help with statistics

The answer is , (a)  For equation 1 Use the quadratic formula , (b) For equation 2 use of Factor out the common factor , (c) For equation 3 use of Complete the square.

A quadratic equation is a type of equation in algebra that contains a variable of degree 2, meaning that the highest power of the variable is 2.

Quadratic equations can have two real roots, one real root, or two complex roots, depending on the value of the discriminant (b² - 4ac). If discriminant is positive, equation has two real roots, if it is zero, equation has one real root (a "double root"), and if it is negative, equation has two complex roots.

Inga can use the following steps to solve the quadratic equation 2x² + 12x - 3 = 0:

Therefore, steps that Inga could use to solve quadratic equation are given:

Use the quadratic formula

Factor out the common factor

Complete the square

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Answer:1111

Step-by-step explanation:

Answer:

1629.24m

Step-by-step explanation:

starting with the easy ones

1) Rectangle 1:

Surface area of rectangle=Length x width

SAR= 24x21

= 504m

2) Rectangle 2:

SAR= 19x21

=399

3) Rectangle 3

SAR= 21x8

=168

4) Rectangle 4:

SAR= 21x11

=231

*because the top and bottom are trapeziums the formular for it is

A=1/2(a+b)h

although those trapeziums don't have h(Height)

it needs to be broken down into two triangles and a rectangle. to find the height*

5) side/height of triangle A:

formula: C squared= a squared + b squared

in this case we already have C and A. meaning we have to rearrange the formula to:

x = c^2 - a^2

x = 8^2 - 2.5^2

x = sqrt 57.75

x = 7.61

6) Trapezium

SA= 1/2(a+b)h

SA= 1/2(19+24)7.61

=163.62

7) add all surface area together

which should equal 1629.24m

1. In the Robinson version, Truth asks "And ain't I a woman?" four times, while in the Gage version she only asks it three times. 2. It is important to hear both versions of the speech because they highlight the ways in which historical documents can be altered and manipulated over time. 3. The differences between the two versions of the speech likely changed the way people in the north and south understood the context of her speech in significant ways. 4. Hearing the differences in dialect changes the way we think about the speech by highlighting the unique voice and perspective of the speaker.

Speech is the act of expressing thoughts, ideas, or emotions through spoken words. It is a form of communication that allows individuals to convey information, share opinions, ask questions, and express feelings to others.

1. Three differences between the Robinson version and the Gage version of the speech are:

In the Robinson version, Truth says "I have as much muscle as any man" while in the Gage version she says "I have ploughed and planted, and gathered into barns, and no man could head me!".

In the Robinson version, Truth asks "And ain't I a woman?" four times, while in the Gage version she only asks it three times.

In the Robinson version, Truth refers to herself as a "colored woman" while in the Gage version she uses the term "African American".

2. It is important to hear both versions of the speech because they highlight the ways in which historical documents can be altered and manipulated over time. The differences between the two versions show how editors and publishers can change the meaning and impact of a text by making small modifications to it. Additionally, hearing both versions allows us to appreciate the nuances of language and dialect, and how different speakers can bring their own interpretations and emphasis to a text.

3. The differences between the two versions of the speech likely changed the way people in the north and south understood the context of her speech in significant ways. For example, the reference to "colored women" in the Robinson version would have been seen as more confrontational and controversial in certain regions. Today, the differences may help us appreciate the diversity and complexity of language, and how it reflects the cultural and historical contexts in which it is spoken.

4. Hearing the differences in dialect changes the way we think about the speech by highlighting the unique voice and perspective of the speaker. The dialect used in each version reflects the cultural and historical context of the time, and the different audiences that the speeches were intended for. By hearing the dialect of each version, we can better appreciate the ways in which language shapes our understanding of history and identity.

As for the next set of questions:

When women's rights activists spoke out, they were advocating for both white women and African-American women, although the experiences and struggles of African-American women were often ignored or marginalized within the movement.

Truth makes several distinct arguments in her speech, including that women deserve the same rights and respect as men, that the stereotype of women as weak and dependent is unjust, and that the experiences of African-American women are often overlooked in discussions of women's rights.

Truth is saying that women deserve equal rights and respect as men, and that the societal norms that limit women's opportunities and autonomy are unjust and unfounded.

Truth is arguing that women need to fight for their own rights, rather than waiting for men to give them these rights. She also emphasizes the importance of solidarity and mutual support among women.

Truth's speech reflects intersectionality by recognizing the ways in which race and gender intersect to create unique experiences of oppression and marginalization. She argues that the struggles of African-American women cannot be separated from the struggles of all women, and that a truly equitable society must address the needs and concerns of all marginalized groups. One passage that reflects this is when she says, "I have borne thirteen children, and seen most all sold off to slavery, and when I cried out with my mother's grief, none but Jesus heard me! And ain't I a woman?" This passage highlights the intersection of race, gender, and motherhood in Truth's experience.

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Answer:

1/8

Step-by-step explanation:

If "over" refers to (4 * 6) as a whole,

[tex]\frac{3}{4*6}\\\\=\frac{3}{24}\\\\=\frac{1}{8}[/tex]

If "over" refers to division,

[tex]3 \div 4 \times 6\\= 0.75 \times 6\\= 4.5[/tex]

I would suppose it's the first one, so, ignore the second one if you haven't learnt BODMAS yet.

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The probability of drawing a vowel, placing it back in the bag, and then drawing a consonant is 0.1875 or 18.75%.

The probability of drawing a vowel from the bag of random letter tiles is 25%. Since the tile is replaced after drawing, the probability of drawing a vowel on the second draw is also 25%.

The probability of drawing a vowel and then a consonant can be calculated by multiplying the probabilities of each event:

P(vowel and consonant) = P(vowel) x P(consonant)

= 0.25 x 0.75

= 0.1875

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Hence, to close the expansionary gap, the government would need to decrease spending by $100 billion.

To close the expansionary gap, the government would need to decrease spending by $100 billion.

The formula to calculate the change in equilibrium output due to a change in government spending is:

∆Y = (∆G / (1 - MPC))

Where:

∆Y = change in equilibrium output

∆G = change in government spending

MPC = marginal propensity to consume

Here, the output is $400 billion above its natural level, and the central bank agrees to adjust the money supply to hold the interest rate constant, so there is no crowding out. Therefore, we can assume that the change in government spending (∆G) would have a one-to-one effect on the equilibrium output (∆Y).

Given that MPC = 3/4, we can plug in the values into the formula:

400 = (∆G / (1 - 3/4))

∆G = (1 - 3/4) * 400

∆G = (1/4) * 400

∆G = 100

Hence, to close the expansionary gap, the government would need to decrease spending by $100 billion.

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The smaller number is 6 .

The larger number is 22

Let's let x be the smaller number and y be the larger number.

From the problem, we know that one number is eight less than five times the other, so we can write:

y = 5x - 8

We also know that the sum of the two numbers is 28, so we can write:

x + y = 28

Now we have two equations in two variables. We can solve for one of the variables in terms of the other, and substitute that expression into the other equation to eliminate one variable.

Let's solve the first equation for x

x = (y + 8)/5

Now we can substitute this expression for x into the second equation:

(y + 8)/5 + y = 28

Multiplying both sides by 5 to eliminate the fraction, we get:

y + 8 + 5y = 140

Combining like terms, we get:

6y + 8 = 140

Subtracting 8 from both sides, we get:

6y = 132

Dividing both sides by 6, we get:

y = 22

Now we can use the equation y = 5x - 8 to solve for x:

22 = 5x - 8

Adding 8 to both sides, we get:

30 = 5x

Dividing both sides by 5, we get:

x = 6

Therefore, the smaller number is 6 and the larger number is 22.

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The third quartile range is the difference between the median height of the third grade class and the fourth grade class, so the answer is two times.

In triangle ABC

a) The value of x = 29⁰

b) The angle c equal to 93⁰

A triangle is a closed plane figure that is formed by connecting three line segments, also known as sides, at their endpoints. The three endpoints, or vertices, where the sides of the triangle meet are not collinear. Triangles are important in mathematics and geometry because they are the simplest polygon that can exist in two-dimensional space.

In a triangle, the sum of all interior angles is always 180 degrees. Therefore, we can use this fact to find the value of x and angle c.

We know that:

angle a = 35⁰

angle b = 52⁰

angle c = 3(x+2)⁰

Using the fact that the sum of all interior angles in a triangle is 180 degrees, we can write:

angle a + angle b + angle c = 180

Substituting the values we know, we get:

35 + 52 + 3(x+2) = 180

Simplifying the equation, we get:

87 + 3x + 6 = 180

3x + 93 = 180

3x = 87

x = 29

Therefore, x = 29⁰

To find angle c, we can substitute the value of x into the equation we were given for angle c:

angle c = 3(x+2)

angle c = 3(29+2)

angle c = 3(31)

angle c = 93

Therefore, angle c is equal to 93⁰.

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Answer:

Step-by-step explanation:

BD is craxking treys and cracking treys is gd dissing bd you can look it up i ffrom o block and bd is the opps im telling so you wont lose yo life so please play right if you gdk be gdk if u gd be gd we aint bd ofn

Answer:

hm

Step-by-step explanation:

The reason why it is possible to draw two different rectangles that have an area of 30 square inches is that there are multiple pairs of whole numbers that multiply to 30. For example, a rectangle with dimensions 5 inches by 6 inches has an area of 30 square inches, and so does a rectangle with dimensions 2 inches by 15 inches.

However, the number 7 is a prime number, which means it can only be divided evenly by 1 and itself. Therefore, the only way to get an area of 7 square inches for a rectangle is by multiplying 1 and 7, which means the dimensions of the rectangle would be 1 inch by 7 inches. Since there are no other pairs of whole numbers that multiply to 7, it is not possible to draw two different rectangles with an area of 7 square inches.

Answer: x = -1 and x = 9

Step-by-step explanation:

Lets solve this equation step by step

1. Simplify both sides of the equation

x^2 - 8x + 16 = 25

2. Subtract 25 from both sides

x^2 - 8x + 16 - 25 = 25 - 25

3. Factor the left side of the equation

(x + 1) (x - 9) = 0

4. Set the factors equal to zero

x + 1 = 0 or x - 9 = 0

Thus your answers are x = -1 and x = 9

You can check by inputting the values into the original equation

(-1 - 4)^2 = 25 and (9 - 4)^2 = 25

The correct answer is: Both the mean and median are appropriate measures of center.

Statistics is a branch of mathematics that deals with the collection, analysis, interpretation, presentation, and organization of data. It involves the use of mathematical and computational tools to summarize and analyze large sets of data, with the goal of extracting meaningful insights and identifying patterns or trends.

Here,

The mean is the sum of all salaries divided by the number of salaries. In this case, the sum is:

37,000 + 38,500 + 35,000 + 37,000 + 45,000 + 40,000 + 75,000 = 307,500

And there are seven salaries. Therefore, the mean is:

307,500 / 7 = 43,928.57

The median is the middle value when the salaries are arranged in order from lowest to highest. First, we need to arrange the salaries in order:

35,000, 37,000, 37,000, 38,500, 40,000, 45,000, 75,000

The median is the middle value, which is 40,000.

The mode is the value that appears most frequently in the set of salaries. In this case, both 37,000 and 40,000 appear twice, so there is no unique mode.

Since the salaries are not symmetrically distributed, the mean is not a perfect measure of central tendency. However, it can still provide useful information about the "average" salary. On the other hand, the median is resistant to extreme values and may be a better measure of central tendency for this dataset. Therefore, both the mean and median are appropriate measures of center for this dataset.

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Answer:

16.77 cm²

Step-by-step explanation:

Area of rectangle = L x W

L = 4.3 cm

Width = 3.9 cm

Let' solve

4.3 x 3.9 = 16.77 cm²

So, the area of the rectangle is 16.77 cm²

None of the given numbers make the equation 8/y² + 2 true.

What is algebra?

Algebra is a branch of mathematics that deals with mathematical operations and symbols used to represent numbers and quantities in equations and formulas.

To solve this problem, we can substitute each of the given numbers (0, 1, 2, 3, 4) for y in the equation 8/y² + 2 and see if the equation is true.

Substituting y=0 would make the denominator of the fraction zero, which is undefined, so y=0 is not a valid choice.

Substituting y=1 would give us:

8/1² + 2 = 8 + 2 = 10

So, 1 is not the answer.

Substituting y=2 would give us:

8/2² + 2 = 8/4 + 2 = 2 + 2 = 4

So, 2 is not the answer.

Substituting y=3 would give us:

8/3² + 2 = 8/9 + 2 = 0.888 + 2 = 2.888

So, 3 is not the answer.

Substituting y=4 would give us:

8/4² + 2 = 8/16 + 2 = 0.5 + 2 = 2.5

So, 4 is not the answer.

Therefore, none of the given numbers make the equation 8/y² + 2 true.

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We can show by the uniqueness theorem that the linear transformation, Y = aX + b, is also a normal random variable because the resultant probaility density fnction of Y equals: f(y) = (1/√(2πa^2σX^2)) * exp(-(y-aμX-b)^2/(2a^2σX^2)).

To show that the linear transformation, Y = aX + b is a normal random variable, we need to demonstrate that it satisfies the properties of a normal distribution. This means that it should have a bell-shaped probability density function, mean, and variance.

We can prove that it meets the mean condition this way:

E(Y) = E(aX + b) = aE(X) + b = aμX + b

Next, we can prove that it meets the variance condition thus:

Var(Y) = Var(aX + b) = a^2Var(X) = a^2σX^2

Lastly, the probability density function is given as f(y) = (1/√(2πa^2σX^2)) * exp(-(y-aμX-b)^2/(2a^2σX^2)). This proves that the conditions for a normal random variable is met.

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Answer:

40 units

Step-by-step explanation:

a = 8

b = 15

To find c, we can use the formula: [tex]a^{2} +b^{2} =c^{2}[/tex]

[tex]8^{2} +15^{2} =x^{2}[/tex]

64 + 225 = c^2

289 = c^2

c = 17

a + b + c = perimeter

8 + 15 + 17 = 40

Answer:

  40 units

Step-by-step explanation:

You want the perimeter of the triangle shown in the graph.

You can count the grid squares to find the horizontal and vertical dimensions of the triangle. You find they are 8 units and 15 units, respectively.

The length of the slant side is the hypotenuse of a right triangle with sides 8 and 15. If you don't recognize this {8, 15, 17} Pythagorean triple, you can find the hypotenuse using the Pythagorean theorem:

  c² = a² +b²

  c² = 8² +15² = 64 +225 = 289

  c = √289 = 17

The long side of the triangle is 17 units.

The perimeter of the triangle is the sum of the lengths of its sides:

  P = 8 + 15 + 17 = 40

The perimeter is 40 units.

__

Additional comment

A "Pythagorean triple" is a set of three integer side lengths that form a right triangle. The triple is "primitive" if the numbers have no common factor. There are a few Pythagorean triples that regularly show up in algebra, trig, and geometry problems. Some of them are ...

  {3, 4, 5}, {5, 12, 13}, {7, 24, 25}, {8, 15, 17}, {9, 40, 41}

You will also see multiples of these, for example, 2·{3, 4, 5} = {6, 8, 10}.

The smallest is {3, 4, 5}, and it is the only set that is an arithmetic sequence (has constant differences between lengths). In every case, the sum of the numbers is even. (A right triangle cannot have integer side lengths and an odd perimeter value.)

The equation of the parabola with vertex at point (2, -11) and passes through the point (0, 5) is y = 4(x - 2)² - 11.

A straight line can be used to symbolise a function that is linear, meaning that for each unit change in the input, the output (y) changes by a fixed amount (x). While a parabola can be used to depict a function, a quadratic function has an output (y) that changes by a non-constant amount for each unit change in the input (x). In other words, a quadratic function curves because of the squared term in its equation.

Given, the parabola has vertex at point (2, -11) and passes through the point (0, 5).

Thus, the equation of parabola in vertex form is:

y = a(x - 2)² - 11

Now, the parabola passes through the point (0, 5) we have:

5 = a(0 - 2)² - 11

5 = 4a - 11

16 = 4a

a = 4

Hence, the equation of the parabola with vertex at point (2, -11) and passes through the point (0, 5) is y = 4(x - 2)² - 11.

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Step-by-step explanation:

a) factorize A

A = (2x-1)²+2(3-6x)(4x-7)-4x²+1

expand the terms

(2x-1)²-52x²+108x-41

factorize

(2x-1)²-(26x-41)(2x-1)

factor out the common factor 2x-1

-(2x-1)(24x-40)

A = -8(2x-1)(3x-5)

b) show that B = (3x-11)(2x-1)

6x²-25x+11

6x²-3x-22x+11

3x(2x-1)-11(2x-1)

(2x-1)(3x-11)

c) Expand and reduce A

(2x-1)²+2(3-6x)(4x-7)-4x²+1

-48x²+108x-40

d) Calculate A for x=0 and x=-1

when x=0 -48(0)²+108(0)-40

A=0

x=-1 -48(-1)²+108(-1)-40

A=-196

e) Reduce 2A-3B

A=-48x²+108x-40 B=6x²-25x+11

2(-48x²+108x-40)-3(6x²-25x+11)

-96x²+216x-80-18x²+75x-33

-144x²+291x-113

f) Factorize 2A-B

A=-48x²+108x-40 B=6x²-25x+11

2(-48x²+108x-40)-(6x²-25x+11)

-96x²+216x-80-6x²+25x-11

-102x²+241x-91

x=(241 + sqrt(20953))/204

x=(241 - sqrt(20953))/204

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tan = 1/√3= perpendicular/ base

1/√3 = AB / AC

AB / 6 = 1/√3

AB = 6/√3

Answer:5

Step-by-step explanation: hope this helps

Answer:

Step-by-step explanation:

Answer:

You can make 12 possible sundaes with these toppings.

