let f(x) be the function f(x)={x2−c4x 5cfor x<5,for x≥5. find the value of c that makes the function continuous. (use symbolic notation and fractions where needed.) c=

Answer: n=3600

Step-by-step explanation:brainliest

Answer:

25

Step-by-step explanation:

n is being divided by 12 so we divide by both sides

n/12 = 300

12/12    300/12

= 0          = 25

The interest rate your friend is charging you for the $20,000 loan is 20% per year.

The simple interest is expressed as;

A = P( 1 + rt )

Where A is accrued amount, P is principal, r is the interest rate and t is time.

Given that;

The Principal P = $20,000

Accrued amount A = $40,000

Elapsed time t = 5 years

Interest rate r =?

Plug these values into the above formula and solve for the interest rate r:

\(A = P( 1 + rt )\\\\r = \frac{1}{t}( \frac{A}{P} -1 ) \\\\r = \frac{1}{5}( \frac{40000}{20000} -1 ) \\\\r = \frac{1}{5}( 2 -1 ) \\\\r = \frac{1}{5}\\\\r = 0.2 \\\\\)

Converting r decimal to R a percentage

Rate R = 0.2 × 100%

Rate r = 20% per year

Therefore, the interest rate is 20% per year.

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Step-by-step explanation:

Notice how both systems have the same slope but different y intercept.

This means these lines are parallel so they have no solutions.

The value of f(t) are 48000, 52200, 54300, 56400, and g(t) are 48000, 49776, 51617.71, and 53527.56.

She was given a starting wage of $48,000 from Company A, with annual raises of $2100.

The formula for Company A is

f(t) = 48000 + 2100t

She was given a starting wage of $48,000 from Company B, with an annual rise of 3.7%.

The formula for Company B is

g(t) = 48000 × \((1 + 0.037)^t\)

The value of f(t) and g(t),

t ------- f(t) ------- g(t)

0 ----- 48000 ----- 48000

1 ------ 52200 ----- 49776

2 ----- 54300 ----- 51617.71

3 ----- 56400 ----- 53527.56

The graphical representation of both the linear equations of company A and company B.

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It should be noted that to measure the diameter of a tin, you will need a ruler or a measuring tape. Follow these steps:

In geometry, it should be noted that a diameter of a circle is any straight line segment that passes through the center of the circle and whose endpoints lie on the circle.

In this case, make sure to measure across the widest part of the tin to get an accurate diameter. If the tin is not perfectly round, you can take multiple measurements at different points and calculate the average to get a more accurate diameter.

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Answer:

\(\boxed {\boxed {\sf d=\sqrt{170} \ or \ d\approx 13.04}}}\)

Step-by-step explanation:

We are asked to find the length of a segment or the distance between the 2 points. The formula for distance is:

\(d= \sqrt{(x_2-x_1)^2+(y_2-y_1)^2\)

where (x₁ y₁) and (x₂, y₂) are the points. We are given the points ( -5, 4) and (6, -3). If we match the number and the corresponding variable, it is:

Substitute the values into the formula.

\(d= \sqrt{(6--5)^2+(-3-4)^2\)

Solve inside the parentheses.

\(d= \sqrt{(11)^2+(-7)^2\)

Solve the exponents.

\(d= \sqrt {(121)+(49)\)

Add.

\(d= \sqrt {170}\)

\(d=13.0384048104\)

Even though it's not specified, we could round to the nearest hundredth to make the answer more concise. The 8 in the thousandth place tells us to round the 3 to a 4 in the hundredth place.

\(d\approx 13.04\)

The length of the segment is √170 or approximately 13.04.

Answer:

I'm reallly sorry if this is wrong, but I believe it is neither

Step-by-step explanation:

Odd and even functions need to exhibit some sort of reflection symmetry across the x axis (i think--we are learning this rn) and the graph does not seem to show this so i believe it is neither... i could be wrong thooughh

(a) This grammar generates strings of the form "012n" where n is a non-negative integer. The production rule S -> "0" S allows for the recursive generation of any number of "0" characters followed by "12".

(b) This grammar generates strings of the form "0n12n" where n is a non-negative integer. The production rule S -> "0" S "1" allows for the recursive generation of any number of "0" characters followed by the same number of "1" characters.

