inferential statistics allow us to group of answer choices infer that a sample is random. infer from a sample the characteristics of a population. infer from a population the characteristics of a sample. describe the statistical properties of a sample.

The lim x→0, correct option is (d). Limit does not exist.

The given function is  limx→0tan(x)ex−1.

Using L'Hopital's rule, the function can be written as:

limx→0tan(x)ex−1=limx→0tan(x)limx→0ex−1=1(0) 

if we take the limit of ex-1 as x approaches 0, it is equal to 0.

So the expression (1/0) becomes an infinite value.

This is shown as;limx→0tan(x)ex−1=d. Limit does not exist.

Therefore, the correct option is (d). Limit does not exist.

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Answer:

3 normal tickets were sold, 3 tickets were sold for the elderly, and 12 tickets were sold for children

Step-by-step explanation:

Let x = normal ticket number

Let y = child ticket number

Let z = elderly ticket number

The total amount spent is 480, so we can create this equation:

52 * x + 20 * y + 28 * z = 480

They also tell us that each adult took two children, so:

y = 2 * (x + z)

We have two equations and three unknowns, therefore we must simplify and do trial and error. First, let's substitute "y" in terms of "x" and "z" in the first equation, then simplify:

52 * x + 20 * y + 28 * z = 480

52 * x + 20 * 2 * (x + z) + 28 * z = 480

52 * x + 40 * (x + z) + 28 * z = 480

52 * x + 40 * x + 40 * z + 28 * z = 480

92 * x + 68 * z = 480

23 * x + 17 * z = 120

Let's solve for x in terms of e:

23 * x = 120-17 * z

x = (120-17 * z) / 23

We know that (120 - 17 * z) has to be a multiple of 23 for "x" to be an integer. So let's look at testing some values ​​of "z" to make valid values ​​for "x":

120-17 (0) = 120 (not multiple of 23)

120-17 (1) = 103 (not multiple of 23)

120-17 (2) = 86 (not multiple of 23)

120-17 (3) = 69 (multiple of 23)

120-17 (4) = 52 (not multiple of 23)

120-17 (5) = 35 (not multiple of 23)

120-17 (6) = 18 (not multiple of 23)

120-17 (7) = 1 (not multiple of 23)

After that, we get negative values ​​for "x", so here there is only one possible value for "x", so we know that z = 3:

Now we can solve for "x" and "y":

x = (120-17 * 3) / 23

x = (120-51) / 23

x = 69/23

x = 3

Now for and:

y = 2 * (x + y)

y = 2 (3 + 3)

y = 12

Therefore, 3 normal tickets were sold, 3 tickets were sold for the elderly, and 12 tickets were sold for children.

Answer:

normal force decreases

Step-by-step explanation:

N=mgcosθ, and cosine decreases as theta increases

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Answer:

A) decreases

Step-by-step explanation:

As the angle of the incline increases, the normal force decreases, which decreases the frictional force. The incline can be raised until the object just begins to slide.

Answer:

6/8X+3

Step-by-step explanation:

The simplified and rationalized expression is: (4√3)/x.

To simplify the expression and rationalize the denominator, we need to rewrite the expression with a rational denominator.

First, let's simplify the expression: √3 4/0.5x.

To simplify the square root term, we can write it as: √(3 * 4)/(0.5x).

Simplifying the numerator: √12/(0.5x).

Next, let's rationalize the denominator by multiplying both the numerator and the denominator by 2:

(√12 * 2)/((0.5x) * 2).

Simplifying further: (2√12)/(1x).

Finally, simplifying the square root term: (2√(4 * 3))/x.

Simplifying the square root: (2 * 2√3)/x.

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Answer:

27:7

Step-by-step explanation:

Answer How many solutions does the nonlinear system of equations graphed below have?

Look at the number of points where the graphs intersect each other...the points where the graphs of the functions cross each other are the solutions to the system.

Upon looking, you should see 4 points where the graphs intersect, so there are 4 solutions to the non-linear system of equations.

Answer: 31 years

Explanation- Since 5 people have a mean age of 30, the sum of their ages is 5⋅30=150. Adding one more person of age 36 to the group gives 6 people with sum of ages 150+36=186. Now divide this by 6 to get the new mean for the group of 6 people: 1866=31 years.

