Help pls thank you very much

The standard deviation of the given series of ACT scores is approximately 4.90.

To calculate the standard deviation of a series of ACT scores, you need to follow a few steps.

First, find the mean of the scores by adding them up and dividing by the total number of scores.

In this case, the mean is (32 + 20 + 18 + 21 + 24) / 5 = 23. Next, calculate the deviation of each score from the mean by subtracting the mean from each individual score.

The deviations are: 9, -3, -5, -2, 1. Then, square each deviation to eliminate negative values and find the variance. The squared deviations are: 81, 9, 25, 4, 1.

Compute the average of these squared deviations, which gives the variance: (81 + 9 + 25 + 4 + 1) / 5 = 24.

Finally, take the square root of the variance to obtain the standard deviation: √24 ≈ 4.90.

Therefore, the standard deviation of the given series of ACT scores is approximately 4.90.

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Answer:

step two added the 9 to each side :)

The slope- intercept form of the equation is y= 9/5x + 7.

A line's slope is determined by how its y coordinate changes in relation to how its x coordinate changes. y and x are the net changes in the y and x coordinates, respectively. Therefore, it is possible to write the

change in y coordinate with respect to the change in x coordinate as,

m = Δy/Δx

where, m is the slope

Given:

slope= 9/5

ordered pair: (0,7)

So, the equation of line is

y- 7 = 9/5 ( x- 0)

y- 7= 9/5x

y= 9/5x + 7

Hence, the slope- intercept form of the equation is y= 9/5x + 7.

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The function f(x) = \(-2(x+4)^2\) + 1 has a greater maximum.

1. The given function is f(x) = \(-2(x+4)^2\) + 1.

2. To find the maximum of the function, we need to determine the vertex of the parabola.

3. The vertex form of a quadratic function is given by f(x) = \(a(x-h)^2\) + k, where (h, k) represents the vertex.

4. Comparing the given function to the vertex form, we see that a = -2, h = -4, and k = 1.

5. The x-coordinate of the vertex is given by h = -4.

6. To find the y-coordinate of the vertex, substitute the x-coordinate into the function: f(-4) = \(-2(-4+4)^2\) + 1 = \(-2(0)^2\) + 1 = 1.

7. Therefore, the vertex of the function is (-4, 1), which represents the maximum point.

8. Comparing this maximum point to the information provided about the other function g(x) on the coordinate plane, we can conclude that the maximum of f(x) = \(-2(x+4)^2\) + 1 is greater than the maximum of g(x).

9. The given information about g(x) is not sufficient to determine its maximum value or specific equation, so a direct comparison is not possible.

10. Hence, the function f(x) =\(-2(x+4)^2\) + 1 has a greater maximum.

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Answer:

Well, the smallest successive composites with gap 17, 73, 2, and 19 would have to be:

1. $341 = 11 \times 31$

2. $458 = 2 \times 299$

3. $460 = 2^2 \times 5 \times 23$

4. $479 = 13 \times 37$

Answer:

2,4,6

Step-by-step explanation:

inequiality x should be big than -2 so 2,4,6 is the set

Answer:

C; Basketball

Step-by-step explanation:

Although Greg Ridley wants to play for the Scorpions when he grows up, he learns along the way that there are things that are more important, hence the use of the term "treasure."

He learns from this that memories, friendships, and family are all that matters and if having to let go of basketball to sustain the aforementioned elements (which may or may not be an easy thing to do), then it is much more of a necessity than a choice.

Hope this helped! :D

Answer:

43.6 has 3 significant figures.

Answer:

65°

Step-by-step explanation:

Among the given answer choices, the correct option that represents this range is "0 100 200 none of the answer choices".

To determine the range of the number of RVs that need to be sold each month for the company to make a profit, we need to consider the profit function and find the values of x that result in a positive profit.

The profit function is given by P(x) = -50x + 20,000x - 1,500,000.

To make a profit, the value of P(x) must be greater than zero (P(x) > 0). We can set up the inequality:

-50x + 20,000x - 1,500,000 > 0.

Combining like terms, we have:

19,950x - 1,500,000 > 0.

Now, let's solve this inequality for x:

19,950x > 1,500,000.

Dividing both sides by 19,950, we get:

x > 1,500,000 / 19,950.

Simplifying the right side, we have:

x > 75.

The range of the number of RVs that need to be sold each month for the company to make a profit is x > 75.

Among the given answer choices, the correct option that represents this range is "0 100 200 none of the answer choices".

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Answer:

The value of this investment at the end of the 5 years is of $662.5.

