Answers
Answer: (D) 12 to 4
Step-by-step explanation:
First, we will find the number of people waiting in line for each activity.
➜ Bumper cars is 12
➜ Slingshot is 4
Next, we will create our ratio. This is asking for Bumper cars to Slingshot, so Bumper cars is first with Slingshot second.
➜ 12 to 4
Related Questions
for #10: evaluate double integral by converting to polar coordinates:
Answers
The solutions to the equation:
8. The value of the integral is 0.
9. The value of the integral is approximately -0.336.
10. The value of the integral is π(b - a)/4
11. The value of the integral is π/4 - (1/2)(1 - e^4).
12. The value of the integral is -8π.
13. The value of the integral is π/64 + π/(32√2).
How did we get these values?8. To evaluate the integral ∫∫R(2x-y) dA over the region R in the first quadrant enclosed by the circle x² + y² = 4 and the lines x= 0 and y=x, we can use polar coordinates.
First, we convert the equations of the circle and line into polar coordinates:
x² + y² = 4 becomes r² = 4
y = x becomes θ = π/4
The region R can be described in polar coordinates as 0 ≤ r ≤ 2 and 0 ≤ θ ≤ π/4. The differential element dA can be expressed in polar coordinates as dA = r dr dθ.
Now we can evaluate the integral:
∫∫R(2x-y) dA = ∫₀^(π/4) ∫₀² (2r²cosθ - rsinθ) r dr dθ
= ∫₀^(π/4) ∫₀² (2r³cosθ - r²sinθ) dr dθ
= ∫₀^(π/4) [r⁴cosθ/2 - r³sinθ/3]₀² dθ
= ∫₀^(π/4) 8cosθ/3 - 8sinθ/3 dθ
= [8/3(sinθ - cosθ)]₀^(π/4)
= 8/3(1/√2 - 1/√2 - (0 - 0))
= 0
Therefore, the value of the integral is 0.
9. To evaluate the integral ∫∫Rsin(x² + y²) dA over the region R in the first quadrant between the circles with center the origin and radii 1 and 3, we can again use polar coordinates.
In polar coordinates, the region R can be described as 1 ≤ r ≤ 3 and 0 ≤ θ ≤ π/2. The differential element dA can be expressed as dA = r dr dθ.
Now we can evaluate the integral:
∫∫Rsin(x² + y²) dA = ∫₀^(π/2) ∫₁³ r sin(r²) dr dθ
= ∫₀^(π/2) [-cos(r²)]₁³ dθ
= ∫₀^(π/2) cos(1) - cos(9) dθ
= sin(1) - sin(9)
≈ -0.336
Therefore, the value of the integral is approximately -0.336.
10. To evaluate the integral ∫∫R y²/x² + y²dA over the region that lies between the circles x² + y² = a² and x² + y² = b² with 0 < a < b, we can use polar coordinates.
In polar coordinates, the region R can be described as a ≤ r ≤ b and 0 ≤ θ ≤ 2π. The differential element dA can be expressed as dA = r dr dθ.
Now we can evaluate the integral:
∫∫R y²/x² + y²dA = ∫₀^(2π) ∫ₐᵇ (r⁴cos²θsin²θ)/(r⁴cos²θ) r dr dθ
= ∫₀^(2π) ∫ₐᵇ sin²θ cos²θ dr dθ
= ∫₀^(2π) [(b-a)/4](cos²θ - sin²θ) d
= ∫₀^(2π) [(b-a)/4](cos²θ - sin²θ) dθ
= [(b-a)/8] ∫₀^(2π) (1 - sin(2θ)) dθ
= [(b-a)/8] (2π - 0)
= π(b - a)/4
Therefore, the value of the integral is π(b - a)/4.
11. To evaluate the integral ∫∫D e^(-x²-y²) dA, where D is the region bounded by the semicircle x = √(4 - y²) and the y-axis, we can use polar coordinates.
In polar coordinates, the region D can be described as 0 ≤ r ≤ 2 and 0 ≤ θ ≤ π/2. The differential element dA can be expressed as dA = r dr dθ.
Now we can evaluate the integral:
∫∫D e^(-x²-y²) dA = ∫₀^(π/2) ∫₀² e^(-r²) r dr dθ
= ∫₀^(π/2) [-1/2 e^(-r²)]₀² dθ
= ∫₀^(π/2) (1/2 - 1/2e^4) dθ
= π/4 - (1/2)(1 - e^4)
Therefore, the value of the integral is π/4 - (1/2)(1 - e^4).
12. To evaluate the integral ∫∫D cos(√(x²+y²)) dA, where D is the disk with center at the origin and radius 2, we can again use polar coordinates.
