z/2 + 3 = -80

The solution is z=

The equation you would use to properly calculate the dollar cost of entering the park and enjoying rides is Total Cost = Entrance Fee + (Number of Rides x Ride Fee).

In this case, Total Cost is the cost of entering the park and enjoying rides, Entrance Fee is the fee for entering the park, Number of Rides is the number of rides you will be taking, and Ride Fee is the fee charged for each ride.

Thus, plugging in the given values, the equation becomes  Total Cost = Entrance Fee + (Number of Rides x Ride Fee).

Therefore, if the Entrance Fee is $ and each ride costs an additional $ , the Total Cost of entering the park and enjoying rides is $ .

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Answer:

C. 15/16

Step-by-step explanation:

A. Divide by 3

B. Divide by 5

C. Can't divide by anything.

D. Divide by 4

Answer:

C

Step-by-step explanation:

21/24 = 7/8

35/40 = 7/8

7/8 ≠ 15/16

14/16 ≠ 15/16

28/32 = 7/8

Answer:

120 minutes.

Step-by-step explanation: it says before it only has 10 gallons left. Subtract to get 90 gallons before solving. 90/0.75=120. It will take her 120 minutes to have 10 gallons left after draining 90 gallons.

When 6 fewer than s is no less than −78, the solution in interval notation is (84,∞)

Interval notation is a way of writing subsets of the real number line

Given,

6 fewer than s is no less than -78

6-s < -78

Move 6 to right hand side

-s < -78-6

-s < -84

s > 84

Then the interval notation is (84,∞)

Hence, when 6 fewer than s is no less than −78, the solution in interval notation is (84,∞)

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The set of real numbers includes both rational and irrational numbers.


1. Real numbers: Real numbers include all rational and irrational numbers. They can be represented on a number line and are not limited to whole numbers or integers.

2. Rational numbers: Rational numbers are numbers that can be expressed as a fraction or a ratio of two integers. They can be written in the form a/b, where a and b are integers and b is not equal to 0. For example, 3/4, -2/5, and 0.6 are all rational numbers.

3. Irrational numbers: Irrational numbers are numbers that cannot be expressed as a fraction or a ratio of two integers. They cannot be written in the form a/b. Examples of irrational numbers include √2, π (pi), and e.

Therefore, the set of real numbers includes both rational and irrational numbers.

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Answer:

5(1-4v)

Step-by-step explanation:

Divide the expression by 5

(5-20v) / 5

_____________

5(1-4v)

The Z-value represents the number of standard deviations away from the mean a particular value is. To find the Z-value when x is 10, given the population mean and standard deviation of 7 and 3, respectively, we use the following formula:

Z = (X - μ) / σ

Where:

X = 10 (the value of x)

μ = 7 (the population mean)

σ = 3 (the population standard deviation)

Plugging in the values, we get:

Z = (10 - 7) / 3 = 3 / 3 = 1

So the Z-value when x is 10 is 1, which means that x is 1 standard deviation above the mean.

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Answer:

it is 6,000$

Step-by-step explanation:

Answer:

6,000

Step-by-step explanation:

Given that each individual has a  \(\frac{1}{n}\) chance of receiving their own name, we may indicate whether or not person I received their own name by using a sequence of n identically distributed Bernoulli random variables with

\(P=\frac{1}{n}\) .

The total number of people who received their own name is the sum of these Bernoullis. The linearity of expectation causes the expected value of the sum to equal the sum of their respective expected values.

Since each summand has expected value  \(\frac{1}{n}\)  and there are n of them, the expected value is one.

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Answer:

1:2

2:4

4:8

8:16

16:32

Evaluations, which refer to the process of assessing or measuring the performance, achievement, or quality of a person, program, or organization, can be misused in various ways, such as being biased, inaccurate, or misinterpreted. Here are some effective strategies to prevent the various misuses of evaluations:

Develop clear evaluation criteria: Develop clear, objective, and relevant criteria for evaluating the performance, achievement, or quality of the person, program, or organization being evaluated. This can help ensure that the evaluation is fair, valid, and reliable.

Train evaluators: Train evaluators on how to use the evaluation criteria effectively, avoid biases, and ensure accuracy and reliability in the evaluation process. This can help prevent the misuses of evaluations due to evaluator error.

Use multiple sources of data: Use multiple sources of data to evaluate performance, achievement, or quality, such as feedback from multiple evaluators, self-assessment, and objective measures of performance. This can help ensure that the evaluation is comprehensive and well-rounded, and can help prevent the misuses of evaluations due to relying on a single source of data.

