Consider the parametric curve describing by the equations x=t- -2

The man in the tavern called D'Artagnan's horse a "buttercup".

The Three Musketeers is a historical adventure novel written by French author Alexandre Dumas. It tells the story of young d'Artagnan and his three musketeer friends Athos, Porthos, and Aramis, who serve as musketeers in the king's regiment in 17th century France. The novel has been adapted into numerous films, TV shows, and stage productions, and remains a popular classic of French literature.

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Answer: The answer it A

2(m-4)+1

2m-8+1

2m-7

the expression equivalent to f(p+r) is 5p + 5r.

The expression equivalent to f(p+r), where f(x) = 5x, is 5p + 5r. To understand this, we substitute (p+r) into the function f(x):

f(p+r) = 5(p+r)

Next, we distribute the 5 to both p and r:

f(p+r) = 5p + 5r

This equivalent expression arises from the definition of f(x) = 5x, where the function multiplies any given input x by 5. In this case, we substitute (p+r) into the function, resulting in 5 multiplied by the sum of p and r. Consequently, the expression 5p + 5r represents the value obtained by applying the function f to the sum of p and r. It is important to note that the function f(x) = 5x implies a linear relationship, where the function scales the input by a factor of 5.

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The radius of the cylindrical shaped soup can is r = 3.3 cm

Given data ,

A company is designing a soup can that is in the shape of a right circular cylinder. The height of the can will be 3 times the radius of the can. The volume of the can will be 350 cubic centimeters

Now , Volume of Cylinder = πr²h

where h = 3r

On simplifying , we get

350 = πr²3r

350 = 3πr³

Divide by 3π on both sides , we get

r³ = 37.13615

Taking cube root on both sides , we get

r = 3.3 cm

Hence , the radius of soup can is r = 3.3 cm

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The possible lengths x for the side of square A. The possible lengths x for the side of the square is the interval [-7,7].

Since the area of a square is given by the formula A = x^2, where x is the length of the side, we can solve for x to find the possible lengths of a square with area 49 square feet or less.

A ≤ 49

x^2 ≤ 49

|x| ≤ 7

So the possible lengths for the side of the square are any values of x between -7 and 7, inclusive.

Therefore, the answer is: A. The possible lengths x for the side of the square is the interval [-7,7].

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Answer:19.2

Step-by-step explanation:

Answer:

19.2

Step-by-step explanation:

pq is the same as p x q.

then substitute into the above equation 2.4 x 8= 19.2 as a decimal and a whole number

Answer:112

Step-by-step explanation: Line SW is 180 degrees since it is a straight line. Subtract angle TBU 18 and angle UBW 50 from line SW 180 to get angle SBU which is 112.

The probability of getting at least one head is 15/16.

What is probability?

The ratio of positive outcomes to all possible outcomes of an event is known as the probability.

Formula for probability = favourable outcomes/ total outcomes

Main body:

if 4 coins are tossed , total no. of outcomes = 2⁴ = 16

In a toss there are 2 outcomes T or H

so, Probability of getting Head = 1/2

The probability of getting at least 1 head = 1- probability of getting no heads

⇒1 - Probability of getting tail in 4 tosses

⇒ 1 - (1/2)⁴

⇒ 1 - 1/16

⇒ 15/16

So the probability of getting at least one head is 15/16.

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Answer:

1.A. because in the number line A pointed in no. 1

2.B.because in the number line B pointed in no. 2

Answer:

B

C

Step-by-step explanation:

We can count and see that there are 2 ones out of 8

which means there's a 2/8 (or 1/4) chance of rolling a 1

One the number line this seems closest to B

We can count and see 4/8 (or 1/2) of the numbers on the spinner and 2. On the number line this answer is C

The alternative and hull hypotheses is H₀: P=0.03, H₁: P≠0.03.

Given that,

According to a representative of the Ohio Department of Education, 3% of graduating high school seniors in Ohio have dropped out in recent years. Out of the 600 pupils enrolled, 30 students from Podunk High School dropped out of school last year.

We have to find is there enough data to say that this school's dropout rate is higher than the state average. Using symbols and words, state the alternative and hull hypotheses.

We know that,

n is 600,

3% Ohio high school seniors dropout.

30 dropout out of 600 in Podunk high school.

Here,

H₀: μ₁=μ₂  vs   H₁:μ₁≠μ₂

In coordinates,

H₀⇒ dropout number is equal for both schools.

H₁⇒ dropout number not equal for both schools.

H₀: P=0.03, H₁: P≠0.03.

Therefore, The alternative and hull hypotheses is H₀: P=0.03, H₁: P≠0.03.

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Therefore, the parameterizations r1(t), r2(t), r3(t), r4(t), and r5(t) are all equivalent to r(t), while r6(t) is not.