(c) This grammar generates strings of the form "0n1m0n" where m and n are non-negative integers. The production rules allow for the recursive generation of any number of "0" characters followed by any number of "1" characters, with a block of "0" characters in between.

What is a set?

In mathematics, a set is a well-defined collection of distinct objects, considered as an entity on its own. The objects within a set are called its elements or members. Sets are fundamental objects in set theory, which is a branch of mathematical logic and a foundation for many areas of mathematics.

a) Phrase-structure grammar for {012n | n ≥ 0}:

Start symbol: S

Production rules:

S -> "0" S | ε

This grammar generates strings of the form "012n" where n is a non-negative integer. The production rule S -> "0" S allows for the recursive generation of any number of "0" characters followed by "12".

Example derivations:

S -> "0" S -> "0" "0" S -> "0" "0" "0" S -> "0" "0" "0" ε = "000"

S -> "0" S -> "0" "0" S -> "0" "0" "0" S -> "0" "0" "0" "0" S -> "0" "0" "0" "0" "12" = "00012"

S -> "0" S -> "0" "0" S -> "0" "0" "0" S -> "0" "0" "0" "0" S -> "0" "0" "0" "0" "12" S -> "0" "0" "0" "0" "12" "12" = "0001212"

b) Phrase-structure grammar for {0n12n | n ≥ 0}:

Start symbol: S

Production rules:

S -> "0" S "1" | ε

This grammar generates strings of the form "0n12n" where n is a non-negative integer. The production rule S -> "0" S "1" allows for the recursive generation of any number of "0" characters followed by the same number of "1" characters.

Example derivations:

S -> "0" S "1" -> "0" ε "1" = "01"

S -> "0" S "1" -> "0" "0" S "1" "1" -> "0" "0" ε "1" "1" = "0011"

S -> "0" S "1" -> "0" "0" S "1" "1" -> "0" "0" "0" S "1" "1" "1" -> "0" "0" "0" ε "1" "1" "1" = "000111"

c) Phrase-structure grammar for {0n1m0n | m ≥ 0 and n ≥ 0}:

Start symbol: S

Production rules:

S -> "0" S "1" | T

T -> ε | "0" T "0"

This grammar generates strings of the form "0n1m0n" where m and n are non-negative integers. The production rules allow for the recursive generation of any number of "0" characters followed by any number of "1" characters, with a block of "0" characters in between.

Example derivations:

S -> "0" S "1" -> "0" "0" S "1" "1" -> "0" "0" ε "1" "1" = "0011"

S -> "0" S "1" -> "0" "0" S "1" "1" -> "0" "0" "0" S "1" "1" "1" -> "0" "0" "0" ε "1" "1" "1" = "000111"

S -> "0" S "1" -> "0" T "1" -> "0" "0" T "0" "1" -> "0" "0" ε "0" "1" = "00001"

S -> "0" S "1" -> "0" "0" S "1" "1" -> "0" "0" "0" S "1" "1" "1" -> "0" "0" "0" T "1" "1" "1" -> "0" "0" "0" "0" T "0" "1" "1" "1" -> "0" "0" "0" "0" ε "0" "1" "1" "1" = "0000111"

Therefore, this grammar allows for the generation of strings with any number of "0" characters, followed by any number of "1" characters, with a block of "0" characters in between. The T non-terminal is introduced to handle the generation of the block of "0" characters, allowing for any number of repetitions.

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

Explanation:

3/13 = 15/65 after multiplying top and bottom by 5

2/5 = 26/65 after multiplying top and bottom by 13

Let's say there are 65 marbles in the bowl. That would mean 15 of them are red (since 15/65 reduces to 3/13) and 26 are blue. That gives 15+26 = 41 so far. Leaving 65-41 = 24 marbles that must be green.

The probability of selecting a green marble is 24/65. Once that first green marble is taken out, it is not replaced. We have 65-1 = 64 marbles left, 15 of which are red. The probability of picking red on the second selection is 15/64.

Multiply the fractions mentioned:

(24/65)*(15/64)

(24*15)/(65*64)

360/4160

9/104

The Student Senate at a large university has 60 members, of which 20% are minorities. The probability of selecting only two minority students is 10.74%, making it surprising to have only two on the Senate. The expected number of minority students is 12, and having only two may indicate under-representation. The standard deviation of minority students is 1.94. If there were nine minority students, it would not necessarily indicate bias as it falls within the usual range of values.

