Explain the Error Fifteen students in the band play clarinet. These 15 students make up 12% of the band. Your friend used the proportion 12/100 =?/15 to find the number of students in the band. Explain why your friend is incorrect and use the grid to find the correct answer

Answer:

-√-3

Step-by-step explanation:

Answer:The

Step-by-step explanation \(-\sqrt{-3}\)

Answer:

191+192

Step-by-step explanation:

Banks are known to carry out different functions. The common financial service called savings.

Financial services is known to be a very wide term that comprises of all of the activities such as banking, investing, and insurance.

Financial services by banks includes savings, investment, etc. Savings is thee process whereby bank helps to keep the money of its customers. It is known to be the most common services offered by banks.

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use the definition of big o notation to find the constants c, no which show that t(n) is o(f(n)) then  5^n+25 is not = 5^n

The main purpose of the computational complexity is to categorize the algorithms about their show. And we can represent the T(n), which is the time function with the help of the big O notation, for showcasing an algorithm runtime complexity. As an example,

T(n) = O(n3)

proves that the algorithm has the cubic time complexity.

Now let's define Bio O, and from here we will get our answer. For any function which is monotonic in nature, f(n) and g(n) from the +ve integers to the +ve integers, we assume that f(n)= O(g(n)) when exist a c>0 which is the constant, and n0 greater than 0, such that

f(n) < c * g(n), for each n>=n0

i) if O (5^n)= 4^n + 25

O (f) should be = (20^n)/f + 25

Then constant

O(5^n)= (20^n)/(5^n) + 25 = (20/5)^n +25=4^n+25

ii) O (4^n)=(20^n)/(4^n) + 25 = (20/4)^n +25=5^n+25

And 5^n+25 is not = 5^n

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complete question is

Use the definition of O (f) to show that 4^n + 25 is O (5^n) (ii) show that 5^n is not O (4^n)

Answer:

22

Step-by-step explanation:

222

The value of k in the given functions is; 24

We are given the functions;

g(x) = 4x  + k as a tangent to f(x) = -x² +8x +20

For f(x) = -x² +8x +20

=> f'(x)  = -2x + 8

Thus, slope of tangent at ( x , y) = -2x + 8  

For g(x) = 4x  + k

g'(x) = 4.

Thus, slope is 4

Therefore;

-2x  + 8 = 4

-2x = -4

x = 2

Putting 2 for x in f(x) gives;

f(2) = -2² + 8(2) + 20  

f(2) =  32

Thus, it is at (2 , 32)

Thus, (2 , 32) lies on g(x) = 4x + k

4(2) + k = 32

k = 32 - 8

k = 24

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Step-by-step explanation:

Interior angles of a 5-gon    sum to   ( 5-2)(180 = 540 degrees

smallest angle =x

largest angle = x + 4d    

          where d is the arithmetic sequence common difference

x + 4d     -x     =  44    shows d = 11

then    x    + x+d    + x+2d   + x+3d   + x + 4d = 540

      5x + 10d = 540      we know d = 11

       5x + 10(11) = 540

         5x = 430

           x = smallest angle = 86 degrees

The smallest interior angle of the pentagon is 86 degrees. This was found by setting up an equation involving the common difference "d" in the arithmetic sequence of angles and solving for "x."

Let's denote the five interior angles of the pentagon as follows:

Let the smallest angle be "x" degrees.

The other four angles form an arithmetic sequence, so we can represent them as x + d, x + 2d, x + 3d, and x + 4d, where "d" is the common difference between the angles.

Now, we know that the difference between the largest angle and the smallest angle is $44^\circ$. Therefore, we can write the equation:

(x + 4d) - x = $44^\circ$

Simplify and solve for "d":

4d = $44^\circ$

Now, divide both sides by 4 to find the value of "d":

d = $44^\circ / 4 = $11^\circ

Now that we know the common difference "d" is $11^\circ", we can find the smallest angle "x" by using the equation for the sum of angles in a pentagon, which is 540 degrees:

x + (x + d) + (x + 2d) + (x + 3d) + (x + 4d) = 540

Simplify and solve for "x":

5x + 10d = 540

5x + 10($11^\circ) = 540

5x + $110 = 540

Now, subtract $110 from both sides:

5x = 540 - $110

5x = $430

Finally, divide by 5 to find the smallest angle "x":

x = $430 / 5 = $86

So, the smallest angle of the pentagon is $86 degrees.

