What is six hundred seventy-eight and thirty-four hundredths written in standard form?

6,870.34
6,087.34
687.34
678.34

Answer:

The scale factor is k = 4.

Step-by-step explanation:

In the graph, we can see that g(x) is a dilation from f(x)

And a general vertical dilation of scale factor k is written as:

g(x) = k*f(x)

So here we want to find the value of k.

In the graph, we can see that:

f(1) = 1.5

f(3) = 0.5

Now, the values of g(x) in those x-values are:

g(1) = 6

g(3) = 2

And we must have:

g(1) = k*f(1)

g(3) = k*f(3)

we should get the same value of k in both equations, now let's replace the values of the functions:

For the ones evaluated in x = 1, we get:

6 = k*1.5

6/1.5 = k = 4

for the cases evaluated in x = 3, we get:

2 = k*0.5

2/0.5 = k = 4

In both cases we got the same value of k, so we can conclude that the scale factor from f(x) into g(x) is k = 4

Answer:

0.2143 = 21.43% probability that a contestant wins the game if he/she gets to select 4 of the buckets.

Step-by-step explanation:

The buckets are chosen without replacement, which means that the hypergeometric distribution is used to solve this question.

Hypergeometric distribution:

The probability of x sucesses is given by the following formula:

\(P(X = x) = h(x,N,n,k) = \frac{C_{k,x}*C_{N-k,n-x}}{C_{N,n}}\)

In which:

x is the number of sucesses.

N is the size of the population.

n is the size of the sample.

k is the total number of desired outcomes.

Combinations formula:

\(C_{n,x}\) is the number of different combinations of x objects from a set of n elements, given by the following formula.

\(C_{n,x} = \frac{n!}{x!(n-x)!}\)

In this question:

8 covered buckets, so N = 8.

4 buckets are selected, so n = 4.

2 contain a ball, which means that k = 2.

Find the probability that a contestant wins the game if he/she gets to select 4 of the buckets.

This is P(X = 2). So

\(P(X = x) = h(x,N,n,k) = \frac{C_{k,x}*C_{N-k,n-x}}{C_{N,n}}\)

\(P(X = 2) = h(2,8,4,2) = \frac{C_{2,2}*C_{6,2}}{C_{8,2}} = 0.2143\)

0.2143 = 21.43% probability that a contestant wins the game if he/she gets to select 4 of the buckets.

Therefore, we solve the equation.\((x^2-1)(x-2) = 0\)    to find the x-intercepts:

\(x^2-1 = 0 , x-2=0\)  

x = ±1, x = 2

An equation is a mathematical statement that shows the equality of two expressions using an equal sign (=). It is a way to describe a relationship or a condition between two or more variables.

For example, the equation "\(2x + 3 = 7\)" is an equation with the variable "x". It states that if we substitute "x" with the value "2", then the left-hand side of the equation will equal the right-hand side of the equation. In this case, 2 times 2 plus 3 is equal to 7.

To graph the function. \(f(x) = ((x^2-1)(x-2))/(x-3)\), we can start by identifying any vertical or horizontal asymptotes, x-intercepts, y-intercepts, and the behavior of the function as x approaches positive and negative infinity.

Vertical Asymptotes:

A vertical asymptote occurs when the denominator of the function equals zero. In this case, the denominator is (x-3), which equals zero when x = 3. Therefore, we have a vertical asymptote at x = 3.

Horizontal Asymptotes:

To determine the horizontal asymptote, we need to look at the behavior of the function as x approaches positive or negative infinity. One way to do this is to use long division to simplify the function:

\((x^2-1)(x-2) / (x-3)\)

\(= x^2 - x - 2 + (5x - 7)/(x - 3)\)

As x approaches infinity or negative infinity, the term \((5x - 7)/(x - 3)\) becomes very small compared to \(x^2\), so we can ignore it. Therefore, the function approaches \(y = x^2\)as x approaches positive or negative infinity. This means that. \(y = x^2\)is the horizontal asymptote.

