you are in a line at the bank drive-through and 8 cars are in front of you. you estimate that the clerk is taking about two minutes per car to serve. how long do you expect to wait in line?

Answer:

C. 0.99493

Step-by-step explanation:

Hope this helps!

The probability that the person will not die in the next year should be considered as the 0.00943.

Since

the probability that a person will die in the next year is 507/100,000

So, it can be like

\(= (100,000 - 507) \div 100,000\)

= 0.99493

hence, The probability that the person will not die in the next year should be considered as the 0.00943.

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Answer:

I do not quite understand, but i will give it my best shot. 15 > -15.

Step-by-step explanation:

The correct option would be:

{x | x ≥ -5}

I had this same question on a test and I got it right.

Answer: uh.. 3?

Step-by-step explanation:

lol

The area of each parallelogram or triangle is 24 cm²,22.5 cm², 98 ft²,48 cm², 90 m², and  30 in² respectively.

In this skills practice problem, we are asked to find the perimeter and area of each parallelogram or triangle, based on their given dimensions. Let's start by defining the formulas for calculating the perimeter and area of each shape:

Perimeter of a parallelogram = 2 x (length + width)

Area of a parallelogram = base x height

Perimeter of a triangle = sum of the lengths of its sides

Area of a triangle = 1/2 x base x height

Now, let's apply these formulas to each shape:

Parallelogram with length 6 cm and width 4 cm:

Perimeter = 2 x (6 + 4) = 20 cm

Area = 6 x 4 = 24 cm²

Triangle with base 9 cm and height 5 cm:

Perimeter = 9 + 8 + 7 = 24 cm

Area = 1/2 x 9 x 5 = 22.5 cm²

Parallelogram with length 14 ft and width 7 ft:

Perimeter = 2 x (14 + 7) = 42 ft

Area = 14 x 7 = 98 ft²

Triangle with base 12 cm and height 8 cm:

Perimeter = 12 + 8 + 10 = 30 cm

Area = 1/2 x 12 x 8 = 48 cm²

Parallelogram with length 18 m and width 5 m:

Perimeter = 2 x (18 + 5) = 46 m

Area = 18 x 5 = 90 m²

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#SPJ11Triangle with base 6 in and height 10 in:

Perimeter = 6 + 8 + 10 = 24 in

Area = 1/2 x 6 x 10 = 30 in²

Therefore, we have calculated the perimeter and area of each given parallelogram or triangle.

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The perimeter of the rectangle is all the side lengths added up

Perimeter = 5 + 10 + 5 + 10 = 30

Hope that helps!

Answer:

5

Step-by-step explanation:

slopes of the parallel lines are always same this line has slope five

because equation in y intercept form is y=mx+b

where m is the slope.

so the slope of the new line will be five

The probability that a student is from class III given that they have an A is approximately 0.5294, rounded to four decimal places.

To find the probability that a student selected randomly and has an A is from class III, we can apply Bayes' theorem. Let's denote the events as follows: A represents the event of a student getting an A, and C represents the event of a student being from class III.

We want to calculate P(C | A), which is the probability that a student is from class III given that they have an A.

According to Bayes' theorem:

P(C | A) = (P(A | C) * P(C)) / P(A)

P(A | C) is the probability of getting an A given that the student is from class III, which is 20% or 0.20.

P(C) is the probability of selecting a student from class III, which is (45 / 100) or 0.45 (as there are 45 students in class III).

P(A) is the probability of getting an A overall, which can be calculated by considering the probabilities from each class:

P(A) = (P(A | I) * P(I)) + (P(A | II) * P(II)) + (P(A | III) * P(III))

P(A | I) is the probability of getting an A given that the student is from class I, which is 10% or 0.10.

P(I) is the probability of selecting a student from class I, which is (30 / 100) or 0.30 (as there are 30 students in class I).

P(A | II) is the probability of getting an A given that the student is from class II, which is 15% or 0.15.

