Tonya has a 2-page story she wants to expand. She plans to write 3 pages per day until it is done. Which equation best represents the relationship?

Answer: 47.436

Step-by-step explanation:

Two variables next to each other mean that you need to multiply the variables.

So the equation is 7.08 x 6.7.

7.08 x 6.7 = 47.436

The correct statement regarding the measure of variability used to represent the data is given as follows:

The IQR of 10 is the most accurate to use, as the data is skewed.

The interquartile range of a data-set is given by the difference of the third quartile by the first quartile of the data-set.

It is the measure of variability to be used when a data-set contains outliers, or is skewed, as is the case for this problem.

The charity received 18 donations, hence the quartiles are given as follows:

Hence the IQR is given as follows:

IQR = 22.5 - 12.5

IQR = 10.

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Answer:

x2-8x=9

Step-by-step explanation:

you move the negative nine to the other side of the equals to become positive

Answer:

24

Step-by-step explanation:

Answer:

i think 70 words per minute

Step-by-step explanation:

Answer:

$7.15k

Step-by-step explanation:

So the first week, she used $2.75k

Then, you can calculate the amount for one pound the next week by doing 0.8 * 2.75 = 2.2

So the second week she used 2 * 2.2 * k = $4.4k

$4.4k + $2.75k = $7.15k

Might be wrong so check it.

Answer:

D(30,60)

Step-by-step explanation:

It was way outside the other points that are around the line.

The point (30,60) is a high leverage point on the regression plot.

High leverage points are those that are extreme but follow the regression equation's trend.

High leverage points are distinct from outliers, which deviate from the graph's or plot's pattern or trend.

Looking closely at the regression plot, the coordinate (30,60) follows the trend of the plot, however, it is farther from the majority of the points on the graph.

Hence, the point (30,60) is a high leverage point on the regression plot.

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Answer:

-3/16

Step-by-step explanation:

3/8 = 0.375 and -3/6 = -0.5

0.375*(-0.5) = -0.1875

-0.1875 = -3/16

Thats your answer.

Answer:

$22.80

Step-by-step explanation:

Answer:

Class width = 20

Approximate lower class limit of the first class = 110

Approximate Upper class limit of the first class = 119

Step-by-step Explanation:

The class width of the histogram attached below can be gotten by finding the difference between successive lower class limits.

Thus, class width = 130 - 110 = 20

The approximate lower class limit of the first class is the lowest score we have in the first class = 110

The approximate upper class limit of the first class is the closest highest score that fall within the first class and is below the lower limit of the second class. Thus approximate upper class limit of the first class = 129

\((\stackrel{x_1}{-3}~,~\stackrel{y_1}{-11})\hspace{10em} \stackrel{slope}{m} ~=~ 4 \\\\\\ \begin{array}{|c|ll} \cline{1-1} \textit{point-slope form}\\ \cline{1-1} \\ y-y_1=m(x-x_1) \\\\ \cline{1-1} \end{array}\implies y-\stackrel{y_1}{(-11)}=\stackrel{m}{ 4}(x-\stackrel{x_1}{(-3)}) \implies y +11 = 4 ( x +3) \\\\\\ y+11=4x+12\implies {\Large \begin{array}{llll} y=4x+1 \end{array}}\)

The equation is:

Work/explanation:

Recall that the point slope formula is \(\rm{y-y_1=m(x-x_1)}\),

where m is the slope and (x₁, y₁) is a point on the line.

Plug in the data:

\(\rm{y-(-11)=4(x-(-3)}\)

Simplify.

\(\rm{y+11=4(x+3)}\)

Simplified to slope intercept:

\(\rm{y+11=4x+12}\)

\(\rm{y=4x+1}\) <- this is the simplified slope intercept equation

Answer: 5x-1

Step-by-step explanation:

Answer:

its 3, 60x-12=6(10x-2) all real numbers are solutions for x

Step-by-step explanation:

Using the quadratic formula to solve the equation x²-3x+ 5 = 0, the resultant answer is (D) 3+√11/2 and 3-√11/2.

The quadratic formula in elementary algebra is a formula that yields the answer to a quadratic problem.

In addition to the quadratic formula, other methods of solving quadratic equations include factoring, completing the square, graphing, and others.

A second-order equation of the form ax² + bx + c = 0 denotes a quadratic equation, where a, b, and c are real number coefficients and a 0.

So, we have the equation:

x²-3x+ 5 = 0

Now, solve it using the quadratic formula as follows:

x²-3x+ 5 = 0

a = 1

b = -3

c = 5

x = -(-3)±√(-3)² -4*1*5/2

Solve this further:

x = 3±√11/2

Therefore, using the quadratic formula to solve the equation x²-3x+ 5 = 0, the resultant answer is (D) 3+√11/2 and 3-√11/2.

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Correct question:

Solve x²-3x+ 5 = 0.

A.3+√-29 +VE/2 and 3- 2-29

B. 3+√29 and 3-√29

C. 3+√-11 and 3-√-11/2

D. 3+√11/2 and 3-√11/2

While Piaget, Vygotsky, and Bruner have different perspectives on how learning occurs, they all emphasize the active role of the learner in constructing knowledge and the importance of social interaction and cultural influences in the learning process.

Here's a three-column table evaluating how learning takes place according to Piaget, Vygotsky, and Bruner:

Theorist Approach to Learning Key Concepts

Piaget Constructivism 1. Schema: Individuals actively construct their knowledge through assimilation and accommodation, organizing information into mental structures called schemas. 2. Stages of Development: Learning occurs through cognitive development stages, from sensorimotor to formal operational, where individuals progressively acquire more complex mental abilities. 3. Active Exploration: Children learn best through hands-on exploration and interactions with the physical world.

Vygotsky Sociocultural Theory 1. Zone of Proximal Development (ZPD): Learning takes place within the gap between a learner's actual developmental level and their potential level with guidance from a more knowledgeable other. 2. Social Interaction: Learning is facilitated through social interactions with peers and adults, such as cooperative learning and scaffolding. 3. Cultural Tools: The use of language, symbols, and cultural artifacts plays a central role in cognitive development and learning.

Bruner Constructivism 1. Scaffolding: Instruction should provide support and guidance tailored to the learner's current abilities to help them progress to higher levels of understanding. 2. Discovery Learning: Learners construct knowledge by actively exploring and discovering concepts and relationships on their own. 3. Spiral Curriculum: Learning is organized in a spiral manner, revisiting key concepts and building upon previous knowledge in a progressive and interconnected way.

While Piaget, Vygotsky, and Bruner have different perspectives on how learning occurs, they all emphasize the active role of the learner in constructing knowledge and the importance of social interaction and cultural influences in the learning process.

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Answer:

calculator gave me 6.5732

Step-by-step explanation:

Answer:

Step-by-step explanation:

B(0, -14) ⇒ x₁ = 0 & y₁ = -14

F(4,6) ⇒  x₂ = 4 & y₂ = 6

\(Midpoint = \left(\dfrac{x_{1}+x_{2}}{2}, \dfrac{y_{1}+y_{2}}{2} \right)\)

                \(=\left(\dfrac{0+4}{2},\dfrac{-14 + 6}{2}\right)\\\\\\= \left(\dfrac{4}{2}, \dfrac{-8}{2} \right)\\\\\\=\left(2, -4 \right)\)

Answer:

I wish i could help you!

Step-by-step explanation:

Answer:

6

Step-by-step explanation:

xy=k

Value of k ; when ; x = - 3 and y = - 2

Put x = - 3 and y = - 2 into the equation :

(-3)(-2) = k

-3 * - 2 = k

6 = k

The constant of variation k = 6

After 300 trials, the experimental probabilities may not align perfectly with the theoretical probabilities. However, with more trials, the experimental probabilities tend to converge towards the theoretical probabilities for closer alignment.

To examine whether experimental probabilities after 300 trials align closely with theoretical probabilities, let's consider an example of flipping a fair coin.

Theoretical probability: When flipping a fair coin, the theoretical probability of obtaining heads or tails is 0.5 each. This assumes that the coin is unbiased and has an equal chance of landing on either side.

Experimental probability: After conducting 300 trials of flipping the coin, we record the outcomes and calculate the experimental probabilities. Let's assume that heads occurred 160 times and tails occurred 140 times.

Experimental probability of heads: 160/300 = 0.5333

Experimental probability of tails: 140/300 = 0.4667

Comparing the experimental probabilities to the theoretical probabilities, we can observe that the experimental probability of heads is slightly higher than the theoretical probability, while the experimental probability of tails is slightly lower.

In this particular example, the experimental probabilities after 300 trials do not align perfectly with the theoretical probabilities. However, it is important to note that these differences can be attributed to sampling variability, as the experimental outcomes are subject to random fluctuations.

To draw a more definitive conclusion about the alignment between experimental and theoretical probabilities, a larger number of trials would need to be conducted. As the number of trials increases, the experimental probabilities tend to converge towards the theoretical probabilities, providing a closer alignment between the two.

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The question probable may be:

Do experimental probabilities after 300 trials tend to align closely with theoretical probabilities? Consider an example scenario and calculate both the theoretical and experimental probabilities to determine if they are close.

Answer:

I think its C

Step-by-step explanation:

Answer:

a)  \(t_{0.035},11=\pm2.201\)

b)  \(t=-2.963\)

c)  \(Reject\ H_0\ when\ \alpha=0.05\)

d)   \(t<t_{\alpha/2},d_t\)

   \(-2.963<2.201\)

Step-by-step explanation:

From the question we are told that:

Sample size \(n=12\)

Mean \(\=x=42.5\)

Standard deviation \(\sigma=3.8\)

Population mean \(\mu=45.75\)

Significance \(\alpha=0.05\)

Generally the hypothesis given by

\(H_0;\mu=45.75\\H_1:\neq =45.75\)

Generally the equation for test statistics is mathematically given by

\(t=\frac{\=x-\mu}{\sigma/\sqrt{n} }\)

\(t=\frac{42.5-45.75}{3.8/\sqrt{12} }\)

\(t=-2.963\)

Generally the Critical value is mathematically given by

\(t_{\alpha/2},d_t\)

\(\alpha=0.05 \\\alpha/2=0.025\\d_t=n-1=11\)

\(t_{0.035},11\)

From table

\(t_{0.035},11=\pm2.201\)

Therefore

\(t<t_{\alpha/2},d_t\)

\(-2.963<2.201\)

\(Reject\ H_0\ when\ \alpha=0.05\)

Answer:

It suggests the days are intense but beautiful.

Step-by-step explanation:

According to the introductory paragraph that starts with breakfast and ends with the setting of Arctic sun. This short paragraph adds to the conflict in the story because It suggests the days are intense but beautiful.

Although the question is incomplete, i can infer that the story you are referring to is White Fang by Jack London, where the story is told of the people talking about events happening around them.

They talk about the sun and the work around them and also the cold. How thsir short conversation added to the conflict in the story is that It suggests the days are intense but beautiful

To write the expressions in standard notation we need to follow this rule:

• When we multiply by a power of 10 we will move the decimal point to the right if the exponent of the 10 is a positive number and to the left, if the exponent of the 10 is a negative number.

We start with the first expression:

Since the exponent of 10 is negative, we will move the decimal point to the left. And we move it the number of times that the exponent indicates: 4

The following image shows the result after moving the decimal place:

As you can see we have moved the decimal point 4 places to the left and it is important to fill the spaces with 0.

Thus:

Now we solve the second expression:

Again the exponent of 10 is negative so we will move the decimal point to the left the number of times the exponent indicates: 3 times.

The following image shows the result after moving the decimal point:

Thus:

Finally, we solve the third expression:

We will move the decimal point 5 times to the left:

And again we have filled the blank spaces with 0.

The result is:

Answer:

Answer:

0.9797

Step-by-step explanation:

We have X = number of insects in the 25bgrams of butter

Then the legal limit of concentration in peanut butter = 30 fragments/ 100 grams

Then insect amount in 25 grams =

E(X) = 30/100 x 25

= 0.3 x 25

= 7.5 fragments of insects

Using the poisson function in Excel, the probability of at least 3 crunchy critters

1 - p(X<=2)

p(X<=2) = POISSON (2, 7.5, TRUE) = 0.020156715

1 - 0.020156715

= 0.9797

It is possible to translate the parent function f(x) = x using various transformations including vertical and horizontal translations. Each transformation will result in
the graph intersecting the x- or y-axis at a different point.

Function is an operation that takes an input, performs some processing on it, and returns a result. It is a set of instructions that performs a specific task. Functions are typically used to perform repetitive tasks, like finding the sum of two numbers, adding two strings together, or finding the maximum of a list of numbers. Functions are essential to programming and can be used to make code more organized, reusable, and efficient.


The function f(x) = x is the parent function for linear equations. This equation is generally used to graph a line with a slope of 1 and a y-intercept of (0, 0). In order to translate this parent function, different transformations are applied to it.

A vertical translation down 4 units would be represented by the equation f(x) = x - 4. This transformation would shift the graph of the parent function down 4 units on the y-axis. This would result in the graph intersecting the y-axis at the point (0, -4).

A horizontal translation right 4 units would be represented by the equation f(x) = x + 4. This transformation would shift the graph of the parent function right 4 units on the x-axis. This would result in the graph intersecting the x-axis at the point (4, 0).

A horizontal translation left 4 units would be represented by the equation f(x) = x - 4. This transformation would shift the graph of the parent function left 4 units on the x-axis. This would result in the graph intersecting the x-axis at the point (-4, 0).

Finally, a vertical translation up 4 units would be represented by the equation f(x) = x + 4. This transformation would shift the graph of the parent function up 4 units on the y-axis. This would result in the graph intersecting the y-axis at the point (0, 4).

In conclusion, it is possible to translate the parent function f(x) = x using various transformations including vertical and horizontal translations. Each transformation will result in the graph intersecting the x- or y-axis at a different point.

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Answer:

59

Step-by-step explanation:

6 plus 4 equals 8 plus 9

The weekly gross pay will be $2732.80.

Based on the information, the extra hours that was spent will be:

= 48 - 40 = 8 hours

Therefore, the gross pay will be;

= ($17.08 × 40) + (8 × $17.08 × 1.5)

= $683.20 + $2049.6

= $2732.80

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Answer:

A sample of 217 is needed.

Step-by-step explanation:

We have that to find our \(\alpha\) level, that is the subtraction of 1 by the confidence interval divided by 2. So:

\(\alpha = \frac{1-0.95}{2} = 0.025\)

Now, we have to find z in the Ztable as such z has a pvalue of \(1-\alpha\).

So it is z with a pvalue of \(1-0.025 = 0.975\), so \(z = 1.96\)

Now, find the margin of error M as such

\(M = z*\frac{\sigma}{\sqrt{n}}\)

In which \(\sigma\) is the standard deviation of the population and n is the size of the sample.

If the population standard deviation is $3,750 how large should the sample be if margin of error is $500

We have that \(\sigma = 3750\).

We need a sample of n, and n is found when \(M = 500\). So

\(M = z*\frac{\sigma}{\sqrt{n}}\)

\(500 = 1.96*\frac{3750}{\sqrt{n}}\)

\(500\sqrt{n} = 1.96*3750\)

\(\sqrt{n} = \frac{1.96*3750}{500}\)

\((\sqrt{n})^{2} = (\frac{1.96*3750}{500})^{2}\)

\(n = 216.1\)

Rounding up

A sample of 217 is needed.

Si Verónica, Ana y Luis están pintando una barda y se les paga un total de 300 unidades monetarias (por ejemplo, dólares, pesos, etc.), para determinar cuánto dinero debería recibir cada uno, necesitamos más información sobre cómo se distribuye el trabajo entre ellos.

Si los tres contribuyen de manera equitativa y realizan la misma cantidad de trabajo, podrían dividir el pago de manera igualitaria. En ese caso, cada uno recibiría 100 unidades monetarias (300 dividido entre 3).

Sin embargo, si uno de ellos realiza más trabajo o tiene una mayor responsabilidad en la tarea, podría ser justo que reciba una porción mayor del pago. En ese caso, la distribución de los 300 unidades monetarias dependerá de un acuerdo previo entre ellos sobre cómo se divide el pago en función de la cantidad o calidad del trabajo realizado.

Es importante tener en cuenta que la asignación exacta de dinero puede variar dependiendo de las circunstancias y el acuerdo al que lleguen Verónica, Ana y Luis.