Find the area of the shape shown below.
1
3
3
7
7
Can you pls help this is due soon

The linear equation that represent this situation is y = 1.4x + 14.25 and y = 3.25x + 8.50

A linear equation is in the form:

y = mx + b

where y, x are variables, m is the slope of the line and b is the y intercept.

Let y represent the subscription for a month for watching x online movies.

For movie Madness:

y = 1.4x + 14.25

For show must go:

y = 3.25x + 8.50

The linear equation that represent this situation is y = 1.4x + 14.25 and y = 3.25x + 8.50

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Answer:

where is the table lol

The given paragraph states that a stationery shop has been running for 10 years near campus in Jakarta.

Students like the asker often visit this store to purchase stationery, markers, rulers, and photocopiers.

The word "been" is a past participle of the verb "be." It is used to show the completion of an action in the past.

In this case, it implies that the stationery shop has been operating for the past 10 years near the campus.

The sentence can be rewritten as follows to make use of the word "been":

"The stationery shop has been providing stationery, markers, rulers, and photocopiers to students near the campus for 10 years."

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Answer:

£ 76

Step-by-step explanation:

Let \(\(a\)\) and \(\(b\)\) be integers such that \(\(ab = 4\)\). We want to prove that \(\((a - b)^3 - 9(a - b) = 0\).\)

Starting with the left side of the equation, we have:

\(\((a - b)^3 - 9(a - b)\)\)

Using the identity \(\((x - y)^3 = x^3 - 3x^2y + 3xy^2 - y^3\)\), we can expand the cube of the binomial \((a - b)\):

\(\(a^3 - 3a^2b + 3ab^2 - b^3 - 9(a - b)\)\)

Rearranging the terms, we have:

\(\(a^3 - b^3 - 3a^2b + 3ab^2 - 9a + 9b\)\)

Since \(\(ab = 4\)\), we can substitute \(\(4\)\) for \(\(ab\)\) in the equation:

\(\(a^3 - b^3 - 3a^2(4) + 3a(4^2) - 9a + 9b\)\)

Simplifying further, we get:

\(\(a^3 - b^3 - 12a^2 + 48a - 9a + 9b\)\)

Now, notice that \(\(a^3 - b^3\)\) can be factored as \(\((a - b)(a^2 + ab + b^2)\):\)

\(\((a - b)(a^2 + ab + b^2) - 12a^2 + 48a - 9a + 9b\)\)

Since \(\(ab = 4\)\), we can substitute \(\(4\)\) for \(\(ab\)\) in the equation:

\(\((a - b)(a^2 + 4 + b^2) - 12a^2 + 48a - 9a + 9b\)\)

Simplifying further, we get:

\(\((a - b)(a^2 + 4 + b^2) - 12a^2 + 39a + 9b\)\)

Now, we can observe that \(\(a^2 + 4 + b^2\)\) is always greater than or equal to \(\(0\)\) since it involves the sum of squares, which is non-negative.

Therefore, \(\((a - b)(a^2 + 4 + b^2) - 12a^2 + 39a + 9b\)\) will be equal to \(\(0\)\) if and only if \(\(a - b = 0\)\) since the expression \(\((a - b)(a^2 + 4 + b^2)\)\) will be equal to \(\(0\)\) only when \(\(a - b = 0\).\)

Hence, we have proved that if \(\(ab = 4\)\), then \(\((a - b)^3 - 9(a - b) = 0\).\)

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To match the confidence intervals with their respective percentages, you should compare the widths of the intervals. Confidence intervals with higher percentages (confidence levels) will be wider, as they include more data points from the sample.

1. Interval A: __%
2. Interval B: __%
3. Interval C: __%

Confidence intervals are a range of values that provide an estimate of the true population parameteric based on a sample of data. The percentage of confidence associated with the interval represents the likelihood that the true parameter falls within that range.

Typically, a higher percentage of confidence corresponds to a wider interval, as there is a greater likelihood that the true parameter falls within that range. Therefore, in order to match the interval to the percent of confidence it represents, you would need to consider the width of the interval and the corresponding likelihood of the true parameter falling within that range.

Once you have identified the widest interval, you can assign it the lowest percentage of confidence, and then work your way up to the narrower intervals, assigning them higher percentages of confidence based on their respective widths. Finally, you would label each interval with the appropriate percentage of confidence.

Compare the widths of the intervals. The widest interval corresponds to the 99% confidence level, the second widest to the 90% confidence level, and the narrowest to the 80% confidence level. Once you identify the widths, fill in the appropriate percentage after each interval.

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Answer:

n = m - a

Step-by-step explanation:

Given:

a = m − n

Where,

Actual cost of the item = a

Original price of the item = m

Amount of Coupon = n

Solve the formula for the amount of the coupon

Making n the subject

a = m − n

Subtract m from both sides

a - m = m - n - m

a - m = - n

Divide both sides by -1

(a - m) / -1 = -n / -1

- a + m = n

Can also be written as

n = m - a

Answer:

y = 3x² - 15x + 18

Step-by-step explanation:

y = 3(x - 3)(x - 2) ← expand factors using FOIL

   = 3(x² - 5x + 6) ← distribute parenthesis by 3

y = 3x² - 15x + 18 ← in standard form

ANSWER

SEE EXPLANATION

Step-by-step explanation:

3(x²-2x-3x+6)

3(x²-5x+6)

3x²-15x+18

The probability of the selected household will own a dog or a cat can't be determined because there is not enough information to determine the probability

Probability is counted by dividing the event number with the total number of outcomes. In this case, the probability of the selected household will own a dog or a cat will have a formula like this:

P(A ∨ B)=P(A)+P(B)+P(A ∧ B)

Annotation:

P(A ∨ B) = probability own a dog or a cat

P(A) = probability own a dog

P(B) = probability own a cat

P(A ∧ B) = probability own a dog and a cat.

Based on question, we cant find value of the probability own a dog and a cat. Therefore, the best answer for this question there is not enough information to determine the probability

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Answer:

y = -5x + 7

Step-by-step explanation:

Segment bisector of the segments AB and CD will pass through the midpoint of these segments.

Midpoint of a segment is given by the coordinates = \((\frac{x_1+x_2}{2},\frac{y_1+y_2}{2})\)

where, \((x_1,y_1)\) and \((x_2,y_2)\) are the coordinates of the extreme ends of the segments.

Coordinates of the midpoint of AB = \((\frac{6-4}{2},\frac{3+1}{2})\)

                                                          = (1, 2)

Coordinates of the midpoint of CD = \((\frac{5-1}{2},\frac{-5-1}{2})\)

                                                          = (2, -3)

Let the equation of the line will be,

\(y-y_1=m(x-x_1)\)

Slope of the line passing through two points \((x_1,y_1)\) and \((x_2,y_2)\) is,

m = \(\frac{y_2-y_1}{x_2-x_1}\)

   = \(\frac{2+3}{1-2}\)

   = -5

Therefore, equation of the line will be passing through (1, 2) and slope (-5),

y - 2 = (-5)(x - 1)

y = -5x + 5 + 2

y = -5x + 7

The test value is : 6

correct option is: Option b). 6

Here,

Wilcoxon Signed-Ranks test:

The Wilcoxon Signed-Ranks test is a hypothesis test that tries to prove a claim about the population median difference in scores from matched samples. A Wilcoxon Signed-Ranks test, for example, analyses sample data to determine how likely it is for the population median difference to be zero. The null hypothesis and the alternative hypothesis are non-overlapping hypotheses in the test.

The hypotheses for the test are given below:

Null hypothesis:

There is no significant  difference in the test results of a treatment after training and the test results before the treatment.

Alternative hypothesis:

There is a significant that the test results of a treatment after training are greater than the test results before the treatment.

The following table shows the given information:

Pair  Sample1  Sample2  Difference  Abs.Difference   Sign

1           50            35              15                 15                   +1

2          39             39              0                  0                     0

3           45            36               9                  9                   +1

4           38            26             12                  12                   +1

5           29            30             -1                    1                    -1

6           33            36             -3                    3                   -3

7            44            45             -1                     1                   -1

Now, the following table is obtained by removing the ties and organizing the absolute differences in ascending order:

Pair Sample 1 Sample 2 Difference Abs. Difference Sign 5

LO 29 30 - 1 1 -1 7 44 45 -1 1 -1 6 33 36 -3 3 -1 3 45 36 9 9 +1

Now that the absolute differences are in ascending order, we assign ranks to them, taking care of assigning the average rank to values with rank ties (same absolute value difference)

Pair Sample 1 Sample 2 Abs. Difference Rank Sign

5 29 30 1 1.5 -1 7 44 45 1 1.5 -1 6 33 36 3 3 3 -1 3 45 36 9 4 +1 4 38 26 12

Test statistic:

The test statistic value can be calculated as follows:

The sum of positive ranks is:

W* = 4+5+6 = 15

and the sum of negative ranks is:

W- = 1.5 +1.5 +3= 6

Hence, the test statist T is:

min{ 15,6} = 6

so, we get,

Option b). 6

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The correct decision and summary based on the excel output below is  Standard Error =5.389361. and P-value=0.5364.

Two sample T summary hypothesis test:

\(u_{1\) : Mean of Population 1

\(u_{2}\) : Mean of Population 2

\(u_{1} -u_{2}\) : Difference between two means

\(H_{0}\) : \(u_{1} -u_{2}\) = 0

\(H_{a}\) : \(u_{1} -u_{2}\)

 0

(without pooled variances)

Hypothesis test results:

Difference = u1-u2

Sample Diff=3.34725

Standard Error =5.389361.

DF=77.988073

T-Stat=0.62108476

P-value=0.5364

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Answer:

The distance from the base of the house to the top of the ladder is 12 feet. The expression used to determine the distance from the base of the house to the top of the ladder is \(y = \sqrt{l^{2}-x^{2}}\).

Step-by-step explanation:

Let suppose that the ground is perpendicular to the wall of the house, then we can represent the system formed by the ladder, the wall of the house and the ground in the form of a right triangle, whose hypotenuse (length of the ladder) is determine by Pythagorean Theorem:

\(l^{2} = x^{2}+y^{2}\) (1)

Where:

\(x\) - Distance from the base of the house to the base of the ladder, measured in feet.

\(y\) - Distance from the base of the house to the top of the ladder, measured in feet.

\(l\) - Length of the ladder, measured in feet.

If we know that \(l = 13\,ft\) and \(x = 5\,ft\), then the distance from the base of the house to the top of the ladder is:

\(y = \sqrt{l^{2}-x^{2}}\)

\(y = \sqrt{(13\,ft)^{2}-(5\,ft)^{2}}\)

\(y = 12\,ft\)

The distance from the base of the house to the top of the ladder is 12 feet. The expression used to determine the distance from the base of the house to the top of the ladder is \(y = \sqrt{l^{2}-x^{2}}\).

Step-by-step explanation:

\(9 \ - 3 \div \frac{1}{3} + 1 = \\ 9 - 3 \times 3 + 1 = \\ 9 - 9 + 1 = \\ 10 - 9 = \\ 1\)

Answer: 12/25

Step-by-step explanation:  3/25 × 4 is equaled to 3/25 × 4/1.

So first  we take 3 and 4 and multiply them to make 12.  

Then we take 25 and multiply it by 1 which would equal to 25.

Now we have 12/25 which cannot be simplified.

Answer:

3x^2-10x+3

Step-by-step explanation:

1. multiply each number

2. simplify

Answer:

1. A = 64 cm²

2. A = 240 yd²

3. A = 220.5 cm²

4. A = 193.4 m²

Step-by-step explanation:

1. We want to split this figure into two rectangles. We know the top figure is a rectangle because a rectangle has four right angles. For the bottom rectangle, because the sides are all perpendicular, all of the angles are also right angles.

Because they're rectangles, opposite sides are congruent. So now you can find the measures of the sides.

Refer to the image below for the rest.

Don't forget to add up the two areas for the total area of the whole figure.

2. We want to split this figure into a triangle and a rectangle.

Because the bottom figure has four right angles, we know that it's a rectangle. Therefore, its side measures are 24, 24, 8, and 8 because opposite sides of a rectangle are congruent.

For the triangle, because the sum of the triangle's base and two other segments is 24, we can use 24 - (6 + 6) = base. So the triangle base is 12.

Do this same thing to find the height of the triangle.

Refer to the image below for the rest.

Don't forget to add up the two areas for the total area of the whole figure.

3. We want to split this figure into a triangle and semicircle.

We're already given that the height is 15 and part of the base is 8, but there is no way to assume that the other part of the base is also 8. Remember, it's not to scale.

We know that this is a semicircle because there is a diameter present (a segment that intersects the center of the circle). This means that all radii of the circle are congruent, so the two radii present are both 8.

Because of Reflexive Property, the other part of the triangle base is now proven to also be 8.

Refer to the image below for the rest.

Don't forget to add up the two areas for the total area of the whole figure.

4. We want to split this figure into a rectangle and semicircle.

For the rectangle, because the sides are all perpendicular, all of the angles are also right angles. So we can prove that it is a rectangle.

Because this is a rectangle, opposite sides are congruent. So we have the sides of 15, 7, 15, and 7.

We know that this is a semicircle because there is a diameter present (a segment that intersects the center of the circle). This means that all radii of the circle are congruent.

Because of Reflexive Property, we know that the diameter of the circle is 15. The radius is half the diameter, meaning all radii are 1/2 (15), or 7.5.

Refer to the image below for the rest.

Don't forget to add up the two areas for the total area of the whole figure.

Thomas can pack the items into a maximum of 20 bags, with each bag containing 24 items after calculated with greatest common divisor.

To find the maximum number of bags Thomas can pack, we need to find the greatest common divisor (GCD) of 120, 168, and 192. The GCD will represent the maximum number of items that can be packed into each bag.

To find the GCD, we can use the Euclidean algorithm. First, we find the GCD of 120 and 168:

168 = 1 * 120 + 48

120 = 2 * 48 + 24

48 = 2 * 24 + 0

Therefore, the GCD of 120 and 168 is 24.

Next, we find the GCD of 24 and 192:192 = 8 * 24 + 0

Therefore, the GCD of 120, 168, and 192 is 24.

So, Thomas can pack 24 items into each bag. To find the maximum number of bags he can get, we divide the total number of items by 24:

Total number of items = 120 + 168 + 192 = 480

Number of bags = 480 / 24 = 20

Therefore, Thomas can get a maximum of 20 bags.

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The slope intercept form of the line is ,

> y = mx + c

where ,

Example :-

> y = 2x + 5

Answer:

x = 3.6

Step-by-step explanation:

-3 (5 - 2x) = 3

use the distributive property

-15 + 5x = 3

+15          +15

5x = 18

divide by 5

x = 3.6

Hope this helped! Have a nice day! Plz mark as brainliest!!!

-Lil G

To perform PCA and Factor Analysis using the mtcars dataset in R, follow these steps:

a) Perform PCA and Factor Analysis:

# Load the mtcars dataset

data(mtcars)

# Select the desired columns

selected_cols <- c("disp", "hp", "drat", "wt", "qsec")

mtcars_selected <- mtcars[, selected_cols]

# Perform PCA

pca_result <- prcomp(mtcars_selected, scale. = TRUE)

# Perform Factor Analysis

factor_result <- factanal(mtcars_selected, factors = length(selected_cols), rotation = "varimax")

b) Run a regression model with PCA results:

# Extract the principal components from the PCA result

pcs <- pca_result$x[, 1:ncol(mtcars_selected)]

# Run a regression model with mpg as the response variable and PCs as predictors

model_pca <- lm(mpg ~ ., data = data.frame(mpg = mtcars$mpg, pcs))

# View the model summary

summary(model_pca)

c) Run a regression model with Factor Analysis results:

# Extract the factor scores from the Factor Analysis result

factor_scores <- factor_result$scores

# Run a regression model with mpg as the response variable and factor scores as predictors

model_factor <- lm(mpg ~ ., data = data.frame(mpg = mtcars$mpg, factor_scores))

# View the model summary

summary(model_factor)

Comparing the results from PCA and Factor Analysis in terms of the regression models, you can assess the goodness of fit, significance of predictors, and the overall explanatory power of the models. Interpretation of the results will depend on the specific output obtained and the context of the analysis.

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Answer:

112 in²

Step-by-step explanation:

width of the brick = (2 - - 5) = 7       this is the distance between the vertices in the y direction

length of the brick = (8 - -8) = 16  this is the distance between the vertices in the x direction

Area = length x width= 16 x 7 = 112 in²

Note:  it helps if you graph these points, then you can see the problem better

Answer:

See explanation

Step-by-step explanation:

The question is incomplete, as the box plot is not given. A general approach to the question, is as follows:

First, identify the 27 mark on the box plot.

Next, count the number of data less than 27.

Take, for instance, there are 6  dots or marks before 27;

This means that 6 bags contain  less than 27 ounces

According to recent data, women make up 34% and 26% of workers in science and technology (STEM) fields in Canada and the United States, respectively. The correct option is A. 34% and 26%.

According to recent data, women make up 34% and 26% of workers in science and technology (STEM) fields in Canada and the United States, respectively. This indicates that women are still underrepresented in STEM fields, despite the fact that there has been an effort to attract more women to STEM fields.

In both Canada and the United States, women have made significant progress in breaking down gender barriers in STEM fields. However, there is still work to be done to close the gender gap and increase representation of women in STEM fields.

Women's representation in STEM fields has increased in both Canada and the United States in recent years, but the percentage of women in STEM fields is still significantly lower than the percentage of men. More efforts are needed to close the gender gap in STEM fields and encourage more women to pursue STEM careers.

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Answer:

  A = (1/2)Cr

Step-by-step explanation:

You're supposed to observe that the circle area decomposes into what is approximately* a parallelogram with height equal to the circle radius and base equal to half the circumference. The area is then ...

  A = bh

  A = (1/2)Cr

If you fill in the formula for C, you find this matches the formula for the area of a circle:

  A = (1/2)(2πr)(r) = πr²

_____

* In the limit, as the number of sectors approaches infinity, this is exactly a parallelogram.

By using Binomial probability distribution, the mean number of adults who would have bank savings accounts is 32.

For every survey, there are only two possible outcomes.

First- they have bank savings accounts,

second- they do not.

So, by using the binomial probability distribution we can solve this problem.

Probability of exactly Y successes in ‘n’ repeated trials, with ‘p’ probability.

Probability = p

Successes repeated = n  times

The  value of the binomial distribution is:

E(Y) = n x p

In this problem, we have that:

p = 0.64

If we were to survey among 50 randomly selected adults, the mean number of adults who would have bank savings accounts is,

E(Y) when, n = 50

So,

E(Y)= n x p

= 50 x 0.64

= 32

Hence ,our required answer is 32 adults who would have bank savings accounts

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Answer:

A.8.8 units

Step-by-step explanation:

Answer:

The correct answer is 8.8 units

Step-by-step explanation:

I just got it correct.

The most appropriate procedure from the given options that would improve the reliability and validity of grading short essay tests, thus addressing the complaint of sensitivity to bias and variability in grading, is: D) Using a scoring rubric.

A scoring rubric is a predefined set of criteria or guidelines that outlines the specific expectations and standards for evaluating student responses. By using a scoring rubric, the grading process becomes more objective, consistent, and transparent, thereby reducing bias and variability in grading.

A scoring rubric provides a structured framework that allows graders to assess and assign scores based on predetermined criteria, such as content knowledge, organization, clarity, coherence, and grammar. It ensures that all essays are evaluated using the same standards and eliminates subjective judgment as much as possible.

Administering more pretests (option A) may provide additional practice or feedback to students but does not directly address the issue of bias and variability in grading.

Grading on the curve (option B) adjusts grades based on the performance of other students in the class, which does not directly address bias or variability in grading. It can introduce its own set of issues and may not reflect the true quality of each individual student's work.

Implementing a contract system (option C) refers to a negotiated agreement between students and instructors regarding grading criteria, which may help clarify expectations but does not inherently address bias or variability.

Therefore, using a scoring rubric (option D) is the most appropriate procedure to improve the reliability and validity of grading short essay tests while minimizing sensitivity to bias and variability in grading.

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Answer:

750 dollars

Step-by-step explanation:

If you multiply 15 by 50, you get 750. E × H = 750