In polar coordinates, the region D can be described as 0 ≤ r ≤ 2 and 0 ≤ θ ≤ 2π. The differential element dA can be expressed as dA = r dr dθ.
Now we can evaluate the integral:
∫∫D cos(√(x²+y²)) dA = ∫₀^(2π) ∫₀² r cos(r) dr dθ
= ∫₀^(2π) [2 sin(r) - 2r cos(r)]₀² dθ
= ∫₀^(2π) (-4) dθ
= -8π
Therefore, the value of the integral is -8π.
13. To evaluate the integral ∫∫R arctan(y/x) dA, where R = {(x,y) | 1 ≤ x² + y² ≤ 4, 0 ≤ y ≤ x}, we can use polar coordinates.
In polar coordinates, the region R can be described as π/4 ≤ θ ≤ π/2 and 1/√2 ≤ r ≤ 2. The differential element dA can be expressed as dA = r dr dθ.
Now we can evaluate the integral:
∫∫R arctan(y/x) dA = ∫π/4^(π/2) ∫1/√2² r arctan(tan(θ)) dr dθ
= ∫π/4^(π/2) [(r²θ/2 - r²tan(θ)/4)]1/√2² dθ
= ∫π/4^(π/2) [(2θ - π/2)/8] dθ
= [θ²/16 - (θ - π/4)/8]π/4^(π/2
= [π/16 - (π/4 - π/4√2)/8] - [(π/16 - (π/8 - π/8√2)/8)]
= π/64 + π/(32√2)
Therefore, the value of the integral is π/64 + π/(32√2).
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The question in text format:
8. ∫∫R(2x-y) dA, where R is the region in the first quadrant enclosed by the circle x² + y² = 4 and the lines x= 0 and y=x
9. ∫∫Rsin(x² + y²) dA, where R is the region in the first quadrant between the circles with center the origin and radii 1 and 3
Answer
10. ∫∫R y²/x² + y²dA, where R is the region that lies between the circles x² + y² = a² and x² + y² = b² with 0 < a < b
11. ∫∫D e⁻ˣ²⁻ʸ²dA, where D is the region bounded by the semi-circle x = √4 - y² and the y-axis
12. ∫∫D cos √x² + y² da, where D is the disk with center the origin and radius 2
13. ∫∫R arctan (y/x) dA, where R= {(x,y) | 1 ≤ x² + y² ≤ 4,0 ≤ y ≤ x}
(c) Some of the students were asked how much time they spent revising for the test. 10 students revised for 2.5 hours, 12 students revised for 3 hours and students revised for 4 hours. The mean time that these students spent revising was 3.1 hours. Find n. Show all your working.
Answers
Answer:
N=8
Step-by-step explanation:
61 + 4n = 3.1n + 68.2
.9n = 7.2
n = 8
Think about setting up a code for 24 letters (all of the letters in the alphabet except for O and I) with a two-number code for each letter. What are the pros and cons of assigning codes randomly vs. systematically?
Answers
Random codes reduce biases and increase security, but may be hard to use and result in inefficient coding. Systematic codes are easier to organize and use, but may be more predictable and less secure. The choice depends on needs and trade-offs between security, efficiency, and ease of use.
Assigning codes randomly:
Pros:
Reduces the likelihood of biases or patterns in the code assignment
Difficult to guess or predict the code for a given letter, increasing security
Cons:
May not be intuitive or easy to remember for users
Difficult to organize or sort codes in a meaningful way
May result in inefficient coding with long or repetitive codes
Assigning codes systematically:
Pros:
Easier to organize and sort codes alphabetically or by other criteria
Can be more intuitive and easy to remember for users
Can result in shorter or more efficient codes
Cons:
May be more susceptible to patterns or biases in the code assignment
May be easier to guess or predict the code for a given letter, reducing security
Ultimately, the choice of whether to assign codes randomly or systematically depends on the specific needs and goals of the coding system, as well as the trade-offs between security, efficiency, and ease of use.
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A souvenir shop sells t-shirts. The shop determines the price of each shirt by adding $3.75 to the price that it pays for the item. Then, that amount is doubled.
Before tax is added to the purchase, how much will a customer pay for a t-shirt that costs the souvenir shop $16.88? DUEE NOW PLS HELPP
Responses
A $20.63
B $36.95
C $45.35
D $41.26
The souvenir store pays $12.99 for a t-shirt. The store uses its usual price markup and adds $1.34 for sales tax., Which choice is the total amount a customer pays for the t-shirt?
Responses
A $34.82
B $23.71
C $28.40
D $14.33
Answers
Answer: D $41.26
Step-by-step explanation:
We will follow the steps given in the question. If it costs the shop $16.88, we will add $3.75 and double it.
