The total amount of cash paid by Stein Corp. for merchandise during the interval of 2014 is $462,000, under the condition that accounts payable, for December 31, 2013 is $ 51,000 and accounts payable, for December 31, 2014 is $46,000
Purchases-2014 is $467,000.
In order to evaluate the cash paid for merchandise purchases during 2014, it is crucial to calculate the change in accounts payable from December 31, 2013 to December 31, 2014 and summation of purchases made during 2014.
Accounts payable change
= Accounts payable at December 31, 2014 - Accounts payable at December 31, 2013
= $46,000 - $51,000
= -$5,000
This explains that accounts payable decreased by $5,000 from December 31, 2013 to December 31, 2014.
Cash paid for merchandise purchases in 2014
= Purchases during 2014 + Change in accounts payable
= $467,000 - $5,000
= $462,000
The total amount of cash paid by Stein Corp. for merchandise during the interval of 2014 is $462,000, under the condition that accounts payable, for December 31, 2013 is $ 51,000 and accounts payable, for December 31, 2014 is $46,000
Purchases-2014 is $467,000.
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How did knowing what addition and subtraction mean help you figure out how the value of an expression can decrease even if the value of a variable increases?
Understanding the meaning of addition and subtraction will allows us to make predictions about how changing the value of a variable will affect the value of an expression.
What are integers?In mathematics, integers are a set of whole numbers that include both positive and negative numbers, as well as zero. The set of integers is denoted by the symbol Z, and it includes all the natural numbers (1, 2, 3,...), their negatives (-1, -2, -3,...), and zero (0). Integers are used in a variety of mathematical contexts, including algebra, number theory, and geometry. Integers can be used to represent many real-world situations, such as temperatures above or below zero, changes in altitude, gains or losses in money, and more. They are also used extensively in computer programming and other fields that rely heavily on mathematics.
Knowing what addition and subtraction mean allows you to understand how changing the value of a variable can affect the value of an expression.
For example, consider the expression x + 2. If x has a value of 3, then the value of the expression is 5. However, if x increases to 4, then the value of the expression increases to 6. This is because we are adding 2 to the value of x.
On the other hand, if we have the expression x - 2 and x has a value of 3, then the value of the expression is 1. If x increases to 4, then the value of the expression decreases to 2. This is because we are subtracting 2 from the value of x, so as x increases, the value of the expression decreases.
Understanding the meaning of addition and subtraction is essential to be able to manipulate expressions and variables, and it allows us to make predictions about how changing the value of a variable will affect the value of an expression.
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Explain how you would find the highest point the rider achieved on this jump.
A. What would be the two quantities you would measure for x and y?
B. What would your equation possibly look like? Put the picture on a grid and show some possible points
C. What points could you use to find the maximum height? How would you use those points? Be specific
Answer:
Step-by-step explanation:
36
How can 25% of one item be different from 25% of another? Explain
The difference between the two items are depends on sample size, the method of counting, or the criteria for classification can all impact the percentage calculation.
Percentage is a measure of the proportion of one value to another expressed as a fraction of 100. For example, if there are 100 apples, and 25 of them are red, then the percentage of red apples is 25%. Similarly, if there are 200 bananas, and 50 of them are ripe, then the percentage of ripe bananas is also 25%.
However, the context in which these percentages are calculated can be different. For instance, the way in which the 25% of red apples was calculated could be different from how the 25% of ripe bananas was calculated.
To illustrate this, let's consider an example. Suppose there are two cities, A and B, with populations of 10,000 and 5,000, respectively. In city A, 2,500 people have blue eyes, while in city B, 1,250 people have blue eyes. At first glance, it may seem that the percentage of people with blue eyes is the same in both cities, at 25%.
However, if we look closer, we can see that the actual number of people with blue eyes is different between the two cities. City A has twice as many people with blue eyes as city B, even though the percentage is the same.
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A circle has a center of (1, -1). The circumference passes through (1, 2). Find the length of the circumference of the circle. Use 3.14 for pi. Then, Find the area of the circle.
Answer:
The radius of the circle is 3, so
Circumference = 2(3)π = 6π = 18.84
Area = π(3^2) = 9π = 28.26
financial planner puts $3,500 into a college savings plan that pays 7.5% simple interest annually. If no additional deposits are made into the savings plan, how much interest is accumulated at the end of 5 years? A. $262.50 |B. $1,312.50* C. $ 2,625.00 D. $4,812.50
Thus, the amount of simple interest accumulated on the given principal of $3500 after 5 years is $1312.50.
Define about the term simple interest:Simple interest (SI) is calculated as a percentage added to the principle amount deposited or borrowed for a given period of time. SI is typically expressed as years.
As a result, it represents the real expense incurred on the main sum. The accrued interest is not included in this. SI and CI are very dissimilar to one another. CI is the interest rate applied to both the principal amount and the total amount of unpaid interest.Given data:
Principal P = $3,500Simple Interest rate R = 7.5%Time T = 5 yearsSimple interest formula:
SI = PRT / 100
SI = 3500*7.5*5 / 100
SI = 1312.5
Now,
Amount = principal + simple interest
Amount = 3500 + 1312.5
Amount = $4812.50
Thus, the amount of simple interest accumulated on the given principal of $3500 after 5 years is $1312.50.
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PLEASE HELP PLEASE HELP FAST PLEASEEEE
The number of outcomes that are in the sample space = 20
The number of outcomes that are in the event = 5
How to calculate the probability of the selected events?To calculate the probability of an event, the formula that should be used is given as follows;
Probability = possible event/sample space.
possible outcome = 5
sample space = 20
Probability = 5/20 = 1/4
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(-4,-6) and (8,9). Slope
slope= y2 - y1/ x2 - x1 ( take (-4, -6) as 1 and (8,9) as 2 where 9 and -6 are y2 and y1 respectively and 8 and -4 as x2 and x1 respectively)
- slope = 9 - (-6) / 8 - (-4)= 9 + 6/ 8 + 4
- slope = 15 / 12 (simplify)
- slope = 5/ 4
Find the value of x
33 degrees and 108 degrees
Answer:
141 degrees
Step-by-step explanation:
First find the value of the other interior angle that is not shown. To find it u add 108 n 33 which gives you 141
Then subtract 141 from 180 which gives u 39 degrees
After subtract 39 from 180 which gives you 141 degrees
Austin collected 30 9/10 kg of glass for music going exactly 2/3 of the glass he collected was blue glass. What was the total amount in kilograms of blue class Austin collected
Answer:
20 3/5
Step-by-step explanation:
this is the correct result when 30 9/10 is multipled by 2/3
I just need an answer to this. I’ve tried everything I’ve erased so much, my paper is starting to wear out.
Answer:
2x²- 10x + 8
3x² - x - 4
Step-by-step explanation:
Answer:
hope this helps..........
Find the vectors that join the center of a clock to the hours 1:00, 2:00, and 3:00. Assume the clock is circular with a radius of 1 unit.
at
1:00
2:00
3:00
The vectors that join the center of a clock to the hours :
At 1:00: (cos(π/6), sin(π/6)) = (√3/2, 1/2)
At 2:00: (cos(π/3), sin(π/3)) = (1/2, √3/2)
At 3:00: (cos(π/2), sin(π/2)) = (0, 1)
What is Vector?
A vector is a object that has both magnitude (size) and direction. In other words, a vector is a quantity that can be represented by an arrow or line segment, where the length of the arrow corresponds to the magnitude of the vector.
To find the vectors that join the center of a clock with radius 1 unit to the hours 1:00, 2:00, and 3:00, we can use basic trigonometry.
