At Harrison Middle School 0.96 of the student population was in attendance last Friday
Write 0.96 as a percent and as a fraction (in simplest form).

Please explain:))

Calculating the obtuse angle or value of a triangle.

Finding obtuse angle value:

steps:

1)  Square the length of both sides of the triangle that intersect to create the obtuse angle, and add the squares together.

For example, if the lengths of the sides measure 4 and 2, then squaring them would result in 16 and 4. Adding the squares together results in 20.

2)  Square the length of the side opposite the obtuse angle. For the example, if the length is 5, then squaring it results in 25.

3) Subtract the combined squares of the adjacent sides by the square of the side opposite the obtuse angle. For the example, 25 subtracted from 20 equals -5.

4)  Multiply the lengths of the adjacent sides together, and then multiply that product by 2. For the example, 4 multiplied by 2 equals 8, and 8 multiplied by 2 equals 16.

5) Divide the difference of the sides squared by the product of the adjacent sides multiplied together then doubled. For the example, divide -5 by 16, which results in -0.3125.

The obtuse angle value is obtained by inverse of cos:

cos^-1(-0.3125)

= 108.209 degrees.

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Answer:

A, D, and F, it has the MOST potential at A.

Step-by-step explanation:

Higher objects (with further to fall) have greater potential energy.

I'm assuming A, D, and F. Or just A.

Answer: There would be 2224 kilograms left in the truck

The statement that , "The set Span{u,v} is always visualized as a plane through the origin" is False because if vectors are scalar multiples of each other, then set Span{u,v} is a line through origin .

The set Span{u,v} is defined as the set of all linear combinations of vectors "u" and "v" . This set can be visualized as a plane in three-dimensional space if the vectors are not scalar multiples of each other.

The plane may not necessarily pass through the origin, unless one of the vectors is the zero vector .

If the vectors are scalar multiples of each other, then the set Span{u,v} is a line through the origin, and if one of the vectors is the zero vector, then the set Span{u,v} is a plane through the origin.

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Let \(n=0\). Then \(0^3 = 0\) but 0 > 0 is a false statement.

The number of bacteria after 5 hours with initial numbers 3500 increased double in each hour is equal to 112,000.

Initially number of bacteria in a culture =  3500

Total hours the number of bacteria double = Each hour

Then the growth rate is equal to  2

As the number of bacteria after each hour is twice the previous numbers.

Formula used for the number of bacteria after t hours ,

N = N₀ x 2^t

where N₀ is the initial number of bacteria.

Time in hours = t hours

And N is the number of bacteria after t hours.

After 5 hours, the number of bacteria present is equal to,

⇒N = 3500 x 2^5

⇒N = 3500 x 32

⇒N = 112,000

Therefore, number of bacteria present after 5 hours is equal to 112,000.

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\(\large\text{Hey there!}\)

\(\mathsf{\dfrac{x}{4} + 3y}\\\\\mathsf{= \dfrac{12}{4} + 3(2)}\\\\\mathsf{= 3 + 3(2)}\\\\\mathsf{= 3 + 6}\\\\\mathsf{= 9}\\\\\large\text{Therefore, your answer: \huge\boxed{\mathsf{9}}}\huge\checkmark\)

\(\large\text{Good luck on your assignment \& enjoy your day!}\)

~\(\frak{Amphitrite1040:)}\)

Answer:

The value of x/4+3y is 9.

Step-by-step explanation:

Evaluate the expression with its given values.

\( \implies{\tt{\dfrac{x}{4} + 3y}}\)

Substituting all the given values to evaluate the expression :

\( \implies{\tt{\dfrac{x}{4} + 3y}}\)

\( \implies{\tt{\dfrac{12}{4} + 3(2)}}\)

\( \implies{\tt{\cancel{\dfrac{12}{4}} + 3 \times 2}}\)

\( \implies{\tt{3+6}}\)

\( \implies{\tt{9}}\)

\(\large{\star{\underline{\boxed{\tt{\red{ \: 9 \: }}}}}}\)

Hence, the answer is 9.

\(\rule{300}{2.5}\)

Answer:

2

(

4

+

3

)

Step-by-step explanation:

Question:

twenty-four minus the product of three and two

Answer:

➛24-(2×3)

➛24-6

➛18

24-² = -2 × -2 × -2 × -2 × +2

24-³ = Wrong Quiq

Answer:

-4.9

Step-by-step explanation:

the dot is on -4.9

The hydrologic cycle, also known as the water cycle, plays a crucial role in the Earth's natural processes. It involves the continuous movement of water between the Earth's surface, atmosphere, and underground reservoirs.

The importance of the hydrologic cycle can be understood by considering its various functions:

Transport: The hydrologic cycle facilitates the transport of water across the Earth's surface, including rivers, lakes, and oceans. This movement of water is vital for the distribution of nutrients, sediments, and organic matter, which are essential for the functioning of ecosystems.

Weathering and Contaminant Transport: Water plays a significant role in weathering processes, such as erosion and dissolution of rocks and minerals. It also acts as a carrier for contaminants, pollutants, and nutrients, influencing their transport through the environment.

Energy Balance: Water has a high heat capacity, which means it can absorb and store large amounts of heat energy. This property helps regulate the Earth's temperature and climate by transporting heat through evaporation, condensation, and precipitation.

Greenhouse Gas: Water vapor is a major greenhouse gas that contributes to the Earth's natural greenhouse effect. It absorbs and re-emits thermal radiation, trapping heat in the atmosphere. Approximately 80% of the atmospheric greenhouse effect is attributed to water vapor.

Life: Water is vital for supporting life on Earth. It provides a habitat for numerous organisms and serves as a medium for various biological processes. Terrestrial life forms, including plants, animals, and humans, rely on water availability for their survival, growth, and reproduction.

It is important to note that while water is critical for most terrestrial life forms, human beings have developed technologies and systems that allow them to inhabit regions with limited water availability. However, water still remains a fundamental resource for human societies, and the hydrologic cycle plays a crucial role in ensuring its availability and sustainability.

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To find a parametric equation for the line of intersection of two planes, we need to solve a system of equations formed by the equation of the two planes.

To find a parametric equation for the line of intersection of two planes, we need to solve a system of equations formed by the equation of the two planes. The equation of a plane is given by Ax + By + Cz + D = 0, where A, B, C and D are constants. We can then form a system of equations by equating the coefficients of x, y and z from both equations. Solving the system of equations gives the parametric equation of the line of intersection of the two planes. The parametric equation can be written as x = x0 + at, y = y0 + bt, and z = z0 + ct, where x0, y0 and z0 are constants and a, b, and c are non-zero constants. This equation gives the coordinates of any point on the line of intersection of the two planes, which is determined by the constants x0, y0, z0 and a, b, c.

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Answer:

1.   f(x)=1-1/2

4.   y=10x

5.   yes

Step-by-step explanation:

1)
f(x) = 4(2 + 3x) + 3 is a linear function.

2)

The slope of the function is 6.

3)

The linear function is (1/2)x - 4.

4)

y = x² + 2 is not a linear function.

5)

No, it is not a linear function.

6)

Graph D does not represent a linear function.

7)

Graph B does not represent a linear function.

8)

Table D is a linear function.

9)

Table B is not a linear function.

10)

3x + 2y = 6 is a linear function.

A function is a relationship between inputs where each input is related to exactly one output.

Example:

f(x) = 2x + 1

f(1) = 2 + 1 = 3

f(2) = 2 x 2 + 1 = 4 + 1 = 5

The outputs of the functions are 3 and 5

The inputs of the function are 1 and 2.

We have,

1)

f(x) = 4(2 + 3x) + 3

f(x) = (1/2)x² - 5

f(x)= 5 - x²

f(x) = 1 - 1/x

The graph of each function is given below.

The red line in the graph represents f(x) = 4(2 + 3x) + 3.

This is a straight line which means it is a linear function.

2)

f(x) = 2(3x - 7)

f(x) = 6x - 14

It is in the form of y = mx + c where m is the slope.

So,

m = 6

3)

f(x) = (1/2)x - 4

f(x) = x³ - 2

The graph is given below.

The red line represents f(x) = (1/2)x - 4.

This is a linear function.

4)

y = 3x + 12

y = x² + 2

y = 10x

y = 9

The graph is shown below.

The green curve is y = x² + 2.

This is not a linear function.

5)

y = 2x² - 6

This is not a linear function because we have x².

The graph is given below.

6)

Graph D represents a non-linear function.

7)

Graph B represents a non-linear function.

8)

If the rate of change between two (x, y) from the graph is the same then it is a linear function.

Table D has the same rate of change.

Rate of change = (y(2) - y(1)) / (x(2) - x(1))

= (4 - 7) / (-1 + 2)

= -3/1

= -3

Table D is a linear function.

9)

If the rate of change between two (x, y) from the graph is the same then it is a linear function.

Table B does not have the same rate of change.

Rate of change = (y(2) - y(1)) / (x(2) - x(1))

Table B is not a linear function.

10)

The green line on the graph represents a straight line.

The green line is a linear function.

The green line is 3x + 2y = 6.

Thus,

The answers are given above.

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In a random sample of 60 people, with 30 classified as "successful," the sample proportion of successful individuals is 0.50. If the population proportion is 0.70, the standard error of the proportion is approximately 0.0603.

To determine the sample proportion, we divide the number of successful individuals (30) by the total sample size (60): p = \(\frac{30}{60}\) = 0.50. Therefore, the sample proportion of successful people is 0.50, or 50%.

To calculate the standard error of the proportion, we need to use the formula: σ p = sqrt\(\sqrt{\frac{(p * (1 - p))}{n}}\), where σ p represents the standard error of the proportion, p is the population proportion, and n is the sample size. In this case, the population proportion is given as 0.70, and the sample size is 60. Plugging these values into the formula, we get:

σ p = \(\sqrt{\frac{(0.70 * (1 - 0.70)) }{60}}\) = \(\sqrt{\frac{0.21}{60} }\) = \(\sqrt{0.0035} = 0.0592\).

Rounding this value to four decimal places, the standard error of the proportion is approximately 0.0603.

The standard error of the proportion measures the variability or uncertainty in the sample proportion compared to the population proportion. In this case, with a population proportion of 0.70 and a sample size of 60, the standard error of the proportion indicates that the sample proportion of 0.50 is subject to some level of uncertainty or sampling error. A larger sample size generally reduces the standard error, providing a more accurate estimate of the population proportion.

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Answer:

Six thousand three hundred

Step-by-step explanation:

Hope this helps

Brainliest pls ❤️

Step-by-step explanation:

Answer:

f. 0.375

Step-by-step explanation:

Answer:

F. 0.375 :)

Step-by-step explanation:

Yes, for sufficiently large n, X is approximately standard normal in its distribution.

The sum of n exponential random variables with the same rate parameter λ follows a gamma distribution with shape parameter n and scale parameter 1/λ. Since the exponential distribution is a special case of the gamma distribution with shape parameter 1, we can say that the sum of n exponential random variables follows a gamma distribution with shape parameter n and scale parameter 1/λ.

As n becomes large, the gamma distribution with shape parameter n approaches a normal distribution with mean μ = n/λ and variance σ^2 = n/λ^2. By dividing X by n and taking the limit as n approaches infinity, we can standardize the distribution of X, resulting in a standard normal distribution with mean 0 and variance 1.

To summarize, as n becomes sufficiently large, the distribution of X, which is the sum of n exponential random variables, approaches a standard normal distribution.

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Cube rolled = 50 times

1 or 2 came up = 19 times

In percentage, that is >>>

So, 1 or 2 occured 38% of the times where it should occur around 20% of the times.

Looking at the answer choice, third option (C) is right.

Answer:

APT

Step-by-step explanation:

Make sure they are corresponding with each other so BRO in lefthand triangle corresponds with APT in the righthand one, therefore your answer is APT

Answer:

The answer is APT!

Step-by-step explanation:

The triangle is flipped, but is otherwise the same. So, wherever BRO is on the first triangle, APT will be on the second! I don't know if that explanation makes much sense, but I hope it helps haha.

When the line to be examined's slope is known, and the provided point also serves as the y intercept, the slope intercept formula, y = mx + b, is utilized (0, b).

When should you use point-slope form?

When the slope of the line being studied is known, and the provided point is also the y intercept, the slope intercept formula, y = mx + b, is utilized (0, b). The y value of the y intercept point is represented by b in the equation.

One of the three ways we can express a straight line is using the point slope form, also known as the point-gradient form. By merely knowing one point on the line and the slope of the line, we may use this form to get the equation of the line.

The slope and y-intercept of the matching line can be rapidly determined when we have a linear equation in slope-intercept form. This enables us to graph it as well.

The equation of a line can be represented in either slope-intercept form or point-slope form.

Slope-intercept form:

The slope-intercept form of a line is given by y = mx + b, where m is the slope of the line and b is the y-intercept.

To find the equation of the line passing through the points (3,5) and (6,11) in slope-intercept form, we can use the point-slope formula to find the slope and then use one of the points to find the y-intercept.

Point-slope form:

The point-slope form of a line is given by y - y1 = m(x - x1), where m is the slope of the line and (x1, y1) is a point on the line.

To find the equation of the line passing through the points (3,5) and (6,11) in point-slope form, we can use the point-slope formula and one of the points.

Using the point-slope formula, the slope of the line is (11 - 5) / (6 - 3) = 6/3 = 2.

So, the equation of the line in slope-intercept form is:

y = 2x + b

We can use the point (3,5) to find the y-intercept:

5 = 2 * 3 + b

Solving for b, we get b = -1.

So the equation of the line in slope-intercept form is:

y = 2x - 1

In point-slope form, using the point (3,5), the equation of the line is:

y - 5 = 2(x - 3)

Both forms represent the same line, just in different ways.

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The investment was worth R9,500 less than Thembeka expected at the end of six months (R2,100 × 4.5).

Amount is a word used to describe a numerical value or quantity. It can refer to a sum of money, a number of items, a measurement, or any other quantity that has a numerical value. Amounts can be expressed as a whole number, a fraction, a percentage, or a combination of these. Amounts may also be expressed in varying units such as grams, liters, or ounces.

At the end of six months, the investment was worth R9,500 less than Thembeka expected. This is because the interest rate dropped from 10.8% to 8.4% after three months and further to 7.2% after another month. This means that the investment earned less interest than Thembeka anticipated.

To calculate the difference, we need to consider the interest earned for each of the three months at each of the interest rates. For the first three months, the investment earned 10.8% per year, compounded monthly. This means that the investment earned an interest of R3,750 (10.8%/12 × R150 000) for the first three months.

For the last three months, the interest rate was 8.4% per year, compounded monthly. This means that the investment earned an interest of R2,700 (8.4%/12 × R150 000) for the last three months.

The difference between the interest earned in the first three months and the last three months is R1,050. To calculate the total difference, we need to multiply this by two, as there were two three month periods in the six month period. This means that the total difference in interest earned is R2,100 (R1,050 × 2).

Therefore, the investment was worth R9,500 less than Thembeka expected at the end of six months (R2,100 × 4.5).

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The right triangle, like the other triangles, has three sides, three vertices, and three angles. The difference between the other triangles and the right triangle is that the right triangle has a 90  angle.

To find missing angles and sides and round to the nearest tenth, you can use different methods depending on the given information and the type of triangle or shape involved.

Some common methods include:
Trigonometric ratios (sine, cosine, tangent) for right triangles.
Angle sum property or exterior angle property for triangles.
Pythagorean theorem for right triangles.
Law of cosines and law of sines for non-right triangles.
To help find the missing angles and sides of a triangle, you need certain information about the triangle, such as known angle and side measurements, or information about the properties of the triangle.

Without this information, no concrete calculations can be made.

Provide the necessary information or describe the problem in more detail and we will help you find the missing corners and sides of the triangle and round it to tenths.

Remember to always check if any additional information is given, such as side lengths or angles ' 7 and to apply the appropriate formula or property to find the missing value.

Round your answer to the nearest tenth as specified.

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There are 24 adult-sized shirts in the Order.

The number of adult-sized shirts in the order, we need to calculate two-fifths of the total number of shirts and subtract it from the total.

Given that the order consists of 40 shirts and two-fifths of the shirts are children-sized, we can calculate the number of children-sized shirts as follows:

Children-sized shirts = (2/5) * 40

                    = (2/5) * 40

                    = 16

Since the remaining shirts are adult-sized, we can find the number of adult-sized shirts by subtracting the number of children-sized shirts from the total number of shirts:

Adult-sized shirts = Total shirts - Children-sized shirts

                 = 40 - 16

                 = 24

Therefore, there are 24 adult-sized shirts in the order.

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None of these values is congruent to 0 mod 5, so f(1) has no roots mod 5.

One example of such a polynomial is f(x) = x^4 + 4, with n = 5. The coefficients of f(x) in this case are 1, 0, 0, 0, and 4.

To show that f(1) factors, we can use the factorization:

f(x) = (x^2 + 2x + 2)(x^2 - 2x + 2)

Plugging in x=1, we get:

f(1) = (1^2 + 21 + 2)(1^2 - 21 + 2) = 5 * 1 = 5

Therefore, f(1) factors into 5, which is a prime number.

To prove that f(1) has no roots mod n = 5, we can simply check all integers from 0 to 4. We have:

f(0) = 4, f(1) = 5, f(2) = 20, f(3) = 61, f(4) = 132

None of these values is congruent to 0 mod 5, so f(1) has no roots mod 5.

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The component form of the vector that translates A to A' is (11, -17)

A translation is a type of transformation that takes each point in a figure and slides it the same distance in the same direction.

In translation, the shape of the figure does not change but its size may change.

Other transformation processes are reflection and rotation.

The component form of the vector is governed by the rule; A' - A

so we subtract corresponding x- coordinates and corresponding y- coordinates

A' - A = (7, -9) - (-4, 8)

       = ( 7 - - 4, -9 - 8)

       -= ( 11, -17)

In conclusion, the vector that translates A to A' is ( 11, -17 )

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The area of the new rectangle will be 25 times that of the original

A rectangle is a 2D shape that has 4 sides and equal interior angles

If rectangle has a width of 2.45 feet and a length of 6.5 feet, then;

Width = 2.45 feet

Length = 6.5feet

A = 2.45 * 6.5

A = 15.925 square feet

If each side of the rectangle is increased by a factor of 5, hence;

W1 = 5(2.45) = 12.25feet

L1 = 5(6.5) = 32.5 feet

Determine the area of the new rectangle

A = 12.25 * 32.5

A = 398.125 square feet

Ratio of the area

A1/A = 398.125/15.925

A1 = 25A

Hence the area of the new rectangle will be 25 times that of the original

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Answer:

x = 100 degrees

Step-by-step explanation:

Angle AEG is vertical to angle BEF. Vertical angles are congruent angles. The measure of angle BEF is 100 degrees (80 + 20 = 100), so angle AEG is 100 degrees which makes the measure of x 100 degrees.

Judgment sampling is sometimes preferred over random sampling, for example when C) time is short, and the sampling budget is limited.

Judgment sampling, also known as purposive sampling, is a type of non-probability sampling where the researcher selects the sample based on their own judgment or knowledge of the population.

This type of sampling is often preferred when time is short and the sampling budget is limited, as it allows the researcher to quickly select a sample that they believe will be representative of the population.

In contrast, random sampling, which is a type of probability sampling, involves selecting a sample at random from the population.

This type of sampling is generally considered to be more accurate and representative of the population, but it can be more time-consuming and expensive than judgment sampling.

Therefore, the correct answer to the question "Judgment sampling is sometimes preferred over random sampling, for example when" is C. time is short and the sampling budget is limited.

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Answer:

x = 6

Step-by-step explanation:

6x = 36

x = 6

hope that helps

Answer:

6

Step-by-step explanation:

6x + 8 = 44

6x = 44 - 8

6x = 36

x = 6

therefore the right answer is 6

Answer:

A nursing informatics specialist uses a combination of nursing knowledge and expertise in computers to manage the information systems used by nurses in hospitals, medical offices and clinics. They collect and analyze data, plan and test the design of information systems, oversee their implementation and train nurses and administrators in their use.

Step-by-step explanation:

Answer:

An informatics nurse specialist is a registered nurse who designs, applies and manages technology to meet the needs of the healthcare industry. The field of nursing informatics incorporates information and computer science with nursing to improve patient care and outcomes

Step-by-step explanation:

.