Jun 13, 9:53:10 AM
Penelope left her house and drove to the store. She stopped and went inside. From
there, she drove in the same direction until she got to the bank. She stopped and went
inside the bank. Then she drove home. The graph below shows the number of blocks
away from home Penelope is a minutes after she left her house, until she got back
home.
25
24
23
22
(Blocks from Home) help

The number of different towers with a height of 8 cubes can the child build with 2 red cubes, 3 blue cubes, and 4 green cubes is 312.

To solve this problem, we can use the formula for the number of ways to arrange n objects with k of one type, m of another type, etc. Specifically, the formula of combination  is:

(n-1)! / (k! * m! * ...)

In this case, we have 8 cubes total, with 2 red, 3 blue, and 4 green. So applying the formula, we get:

(8-1)! / (2! * 3! * 4!) = 7! / (2! * 3! * 4!)

= (7*6/2) * (5*4*3/6) * (4*3*2*1/24)

= 21 * 20 * 1

= 420

However, we have to remember that we are leaving out one cube. This means that for each tower we counted, there is actually a corresponding tower that is identical except for the color of the cube that was left out. So we need to divide by 3 (since there are 3 choices for which cube to leave out). This gives us:

420 / 3 = 140

So the answer is (c) 312.

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To correctly identify formatted scientific notation, we need to look for numbers expressed in the form of a × 10^b, where "a" is a number between 1 and 10, and "b" is an integer.

Here are the correctly formatted scientific notations from the options provided:

- 8 × 10^6 (this is equivalent to 8,000,000)
- 6.1 × 10^12 (this is equivalent to 6,100,000,000,000)
- 0.802 × 10^4 (this is equivalent to 8,020)
- 4.532 × 10^-9 (this is equivalent to 0.000000004532)

The other options are not in the correct scientific notation format.

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Answer:

39

Step-by-step explanation:

Answer:

39 degrees

Step-by-step explanation:

by the triangle angle sum theorem, the 3 angles of triangles must add up to 180 degrees.

Therefore, 102 degrees + 39 degrees + x = 180 degrees

141 degrees + x = 180 degrees

x = 39 degrees

Answer:

\(2 {x}^{2} + 5x - 3 = 0 \\ 2( {x}^{2} + \frac{5}{2} x - \frac{3}{2} ) = 0 \\ 2( {x}^{2} + \frac{5}{2} x + {( \frac{5}{4} )}^{2} ) - \frac{3}{2} - {( \frac{5}{4} )}^{2} ) = 0 \\ ( {(x + \frac{5}{4} )}^{2} = \frac{49}{16} \\ x + \frac{5}{4} = ± \frac{7}{4} \\ x = 0.5 \: \: and \: \: 3\)

Answer:

x= \(\frac{1}{2}\)     or     x= -3

Step-by-step explanation:

\(\boxed{x^{2} +kx=(x+\frac{k}{2})^{2} -(\frac{k}{2})^{2} }\)

First ensure that the coefficient of x² is 1.

x² +\(\frac{5}{2}\)x -\(\frac{3}{2}\)= 0

[x +(\(\frac{5}{2}\) ÷2)]² -(\(\frac{5}{2}\) ÷2)² -\(\frac{3}{2}\)= 0

(x +\(\frac{5}{4}\))² -(\(\frac{5}{4}\))² -\(\frac{3}{2}\)= 0

(x +\(\frac{5}{4}\))²- \(\frac{25}{16}\) -\(\frac{3}{2}\)= 0

(x +\(\frac{5}{4}\))² -\(\frac{49}{16}\)= 0

(x +\(\frac{5}{4}\))²= \(\frac{49}{16}\)

x +\(\frac{5}{4}\)= \(\sqrt{\frac{49}{16} }\)                (square root both sides)

x +\(\frac{5}{4}\)= ±\(\frac{7}{4}\)

x= -\(\frac{5}{4}\) +\(\frac{7}{4}\)       or       x= -\(\frac{5}{4}\) -\(\frac{7}{4}\)

x= \(\frac{1}{2}\)             or       x= -3

Answer:

Answer is A

Step-by-step explanation:

a+a+a+a+b+b =4a+2b

The statement that a box plot graphically shows the 10th and 90th percentiles is False.

A box plot is a graphical representation of a data set that displays key summary statistics, such as the median, quartiles, and potential outliers. It is also known as a box-and-whisker plot. The statement that a box plot graphically shows the 10th and 90th percentiles is False.