First, we can find the angle (in radians) between the 12:00 position and each of the desired hour positions. Since there are 12 hours on a clock and the circle has a circumference of 2πr = 2π(1) = 2π, the angle between each hour mark is:
2π/12 = π/6 radians
Therefore, the angles between the center of the clock and the hour marks are:
At 1:00, the angle is π/6 radians clockwise from the 12:00 position.
At 2:00, the angle is 2π/6 = π/3 radians clockwise from the 12:00 position.
At 3:00, the angle is 3π/6 = π/2 radians clockwise from the 12:00 position.
Next, we can use the cosine and sine functions to find the x and y components of each vector. The x-component of each vector is given by the radius times the cosine of the angle, and the y-component is given by the radius times the sine of the angle.
Therefore, the vectors that join the center of the clock to the hours 1:00, 2:00, and 3:00 are:
At 1:00: (cos(π/6), sin(π/6)) = (√3/2, 1/2)
At 2:00: (cos(π/3), sin(π/3)) = (1/2, √3/2)
At 3:00: (cos(π/2), sin(π/2)) = (0, 1)
Note that these vectors are unit vectors, meaning that they have a length of 1 unit.
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Bret bought his family lunch. Before tax, the bill came to $42. The sales tax was 6% and Bret tipped the waitress 20% before tax was added. How much money did Bret spend?
Answer: Bret spent $52.92 on the lunch, including tax and tip.
Step-by-step explanation:
Given:
The bill before tax = $42
Sales tax = 6%
Tip = 20% before tax
To find:The total amount of money Bret spent
Solution: Calculate the sales tax:
Sales tax = 0.06 * $42 = $2.52
Calculate the total bill, including tax:
Total bill = $42 + $2.52 = $44.52
Calculate the bill before tax, based on which the tip is calculated:
Bill before tax = $44.52 - $2.52 = $42
Calculate the tip amount:
Tip = 0.2 * $42 = $8.40
Calculate the total amount spent by Bret:
Total spent = $44.52 + $8.40 = $52.92
Therefore, Bret spent $52.92 on the lunch, including tax and tip.
the scatter graph shows the maximum temperature and the number of hours of sunshine in 13
The coordinates of the point which is an outlier would be ( 14, 13).
The correlation between the 13 British towns is Linear.
The number of hours of sunshine for the British town with the maximum of 17.4 degrees Celsius is 13 hours of sunshine.
How to find the hours of sunshine ?The coordinates of the outlier would be ( 14, 13). This is because, that point on the graph is far from the other points and does not follow their correlation.
The rest of the towns seem to be increasing in the same direction so they are linear.
The number of hours of sunshine in the British town with the maximum temperature of 17.4 degrees Celsius, based on the line of best fit drawn, would be 13 hours of sunshine.
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Full question is:
The scatter graph shows the maximum temperature and the numbers of hours of sunshine in 13 British towns in one day.
A line of best fit has also been drawn.
One of the points in an outliner.
a) Write down the coordinates of this point. (1)
b) For all the other points write down the type of correlation in just one word. (1)
On the same day, in another British town, the maximum temperature was 17.4C.
c) Estimate the number of hours of sunshine in this town on this day. (2)
a company decides to keep a huge shipment of light bulbs if p<5% are defective otherwise they return the shipment. after running a test the company decides to keep the shipment and after all the bulbs where used it was found that less than 5% of the bulbs were defective. what type of error could have occurred?
The type of error that could have occurred in this scenario is a Type II error. A Type II error occurs when the null hypothesis is not rejected, even though it is false.
In this case, the null hypothesis is that the proportion of defective bulbs in the shipment is greater than or equal to 5%. By not rejecting this null hypothesis, the company is accepting the possibility that the shipment has a high proportion of defective bulbs, when in reality it does not. This can lead to significant costs for the company, such as the cost of returning the shipment or the cost of replacing defective bulbs in the future.
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below you are given a partial excel output based on a sample of 16 observations. anova df ss ms f regression 4,853 2,426.5 residual 485.3 coefficients standard error intercept 12.924 4.425 x1 -3.682 2.630 x2 45.216 12.560 the t value obtained from the table that is used to test an individual parameter at the 1% level is . a. 2.921 b. 2.977 c. 2.65 d. 3.012
To discover the t-value for testing a person parameter at the 1% level, we ought to isolate the coefficient appraise by its standard deviation and compare it to the t-distribution with suitable degrees of flexibility.
For case, to test the parameter gauge for x1, we would calculate the t-value as: t = (-3.682) / 2.630 ≈ -1.4
At that point compare this t-value to the t-distribution with 485 degrees of flexibility (which compares to the leftover degrees of opportunity), and decide on the off chance that it surpasses the basic esteem at the 1% level (which is around 2.977).
In any case, the given yield does not demonstrate which parameter appraise is being tried, so we cannot decide the comparing t-value. Hence, none of the reply choices are rectified.
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what is 55/63 in simplest form
55/63 is already in its simplified form.
To simplify 55/63, we can divide both the numerator and denominator by their greatest common factor (GCF). To find the GCF of 55 and 63, we can use prime factorization:
55 = 5 × 11
63 = 3 × 3 × 7
The common factors of 55 and 63 are 1, so the GCF is 1. We can divide both the numerator and denominator by 1:
55/1/63/1
Therefore, 55/63 in simplest form is 55/63.
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10PLEASE HELP ME THIS IS URGENT I WILL GIVE BRAINLIEST ALL FAKE ANSWERS WILL BE REPORTED
GIVING 50 POINTS, BRAINLYEST, 5 STARS, AND THANKS IF YOU ANSWER CORRECTLY!!!
A coin is flipped at the start of every game to determine if Team A (heads) or Team B (tails) will get the ball first.
Part A: Find the theoretical probability of a fair coin landing on heads. (2 points)
Part B: Flip a coin 15 times and record the frequency of each outcome. (4 points)
Part C: Determine the experimental probability of landing on heads. (4 points)
Part D: Compare the theoretical and experimental probabilities. Explain your answer. (2 points)
Answer:
Part A: 1/2 or 0.5
Part B: heads is 8, tails is 7.
Part C: 8/15 or 0.533.
Part D: The theoretical and experimental probabilities are close but not exactly the same. This is because the theoretical probability is based on an ideal situation where the coin is fair, and the outcomes are equally likely. The experimental probability is based on actual data that may vary due to chance or other factors. The more trials we perform, the closer the experimental probability will get to the theoretical probability. It's like when you practice a skill and get better at it over time, but you still make mistakes sometimes.
Step-by-step explanation:
Part A: The theoretical probability of a fair coin landing on heads is 1/2 or 0.5. This is because there are two possible outcomes (heads or tails) and only one favorable outcome (heads). This is also the same probability of me winning the lottery, finding a unicorn, or getting a date.
\(∘-∘)/ <-------- single pringle
Part B: I flipped a coin 15 times and got the following results:
H T H H T T H H T H T H T T H
or (in a more orderly fashion)
HHHHHHHH
TTTTTTT
The frequency of heads is 8 and the frequency of tails is 7. This means that I was slightly luckier than average, but not enough to make a difference. Maybe I should have used a different coin, or a different hand, or a different day.
Part C: The experimental probability of landing on heads is the ratio of the frequency of heads to the total number of trials. In this case, it is 8/15 or 0.533. This is slightly higher than the theoretical probability, but still within the margin of error. It's like when you order a pizza and get one extra slice, but it's the one with pineapple.
Part D: The theoretical and experimental probabilities are close but not exactly the same. This is because the theoretical probability is based on an ideal situation where the coin is fair, and the outcomes are equally likely. The experimental probability is based on actual data that may vary due to chance or other factors. The more trials we perform, the closer the experimental probability will get to the theoretical probability. It's like when you practice a skill and get better at it over time, but you still make mistakes sometimes.
✧☆*: .｡. That's all folks, have fun with math! (✧ω✧) .｡.:*☆✧
2. Given: MNOP is a rectangle.
Show: The diagonals bisect each other, and the diagonals are congruent.
M
a
AC and BD are the diagonals of the MNOP, the diagonals of the rectangle MNOP bisect each other and are congruent.
What is a rectangle and its properties?
A rectangle and a rectangle are quadrilaterals that share the following properties: Opposite sides are equal. Two diagonals are the same length. It has two class 2 reflection symmetries and a rotational symmetry (through 180°). To show that the diagonals of a rectangle bisect each other and are congruent, we can use the following proof:
Proof:
Let MNOP be a rectangle whose diagonal MO and diagonal NP intersect at Q.
First we show that the diagonals bisect each other. Since MNOP is a rectangle, we know that opposite sides are parallel and congruent. Therefore, we can draw segment MP and segment NO which are both parallel and congruent to each other.
Now consider the triangle MON. Since segment MP is parallel to segment NO, we know that angles MNO and MON are alternate interior angles and are congruent. Similarly, the angles NMO and ONM are also congruent. Therefore, triangle MON is an isosceles triangle with legs MO and NO. This means that the height drawn from Q to the side MN (which is the perpendicular bisector of MO and NO) bisects MO and NO. Similarly, the height drawn from Q to the side OP bisects OP. Therefore we have shown that the diagonals of a rectangle bisect each other.
Next, we show that the diagonals are congruent. Since MNOP is a rectangle, we know that opposite sides are parallel and congruent. Therefore, MP is compatible with NO and MO is compatible with NP. Using the fact that the diagonals bisect each other, we can write:
MQ = QO (because the height drawn by Q to the side MN divides MO and NO)
and
NQ = QP (because the height drawn from Q to the side OP divides NP and MO)
Combining these two equations, we get:
MQ + NQ = QO + QP
But we also know that MO is NP-consistent, so we can substitute:
MQ+ NQ = MO + MO
Simplification:
MQ + NQ = 2MO
Therefore, we have shown that the diagonals of a rectangle are congruent. Therefore, we have shown that the diagonals of a rectangle bisect each other and are congruent as necessary.
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assume the triangle has the given measurements. Solve for the remaining sides and angles.
The missing angles are sides are;
a = 9.8 B = 60 degreesC = 90 degreesHow do you solve a triangle?We can see that we would have to first apply the cosine rule here;
[tex]a^2 = b^2 + c^2 - 2abCos A\\a^2 = (17)^2 + (19.6)^2 - 2(17 * 19.6)Cos 30\\a^2 = 673.16 - 666.4Cos 30[/tex]
a = 9.8
We can now apply the sine rule to obtain the angle B
[tex]a/Sin A = b/Sin B\\SinB = bSin A/a\\B = Sin-1 ( bSin A/a)\\B = Sin-1(17 * Sin 30/9.8)[/tex]
B = 60
Then;
C = 180 - (30 + 60)
C = 90 degrees
Thus the triangle in the problem have been solved.
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Change the function f(x)=2x^2+4x+3 into vertex form.
Answer:
f(x) = 2(x + 1)² + 1
Step-by-step explanation:
the equation of a parabola in vertex form is
f(x) = a(x - h)² + k
where (h, k ) are the coordinates of the vertex and a is a multiplier
given
f(x) = 2x² + 4x + 3 ← factor out 2 from the first two terms
= 2(x² + 2x) + 3
using the method of completing the square
add/subtract ( half the coefficient of the x- term )² to x² + 2x
f(x) = 2(x² + 2(1)x + 1 - 1) + 3
= 2(x + 1)² - 2(1) + 3
= 2(x + 1)² - 2 + 3
= 2(x + 1)² + 1 ← in vertex form
water leaks from a tank at a rate of 2 5t liters/hour, where t is the number of hours after 7 am. how much water is lost between 9 and 11 am?
the total amount of water lost between 9 and 11 am is 5 liters.
