Which inequality does this graph show?

Total number of  cups of berries does the school cafeteria have is 600

Addition is a basic mathematical operation that involves combining two or more numbers or quantities to find a total or sum. In other words, it is the process of finding the total amount when two or more numbers are added together.

To find the total number of cups of berries in the school cafeteria, you can add the number of cups of strawberries and blackberries.

The school cafeteria has 150 cups of strawberries and 450 cups of blackberries, so

Total cups of berries = cups of strawberries + cups of blackberries

Total cups of berries = 150 + 450

Total cups of berries = 600

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Answer:

30 feet

Step-by-step explanation:

Coordinates of Ann: (-4,3)

Coordinates of bottle caps: (4,-10)

Distance from Ann to bottle caps can be found out using the distance formula:
[tex]x_2=4, x_1=-4\\y_2=-3,y_1=-10\\Distance=\sqrt{(x_{2}-x_{1})^2 + (y_{2}-y_{1})^2 } \\=\sqrt{(4-(-4))^2 + ((-10)-3)^2} \\=15.26\\15\text{ is the answer}[/tex]

Answer: what do you mean? I need more info-

Step-by-step explanation:

I can answer it with more info :)

The method of documentation that describes the setting up of squares of known dimension over the entire pattern is known as grid method.

Grid method is a method of documentation that involves the setting up of squares of known dimensions over the entire pattern to document a site. This method is commonly used in archaeological surveys and historical preservation.

Therefore, grid method is a simple and effective way of recording data, and it is still widely used in the field of archaeology today.

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Answer:

O I, II & III

Step-by-step explanation:

(2, 3) and (1, 1)

m = (3 - 1)/(2 - 1) = 2

y = 2x + b

1 = 2(1) + b

b = -1

The equation of the line is

y = 2x - 1

I) y = 2(x - 2) + 3 = 2x - 4 + 3 = 2x - 1   Yes

II) y = 2x - 1   Yes

III) y = 2(x - 1) + 1 = 2x - 2 + 1 = 2x - 1   Yes

Answer: O I, II & III

Using the area formula for the rectangle, we can find that 2752 in² of plastic is needed to line the trough.

To determine the area a rectangle occupies within its perimeter, apply the formula for calculating a rectangle's area. Multiplying the length by the width yields the area of a rectangle (breadth).

As a result, the area of a rectangle with the length and breadth l and w, respectively, is calculated as follows. L × W = the rectangle's area. Hence, the area of a rectangle is equal to (length width).

Now in the given question,

We have 5 faces of the cuboid.

Now to find the total area of the required space we have to find the area of all the rectangles.

Area of rectangle with dimensions, l = 40inches and b = 14 inches.

Area = l × b

= 40 × 14

= 560in²

Now there are 2 rectangles with the same dimensions, so the total area = 560 + 560 = 1120in².

Now area of rectangles with dimensions, l = 14 inches and b = 24 inches.

Area = l × b

= 14 × 24

= 336in².

There are 2 rectangles with the same dimensions, so area = 336 + 336 = 672in².

Area of the final rectangle = l × b

= 40 × 24

= 960in².

So, the total required area = 1120 + 672 + 960 = 2752in².

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A rectangular flag is 29ft long and 17ft wide. if a triangle is cut out of the center of the flag that has a base of 9ft and a height of 2ft, So the remaining area of the flag is 484 ft².

The data we get from the question is,

        Length of rectangular flag = 29 ft

        Width of rectangular flag = 17 ft

        Base of triangle = 9 ft

        Height of triangle = 2 ft

  We need to find the remaining area of the flag when a triangle is cut out of the center of the flag. 

  We know that the area of the rectangle is given by:

                       Area of rectangle = length × breadth

                       Area of rectangle = 29 × 17

                                                     = 493 ft²

  The area of the triangle is given by:

                                       Area of triangle = (1/2) × base × height

                                       Area of triangle = (1/2) × 9 × 2

                                                                  = 9 ft²

   The remaining area of the flag will be the area of the rectangle minus the area of the triangle.