In a box plot, the box represents the interquartile range (IQR), which contains the middle 50% of the data. The lower and upper quartiles, representing the 25th and 75th percentiles respectively, are marked by the lower and upper edges of the box. The median, or the 50th percentile, is represented by a line or another symbol within the box.

While the box plot provides information about the spread of the data, it does not directly show the 10th and 90th percentiles. However, by extending the whiskers, which represent the range of the data, you can get a sense of the minimum and maximum values. The whiskers typically extend to the most extreme data points that are within a certain range, such as 1.5 times the IQR.

So, in summary, a box plot does not explicitly show the 10th and 90th percentiles, but it does provide information about the range of the data, which can give you an idea of the overall distribution.

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.

Answer:

That handy button allows you to instantly change a positive number into a negative number, or, to change a negative number to a positive one

The expression to simplify is

We will simplify by combining like terms.

• There are FIVE x's and TWENTY-SIX more x's. We add.

5x + 26x = 31 x

• There is 1 constant, NEGATIVE THIRTEEN. No combining required so leave it as is.

•

• There is 1 term with y, which is SEVEN y. No combining required, so we leave it as is.

The final expression is

Answer:

Due to the general stability of Egyptian life and culture, all arts - including architecture and sculpture, as well as painting, metalwork and goldsmithing - were characterized by a highly conservative adherence to traditional rules, which favoured order and form over creativity and artistic expression

Answer: 240 meters3

Step-by-step explanation: Volume = 10×6×4 = 240 meters3

The volume is:

Work/explanation:

The formula for volume is:

\(\bf{V=lwh}\)

Diagram:

\(\setlength{\unitlength}{3mm}\begin{picture}(10,6)\thicklines\put(0,1){\line(0,1){10}}\put(0,1){\line(1,0){10}}\put(10,1){\line(0,1){10}}\put(0,11){\line(1,0){10}}\put(0,11){\line(1,1){5}}\put(10,11){\line(1,1){5}}\put(10,1){\line(1,1){5}}\put(0,1){\line(1,1){5}}\put(5,6){\line(1,0){10}}\put(5,6){\line(0,1){10}}\put(5,16){\line(1,0){10}}\put(15,6){\line(0,1){10}}\put(4.6,-0.5){\bf\large 10 m}\put(13.5,3){\bf\large 6 m}\put(-4,5.8){\bf\large 4 m}\end{picture}\)

Plug in the data.

Answer:

no

Step-by-step explanation:

I don't think its a function because eventually one of the x values will equal more then one y value making it not a function. I'm not sure though I hope this helps :)

The range in which approximately 95% of the heights of boys in the grade 10 class fall is approximately 163 - 173 cm.

So, the answer is option A: 163 - 173 cm.

To determine the range in which 95% of the heights of boys in a grade 10 class approximately fall, we can use the properties of the normal distribution.

Given that the heights are normally distributed with a mean of 168 cm and a standard deviation of 2.5 cm, we can use the concept of the empirical rule (also known as the 68-95-99.7 rule) to estimate the range.

According to the empirical rule, approximately 68% of the data falls within one standard deviation of the mean, 95% falls within two standard deviations, and 99.7% falls within three standard deviations.

In this case, two standard deviations would cover approximately 95% of the data.

Thus, we need to find the range within two standard deviations from the mean.

Two standard deviations above the mean would be \(168 + (2 \times 2.5) = 173\)cm.

Two standard deviations below the mean would be \(168 - (2 \times 2.5) = 163 cm.\)

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If the length,breadth, height of cuboid are 16 m, 5 m,4 m , slant height of pyramid is 10m,  height be 6 m then the surface area of composite figure be 444 \(m^{2}\).

Given that the length,breadth,height of cuboid are 16m,5 m, 4m and slant height be 10 m and height be 6 m.

Surface area is basically sum of area of all the sides of a figure.

Surface area of composite figure =  area of cuboid less area of common side + area of 2 slant sides of pyramid+area of two triangles.

=2(lb+bh+hl)-(lb)+2(slant height*breadth of cuboid)+2[1/2* length of cuboid* height of triangle)

=2(16*5+5*4+4*16)-16*5+2(10*5)+2[1/2*16*6]

=2(80+20+64)-80+2*50+2(48)

=2(164)-80+100+96

=328-80+196

=248+196

=444\(m^{2}\)

Hence the surface area of composite figure having a cuboid and pyramid on top is 444\(m^{2}\).

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The probability that an incoming call is for firefighting equipment (or any other reason besides medical assistance) is 0.33 or 33%.

