2. A small box in the shape of a cube for packaging has a volume of 216 cubic inches.
(a) For a medium box, the length, width, and height are all tripled. What is the ratio of the sides, area of the bases, and volumes of the boxes? Show your work.
(b) What is the volume of a medium box? Show your work.

Answer: The product of two consecutive negative integers is 600. What is the value of the lesser integer?

Step-by-step explanation:

EDGE2021

The mode is the most common value in a set of data values then the mode of the given set of data is 56.

The mode is the most common value in a set of data values. If X is a discrete random variable, the mode is the x value at which the probability mass function maximizes. In other words, it is the most likely value to be sampled.

The most common number, or the number that appears the most frequently. Example: Since the number 2 occurs three times, more than any other number, it is the mode of the sequence "4, 2, 4, 3, 2, 2."

Let the given data be 39, 41, 44, 50, 54, 56, 56, 56, 61

The mode is the most common value in a set of data values.

Then the mode of the given set of data is 56.

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Answer:

B

Step-by-step explanation:

Answer:

B. \(\frac{x^2}{3^2} +\frac{y^3}{2^2} =1\)

Step-by-step explanation:

Answer:

5s^2 - 4s - 12

Step-by-step explanation:

Answer:

5s^2+4-12

Step-by-step explanation:

Answer:

C) 3 chances out of 12

Step-by-step explanation:

Total balls: 5 + 3 + 4 = 12

Number of white balls: 3

Answer is 3/12.

Randy needs 8 loads.

To find the answer on the question we have to follow the method of multiplication and division .

A washing machine can hold \(\frac{3}{4}\) kg of laundry in each load.

\(\frac{3}{4}\) kg of laundry is equal to 1 load.

\(\frac{3}{4}\) kg of laundry =  1 load

1 kg of laundry  =  \(\frac{1 * 4}{3}\) load ( following the method of division )

1 kg of laundry = \(\frac{4}{3}\) load

Randy has 6kg of laundry.

So, 1kg of laundry i.e \(\frac{4}{3}\) load is to be multiplied by 6.

6kg of laundry = \(\frac{4 * 6}{3}\) load ( following the method of multiplication)

                         = 8 loads

Hence, Randy needs 8 loads.

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The sentence "If it is a dog (d), it has fleas (f)" can be represented in symbolic form as d → f.

In symbolic logic, we represent the components of a sentence using letters or symbols. In this case, the given sentence has two components: "it is a dog" and "it has fleas." To represent these components, we assign the letter 'd' to "it is a dog" and the letter 'f' to "it has fleas."

The sentence "If it is a dog, it has fleas" implies a conditional relationship between the two components. It states that if something is a dog (d), then it has fleas (f). This can be symbolically represented as d → f, where the arrow (→) denotes the conditional relationship.

The given sentence, "If it is a dog (d), it has fleas (f)," can be represented in symbolic form as d → f. The arrow (→) in symbolic logic represents the conditional relationship. It indicates that if something is a dog (d), then it has fleas (f). In this symbolic representation, 'd' stands for "it is a dog," and 'f' represents "it has fleas."

The sentence is a conditional statement because it presents a hypothetical relationship between the two components. The truth value of the sentence depends on whether the antecedent (d) is true or false. If something is indeed a dog, then it implies that it has fleas. However, if it is not a dog, the statement does not make any specific claim about fleas.

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Answer:

is finding the square root

The inverse operation of squaring a number is finding the square root of that number. The square root of a number "x" is the value that, when squared, gives the original number.

When a number is squared, it is multiplied by itself. For example, squaring the number 4 gives 4^2 = 16.

The inverse operation undoes the effect of squaring and returns you to the original number. In this case, finding the square root of a number is the inverse operation of squaring.

The square root of a number "x" is a value that, when squared, gives the original number. It is denoted by the symbol √x.

For example, if you have the number 25 and you want to find its square root, you calculate:

√25 = 5

5 is the square root of 25 because when you square 5 (5^2), you get 25.

The inverse operation of squaring a number is finding the square root of that number. The square root of a number "x" is the value that, when squared, gives the original number. The concept of square root and squaring are inverse operations that are used in various mathematical calculations and problem-solving.

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Answer:

4

Step-by-step explanation:

Answer:

Hi! The answer to your question is 138

Step-by-step explanation:

☆*: .｡..｡.:*☆☆*: .｡..｡.:*☆☆*: .｡..｡.:*☆☆*: .｡..｡.:*☆

☆Brainliest is greatly appreciated!☆

Hope this helps!!

- Brooklynn Deka

Answer:

( 0 , 0 )

Step-by-step explanation:

Since the researcher is merely observing and comparing existing groups without any manipulation or intervention, this study is classified as an observational study.

In an observational study, the researcher observes and collects data on existing groups or individuals without intervening or manipulating any variables. In this case, the researcher selected two groups of grocery shoppers (one group shopping at a health food supermarket and the other at a neighborhood grocery store) and observed their food costs over a month. The researcher did not control or manipulate any factors or assign participants to specific groups.

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In a poll conducted by a certain research​ center, 1046 adults were called after their telephone numbers were randomly generated by a​ computer, and were able to correctly identify the random sampling.

Each sample has an equal chance of being chosen as part of the sampling technique known as random sampling. A randomly selected sample is intended to be a fair representation of the entire population.

In statistics, a simple random sample is a subset of people chosen at random from a larger group, all of whom were chosen with the same probability. It is a procedure for randomly choosing a sample.

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The inference procedure for each is give below-

A. The inference procedure: Confidence Interval - One mean, μ.

C. The inference procedure: Hypothesis test - Difference in proportions from two samples, P1-P2.

E. The inference procedure: Confidence Interval - One proportion, p.

G. The inference procedure: Confidence Interval - Difference in proportions from two separate samples, M1-M2

I. The Inference procedure: Hypothesis test - Difference in means from two independent samples.

K. The Inference procedure: Hypothesis test - Paired means, HD.

B. The Inference procedure: Hypothesis test - Difference in proportions from two samples, P1-P2.

D. The Inference procedure: Hypothesis test - One mean, μ.

F. Inference procedure: Confidence Interval - Paired means, HD.

H. Inference procedure: Hypothesis test - One proportion, p.

J. Inference procedure: Confidence Interval - Difference in means from two independent samples.

L. It doesn't directly involve inference.

Now we have-

A. What's the average number of free throws for the Warriors to attempt during a game?

Distribution type: z

C. Do the Warriors make more free throws (on average) during games at home than on the road?

Simulation type: BT (bootstrap)

Distribution type: z

E. What proportion of free throw attempts do the Warrior players make?

Simulation type: BT (bootstrap)

Distribution type: z

G. How much better (or worse) are the Warriors at making free throw attempts compared to their opponents?

Simulation type: BT (bootstrap)

Distribution type: z

I. Is the mean number of free throw attempts awarded to the Warriors during their games different from the mean number attempted by their opponents?

Distribution type: z

K. (Challenge) On average, is the point spread when GSWarriors win larger than the point spread when they lose?

Simulation type: BT (bootstrap)

Distribution type: z

B. Is the proportion of free throws made by the Warriors different between games they play at home and those they play on the road?

Simulation type: BT (bootstrap)

Distribution type: z

D. Over the past 10 years, NBA teams have averaged close to 25 free throw attempts per game. Treating this as the population mean, is the mean number of free throw attempts by the Warriors much different?

Simulation type: BT (bootstrap)

Distribution type: z

F. How many more (or fewer) free throw attempts do the Warriors take on average for home games compared to road games?

Simulation type: BT (bootstrap)

Distribution type: z

H. Players in the NBA as a whole make about 75.6% of their free throws. Is the proportion made by the Warriors different from this?

Simulation type: BT (bootstrap)

Distribution type: z

J. How does the average number of free throws made (per game) by the Warriors compare to their opponents?

Distribution type: z

L. (Extra) On average, what is the point spread in GS Warrior games? (where "+" means they won; "-"means they lost)

This case doesn't directly involve inference.  As it requires calculating the average point spread, but it doesn't involve making statistical inferences about a population parameter.

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Answer:

2.27

Step-by-step explanation:

a. The current sale price for the computer system is given as follows: $618.4.

b. The amount paid by the club members, with the discount, is given as follows: $587.48.

The prices are found applying the proportions, which are the decimal equivalent of the percentages relative to each discount.

The selling price is of:

$773.

The markdown is of 20%, hence the current sale price is 100 - 20 = 80% of the selling price, hence:

0.8 x 773 = $618.4.

Club members get an additional discount, of 5%, meaning that they pay 95% of $618.4, and the amount is obtained as follows:

0.95 x 618.4 = $587.48.

The problem is given by the image presented at the end of the answer.

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Answer:

5.2 × 10^9

Step-by-step explanation:

Answer:

5.2 × 10^9

Step-by-step explanation:

The total number of points scored by the other 7 team members in Euclid high school's last basketball game is 11.

For the given question.

Let 't' be the total points scored.

Alexa = 1/4 t.

Brittany = 2/7 t

Chelsea = 15

Let 'x' be the points scored by remaining 7 team.

Thus, the two variable equation becomes.

1/4 t +  2/7 t + 15 + x = t   .....eq 1

Where, x ≤ 14 ( for 7 terams)

Simplifying eq 1.

15 + x = 13/ 28 t

28x + 28 = 13 t

Now, t must be divisible by 28.

Let t = 28 u, u ≥ 0 and divisible by 28.

Thus,

x + 15 = 13u.

Then, u = 2( t = 56) has been the only candidates for which x = 11.

Thus, the total number of points scored by the other 7 team members is 11.

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Question:

The local furniture store pays $ 60 for a sofa and sells it with a 30% markup. What is the selling price of the sofa?.

Solution:

Let the following data:

Base price = $60

30% of base price = $60 x 0.3 = $18

Then:

Selling price = $60 + $18 = $78.

Then, we can conclude that the correct answer is:

The selling price of the sofa is $78.

Answer:

The missing step is 4x + 6 = -24. This step is justified by the additive property of equality. So the correct answer is B)

Step-by-step explanation:

The missing step in the given equation is 4x + 6 = -24. This step is justified by the additive property of equality. The additive property of equality states that if we add the same value to both sides of an equation, the equality remains true. In this case, 6 is added to both sides of the equation to isolate the term "4x" on the left side and move the constant term to the right side. Therefore, the correct answer is B: "4x + 6 = -24. This step is justified by the additive property of equality."

Answer:

658.8 so 659

Step-by-step explanation:

The table can be filled as,

-7

-5

-1

1

9

Answer:

The coordinates of point y after the transformation is (-6,5)

Step-by-step explanation:

Firstly , we need to get the coordinates of the point y before the transformation

The coordinates are

(-6,-5)

By reflecting over the y-axis, we have the following change;

(x,y) becomes (-x,y)

So we have;

(6,-5)

Then we are to rotate at an angle of 180 degrees counterclockwise

The operation here will be;

(x,y) to (-x,-y)

So we have;

(6,-5) to (-6,5)

The last statement is true about Tim's solution to the problem. The value 8.5 is the correct solution to the equation, but it is not reasonable, because there can't be 8.5 students in a class. This means the problem's situation can't be true.​

It is given to us that -

If we solve the equation 35 = 2(9+k), we get

35=2(9+k)

=> 9+k= 35/2 = 17.5

=> k = 17.5-9

=> k = 8.5

This implies that the number of students that Mr. Khan has is 8.5.

Although the value of k=8.5 satisfies the equation defined by Tim, yet this cannot be true because there cannot be 8 and a half students in the class.

Thus, it can be said that the problem's situation cannot be true.

Therefore, the last statement is true about Tim's solution to the problem. The value 8.5 is the correct solution to the equation, but it is not reasonable, because there can't be 8.5 students in a class. This means the problem's situation can't be true.​

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Answer:

x=25

Step-by-step explanation:

125+30= 155
180-155=25

180 is the overall total of the line so the angels will add up to 180

Answer:

x = 25°

Step-by-step explanation:

angle of st line is 180°

125+30+x = 180

155+x=180

x = 25°

To start with 21, we will find the last missing angle. We currently have 45 degrees for X, 90 degrees for Y, and Z is unknown.

A triangle adds up to 180 degrees. So to find Z, we will add X, Y, and Z together and set it equal to 180.

45 + 90 + Z = 180

135 + Z = 180

Z = 45

Now we have all 3 angles. Let’s look at the choices:-sinX-cosX-sinZ-cosZ

So there are no choices for Y. We can forget about Y.

Both X and Y are 45 degrees. So all we have to do is simply match sin and cos.

So sinX is equal to sinZ and cosX is equal to cosZ. Because they’ll be sin45=sin45 and cos45=cos45.

Hope this helped!

Answer:

She can make cookies for 4.95 weeks

Step-by-step explanation:

2 x 1 2/3 = 3.333333333

16.5/ 3.333333333 = 4.95

Since Jordan is making two batches of Cookies per week, you need to multiply 2 by the amount of resources needed to bake one batch of cookies. So you multiply 1 and 2/3 by 2 to get the amount of resources neccesary for one week of making cookies. Then, you take the full amount of resources that she has, and divide that by the amount she uses per week, that number will give you the number needed to figure out how many weeks she has to bake cookies.

To figure out the number that is being divided to get the whole number in weeks, you would take the 16.5 cups of flour. The reason why this is, is because that Is the starting number of cups that she has. So here you would need to divide the amount you are taking from it each week. This will result in the amount of weeks that she is able to bake cookies with her flour.

Answer:

(0,-5)

Step-by-step explanation:

move the x point to the right three times im pretty sure

Finite-state machines for given inputs: (a) 0s multiple of 3: 3-state machine. (b) At least four 1s: 4-state machine. (c) Exactly one 1: 2-state machine. (d) Begins with 000: 3-state machine. (e) Second is 0, fourth is 1: 4-state machine. (f) 01 pairs or 2 1s + 0s: 3-state machine. (g) Ends in 110: 3-state machine.

To construct finite-state machines that act as recognizers for the given inputs, we can follow these guidelines:

(a) For the set of all strings where the number of 0s is a multiple of 3, we can use a finite-state machine with three states. Start with the initial state, and transition to the next state whenever a 0 is encountered. After three transitions, go back to the initial state. If the machine ends in the accepting state, output 1.
(b) For the set of all strings containing at least four 1s, we can use a finite-state machine with four states. Start with the initial state, and transition to the next state whenever a 1 is encountered. If the machine enters the final state after four transitions, output 1.

(c) For the set of all strings containing exactly one 1, we can use a finite-state machine with two states. Start with the initial state and transition to the final state when the first 1 is encountered. Output 1 only if the final state is reached.

(d) For the set of all strings beginning with 000, we can use a finite-state machine with three states. Start with the initial state and transition to the next state whenever a 0 is encountered. If the machine reaches the final state after three transitions, output 1.

(e) For the set of all strings where the second input is 0 and the fourth input is 1, we can use a finite-state machine with four states. Start with the initial state and transition to the next state based on the inputs. Output 1 only if the machine reaches the final state.

(f) For the set of all strings consisting entirely of any number (including none) of 01 pairs or consisting entirely of two 1s followed by any number (including none) of 0s, we can use a finite-state machine with three states. Start with the initial state and transition based on the inputs. Output 1 only if the final state is reached.

(g) For the set of all strings ending in 110, we can use a finite-state machine with three states. Start with the initial state and transition based on the inputs. Output 1 only if the final state is reached.

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Finite-state machines (FSMs) can be constructed to act as recognizers for specific patterns in input strings. These are examples of how to construct FSMs as recognizers for different patterns in input strings. Each FSM is designed to produce an output of 1 when the input received matches the description provided.

Let's consider the given cases and construct FSMs for each one.

(a) The set of all strings where the number of Os is a multiple of 3:
To construct an FSM for this, we can keep track of the number of Os encountered so far. Initially, set the count to zero. When an O is encountered, increment the count by one. If the count becomes a multiple of 3, the FSM outputs 1; otherwise, it outputs 0. Reset the count to zero whenever a 1 is encountered.

(b) The set of all strings containing at least four 1s:
To create an FSM for this, we can keep track of the number of 1s encountered so far. Initially, set the count to zero. When a 1 is encountered, increment the count by one. If the count becomes equal to or greater than four, the FSM outputs 1; otherwise, it outputs 0.

(c) The set of all strings containing exactly one 1:
To build an FSM for this, we can have two states: a "no 1 encountered" state and a "1 encountered" state. Initially, start in the "no 1 encountered" state. Whenever a 1 is encountered, transition to the "1 encountered" state. If another 1 is encountered in the "1 encountered" state, transition to a third "more than one 1 encountered" state. In this case, the FSM outputs 0. Otherwise, if no additional 1s are encountered, the FSM outputs 1.

(d) The set of all strings beginning with 000:
To create an FSM for this, start in an initial state. When a 0 is encountered, transition to a second state. If two consecutive 0s are encountered in the second state, transition to a third state. Finally, if a third 0 is encountered in the third state, the FSM outputs 1; otherwise, it outputs 0.

(e) The set of all strings where the second input is 0 and the fourth input is 1:
To construct an FSM for this, start in an initial state. When the first input is read, transition to a second state. In the second state, transition to a third state if the second input is 0. In the third state, transition to a fourth state if the third input is not 0. Finally, in the fourth state, if the fourth input is 1, the FSM outputs 1; otherwise, it outputs 0.

(f) The set of all strings consisting entirely of any number (including none) of 01 pairs or consisting entirely of two Is followed by any number (including none) of Os:
To create an FSM for this, we can have multiple states to represent different scenarios. We start in an initial state and transition to a second state when a 0 is encountered. In the second state, transition back to the initial state if a 1 is encountered. If a 1 is encountered in the initial state, transition to a third state. In the third state, transition to a fourth state if an O is encountered. Finally, if an O is encountered in the fourth state, the FSM outputs 1; otherwise, it outputs 0.

(g) The set of all strings ending in 110:
To construct an FSM for this, start in an initial state. Transition to a second state if a 1 is encountered. In the second state, transition to a third state if a 1 is encountered again. Finally, if a 0 is encountered in the third state, the FSM outputs 1; otherwise, it outputs 0.

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