Marvin the fly starts at $(0,0).$ Each step, Marvin moves one unit right or one unit up. He is trying to get to the point $(5,7)$. However, at $(4,4)$ there is a frog that will eat him if he goes through that point. In how many ways can Marvin reach $(5,7)$?

Answer:

14 x 12=168/2=84

tthe answer is 84 ")

Step-by-step explanation:

Answer:

84 cm ²

Step-by-step explanation:

Formula:

A = 1/2Bh or A = bh/2

Solve:

You can use either formula. I like to use A = bh/2

Since,

b = 14

h = 12

Then,

⊂14× 12 ÷ 2⊃

⊂168÷ 2⊃

⊂84⊃

84 cm ²

Kavinsky

Answer:

1.108

\(729 = {n}^{6} \\ \sqrt[6]{729} = \sqrt[6]{ {n}^{6} } \\ n = 1.108\)

Declare X As Integer

Declare Y As Integer

For (X = 1; X <=2; X++)

For (Y = 3; Y <= 4; Y++)

Write X * Y

End For(Y)

End For(X)

3, 4, 6, 8

1, 3, 2, 4

4, 5, 5, 6

None of these are correct output

None of these are correct output3, 4, 6, 8

An integer is a whole number (not a fractional number) that can be positive, negative, or zero. Examples of integers are: -5, 1, 5, 8, 97, and 3,043. Examples of numbers that are not integers are: -1.43, 1 3/4, 3.14, . 09, and 5,643.1.

Therefore, the correct answer is as given above

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Answer:

V = 56.5 mi^3

Step-by-step explanation:

The volume of a cylinder is given by

V = pi r^2 h where r is the radius and h is the height

V = pi ( 3)^2 (2)

V = 18 pi

Letting p = 3.14

V = 56.52 mi^3

Rounding to the nearest tenth

V = 56.5 mi^3

The number of r-combinations of [n] containing 1 or 2 or 3 can be counted by separating cases based on the presence of 1, 2, or 3. Alternatively, one can count all r-combinations not containing 1, 2, or 3 and subtract them from the total number of r-combinations of [n].

1. Case-based counting:

  - Case 1: Count all r-combinations of [n] containing 1. This can be done using the formula for combinations, C(n-1, r-1), where n-1 represents the remaining elements after selecting 1, and r-1 denotes the remaining number of selections.

  - Case 2: Count all r-combinations of [n] containing 2 but not 1. Similar to Case 1, this can be calculated using C(n-1, r-1), considering the remaining elements after selecting 2.

  - Case 3: Count all r-combinations of [n] containing 3 but not 1 or 2. Again, use C(n-1, r-1) to calculate the combinations considering the remaining elements after selecting 3.

2. Subtraction rule:

  - Count all r-combinations of [n] that do not contain 1, 2, or 3. This can be calculated using C(n-3, r), as we need to choose r elements from the remaining (n-3) elements.

  - Subtract the count from the total number of r-combinations of [n], which is C(n, r).

  - The result will give the number of r-combinations of [n] containing 1 or 2 or 3.

Both methods yield the same result, and the choice of approach depends on the specific problem and preferences in counting.

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Given the lengths of the two sides and the angle between them, only one triangle can be created under the given circumstances.

1. Given that angle B is 32.5°, side AB is 37 cm, side AC is 26 cm, etc.

2. Calculate side BC using the Law of Cosines:

BC = (2(AB)(AC)cosB) + (AB)(AC)2

3. Input the values that are known: BC = (37 2 + 26 2 - 2(37)(26)cos32.5°)

4. Condense: BC = (1369 plus 676 minus 1848 cos 32.5 °)

5. Determine BC =. (2095 - 1539.07)

6. Condense: BC = 556.93

7. Determine BC as 23.701 cm.

8. Since the lengths of the two sides and the angle between them are specified, only one triangle can be formed under the current circumstances.

By applying the Law of Cosines, we can determine the length of the third side, BC, given that side AB is 37 cm, side AC is 26 cm, and angle B is 32.5°. In order to perform this, we must first determine the cosine of angle B, which comes out to be 32.5°. Then, we enter this value, together with the lengths of AB and AC, into the Law of Cosines equation to obtain BC.BC = (AB2 + AC2 - 2(AB)(AC)cosB) is the equation. BC is then calculated by plugging in the known variables to obtain (37 + 26 - 2(37)(26)cos32.5°). By condensing this formula, we arrive at BC = (1369 + 676 - 1848cos32.5°). Then, we calculate BC as BC = (2095 - 1539.07), and finally, we simplify to obtain BC = 556.93. Finally, we determine that BC is 23.701 cm. Given the lengths of the two sides and the angle between them.

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Answer:

45

Step-by-step explanation:

Answer:

A. 5

Explanation:

Given the points (-1,2) and (2,6):

To find the distance between the points, we use the distance formula:

The distance between the given points is 5 units.

Answer:

not all of em

Step-by-step explanation:

some are

Answer:

113

Step-by-step explanation:

\(( 5 )^{3} - 4(3) \\ 125 - 12 = 113\)

The formula of linear interpolation(y) = \(y_{1} +\frac{(x - x_{1}) (y_{2} -y_{1}) }{x_{2} -x_{1} }\)

The formula to calculate linear interpolation is:

Linear Interpolation(y) = \(y_{1} +\frac{(x - x_{1}) (y_{2} -y_{1}) }{x_{2} -x_{1} }\)

where,

It allows users to interpolate (interpolation is a mathematical technique for estimating any value between two known points) data points between the sets(two sets) of points or coordinates.

Take the two known points and calculate the value of the point that lies between them. This has been used in as many engineering applications as estimating the value of a point on a graph or table. This calculator helps in estimating the value of a point that lies between two known points on a line.

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The mean number of miles the hiker walked for the 6 days was 6.5 miles.

To calculate the mean or average of a set of numbers, we add up all the numbers and then divide the sum by the number of items in the set. In this case, we have the number of miles the hiker walked on each of the six days. To find the total number of miles the hiker walked, we simply add up all the numbers

8 + 5 + 7 + 2 + 9 + 8 = 39

Next, we divide the total number of miles by the number of days (which is 6) to get the average or mean number of miles the hiker walked per day:

Mean number of miles = Total number of miles / Number of days

= 39 / 6

= 6.5

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Answer:

5

Step-by-step explanation:

Answer:

x = 3

Step-by-step explanation:

Yes you are welcome,...!

-4x + 1 = -9x + 16

is equal to

-4x + 1 = 16 - 9x

is equal to

5x + 1 = 16

is equal to

5x = 15

is equal to

x = 3

Chow,...!

Answer:

−4x + 1 = -9x + 16.

+4x -16 +4x -16. <---Combine like terms

_____________

-15. = -5x

___. _____. <------ Divide both sides by common ratio which is -5

-5. -5

3. = x

or x=3

The estimated value of the explanatory variable is not statistically significant at the 5%-level if a. the t-statistic is greater than 2.5.

The t-test is a hypothesis testing technique used to decide whether the estimated coefficient of a linear regression model is statistically significant or not. The t-value is used to measure the size of the difference between the estimated coefficient and the hypothesized value. When the t-value exceeds a critical value, such as 2.5, the estimated value of the explanatory variable is not significant at the 5%-level. It implies that the null hypothesis, which assumes that the explanatory variable's coefficient is zero, cannot be rejected.

The p-value is a measure of the probability of obtaining a more extreme value of the test statistic than the observed value if the null hypothesis is true. A small p-value implies that the null hypothesis should be rejected. When the p-value is less than 0.05, it means that the estimated value of the explanatory variable is significant at the 5%-level.

The confidence interval is a range of values that is expected to include the true value of the population parameter with a specified level of confidence. A 95% confidence interval means that the true value of the population parameter lies within the range 95% of the time. The 95% confidence interval does not contain zero implies that the estimated value of the explanatory variable is statistically significant at the 5%-level since it suggests that the population parameter is different from zero at the 5%-level. Conversely, if the 95% confidence interval contains zero, the estimated value of the explanatory variable is not statistically significant at the 5%-level since it means that the population parameter is not different from zero at the 5%-level. Therefore, it is essential to examine the t-statistic, p-value, and confidence interval while conducting hypothesis testing to make an informed decision.

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Answer:

y-1=-7/2*(x+3)

Step-by-step explanation:

Answer:

Alternate exterior angles

It is claimed that the sample of participants is generalizable since it reflects the characteristics of the population.

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An image that has reflectional, rotational, and point symmetry is a regular polygon. I can explain the terms and help you identify the symmetries in the images.

1. Reflectional symmetry: An image has reflectional symmetry if it can be reflected over a line (called the "line of symmetry") and still look the same as the original image.

2. Rotational symmetry: An image has rotational symmetry if it can be rotated around a point (called the "center of rotation") by a certain angle (less than 360°) and still look the same as the original image.

3. Point symmetry: An image has point symmetry if it looks the same when rotated by 180° around a central point (also called the "point of symmetry").

To determine which image has all three types of symmetry, examine each image and check if it meets the criteria for reflectional, rotational, and point symmetry. Once you identify an image that satisfies all three criteria, you have found the correct image.

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Answer:

The measure of angle 4 is 75 degree.

The book value of the equipment is $14000

Given,

equipment cost = $20,000

depreciation amounts =  $6,000

book value of the equipment = equipment cost - depreciation cost

= 20000 - 6000

= $14000

Depreciation expense, on the other hand, is the amortized portion of the cost of the business's fixed assets during a certain period. Depreciation expense is recognized in the income statement as a non-cash expense that reduces the  net income or profit of the business. For accounting purposes, depreciation expense is debited and  accumulated depreciation is credited.

Depreciation expenses are treated as non-cash expenses because periodic monthly amortization is  not involved in cash transactions.

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The probability of making a type II error, failing to reject a false null hypothesis, is influenced by the specific alternative hypothesis being tested. In this case, when testing the claim that the population mean is less than 13, given a random sample of 41 values from a normally distributed population with a mean of μ = 8 and standard deviation σ = 7, the probability of a type II error can be calculated.

To calculate the probability of a type II error, we need to determine the specific alternative hypothesis and the corresponding critical value. Since we are testing the claim that the population mean is less than 13, the alternative hypothesis can be expressed as H₁: μ < 13.

Next, we need to find the critical value corresponding to the significance level (α) of 0.05. Since this is a one-tailed test with the alternative hypothesis indicating a left-tailed distribution, we can find the critical value using a z-table or calculator. With a significance level of 0.05, the critical z-value is approximately -1.645.

Using the given values, we can calculate the z-score for the critical value of -1.645 and find the corresponding cumulative probability from the z-table or calculator. This probability represents the probability of observing a value less than 13 when the population mean is actually 8.

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Among the three variants of the SPI (Specific, Precise, and Impression) model, the Specific model exhibits the best flexibility, while the Impression model demonstrates the best optimization.

The Specific model excels in flexibility because it focuses on generating highly specific responses. It tends to produce detailed and accurate information based on the given input.

This flexibility allows users to obtain precise answers to their queries, making it particularly useful for tasks requiring specific knowledge, such as providing instructions, explaining concepts, or offering specific recommendations.

The Specific model's ability to generate focused responses enhances its flexibility for various use cases.

On the other hand, the Impression model stands out in optimization. It excels at generating responses that are more creative, imaginative, and subjective.

It has been optimized to prioritize generating impressive or entertaining output. This model is particularly suited for tasks that require engaging and captivating content, such as storytelling, generating ideas, or creative writing.

The Impression model's optimization focuses on generating outputs that leave a lasting impression on the audience, making it the best choice for such scenarios.

In summary, while the Specific model offers the best flexibility by providing specific and detailed information, the Impression model shines in optimization, generating impressive and captivating responses.

The choice between the two depends on the specific requirements of the task at hand, whether it demands precision or creativity.

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Answer:

C

Step-by-step explanation:

1/18 x³y + 7/18 xy²

1/18 xy (x² + 7y)

Answer:2 7/8              Simplified version=23/8

Step-by-step explanation:3 1/8-1/4=2 7/8

Answer:

2 7/8

Step-by-step explanation:

Ok first lets make them have the same denominator...

so it would be 3 1/8 for Tony and for his brother would be 2/8

now you would subtract 2/8 from 3 1/8 which would be 2 7/8

Hope this helps

Answer:

-8,6

Step-by-step explanation:

all of the other answers are within the highlighted area of tha graph and thus are solutions but -8,6 is outside the highlighted area

From the table, the conclusion can be made that for any value of the input, the value of the output remains the same. Then the correct option is C.

A function is an argument, concept, or regulation that demonstrates an association between two variables. Functions may be located throughout mathematics and are necessary for the expansion of significant linkages.

If the number of values of the variable 'y' is more than one for a given value of 'x', then it is not a function.

The table is given below.

   x         y

 - 5        20

   0        20

   5        20

  10        20

From the table, the conclusion can be made that for any value of the input, the value of the output remains the same. Then the correct option is C.

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The complete question is attached below.

Answer:

-8, 5, 6 , |-7|, 8

Step-by-step explanation:

We can solve the absolute functions to make it easier to determine which set is from least to greatest

-8, 8, 6, 7, 5 x

7, -8, 8, 6, 5

-8, 5, 6, 7, 8

5, 6, 8, -8, 7

Therefore the group of order integers from least to greatest is -8, 5, 6 , |-7|, 8