the in song the twelve days of christmas, my true love gave to me first 1 gift, then 2 gifts and 1 gift, then 3 gifts, 2 gifts and 1 gift, and so on. how many gifts did my true love give me all together during the twelve days?

Answer:

first answer is correct

y = -1/2 x^2 + x + 1

Step-by-step explanation:

based on the graph, you can find two points

(2,1) and (0,1)

I input (2, 1) to each equation to check

y = -1/2 x^2 + x + 1 is correct

Donna Mosier should use an Individuals control chart to set control limits for the data entry process.

An Individuals control chart is a type of process control chart used to monitor the process when the sample size is one. In this case, Mosier is examining 100 records entered by each of the 20 clerks, making the sample size one.

To set control limits that include 99.73% of the random variation in the data entry process, Mosier can use the following steps:

By using an Individuals control chart, Mosier can set control limits to monitor the data entry process and detect any issues before they become major problems.

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Answer:

see the images and explanation

Step-by-step explanation:

for the graph:

the domain 0 < x < 5

the range for each functions:

g(x) = 2x + 1

g(x) = y  ,   1 < y < 11

h(x) = 2x + 2 ,  2 < y < 12

We have identified three parent functions that exhibit 180-degree rotational symmetry around the point (0,0): the constant function f(x) = 0, the odd power functions f(x) = x²ⁿ⁺¹ for any integer n, and the tangent function f(x) = tan(x) on the interval (-π/2, π/2).

A function f(x) exhibits 180-degree rotational symmetry around the point (0,0) if and only if f(-x) = -f(x) for all x. To see why, consider rotating the graph of f(x) by 180 degrees around the origin.

Using this criterion, we can identify the parent functions that have 180-degree rotational symmetry around the point (0,0). These functions are:

The constant function f(x) = 0. This function is symmetric about the origin, and any rotation around the origin preserves this symmetry.

The odd power functions f(x) = x²ⁿ⁺¹ for any integer n. These functions are also symmetric about the origin, and any rotation around the origin preserves this symmetry. To see why, note that f(-x) = (-x)²ⁿ⁺¹ = -x²ⁿ⁺¹ = -f(x) for all x.

The tangent function f(x) = tan(x) on the interval (-π/2, π/2). This function has vertical asymptotes at x = π/2 and x = -π/2, but these do not affect its rotational symmetry around the origin.

To see why, note that f(-x) = tan(-x) = -tan(x) = -f(x) for all x in the interval (-π/2, π/2).

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Answer:

C and D

Step-by-step explanation:

cosA = [tex]\frac{adjacent}{hypotenuse}[/tex] = [tex]\frac{AB}{AC}[/tex] = [tex]\frac{4}{5}[/tex] ⇒ C

sinA = [tex]\frac{opposite}{hypotenuse}[/tex] = [tex]\frac{BC}{AC}[/tex] = [tex]\frac{3}{5}[/tex] ⇒ D

The value of both domain and range of this exponential function is (−∞,∞).

y = 2x-9

The domain of the function can be defined as all real numbers except the ones where the expression is undefined. In the case of 2x-9, there is no real number for which this expression is undefined. Therefore, a domain of this exponential function is (−∞,∞).

The range of the function is defined as the set of all valid y values. In this case, all real numbers are valid values of y. Therefore, the range of this exponential function is (−∞,∞).

Therefore, domain of y = 2x-9 is (−∞,∞) and range is also (−∞,∞).

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Weight cannot be represented as a function of height.

No, the weight of Karim's friends cannot be represented as a function of their height.

To represent weight as a function of height, there should be a consistent relationship between the height and weight values.

However, from the given data, we can see that for the same height, there are different weight values, and for the same weight, there are different height values.

This indicates that there is no one-to-one relationship between height and weight, and hence weight cannot be represented as a function of height.

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The H. C. F of 80,215,245 and 720 using long division method is 5.

The long division method to find the Highest Common Factor (H.C.F.) of 80, 215, 245, and 720.

Divide the largest number by the smallest number.

720 ÷ 80 = 9 with a remainder of 0

Divide the smallest number by the remainder from the previous step.

80 ÷ 40 = 2 with a remainder of 0

Divide the remainder from the previous step by the next smallest number.

40 ÷ 5 = 8 with a remainder of 0

Divide the remainder from the previous step by the next smallest number.

