helpppppppppppppppppppppppppppp

Answer:

slope = - [tex]\frac{10}{7}[/tex]

Step-by-step explanation:

calculate the slope m using the slope formula

m = [tex]\frac{y_{2}-y_{1} }{x_{2}-x_{1} }[/tex]

with (x₁, y₁ ) = (- 2, 5 ) and (x₂, y₂ ) = (5, - 5 )

m = [tex]\frac{-5-5}{5-(-2)}[/tex] = [tex]\frac{-10}{5+2}[/tex] = - [tex]\frac{10}{7}[/tex]

The value of k is approximately 0.024 and the temperature of the turkey after 4.5 hours in the oven is approximately 53°F.

Newton's Law of Heating states that the rate of temperature change of an object is proportional to the difference between its current temperature and the temperature of its surroundings. We can express this law in terms of the turkey's temperature T(t) as follows:

T'(t) = k(T(t) - 72)

When t = 0, T(0) = 40

When t = 1.5, T(1.5) = 117

Substituting, we get:

(T(1.5) - 72) / (1.5) = k(T(0) - 72)

(117 - 72) / (1.5) = k(40 - 72)

k = (117 - 72) / (1.5 * (40 - 72)) = 0.024

Now, we can use this value of k to determine the temperature of the turkey after 4.5 hours:

When t = 0, T(0) = 40

When t = 4.5, T(4.5) - 72 = (T(0) - 72) * [tex]e^(0.024 * 4.5)[/tex]

T(4.5) - 72 = (40 - 72) * [tex]e^(0.024 * 4.5)[/tex]

T(4.5) - 72 = (-32) * [tex]e^(0.108)[/tex]

T(4.5) = -32 * [tex]e^(0.108)[/tex] + 72

T(4.5) = 53°F

Therefore, the temperature of the turkey after 4.5 hours in the oven is approximately 53°F.

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you can multiply the two bases together and then raise the product to the sum of the exponents.

When you have two exponential expressions with different bases and want to multiply them together, you cannot directly multiply the bases together.

An exponent is a mathematical notation that indicates the number of times a number, variable, or expression is multiplied by itself. It is usually written as a superscript to the right of the base number, as in "[tex]a^b[/tex]", where "a" is the base and "b" is the exponent.

The exponent "b" tells us how many times the base "a" should be multiplied by itself. For example, in the expression 2c, the base is 2, and the exponent is 3. This means that we need to multiply 2 by itself three times, resulting in 2 × 2 × 2 = 8.

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Answer:

Two variables are proportional if they can be written as y=kx y = k x , where k is the constant of proportionality. If y and x are proportional, then for any pair of x and y , the ratio yx=k y x = k should be the same.

Step-by-step explanation:

0.1667

In a sociological survey, one was interested in estimating the percentage who had used cocaine in a population. Questions of this nature are sensitive and therefore the randomized response technique was used. A regular die was used to randomly distribute the questions. Respondents had to stand behind a screen and read the following instructions:1) Roll the die once and if it shows 1 or 2 answer the question. "Have you used cocaine at any time in the past year?"2) If the die shows 3, 4, 5, or 6 answer the question. "Does the die show an even number of dots?"Estimate the proportion who have used cocaine in the past year.Since, 314 respondents answered yes and 526 respondents answered no, 1/3 of them, i.e., 280 people had answered "Yes" to the cocaine question. Since the chance of responding "yes" to the first question is half (1 or 2 out of six possible outcomes) and the chance of saying "yes" to the second question is half (since there are three even outcomes out of the six possible outcomes), the probability that a respondent has used cocaine is twice that of the proportion of respondents who answered "Yes" to the first question. Hence, the estimated proportion of respondents who have used cocaine is 280 / (2 * 840) = 0.1667, which when rounded to four decimal places, equals 0.1667.Answer:0.1667.

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Answer: 14 feet

Step-by-step explanation:

Answer: 12 feet

Step-by-step explanation: The longest flagpole that could be shipped in a box is approximately 12 ft .

Answer:

2nd and 5th options

[tex](4x^2-9y^2)(4x^2+9y^2)[/tex]
[tex](4x^2+9y^2)(2x+3y)(2x-3y)[/tex]

Step-by-step explanation:

Notice you can factorize the first term using [tex]a^2-b^2=(a+b)(a-b)[/tex]
so the factors are [tex]a=4x^2 \\[/tex]  and [tex]b=9y^2[/tex]  since 4^2=16 and 9^2=81
so the first factor form is
[tex](4x^2-9y^2)(4x^2+9y^2)[/tex]
Then you can factor again the first polynomial (the second one cant be factor using real coefficient since terms are strictly positive)
again factors are [tex]a=2x\\[/tex] and [tex]b=3y\\[/tex]  so the second factor form is:

[tex](4x^2+9y^2)(2x+3y)(2x-3y)[/tex]

In response to the query, we can state that Hence, 2x + 3y = -4 is the equation equation of the line in standard form.

An equation is a mathematical statement that proves the equality of two expressions connected by an equal sign '='. For instance, 2x – 5 = 13. Expressions include 2x-5 and 13. '=' is the character that links the two expressions. A mathematical formula that has two algebraic expressions on either side of an equal sign (=) is known as an equation. It depicts the equivalency relationship between the left and right formulas. L.H.S. = R.H.S. (left side = right side) in any formula.

y - y1 = m(x - x1) (x - x1)

where m is the slope of the line and (x1, y1) is one of the line's points.

With the two provided locations, we can first determine the slope of the line:

m = (y2 - y1)/(x2 - x1) = (-2 - 2)/(1 - (-5)) = -4/6 = -2/3

Let's utilise the point-slope form with one of the given points, (-5, 2):

y - 2 = (-2/3)(x - (-5))

y - 2 = (-2/3)x - 10/3

When we multiply both sides by 3, we obtain:

3y - 6 = -2x - 10

2x + 3y = -4

Hence, 2x + 3y = -4 is the equation of the line in standard form.

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Given a starting point of (-4, 3), if move 2 units up and 6 units right, you will end up at the point (2,5).

A point in a coordinate system has two coordinates - an x-coordinate and a y-coordinate.

The x-coordinate tells you how far to move horizontally from the origin (0,0), and the y-coordinate tells you how far to move vertically from the origin.

Given the point (-4,3) means that you start at the point that is 4 units to the left of the origin and 3 units above the origin.

Now, moving 2 units up from (-4,3), you will end up at the point that is 2 units higher on the y-axis.

So, your new y-coordinate will be 3 + 2 = 5.

When you move 6 units right from (-4,3), you will end up at the point that is 6 units to the right on the x-axis.

So, your new x-coordinate will be -4 + 6 = 2.

Therefore, you end up at the point (2,5).

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Answering the question, we may state that incorrect. In conclusion, none of the claims are true based function  on the facts provided.

Mathematicians investigate the relationships between numbers, equations, and related structures, as well as the locations of forms and possible placements for these items. A set of inputs and their corresponding outputs are referred to as a "function" in this context. If each input results in a single, unique output, the relationship between the inputs and outputs is known as a function. Each function has its own domain, codomain, or scope. A common way to denote functions is with the letter f. (x). is an x for entry. One-to-one capabilities, so multiple capabilities, in capabilities, and on functions are the four main categories of accessible functions.  

It is difficult to compare g(x) with f(x) and establish whether they are the same function or not since g(x) is not provided. Option 1 is thus incorrect.

Setting x = 0 and figuring out y will reveal the y-intercept of f(x). Hence, f(0) = 3(0) - 2 = -2. This indicates that f(xy-intercept )'s is -2. No details are provided on the y-intercept of g. (x).

It is impossible to tell if f(x) has a sharper slope than g because f(x) has a slope of 3 and g(xslope )'s is unknown (x). As a result, choice 4 is also incorrect.

In conclusion, none of the claims are true based on the facts provided.

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a) The question "How far are we from the restaurant?" is not statistical question

b) The question "How long will it be until we get there?" is the statistical question.

Now let's take a look at the two questions mentioned above and determine whether or not they are statistical questions.

The first question, "How far are we from the restaurant?" is not a statistical question. This is because the answer to the question does not involve any data or analysis. It is a simple question that can be answered with a measurement, such as the distance in miles or kilometers.

