A driver travels 120 miles, stops, and then travels ¼ of the distance she has already driven. After stopping again, the driver travels ⅔ of the distance she has already traveled. Now, the entire distance she has driven is 55 miles more than 1 ⅔ of the remaining trip. How many miles does the driver still have to travel?

The 99% confidence level produces the most comprehensive interval due to the increase in critical value.

99%, because, as the level of confidence increases, zc increases.

The level of confidence is the probability that actual value will fall in the confidence interval determined using sample statistics. As the probability increases, the area (middle part) under the curve expands, which results in increasing the critical value(zc) that determines the acceptance region.

The increase in the critical value results in increasing the margin of error, which defines the confidence interval's spread from the mean value of the distribution.

Hence, the 99% confidence level produces the most comprehensive interval due to the increase in critical value.

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The scale factor from the map is 1 in : 8 ft

From the question, we have the following parameters that can be used in our computation:

Kitchen = 3 in

Also from the question, we have the following legend/key

1 in : 8 ft

The above represents the scale factor of dilation used on the map

This can be re-expressed as

Scale = 1 in : 8 ft

Hence, the scale factor of dilation is 1 in : 8 ft

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Answer:

Point C

Step-by-step explanation:

The students that still need to complete their assignments = 14

According to the given question,

The total number of students in Mr. Torres's class = 24

Now as the question tells us,

Mr. Torres instructed the students to read only if they have finished their assignments.

The percentage of the class that is reading = is 40% which means that 40% of the class has completed their assignments.

Now we have to calculate the number of students that are still doing their assignments,

⇒ 40 % of the 24

⇒ [tex]\frac{40}{100}[/tex] x 24

⇒ 0.4 x 24

⇒ 9.6 ≈ 10

So the students that have completed their assignments = 10

Students that are still doing their assignments,

⇒ 24 - 10

⇒ 14

Therefore, The students that still need to complete their assignments = 14

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Mr. Torres tells his class of 24 that when they have completed their assignment they may read at the end of class 40% of the class is reading how many students still need to complete their assignment

The degree of freedom for the f-test for anova in a regression model with 4 predictors and 47 observations is  (4,42)

degree of freedom = (k, n - k - 1)

= (4, 47 - 4 - 1)

= (4, 42).

Any statistical test with an F-distribution for the test statistic under the null hypothesis is known as an F-test. In order to determine which statistical model better represents the population from which the data were sampled, it is most frequently applied when contrasting models that have been fitted to data sets.

Exact "F-tests" are typically required after least squares fitting of the models to the data. In honor of Ronald Fisher, George W. Snedecor came up with the name. In the 1920s, Fisher created the statistic as the variance ratio.

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Answer:

y = 3x - 3

Step-by-step explanation:

Answer:

y = 3x + 3

Step-by-step explanation:

When two lines are parallel, this means they have the same slope!

So, first, we are going to take the slope from the equation y = 3x - 11 and use it in our new equation

SLOPE = 3

Next, we use the point-slope formula to make a new equation for the coordinate (4,9) ⇒ x = 4 and y = 9

Point-slope equation = y - y1 = m ( x - x1 )

Let's plug in and solve!

y - 9 = 3 ( x - 4 )

Simplify to turn it into INTERCEPT FORM !

y - 9 = 3x - 12

y = 3x + 3

This is the final answer!

I hope I helped! Let me know if you have any questions about my answer! :)

Answer:

2 is the answer

Step-by-step explanation:

(∜8³)⅓

the (⁴√8) is 2 { 2×2×2×2 = 8}

= (2³)⅓

= 2³×⅓

= 2

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6) A table that represents the cost of the cab ride is;

5   15.25

10.   28.95

15.    42.45

20.    55.95

7) The equation in slope intercept form is;

y = 2.70x + 1.95

8) The equation in point slope form is; y - 15.25 = 2.70(x - 5)

9) The equation in standard form is; -2.70x + y = 1.95

10) What the slope indicates is the amount of money charged per mile driven by each cab ride.

6) A table that represents the cost of the cab ride given the number of miles provided for miles 5, 10, 15 and 20.

5   15.25

10.   28.95

15.    42.45

20.    55.95

7) The general equation of a line in slope intercept form is y = mx + b

where;

m is slope.

b is y-intercept

The slope will be 2.70 since that is how much we go up for a mile

Similarly, 1.95 is y-intercept since it is where we start no matter what and we have to add that constant fee every time.

Thus, the equation is;

y = 2.70x + 1.95

8) The general equation for a line in point slope form is;

y - y₁ = m(x - x₁)

Thus, the equation by taking the first coordinate is;

y - 15.25 = 2.70(x - 5)

9) The equation in standard form will be;

y = 2.70x + 1.95

Thus;

-2.70x + y = 1.95

10) What the slope indicates is the amount of money charged per mile driven by each cab ride.

