In the figure below, what is the length of BC?
A) 12
B) 13
C) 17
D) 18
E) 22

The estimated quotient is $20, which corresponds to option D in the given choices. Thus, Rose estimated that she spent $20 per person on gifts.

Compatible numbers are numbers that are close in value and can be easily divided or multiplied mentally. These numbers are used to make estimation in mathematical calculations easier and quicker. By rounding numbers to compatible numbers, calculations become simpler, and  errors are minimized.

For example, if you need to divide 26 by 5, you can use compatible numbers by rounding 26 to 25 and 5 to 4. Then, you can easily divide 25 by 4 to get an estimate of the quotient as 6.25. Compatible numbers can also be used in multiplication, addition, and subtraction.

Using compatible numbers is particularly helpful when performing mental calculations or when there is no calculator available.

To estimate the quotient of 420 divided by 21 using compatible numbers, we can round 420 to 400 and 21 to 20. Then, we can divide 400 by 20 to get an estimate of the quotient:

420 ≈ 400

21 ≈ 20

400 ÷ 20 = 20

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Answer:

Divide the tens column dividend by the divisor. Multiply the divisor by the quotient in the tens place column. Subtract the product from the divisor

Step-by-step explanation:

H0: mean=1.45

H1: mean< 1.45

=-3.175

The result is significant at p < .01.

Reject Null Hypothesis

the mean level of exhaust emitted for this model reduces emissions

A)

Null hypothesis:

H0: mean=1.45

Alternative hypothesis:

H1: mean< 1.45

b)

estimate - the value we hypothesize standard error test statıstıc - t-statisticS

\(\begin{gathered}\text { test statistic }=\frac{\text { estimate }-\text { value we hypothesize }}{\text { standard error }} \\\text { t-statistic }=\frac{\bar{x}-\mu_o}{s / \sqrt{n}}\end{gathered}\)

t=1.21-1.45/0.4/sqrt(28)

=-3.175

c)

t=-3.175

df=28-1=27

alpha=0.01

The P-Value is .001863.

The result is significant at p < .01.

d)

p=0.001

< alpha of 0.01

Reject Null Hypothesis

e)

there is sufficient evidence

the mean level of exhaust emitted for this model reduces emissions

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Answer:

16 attendees at most.  sorry if its wrong

Step-by-step explanation:

33 divided by 11 = 3.

3 for each attendee.

48 - 33 = 15.

15 divided by 3 = 5.

The limiting value of the sequence will be the same even if a different value is assigned to x0.

The limiting value of the sequence is determined by the recursive equation xn = √(1996x\(n^{-1}\)). As n grows infinitely large, the value of xn will approach the same limiting value regardless of the initial value assigned to x0. This is because the recursive equation will continue to generate values that are closer and closer to the limiting value, regardless of the starting point.

Therefore in recursive equations, the limiting value of the sequence will be the same even if a different value is assigned to x0.

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The degree sequence of a graph is the list of degrees of its vertices arranged in non-increasing order.

For a bipartite graph $K_{m,n}$ with $m$ vertices in the first partite set and $n$ vertices in the second partite set, every vertex in the first partite set is connected to all vertices in the second partite set and vice versa. Therefore, the degree of each vertex in the first partite set is $n$ and the degree of each vertex in the second partite set is $m$.

So, the degree sequence of the bipartite graph $K_{m,n}$ is $n,n,\ldots,n$ (repeated $m$ times) followed by $m,m,\ldots,m$ (repeated $n$ times). In other words, the degree sequence consists of two blocks, each of length $m+n$, where the first block contains the degree $n$ repeated $m$ times and the second block contains the degree $m$ repeated $n$ times.

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San ine to you bhai account and I will

AE is classified as a chord.

A chord can be thought of as a piece of the circle that connects two points on the circle. The length of a chord depends on the distance between the two points it connects, as well as the size of the circle itself. The longest possible chord in a circle is the diameter, which is a chord that passes through the center of the circle and divides it into two equal halves.

A tangent line to a circle is a straight line that intersects the circle at exactly one point. This point of intersection is called the point of tangency. The tangent line is perpendicular to the radius of the circle at the point of tangency, and it lies in the same plane as the circle.

In the given question,

AE is passing through two points of the circumference of the circle and is also the diameter.

Hence, AE is the longest forming chord of the circle.

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Product Property of Roots The product property of roots states that the square root of the product of two numbers is equal to the product of their square roots. In other words, for any non-negative numbers a and b, the square root of the product of a and b equals the product of the square roots of a and b.

The equivalent expression to √(ab) using the product property of roots is √a * √b. The reason is that by definition of the product property of roots, the square root of the product of a and b is equal to the square root of a multiplied by the square root of b, that is, √(ab) = √a * √b. Therefore, the correct answer is option A, which is √(ab).