2(16.88 + 3.75) = $41.26
D $41.26
Answer: A $34.82
Step-by-step explanation:
First, we will follow the steps given in the question. If it costs the shop $12.99, we will add $3.75 and double it.
2(12.99 + 3.75) = $33.48
Next, we will add the sales tax to this amount.
$33.48 + $1.34 = $34.82
A $34.82
(3 1/2 hours) how many minutes?
Answers
Answer:
210 minutes
Step-by-step explanation:
We know that 1 hour = 60 minutes.
3 hours = 3 * 60 = 180 minutes
1/2 hour = 1/2 * 60 minutes = 30 minutes
3 1/2 hours = 180+30 = 210 minutes
Answer:
210 minutes
Step-by-step explanation:
To convert from hours to minutes, we can multiply by a conversion ratio:
[tex]\left(3 \dfrac{1}{2} \text{ hr}\right)\left(\dfrac{60 \text{ min}}{1 \text{ hr}}\right)[/tex]
↓ converting the mixed number to a fraction
[tex]\left(\dfrac{7}{2} \text{ hr}\right)\left(\dfrac{60 \text{ min}}{1 \text{ hr}}\right)[/tex]
↓ canceling the hours unit
[tex]\dfrac{7}{2} \cdot 60 \text{ min}[/tex]
↓ multiplying
[tex]\boxed{210\text{ min}}[/tex]
__
Note: When we multiply something by a conversion ratio, we are not changing the value of it, but rather changing its form. In other words, a conversion ratios has a value of 1, and anything multiplied by 1 is itself. To illustrate this:
[tex]\dfrac{60 \text{ min}}{1 \text{ hr}} = \dfrac{60 \text{ min}}{60\text{ min}} = \dfrac{1}{1} = 1[/tex]
because
[tex]1 \text{ hr} = 60 \text{ min}[/tex].
Mila's math teacher said that each question answered correctly on a test would be worth 3 points. Answer the questions below regarding the relationship between the number of questions correct and the score on the test.
Answers
After answering the presented question, we can conclude that probability Therefore, the probability of 30 or more seconds between vehicle arrivals is approximately 0.0498.
What is probability?Probability is a measure of how likely an event is to occur. It is represented by a number between 0 and 1, with 0 representing a rare event and 1 representing an inescapable event. Switching a fair coin and coin flips has a chance of 0.5 or 50% because there are two equally likely outcomes. (Heads or tails). Probabilistic theory is an area of mathematics that studies random events rather than their attributes. It is applied in many fields, including statistics, economics, science, and engineering.
Sketch of exponential probability distribution with mean of 12 seconds:
|
|
| .
| . .
| . .
| . .
| . . .
| . . .
| . . .
| . . .
| . . .
| . . . .
| . . . .
| . . . .
| . . . . .
| . . . . .
|_____________. . . . . . .
0 12 X
The X-axis represents the time between vehicle arrivals, and the Y-axis represents the probability density. The peak of the distribution is at 12 seconds, which is the mean.
b. Probability of the arrival time between vehicles being 12 seconds or less:
Since the mean of the exponential distribution is 12 seconds, we can use the cumulative distribution function (CDF) to find the probability of the arrival time being 12 seconds or less:
[tex]P(X < = 12) = 1 - e^(-12/12) = 1 - e^(-1) ≈ 0.6321[/tex]
Therefore, the probability of the arrival time between vehicles being 12 seconds or less is approximately 0.6321.
c. Probability of the arrival time between vehicles being 6 seconds or less:
[tex]P(X < = 6) = 1 - e^(-6/12) = 1 - e^(-0.5) ≈ 0.3935[/tex]
Therefore, the probability of the arrival time between vehicles being 6 seconds or less is approximately 0.3935.
d. Probability of 30 or more seconds between vehicle arrivals:
[tex]P(X > = 30) = e^(-30/12) ≈ 0.0498[/tex]
Therefore, the probability of 30 or more seconds between vehicle arrivals is approximately 0.0498.
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It takes Oscar of an hour to get dressed and make his bed. It takes him another of an hour to eat breakfast and brush his teeth. How long does it take Oscar to get ready for school?
Answers
Answer:
Step-by-step explanation:
If it takes him one hour to get dressed and make his bed
then another to eat breakfast + brush his teeth
that's two hours total because
1hr+1hr=2hrs
Please Help I need an answer quickly!
