In a table of values, if the pattern is adding 5, is the relationship additive
or proportional? *

Answer: $25.25

Step-by-step explanation:

378.75/15 = 25.25

Answer:

$25.25

Step-by-step explanation:

All you have to do is divide 378.75 by 15 and you get your answer, because we want to make 15 hours turn to 1 so divide both numbers by 15 to get 25.25

Answer:

Ángulo agudo

Es cualquier ángulo que mida más de 0 grados pero menos de 90 grados. Un ángulo agudo cae en algún lugar entre inexistente y un ángulo recto.

Acute angle

It's any angle that measures more than 0 degrees but less than 90 degrees. An acute angle falls somewhere between nonexistent and a right angle.

Thus, the range of the given data set for number of roses and its length is found as 4.

The difference between the greatest and lowest values within a set of integers is known as the range. Subtract the smallest from the greatest value in the set to determine range.

Given data for the Length of Roses are-

length (cm) -                  22    23    24    25   26

Number of roses -          2      4     5       3       1

Range  = highest value - lowest value

Range  = 26 - 22

Range  = 4

Thus, the range of the given data set for number of roses and its length is found as 4.

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Answer:

A

Step-by-step explanation:

A

Answer:

-7

Step-by-step explanation:

because the higher the negative number the smaller the value it is.

Answer:

The relevant hypothesis are organized as follows

H₀: p₁ - p₂ < 0.     (Null hypothesis )

Hₐ: p₁ - p₂ > 0.     (alternative hypothesis)

Given that,

You want to know if smoking is more common among women in a community than it is among men. Let populations 1 and 2 represent women and males, respectively.

We have to find the pertinent theories are organized as follows________.

We know that,

P₁ and P₂ in the neighborhood's population diagrams show the neighborhood's proportions of men and women, respectively.

The following is a definition of the gut feeling:

H₀: The ratio of smokers among men and women is the same, or p₁ - p₂ < 0.

Hₐ: The ratio of smokers between men and women is greater than zero (p₁ - p₂ > 0).

Therefore, the relevant hypothesis are organized as follows

H₀: p₁ - p₂ < 0.     (Null hypothesis )

Hₐ: p₁ - p₂ > 0.     (alternative hypothesis)

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The upper bound of the 95% confidence interval for the average age in the U.S. is 48.29 years.

To determine the upper bound of the 95% confidence interval for the average age in the U.S., we can use the sample data from the survey. The sample size is 1072 people, randomly selected from the U.S. population, with a minimum age of 12. By calculating the average age of the respondents, we can estimate the average age of the entire U.S. population.

Using the given information that the average age of the respondents is 43.56 years, and assuming that the sample is representative of the population, we can calculate the standard error. The standard error measures the variability of the sample mean and indicates how much the sample mean might deviate from the population mean.

Using statistical methods, we can calculate the standard error and construct a confidence interval around the sample mean. The upper bound of the 95% confidence interval represents the highest plausible value for the population average age based on the sample data.

Therefore, based on the provided information and calculations, the upper bound of the 95% confidence interval for the average age in the U.S. is 48.29 years.

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The ordered pairs that could be points on a parallel line are:

(-8, 8) and (2, 2)

(-2, 1) and (3, -2)

Parallel lines have the same slope. Thus, we have to find ordered pairs with a slope of -3/5.

We have:

slope of the line is -3/5.

Thus, m = -3/5

Formula for slope between two coordinates is;

m = (y₂ - y₁)/(x₂ - x₁)

A) At (–8, 8) and (2, 2);

m = (2 - 8)/(2 - (-8))

m = -6/10

m = -3/5

B) At (–5, –1) and (0, 2);

m = (2 - (-1))/(0 - (-5))

m = 3/5

C) At (–3, 6) and (6, –9);

m = (-9 - 6)/(6 - (-3))

m = -15/9

m = -5/3

D) At (–2, 1) and (3, –2);

m = (-2 - 1)/(3 - (-2))

m = -3/5

E) At (0, 2) and (5, 5);

m = (5 - 2)/(5 - 0)

m = 3/5

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The roots of the given equation is real and equal.

Given , 5\(x^{2} \\\) - 10x+ k=0

The quadratic equation is b² - 4ac = 0

Here, a= 5, b= -10, c= k

substitute in b² - 4ac = 0

(-10)² - 4 * 5* k =0

100 - 20k =0 , let this be equation (1)

100 = 20k

k = \(\frac{100}{20}\)

k = 5.

now, substitute  k= 5 in equation (1)

100 -20k = 0

100 - 20*5 = 0

100 - 100 = 0

Therefore, the given equation is real and equal .

The correct question is 5x² - 10x + k =0

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The angle of elevation of the ramp to the nearest degree is 34°.

we can use trigonometry to determine the angle of elevation of the ramp.To begin, we need to draw a diagram to visualize the problem.

Let's assume that the height of the end of the ramp is h, and the horizontal distance from the bottom of the ramp to the building is d.

From the diagram, we can see that we have a right-angled triangle where the height of the triangle is h, the base of the triangle is d, and the hypotenuse of the triangle is the length of the ramp.

Using the tangent ratio, we can write:

tanθ = opposite/adjacent

where opposite is the height of the triangle, and adjacent is the base of the triangle. Substituting the values we have, we get:

tanθ = h/d

Rearranging this formula, we can write:

θ = tan⁻¹(h/d)

Substituting the values we have, we get:θ = tan⁻¹(10/15)θ = 33.69°

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First, let's compute the 6-point DFT of x = [1, 2, 3, 4, 5, 6]:

\(X[k] = ∑_{n=0}^{5} x[n] exp(-i 2πnk/6)\)

For k = 0:

\(X[0] = ∑_{n=0}^{5} x[n] exp(-i 2πn(0)/6)\\= ∑_{n=0}^{5} x[n]\\= 1 + 2 + 3 + 4 + 5 + 6\\= 21\)

For k = 1:

\(X[1] = ∑_{n=0}^{5} x[n] exp(-i 2πn(1)/6)\\= ∑_{n=0}^{5} x[n] exp(-i πn/3)\\= x[0] + x[1] exp(-i π/3) + x[2] exp(-i 2π/3) + x[3] exp(-i π) + x[4] exp(-i 4π/3) + x[5] exp(-i 5π/3)\\= 1 + 2 exp(-i π/3) + 3 exp(-i 2π/3) + 4 exp(-i π) + 5 exp(-i 4π/3) + 6 exp(-i 5π/3)\)

For k = 2:

X[2] = ∑_{n=0}^{5} x[n] exp(-i 2πn(2)/6)

= ∑_{n=0}^{5} x[n] exp(-i 2πn/3)

= x[0] + x[1] exp(-i 2π/3) + x[2] exp(-i 4π/3) + x[3] exp(-i 2π) + x[4] exp(-i 8π/3) + x[5] exp(-i 10π/3)

= 1 + 2 exp(-i 2π/3) + 3 exp(-i 4π/3) + 4 + 5 exp(-i 8π/3) + 6 exp(-i 10π/3)

For k = 3:

X[3] = ∑_{n=0}^{5} x[n] exp(-i 2πn(3)/6)

= ∑_{n=0}^{5} x[n] exp(-i πn)

= x[0] + x[1] exp(-i π) + x[2] exp(-i 2π) + x[3] exp(-i 3π) + x[4] exp(-i 4π) + x[5] exp(-i 5π)

= 1 - 2 + 3 - 4 + 5 - 6

= -3

For k = 4:

X[4] = ∑_{n=0}^{5} x[n] exp(-i 2πn(4)/6)

= ∑_{n=0}^{5} x[n] exp(-i 4πn/3)

= x[0] + x[1] exp(-i 4π/3) + x[2] exp(-i 8π/3) + x[3] exp(-i 4π) + x

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Answer: The first one is AFD and AGF and for the second one is GFD and CDA.

Step-by-step explanation:

According to the given statement Each dose will require 15mL of the available solution.

To calculate the amount of the available solution for each dose, we can use the following steps:
Step 1: Convert the drug dosage from mg to grams.
750mg = 0.75g

Step 2: Calculate the total amount of solution needed per dose.
Since the drug is prescribed to be taken in an oral solution twice a day, we need to divide the total drug dosage by 2..
0.75g / 2 = 0.375g

Step 3: Calculate the volume of the available solution required.
We know that the available solution is 2.5% solution. This means that for every 100mL of solution, we have 2.5g of the drug.
To find the volume of the available solution required, we can use the following equation:
(0.375g / 2.5g) x 100mL = 15mL
Therefore, each dose will require 15mL of the available solution.

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Each dose will require 15000 mL of the available 2.5% solution.

To determine the amount of the available solution needed for each dose, we can follow these steps:

1. Calculate the amount of the drug needed for each dose:

  The prescribed dose is 750mg.

  The patient will take the drug twice a day.

  So, each dose will be 750mg / 2 = 375mg.

2. Determine the volume of the solution needed for each dose:

  The concentration of the solution is 2.5%.

  This means that 2.5% of the solution is the drug, and the remaining 97.5% is the solvent.

  We can set up a proportion: 2.5/100 = 375/x (where x is the volume of the solution in mL).

  Cross-multiplying, we get 2.5x = 37500.

  Solving for x, we find that x = 37500 / 2.5 = 15000 mL.

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Answer:

Solving the inequality for a, you get:

Inequality form: a≥52

Interval notation: [52,∞)

The correct answer is e(x) = np. The expected value for a binomial probability distribution is given by the formula e(x) = np, where n represents the number of trials and p represents the probability of success in each trial.

The expected value is a measure of the average or mean outcome of a binomial experiment. It represents the number of successful outcomes one would expect on average over a large number of trials.

The formula e(x) = np arises from the fact that the expected value of a binomial distribution is the product of the number of trials (n) and the probability of success (p) in each trial. This is because in a binomial experiment, the probability of success remains constant for each trial.

Therefore, to calculate the expected value of a binomial probability distribution, we multiply the number of trials by the probability of success in each trial, resulting in e(x) = np.

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When 750 minutes is being converted to weeks, the number of weeks would be= 0.074 week.

To convert the number of given minutes to weeks to following is carried out using the provided parameters.

First convert to hours, that is;

60mins = 1 hour

750 mins = X hour

make X the subject of formula;

X = 750/60 = 12.5 hours

Secondly convert to days;

24 hours = 1 day

12.5 hours = y days

make y the subject of formula;

y = 12.5/24 = 0.52 day

But 1 week = 7 days

X week = 0.52 day

X = 0.52/7 = 0.074week.

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The factored form of the quadratic equation is given as follows:

y = 3(x + 0.6667)(x - 6).

The quadratic equation for this problem is defined as follows:

3x² - 16x - 7 = 5.

3x² - 16x - 12 = 0.

The coefficients are given as follows:

a = 3, b = -16, c = -12.

Hence the discriminant is of:

D = (-16)² - 4(3)(-12)

D = 400.

Then the roots are of:

Considering the leading coefficient of 3 and the roots, the factored form of the equation is given as follows:

y = 3(x + 0.6667)(x - 6).

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The length of the straight line calculated between school and the fire station is equal to  4.6 miles ( nearest tenth ).

Location of town hall is 4.3 miles directly east of the middle school.

Location of fire station is 1.7 miles directly north of town hall.

To find the length of the straight line between the school and the fire station,

Apply the Pythagorean theorem,

Which states that in a right triangle the square of the length of the hypotenuse the longest side is equal to the sum of the squares of the lengths of the other two sides.

In this case, the distance between the school and Town Hall, and the distance between Town Hall and the fire station form a right triangle,

So, we can calculate the length of the hypotenuse as,

√(4.3² + 1.7²)

≈ √(18.49 + 2.89)

≈ √21.38

≈ 4.62

≈ 4.6 miles ( Rounding to the nearest tenth)

Therefore, the length of the straight line between the school and the fire station is approximately 4.6 miles.

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The above question is incomplete, the complete question is:

Town Hall is located 4.3 miles directly east of the middle school. The fire station is located 1.7 miles directly north of Town Hall. What is the length of a straight line between the school and the fire station? Round to the nearest tenth.

Answer:

Step-by-step explanation:

(5)(1/5)=1

Answer: inverse property of multiplication

Step-by-step explanation:

You need to know about the idea of reciprocal numbers. Reciprocal numbers are numbers that multiplied together to get 1 which is also called inverse. This means one number will be itself, and it's reciprocal will be the denominator of a fraction that has 1 as the numerator

Since 1/5 is the reciprocal of 5, and they are multiplied together to get 1. This will be the inverse property of multiplication.

Answer:

b. y + 5 = -2(x + 3) or

    y = - 2x - 11

Step-by-step explanation:

Point-slope equation:

Convert this to slope-intercept form:

Correct choice is b.

Answer:

The possible number of students in Mrs. Hayko's class is limited to 15 or 30, as higher multiples of 15 would exceed the desired class size.

Step-by-step explanation:

a)

Let 'x' be the total number of students in Mrs. Hayko's class.

One-third of the students walk to school: (1/3)x.

The remaining students who do not walk to school: (2/3)x.

Four-fifths of the non-walking students take the bus: (4/5) * (2/3)x.

Simplify to find the fraction of students taking the bus: (8/15)x.

b)

Consider different values for 'x' to find a whole number of students taking the bus.

Start with a small number, such as x = 15.

Calculate the number of students taking the bus using (8/15)x.

If the result is a whole number, it's a possible class size.

Repeat with different values of 'x' until a whole number is obtained.

The possible number of students in Mrs. Hayko's class could be 15, 30, or any other multiple of 15.

AC is approximately 16.1 inches, which is option 1.

We can use the law of sines to solve this problem, which states that the ratio of the length of a side of a triangle to the sine of the angle opposite that side is equal for all three sides. That is,

a / sin A = b / sin B = c / sin C

Where

We are given that m<A = 33° and m<C = 58°, so we can find the measure of angle B:

m<A + m<B + m<C = 180°

33° + m<B + 58° = 180°

m<B = 89°

Now we can use the law of sines to solve for AC:

AC / sin A = AB / sin B

AC / sin 33° = 25 / sin 89°

AC = 25 * sin 33° / sin 89°

AC ≈ 16.1 in.