X-Intercepts:

To find the x-intercepts, we set f(x) equal to zero and solve for x:

\(((x^2-1)(x-2))/(x-3) = 0\)

This equation is equal to zero only if the numerator equals zero, since division by zero is undefined. Therefore, we solve the equation. \((x^2-1)(x-2) = 0\) to find the x-intercepts:

\(x^2-1 = 0 , x-2=0\)

x = ±1, x = 2

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The statement ' educators should ensure math instruction is only taught through structured activities rather than through everyday situations and routines is True. Option A

They include;

Thus, the statement ' educators should ensure math instruction is only taught through structured activities rather than through everyday situations and routines is True. Option A

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Answer:

Step-by-step explanation:

false

Therefore, the area of the triangle ABC is approximately 18096.3 square units.

What is the area of the triangle?

To calculate the area of a triangle, use the formula area = 1/2 * base * height.

We can use Heron's formula to find the area of the triangle ABC when the lengths of its three sides are known:

\(Area = {\sqrt{(s(s-a)(s-b)(s-c))}\)

where "s" is the semiperimeter of the triangle, which is half the sum of the lengths of its three sides:

s = (a + b + c)/2

In this case, we have:

a = AB = 154

b = BC = 346

c = AC = 349

So the semiperimeter is:

s = (a + b + c)/2 = (154 + 346 + 349)/2 = 424.5

Now we can use Heron's formula to find the area of the triangle

\(Area = \sqrt{(s(s-a)(s-b)(s-c))}\\\\Area = \sqrt{(424.5(424.5-154)(424.5-346)(424.5-349))}\\\\Area= 18096.3\)

Therefore, the area of the triangle ABC is approximately 18096.3 square units.

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Answer:

y > Two-thirds x + 1     /c

Answer:

4 sqrt(3) =x

Step-by-step explanation:

Since this is a right triangle, we can use trig functions

sin theta = opp / hyp

sin 60 = x / 8

8 sin 60 = x

8 ( sqrt(3)/2) = x

4 sqrt(3) =x

Answer:

$400

Step-by-step explanation:

Given

5% commission worth of $8000 total sales

.05*8000= $400 Ans

Answer:

13/20 = 65%

Step-by-step explanation:

1/4 = 25%

7/10 = 70%

13/20 = 65%

Only the last one had the correct percentage.

Therefore, the correct response From these integral is option D   is.  

``` 10 + ∫₅¹  R(t) dt

An integral is a mathematical construct in mathematics that can be used to represent an area or a generalization of an area. It computes volumes, areas, and their generalizations. Computing an integral is the process of integration.

Integration can be used, for instance, to determine the area under a curve connecting two points on a graph. The integral of the rate function R(t) with respect to time t can be used to describe how much water is present in a tank.

The following equation can be used to determine how much water is in the tank at time t = 5 if there are 10 gallons of water in the tank at time t = 1.

``` 10 + ∫₅¹  R(t) dt

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The values of x, y , and z in the matrix equation is 3, 4, 0 respectively.

The solution of the matrix equation is calculated by applying Cramer's rule as shown below;

[ 1     1     -1 ]  [ 7 ]

[ 2    3     0 ] [ 18 ]

[ -5   -7    -1 ] [ -43 ]

The determinant of the matrix is calculated as follows;

[ 1     1     -1 ]  

[ 2    3     0 ]

[ -5   -7    -1 ]

Δ = 1 (-3 - 0) - 1(-2 - 0 )  - 1(-14 + 15)

Δ = -2

The x determinant of the matrix is calculated as follows;

[ 7     1     -1 ]  

[ 18    3     0 ]

[ -43   -7    -1 ]

Δx = 7 (-3 - 0) - 1 (-18 - 0 )  - 1(-126 + 129)

Δx = -6

The y determinant of the matrix is calculated as follows;

[ 1     7     -1 ]  

[ 2    18     0 ]

[ -5   -43   -1 ]

Δy = 1 (-18 - 0 )   - 7(-2 - 0 )  -1(-86 + 90)

Δy = -8

The z determinant of the matrix is calculated as follows;

[ 1     1     7 ]  

[ 2    3    18 ]

[ -5   -7   -43]

Δz = 1 (-129 + 126) - 1(-86 + 90) + 7(-14 + 15)

