Hello guys... Im a bit tired so my maths is like...idk But here is the question... 2/3 OF THE CLASS ARE GIRLS... a) WHAT IS THE RATIO GIRLS TO BOYS IN THE CLASS? TYSM XD

When graphing frequency distributions, bar charts are most commonly used to depict simple descriptions of categories for a single variable.

Bar charts provide a visual representation of the frequencies or counts of different categories or classes of a variable.

A bar chart consists of a series of rectangular bars, where the length or height of each bar represents the frequency or count of the corresponding category. The categories are displayed on the horizontal axis, while the frequency or count is shown on the vertical axis. Each bar is separate and distinct, allowing for easy comparison between categories.

The use of bar charts is particularly effective when working with categorical or discrete variables. Categorical variables represent data that can be divided into distinct groups or categories, such as colors, types of animals, or levels of satisfaction. By using a bar chart, we can clearly visualize the distribution of data across these categories.

Bar charts have several advantages that make them suitable for displaying frequency distributions. Firstly, they are easy to understand and interpret. The length or height of each bar directly corresponds to the frequency or count, making it straightforward to identify the relative magnitudes of the categories. Additionally, the spacing between the bars allows for clear differentiation between categories, enhancing readability.

Furthermore, bar charts facilitate the comparison of frequencies or counts across different categories. By aligning the bars side by side, we can easily assess the differences in frequencies or counts between categories. This visual comparison is especially useful for identifying dominant or minority categories, patterns, or trends within the data.

Bar charts also allow for additional visual enhancements to convey additional information. For example, different colors can be used to represent different categories, making it easier to distinguish between them. Labels can be added to the bars or axes to provide further context or explanation. These visual cues help in enhancing the overall clarity and communicability of the graph.

It is worth noting that bar charts are most appropriate when dealing with discrete or categorical variables. For continuous variables, a histogram is commonly used to depict the frequency distribution. Histograms are similar to bar charts, but the bars are connected to form a continuous distribution to represent the frequency or count of data within specific intervals or bins.

In conclusion, when graphing frequency distributions, bar charts are the most commonly used method to depict simple descriptions of categories for a single variable. Bar charts provide a clear and intuitive visual representation of the frequencies or counts of different categories, facilitating easy comparison and interpretation of the data. Their simplicity and versatility make them a valuable tool in data analysis and visualization.

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The ball travels the farthest when the toss angle is 45 degrees. At this angle, the horizontal and vertical components of the ball's initial velocity are balanced, maximizing the projectile's range.

This occurs because the horizontal distance covered by the ball is determined by the initial velocity in that direction, while the vertical distance is affected by the gravitational force pulling the ball downward.

When the toss angle is less than 45 degrees (e.g., 15 or 30 degrees), the vertical component of the initial velocity increases, causing the ball to spend more time in the air and resulting in a shorter horizontal distance traveled. On the other hand, when the toss angle exceeds 45 degrees (e.g., 60 degrees), the vertical component of the initial velocity decreases, leading to a more rapid descent and again reducing the overall range.

Therefore, a toss angle of 45 degrees provides the optimal balance between the horizontal and vertical components of the ball's velocity, allowing it to cover the greatest distance when thrown from ground level.

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Therefore, the condition that ensures that f(c) = 0 for some value c in the open interval (1, 5) is that f(x) is continuous on the closed interval [1, 5].

Explanation: The Intermediate Value Theorem states that if a function is continuous on a closed interval [a, b], and takes on values f(a) and f(b) at the endpoints, then it must take on every value between f(a) and f(b) somewhere in the interval (a, b).
In this case, we know that f(1) = -2 and f(5) = 7, so by the Intermediate Value Theorem, f(c) must equal 0 at some point in the interval (1, 5) if and only if f(x) is continuous on the interval [1, 5].

Therefore, the condition that ensures that f(c) = 0 for some value c in the open interval (1, 5) is that f(x) is continuous on the closed interval [1, 5].

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Answer:

so it is asking for hte rent and groceries so add thoses 2 up and you get 896 - 384 = 1280 dollars then you subtract 1280 - 3200 and you get 1920 so 12 percent isnt the awnser 64 isnt the awnser becuase its more than half so search up 40% of 3200 and its 1280 so 40% is your awnser

Step-by-step explanation:

b

Step-by-step explanation:

it is ovliue

The function F(A,B,C,D) = B' D + A' D + BD can be expressed as the sum of minterms Σm(1, 3, 5, 7, 9, 11, 13, 15) and as the product of maxterms ΠM(0, 2, 4, 6, 8, 10, 12, 14).