The remaining area of the flag = Area of the rectangle - Area of the triangle

                                                   = 493 - 9

                                                   = 484 ft²

         Therefore, the remaining area of the flag is 484 ft².

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The school can purchase 91 adult tickets and 41 children tickets, allowing for a total of 132 teachers and students to go on the trip within the budget of $12000.

Let's start by defining some variables to represent the quantities we're interested in: Let A be the number of adult tickets purchased. Let C be the number of children tickets purchased. Let T be the total number of teachers and students who go on the trip. To maximize the number of teachers and students while staying within budget, we can use linear programming. The objective function is N = T - A - C, where N is the number of teachers and students. The inequalities are 68A + 47C ≤ 12000 and T ≤ 225. Solving this linear program, we find that the school can purchase 91 adult tickets and 41 children tickets, allowing for a total of 132 teachers and students to go on the trip within the budget of $12000.

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the complete question :

A middle school wants to take students and teachers on a field trip to Six Flags Great America for spring break. The school has a budget of spending at most $12,000. They can also only take no more than 225 teachers and students. The adult tickets cost $68 each, and children tickets cost $47 each. How many adults and children can the school take to Six Flags within the given budget and attendance limit?

Answer:

Paper clip, Mobile phone, S​, Tennis racket, Car, Football pitch.

, Doug Bernard would profit $4,014.97 from this arbitrage opportunity.

Explanation:

Yes, Doug Bernard has an arbitrage opportunity based on these quotes. To make an arbitrage profit, he can follow these steps:

1. Convert $1,000,000 to Swiss francs using the Swiss franc/dollar rate: $1,000,000 * (SFr1.5995/$) = SFr1,599,500.
2. Convert the Swiss francs to Australian dollars using the Australian dollar/Swiss franc rate: SFr1,599,500 * (A$1.1458/SFr) = A$1,831,604.90.
3. Convert the Australian dollars back to U.S. dollars using the Australian dollar/U.S. dollar rate: A$1,831,604.90 / (A$1.8242/$) = $1,004,014.97.

The arbitrage profit would be the difference between the initial amount and the final amount

: $1,004,014.97 - $1,000,000 = $4,014.97.

Therefore, Doug Bernard would profit $4,014.97 from this arbitrage opportunity

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The following conditions must be met to conduct a two-proportion significance test:

the populations are independent, the probabilities of success multiplied by the sample sizes are greater than or equal to 10 and the probabilities of failure multiplied by the sample sizes are greater than or equal to 10 for each population, and the sample sizes are greater than 30.

The two-proportion significance test is a hypothesis test that compares the proportions of two independent populations.

To conduct the two-proportion significance test, the following conditions must be met:

Populations must be independent.

Sample sizes are greater than 30.

The probabilities of success multiplied by the sample sizes are greater than or equal to 10 and the probabilities of failure multiplied by the sample sizes are greater than or equal to 10 for each population.

The sample size should be large enough so that the sampling distribution of the sample proportion is nearly normal. The sample sizes should be large enough so that the central limit theorem can be applied.

In short, to conduct a two-proportion significance test, the populations must be independent, the probabilities of success multiplied by the sample sizes are greater than or equal to 10 and the probabilities of failure multiplied by the sample sizes are greater than or equal to 10 for each population, and the sample sizes are greater than 30.


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Since the triangles are similar, the value of x is equal to: C. 18 units.

In Mathematics, two (2) triangles are said to be similar when the ratio of their corresponding side lengths are equal and their corresponding angles are congruent.

By applying the properties of similar triangles, we have the following ratio of corresponding side lengths;

AC/RS = AB/RT

By substituting the given side lengths into the above equation, we have the following:

x/24 = 24/32

By cross-multiplying, we have the following;

32x = 24(24)

32x = 576

x = 576/32

x = 18 units.

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Missing information:

The question is incomplete and the complete question is shown in the attached picture.

The amount of work done when winding up a 50-foot long cable with a weight density of 8 pounds per foot is 14 feet is 5600 foot-pounds.

To explain this answer in more detail, work is a measure of energy and is calculated by multiplying force and distance. In this case, the force is the weight-density of the cable, which is 8 pounds per foot. The distance is the amount of cable that was wound up, which is 14 feet. Multiplying 8 and 14 together gives us the force of 112 pounds. Multiplying 112 by the total length of the cable, which is 50 feet, gives us the answer of 5600 foot-pounds.

To further explain, it is important to remember that 1 foot-pound is equal to 1 pound-foot. That means that 1 pound of force must be applied to move an object 1 foot in order to do 1 foot-pound of work. When this is applied to the example above, we can see that 8 pounds of force must be applied to the cable in order to move it 1 foot. Multiplying this by the length of the cable (50 feet) and the amount of cable wound up (14 feet) gives us the total amount of work done, which is 5600 foot-pounds.

In summary, the amount of work done when winding up a 50-foot long cable with a weight density of 8 pounds per foot is 14 feet is 14 x 8 x 50 = 5600 foot-pounds.

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Step-by-step explanation:

Area of circle =   pi r^2

10 inch = pi (5)^2 = 25 pi

12 inch = pi (6)^2 = 36 pi

12 inch is 11pi bigger

    percentage:  11 pi is what percentage of 25 pi ?

        11 pi / 25 pi x 100%  = 44 % bigger

The area of a pizza increases with the square of the diameter. Therefore, a 10-inch pizza has an area of [tex]π*(10/2)^2= 78.54[/tex]  square inches, and a 12-inch pizza has an area of [tex]π*(12/2)^2 = 113.10[/tex] square inches. This is an increase of 113.10 - 78.54 = 34.56 square inches, or an increase of 44.2%.

To explain further, the diameter of a pizza is measured from one side to the other through the center of the pizza. As the diameter of the pizza increases, the area of the pizza increases. This is because the area of a pizza is calculated as [tex]π*(d/2)^2[/tex], where d is the diameter. So, if the diameter increases, the area increases as well.

For example, if a 10-inch pizza has an area of 78.54 square inches, a 12-inch pizza would have an area of 113.10 square inches. This is an increase of 113.10 - 78.54 = 34.56 square inches, or an increase of 44.2%. This is because the diameter of the pizza has increased by 2 inches (10 inches to 12 inches), and the area has increased by 44.2%.

It is important to note that increasing the diameter of the pizza does not just increase the circumference of the pizza, but also the area. The increase in area is directly related to the increase in diameter, and can be calculated by taking the difference between the areas of the two pizzas.

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We can solve the system by elimination without multiplying first only when, [tex]$a = 8$[/tex].

To solve the system by elimination, we want to eliminate one of the variables, either x or y, from one of the equations. To do this, we need to find a multiple of one equation that cancels out one of the variables in the other equation.

We can eliminate x by multiplying the first equation by -4 and adding it to the second equation:

[tex]-4(ax+3y) + (4x+5y) &=\\ -4(7) + 15\(-4a+4)x + (5-12)y &=\\ -13\ (4-4a)x - 7y &= -13[/tex]

By adding the first equation to the second equation and multiplying it by -4, we can get rid of x:

[tex](4-4a)x-7y=13\\4x+5y=15[/tex]

We can eliminate y by multiplying the second equation by 7 and subtracting it from the first equation:

[tex](4-4a)x - 7y &=\\ -13-28x - 35y &=\\ -105[/tex]

Simplifying this last equation, we get:

[tex](4a-4)x &= 28x\\4a &= 32\\a &= 8[/tex]

Therefore, we can solve the system by elimination without multiplying first only when, [tex]$a = 8$[/tex].

For any other value of a, we need to multiply one or both equations by a constant before we can eliminate a variable.

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The class intervals are given as:

0 - 15   15-30  30-45

2            3          2

A histogram is a graphical representation of the distribution of numerical data. It is a way of summarizing the shape and spread of a set of continuous data values into a series of bins or intervals.

The histogram is a bar graph-like representation of the data, where the data is grouped into intervals or bins on the horizontal axis and the frequency or count of observations falling into each bin is represented by the height of the bar on the vertical axis.