On the other hand, the second question, "How long will it be until we get there?" can be considered a statistical question. This is because the answer to the question depends on various factors that can be analyzed statistically, such as the distance to the restaurant, the speed of the vehicle, the traffic conditions, etc.

In conclusion, statistical questions are those that can be answered through the collection and analysis of data. The two questions mentioned above illustrate the difference between a simple measurement question and a statistical estimation question.

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Complete Question:

Last night, Jeremy and his family went out for dinner. The questions below came up on their way to the restaurant or during the meal. Decide whether or not each question is a statistical question, and justify your decision.

How far are we from the restaurant?

How long will it be until we get there?

Using the given information, the guitar is less expensive at Store A

It is less expensive by $16

From the question, we are to determine where the guitar is less expensive.

A. Store A offers a discount of 75%. Therefore, the price of the guitar at Store A after the discount is:

Price at Store A = Original price * (1 - Discount percentage)

Price at Store A = $160 * (1 - 0.75)

Price at Store A = $40

Thus, the guitar is $40 at Store A after the discount.

B. Store B offers a discount of 50% off the original price, followed by an additional 30% off in all discounted prices. This means that the price of the guitar at Store B after the two discounts is:

Price at Store B = Original price * (1 - First discount percentage) * (1 - Second discount percentage)

Price at Store B = $160 * (1 - 0.5) * (1 - 0.3)

Price at Store B = $160 * 0.5 * 0.7

Price at Store B = $56

Thus, the guitar is $56 at Store B after the two discounts.

Hence, the guitar is less expensive at Store A

$56 - $40 = $16

It is less expensive by $16

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The correct expression for the mathematical statement "Add 450 to 348, and then multiply by 7." is (450 + 348) × 7 , the correct option is (b).

An Algebraic Expression is defined as a mathematical phrase which contains one or more variables, numbers, and are joined by mathematical operators such as addition, subtraction, multiplication, and division.

The expression for the mathematical statement "Add 450 to 348, and then multiply by 7" is represented in ,option (b) (450 + 348) × 7 ;

Let the statement be read in two parts,

First "Add 450 to 348", which means we add 450 and 348 together, which is represented as "450+348";

In second part ,we "Multiply by 7", which means we multiply result in first part by 7.

Putting it all together, we get:

⇒ (450 + 348) × 7

Therefore , the correct Algebraic Expression is (b) (450 + 348) × 7.

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The given question is incomplete, the complete question is

Select the correct expression for the given mathematical statement. "Add 450 to 348, and then multiply by 7."

(a) 450 + 348 × 7

(b) (450 + 348) × 7

(c) 450 × 7 + 348

(d) 450 × (7 + 348)

Answer: $57.53

Step-by-step explanation:

Answer:

[tex]81y^4[/tex]

Step-by-step explanation:

You can start by separating the inside terms:

[tex](3y)^4 = (3)^4(y)^4[/tex]

Then notice

[tex]3^4=3*3*3*3=81[/tex]

So

[tex](3)^4(y)^4=81 y^4[/tex]

The approximate zero of P(x) is 1.87, and the polynomial is P(x) = x5 − 2x2 − 12.

When finding the real zero in the interval [1,2] using the Intermediate Value Theorem and polynomial P(x) = x5 − 2x2 − 12, there are several steps to follow. We will outline them below. Step 1: State the Intermediate Value Theorem (IVT)The Intermediate Value Theorem (IVT) states that if a function is continuous on an interval [a,b], then it takes on every value between f(a) and f(b) at least once. This means that if f(a) and f(b) have opposite signs, the function has at least one real zero between them. This is useful when the function cannot be solved explicitly. Step 2: Determine the values of f(1) and f(2)Plugging in 1 and 2 to the polynomial P(x) = x5 − 2x2 − 12, we get: f(1) = (1)5 − 2(1)2 − 12 = −13f(2) = (2)5 − 2(2)2 − 12 = 8Hence, f(1) and f(2) have opposite signs, so by the Intermediate Value Theorem, the polynomial P(x) = x5 − 2x2 − 12 has at least one real zero in the interval [1,2]. Step 3: Approximate the real zero to two decimal placesTo approximate the real zero of P(x), we can use a graphing calculator or an iterative method such as Newton's method. Using a graphing calculator, we find that the real zero of P(x) in the interval [1,2] is approximately 1.87 (rounded to two decimal places).Therefore, the approximate zero of P(x) is 1.87, and the polynomial is P(x) = x5 − 2x2 − 12.

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Answer:

30%

Step-by-step explanation:

156/120 =1.3 =130%-100

Answer:

[tex]2z^9+6v[/tex]

Step-by-step explanation:

Combine like terms.

[tex]13z^9 + 6v - 11z^9 \\13z^9-11z^9 + 6v\\2z^9+6v[/tex]

Answer:

option 1 4+1.50r<25 is the answer

Answer:

pic please so i know some more info thanks

Step-by-step explanation:  pic please so i know some more info thanks

A. (√6)^2×(√2)^2=

{(6)^1/2×2}×{2^1/2×2}=

6^1×2^1=

6×2=12

B. (3√3^3)×(√12^2)=

(3√27)×(√144)=

3×12=36

Answer:

The possible rational roots of f(r) can be found using the Rational Root Theorem, which states that any rational root of the polynomial equation with integer coefficients must have the form p/q, where p is a factor of the constant term (in this case, 8) and q is a factor of the leading coefficient (in this case, 2).

Therefore, the possible rational roots of f(r) are: ±1, ±2, ±4, ±8, ±1/2, ±1/4

Step-by-step explanation:

The solution to the inequality is [tex]$x\in\left(-\infty,\frac{4}{3}\right]\cup\left[\frac{4}{3},\infty\right)$.[/tex]

What is inequality?

In mathematics, an inequality is a statement that one value or expression is greater than, less than, greater than or equal to, or less than or equal to another value.

The given inequality is

[tex]|\frac{1}{4}x-\frac{1}{3}|\leq \frac{1}{3}[/tex]

To solve the inequality

[tex]$|\frac{1}{4}x-\frac{1}{3}|\leq \frac{1}{3}$,[/tex]

we need to consider two cases:

Case 1:

[tex]\frac{1}{4}x-\frac{1}{3}\geq 0$[/tex],

which gives

[tex]$\frac{1}{4}x\geq\frac{1}{3}$[/tex]           or
[tex]$x\geq\frac{4}{3}$.[/tex]

Substituting this value of x in the inequality, we get:

[tex]$$\left|\frac{1}{4}\cdot\frac{4}{3}-\frac{1}{3}\right|\leq\frac{1}{3}$$[/tex]

Simplifying, we get [tex]$\frac{1}{3}\leq\frac{1}{3}$[/tex], which is true.

Case 2: [tex]$\frac{1}{4}x-\frac{1}{3} < 0$[/tex], which gives [tex]$\frac{1}{4}x < \frac{1}{3}$[/tex] or [tex]$x < \frac{4}{3}$[/tex].

Substituting this value of x in the inequality, we get:

[tex]$$\left|\frac{1}{4}\cdot\frac{4}{3}-\frac{1}{3}\right|\leq\frac{1}{3}$$[/tex]

Simplifying, we get [tex]$\frac{1}{3}\leq\frac{1}{3}$[/tex], which is true.

Therefore, the solution to the inequality is [tex]$x\in\left(-\infty,\frac{4}{3}\right]\cup\left[\frac{4}{3},\infty\right)$.[/tex]

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The square root √(5/75) expression when simplified is 1/15√15

Given the expression:

square root of 5 divided by 75

This is a radical expression

Mathematically, this can be expressed as

√(5/75)

To simplify the square root of 5 divided by 75, we can first simplify the denominator:

75 = 15 x 5

So, the expression becomes:

√(5/75) = √(5/15 * 5)

√(5/75) = √(1/15)

√(5/75) = 1/√15

To simplify further, we can rationalize both the numerator and denominator

So we have

√(5/75) = 1/√15 * √15/√15

Evaluate

√(5/75) = 1/15√15

Therefore, the simplified expression is 1/15√15

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Sampling with replacement-

a) The probability that the sample contains at least two green balls is 0.4139

b) The probability that each of the balls in the sample is a different color is 0.0577.