The statement "the probability that an incoming call is for medical assistance is 0.67" can be expressed as:

P(Medical Assistance) = 0.67

This means that out of all incoming calls to the fire station, the probability that the call is for medical assistance is 0.67 or 67%. The complement of this event, which is the probability that an incoming call is NOT for medical assistance, is:

P(Not Medical Assistance) = 1 - P(Medical Assistance) = 1 - 0.67 = 0.33

In science, the probability of an event is a number that indicates how likely the event is to occur. It is expressed as a number in the range from 0 and 1, or, using percentage notation, in the range from 0% to 100%. The more likely it is that the event will occur, the higher its probability

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The equations where c = 9 is a solution are (c) 15 = c - 9 and (d) c/3 = 3

From the question, we have the following parameters that can be used in our computation:

The list of options

Next, we solve the equations

A. 4 - c =5

Evaluate

c = -1

B. 20 = 14 + c

Evaluate

c = 6

C. 15 = c - 6

Evaluate

c = 9

D. C/3 = 3

Evaluate

c = 9

Hence, the equations where c=9 is a solution are (c) 15 = c - 9 and (d) c/3 = 3

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Question

Select all the equations where c=9 is a solution. Choose 2 answers:

A. 4 - c =5

B. 20 = 14 + c

C. 15 = c - 6

D. C/3 = 3

E. 36 = 4c

Answer:

Just use your number line for help but you have to figure out if the numbers are positive or negative.

Step-by-step explanation:

If Ann lives at 0 and ben lives 7 blocks from Ann then you would say ben lives a number 7 on the number line and Carol lives 2 blocks from ben then carol would live at 9.

Answer:

-9, -5,5,9

Just use a number line, it's easy.

The production possibilities frontier (PPF) for a country is typically concave to the origin, meaning it is bowed outwards. This occurs because productive resources, such as land, labor, and physical capital, are not equally efficient in producing different goods or services.

The concave shape of the production possibilities frontier (PPF) reflects the concept of diminishing returns or increasing opportunity costs. As a country allocates more resources to the production of one good, it must sacrifice the production of other goods. However, as more resources are diverted towards a specific good, the additional output gained becomes smaller and smaller.
This occurs because not all productive resources are equally efficient in producing all goods or services. Some resources may be better suited for specific industries or have specialized skills. As a result, the PPF is bowed outwards, indicating that the opportunity cost of producing more of one good increases as the production of the other good is reduced.
In summary, the concave shape of the production possibilities frontier is a result of the varying efficiency and specialization of productive resources in different industries. This leads to increasing opportunity costs and the bowed-out nature of the PPF.

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Answer:

x   -   h(x)

0   -   1

1    -   3

2   -   5

3   -   7

Step-by-step explanation:

Just substitute the x value into the function

Answer: 1 1/6

Step-by-step explanation:hope this helps !

Answer:

it would be

1 1/6

Step-by-step explanation:

Answer:

She bought 2 videos and 8 CDs.

a) The relative frequency is obtained by dividing the frequency by 20. b) The cumulative frequency for each class interval represents the total number of observations up to and including that class interval. c) To construct the cumulative relative frequency distribution, we sum up the relative frequencies.

a) The relative frequency distribution for the given frequency distribution of quarts of soft drinks consumed per week by 20 students is as follows:

Quarts of Soft Drinks | Frequency | Relative Frequency

0 - 3 | 4 | 0.20

4 - 7 | 5 | 0.25

8 - 11 | 6 | 0.30

12 - 15 | 3 | 0.15

16 - 19 | 2 | 0.10

b) The cumulative frequency distribution for the given frequency distribution is as follows:

Quarts of Soft Drinks | Cumulative Frequency

0 - 3 | 4

4 - 7 | 9

8 - 11 | 15

12 - 15 | 18

16 - 19 | 20

c) The cumulative relative frequency distribution for the given frequency distribution is as follows:

Quarts of Soft Drinks | Cumulative Relative Frequency

0 - 3 | 0.20

4 - 7 | 0.45

8 - 11 | 0.75

12 - 15 | 0.90

16 - 19 | 1.00

By constructing these distributions, we gain a better understanding of the distribution of quarts of soft drinks consumed per week by the 20 students. The relative frequency distribution provides insights into the distribution pattern, while the cumulative frequency distribution and cumulative relative frequency distribution give information about the total number and proportion of observations within or below each class interval.

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Step-by-step explanation:

hgfhwjnsksjehefebhxjddkdjdjydudsisi

Answer:

5, 8, 11

Step-by-step explanation:

To find the first 3 terms substitute n = 1, 2, 3 into n th term rule, that is

a₁ = 3(1) + 2 = 3 + 2 = 5

a₂ = 3(2) + 2 = 6 + 2 = 8

a₃ = 3(3) + 2 = 9 + 2 = 11

The first 3 terms are 5, 8, 11

The point (-6,2) is not on this line because it is located above the line and to the right of the y-intercept. Therefore, (-6,2) is not a point on the line y=-3x

What is linear equation?

