select 2 points fir each of the following equations: y=2x+9 -6x=4+2y

The probability that 2 or fewer in the sample will favor the project is  4.368 × 10⁻⁶ and Also The data seem to indicate that the percent favoring the increase in fees is less than 70%

According to the question,

It is given that according to the student's government

The probability that number of students in favor of increment in fees : p = 0.70

The probability that number of students against the increment : q = 0.30

Sample Size : n = 12

Number of students follows Binomial distribution

(a) We have to find the probability that 2 or fewer in the sample will favor the project

P( x ≤ 2) = P(0) + P(1) + P(2)

As we know ,

P(x) = ⁿCₓpˣq⁽ⁿ⁻ˣ⁾

=> P( x ≤ 2) = ¹²C₀p⁰q¹² + ¹²C₁p¹q¹¹ + ¹²C₂p²q¹⁰

=>  P( x ≤ 2) = 1×(0.30)¹² + 12×(0.70)(0.30)¹¹  + 12×11/2 × (0.70)²(0.30)¹⁰

=> P( x ≤ 2) = (0.30)¹⁰ [ 0.09 + 0.21 + 0.48]

=>  P( x ≤ 2) = 5.9×10⁻⁶[0.78]

=>  P( x ≤ 2) = 4.368 × 10⁻⁶

Which is very close to zero

(b) The data doesn't support the student government claim.

The data seem to indicate that the percent favoring the increase in fees is less than 70%.

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Answer:

The answer is C

Step-by-step explanation:

If you graph the points then it is clear that it is the answer because the point are directly across from each other horizontally.  

For the given equation the value of n is equal to option D.

n = (s/180) + 2.

As given in the question,

Given equation is equal to  :

s = (n-2)180

Now take all the terms on one side and term n on other side of the equation we have,

Divide both the side by 180 we get,

s/ 180 =  [(n-2)180]/180

s/180 = n -2

Add 2 both the side of the equation we get,

(s/180 ) + 2 = n -2 + 2

(s/180 ) + 2 = n

so here the value is equal to

n = (s/180) +2.

Therefore, the value of n in the equation is equal to option D.

n = (s/180) + 2.

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\( { (\frac{ {b}^{6} }{ {a}^{3} })}^{ \frac{1}{3} } \\ = \frac{ {b}^{6 \times \frac{1}{3} } }{ {a}^{3 \times \frac{1}{3} } } \\ = \frac{ {b}^{2} }{a} \)

Answer:

b^2/a

Hope it helps.

If you have any query, feel free to ask.

Answer:

What is 2 raised to the power of 3?

2 x 2 x 2

= 8

Step-by-step explanation:

Hope this helps.

Answer:

Step-by-step explanation:

Answer:

Step-by-step explanation:

your answers  for 1. would be B. and E. and number 2 doesnt

have a table sorry

Answer:

36 < (x - 2)² + (y + 3)² and 16 > (x - 4)² + y²

Step-by-step explanation:

This is because the shaded area is inside the first circle (centered at (4, 0) with a radius of 4) but outside the second circle (centered at (2, -3) with a radius of 6). The inequalities reflect these conditions by setting the inequality signs accordingly. The inequality with "<" for the first circle ensures that the shaded area is within the circle, and the inequality with ">" for the second circle ensures that the shaded area is outside the circle.

The relationship between logarithms and exponential functions is fundamental and provides a powerful tool for finding solutions in various mathematical and scientific contexts.

Logarithms are the inverse functions of exponential functions. They allow us to solve equations and manipulate exponential expressions in a more manageable way. By taking the logarithm of both sides of an exponential equation, we can convert it into a linear equation, which is often easier to solve.

One of the key properties of logarithms is the ability to condense multiplication and division operations into addition and subtraction operations. For example, the logarithm of a product is equal to the sum of the logarithms, and the logarithm of a quotient is equal to the difference of the logarithms.

Logarithms also help us solve equations involving exponential growth or decay. By taking the logarithm of both sides of an exponential growth or decay equation, we can isolate the exponent and solve for the unknown variable.

This is particularly useful in fields such as finance, population modeling, and radioactive decay, where exponential functions are commonly used.

Furthermore, logarithms provide a way to express very large or very small numbers in a more manageable form. The logarithmic scale allows us to compress a wide range of values into a smaller range, making it easier to analyze and compare data.

In summary, the relationship between logarithms and exponential functions enables us to simplify and solve equations involving exponential expressions, model exponential growth or decay, and manipulate large or small numbers more effectively.

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Answer:

The total fare is $53, and the distance is 25

Step-by-step explanation:

The equation we can use for the first car would be:

28 + (1×k) = fare (f)

The equation we can use for the second car would be:

3 + (2×k) = f

If we were to plug in 20 into the equations, it would look like this:

28 + (1×20) = 48 (first car)

3 + (2×20) = 43 (second car)

As you can tell, the prices aren't matched up just yet.

Let's plug 25 into the equations.

28 + (1×25) = 53

3 + (2×25) = 53

The number of kilometers traveled is 25, and the price is $53

The minimum number of times Johnny needs to use the wheelbarrow until the delivery truck is 70% filled, obtained from the volume of the wheelbarrow and the volume of the truck is about 41 times.

The volume of a solid is the three dimensional space the solid occupies.

The specified dimensions of the wheelbarrow and truck indicates that the volumes of the wheelbarrow and the truck are;

Volume of the wheelbarrow = 2 ft × 1.5 ft × 3 ft = 9 ft³

Volume of the truck = 11 ft × 8 ft × 6 ft = 528 ft³

70% of the volume of the truck = 70% × 528 ft³ = 369.6 ft³

The number of times Johnny uses the wheelbarrow = 369.6 ft³ ÷ 9 ft³ ≈ 41.0

The number of times Johnny needs to use the wheelbarrow is about 41 times

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Answer:

The arc-length is about 1.1953.

Step-by-step explanation:

We are given the equation:

\(y=3-x^2\)

And we want to find the length of its arc from:

\(0\leq x\leq \sqrt3/2\)

Recall that arc-length is given by the formula:

\(\displaystyle S = \int_a^b \sqrt{1+ \left(\frac{dy}{dx}\right)^2}\, dx\)

By differentiating and substituting into the arc-length formula, we will acquire:

\(\displaystyle S=\int\limits^{\sqrt{3}/2}_0 {\sqrt{1+4x^2} \, dx\)

To evaluate, we can use trigonometric substitution. Note that:

\(\displaystyle S=\int\limits^\sqrt3/2}_0 {\sqrt{(1)^2+(2x)^2} \, dx\)

Since this is in the form a² + u², we will make the substitution u = atan(θ).

In this case, a = 1 and u = 2x. Thus:

\(\displaystyle 2x = \tan \theta\)

Differentiating both sides with respect to x:

\(\displaystyle 2\, dx = \sec^2 \theta \, d\theta\)

So:

\(\displaystyle dx = \frac{1}{2}\sec^2 \theta \, d\theta\)

Additionally, we must rewrite our bounds. Hence:

\(\displaystyle 2(0) = \tan \theta \Rightarrow \theta = 0\)

And:

\(\displaystyle 2\left(\frac{\sqrt{3}}{2}\right) = \tan\theta \Rightarrow \theta = \frac{\pi}{3}\)

Thus:

\(\displaystyle S = \int_{0}^{\pi /3}\sqrt{1+(\tan\theta)^2}\cdot \frac{1}{2}\sec^2\theta\, d\theta\)

Simplify:

\(\displaystyle S = \frac{1}{2}\int_{0}^{\pi /3}\sqrt{1+\tan^2\theta} \cdot \sec^2\theta d\theta\)

Using trigonometric identities:

\(\displaystyle S = \frac{1}{2}\int_{0}^{\pi /3}\sqrt{(\sec^2\theta)} \cdot \sec^2\theta d\theta\)

Simplify:

\(\displaystyle S = \frac{1}{2}\int_{0}^{\pi /3} \sec^3\theta \, d\theta\)

We can apply the reduction formula:

\(\displaystyle \int \sec^nu \, du = \frac{\sec^{n-2}u\tan u}{n-1}+\frac{n-2}{n-1}\int \sec^{n-2} u \, du\)

Hence:

\(\displaystyle S = \frac{1}{2}\left(\frac{\sec \theta \tan\theta}{2}\Big|_{0}^{\pi /3} + \frac{1}{2} \int_0^{\pi /3} \sec \theta\, d\theta\right)\)

This is a common integral:

\(\displaystyle S = \frac{1}{2}\left(\frac{\sec \theta \tan\theta}{2}+ \frac{1}{2} \left(\ln \left(\sec \theta + \tan\theta\right)\right)\Bigg|_{0}^{\pi /3} \right)\)

Evaluate. Hence:

\(\displaystyle \begin{aligned} S = \frac{1}{2}\left[\left(\frac{\sec\dfrac{\pi}{3}\tan\dfrac{\pi}{3}}{2}+\frac{1}{2}\ln\left(\sec\dfrac{\pi}{3}+\tan\dfrac{\pi}{3}\right)\right) \\ - \left(\frac{\sec0\tan0}{2}+\frac{1}{2}\ln\left(\sec 0 +\tan 0\right)\right)\right] \end{aligned}\)

Evaluate:

\(\displaystyle \begin{aligned} S &=\frac{1}{2} \left[ \left(\frac{(2)\left(\sqrt{3}\right)}{2} + \frac{1}{2}\ln \left(2 + \sqrt{3}\right) \right)-\left(\frac{(1)(0)}{2} + \frac{1}{2}\ln \left(1+0\right) \right) \right] \\ \\&= \frac{1}{2}\left(\sqrt{3} + \frac{1}{2} \ln \left(2+\sqrt{3}\right)\right) \\ \\ &\approx 1.1953 \end{aligned}\)

Thus, the length of the arc is about 1.1953 units.

Answer: x = -1

Step-by-step explanation:

simplify 2(x + 7) 2 / 3 = 8 to 4x + 28 = 24 and then solve it from there

The equation can be written as a linear combination of the vectors in S:

z = 5*(1, 2, −2) -1*(2, −1, 1)

v = -2*(1, 2, −2) + 7*(2, −1, 1)

w = -12*(1, 2, −2) + 11*(2, −1, 1)

What is the linear combination?

Linear combination is the process of adding two algebraic equations so that one of the variables is eliminated. Addition or subtraction can be used to perform a linear combination.

(a) z = (−3, −1, 1)

We can write z as a linear combination of the vectors in S by using the following equation:

z = as1 + bs2

Here, we can find the values of a and b by solving the following system of equations:

-3 = a1 + b2

-1 = a2 + b(-1)

1 = a*(-2) + b*1

Solving this system of equations, we get:

a = 5

b = -1

Therefore, z can be written as a linear combination of the vectors in S as:

z = 5*(1, 2, −2) -1*(2, −1, 1)

(b) v = (−2, −5, 5)

we can write v as a linear combination of the vectors in S by using the following equation:

v = as1 + bs2

Here, we can find the values of a and b by solving the following system of equations:

-2 = a1 + b2

-5 = a2 + b(-1)

5 = a*(-2) + b*1

Solving this system of equations, we get:

a = -2

b = 7

Therefore, v can be written as a linear combination of the vectors in S as:

v = -2*(1, 2, −2) + 7*(2, −1, 1)

(c) w = (1, −23, 23)

we can write w as a linear combination of the vectors in S by using the following equation:

w = as1 + bs2

Here, we can find the values of a and b by solving the following system of equations:

1 = a1 + b2

-23 = a2 + b(-1)

23 = a*(-2) + b*1

Solving this system of equations, we get:

a = -12

b = 11

Therefore, w can be written as a linear combination of the vectors in S as:

w = -12*(1, 2, −2) + 11*(2, −1, 1)

Therefore, The equation can be written as a linear combination of the vectors in S:

z = 5*(1, 2, −2) -1*(2, −1, 1)

v = -2*(1, 2, −2) + 7*(2, −1, 1)

w = -12*(1, 2, −2) + 11*(2, −1, 1)

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Answer:

65% of 20 is 13

Step-by-step explanation:

Multiply 0.65 by 20

(0.65 is the same as 65%)

13

The critical value, given the sample size of 5 and the confidence level of 99. 0 percent would be 16. 812.

The critical values for the chi-squared (χ^2) distribution depend on the degree of freedom and the level of significance.

The degree of freedom for a chi-squared distribution typically equals the sample size minus 1 so the degrees of freedom here is:

= 5 - 1

= 4

The level of significance would be:

= 1 - 99. 0 %

= 0. 01

The critical value of the sample would therefore be found on a chi -squared distribution table for df = 4 and α = 0.01 to be 16. 812.

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By answering the presented questiοn, we may cοnclude that Sο the sum equatiοn οf 2√9 and 5√7 in simplest fοrm is 6 + 5√7.

An equatiοn in mathematics is a statement that twο expressiοns are equal. An equatiοn is a pair οf sides that are separated by the equal sign (=) in algebra. As an example, the statement "2x plus 3 equals the number "9"" is made by the claim "2x plus 3 =."

The aim οf equatiοn sοlving is tο determine the value οr values οf the variable(s) required fοr the equatiοn tο be true. Equatiοns can be simple οr cοmplex, regular οr nοnlinear, and they can have οne οr mοre elements. The variable x is raised tο the secοnd pοwer by the equatiοn "x² + 2x - 3 = 0". Lines are used in many areas οf mathematics, such as algebra, calculus, and geοmetry.

2√9 + 5√7

Since 9 is a perfect square, we can simplify √9 as 3:

2√9 + 5√7 = 2(3) + 5√7 = 6 + 5√7

Sο the sum οf 2√9 and 5√7 in simplest fοrm is 6 + 5√7.

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Answer: 5.3%

Step-by-step explanation:

The formula to compute rate of return is given by :-

Rate of return = \(\dfrac{\text{Selling price - investing price }}{\text{ investing price}}\times100\)

\(=\dfrac{1000-950}{950}\times100\%\\\\=\dfrac{50}{950}\times100\%\\\\=\dfrac{100}{19}\%\\= 5.3\%\)

Hence,  his rate of return = 5.3%

The median will be greater than the mean in a left-skewed distribution

We have,

In statistics, skewness is a measure of the asymmetry of a probability distribution around its mean.

A distribution is said to be skewed left if it has a long tail on the left side and the bulk of the data is on the right side.

When the data is skewed left, it means that the distribution is being pulled towards the left side.

This is because there are a few extreme values on the left side that are pulling the mean in that direction.

In contrast, the median is the middle value of the dataset, and it is not influenced by outliers.

For a left-skewed distribution,

The median will be greater than the mean because the mean is being pulled towards the left by the few extreme values.

In a data distribution that is skewed left, the mean will be less than the median.

This is because the mean is sensitive to outliers and is pulled towards the direction of the skewness, while the median is not affected by extreme values and is a more robust measure of central tendency.

Therefore,

The median will be greater than the mean in a left-skewed distribution

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Answer:

-240

Step-by-step explanation:

You want a85.

Work it out step by step:

a85 = 12 + (85 - 1)(-3)

Subtract 1 from 85.

a85 = 12 + 84(-3)

Multiply the numbers in the brackets.

a85 = 12 + -252

Add 12.

a85 = -240

The most extreme value in a distribution of normally distributed scores is -3.12.

Value is an important concept in economics and finance that refers to the worth of goods and services. It is determined by the market forces of supply and demand and can be affected by market changes, such as inflation and deflation. Value can be measured in terms of utility, which is the satisfaction or pleasure derived from a product or service, or in terms of money, which is the monetary worth assigned to an item or service. Value is an important factor in determining the price of goods and services, and it is also used to compare the relative value of different products and services.

The value of -3.12 is farthest away from the mean, which is represented by a z score of 0. The other values provided (1.96, 0.0001, and -0.0002) are all closer to the mean and are not considered as extreme.

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The surface areas of the figures are 336, 82 and 836

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

The figures

For the triangular prism, we have

Surface area = 2 * 1/2 * 6 * 8 + 12 * 10 + 8 * 12 + 6 * 12

Surface area = 336

For the rectangular prism, we have

Surface area = 2 * (7 * 3 + 3 * 2 + 2 * 7)

Surface area = 82

For the cylinder, we have

Surface area = 2π * 7 * (7 + 12)

Surface area = 836

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The surface area of the prisms are

1. 336 cm²

2. 82 m²

3. 836 cm²

The area occupied by a three-dimensional object by its outer surface is called the surface area.

A prism is a solid shape that is bound on all its sides by plane faces.

The surface area of prism is expressed as;

SA = 2B +pH

where B is the base area , p is the perimeter and h is the height.

1. SA = 2B +ph

B = 1/2 × 6 × 8

= 24 m²

p = 6+8+10 = 24m

h = 12m

SA = 2 × 24 + 24 × 12

= 48 + 288

= 336 cm²

2. SA = 2( 3× 2) + 3× 7)+ 2 × 7)

= 2( 6+21+14)

= 2( 41)

= 82 m²

3. SA = 2πr( r +h)

= 2 × 3.14 × 7( 7 + 12)

= 44( 19)

= 836 cm²

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Answer:    x=67

Step-by-step explanation:

All of the angles add up to 180 for a triangle

38 + 75 + x = 180               >combine like terms (the numbers)

113 + x = 180                       >subtract 113 from both sides

x=67

Answer:

Step-by-step explanation:

We know that,

\( \sf \: By \: Using \: Angle \: sum \: property \: of \: triangle\)

\( \large \sf \: → x +38° + 75° = 180°\)

\( \large \sf \: → x + 113 = 180°\)

\( \large \sf→ x = 180°- 113°\)

\( \boxed{\large \bf→ x = 67° }\)

Answer: D. The data are discrete because the data can only take on specific values.

Step-by-step explanation:

Discrete data refers to data that has a specific value in a specific period and so can be counted as opposed to continuous data that cannot be counted as it goes on to infinity. An example of continuous data would be the height of students in a class. This is continuous because a person's height could be 1.02325845...... metres.

The number of car accidents on a particular stretch of highway can be counted and the data can only take on a specific value thereby making it discrete data.

In this exercise we have to use the knowledge of distance to understand which the best alternative corresponds to car accidents, in this way we find that:

Letter D. The data are discrete because the data can only take on specific values.

Discrete information in visible form refers to data that bear a distinguishing value fashionable a distinguishing period accordingly can be check in order as opposite to continuous information in visible form that cannot be deem as it continue to infinity.

An instance of constant data hopeful the height of person actively learning fashionable a class. This is constant cause a person's crest could be 1.02325845 metres.

The number of vehicle driven on streets accidents in contact a particular stretch of heavily traveled maybe have importance and the data can only oppose a particular financial worth by that making it discrete information in visible form.

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Answer:

your answer is the second one.

Answer:

D) 3Log15^2

Step-by-step explanation:

is this right?

Answer:

The Answer is D on Edge :)

Step-by-step explanation:

The multiplication 3/4×8/9 can be used to address the problem in response (B). which is the correct answer that would be an option (B).

In mathematics, Multiplication operations perform Multiplying values on either side of the operator.

For example 4×2 = 8

As per option (B),

Jada rode her bike for 3/4 mile. Sarah rode her bike 8/9 the distance that Jada rode her bike.

Sarah rides her bike = Sarah rode (8/9) of the (3/4) that Jada rode.

Sarah rides her bike = 3/4 × 8/9

Therefore, this problem can be solved by performing the above multiplication.

Hence, the correct answer would be an option (B).

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