To determine if two parameterizations are equivalent, we need to check if they represent the same line. We can do this by checking if the direction vectors of the lines are parallel and if they pass through the same point.

The line parametrized by r(t) = (3,-1,9) + t(8, 12, -6) has a direction vector of (8,12,-6).

r1(t) = (11, 11, 3) + t(8,12,-6) has the same direction vector and passes through the point (11, 11, 3).

r2(t) = (4,0, 10) +1(8,12,-6) also has the same direction vector and passes through the point (4, 0, 10).

r3(t) = (6,-2, 18) + (8,12,-6) has the same direction vector and passes through the point (6, -2, 18).

r4(t) = (3,-1,9) + f(-4, -6,3) represents the same line, as the direction vector (-4,-6,3) is a scalar multiple of (8,12,-6), and it passes through the point (3,-1,9).

r5(t) = (8,12,-6) + t(3,-1,9) represents the same line, as it has the same direction vector and passes through the point (8,12,-6).

r6(t) = (-1, -7,12) + f(4,6,-3) represents a different line, as it has a different direction vector and does not pass through the point (3,-1,9).

Therefore, the parameterizations r1(t), r2(t), r3(t), r4(t), and r5(t) are all equivalent to r(t), while r6(t) is not.

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Answer: (x + 11) cm²

Step-by-step explanation:

The formula for the area of a trapezoid is \(\frac{1}{2}(a+b)h\), where

For this figure, \(a = 5\) and \(b= x+6\) (the top and bottom sides), while \(h=2\) (the height).

If we suppose \(A\) is the area, plugging these values in, we get

\(A = \frac{1}{2}(5 + x + 6)*2\)

\(A = \frac{1}{2} * 2 * (x + 11)\)

\(A = x + 11\)

All the lengths are in cm, so the area will be (x + 11) cm².

the coordinates of point c is (9/2, -3/2)

The original coordinate = C(6, -2)

scale factor r =3/4

New coordinate (c) = scale factor × the original coordinate

c = 3/4(6, -2)

c = (3/4×6, -2×3/4)

c = (18/4, -6/4)

c = (9/2, -3/2)

Hence, the coordinates of point c is (9/2, -3/2)

The z-score is -5, which indicates that the sample proportion of 40% is 5 standard deviations below the population proportion of 64%.

To calculate the z-score, we first need to determine the standard deviation of the population. Unfortunately, the question doesn't provide us with that information, so we'll have to make an assumption.

Let's assume that the standard deviation of the population is 0.05 (or 5%). This is a common assumption when the population standard deviation is unknown.

Using this assumption, we can calculate the standard error of the sample proportion (the proportion of people in our sample who believe the election was rigged):

standard error = sqrt((p * (1 - p)) / n)

where p is the proportion from the population (0.64) and n is the sample size (100).

standard error = sqrt((0.64 * (1 - 0.64)) / 100) = 0.0498

Next, we can calculate the z-score:

z = (sample proportion - population proportion) / standard error

z = (0.40 - 0.64) / 0.0498 = -4.82

So the z-score is -4.82. This means that our sample proportion is 4.82 standard errors below the population proportion. In other words, our sample result is highly unlikely to have occurred by chance if the population proportion is really 0.64.

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Answer:

The answer would be D. 7

To find the equation of the tangent line to the graph of y = (6x^2 − 6x + 3)(1 + 2x) at x = 1, we need to find the slope of the tangent line at that point and use the point-slope form of a line equation. Here's a summary of the solution:

Calculate the derivative of the function y = (6x^2 − 6x + 3)(1 + 2x) using the product rule and simplify the expression.

Evaluate the derivative at x = 1 to find the slope of the tangent line.

Substitute the coordinates of the point (1, f(1)) into the point-slope form of the line equation, where f(1) is the value of the function at x = 1.

Simplify the equation to obtain the equation of the tangent line.

To check the reasonableness of the answer, graph both the function and the tangent line using a graphing tool or software. Plot the function and the tangent line on the same graph to visually verify that the line is indeed tangent to the function at x = 1.

By taking the derivative of the function, evaluating it at x = 1, and applying the point-slope form, you can determine the equation of the tangent line. Graphing both the function and the tangent line together allows you to visually confirm the tangent relationship at x = 1.

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The approximation or the rounding off number is A = 840,000

Given data ,

Let the number be represented as n

Now , let the rounded number be represented as A

where n = 837,796

And , number 837,796 can be approximated to the nearest ten thousand, which is 840,000

Hence , the rounded number is A = 840,000

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x intercept(y=0)

4y-3x=108

4×0-3x=108

-3x=108

x=108/-3

x=-36

y intercept(x=0)

4y-3×0=108

4y=108

y=108/4

y=27

The number of ways to plan her schedule of menus for the 20 school days is 10^20.