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Answer: 3 47/126

Step-by-step explanation: You have to find the common denominator to make the problem easy and make sense. I highly recommend using a fraction calculator if you aren't sure how to do it.

The point of the demonstration was to illustrate that numbers are not always represented in the same way, and can look different when rotated or flipped. It also showed that numbers can look the same, even when they are not in the same orientation.

The demonstration asked the student to examine five different versions of the number 3. Each version was displayed in a different orientation. The point of the demonstration was to illustrate that numbers are not always represented the same way. Each number can look different when rotated or flipped. It also showed that numbers can look the same, even when they are not in the same orientation. This helps to show that numbers have an orientation and can be presented in different ways. It also helps to demonstrate that numbers are not always read from left to right, but can be read from right to left as well.

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A possible definition for function f(x) is given as follows:

y = -2x² - 2.

According to the Factor Theorem, the function f(x) can be defined according to it's zeros, as follows:

f(x) = a(x - x')(x - x'').

In which:

Two of the points of the function are (1,0) and (-1,0), hence the zeros are given as follows:

x' = 1, x'' = -1.

Then the function can be defined as follows:

f(x) = a(x - 1)(x + 1)

f(x) = a(x² - 1).

When x = 0, y = 2, hence the leading coefficient a is obtained as follows:

2 = a(0 - 1)

-a = 2

a = -2.

Thus the complete definition of the function is of:

y = -2(x² - 1)

y = -2x² - 2.

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Crew 1 more worker-days to repave the same distance, it is also clear that they required more worker-day per mile than Crew 2.

True. Crew 1 worked a total of 12 worker-day.

True. Crew 1 repaved the highway at a rate of 12 mile per day.

True. Crew 2 repaved the highway at a faster rate than Crew 1.

True. Crew 1 required more worker-day per mile than Crew 2.

True. Crew 2 repaved the highway at a rate of 1.3 worker-day per mile.

Crew 1 - 6 workers and 4 days of work = 24 worker-days to repave 2 miles of highway. This means that Crew 1 repaved the highway at a rate of 12 miles per day.

Crew 2 - 8 workers and 5 days of work = 40 worker-days to repave 3 miles of highway. This means that Crew 2 repaved the highway at a rate of 1.3 worker-days per mile.

Since Crew 2 repaved the highway in fewer worker-days, it is clear that they repaved the highway at a faster rate than Crew 1. Additionally, since it took Crew 1 more worker-days to repave the same distance, it is also clear that they required more worker-day per mile than Crew 2.

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Answer:

Step-by-step explanation:

Use the formula for a normal dist.

⊕ = sigma

∪ = standard deviation,  mu

f(x) = 1 / (⊕*[tex]\sqrt{2\pi }[/tex])*e^(-1/2*(x-∪/⊕)^2)

A)  f(274) =  1 / (16*[tex]\sqrt{2\pi }[/tex])*e^(-1/2*(274-266/16)^2)

             = 0.022

B  F(246) = 1 / (16*[tex]\sqrt{2\pi }[/tex])*e^(-1/2*(246-266/16)^2)

             = 0.017

Answer:

Step-by-step explanation:

Let the congruent sides of an isosceles △ be x.

Let the base of the isosceles △ be y

According to the 1st condition,

x+x+y=30

2x+y=30

According to the 2nd condition

x=y+3

x−y=3

Solving equation (1) and (2)

2x+y=30

x−y=3

-------------------

3x=33

x=

3

33

​

x=11

By substituting x=11 in equation (1)

2x+y=30

2(11)+y=30

22+y=30

y=30−22

=8

∴ The length of the sides of a △ are 11cm,11cm and 8cm.

A chart that compares three sets of values in a three-dimension chart is called surface.

A two-dimensional collection of points (flat surface), a three-dimensional collection of points with a curved cross section (curved surface), or the perimeter of any three-dimensional solid are all examples of surfaces in geometry.

A surface is typically a continuous boundary that separates two areas of a three-dimensional space. For instance, a sphere's surface divides its interior from its exterior, and a horizontal plane divides the half-planes above and below it. Despite the fact that regions they contain are three-dimensional and have a volume, surfaces are basically two-dimensional and have an area. Despite this, surfaces are frequently referred to by the names of the regions they surround. Differential geometry studies the characteristics of surfaces, particularly the concept of curvature.

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divide user number by down numbers

Step-by-step explanation:

lowest volume was achieved in sample 1 where the highest cake volume was shown in sample 5. Table 4 shows the sensory scores reported by sensory 60 panellists of a 1-9 point scale using a hedonic rating to evaluate the overall acceptability of the cake samples. The overall acceptability was affected significantly (p<0.05) for wheat flour in the cake samples as shown in Table 5. The highest value was 8.3 achieved in sample 6 where the lowest value was 6.8 found in sample 1 while the average of overall acceptability is 7.55 which mean the medium between like moderately

Answer:

True

Step-by-step explanation:

The probabilities of all outcomes add to 1.