Δz = 0

The values of x, y , and z is calculated as;

x = Δx/Δ = -6/-2 = 3

y = Δy/Δ = -8/-2 = 4

z = Δz/Δ = 0/-2 = 0

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\(\textit{exponential form of a logarithm} \\\\ \log_a(b)=y \qquad \implies \qquad a^y= b\qquad\qquad \\\\[-0.35em] ~\dotfill\\\\ \log_4(y)=2\implies 4^2=y\implies 16=y\hspace{5em} {\Large \begin{array}{llll} \log_4(16)=2 \end{array}}\)

Answer:

the root index is 4 the radical is the expression under the radical. (2^7)

Step-by-step explanation:

Answer:

∠Z & ∠K

Step-by-step explanation:

Answer:

31 degrees

Step-by-step explanation:

A right angle = 90deg

90-69=31

brainliest? :o

\(~~~~~~ \textit{Simple Interest Earned} \\\\ I = Prt\qquad \begin{cases} I=\textit{interest earned}\dotfill & \$8.75\\ P=\textit{original amount deposited}\dotfill & \$1000\\ r=rate\to r\%\to \frac{r}{100}\\ t=years\dotfill &\frac{1}{4} \end{cases} \\\\\\ 8.75 = (1000)(\frac{r}{100})(\frac{1}{4})\implies 8.75=\cfrac{10r}{4} \\\\\\ 8.75=\cfrac{5r}{2}\implies 17.5=5r\implies \cfrac{17.5}{5}=r\implies \stackrel{\%}{3.5}=r\)

9514 1404 393

Answer:

  C.  7 units down

Step-by-step explanation:

The y-coordinate of a point on a graph is the function value. It tells how far up from the x-axis the point is located. When 7 is subtracted from the function value, the y-coordinate is 7 less than it was. That is, the point has moved 7 units down.

10% trimmed mean of the given data is xbar20 = 0.3269

In between the mean and the median, the trimmed means have some of the advantages of both without some of the disadvantages.

The 10% trimmed mean is the mean computed by excluding the 10% largest and 10% smallest values from the sample and taking the arithmetic mean of the remaining 80% of the sample (other trimmed means are possible: 5%, 20%, etc.

The 10% trimmed means omits 0.278 and 0.326 and yields

xbar10 =  0.278+ 0.285+0.299 + 0.304 + 0.306+ 0.306+ 0.306+ 0.308 +0.309 +0.310+ 0.313+ 0.313+ 0.315+ 0.317+ 0.317 +0.318+ 0.322+ 0.322+ 0.324+ 0.326 / 20

= 5.885 / 20

= 0.29

xbar = 1.29 and xbar = 1

Trimmed means are examples of robust statistics (resistant to gross error).

The 20% trimmed mean excludes the 2 smallest and 2 largest values in the sample above, and

xbar20 = 0.278+ 0.285+0.299 + 0.304 + 0.306+ 0.306+ 0.306+ 0.308 +0.309 +0.310+ 0.313+ 0.313+ 0.315+ 0.317+ 0.317 +0.318+ 0.322+ 0.322+ 0.324+ 0.326 / 18

xbar20 = 0.3269

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The correct option is:

d) Median is a better measure of central tendency

When a graph of a distribution of data is symmetric, it means that the left and right sides of the graph are mirror images of each other. This indicates that the data is evenly distributed around the center and that there are no extreme outliers. In such cases, the median is the best measure of central tendency, because it is the middle value of the dataset and it represents the center of the data distribution. The median is not affected by outliers.

The mean, mode, and midrange are also measures of central tendency, but they may not be as representative of the center of the data distribution when the data is symmetric. The mean is sensitive to outliers, the mode is the value that appears most frequently in the data, and the midrange is the average of the maximum and minimum values.

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Answer:

0

Step-by-step explanation:

Let n be the first term of this sequence and d the difference between two consecutive terms.

Following the arithmetic sequence formula,

The equation for the 3rd term:

n + 2d = 5

and the equation for the 8th term:

n + 7d = -20

We should start by finding d by subtracting the second equation from the first.

n + 2d - (n + 7d) = 5 - (-20)

-5d = 25

d = -5

We can then find the 1st term by plugging this number into the first equation.

n + 2 * -5 = 5

n - 10 = 5

n = 15

Now, using once again the arithmetic sequence formula, find the equation for the fourth term.

n + (4 - 1)*d

Plug in the values we found previously and solve:

15 + (4 - 1)*-5

= 15 + 3*-5

= 15 + (-15)

= 0

The 4th term is 0.

Remember that this problem is asking for the product of the 4th term and the 2015th term, and anything times zero equals to zero, so we don't even need to solve for the 2015th term!

Therefore, the answer to this problem is 0.

The product of the 4th and 2015th terms is 0 if the third term of an arithmetic sequence is 5 and the eighth term is -20.

It is defined as the systematic way of representing the data that follows a certain rule of arithmetic.

We have:

The third term of an arithmetic sequence is 5 and the eighth term is -20

a + 2d = 5

a + 7d = -20

After solving the equations:

a = 15

d = -5

4th term = 15 + 3(-5) = 0

2015th term = 15 + 2014(-5) = -10055

The product of the 4th and 2015th terms = 0(-10055) = 0

Thus, the product of the 4th and 2015th terms is 0 if the third term of an arithmetic sequence is 5 and the eighth term is -20.

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The rate at which the depth of the liquid is increasing when the depth of the liquid reaches one-third of the height of the bowl is 1.25 cm s⁻¹.

The volume of the liquid in the bowl is given by the following integral:

\(V = \int\limitsx_{0}^{h} \, \pi r^{2}(y) dy\)

where r = radius of the bowl and y = height of the liquid.

The radius of the bowl is equal to the distance from the curve y = (4/(8-x)) - 1 to the y-axis. This can be found using the following equation:

r = √{(4/(8-x)) - 1}² + 1²

The height of the liquid is equal to the distance from the curve y = (4/(8-x)) - 1 to the x-axis. This can be found using the following equation:

h = (4/(8-x)) - 1

Substituting these equations into the volume integral:

\(V = \int\limitsx_{0}^{h } \, \pi {\sqrt{(4/(8-x)) - 1)^{2} + 1^{2} (4/(8-x))} - 1 dy\)

Evaluate this integral using the following steps:

Expand the parentheses in the integrand.

Separate the integral into two parts, one for the integral of the square root term and one for the integral of the linear term.

Integrate each part separately.

The integral of the square root term can be evaluated using the following formula:

\(\int\limits^{b} _{a} \, dx \sqrt{x} dx = 2/3 (x^{3/2}) |^{b}_{a}\)

The integral of the linear term can be evaluated using the following formula:

\(\int\limits^{b} _{a} \, {x} dx = (x^{2/2}) |^{b}_{a}\)

Substituting these formulas into the integral:

V = π { 2/3 (4/(8-x))³ - 1/2 (4/(8-x))² } |_0^h

Evaluating this integral:

V = π { 16/27 (8-h)³ - 16/18 (8-h)² }

The rate of change of the volume of the liquid is given by:

dV/dt = π { 48/27 (8-h)² - 32/9 (8-h) }

The rate of change of the volume of the liquid is 7π cm³ s⁻¹. Also the depth of the liquid is one-third of the height of the bowl. This means that h = 2/3.

Substituting these values into the equation for dV/dt:

dV/dt = π { 48/27 (8-2/3)² - 32/9 (8-2/3) } = 7π

Solving this equation for the rate of change of the depth of the liquid:

dh/dt = 7/(48/27 (8 - 2/3)² - 32/9 (8 - 2/3)) = 1.25 cm s⁻¹

Therefore, the rate at which the depth of the liquid is increasing when the depth of the liquid reaches one-third of the height of the bowl is 1.25 cm s⁻¹.

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Based on the cross-price elasticity of Demand, we can conclude that good X and good Y are substitutes.

Let's calculate the cross-price elasticity of demand using the given information:

a. Find the percentage change in quantity demanded of good Y:

Percentage Change in Quantity Demanded of Good Y = (New Quantity Demanded - Initial Quantity Demanded) / Initial Quantity Demanded * 100

Percentage Change in Quantity Demanded of Good Y = (6250 - 5000) / 5000 * 100 = 25%

b. Find the percentage change in the price of good X:

Percentage Change in Price of Good X = (New Price - Initial Price) / Initial Price * 100

Percentage Change in Price of Good X = (5 - 4) / 4 * 100 = 25%

Now, we can calculate the cross-price elasticity of demand:

Cross-Price Elasticity of Demand = Percentage Change in Quantity Demanded of Good Y / Percentage Change in Price of Good X

Cross-Price Elasticity of Demand = 25% / 25% = 1

b. Based on the calculated cross-price elasticity of demand, we can determine the types of goods:

If the cross-price elasticity of demand is positive (as in this case, where it is 1), it indicates that the two goods are substitutes. This means that when the price of good X increases, the quantity demanded of good Y also increases, suggesting that consumers view these goods as alternatives to each other.

Therefore, based on the cross-price elasticity of demand, we can conclude that good X and good Y are substitutes.

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Answer:

Step-by-step explanation:

Answer:

1. The type of charge card used by a customer (Visa, MasterCard, AmEx)? Nominal

2. The duration a flight from Boston to Minneapolis? Continuous Ratio

3. The number of Nobel Prize-winning faculty at Oxnard University? Discrete Ratio

4. Temperature in degrees Celsius at 7 o'clock this morning? Continuous Interval

Step-by-step explanation:

1. Nominal data deals with the classification of items based on their names or labels. They are qualitative in nature. The type of charge card used by a customer is an example.

2. Continuous data are quantitative data that can appear in decimal forms. They are obtained by measurement.

3. Discrete data is also quantitative data that cannot be divided. They appear as whole numbers.

4. Interval data has the same difference between the variables. They do not have a true zero. For example, there is nothing like 0 degree Celsius. Ratio data on the other hand is interval data with a true zero.

A more modern explanation would be, "Parallel lines are two lines within a given plane that never intersect."

Two lines on a sphere are an illustration that defies the notion of parallel lines. Meridians are the name given to longitude lines on spheres like the Earth.

Meridians are lines that run parallel to one another from the North Pole to the South Pole. However, if we take into account two meridian lines, they will cross at the North and South Poles. Two lines that are originally parallel will, therefore, eventually intersect at the poles on a sphere, defying the notion of parallel lines.

We can change the original definition of parallel lines to read, "Parallel lines are two lines that do not intersect within a given plane."

This adjustment accounts for the fact that lines can exist in many geometrical contexts, such as on a sphere or in three-dimensional space, where the idea of parallelism may be different. By including the phrase "within a given plane," we restrict the concept to the typical geometry seen in Euclidean geometry, where parallel lines do not meet.

A newer definition may therefore read, "Parallel lines are two lines within a given plane that never intersect." This updated definition makes clear that parallel lines must be taken into account inside a certain plane in order to maintain their validity, while also acknowledging the limitations of the idea.

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The fraction of the class that is sophomores is \(35/43\).

The fraction of the class that is sophomores, divide the number of sophomores by the total number of students in the class.

Number of sophomores = 35

Total number of students = 43

Fraction of sophomores = (Number of sophomores)/(Total number of students Fraction of sophomores)

Fraction of sophomores  \(= 35 / 43\)

Therefore, the fraction of the class that are sophomores is = \(35/43\).

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The function g(x) in the form a(x-h)^2 + k is: \(g(x) = (x + 2)^2 - 4\)

Starting with\(f(x) = x^2\), the translation 2 units left and 4 units down would result in the following transformation:

g(x) = f(x + 2) - 4

Substituting\(f(x) = x^2:\)

\(g(x) = (x + 2)^2 - 4\)

Expanding the square:

\(g(x) = x^2 + 4x + 4 - 4\)

Simplifying:

\(g(x) = x^2 + 4x\)

Now we need to rewrite this expression in the form \(a(x-h)^2 + k.\) To do this, we will complete the square:

\(g(x) = x^2 + 4x\\g(x) = (x^2 + 4x + 4) - 4\\g(x) = (x + 2)^2 - 4\)

Therefore, the function g(x) in the form a(x-h)^2 + k is:

\(g(x) = (x + 2)^2 - 4\)

Where a = 1, h = -2, and k = -4.

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Answer:

1×(480×6)

Step-by-step explanation:

ok it is distrutive property