To calculate combinations, we will use the formula nCr = n! / r! * (n - r)!, where n represents the total number of items, and r represents the number of items being chosen at a time. To calculate a combination, you will need to calculate a factorial.

For each day, there are ten different choices for what she will cook that day. 20 decisions are made, one for each day with ten different possibilities for each choice.

The complete question is: A school cook plans her calendar for the month of February in which there are 20 school days. She plans exactly one meal per school day. Unfortunately, she only knows how to cook ten different meals.

How many ways are there for her to plan her schedule of menus for the 20 school days if there are no restrictions on the number of times she cooks a particular type of meal?

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Answer:

98.9

Step-by-step explanation:

115 - 20% = 92
92 + 7.5% = 98.9

Answer:

the original price is 115 after we subtract 20% we are left with 92 so now

the price of the coffee table is 92 but with 7.5% as tax, the final price is $98.90 since 7.5% of 92 is 6.90

Answer:

y=-3x+2

Step-by-step explanation:

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

m=(-1-5)/(1-(-1))

m=-6/(1+1)

m=-6/2

m=-3

y-y1=m(x-x1)

y-5=-3(x-(-1))

y-5=-3(x+1)

y=-3(x+1)+5

y=-3x-3+5

y=-3x+2

The solution to one half cubed − 2 ÷ square root of 64 is negative one eighth

The expression is given as:

one half cubed − 2 ÷ square root of 64

Rewrite the expression properly as follows:

(1/2)^3 − 2/√64

Take the square root of 64

(1/2)^3 − 2/8

Evaluate the quotient of 2 and 8

(1/2)^3 − 1/4

Take the cube of 1/2

1/8 - 1/4

Evaluate the difference

-1/8

Hence, the solution to one half cubed − 2 ÷ square root of 64 is negative one eighth

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Answer:

\(y = 25x\)

Step-by-step explanation:

\(\frac{y}{x}= \frac{400\ miles}{16 \ gallons} = \frac{25\ miles}{1\ gallon}\)

Answer:

no it not

Step-by-step explanation:

X = y2 would be a sideways parabola and therefore not a function. ... If a vertical line passes thru two points on the graph of a relation, it is NOT a function

Answer:

Polynomials form a system similar to the system of integers, in that polynomials are closed under the operations of addition, subtraction, and multiplication.

...

Polynomials: YES or NO

3x½ NO - exponent is not a whole number

2x-3 NO - exponent is not a whole number. Negative exponent places x3 in denominator.

Step-by-step explanation:

Answer:

6.25 ft

Step-by-step explanation:

we can use similarity of triangles

\(\frac{h}{25}=\frac{5}{20}\\\\\frac{h}{25}=\frac{1}{4}\\\\h=\frac{25}{4}\\\\h=6.25\)

The p-value is a measure of the strength of evidence against the null hypothesis in a statistical test. In this case, the graduate student conducted an independent sample t-test to compare the introductory statistics scores of students from John Jay College (JJC) and Hunter College.

The test statistic obtained was -1.98. To determine the p-value, we need to consult a t-distribution table or use statistical software such as Excel or R.

The p-value represents the probability of obtaining a test statistic as extreme as the observed value, assuming the null hypothesis is true. In this case, the null hypothesis would be that there is no difference in the introductory statistics scores between JJC and Hunter College students.

To obtain the p-value, we compare the absolute value of the test statistic (-1.98) with the critical value corresponding to the desired level of significance (10%). By referring to the t-distribution table or using software, we find that the p-value is approximately 0.0573 when rounded to four decimal places.

In summary, the p-value of the independent sample t-test is approximately 0.0573. This indicates that if the null hypothesis is true (i.e., there is no difference in stat scores between JJC and Hunter College students), there is approximately a 5.73% chance of observing a test statistic as extreme as -1.98.

As for the correct conclusion at a 10% level of significance, we compare the p-value to the significance level. Since the p-value (0.0573) is greater than the significance level of 0.10, we fail to reject the null hypothesis. Therefore, the correct conclusion is that there is no sufficient evidence to conclude that there is a difference in stat scores at JJC and Hunter College. The answer is option a: "No difference in stat scores at JJC and Hunter College."

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Answer:

4.53

Step-by-step explanation:

hope you get it right

Answer:

$9.63

Step-by-step explanation:

100 + 75 = 175

5.50/100 X 175 = 9.625

monetary unit round to 2dp

9.63

Answer:

D) \(1 < x\leq 4\)

Step-by-step explanation:

1 is not included, but 4 is included, so we can say \(1 < x\leq 4\)