Each value is grouped into one of three ranges, 0-15, 15-30, 30-45, once we know how many values are in each group, we can graph it.

The class intervals are given as:

0 - 15   15-30  30-45

2            3          2

The histogram is provided below:

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The probability that 2 red balls and 2 blue balls are taken from the box is 3/7. This can be expressed mathematically as [tex](8C2 * 8C2) / (16C4) = 3/7[/tex].

To better understand this probability, let's look at an example. Say there are 8 red balls and 8 blue balls in the box. This can be represented as:

R = 8, B = 8

We want to determine the probability of taking 2 red balls and 2 blue balls out of the box. To do this, we need to calculate the total number of ways of selecting 4 balls from the box (16 balls in total) and then calculate the total number of ways of selecting 2 red and 2 blue balls out of the box.

The total number of ways of selecting 4 balls from the box can be expressed as (16C4). This is calculated by dividing the number of ways of selecting 4 balls out of 16 (16!) by the number of ways of arranging those 4 balls in any order (4!):

[tex](16C4) = 16! / 4! = 1820[/tex]

The total number of ways of selecting 2 red and 2 blue balls out of the box can be expressed as (8C2 * 8C2). This is calculated by multiplying the number of ways of selecting 2 red balls out of 8 (8C2) by the number of ways of selecting 2 blue balls out of 8 (8C2):

[tex](8C2 * 8C2) = 8C2 * 8C2 = 28[/tex]

The probability of taking 2 red balls and 2 blue balls out of the box is then the ratio of the number of ways of selecting 2 red and 2 blue balls out of the box (28) to the total number of ways of selecting 4 balls from the box (1820):

P(2 red balls, 2 blue balls) = 28 / 1820 = 3/7

In conclusion, the probability of taking 2 red balls and 2 blue balls out of a box containing 8 red balls and 8 blue balls is 3/7.

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The average rate of change of the function as x varies from 2 to 5 is 22.

Given function: g(x) = 1 – 2x + [tex]3x^2[/tex]

To find the average rate of change of the function as x varies from 2 to 5.

Solution: We are given a function: g(x) = 1 – 2x + [tex]3x^2[/tex]

The average rate of change of the function as x varies from a to b is given by:

Average rate of change = f(b) - f(a) / b - a

Let a = 2 and b = 5

We have to find the average rate of change of g(x) as x varies from 2 to 5.

So, the average rate of change of g(x) is given by:

Average rate of change = g(5) - g(2) / 5 - 2

= [1 - 2(5) + 3([tex]5^2[/tex])] - [1 - 2(2) + 3([tex]2^2[/tex])] / 3

= [1 - 10 + 75] - [1 - 4 + 12] / 3= 66 / 3= 22

Therefore, the average rate of change of the function as x varies from 2 to 5 is 22.

An average rate of change is the amount that the function changes on average over a specified interval.

The formula for average rate of change is given as the change in the function value divided by the change in x value for two distinct points on the function.

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Nonparametric tests can be useful in situations where the data may not follow a specific distribution or where the assumptions of a parametric test are not met.

The nonparametric tests mentioned in your question do not assume any specific probability distribution for the data. Hence, they are called nonparametric tests. These tests are used when the assumptions required for parametric tests (e.g., normality) are not met, or when the data is measured on ordinal or nominal scales rather than continuous ones.

The Wilcoxon rank-sum test, sign test, and Wilcoxon signed-rank test are used to compare two independent or dependent samples. The Kruskal-Wallis test and Friedman test are used to compare three or more independent or dependent samples.

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Two plus x divided by twelve equals one divided by three

Case 1 :

Rewrite into numbers : 2 + x /12 = 1/3

-> x/12 = 1/3 - 2 = -5/3

-> x = -5/3 x 12 = -20

Case 2 :

Rewrite into numbers : (2 + x)/12 = 1/3

-> 2 + x = 1/3 x 12 = 4

-> x = 4 - 2 = 2

i dont know if you meant it the right way or the wrong way but ill just put them both

x=2

Step-by-step explanation:

(2+x)/12=1/3

3(2+x)=12

2+x=4

x=4-2

x=2

To increase £88 by 14%, we can use the multiplication method, which involves multiplying the original amount by the decimal equivalent of the percentage increase.

