A student was attempting to write an inequality that she could use to find how many more hours she had to work at her job to buy a bicycle. The student had already
saved $55 and earns $9 per hour at their job. The student will need at least $199 to buy the bicycle.
Look at the student's inequality below. Find and explain the student's error in writing her inequality.
h = the amount of hours worked
55+9h ≤ 199

We can find sample mean by:

Sample Mean = Sum of terms [tex]\div[/tex] Number of Terms

We can find range by:

Range = Highest Value (H) - Lowest Value (L)

Sample mean:

Sample mean represents the measure of the center of the data. Any population's mean is estimated using the sample mean.

An average value found in a sample is termed the sample mean. the sample mean so calculated is used to find the variance and thereby the standard deviation.

Sample Mean = Sum of terms [tex]\div[/tex] Number of Terms

[tex]& =\frac{\sum x i}{n} \\& =\frac{\left(x_1+x_2+x_3+\ldots+x_n\right)}{n}[/tex]

Range:

The range formula determines the difference between the highest and the lowest values in a given set of numbers.

In distribution, the large range means higher variability whereas the small range means low variability.

The range formula includes the other aspects of statistics such as mean, median, and mode. Hence, the formula to calculate the range is:

R = Highest Value (H) - Lowest Value (L)

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How do you find the sample mean and range?

Answer: -1324 spaces left in the car park.

Step-by-step explanation: There are 8 floors in the multi-storey car park and each floor has 5 rows of 20 cars, so there are 8 * 5 = <<85=40>>40 rows in the car park in total.

If each row has space for 20 cars, then the total number of parking spaces in the car park is 40 * 20 = <<4020=800>>800.

If 2124 cars have already parked, then there are 800 - 2124 = <<800-2124=-1324>>-1324 spaces left in the car park.

It is not possible for the car park to have negative spaces, so the answer must be 0. Therefore, if 2124 cars have already parked, there are 0 spaces left in the car park.

Answer:

Answer is below

Step-by-step explanation:

1st Identity:[tex]a^{2} + 2ab + b^{2}[/tex]

2nd Identity: [tex]a^{2} - 2ab + b^{2}[/tex]

3rd Identity:([tex]a-b)(a+b)[/tex][tex]= a^{2} - b^{2}[/tex]

Taking into account the rule of three, the vehicle cover a distance of 60 km in 45 minute.

The rule of three is a way of solving problems of proportionality between three known values and an unknown value, establishing a relationship of proportionality between all of them.

If the relationship between the magnitudes is direct, that is, when one magnitude increases, so does the other (or when one magnitude decreases, so does the other), the direct rule of three must be applied as follow, being a, b and c known data and x the variable to be calculated:

a ⇒ b

c ⇒ x

So: x= (c×b)÷a

You can apply the following rule of three: if the vehicle travels 80 km in 60 minutes, in 45 minutes it travels how much distance?

60 minutes ⇒ 80 km

45 minutes ⇒ distance

So:

distance= (45 minutes× 80 km)÷ 60 minutes

Solving:

distance= 60 km

In summary, the vehicle travel 60 km in 45 minute.

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The slope of function f(x) is of -1, while the slope of function g(x) is of zero. Thus, the function g(x) has a greater slope.

Given a table of values, the slope of a linear function is given by the rate of change of the output variable y relative to the input variable x.

From the table of function f(x), we have that when x increases by 2, y decays by 2, hence the slope of the function is given as follows:

m = -2/2 = -1.

From the graph, the slope is also given by the change in y divided by the change in x.

The graph at the end of the answer shows a constant line, meaning that y remains constant even when x changes, thus the change in y is of zero, meaning that the slope of function g(x) is of zero.

The graph of function g(x) is given by the image shown at the end of the answer.

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There were 160 babies born in a Maine hospital in July, with 3/5 being girls. 70 babies weighed 8 pounds or more, with 50 of them being boys. 14 boys, 64 girls, 76 boys, 20 girls, and 90 babies weighed less than 8 pounds.

The below attached table shows the number of babies born in a hospital in Maine last July, broken down by gender and weight. The first column lists the gender categories: boys, girls, and total. The second column lists the number of babies who weighed less than 8 pounds (a, c, and e). The third column lists the number of babies who weighed 8 pounds or more (50, d, and 70). The fourth column lists the total number of babies (b, 96, and 160). According to the data, 14 boys weighed less than 8 pounds, 64 girls weighed less than 8 pounds, 76 boys weighed 8 pounds or more, 20 girls weighed 8 pounds or more, and 90 babies in total weighed less than 8 pounds.

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In a hospital in Maine, 160 infants were born in July, with 3/5 being females. 50 of the 70 infants weighed at least 8 pounds, and 70 of them were boys. Less than 8 pounds were carried by 14 boys, 64 girls, 76 boys, 20 girls, and 90 infants.

