need help with homework it was due the 15th

Answer: The smaller number is 12

Step-by-step explanation:

Answer:

the smallest no.is 12 and largest no. is 15

it is the answer nd plz comment me

Answer:

3(4) - 2 is 10 the value is 10

5(2) + 6 is 16 the value is 16

I hope this helps have a good day or night!

Recall that a vertical asymptote is a vertical line near which the function grows (or decreases) without bound.

Example:

From the given graph, we get that the graph does not have a vertical asymptote.

Answer: False.

Answer: x=-10.

Step-by-step explanation:

\(f(x)=-13x+52\ \ \ \ f(x)=182\ \ \ \ x=?\\-13x+52=182\\-13x+52-52=182-52\\-13x=130\\\)

Divide both sides of the equation by -13:

\(x=-10.\)

When the time needed to complete a final examination is normally distributed with a mean of 79 minutes and a standard deviation of 8 minutes, a) The probability of completing the exam in one hour or less is 0.0087.  b. The probability that a student will complete the exam in more than minutes 60 but less than minutes 75 is 0.3009. c. The number of students expected to be unable to complete the exam in the allotted time is 6 students.

Normal distribution refers to a probability distribution that is symmetric about the mean, illustrating that that data that is near the mean appear are more frequent than data that is far from the mean. In graphical form, the normal distribution forms a bell curve.

In the given normally distributed data with the mean µ = 79 minutes and standard deviation σ = 8 minutes:

a) The probability of completing the exam in an hour or less is given by P(x≤60).

Standardizing the 60 minutes to determine z:

z = (x - µ)/ σ = (60 – 79)/8 = - 2.375

Hence, P(x≤60) = P(z≤-2.375)

From the normal probability table, the probability is:

P(x≤60) = P(z≤-2.375) = 0.0087

b) The probability of completing the exam in more than 60 minutes but less than 75 minutes is given by P(60 < x <75)

Standardizing the 60 and 75 minutes to determine z:

z = (x - µ)/ σ = (60 – 79)/8 = - 2.375

z = (x - µ)/ σ = (75 – 79)/8 = - 0.5

Hence, P (60 < x <75) = P(-2.375 < x < -0.5)

From the normal probability table, the probability is:

P (60 < x <75) = P (-2.375 < x < -0.5) = P(z< -0.5) – P(z <-2.375)

= 0.30954 - 0.00866 =  0.30088 = 0.3009

c) The probability of completing the exam in more than 90 minutes or less is given by P( x ≤ 90)

Standardizing the 90 minutes to determine z:

z = (x - µ)/ σ = (90 – 79)/8 = 1.375

Hence. P( x ≤ 90) =  P(z  ≤  1.375)

From the normal probability table, the probability is:

P (x ≤ 90) = P(z  ≤  1.375) = 0.91621

It means that 91.62% of the class will finish just in time.

Hence, in a class of 60 students, the number of students who will finish in the allotted time is 91.62%* 60 ≈ 54.

The number of students expected to not finish in time = 60 - 54 = 6 students.

Note: The question is incomplete. The complete question is: The time needed to complete a final examination in a particular college course is normally distributed with a mean of 79 minutes and a standard deviation of 8 minutes. Answer the following questions. a. What is the probability of completing the exam in one hour or less (to 4 decimals)? b. What is the probability that a student will complete the exam in more than 60 minutes but less than 75 minutes (to 4 decimals)? c. Assume that the class has 60 students and that the examination period is 90 minutes in length. How many students do you expect will be unable to complete the exam in the allotted time (to nearest whole number)?

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Answer:

20/3

Step-by-step explanation:

(3/8)*(10/9)*16

This is 30/72 = 5/12

5/12*16=20/3

The solution to the differential equation 2x' + 10x = 20, with the initial condition x(0) = 0, is \(x(t) = 10 - 10e^{\frac {-t}5}\). For the differential equation 3x'' + 6x' = 5, the behavior of x(t) as t approaches infinity depends on the initial conditions and the value of the constant \(c_1\) in the general solution \(x(t) = c_1e^{0t} + c_2e^{-2t}\).

a) To solve this differential equation, we can first rewrite it as x' + 5x = 10. This is a linear first-order ordinary differential equation, and we can solve it using an integrating factor. The integrating factor is given by \(e^{\int {5} \, dt } = e^{5t}\). Multiplying the equation by the integrating factor, we get \(e^{5t}x' + 5e^{5t}x = 10e^{5t}\).

Applying the product rule, we can rewrite the left side as \((e^{5t}x)' = 10e^{5t}\). Integrating both sides with respect to t, we have \(e^{5t}x = \int{10e^{5t} } \, dt = 2e^{5t} + C\).

Finally, solving for x(t), we divide both sides by \(e^{5t}\), resulting in \(x(t) = 10 - 10e^{\frac {-t}5}\).

b) To calculate x(t → ∞), we consider the long-term behavior of the system described by the differential equation 3x'' + 6x' = 5.

This equation is a second-order linear homogeneous ordinary differential equation. To find the long-term behavior, we need to analyze the characteristics of the equation, such as the roots of the characteristic equation.

The characteristic equation is \(3r^2 + 6r = 0\), which simplifies to r(r + 2) = 0. The roots are r = 0 and r = -2.

Since the roots are real and distinct, the general solution to the differential equation is \(x(t) = c_1e^{0t} + c_2e^{-2t}\).

As t approaches infinity, the term \(e^{-2t}\) approaches zero, and we are left with \(x(t \rightarrow \infty) = c_1\).

Therefore, the value of x(t) as t approaches infinity will depend on the initial conditions and the value of the constant \(c_1\).

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Using the given ratio we will get that:

We know that there are a total of 210 points to be divided.

Gerardo gets 4 fails

Rubén gets 6 fails.

Sara gets 12 fails.

Then we have the ratio 4 : 6 : 12

The total of that is 4 + 6 + 12 = 22 fails.

Then; Gerardo gets (4/22) of the points:

G = (4/22)*210 = 38

Ruben gets (6/22) of the points:

R = (6/22)*210 = 57

Sara gets (12/22) of the points:

S = (12/22)*210 = 115

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A plot that will present the information that will highlight how many trees are in a range of heights, such as 60–64, 65–69, etc. : histogram

In this question, we have been given the tree heights recorded on a school campus.

A science teacher wants to choose a data display that will highlight how many trees are in a range of heights, such as 60–64, 65–69, etc.

We need to find a correct plot that will present the information in this way.

We know that in bar charts, each bar represents one value(category). And  in a histogram, each bar will represent a continuous data

Therefore, a plot that will present the information that will highlight how many trees are in a range of heights, such as 60–64, 65–69, etc. : histogram

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Answer:

Step-by-step explanation:

A plot that will display information highlighting the number of trees in a range of heights, such as 60-64, 65-69, and so on: histogram

We were provided the tree heights reported on a school grounds in this question. A science instructor needs to select a data presentation that will show how many trees are in a given height range, such as 60-64, 65-69, and so on. We must find a suitable plot to portray the data in this manner. We know that each bar on a bar chart represents one value (category). And each bar in a histogram represents continuous data.

In the concept of inequality, the function that represents their saving based on the number of week is

w1 = $10 + x

w2 = $330 + x

And in the 170th week b0th of them have the same amount.

Inequality:

Inequality refer the non equal relation between two expressions.

Given,

Cole and Mikey both have summer jobs. Each of them is trying to save money in order to buy a car. Mikey already has $10 in his savings, while Cole has $330 in his saving account.

Here we need to find the function that represents their savings.

Let us represents the w1 as Cole savings and w2 as Mickey savings.

And x represents the amount of money saved per week.

So, the equation of their savings is written as,

w1 = $10 + x

w2 = $330 + x

So, to calculate Mikey and Cole have the same amount or money, then we have to equate the given expression, then we get,

$10 + x = $330 + x

2x = $340

x = 340/2

x = 170

At the 170th week both has the same amount.

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The values are written as;

m<A = 36.9 degrees     AB = 28

m<B = 90 degrees        BC = 21

m<C = 53 degrees      AC = 35

We need to know that the trigonometric ratios are written as;

sin θ = opposite/hypotenuse

cos θ = adjacent/hypotenuse

tan θ = opposite/adjacent

From the information given, we have that;

Angle A

Using the sine identity;

sin A = 21/35

Divide the values and take the inverse

sin A = 0.6

A = 36. 9 degrees

Using the sine identity, we have that;

sin C = 28/35

Divide the values, we get;

sin C = 0.8

Take the inverse, we have;

C = 53 degrees

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Answer:

no

if you Let 3x be the number of boys

Let 2x be the number of girls

3x + 2x = 24

5x = 24

x = 4.8

3(4.8) = 14.4 boys

2(4.8) = 9.6 girls

There can't be 24 students for a ratio of 3 boys and 2 girls, because there can't be 14.4 boys and 9.6 girls, it has to be an exact number, otherwise it wouldn't make any sense

Answer:

154 sq. meters

Step-by-step explanation:

the area of the whole  thing is 180 then you find the area of the blank space which is 16 and subtract it out

Based on the cost of the copy paper and the discount on ink cartridges, the cost of the ink cartridge is $15 each.

First find the amount paid for the ink cartridges:

= Total spent - cost of copy paper

= 175 - 45

= $130

He got a discount of $2 per cartridge. For 10 cartridges he got a discount of:

= 2 x 10

= $20

The cost of each ink cartridge is:

= (Amount spent on ink cartridges + Discount) / Number of cartridges

= (130 + 20) / 10

= $15 each

In conclusion, each cartridge cost $15.

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Answer

Buy 2, get 2 free and/or 1/2 off

Step-by-step explanation:

OK, lets say that the tire price was 15. (l)= 15+15=30 (ll)= 15/45%= 33.33x4=133.32 (lll)= 15/2=7.5   7.5x4=30

Answer:

18,12,6

Hope this helps

Step-by-step explanation:

-16x^2 +6x -1

well,that is the answer

Answer: 16x^2+6x-1

Step-by-step explanation:

You need to combine the like terms:

-7x^2+8+6x-9-9x^2

= -16x^2+6x-1

The required sample size to construct a 95% confidence interval to estimate the proportion is 602 students.

a. To estimate the sample size needed to construct a 95% confidence interval with a maximum error of 2.5% when the past few years' graduation rate is 70%, we can use the following formula:

n = [Z² × p × (1-p)] / E²

where:

Z = the Z-value for the desired confidence level (95% in this case), which is 1.96

p = the estimated proportion of students who graduate in 4 years (70%)

E = the maximum error, which is 0.025 (2.5%)

Plugging in the values, we get:

n = [(1.96)² × 0.7 × (1-0.7)] / 0.025²

n = 381.16

Always round up to the next integer, so the sample size needed is 382.

b. To estimate the sample size needed when there is no knowledge of the typical graduation rate, we can use a conservative estimate of 50% for p. Plugging in the values, we get:

n = [1.96² × 0.5 × (1-0.5)] / 0.025²

n = 601.64

Always round up to the next integer, so the sample size needed is 602.

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Step-by-step explanation:

\(3x + 4y = 12 \\ x + 7y = 8 \\ x = 8 - 7y \\ 3(8 - 7y) + 4y = 12 \\ 24 - 21y + 4y = 12 \\ 12 = 17y \\ y = 0.705 \\ x = 8 - 7(0.705) = 3.065 = 3.07\)

The MMPI-2 test is used for the assessment of psychopathology and personality of patients.

It includes 567 true-false questions, resulting in 10 clinical scales, among which one is the anxiety subscale.

A score of 30 or less is usually considered very low.

The questions are answered by the patient, usually in a clinical or research setting.

A one-sample t-test is conducted in the problem, whereby a sample of 18 participants in a yoga group is tested for anxiety scores.

The following are the parameters of the one-sample t-test:Groups:

18 participants

Null hypothesis: The anxiety scores of Felipe's yoga group are statistically equal to 30." value: 30

Type of test: One-tailed test

Alternative hypothesis: The anxiety scores of Felipe's yoga group are greater than 30.

Degrees of freedom: n - 1 = 17T-observed value: (35.2 - 30) / (10.4 / sqrt(18)) = 2.41T-critical value: 1.734

Reject or retain null hypothesis: Since the t-observed value (2.41) is greater than the t-critical value (1.734), Felipe should reject the null hypothesis, which implies that his yoga group's scores are greater than 30.P-value: 0.014Cohen’s d value: (35.2 - 30) / 10.4 = 0.5

If the " value were reduced to 0.01, Felipe would still reject the null hypothesis, since the p-value (0.014) is lower than the alpha level (0.01).

For the sample mean: 35.2CI for 42%: 35.2 ± 0.58CI for 79%: 35.2 ± 1.16CI for 95%: 35.2 ± 2.13

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Answer:

In the equation t = 5.99p, t represents the total cost of the turkey and p represents the number of pounds of ground turkey.

Therefore, the dependent variable is the total cost of the turkey (t) and the independent variable is the number of pounds of ground turkey (p). The independent variable is called so because it is the variable that we can control or manipulate to observe changes in the dependent variable.

We can determine the dependent and independent variables by looking at the context of the problem and the units of measurement used in the equation. In this case, the equation gives us the total cost of the turkey (t) in terms of the number of pounds of ground turkey (p) at a given cost per pound ($5.99).

Thus, any change in the number of pounds of ground turkey (p) will cause a corresponding change in the total cost of the turkey (t), making t dependent on p. Conversely, the number of pounds of ground turkey (p) is independent, as we can vary it to see how the total cost of the turkey changes.

Step-by-step explanation:

1. The official lines of authority. 2. The formal lines of communication. 3. The base level of the organization.

Organizational structure box-and-lines diagrams show at least three things:

1. The official lines of authority: These diagrams illustrate the formal hierarchy within an organization, indicating the chain of command and reporting relationships. The lines represent the flow of authority and communication, highlighting who reports to whom. For example, a manager may have multiple employees reporting to them, and those employees may further have their own subordinates.

2. The formal lines of communication: These diagrams also depict the formal channels through which information flows within the organization. They show how information is passed between different levels and departments. For instance, a diagram may show that information flows vertically from top management to lower-level employees or horizontally between departments.

3. The base level of the organization: These diagrams display the entry-level positions within the organizational structure. This helps to understand the foundational roles that exist and how they fit into the larger structure. For instance, the diagram may indicate positions such as interns, junior associates, or entry-level staff.

In summary, organizational structure box-and-lines diagrams provide a visual representation of the official lines of authority, the formal lines of communication, and the base level of the organization. These diagrams help individuals understand the hierarchy, communication flow, and entry-level positions within an organization.

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Answer:

Step-by-step explanation:

Since the triangles are equivalent,

3x - 2 = 5

Solve for x.

3x = 7

x = 7/3

The equation of the variable y in terms of x is y = -2x + 16

From the question, we have the following parameters that can be used in our computation:

(2, 12) and (6, 4)

A linear equation is represented as

y = mx + c

Substitute the given points in the above equation, so, we have the following representation

2m + c = 12

6m + c = 4

When the equations are subtracted, we have

-4m = 8

So, we have

m = -2

Next, we have

2(-2) + c = 12

Evaluate

c = 16

Recall that

y = mx + c

So, we have

y = -2x + 16

Hence, the variable y in terms of x is y = -2x + 16

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Answer:

You need to use sohcahtoa to find your answer.

first you gotta identify what sides of the triangle you have.

You're missing the hypotenuse, and you have the value of the adjacent.

since you have the adjacent and need the hypotenuse, you're going to use cosine to find x

cos(65) = 16/x

x = 37.859

Answer:

x = 37.85

this is a standard "trig" question

it requires two pieces  of insight.

First that a triangle has 180° interior angles.

from that you can determine that the third angle is 25° because

90 + 65 + β = 180

the red symbol lets you know that it is 90°

the second think that will help is SOHCAHTOA

that is if you have a "right triangle" (one with a 90° angle)

in this problem (in your mind rotate the triangle so the 65° is at the bottom left and the two long sides are pointing up

in this case you have the 16 on the bottom (adjacent to the angle) and

the x is on the hypotenuse...

you have the A& H that is COS

thus you have cos(65) = \(\frac{16}{x}\)

x = 37.85

Step-by-step explanation:

However, we need to substitute a with s since that is the value we have calculated. Therefore, we get \(A(s) = (1/4)(5 + sqrt(5))s^2.\) This is the function notation that represents the area of a regular pentagon whose perimeter is 140 cm.

Let's consider that s be the length of a side of the regular pentagon.

The perimeter of the regular pentagon will be 5s. Therefore, we have the equation:5s = 140s = 28 cm

Also,

we have the formula for the area of a regular pentagon as:

\($A=\frac{1}{4}(5 +\sqrt{5})a^{2}$,\)

where a is the length of a side of the pentagon.

In order to represent the area of a regular pentagon whose perimeter is 140 cm, we need to substitute a with s, which we have already calculated.

Therefore, we have:\(A(s) = $\frac{1}{{4}(5 +\sqrt{5})s^{2}}$\)

Now, we have successfully used function notation (with the appropriate functions above) to represent the area of a regular pentagon whose perimeter is 140 cm.

The area of a regular pentagon can be represented using function notation (with the appropriate functions above). The first step is to calculate the length of a side of the regular pentagon by dividing the perimeter by 5, since there are 5 sides in a pentagon.

In this case, we are given that the perimeter is 140 cm, so we get 5s = 140, which simplifies to s = 28 cm. We can now use the formula for the area of a regular pentagon, which is\(A = (1/4)(5 + sqrt(5))a^2\), where a is the length of a side of the pentagon.

However, we need to substitute a with s since that is the value we have calculated. Therefore, we get\(A(s) = (1/4)(5 + sqrt(5))s^2.\) This is the function notation that represents the area of a regular pentagon whose perimeter is 140 cm.

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The time duration for the population to exceed 10,000 is approximately 6.6 hours

What is time ?

In mathematics, time is described as a continuing and continuous series of events that take place in chronological order from the past through the present and into the future. The duration of events, the gaps between them, or even the sequencing of occurrences can all be quantified, measured, or compared using time.

the time frame that an activity, process, or state lasts or continues to exist: duration is a non-spatial continuum that is measured in terms of subsequent occurrences from the past, present, and future.

The mathematical symbol used to represent the multiplication process and its subsequent product is the multiplication sign, sometimes referred to as the times sign or the dimension sign.

t = The time duration in hours

The initial population of the cells = 1,000

Therefore, at t = 0, P(0) = 1,000 = P₀ × 1.42^0

∴  P(0) = 1,000 = P₀ × 1 = P₀

P₀ = 1,000

When the population is 10,000, we have;

P(t) = 10,000 = 1,000 × 1.42^t

∴ 1.42^t = 10,000/1,000 = 10

㏒(1.42^t) = ㏒(10) = 1

∴ t × ㏒(1.42) = 1

t = 1/㏒(1.42) = 6.56649071898

∴ The time duration for the population to exceed 10,000, t ≈ 6.6 hours.

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