The starting and stopping point for Amir’s run this morning are 0.5 inch apart on the map. If each inch on the map represents 3 miles, how far did Amir run?
One-sixth mile
Two-thirds mile
1One-half miles
6 miles

the correct solution is: The range is the best measure of variability, and it equals 32.

How to determine?

To determine the appropriate measure of variability, we first need to find the minimum and maximum values in the data set. From the stem-and-leaf plot, we can see that the minimum value is 51 and the maximum value is 83. Therefore, the range, which is the difference between the maximum and minimum values, is the best measure of variability.

Range = Maximum value - Minimum value

Range = 83 - 51

Range = 32

So the appropriate measure of variability for the given data is the range, and its value is 32. Therefore, the correct answer is: The range is the best measure of variability, and it equals 32.

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Answer:

\(3240^{0}\)

Step-by-step explanation

n = Number of sides

Sum of interior angles of a regular polygon = (n - 2) x \(180^{o}\)

                                                                        = (20 - 2) x  \(180^{o}\)

                                                                        = 18 x \(180^{o}\)

                                                                        = \(3240^{o}\)

Answer:

What's r?

Step-by-step explanation:

Answer:

250

Step-by-step explanation:

Divide the half from the surface area formula and it will give you the correct answer

In summary:

(i) The probability that a randomly chosen student passes the Mathematics test but not the English test is 0.25 (or 1/4).

(ii) The probability that a randomly chosen student passes the test of one subject only is 0.7 (or 7/10).

(iii) The probability that a randomly chosen student fails the tests of both Mathematics and English is also 0.7 (or 7/10).

To solve this problem, let's break it down into the different scenarios:

Given:

Total number of students (n) = 40

Number of students passing Mathematics (A) = 22

Number of students passing English (B) = 18

Number of students passing both subjects (A ∩ B) = 12

(i) Probability of passing Mathematics but not English:

To find this probability, we need to subtract the probability of passing both subjects from the probability of passing Mathematics:

P(M but not E) = P(A) - P(A ∩ B)

P(A) = Number of students passing Mathematics / Total number of students = 22/40

P(A ∩ B) = Number of students passing both subjects / Total number of students = 12/40

P(M but not E) = (22/40) - (12/40) = 10/40 = 1/4 = 0.25

(ii) Probability of passing the test of one subject only:

To find this probability, we need to subtract the probability of passing both subjects from the sum of the probabilities of passing Mathematics and passing English:

P(one subject only) = P(A) + P(B) - 2 × P(A ∩ B)

P(B) = Number of students passing English / Total number of students = 18/40

P(one subject only) = (22/40) + (18/40) - 2 ×(12/40) = 28/40 = 7/10 = 0.7

(iii) Probability of failing both Mathematics and English:

To find this probability, we need to subtract the probability of passing both subjects from 1 (since failing both means not passing either subject):

P(failing both) = 1 - P(A ∩ B) = 1 - (12/40) = 28/40 = 7/10 = 0.7

In summary:

(i) The probability that a randomly chosen student passes the Mathematics test but not the English test is 0.25 (or 1/4).

(ii) The probability that a randomly chosen student passes the test of one subject only is 0.7 (or 7/10).

(iii) The probability that a randomly chosen student fails the tests of both Mathematics and English is also 0.7 (or 7/10).

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The true size of a block with a nominal size of 6x4x16 may vary. The nominal size refers to the intended dimensions, but the actual size can differ due to manufacturing tolerances and other factors.

The nominal size of 6x4x16 indicates the intended dimensions of the block, with a length of 16 units, width of 6 units, and height of 4 units. However, the true size of the block can vary from the nominal size due to manufacturing tolerances and other factors.

Manufacturing processes may introduce slight variations in the actual dimensions of the block. These variations are commonly referred to as tolerances. Tolerances account for potential deviations from the intended dimensions and are necessary to accommodate practical considerations during manufacturing.

Therefore, without specific information on the tolerances or manufacturing specifications, it is not possible to determine the true size of a block with a nominal size of 6x4x16. The true size can vary within an acceptable range based on manufacturing tolerances and other factors.

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Answer:

the gradient of line A is 2 and the gradient of line B is -1

Step-by-step explanation:

I don´t know if this is correct for sure but I double checked and got the same answer each time. Tell me if it is wrong

hope this helps :)

The required answer is  sec θ = -√2.

Explanation:-

Part 1: Given cosine of theta is equal to radical 3 over 2 on the domain [0,[infinity]).