The vertex of the absolute value function f(x) = (-2/3)*|x + 4| is:

(-4, 0)

Here we have the following absolute value function:

f(x) = (-2/3)*|x + 4|

The x-value of the vertex is the one that makes the argument of the absolute value part equal to zero, so we will get:

x + 4 = 0

x = -4

To et the y-value of the vertex we evaluate the function in x = -4, we will get:

f(-4) = (-2/3)*|-4 + 4|

f(-4) = 0

Then the vertex of the absolute value function is (-4, 0).

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Step-by-step explanation:

Given that,QTR =77°

RTS =71°

QTS=QTR+RTS

=77°+71°

=148°

Answer:

∠QTS is 148°

Step-by-step explanation:

To find the measure of ∠QTS we would simply add the angles.

[tex]77+71=148[/tex]

The sum of interior angles in a triangle is 180°

We can check our work by subtracting the adjacent angles from 180.

A right angle is 90°.

[tex]90-77=13[/tex]

[tex]90-71=19[/tex]

[tex]180-13-19=148[/tex]

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The probability that a bridge hand will have exactly 2 queens is 0.45%.

To find the probability of getting a bridge hand with exactly 2 queens, we need to use the binomial probability formula. The formula is:

P(exactly k successes) = (n choose k) * p^k * (1-p)^(n-k)

Where:

n is the total number of trials

k is the number of successes in the trials

p is the probability of success in a single trial

In this case, the total number of trials is 13 (since a bridge hand consists of 13 cards), and the number of successes we want is 2 (since we want exactly 2 queens). The probability of success in a single trial is the probability of drawing a queen, which is 4/52 (since there are 4 queens in a deck of 52 cards).

Plugging these values into the formula, we get:

P(exactly 2 queens) = (13 choose 2) * (4/52)² * (48/52)¹¹

= (78) * (1/169) * (4/13)¹¹

= (4/169) * (4/13)¹¹

This simplifies to:

P(exactly 2 queens) = (4/169) * (4/13)¹¹

= (4/169) * (4/169)¹¹

= (4/169)¹²

The final probability is approximately 0.0045 or 0.45%. This means that the probability of getting a bridge hand with exactly 2 queens is quite low.

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The rate of change in the farm's average tree height in feet in relation to the number of years the trees have been planted is 7 ft/yr.

Given that,

In the picture we have a table with the linear relationship between the average height in feet of tree on a form and the number of years since tree where planned.

We have to find what is the rate of change in the farm's average tree height in feet in relation to the number of years the trees have been planted.

We know that,

1,3,6,11,15 years have passed since the trees were planted.

10, 24, 45, 80, 10 is the average height in feet.

The number of years since the trees were planted as a whole is now 1+3+6+11+15 = 36.

Total Average Height (ft.) = 10 + 24 + 45 + 80 + 108=267

Therefore, the rate of change in average height is equal to the sum of average height and the number of years.

The average height change rate is 267 divided by 36.

The average height is changing at a rate of 7.4 feet every year.

Average height change of less than 7 feet each year.

In relation to the number of years since the trees were planted, the average annual growth rate of the farm's trees, measured in feet, is 7 ft/yr.

Therefore, The rate of change in the farm's average tree height in feet in relation to the number of years the trees have been planted is 7 ft/yr.

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Answer:

Step-by-step explanation:

In 1970, 92% of American 30-year-olds earned more than their parents did at age 30 (adjusted for inflation). In 2014, only 51% of American 30-is The probability is. 83

Probability is the branch of mathematics concerning numerical descriptions of how likely an event is to occur, or how likely it is that a proposition is true. The probability of an event is a number between 0 and 1, where, roughly speaking, 0 indicates impossibility of the event and 1 indicates certainty.

How is probability determined?

picture for "probability"

The probability is computed by dividing the total number of possible outcomes by the number of possible ways the event could occur. Probability and odds are two distinct ideas. Odds are calculated by dividing the likelihood that something will occur by the likelihood that it won't.

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The F-statistic for the F-test for joint significance for the variables that are omitted between Regression 1 and Regression 2 is calculated by dividing the difference between the sum of squares of the two regressions by the sum of squares of the omitted variables.

The F-statistic for the F-test for joint significance is a measure of the strength of the relationship between the variables that have been omitted between two regressions. It is calculated by taking the difference between the sum of squares of the two regressions, and dividing it by the sum of squares of the omitted variables. This gives us a value that indicates how well the omitted variables explain the variance in the data. If the value is high, then the omitted variables do explain a significant amount of the variance in the data, indicating that they should not be omitted.