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The limit of \((ex + x)^(^6^/^x^)\) as x approaches infinity is 1. As x becomes infinitely large, the exponential term dominates, resulting in the limit approaching 1.

To evaluate this limit, we can rewrite the expression as \((ex)^(^6^/^x^) * (1 + x/ex)^(^6^/^x^)\). As x approaches infinity, the first term \((ex)^(^6^/^x^)\)approaches 1 because the exponent tends to 0.

Now, let's focus on the second term \((1 + x/ex)^(^6^/^x^)\). As x approaches infinity, the x/ex term approaches 1, and we have \((1 + 1)^(^6^/^x^)\).

Taking the limit of this expression as x goes to infinity, we have \((2)^(^6^/^x^)\). Again, as x approaches infinity, the exponent tends to 0, resulting in (2)⁰, which is equal to 1.

Thus, the overall limit is given by the product of the limits of the two terms, which is 1 * 1 = 1.

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It is important to approach statements like this with caution and consider the complexity of the factors at play in career advancement and leadership positions.

While research may indicate that ethnicity can be a significant barrier to advancement in some cases, it is crucial to recognize that experiences can vary based on individual circumstances, industries, and regions. Gender and ethnicity intersect in complex ways, and the challenges faced by women of different ethnic backgrounds can differ significantly.

It is essential to avoid generalizations and recognize that multiple factors contribute to the barriers individuals face in reaching top leadership positions. These factors can include implicit biases, cultural norms, lack of representation, access to opportunities, networking, and organizational structures. Intersectionality, which considers how different aspects of a person's identity can intersect and create unique experiences, is also a crucial perspective to consider when discussing barriers to advancement.

To fully understand and address the barriers individuals face in reaching top leadership positions, it is necessary to consider a comprehensive range of factors and engage in ongoing research, dialogue, and efforts to promote equity, diversity, and inclusion in the workplace.

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The average rate of change of the function over the interval is -0.93

From the question, we have the following parameters that can be used in our computation:

The graph

The interval is given as

From ages = 50 to x = 60

The function is not a linear function

This means that it does not have a constant average rate of change

So, we have the following from the graph

E(50) = 29.8

E(60) = 20.4

Next, we have

Rate = (29.8 - 20.5)/(50 - 60)

Evaluate

Rate = -0.93

Hence, the rate is -0.93

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Answer:  Please look at the steps to see the answers.

Step-by-step explanation:

The line y= 2 has a slope of 0 meaning that for any input of x  the results will always be 2.

This means the the graph will be a horizontal line through the point, (0,2)

You can also use this table to graph it;

x         y  

0          2

1            2

2            2

3            2

4            2

5            2

6            2

-1           2

-2          2.

If you do a t-test and you get p<0.04, it means that the probability of obtaining the observed difference in means by chance is less than 4%. In other words, the difference in means is statistically significant.

A t-test is a statistical test used to compare the means of two groups. The p-value is a measure of the probability of obtaining the observed difference in means by chance. A p-value of less than 0.05 is typically considered to be statistically significant, which means that there is less than a 5% chance that the difference in means could have occurred by chance.

In the case of a p-value of less than 0.04, the probability of obtaining the observed difference in means by chance is even lower, at less than 4%. This means that the difference in means is very unlikely to have occurred by chance and is likely due to some real difference between the two groups.

It's important to note that a statistically significant result does not necessarily mean that the difference in means is large or important. It simply means that the difference is unlikely to have occurred by chance. To determine whether the difference in means is large or important, it's necessary to consider other factors, such as the size of the difference and the variability of the data.