To determine three possible angles θ,  the cosine inverse function which is a cos and since cosine function is positive in the first and second quadrant. Therefore  conclude that, cosine function of θ = radical 3 over 2 implies that θ could be 30 degrees or 330 degrees or 390 degrees. So, θ = {30, 330, 390}.Part 2:To convert 495° to radians, multiply by π/180°.495° * π/180° = 11π/4To find sec θ, we use the reciprocal of the cosine function which is sec.

Therefore, sec θ = 1/cos θ.To find cos 11π/4,  the reference angle, which is 3π/4. Cosine is negative in the third quadrant so the final result is sec θ = -√2.

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Answer:The statement that incorrectly describes how the graphs of f(x) and g(x) are related is B:The graph of f(x) is shifted 4 units up to create the graph of g(x).

The function f(x) is given as:

f(x) = -34x – 1

The function g(x) is given in terms of f(x) as:

g(x)  =  -4f(x)

Substitute f(x) = -34x - 1 into g(x)

g(x)  =  -4(-34x - 1)

g(x) = 136x  +  4

Find the x-intercept of f(x)

Let f(x) = 0

0 = -34x - 1

x  =  -1/34

The x-intercept of f(x) = (-1/34, 0)

Find the x-intercept of g(x)

Let g(x) = 0

0 = 136x + 4

x  =  -4/136

x  =  -1/34

The x-intercept of g(x) = (-1/34,  0)

It is true that the graph of f(x) has the same x-intercept as the graph of g(x)

The y-intercept of f(x) is -1 and the y-intercept of g(x) = -4

It is true that the y-intercept of f(x) is 5 units below the y-intercept of g(x)

The slope with a greater absolute value is steeper.

The slope of g(x) is greater than that of f(x), therefore, the graph of g(x) is steeper.

The only incorrect statement is option B. The graph of f(x) is shifted 4 units up to create the graph of g(x)

Step-by-step explanation:

Answer:

9. 16.34

10. 51.84

11. 20.11

12. 76.03

13. 64.09

just look up circumference of a circle and you should be able to put the radius in the first thing that pops up :)

AnsweR: The answer to that question is, i have no clue just do your ow work and pay attention

Step-by-step explanation:

Ok, so:

Let me draw something:

If the base is the same and there's a multiplication, the exponents sum each other.

For that reason, n + 6 = 12, and n = 6

To rationalize the expression,5√17− 4, we multiply the numerator and denominator by √17

Surds are simply defined as those values found in square root and which cannot be further simplified into whole numbers or integers alike.

Examples of surds are;

√3, √5, √7

In rationalizing surds, we want to achieve that no surd forms are found as the denominator of a fraction.

Thus, we have that;

Example;

3/√3

To rationalize, we have;

3√3/√3 × √3

Multiply the values, we get;

3√3/3

Divide the values, we get;

√3

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For having a discriminant equal to or larger than zero we must have:

k ≤ 2 and k ≥ 10

For a quadratic equation of the form:

y = a*x^2 + b*x + c

The discriminant is:

D = b^2 - 4ac

And the equation has real roots only if the discriminant is equal to or larger than zero.

Here our equation is:

x^2 + (k - 2)*x + (2k - 4) = 0

The discriminant is:

D = (k - 2)^2 -4*1*(2k - 4)

D = k^2 -  4k + 4 - 8k + 16

D = k^2 -12k + 20

The solutions of :

k^2 -12k + 20 = 0

are:

k = (+12 ± √( (-12)^2 - 4*1*20))/(2)

k = (+12 ± 8)/2

The two values of k are:

k = 20/2 = 10

k = 4/2 = 2

The possible values of k are:

k ≤ 2 and k ≥ 10

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Answer:

44

Step-by-step explanation:

25dided by 4 is 6.25

multiply 6.25 and 7 and you'll get 43.75

round that to the nearest whole and you get 44

Hey there!

\(Answer:\boxed{\text{w}=\frac{-73}{3}}\)

\(Explanation:\)

\(15w=-365\)

15w/15 = -365/15 Divide both sides by 15

w = -73/3

Hope this helps!

Burl will pay $180.19 in sales tax.

Given:

Sales tax in The land of the Burgeoning bureaucrats is 18 1/2%.

Burl buys a stereo system for $974.

pay in sales tax = burl buying cost * sales tax in  Burgeoning bureaucrats / 100.

= 974 * 18 1/2 / 100

= 974 * 37/2 / 100

= 18019 / 100

= $180.19

Therefore burl will pay $180.19 in sales tax.

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the maximum number of possible non-zero values in an adjacency matrix of a simple graph with n vertices is (n-1) × n / 2.

In an adjacency matrix of a simple graph with n vertices, the maximum number of possible non-zero values can be found by considering that each vertex can be connected to every other vertex except itself (as self-loops are not allowed in a simple graph).

For each vertex, there are (n-1) possible connections to other vertices. However, since the adjacency matrix is symmetric for an undirected graph (as each edge is represented twice), we only need to consider the upper or lower triangular portion of the matrix.

The number of non-zero values in the upper triangular portion (or lower triangular portion) of the adjacency matrix can be calculated using the formula

Number of non-zero values = (n-1) + (n-2) + (n-3) + ... + 1 = (n-1) × n / 2

Therefore, the maximum number of possible non-zero values in an adjacency matrix of a simple graph with n vertices is (n-1) × n / 2.

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Answer:

41.4

Step-by-step explanation:

(x+26^2)=32^2+37^2

x^2+676=1024+1369

x^2+676=2393

x^2=1717

x=41.4367=41.4

Answer:

i may be wrong but itcould be 1/3 butt i dont know ur A.B.C.D

Step-by-step explanation:

Answer:

30

Step-by-step explanation:

First, find 5/8 of 48

Here's a little tip for you. Any number can be converted to fraction if you use 1 as the denominator:

48

1

So now that we've converted 48 into a fraction, to work out the answer, we put the fraction 5/8 side by side with our new fraction, 48/1 so that we can multiply those two fractions.

That's right, all you need to do is convert the whole number to a fraction and then multiply the numerators and denominators. Let's take a look:

5 x 48/8 x 1 = 240/8

In this case, our new fraction can actually be simplified down further. To do that, we need to find the greatest common factor of both numbers.

You can use our handy GCF calculator to work this out yourself if you want to. We already did that, and the GCF of 240 and 8 is 8.

We can now divide both the new numerator and the denominator by 8 to simplify this fraction down to its lowest terms.

240/8 = 30

8/8 = 1

When we put that together, we can see that our complete answer is:

30/1

The complete and simplified answer to the question what is 5/8 of 48 is:

Now that we have found 5/8 of 48. It can be confirmed that Sue gave her sister 30 dolls.

The graph represents the set of all solutions to the inequality -6x + y ≥ 3, which includes the line -6x + y = 3 and all points above the line.

Jenna created the graph below to represent the solution to the inequality -6x + y ≥ 3:Jenna has graphed a linear inequality, -6x + y ≥ 3, on a coordinate plane. The graph indicates that all points on the line -6x + y = 3 are solutions to the inequality; in addition, any point above the line (i.e. in the shaded region) is also a solution to the inequality.To determine whether a point is a solution to the inequality, one can plug in the x and y values of the point into the inequality and see if the resulting inequality is true.

For example, consider the point (3, 1), which lies in the shaded region above the line. Plugging in x = 3 and y = 1, we get:-6(3) + 1 ≥ 3Simplifying, we get:-17 ≥ 3This inequality is false, so the point (3, 1) is not a solution to the inequality -6x + y ≥ 3. On the other hand, consider the point (2, 5), which also lies in the shaded region above the line. Plugging in x = 2 and y = 5, we get:-6(2) + 5 ≥ 3Simplifying, we get:-7 ≥ 3This inequality is true, so the point (2, 5) is a solution to the inequality -6x + y ≥ 3.

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Answer: She is expected to select 2 pennies 36 times.

Step-by-step explanation:

In jar , we have

6 pennies and 4 nickels

Total coins = 10

The probability of getting two pennies ( with replacement) =

\(\dfrac{\text{Number if ways to get 2 pennies}}{\text{Total ways to select 2 coins}}\\\\=\dfrac{6\times6}{10\times10} \ \ [\text{independent events]}\\\\=\dfrac{36}{100}\)

If Margo repeats the experiment 100 times, then expected number of times to select two pennies = \(\dfrac{36}{100}\times100=36\)

She is expected to select 2 pennies 36 times.

We will see that Margo can expect to randomly select two pennies 36 times.

The probability of selecting a penny at random is equal to the quotient between the number of pennies in the jar and the total number of coins in the jar, this is:

p = 6/10

And doing that two times, needs that probability two times, so the probability of selecting two pennies is:

p = (6/10)*(6/10) = 36/100

Here we just need to multiply the above probability by 100, we will get:

(36/100)*100 = 36

So she can expect to get two pennies 36 times.

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4. The statement reads as "My car is neither quiet nor purple"is:

¬(quiet(my car) ∨ purple(my car))

1. ∀x (purple(x) → reliable(x)) - This statement reads as "For all x, if x is purple, then x is reliable."

2. ¬∃x (quiet(x) ∧ purple(x)) - This statement reads as "It is not the case that there exists an x, such that x is quiet and purple."

3. ∀x (reliable(x) → (purple(x) ∨ quiet(x))) - This statement reads as "For all x, if x is reliable, then x is either purple or quiet."

4. ¬(quiet(my car) ∨ purple(my car)) - This statement reads as "My car is neither quiet nor purple."

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• Purple things are reliable:\(∀x (x is purple → x is reliable)\). • Nothing is quiet and purple: ¬∃x (x is quiet ∧ x is purple). • Reliable things are purple or quiet: ∀x (x is reliable → (x is purple ∨ x is quiet)).

• My car is not quiet nor is it purple:\(¬(My car is quiet ∨ My car is purple).\)

1. "Purple things are reliable."
To represent this statement using quantifiers and logical symbols, we can say:
∀x (P(x) → R(x))
This can be read as "For all x, if x is purple, then x is reliable." Here, P(x) represents "x is purple" and R(x) represents "x is reliable."

2. "Nothing is quiet and purple."
To express this statement, we can use the negation of the existential quantifier (∃) and logical symbols:
¬∃x (Q(x) ∧ P(x))
This can be read as "There does not exist an x such that x is quiet and x is purple." Here, Q(x) represents "x is quiet" and P(x) represents "x is purple."

3. "Reliable things are purple or quiet."
To represent this statement, we can use logical symbols:
∀x (R(x) → (P(x) ∨ Q(x)))
This can be read as "For all x, if x is reliable, then x is purple or x is quiet." Here, R(x) represents "x is reliable," P(x) represents "x is purple," and Q(x) represents "x is quiet."

4. "My car is not quiet nor is it purple."
To express this statement, we can use the negation symbol and logical symbols:
¬(Q(c) ∨ P(c))
This can be read as "My car is not quiet or purple." Here, Q(c) represents "my car is quiet," P(c) represents "my car is purple," and the ¬ symbol negates the entire statement.

These logical representations capture the  meaning of the original statements using quantifiers (∀ and ∃) and logical symbols (∧, ∨, →, ¬).

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Answer:

i need more information to answer this question

Step-by-step explanation:

Answer:

a. 7.78%

b.

c. lower

Step-by-step explanation:

Answer:

-1/2

Step-by-step explanation:

use a graphing calculator or use slope formula.

was -3/6 but I reduced it

Perimeter = 4 × side

\( = 4 \times 4 \\ = 16in\)

The perimeter of a 4-inch square is 16 inches.

Answer:

1

Step-by-step explanation:

First, Distribute

Then, add 3 to both sides

Then, Divide 15 from both sides

1=Z

None of the given options (2, 1), (2, 3), (-3, 4), (-2, 4), or (-1, 3) is a vector parallel to the tangent line of the level curve x² + 2y² - 3 at the point (-1, 1).

To find a vector parallel to the tangent line of the level curve x² + 2y² - 3 at the point (-1, 1), we need to find the gradient of the function at that point. The gradient of the function x² + 2y² - 3 is: ∇f(x, y) = <2x, 4y>

At the point (-1, 1), the gradient is: ∇f(-1, 1) = <-2, 4>

This gradient vector is orthogonal to the level curve at the point (-1, 1), and therefore, it is perpendicular to the tangent line of the level curve at that point. Thus, any vector perpendicular to this gradient vector will be parallel to the tangent line of the level curve at the point (-1, 1).

To find a vector perpendicular to <-2, 4>, we can take the cross product of this vector with any other vector in the plane. One such vector is the vector <1, 2>, which is perpendicular to the gradient vector. Therefore, the cross product of these two vectors is:<-2, 4> × <1, 2> = (-8)k, where k is the unit vector in the z-direction (perpendicular to the plane).

Thus, any scalar multiple of (-8)k will be a vector parallel to the tangent line of the level curve at the point (-1, 1). Since k is a unit vector, we can choose any scalar multiple of (-8) as our answer.

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