suppose that the x values were each multiplied by 100 so that x is the count of individual fruits. what is the value of the correlation coefficient between the new x and y?

Answer:

(a - b)^2 = 49 - 4b^2 +2ab

Step-by-step explanation:

Given: a^2 + b^2 = 7b (assuming A is really “a”)

b^2 + (2b - a)^2 = 7^2

Find; (a - b)^2

Plan: Use Algebraic Manipulation

Start with b^2 + (2b - a)^2 = 7^2 =>

b^2 + 4b^2 - 4ab + a^2 = 49 by expanding the binomial.

a^2 + b^2 + 4b^2 - 4ab = 49 rearranging terms

a^2 + b^2 -2ab - 2ab + 4b^2 = 49 =>

a^2 - 2ab + b^2 = 49 - 4b^2 +2ab rearranging and subtracting 4b^2 and adding 2ab to both sides of the equation and by factoring a^2 - 2ab + b^2

(a - b)^2 = 49 - 4b^2 +2ab

Double Check: recalculated ✅ ✅

(a - b)^2 = 49 - 4b^2 +2ab

The line tangent to f at x = a to approximate values of f near x = a, at x = a, the graph of f must be, B increasing

If the line tangent to f at x = a always underestimates the correct values, it implies that the graph of f is located above the tangent line. This suggests that the function f is greater than the tangent line near x = a.

Since the tangent line is below the graph of f, it indicates that f is increasing at x = a. This is because if f were decreasing, the tangent line would be above the graph, resulting in overestimations rather than underestimations.

Therefore, at x = a, the graph of f must be increasing. The correct answer is B. increasing.

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The first quartile is always equal to one of the values in the sample when the sample size is a multiple of 4.

This is because the first quartile is the median of the lower half of the data set, and when the sample size is a multiple of 4, there is anThe first quartile is always equal to one of the  valuesin the sample when the sample size is a multiple of 4. This is because the first quartile is the median of the lower half of the data set, and when the sample size is a multiple of 4, there is an even number of values in the lower half of the data set. Therefore, the first quartile will be one of the values in the sample. For example, if the sample size is 8, the first quartile will be the median of the first 4 values, which will be one of the values in the sample.

In summary, the first quartile is always equal to one of the values in the sample when the sample size is a multiple of 4. of values in the lower half of the data set. Therefore, the first quartile will be one of the values in the sample. For example, if the sample size is 8, the first quartile will be the median of the first 4 values, which will be one of the values in the sample.
In summary, the first quartile is always equal to one of the values in the sample when the sample size is a multiple of 4.

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Volume = Base area × height

V = ( π × r^2 ) × 4.8

V = ( π × ( 2.6/2 )^2 ) × 4.8

V = ( π × (1.3)^2 ) × 4.8

V = ( π × 1.69 ) × 4.8

V = π × 1.69 × 4.8

V = 8.112 π in^2

The volume of the can is 8.112π cubic inches.

The space occupied by an object in three-dimensional space is called the volume of an object. In simple words, space is taken by an object.

Given:

A can of soda has a height of 4.8 inches.

Its diameter is 2.6 inches.

Then the radius is 2.6/2 = 1.3 inches.

The volume of the can,

= the volume of the cylinder

= πr²h

= π(1.3)²(4.8)

= 8.112π

Therefore, the volume is 8.112π cubic inches.

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Answer:

Step-by-step explanation:

2 squares ( ONLP && PLKH )
2 triangles ( NML && HKJ )

1 semi-circle ( PH )

Answer:

x= 2

Step-by-step explanation:

² means times the number itself 2 times.

2×2=4

When it comes to the range covered by the decision given that `x<7  Range covered: x<21`, it means that `x` is a non-negative integer, and its range covered is `x<21`.The decision given can be expressed as:x < 7 To indicate the range covered by this decision, it's important to find the largest possible value of x.

Since x is a non-negative integer, the largest possible value would be 6.When x = 6, the inequality becomes:6 < 7, which is true.This means that any value of x that is less than 6 would also make the inequality true.Therefore, the range covered by `x < 7` is:`0 ≤ x < 7`Now, let's consider the second part of the statement: Range covered: x<21`.This means that the range covered by the inequality `x < 7` is also contained within the larger inequality `x < 21`.Since the range of `x<7` is `0 ≤ x < 7`, which is less than 21, then it's true to say that the range covered by `x < 7

Range covered: x<21` is:`0 ≤ x < 21 Therefore, the range covered by the decision `x < 7 // Range covered: x<21` is `0 ≤ x < 21`.

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Answer:

8x + 5y

12(8) + 7(5) =

96 + 35 =

131

$131

Component 3 must be started on day 197 to meet the delivery date of day 200.

To illustrate the backward schedule, we need to start from the delivery date (day 200) and work our way backward, taking into account the lead times and dependencies of each operation.

(a) Backward schedule:

Operation    |  Work Center  |  Time (hours)  |  Start Day

--------------------------------------------------------

Final Assembly |   Work Center 1  |        1       |     200

Sub-assembly 1 |   Work Center 2  |        2       |     199

Component 4     |   Work Center 3  |        3       |     197

Component 2     |   Work Center 4  |        4       |     196

Component 3     |   Work Center 5  |        3       |     ????

(b) To identify when component 3 must be started to meet the delivery date, we need to consider its dependencies and lead times.

From the backward schedule, we see that component 3 is required for sub-assembly 1, which is scheduled to start on day 199. The time required for sub-assembly 1 is 2 hours, which means it should be completed by the end of day 199.

Since component 3 is needed for sub-assembly 1, we can conclude that component 3 must be started at least 2 hours before the start of sub-assembly 1. Therefore, component 3 should be started on day 199 - 2 = 197 to ensure it is completed and ready for sub-assembly 1.

Hence, component 3 must be started on day 197 to meet the delivery date of day 200.

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Approximately 83%` of the members voted against the measure.

Let the number of members of the legislature be x.Since 1/4 of the members of the legislature did not vote on the measure, then the fraction of those who voted is 1 - 1/4 = 3/4.3/4 of the members of the legislature voted.

Since the fraction of members of the legislature voting against the measure would have been 1/3 if 5 additional members had voted against it, then let the number of members who voted against it be y.

Thus, `(y + 5)/(x - 1) = 1/3`.

Solving for y:`(y + 5)/(3x/4) = 1/3`

Cross-multiplying and solving for y:`3(y + 5) = x/4``y + 5 = x/12`

Since y voted against the measure, and 3/4 of the members voted, then 1 - 3/4 = 1/4 of the members abstained from voting.

Thus, `(x - y - 5)/4 = x/4 - y - 5/4` members voted against the measure originally, which we know is equal to `3/4x - y`.

Equating the two expressions:`3/4x - y = x/4 - y - 5/4`

Simplifying:`x/2 = 5`

Therefore, `x = 10`.

Substituting back to find y:`y + 5 = x/12``y + 5 = 10/12``y = 5/6`

So, `5/6` of the members voted against the measure, which is `0.8333...` as a decimal.

Rounded to the nearest whole number, `83%` of the members voted against the measure.

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Since no angle has a cosine of 2, the arcsecant of 0.5 is undefined, and the statement that \(\sec^{-1}{0.5}\) is undefined is True.

The secant of angle is given by one divided by the cosine of the angle, that is:

\(\sec{\theta} = \frac{1}{\cos{\theta}}\)

The cosine of an angle has values ranging between -1 and 1, hence the values of the seccant are in the following interval:

\([1, \infty)\)

The concept of the arcseccant, \(arcsec{x} = \theta\) means that angle \(\theta\) has a secant value of x.

In this problem, the expression is given by:

\(\sec^{-1}{0.5}\)

No angle has a secant of 0.5, as 0.5 is not on the interval \([1, \infty)\), hence the statement that \(\sec^{-1}{0.5}\) is undefined is True.

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Answer:

can you show me the graph so I can't answer the question

Answer:

A

Step-by-step explanation:

Edge 2022

The table that shows the growth rate of Plant 1 which is 4 cm/week, and the graph that gives the growth rate of Plant 2 as 2 cm/week gives the correct option as C;

C. I think that plant 1 grows more per day and I disagree with Aaliyah's reasoning

A proportional relationship between two variables is one in which one variable is a multiple of the other.

The possible table in the question is presented as follows;

Plant 1

The values on the graph are;

Plant 2

The rate, r1, of growth of Plant 1 is therefore;

r1 = 8 cm/(2 weeks) = 4 cm/week

The rate, of growth, r2, of plant 2 is found as follows;

r2 = 4 cm/(2 weeks) = 2 cm/week

Given that Plant 1 grows faster at 4 cm/week, than Plant 2, that grows at 2 cm/week, the correct statement is since Plant 1 grows 4 cm/week and Plant 2 grows 2 cm/week, Plant 1 grows more per day.

The correct option is therefore;

C. I think that plant 1 grows more per day and I disagree with Aaliyah's reasoning

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Answer:

f=48

Step-by-step explanation:

Its correct good luck!

Answer:

the two triangles arent similar

Step-by-step explanation:

In order for the two triangles to be similar the sides GR and RA and SR and ST have to have the same ratio and they don't because 45/18 is 4.5 and 36/15 is 2.4.

To prove that Sin (A-B) = sinAcos B - Cos Asin B, we can use the angle subtraction formula for sine:

Sin (A-B) = Sin A Cos B - Cos A Sin B

This formula is derived from the identity:

Sin (A-B) = Sin A Cos B - Cos A Sin B

which can be derived by using the double angle identities for sine and cosine:

Sin (2A) = 2 Sin A Cos A

Cos (2A) = Cos^2 A - Sin^2 A = 2 Cos^2 A - 1 = 1 - 2 Sin^2 A

Substituting these identities into the identity above, we get:

Sin (A-B) = Sin A Cos B - Cos A Sin B

Angle subtraction formulas is otherwise known as angle subtraction identities. This angle subtraction formulas permit us to find the exact values of less common trigonometric angles by expressing the less common angle as the difference of two common angles. For example, 15 degrees = 45 degrees - 30 degrees.

Therefore, Sin (A-B) = sinAcos B - Cos Asin B.

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Answer:

Onc I think that is what that is but it is the scientist answe is the right answe

Step-by-step explanation:

This statement is not an example of a way a mineral can form as "scientists grow a diamond under laboratory conditions".

Minerals grow under a wide variety of geologic circumstances. There are probably more ways to produce minerals than there are different types of minerals. Minerals can occur as a result of volcanic gases, sediment formation, oxidation, magma crystallization, or saline fluid deposition, to name a few.

As per the question,

A. Dissolved substances crystallize on the bottom of a lake as

dolomite is an example of a way a mineral can form.

B. A tourmaline crystal forms from magma cooling very slowly

underground is an example of a way a mineral can form.

C. Scientists growing a diamond under laboratory conditions is not an example of a way a mineral can form.

Hence, the correct answer would be option (C).

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Answer:

B

Step-by-step explanation:

Answer:

30

- Note: all 5 triangles are the same

Step 1: calculate the area of 1 triangle

This can be done by multiplying two of the sides together. Since each one is a 4x3, the area of two triangles together is 12 (because it makes up a rectangle).

Then divide it in half to get an individual triangle. So, 12 divided by 2 is 6, meaning the area of each triangle is 6 (whatever unit you`re measuring by).

Then multiply it by how many triangles are in the entire shape. 6x5[triangles] is 30. The area is 30.

Answer:

Distributive property

Step-by-step explanation:

In order to solve this equation we first need to distribute 3 into 2y+5, we use the distributive property to do this.

Answer:

Step-by-step explanation:

47/50

The best way to examine an association claim between a categorical variable and a quantitative variable is a scatterplot.

A scatterplot is a graph format that displays individual data points as dots on a Cartesian plane. It is the most suitable choice for examining the association claim between a categorical variable and a quantitative variable.

A scatterplot allows us to visually observe the relationship between the two variables by plotting the data points on the graph. The categorical variable is represented on one axis, while the quantitative variable is represented on the other axis. Each dot on the scatterplot represents an observation or data point.

By examining the distribution of the dots on the scatterplot, we can identify patterns, trends, and any potential association between the categorical and quantitative variables. This helps us understand the relationship, including its direction and strength.

On the other hand, a bar graph is typically used to compare categorical data by displaying the frequencies or percentages of different categories. It is not ideal for examining the association between a categorical variable and a quantitative variable.

Similarly, a pie chart is useful for displaying proportions or percentages of different categories within a whole but does not effectively represent the relationship between a categorical variable and a quantitative variable.

A line graph is commonly used to show trends over time or continuous data. While it can represent a quantitative variable, it may not be the best choice for examining the association claim with a categorical variable.

In summary, a scatterplot is the most appropriate graph format for examining the association claim between a categorical variable and a quantitative variable as it allows for the visual analysis of individual data points and their relationship.

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Answer:

x = 9

Step-by-step explanation:

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

multiply both sides by 6 ( the LCM of 2 and 3 ) to clear the fractions

3(3x + 5) = 2(5x + 3) ← distribute parenthesis

9x + 15 = 10x + 6 ( subtract 9x from both sides )

15 = x + 6 ( subtract 6 from both sides )

9 = x

Answer:

\(x = 9\)

Step-by-step explanation:

\( \frac{3x + 5}{2} = 1 + \frac{5x}{3} \\ 3(3x + 5) = 6 + 10x \\ 9x + 15 = 6 + 10x \\ 15 = 6 + 10x - 9 \\ 15 = 6 + x \\ 15 - 6 = x \\ 9 = x \\ x = 9\)

According to this definition given below, we identify all lines and rays as follows, EA, EB, EC, and ED are rays, and ED and BE are, Line.

A line is, it is actually difficult to give a good mathematical definition. Roughly, we can say that a line is an infinitely thin, infinitely long collection of points extending in two opposite directions. When we draw lines in geometry, we use an arrow at each end to show that it extends infinitely.

A line can be named either using two points on the line (for example, AB←→ ) or simply by a letter, usually lowercase (for example, line m ).

A line segment has two endpoints. It contains these endpoints and all the points of the line between them. You can measure the length of a segment, but not of a line.

                                                                                           ___

A segment is named by its two endpoints, for example, AB.

A ray is a part of a line that has one endpoint and goes on infinitely in only one direction. You cannot measure the length of a ray.

A ray is named using its endpoint first, and then any other point on the ray (for example, BA−→− ).

according to this definition, EA EB EC ED are rays, and ED, and BE are Line

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Answeby-step explanation:

zdssadads

Answer:

A,C,D I think.

Step-by-step explanation:

The solution to the quadratic equation is x = -6 ± 2√7

A quadratic equation is a second-order polynomial equation in a single variable x , ax² + bx + c=0. with a ≠ 0. Because it is a second-order polynomial equation, the fundamental theorem of algebra guarantees that it has at least one solution. The solution may be real or complex.

The roots of the quadratic equations are

x = [ -b ± √ ( b² - 4ac ) ] / ( 2a )

where ( b² - 4ac ) is the discriminant

when ( b² - 4ac ) is positive, we get two real solutions

when discriminant is zero we get just one real solution (both answers are the same)

when discriminant is negative we get a pair of complex solutions

Given data ,

Let the quadratic equation be represented as A

Now , the value of A is

x² + 12x + 25 = 17

Subtracting 17 on both sides , we get

x² + 12x + 8 = 0

And , roots of the quadratic equations are

x = [ -b ± √ ( b² - 4ac ) ] / ( 2a )

On simplifying , we get

x = ( -12/2 ) ± √ ( 12 )² - 4 ( 1 ) ( 8 ) / 2

x = -6 ± √ ( 144 - 32 ) / 2

x = -6 ± √112/2

And , the value of x = -6 ± 2√28/2

x = -6 ± 2√7

Hence , the solutions are x = -6 + 2√7 and -6 - 2√7

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Answer:

c. 50/1

Step-by-step explanation:

i hope this helps :)