To find out how much water is lost between 9 and 11 am, we need to calculate the total amount of water that leaks out during that time period.
First, we need to find the number of hours between 7 am and 9 am, which is 2 hours. Similarly, the number of hours between 7 am and 11 am is 4 hours.
Next, we can use the given rate of water leakage to calculate the amount of water lost during each of these time periods:
Amount of water lost between 7 am and 9 am:
2.5 liters/hour × 2 hours = 5 liters
Amount of water lost between 7 am and 11 am:
2.5 liters/hour × 4 hours = 10 liters
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in the newspaper article referred to in exercise 9.57, 32% of the 1600 adults polled said the u.s. space program should emphasize scientific exploration. how large a sample of adults is needed for the poll if one wishes to be 95% confident that the estimated per- centage will be within 2% of the true percentage?
1870003# gave an answer about Sean and his aquarium in ratios. He had 7 guppies to 12 cichlids which came out to be 7:12 and 4 tetras to 11 catfishes in ratios it is 4:11 and lastly he had a ratio of corydoras catfishes 9 to the total number of fishes is how many ratio to the total number of fish? I had 11:34 is that right?
The simplified ratio of corydoras catfishes to the total number of fish is 9:34, which is equivalent to 0.26:1 or approximately 1:3.88.
How to find the the ratioTo find the ratio of corydoras catfishes to the total number of fish, we need to add up the number of corydoras catfishes to the total number of fish, and express the ratio as a simplified fraction.
The total number of fish is 7 + 12 + 4 + 11 = 34.
The ratio of corydoras catfishes to the total number of fish is 9:34.
To simplify this ratio, we can divide both sides by the greatest common factor, which is 1 in this case.
So the simplified ratio of corydoras catfishes to the total number of fish is 9:34, which is equivalent to 0.26:1 or approximately 1:3.88.
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Question 2
Mike deposited $3,000 in the first year of a retirement account, and then increased the deposits by $300 each year. The account earned 8.35%. What was the account value after forty years?
The account value after forty years is approximately $489,074,140.57.
What is formula for the future value of an annuity?To calculate the account value after forty years, we need to use the formula for the future value of an annuity:
[tex]FV = P * [(1 + r)^n - 1] / r[/tex]
where FV is the future value, P is the annual payment, r is the interest rate, and n is the number of periods.
In this case, we have:
P = $3,000 in year 1, and then $3,300 in year 2, $3,600 in year 3, and so on
r = 8.35% = 0.0835 (assuming the interest rate is compounded annually)
n = 40 years
To compute the future worth of the annuity, we really want to ascertain the aggregate sum of installments over the 40 years. This should be possible involving the equation for the amount of a number-crunching series:
S = n/2 * [2a + (n-1)d]
where S is the sum, a is the first term, d is the common difference, and n is the number of terms.
In this case, we have:
a = $3,000
d = $300
n = 40
Plugging these values into the formula, we get:
S = 40/2 * [2($3,000) + (40-1)($300)] = $2,340,000
Thus, the aggregate sum of installments more than 40 years is $2,340,000.
We can now enter these figures into the formula for annuity future value:
[tex]FV = P * [(1 + r)^n - 1] / r[/tex]
[tex]FV = $2,340,000 * [(1 + 0.0835)^{40} - 1] / 0.0835[/tex]
FV = $2,340,000 * 209.251
FV = $489,074,140.57
Consequently, after forty years, the account's value is approximately $489,074,140.57.
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a study on children diagnosed with deliops disease examined whether taking garlic pills would prolong the life of the children. the 50 children who did not take garlic lived an average of 4 years. the 40 children who took the garlic pills lived an average of 21 years. the confidence interval for the difference in average for the non-garlic pills verses garlic pills was (-43, 9) years. what would you conclude about the effectiveness of garlic pills?
The confidence interval for the difference in average lifespan between the two groups of children (-43, 9) years includes 0, which means that we cannot conclude with confidence that there is a significant difference between the two groups.
Since the confidence interval includes negative values, we cannot even conclude that the garlic pills were beneficial in prolonging the life of the children. It is possible that the garlic pills had no effect or even a harmful effect on the lifespan of the children.
Therefore, based on this information, we cannot conclude that garlic pills are effective in prolonging the life of children with deliops disease. Further research would be needed to determine whether garlic pills have any beneficial effects on the lifespan of these children.
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A random sample of 100 middle schoolers were asked about their favorite sport. The following data was collected from the students.
Sport Basketball Baseball Soccer Tennis
Number of Students 17 12 27 44
Which of the following graphs correctly displays the data?
histogram with the title favorite sport and the x axis labeled sport and the y axis labeled number of students, with the first bar labeled basketball going to a value of 17, the second bar labeled baseball going to a value of 12, the third bar labeled soccer going to a value of 27, and the fourth bar labeled tennis going to a value of 44
histogram with the title favorite sport and the x axis labeled sport and the y axis labeled number of students, with the first bar labeled baseball going to a value of 17, the second bar labeled basketball going to a value of 12, the third bar labeled tennis going to a value of 27, and the fourth bar labeled soccer going to a value of 44
bar graph with the title favorite sport and the x axis labeled sport and the y axis labeled number of students, with the first bar labeled basketball going to a value of 17, the second bar labeled baseball going to a value of 12, the third bar labeled soccer going to a value of 27, and the fourth bar labeled tennis going to a value of 44
bar graph with the title favorite sport and the x axis labeled sport and the y axis labeled number of students, with the first bar labeled baseball going to a value of 17, the second bar labeled basketball going to a value of 12, the third bar labeled tennis going to a value of 27, and the fourth bar labeled soccer going to a value of 44
The graph that correctly displays the data is this: C. bar graph with the title favorite sport and the x axis labeled sport and the y axis labeled number of students, with the first bar labeled basketball going to a value of 17, the second bar labeled baseball going to a value of 12, the third bar labeled soccer going to a value of 27, and the fourth bar labeled tennis going to a value of 44.
How to obtain the correct graphA graph plots values to show the relationship between two variables often depicted by the x and y axes. The correct graph to display this data is a bar graph with the title "Favorite Sport" and the x-axis labeled "Sport" and the y-axis labeled "Number of Students."
The first bar should be labeled "Basketball" and go to a value of 17, the second bar should be labeled "Baseball" and go to a value of 12, the third bar should be labeled "Soccer" and go to a value of 27, and the fourth bar should be labeled "Tennis" and go to a value of 44.
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I need some help please
Step-by-step explanation:
'3' is greater than 0 so we use the second portion of f(x)
f(3) = x+1
= 3 + 1 = 4
If a square has an area of 94 square units. How big is its side length?
The requried side length of the square is approximately 9.695 units.
To find the side length of a square with an area of 94 square units, we need to take the square root of the area.
a² = 94
a = √94
a ≈ 9.695
Therefore, the side length of the square is approximately 9.695 units.
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3. A function can have zero to many parameters, and it can return this many values.a. zero to manyb. noc. only oned. a maximum of tene. None of these
A function can have zero to many parameters, and it can return only one (option c).
In mathematics, a function is a rule that maps each element from one set, called the domain, to a unique element in another set, called the range.
The number of parameters a function can take determines the number of arguments required to call the function.
For instance, a function f(x) takes one parameter, and it requires one argument to be called.
On the other hand, a function g(x,y,z) takes three parameters, and it requires three arguments to be called. However, a function h() takes no parameters and does not require any argument to be called.
Hence the correct option is (c).
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