Item
Cost
Movie Ticket
$8.25
Medium Popcom $6.00
Medium Soda
$4.75
Candy
$3.50
13) Find the total cost of two Medium Sodas, two Medium Poocoms, and two Movie tickets.

Answer: n=-3 and n=3/2

Step-by-step explanation:

To solve the expression, we want to find the values of n. Since there are no common factors in 2, 3, -9, we directly multiply the "a" and "c" values.

2×(-9)=-18

This means, we want to find two numbers that multiply to -18 and adds to 3. This can also be known as the cross method.

We will find that 6 and -3 multiply to -18, and adds to 3.

In our box method, we want to find the common factors.

|2n²|6n|

|-3n|-9|

Note: Just pretend the lines line up and form a square box, with a term in each box.

After finding that is in common between the boxes, we get (n+3)(2n-3)=0

To solve, we set each factor equal to 0.

n+3=0

n=-3

2n-3=0

2n=3

n=3/2

The value of the 5 in the ten thousands place is 10 times greater than the value of the 5 in the thousands place in the number 655,000.

In the number 655,000, each digit represents a specific place value. The digit 5 in the ten thousands place has a value of 50,000, while the digit 5 in the thousands place has a value of 5,000.

To understand the relationship between the two digits, we need to consider the concept of place value. In our decimal system, each digit's value depends on its position in the number. Moving from right to left, each place value is ten times greater than the one before it.

In the case of 655,000, the digit 5 in the ten thousands place is in a position that is 10 times greater than the position of the digit 5 in the thousands place. This means that the value of the 5 in the ten thousands place is 10 times greater than the value of the 5 in the thousands place.

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Answer:

2

Step-by-step explanation:

If the parent function is y = 2, then the function of the graph would also be y = 2.

The parent function represents the simplest form of a function and serves as a reference for transformations. In this case, the parent function y = 2 is a horizontal line parallel to the x-axis, passing through the y-coordinate 2. Any transformations applied to this parent function would alter its shape or position, but the function itself remains y = 2.

If the variances of each group are found to be similar using an appropriate statistical test, then we can assume that the variance in each group is the same.

Many statistical tests, such as the two-sample t-test, require the assumption of equal variances. If the variances are not equal, the findings of the test may be erroneous, resulting in wrong conclusions. As a result, it is critical to examine the variances before running the statistical tests. There are several statistical methods available to assess variance equality, including Levene's and Bartlett's tests.

These tests assess the variability within each group to see if they are statistically different. If the test p-value is larger than the significance level, which is commonly 0.05, we fail to reject the null hypothesis and assume equal variances in each group.

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Answer:

$1917.60

Step-by-step explanation:

Interest = Principal x Rate x Time

103.55 = (.05)(13/12)P

103.55 = .054P

P = 1917.60

We can show similarity in the two sides of the display in the following ways:

1. Neither set of data has any outliers.

2. The majority of observations are between 5 and 9 MPa for both sets of data.

However, the statement "Both sets of data have outliers in the data" is contradictory to the first statement, and the statement "The majority of observations are between 10 and 14 MPa for both sets of data" is contradictory to the second statement. Therefore, these statements cannot be used to describe the similarities between the two sides of the display.

Based on the given options, the similarity between the two sides of the display is that the majority of observations are within a similar range for both sets of data. Specifically, option B states that "the majority of observations are between 5 and 9 MPa for both sets of data." Therefore, this is the common similarity between the two sides of the display.

The other options suggest differences between the two sets of data, such as the presence or absence of outliers and differences in the range of values observed.

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The probability of rolling a number larger than 2 on a fair number cube is 4/6. The probability of rolling a number larger than 2 again is also 4/6. Therefore, the probability of rolling a number larger than 2 and then rolling a number larger than 2 again is 4/6 x 4/6 = 16/36 = 4/9.

So, the answer is C, 4/9

The statement first, statement third, and the statement fifth are correct because the mean absolute deviation are the same.

It is defined as the measure to show the variation in data set in other words between the mean and every data value, the distance known as the MAD.

We have data:

Yard Works: 7, 9, 7, 12, 5

Grow Station: 9, 11, 6, 12, 7

The mean for yard works = 40/5 = 8

The mean for grow station = 45/5 = 9

The mean absolute deviation for yard work = 2

The mean absolute deviation for grow station = 2

The correct statements are:

Thus, the statement first, statement third, and the statement fifth are correct because the mean absolute deviation are the same.

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Answer: A, C, E.

Step-by-step explanation: I got it right on the test

The graphs of the functions f(x) = 3e^(2x) and g(x) = 6x^3 have parallel tangent lines when their derivatives are equal. By taking the derivatives of f(x) and g(x) and setting them equal to each other, we can solve for the value of x at which this occurs.

To find the derivative of f(x), we apply the chain rule. The derivative of e⁽²ˣ⁾is 2e⁽²ˣ⁾, and multiplying it by the constant 3 gives us the derivative of f(x) as 6e⁽²ˣ⁾. For g(x), the derivative is obtained by applying the power rule, resulting in g'(x) = 18x².

To find the value of x at which the tangent lines are parallel, we equate the derivatives: 6e⁽²ˣ⁾ = 18x². Simplifying this equation, we divide both sides by 6 to obtain e⁽²ˣ⁾ = 3x². Taking the natural logarithm (ln) of both sides, we have 2x = ln(3x²).

Further simplifying, we get 2x = ln(3) + 2ln(x). Rearranging the terms, we have 2ln(x) - 2x = ln(3). This equation does not have a straightforward algebraic solution, so we would typically use numerical or graphical methods to approximate the value of x.

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The number of races the team need to win today for the team to have a 75% success rate is 15

Number of attempt = 45

Number of winnings = 30

Percentage won so far = 30/45 × 100

= 66.67%

let

x = Number of races that tfe team needs to win to have 75% success rate

(30 + x) / (45 + x) = 0.75

Cross product

30 + x = 0.75(45 + x)

30 + x = 33.75 + 0.75x

x - 0.75x = 33.75 - 30

0.25x = 3.75

x = 3.75 / 0.25

x = 15

Therefore, the number of races the team need to win today for the team to have a 75% success rate is 15

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Answer:

x = - 10

Step-by-step explanation:

5(x + 8) = - 10

5x + 40 = - 10

5x + 40 - 40 = - 10 - 40

5x = - 50

5x ÷ 5 = - 50 ÷ 5

x = - 10

When the results of a hypothesis test are significant at the 1% level, the result must be significant at the 5% level because the level of significance defines the probability of a type I error occurring.

Type I errors occur when a researcher rejects the null hypothesis when it is actually true. In other words, it is a false positive result in which a conclusion is made that a difference or relationship exists when there is none. To avoid making a type I error, a level of significance is set before conducting a hypothesis test. This level is the maximum acceptable probability of making a type I error. If the results of a hypothesis test are significant at the 1% level, it means that the probability of making a type I error is less than or equal to 1%.

Since the probability of making a type I error is already less than or equal to 5% at the 1% level, it must also be less than or equal to 5% at the 5% level. Therefore, if the results of a hypothesis test are significant at the 1% level, it means that the results are also significant at the 5% level because the probability of making a type I error is already less than or equal to 5% at the 1% level.

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The points scored by the remaining players on the team is 31 points.

A component or fraction of a whole can be expressed as a percentage by using a number out of 100. Mathematicians frequently use comparison to represent changes in quantities over time or to compare two numbers. For instance, if a student receives an 80 percent on a test, they properly answered 80 of the 100 questions.

For performing a range of mathematical operations, such as determining the percentage rise or decrease of a quantity or computing interest rates on loans or investments, percentages can be expressed as fractions or decimals.

From the given percentages the total percent is:

Total percentage = 15% + 10% + 13% = 38%

Now, from 100 the remaining percentage is: 100% - 38% = 62%

For the remaining players the score is given as:

Remaining points = 50 * (62/100) = 31

Hence, the points scored by the remaining players on the team is 31 points.

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Answer:

Shop C

Step-by-step explanation:

Without any calculations, you can eliminate stores B and D.

Shop A: $5.10/6 = $0.85/can

Shop C: $9.60/12 = $0.80/can

Answer:

It would be B

Step-by-step explanation:

Because A is 1.17 per can

B is 1.05 per can

D is 1.11 per can

and C is 1.25 per can

To find the intervals of existence and uniqueness of the given differential equation, we can examine the coefficients of the equation and check for any points of discontinuity.

The given differential equation is:

2(3t + 1)²y" + 21(3t + 1)y' + 18y = 0

First, let's simplify the equation:

2(9t² + 6t + 1)y" + 21(3t + 1)y' + 18y = 0

18t²y" + 12ty" + 18ty' + 21ty' + 21y' + 18y = 0

18t²y" + (12t + 21t)y' + (18t² + 21)y' + 18y = 0

18t²y" + 33ty' + 18t²y' + 21y' + 18y = 0

18t²y" + (33t + 18t²)y' + (21y' + 18y) = 0

Now, let's focus on the coefficients of y" and y' to determine the intervals of existence and uniqueness. Coefficient of y": 18t²

The coefficient of y" is continuous and defined for all values of t, so there are no points of discontinuity in terms of y". Coefficient of y': 33t + 18t²

The coefficient of y' is a polynomial function of t, which is defined for all real values of t. Therefore, there are no points of discontinuity in terms of y'. Coefficient of y: 21y + 18y

The coefficient of y is a constant term, which is defined for all real values of y. Therefore, there are no points of discontinuity in terms of y.

In summary, the given differential equation has intervals of existence and uniqueness for all real values of t. There are no points of discontinuity in the equation.

To find the general solution, let's assume a solution in the form of a power series expansion: y(t) = ∑(n=0 to ∞) (aₙtⁿ)

Now, let's find the derivatives of y(t) with respect to t:

y'(t) = ∑(n=0 to ∞) (aₙn tⁿ⁻¹)

y"(t) = ∑(n=0 to ∞) (aₙn(n-1) tⁿ⁻²)

Substituting these expressions into the given differential equation: 18t²y" + 33ty' + 18t²y' + 21y' + 18y = 0

We can now rewrite the equation using the power series expansions:

∑(n=0 to ∞) (18aₙn(n-1) tⁿ) + ∑(n=0 to ∞) (33aₙn tⁿ) + ∑(n=0 to ∞) (18aₙn tⁿ) + 21∑(n=0 to ∞) (aₙtⁿ) + 18∑(n=0 to ∞) (aₙtⁿ) = 0

Grouping the terms with the same power of t:

∑(n=2 to ∞) (18aₙn(n-1) tⁿ) + ∑(n=1 to ∞) ((33aₙn + 18aₙn) tⁿ) + ∑(n=0 to ∞) (21aₙ + 18aₙ + aₙ) tⁿ = 0

For this equation to hold true for all values of t, each coefficient of tⁿ must be equal to zero. This gives us a series of equations:

18aₙn(n-1) = 0

(33aₙn + 18aₙn) = 0

(21aₙ + 18aₙ + aₙ) = 0

Simplifying each equation, we get:

18aₙn(n-1) = 0 --> aₙn(n-1) = 0

(33aₙn + 18aₙn) = 0 --> 51aₙn = 0

(21aₙ + 18aₙ + aₙ) = 0 --> 40aₙ = 0

From these equations, we can conclude that aₙ = 0 for all n ≠ 0 and n ≠ 1. This means that the power series expansion only contains terms for n = 0 and n = 1.

Therefore, the general solution to the given differential equation is:

y(t) = a₀ + a₁t

where a₀ and a₁ are arbitrary constants.

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Hello there,

According to the number line, Below given are the answers:-

a > b (False)

|a| > |b| (False)

|a| > b ( False)

By Benjemin

To calculate the probability that at least two people in a class of 30 share the same birthday, we can use the complement rule, which states that the probability of an event happening is equal to one minus the probability of the event not happening.

If we assume that birthdays are uniformly distributed throughout the year (i.e., each day is equally likely to be someone's birthday), then the probability that no two people in the class share the same birthday is:

365/365 * 364/365 * 363/365 * ... * 336/365

This is because the first person can have any birthday (probability of 365/365), the second person must have a different birthday (probability of 364/365), the third person must have a different birthday than the first two (probability of 363/365), and so on, up to the 30th person, who must have a different birthday than the first 29 (probability of 336/365).

Calculating this probability gives us:

(365/365) * (364/365) * (363/365) * ... * (336/365) ≈ 0.2937

So the probability that no two people in the class share the same birthday is approximately 0.2937.

Using the complement rule, the probability that at least two people in the class share the same birthday is:

1 - 0.2937 = 0.7063

Therefore, the probability that at least two people in a class of 30 share the same birthday is approximately 0.7063, or 70.63%.

Answer:

pair3

Step-by-step explanation:

it is when they have same number of sides .

Answer:

1 and 3.

Step-by-step explanation:

Pair 1 and pair 3.

If we reposition one of them we see that it exactly fits onto the other.

Answer:

2250

Step-by-step explanation:

Answer: This is the answer 1.04166666667 and i think is over

Answer:

1.04

Step-by-step explanation:

In a Question like this. It dont have a decimal so therefore its over 1

Hoped it helped! :)

To determine which differential equation(s) are linear, we need to examine the form of each equation. A linear differential equation is one that can be written in the form a(x)y" + b(x)y' + c(x)y = g(x), where a(x), b(x), c(x), and g(x) are functions of x.

The differential equation 2xy" - 5xy' + y = sin(3x) is linear. It can be written in the form a(x)y" + b(x)y' + c(x)y = g(x), where a(x) = 2x, b(x) = -5x, c(x) = 1, and g(x) = sin(3x).
The differential equation (v)² + xy = In(x) is not linear. It does not follow the form a(x)y" + b(x)y' + c(x)y = g(x) because it contains a term with (v)², where v represents the derivative of y with respect to x. This term does not have a linear coefficient.
The differential equation y' + sin(y) = e^(3x) is linear. It can be written in the form a(x)y' + b(x)y = g(x), where a(x) = 1, b(x) = sin(y), and g(x) = e^(3x).
The differential equation (x²+1)y" - 3y - 2x³y = -x - 9 is not linear. It does not follow the form a(x)y" + b(x)y' + c(x)y = g(x) because it contains a term with (x²+1)y", where the coefficient is a function of x.
The differential equation y' + xy = y" is linear. It can be written in the form a(x)y' + b(x)y = g(x), where a(x) = 1, b(x) = x, and g(x) = y".

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A parameter can change for a set population when there is a change in the population distribution or when the population is no longer considered "set". A parameter is a fixed numerical characteristic of a population that is measured by a statistic.

When there is a change in the distribution of a population, the parameter that describes the population will change. For example, the mean of a population will change if there is a shift in the distribution of scores. Similarly, the standard deviation will change if there is a change in the variability of scores.

A parameter can also change if the population is no longer considered "set". For example, if a population is defined as all the residents of a particular city, the parameter will change if people move in or out of the city. In this case, the parameter can be thought of as a snapshot of the population at a particular point in time.

In conclusion, a parameter can change for a set population when there is a change in the population distribution or when the population is no longer considered "set".

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All equilateral triangles are NOT congruent.

Only those equilateral triangles whose sides have the same length will be congruent.

Those whose sides have different lengths will not be congruent.

The coefficient of determination, denoted as r^2, measures the proportion of the total variation in the dependent variable (y) that is explained by the independent variable(s) in a linear regression model. To compute r^2, we need the values for the total sum of squares (SST) and the error sum of squares (SSE). In this case, SST is given as 181.2 and SSE as 33.9.

The formula to calculate the coefficient of determination,\(r^2\), is given by r^2 = 1 - (SSE / SST). By substituting the provided values into the formula, we can compute r^2.

\(r^2 = 1 - (33.9 / 181.2)\)

\(r^2 = 1 - 0.1868\)

\(r^2 ≈ 0.8132\)

Therefore, the coefficient of determination,\(r^2\), is approximately 0.8132. This indicates that approximately 81.32% of the total variation in the dependent variable is explained by the independent variable(s) in the least-squares regression line. The remaining 18.68% represents the unexplained variation or the variability attributed to random error. A higher value of\(r^2\) suggests a stronger relationship between the variables, while a lower value indicates a weaker relationship.

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This equation can be used to predict the value of y for any given value of x that falls within the Range of the data.

Equation for a line of fit for the given data, we need to first determine the slope and y-intercept of the line. We can use the two ordered pairs (0, 1) and (6, 10) to do this.

The slope of a line passing through two points (x1, y1) and (x2, y2) can be found using the formula:

m = (y2 - y1) / (x2 - x1)

Substituting the values from the given points, we get:

m = (10 - 1) / (6 - 0) = 1.5

So the slope of the line is 1.5.

Next, we can use the point-slope form of a linear equation to write the equation of the line passing through the point (0, 1) with slope 1.5:

y - y1 = m(x - x1)

Substituting the values of the point (0, 1) and the slope m = 1.5, we get:

y - 1 = 1.5(x - 0)

Simplifying and rearranging, we get:

y = 1.5x + 1

So the equation of the line of fit in y = mx + b form is:

y = 1.5x + 1

This equation can be used to predict the value of y for any given value of x that falls within the range of the data.

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The output of the given code will be: 15, 2, 15, -5.

The given code declares two integer variables max and min, with min initialized to 10. The expression 17 - 4 / 10 is evaluated as 17 - 0, since integer division returns the floor value, which is 0 in this case.

The expression max = max - 6 then sets max to 17 - 0 - 6, which is equal to 11. The expression min = max - min then sets min to 11 - 10, which is equal to 1. Finally, the println statements print out the values of max * 2, max - min, max, and min. These values are 15, 2, 11, and 1, respectively.

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All of the aforementioned are factors that influence whether an infant will show stranger wariness except: A. the infant's ability to regulate emotion.

In Psychology, stranger wariness is sometimes referred to as stranger anxiety or stranger fear and it can be defined as any form of distress and apprehension that is typically experienced by infants (young children or babies) when they are around or within the proximity of individuals who are strange (unfamiliar) to them.

This ultimately implies that, stranger wariness simply refers to a form of distress and apprehension which an infant (young child or baby) experiences when exposed to strangers.

In this context, we can reasonably infer and logically deduce that the ability of an infant (young child or baby) to regulate emotion is not a factor that would influence whether an infant shows stranger wariness.

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Complete Question:

All of these are factors that influence whether an infant will show stranger wariness EXCEPT ______.

A. the infant's ability to regulate emotion

B. the overall temperament of the infant

C. the past experience of the infant

D. the situation in which the infant meets the stranger

Answer:

-7/5

Step-by-step explanation:

m = slope = (y1-y2) / (x1-x2)  =  7/-5 = - 7/5