The data below, which is an attachment, details the number of infants born in a hospital in Maine in July of last year, broken down by weight and gender. Boys, girls, and all other genders are listed in the first column. The number of infants who weighed less than 8 pounds is shown in the second column (a, c, and e). The number of infants weighing 8 pounds or more is shown in the third column (50, d, and 70). The total number of infants is shown in the fourth column (b, 96, and 160). The statistics showed that 64 girls and 76 boys each weighed less than 8 pounds, 20 girls and 76 boys each weighed more than 8 pounds, and 90 newborns overall weighed less than 8 pounds.

The ordered pair that is a solution to both equations is the solution of such a system graph.

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Answer: 1/(16^13)

Step-by-step explanation: Another way of rewriting this would be

(8 - xy + x)^(2-3y). Plugging in numbers, this results to

[8 - (-2)(5) + (-2)]^[2 - 3(5)]

which can then be simplified to

(8+10-2)^(-13) = 16^(-13) = 1/(16^13) which has a pretty big number in the denominator

Algebra is offered in Grade 7 as a preparatory subject for algebra in higher grades.

In the United States, a middle school mathematics course that is typically taught in the 7th or 8th grade is known as pre-algebra. Its goal is to get students ready for the study of algebra. Algebra is often covered in grades 8 and 9.

Pre-algebra serves as an intermediate step following arithmetic and aids pupils in getting over some conceptual obstacles. Students learn that an equals sign indicates that two sides are equivalent and can be combined, as opposed to only being the question's response as it is in fundamental arithmetic.

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A prism is a solid with many plane faces that define its perimeter; two of these faces, known as the ends, are congruent parallel plane polygons, while the other two, known as the side faces, are parallelograms.

A prism is a polyhedron with two parallel polygonal bases. A prism is an optical element that is transparent and has polished, flat surfaces that refract light. The lateral faces tie together the two polygonal bases. Most of the lateral faces are rectangular. Sometimes, it could even be a parallelogram.

The formula for calculation of prism are as bellow,

The surface area of a prism = (2×Base Area) +Lateral Surface Area

The volume of a prism =Base Area× Height

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Therre are many examples but let us take 6 as an example of arithmetic number.

The area of mathematics known as arithmetic deals with the study of numbers and the numerous operations that can be performed on them. Addition, subtraction, multiplication, and division are the fundamental mathematical operations.

For an integer to be considered arithmetic, its average positive divisors must also be integers.

Since 1,2,3 and 6 are the divisors of 6. The average of divisors of 6 is:

[tex]\frac{1+2+3+6}{4} =3[/tex]

where 3 is again an integer so 6 is an arithmetic number.

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The required equation for the given case is obtained as y = -0.2x + 5.

The slope of a straight line is the tangent of the angle formed by it with the positive x axis as the reference. The negative slope indicates the rate of decrease while the positive shows the rate of increase.

The given problem can be solved as follows,

The general form of slope-intercept equation for a line is y = mx + c.    

From the given data the slope can be calculated as,

m = Difference of miles ÷ Difference of minutes  

   = (2 - 4) ÷ (15 - 5) = -1/5

Now, substitute m = -1/5 in y = mx + c to obtain,

y = -1/5x + c

Substitute y = 4 and x = 5 to get,

4 = -1/5 × 5 + c

=> c = 5

Thus, the required equation becomes as y = -1/5x + 5 or y = -0.2x + 5.

Hence, the equation that models Ye's distance from home, y, in terms of minutes, x is given as  y = -0.2x + 5.

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Answer:

(s-50)+(s-30)=s+25 {sum of interior angles is equal to exterior angle}

s-50+s-30=s+25

2s-s=25+50+30

s=105

As per the linear equation, the value of correlation coefficient we have identified that option (a) is correct.

The term linear equation refers in which the highest power of the variable is always 1 and it is also known as a one-degree equation.

Here we have given that Nadeem keeps track of the number of times he visits the library and the number of books he checks out.

And we need to find the correlation if you model his data with a linear equation

While we looking into the given question, we have identified that Nadeem keeps track of the number of times he visits the library and the number of books he checks out.

And based on the given details we have identified the following values from the given tables,

=> ∑xy = 285

=> ∑x = 33

=> ∑y = 51

=> y = 8.5

=> x = 5.5

=> ∑x² = 199

=> ∑x·∑y = 33×51

=> (∑x)² = 1,089

=> (∑y)² = 51

Therefore, the value of b is calculated as,

=> [(6 x 285) - (33 x 51)] / [6 x 199 - 1089]

=> 0.2571

And the value of a is calculated as,

=> 8.5 - 0.2575 × 5.5 = 7.08575

Then the correlation coefficient, r, is calculated as,

=> r = [(6 x 285) - (33 x 51)] / √[6 x 199 - 1089 x 6 x 471 - 51²]

When we simplify this one then we get,

=> r = 0.176

Based on the value of correlation coefficient we have identified that option (a) is correct.

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The area of the shaded region will be (15/16)π².

A graph is a diametrical representation of any function between the dependent and independent variables.

The graph is easy to understand the behavior of the graph.

As per the given function,

r = √θ

The θ goes from π/2 to 2π while r goes from 0 to √θ.

The area will be as,

Area =  [tex]\int\limits^{2\pi} _{\pi/2}\int\limits^{\sqrt{\theta} } _{0} {r} \, drd\theta[/tex]

A = [tex]\int\limits^{2\pi} _{\pi/2}[r^{2}/2]_{0}^{\sqrt{\theta}} d\theta[/tex]

A = 1/4[(2π)² - (π/2)²]

A = π²/4[4 - 1/4] = (15/16)π².

Hence "The area of the shaded region will be (15/16)π²".

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The complete question is below,

Answer:

In geometry, the formula for base area is dependent on the shape. Chart below is correct :)

Step-by-step explanation:

We can determine the age by dividing the total number of half-lives by the half-life decay constant of the parent atom (again, this value is determined in a laboratory).

The amount of time needed for a quantity (of substance) to decrease to half of its initial value is known as the half-life (symbol t12).

In nuclear physics, the phrase is frequently used to indicate how rapidly unstable atoms decay radioactively or how long stable atoms last.

By dividing the total number of half-lives by the parent atom's half-life decay constant, we may compute the age (again, this value is determined in a laboratory).

The phrase is also used more broadly to describe any kind of exponential decay (or, very infrequently, nonexponential decay).

The biological half-life of medications and other compounds in the human body, for instance, is a term used in the medical sciences.

Half-opposite of life's exponential growth is time's doubling.

Therefore, we can determine the age by dividing the total number of half-lives by the half-life decay constant of the parent atom (again, this value is determined in a laboratory).

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A whole number higher than one that cannot be divided exactly by any other whole number than itself and one is a prime number. So the smallest 8 prime numbers are: 2,3,5,7,11,13,17,19.

A whole number higher than one that cannot be divided exactly by any other whole number than itself and one is a prime number.

Complete numbers, the range of numbers that includes zero and natural numbers, not a decimal or fraction.

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The sample data does not provide strong support for the claim that the mean salary offer for mathematics and statistics graduates of this university is greater than the national average of $62,915.

At the null hypothesis, it is tested if there is not enough evidence that the mean is greater than 62915, that is:

[tex]H_0: \mu \leq 62915[/tex]

At the alternative hypothesis, it is tested if there is strong evidence that the mean is greater than 62915, that is:

[tex]H_1: \mu > 62915[/tex]

We have a right-tailed test, as we are testing if the mean is greater than a value.

The critical value for a right-tailed test, using the t-distribution, with a significance level of 0.05(standard) and 50 - 1 = 49 df, is of:

t = 1.6766.

Hence the decision is taken as follows:

The equation for the test statistic is presented as follows:

[tex]t = \frac{\overline{x} - \mu}{\frac{s}{\sqrt{n}}}[/tex]

In which:

The parameters for this problem are given as follows:

[tex]\overline{x} = 63400, \mu = 62915, s = 3900, n = 50[/tex]

Hence the test statistic is of:

t = (63400 - 62915)/(3900/square root(50))

t = 0.88.

0.88 < 1.6766, hence it does not provide strong evidence.

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Answer: f(6) = 3

Step-by-step explanation:

If you divide any polynomial h(x) by a linear function (it is to the 1st power) l(x), then the remainder of h(x) when divided by l(x) must be the value of h(x) where x is when l(x) = 0, or the x-intercept.

For example,

x - 6 = 0, and its x-intercept is 6. Therefore, if you do f(6), the remainder will be its output.  

The provided collection of observations has a standard deviation of 2.8581.

The standard deviation in statistics is a measure of the degree of variation or dispersion in a set of values. A low standard deviation implies that the values are close to the set's mean, whereas a high standard deviation shows that the values are spread out over a larger range. A large standard deviation indicates that the data is widely dispersed (less dependable), whereas a low standard deviation indicates that the data is tightly grouped around the mean (more reliable).

Here,

n=9

sum=45

mean=5

variance=sum(xₙ-mean)/n

=(1-5)/9+.........+(9-5)/9

=60/9

=6.67

standard deviation=√(6.67)

=2.581

The standard deviation of given set of observation is 2.8581.

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To find the number of integers less than 305 that are divisible by 3, we can divide 305 by 3 and round down to the nearest integer. This gives us 101. However, we need to subtract 1 to exclude the number 305 itself, so there are 100 numbers less than 305 that are divisible by 3.

A number is said to be divisible if it divides evenly (leaving no residue). 34, for instance, is divisible by 2 since 2 enters 34 equally. 34 is not divisible by 3 since it would result in a remainder.

According to the three-digit rule of division, a whole number is said to be divisible by three if the total of all its digits is precisely divided by three. A number's ability to be divided by three can be determined without executing division.

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The height of the pyramid BC is equal to 14 units if The base of a solid oblique pyramid is an equilateral triangle with a base edge length of 14 units

We have a right angled triangle BAC

Using the trigonometric formula

The tangent here = 45°

The opposite side, h (this is the side that is facing the angle)

The adjacent = 14°

This is due to the fact AD=DC=AC

When we put the values into the formula:

Tan 45= 1

When we cross multiply,

14*1 = h

Therefore the height of the pyramid BC is 14 units.

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5 turning points are in the graph of the polynomial function given in the picture.

Given that,

We have to find how many turning points are in the graph of the polynomial function given in the picture.

We know that,

Turning points are places on a graph where the direction of the line switches from upward to downward and downward to upward

The graph's direction is changing at five separate points, and those points are:

(-5,6) ,(-3,-3) ,(0.5,0.5) ,(3,2.5) ,(5,5)

Therefore, 5 turning points are in the graph of the polynomial function given in the picture.

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the 4 parallel line rules are Alternate angles are equal. ...Co-interior angles add to 180° ...Vertically opposite angles are equal. ...Angles on a line add to 180°

What are the 4 parallel line rules?

Working with angles in parallel lines

Corresponding angles are equal. A line cutting across two parallel lines creates four pairs of equal corresponding angles, as in the diagram below: ...

Alternate angles are equal. ...

Co-interior angles add to 180° ...

Vertically opposite angles are equal. ...

Angles on a line add to 180°

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Answer:

7 1/11, 71/10, 7.166, 8.19

Step-by-step explanation:

71/10, 7 1/11, 7.166, 8.19

71/10 = 7.1

7 1/11 = 78/11 = 7.09

So, the order from least to greatest is: 7 1/11, 71/10, 7.166, 8.19

Answer:

value of Johnny's investments today, at age 50, is approximately 18.39 dollars.....................

Step-by-step explanation:

To find the present value of Johnny's investments, you will need to use the formula for continuous compound interest:

where PV is the present value, A is the final amount, r is the annual interest rate, and t is the number of years.

Solving this equation gives a present value of approximately 18.39 dollars. This means that the value of Johnny's investments today, at age 50, is approximately 18.39 dollars, given the original investment amount and the interest rate.

It is important to note that this calculation assumes that the interest is compounded continuously, which means that the interest is compounded infinitely often over the course of the year. This results in a slightly higher present value than if the interest were compounded annually or quarterly.

When X and Y axes are rotated through an angle θ to form X' and Y' axes, then the relation between the axes and the angle is given by,

[tex]\rm{X=X'\cos\theta-Y'\sin\theta}[/tex]

[tex]\rm{Y=X'\sin\theta+Y'\cos\theta}[/tex]

Then x and y are replaced in terms of x' and y' as,

[tex]\rm{x=x'\cos\theta-y'\sin\theta}[/tex]

[tex]\rm{y=x'\sin\theta+y'\cos\theta}[/tex]

Here θ = π/6. Then,

[tex]\rm{x=x'\cos\left(\dfrac{\pi}{6}\right)-y'\sin\left(\dfrac{\pi}{6}\right)=\dfrac{x'\sqrt3-y'}{2}}[/tex]

[tex]\rm{y=x'\sin\left(\dfrac{\pi}{6}\right)+y'\cos\left(\dfrac{\pi}{6}\right)=\dfrac{x'+y'\sqrt3}{2}}[/tex]

We are asked to find the transformed equation for,

[tex]\longrightarrow\rm{P:x^2+2\sqrt3\,xy-y^2=2a^2}[/tex]

We will give substitutions for x and y to find it.

[tex]\small\text{$\longrightarrow\rm{P':\left(\dfrac{x'\sqrt3-y'}{2}\right)^2+2\sqrt3\left(\dfrac{x'\sqrt3-y'}{2}\right)\left(\dfrac{x'+y'\sqrt3}{2}\right)-\left(\dfrac{x'+y'\sqrt3}{2}\right)^2=2a^2}$}[/tex]

Simplify this equation to get,

[tex]\small\text{$\longrightarrow\rm{P':(x')^2-(y')^2=a^2}$}[/tex]

Hence the transformed equation is,

[tex]\longrightarrow\rm{\underline{\underline{x^2-y^2=a^2}}}[/tex]