The multiplication method is a mathematical technique used to solve problems involving multiplication. It involves breaking down numbers into their constituent parts and then multiplying those parts together to arrive at the final answer.

To find the decimal equivalent of 14%, we divide the percentage by 100:

14% ÷ 100 = 0.14

This tells us that a 14% increase is equivalent to multiplying the original amount by 1.14 (1 + 0.14).

To increase £88 by 14%, we can multiply it by 1.14:

£88 x 1.14 = £100.32

Therefore, the increased amount is £100.32.

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it will take approximately 22.56 years for the amount to triple.

The given information for this problem is that there is an initial investment of $600 in an account with an annual interest rate of 4%. The task is to determine after how many years the amount will triple.Using the compound interest formula, we can find the amount in the account after t years:A = P(1 + r/n)nt Where,A = final amount in the account, P = initial amount in the account r = annual interest rate ,n = number of times the interest is compounded per year ,t = time in years.

From the problem statement, we know that the initial amount, P, is $600 and the annual interest rate, r, is 4%. Let's assume that the interest is compounded annually, i.e., n = 1.Substituting these values in the formula, we get:A = $600(1 + 0.04/1)1t Simplifying this expression,A = $600(1.04)t.

Taking the ratio of the final amount to the initial amount, we get: 3P = $600 × 3 = $1800. Therefore,A/P = 3 = (1.04)t.Dividing both sides by P, we get:3 = (1.04)t ln(3) = ln(1.04)t. Using the logarithmic property, we can bring down the exponent to the front:ln(3) / ln(1.04) = t Using a calculator, we get ≈ 22.56. Therefore, it will take approximately 22.56 years for the amount to triple.

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Therefore, the expression that would give the total number of elements in the array list is n*m.

The Student question is given below :Assume that Item is some class available to the code below and that n and m are two integer variables correctly initialized. Consider the following array declaration and initialization.

[tex]Item[][] list= new Item[n][m];[/tex]

What expression would give the total number of elements in the array list?

The expression that would give the total number of elements in the array list is n*m. The given array declaration and initialization is Item[][] list= new Item[n][m]; This declaration and initialization signify that the array list is a 2D array with n rows and m columns. The total number of elements in this array can be determined by computing the product of the total number of rows (n) and the total number of columns (m).

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Answer:

0.95P - 1.05P

Step-by-step explanation:

Calculate the error

5% of 1.0 Pound

5/100 x 1.0 = 5/100

1/20 = 0.05

The error is + or - 0.05

If you add 0.05 to 1.0Pound, you get 1.05P

If you Subract 0.05 to 1.0Poumd, you get 0.95Pound

The weight will be between 0.95Pound and 1.05 Pound

Answer: The speed of light is approximately 89,100 times faster than the speed of sound.

Step-by-step explanation: To find out how many times faster the speed of light is than the speed of sound, we need to divide the speed of light by the speed of sound:

Speed of light / Speed of sound = (6.710610^7) / (7.5410^2)

Simplifying this calculation gives us:

Speed of light / Speed of sound = 8.91*10^4

This means that the speed of light is approximately 89,100 times faster than the speed of sound.

Hope this helps, and have a great day!

The recursively defined function has a first term equal to 10 and a common difference of 4 is f(n) = 6 + 4n.

When a recursive procedure gets repeated, it's called recursion. A recursive is a type of function or expression stating some conception or property of one or further variables, which is specified by a procedure that yields values or cases of that function by constantly applying a given relation or routine operation to known values of the function.

We have first term = a = 10

And the common difference of d = 4

We have the formula for the t terms of a as 10 and d as 4

f(n) = a + (n - 1)d

f(n) = 10 + (n-1) x 4

f(n) = 10 + 4n - 4

f(n) = 6 + 4n

So, the defined function is f(n) = 6 + 4n.

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Answer:

The possible coordinates of point A are (−8,1) or (8,1).