Let n, the number of trials, is 60 since there are 60 students chosen to represent the entire student body in the Senate. Let p, the probability of success (i.e., selecting a minority student) on a single trial, is 0.20 since 20% of the student body is minority.

The probability of selecting only two minority students in the Senate can be calculated as P(x≤2) = P(x=0) + P(x=1) + P(x=2) = 0.1074. Therefore, there is a 10.74% chance of having only two minority students on the Senate purely by chance.

Based on the low probability in part c), it would be surprising to have only two minority members on the Senate. However, it's important to note that statistical probability alone cannot determine whether bias exists, as there may be other factors at play.

The Minority Caucus may have a reasonable complaint of under-representation, as the expected number of minority students on the Senate can be calculated as u = np = 60 * 0.20 = 12. Therefore, having only two minority students on the Senate is significantly lower than the expected number.

The standard deviation of the number of minority students selected can be calculated as σ = sqrt(np(1-p)) = 1.94.

If the Senate had nine minority students, the Minority Caucus would not have a strong case for racial bias. Assuming that the distribution of minority students selected follows a binomial distribution, the expected number of minority students would be u = np = 60 * 0.20 = 12, with a standard deviation of σ = 1.94.

Using the Empirical Rule, the usual range of values would be from u - 2σ to u + 2σ, which in this case would be from 8.12 to 15.88. Therefore, having nine minority students falls within the usual range of values, indicating that it is not necessarily a result of bias.

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--The given question is incomplete, the complete question is given

" Using the binomial distribution. A Student Senate at a large university is made up of 60 students chosen to represent the entire student body. 20% of the students at this university are minorities. When the members of the senate are selected, only two members are minority students. The Minority Caucus claims that this Senate is racially biased. They decide to use statistics to support their claim. Let x be the number of minority students who are selected for the senate. Assume the binomial probability can be used as the university has a large student population (large enough to assume independence when sampling students) What is n? What is p? Calculate the probability of the Senate being made up of so few minority students purely by chance. That is, find P(xS2) for this binomial problem: Based on your answer to part b, would you be surprised if the Senate had only 2 minority members? Why or why not? Do you think the Minority Caucus is reasonable in their complaint of under- representation? Explain. Assuming that the senate represents the entire student body, how many minority students would you expect to be selected for the senate? You will need to find u for this. There is a shortcut to find the mean for a binomial distribution shown in the text. ur Find the standard deviation of the number of minority students selected. Again, use the shortcut for finding the standard deviation for a binomial distribution, 0= Now suppose that the Student Senate has 9 minority students. Could the Minority Caucus make a case for racial bias in this case? Explain your answer using the Empirical Rul bunu need to find +20 the usual range of values and include the range of values Find the standard deviation of the number of minority students selected. Again, use the shortcut for finding the standard deviation for a binomial distribution, 0 = Now suppose that the Student Senate has 9 minority students. Could the Minority Caucus make a case for racial bias in this case? Explain your answer using the Empirical Rule (you need to find to, the "usual range" of values and include the range of values in your answer:"--

Answer:

13

Step-by-step explanation:

this is because you have to look for the most common number

Step-by-step explanation:

1) B

2) A

3) C

4) C

yeahhh that's about right

Answer:

1) B

2) B

3) C

4) D

5) A (I think )

Step-by-step explanation:

Answer:

x=−1

Step-by-step explanation:

Let's solve your equation step-by-step.

5x−7−2x=−10

Step 1: Simplify both sides of the equation.

5x−7−2x=−10

5x+−7+−2x=−10

(5x+−2x)+(−7)=−10(Combine Like Terms)

3x+−7=−10

3x−7=−10

Step 2: Add 7 to both sides.

3x−7+7=−10+7

3x=−3

Step 3: Divide both sides by 3.

3x

3

=

−3

3

x=−1

Using De Morgan's Laws, we can write the negations for the given statement as: The negation will be "This computer program does not have a logical error in the first ten lines and it is not being run with an incomplete data set."

De Morgan's Laws are a set of logical rules that allow us to express the negation of a compound statement in terms of its original components. In general, De Morgan's Laws state that the negation of a conjunction (an "and" statement) is equivalent to a disjunction (an "or" statement) in which each component is negated, and the negation of a disjunction (an "or" statement) is equivalent to a conjunction (an "and" statement) in which each component is negated.