Therefore, AC is approximately 16.1 inches, which is option 1.

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Answer:

9

Step-by-step explanation:

there are 3 atoms in one co2 molecule. 3 x 3=9

Answer:

in three molecules of CO2 there are:

3 Carbon Atoms and 6 Oxygen Atoms

If your looking for the atoms in ONE molecule then there is:

One Carbon Atom and Two Oxygen Atoms

Answer:

(36,25)

Step-by-step explanation:

We want to find where the two lines intersect

We know the x value is about 1/2 way between 30 and 40 and the y value is close to 25

The closest value is (36,25)

Step-by-step explanation:      I GOT YOU

The point at which the prices are the same would be at (36, 25)

I know this to be true because that's when the lines touch each other (intersect) on the graph. After 36 minutes go by the cost is 25 dollars for both lines. Also the sides have names, cost on the left, and time on the bottom. And the lines stand for the store prices over time. In summary, just look at the number on the side and bottom and see where the lines intersect.

The surface area of the new single-serving soup can, with a volume ratio of 24:8, will be approximately 11.164 square inches.

To determine the surface area of the new single-serving soup can, we can use the concept of ratios and proportions.

Let's assume the radius of the large can is represented by R and the radius of the single-serving can is represented by r.

The volume of a cylinder can be calculated using the formula V = πr^2h, where V is the volume, r is the radius, and h is the height.

We know that the large can has a volume of 24oz, so we have:

24 = πR^2h

Now, we need to find the height of the single-serving can. Since the large can and the single-serving can have the same height (we assume), we can set up a ratio of their volumes:

24/8 = πR^2h / πr^2h

Simplifying the equation, we have:

3 = (R^2h) / (r^2h)

Since the height cancels out, we can rewrite the equation as:

3 = R^2 / r^2

To find the ratio of the surface areas, we square both sides of the equation:

9 = (R^2 / r^2)^2

Now, we can find the surface area ratio:

100.48 / A = 9

Solving for A (the surface area of the single-serving can), we have:

A = 100.48 / 9

Calculating the value, we find that the new single-serving surface area will be approximately 11.164 in².

Therefore, the new single-serving soup can will have a surface area of approximately 11.164 square inches.

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Answer:

The answer is "6"

Step-by-step explanation:

\(\to x^2 = 3 \times 12 \\\\\to \sqrt{6^2 +3^2} = \sqrt{45} =\sqrt{9} \sqrt{5} = 3\sqrt{5} \\\\\to x= 6\)

The value of \(\overline{AB} =6\)

Answer:

it A

Step-by-step explanation:

Option C is the correct choice as it accurately describes the chi-square test for independence. The chi-square test for independence is used to determine if there is a relationship between two categorical variables. It is similar to neither a single-sample t test nor a correlation because it involves categorical variables, not continuous ones.

Option C accurately describes the chi-square test for independence. It states that the test is similar to an independent-measures t test because it compares separate samples to evaluate the difference between separate populations.

The chi-square test for independence involves creating a contingency table that displays the observed frequencies of the two categorical variables. Then, it calculates the expected frequencies under the assumption of independence. The test compares the observed and expected frequencies using the chi-square statistic. If the observed frequencies significantly differ from the expected frequencies, we reject the null hypothesis and conclude that there is a relationship between the variables.

In contrast, options A, B, and D do not accurately describe the chi-square test for independence. Option A refers to a single-sample t test, which is not applicable to the chi-square test. Option B mentions a correlation, which assesses the relationship between continuous variables, not categorical ones. Option D combines elements of both a correlation and an independent-measures t test, which are not applicable to the chi-square test.

Therefore, option C is the correct choice as it accurately describes the chi-square test for independence.
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If a boy grows 5 inches, he will be one half a tall as his sister , his sister is 68 inches tall. So the height of the boy is 29 inches

In mathematics, the opposite of multiplication is the process called division. Finding the number of times one quantity is included within another is the procedure. The letters "/" or "" are typically used to denote this. For instance, 8 boys divided by 2 may be expressed as 8/2 or 82. The outcome in this situation would be 4, which is the quantity that 2 may be found in 8 times. The quotient, or outcome of the division, and the remainder, or quantity remaining after dividing, may both be found using division. Calculus, algebra, geometry, and other branches of mathematics all make use of the crucial mathematical notion of division.

How to solve?

If the boy grows 5 inches, he will be 68/2 =34 inches tall

The boy's current height is 34 - 5 = 29 inches

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