Members of a school sports team are raising money by selling custom water
bottles at school activities. They plan to sell each bottle for $12. Each bottle
costs them $5. They spend $40 for advertising.
Use n to represent the number of bottles they sell. Multiply this by the money
they make for each bottle, then subtract the advertising cost.
Which expression represents the money that the group raises?

Answer:

The greatest number is 11

Step-by-step explanation:

It is 11 because 3+3=6+15=21

35-21=14

14/1.25=11.2

hope this helps

The  true statement based on the box-and whisker plot of 19 people are The median monthly salary is higher than the first quartile, The first quartile is higher than the minimum monthly salary, The third quartile is higher than the median monthly salary, The maximum monthly salary is higher than the third quartile, There are no outliers in the dataset.

A box-and-whisker plot provides a graphical representation of the five-number summary of a dataset: the minimum value, the first quartile (Q1), the median, the third quartile (Q3), and the maximum value. The box itself represents the middle 50% of the data (between Q1 and Q3), and the whiskers extend to the minimum and maximum values, with any outliers plotted as individual points.

Therefore, some possible statements that could be true based on the box-and-whisker plot of the monthly salaries of the 19 people are:

The first quartile is higher than the minimum monthly salary.

The third quartile is higher than the median monthly salary.

The median monthly salary is higher than the first quartile.

The maximum monthly salary is higher than the third quartile.

There are no outliers in the dataset.

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The number of students that voted is given as follows:

5 students.

The number of students that voted is obtained applying the proportions in the context of this problem, multiplying the total number of students by the decimal equivalent of the percentage.

The total number of students is given as follows:

20 students.

The decimal equivalent of the percentage is given as follows:

25/100 = 0.25.

Hence the number of students that voted is given as follows:

0.25 x 20 = 20/4 = 5 students.

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Answer: function

Step-by-step explanation: To determine whether the relation shown here

is a function, remember that a relation is a function if each x term

corresponds to exactly one y term.

In the data set show, each x term, -2, 9, 1, 3, and 10 appears only once.

This means that each x term corresponds to exactly one y term.

So yes, the relation is a function.

Answer:

1166.4

Step-by-step explanation:

Assuming this is the whole question, you multiply the weight of a single box by the amount in a case to find the weight of a case, hence 24.3*48 =1166.4

1 box of cereal = 24.3

48 boxes of cereal = 24.3 × 48

48 boxes of cereal:-

=> 24.3 × 48

=> 1166.4

Therefore, 48 boxes of cereal weighs 1166.4

Answer:

40 minutes

Step-by-step explanation:

rate = distance/time = miles/hr

rate = 240 mi/2 hr = 120 mi/hr

time = distance / rate = (80 mi)/(120 mi/hr) = 0.67 hr = 40 minutes

(0.67 hr)(60 min/hr) = 40 minutes

The graph of y is vertically compressed by an factor of √8 which is the transformation of the function.

The important technique of altering an existing graph or graphed equation to create a different version of the following graph is known as graph transformation. In particular, the change of the various algebraic equations which is a particular  kind of algebraic problem.

The base or parent function is y=√8x³+1.

Here the transformed function is y= x³+1.

Therefore the graph is vertically transformed by the factor of √8 .

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The range or the given data is calculated as 10.2 . Range is the difference between minimum value and maximum value.

To find the range in the following data 1.0, 7.0, 4.8, 1.0, 11.2, 2.2, 9.4, we can make use of the formula for range in statistics which is given as follows:[\large Range = Maximum\ Value - Minimum\ Value\]

To find the range in the following data 1.0, 7.0, 4.8, 1.0, 11.2, 2.2, 9.4, we need to arrange the data in either ascending or descending order, but since we only need to find the range, it is not necessary to arrange the data.

From the data given above, we can easily identify the minimum value and maximum value and then find the difference to get the range.

So, Minimum Value = 1.0

Maximum Value = 11.2

Range = Maximum Value - Minimum Value

                  = 11.2 - 1.0

                     = 10.2

Therefore, the range of the given data is 10.2.

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Transformation maps (1, -4) to (-8, -2) is  (x, y) ⟶ (2y, −2x)

A pair of numbers called coordinates are used to locate a point or a form in a two-dimensional plane. The x-coordinate and the y-coordinate are two numbers that define a point's location on a 2D plane.

Given, transformation maps (1, -4) to (-8, -2)

So, it will give:

(-4, -1)

and later scaling:

As we can see the scaling of the map is done by multiplying by 2.

Therefore, transformation maps (1, -4) to (-8, -2) shows the rotation 90-degree about origin and then scale 2 times.

Hence, the transformation maps (1, -4) to (-8, -2) is  (x, y) ⟶ (2y, −2x)

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Answer:

Compound interest is the addition of interest to the principal sum of a loan or deposit, or in other words, interest on interest. It is the result of reinvesting interest, rather than paying it out, so that interest in the next period is then earned on the principal sum plus previously accumulated interest.

Step-by-step explanation:

Answer:

Step-by-step explanation:

5x +2.57=25.92

5x=23.35

23.35/5

x=4.67

Answer:

(9,4)

Step-by-step explanation:

(x,y)

X is horizontal, Y is vertical.

10-6=4

Answer:

3,10

Step-by-step explanation:

going down would decrease the y axis so lowering the first number

Answer: 300 ft^2

Step-by-step explanation:

First, find the area of the rectangle on the bottom:

Area of a rectangle = length * width = 18 * 12 = 216

Now, find the area of the trapezoid:

Area of a trapezoid = (base 1 + base 2) / 2 * height → (10 + 18) / 2 * 6 = 84

Add these together: 216 + 84 = 300 ft^2 :)

The two results are (3,4,5) and (3,4,5 - 3) respectively

The 3x3 matrix, e, that multiplies (x, y, z) to give (x, y, z x ) is:

[1  x  0]

[0  y  0]

[0  0  z]

The 3x3 matrix, e, that multiplies (x, y, z) to give (x, y, z - x) is:

[1  -x  0]

[0   y  0]

[0   0  z]

, the two results are (3,4,5) and (3,4,5 - 3) respectively.

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The function f(x) = (4x + 1)(5x - 1)/(x² - 9) has two vertical asymptotes at x = -1/4 and x = 1/5. There are no horizontal asymptotes for this function.

To find the vertical asymptotes, we need to determine the values of x where the function approaches infinity or negative infinity. Vertical asymptotes occur when the denominator of a rational function approaches zero. In this case, the denominator is x^2 - 9, which factors into (x + 3)(x - 3). Setting the denominator equal to zero, we find x = -3 and x = 3 as potential vertical asymptotes.

Next, we consider the horizontal asymptotes, which indicate the behavior of the function as x approaches infinity or negative infinity. To determine the horizontal asymptotes, we examine the degrees of the numerator and denominator.

Since the degrees are the same (both 1), we compare the leading coefficients. The leading coefficient of the numerator is 4 * 5 = 20, and the leading coefficient of the denominator is 1. Therefore, the function has a horizontal asymptote at y = 20.

In conclusion, the function f(x) = (4x + 1)(5x - 1)/(x^2 - 9) has two vertical asymptotes at x = -1/4 and x = 1/5, and no horizontal asymptotes.

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Answer: To find the point P that divides a segment AB into a particular ratio, determine the ratio k by writing the numerator over the sum of the numerator and the denominator of the given ratio. Next, find the rise and the run (slope) of the line. Finally, add (k. the run) to the x-coordinate of A and add (k.

Step-by-step explanation: Hope this helps :)

(7x+14)+(4x-22)=180

11x-18=180

11x=198

x=18

(4)(18)-22

50

the small angles are 50

(3y+11)+10y=180

13y+11=180

13y=169

y=13

(10)(13)

130

the large angles are 130

proof:

(130(2))=(50(2))= 360

The hypothesis test suggests that there is not enough evidence to reject the claim made by the social media company that over 1 million people log onto their app daily, as the  t-value (-1.732) is less than the critical value (-2.429).

Null hypothesis, The true mean number of people who log onto the app daily is equal to or less than 1 million.

Alternative hypothesis, The true mean number of people who log onto the app daily is greater than 1 million.

Level of significance = 1%

We can use a one-sample t-test to test the hypothesis.

t = (X - μ) / (s / √n)

where X is the sample mean, μ is the hypothesized population mean, s is the sample standard deviation, and n is the sample size.

Substituting the values, we get

t = (998,946 - 1,000,000) / (23,876 / √65)

t = -1.732

Using a t-distribution table with 64 degrees of freedom and a one-tailed test at a 1% level of significance, the critical value is 2.429.

Since the calculated t-value (-1.732) is less than the critical value (-2.429), we fail to reject the null hypothesis. There is not enough evidence to support the claim that more than 1 million people log onto the app daily.

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Approx. decimal values :-

=》√3 = 1.732

=》2√3 = 3.464

=》√5 = 2.236

_______

Decimal values from least to greatest​ :-

=》√3 < √5 < 2√3

=》1.732 < 2.236 < 3.464

______

Hope it helps ⚜

Without knowing the details of their rotation, the batons have the same moment of inertia.

The moment of inertia (I) is an object's ability to resist rotational motion around a specified axis of rotation.

What is Moment of Inertia?

The moment of inertia (I) is an object's ability to resist rotational motion around a specified axis of rotation. It is a scalar quantity that is dependent on the mass of the object, the shape, and the orientation of the object relative to the axis of rotation.

I = k m r², where I = Moment of Inertia, k = Constant, m = Mass, r = Radius of gyration.

Therefore, for identical batons, the moment of inertia is the same. When the mass distribution of two or more bodies is identical and they spin about an axis passing through the center of mass and perpendicular to their planes, then the moment of inertia is the same.

Let's consider a few factors that influence an object's moment of inertia: Mass - the more mass an object has, the more moment of inertia it has.

Distribution of mass - an object with a mass distribution concentrated closer to its axis of rotation has a smaller moment of inertia than one with a mass distribution further from the axis.

Shape - the shape of the object has a significant impact on its moment of inertia. Axis of rotation - the moment of inertia of an object varies depending on the axis of rotation.

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Answer:

4

Step-by-step explanation:

Answer:

d

Step-by-step explanation:

To find an equation of a plane through a given point and perpendicular to a given line, you can follow these steps:

1. Find the direction vector of the given line. This can be done by subtracting the coordinates of any two points on the line. Let's denote this vector as "d".

2. Find the normal vector of the plane. Since the plane is perpendicular to the line, its normal vector will be the same as the direction vector of the line. So, the normal vector of the plane is "d".

3. Use the coordinates of the given point on the plane to find the equation of the plane. Let's denote the coordinates of the point as (x₀, y₀, z₀).

The equation of the plane can be written as:

Ax + By + Cz = D,

where A, B, C are the components of the normal vector "d", and x, y, z are the variables representing any point on the plane.

To find the values of A, B, C, and D, substitute the coordinates of the given point into the equation:

A(x₀) + B(y₀) + C(z₀) = D.

Therefore, the equation of the plane through the given point and perpendicular to the line is:

d₁(x - x₀) + d₂(y - y₀) + d₃(z - z₀) = 0,

where (d₁, d₂, d₃) are the components of the direction vector "d" of the line, and (x₀, y₀, z₀) are the coordinates of the given point.

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Find the equation of the plane passing through the point (−1,3,2) and perpendicular to each of the planes x+2y+3z=5 and 3x+3y+z=0.

The work done in moving the particle along the given path is -20/3 units of work.

To determine the work done in moving a particle along a path in a force field, we can use the line integral formula:

Work = ∫ F · dr

where F is the force vector field, dr is the differential displacement vector along the path, and the integral is taken over the path.

In this case, the force vector field is given as F(x, y) = -(x + 2y²)j N, where j is the unit vector in the y-direction.

Let's calculate the work done step by step along the given path.

From (1, 1) to (1, -1): We move along a vertical line from y = 1 to y = -1 while x remains constant at x = 1. dr = 0i - dyj dr = -dyj

Work = ∫ F · dr = ∫ -(1 + 2y²)j · (-dyj) = ∫ (1 + 2y²) dy

Work = [y + (2/3)y³] evaluated from y = 1 to y = -1

Work = [(-1) + (2/3)(-1)³] - [1 + (2/3)(1)³]

Work = [-1 - (2/3)] - [1 + (2/3)]

Work = -5/3

From (1, -1) to (3, -1): We move along a horizontal line from x = 1 to x = 3 while y remains constant at y = -1. dr = dxi + 0j dr = dxi

Work = ∫ F · dr = ∫ -(x + 2(-1)²)j · dxi = ∫ -(x + 2) dx

Work = [-x²/2 - 2x] evaluated from x = 1 to x = 3

Work = [-(3²)/2 - 2(3)] - [-(1²)/2 - 2(1)]

Work = [-9/2 - 6] - [-1/2 - 2]

Work = -9/2 - 6 + 1/2 + 2

Work = -20

From (3, -1) to (3, 1): We move along a vertical line from y = -1 to y = 1 while x remains constant at x = 3. dr = 0i + dyj dr = dyj

Work = ∫ F · dr = ∫ -(3 + 2y²)j · (dyj) = ∫ -(3 + 2y²) dy

Work = [-3y - (2/3)y³] evaluated from y = -1 to y = 1

Work = [-3(1) - (2/3)(1)³] - [-3(-1) - (2/3)(-1)³]

Work = [-3 - 2/3] - [3 + 2/3]

Work = -8/3

From (3, 1) to (1, 1): We move along a horizontal line from x = 3 to x = 1 while y remains constant at y = 1. dr = -dxi + 0j dr = -dxi

Work = ∫ F · dr = ∫ -(x + 2(1)²)j · (-dxi) = ∫ -(x + 2) dx

Work = [-x²/2 - 2x]

evaluated from x = 3 to x = 1

Work = [-(1²)/2 - 2(1)] - [-(3²)/2 - 2(3)]

Work = [-1/2 - 2] - [-9/2 - 6]

Work = -1/2 - 2 + 9/2 + 6

Work = 11/2

Now, we can calculate the total work done by summing up the work done in each segment:

Total Work = Work segment 1 + Work segment 2 + Work segment 3 + Work segment 4

Total Work = -5/3 + (-20) + (-8/3) + 11/2

Total Work = -5/3 - 60/3 - 8/3 + 33/6

Total Work = (-5 - 60 - 8 + 33)/6

Total Work = -40/6

Total Work = -20/3

Therefore, the work done in moving the particle along the given path is -20/3 units of work.

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Answer: 4

Step-by-step explanation:

6 times 2 = 12 on the bottom so on the top you do the same thing. 2 times 2 is 4.

Answer:

2/12

Step-by-step explanation:

because when u multiple 2×6=12

so when u get 12 u think of multiplying it by 2 ,

2×2=4

Answer:

-75.5 I think

Step-by-step explanation:

-0.5x-0.25=-38

add 0.25 on both sides.

-0.5=-37.75

-75.5

Answer:

now we need to find x

x will be found by finding what you have to multiply to get to 38

-0.25 x 152=  -38 so x= 152

The options (A), (D), and (E) are the linear transformations

A transformation is a mathematical operation that takes an input and maps it to an output. A linear transformation preserves the properties of vector addition and scalar multiplication.

In other words, if T is a linear transformation and v and w are vectors, then T(v + w) = T(v) + T(w) and T(cv) = cT(v).

For the transformations given in the question:

A. The transformation T defined by T(r1,r2) = (4r1 - 2r2, 3r2) is a linear transformation.

B. The transformation T defined by T(r1, r2) = (2r1 + 3r2, ar1 + 4, 5r2) is not a linear transformation, as the addition property is not preserved.

C. The transformation T defined by T(r1, r2) = (r1, 0, 3) is not a linear transformation, as the scalar multiplication property is not preserved.

D. The transformation T defined by T(r1, r2, r3) = (1, r2, 3) is a linear transformation.

E. The transformation T defined by T(r1, r2, r3) = (r1, r2, r3) is a linear transformation.

Here we have to note that r1, r2, r3 are scalar values.

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The construction of two congruent angles using a scale and compass can be done by applying the prerequisite knowledge of construction.

What is an angle?

A geometrical figure formed by using two rays, which are known as the sides of angle. These sides share a common vertex. Angle can be of various types including acute, obtuse, reflex,  right, etc.

Explanation of constructing an angle using a scale and compass that is both congruent

Start drawing a line with the scale

Then, using this line or edge of the given angle to construct another corner, with the same vertex, let's call it O

Mark an arc across the sides of the corner using compass

Name the points as A and B, where the arc intersects and extend that arc beyond B

Open the compass to length of AB by setting it to the point B, and then mark an arc that intersects the first arc at point C.

Forthwith, wwe have two congruent components, AB = BC.

As the distance is OA = OB = OC, therefore, ∠AOB and ∠BOC are congruent.

Hence, this is the way of constructing congruent angles using a scale and a compass.

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Answer:

d

Step-by-step explanation: