I would appreciate if someone could help

We have drawn the number line and included the given points, see attached number line.  

What is the fraction?

A fraction is used to represent the portion/part of the whole thing. It represents the equal parts of the whole. A fraction has two parts, namely the numerator, and denominator. The number on the top is called the numerator, and the number on the bottom is called the denominator.

On the number line above, the decimal values and fractions are labeled as follows:

0.63 is labeled between 0 and 1.

34/100 is labeled at the same point as 0.34, between 0 and 1.

0.02 is labeled between 0 and 1.

7/10 is labeled at the same point as 0.7, between 0 and 1.

Therefore, we have drawn the number line and included the given points, see attached number line.  

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The monthly yield of the 20-year annuity with a present value of $425,000 and an APR of 4.5% is $8,521.68.

Monthly yield refers to the return on an investment over a 12-month period. It is calculated by dividing the total return on an investment by the amount invested and multiplying it by 100 to get a percentage figure.

This is done by taking 1 plus the interest rate divided by the number of payments per year, raised to the number of years times the number of payments per year. In this case, the annuity factor is calculated as:
1 + 0.045/12)^(20*12) = 49.81961
Then, the monthly yield is determined by dividing the present value by the annuity factor. In this case, the monthly yield is calculated as:
$425,000 / 49.81961 = $8,521.68
Therefore, the monthly yield of the 20-year annuity with a present value of $425,000 and an APR of 4.5% is $8,521.68.

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Answer:

50%

Step-by-step explanation:

it's just half 80 so it's 50%

The length of side ED is x + 8.

The length of side ED is calculated by applying the formula for area of a rectangle as shown below.

Let the length of ED = L

Then the total length of the rectangle ACDF = L + (x - 2)

The formula for area of a rectangle = Length x Base

where;

Area = L + (x - 2)  · (x - 2)

(2x² + 2x - 12 ) = (x - 2 ) · (L + x - 2 )

2x² + 2x - 12 = xL + x² - 2x - 2L - 2x + 4

2x² + 2x - 12 = xL + x² - 4x - 2L + 4

x² + 6x - 16 = xL - 2L

x² + 6x - 16 = L (x - 2 )

L = (x² + 6x - 16) / ( x - 2)

divide using long division;

          x + 8

        ------------

x - 2 √ x² + 6x - 16

       - (x² - 2x)

         ----------

         8x - 16

        - (8x - 16)

            ---------

                 0

L = x + 8

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ED = 2x - 2 = 2[(13 + √65) / 7] - 2 = (26 + 2√65) / 7

Therefore, the length of ED is (26 + 2√65) / 7 cm.

A scientist recorded the duration of the eruptions of the Old Faithful geyser in Yellowstone National Park that occurred during a one-month time period. The histogram below shows the distribution of the duration, in seconds, of the eruptions. By analyzing this data, the scientist can gain a better understanding of the behavior of the Old Faithful geyser and potentially make predictions about future eruptions.

The histogram shows that the majority of the eruptions had a duration between 120 and 140 seconds. There were also a significant number of eruptions with a duration between 100 and 120 seconds, and between 140 and 160 seconds.

It can also help them identify any unusual eruptions that may have a significantly shorter or longer duration than the majority of the eruptions
This data can help the scientist understand the typical duration of eruptions at the Old Faithful geyser in Yellowstone National Park..

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Answer: They are not similar.

Step-by-step explanation: The angle measures are not the same for both triangles which makes them not similar to each other.

Answer: viedo yt

Step-by-step explanation:

if i was you go look at a yt viedo and it is easier becuase thats what helped me when i was in 6th grade we stared early so hope that helps

Answer:

choice C

Step-by-step explanation:

    0 +  3x⁴ + 5x³ - 4x⁸ - 0

-  (2x⁵ - 2x⁴ + 4x³ -  0   - 5)

=  2x⁵ +5x⁴ +  x³ - 4x² + 5

Subtract column by column of like terms, put 0's where there is no like term, change signs inside the parentheses of the second expression because you are subtracting.

The distance the ladder slipped down is 21cm.

The ladder, wall and the base of the wall form a right triangle. The ladder is the hypotenuse. The wall is the height and the distance of the foot of the ladder to the base of the wall is the base.

Pythagoras theorem would be used to determine the length of the wall.

The Pythagoras theorem: a² + b² = c²

where:

100 cm = 1 meter

3 x 100 = 300 cm

a²  + 50²  = 300²

a² + 2500  = 90,000

a² = 90,000 - 2500

a²  = 87,500

a = √87500

a = 296 cm

Height when the ladder slipped down:

(70 + 50)²  + a²  = 300²

120²  + a² = 300²

14,400 + a² = 90,000

a² = 90,000 - 14,400

a²  = 75,600

a = √75,600

a = 275

Distance the ladder slipped = 296- 275 = 21 cm

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Yes.$19.60. you have enough money to pay the 15% tip for the bill of $130.56, and the amount of the tip should be $19.60.

a. Do you have enough to pay the tip?

To determine if you have enough to pay the tip, you need to calculate 15% of the bill and compare it to the amount of money you have.

15% of $130.56 = 0.15 x $130.56 = $19.58

Since you have $20, you do have enough to pay the tip.

Therefore, the answer is "Yes".

b. How much should the tip be?

The tip should be 15% of the bill, which is $19.60.

Therefore, the answer is "$19.58".

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Therefore , the solution of the given problem of function comes out to be  f(N) = 360/N the cost per individual for any number of contributors to the gift is provided by this function.

The math lesson includes a wide range of topics, such as mathematics, integers, as well as one's divisions, architecture, and both actual mostly and fictitious geographic locations. The relationships between various components that all cooperate to create the same outcome are covered by a work. A utility is composed of numerous unique elements that work together to produce unique outcomes for each input.

Here,

To figure out how much each individual would spend, we need to divide the cost of the gift by the number of people contributing. Here are the estimates for various populations:

Each person would spend $180 ($360 / 2) if there were two people splitting the expense.

The expense would be divided among three people, who would each pay

=>  $120 = ($360 / 3).

If the cost were divided among five individuals, each person would pay =>  $72 = ($360 / 5).

Ten people would split the expense equally, each spending

=>  $36 =  ($360 / 10).

Each person would spend

=>  $3.60 = ($360 / 100)

if there were 100 people splitting the expense.

II. The algorithm is as follows:

Cost per individual equals total expense / number of individuals

=> f(N) = C/N

where f(N) is the price per individual.

The function for the cost per individual, for instance, is:

=>  f(N) = 360/N

The cost per individual for any number of contributors to the gift is provided by this function.

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Answer:

56.54862 in^2

Step-by-step explanation:

area = pi*radius^2

radius = 1/2 diameter

pi=3.14159.....

a=pi*3^2

a=3.14159*9

a=28.27431

two pies=56.54862

Answer:

x = 60°

y = 60°

Step-by-step explanation:

The three angles of a triangle add up to 180°
In ΔWXY, 60 + 60 + x = 180°
=> 120 + x = 180

=> x = 180 - 120 = 60°

Since lines WZ and XY are parallel, x and y which are alternate interior angles must be equal

So y = x = 60°

The average daily balance is $1,000, the finance charge is $14.7, and the new balance is $3,029.4.

To calculate the average daily balance, finance charge, and new balance using the average daily balance method, follow the below steps:

Step 1: Obtain the balance owed for each day. To do so, determine the balance at the beginning of each day and the amount charged or credited during the day.

Step 2: Add up the balances for each day during the billing cycle, then divide by the number of days in the billing cycle. This calculation results in the average daily balance.

Step 3: Multiply the average daily balance by the daily interest rate to calculate the finance charge.Step 4: Add the finance charge to the previous balance to get the new balance. Example: Suppose an account has the following daily balances and APR, calculate the average daily balance, finance charge, and new balance using the average daily balance method:

Day 1 balance: $1,000Day 2 balance: $1,200Day 3 balance: $800Day 4 balance: $1,000APR: 18%The number of days in the billing cycle is 30.Average daily balance:($1,000 + $1,200 + $800 + $1,000) ÷ 4 = $1,000Finance charge:$1,000 × 0.18 ÷ 365 = $0.49 per day.$0.49 × 30 = $14.7New balance: Previous balance + finance charge = $3,014.7 + $14.7 = $3,029.4

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Answer:

65.6

Step-by-step explanation:

1 meter = 3.28 feet

20 feet = 3.28 x 20

= 65.616798

= 65.6 (1 dp)

:)

Answer:

2*3*3=2*3^2

Step-by-step explanation:

18÷2=9

9÷3=3

3÷3=1

Answer:

See below.

Step-by-step explanation:

[tex]\textsf{We are asked to identify the factors of 18.}[/tex]

[tex]\large \fbox{\textsf{The factors of 18 are: 1, 2, 3, 6, 9, 18.}}[/tex]

[tex]\huge\fbox{What are Factors?}[/tex]

[tex]\textsf{Factors are 2 whole numbers that \bf{multiply} to become a \bf{given number.}}[/tex]

[tex]\textsf{One simple way to identify factors is to divide the given number by positive integers.}[/tex]

[tex]\large\boxed{\textsf{For example;}}[/tex]

[tex]\textsf{Find the factors of 12.}[/tex]

[tex]\mathtt{12 \div 1 = 12 \ (Factor)}\\\mathtt{12 \div 2 = 6 \ (Factor)}\\\mathtt{12 \div 3 = 4 \ (Factor)}\\\mathtt{12 \div 4 = 3 \ (Factor)}\\\mathtt{12 \div 5 = 2.4 \ (Not \ A \ Factor)}\\\mathtt{12 \div 6 = 2 \ (Factor)}[/tex]

[tex]\mathtt{12 \div 7 = 1.714... \ (Not \ A \ Factor)}\\\mathtt{12 \div 8 = 1.5 \ (Not \ A \ Factor)}\\\mathtt{12 \div 9 = 1.\bar{3} \ (Not \ A \ Factor)}\\\mathtt{12 \div 10 = 1.2 \ (Not \ A \ Factor)}\\\mathtt{12 \div 11 = 1.\bar{09} \ (Not \ a \ Factor)}\\\mathtt{12 \div 12 = 1 \ (Factor)}[/tex]

[tex]\large \fbox{\textsf{The factors of 12 are: 1, 2, 3, 4, 6, 12.}}[/tex]

[tex]\textsf{Let's do the same thing, but with 18.}[/tex]

[tex]\textsf{Find the factors of 18.}[/tex]

[tex]\mathtt{18 \div 1 = 18 \ (Factor)}\\\mathtt{18 \div 2 = 9 \ (Factor)}\\\mathtt{18 \div 3 = 6\ (Factor)}\\\mathtt{18 \div 4 = 4.5 \ (Not \ A \ Factor)}\\\mathtt{18 \div 5 = 3.6 \ (Not \ A \ Factor)}\\\mathtt{18 \div 6 = 3 \ (Factor)}[/tex]

[tex]\mathtt{18 \div 7 = 2.574... \ (Not \ A \ Factor)}\\\mathtt{18 \div 8 = 2.25 \ (Not \ A \ Factor)}\\\mathtt{18 \div 9 = 2 \ (Factor)}\\\mathtt{18 \div 10 = 1.8 \ (Not \ A \ Factor)}\\\mathtt{18 \div 11 = 1.\bar{63} \ (Not \ A \ Factor)}\\\mathtt{18 \div 12 = 1.5 \ (Not \ A \ Factor)}[/tex]

[tex]\mathtt{18 \div 13 = 1.384.. \ (Not \ A \ Factor)}\\\mathtt{18 \div 14 = 1.285.. \ (Not \ A \ Factor)}\\\mathtt{18 \div 15 = 1.2 \ (Not \ A \ Factor)}\\\mathtt{18 \div 16 = 1.125 \ (Not \ A \ Factor)}\\\mathtt{18 \div 17 = 1.0588.. \ (Not \ A \ Factor)}\\\mathtt{18 \div 18 = 1 \ (Factor)}[/tex]

[tex]\large \fbox{\textsf{The factors of 18 are: 1, 2, 3, 6, 9, 18.}}[/tex]

a. Construct a 90% confidence interval estimate for the mean content viewing time per week in this area. Isusa

90% confidence interval estimate for the mean content viewing time per week: (41.75, 46.25)

b. Construct a 90% confidence interval estimate for the population proportion of residents who have HD on at least one television set. Osas

90% confidence interval estimate for the population proportion: (0.1867, 0.3833)

c. Suppose that the market researcher wants to take another survey in a different location. What sample size is required to be 90% confident of estimating the population mean content viewing time to within + 2 hours assuming that the population standard deviation is equal to 6 hours? (Type a whole number.)

Sample size required: 653

d. How many respondents need to be selected to be 90% confident of being within 10.05 of the population proportion who have HD on at least one television set if no previous estimate is available? (Type a whole number.) Enter your answer in each of the answer boxes.

Sample size required: 461

e. Based on (C) and (d), how many respondents should the market researcher select if a single survey is being conducted? (Type a whole number.) Enter your answer in each of the answer boxes.

Sample size required: 653

Yes, there is direct relatiοn in amοunt οf dry dοg fοοd and the amοunt οf wet dοg fοοd.

If amοunt οf dry dοg fοοd  is x and the amοunt οf wet dοg fοοd is y then the relatiοn is given as: x = 3y

Tο determine whether the relatiοnship between the amοunt οf dry dοg fοοd and the amοunt οf wet dοg fοοd is prοpοrtiοnal, we need tο check whether the ratiο οf the twο quantities remains cοnstant.

A) yes, there is direct relatiοn in amοunt οf dry dοg fοοd and the amοunt οf wet dοg fοοd. as amοunt οf dry dοg fοοd increases there alsο increase in amοunt οf wet gοοd.

if amοunt οf dry dοg fοοd  is x and the amοunt οf wet dοg fοοd is y then the relatiοn is given as:

x = 3y

fοr example lets take values frοm first rοw

4.5 = 3 × 1.5

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Complete question:

Therefοre , the sοlutiοn οf the given prοblem οf area cοmes οut tο be The cοne hοlds 43.96 in³mοre ice cream than the cup, sο that is the cοrrect respοnse.

Calculating hοw much space wοuld be needed tο fully cοver the οutside will reveal its οverall size. When determining the surface οf such a trapezοidal fοrm, the surrοundings are additiοnally taken intο accοunt. The surface area οf sοmething determines its οverall dimensiοns. The number οf edges here between cubοid's fοur trapezοidal extremities determines hοw much water it can hοld inside.

Here,

We must determine the vοlumes οf the cοne and the cup in οrder tο cοmpare hοw much ice cream each cοntainer can carry.

=> Cοne vοlume =  (1/3)r²h.

=>  Cup vοlume = (1/4)d²h

where r is the cοne's radius (w/2), h is the cοne's height (x), d is the cup's width (y), and z is the cup's height.

Inputting the numbers prοvided yields:

=>  Cοne vοlume =   (1/3)π(2²)(6) = 16π cubic inches

=>  Cup vοlume =  (1/4)π(6²)(2) = 9π cubic inches

As a result, the cοne has a larger capacity than the cup.

The cοne hοlds 43.96 in³mοre ice cream than the cup, sο that is the cοrrect respοnse.

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The given ordered pair is not a solution of the linear system.

Linear equations are mathematical equations that describe the relationship between two or more variables in a straight line. They can be written in the form of:

y = mx + b

To check if the ordered pair (-2, -3) is a solution to the system of linear equations, we need to substitute x = -2 and y = -3 into both equations and see if they are satisfied.

For the first equation y = 3x + 3, we have:

-3 = 3(-2) + 3

-3 = -3

This is true, so (-2, -3) satisfies the first equation.

For the second equation y = -x - 5, we have:

-3 = -(-2) - 5

-3 = 3

This is false, so (-2, -3) does not satisfy the second equation.

Since (-2, -3) satisfies the first equation but not the second equation, it is not a solution to the system of linear equations. Therefore, the answer is no.

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Overall , an algebraic expression is a combination of constants, variables, and algebraic operations.

Algebraic operations are mathematical operations (addition, subtraction, multiplication, and division) used to manipulate algebraic expressions.

Algebraic expression: An algebraic expression is a combination of variables, constants, and algebraic operations, such as addition, subtraction, multiplication, and division.

Constant: A constant is a fixed value that does not change throughout an algebraic expression. For example, in the expression 2x + 5, the constant is 5.

Variable: A variable is a symbol or letter that represents a value that can vary or change within an algebraic expression. For example, in the expression 2x + 5, the variable is x.

Algebraic operations: Algebraic operations are mathematical operations used to manipulate algebraic expressions.

Term: A term is a part of an algebraic expression that includes a constant or a variable, or a product of a constant and a variable. For example, in the expression 2x + 5, the terms are 2x and 5.

Commutative property: The commutative property of addition and multiplication states that the order of the terms in an expression can be changed without affecting the value of the expression. For example, a + b = b + a and ab = ba.

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The power of the test against the specific alternative is given by 1 minus the probability of making a Type II error. Therefore, the power is 0.86= 86%

In statistical hypothesis testing, the power of a test is the probability that it correctly rejects a null hypothesis when a specific alternative hypothesis is true. In this case, we are given that the test has a significance level of α = 0.01, which means that the test rejects the null hypothesis if the probability of obtaining the observed result, or one more extreme, under the null hypothesis is less than 0.01.

However, we also know that when a specific alternative hypothesis is true, the test has a probability of making a Type II error of 0.14. This means that there is a 14% chance that the test fails to reject the null hypothesis, even though the alternative hypothesis is true.

Therefore, the power of the test against this specific alternative hypothesis is given by 1 minus the probability of making a Type II error, which is:

Power = 1 - P(Type II error) = 1 - 0.14 = 0.86

So, the power of the test against the specific alternative hypothesis is 0.86 or 86%. This means that when the alternative hypothesis is true, the test correctly rejects the null hypothesis 86% of the time.

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Answer:

60

Step-by-step explanation:

The measure of the other angle is 60°.

What is an Angle ?

An angle is a combination of two rays (half-lines) with a common endpoint. The latter is known as the vertex of the angle and the rays as the sides, sometimes as the legs and sometimes the arms of the angle.

As given in the question

An angle that measures 125° is composed of three smaller angles.

Two of the smaller angles measure 25° and 40 degrees

Tom thinks he can use the equation 25 degrees + (40 degrees - 25 degrees) = s to find the measure of the unknown smaller angle, s

Tom is incorrect because the sum of the smaller angles will be equal to the bigger angle and the equation he has written is wrong.

The right equation and method will be

25 +40+x = 125

x = 125-40-25

x = 60°

Therefore the measure of the other angle is 60°.

The expected value of the mean of the 36 randomly selected students, M, is 7.06 digits and the standard error of the mean is 0.268 digits.

The expected value of the mean of the 36 randomly selected students can be calculated using the formula:

E(M) = μ

where μ is the population mean, which is given as 7.06 digits.

Therefore, expected value of mean of 36 randomly selected students is:

E(M) = 7.06 digits

The standard error of the mean (SE) can be calculated using the formula:

SE = σ / √(n)

where σ is the population standard deviation, which is given as 1.610 digits, and n is the sample size, which is 36 in this case.

Therefore, the standard error of the mean is:

SE = 1.610 / √(36) = 0.268 digits

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Answer:

< because 1\2 is the same as .5 and .5 is less than 3

Answer:

sin

cos

tan

csc

sec

cot

Step-by-step explanation:

easy to remember that they are reciprocals of each other

The value of x for the given tangent on the circle is found to be :

x = 74.75.

According to the Tangent-Chord Theorem, the angle created by a chord and just a tangent line to a circle equals the inscribed angle on the chord's opposite side.

"The angle generated by a tangent to a circle or a chord is half of the angle measuring of the intercepted arc," is another way to state the Tangent-Chord theorem.

From the given data:

Line SUT is tangent on circle:

So,

Let the chord be UM.

∠TUM + 41° = 180° (linear pair)

∠TUM = 180°  - 41°

∠TUM = 139°

Now, as per tangent chord theorem:

∠TUM = 1/2 * arc length (4x -21)

139° * 2 = 4x - 21

278 + 21 = 4x

299 = 4x

x = 299/4

x = 74.75

Thus, the value of x for the given tangent on the circle is found to be :

x = 74.75.

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To estimate whether Latisha buys more or less than 4 ounces of spices, we can round the given amounts to the nearest whole number.

Two-fifths ounce is about 0.4 ounce.

One and one-fifth ounces is about 1.2 ounces.

One and one-tenth ounces is about 1.1 ounces.

Adding these rounded amounts gives:

0.4 + 1.2 + 1.1 = 2.7 ounces

Since 2.7 ounces is less than 4 ounces, we can conclude that Latisha buys less than 4 ounces of spices to make one batch of Spice Parisienne.

The equation of the line in slope-intercept form is given as follows:

y = -5x - 8.

The slope-intercept representation of a linear function is given by the equation presented as follows:

y = mx + b

The coefficients of the function and their meaning are described as follows:

The graph of the line crosses the y-axis at y = -8, hence the intercept b is given as follows:

b = -8.

When x increases by 1, y decays by 5, hence the slope m is given as follows:

m = -5/1

m = -5.

Hence the function is defined as follows:

y = -5x - 8.

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The angle of depression from the sun that makes the shadow is 69.1°.

The angle of depression from the sun can be calculated using the formula, tan θ = h/l, where θ is the angle of depression, h is the height of the building, and l is the length of the shadow. In this case, h is 400ft, and l is 75ft. Plugging these numbers into the formula gives us tan θ = 400/75, which simplifies to [tex]θ = tan^-1(400/75)[/tex]. Using a calculator, this gives us an angle of depression of θ = 69.1°. Therefore, the angle of depression from the sun that makes the shadow is 69.1°.

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The only value of x for which (-9)(x+4) = 0 is x = -4.

Calculations that include changeable altering multipliers, joining, removal, and random subdivision must be done. They could accomplish the following if they united: An algorithm, some data, and a mathematical problem.

The expression (-9)(x+4) can be simplified by using the distributive property of multiplication:

(-9)(x+4) = -9x - 36

To find the values of x for which (-9)(x+4) = 0, we can set the expression equal to zero and solve for x:

-9x - 36 = 0

Adding 36 to both sides gives:

-9x = 36

Dividing both sides by -9 gives:

x = -4

Therefore, the only value of x for which (-9)(x+4) = 0 is x = -4.

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