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Answer:

B

Step-by-step explanation:

Answer:

B. \(\frac{x^2}{3^2} +\frac{y^3}{2^2} =1\)

Step-by-step explanation:

ans is 4 I don't really know how to explain it

Answer:

The answer is A

Step-by-step explanation:

An appositive is usually used to describe a topic, and usually is near the beginning of a sentence or before or after a noun followed by a comma.

In this case “, a very delightful insect, “ comes after ladybug.

I tried my best to answer this question, thank you have a great day

Answer:

c = f + 2

Step-by-step explanation:

Each time there is a new figure ( f ), two circles ( c ) are added.

The probability of getting a total value of $50 is 1/6.

There are three possible outcomes for Ben's prize: $5, $10, or $20.

There are two possible outcomes for Jamie's prize: $30 or $40.

Therefore, there are 3 x 2 = 6 total possible outcomes for the combined value of their prizes.

To find the probability that the total value of their prizes is exactly $50, we need to find the number of outcomes that result in a total value of $50, and divide that by the total number of possible outcomes.

The only way to get a total value of exactly $50 is that Ben wins $20 and Jamie wins $30. This is only one combination out of 6 possible combinations. So the probability of getting a total value of $50 is 1/6 or approximately 0.166.

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Answer:

To make an equation, you need the slope and the y-intercept. If you only have 2 points, first get the slope, then use point-slope form.

Explanation:

Equations written in slope-intercept form (y=mx+b) require two pieces of information: the slope and the y-intercept, which is where the line crosses the y-axis. Point-slope form also involves the slope, which can be found from the two given points.

Answer:

1. A = 4 + 3t ............ 1

  B = 12 + 2t .............. 2

2. 8 hours

Step-by-step explanation:

For park A,

A = 4 + 3t ............ 1

where A is the amount paid, and t is the number of hours.

For park B,

B = 12 + 2t .............. 2

where B is the amount paid, and t is the number of hours.

The hours that would make A = B can be determined as follows.

Equate 1 and 2, so that;

A = B

4 + 3t = 12 + 2t

collect like terms

3t - 2t = 12 - 4

t = 8

The number of hours that would make the cost of each garage the same is 8.

Answer:

A= 3t+4

B= 2t+12

3t+4=2t+12

t= 8 hours

The circumference of the circle with diameter, d = 2.71 m is 8.52 m.

Given,

Diameter of the circle, d = 2.71m

We know that,

Circumference of a circle = πd,

where π (pi) is a mathematical constant whose value is approximately equal to 3.14159265.

Using the above formula, the circumference of the given circle can be found as follows:

C = πd= π × 2.71 m

≈ 8.517m

Rounded to 2 decimal places, the circumference of the circle is approximately 8.52 m.

Hence, the conclusion is that the circumference of the circle with diameter, d = 2.71 m is 8.52 m (rounded to 2 decimal places).

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Answer:

8(3j-2) and 4(6j−4)

there you go!!

Answer: 62

Step-by-step explanation:

top row has 12

the next row has 1 more =13

and it alternates

12+13+12+13+12=62

a.  The probability that this runner will complete this road race: In less than 160 minutes is 0.0764. The correct answer is C.

b.  The probability that this runner will complete this road race: In 215 to 245 minutes is 0.1125 The correct answer is C.

a. To find the probability for each scenario, we'll use the given normal distribution parameters:

Mean (μ) = 190 minutes

Standard Deviation (σ) = 21 minutes

Probability of completing the road race in less than 160 minutes:

To calculate this probability, we need to find the area under the normal distribution curve to the left of 160 minutes.

Using the z-score formula: z = (x - μ) / σ

z = (160 - 190) / 21

z ≈ -1.4286

We can then use a standard normal distribution table or statistical software to find the corresponding cumulative probability.

From the standard normal distribution table, the cumulative probability for z ≈ -1.4286 is approximately 0.0764.

Therefore, the probability of completing the road race in less than 160 minutes is approximately 0.0764. The correct answer is C.

b. Probability of completing the road race in 215 to 245 minutes:

To calculate this probability, we need to find the area under the normal distribution curve between 215 and 245 minutes.