P(II) is the probability of selecting a student from class II, which is (25 / 100) or 0.25 (as there are 25 students in class II).

P(A | III) is the probability of getting an A given that the student is from class III, which is 20% or 0.20.

P(III) is the probability of selecting a student from class III, which is (45 / 100) or 0.45 (as there are 45 students in class III).

Substituting these values into the formula, we get:

P(C | A) = (0.20 * 0.45) / [(0.10 * 0.30) + (0.15 * 0.25) + (0.20 * 0.45)]

P(C | A) ≈ 0.5294

Therefore, the probability that a student is from class III given that they have an A is approximately 0.5294, rounded to four decimal places.

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Answer:

The biconditional statement p <-> q is true when p and q have the same truth values and is false otherwise.

Step-by-step explanation:

This is because the biconditional is saying "p if and only if q"

A biconditional statement, written as "p if and only if q" or "p <--> q," is only true when both p and q have the same truth value. In other words, if p is true, then q must also be true for the biconditional statement to be true. Likewise, if p is false, then q must also be false.

Therefore, a biconditional statement is only true when the two statements being compared have equivalent truth values. A biconditional statement, represented as p ↔ q, is only true when both p and q have the same truth values. In other words, it is true when:

1. p is true and q is true, or
2. p is false and q is false.

A biconditional essentially means "p if and only if q." If both statements are true or both statements are false, then the biconditional is true. If one statement is true and the other is false, then the biconditional is false.

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Answer: false

Step-by-step explanation:

a) the 95% confidence interval for the population mean μ is (2.50, 9.50).

b) As the sample size increases, the width of the confidence interval decreases

To construct a confidence interval for the population mean μ, we can use the given sample data and the formula:

Confidence Interval = \(\bar{X}\) ± (t * (s / √n))

Where:

\(\bar{X}\) is the sample mean,

s is the sample standard deviation,

n is the sample size,

t is the critical value from the t-distribution based on the desired confidence level.

a. For the given sample data: 10, 3, 4, 7, 3, 9

Sample mean (\(\bar{X}\)) = (10 + 3 + 4 + 7 + 3 + 9) / 6 = 6

Sample standard deviation (s) = √[(10 - 6)² + (3 - 6)² + (4 - 6)² + (7 - 6)² + (3 - 6)² + (9 - 6)²] / (6 - 1) ≈ 2.94

Sample size (n) = 6

To find the critical value (t) for a 95% confidence level with (n-1) degrees of freedom (5 degrees of freedom in this case), we can consult the t-distribution table or use statistical software. For a two-tailed test, the critical value is approximately 2.571.

Plugging in the values into the formula, we have:

Confidence Interval = 6 ± (2.571 * (2.94 / √6))

Confidence Interval ≈ 6 ± 3.50

Confidence Interval ≈ (2.50, 9.50)

Therefore, the 95% confidence interval for the population mean μ is (2.50, 9.50).

b. If the sample size increases to n = 25 while keeping the sample mean (\(\bar{X}\)) and sample standard deviation (s) the same, we need to recalculate the critical value using the t-distribution with (n-1) degrees of freedom (24 degrees of freedom in this case).

The critical value for a 95% confidence level with 24 degrees of freedom is approximately 2.064.

Plugging in the values into the formula, we have:

Confidence Interval = 6 ± (2.064 * (2.94 / √25))

Confidence Interval ≈ 6 ± 1.20

Confidence Interval ≈ (4.80, 7.20)

The 95% confidence interval for the population mean μ with a sample size of 25 is (4.80, 7.20).

Effect of increasing sample size on the width of confidence intervals:

As the sample size increases, the width of the confidence interval decreases. In this case, the confidence interval became narrower when the sample size increased from 6 to 25. This means that we have more precision in estimating the population mean with a larger sample size, resulting in a more precise range of values within the confidence interval. Increasing the sample size reduces the standard error and thus narrows the confidence interval.

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The solution is, Right answer: C) -7 is a solution.

