Use long division to find the decimal from of the building’s height in miles write the answer to four decimals places

Answer:

16.4x + 13.6

Step-by-step explanation:

Equivalent Expressions

Algebraic expressions can be given in different forms when applying properties of the basic operations.

The given expression is:

2(1.7x + 3.3) + 5(2.6x + 1.4)

Multiplying both parentheses by the outer factor:

3.4x + 6.6 + 13x + 7

Combining like terms:

16.4x + 13.6

The original and the final expressions are equivalent because they produce the same results

The statistics in the Bayesian approach is different from the frequentist approach because in the Bayesian approach the parameters for estimation is been treated as random variables.

The differences that can be associated with the bayesian approach and frequentist approach is that the Bayesian approach make use of the parameters that is about to be treated as a random variable.

It should be noted that frequentist approach, do make use of the fixed. Random variables  in dealing with the parameters for estimation.

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Answer: #1. yes it's a function #6. the graph is increasing at (-oo , 2) , #7.  the graph is decreasing at (2,oo) ,

Step-by-step explanation:

hope it helps

6. It is increasing from (-infinity, 4) or ]  i am not sure

7. It is decreasing from ( or [4, infinity)

If the arrow kept on going the f(-12) = x for example, f(4)=2

Important things to know f(x)=y and (x,y)

I am sorry that I can not help with the others!!!

The correct answer is A. The selling price of a bond is affected by the coupon rate and the market interest rate.

If the coupon rate is less than the market interest rate, investors will not be interested in buying the bond because they can get a higher return elsewhere. This results in the selling price of the bond being less than its face value of $10,000.
The selling price of a $10,000 5-year bond will be less than $10,000 if the:
A. Coupon rate is less than the market interest rate

This is because when the coupon rate (the interest paid by the bond) is lower than the market interest rate, investors would prefer to invest in other options that offer a higher return. Therefore, to attract buyers, the bond's selling price would be discounted to compensate for the lower coupon rate.

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Answer:

45:30:100

Step-by-step explanation:

the answer would be 9:6:20

Answer:

ether that gibberish or I'm an idiot

Answer:

mean= 12

median= 10

mode= 10

Step-by-step explanation:

mean: add up all values, then divide by how many values you have(84/7=12)

median: when sorted, value in middle(See pic)

mode: value that appears most

The function which can be used to determine the amount of money he has left over after x rides is f(x)=-2x+70.

This function is linear. A linear variable function can be written in the form of y=f(x)=a+bx, where a and b are integers and x, is the variable. This function has one independent variable and one dependent variable. In the above given function y=f(x)=a+bx; y is the dependent variable and x is the independent variable.

Here since x number of rides are taken and the cost per ride is x so the total cost of x rides is given as 2x.

Since there is a total of $100 and an amount of ($10+$20=$30) is spent on entry and food respectively.

Therefore, total amount left after all the expenses can be expressed as:

f(x)=100-(30+2x)

f(x)=70-2x

f(x)=-2x+70

Therefore, function which can be used to determine the amount of money he has left over after x rides is f(x)=-2x+70.

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Answer:

y = -\(\frac{1}{2}\)x - 4

Step-by-step explanation:

If a line is parallel then it has the same slope as your original line, so solve your equation for y, 2y = -x +14, divide both sides by 2 so y = - 1/2 x + 7

So your new parallel line has a slope of -1/2, since it passes through (-8,0) now find your y-intercept, so y = -1/2 x + 7 is 0 = -1/2(-8) + b so 0 = 4 + b

so b = -4, so put it all together

y = -\(\frac{1}{2}\)x - 4

Answer: Option C.

Step-by-step explanation:

Let as consider the complete question is same as question shown in the below figure.

In the figure m║n.

If a transversal line intersect two parallel lines then same sided interior angles are supplementary angles and their sum is 180 degrees.

\(3x+x=180^{\circ}\)

\(4x=180^{\circ}\)

Divide both sides by 4.

\(x=\dfrac{180^{\circ}}{4}\)

\(x=45^{\circ}\)

The value of x is 45 degrees.

Therefore, the correct option is C.

Answer:

4

Step-by-step explanation:

The quotient of eight and two is the same as the equation 8/2 which equals to 4.

Quotient means divide.

8 / 2 = 4

Best of Luck!

Answer:

that one is already correct

Answer:

Lawrence was incorrect.

Step-by-step explanation:

Amy: 2(3x) +2(4x + 3)

= 14x + 6 ✓

Kaye: 3x + 3x + 4x + 3 + 4x + 3

= 14x + 6 ✓

Lawrence: 4(3x) + 2(4x)

= 20x Ø

Sufjan: 6 + 3x + 3x + 4x + 4x

14x + 6 ✓

Chase and Simon (1973) conducted a study on the memory of chess novices and experts for positions of chess pieces on a chessboard. They found that although experts generally have a better memory for chess positions than novices, novices performed equally or even better than experts when asked to recall random arrangements of chess pieces on the chessboard, even if the arrangements couldn't occur in a real game of chess.

One possible explanation for this phenomenon is that experts rely heavily on their knowledge of typical chess positions and patterns to remember the positions of the pieces. However, when the pieces are arranged randomly, these patterns are disrupted, and experts may struggle to apply their existing knowledge effectively. On the other hand, novices may not have developed strong patterns or strategies yet, so they approach the task with a more flexible mindset and are less affected by the random arrangement. They may use more general memory strategies, such as chunking or grouping the pieces together, which can be useful for recalling random arrangements.
In summary, novices may perform as well as experts when the pieces are arranged randomly because they rely less on established patterns and can use more general memory strategies to recall the positions.

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Answer:

In China, $0.45

Hope it helps!

The equation for the demand curve is Q = a - bP, where Q represents the quantity demanded, P represents the price of the product, a represents the intercept of the demand curve, and b represents the slope of the demand curve.

The equation for the demand curve is a fundamental concept in economics that helps us understand the relationship between the price of a product and the quantity of the product that consumers are willing to buy at that price.

The equation is typically expressed as:

Q = a - bP

The equation shows that as the price of a product increases, the quantity demanded decreases, and vice versa. This is known as the law of demand. It reflects the inverse relationship between price and quantity demanded.

The demand curve is downward sloping because of this inverse relationship. It slopes downwards from left to right, indicating that as the price decreases, the quantity demanded increases, and as the price increases, the quantity demanded decreases.

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is this a real question cause the awnser is fire

Answer:

x= 6

Step-by-step explanation:

\(12x +4 = 10x+16 \\\)

You will subtract 10x from 12x and get 2x

\(2x + 4 = 16\)

Subtract 4 from 16 to get 12

\(2x = 12\)

You will then divide both sides by 2

\(\frac{2x}{2}\) = \(\frac{12}{2}\)

x= 6

The second one is hard to read but since ∠3 is 54° you should just start from there

Hope this helps

Answer:

x = 6

Step-by-step explanation:

The Answer for the first figure:

m<5 and m<7 are equal, since they are corresponding angles. So, that means;

m<5 = m<7

12x + 4 = 10x + 16

12x - 10x = 16 - 4

2x = 12

x = 6 (when both divided by 2)

The graph is forming a function but it is not an one-one function.

If the vertical line test is satisfied, then the graph represents a function and a vertical line will cross it at most once.

If a horizontal line crosses the graph in no more than one spot, the function is one-to-one and passes the horizontal line test.

The graph in this case is made up of several horizontal, non-overlapping lines. It is a function and passes the vertical line test, however a horizontal line can cross the graph at any number of locations (is not one-to-one).

However, the graph is not a one-to-one function.

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Step functions are functions that have different values for different intervals of the input variable. They are often used to model situations where a quantity changes abruptly at certain points in time.

In this case, the function g(t) is defined using three different step functions: u1(t), u3(t), and u4(t). Let's start by looking at each of these step functions in turn: u1(t) is the unit step function, which is defined as:

\(u1(t) = { 0 if t < 0\)

\({ 1 if t > = 0\)

In other words, u1(t) is equal to 0 for negative values of t, and 1 for non-negative values of t. This means that the graph of u1(t) is a horizontal line at y=0 for t < 0, and a horizontal line at y=1 for t >= 0. Here's what the graph looks like:

u3(t) is another unit step function, but with a shift of 3 units to the right:

\(u3(t) = { 0 if t < 3\)

\({ 1 if t > = 3\)

This means that the graph of u3(t) is a horizontal line at y=0 for t < 3, and a horizontal line at y=1 for \(t > = 3\). Here's what the graph looks like:

u4(t) is another unit step function, but with a shift of 4 units to the right:

\(u4(t) = { 0 if t < 4\)

\({ 1 if t > = 4\). This means that the graph of u4(t) is a horizontal line at y=0 for t < 4, and a horizontal line at y=1 for \(t > = 4.\) Here's what the graph looks like:

Now let's look at the function g(t) \(= u1(t) + 2u3(t) - 6u4(t)\). This function is a linear combination of the three-step functions we just examined, with different coefficients for each one.