c) Sampling without replacement

a. Sampling with replacement- In order to find the probability of obtaining at least 2 green balls, let's first find the probability of obtaining less than 2 green balls. The probability of obtaining exactly one green ball is:

P(1G) = (5/16) × (11/16)³

The probability of obtaining 0 green balls is:

P(0G) = (11/16)⁴

So, the probability of obtaining at least 2 green balls is:

P(at least 2G) = 1 - P(0G) - P(1G)

⇒ 1 - (11/16)⁴ - (5/16) × (11/16)³

⇒ 0.4139

b. Sampling with replacement- The total number of ways to pick 4 balls from 16 is:

C(16, 4) = 1820

The number of ways to pick 4 balls of different colors is:

C(7, 1) × C(5, 1) × C(3, 1) × C(1, 1) ⇒ 105

So, the probability of picking 4 balls of different colors is:

P(all different) = 105/1820

⇒ 0.0577

c. Sampling without replacement-

P(1G) = (5/16) × (11/15) × (10/14) × (9/13) + (11/16) × (5/15) × (10/14) × (9/13) + (11/16) × (10/15) × (5/14) × (9/13) + (11/16) × (10/15) × (9/14) × (5/13)

⇒0.4645

The probability of obtaining 0 green balls is:

P(0G) = (11/16) × (10/15) × (9/14) × (8/13)

⇒ 0.2697

So, the probability of obtaining at least 2 green balls is:

P(at least 2G) = 1 - P(0G) - P(1G) = 1 - 0.2697 - 0.4645

⇒ 0.2658

C(16, 4) = 1820

The number of ways to pick 4 balls of different colors is:

C(7, 1) × C(5, 1) × C(3, 1) × C(1, 1) = 105

To pick 4 balls of different colors, there are C(4, 1) ways to choose which color the 4 balls will have. For each choice of color, there are 4! ways to pick 4 balls of that color.

Thus, the total number of ways to pick 4 balls of different colors is:

C(4, 1) × 4! × C(7, 1) × C(5, 1) × C(3, 1) × C(1, 1)

⇒ 840

So, the probability of picking 4 balls of different colors is:

P(all different) = 840/1820

⇒ 0.4615

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Answer:

no question is there for me to answer

Step-by-step explanation:

(6×100+33)/100

=633/100

=6.33

The probability that the total grade for these 39 students is less than 2652.0 is 0.8289.

When answering a question, it is essential to be factually accurate, professional, and friendly. It is also important to be concise and provide step-by-step explanations. Additionally, relevant terms such as "unimodal," "deviation," and "random" should be used where appropriate. HTML formatting should be used where necessary.The solutions to the given problems are:a) The distribution of student's grades is unimodal and skewed left.b) If n=39 students are selected at random, the distribution of the sample mean grade is normal with a mean of μ=65 and a standard deviation of σ=2.5681.c) The probability that the sample mean grade for these 39 students is less than 68 is 0.8461.d) If n=39 students are selected at random, the distribution of the sample total grade is normal with a mean of 2535 and a standard deviation of 30.3848.e) The probability that the total grade for these 39 students is less than 2652.0 is 0.8289.

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AnswerAnswer:

1. no

2. no

4. no

6. yes, none of the numbers repeat

8. yes, none of the numbers repeat

Step-by-step explanation:

It has been a while since I did this so  not exaI'm not exactly sure about the rest of them.

There are no middle planes for a given tetrahedron. This is because a tetrahedron is a three-dimensional figure with four faces, each of which is a triangle. Each of the four vertices of a tetrahedron is equidistant from one of the faces, but not from any of the other three faces. Therefore, there are no planes that are equidistant from all four vertices of a tetrahedron.

To further explain, let's consider the four distances from the vertices A, B, C, and D to a plane P. If all four distances are the same, then the plane P must be equidistant from all four vertices. However, this is not possible in a tetrahedron because each vertex is closer to one face than it is to the other three faces. Therefore, there are no middle planes in a tetrahedron.

In conclusion, there are no middle planes for a given tetrahedron because each vertex is closer to one face than it is to the other three faces.

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