An equation is a  mathematical statement that is made up of two expressions connected by an equal sign.  In its simplest form in algebra, the definition of an equation is a mathematical statement that shows that two mathematical expressions are equal. For instance, 3x + 5 = 14 is an equation, in which 3x + 5 and 14 are two expressions separated by an 'equal' sign.

here, we have,

We have the equation 2x² +5x -63 = 0

First, let's find the coefficients a, b and c as ax² +bx +c = 0:

• a = 2

• b = 5,

• c = -63

Now, we will use the formula below to solve this equation:

x = -b ±√b²-4ac/2a

Let's replace the coefficients with the values that we already found:

putting the values we get,

x = -5±23/4

Now, let's divide it into two solutions, look:

x1 = 9/2

x2 = -7

Right answer: C) -7 is a solution.

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answer : variable moves in relation to another

Step-by-step explanation:

Since the microwave raises the temperature of water by about 80°F in 5 minutes, the graph that has the slope that represents this rate of increase is option A.

Temperature is seen as a given unit used to stand for hotness as well as the coolness  of a given object or thing, it is said to be mostly  in Fahrenheit as well as Celsius.

Based on temperature, heat energy is one that tends to shift from a hotter  part of a body  to a colder part of the same body.

Note that:

Temperature = 80

Minutes = 5

Y = m

5m  = 80

m = 80/5

m = 16

So y  = 16x

Therefore, the graph that can give you the value above is graph A.

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When the experimenter fails to reject the null hypothesis when the null hypothesis is really true, the option (c) type II error is made.

When conducting a hypothesis test, there are two possible errors that can occur: type I and type II errors. Type I error is the rejection of a true null hypothesis, while type II error is the failure to reject a false null hypothesis. In other words, a type II error occurs when the experimenter accepts the null hypothesis when it should have been rejected.

This can lead to a false conclusion that there is no significant difference or effect when there actually is. It is important to minimize both types of errors in hypothesis testing, but the type II error can be particularly dangerous as it can lead to missed opportunities for important discoveries.

Therefore, the correct option is (c) type II error.

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Answer:

x² + (y + 3)² = 25

Step-by-step explanation:

the centre (C) of the circle is at the midpoint of the diameter.

using the midpoint formula

midpoint = ( \(\frac{x_{1}+x_{2} }{2}\) , \(\frac{y_{1}+y_{2} }{2}\) )

with (x₁, y₁ ) = P (3, 1 ) and (x₂, y₂ ) = Q (- 3, - 7 )

C = ( \(\frac{3-3}{2}\) , \(\frac{1-7}{2}\) ) = ( \(\frac{0}{2}\) , \(\frac{-6}{2}\) ) = (0, - 3 )

the radius r is the distance from the centre to either P or Q

using the distance formula

r = \(\sqrt{(x_{2}-x_{1})^2+(y_{2}-y_{1})^2 }\)

with (x₁, y₁ ) = C (0, - 3 ) and (x₂, y₂ ) = P (3, 1 )

r = \(\sqrt{(3-0)^2+(1-(-3)^2}\)  

 = \(\sqrt{3^2+(1+3)^2}\)

 = \(\sqrt{3^2+4^2}\)

 = \(\sqrt{9+16}\)

 = \(\sqrt{25}\)

 = 5

the equation of a circle in standard form is

(x - h)² + (y - k)² = r²

where (h, k ) are the coordinates of the centre and r is the radius

here (h, k ) = (0, - 3 ) and r = 5 , then

(x - 0 )² + (y - (- 3) )² = 5² , that is

x² + (y + 3)² = 25

9514 1404 393

Answer:

Step-by-step explanation:

If a vertical line can be drawn that goes through 2 or more points on the graph, then it is not a function. That will be the case for the two graphs on the left side of your figure.

The two graphs on the right side pass this "vertical line test," so are functional relationships.

upper left: not a function

upper right: is a function

lower left: not a function

lower right: is a function

c. incremental model Agile methods are iterative and incremental approaches to software development that prioritize customer satisfaction through the early and continuous delivery of working software.

The incremental model is a key aspect of agile methods, where the software is developed incrementally through a series of iterations or sprints. At the end of each iteration, user feedback is collected and incorporated into the next iteration, allowing the software to evolve and adapt to changing requirements. This approach allows for greater flexibility and responsiveness to user needs and helps ensure that the final product meets customer expectations.

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The required inequality is s > (Season Ticket Price)/(Single Ticket Price).

Inequalities are mathematical expressions in which both sides are not equal. In inequality, unlike in equations, we compare two values. The equal sign in between is replaced by less than (or less than or equal to), greater than (or greater than or equal to), or not equal to sign.

We are given that the main box season ticket is less expensive than single-game main box tickets.

∴ Season Ticket < Single-game Tickets

OR

Single-game Tickets > Season Ticket

⇒ s(single ticket price) > (Season ticket price)

⇒ s > (Season Ticket Price)/(Single Ticket Price)

This would find the values of s for which buying the main box season ticket would be less than buying single tickets for each game you attend.

Thus, the required inequality is s > (Season Ticket Price)/(Single Ticket Price).

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Answer:

\(\sqrt{45}\)

Step-by-step explanation:

Recall that the Pythagorean Theorem allows you to find missing sides of a triangle, and that it is in the form \(a^{2} + b^{2} = c^{2}\)

\(a^{2} + 6^{2} = 9^{2}\\a^{2} +36 =81\\a^{2}=45\\a=\sqrt{45}\)

Answer:

48i -4

Step-by-step explanation:

6i times 8i= 48i

1 -5= -4

The product of (1 – 6i) (-5 – 8i) on simplifying is 22i - 53.

In mathematics, a number that is obtained by multiplying two or more other numbers together is known as the product. For instance, the result of multiplying 2 and 5 together is 10, or the product.

Given:

(1 – 6i) (-5 – 8i)

Calculate the product as shown below,

1 (-5 - 8i) - 6i (-5 - 8i)

Solve the above expression using distributive property,

1 × (-5) - 1 × 8i - 6i × (-5) - 6i × (-8i)

-5 - 8i + 30i + 48i²

48i² + 22i - 5

We know that value of i² = -1

48 × (-1) + 22i - 5

-48 + 22i - 5

22i - 53

Thus, the product is 22i - 53.

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The true statements among the given options are as follows:
a. The playing field in Canadian football is 10 yards longer and also wider.
d. There's one less opportunity (down) to advance the ball 10 yards down the field in Canadian football.

a. The statement that the playing field in Canadian football is 10 yards longer and wider is true. The dimensions of a Canadian football field are 110 yards long and 65 yards wide, while an American football field measures 100 yards long and 53.3 yards wide.
b. The statement that Canadian football is played in the spring, not the fall, is false. Both Canadian football and American football are primarily played in the fall and early winter seasons.
c. The statement that no special pads or helmets are required in Canadian football is false. Similar to American football, Canadian football players also wear protective gear, including helmets and pads, to ensure player safety.
d. The statement that there's one less opportunity (down) to advance the ball 10 yards down the field in Canadian football is true. In Canadian football, teams have three downs (instead of four downs in American football) to advance the ball 10 yards and maintain possession of the ball.
Regarding the second question, it is not possible to determine the correct answer without additional information. Many people in Canada engage in various summer activities, including sailing, hiking, owning a cottage, or having a fishing boat. The choice of which activity is more popular or commonly used among Canadians would depend on various factors such as individual preferences, geographical location, and access to recreational opportunities.

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Answer:

He will have $9.24 left

Step-by-step explanation:

15- 5.76= 9.24

The error probability is determined by the signal-to-noise ratio (SNR) of the transmitted signal.

The SNR is defined as:

\(SNR = P/N\)

where P is the transmitted power and N is the noise power. To minimize the error probability, the transmitted power should be maximized, so that the SNR is as high as possible. The value of a should therefore be chosen such that the transmitted power is maximized. The transmitted power can be calculated using the following formula:

\(P = a2G\)

Where a is the signal amplitude and G is the gain of the antenna. Therefore, to maximize the transmitted power, the value of a should be chosen such that the product a2G is maximized. This can be done by maximizing either a or G (or both).

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I hope it helps you

Answer:

\(y = 0 \: .x = \frac{2}{3} y\)

Step-by-step explanation:

\( \frac{2 {x}^{2} - 5 }{3xy - 2 {y}^{2} } \)

\(3xy - 2 {y}^{2} = 0\)

\(y \times (3x - 2y) = 0\)

\(y = 0 = 3x - 2y = 0\)

\(y = 0 = 3x = 2y\)

\(y = 0\)

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

\(y = 0. \: x = \frac{2}{3} y\)

Answer:

12.9 - 22.7b

Step-by-step explanation

Given the expression 4.3(3-5b) = 1.2b

Open the bracket

4.3(3-5b) = 1.2b

4.3(3)-(4.3)(5b) = 1.2b

12.9 - 21.5b = 1.2b

12.9  - 21.5b - 1.2b

12.9 - (21.5+1.2)b

12.9 - 22.7b

Hence the required expression is 12.9 - 22.7b

Answer:

28.65 yds (If you have to round do 29)

Step-by-step explanation:

a^2 + b^2 = c^2

14^2 + 25^2 = c^2

196 + 625 = 821

since c is squared you have to find the square root of 821

821 squared equals 28.65 yards

Answer:

Given: In parallelogram ABCD, AC=BD

To prove : Parallelogram ABCD  is rectangle.

Proof : in △ACB and △BDA

AC=BD  ∣ Given

AB=BA ∣ Common

BC=AD ∣ Opposite sides of the parallelogram ABCD

△ACB ≅△BDA∣SSS Rule

∴∠ABC=∠BAD...(1) CPCT

Again AD ∥ ∣ Opposite sides of parallelogram ABCD

AD ∥BC and the traversal AB intersects them.

∴∠BAD+∠ABC=180∘ ...(2) _ Sum of consecutive interior angles on the same side of the transversal is 

180∘

From (1) and (2) ,

∠BAD=∠ABC=90∘

∴∠A=90∘ and ∠C=90∘

Parallelogram ABCD is a rectangle.

Answer:

The mean of T is 10 seconds

Step-by-step explanation:

The given parameters are;

The mean completion time of each step, μ = 10 seconds

The standard deviation, σ = 5 seconds

Each step is independent from the other steps

The variable that represents the total completion time for the three steps = T

We have the mean of T, \(\overline T\), given by the combined mean as follows;

\(\overline T = \dfrac{n_1 \cdot \overline x_1 + n_2 \cdot \overline x_2 + n_3 \cdot \overline x_3 }{n_1 + n_2 + n_3 }\)

Where;

\(The \ mean \ completion \ time \ for \ each \ step \ is \ \overline x_1 = \overline x_2 = \overline x_3 = 10 \ seconds\)

n₁ = n₂ = n₃ = 1, each step is taken only once, we have;

\(\overline T = \dfrac{1 \times 10 + 1 \times 10 + 1 \times 10 }{1 + 1 + 1 } = \dfrac{30}{3} = 10 \ seconds\)

Therefore, the mean of T = 10 seconds

Using the normal distribution, it is found that the mean of T is of 30 seconds.

A normal distribution has two parameters: Mean \(\mu\) and standard deviation \(\sigma\).

In this problem, the mean is \(\mu = 10\) and the standard deviation is \(\sigma = 5\).

For the total completion, there are 3 instances, hence \(n = 3, n\mu = 3(10) = 30\), hence, the mean of T is of 30 seconds.

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A compound event is any event combining two or more simple events.

From the question, we have the following parameters that can be used in our computation:

combining two or more simple events.

As a general rule

When two or more simple events are combined, the result is a compound event

An example is selecting 1 in a die and head in a coin

This means that the statement that completes the blank is compound event

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