Step-by-step explanation:

Compound interest:

The compound interest formula is given by:

\(A(t) = P(1 + \frac{r}{n})^{nt}\)

Where A(t) is the amount of money after t years, P is the principal(the initial sum of money), r is the interest rate(as a decimal value), n is the number of times that interest is compounded per year and t is the time in years for which the money is invested or borrowed.

Dina invests $600 for 5 years at a rate of 2% per year compound interest.

This means that \(P = 600, t = 5, r = 0.02, n = 1\). Thus

\(A(t) = P(1 + \frac{r}{n})^{nt}\)

\(A(t) = 600(1 + \frac{0.02}{1})^{t}\)

\(A(t) = 600(1.02)^t\)

Calculate the value of this investment at the end of the 5 years.

This is A(5). So

\(A(5) = 600(1.02)^5 = 662.5\)

The value of this investment at the end of the 5 years is of $662.5.

No the parents do not feel differently as they used to feel twenty years ago

Given :-

Po: p=0.46

Pa: p NE 0.46

alpha=0.01

Test statistic is one sample proportion \(z=(phat-p)/\sqrt{{ {0.46)(0.54)/800}}\)

Critical value z> |2.576|

z=0.025/0.0176

=1.418

This is a p-value of 0.078

Fail to reject Po  and insufficient evidence to support the claim that parents feel differently.

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"After first" will be the one comma that is lacking in this sentence. Imani and Jack, the two best runners, came in first and second, so that is the perfect phrase.

In order to create equilibrium, add a comma after a conjunction. We drove to the beach but turned around since there was no more space in the parking lot. The placement of a comma after a conjunction as opposed to before is one of the most frequent mistakes with commas: Nancy always found time despite having a busy schedule to visit the gym.

explanation :

If any of these seven coordinating conjunctions—and, but, for, or, nor, so, yet—are used to unite independent sentences, you should use commas to separate them.

Place commas after the preceding opening (a) sentences, (b) phrases, or (c) words.

"After first" will be the one comma that is lacking in this sentence. Imani and Jack, the two best runners, came in first and second, so that is the perfect phrase.

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Answer:

4 + 8 / 2 * 3 = 18

4 + 8 = 12

12 / 2 = 6

6 * 3 = 18

Step-by-step explanation:

*Hope this helps*

Answer:

The equation of this line is y = -3x + 7

Step-by-step explanation:

Remember that when writing an equation for a graphed linear line, we must write it in slope intercept form (y=mx+b). The m represents the slope, and the b represents the y-intercept.

(The slope determines the direction in which the line goes, and is written as rise/run.)

In this case the slope is going to be negative, since the line is going downwards to the right. Additionally the slope of this line is -3/1 or just -3.

(The y-intercept is the point in which the line crosses the y-axis.)

In this case, since the line crosses the y-axis at positive 7, the y-intercept will be 7.

So all together we have y = -3x + 7.

Hope this helps you :)

Answer:

4

Step-by-step explanation:

A mode is the number having the highest frequency, that is, the number which occurs the most times. (The number which occurs the most here is 4, there are two 4s. You only have one of the rest of the numbers.)

The coordinate of point R after the rotation is determined as = ( - 4, 7).

option A.

A rotation is a transformation that turns the figure in either a clockwise or counterclockwise direction.

You can turn a figure 90°, a quarter turn, either clockwise or counterclockwise. When you spin the figure exactly halfway, you have rotated it 180°. Turning it all the way around rotates the figure 360°.

When a figure is rotated 180 degrees, each point of the figure is moved to a new position that is exactly opposite its original position with respect to a fixed center of rotation.

The initial coordinate of point R = ( 4, 7),

The new coordinate of point R after the rotation = ( - 4, 7)

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Answer:

24.93

Step-by-step explanation:

Rounding to two decimal places is the same as rounding to the nearest hundredth.

Locate the hundredth:

24.927

Check the number to the right of it:

24.927

If the number is greater than or equal to 5, then we round up. If the number is less than or equal to 4, we round down.

7 is greater than 5. So, we round up.

24.927 ≈ 24.93

2.94 is the answer.

The first digit after the decimal represents the tenth place. the subsequent digit after the decimal represents the hundredth area. The closing digits retain to fill within the vicinity values till there are no digits left.

Rounding a decimal quantity to two decimal locations is the same as rounding it to the hundredth place, that's the second area to the right of the decimal factor. as an instance, 2.83620364 may be spherical to two decimal locations as 2.94, and 0.7035 can be spherical to 2 decimal places as zero.70.

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Question 1:

(a) The equation representing Elaine's total parking cost is:

C = x * t

(b) So the cost of parking for a full 24 hours would be 24 times the cost per hour.

Question 2:

The given system of equations is inconsistent and has no solution.

(a) To represent Elaine's total parking cost, C, in dollars for t hours, we need to know the cost per hour. Let's assume the cost per hour is $x.

(b) If Elaine wants to park her car for a full 24 hours, we can substitute t = 24 into the equation from part (a):

C = x * 24

Question 2:

To solve the linear system:

-x - 6y = 5

x + y = 10

We can use the elimination method.

Multiply the second equation by -1 to create opposites of the x terms:

-x - 6y = 5

-x - y = -10

Add the two equations together to eliminate the x term:

(-x - 6y) + (-x - y) = 5 + (-10)

-2x - 7y = -5

Now we have a new equation:

-2x - 7y = -5

To check the answer, we can substitute the values of x and y back into the original equations:

From the second equation:

x + y = 10

Substituting y = 3 into the equation:

x + 3 = 10

x = 10 - 3

x = 7

Checking the first equation:

-x - 6y = 5

Substituting x = 7 and y = 3:

-(7) - 6(3) = 5

-7 - 18 = 5

-25 = 5

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Answer:

one thousand

Step-by-step explanation:

Answer:

10,000

Step-by-step explanation:

there

Answer:

Step-by-step explanation:

37.087 is less than 32.78 because of the zero in the hundreds spot.

Answer:

no

Step-by-step explanation:

this is because in 32.087 the right side of the decimal starts  in the hundreths place. but in 32.78 the right side of the decimal starts in the tenths place which would make 32.78 greater than 32.087

Answer:

A, C, F is the answers

Step-by-step explanation:

edg

The correct trigonometric identities that are equal to one-half or negative one-half: Sine(7π/6), Sine(4π/3), Cosine(5π/3), and Sine(5π/6).

To determine which of the given trigonometric functions are equal to one-half or negative one-half, we can evaluate them at the corresponding angles and check for the desired values.

One-half is equivalent to 0.5, and negative one-half is equivalent to -0.5.

Now, let's evaluate each trigonometric function at the given angles:

Sine(7π/6) = -0.5 (equal to negative one-half)

Sine(4π/3) = -0.5 (equal to negative one-half)

Cosine(5π/3) = -0.5 (equal to negative one-half)

Cosine(π/6) = √3/2 (not equal to one-half or negative one-half)

Cosine(5π/6) = √3/2 (not equal to one-half or negative one-half)

Sine(5π/6) = 0.5 (equal to one-half)

Based on the evaluations, the following trigonometric functions are equal to one-half or negative one-half:

Sine(7π/6) = -0.5 (equal to negative one-half)

Sine(4π/3) = -0.5 (equal to negative one-half)

Cosine(5π/3) = -0.5 (equal to negative one-half)

Sine(5π/6) = 0.5 (equal to one-half)

Therefore, the correct options are:

Sine(7π/6)

Sine(4π/3)

Cosine(5π/3)

Sine(5π/6)

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Answer:

All Real Numbers except 7.

Step-by-step explanation:

The domain of the function of y = 1/x - 7 is  (−∞, 0)∪(0, ∞), {x|x≠0}

The function is defined as a mathematical expression that defines a relationship between one variable and another variable.

A graph can be defined as a pictorial representation or a diagram that represents data or values.

The domain of the function includes all possible x values of a function, and the range includes all possible y values of the function.

We have been the given function as

⇒ y = 1/x - 7

We have to determine the domain by finding where the equation is defined.

Domain: (−∞, 0)∪(0, ∞), {x|x≠0}

Hence, the domain of the function of y = 1/x - 7 is  (−∞, 0)∪(0, ∞), {x|x≠0}

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Answer:

true

Step-by-step explanation:

true

7,310 cm^2 is the area of the paper that needed to be covered with colored paper as per the given cuboid box dimensions.

The Given data is:

The total surface area of the given cuboid box can be calculated by the sum of the areas of all six faces.

The given dimensions of cuboid box = 70 cm×28 cm×35 cm

The Area of the Base of the cuboid  box is:

70 × 35  = 2450 cm^2

The Area of each face of the cuboid box is:

28  × 35  = 980 cm^2

The Area of each back of the cuboid box is:

70  × 28 cm= 1960 cm^2

The total surface area =

2450 cm^2+ 2 × 980 cm^2+ 2 × 1960 cm^2 = 7,310 cm^2

Therefore, we can conclude that 7,310 cm^2 is the area of the paper that needed to be covered with colored paper.