Answers
Answer:
Hope this helps
Step-by-step explanation:
△ABC - Find the ratios and simplify them if necessary
[tex]\frac{8}{10} =\frac{4}{5}\\\\\frac{8}{6}= \frac{4}{3} \\\\\frac{10}{6}= \frac{5}{3}[/tex]
△DEF - Find the ratios (they can't be simplified)
[tex]\frac{4}{5}\\\\\frac{4}{3} \\\\\frac{5}{3}[/tex]
The difference between two numbers is 47. Two times
the smaller number is 22 more than the larger number. What
are the numbers
Answers
Answer:
Let's call the smaller number "x" and the larger number "y". We know that:
y - x = 47 (Equation 1)
And also, we know that:
2x = y + 22 (Equation 2)
We can solve this system of equations by substituting the expression for "y" from Equation 1 into Equation 2:
2x = (x + 47) + 22
Simplifying this equation, we get:
2x = x + 69
Subtracting "x" from both sides, we get:
x = 69
Now we can use Equation 1 to find the value of "y":
y - 69 = 47
y = 47 + 69
y = 116
Therefore, the two numbers are 69 and 116.
The numbers are 25 and 72.
Let the smaller number be x.
As the difference between smaller and larger number is 47, the larger number is 47 more than smaller.
∴ The larger number = x+47.
Now, according to question,
two times the smaller number is 22 more than the larger number.
two times the smaller number=2x
∴ Larger number=2x+22
⇒ 2x+22=x+47 (as the larger number is x+47)
⇒ 2x-x=47-22 ( transferring variables on LHS and constants on RHS)
⇒ x=25
∴ the smaller number is 25
and the larger number = x+47=25+47
=72
Hence, the smaller number is 25 and the larger number is 72.
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ind the slope of each line.
1)
Answers
Answer:
the slope of this line is 2/2
Step-by-step explanation:
because the formula for slope is y=mx+b
m= slope of a line
+b= y-intercept.
slope= change in y/change in x
the equation is y=1x+2
i hope this helps :)
1 The figure shows a rectangle inscribed in a circle.
Determine the area of the shaded region. Use 3.14
for and round to the nearest tenth.
Answers
Answer:
46.8 cm²
Step-by-step explanation:
The diagonal of the square has length [tex]\sqrt{6^2+10^2}=2\sqrt{34}[/tex]. Therefore, the radius of the circle is [tex]\sqrt{34}[/tex], meaning the area is [tex]\pi(\sqrt{34})^2 \approx 34(3.14)=106.76[/tex].
The area of the rectangle is [tex](6)(10)=60[/tex] cm².
Subtracting the areas, the answer is 46.76 cm², which is 46.8 cm² to the nearest tenth.
Find the slope of the line passing through the points(-3,3) and(5,9) .
8TH GRADE MATH 30 POINTS
Answers
The slope of a line passing through two points $(x_1, y_1)$ and $(x_2, y_2)$ is given by:
slope
=
�
2
−
�
1
�
2
−
�
1
slope=
x
2
−x
1
y
2
−y
1
Using the coordinates given, we have:
slope
=
9
−
3
5
−
(
−
3
)
=
6
8
=
3
4
slope=
5−(−3)
9−3
=
8
6
=
4
3
Therefore, the slope of the line passing through the points $(-3,3)$ and $(5,9)$ is $\frac{3}{4}$.
A rectangle has a width that is 6 inches less than its length. The perimeter of the rectangle is 72 inches. What is the length?
Answers
Let's call the rectangle's length x and its width, x - 6.
Since a rectangle has 4 sides and the perimeter of the rectangle
is just the distance around the outside of the figure,
we can create an equation.
This equation will be x + x + x - 6 + x - 6 = 72.
Simplifying on the left gives us 4x - 12 = 72.
Add 12 to both sides to get 4x = 84.
Now divide both sides by 4 to get x = 21.
Since x represents our length, we know that the length is 21 inches.
5 2/3 + 29/69+6 21/23 what is the sum
Answers
Answer:
To add mixed numbers, we first need to convert them to improper fractions. 5 2/3 = (5 x 3 + 2)/3 = 17/3 6 21/23 = (6 x 23 + 21)/23 = 139/23 Now we add the fractions together: 17/3 + 29/69 + 139/23 To add these fractions, we need to find a common denominator. The smallest common denominator for 3, 69, and 23 is 3 x 69 x 23 = 15087. So we rewrite each fraction with the common denominator: 17/3 x 5039/5039 = 85763/15087 29/69 x 219/219 = 633/15087 139/23 x 657/657 = 9123/15087
Claire has a bag of candy full of 5 strawberry chews and 15 cherry chews that she eats
one at a time. Which word or phrase describes the probability that she reaches in
without looking and pulls out a strawberry or a cherry chew?
O likely
O an equal chance or 50-59
O certain
O impossible
Answers
The phrase that describes the probability that Claire reaches in without looking and pulls out a strawberry or a cherry chew is "an equal chance" or "50-50 chance".
What is probability?Chance is represented by probability. The study of the occurrence of random events is the subject of this mathematical subfield. The value is expressed as a number from 0 to 1. Mathematicians have begun to use the concept of probability to predict the likelihood of certain events.
This is because there are 5 strawberry chews and 15 cherry chews in the bag, so
the probability of drawing a strawberry chew is 5/20 or 1/4, and
the probability of drawing a cherry chew is 15/20 or 3/4.
Despite the fact that neither of the outcomes has the same probability, there are only two possible outcomes
Therefore, the probability of Claire drawing either a strawberry or a cherry chew is an equal chance or 50-50.
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can you solve this quesiton?
Answers
Using chain rule, the derivative of the function is 1 / [4x^(3/4) (1 + x^(1/2))].
What is the derivative of the function?Let u(x) = √4. Then we can write the given function as d/dx[tan^-1(u(x))].
Recall that the chain rule for differentiation states that d/dx[f(g(x))] = f'(g(x)) * g'(x). Applying this to our function, we have:
d/dx[tan^-1(u(x))] = [d/dx(tan^-1(u))] * [d/dx(u(x))]
To find d/dx(tan^-1(u)), we use the formula for the derivative of the inverse tangent function: d/dx[tan^-1(u)] = u'(x) / [1 + u(x)^2].
To find u'(x), we differentiate u(x) = sqrt4 with respect to x using the chain rule as follows:
d/dx[√4] = (1/2)x^(-3/4) * (d/dx)(x) = (1/2)x^(-3/4)
Therefore, u'(x) = (1/2)x^(-3/4).
Substituting u(x) and u'(x) into the formula for the derivative of the inverse tangent function, we get:
d/dx[tan^-1(u(x))] = [1 / (2x^(3/4) * (1 + x))]
Finally, substituting this expression for d/dx(tan^-1(u)) and d/dx(u(x)) back into our original chain rule expression from step 2, we get:
d/dx[tan^-1(√4)] = [1 / (2x^(3/4) * (1 + x))] * (1/4)x^(-3/4)
Simplifying the expression in step 6 by multiplying the two terms in the denominator and bringing x to the common denominator, we get:
d/dx[tan^-1(√4)] = 1 / [4x^(3/4) (1 + x^(1/2))]
Therefore, the derivative of the function d/dx[tan^-1(√4)] is 1 / [4x^(3/4) (1 + x^(1/2))].
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Find the area of the shaded region. Leave your answer in terms of a and in simplified radical
form.
120°
15 cm
The area of the shaded region is
(Simplify your answer. Use integers or fractions for any numbers in the expression. Type an exact answer in terms of x.)
50/1)
(1)
In
Answers
The area of the shaded region, we need to subtract the area of the smaller circle from the larger circle. Let's call the radius of the larger circle "r" and the radius of the smaller circle "a".
the area of the shaded region is 3πa^2.
The area of a circle is given by the formula
[tex]A = πr^2.[/tex]
Therefore, the area of the larger circle is πr^2 and the area of the smaller circle is πa^2.
To find the area of the shaded region, we need to subtract the area of the smaller circle from the larger circle:
Shaded area = [tex]πr^2 - πa^2[/tex]
However, we're not done yet because we need to simplify this expression in terms of "a" and in simplified radical form. To do this, we can factor out π from both terms:
Shaded area = π(r^2 - a^2)
We can simplify this expression further by noticing that [tex]r^2 - a^2 [/tex]is actually the difference of two squares, which can be factored as:
[tex]r^2 - a^2 = (r + a)(r - a)[/tex]
Therefore, the area of the shaded region is:
Shaded area = [tex]π(r + a)(r - a)[/tex]
And since we were asked to leave our answer in terms of "a" and in simplified radical form, we can substitute r = 2a (since the diameter of the larger circle is twice the radius of the smaller circle) and simplify:
Shaded area =[tex] π(2a + a)(2a - a) = π(3a)(a) = 3πa^2[/tex]
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3. How many units are between the diamond
and the circle?
Answers
The distance between the diamond and the circle is approximately 5.83 units.
What is the distance between two points?
[tex]d = √((x_2 - x_1)^2 + (y_2 - y_1)^2)[/tex]
Where [tex](x_1,y_1) and (x_2,y_2)[/tex] are two co-ordinates.
Here we want to find the distance between the diamond and the circle.
We need to use the distance formula.
Here position of diamond is (2,3) and circle is (5,8)
Substituting the values into the formula, we get:
[tex]d = √((5 - 2)^2 + (8 - 3)^2) \\ = √(3^2 + 5^2) \\ = √34 \\ ≈ 5.83 units[/tex]
Therefore, the distance between the diamond and the circle is approximately 5.83 units.
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Correct question is "Position of a diamond in the point (2,3) and a circle in (5,8). How many units are between the diamond and the circle?"