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True. If a table is in 1NF (First Normal Form) and its primary key is not a composite key, then the table is also in 2NF (Second Normal Form).

1NF requires that a table has no repeating groups, and all entries in a column are of the same data type. In other words, each attribute must have a single value, and there can't be multiple instances of the same attribute within a single row. This ensures that the table is well-structured and organized. 2NF builds on the requirements of 1NF and mandates that a table should have no partial dependencies. This means that each non-primary key attribute must be fully functionally dependent on the entire primary key, and not just a part of it. When the primary key is not a composite key, it means that it consists of a single attribute. In this case, all non-primary key attributes would be fully functionally dependent on the primary key by default, as there are no other components in the primary key for partial dependency to occur. Therefore, if a table with a non-composite primary key is in 1NF, it will also satisfy the conditions for 2NF.

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Answer:

$69.54

Step-by-step explanation:

$57 x  .07 =3.99

($57 x .15)= 8.55

8.55+3.99 +57=$69.54

Answer:

The speed at which Carol needs to drive to meet Irvin at Bananatown at exactly the same time is approximately 47.188 miles per hour

Step-by-step explanation:

The given information are;

The location of Bananatown from Appletown = 143 miles east and 45 miles north

The location of Coconutville from Appletown = 98 miles east and 32 miles south

Taking Appletown as the origin, we have;

The slope, gradient of highway 42 = 45/143

The equation of a line representing highway 42 is given as follows;

y - 0 = 45/143 × (x - 0)

y = 45/143·x

Therefore, at Coconutville, where x = 98, we have, y = 45/143 × 98 ≈ 30.84 miles north

Total distance north Carol has to drive to get to highway 42 = 32 + 30.84 = 62.84 miles

Total distance along highway 42 Carol will drive to get to Bananatown = √((143 - 98)² + (45 - 30.84)²) ≈ 47.175 miles

Total distance Carol drives to Bananatown = 47.175 miles + 62.84 miles ≈ 110.015 miles

The total distance Irvin needs to drive to arrive at Bananatown = √(143² + 45²) ≈ 149.91

The total distance Irvin needs to drive to arrive at Bananatown ≈ 149.91  miles

The time it takes Irvin to arrive at Bananatown = (149.91 miles)/(45 mph) ≈  3.33 hours

The time he arrives at Bananatown = 8 a.m. + 3.33 hours ≈ 11.33 a.m.

The time available for Carol to meet Irvin at Bananatown at exactly the same time = 11.33 a.m. - 9 a.m. = 2.33 hours

Therefore, the speed at which Carol needs to drive = (110.015 miles)/2.33 hour ≈ 47.188 miles per hour

The speed at which Carol needs to drive to meet Irvin at Bananatown at exactly the same time ≈ 47.188 miles per hour.

a. The 99% confidence interval for the average body temperature of healthy people is (98.024, 98.476) degrees.  b )   we can conclude that there is evidence to suggest that the average body temperature of healthy people is different from 98.6 degrees.

a) To calculate the 99% confidence interval for the average body temperature of healthy people, we can use the formula:

Confidence interval = mean ± (critical value) * (standard deviation / √n)

Where:

Mean is the sample mean (98.25 degrees)

Standard deviation is the sample standard deviation (0.73 degrees)

n is the sample size (130)

The critical value for a 99% confidence level is 2.61 (obtained from the t-distribution table for a large sample size)

Plugging in the values, we get:

Confidence interval = 98.25 ± (2.61 * (0.73 / √130))

Confidence interval = 98.25 ± 0.226

Confidence interval = (98.024, 98.476)

b) The confidence interval obtained in part (a) does not contain the value 98.6 degrees. Since the accepted average temperature cited by physicians and others is not within the confidence interval, we can conclude that there is evidence to suggest that the average body temperature of healthy people is different from 98.6 degrees. The sample data suggests that the average body temperature is lower than the commonly accepted value.

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Answer:

1/6

Step-by-step explanation:

It is the least common denominator. 1/2 x 3 = 3/6.  1/3 x  2 = 2/6    3+2 = 5.

5/6 Has one numerator left before it becomes whole. So yoga people are represented by 1/6.

Answer:

1/6 of the people are doing yoga

Step-by-step explanation:

1/2 of 24 + 1/3 of 24 + 1/6 of 24

1/2 of 24 = 12

1/3 of 24 = 8

24 - (1/2 + 1/3) = 4 or 24 - (12 + 8) = 4

4 = 1/6 of 24

1/2 + 1/3 + 1/6 = 24

(1/2)*24=12

(1/3)*24=8

(1/6)*24=4

((1/2)*24) + ((1/3)*24) + ((1/6)*24)

Answer:

14 it is not 14

Step-by-step explanation:

Answer:

ITS NOT 14

Step-by-step explanation:

I got it wrong anything besides that

The equation of the line;

Problem statement

Write the equation of the line; with the given properties, in slope-intercept form.

