The list below shows the number of miles Chris rode his bike on each of nine consecutive days. 9, 3, 1, 4, 8, 2, 6, 8, 5
Read the questions and write your answer for each part. Make sure to label each part: Part A, Part B and Part C. Write your answers in complete sentences.
Part A: Create a box-and-whisker plot with the above data. You may use the snipping tool to use the number line shown, or you may use a different number line. Upload your box-and-whisker plot using the "insert" or "+" option.
Part B: How far does Chris need to ride on the 10th day to have a mean distance of 6 miles? Show or explain your work.
Part C: On the 10th day, if Chris rides 20 miles, how will this change the mean?

The factor in the graph that supports the idea that the greater the rainfall in June through August, the fewer acres are burned by wildfires is the negative correlation between rainfall and acres burned.

The graph shows a negative correlation between the amount of rainfall in June through August and the number of acres burned by wildfires. As the amount of rainfall increases, the number of acres burned decreases. This suggests that wetter weather can help reduce the risk of wildfires.

The graph provides a visual representation of the relationship between rainfall and wildfires. It shows that there is a clear negative correlation between the two variables. This means that as one variable increases, the other decreases. In this case, the variable of interest is the number of acres burned by wildfires. The graph shows that when there is less rainfall in June through August, more acres are burned by wildfires. Conversely, when there is more rainfall during these months, fewer acres are burned. This makes sense because rainfall can help reduce the risk of wildfires by making vegetation less dry and therefore less susceptible to catching fire. Additionally, wetter weather can help firefighters contain and extinguish fires more quickly and effectively.

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The total price of the first invoice that activates the chain discount is $624.

To determine the quantity or percentage of something in terms of 100, use the percentage formula. Per cent simply means one in a hundred. Using the percentage formula, a number between 0 and 1 can be expressed. A number that is expressed as a fraction of 100 is what it is. It is mostly used to compare and determine ratios and is represented by the symbol %.

Given:

A manufacturer offers a 25/20 chain discount if the invoice subtotal is above $1,000.

If the list price is $52 per item.

now, to get the discount he must buy at least = 1000/52=  20 items

= 20 x $52

= $1040

Thus, (1040) (1-25%)(1- 20%)

= 1040 x 0.75 x 0.80

= 624

Hence, the total price is $624.

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Answer:

ooo because its not a number

We can find 50% of any total by multiplying the total by (1/2), 0.5.

A percentage is a value per hundredth. Percentages can be converted into decimals and fractions by dividing the percentage value by a hundred.

Given, You can find 50% of any total by multiplying the total by (1/2).

We know (1/2) is 0.5.

Therefore, We can also  find 50% of any total by multiplying the total by

0.5.

Some other concept about percentage is percentage change,

To obtain percentage change we'll divide the net amount change by the original amount and multiply it by 100%.

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Calculating this value will give us the approximate number of revolutions made by each tire during the six-mile trip.

To determine the number of revolutions made by each tire during a six-mile trip, we need to calculate the distance traveled by one revolution of the tire and then divide the total distance by this value.

The circumference of a tire can be found using the formula: circumference = π * diameter.

Given that the diameter of each tire is feet, we can calculate the circumference as follows:

circumference = π * diameter = 3.14 * feet.

Now, to find the number of revolutions, we divide the total distance of six miles by the distance traveled in one revolution:

number of revolutions = (6 miles) / (circumference).

Substituting the value of the circumference, we have:

number of revolutions = (6 miles) / (3.14 * feet).

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Answer:

just do 19 +3+37 in and that all together you’ll get your answer

Step-by-step explanation:

Answer:

Answer: y = 3x

Step-by-step explanation:

Explanation:

The equation that represents a proportional relationship or line is y = kx. Because our answer is in that form we can conclude that y = 3x represents a proportional relationship.

Hope this helps you out :)

Internal validity explains the association between binge-watching tv and irritability.

In the context of a specific study, internal validity refers to how strongly a piece of evidence supports a claim regarding cause and effect. It is one of the most crucial characteristics of scientific research and a crucial idea when considering evidence more generally.

The extent to which alternative explanations for a study's findings (often, sources of systematic error or "bias") can be ruled out is a measure of its internal validity. In contrast, external validity measures how well data support judgments made regarding other situations (that is, the extent to which results can be generalized).

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Answer:

As a fraction it's ¼, as a decimal it's 0.25 and as a percentage it's 25%

Answer:

= 1/5

.2

20%

Step-by-step explanation:

In the bag there are 5 pennies, 4 nickels , 5 dimes, 2 quarters

We add 1 penny 2 dimes and 1 quarter

Now in the bag

6 pennies, 4 nickels, 7 dimes, 3 quarters

for a total of 20 coins

P ( nickel) = number of nickels / total

                 = 4/20 = 1/5

                  .2

                   20%

She is more likely to draw a nickel before the 1 penny 2 dimes and 1 quarter because there are fewer coins in the bag that are not nickels

Answer:Third Person Objective

The value of Z is -66.7

What is an inverse function?

An inverse in mathematics is a function that "undoes" another part. In other words, if f(x) produces y, y entered into the inverse of f producing x. An invertible function has an inverse, and the inverse is represented by the symbol f1.

Here, we have

Given: Suppose x varies directly as y, and x varies inversely as z.

Find z when x= 10 and y= −7, if z= 20 when x= 6 and y= 14.

X = K(Y/Z) if x =10, y=-7, Z=20

substituting in the equation 10 = K(-7/20)

solving for K = -28.6

When x = 6, Y = 14, and K(constant) = -28.6

6 = -28.6(14/Z)

solving for Z by cross multiplication, we get

Z = -66.7

Hence, the value of Z is -66.7

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Answer:

y = -1/2x+4

Step-by-step explanation:

y = 2x-1

This equation is in slope intercept form  y = mx+b  where m is the slope

m=2

A line perpendicular will have a slope that is the negative reciprocal

m = -1/2

Using the slope intercept form

y = mx+b

y = -1/2x+b

and the point given (2,3)

3 = -1/2(2)+b

3 = -1+b

4 =b

y = -1/2x+4  is the equation of a line that is perpendicular to the original line and contains (2,3)

Answer:

x is greater than -4

Step-by-step explanation:

Answer:

x > -4

Step-by-step explanation:

Answer:

No solution (0 = 1)

Step-by-step explanation:

Given equation,

→ 5 + 2x = 2x + 6

Then the value of x will be,

→ 5 + 2x = 2x + 6

→ 2x = 2x + 6 - 5

→ 2x - 2x = 1

→ 0 = 1

Hence, there is no solution.

\(\boxed{\begin{array}r \large{ \tt solution \: : } \: \: \: \: \: \\ \\ { \longrightarrow5 + 2x = 2x + 6}  \\ \\ \\ ( \sf 2x \: \: present \: \: on \sf\: \: both \: \: \\ \sf sides \: \: of \: \: equality \: \: \: \\ \sf \: \: gets \: \: \sf canceled\: \: out) \\ \\ \sf \longrightarrow5 \neq6 \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \\ \\ \tt \: \: therefore \: \: there \: \: is \\ \tt no \: \:solution \: \: for \: \: x \: \: \\ \\ \tt that \: \: is \: \: no \: \: value \: \: \: \: \\ \tt \: of \: \: x \: \: that \: \: satisfies \\ \tt the \: \: given \: \: equation\end{array} }\)

The sale price of an item that is regularly priced at $91 and is on sale for 35% off the regular price using the aleks calculator is $59.15.

To calculate the sale price of an item that is regularly priced at $91 and is on sale for 35% off the regular price using the aleks calculator we will follow these steps:

Step 1: Calculate the amount of discount = Regular Price × Discount rate

Discount rate = 35/100

Simplifying the value we have:

Discount rate = 0.35

Amount of discount = 91 × 0.35

Amount of discount = $31.85

Step 2: Calculate the sale price

Sale price = Regular price − Amount of discount

Sale price = $91 − $31.85

Sale price = $59.15

Hence, the sale price of an item that is regularly priced at $91 and is on sale for 35% off the regular price using the aleks calculator is $59.15.

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Answer:

Step-by-step explanation:

Answer: (x + 2)2+(y-7)2 = 16

Answer:

Step-by-step explanation:

What number multiplied by itself is equal to the product of 6 and 150?

30

30 x 30 = 900

6 * 150 = 900

Two ways to determine if a number is a zero of a polynomial function are:

By using the Factor Theorem and factoring the polynomial, then checking if the number satisfies the factored form.

By using the Remainder Theorem and evaluating the polynomial at the number, checking if the result is zero.

The Factor Theorem and the Remainder Theorem work together to help find the zeros of a function by providing a systematic approach for factoring and evaluating polynomials.

The Factor Theorem states that if a polynomial function f(x) has a factor (x - a), where 'a' is a constant, then 'a' is a zero of the function. This theorem establishes a connection between the factors and zeros of a polynomial.

The Remainder Theorem states that if a polynomial function f(x) is divided by (x - a), where 'a' is a constant, the remainder of the division is equal to f(a). This theorem allows us to evaluate a polynomial at a specific value and determine if that value is a zero of the function.

To illustrate the application of these concepts, let's consider the polynomial function f(x) = x^3 - 2x^2 - 3x + 2.

Finding zeros using the Factor Theorem:

To find the zeros, we can factor the polynomial. Let's assume (x - a) is a factor and solve for 'a' using synthetic division or long division. If the remainder is zero, it means 'a' is a zero of the function. For example, if we divide f(x) by (x - 1), we find that the remainder is zero. Hence, 1 is a zero of the function.

Finding zeros using the Remainder Theorem:

The Remainder Theorem allows us to evaluate the polynomial at a specific value and check if it is a zero. For instance, if we evaluate f(x) at x = -2, we find that f(-2) = 0. Therefore, -2 is a zero of the function.

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When the angle of elevation to the plateau's top is 20°, we are therefore 34.22 metres distant from the plateau's foot.

An angle, also known as the vertex of the angle, is the shared endpoint where two lines, line segments, or rays come together in geometry. Angles are commonly expressed as degrees or radians. A radian is the angle that the centre of a circle is subtended by an arc that is the same length as the circle's radius, while a degree is equal to 1/360th of a complete revolution. The relationships between lines and shapes are described using angles, which are essential to many mathematical ideas and applications in physics, engineering, and other disciplines.

given

Trigonometry can be used to resolve this issue. Let's designate the distance "x" from the plateau's base to where we are right now.

We must first determine the height we are at right now. Since we are aware of the slope angle, we can accomplish this using the tangent function:

tan(20°) Means adjacent/opposite

h is the height we are presently at, so tan(20°) = h/x.

To find h, we can change this equation as follows:

h Equals x * tan(20°)

x² + h² = 40^2

If you replace h = x * tan(20°):

x² + (x*tan(20°))

x² = 40²

Simplifying:

x² + 0.364x²= 1600

1.364x² = 1600

x² = 1171.61

x ≈ 34.22

When the angle of elevation to the plateau's top is 20°, we are therefore 34.22 metres distant from the plateau's foot.

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Answer:

it’s A

Step-by-step explanation:

I graphed it out

The frequency of 1 is option (d) 973

Reselecting cases means selecting a subset of data that meets specific criteria. In this case, you will need to identify which cases to keep based on certain conditions. After reselecting cases, the next step is to define the variable TX + Y. This means that you will perform an operation on two existing variables, T and Y, and create a new variable that is the sum of T and Y. The result will be a numerical variable.

To summarize, you will need to follow these steps:

Reselect cases based on specific criteria.

Define the variable TX + Y as the sum of T and Y.

Recode the numerical variable into a categorical variable with two categories: G-1 İFT <= 10 and G=0 if T>10.

Calculate the frequency of category 1 in the new variable G.

Finally, to answer the question, you will need to calculate the frequency of category 1 in the variable G. This means that there are 973 cases where the value of TX + Y is less than or equal to 10.

The correct answer is option d. 973.

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Answer:

The probability of choosing a 5 and then a 6 is likely.

Answer:

5mph

Step-by-step explanation:

5mph

Ashley used 8/25 of the spool for her project.

To determine the fraction of the spool that Ashley used for her project, we need to multiply the fraction of the spool she had (4/5) by the fraction she used (2/5):

(4/5) * (2/5) = 8/25

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The side length of Square 1 is 3 units. Similarly, Square 2 has a perimeter of 16 units. Therefore, 4s = 16, hence, s = 4. Therefore, the side length of Square 2 is 4 units.

The Pythagorean Theorem is modeled below.

Square 1 has a perimeter of 12 units and Square 2 has a perimeter of 16 units. Therefore, the side length of Square 1 is 3 units and the side length of Square 2 is 4 units.The Pythagorean Theorem is a formula used in mathematics.

It is used to determine the sides of a right triangle. It is expressed as a² + b² = c² where a and b are the sides of the right triangle and c is the hypotenuse of the right triangle. The theorem can be modeled with two squares.In this case, Square 1 has a perimeter of 12 units. Since a square has four equal sides, the perimeter can be calculated as 4s, where s is the side length of the square. 4s = 12, therefore, s = 3.

Thus, the side length of Square 1 is 3 units. Similarly, Square 2 has a perimeter of 16 units. Therefore, 4s = 16, hence, s = 4. Therefore, the side length of Square 2 is 4 units.

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Answer:

Check the attachment.

The product in scientific notation is 1.36 x 10^22

The product expression is given as:

3.2 x 1012 and 4.25 x 109

Express the product, properly

3.2 x 10^12 x 4.25 x 10^9

Regroup the factors

3.2  x 4.25 x 10^12 x 10^9

Evaluate the product

13.6 x 10^21

Rewrite as:

1.36 x 10^22

Hence, the product in scientific notation is 1.36 x 10^22

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Answer:

c 1.36 x 1012

explanation:

The expected value for a student to spend on lunch each day is $7.09.

To calculate the expected value for a student to spend on lunch each day based on the survey data,

we need to find the average amount spent by each student.

We can calculate the expected value by summing up the products of the number of students and the amount spent on lunch for each category, and then dividing by the total number of students:

Expected value = \((2 * 10 + 1 * 8 + 2 * 6 + 3 * 5 + 8 * 4 + 11 * 3 + 10 * 2.59 + 13 * 5.11 + 10 * 5.18 + 10 * 9.07) / 50\)

Expected value = \((20 + 8 + 12 + 15 + 32 + 33 + 25.9 + 55.21 + 51.8 + 90.7) / 50\)

Expected value = $354.71 / 50

Expected value ≈ $7.09

Therefore, based on the survey data, the expected value for a student to spend on lunch each day is approximately $7.09.

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Answer:

39.2

Step-by-step explanation:

A- area of trapezoid

a-Base  

b-Base  

h-Height