The calculation to express the function F(A,B,C,D) = B' D + A' D + BD as the sum of minterms and as the product of maxterms:

1. Sum of minterms:

F(A,B,C,D) = B' D + A' D + BD

= Σm(1, 3, 5, 7, 9, 11, 13, 15)

To obtain the minterms, we consider each term where the function evaluates to 1:

F(A,B,C,D) = B' D + A' D + BD

= B' D' C' A' + B' D' C' A + B' D' C A' + B' D' C A + B' D C' A' + B' D C' A + B' D C A' + B' D C A

= Σm(1, 3, 5, 7, 9, 11, 13, 15)

2. Product of maxterms:

F(A,B,C,D) = B' D + A' D + BD

= ΠM(0, 2, 4, 6, 8, 10, 12, 14)

To obtain the maxterms, we consider each term where the function evaluates to 0:

F(A,B,C,D) = B' D + A' D + BD

= (B + D) (A + D') (C + D') (A + C') (B + D') (A + D) (C + D) (A + C)

= ΠM(0, 2, 4, 6, 8, 10, 12, 14)

So, the function F(A,B,C,D) = B' D + A' D + BD can be expressed as the sum of minterms Σm(1, 3, 5, 7, 9, 11, 13, 15) and as the product of maxterms ΠM(0, 2, 4, 6, 8, 10, 12, 14).

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Using basic mathematical operations such as addition and subtraction, the beaker now has 5.2 ml of liquid.

Basic mathematical operations include addition, subtraction, multiplication, and division.

Addition is combining two or more values to come up with a total or sum. On the other hand, subtraction, the opposite of addition, is removing a value from another resulting to their difference.

If a scientist measures 4.62 ml of a chemical into a beaker, then takes out 0.67 ml of the chemical, and finally adds 1.25 ml of water into the beaker, subtracting the amount of chemical taken out from the initial amount of chemical and adding the amount of water, we can solve how much liquid is in the beaker.

4.62 ml - 0.67 ml + 1.25 ml = 5.2 ml

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Answer:

4xy

HCF of 4x^2 and 8xy^3

is = 4xy

hope it helps

HCF = highest common factor.

The hcf is the biggest factor that EVENLY divides the two terms given.

We see that 4 and 8 are evenly divided by 4.

So, 4 is part of the hcf

I also see x in both terms. We know that x^2 and x can be evenly divided by x. So, x is part of the hcf. The same thing can be said about y.

Answer: 4xy is the hcf.

6

6/3

isthe simplestform pls markme as brainlist

Answer:

300

Step-by-step explanation:

1W+4W=375

5W=375

W=75

75*4

Jerry has been stressing a lot for getting into his favorite college. The symptom by which he is reacting to stress is 'upset stomach'.

Stress can lead to a lot of emotional and physical negative responses in the body. This includes difficulty breathing, panic attacks, blurred eyesight or sore eyes, sleep problems, fatigue, muscle aches and headaches, chest pains and high blood pressure, Indigestion or heartburn, constipation, feeling sick, dizzy or fainting.

When Jerry stayed up late at night to get in some extra study time, had a mental burden of passing an entrance exam, a lot of stress was built. He reacted to it with an upset stomach just like others.

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Answer:

Step-by-step explanation:

A

the correct answer is option C

Because if u simplify the 13/3 it would be 4 1/3 and 1/3 is larger than 1/5

Solution

- The question tells us to find the time in months given that the Principal is $3,500, the Rate is 8.25%, and the Simple Interest is $143.50.

- In order to solve this question, we simply need to apply the Simple interest formula given below:

- We have all the parameters but the Time, thus, we can proceed to calculate the value of T as follows:

Final Answer

The time in months is 6 months

The probability that five cars will arrive during the next thirty minute interval is 0.0361

What is probability?

Probability is a way of calculating how likely something is to happen. Numerous things are difficult to forecast with absolute confidence.

Main Body:

Let X = number of cars arriving at Sami Schmitt's Scrub and Shine Car Wash.

The average number of cars arriving in 15 minutes is 6.

The average number of cars arriving in 1 minute is = 6/15 = 2/5

The average number of cars arriving in 5 minutes is, (2/5)*5 = 2

The random variable X follows a Poisson distribution with parameter λ = 2.

The probability mass function of X is:

P(X=\(x\)) = \((e^{-2} 2^{x} )/x!\)  , x = 0,1 ,2 ,3...

Compute the probability that 5 cars will arrive in 5 minutes as follows:

P(X=5) =\((e^{-2} 2^{5} )/5!\)

P (X= 5) = 0.0361

Hence probability is 0.0361

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Answer:

A

Step-by-step explanation:

Answer: It is E (3, -7)

To solve the following equation

We have a coefficient equals to zero, then this term is going to vanish. We stay with the following equation:

If we subtract 2 from both sides, we're going to get the value for 'x'.