5 ÷ 5 = 1 with a remainder of 0

We have reached a remainder of 0, which means that 5 is the H.C.F. of the given numbers.

Therefore, the H.C.F. of 80, 215, 245, and 720 is 5.

We can also verify this by listing the factors of each number and finding the common factors:

80: 1, 2, 4, 5, 8, 10, 16, 20, 40, 80

215: 1, 5, 43, 215

245: 1, 5, 7, 35, 49, 245

720: 1, 2, 3, 4, 5, 6, 8, 9, 10, 12, 15, 16, 18, 20, 24, 30, 36, 40, 45, 48, 60, 72, 80, 90, 120, 144, 180, 240, 360, 720

The common factors are 1, 5, and 40.

The largest common factor is 5, which is the same as what we obtained using the long division method.

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Every day, the number of views of the video increases by 80% of the previous day's views.

Every day, the number of views of the video increases by a certain percentage. To find the daily percent change in the views, we can use the formula for percent change, which is given by:

percent change = ((new value - old value) / old value) * 100

In this case, the old value is the number of views at the start, which is 500, and the new value is the number of views after one day, which is given by:

V(1) = 500*(1.8)^1 = 900

Substituting these values into the formula, we get:

percent change = ((900 - 500) / 500) * 100 = 80%

In other words, for every day that passes, the number of views of the video is multiplied by a factor of 1.8.

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Answer:

B

Step-by-step explanation:

The value of 0.6 is greater than the value of 0.39 because 0.6 represents a larger proportion or fraction of a whole than 0.39 does.

To compare these two values, we can think of them as parts of a whole. For example, we can consider 0.6 as 60% of a whole and 0.39 as 39% of the same whole. When we compare 60% and 39%, it is clear that 60% is greater than 39%.

Another way to compare these two values is to convert them to fractions. 0.6 can be written as 6/10 or 3/5, while 0.39 can be written as 39/100.

When we compare 6/10 and 39/100, we can see that 6/10 is greater than 39/100 because 6/10 represents 6 parts out of 10, while 39/100 represents 39 parts out of 100.

Therefore, we can conclude that the value of 0.6 is greater than the value of 0.39 because it represents a larger proportion or fraction of a whole.

Step-by-step explanation:

j = jana's age

m = mom's age = 2.5 j

g = grandma's age = 5.25 j      summed, they equal 149 IN THREE YEARS

j+3       +     2.5j +3     +    5.25 j + 3 = 149

8.75 j  + 9 = 149

8.75 j = 140

j = 16  y/o

   mom = 2.5 j = 40 y/o

         g-ma = 5.25 j = 84 y/o

The statement that is true about Evan's expression is that it represents a linear function of the amount of medicine in his bloodstream, where the initial amount is 100 milligrams and the rate of change is -0.4 milligrams per minute.

What is the equivalent expression?

Equivalent expressions are expressions that perform the same function despite their appearance. If two algebraic expressions are equivalent, they have the same value when we use the same variable value.

The expression 100 - 0.4m represents the amount of medicine in Evan's bloodstream after m minutes, where the amount of medicine decreases by 0.4 milligrams each minute.

The coefficient of the variable m (-0.4) represents the rate of change of the amount of medicine in Evan's bloodstream per minute. It tells us that for every one minute that passes, the amount of medicine in his bloodstream decreases by 0.4 milligrams.

The constant term (100) represents the initial amount of medicine in Evan's bloodstream before the medicine starts to decrease.

Therefore, the statement that is true about Evan's expression is that it represents a linear function of the amount of medicine in his bloodstream, where the initial amount is 100 milligrams and the rate of change is -0.4 milligrams per minute.

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Answer: i dont know if this is right but i put a^4+b^4=c^4

Step-by-step explanation:

I have no idea tho

The surface area of the cylinder is approximately 94.2 ft².

Surface area refers to the total area of the external or outer part of an object. It is the sum of the areas of all the individual surfaces or faces of the object. Surface area is typically measured in square units, such as square inches (in²), square feet (ft²), or square meters (m²), depending on the unit of measurement used.

According to the given information:

The surface area of a cylinder is the sum of the lateral surface area (the curved surface) and the area of the two circular bases.

The formula for the lateral surface area of a cylinder is given:

Lateral Surface Area = 2πrh

where r is the radius of the cylinder and h is the height of the cylinder.

