiate z with respect to y keeping x as a constant.

∴ dz/dy = 6e*cos(y) * (1)

Second, differentiate y with respect to t.

∴ dy/dt = 4n * (1)

Finally, use the chain rule to find dz/dt.

∴ dz/dt = dz/dy * dy/dt

∴ dz/dt = 6e * cos(y) * 4n

Hence, dz/dt = 24en*cos(y)

Now we need to calculate dz/dt ||

First, differentiate z with respect to x keeping y as a constant.

∴ dz/dx = 0 * (1)

Second, differentiate x with respect to t.

∴ dx/dt = 1 * (1)

Finally, use the chain rule to find dz/dt ||

∴ dz/dt || = dz/dx * dx/dt

∴ dz/dt || = 0 * 1

Hence, dz/dt || = 0

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Scatter plot Answ

Step-by-step explanation:

The feasible set for this system of constraints is not convex, and the points (5, 5) and (3, 7) violate the convexity definition.

To determine whether the feasible set for each system of constraints is convex, we need to analyze the constraints individually and examine their intersection.

a) (x1)² + (x2)² > 9

This constraint represents points outside the circle with a radius of √9 = 3. The feasible set includes all points outside this circle.

b) x1 + x2 ≤ 10

This constraint represents points that lie on or below the line x1 + x2 = 10. The feasible set includes all points on or below this line.

c) x1, x2 > 0

This constraint represents points in the positive quadrant, where both x1 and x2 are greater than zero.

Now, let's analyze the intersection of these constraints:

Considering the first two constraints (a and b), we can see that the feasible set consists of all points outside the circle (constraint a) and below or on the line x1 + x2 = 10 (constraint b).

To determine whether the feasible set is convex, we need to check if any two points within the set create a line segment that lies entirely within the set.

If we consider the points (5, 5) and (3, 7), both points satisfy the individual constraints (a) and (b). However, the line segment connecting these two points, which is the line segment between (5, 5) and (3, 7), exits the feasible set since it passes through the circle (constraint a) and above the line x1 + x2 = 10 (constraint b).

Therefore, the feasible set for this system of constraints is not convex, and the points (5, 5) and (3, 7) violate the convexity definition.

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Step-by-step explanation:

you multiplie elements in order

first you multiple 2v by 4,than 2v by -v,than -q by 4 and finally -q by -v

it will be 8v+2v^2-4q+qv

Ned thinks that customer is rude to him because he seat her in area of bar where it's crowded and loud, then Ned takes a Situationist view of the customer, Option (d) is correct.

Ned takes a situationist view of the customer, as he believes that her rudeness is a result of the specific situation in which he had to seat her in a crowded and loud area of the bar.

The situationist perspective emphasizes that behavior is influenced by external-factors rather than personal disposition. According to this viewpoint, Ned attributes the customer's behavior to the uncomfortable environment rather than assuming that she is inherently rude.

By considering the situational factors, Ned demonstrates an understanding that people's behavior can be shaped by their immediate surroundings, suggesting that he does not judge the customer based solely on her personal characteristics.

Therefore, the correct option is (d).

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The given question is incomplete, the complete question is

Ned thinks that the customer is rude to him because he had to seat her in an area of the bar where it is crowded and loud. Ned takes a ________ view of the customer.

(a) Conditionist

(b) Dispositionist

(c) Sexist

(d) Situationist

Answer:

the answer would be 196.25

Step-by-step explanation:

Answer: 17.6

Step-by-step explanation:

The answer to the nearest tenth B. 17.6 ft

Word issues commonly encompass mathematical modeling questions, where information and facts about a positive device are given and a scholar is needed to develop a version. for instance: Jane had $5.00, then spent $2.00. How lots does she have now?

A proven step-by-step approach for solving word problems is sincerely quite simple.

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The required slope in the given situation is (C) 25.

The slope or gradient of a line in mathematics is a numerical representation of the steepness and direction of the line.

The slope is the ratio of the rise in height between two points to the fall in elevation between those same two points.

A line's slope reveals how steep it is.

As the slope rises, the line gets progressively steeper.

The slope becomes flatter as it becomes smaller.

The direction of the line—whether it is going up, down, horizontally, or vertically—is also revealed by the slope.

So, after multiplying the initial cost by the number of months, x, the monthly charge, 25, is then applied.

The function we have is: y = 25x + 50

Then, the slope is 25.

Therefore, the required slope in the given situation is (C) 25.

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Correct question:

A cell phone provider will allow you to pay for a new phone over time. They require a $50 initial payment and then charge $25 per month. If this situation were represented by a function, where y represents the total cost of the phone and x represents the number of months, what would be the slope?

A) 0

B) 75

C) 25

D) 50

Range is R={n^2: n is natural number} U {n(n+1) : n is natural number}

The expression ⌈y⌉⋅⌊y⌋ represents the product of the ceiling and floor functions of y.

To find the range of all possible values of y, we need to consider the possible values of the ceiling and floor functions individually.

1. Ceiling function (⌈y⌉): This function rounds y up to the nearest integer. Since y is greater than 0, the ceiling of y will always be greater than or equal to y.

2. Floor function (⌊y⌋): This function rounds y down to the nearest integer. Again, since y is greater than 0, the floor of y will always be less than or equal to y.

Now, let's consider the product of the ceiling and floor functions, ⌈y⌉⋅⌊y⌋.

The product ⌈y⌉⋅⌊y⌋ will always be greater than or equal to 0 since y > 0 and this can take only integral values.

Therefore, the range of all possible values of y such that ⌈y⌉⋅⌊y⌋ is the set R={n^2: n is natural number} U {n(n+1): n is natural number}

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The probability P(16 or more) is 0.0899 (rounded to at least three decimal places).

A binomial experiment with the provided number of trials and success probability can be analyzed by using the binomial probability formula. The formula is \(P(x) = (nCx) * p^x * q^(n-x)\), where n is the number of trials, p is the probability of success, x is the number of successful trials, and q is the probability of failure (q = 1 - p).

Since P(X ≥ 16) is the complement of P(X < 16), we can use the complement rule to find \(P(X ≥ 16).P(X < 16) = P(X = 0) + P(X = 1) + P(X = 2) + ... + P(X = 15)\)Here, n = 18, p = 0.08, and q = 0.92P\((X < 16) = ΣP(X = x) = Σ(nCx) * p^x * q^(n-x)\) where the summation goes from x = 0 to x = 15The probability of success is 0.08, so the probability of failure is 0.92.

\(P(X < 16) = Σ(nCx) * p^x * q^(n-x)= Σ(18Cx) * 0.08^x * 0.92^(18-x)\)where the summation goes from x = 0 to x = 15Using a binomial probability calculator or a binomial probability table, we can find the probabilities for all the required values of X.P(X < 16) = 0.91012548 (rounded to 9 decimal places).

Now, we can use the complement rule to find P(X ≥ 16)P(X ≥ 16) = 1 - P(X < 16)= 1 - 0.91012548= 0.08987452 (rounded to 9 decimal places)

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Answer:

you use division then add then you get the answer

Step-by-step explanation:

Rounding up to the nearest whole number, you would need to survey approximately 753 randomly selected air passengers to be 90% confident that the sample percentage is within 3.5 percentage points of the true population percentage.

To determine the sample size needed for estimating a population percentage with a specified margin of error and confidence level, we can use the formula for sample size calculation for proportions. The formula is:

n = (Z^2 * p * (1-p)) / E^2

Where:

n is the required sample size,

Z is the Z-score corresponding to the desired confidence level (for a 90% confidence level, Z ≈ 1.645),

p is the estimated population proportion (since we don't have an estimate, we can use 0.5 for maximum sample size),

E is the desired margin of error (in decimal form).

In this case, the desired margin of error is 3.5 percentage points, which is 0.035 in decimal form.

Plugging in the values, we have:

n = (1.645^2 * 0.5 * (1-0.5)) / 0.035^2

Calculating this expression gives us:

n ≈ 752.93

Rounding up to the nearest whole number, you would need to survey approximately 753 randomly selected air passengers to be 90% confident that the sample percentage is within 3.5 percentage points of the true population percentage.

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The statement " Rate of college enrollment immediately after completing high school was 67% by 1997" is an example of (a) Descriptive Statistics.

The Descriptive statistics involves the use of measures, such as averages, proportions, and frequencies, to summarize and describe the main features of a set of data.

In this statement, the rate of 67% is a summary statistic that describes the proportion of high school graduates who enrolled in college immediately after completing high school in 1997.

Whereas; the inferential statistics involves making inferences or predictions about a population based on a sample of data.

The statement provides a summary statistic for the rate of college enrollment for a specific year, 1997, but it does not provide any inferences or predictions about the rate of college enrollment for other years or other populations , so it denoted a Descriptive Statistics .

The given question is incomplete , the complete question is

What type of Statistics does the statement "the rate of college enrollment immediately after high school completion was 67" represents ?

(a) Descriptive

(b) Inferential

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Answer:

t = 1.05(35)

Step-by-step explanation: