What is 100-1 fast first one gets the brainliest

Answer: 70%

Step-by-step explanation:

Please tell me if I am wrong.

Answer:

4.85 still to read 5 - 3% = 4.85

Answer:

All real numbers.

Step-by-step explanation:

Domain is the set of x-values that can be inputted into function f(x).

We see that we can input any value x into the function:

(-∞, ∞) or all real numbers

Answer:

graph{2x+3 [-10, 10, -5, 5]

D:{x∈R}

R:{y∈R}

Step-by-step explanation:

This is just a linear function. I know this because the degree of the x-variable is 1.

Domain and range are sets of possible values the function can have - though not necessarily at the same time.

Thus, there are no restrictions to the domain and range unless context is given.

Therefore, the domain and range is:

D:{x∈R}

R:{y∈R}

If we were to graph this function, we would get a straight line.

graph{2x+3 [-10, 10, -5, 5]}

As you can see, there is no restriction to the possible values.

Hope this helps :)

The length of the diagonal of the square is 22 meters.

A square is a four-sided two-dimensional geometric shape in which all sides are equal in length and all angles are right angles (90 degrees).It is a unique instance of a rectangle with equal sides. The opposite sides of a square are parallel to each other and the diagonals bisect each other at right angles.

A square is divided into two 45-45-90 triangles by its diagonal.

In a 45-45-90 triangle, the hypotenuse (the side opposite the right angle) is √2 times as long as each leg.

Therefore, in this square, the length of the diagonal (d) can be found by multiplying the length of one side (s) by √2:

d = s√2

In this case, the side length of the square is 11√2 meters, so:

d = 11√2 × √2 = 11 × 2 = 22 meters

Therefore, the length of the diagonal of the square is 22 meters.

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Given,

A jet travels 6320 miles in 8 hours.

Flying with the wind, the same jet travels 5950 miles in 5 hours.

To find: The rate of the jet in still air, and the rate of the wind.

Solution:

The jet's velocity against the wind is

The jet's velocity with wind is

Let the velocity of the jet in still air be x miles per hour and velocity of wind be y miles per hour.

As such its velocity against wind is x-y and with wind is x+y and therefore

Solve both equations (1) and (2)

And

Hence, the velocity of the jet in still air is 990 miles per hour and the velocity of wind is 200 miles per hour.

Answer:

\(y=-\frac{1}{2} x-\frac{3}{2}\)

Step-by-step explanation:

The logarithmic expressions that have been evaluated correctly to the nearest hundredth are as follows;

A. log₃ 8 = 1.89B. log₃ 6 = 1.63C. log₄ 5 = 1.16D. log₂ 32 = 5.00E. log₄ 7 = 1.49

Exponent is defined as the method of expressing large numbers in terms of powers. That means, exponent refers to how many times a number multiplied by itself. For example, 6 is multiplied by itself 4 times, i.e. 6 × 6 × 6 × 6. This can be written as 64. Here, 4 is the exponent and 6 is the base.

Logarithm, the exponent or power to which a base must be raised to yield a given number. Expressed mathematically, x is the logarithm of n to the base b if bx = n, in which case one writes x = logb n. For example, 23 = 8; therefore, 3 is the logarithm of 8 to base 2, or 3 = log2 8.

Therefore, the logarithmic expressions that have been evaluated correctly to the nearest hundredth are;

B. log₃ 6 = 1.63

C. log₄ 5 = 1.16

E. log₄ 7 = 1.49.

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In a multiple regression model, the variance of the error term e is assumed to be the same for all values of the independent variable. Therefore, the correct option is C) the same for all values of the independent variable.

In multiple regression, we use several independent variables to predict the values of the dependent variable. The model estimates the relationship between the independent variables and the dependent variable by calculating the coefficients of the independent variables.

The error term e represents the difference between the predicted value of the dependent variable and the actual value of the dependent variable.

The assumption of constant variance of the error term e is known as homoscedasticity. It means that the variance of the errors is the same for all levels of the independent variables.

This assumption is important because, if the errors have different variances across the levels of the independent variable, the model may not accurately capture the relationship between the independent variables and the dependent variable, leading to biased and unreliable results. so, the correct answer is C).

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Comparing the means of the two samples, we find that the difference between the means is significant. Therefore, we can reject the claim and conclude that male and female high school students have different exam scores.

To perform the two-sample t-test, we first calculate the standard error of the difference between the means using the formula:

SE = sqrt((s1^2 / n1) + (s2^2 / n2))

Where s1 and s2 are the population standard deviations of the male and female students respectively, and n1 and n2 are the sample sizes. Plugging in the values, we have:

SE = sqrt((47^2 / 49) + (4.3^2 / 53))

Next, we calculate the t-statistic using the formula:

t = (x1 - x2) / SE

Where x1 and x2 are the sample means. Plugging in the values, we have:

t = (239 - 21.1) / SE

We can then compare the t-value to the critical t-value at α = 0.01 with degrees of freedom equal to the sum of the sample sizes minus 2. If the t-value exceeds the critical t-value, we reject the null hypothesis.

In this case, the t-value is calculated and compared to the critical t-value using the provided standard normal distribution table. Since the t-value exceeds the critical t-value, we can reject the claim that male and female high school students have equal exam scores.

Therefore, the correct answer is:

B. Male and female high school students have different exam scores.

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Answer: True

Step-by-step explanation:    

Answer:

from largest to smallest

103,1.3(u put this twice?),0.13,0.103

1.03

Hope This Helps!!!

The estimated median price of a single-family home in Charleston/No. Charleston in the 1st Quarter of 2008 is $201,048. If the median price continues to decrease at the same rate for the next two years, the estimated median price of a single-family home in the 1st Quarter of 2011 would be $144,458.

(a) To estimate the median price of a single-family home in the 1st Quarter of 2008, we need to calculate the original price before the 8.15% decrease. Let's assume the original price was P. The price after the decrease can be calculated as P - 8.15% of P, which translates to P - (0.0815 * P) = P(1 - 0.0815). Given that the end of 1st Quarter of 2009 median price was $184,990, we can set up the equation as $184,990 = P(1 - 0.0815) and solve for P. This gives us P ≈ $201,048 as the estimated median price of a single-family home in the 1st Quarter of 2008.

(b) If the median price of a single-family home falls at the same rate for the next two years, we can calculate the price for the 1st Quarter of 2011 using the estimated median price from the 1st Quarter of 2009. Starting with the median price of $184,990, we need to apply an 8.15% decrease for two consecutive years. After the first year, the price would be $184,990 - (0.0815 * $184,990) = $169,805.95. Applying the same percentage decrease for the second year, the price would be $169,805.95 - (0.0815 * $169,805.95) = $156,012.32. Therefore, the estimated median price of a single-family home in the 1st Quarter of 2011 would be approximately $144,458.

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Answer:

its to blurry

Step-by-step explanation:

The mode of the given data is equal to bowls of spaghetti.

Given the following data:

In Mathematics, a mode can be defined as a statistical terminology that is used to denote the value that appears most often or repeatedly occurring in a given data set.

This ultimately implies that, a mode represents the value (number) with the highest frequency. In this exercise, the bowls of spaghetti represents the mode of the given data.

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Answer:

Step-by-step explanation:

It is asking for the "mode" which is the data element you see the most, therefore it is 2.

Our point A(x, y) becomes Something' when a point is rotated 270 degrees counterclockwise around the origin (y,-x). This implies that we reverse x and y and turn x negative.

A pair of numbers that provide the position of a point on such a coordinate plane using the horizontal as well as separations first from two reference axes. usually represented by a pair of x-values and y-values (x,y).

To find a point's coordinates in some kind of a co - ordinate system, you perform the opposite. Starting at the point, travel vertically up or down until your reach the x-axis. There seems to be your x-coordinate shown. Continue the previous procedure while staying on a horizontal line to obtain the y-coordinate.

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The average value of the function f(x, y) = 3 over the given rectangle R = {(-15 ≤ x ≤ 54, 25 ≤ y ≤ 56)} is 3.

To find the average value of a function over a given rectangle, we need to calculate the integral of the function over the rectangle and divide it by the area of the rectangle. In this case, the function f(x, y) = 3, which means the value of the function is constant at 3 throughout the entire rectangle.

The integral of a constant function is equal to the value of the constant times the area of the region. In our case, the area of the rectangle R is (54 - (-15)) * (56 - 25) = 69 * 31 = 2139. Therefore, the integral of the function over the rectangle is 3 * 2139 = 6417.

Next, we divide the integral by the area of the rectangle to find the average value. So, the average value of the function f(x, y) = 3 over the rectangle R is 6417 / 2139 = 3.

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Given:

The equation is:

\(\dfrac{x+1}{x-1}-\dfrac{x-1}{x+1}=\dfrac{7}{12}\)

To find:

The value of x.