The distance between the diamond and the circle is approximately 5.83 units.
What is the distance between two points?Here we want to find the distance between the diamond and the circle.
Here position of diamond is (2,3) and circle is (5,8)
Substituting the values into the formula, we get:
d²= ([tex]x_{2} -x[/tex]₁)²+(y₂-y₁)²
Therefore, the distance between the diamond and the circle is approximately 5.83 units.
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Rewrite the fractions 2/5 and 4/15 as fractions with a least common denominator
Answers
Answer:
Step-by-step explanation:
To rewrite the fractions 2/5 and 4/15 with a least common denominator, we need to find the least common multiple (LCM) of their denominators, which is 15.
For 2/5, we can multiply the numerator and denominator by 3 to get:
2/5 = (2 x 3)/(5 x 3) = 6/15
For 4/15, we don't need to do anything since its denominator is already 15.
Therefore, the equivalent fractions with a least common denominator are:
2/5 = 6/15
4/15 = 4/15
Answer: 2/5 and 133/100/15
Step-by-step explanation:
Mr. Sofi drew a random sample of 10 grades from each of his Block 1 and Block 2 Algebra Unit 2 Test. The following scores were the ones he drew:
Block 1: 25, 60, 70, 75, 80, 85, 85, 90, 95, 100.
Block 2: 70, 70, 75, 75, 75, 75, 80, 80, 85, 100.
1. What is the interquartile range of each block?
A. Block 1 IQR: 75; Block 2 IQR: 30
B. Block 1 IQR: 20; Block 2 IQR: 15
C. Block 1 IQR: 15; Block 2 IQR: 10
D. Block 1 IQR: 20; Block 2 IQR: 5
Answers
We can determine the interquartile range of each block by using the mean: (D) Block 1 IQR: 20; Block 2 IQR: 5
What is mean?The mean, often known as the arithmetic mean, is a statistic that expresses the central tendency of a collection of numerical data.
It is calculated by summing up all of the dataset's values and dividing the result by the total number of values.
Since it gives a single value that summarises the entire dataset, the mean is frequently employed as a typical value for a dataset.
Outliers in the dataset, however, have the potential to have an impact.
We must first establish the quartiles in order to determine the interquartile range (IQR) for each block.
This can be accomplished by first determining the median (Q2) of each block, followed by the medians of the lower (Q1) and upper (Q3) halves of the data.
Block 1's:
Q1: median of {25, 60, 70, 75, 80} = 70
Q2: median of {85, 85, 90, 95, 100} = 90
Q3: median of {70, 75, 80, 85, 90} = 80
IQR = Q3 - Q1 = 80 - 70 = 10
Block 2's:
Q1: median of {70, 70, 75, 75, 75} = 75
Q2: median of {75, 75, 80, 80, 85} = 80
Q3: median of {80, 85, 100, 75, 75} = 82.5
Therefore, we can determine the interquartile range of each block by using the mean: (D) Block 1 IQR: 20; Block 2 IQR: 5
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Correct question:
Mr. Sofi drew a random sample of 10 grades from each of his Block 1 and Block 2 Algebra Unit 2 Test. The following scores were the ones he drew:
Block 1: 25, 60, 70, 75, 80, 85, 85, 90, 95, 100.
Block 2: 70, 70, 75, 75, 75, 75, 80, 80, 85, 100.
What is the interquartile range of each block?
A to City B. In 5 days, they have traveled 2,075 miles. At this rate, how long will it take them to travel from City A to City B?
Answers
In the question, we can draw the conclusion that, according to the formula, it will take them 10 days to get from City A to City B if they continue travelling at their current average speed of [tex]415 miles[/tex]per day.
What is formula?A formula is a set of mathematical signs and figures that demonstrate how to solve a problem.
Formulas for calculating the volume of [tex]3D[/tex] objects and formulas for measuring the perimeter and area of [tex]2D[/tex] shapes are two examples.
A formula is a fact or a rule in mathematical symbols. In most cases, an equal sign connects two or more values. If you know the value of one, you can use a formula to calculate the value of another quantity.
We need to know the average pace at which they went to figure how long it would take to get from City A to City B at the same rate.
total distance / time taken = average speed
[tex]415 miles[/tex] per day [tex]2075/ 5[/tex], it would take them [tex]10[/tex] days to get from City A to City B because
Time taken = [tex]2075/415[/tex] per days [tex]= 5 days[/tex]
Therefore it will take them 10 days to get from City A to City B if they continue travelling at their current average speed of [tex]415 miles[/tex]per day.
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PLEASE HELPPP
Simplify (x^4y^8)^1/2
Answers
[tex]x^{2} y^{4}[/tex]
You are the student council member responsible for planning a school dinner dance. You will
need to choose a caterer, hire a band, analyze costs, and choose flowers for decoration. You
need to keep the ticket price as low as possible and still cover the costs.