And this is the solution for the equation. x = 1.

Public policies created by the government can attempt to build a ladder of opportunities so people are not just determined by their socioeconomic background by which they grew up.

Socioeconomic background refers to the social and economic status of an individual, often influenced by factors such as family income, education level, and occupation. It can significantly impact a person's access to resources, opportunities, and social mobility. However, public policies can play a crucial role in mitigating the influence of socioeconomic background and providing equal opportunities for individuals to succeed.

By implementing policies that address issues such as education, healthcare, employment, housing, and social welfare, governments can create an environment where individuals are not solely limited by the circumstances of their upbringing. For example, investing in quality education and providing equal educational opportunities can help level the playing field and ensure that children from disadvantaged backgrounds have access to the same resources and opportunities as their more privileged counterparts. This can break the cycle of intergenerational poverty and enable individuals to reach their full potential.

Furthermore, policies that promote inclusive economic growth, job creation, and skills development can offer individuals from all backgrounds the chance to improve their socioeconomic status. Implementing social welfare programs and safety nets can provide a safety net for those facing financial hardships and help reduce socioeconomic disparities.

In addition to addressing immediate needs, public policies can also focus on long-term strategies such as promoting equitable economic policies, reducing income inequality, and fostering social cohesion. By creating an environment that fosters equal opportunities and social mobility, governments can enable individuals to transcend the limitations imposed by their socioeconomic background.

In conclusion, public policies can be designed to build a ladder of opportunities that aim to reduce the influence of socioeconomic background on an individual's prospects. By implementing measures that enhance access to education, employment, healthcare, housing, and social welfare, governments can work towards creating a more equitable society where individuals are not solely determined by the circumstances in which they grew up.

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Let's calculate the products and check if they indeed have the same value:

Product of 32 and 46:

32 * 46 = 1,472

Reverse the digits of 23 and 64:

23 * 64 = 1,472

As you mentioned, the products are the same. This phenomenon is not unique to this particular pair of numbers. In fact, it occurs with any pair of two-digit numbers whose digits, when reversed, are the same as the product of the original numbers.

To find two other pairs of two-digit numbers that have this property, we can explore a few examples:

Product of 13 and 62:

13 * 62 = 806

Reversed digits: 31 * 26 = 806

Product of 17 and 83:

17 * 83 = 1,411

Reversed digits: 71 * 38 = 1,411

As for determining if a given pair of two-digit numbers will have this property without actually performing the multiplication, there is a simple rule. For any pair of two-digit numbers (AB and CD), if the sum of A and D equals the sum of B and C, then the products of the original and reversed digits will be the same.

For example, let's consider the pair 25 and 79:

A = 2, B = 5, C = 7, D = 9

The sum of A and D is 2 + 9 = 11, and the sum of B and C is 5 + 7 = 12. Since the sums are not equal (11 ≠ 12), we can determine that the products of the original and reversed digits will not be the same for this pair.

Therefore, by checking the sums of the digits in the two-digit numbers, we can determine whether they will have the property of the products being the same when digits are reversed.

First, locate the coordinate points given and join them.

Then, do the translation:

(x,y) = (x-9,y )

C' = (1-9 , 6 ) = (-8,6)

A'= (1-9,1) = (-8,1)

T'= (7-9 , 1 ) = ( -2,1)

Graph:

Finally reflect in x axis

(x,y )----> (x,-y)

C'' = (-8,-6)

A''= (-8,-1)

T''= (-2,-1)

Graph:

Answer: 3.16, 8, 9, 12

Step-by-step explanation:

\(\sqrt{10}\) = 3.16

2^3 = 2 * 2 * 2 = 8

|-9| = 9

1.2 x 10^1 = 1.2 * 10 = 12

3.16, 8, 9, 12

Answer:

Square root of 10 = 3.16

2^3 = 8

|-9| = 9

1.2 x 10^1 = 12

Answer = B

For a sheet of fiberboard 19 inches long to create a skateboard ramp and 16° angle of elevation from the ground, the height of ramp rise from ground is equals to the 5.5 inches.

The angle of elevation is formed between the horizontal line and line of slight which above the horizontal line. It is formed when observer looks upward direction. The angle of elevation formula is no different from the formulae of trigonometric ratios. In form of tangent,

\(tan(\theta) = \frac{prependicular}{ base}\)

We have, Julian wants to use a sheet of fiberboard with length = 19 inches to create a skateboard ramp.

Angle of elevation from ground = 16°

We have to determine the height of ramp rise from ground. Let the height of ramp be x inches. Using the formula of angle of elevation in above figures, tan (\theta) = Height of ramp/length of sheet

=> tan(16°) = x/19

=> x = 19 tab(16°)

=> x = 0.2867453 ×19

= 5.453 ~ 5.5 inches

Hence, required value is 5.5 inches.

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Answer:

A

Step-by-step explanation:

Answer:

the answer is A

Step-by-step explanation:

Answer:

y = 4x^2 + 8x - 12

4(x^2 + 2x - 3) = 0

4(x - 1)(x + 3) = 0

x = 1, -3

Answer:

\(\fbox {x-intercepts : (1, 0) and (-3, 0)}\)

\(\fbox {Roots : x = 1, x = -3}\)

Step-by-step explanation:

Given :

4 cancels throughout.

Solving by quadratic formula :

∴ Hence, the x-intercepts are (1, 0) and (-3, 0). The roots of the equation are 1 and -3.

Answer: Square and rectangle

Step-by-step explanation:

The required probabilities are \(P(\text{pennies})=\dfrac{13}{28},P(\text{nickels})=\dfrac{27}{140},P(\text{dimes})=\dfrac{3}{14},P(\text{quarters})=\dfrac{9}{70}\).

Given:

Pennies = 65

Nickels = 27

Dimes = 30

Quarters = 18

To find:

The probability of each.

Solution:

The probability formula:

\(\text{Probability}=\dfrac{\text{Favorable outcome}}{\text{Total outcomes}}\)

Total number of coins:

\(65+27+30+18=140\)

The probability of selecting Pennies is:

\(P(\text{pennies})=\dfrac{65}{140}\)

\(P(\text{pennies})=\dfrac{13}{28}\)

The probability of selecting nickels is:

\(P(\text{nickels})=\dfrac{27}{140}\)

The probability of selecting dimes is:

\(P(\text{dimes})=\dfrac{30}{140}\)

\(P(\text{dimes})=\dfrac{3}{14}\)

The probability of selecting quarters is:

\(P(\text{quarters})=\dfrac{18}{140}\)

\(P(\text{quarters})=\dfrac{9}{70}\)

Therefore, the required probabilities are \(P(\text{pennies})=\dfrac{13}{28},P(\text{nickels})=\dfrac{27}{140},P(\text{dimes})=\dfrac{3}{14},P(\text{quarters})=\dfrac{9}{70}\).

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A(11) counts partitions of 11 into parts congruent to ±1 mod 6 is A(11) = 2 and B(11) counts partitions of 11 into distinct parts congruent to ±1 mod 3 is  B(11) = 2. C(11) counts partitions of 11 into parts differing by at least 3 and multiples of 3 differing by at least 6 is C(11) = 1.

A(11) counts the number of partitions of 11 into parts congruent to ±1 mod 6. One such partition is 11, which is already congruent to ±1 mod 6. Another partition is 7+1+1+1+1, which consists of four parts that are congruent to 1 mod 6 and one part that is congruent to -1 mod 6. Therefore, A(11) = 2.

B(11) counts the number of partitions of 11 into distinct parts congruent to ±1 mod 3. One such partition is 11, which is already congruent to ±1 mod 3. Another partition is 7+3+1, which consists of three distinct parts that are congruent to 1 mod 3. Therefore, B(11) = 2.

C(11) counts the number of partitions of 11 into parts that differ by at least 3, with the added condition that any parts that are multiples of 3 must differ by at least 6. One such partition is 11, which is the only way to partition 11 into parts that differ by at least 3. Therefore, C(11) = 1.

Therefore, the partitions of 11 counted by A(11), B(11), and C(11) are:
A(11): 11, 7+1+1+1+1
B(11): 11, 7+3+1
C(11): 11

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Answer:

????????????????????

Step-by-step explanation:

Ummmm????????????????

Answer:

cos a = \(\frac{7}{25}\)

Step-by-step explanation:

Given

sin a = \(\frac{24}{25}\) = \(\frac{opposite}{hypotenuse}\)

tan a = \(\frac{24}{7}\) = \(\frac{opposite}{adjacent}\)

Then this is a right triangle with opposite = 24, adjacent = 7 and hypotenuse = 25 , then

cos a = \(\frac{adjacent}{hypotenuse}\) = \(\frac{7}{25}\)

Answer:

x= 83y−17 and y= 83x+17

​

hope it helps

Answer:

2y = 8

Step-by-step explanation:

an equation contains an = symbol.

the others are inequalities.

also, from looking at the question, you can assume that it is 2y = 8 because the other to are the same type of inequality