⭐ Answered by TurttlePrincess

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542,591,806.5

.............................

Answer:

542,591,806.5

Step-by-step explanation:

54 x 120575957

=6,511,101,678

6,511,101,678 ÷ 12

= 542,591,806.5

Hope this helped you- have a good day bro cya)

Answer:

7/9

Step-by-step explanation:

\(slope = \frac{10 - 3}{10 - 1} \\ \\ = \frac{7}{9} \\ \)

You should spend approximately 0.9 minutes (or 54 seconds) on each math problem or equation.

Let's denote the time spent on each non-math question as "x" minutes.

According to the problem, twice as much time should be allowed for each math problem, so the time spent on each math problem would be "2x" minutes.

The total time spent on non-math questions is given by: 300 * x (300 questions multiplied by "x" minutes per question).

The total time spent on math problems is given by: 50 * 2x (50 math problems multiplied by "2x" minutes per problem).

According to the problem, the total examination time is 3 hours, which is equal to 180 minutes.

Therefore, we can set up the equation:

300x + 50(2x) = 180

Simplifying the equation:

300x + 100x = 180

400x = 180

x = 180/400

x = 0.45

So, the time spent on each non-math question is 0.45 minutes.

To find the time spent on math problems, we substitute the value of "x" into "2x":

Time spent on math problems = 2x = 2 * 0.45 = 0.9 minutes

Therefore, you should spend approximately 0.9 minutes (or 54 seconds) on each math problem.

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Number of ways can a person travels from A to C via B = 24 ways

How it can be calculated that a person can travel in no. of ways?

To calculate the likelihood of an event occurring, we will apply the equation number of favourable outcomes divided by total number of outcomes. We sometimes need to apply a permutation to calculate the overall number of outcomes. A permutation is a method for calculating the number of events that occur when order is important.

Given,

Connection of roads from a = 6

Connection of roads from a = 4

Number of roads from a to b =6

Number of roads from b to c =4

Number of ways can a person travels from a to c via b

= 6*4

= 24 ways

The number of ways a person can go from A to C via B is 24.

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Subtract the number that got an A from total students:

118 - 35 = 83

83 students did not get an A

Answer: i think its c

Step-by-step explanation:

The linearization of the function z=xy√ at the point (-2, 9) is: L(x,y) = -6 + 3√(x+2) - 2√(y-9)

The linearization of a function f(x,y) at a point (a,b) is given by:

L(x,y) = f(a,b) + fx(a,b)(x-a) + fy(a,b)(y-b)

where fx and fy are the partial derivatives of f with respect to x and y, evaluated at (a,b).

In this case, we have f(x,y) = xy√ and (a,b) = (-2,9). We need to find fx and fy at this point:

fx(x,y) = y√

fy(x,y) = x√

Evaluating these at (-2,9), we get:

fx(-2,9) = 3√

fy(-2,9) = -2√

So the linearization of f at (-2,9) is:

L(x,y) = f(-2,9) + fx(-2,9)(x+2) + fy(-2,9)(y-9)

= -6 + 3√(x+2) - 2√(y-9)

Therefore, the linearization of the function z=xy√ at the point (-2, 9) is:

L(x,y) = -6 + 3√(x+2) - 2√(y-9).

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The value of x should be greater than or equal to -2. The number line from -2 to the entire right till ∞ of the number line will satisfy this condition.

A number line is just that – a straight, horizontal line with numbers placed at even increments along the length. It’s not a ruler, so the space between each number doesn’t matter, but the numbers included on the line determine how it’s meant to be used.

The value of x that will satisfy this condition can be found by simplifying the given inequality. Therefore, The given inequality can be simplified as,

4x + 1 - 1 ≥ -8

4x ≥ -8

x ≥ -2

Hence, the value of x should be greater than or equal to -2. The number line from -2 to the entire right till ∞ of the number line will satisfy this condition.

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The area of the sector formed by the arc of the circle is 14 square feet.

A sector of a circle is a pie-shaped section of a circle formed by the arc and its two radii. A sector is formed when a portion of the circle's circumference (as well known as an arc) and two radii cross paths at both endpoints of a arc. A sector of a circle has the shape of a pizza slice or even a pie.

Now, according to the question;

Length of a sector is estimated by the formula = ∅×r

where ∅ is the angle formed by sector in radians and r is the radius of the circle.

Thus,

∅ = Length of a sector/r

The radius is r = 7 ft

The value of length of a sector = 4 ft

∅ = 4/7

∅ = 0.57 radians

Now, estimate the area of the sector.

area of a sector = (∅/2)×r²

Substituting the values.

area of a sector = (4/7/2)×7²

                          = (4/14)×49

area of a sector = 14 ft²

Therefore, the area of the sector is calculated as 14  ft².

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The complete question is-

In a circle with a radius of 7 feet, the radian measure of the central angle subtended by an arc with a length of 4 feet is . The area of the sector formed by the arc is square feet. Assume π = 3.14, and round your answers to the nearest hundredth.

The correct answer is A. line. A line is a straight path that extends infinitely in both directions. It has no endpoints and continues indefinitely.

A line is a basic geometric object that is defined by two points or can be represented by a single equation. It is characterized by its straightness and infinite length, extending in both directions without any boundaries or endpoints. A line can be represented by a straight line segment with two distinct points or by an equation such as y = mx + b in a coordinate system.

On the other hand, a plane refers to a two-dimensional flat surface that extends infinitely in all directions. It is not a straight path but rather a flat, continuous surface. A ray, is a part of a line that has one endpoint and extends infinitely in one direction. It is not a straight path that continues indefinitely in both directions like a line.

A triangle is a closed geometric shape with three sides and three angles. It is not a straight path but rather a closed figure formed by connecting three non-collinear points.Therefore ,the correct answer is A.

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Answer:

equilateral

Step-by-step explanation:

The hash marks on the sides mean that all four sides are congruent.

Answer:

first one I think hope this help

Answer:

-26

Step-by-step explanation:

sub in the x value

-4+3-(2(-5)+5)^2

-4+3-(-10+5)^2

-4+3-(5)^2

-1-25

-26

By finding 59% of 50.7 million we know that approximately 29.9 million travelers are originating from the Southeast.

To find the number of travelers originating from the southeast, we need to calculate 59% of the total number of travelers.
The total number of travelers estimated is 50.7 million.
To find 59% of 50.7 million, we can multiply 50.7 million by 0.59:
\(50.7 million * 0.59 = 29.913 million\)

Therefore, approximately 29.9 million travelers are originating from the Southeast.

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To the nearest tenth of a million, approximately 20.3 million travelers are originating from the southeast region.

The ratio of the numbers of travelers from the southeast, midwest, and northeast regions is given as 6:5:4, respectively. To find the number of travelers originating from the southeast region, we need to determine the value of one part of the ratio.

Let's assume the common ratio value is "x". According to the given ratio, the number of travelers from the southeast region can be represented as 6x.

We know that the total number of travelers is estimated to be 50.7 million. Therefore, we can set up the following equation:

6x + 5x + 4x = 50.7

Combining like terms, we get:

15x = 50.7

To solve for x, we divide both sides of the equation by 15:

x = 50.7 / 15

Evaluating this expression, we find:

x ≈ 3.38

Now, to find the number of travelers originating from the southeast region, we multiply the value of x by the corresponding ratio:

6x ≈ 6 * 3.38 ≈ 20.28 million

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Answer:

$ 17.5

Step-by-step explanation:

A product that is on 50% sale is half of its original cost. Hence a basketball that is 50% off is half of 35, or 17.5.

Answer:

99i/14

Step-by-step explanation:

i + 6i - (3/7)i + (1/3)h + (1/2)i - h + (1/4)h

i + 6i - (3/7)i + (1/3)h + (1/2)i - h + (1/4)h = i + 6i - (3/7)i  + (1/2)i - h + h =

i + 6i - (3/7)i  + (1/2)i = 7i - (3/7)i  + (1/2)i =

= 7i - (6/14)i + (7/14)i = 7i + (1/14)i = 99i/14

Answer:

It's a combination, BUT...

Step-by-step explanation:

Definition: A combination is a grouping of outcomes in which the order does not matter. That's the difference between combination and permutation.

Combination Formula: nCr = (n!)/[r!(n-r)!)] where n stands for number of things and r the pair chosen

Applied to this case: We have n=5 (12345) and r=5 for the 5-digit lock combination.

5C5 = (5!)/[5!(5-5)] = 1

But!! As you can see, we cannot have 1 possible combinations so.. We have to assume that this is a permutation!!! Conceptually, this looks pretty much like a combination, but being the same range as number of items, we conclude that it's a permutation.

Permutation Formula: nPr = (n!)/(n-r)!

nPr = (5!)/(5-5)! = 120

Well, this looks way more accurate now, right?

Final Answer: The scenario involves a permutation, and there's 120 possible combinations of those 5 numbers in a 5-digit lock.

The area of the third side of the triangle is either 20 square unit or 12 square units.

Triangle:

in math, triangle refers a simple closed curve made of three line segments and it has three vertices, three sides and three angles.

Given,

Two sides of a right triangle measure 2 units and 4  units.

And we need to find the area of the square that shares a side with the third side of the triangle  ​

Let us consider is  Two sides of a right triangle measure 2 units and 4  units.

Here if sides are perpendicular sides, then by using Pythagorean theorem

=> third side² = 2² + 4²

When we simplify this one, then we get,

=> third side² = 4 + 16

So, the  third side² = 20

Then the area of the square that shares a side with the third side of the triangle =  third side² = 20 sq units

Similarly, if 4  units is hypotenuse side, then by using Pythagorean theorem, the third side is calculated as,

=> third side² = 4² - 2²

And when we simplify this one, then we get,

=> third side² = 16 - 4

Therefore, the third side² = 12

And the area of the square that shares a side with the third side of the triangle =  third side² = 12 sq units

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The equation of the circle centered at the origin and passing through the point (-4,0) is \(x^2+y^2=16\).

Equation of a circle

A circle may also be defined as a special kind of ellipse in which the two foci are coincident, the eccentricity is 0, and the semi-major and semi-minor axes are equal.

We know that,

Equation of the circle passing through the origin is given by:-

\(x^2+y^2=r^2\)

Where,

r is the radius of the circle, and

(x,y) are the coordinates of each point of the circle.

Hence, we can write,

The radius of the circle will be :-

\(\sqrt{(0-(-4))^2+(0-0)^2} =\sqrt{ 4^2+0^2} =\sqrt{16}=4 units\)

Hence, r = 4 units.

Hence, the equation of the circle is given by:-

\(x^2+y^2=16\)

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The rules for the rotation and translation for the rectangle RSTU is:

Rotation: (x,y) ↔ (-y,x)

Translation : (x,y) ↔ (x+k , y)

Given,

we have rectangle R'S'T'U' which is the image of the rectangle RSTU under a rotation 90° counterclockwise about the origin followed by a translation.

we are asked to determine the rule of rotation and translation.

Rotation :

Our point A(x,y) becomes A' when a point is rotated 90 degrees counterclockwise about the origin (-y,x).

so the rule is:

Rotation: (x,y) ↔ (-y,x)

Translation:

When the shape is moved towards the right by k units, then replace x with x + k.

let's check:

R(-6,3) ↔ 90° counterclockwise rotation ↔ (-3,-6) ↔ translation↔R'(-3+9,-6) → R'(6,-6)

S(-4,7) ↔ 90° counterclockwise rotation ↔ (-7,-4) ↔ translation↔S'(-7+9,-4) → R'(2,-4)

Hence we get the required rules for sequences of congruence transformations.

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Answer:

8 bags

Step-by-step explanation:

You divided them by 20 which gives you 4. So you take the 3 and multiply by 4 which is 12 bags. And then you do the same for your bags which makes you do 2 times 4 which gives you 8. You take 20 - 12 and that leaves you with 8.

The given statement "an education can be the key to higher earnings" is true, as a U.S. Census Bureau study shows that earnings increase with the level of education.

The study shows that high school graduates earned $30,400 per year, associate’s degree graduates averaged $38,200 per year, and bachelor’s degree graduates averaged $52,200 per year. This indicates that an individual's earnings will increase with their level of education.

As an individual's level of education increases, their earnings also increase. The U.S. Census Bureau study demonstrates that a high school graduate earns less than an associate's degree graduate, and an associate's degree graduate earns less than a bachelor's degree graduate.

This is because education enables an individual to obtain better job opportunities and more specialized skills in their area of interest, which are valued in the job market. As a result, higher education has a significant impact on an individual's income.

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