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The inequalities for the equation -7x + 3y ≤ 15 is [tex]x\ge \frac{-15+3y}{7}[/tex] and 6x - 5y < 12 is [tex]x < \frac{12+5y}{6}[/tex]

What is inequalities ?

An inequality in mathematics is a relation that compares two numbers or other mathematical expressions in an unequal way. The majority of the time, size comparisons between two numbers on the number line are made.

In mathematics, "inequality" refers to a relationship between two expressions or values that are not equal to one another.

Inequality of wealth (the distribution of wealth across households or individuals at a particular point in time), inequality of opportunity (the impact on income of circumstances over which individuals have no control, such as the availability of jobs), and lifetime inequality (the inequality in incomes for an individual over his or her lifetime) are all related concepts.

- 7x ≤ 15 - 3y

(-7x)(-1) ≥ 15 (-1) - 3y(-1)

7x ≥ -15 + 3y

Dividing by 7 we get

[tex]x\ge \frac{-15+3y}{7}[/tex]

6x < 12 + 5y

Dividing by 6 we get

[tex]x < \frac{12+5y}{6}[/tex]

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Step-by-step explanation:

the mean value is average is the sum of all data divided by the number of data points.

with the second test she will have 2 data points.

the first was 74 points (74% of 100 points = 74 points).

x = 2nd test result

(74 + x)/2 = 80

74 + x = 160

x = 86

she must earn 86% on her second test to achieve an average score of 80%.

Step-by-step explanation:

since the roller coaster takes always 8 people at a time, this problem is simply to find how often 8 fits into 346 and how many people are remaining (when we cannot fill all 8 places anymore at the end).

that is what division is for.

346 / 8 = 43 and remainder 2

as 8×43 = 344, plus 2 is then 346.

so, the remainder (2 people) will be on the last ride.

To find the number of people on the last ride of the roller coaster, divide the total number of people waiting in line by the number of people the roller coaster can fit at a time.

To find the number of people on the last ride of the roller coaster, we need to divide the total number of people waiting in line by the number of people the roller coaster can fit at a time. In this case, we have 346 people waiting and the roller coaster can fit 8 people at a time. Dividing 346 by 8 gives us 43 with a remainder of 2. This means that there will be 43 full rides, and on the last ride, there will be 2 people left.

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The number of adults that can get in the considered elevator if there are 10 children already in it is 4 adults.

Suppose that the capacity of the considered elevator is expressed in the third form (neither in terms of children nor in terms of adults), as 'k'.

So, we have: k = 15 children = 15x (say each children covers x capacity)

and k = 11 adults = 11y (say each adult covers y capacity)

(here, we assumed that capacity is linearly covered, ie if one person covers some capacity, then two people cover the sum of their covered capacity).

It is given that there are 10 children in the elevator right now.

That means, k-10x = 15x -10x = 5x capacity is still remaining.

Converting x to y, as shown below:

[tex]15x = 11y[/tex]

[tex]x= \frac{11y}{15}[/tex]

Thus, 5x is equivalent to:

[tex]5x =5( \frac{11y}{15})[/tex] [tex]= \frac{11y}{3}[/tex]

It is smaller than 4y but bigger than 3y. Therefore, 3 more adults can come in it, as 4 will make the elevator get overloaded.

Thus, the number of adults that can get in the considered elevator if there are 10 children already in it is 4 adults.

The human beings-transferring enterprise has come an extended way because 1852 when Elisha Graves Otis invented the elevator safety brake and inspired a method to a customary hassle—a way to competently flow freight from floor to ground without risking lives and destroying the cargo.

If one is at the pinnacle ground of construction, all elevators will come from beneath (none can come from above), and then go away going down, while if one is on the second from the top floor, an elevator going to the pinnacle floor will skip first on the way up, and then rapidly later on at the way down – consequently, whilst a same.

Once the elevator is falling greater than half of as fast as the speed you get via jumping from rest, jumping reduces your energy and could soften the fall. in case you attempted jumping simply as soon because the elevator started to fall, you'll honestly come to be falling from a more height, and hit tougher.

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Jon still needs to travel miles to Sacramento, according to a linear equation: Y=-55x +600 .

A mathematical equation is a formula that uses the equals sign to represent the equality of two expressions.

The meanings of the word equation and its cognates in various languages can vary slightly.

For instance, in French, an equation is defined as having one or more variables, whereas in English, an equation is any well-formed formula that consists of two expressions linked by the equals sign.

Finding the values of the variables that result in the equality is the first step in solving an equation with variables.

The unknown variables are also known as the variables for which the equation must be solved, and the unknown variable values that fulfill the equality are known as the equation's solutions.

Equations come in two varieties: identities and conditional equations.

Hence, Jon still needs to travel miles to Sacramento, according to a linear equation: Y=-55x +600 .

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