In the given statement, we have an "or" statement that links two possible causes for a problem in a computer program: a logical error in the first ten lines, or running the program with incomplete data. To negate this statement, we need to use De Morgan's Laws to express the opposite of this statement in terms of its original components.

According to De Morgan's Laws, the negation of an "or" statement is equivalent to an "and" statement in which each component is negated. Therefore, the negation of "This computer program has a logical error in the first ten lines or it is being run with an incomplete data set" is "This computer program does not have a logical error in the first ten lines and it is not being run with an incomplete data set." This means that the problem with the program is neither due to a logical error in the first ten lines nor to an incomplete data set.

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The one of many solutions of the system is x = 0 and y = 0.

One or many equations having the same number of unknowns that can be solved simultaneously called as simultaneous equation. And simultaneous equation is the system of equation.

Given:

A system of equations,

x + 6y = 0

30y = -5x

Simplifying,

x + 6y = 0

Both are the same equation,

so there are infinitely many solution possibles.

Therefore, solution is x = 0 and y = 0.

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The chart showing the results of data collection for frequency of fast food consumption by each of three head of household age groups is an example of a frequency distribution chart.

A frequency distribution or frequency table is a way of organizing and presenting data by categorizing it into different groups or intervals and indicating the number of occurrences or frequency within each group. In this case, the data collected pertains to the frequency of fast food consumption for three different age groups of household heads.

The chart would typically have three columns representing the age groups (e.g., 18-30, 31-45, 46-60), and another column indicating the frequency or number of households within each age group that reported a specific frequency of fast food consumption (e.g., daily, weekly, monthly). The frequencies can be represented in numbers or percentages.

This type of chart helps visualize the distribution of fast food consumption habits across different age groups, allowing for comparisons and analysis of patterns or trends. It provides a concise summary of the collected data and facilitates easy interpretation and understanding of the frequency distribution within each age group.

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The probability that more than 210 people will pass in front of his store is 0.2272.

In the question, we are given that a coffee shop owner wants to examine the number of customers who pass in front of his store in the morning from 7:00 A.M to 7:30 A.M.

We are asked to find the probability that more than 210 people will pass in front of his store if the mean number of customers during this time is 210.

This experiment follows a Poisson Distribution with a mean (λ) = 200, and the random variable X = 210.

To find the probability that more than 210 people will pass in front of his store, we will find P(X > 200).

P(X > 200) = 1 - P(X ≤ 210).

Now, P(X ≤ 210) can be calculated using the function poissoncdf(200,210) on the calculator.

As to find the probability of a Poisson Distribution P(X ≤ x), for a mean = λ, we use the calculator function poissoncdf(λ,x).

The value of poissoncdf(200,210) = 0.77271.

Thus, the value of P(X > 210) = 1 - 0.77271 = 0.22729.

Thus, the probability that more than 210 people will pass in front of his store is 0.2272.

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The statement 'When you try to find the most appropriate input probability distribution in a simulation model, you first have to choose the most appropriate family, and then you have to select the most appropriate member of that family' is generally true because in simulation modeling, input probability distributions are used to represent uncertain or random factors in the system being modeled.

These distributions are often classified into different families, such as normal, exponential, uniform, and so on, based on their properties and mathematical characteristics.

When selecting an appropriate distribution for a simulation model, it is important to first identify the family of distributions that best represents the underlying random process being modeled.

For example, if the data is symmetric and bell-shaped, then the normal distribution might be a suitable family to consider. However, if the data is non-negative and skewed, then the exponential or gamma distribution might be more appropriate.

Once the appropriate family of distributions is selected, the next step is to identify the most appropriate member or parameter values of that family that best fit the data being modeled.

This often involves using statistical methods to estimate the parameters of the distribution based on historical data or expert knowledge.

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Cohen's conventions for interpreting d, this effect is small. Therefore, the correct answer is a. small.

According to Cohen's conventions for interpreting the effect size (d), the effect described in the study is considered "small." Cohen's conventions provide a general guideline for categorizing the magnitude of an effect size.

In this case, the effect size (d) is calculated to be 0.02. Cohen's conventions typically classify effect sizes as follows:

Small effect: d = 0.2

Medium effect: d = 0.5

Large effect: d = 0.8

Since the effect size of 0.02 is significantly smaller than the threshold for a small effect (0.2), it falls into the "small" category. This means that the difference in the number of words uttered per day between men and women, as reported in the study, is relatively small or negligible in practical terms.

Therefore, the correct answer is a. small.

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Answer:

Look at attachment

Step-by-step explanation:

The ordered pair that could be the missing values represented by (x, y) is (8, 20)

The function y = 16 + 0.5x represents a linear relation, where the coefficient of x is 0.5. This means that for every increase of 1 in x, y will increase by 0.5.

When x = 0, y = 16 + 0.5(0) = 16.

Therefore, this ordered pair is not consistent with the function.

When x = 5, y = 16 + 0.5(5) = 18.5.

Therefore, this ordered pair is not consistent with the function.

When x = 8, y = 16 + 0.5(8) = 20.

Therefore, this ordered pair is consistent with the function.

When x = 10, y = 16 + 0.5(10) = 21.

Therefore, this ordered pair is consistent with the function.

Based on the analysis, the ordered pair that could be the missing values represented by (x, y) is (8, 20).

Therefore, the correct answer is (8,20)

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The line defined by the function y = 16 + 0.5x has a slope of 0.5 and a y-intercept of 16. The missing ordered pair that fits this relationship is (8, 20).

The function y = 16 + 0.5x defines a line with a y-intercept (where the line crosses the y-axis) of 16 and a slope (the rise over run) of 0.5. Remember that the slope is the change in y for a change in x of 1. To find the y-coordinate in each pair, multiply the x value by 0.5 and then add 16. For example,

So the ordered pair that could be the missing values is (8, 20).

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13/4 is the value of  \(4\frac{1}{2} -(2\frac{1}{2}-1 \frac{1}{4})\)

A fraction represents a part of a whole.

The given expression is \(4\frac{1}{2} -(2\frac{1}{2}-1 \frac{1}{4})\)

Convert each mixed fraction to improper fraction

9/2-(5/2-5/4)

9/2-(10-5/4)

9/2-5/4

LCM of 4 and 2 is 4

18-5/4

13/4

Hence, 13/4 is the value of  \(4\frac{1}{2} -(2\frac{1}{2}-1 \frac{1}{4})\)

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Answer: money is not important

Step-by-step explanation:

figure it out lazy

The probability that Joe and Mathew would have to purchase no books on this visit to the bookstore is given as 0.125.

The area of mathematics known as probability deals with numerical representations of the likelihood that an event will occur or that a statement is true. An event's probability is a number between 0 and 1, where, roughly speaking, 0 denotes the event's impossibility and 1 denotes certainty.

We are to find the probability where p(x) = 0 and p(y) = 0

This is where we would have

from the table,  p(x) = 0 is 0.5

p(y) = 0 is 0.25

0.25 x 0.5 = 0.125

Hence the probability that no books would be bought is 0.125.

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The vertex of V' had a preimage of V(0, 3) as V' has a dilation of 3.

Two-dimensional figures can be transformed mathematically in order to travel about a plane or coordinate system.

Dilation: The preimage is scaled up or down to create the image.

Reflection: The picture is a preimage that has been reversed.

Rotation: Around a given point, the preimage is rotated to create the final image.

Translation: The image is translated and moved a fixed amount from the preimage.

Given, On a coordinate plane, polygon S'T'U'V' has points (- 2, 4), (- 4, 1),

(- 2, - 2), and (0, 1) with a dilation rule  DO,1/3 (x, y) to [(1/3)x, (1/3)y].

Therefore, The coordinates of the vertex V had a preimage of,

3(V'), which is 3(0, 1) = (0, 3).

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Answer:

The probability is zero

Step-by-step explanation:

For a number to be a multiple of 5, the number must end with either 0 or 5

These are the only numbers in which we can have 5 as a factor of

Now when we raise 2 to any number, there are only some sets of possible results

These numbers are only multiples of 2

These can be;

2, 4, 6 and 8

No root of two has its end in 0 or 5, so none has 5 has its factor

Let us now look at 3

The multiples of 3 when raised are;

3,9,1,7,

As we can see, at no point do we have 5 or 0 as the result

So since we have none of both as ending 5 or 0, the probability we are looking for is zero