First, we calculate the z-scores for each endpoint:

For 215 minutes:

z1 = (215 - 190) / 21

z1 ≈ 1.1905

For 245 minutes:

z2 = (245 - 190) / 21

z2 ≈ 2.6190

Next, we find the cumulative probabilities for each z-score.

From the standard normal distribution table:

The cumulative probability for z ≈ 1.1905 is approximately 0.8820.

The cumulative probability for z ≈ 2.6190 is approximately 0.9955.

To find the probability between these two z-scores, we subtract the cumulative probability at the lower z-score from the cumulative probability at the higher z-score:

Probability = 0.9955 - 0.8820

Probability ≈ 0.1125

Therefore, the probability of completing the road race in 215 to 245 minutes is approximately 0.1125. The correct answer is C.

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Answer:

it is 3

Step-by-step explanation:

beacuse i did it

The number of units produced does not affect net operating income when using absorption costing.

All production expenses, including direct materials, direct labour, and both variable and fixed overhead costs, are included in the cost of each unit produced in absorption costing. This means that as more units are manufactured, the total manufacturing cost is distributed over a greater number of units, resulting in a reduced cost per unit.

Variable costing, on the other hand, includes only variable production expenses, such as direct materials, direct labor, and variable overhead costs, in the cost of each unit produced. Fixed manufacturing overhead costs are considered period expenses and are not included in the product cost.

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B. No, because the Central Limit Theorem states that the sampling distribution of x is approximately normally distributed only if the sample size is large enough.

The Central Limit Theorem (CLT) is a fundamental concept in statistics that states that as the sample size increases, the sampling distribution of the sample means will approach a normal distribution. However, this is only true if certain conditions are met, one of which is having a large enough sample size.
The CLT states that the sampling distribution of x will be approximately normally distributed if the sample size is large enough (usually greater than 30). If the sample size is small, the sampling distribution may not be normally distributed. In such cases, other statistical techniques like the t-distribution should be used.
Furthermore, the CLT assumes that the population being sampled is not necessarily normally distributed, but it does require that the population has a finite variance. This means that even if the population is not normally distributed, the sampling distribution of x will still be approximately normal if the sample size is large enough.
In conclusion, the answer is B, as the Central Limit Theorem states that the sampling distribution of x is approximately normally distributed only if the sample size is large enough.

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Answer:

SAS

Step-by-step explanation:

Side Angle Side because we already know that two of the sides are identical and we also know the values of one of the angles because they are opposites, so it is SAS.

The value of this golden ratio = 1/2 (1 + √5) = 1.618

Ratio:

Majority of the explanations for ratio and proportion use fractions. A ratio is a fraction that is expressed as a:b, but a proportion says that two ratios are equal. In this case, a and b can be any two integers. The foundation for understanding the numerous concepts in mathematics and science is provided by the two key notions of ratio and proportion. We apply the concepts of ratio and proportion every day, for example, while dealing with money in business or when preparing any meal, etc. Students occasionally struggle to understand the difference between ratio and proportion.

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From the data points given the linear equation in slope-intercept form is y = -1/2x + 4.

What is an equation?

A mathematical definition of an equation is a claim that two expressions are equal when they are joined by the equals sign ("=").

The first two data points are - (-3,5.5) and (-1,4.5)

The slope-intercept form of the equation is -

y = mx + b

m represents the slope of the linear equation.

To find the value of m use the formula -

(y2 - y1)/(x2 - x1)

Substitute the values into the equation -

(4.5 - 5.5)/[(-1) - (-3)]

Use the arithmetic operation of subtraction -

(-1)/(-1 + 3)

-1 / 2

So, the slope m is m = -1/2

Now, the equation becomes y = -1/2x + b

To find the value of b substitute the  values of x and y in the equation -

5.5 = -1/2(-3) + b

5.5 = 3/2 + b

5.5 = 1.5 + b

b = 5.5 - 1.5

b = 4

So, now the equation becomes - y = -1/2x + 4

The graph for the equation is plotted.

Therefore, the equation is y = -1/2x + 4.

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