Solution:

Formulae used:

\((a+b)^2=a^2+2ab+b^2\)

\((a-b)^2=a^2-2ab+b^2\)

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

We have,

\(\dfrac{x+1}{x-1}-\dfrac{x-1}{x+1}=\dfrac{7}{12}\)

Taking LCM, we get

\(\dfrac{(x+1)^2-(x^2-1)^2}{(x-1)(x+1)}=\dfrac{7}{12}\)

\(\dfrac{x^2+2x+1-(x^2-2x+1)}{x^2-1^2}=\dfrac{7}{12}\)

On cross multiplication, we get

\(12(x^2+2x+1-x^2+2x-1)=7(x^2-1)\)

\(12(4x)=7x^2-7\)

\(48x=7x^2-7\)

\(0=7x^2-48x-7\)

Splitting the middle term, we get

\(7x^2-49x+x-7=0\)

\(7x(x-7)+1(x-7)=0\)

\((7x+1)(x-7)=0\)

\(x=-\dfrac{1}{7},7\)

Therefore, the values of x are \(-\dfrac{1}{7}\) and \(7\).

Answer:

Check your question well

Step-by-step explanation:

U didn't ask to draw angle p so how can we get the angle r

We cannot provide a value for k as requested in the question. Hence, our answer is: No, we cannot determine whether the function f is a k-to-1 correspondence for some positive integer k without having the function f.

justify your answer," we need to first understand what a k-to-1 correspondence is.

A k-to-1 correspondence is a function in which each element in the range has exactly k preimages. In other words, if the function f maps elements from set A to set B, then for each element b in set B, there are exactly k elements in set A that map to b.

In this case, we need to determine if the function f is a k-to-1 correspondence for some positive integer k.Now, let's justify our answer. Since we do not have the function f, we cannot determine whether it is a k-to-1 correspondence or not. Therefore, we cannot provide a value for k as requested in the question. Hence, our answer is: No, we cannot determine whether the function f is a k-to-1 correspondence for some positive integer k without having the function f.

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(a) The presence of a confounding variable Z, such as the severity of the fire, could make the relationship between the number of firefighters (X) and property damage (Y) spurious.

(b) The presence of a confounding variable Z, such as the popularity of the incumbent member or the characteristics of the constituency, could make the relationship between campaign spending (X) and percentage of vote (Y) spurious.

(c) The presence of a confounding variable Z, such as the overall lifestyle or socioeconomic status of the women, could make the relationship between coffee consumption (X) and the risk of depression (Y) spurious.

(d) The presence of a confounding variable Z, such as the overall economic conditions or demand for rum in Havana, could make the relationship between Presbyterian ministers' salaries (X) and the price of rum (Y) spurious.

In each of the given examples, the reported pattern of covariation between X and Y may be influenced by a confounding variable Z. A confounding variable is a variable that is related to both the independent variable (X) and the dependent variable (Y), which can lead to a spurious relationship between X and Y.

The presence of a confounding variable can create the illusion of a direct relationship between X and Y when, in reality, the observed relationship is due to the influence of Z.

For example, in the case of firefighters and property damage, the severity of the fire (Z) could be the underlying factor driving both the number of firefighters and the extent of property damage.

Similarly, in the case of campaign spending and percentage of vote, factors such as the popularity of the incumbent member or the characteristics of the constituency (Z) could be influencing both variables.

In the case of coffee consumption and the risk of depression, other lifestyle or socioeconomic factors (Z) may be responsible for the observed relationship rather than coffee itself. And in the case of Presbyterian ministers' salaries and the price of rum, economic conditions or demand for rum (Z) in Havana could be driving both variables.

Identifying and controlling for confounding variables is crucial in research to ensure accurate interpretations of the relationship between X and Y. It allows researchers to isolate the true causal relationship between the variables of interest.

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Answer:

The equation is x = -5

The slope is 0

Step-by-step explanation:

If the line is perpendicular to the x axis, that means it is a vertical line.

Vertical lines only reach one x value, which is -5 in this case.

So, the equation will simply be x = -5.

The slope is 0.

Answer:

553

Step-by-step explanation:

              5  5    3

     ---------------------

16  /  8   8   4    8

        8   0

      ---------------

              8   4

              8   0

             ----------------

                    4    8

                     4   8

                   -----------

                            0

The quotient is 553.

                     4   8

                    ----------

                           0

There are 65,536 different sequences of 8 bases that can be formed using the bases A, C, G, and T

In the fascinating world of genetics, DNA serves as the blueprint for all living organisms. DNA is composed of four different bases, namely adenine (A), cytosine (C), guanine (G), and thymine (T). These bases form sequences that carry genetic information. As a high school student, you might wonder how many different sequences of bases can be formed. Let's delve into the mathematics behind it.

To determine the number of different sequences of bases that can be formed, we need to consider the number of choices we have for each position in the sequence. Since each base can be either A, C, G, or T, we have four options for each position. Since we are looking for the number of sequences of 8 bases, we need to calculate the total number of possibilities.

In mathematics, the number of possibilities for multiple independent events can be calculated by multiplying the number of choices for each event. In this case, we have 8 positions, and each position has 4 possible choices. Therefore, we can calculate the total number of different sequences using exponentiation:

Number of sequences = Number of choices per position ^ Number of positions

In our case, the number of choices per position is 4 (A, C, G, or T), and the number of positions is 8. Substituting these values into the formula, we have:

Number of sequences = 4⁸

Simplifying the expression, we find:

Number of sequences = 65,536

Therefore, there are 65,536 different sequences of 8 bases that can be formed using the bases A, C, G, and T. Each sequence represents a unique combination of these bases and carries specific genetic information.

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-- The given question is incomplete, the complete question is

"The dna strand consists of eight pairs of nitrogenous bases. how many different sequences of eight basescan you make?" --

Answer:

49 kilometers

Step-by-step explanation:

Since he cycles 1 km for each trip, he will have cycled 21 km after 21 trips.

Add this to his existing amount of km:

28 + 21

= 49

So, he will have cycled a total of 49 kilometers

Step 1: Find the first way to share 6/6 into 3

The first way could be to share 6/6 equally into 3 parts.

That is,

Therefore, the model is

In the diagram, we have

Step 2: Find the second way to share 6/6 into 3

The second way is to share 6/6 in the ratio 1:2:3. That is the model is

In diagram, we have

Therefore, the models are

6/6 = 2/6 + 2/6 + 2/6

and

6/6 = 1/6 + 2/6 + 3/6

Answer:

12X+10

Step-by-step explanation:

THAT IS THE SIMPLFY 1-4 x (12x-20)+3(3x+5) Facout our 4 from the expression 1-4 x4 (3x-5)+3(3x+5) Simply the expression cancel out the greatest common factor 4 remove unncessary parntheses if so collect the terms 3x 9x 12x and the solutin is 12x+10

Answer:

1200 people do they expect to attend on opening day.

Step-by-step explanation:

What is the percentage?

A percentage is a number or ratio that can be expressed as a fraction of 100. A percentage is a number or ratio expressed as a fraction of 100. It is often denoted using the percent sign, "%", although the abbreviations "pct.", "pct" and sometimes "pc" is also used. A percentage is a dimensionless number; it has no unit of measurement.

here, we have,

$750$ people attended the county fair on an opening day last year. Organizers of the fair expect a $60\%$ increase in attendance this year on opening day.

As there is a 60% Increase in attendance..

60% more ppl would attend than last year..

so this year's attendance would be

750 + 60% of 750 ..

=750 + 450 ..

=1200 people.

Hence, 1200 people do they expect to attend on opening day.

Answer:

1,200 people.

Step-by-step explanation:

-60% of 750 is 450.

i.e 60/100 x 750/1=450

-Add 450 to 750.

i.e 450+750= 1,200.

The area in square meters will the oil slick cover is 9.5×10⁶ m².

15 barrels of diesel spilt into the ocean, where each barrel contains 42 gallons. Thereby the total volume of the oil spilt by 15 barrels is calculated as follows:

The total volume of the oil spilt by 15 barrels = 15× 42 gallons.

=630 gallons

1 gallon = 3.78541 liters

Volume in L = 630 gallons × 3.78541 liters/ 1 gallon

= 2384.8083 L

1 L = 10⁻³ m³

2384.8083  L = 2384.8083 × 10⁻³ m³

= 2.3848083 m³

The area covered by the oil spill has to be determined, where the thickness of the oil spill is given to be 2.5×10² nm.

1 nm = 10⁻⁹ m

Thereby, 2.5×10² nm = 2.5×10²×10⁻⁹ m

= 2.5×10⁻⁷ m

Area (m²) = volume (m³)/thickness (m)

= 2.3848083 m³/ 2.5×10⁻⁷ m

= 0.95392×10⁷ m²

= 9.5×10⁶ m²

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