Slope (m)= -5 through (-5, 5)

Solution

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

y-intercept.

Since (-5, 5 ) is a point on the line, we can "plug in" -5 for x and 5 for y into our equation to obtain

We now substitute for b now

The equation of the line;

Answer:

-1(-4)=-5

Step-by-step explanation:

as h = -1

Angle A is 19 degrees.

Angle C is 90 degrees.

Side a is approximately 7.83.

Side c is approximately 34.50.

To solve the right triangle given that B = 71 degrees and b = 24, we can use the trigonometric ratios sine, cosine, and tangent.

Finding Angle A:

Angle A is the complementary angle to B in a right triangle, so we can calculate it using the equation:

A = 90 - B

Substituting the given value, we have:

A = 90 - 71

A = 19 degrees

Therefore, Angle A is 19 degrees.

Finding Angle C:

Since it is a right triangle, Angle C is always 90 degrees.

Therefore, Angle C is 90 degrees.

Finding Side a:

We can use the sine ratio to find the length of side a:

sin(A) = a / b

Rearranging the equation to solve for a, we have:

a = b * sin(A)

Substituting the given values, we have:

a = 24 * sin(19)

a ≈ 7.83

Therefore, the length of side a is approximately 7.83.

Finding Side c:

Using the Pythagorean theorem, we can find the length of side c:

c^2 = a^2 + b^2

Substituting the given values, we have:

c^2 = 7.83^2 + 24^2

c^2 ≈ 613.68 + 576

c^2 ≈ 1189.68

Taking the square root of both sides to solve for c, we have:

c ≈ √1189.68

c ≈ 34.50

Therefore, the length of side c is approximately 34.50.

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Correct option is A,  f(x) -2 has changed the parent function f(x) = (0.5)x to its new appearance.

The parent function f(x) = log5x has been modified by reflecting it over the x-axis, extending it vertically by a factor of three, and moving it down by three units.

In the picture below you can see the blue line is the graph of the function

f(x) = log(5x) and the green line is the graph of the function

g(x) = log[5(x + 4)] - 2

Since the function f passes at point (2, 1), we must reduce it by 2 units to ensure that it also passes at position (-2, -1). To do this, we add 2 to the function f.

We only need to add 4 to the variable x to have the function go left when we obtain log(5x) - 2.

The function shifts to the left when you add a number to x;

The function moves to the right when you remove a number from x;

The function increases when you add a number to it;

The function decreases when you take a number away from it.

Then we get a function g(x) = log[5 (x + 4)] - 2.

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Answer:

1) 48

2)44

Step-by-step explanation:

Answer:  48 44 Are The Correct Answers

Step-by-step explanation:Hope This Helps

Answer:

The answer would be 120! I got it right

Answer:

something like this

Step-by-step explanation:

you want the line to go as close to as many dots as possible

If the equation -7x+2+5-4x =  x +6,  then the solution for x is x = 1/12.

What is the equivalent expression?

Equivalent expressions are expressions that work the same even though they look different. If two algebraic expressions are equivalent, then the two expressions have the same value when we plug in the same value for the variable.

To solve for x, we need to simplify and isolate the variable on one side of the equation.

Starting with the given equation:

-7x + 2 + 5 - 4x = x + 6

We can first combine like terms on the left side:

-11x + 7 = x + 6

Next, we can isolate the variable terms on one side and the constant terms on the other side:

-11x - x = 6 - 7

Simplifying both sides, we get:

-12x = -1

Finally, we can solve for x by dividing both sides by -12:

x = (-1)/(-12) = 1/12

Therefore, the solution for x is x = 1/12.

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Answer:

I think a 75 percent chance

Determine the y-intercept of the equation -x + 2y = 10

a. 1

b.-10

C. 5

d. 2

__________________________________________

y-intercept is (0, b)

y = mx +b

-x + 2y = 10

2y = x +10

y = 1/2 x + 5

______________

if x= 0

y= 1/2 *0 +5

y= 5

____________________

The y-intercept is (0, 5 )

The answer is c

Answer:

-13

Step-by-step explanation:

Subsitude -2 to where x is and you get -1o then subtract by -3 and the total is -13

The center of mass of the region bounded by the parabola y = x^2 and the line y = 4 is located at the point (0, 8/3).

1. The center of mass of a thin plate with constant density covering the region bounded by the parabola y = x^2 and the line y = 4 can be found using calculus.

The center of mass of the given region is located at the point (0, 8/3).