Step-by-step explanation:

Chocolate, Vanilla, and Strawberry all have 4 possible outcomes:

1. Fudge & Chocolate Sprinkles

2. Fudge & Rainbow Sprinkles

3. Marshmallow & Chocolate Sprinkles

4. Marshmallow & Rainbow Sprinkles

-------------------------------------------------------------------------------------------------------------

4 x 3 will equal 12, the total possible sundaes you can make with these toppings and ice cream flavors.

Answer:

B.

Step-by-step explanation:

Answer:

B.

Step-by-step explanation:

the description is very confusing and lacks any hint about the behavior of the curve before the change.

but ok, let's assume that the curve (line ?) is in general going up. in other words, if the traveled miles go up, so does the profit.

I also don't know how they could drive the miles without paying the driver, but again, let's assume they did.

now they pay the driver. $0.25 per mile.

this has to come out of their profit.

so, the Y (profit) values all go down by 0.25.

therefore, the y-intercept is going down too.

that eliminates C. and D.

for this to be true they have to have some overhead costs that apply even if there are 0 miles traveled (which is the meaning of the y-intercept : the y-value when x = 0).

so, the line must be in a form

y = ax + b

with "b" <> 0.

and since we assumed the line to go up (positive slope), a "sinking" line means that the x-intercept (the break-even point, where the line goes from below the x-axis and therefore negative (y) profit up into positive profit) will move to the right (become greater).

because now that they have additional costs (paying the driver), it takes longer (more driven miles) to make a positive profit.

and that eliminates A, leaving B. as the right answer.

Answer:

-2.5

Step-by-step explanation:

follow BIMDAS.

like my answer if you find it helpful

There are 52 quarters and 15 half-dollars

Let's represent the number of half-dollars as "x" and the number of quarters as "y".

From the problem statement, we know that:

x + y = 67 (because there are a total of 67 coins)

y = 3x + 7 (because the number of quarters is 7 more than three times the number of half-dollars)

We can use substitution to solve for x:

x + (3x + 7) = 67

4x + 7 = 67

4x = 60

x = 15

So there are 15 half-dollars. We can use this to find the number of quarters:

y = 3x + 7

y = 3(15) + 7

y = 52

So there are 52 quarters.

Therefore, there are 52 quarters and 15 half-dollars.

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a) The angular velocity of the wheel is approximately 1.0667 radians per second. b) The wheel will spin at approximately 10.16 revolutions per minute.

Angular velocity is a measure of how quickly an object rotates or revolves around a fixed point, such as an axis or a center of rotation. It is a vector quantity that describes the rate of change of an object's angular position with respect to time, and is usually expressed in units of radians per second (rad/s) or degrees per second (deg/s).

a) To find the angular velocity of the wheel, we can use the formula:

angular velocity = linear velocity / radius

In this case, the linear velocity of the hamster is 16 centimeters per second, and the radius of the wheel is 15 centimeters. So, we have:

angular velocity = 16 / 15

angular velocity = 1.0667 radians per second

Therefore, the angular velocity of the wheel is approximately 1.0667 radians per second.

b) To find the speed of the wheel in revolutions per minute, we need to convert the angular velocity from radians per second to revolutions per minute. There are 2π radians in one revolution, and 60 seconds in one minute. So, we can use the following formula:

angular velocity (in revolutions per minute) = angular velocity (in radians per second) * 60 / 2π

Plugging in the angular velocity we found in part (a), we get:

angular velocity (in revolutions per minute) = 1.0667 * 60 / 2π

angular velocity (in revolutions per minute) ≈ 10.16 revolutions per minute

Therefore, the wheel will spin at approximately 10.16 revolutions per minute.

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The missing step in the proof is: D. ADCA

In the statements, we are given that AD || BC and ZDAC = ZBCA (alternate interior angles theorem), so we can conclude that triangle ADCA is similar to triangle BCA (by AA similarity criterion).

Therefore, we have the following proportional sides:

DC/AC = AC/BC

Given that DC = BA (given statement), we can substitute BA for DC in the proportion:

BA/AC = AC/BC

Now, we can cross-multiply to get:

BA * BC = AC²

Using the given statement that AC = AC (reflexive property of congruence), we can substitute AC for AC in the equation:

BA * BC = AC * AC

Use the definition of congruent sides to replace BA with DC:

DC * BC = AC * AC

And finally, use the substitution property of equality to replace BC with 6 units (given statement):

DC * 6 = AC * AC

From this equation, we can see that DC = 6 units, which completes the proof. Therefore, the missing step is statement D. ADCA.

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Answer:

------------------------------

Use the formula for permutations:

The number of objects is n = 7 books.

Calculate the factorial: