Drag a statement or reason to each box to complete this proof.
If 4z +5=17, then z= 3.
Statement
1.
2.4z +5-5-17-5
3.
4 뚱= 믕
5
Division Property of Equality
Reason
Given
Simplifying
Simplifying
Subtraction Property of Equality
z=3
4z=12
4z +5=17

Answer:

To find the greatest possible value of x + y, we need to maximize the values of x and y such that they are still positive integers and satisfy the given equation 18x + 11y = 2020.

We can start by rearranging the equation to solve for y:

11y = 2020 - 18x

y = (2020 - 18x)/11

For y to be a positive integer, 2020 - 18x must be divisible by 11. We can test values of x starting from x = 1 and increasing by 1 until we find the largest possible value of x that satisfies this condition.

When x = 1, 2020 - 18x = 2002, which is divisible by 11. This gives us a value of y = 182/11, which is not a positive integer.

When x = 2, 2020 - 18x = 1984, which is divisible by 11. This gives us a value of y = 180/11, which is not a positive integer.

When x = 3, 2020 - 18x = 1966, which is divisible by 11. This gives us a value of y = 178/11, which is not a positive integer.

When x = 4, 2020 - 18x = 1948, which is divisible by 11. This gives us a value of y = 176/11, which is not a positive integer.

When x = 5, 2020 - 18x = 1930, which is divisible by 11. This gives us a value of y = 174/11, which is not a positive integer.

When x = 6, 2020 - 18x = 1912, which is divisible by 11. This gives us a value of y = 172/11, which is not a positive integer.

When x = 7, 2020 - 18x = 1894, which is divisible by 11. This gives us a value of y = 170/11, which is not a positive integer.

When x = 8, 2020 - 18x = 1876, which is divisible by 11. This gives us a value of y = 168/11, which is not a positive integer.

When x = 9, 2020 - 18x = 1858, which is divisible by 11. This gives us a value of y = 166/11, which is not a positive integer.

When x = 10, 2020 - 18x = 1840, which is divisible by 11. This gives us a value of y = 164/11, which is not a positive integer.

When x = 11, 2020 - 18x = 1822, which is divisible by 11. This gives us a value of y = 162/11, which is not a positive integer.

When x = 12, 2020 - 18x = 1804, which is divisible by 11. This gives us a value of y = 160/11, which is not a positive integer.

When x = 13, 2020 - 18x = 1786, which is divisible by 11. This gives us a value of y = 158/11, which is not a positive integer.

When x = 14, 2020 - 18x = 1768, which is divisible by 11. This gives us a value of y = 156/11, which is not a positive integer.

When x = 15, 2020 - 18x = 1750, which is divisible by 11. This gives us a value of y = 154/11, which is not a positive integer.

When x = 16, 2020 - 18x = 1732, which is divisible by 11. This gives us a value of y = 152/11, which is not a positive integer.

When x = 17, 2020 - 18x = 1714, which is divisible by 11. This gives us a value of y = 150/11, which is not a positive integer.

When x = 18, 2020 - 18x = 1696, which is divisible by 11. This gives us a value of y = 148/11, which is not a positive integer.

When x = 19, 2020 - 18x = 1678, which is divisible by 11. This gives us a value of y = 146/11, which is not a positive integer.

When x = 20, 2020 - 18x = 1660, which is divisible by 11. This gives us a value of y = 144

The most appropriate response to the claim would be: "At the 95% confidence level, the mean exercise time of all students might not be 10 hours per week based on the sample data."

Based on the given data, we can see that the sample mean exercise time is 7.8133 hours per week. The standard deviation of the exercise time is 5.8032, indicating that there is some variability in the data.

To determine whether the claim that the mean exercise time of all students is 10 hours per week is reasonable, we can conduct a hypothesis test.

Our null hypothesis would be that the mean exercise time of all students is equal to 10 hours per week, and the alternative hypothesis would be that the mean exercise time is different from 10 hours per week.

We can then calculate a test statistic and compare it to a critical value based on a t-distribution with n-1 degrees of freedom, where n is the sample size.

Alternatively, we can use the confidence interval provided in the table to make a statement about the claim.

We can see that the 95% confidence interval for the mean exercise time is [7.0769, 8.5497]. Since 10 is outside of this interval, we can say that at the 95% confidence level, the claim that the mean exercise time of all students is 10 hours per week is not supported by the data.

Therefore, the most appropriate response to the claim would be: "At the 95% confidence level, the mean exercise time of all students might not be 10 hours per week based on the sample data."

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The friends can form teams in 6 different ways.

If the four friends want to form two teams, we can count the number of ways they can do this using combinations.

The number of ways to choose two people out of four is given by the combination formula,

C(4,2) = 4! / (2! * (4-2)!) = 6

We can list them as follows, where each team is represented by the letters A and B,

AB  |  CD

AC  |  BD

AD  |  BC

BC  |  AD

BD  |  AC

CD  |  AB

This means that there are 6 different ways the four friends can be split into two teams.

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Answer:

Step-by-step explanation:

Find the area of the circle with a circumference of

. Write your solution in terms of

.

Area in terms of

: ______

The equation of the hyperbola is [tex](x + 3)^2/16 - (y - 5)^2/36[/tex] = 1.

The collection of all points in a plane such that the distance between any point on the curve and two fixed points (referred to as the foci) is constant is known as a hyperbola. Hyperbolas are a sort of conic section. A hyperbola contains two distinct branches and has the appearance of two curving branches that are mirror reflections of one another. A hyperbola's center, vertices, co-vertices, foci, and asymptotes are some of its most important characteristics. The center, which is the point around which the hyperbola is symmetric, is the midway of the line segment connecting the vertices.

Given that, the co-vertices are (1, 5) and (-7, 5).

Now, using the midpoint formula we have:

center = ((1+(-7))/2, (5+5)/2) = (-3, 5)

Now, the distance between center and vertex is a = 4.

Also, the distance between the center and each co-vertex is b = 6.

Now, the equation of the hyperbola is:

[tex](x - (-3))^2/4^2 - (y - 5)^2/6^2 = 1\\(x + 3)^2/16 - (y - 5)^2/36 = 1[/tex]

Hence, the equation of the hyperbola is [tex](x + 3)^2/16 - (y - 5)^2/36[/tex] = 1.

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Teresa's expression, 8(4) - 8x, represents the area of the Quotations section. The expression is comprised of two parts: 8(4) and -8x.

8(4) represents the width of the Quotations section, as it is multiplied by the length of 4 units. This indicates that the Quotations section has a fixed width of 8 units.

-8x represents the variable length of the Quotations section. The term -8x indicates that the length of the section can vary based on the value of x, which is a variable. The negative sign indicates that the length decreases as the value of x increases, and vice versa.

Adnan's expression, 8(4 - x), also represents the area of the Quotations section. The expression is slightly different from Teresa's, as the subtraction operation (4 - x) is contained within the parentheses.

(4 - x) represents the variable width of the Quotations section. The expression indicates that the width of the section is determined by the value of x. As x changes, the width of the section changes accordingly.

8(4 - x) then multiplies the variable width by a fixed length of 8 units, indicating that the Quotations section has a fixed length of 8 units.

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The numerical measure of linear association is b. correlation coefficient.

The correlation coefficient is a statistical measure that represents the degree of linear relationship between two variables. It takes values between -1 and 1, where -1 represents a perfect negative linear correlation, 0 represents no linear correlation, and 1 represents a perfect positive linear correlation.

A positive correlation means that when one variable increases, the other variable also tends to increase, while a negative correlation means that when one variable increases, the other variable tends to decrease.

The correlation coefficient is calculated using the formula:

[tex]r = (nΣxy - ΣxΣy) / sqrt[(nΣx^2 - (Σx)^2)(nΣy^2 - (Σy)^2)][/tex]

where r is the correlation coefficient, n is the sample size, Σxy is the sum of the products of the corresponding values of x and y, Σx and Σy are the sums of x and y respectively, and Σx^2 and Σy^2 are the sums of the squares of x and y respectively.

In summary, the correlation coefficient is a measure of the strength and direction of the linear association between two variables.

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The volume of this sphere is equal to 4,000 cm³.

In Mathematics and Geometry, the volume of a sphere can be calculated by using this mathematical equation (formula):

Volume of a sphere = 4/3 × πr³

Where:

r represents the radius.

Note: Radius = diameter/2 = 20/2 = 10 cm.

By substituting the given parameters into the formula for the volume of a sphere, we have the following;

Volume of a sphere = 4/3 × 3 × (10)³

Volume of a sphere = 4 × 1000

Volume of a sphere = 4,000 cm³

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The scale ratio for this map is 0.0000063.

What is scale ratio?

Scale ratio is the ratio between the measurements of an object or distance on a map or drawing and the actual measurements of the object or distance it represents in real life. It allows us to compare and relate the sizes or distances of objects in a drawing or map to their actual sizes or distances in the real world.

The scale ratio can be found by dividing the distance on the map by the corresponding distance in reality:

scale ratio = distance on map / distance in reality

In this case, the distance from Wellspring to Red Creek is 4 inches on the map and 10 miles in reality. So the scale ratio is:

scale ratio = 4 inches / 10 miles

To simplify this ratio, we need to convert the units so that they are the same. Let's convert inches to miles:

1 mile = 63,360 inches

So, we can convert the inches on the map to miles as follows:

4 inches * (1 mile / 63,360 inches) = 0.000063 miles

Now we can rewrite the scale ratio as:

scale ratio = 0.000063 miles / 10 miles

Simplifying this ratio by canceling out the units of miles, we get:

scale ratio = 0.0000063

Therefore, the scale ratio for this map is 0.0000063.

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Scenic Cinemas should offer discounted weekday matinee showings for seniors and continue to focus on weekend showings for their broader audience.

Based on the survey results, it would be wise for Scenic Cinemas to tailor their offerings to accommodate both preferences.

One option would be to offer discounted weekday matinee showings targeted toward seniors. This could incentivize them to visit on weekdays while also offering them a more affordable option. At the same time, Scenic Cinemas could continue to focus on weekend showings to cater to their broader audience.

Another approach would be to offer more diverse programming during the weekdays, such as classic films or independent movies that may appeal more to seniors. This could create a niche for Scenic Cinemas and attract a more loyal customer base.

Ultimately, it's important for Scenic Cinemas to balance the needs of their different audience segments to maximize revenue and customer satisfaction. By offering targeted promotions and programming, they can ensure that both seniors and other moviegoers feel valued and have a reason to visit the theatre.

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The probability of getting one even and one odd number when rolling two six-sided, fair dice is 1/4.

To calculate the probability of getting one even and one odd number, we can use the following approach:

So the probability of getting one even and one odd number when rolling two six-sided, fair dice is 1/4 or 0.25.

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Answer: -37.5

Step-by-step explanation: You can simply do this in the calculator by doing 3 times -12.5. the parenthesis is a sign to multiply

Answer:

the answer is -75/2= - 37.5

Given statement "We conduct a test of hypothesis by assuming that ha is correct, since that is the hypothesis we are trying to show is true." is true. Because we start by assuming that the null hypothesis is correct, not the alternative hypothesis, when conducting a test of the hypothesis.

When conducting a test of hypothesis, we do not assume that Ha (the alternative hypothesis) is correct.

Instead, we begin by assuming that the null hypothesis (H0) is true.

The null hypothesis typically represents a statement of "no effect" or "no difference" between two groups or variables.

The alternative hypothesis (Ha) represents the statement we are trying to prove or gather evidence for but we must start with the assumption that the null hypothesis is correct.

State the null hypothesis (H0) and the alternative hypothesis (Ha).

The null hypothesis typically represents the status quo or a baseline assumption, while the alternative hypothesis represents the claim you want to prove or gather evidence for.

Determine the level of significance (α), which is the probability of rejecting the null hypothesis when it is actually true. Common significance levels are 0.05, 0.01, and 0.001.

Select an appropriate test statistic, which depends on the type of data and the hypothesis being tested. Examples include the t-test, chi-square test, and ANOVA.

Collect data and calculate the value of the test statistic based on the data.

Compare the calculated test statistic value to the critical value for the chosen level of significance.

If the test statistic is more extreme than the critical value, we reject the null hypothesis in favor of the alternative hypothesis.

Otherwise, we fail to reject the null hypothesis.

Hence, the statement is false.

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Sue works 5 out of 7 days a week, which implies that she has two days off. We need to discover how numerous conceivable plans there are for her to work on Tuesday or Friday or both.

There are two cases to consider:

1. Sue works on Tuesday as it were, Friday as it were, or both Tuesday and Friday.

2. Sue does not work on Tuesday or Friday.

For the primary case, there are three conceivable outcomes:

1. Sue works on Tuesday as it were and has Friday off.

2. Sue works on Friday as it were and has Tuesday off.

3. Sue works on both Tuesdays and Fridays.

For the moment case, there are two conceivable outcomes:

1. Sue works on one of the other 5 days of the week and has both Tuesday and Friday off.

2. Sue has Tuesday and Friday off.

In this manner, there are added up to 3 + 2 = 5 conceivable plans for Sue to work on Tuesday or Friday or both. 

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The cardholder will pay an additional $1,471.66 in interest by making monthly payments of $200 until the balance is paid off instead of paying off the current balance in full.

First, we need to calculate the total interest that will accrue on the current balance of $4,528.34. We can do this using the formula

Interest = Balance x (APR/12)

where APR is the annual percentage rate and is divided by 12 to get the monthly interest rate. Plugging in the values, we get:

credit card Interest = $4,528.34 x (22.99%/12) = $87.80

So the total interest that will accrue on the current balance is $87.80.

Next, we need to calculate how long it will take to pay off the balance by making monthly payments of $200. We can use a credit card repayment calculator to do this, but we'll use a simplified formula here

Months = -log(1 - (Balance x (APR/12))/Payment) / log(1 + (APR/12))

where Payment is the monthly payment amount. Plugging in the values, we get

Months = -log(1 - ($4,528.34 x (22.99%/12))/$200) / log(1 + (22.99%/12)) = 29.6 months

So it will take about 30 months (or 2.5 years) to pay off the balance by making monthly payments of $200.

Finally, we can calculate how much more the cardholder will pay in total by subtracting the current balance from the total amount paid over 30 months

Total amount paid = $200 x 30 = $6,000

Total interest paid = $6,000 - $4,528.34 = $1,471.66

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a) The zero rates for the five maturities are: 1 year is 2.01%, 2 years is 2.48%, 3 years is 2.77%, 4 years is 1.73%, and 5 years is 4.32%.

b) The price of the security is $128.31.

a) To find the zero rates for all 5 maturities, we can use the formula for the present value of a bond:

PV = C / [tex](1+r)^n[/tex]

where PV is the present value,

C is the coupon payment,

r is the zero rate, and

n is the number of years to maturity.

We can solve for r by rearranging the formula:

r = [tex](C/PV)^{(1/n) }[/tex]- 1

Using the bond data given in the question, we can calculate the zero rates for each maturity as follows:

For the 1-year bond, PV = 98 and C = 0, so r = 2.01%.

For the 2-year bond, PV = 101, C = 2.48, and n = 2, so r = 2.48%.

For the 3-year bond, PV = 103, C = 2.91, and n = 3, so r = 2.77%.

For the 4-year bond, PV = 101, C = 2, and n = 4, so r = 1.73%.

For the 5-year bond, PV = 103, C = 5, and n = 5, so r = 4.32%.

Alternatively, we can use linear algebra to find the zero rates. We can write the present value equation in matrix form:

PV = A × x

where A is a matrix of coefficients, x is a vector of unknowns (the zero rates), and PV is a vector of present values.

To solve for x, we can use the equation:

x = ([tex]A^{-1}[/tex]) x PV

where ([tex]A^{-1}[/tex]) is the inverse of matrix A.

Using this method, we can solve for the zero rates as follows:

[2.01% ]

[2.48% ]

[2.77% ] = x

[1.73% ]

[4.32% ]

PV = [tex]A^{-1}[/tex] x  [98]

                   [101]

                   [103]

                   [101]

                   [103]

PV =   [-0.0201]

          [ 0.0248]

          [ 0.0277]

          [-0.0173]

          [ 0.0432]

b) To find the price of the security which pays cash flows of $10 in one year, $25 in two years, and $100 in four years, we can use the formula for the present value of a series of cash flows:

PV = [tex]C1/(1+r)^1 + C2/(1+r)^2 + C3/(1+r)^4[/tex]

where PV is the present value, C1, C2, and C3 are the cash flows, r is the zero rate, and the exponents correspond to the number of years until each cash flow is received.

Using the zero rates calculated in part (a), we can calculate the present value of each cash flow:

PV1 = $10 /(1+2.01 % [tex])^1[/tex] = $9.80

PV2 = $25/(1+2.48%[tex])^2[/tex] = $22.15

PV3 = $100/(1+1.73%[tex])^4[/tex] = $81.36

Then, the price of the security is the sum of the present values:

PV = $9.80 + $22.15 + $81.36 = $128.31

Therefore, the price of the security is $128.31.

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Answer: Of the two numbers you provided, +3 is greater than -7. So, +3 is the most upper of the two numbers.

Answer: +3

Step-by-step explanation: Positive 3 is greater than negative 7. Therefore, +3 is the greater value.

The answer is B

The internal angles of a triangle have to be 180

IN ΔABC, m∠A=70° and m∠B=35°.

70°+35°+x=180°

105°+x=180°

x=180°-105°

x=75°

Answer B meets the requirements because in ΔPQR m∠P=70° and m∠R=75°

70°+75°+x=180°

145°+x=180°

x=180°-145°

x=35°

The angles of both triangles measure the same

An airline passenger is planning a trip with three connecting flights from airports A, B, and C.

The least total amount of time the passenger must spend between flights, assuming all flights keep to their schedules, is 55 minutes.

This occurs when the passenger takes the first flight from airport A at 8:00 a.m., arriving at airport B at 10:30 a.m., catches the second flight from airport B at 10:40 a.m., arriving at airport C at 11:50 a.m., and then takes the third flight from airport C at 12:45 p.m.

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The smallest positive integer divisible by 6 and 2 that can be written using at least one 2 and one 6 is 6.

The smallest positive integer that is divisible by both 2 and 6 is their least common multiple (LCM), which is equal to the product of the highest power of each prime factor that appears in the factorization of 2 and 6.

The prime factorization of 2 is simply 2, while the prime factorization of 6 is 2 × 3. The highest power of 2 that appears in the factorization of 6 is just 2 itself, so the LCM of 2 and 6 is 2 × 3 = 6.

We are asked to write this integer using at least one 2 and one 6. We can do this by simply writing 6, which is the LCM of 2 and 6 and is divisible by both of them. Since 6 contains one 2 and one 6, this meets the requirement of the problem. Therefore, the smallest positive integer divisible by 6 and 2 that can be written using at least one 2 and one 6 is 6.

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Check the picture below.

A player's first turn's potential inputs and outputs are all shown graphically in the mapping diagram for S(n). This graphic can be used to calculate the probabilities of all conceivable outcomes for a player's first turn on the board.

An idea, method, or concept is represented graphically in a diagram. It is employed to depict the interactions between system components or the processes in a process. Diagrams are frequently used to simplify difficult ideas or processes in technical documentation, commercial presentations, and educational contexts.

The mapping diagram for S(n) shown below shows every potential input and output for a player's first turn. The diagram shows that the player begins on square 1, and arrows highlight the potential outcomes from each square. Depending on the outcome of the dice, the player may roll onto square 1 or move to square 5 or square 9.

The player can either land on square 10 from square 5 or move to square 7 from square 5. The player can either land on square 12 from square 10 or move to square 8 from square 10. The player can travel to square 11 from square 7, or they can land on square 12. Finally, the player has a choice to either move to square 13 or remain on square 8.

In conclusion, the mapping diagram for S(n) shows that a player's initial turn may land on one of the following squares: 5, 7, 8, 10, 11, 12, or 13.

Mapping Diagram for S(n)

Square 1 →

Square 5 or 9

Square 5 → Square 10 or 7

Square 10 → Square 12 or 8

Square 7 → Square 12 or 11

Square 8 → Square 13 or 8

The mapping graphic makes it apparent that a player's initial turn on the board will almost certainly result in a roll of the dice. Depending on the outcome of the dice roll, the player may land on any of the squares 5, 7, 8, 10, 11, 12, or 13.

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The complete question attached below,

Answer:

Step-by-step explanation:

y = abx

a is the y-intercept

y = 16bx

Now substitute 2 for x and 1296 for y

1296 = 16(b)2

81 = b2

b = 9

y = 16(9)x

In linear equation, 4,000 guest nights did the hotel have during this period.

What is a linear equation in mathematics?

A linear equation is an algebraic equation of the form y=mx+b. m is the slope and b is the y-intercept. The above is sometimes called a "linear equation in two variables" where y and x are variables. 

According to question,

Guest nights = Number of guests × Number of nights

                       = 2,000 × 2

                       = 4,000

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Step-by-step explanation:

4^-3   =   1/4^3   =   1/64

The number of batches of pancakes made by Hugo using 3 cups of milk is equal to 9 batches.

Number of cups of milk used by Hugo for each batch =  1/3 cup of milk ,

The total amount of milk used for b batches would be,

Total milk = (1/3) × b

The total milk used was 3 cups,

Substitute the value in the equation we have,

⇒ (1/3) × b = 3

Solve for b we get,

Multiply both sides of the equation by the reciprocal of 1/3,

Reciprocal of ( 1/3 ) = 3/1 or simply 3

⇒ (1/3) × b × 3 = 3 × 3

⇒ b = 9

Therefore, Hugo made 9 batches of pancakes.

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The above question is incomplete, the complete question is:

Hugo made a bunch of batches of pancakes for his summer camp. For each batch, Hugo used 1/3 cup of milk. Hugo used a total of 3 cups of milk. Let b represent the number of batches Hugo made . Find the value of b?

Answer:

  $9.50

Step-by-step explanation:

You want Suzie's hourly rate on Saturday if she babysat for 3.5 hours on Friday, earning 8.50 per hour, and for 4.5 hours on Saturday, earning a total of 72.50 from both jobs.

For (hours, rates) of (h1, r1) and (h2, r2), Suzie's total earnings for the two jobs are ...

  earnings = h1·r1 +h2·r2

Filling in the known values, we can find r2:

  72.50 = 3.5·8.50 +4.5·r2

  72.50 = 29.75 +4.5·r2 . . . . . . . simplify

  42.75 = 4.5·r2 . . . . . . . . . . . subtract 29.75

  9.50 = r2 . . . . . . . . . . . . divide by 4.5

Suzie earned $9.50 per hour on Saturday.

__

Additional comment

The steps of the "multistep" problem are ...

Effectively, these are the steps to solving the equation we wrote.

The correct option is - D. (1,5). The solution to the system of equations for the given graph is at (1,5).

A collection of values for a variable that simultaneously fulfil each equation is the solution to a system of equations. A system of equations must be solved by identifying all possible sets of variable values that make up the system's solutions.

For the given graph, the solution of the system of equation is obtained as the point where the lines intersect.

The two lines in the graph intersect at the (1,5). Thus, the solution to the system of equations for the given graph is at (1,5).

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