Use evaluations for improvement and learning: Use evaluations as a tool for improvement and learning, rather than solely for making decisions about rewards, punishments, or status. This can help prevent the misuses of evaluations due to the pressure to achieve high scores or rankings.

Foster a culture of trust and openness: Foster a culture of trust and openness in which feedback and evaluations are seen as opportunities for growth, rather than as threats or sources of judgment. This can help prevent the misuses of evaluations due to fear or defensiveness.

Overall, preventing the various misuses of evaluations requires careful planning, training, and implementation, as well as a commitment to fairness, accuracy, and improvement.

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Answer:

Desmos is a free graphing and teaching tool for math available on the web as well as on iOS and Android. In addition to plotting equations, classroom activities are available to help students learn about a variety of math concepts.

A definition of Desmos has been given below

What is Desmos?
Desmos can be applied in a variety of contexts. Students can avoid spending $100 on a graphing calculator by using it for free. It can be used by teachers to create stunning images for tests and presentations. But Desmos really shines in the classroom exercises. Teachers can use Desmos to assist students in making the connection between mathematical concepts and actual, concrete shapes and images. It's simple to begin an activity with your students: Just instruct the children to enter the website's activity code. Try the student preview of an activity before assigning it. In the teacher moves section at the bottom of each activity, you can find specific ways to guide your children while they work. The teacher dashboard allows for the tracking of progress.

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Since Ben drinks tea at a constant rate, the volume of tea (in liters) that he can drink in one (1) hour is equal to 21/4 liters.

In order to determine the volume of tea (in liters) that Ben can drink in one (1) hour, we would first of all convert the unit of time in hour to minutes, and then determine a fraction (2/3) of this time as follows:

60 seconds = 1 minute

60 minutes = 1 hour.

Therefore, 2/3 of an hour is given by:

Time = 2/3 × 60

Time = 120/3

Time = 40 minutes.

Since Ben drinks tea at a constant rate, the volume of tea (in liters) that he can drink in one (1) hour or 60 minutes is given by:

Volume of tea (in liters) = 3 1/2 × 1/40 × 60

Volume of tea (in liters) = 7/2 × 60/40

Volume of tea (in liters) = 7/2 × 3/2

Volume of tea (in liters) = 21/4 liters.

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Complete Question:

Ben drinks tea at an incredible rate. He drinks 3 1/2 liters of tea every 2/3 of an hour. Ben drinks tea at a constant rate. How many liters of tea does he drink in one hour?

Answer:

only transformed to the right by 2 units, rest is by 0 (no transformation

Step-by-step explanation:

parent graph is 1/(x^2)

Answer:

n=10.3

3n-30.9=0

Step-by-step explanation:

Answer:

n= -10.3

Step-by-step explanation: I took the test

Using a system of equations, it is found that the simplified equation is y = 6x - 5.

Last year, Ada was x - 1 years old and Bill was y - 1 years old.

Bill was 6 times as old as Ada, hence:

\(y - 1 = 6(x - 1)\)

\(y - 1 = 6x - 6\)

\(y = 6x - 6 + 1\)

\(y = 6x - 5\)

The simplified equation is y = 6x - 5.

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However, 2/7 is not equivalent to any fraction with denominator 6. Therefore, Maria's claim is incorrect.

A fraction is a way of representing a part of a whole or a ratio between two quantities. It consists of two numbers, the numerator (located above the fraction line) and the denominator (located below the fraction line), separated by a horizontal fraction bar. The numerator represents the number of parts of the whole or the ratio, while the denominator represents the total number of equal parts or the denominator of the ratio.

For example, the fraction 3/4 represents three out of four equal parts or three parts out of a total of four parts. It can also be interpreted as a ratio of three to four. Fractions can be simplified by dividing both the numerator and denominator by their greatest common factor. For instance, the fraction 6/8 can be simplified to 3/4 by dividing both the numerator and denominator by 2.

A counterexample to Maria's claim is the fraction 2/7.

To see this, note that 1/5 is equivalent to 14/70 and 1/7 is equivalent to 10/70. Therefore, any fraction between 1/5 and 1/7 can be expressed in the form n/70, where 10 < n < 14.

However, 2/7 is not equivalent to any fraction with denominator 6. Therefore, Maria's claim is incorrect.

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Answer:m-8n

Step-by-step explanation:

2m-m+3n-17n+6n

m-14n+6n

m-8n

Answer:

The equation Evaluate

2m + 3n - m - 17n + 6n = m -8n

73.1 A(C2) is a quadrilateral with vertices (0, 0), (1, 0), (1, 2), and (0, 2).

73.2 The area of A(C2) is 2.

73.3 The determinant of A is 0

To draw C2 and A(C2),  to understand the transformation A and to the unit square.

Given the information:

A:

| 1 0 |

| 2 0 |

A maps the vector [1, 0] to [2, 0], and it maps the vector [0, 1] to [1, 1]. This provides us with the information to draw C2 and A(C2).

73.1 Draw C2 and A(C2):

C2 represents the unit square with vertices (0, 0), (1, 0), (1, 1), and (0, 1).

To draw A(C2), the transformation A to each vertex of C2 and connect the transformed vertices to form the image of C2 under A.

Applying A to the vertices of C2:

A(0, 0) = (1 × 0, 2 × 0) = (0, 0)

A(1, 0) = (1 × 1, 2 × 0) = (1, 0)

A(1, 1) = (1 × 1, 2 × 1) = (1, 2)

A(0, 1) = (1 × 0, 2 × 1) = (0, 2)

Connecting the transformed vertices, we get the image of C2 under A:

73.2 Compute the area of A(C2):

To compute the area of A(C2),  divide it into two triangles and calculate their areas separately.

Triangle 1: (0, 0), (1, 0), (1, 2)

Base of Triangle 1 = 1 - 0 = 1

Height of Triangle 1 = 2 - 0 = 2

Area of Triangle 1 = (1/2) × Base × Height = (1/2) × 1× 2 = 1

Triangle 2: (0, 0), (0, 2), (1, 2)

Base of Triangle 2 = 1 - 0 = 1

Height of Triangle 2 = 2 - 0 = 2

Area of Triangle 2 = (1/2) × Base × Height = (1/2) × 1 × 2 = 1

Total Area of A(C2) = Area of Triangle 1 + Area of Triangle 2 = 1 + 1 = 2

73.3 Compute det(A):

To compute the determinant of A (denoted as det(A)), use the formula for a 2x2 matrix.

A:

| 1 0 |

| 2 0 |

det(A) = (1 ×0) - (0 × 2) = 0 - 0 = 0

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You have the following expression:

39 + (-20.4)

In order to simplify the previous expression, you first eliminate the parenthesis. To do that, you take into account that the sign before the parenthesis must multiply the sign inisde. In this case, you have a positive sign + before the parenthesis, and inside you have a minus -. When the parenthesis is eliminated, these signs are multiplied (here you use the multiplication rule for signs). Thus, you have that - x + = - (positive multiplied by negative is equal to negative). And the expression becomes:

39 + (-20.4)

= 39 - 20.4

= 18.6

Hence, the simplified expression is 18.6

Answer:

equation=33=6x+18

Step-by-step explanation:

33=6x+18

-18       -18

15/6=6x/6

15/6=x

2.5 hours at the robot factory

The interval of I₁ or I₂ or I₄ is  (2.5 ,10].

The interval of I₁ and I₂ is  [3 , 5.5] .

The interval of I₁ and I₃ is  [5.5]

The interval of I₁ and I₄ is (5.6 , 7]

(a) because the all 3 intervals square measure connected by or which suggests they're going to all embrace the quantity lying from interval one to three and is given by (2.5 ,10].

(b) because the interval square measure connected by and which suggests the common numbers lying in interval one and a couple of and is given by [3 , 5.5] .

(c) because the interval square measure connected by and which suggests the common numbers lying in interval one and three and is given by [5.5]

(d)As the interval square measure connected by and which suggests the common numbers lying in interval one and four and is given by (5.6 , 7] .

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The complete question is given below :

Given the intervals I₁ = (2.5, 5.5], I₂ =[3, 6], I₃=[5.5, 7] and I₄ = (5.5, 10]. Find

(a) I₁ or I₂ or I₄

(b) I₁ and I₂

(c) I₁ and I₃

(d) I₁ and I₄

Answer:

Step-by-step explanation:

Using the ground as the base of a triangle and the building as the height,

the shadow cast would be the hypotenuse of a right triangle.

Sun is casting a 57 degree angle with the base and the hypotenuse, this question can be solved using sin ratio.

54 ft is the side opposite the 57° angle.

Let the hypotenuse or shadow = x

sin57° = 54/x

.8389 = 54/x

multiply each side by x

.8389x = 54/x · x

.8389x = 54

Divide each side by .8389

x = 64.37

round to 64.4 feet

The general solution is y(x) = yc(x) + yp(x) = C1 * e^(4x) + C2 * x * e^(4x) - (23/8) * cos(x) + (7/8) * sin(x).

To solve the given differential equation y'' - 8y' + 16y = 23 cos(x) - 7 sin(x), first, we identify that it is a non-homogeneous linear differential equation.

We'll find the complementary solution (homogeneous part) and particular solution (non-homogeneous part) separately, then combine them for the general solution.

For the complementary solution, we solve the homogeneous equation y'' - 8y' + 16y = 0. The characteristic equation is r^2 - 8r + 16 = 0, which factors into (r-4)^2 = 0. This yields a double root r=4. The complementary solution is yc(x) = C1 * e^(4x) + C2 * x * e^(4x).

For the particular solution, we use the method of undetermined coefficients. We guess yp(x) = A * cos(x) + B * sin(x) and find the derivatives. Substituting into the given equation, we find A = -23/8 and B = 7/8.

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Answer:

Sherly's Plumbing is : f(x) = 43x + 30 and Howard's Plumbing is f(x) = 28x + 24

sherly's f(7) = 331 and Howard's f(7) = 220

The correct is a. A point estimator is considered unbiased if its value is always equal to the parameter it estimates.

This means that, on average, the point estimator is accurate in estimating the population parameter. The other options are not necessarily true for an unbiased point estimator. While b and d may be desirable properties for a point estimator to have, they do not necessarily guarantee that the estimator is unbiased. Similarly, c is not a requirement for an estimator to be unbiased. The key criterion is that the estimator should provide accurate estimates of the population parameter. A point estimator is considered unbiased if the following statement is true: (d) Its sampling distribution is centered exactly at the parameter it estimates. In other words, an unbiased estimator has an expected value equal to the true parameter value, ensuring that on average, the estimates are accurate and not systematically overestimating or underestimating the true value.

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The probability is 0.2137

Explanation:

Given a particular telephone number is used to receive both voice calls and fax messages. Suppose that 25% of the incoming calls involve fax messages, and consider a sample of 25 incoming calls.

The probability that in a sample of 25 incoming calls, exactly 5 of them involve fax messages is calculated as follows;

P(X = 5) = 25C5(0.25)⁵(0.75)²⁰= 53130(0.25)⁵(0.75)²⁰= 0.2137

Therefore, the probability that in a sample of 25 incoming calls, exactly 5 of them involve fax messages is 0.2137.

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So, the cell phone tower is 17 feet tall.

To find the height of the cell phone tower, we can use the concept of similar triangles. Since the post and the tower are both vertical, and their shadows are cast on the ground, the angles are the same for both.
First, let's convert the measurements to the same unit. We will use inches:
1 foot = 12 inches, so 2 feet = 24 inches.
Now, we can set up a proportion with the post and its shadow as one pair of corresponding sides and the tower and its shadow as the other pair:
(height of post)/(length of post's shadow) = (height of tower)/(length of tower's shadow)
24 inches / 14 inches = (height of tower) / 119 feet
To solve for the height of the tower, we can cross-multiply:
24 * 119 = 14 * (height of tower)
2856 inches = 14 * (height of tower)
Now, divide both sides by 14:
height of tower = 2856 inches / 14 = 204 inches
Finally, convert the height back to feet:
204 inches ÷ 12 inches/foot = 17 feet
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The value of the Population Variance is 100.

According to the statement

we have given that the A population of N = 10 scores has μ = 50 and σ = 5. And we have to find the population variance.

So, For this purpose,

we know that the population variance can be defined as the average of the distances from each data point in a particular population to the mean squared, and it indicates how data points are spread out in the population.

Population variance = mean /(standard deviation/number of samples)

Population variance = μ / (σ /N )

Substitute the values in it and then

Population variance = 50 / (5 /10 )

Population variance = 50 / (0.5 )

Population variance = 100.

So, The value of the Population Variance is 100.

Disclaimer: This question was incomplete. Please find the full content below.

Question:

A population of N = 10 scores has μ = 50 and σ = 5. What is the population variance?

a. 10

b. the square root of 5

c. the square root of 50

d. 25

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