Answer:

X = 4x-18

Step-by-step explanation:

X = “a number”^^

Answer:

Step-by-step explanation:

Ordered pair (0, 0) & (0.5, 2.5)  will fall on the line of graph

Step-by-step explanation:

Megan expects to save an average of 5 dollars per week from her babysitting earnings.

=> Saving Per  week  = 5 $

Saving in 0.5 Week = 0.5 * 5 = 2.5 $

hence ordered pair (0.5, 2.5)  will fall on the line of graph

Saving in 3 Week = 3 * 5 = 15 $

Hence (3, 18) will not fall on  line

Saving in 0 Week = 0.5 * 0 = 0 $

hence ordered pair (0, 0)  will fall on the line of graph

Saving in 4.5 Week = 4.5 * 5 = 22.5 $

Hence (4.5, 30) will not fall on  line

Ordered pair (0, 0) & (0.5, 2.5)  will fall on the line of graph

In mathematics, the graph of a function f is the set of ordered pairs, where {\displaystyle f(x)=y.} In the common case where x and f(x) are real numbers, these pairs are Cartesian coordinates of points in two-dimensional space and thus form a subset of this plane.

here, we have,

Megan expects to save an average of 5 dollars per week from her babysitting earnings.

=> Saving Per  week  = 5 $

Saving in 0.5 Week = 0.5 * 5 = 2.5 $

hence ordered pair (0.5, 2.5)  will fall on the line of graph

Saving in 3 Week = 3 * 5 = 15 $

Hence (3, 18) will not fall on  line

Saving in 0 Week = 0.5 * 0 = 0 $

hence ordered pair (0, 0)  will fall on the line of graph

Saving in 4.5 Week = 4.5 * 5 = 22.5 $

Hence (4.5, 30) will not fall on line

Hence, Ordered pair (0, 0) & (0.5, 2.5)  will fall on the line of graph.

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Answer:

x = -8

Step-by-step explanation:

x/16 + 12/16 = 12+x/16

(12+x)/ 16 = 1/4

Cross-multiply:

4(x+12) = 16

4x + 48 = 16

4x = -32

x = -8

Answer:

Identify the x-value in the ordered pair and plug it into the equation. When you simplify, if the y-value you get is the same as the y-value in the ordered pair, then that ordered pair is indeed a solution to the equation.

Step-by-step explanation:

Answer:

Step-by-step explanation:

In the Intermediate Phase of mathematics education, one topic that demonstrates a hierarchical and logical progression in patterns, functions, and algebra is the concept of "Linear Equations."

The topic of Linear Equations in the Intermediate Phase builds upon the foundation laid in earlier grades and serves as a stepping stone towards more advanced algebraic concepts. Here is an overview of the topic sequence and content area spread for Linear Equations:

Introduction to Variables and Expressions:

Students are introduced to the concept of variables and expressions, learning to represent unknown quantities using letters or symbols. They understand the difference between constants and variables and learn to evaluate expressions.

Solving One-Step Equations:

Students learn how to solve simple one-step equations involving addition, subtraction, multiplication, and division. They develop the skills to isolate the variable and find its value.

Solving Two-Step Equations:

Building upon the previous knowledge, students progress to solving two-step equations. They learn to perform multiple operations to isolate the variable and find its value.

Writing and Graphing Linear Equations:

Students explore the relationship between variables and learn to write linear equations in slope-intercept form (y = mx + b). They understand the meaning of slope and y-intercept and how they relate to the graph of a line.

Systems of Linear Equations:

Students are introduced to the concept of systems of linear equations, where multiple equations are solved simultaneously. They learn various methods such as substitution, elimination, and graphing to find the solution to the system.

Word Problems and Applications:

Students apply their understanding of linear equations to solve real-life word problems and situations. They learn to translate verbal descriptions into algebraic equations and solve them to find the unknown quantities.

The content area spread for Linear Equations includes concepts such as variables, expressions, equations, operations, graphing, slope, y-intercept, systems, and real-world applications. The progression from simple one-step equations to more complex systems of equations reflects a logical sequence that builds upon prior knowledge and skills.

By following this hierarchical progression, students develop a solid foundation in algebraic thinking and problem-solving skills. They learn to apply mathematical concepts and procedures in a systematic and logical manner, paving the way for further exploration of patterns, functions, and advanced algebraic topics in later phases of mathematics education.