Part 1 Choosing a Band
Band A charges a flat fee of $500 to play for the evening.
Band B charges $350 plus $1.50 per student.
Part A: Write a system of equations to represent the cost of the two bands.
Part B: Graph the system of equations and find the number of students for which the cost of
the bands would be equal.
Part 2: Choosing a Caterer
A caterer charges a fixed amount for preparing a dinner plus a rate per student served. The
total cost is modeled by the equation:
Total cost = fixed amount + rate * number of students
You know that the total cost for 50 students will be $450 and the total cost for 150 students
will be $1050. Find the caterer's fixed cost and the rate per student served. Explain your
answer.
Part 3: Analyzing cost
Use the information from Items 1 and 2. Assume that 100 students come to the dinner dance.
Decide which band you should choose and what the total cost per ticket should be to cover
the expenses of the band and caterer. Then repeat your calculations for 200 students.
Explain your reasoning.
Part 4: Choosing Flowers
You can spend no more than $500 on flowers for the event. A bouquet of daisies cost $25
each and a bouquet of roses cost $35 each.
Part A: Write and graph an inequality that represents the number of each type of flower that you can buy.
Part B: Suppose you buy 15 bouquets of daisies. What is the maximum number of bouquets
of roses you can afford? Explain.
Answers
A) System οf equatiοns:
Band A: Cοst = $500
Band B: Cοst = $350 + $1.5x, where x is the number οf students.
B) Graph:
Tο graph the system οf equatiοns, we can plοt twο pοints fοr each band. Fοr Band A, we οnly need οne pοint, since it has a flat fee οf $500 regardless οf the number οf students. Fοr Band B, we can chοοse twο values οf x tο find the cοrrespοnding cοsts:
Band A: (0, 500)
Band B: (0, 350) and (100, 500)
The graph is shοwn belοw:
Graph οf Band A and Band B cοsts
Tο find the number οf students fοr which the cοst οf the bands wοuld be equal, we can set the twο equatiοns equal tο each οther:
$500 = $350 + $1.5x
Sοlving fοr x, we get:
x = (500 - 350)/1.5 = 100
Therefοre, if the number οf students is 100, the cοst οf Band A and Band B wοuld be the same.
Part 2:
Let x be the number οf students served, y be the tοtal cοst, a be the fixed cοst, and r be the rate per student served. Then we have the fοllοwing system οf equatiοns:
a + 50r = 450
a + 150r = 1050
Subtracting the first equatiοn frοm the secοnd, we get:
100r = 600
Sοlving fοr r, we get:
r = 6
Substituting r intο the first equatiοn, we get:
a + 50(6) = 450
a = 150
Therefοre, the caterer's fixed cοst is $150 and the rate per student served is $6.
Part 3:
If 100 students cοme tο the dinner dance, the cοst οf Band A wοuld be $500 and the cοst οf Band B wοuld be:
$350 + $1.5(100) = $500
Therefοre, the cοst οf either band wοuld be the same, sο we can chοοse either οne. The tοtal cοst fοr the caterer wοuld be:
$150 + $6(100) = $750
Tο cοver the expenses οf the band and caterer, the tοtal cοst per ticket wοuld be:
($500 + $750)/100 = $12.50
If 200 students cοme tο the dinner dance, the cοst οf Band A wοuld still be $500, but the cοst οf Band B wοuld be:
$350 + $1.5(200) = $650
Therefοre, we shοuld chοοse Band A tο keep the ticket price as lοw as pοssible. The tοtal cοst fοr the caterer wοuld be:
$150 + $6(200) = $1350
Tο cοver the expenses οf the band and caterer, the tοtal cοst per ticket wοuld be:
($500 + $1350)/200 = $9.25
Part 4:
A) Inequality:
Let x be the number οf bοuquets οf daisies and y be the number οf bοuquets οf rοses. Then we have:
25x + 35y ≤ 500
This is because we cannοt spend mοre than $500 οn flοwers.
Tο graph this inequality, we can first graph the equatiοn:
25x + 35y = 500
This represents the bοundary line οf the inequality. We can find twο pοints οn the line by chοοsing twο values οf x:
When x = 0, y = 500/35 = 14.3 (apprοximately)
When x = 20, y = 0
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please helppppppppppppppppppp
Answers
AB = 14 units
BC = 11 units
CD = 14 units
AD = 11 units
Explanation
You can count the units from point to point to find length
Answer:
Step-by-step explanation:
You can solve this 2 ways:
1) just count the number of units from one point to the other
2) calculate it using the coordinates of the points and the distance between 2 points formula: d = √(x2-x1)²+(y2-y1)²
A(-7, 6) B(7, 6) C(7, -5) D(-7, -5)
AB = √(7--7)²+(6-6)² = √14² = 14
BC = √(7-7)²+(-5-6)² = √-11² = 11
CD = √(-7-7)²+(-5--5)² = √-14² = 14
AD = √(-7--7)²+(-5-6)² = √-11² = 11
Question 3 A student solved a quadratic equation as shown here: 2x² + 5x = 12 (2x + 5) = 12 z = 12 or 2x+5 = 12 z = 12 or 2x+5-5=12-5 z = 12 or 2x = 7 x = 12 or x = 1 z = 1,12 Explain the errors in the process. Then correct the errors, and solve the equation.
Answers
The process of solve of the quadratic equation is not correct. As the product of x and (2x+5) is equal to 12. Thus the value of x or 2x+5 never equals to 12. The solutions of the quadratic equation are 4, -3/2
What is an equation?
A mathematical equation is a formula that uses the equals sign to express the equality of two expressions.
The given quadratic equation is
2x² + 5x = 12
2(x² + (5/2)x) = 12
Divide both sides by 2:
x² + (5/2)x = 6
x² + 2 ×(5/4)x + (5/4)² = 6 + (5/4)²
(x + (5/4))² = 6 + (25/16)
(x + (5/4))² = 121/16
x + (5/4) = ± 11/4
x = 5/4 + 11/4 , 5/4 - 11/4
x = 4, -3/2
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Find the perimeter of a rectangle whose length is 29 centimeters and whose width is 12 centimeters less than its length. Question content area bottom Part 1 The perimeter of the rectangle is enter your response here ▼ (Simplify your answer.)
Answers
Answer:92 centimetres
Step-by-step explanation:
What is the value of {-4,6]?
Answers
The value of {-4,6} is -4.
The braces {} create a set.
The elements in a set are written inside the braces.
When a set contains only two elements, it is considered a set with two elements or a pair of elements.
In this case, the braces {-4,6} contain two elements: -4 and 6.
Thus, the value of this set is the union of these two elements, which in this case is the sum of the two elements: -4 + 6 = 2
Consider the 1000 95% confidence intervals (CI) for that a statistical consultant will obtain for various clients.
Suppose the data sets on which the intervals are based are selected independently of one another.
How many of these 1000 intervals do you expect to capture the corresponding value of?
What is the probability that between 950 and 970 of these intervals contain the corresponding value of ? (Hint: Let Y = the number among the 1000 intervals that contain . What kind of random variable is Y?).
Note: use continuity correction.
Answers
Y follows a binomial distribution, where P(Y=1) is the likelihood that one interval includes.
the likelihood that between 950 and 970 of these intervals will contain the corresponding value
The likelihood that a parameter will fall between two values close to the mean is shown by a confidence interval1. Although there is a known likelihood of success2, there is no assurance that a particular confidence range does indeed capture the parameter. The population parameter is fixed, whereas the confidence interval is a random variable.
Let Y represent one of the 1000 intervals that contain the value. With parameters n=1000 and p=P(Y=1),
Y follows a binomial distribution, where P(Y=1) is the likelihood that one interval includes.
Using the normal approximation to the binomial distribution with continuity correction,
one can determine the likelihood that between 950 and 970 of these intervals will contain the corresponding value.
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The smaller train is a scale drawing of the larger train is the length of the tire rod connecting the three tires of the larger chain as shown below is 36 inches right in equation to find the length of the tire rod of the smaller chain interpret your solution in the context of the problem.
Answers
the tire rod of the smaller train would be 3.6 inches long if the scale factor is 10.
What is the constant of proportionality?
The constant of proportionality is a term that is defined as the rate or the ratio of two proportional values which are known to be at the same value.
we can set up the following proportion:
(Larger train tire rod length) / (Larger train length) = (Smaller train tire rod length) / (Smaller train length)
Substituting the given values, we have:
36 / (Larger train length) = x / (Smaller train length)
Since we don't know the exact lengths of the larger and smaller trains, we cannot solve for x directly. However, we can use the fact that the smaller train is a scale drawing of the larger train to set up another proportion:
(Larger train length) / (Smaller train length) = (Scale factor)
Let the scale factor be s. Then we can rewrite the above proportion as:
(Larger train length) = s x (Smaller train length)
Substituting this expression into the first proportion, we have:
36 / (s x Smaller train length) = x / (Smaller train length)
Simplifying, we get:
x = 36 / s
x = 36 / 10 = 3.6 inches
In other words, the tire rod of the smaller train would be 3.6 inches long if the scale factor is 10.
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Please help me with this question!!!!!!!!!!!!!!!!!!!!!