A linear equation is a mathematical equation that describes a straight line in a two-dimensional plane.

To elaborate, the equation y=-3x represents a line with a slope of -3 and a y-intercept of 0. This means that for any point on the line, if we plug in the x-coordinate into the equation, we can find the corresponding y-coordinate.

However, when we substitute x=-6 and y=2 into the equation, we get:

y = -3x

2 = -3(-6)

Simplifying this equation, we get:

2 = 18

This is a contradiction because 2 is not equal to 18. Therefore, the point (-6,2) does not lie on the line defined by y=-3x.

Geometrically, we can also visualize this by graphing the equation y=-3x and the point (-6,2) on the coordinate plane. The graph of the line y=-3x would be a downward-sloping line that passes through the origin (0,0).

Therefore, the point (-6,2) is not on this line because it is located above the line and to the right of the y-intercept. Therefore, (-6,2) is not a point on the line y=-3x.

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domain is {x | x, -6, -1, 0, 3}

To determine the domain of the given function, we need to identify all the valid input values (x-values) for which the function is defined. Looking at the given data, we have the following pairs of x and y values: (-6, -7), (-1, 1), (0, 9), and (3, -2).

The domain of the function is simply the set of all x-values from these pairs. Thus, the domain of the function is {-6, -1, 0, 3}, as these are the valid input values for which we have corresponding output values.

In summary, the domain of the given function is {-6, -1, 0, 3}.

Therefore, domain is {x | x, -6, -1, 0, 3}

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Answer:

33

Step-by-step explanation:

Order of Operations:

1. Parenthesis

2. Exponents

3. Multiplication/Division (left to right)

4. Addition/Subtract (left to right)

Step 1: 9-(-8) • 3

Step 2: 9-(-24)

Step 3: 9 + 24

Answer: 33

Answer:

33

Step-by-step explanation:

Multiply and divide (left to right)

(-8)*3

=-24

Add and subtract (left to right)

9-(-24)

=9+24

9+24

=33

Answer:

4-5x

5x-4

Step-by-step explanation:

The correct answer is B. Increase the sample size and modify the design of the survey to decrease the standard deviation.

The confidence level in statistics denotes the likelihood that the estimation of the position of such a statistical parameter (e.g., an arithmetic mean) in a survey study is also true for such population.

Some characteristics of confidence level are-

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The complete question is-

A researcher is conducting a survey for which she currently has 93% confidence level. What would be two actions that she could take that would be most likely to increase the confidence level in her survey result?

A. Increase the sample size and modify the design of the survey to increase the standard deviation.

B. Increase the sample size and modify the design of the survey to decrease the standard deviation.

C. Decrease the sample size and increase the randomness of the survey sample.

D. Modify the design of the survey to increase the standard deviation and decrease the randomness of the survey sample

The estimated probability is 0.0294

To estimate the probability of getting between 45 and 50 correct answers on the multiple-choice test, we can use the binomial probability formula and a calculator.

The binomial probability formula is given by P(X = k) = (nCk) * p^k * q^(n-k), where n is the number of trials, k is the number of successes, p is the probability of success on a single trial.

q is the probability of failure (1 - p), and nCk represents the number of combinations.

In this case, n = 160 (number of questions), p = 0.25 (probability of guessing a correct answer), and we want to find P(45 ≤ X ≤ 50), which means the probability of getting between 45 and 50 correct answers.

Using a calculator such as TI-83, TI-83 Plus, or TI-84, we can calculate the individual probabilities for each value of X (45, 46, 47, 48, 49, 50) using the binomial probability formula.

Then, we sum up these probabilities to find the total probability of getting between 45 and 50 correct answers.

By performing the calculations, we find that the estimated probability is 0.0294, rounded to four decimal places.

This means that with random guessing, there is approximately a 2.94% chance of getting between 45 and 50 correct answers on the multiple-choice test.

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Answer:

180 square ft

Step-by-step explanation:

width of roses section = 80/10 = 8. so tulips section width also = 8.

length of sunflowers section = 384/24 = 16. so tulips section length = 16.

tulips section = 8 X 16 = 128 square ft.

width is increased by 2 feet. it now is 8 + 2 = 10.

length is increased by 2 feet. it is now 16 + 2 = 18.

area of expanded tulips section = 10 X 18 = 180 square ft.