The table below shows data from a survey about the amount of time students spend doing homework each week. The students were either in college or in high school:

High Low Q1 Q3 IQR Median Mean σ
College 20 6 8 18 10 14 13.3 5.2
High School 20 3 5.5 16 10.5 11 11 5.4

Which of the choices below best describes how to measure the spread of this data? (2 points)

Both spreads are best described with the standard deviation.
Both spreads are best described with the IQR.
The college spread is best described by the standard deviation. The high school spread is best described by the IQR.
The college spread is best described by the IQR. The high school spread is best described by the standard deviation.

Answer:

125.5cm³. (your answer is correct)

Step-by-step explanation:

Volume = cross-sectional area×height

= πr²×h

= (3.14)(2²)×10

= 3.14×4×10

= 125.6cm³

The quadratic equation does not have solutions where both x and y are integers.

Here we have the following quadratic equation:

2x^2 + 5y^2 = 14

We want to check that we can't solve this equation with x and y integers, to see that, we can start by isolating one of the variables:

2x^2 + 5y^2 = 14

5y^2 = 14 - 2x^2

y^2 = (14 - 2x^2)/5

y = ±√((14 - 2x^2)/5)

Now, trivially:

(14 - 2x^2)/5

Is not an integer for any integer value of x, and this happens because 5 is not a factor of 14, thus, for any integer value of x the value of y that we get is non integer, then there aren't two integers that solve the quadratic equation.

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Answer:

8x2−8y2+6x−6y

Step-by-step explanation:

x2 means x squared

Answer:

the team played a total of 14 games

Step-by-step explanation:

To find the number of games the team played, you can divide the total number of points they scored by the mean number of points they scored per game. In this case, you would divide 924 by 66 to get:

[tex]924 / 66 = < < 924/66=14 > > 14 games[/tex]

So, the team played a total of 14 games.

Answer: $355

Step-by-step explanation:

First, find the total of cheques she writes out by taking 558 + 453 = $1011

Then add 78 to it because she is overdrawn by $78 at the end, so we now have $ 1089.

Then we take 1089 - 734 = $355

So, her cheque account balance before she received her pay was $355

Answer:

1/ Total percent of discount is 40%

2/ The original price is $520.70

Step-by-step explanation:

1/ We add a 25% discount on every TV store, a 10% discount on purchases, 5% discount for paying cash, so the total is a 40% discount.

2/ Now, let's find the original price

100% - 40% = 60%

We know that the 60% he has to pay is $371.93, so we have to find the 40% discount.

40% = 0.4

Take 371.93 times 0.4 = $148.77

Then we add both numbers together

148.77 + 371.93 = $520.70

Answer:

A. Corresponding Angles

Step-by-step explanation:

They are both the same angle, and on the same side

Answer:

A. Corresponding angles

Step-by-step explanation:

Corresponding angles hold the same relative position as another angle somewhere else in the triangle. They have the same degree too. So answer is A

Answer:

dont get it

Step-by-step explanation:

The system of equations  presented in the graph is written as

Linear function in the slope intercept formula is written in the form

y = mx + c

definition of variable

y = output variable

m = slope

x = input variable

c = y intercept

The dashed line represents inequality without "equal to" hence less than or greater then only. shading above the line is greater than

the line passed through points (0, 2) and (3, 0)

the slope, m is = (2 - 0) / (0 - 3) = -2/3

the y intercept = 2

y > -2x/3 + 2

The solid line means the inequality has equal to hence it either greater than or equal to OR less than or equal to. no shading means it is only equal to

the line passed through points (0, 0) and (2, 2)

the slope, m is = (0 - 2) / (0 - 2) = 1

the y intercept = 0

y = x

The equation of the graph is

y > -2x/3 + 2

y = x

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Part A: Calculation of the limit at x = 3In order to find the limit of the function, we can factorize the numerator by factoring out (x-3).  Limit [tex][tex](x 3)\frac{(x^3 - 27)}{ (x-3)} )[/tex]Now, factorize x³ - 27 to get the difference of cubes. The

limit equation becomes,  Limit [tex](x 3) \frac{ (x-3)(x² + 3x + 9)]}{(x-3)}[/tex] Now, we can cancel out the term (x-3) from the numerator and denominator to get the limit equation as

Part B: Limit [tex](x 3) (x^2 + 3x + 9)[/tex]The limit of the function at x = 3 is the value of the function as x approaches 3. By plugging in x = 3 in the equation above, we get, Limit ([tex](x 3) (x^2 + 3x + 9) = (3)^2 + 3(3) + 9[/tex] = 27Part B: Equation of line through f(3) with slope = 27

The slope of the line is 27, and it passes through the point (3, f(3)). The equation of the line can be found using the point-slope form.  [tex]y - f(3) = 27(x - 3)[/tex]

Part C: Simplifying the equation, we get,[tex]y = 27x - 78[/tex] Part C: Graphical representation of the line and the function

The graph of the function f(x) is a parabola opening upward with a vertex at (3, 0). The slope of the line is positive, which means the line will have a positive y-intercept.

The line will intersect the y-axis at (0, -78).Both the graph of the function and the line pass through the point (3, 0). The line is tangent to the graph of the function at that point.

The slope of the line represents the instantaneous rate of change of the function at the point (3, 0). It is the same as the limit we calculated in Part A.

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There are 5x6=30 one-to-one functions from a set containing 5 elements to a set containing 6 elements.

A one-to-one (or injective) function is a type of mathematical function that maps each element of one set to one, and only one, element of another set. In other words, a one-to-one function is a function that has a unique output for each input. To calculate the number of one-to-one functions from a set containing 5 elements to a set containing 6 elements, we can use the formula f(x)=y, where x is the number of elements in the original set and y is the number of elements in the target set. In this case, x = 5 and y = 6, so f(x) = 6. Since each element in the original set must be mapped to a unique element in the target set, the total number of one-to-one functions is equal to the product of x and y, or 5 x 6 = 30.

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According to the information given, the equation that represents the situation is 6c - 1200 = 240.

What is a quadratic equation?

Any equation of the form where x is variable and a, b, and c are any real numbers where a ≠ 0 is called a quadratic equation.

The total costs are:

 $240 in taxes and trips.

 6 nights at the hotel, each night with a cost of c, hence 6c

Then:

T = 6c + 240

The budget is of $1200, hence, since the total cost is equals to the budget:

T = 1200

6c + 240 = 1200

Rearranging:

6c - 1200 = 240

Hence, according to the information given, the equation that represents the situation is 6c - 1200 = 240.

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Answer:

72 in^3

Step-by-step explanation:((3*3*6)/3  ) * 4

Answer:

the width of the flag is 310 ft and the length is 790 ft.

Step-by-step explanation:

Let "w" be the width of the flag and "l" be the length of the flag. We can set up the following equation to represent the problem:

2w + 2l = 2200

We know that the length of the flag is 480 ft greater than the width, so we can set up the following equation to represent this relationship:

l = w + 480

We can substitute the second equation into the first equation to solve for the width of the flag:

2w + 2(w + 480) = 2200

This simplifies to:

4w + 960 = 2200

Subtracting 960 from both sides gives us:

4w = 1240

Dividing both sides by 4 gives us:

w = 310

So the width of the flag is 310 ft.

We can use this value to find the length of the flag by substituting it into the equation l = w + 480:

l = 310 + 480

This simplifies to:

l = 790

So the length of the flag is 790 ft.

Therefore, the width of the flag is 310 ft and the length is 790 ft.

We need to use the concept of Percentile Rank. The Percentile Rank for score 71 is   33.33   and the score of Viktor is   84.

According to the pupils in the particular norm group, a student's performance is shown by their percentile rank. Let's try to put the percentile rank in a tidy mathematical equation now that you are clearer on what it actually is. A collection of values A = x1, x2, x3,..., xn with N values will be used in our attempt to calculate the percentile rank of the data point xm. In this scenario:

PR = L / N × 100 where:

PR stands for percentile rank and has a range of 0 to 100;

L is the quantity of values in set A that are less than or equal to the value of your data, xm; and

The entire collection of values in A has a total of N values.

Given some of the test scores. Arrange the test Scores in ascending order.

A={58,64,66,70,71,75,77,80,84,85,87,90,93,95,96}

N=15

Now find out the values in the set which are less than or equal to 71.

L=5

Apply, PR=L/N ×100

⇒PR=5/15 × 100

PR=33.33 is the Percentile Rank of score 71.

Viktor is in 60th percentile, so find out L.

⇒60=L/15 ×100

⇒L=60×15/100

L=9.

So 84 is Viktor Score.

We need to use the concept of Percentile Rank. The Percentile Rank for score 71 is   33.33   and the score of Viktor is   84.

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The correct statement is end behavior is decreasing to the left and increasing to the right, which statement must be true about the function is The order is odd and the leading coefficient is negative.

As x approaches infinity it is detected by its limit. On the left side, it is given by:

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Answer: 2.2 | 4.2 | 4.1

Step-by-step explanation:

a least squares linear trend line is just a simple regression line with the years recoded  then it is a true statement

The simple linear regression model is;

y = mx + c

Where,

y = dependent variable

m is the slope

x is the independent variable

c is the y- intercept

The long-term trend only Least-Squares Regression Model also follows the same format except y becomes Yt and x becomes t.

The long-term trend only Least-Squares Regression Model is therefore the same as a simple linear regression only with different variable terms.

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Answer:

8x2

Step-by-step explanation:

The frequency distribution table starting with score 26 will be illustrated as:

Class interval Number of data.

26 - 31. 2

32 - 37. 4

38 - 43. 0

44 - 49. 1

Based on the information illustrated, let's assume that the numbers that we have include 27, 26, 45, 32, 35, 37, 36.

It should be noted that frequency distribution are portrayed as frequency table me chart. It shows the actual number or observations.

In this case, the class width is 26 - 31, 32 - 37, etc. The frequency distribution is illustrated above.

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a)

Step-by-step explanation:

we only need to look at the point, where y = 0.

that is clearly at x = 3.

which function gives y = 0 as result, when x = 3 ?

only a)

y =

[tex] \sqrt[3]{3 - 3} [/tex]

the cubic root of 0 is 0.

as 3 is not equal to the cubic root of 3, b), c) and e) are out.

and d) is

[tex]y = \sqrt[3]{3 + 3} [/tex]

the cubic root of 6 is NOT 0.

so, only a) is the only right answer.

The system of equations have Unique solution.

Mathematical expression is defined as the collection of the numbers variables and functions by using operations like addition, subtraction, multiplication, and division.

Given that;

The system of equation is,

⇒ 3x - y = 13

⇒ y + 3 = 9x

Now,

Since, The system of equation is,

⇒ 3x - y = 13

⇒ y + 3 = 9x

It can be written as,

⇒ 3x - y = 13

⇒ 9x - y = 3

Clearly, We have;

⇒ 3/9 = - 1 / - 1

⇒ 1/3 ≠ 1

Thus, It has Unique solution.

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Answer:

112.5°

Step-by-step explanation:

The corner of the square that remains is a 90° angle.

The opposite corner started as a 90° angle that was folded in half into two 45° angles. Then each 45° angle was folded in half into two 22.5° angles. Then you put two 22.5° angles together to make a 45° angle.

So far we have two opposite angles measuring 90° and 45°.

The quadrilateral is a kite. The other two opposite angles are congruent.

The sum of the measures of the angles of a quadrilateral is 360°.

360° - 90° - 45° = 225°

225°/2 = 112.5°

Answer: 2560

Step-by-step explanation:

m= -8

n=4

p= -12

4(7mp+3p)+4n= 4((7 x -8 x -12)) +4(4)= 2560

Answer:

x = 2

y = 6

Step-by-step explanation:

5x-4=y

We add 4 and subtract y from both sides

5x - y = 4

Now we have 2 equation

5x - y = 4

-2x + 2y = 8

Let's find the x first! We time the first equation by 2

10x - 2y = 8

-2x + 2y = 8

Now add both equations

8x = 16

x = 2

Now let find the y by put 2 back in the x

-2(2)+2y=8

-4 + 2y = 8

2y = 12

y = 6

Answer:

A

Step-by-step explanation:

To solve this problem, we need to first find out how much interest the account earns each year. If the account earns 2.5% simple interest per year, and it starts with an initial balance of $260, then the interest earned each year is 0.025 * $260 = $6.50.

Over 5 years, the account will earn a total of 5 * $6.50 = $<<5*6.5=32.50>>32.50 in interest.

To find the total amount of money in the account at the end of the 5 years, we need to add the interest earned to the initial balance of the account. The total amount of money in the account will be $260 + $32.50 = $<<260+32.5=292.50>>292.50.

Therefore, the total amount of money in the account at the end of the 5 years is $292.50.

Answer:

A)  $292.50

Step-by-step explanation:

Simple Interest Formula

A = P(1 + rt)

where:

Given:

Substitute the given values into the formula and solve for A:

⇒ A = 260(1 + 0.025 · 5)

⇒ A = 260(1 + 0.125)

⇒ A = 260(1.125)

⇒ A = 292.50

Therefore, the total amount of money in her savings account at the end of 5 years is $292.50.

Step-by-step explanation:

When you are looking for a no that DIVIDES the no, then you have to find HCF. When you are looking for a no that is DIVISIBLE, then you have to find LCM (mathematical explaination)

Five times the sum of some number plus 3 is equal to 9 times the number minus 9.

5 (x + 3) = 9x - 9

expand left side:

5x + 15 = 9x - 9

subtract 15 from both sides:

5x + 15 - 15 = 9x - 9 - 15

5x = 9x - 24

subtract 9x from both sides:

5x - 9x = 9x - 24 - 9x

-4x = -24

divide both sides by -4:

-4x/(-4) = -24/(-4)

x = 6