To find the center of mass, we need to calculate the x-coordinate, denoted as x_cm, and the y-coordinate, denoted as y_cm, separately. The x-coordinate is given by the formula:

x_cm = (1/A) ∫[a,b] x * f(x) dx,

where A is the area of the region and f(x) is the equation of the boundary curve.

In this case, the boundary curves are y = x^2 and y = 4. To find the x-coordinate, we need to calculate the area A and evaluate the integral:

A = ∫[a,b] (f(x) - g(x)) dx,

where f(x) = 4 and g(x) = x^2. Setting f(x) - g(x) = 0, we find the limits of integration: x = -2 and x = 2.

A = ∫[-2,2] (4 - x^2) dx = 16/3.

Now, we can calculate the x-coordinate:

x_cm = (1/A) ∫[-2,2] x * (4 - x^2) dx.

Evaluating the integral, we get:

x_cm = (1/(16/3)) ∫[-2,2] (4x - x^3) dx = 0.

This means that the center of mass lies on the y-axis, at x = 0.

To calculate the y-coordinate, we use the formula:

y_cm = (1/A) ∫[a,b] (1/2) * (f(x)^2 - g(x)^2) dx.

Using the same limits of integration, we have:

y_cm = (1/(16/3)) ∫[-2,2] (1/2) * ((4 - x^2)^2 - x^4) dx.

Evaluating the integral, we get:

y_cm = (1/(16/3)) ∫[-2,2] (1/2) * (16 - 8x^2 + x^4 - x^4) dx = 8/3.

Therefore, the center of mass of the given region is located at the point (0, 8/3).

The center of mass of the region bounded by the parabola y = x^2 and the line y = 4 is located at the point (0, 8/3). This means that the point of balance for the thin plate with constant density lies on the y-axis, at x = 0.

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Using strong induction, we can prove that the square root of -2 is irrational by showing that it cannot be expressed as a fraction of coprime odd integers.

To prove that √-2 is irrational using strong induction, we need to show that for any natural number n, if the square root of -2 can be expressed as a fraction a/b, where a and b are coprime integers, then a and b must be odd.

We can start by using the base case, n = 1. Assume that √-2 can be expressed as a fraction a/b where a and b are coprime integers. Then, we have

√-2 = a/b

Squaring both sides gives

-2 = a^2/b^2

Multiplying both sides by b^2 gives

-2b^2 = a^2

This implies that a^2 is even, and therefore a is also even. We can express a as 2k for some integer k, which means

-2b^2 = (2k)^2

Simplifying, we get

-2b^2 = 4k^2

Dividing both sides by -2 gives

b^2 = -2k^2

This implies that b^2 is even, which means that b is also even. However, this contradicts our assumption that a and b are coprime integers. Therefore, √-2 cannot be expressed as a fraction a/b where a and b are coprime integers.

Now, let's assume that for all n ≤ k, the square root of -2 cannot be expressed as a fraction a/b where a and b are coprime integers with a and b odd. We want to prove that this also holds for n = k+1.

Assume that √-2 can be expressed as a fraction a/b where a and b are coprime integers with a and b odd. Then, we have

√-2 = a/b

Squaring both sides gives

-2 = a^2/b^2

Multiplying both sides by b^2 gives

-2b^2 = a^2

This implies that a^2 is even, and therefore a is also even. We can express a as 2k for some integer k, which means

-2b^2 = (2k)^2

Simplifying, we get

-2b^2 = 4k^2

Dividing both sides by -2 gives

b^2 = -2k^2

This implies that b^2 is even, which means that b is also even. However, this contradicts our assumption that a and b are coprime integers with a and b odd. Therefore, √-2 cannot be expressed as a fraction a/b where a and b are coprime integers with a and b odd.

By strong induction, we have proven that for any natural number n, the square root of -2 cannot be expressed as a fraction a/b where a and b are coprime integers with a and b odd. Therefore, √-2 is irrational.

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Economists use the method of dividing a whole group into fifths, or quintiles, to study income distribution in an economy.

When economists study income distribution in an economy, they often analyze the income distribution among different segments of the population. One commonly used method is dividing the entire group into fifths, or quintiles, based on income levels. Each quintile represents 20% of the population, and economists analyze the distribution of income within each quintile to understand how wealth is distributed across different segments of society.

This method allows economists to examine various measures such as average income, median income, and income inequality within each quintile. By studying income distribution in quintiles, economists can gain insights into the level of inequality or fairness in an economy and identify patterns and trends related to income disparities.

Dividing a whole group into quintiles provides a systematic and standardized way to analyze income distribution and compare it across different regions, time periods, or socioeconomic groups. It helps economists to assess the effectiveness of policies and programs aimed at reducing income inequality and promoting a more equitable distribution of wealth.

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