HELP ASAP ASAP WILL GIVE EXTRA POINTS

Answer:

71

Step-by-step explanation:

Troy should include $1,200 in gross income related to his gambling activities.

Nicci claimed the standard deduction, she can exclude the $720 refund from her gross income.

For Troy, the amount he should include in gross income related to his gambling activities is the net winnings, which is calculated by subtracting his losses from his winnings.

Net Winnings = Winnings - Losses

Net Winnings = $2,500 - $1,300

Net Winnings = $1,200

Therefore, Troy should include $1,200 in gross income related to his gambling activities.

For Nicci, if she claimed the standard deduction on her 2021 tax return, she does not need to include the state refund in her gross income. State tax refunds are generally not taxable if the taxpayer did not itemize deductions in the year for which the refund is received. Since Nicci claimed the standard deduction, she can exclude the $720 refund from her gross income.

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Answer:

its simple the answer 15

Step-by-step explanation:

multiply 3x5=15 boom

Answer:

number 2. Hopes this helps

Step-by-step explanation:

Since none of the 13 classmates had been given math homework between the original survey and Kelly's second survey, the sum of the values in the second data set is the same as the sum of the values in the original data set. Therefore, the change in the means can be determined without calculating the mean of either data set by considering the number of data points in each set.

Since both data sets have the same number of data points, the change in the means will be zero. This is because the mean is calculated by dividing the sum of the values by the number of data points, and since the sum of the values is the same in both data sets, the means will also be the same.

In other words, the change in the mean is calculated as follows:

Change in mean = Mean of second data set - Mean of first data set

Since none of the values in the second data set have changed, the mean of the second data set is the same as the mean of the first data set. Therefore, the change in the mean is:

Change in mean = Mean of second data set - Mean of first data set

= Mean of first data set - Mean of first data set

= 0

Thus, the change in the means between Kelly's original survey and her second survey is zero.

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a. Ø (empty set) is not a subset of the set containing 0, because the empty set has no elements and the set {0} has one element. b. 1022 can be written as 2¹¹ - 2 (since 2¹¹ = 2048), which means it fits the definition of the set and is an element of it.

We need to determine which symbol, ∈ (element of) or ⊄ (not a subset of), makes each statement true.

a. Ø____{0}
Ø ⊄ {0}
Ø (empty set) is not a subset of the set containing 0, because the empty set has no elements and the set {0} has one element.

b. 1022___{s|s = 2ⁿ – 2 and n ∈ N}
1022 ∈ {s|s = 2ⁿ – 2 and n ∈ N}
1022 can be written as 2¹¹- 2 (since 2¹¹ = 2048), which means it fits the definition of the set and is an element of it.

c. 3004____{x|x = 3n+ 1 and n ∈ N}
3004 ⊄ {x|x = 3n+ 1 and n ∈ N}
3004 cannot be represented in the form 3n+1 for any natural number n, so it is not a subset of this set.

d. 17_____N
17 ∈ ℕ
17 is a natural number (positive integer), so it is an element of the set of natural numbers (ℕ).

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Answer:

depends on the value of N.

Step-by-step explanation:

There are an infinite number of possibilities for the value on N. In order if Find N you need to equal the equation to a value then it will be easier to solve.

Answer:

-20n

Step-by-step explanation:

All we have to do is multiply if Im reading it right its -5n times 4 so that equals -20n

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have a good day :)

Answer:(x,y)=(1/3 , 4/3)

Step-by-step explanation:

Answer:

Step-by-step explanation:

Cool question! Please tell me if I'm wrong, but I'm going to assume that (-1,2) to (5,0) is the diameter of the semicircle. First, I would solve the area of the semicircle. And to do that, first find the distance between (-1,2) and (5,0) using the distance formula. I got \(\sqrt{40}\) for some reason. Then, divide the answer by 2 to get the radius, resulting in \(\sqrt{20}\). To find the area of the semicircle, use the formula \(\frac{\pi r^{2} }{2}\). Plug in the values given, then simplify, and you get 31.4. Then, add the area of the rectangle. To do this, first find the distance between (-1,2) and (5,0), which we already did, was \(\sqrt{40}\). Then, multiply by the distance between (5,0) and (4,-3), which is \(\sqrt{10}\). Multiply the two values, and you get \(\sqrt{400}\), which is 20. 31.4 + 20 = 51.4 units squared.

Answer:

the three numbers = -8, -32, -30

Step-by-step explanation:

let the first number = a

let the second number = b

let the third number = c

From the first statement:  b = 4a

From the second statement: c = b + 2

From the third statement: b - 2c = 28

From the above equations, we can solve (1) and (2) together.

c = b + 2

b = c - 2

Also, b - 2c = 28

(c - 2) - 2c = 28

c - 2 - 2c = 28

-c = 30

c = -30

b = -30 - 2

  = -32

b = 4a

a = b/4

a = -32/4

a = -8

Therefore, the three numbers = -8, -32, -30

Answer:

Are you sure those are multiplying each other and not x?

Step-by-step explanation:

if it is 7 (3 x+ 5) = (7 x+3) 5

the answer should be

5=x=1/2

Answer:

Es 2.6

Step-by-step explanation:

Answer: translate

Step-by-step explanation:

The 50th percentile is a commonly used statistic in data analysis. It represents the value below which 50% of the data falls.

In other words, it divides the data into two equal parts. There are two other statistics that have the same value as the 50th percentile, namely the second quartile and the median. The second quartile is the middle value of the data when it is arranged in ascending or descending order.

It is also known as the 50th percentile or the median. The first quartile is the value below which 25% of the data falls, and the third quartile is the value below which 75% of the data falls.

The mean is another commonly used statistic in data analysis. It is the sum of all the values in the data divided by the total number of values. Unlike the median, the mean is affected by extreme values or outliers in the data. This means that if there are outliers in the data, the mean may not be a good measure of central tendency.

The mode is the value that occurs most frequently in the data. It is another measure of central tendency that can be used in addition to the median and mean.

In summary, the 50th percentile is equivalent to the second quartile and the median. These statistics are all measures of central tendency that help to describe the distribution of data. The choice that best answers the question is option A: Second quartile; median.

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Answer:

7,037,000,000

Step-by-step explanation:

Move the decimal to the right 9 times

70.37                1

703.7                2

7,037.0              3

70,370.0            4

703,700.0          5

7,037,000.0       6

70,370,000.0     7

703,700,000.0   8

7,037,000,000    9

Answer:

-1.5533

Step-by-step explanation:

-89 degrees x Pi/180 degrees

=-0.49444444444Pi rad

=-1.5533430342 rad

Answer: 4 1/2 and 9/2

Step-by-step explanation: 5/10 can be simplifed into 1/2 and for the improper fraction, you just turn the 4 into halves which is 8 halves

Answer:

4.5 as a mixed number is 4 1/2 and as a improper fraction it is 9/2

Answer:

<B=39.80

Step-by-step explanation:

tan(b)=5/6

b=\(tan^{-1}\)(5/6)

b=39.80557109

b=39.80 to the nearest hundredth.

Answer:

\( \angle B= 39.81\degree\)

Step-by-step explanation:

\( \because \tan \angle B = \frac {AC}{BC} \\\\

\therefore \tan \angle B = \frac {5}{6} \\\\

\therefore \tan \angle B = 0.833333333\\

\therefore\angle B= \tan^{-1}(0.833333333)\\

\therefore\angle B= 39.805569965\degree \\

\huge \purple {\boxed {\therefore\angle B= 39.81\degree}} \)

The offspring that can be described by the GG and the gg genotypes in the table are:

When a gene is said to be the dominant gene for a characteristic, then it is to be depicted as an uppercase letter. In the case of the allele for the pea plant color, green pod color dominates the yellow pod and so will be shown as G. Yellow pod color is being dominated by green and so will be shown in lowercase as g.

A homozygous offspring will have a single allele instead of two. This means it will either be GG or gg. The homozygous offspring with yellow pod color would therefore be gg. The homozygous offspring with green pod color on the other hand, would be GG.

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The particular solution to the differential equation with the initial condition y(0) = 1 is:

(1/2)x^2 + ln|y| = 0

ln|y| = -(1/2)x^2

|y| = e^(-(1/2)x^2)

y = ±e^(-(1/2)x^2)

The differential equation given is:

y = x^2 + Ce^(-x) ...(1)

We need to eliminate the arbitrary constant C from equation (1) and obtain a particular solution.

To do this, we differentiate both sides of equation (1) with respect to x:

dy/dx = 2x - Ce^(-x) ...(2)

Substituting equation (1) into the given differential equations, we get:

y' - y = 2x - x^2

Substituting y = x^2 + Ce^(-x), and y' = 2x - Ce^(-x) into the above equation, we get:

2x - Ce^(-x) - x^2 - Ce^(-x) = 2x - x^2

Simplifying and canceling terms, we get:

Ce^(-x) = x^2

Therefore, C = x^2*e^(x) and substituting this value in equation (1), we get:

y = x^2 + xe^(-x)

This is the particular solution of the given differential equation.

Now, let's check the other given differential equations for exactness:

y' + xy = x^3 + 2x:

This equation is not exact since M_y = 1 and N_x = 0. To find the integrating factor, we can use the formula:

IF = e^(∫x dx) = e^(x^2/2)

Multiplying both sides of the equation by this integrating factor, we get:

e^(x^2/2)y' + xe^(x^2/2)y = x^3e^(x^2/2) + 2xe^(x^2/2)

The left-hand side of the equation is now exact, so we can find a potential function f(x,y) such that df/dx = e^(x^2/2)y and df/dy = xe^(x^2/2). Integrating df/dx, we get:

f(x,y) = ∫e^(x^2/2)y dx = (1/2)e^(x^2/2)y + g(y)

Differentiating f(x,y) with respect to y and equating it to xe^(x^2/2), we get:

(1/2)e^(x^2/2) + g'(y) = xe^(x^2/2)

Solving for g(y), we get:

g(y) = 0

Substituting this value in the expression for f(x,y), we get:

f(x,y) = (1/2)e^(x^2/2)y

Therefore, the general solution to the differential equation is given by:

(1/2)e^(x^2/2)y = ∫(x^3 + 2x)e^(x^2/2) dx = (1/2)e^(x^2/2)(x^2 + 1) + C,

where C is a constant. Rearranging, we get:

y = (x^2 + 1) + Ce^(-x^2/2)

x*y' + y = 3x^2:

This equation is exact since M_y = 1 and N_x = 1. We can find the potential function f(x,y) such that df/dx = x and df/dy = 1 by integrating both sides of the given equation with respect to x and y, respectively. We get:

f(x,y) = (1/2)x^2 + ln|y| + g(y)

Taking the partial derivative with respect to y and equating it to 1, we get:

(1/y) + g'(y) = 1

Solving for g(y), we get:

g(y) = ln|y| + C

Substituting this value in the expression for f(x,y), we get:

f(x,y) = (1/2)x^2 + ln|y| + C

Therefore, the general solution to the differential equation is given by:

(1/2)x^2 + ln|y| = C

Substituting the initial condition y(0) = 1 into the above equation, we get:

C = (1/2)(0)^2 + ln|1| = 0

Therefore, the particular solution to the differential equation with the initial condition y(0) = 1 is:

(1/2)x^2 + ln|y| = 0

ln|y| = -(1/2)x^2

|y| = e^(-(1/2)x^2)

y = ±e^(-(1/2)x^2)

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When comparing means of three or more conditions, an analysis of variance (ANOVA) should be used instead of multiple t-tests. This is because using multiple t-tests increases the risk of a type I error, where a significant difference is found when there is none. ANOVA controls for this by using a single test to determine if there is a significant difference between the means. Additionally, using multiple t-tests increases the risk of a type II error, where a significant difference is not found when there is one.

ANOVA is also more likely to detect statistical significance between the means because it takes into account the variability within each condition as well as the variability between conditions. This increases the power of the test and reduces the chances of missing a significant difference between the means.

When using ANOVA, the results can indicate that there are no differences between any of the population means (option a), that at least one of the three population means is different from another population mean (option b), that all three of the population means are different from each other (option c), or that one population mean is different from one of the other population means, but not the other population mean (option d).

Finally, ANOVA provides a measure of effect size, typically reported as r2, which indicates the proportion of variability in the data that can be attributed to the differences between the conditions. This can be useful in determining the practical significance of the results.

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There are a total of 70 lattice paths that start at (2, 2) and end at (10, 10).

To find the number of lattice paths between two points, you can use the formula:
n! / (k! * (n-k)!)
In this case, the total number of steps needed to get from (2, 2) to (10, 10) is 8 steps to the right and 8 steps up, for a total of 16 steps. So n = 16.

The number of steps in one direction (either right or up) is 8, so k = 8.
Plug in these values to the formula:
16! / (8! * (16-8)!)
= 16! / (8! * 8!)
= 20922789888000 / 40320 * 40320
= 70

So there are 70 lattice paths between (2, 2) and (10, 10).
I hope this helps! Let me know if you have any further questions.

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Answer:

y=3-2x

Step-by-step explanation:

Parallel to y = 3 − 2 x => y=c-2x

Through (3,1) => 1=c-2(1) <=> c=3

Line is y=3-2x

Answer:

im stuck on the same one

Step-by-step explanation:

Answer:

\(k<1, k>5\)

Step-by-step explanation:

\(3x+1=x^2+kx+2 \\ \\ x^2+x(k-3)+1=0 \\ \\ \Delta>0 \implies (k-3)^2-4(1)(1)>0 \\ \\ (k-3)^2-2^2>0 \\ \\ (k-1)(k-5)>0 \\ \\ k<1, k>5\)

Answer:

- The mean, median and modal students' grades are all grade 70.

- The degree of spread of the grades about the mean grade is in grade value of the standard deviation, 15.

- Half of the class score grade 70 and beyond and half of the class also score grade 70 and below.

- 68% of the class score between grade 55 and 85.

- 95% of the class score between grade 40 and 100.

Step-by-step explanation:

If the normal distribution curve of the students' grades has a xbar = 70, and a σ = 15, it translates that the mean, median and the modal student grade is 70 because a normal distribution is that symmetric about the center of the distribution and the spread of the grades away from grade 70 is in grade scores of 15, the standard deviation.

It also directly mean that half of the distribution exist at grade 70 and above and the other half exists at grade 70 and below.

The empirical rule also explains further that 68% of the distribution exists between one standard deviation of the mean, that is;

68% of the distribution exists between (70±15) = (55, 85)

95% of the distribution exists between two standard deviations of the mean.

[70±(2×15)] = (40, 100)

Hope this Helps!!!

Answer:

Sample Response: By analyzing the curve, you can tell that the average, or mean, grade is 70. This is also the median of the grades, so we know that one half of the scores are less than or equal to 70, and the other half of the scores are greater than or equal to 70. The bulk of the scores are between 55 and 85.

Step-by-step explanation:

What did you include in your response? Check all that apply.

The mean and median of the scores is 70.

Most of the scores are between 55 and 85.

Half of the scores are less than or equal to 70, while the other half are greater than or equal to 70.

To represent the shape of an ellipse, we can use the equation: Where "a" represents half of the maximum horizontal width and "b" represents half of the maximum vertical length.

\((x^2/a^2) + (y^2/b^2)\)= 1

In this case, the maximum horizontal width is 18 feet, so a = 18/2 = 9 feet. And the maximum vertical length is 40 feet, so b = 40/2 = 20 feet.

Plugging these values into the equation, we get:

\((x^2/9^2) + (y^2/20^2)\) = 1

Simplifying the equation, we have:

\((x^2/81) + (y^2/400)\)= 1

Therefore, the equation that represents the pool is:

\((x^2/81) + (y^2/400)\) = 1

The equation that represents the pool is \((x^2/81) + (y^2/400)\) = 1.

The equation of an ellipse in the standard form is given by (

x^2/a^2) + (y^2/b^2) = 1, where "a" represents half of the maximum horizontal width and "b" represents half of the maximum vertical length. In this case, the maximum horizontal width of the pool is 18 feet, so a = 18/2 = 9 feet. The maximum vertical length is 40 feet, so b = 40/2 = 20 feet. Substituting these values into the standard form equation, we get

\((x^2/9^2) + (y^2/20^2)\) = 1.

Simplifying further, we have\((x^2/81) + (y^2/400)\)= 1.

This equation represents the shape of the pool, with the origin as its center. The pool is symmetrical along both the x-axis and y-axis, with the maximum vertical length of 40 feet and the maximum horizontal width of 18 feet. The equation allows us to determine the coordinates of any point on the boundary of the pool.

The equation that represents the pool in the shape of an ellipse is \((x^2/81) + (y^2/400)\) = 1.

This equation accurately describes the shape of the pool, with the given maximum vertical length of 40 feet and maximum horizontal width of 18 feet.

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To express a product as a sum or difference containing only sines or cosines, we can use trigonometric identities such as the sum and difference identities. These identities allow us to rewrite products involving sines and cosines as sums or differences of sines or cosines.

Let's consider an example:

Suppose we have the product cos(x)sin(x). We can rewrite this product using the double angle identity for sine:

cos(x)sin(x) = (1/2)sin(2x)

In this case, we have expressed the product as a sum of sines.

Similarly, if we have the product sin(x)cos(x), we can use the double angle identity for cosine:

sin(x)cos(x) = (1/2)sin(2x)

In this case, we have also expressed the product as a sum of sines.

In summary, to express a product as a sum or difference containing only sines or cosines, we can use trigonometric identities like the double angle identity for sine or cosine. By applying these identities, we can rewrite the product in terms of sums or differences of sines or cosines.

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Based on the length of the ribbon, and the length of the pieces Janice needs to make, the number of 3/8 foot pieces she can make would be

To find the number of pieces that Janice can get from the 7/8 foot ribbon, you need to divide this length by the length of each piece of ribbon.

The length of each of these pieces is 3/8 so the number of pieces of ribbon that Janice can get from the 7/8 foot ribbon is:

= 7 / 8 ÷ 3 / 8

= 7 / 8 x 8 / 3

= 56 / 24

= 2.33 ribbons

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Janice can make 2 pieces of ribbon from 7/8 feet of ribbon each measuring 3/8 feet.

A fraction is written in the form of p/q, where q ≠ 0.

Fractions are of two types they are proper fractions in which the numerator is smaller than the denominator and improper fractions where the numerator is greater than the denominator.

Given, Janice is cutting the ribbon to decorate a present. She has 7/8 feet of ribbon.

She needs to make pieces that are 3/8 feet each.

To obtain the no. of pieces we have to divide the total length of the ribbon by the length of each piece.

∴ (7/8)/(3/8).

= (7/8)×(8/3).

= 7/3 pieces.

But he can only make 2 pieces as pieces must be in integers.

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