Plugging in the given values for the radius (r = 3 ft) and height (h = 2 ft), we can calculate the lateral surface area:

Lateral Surface Area = 2π * 3 * 2 = 12π ft²

The formula for the area of a circle (which represents the bases of the cylinder) is given:

Circle Area = πr²

Plugging in the given value for the radius (r = 3 ft), we can calculate the area of each circular base:

Circle Area = π * 3² = 9π ft²

Since there are two bases in a cylinder, we multiply this by 2 to account for both bases:

2 * Circle Area = 2 * 9π = 18π ft²

Now, we can add the lateral surface area and the area of the two bases to find the total surface area of the cylinder:

Total Surface Area = Lateral Surface Area + 2 * Circle Area

= 12π + 18π

= 30π ft²

As a decimal rounded to the nearest tenth, the surface area of the cylinder is approximately 94.2 ft²

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Answer:

2x-13

Step-by-step explanation:

First flip the operation to be (-10x^2+2x-10) + (10x^2-3).

Then you simplify it. The 10x^2 would get canceled out. You would then get 2x-13.

Answer: Sarah bought 5 first class tickets and (13-5) = 8 coach tickets.

Step-by-step explanation: The taken a toll of one to begin with lesson ticket is $1200 and the fetched of one coach ticket is $380.

So, the full taken a toll of first class tickets would be 1200x and the entire cost of coach tickets would be 380(13-x) = 4940 - 380x.

The overall fetched of the tickets is given as $9040, so we will set up the taking after condition:

1200x + 4940 - 380x = 9040

Streamlining and tackling for x, we get:

820x = 4100

x = 5

Answer:150°

Step-by-step explanation:

The probability is approximately 0.446 or 44.6%.

Waiting time is exponentially distributed, we can use the cumulative distribution function (CDF) of the exponential distribution to solve this problem.

Let X be the waiting time in minutes.

X is exponentially distributed with a mean of 8 minutes.

The rate parameter λ is equal to 1/8.

The CDF of the exponential distribution is given by:

[tex]F(x) = 1 - e^(-\lambda x)[/tex]

The probability that a patient will see the doctor within eleven minutes of the scheduled time.

The value of F(11) - F(0).

[tex]F(11) = 1 - e^(-\lambda \times 11) = 1 - e^(-11/8)[/tex] ≈ 0.554

[tex]F(0) = 1 - e^(-\lambda \times 0) = 1 - e^0 = 1[/tex]

Therefore, the probability that a randomly selected patient will see the doctor within eleven minutes of the scheduled time is:

F(11) - F(0) ≈ 0.554 - 1 ≈ 0.446

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Answer: there is only one number

Answer:

Solo hay un número primo que se puede escribir como suma de dos números primos y también como diferencia de dos números primos.

Espero haber ayudado :D

The probability of selecting no Independents is $\frac{{7 \choose 2} + {8 \choose 2}}{{20 \choose 2}} = \frac{91}{190} \approx 0.4789$.

Lee needs to score a total of 26 points in the next game to increase his mean score to 13 points.

Given that

Scores = 12,14,14,15,8,10,3,15

To increase his mean score to 13 points,

Lee needs to have a total of 13 x 9 = 117 points after the next game.

He has already scored a total of 12+14+14+15+8+10+3+15 = 91 points in the first 8 games.

Therefore, Lee needs to score a total of 117 - 91 = 26 points in the next game to increase his mean score to 13 points.

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This means that we can be 95% confident that the true population means examination score falls within this range based on the sample data.

The confidence interval estimate of the population means examination score can be calculated using the sample mean and the margin of error. The margin of error depends on the level of confidence and the sample size.

For example, if a sample of 100 applications provided a sample mean score of 80, and a 95% confidence level is used, the confidence interval estimate of the population mean examination score would be:

Margin of error = (critical value) x (standard error)

The critical value for a 95% confidence level with 99 degrees of freedom is 1.984. The standard error can be calculated using the formula:

Standard error = (standard deviation) / sqrt(sample size)

If the standard deviation of the examination scores is known, it can be used in the formula. If not, the sample standard deviation can be used as an estimate.

Assuming a sample standard deviation of 10, the standard error would be:

[tex]Standard\  error = \frac{10} { \sqrt{(100)}} = 1[/tex]

Therefore, the margin of error would be:

Margin of error = 1.984 x 1 = 1.984

The confidence interval estimate of the population means examination score would be:

80 ± 1.984, or between 78.016 and 81.984.

This means that we can be 95% confident that the true population means examination score falls within this range based on the sample data.

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The 95% confidence interval for the population mean examination score would be between 72.23 and 77.77, to the

nearest whole number.

To determine the confidence interval estimate of the population mean examination score based on a sample mean

provided to the nearest whole number, we need to know the sample size and the level of confidence.

Assuming a normal distribution and a level of confidence of 95%, we can use the following formula to calculate the

confidence interval estimate:

Confidence interval = sample mean +/- (critical value) x (standard error)

The critical value can be found using a t-distribution table or a calculator, based on the sample size and degrees of

freedom (n-1). For a sample size of 30 or more, we can use the z-score instead of the t-score.

The standard error is the standard deviation of the sample divided by the square root of the sample size.

For example, if a sample of 50 applications provided a sample mean of 75, and the standard deviation was 10, the

standard error would be 10/sqrt(50) = 1.41.

Assuming a level of confidence of 95%, the critical value for a sample size of 50 and degrees of freedom of 49 would be 1.96.

Therefore, the confidence interval estimate would be:

75 +/- 1.96 x 1.41 = 75 +/- 2.77

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Answer:

The answer is 7 pens

Answer:

The answer is 7x(5-2y)

Step-by-step explanation:

35x-14xy

7x(5-2y)

the error made is the x in the bracket

Answer:

Jaxon made 11 free throws over the season.

Step-by-step explanation:

If he made 5% of his free throws, we know that he will make 5% of the total number of free throws he took, which is 220:

We multiply 220 by 0.05, or 5% to find out how many free throws he made:

220*0.05 = 11

After that, we now know that Jaxon made 11 of his free throws out of 220 over the course of the season, or 5%.

To determine if each ordered pair is a point of intersection between the line x - y = 6 and the circle y² - 26 = -x², we need to substitute the values of x and y in both equations and see if they are true for both.

For the ordered pair (1, -5):

x - y = 6 becomes 1 - (-5) = 6, which is true.

y² - 26 = -x² becomes (-5)² - 26 = -(1)², which is false.

Therefore, (1, -5) is not a point of intersection.

For the ordered pair (1, 5):

x - y = 6 becomes 1 - 5 = -4, which is false.

y² - 26 = -x² becomes (5)² - 26 = -(1)², which is true.

Therefore, (1, 5) is a point of intersection.

For the ordered pair (5, -1):

x - y = 6 becomes 5 - (-1) = 6, which is true.

y² - 26 = -x² becomes (-1)² - 26 = -(5)², which is false.

Therefore, (5, -1) is not a point of intersection.

So the answer is:

(1,-5) - No

(1,5) - Yes

(5,-1) - No

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If y is proportional to the square root of x and y = 60 when x = 36, then the value of x when y = 80 is 64

We are given that y is proportional to the square root of x, or y ∝ √x.

Using the constant of proportionality k, we can write this relationship as:

y = k√x

To solve for k, we can use the values given in the problem

y = 60, x = 36

60 = k√36

60 = k × 6

k = 60 / 6

Divide the numbers

k = 10

Now that we know k, we can use the same equation to find x when y = 80

80 = 10√x

Squaring both sides, we get

6400 = 100x

x = 64

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The given question is incomplete, the complete question is:

y ∝ √x If y = 60 when x = 36, find x when y = 80​.

The logical assumption used is: An arithmetic sequence is a set of discrete values, whereas a line is a continuous set of values.

An arithmetic sequence is a set of numbers where, with the exception of the first term, each term is obtained by adding a fixed constant to the term before it. Every pair of following terms in the sequence has the same fixed constant, which is known as the common difference. A1 stands for the first term in an arithmetic sequence, while an is used to represent the nth term.

A solid line symbolises continuous numbers, whereas the classmate's logical presumption is that an arithmetic series comprises of discrete values. This presumption is untrue, though, as a line can effectively represent an arithmetic series.

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The answer is   X = 10

⇒ Given [tex]\frac{2x}{3} + 1 = \frac{7x}{15} + 3[/tex]

⇒  [tex]\frac{2x+3}{3} = \frac{7x+45}{15}[/tex]

⇒ 15(2x + 3) = 3(7x + 45)

⇒ 30x + 45 = 21x + 135

⇒ 30x - 21x = 135 - 45

⇒ 9x = 90

⇒ x = [tex]\frac{90}{9}[/tex]

⇒ Therefore X = 10

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