Help this is confusing

Answer:

30 Hours

Step-by-step explanation:

Her school requires 30 hours of community service.

Answer:

A. 0.5x² - 6x + 10

hope you get a point

The value of x in the data set is 101.

The mean of a data set is the sum of all the data divided by the count n.

Therefore, let's find the mean of the data set as follows:

The mean is  the sum of the data divided by the total number of data.

Hence, let's find the value of x using the mean

108  = 102 + 120 + 103 + 112 + 110 + x  / 6

108 = 547 + x / 6

Cross multiply

108 × 6 = 547 + x

648 = 547 + x

x = 648 - 547

x = 101

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IfIf AD BD, the following relationships that can be proved and why is: D. ΔACD ΔBCD, because of SAS.

The relationship that can be proved is ΔACD ΔBCD, because of SAS.

The reason is that m<CDA=M<CDB=90°

CD=CD

AD=BD

Hence, ΔACD=ΔBCD because of SAS. SAS congruence can tend to be proved when the length of the two side correspond and when  the angle between the two side is equal.

Therefore the correct option is D.

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Answer:

the inches is 2.8 inches

Step-by-step explanation:

if you divide 10 divided by 2 it gives you 5 and then subtract it by 2.2 = 2.8

there goes your answer.

The turning point of a parabola, also called the vertex, is the point on the parabola where the graph changes from increasing to decreasing, or from decreasing to increasing.

What is parabola?

A parabola may be a formed plane curve wherever any point is at an equal distance from a fixed point (known because the focus) and from a fixed line that is known because the directrix.

Main BODY:

When a graph is rising from left to right, we say that it is increasing. When a graph is falling from left to right, we say that it is decreasing. The points at which this trend changes in a graph are called the turning points of the graph. Since a parabola has the shape of a U or an upside down U, it has exactly one turning point, which we can identify using the following facts:

Hence ,The turning point of a parabola is called the vertex.

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The range of the possible values of r^2 is 0 to 1. It represents the proportion of the dependent variable’s variance that can be explained by the independent variable(s).


The coefficient of determination, often denoted as r^2, measures the proportion of the dependent variable’s variance that can be explained by the independent variable(s) in a statistical model. The value of r^2 ranges from 0 to 1.
A value of 0 for r^2 indicates that the independent variable(s) does not explain any of the variance in the dependent variable. On the other hand, a value of 1 implies that the independent variable(s) fully explain the observed variance in the dependent variable.
Therefore, the range of the possible values of r^2 is 0 to 1. Any positive numerical value within this range indicates a degree of explanatory power, while values outside this range are not meaningful in the context of r^2. It serves as a useful tool for assessing the strength of a statistical relationship and the predictive ability of a model.

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The lack of calcium lines indicates that the star's outer atmosphere is not dense enough to produce observable absorption lines.

Calcium lines are dark absorption lines in the spectrum of a star or other astronomical object that are produced by the absorption of specific wavelengths of light by calcium atoms in the object's outer atmosphere.

If a star lacks calcium lines in its spectrum, it is likely to be a relatively young and hot star, with a surface temperature above about 7,000 K. This is because the calcium lines that are typically observed in the spectra of cooler stars are formed in the star's outer atmosphere, which is cooler and more diffuse than the layers closer to the star's core.

The absence of calcium lines in the spectrum of a star suggests that its outer atmosphere is relatively thin or transparent, and that the star's light is not passing through enough calcium-rich material to produce observable absorption lines.

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The 15 and 9 units side lengths of the parallelogram ABCD, and the 36° measure of the acute interior angle, A indicates the values of the ratios are;

1. AB:BC = 5:3

2. AB:CD = 1:1

3. m∠A : m∠C= 1 : 4

4. m∠B:m∠C = 4:1

5. AD: Perimeter ABCD = 3:16

A ratio is a representation of the number of times one quantity is contained in another quantity.

The shape of the quadrilateral ABCD in the question = A parallelogram

Length of AB = 15

Length of BC = 9

Measure of angle m∠A = 36°

Therefore;

1. AB:BC = 15:9 = 5:3

2. AB ≅ CD (Opposite sides of a parallelogram are congruent)

AB = CD (Definition of congruency)

AB = 15, therefore, CD = 15 transitive property

AB:CD = 15:15 = 1:1

3. ∠A ≅ ∠C (Opposite interior angles of a parallelogram are congruent)

Therefore; m∠A = m∠C = 36°

∠A and ∠D are supplementary angles (Same side interior angles formed between parallel lines)

Therefore; ∠A + ∠D = 180°

36° + ∠D = 180°

∠D = 180° - 36° = 144°

∠D = 144°

m∠A : m∠C = 36°:144° =1:4

m∠A : m∠C = 1:4

4. ∠B = ∠D = 144° (properties of a parallelogram)

m∠B : m∠C = 144° : 36° = 4:1

5. AD ≅ BC (opposite sides of a parallelogram)

AD = BC = 9 (definition of congruency)

The perimeter of the parallelogram ABCD = AB + BC + CD + DA

Therefore;

Perimeter of parallelogram ABCD = 15 + 9 + 15 + 9 = 48

AD:Perimeter of the ABCD  = 9 : 48  = 3 : 16

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Answer:

78

Step-by-step explanation:

x + 12 = 90

x = 78

The difference between square units and cubic units lies in the dimensionality of the objects being measured.

Square units are used to measure the area of a two-dimensional shape, such as a square or rectangle. The unit for square units is typically written as "square" followed by the abbreviation for the unit being used. For example, square inches (in²), square meters (m²), or square centimeters (cm²).

To find the area of a shape, you multiply the length of one side by the length of another side. For example, if you have a square with side length of 4 units, the area would be 4 units multiplied by 4 units, which equals 16 square units.

On the other hand, cubic units are used to measure the volume of a three-dimensional object, such as a cube or rectangular prism. The unit for cubic units is typically written as the abbreviation for the unit being used cubed. For example, cubic inches (in³), cubic meters (m³), or cubic centimeters (cm³).

To find the volume of a shape, you multiply the length, width, and height of the object. For instance, if you have a cube with a side length of 3 units, the volume would be 3 units multiplied by 3 units multiplied by 3 units, which equals 27 cubic units.

In summary, square units measure the area of a two-dimensional shape, while cubic units measure the volume of a three-dimensional object. It's important to pay attention to the dimensionality of the object being measured in order to use the appropriate units.

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Explain the difference between 9 square units and 9 cubic units?

The equation of the vertical ellipse with a center at point (8, -4), a major axis of 12 units, and a minor axis of 6 units is ((x - 8)^2 / 36) + ((y + 4)^2 / 144) = 1.

To find the equation of a vertical ellipse, we need to determine the values of the center and the lengths of the major and minor axes. The center of the ellipse is given as (8, -4), the major axis has a length of 12 units, and the minor axis has a length of 6 units.

The general equation of a vertical ellipse with center (h, k), a length of 2a along the major axis, and a length of 2b along the minor axis is:

((x - h)^2 / a^2) + ((y - k)^2 / b^2) = 1

Plugging in the given values, we have:

((x - 8)^2 / 6^2) + ((y + 4)^2 / 12^2) = 1

Simplifying further, we get the equation of the vertical ellipse:

((x - 8)^2 / 36) + ((y + 4)^2 / 144) = 1

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Answer: y= 31

It's 31 because if you add 31 to -21 that would give you 10

As per the given percentage, the sales tax if state and city rate is 6% is $7.3497.

Percentage:

Basically, a number or a ratio represented in the form of fractions of 100 is known as percentage and it is represented using the percentage sign '%'.

Given,

A store in Detroit, Michigan, advertised an HDTV for $1,224.95.

Here we need to find the sales tax if the combined state and city rate is 6%.

As we looking into the given details, we have identified that the following details,

Price of the HDTV before tax = $1,224.95

State and city tax = 6%

Now, we have t convert the given percentage into decimal form, then we get,

=> 6% = 6/100

=> 0.06.

Now, the sales tax is calculated as,

=> 1,224.95 x 0.06

=> 7.3497

Therefore, the sales tax is $7.3497

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Period of the functions: The period of the function f(t) = (7 cos t)² is given by 2π/b where b is the period of cos t.The period of the function f(t) = cos (2φt²/m) is given by T = √(4πm/φ). The period of the function f(t) = (7 cos t)² is given by 2π/b where b is the period of cos t.

We know that cos (t) is periodic and has a period of 2π.∴ b = 2π∴ The period of the function f(t) =

(7 cos t)² = 2π/b = 2π/2π = 1.

The period of the function f(t) = cos (2φt²/m) is given by T = √(4πm/φ) Hence, the period of the function f(t) =

cos (2φt²/m) is √(4πm/φ).

The function f(t) = (7 cos t)² is a trigonometric function and it is periodic. The period of the function is given by 2π/b where b is the period of cos t. As cos (t) is periodic and has a period of 2π, the period of the function f(t) = (7 cos t)² is 2π/2π = 1. Hence, the period of the function f(t) = (7 cos t)² is 1.The function f(t) = cos (2φt²/m) is also a trigonometric function and is periodic. The period of this function is given by T = √(4πm/φ). Therefore, the period of the function f(t) = cos (2φt²/m) is √(4πm/φ).

The period of the function f(t) = (7 cos t)² is 1, and the period of the function f(t) = cos (2φt²/m) is √(4πm/φ).

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The least positive integer that will be divisible by both 15 and 35 will be 105.

The given integers are 15 and 35.
As we know that the least positive integer will be divisible by both 15 and 35 will be LCM ( least common factor) of 15 and 35.
The least common multiple of LCM of two integers is the common multiple of two numbers such that it is the least among all common multiples.
For example, LCM of 3 and 5 will be 15 because among all common multiples of 3 and 5, 15 will be least common multiple.
For LCM of 15 and 35, let's write multiples of both the numbers.
Multiples of 15 = 15,30,45,60,75,90,105,120,135,150,165,180,195,210,....
Multiples of 35= 35,70,105,140,175,210,...
We can see that 105 and 210 are two common multiples out of which 105 is the least multiple.
Therefore, the least positive integer that will be divisible by both 15 and 35 will be 105.

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Answer: $39.50

Step-by-step explanation:)

The first five terms of the given arithmetic sequence are:

54, 45, 36, 27, 18 (First option)

The arithmetic sequence is given as follows,

f(n) = f(n-1) - 9 ............ (1)

Also, f(1) = 54 .............. (2)

Now, for finding the first five term of this arithmetic sequence, we will substitute n as 1, 2, 3, 4, and 5 one by one. Using the above formula for the arithmetic sequence, we can deduce the first five terms.

f(1) is the first term of the sequence which is already provided as 54.

Now, putting n=2 in equation (1), we get,

f(2) = f(2-1) - 9

f(2) = f(1) - 9

Substitute f(1) = 54 from equation (2)

⇒ f(2) = 54 - 9

f(2) = 45

To find the third term of the arithmetic sequence, put n = 3 in equation (1)

f(3) = f(3-1) - 9

f(3) = f(2) - 9

⇒ f(3) = 45 - 9

f(3) = 36

Similarly, we can find the fourth and fifth terms of the arithmetic sequence by substituting n = 4 and n = 5 respectively.

∴ f(4) = f(3) - 9

⇒ f(4) = 36 - 9

f(4) = 27

Likewise, f(5) = f(4) - 9

⇒f(5) = 27 - 9

f(5) = 18

Thus, using the recursive formula, the first five terms of the arithmetic sequence are deduced to be:

54, 45, 36, 27, 18

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a) The value of z is not given as t =is  provided.

b) For the limit xy² cos(x) as (x,y) approaches (0,0), the limit does not exist.

c) The second partial derivatives of f(x, y, z) = (cos(x) - ln(2y) - 2e-³²)

a) The value of z cannot be determined as t is given as 풍, which is an unknown value. Without knowing the specific value of t, we cannot calculate z² or find the value of z.

b) To compute the limit of xy² cos(x) as (x,y) approaches (0,0), we can evaluate the limit along different paths. However, regardless of the chosen path, the limit does not exist. This can be shown by approaching (0,0) along different paths and observing that the limit yields different values, indicating non-convergence.

c) To find the second partial derivatives of f(x, y, z) = (cos(x) - ln(2y) - 2e-³²) 20, we need to differentiate twice with respect to each variable, x, y, and z. The partial derivatives can then be obtained by applying the appropriate rules of differentiation. The specific calculations for each second partial derivative are not provided in the question, so we cannot determine their values.

In summary:

a) The value of z cannot be determined without knowing the value of t.

b) The limit of xy² cos(x) as (x,y) approaches (0,0) does not exist.

c) The second partial derivatives of f(x, y, z) = (cos(x) - ln(2y) - 2e-³²) 20 are denoted as 3, but the specific values are not provided.

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a) The value of z is not given as t =is  provided.

b) For the limit xy² cos(x) as (x,y) approaches (0,0), the limit does not exist.

c) The second partial derivatives of f(x, y, z) = (cos(x) - ln(2y) - 2e-³²)

a) The value of z cannot be determined as t is given as 풍, which is an unknown value. Without knowing the specific value of t, we cannot calculate z² or find the value of z.

b) To compute the limit of xy² cos(x) as (x,y) approaches (0,0), we can evaluate the limit along different paths. However, regardless of the chosen path, the limit does not exist. This can be shown by approaching (0,0) along different paths and observing that the limit yields different values, indicating non-convergence.

c) To find the second partial derivatives of f(x, y, z) = (cos(x) - ln(2y) - 2e-³²) 20, we need to differentiate twice with respect to each variable, x, y, and z. The partial derivatives can then be obtained by applying the appropriate rules of differentiation. The specific calculations for each second partial derivative are not provided in the question, so we cannot determine their values.

In summary:

a) The value of z cannot be determined without knowing the value of t.

b) The limit of xy² cos(x) as (x,y) approaches (0,0) does not exist.

c) The second partial derivatives of f(x, y, z) = (cos(x) - ln(2y) - 2e-³²) 20 are denoted as 3, but the specific values are not provided.

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Answer:

He can buy no more than 4 earrings.

Step-by-step explanation:

25-9.50= 15.50

15.50÷3.75= 4.1333333

Answer:

Step-by-step explanation:

Answer:

The degree of polynomial is 5.

Step-by-step explanation:

I suppose the polynomial is \(\displaystyle{5x^2+8x^3+4-6x^2-3x^5}\). To find the which degree this polynomial is, we consider the highest exponent of the term which is \(\displaystyle{3x^5}\), the 5 is our highest degree of the term and thus, 5 is our highest degree of polynomial.

Answer:

5

Step-by-step explanation:

I'm assuming that the 5 in "3x5​" is supposed to be a exponent. The degree of the polynomial is the greatest of the exponents (powers) of its various terms.

Using the critical values of t=+/-2.201 is less likely to lead to rejection of the null hypothesis than using the critical values of +/-2.093.

Critical Value Definition -

Critical value can be defined as a value that is compared to a test statistic in hypothesis testing to determine whether the null hypothesis is to be rejected or not.

If the value of the test statistic is less extreme than the critical value, then the null hypothesis cannot be rejected.

Critical values are essentially cut-off values that define regions where the test statistic is unlikely to lie; for example, a region where the critical value is exceeded with probability \alpha if the null hypothesis is true.

Using the critical values of t=±2.201 is more "conservative" than using the critical value of ±2.093 because it is more likely to reject the null hypothesis using the greater value i-e t=±2.201.

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Five number summary

===============================================

Explanation:

The given list of values is {6, 11, 13, 8, 15, 9, 11, 5, 9}

It sorts to {5, 6, 8, 9, 9, 11, 11, 13, 15}

The middle most value is the second 9. We have four items below or at the median {5,6,8,9} and four values above the median {11,11,13,15}

The middle item of {5,6,8,9} is (6+8)/2 = 14/2 = 7. This is the value of Q1.

The middle item of {11,11,13,15} is (11+13)/2 = 24/2 = 12. This is Q3.

The min is 5 since it is the smallest of the original list.

The max is 15 because it is the largest of the original list.

The five number summary is

The boxplot that matches with this five number summary is the boxplot in the upper right corner.

The min is the left whisker. The max is the right whisker.

The left edge of the box is Q1. The right edge of the box is Q3.

The middle vertical line inside the box is the median.

Answer:

upper right corner

Step-by-step explanation:

Answer:

SP = 24

Step-by-step explanation:

An equivalent expression to \(7k^2\), where k is an even number, is \(28n^2\), where n is an integer.

If k is an even number, then we can write k as 2n, where n is some integer. Substituting this into \(7k^2,\) we get:

\(7(2n)^2= 7(4n^2)\)

\(= 28n^2\)

Therefore, an equivalent expression to \(7k^2\), where k is an even number, is \(28n^2\), where n is an integer.

An integer is the number zero, a positive natural number or a negative integer with a minus sign. The negative numbers are the additive inverses of the corresponding positive numbers. In the language of mathematics, the set of integers is often denoted by the boldface Z.

Integers come in three types:

Zero (0)

Positive Integers (Natural numbers)

Negative Integers (Additive inverse of Natural Numbers)

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Answer:

13

Step-by-step explanation:

the top angle is 45°, and then there is the 90° angle, so the other angle must also be 45°. this makes it a right isosceles triangle, so both legs must be equal (they are both 13)