For t < 0, all three step functions are equal to 0, so g(t) is also equal to 0. For \(t > = 0\), the values of the three-step functions depend on the value of t relative to the shifts in u3(t) and u4(t).

If t < 3, then \(u3(t) = 0\) and \(u4(t) = 0,\) so \(g(t) = u1(t)\)= \(1.\)

If 3 <= t < 4, then \(u3(t) = 1\) and \(u4(t) = 0\), so \(g(t) = u1(t) + 2u3(t) = 1 + 2 = 3.\)

If t >= 4, then \(u3(t) = 1\) and \(u4(t) = 1\), so \(g(t) = u1(t) + 2u3(t) - 6\)

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The upper value of the 95% CI of the mean rod diameter is approximately 8.276 millimeters.

To find the upper value of the 95% confidence interval (CI) of the mean rod diameter, we can use the formula:

Upper CI = sample mean + margin of error

First, we calculate the sample mean. Adding up all the measured diameters and dividing by the sample size gives us:

Sample mean = (8.24 + 8.25 + 8.20 + 8.23 + 8.24 + 8.21 + 8.26 + 8.26 + 8.20 + 8.25 + 8.23 + 8.23 + 8.19 + 8.36 + 8.24) / 15 = 8.2353 (rounded to 4 decimal places)

Next, we need to calculate the margin of error. Since we have a sample size of 15, we can use the t-distribution with 14 degrees of freedom (n - 1) for a 95% confidence level. Consulting the t-distribution table or using statistical software, we find that the critical value for a two-sided 95% CI is approximately 2.145.

The margin of error is then given by:

Margin of error = critical value * (sample standard deviation / √n)

From the given data, the sample standard deviation is approximately 0.0489. Plugging in the values, we have:

Margin of error = 2.145 * (0.0489 / √15) ≈ 0.0407 (rounded to 4 decimal places)

Finally, we calculate the upper CI:

Upper CI = 8.2353 + 0.0407 ≈ 8.276 (rounded to 3 decimal places)

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To accurately represent the shoe sizes for men and women separately, it would be better to compute the mean or median shoe size for each group separately and compare them.

The problem with either the mean or the median as a measure of center in this case is that the data is not separated by gender, and the shoe size distributions for men and women are likely to be different. Therefore, computing the mean or median shoe size across all students may not accurately represent the typical shoe size for men or women separately.

For example, if the men in the sample have, on average, larger shoe sizes than the women, then the mean shoe size across all students may be biased towards the larger sizes, even though the majority of the students are women. On the other hand, if there are a few male students with very large shoe sizes, then the median shoe size across all students may be biased towards the larger sizes as well, even if most of the students are women with smaller shoe sizes.

To accurately represent the shoe sizes for men and women separately, it would be better to compute the mean or median shoe size for each group separately and compare them. Alternatively, a better measure of center might be to report the mode, which represents the most common shoe size in the data.

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Answer:

Step-by-step explanation:

To evaluate the given expression, we need to substitute the given values for x, y, and z. The expression becomes:

yz + x²

Substituting the given values, we get:

(6.1 * 0.2) + (3.2^2)

This simplifies to:

1.22 + 10.24

Therefore, the value of the expression is approximately 11.46.

11.46

gimme brainlyest gang

Answer:

5

Step-by-step explanation:

W = x

L = x + 3

P = 2W + 2L

26 = 2(x) + 2(x + 3)

26 = 2x + 2x + 6

26 = 4x + 6

26 - 6 = 4x

20 = 4x

x = 5

Answer:

1

Step-by-step explanation:

55/42

42/42 + 13/42

Making approximations

1 + 0

1

Answer:

4

Step-by-step explanation:

The differences that exists between r and p are:

When points in a scatter plot are plotted against a linear regression line based on those points, as in the example when solving for cumulative savings over time, the sample correlation coefficient (r) is a measurement of how closely the points are associated.

The correlation coefficient (ρ) is a metric for estimating how closely two variables' movements are related. The Pearson product-moment correlation is used to calculate the most popular correlation coefficient, which is used to assess the linear relationship between two variables.

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Answer:

-22

Step-by-step explanation: