You buy 1.65 pounds of oranges and 2.25 pounds of plums. Oranges and plums sell for the same price per pound. The total​ cost, after using a 65¢​-off ​coupon, is ​$3.64. If c represents the cost of the fruit in dollars per​ pound, what equation could you use to find the value of​ c?

The radius of the circle is, 5 cm.

What is radius and diameter?

The radius, which is typically denoted by the variable "r," is the distance a circle's centre is from its edge. A circle's diameter is equal to twice its radius and is calculated using the formula diameter = 2 radius. A circle's diameter is a straight line with endpoints on the circle's edge.

Given: The diameter CD is perpendicular to the chord AB.

Ab = 8 cm, CM = 2 cm

We have to find the radius of the circle.

As, AB = 8 cm so, AM = 4 cm and MB = 4 cm.

OM is perpendicular to AB.

Suppose the radius of the circle is x.

So, OM = x - 2   ...(Radius - CM)

OA^2 = AM^2 + OM^2

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

x^2 = 16 + x^2 - 4x + 4

0 = 20 - 4x

4x = 20

x = 5 cm

Therefore, the radius of the circle is 5 cm.

And OM = x - 2 = 5 - 2 = 3 cm

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For conducting experiment based on effect of a net force , to apply net force on the object two other quantities should be measured in each trial of the experiment is given by velocity and time.

As given in the question,

To conduct a experiment based on the effect of net force applied to an object the dependable quantities are as follow:

Force = mass × acceleration

As object remain same ⇒ mass is constant as object remain same.

And there is change in the acceleration.

Acceleration depends change in velocity over total time taken.

Acceleration depends on velocity and time.

Net force also depends on velocity and time.

Two measurements need to know  while conducting trail experiments are velocity and time.

Therefore, to conduct experiment based on effect of a net force , to apply net force on the object two other quantities should be measured in each trial of the experiment is given by velocity and time.

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Answer:

If the denominators are not the same: First, make them the same. Then add or subtract like fractions with the same denominators.

Step-by-step explanation:

the first step when multiplying fractions is to multiply the two numerators. the second step is to multiply the two denominators.  simplify the new fractions. the fractions can also be simplified before multiplying by factoring out common factors in the numerator and denominator.

to add or subtract fractions they must have the same denominator. if the denominators are already the same then it is just a matter of either adding or subtracting the numerators if the denominators are difrent then a common denominator needs to be found.

The quadratic function will be x²+ 2x,Carolina will need to have at least 272 square feet available in her yard.

A quadratic function is a polynomial function of degree two, which means it is a function that can be expressed as an equation with the second-degree degree of the highest exponent of the unknown variable. It is typically expressed as ax² + bx + c, where a, b and c are constants, and x is an unknown variable. Quadratic functions can be used to model many real-world situations, such as the height of a projectile in motion or the area of a circle.

a. The area of the pool and the deck can be represented by a quadratic function, A = f(x) = x² + 2x, where x is the width of the pool in feet.

b. For the 16-ft wide pool, the area of the pool and the deck will be A = f(16) = 16² + 2(16) = 272 ft². Therefore, Carolina will need to have at least 272 square feet available in her yard.

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The absolute value of x minus one is equal to two. Therefore, x must be either one greater than two (x = 3) or one less than two (x = 1).

One less than x results in a value of two in absolute terms. As a result, x minus 1 has an absolute value of 2, which is a positive number. The separation of an integer from zero is its absolute value. As a result, x minus 1 is two units from zero in absolute terms. As x minus one has an absolute value of two, its real value must either be two or a negative two. That is to say, x must either be one more than two (x = 3) or one less than two (x = 1).In order to confirm this, let's look at a few examples. If x = 3, then |x - 1| = |2 - 1| = |1| = 1 which is not equal to two. Therefore, x = 3 is not the answer we are looking for. On the other hand, if x = 1, then |x - 1| = |1 - 1| = |0| = 0 which is not equal to two. Therefore, x = 1 is also not the answer we are looking for. The only two possible solutions for the equation |x - 1| = 2 are x = 3 and x = 1. Therefore, the result of |x - 1| = 2 is that x must be either one greater than two (x = 3) or one less than two (x = 1)

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The answer is option B: 0.040. When Z is a standard normal random variable, it means that Z has a mean of 0 and a standard deviation of 1. Therefore, P(-1.75 < Z < -1.25) represents the area under the standard normal curve between -1.75 and -1.25 standard deviations from the mean.

Using a standard normal distribution table or calculator, we can find that the area under the curve between -1.75 and -1.25 is approximately 0.040. Hence, the answer is option B: 0.040.
 To solve your question, we need to find the probability P(-1.75 ≤ Z ≤ -1.25) where Z is a standard normal random variable.

Step 1: Identify the given values
Z1 = -1.75
Z2 = -1.25

Step 2: Look up the Z-values in a standard normal table or use a calculator to find the corresponding probabilities
P(Z ≤ -1.75) = 0.0401
P(Z ≤ -1.25) = 0.211

Step 3: Use the properties of probabilities to find the required probability
P(-1.75 ≤ Z ≤ -1.25) = P(Z ≤ -1.25) - P(Z ≤ -1.75)
P(-1.75 ≤ Z ≤ -1.25) = 0.211 - 0.0401
P(-1.75 ≤ Z ≤ -1.25) = 0.1709

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The type of pair of angles that are∠2 and angle∠11 is an alternate interior angles.

When a transversal intersects two coplanar lines, alternate interior angles are formed. They are on the inside of the parallel lines, but on the outside of the transversal.

Angles with the same size that occur on opposite sides of the transversal line are known as alternate angles. The following alternate angles are equal: By drawing a Z shape, we can frequently identify interior alternate angles: Alternate angles are classified into two types: alternate interior angles and alternate exterior angles.

To understand alternate interior angles, imagine a set of parallel lines and then a line intersecting them. The intersecting line is known as a transversal, and all of the angles formed by the parallel lines are known as interior angles.

Both angles are interior angles that lie alternately to each other on the transversal line r. Therefore, they are alternate interior angle.

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Therefore, the global maximum value of the function on the region B is 12, and the global minimum value is 4.

To find the global maximum and minimum values of the function f(x, y) = x² + y² + x²y + 4y² + x²y + 4 on the region B = {(x, y) ∈ R² | −1 ≤ x ≤ 1, -1 ≤ y ≤ 1}, we need to evaluate the function at its critical points within the given region and compare the function values.

1. Critical Points:

To find the critical points, we need to find the points where the gradient of the function is zero or undefined.

The gradient of f(x, y) is given by:

∇f(x, y) = (df/dx, df/dy) = (2x + 2xy + 2x, 2y + x² + 8y + x²).

Setting the partial derivatives equal to zero, we get:

2x + 2xy + 2x = 0          (Equation 1)

2y + x² + 8y + x² = 0      (Equation 2)

Simplifying Equation 1, we have:

2x(1 + y + 1) = 0

x(1 + y + 1) = 0

x(2 + y) = 0

So, either x = 0 or y = -2.

If x = 0, substituting this into Equation 2, we get:

2y + 0 + 8y + 0 = 0

10y = 0

y = 0

Thus, we have one critical point: (0, 0).

2. Evaluate Function at Critical Points and Boundary:

Next, we evaluate the function f(x, y) at the critical point and the boundary points of the region B.

(i) Critical point:

f(0, 0) = (0)² + (0)² + (0)²(0) + 4(0)² + (0)²(0) + 4

       = 0 + 0 + 0 + 0 + 0 + 4

       = 4

(ii) Boundary points:

- At (1, 1):

f(1, 1) = (1)² + (1)² + (1)²(1) + 4(1)² + (1)²(1) + 4

       = 1 + 1 + 1 + 4 + 1 + 4

       = 12

- At (1, -1):

f(1, -1) = (1)² + (-1)² + (1)²(-1) + 4(-1)² + (1)²(-1) + 4

         = 1 + 1 - 1 + 4 + (-1) + 4

         = 8

- At (-1, 1):

f(-1, 1) = (-1)² + (1)² + (-1)²(1) + 4(1)² + (-1)²(1) + 4

         = 1 + 1 - 1 + 4 + (-1) + 4

         = 8

- At (-1, -1):

f(-1, -1) = (-1)² + (-1)² + (-1)²(-1) + 4(-1)² + (-1)²(-1) + 4

          = 1 + 1 + 1 + 4 + 1 + 4

          = 12

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Answer:

the product should be \(-10 \frac{5}{16}\)

Step-by-step explanation:

just multiply 2, and 1/16 by -5.

Answer:

The positive predictive value ≈ 30.012%

Step-by-step explanation:

(a) The given percentage of the people in the region that have the disease, P(D) = 6% = 0.06

The percentage people correctly identified as having the disease by the standard diagnostic test = 91%

The percentage of people incorrectly identified as having the disease by the standard diagnostic test, P(T + |H) = 8%

Therefore, the sensitivity of the test, P(T + |D) = 0.91

The specificity of the test, P(T - |H) = 1 - 0.08 = 0.92

Therefore, the probability that a person is healthy, P(H) = 1 - 0.06 = 0.94

Therefore, in a population of 1,000 people, 60 people have the disease, with a sensitivity of 91%, the test will correctly pic 0.91×66 = 60.06 people correctly with the disease and 0.91 × 940 = 855.4 people without the disease

The number of non-diseased that test positive by the test is 0.08 × 1000 = 80 people which are false positives

Therefore, the number of diseased diagnosed as negative is 0.08 × 60 = 4.8

Therefore, we have;

\(\begin{array}{cccc}&Deseased&Non-diseased& Diseased + Non-diseased\\Test \ +ve&60.06&80& 140.06\\Test \ -ve&4.8&855.4&\end{array}\)

The positive predictive value = Diseased +ve/(Diseased +ve + Non-diseased  +ve)

\(The \ positive \ predictive \ value = \dfrac{Diseased +ve}{Diseased +ve + Non-diseased +ve} \times 100\)

Therefore;

The positive predictive value = 60.06/(60.06 + 140.06) × 100 ≈ 30.012%

if the volume is known, you can calculate the radius using the formula and the given values and it is =1.7853

To find the radius (r) of a right cylinder with a given height (h) of 10 and an unknown volume (V), additional information is needed to solve the problem. Without knowing the value of the volume, it is not possible to determine the exact value of the radius. The volume of a right cylinder is calculated using the formula V = \(\pi r^{2h}\), where π is a constant value approximately equal to 3.14159.

However, if you have the value of the volume (V), you can rearrange the formula to solve for the radius (r). For example, if the volume is given as V = 100 cubic units, you can use the formula V = πr^2h and substitute the known values to find the radius. Rearranging the formula, we get r = √(V / (πh)), where √ denotes the square root.

By plugging in the values of V = 100 and h = 10 into the formula, we can calculate the radius as r = √(100 / (π × 10)). Simplifying further, r ≈ √(10 / π) ≈ √(10 / 3.14159) ≈ √(3.1831) ≈ 1.7853

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Answer: Right/complementary angles

Step-by-step explanation:

Two angles that add up to 90 degrees are called complementary angles.

Complementary angles are a pair of angles that, when added together, equal a right angle, which measures 90 degrees.

In other words, the sum of the measures of complementary angles is always 90 degrees.

Complementary angles often arise in geometry and trigonometry, and understanding their properties is important when working with angles and solving problems involving right triangles.

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Answer:

5 it's a bit easy ig

Step-by-step explanation:

12-7=5

good day.

:)

Answer:

w1= -2, w2 = 5

Step-by-step explanation:

The correct option is: (i) and (iii) are correct statements but not (ii).

The correct answer is:

(i) The uniform probability distribution's shape is a rectangle.

(ii) The uniform probability distribution is symmetric about the mode.

(iii) In a uniform probability distribution, P(x) is constant between the distribution's minimum and maximum values.

Therefore, the correct option is: (i) and (iii) are correct statements but not (ii).

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The measure of side length x in the right triangle approximately 0.6 units.

The figure in the image is a right triangle.

Measure of angle B = 30 degrees

Adjacent to angle B = 1

Opposite to angle B = x

To solve for the missing side length x, we use the trigonometric ratio.

Note that: tangent = opposite / adjacent

Hence:

tangent( B ) = opposite / adjacent

Plug in thr values

tangent( 30 ) = x / 1

Cross multiply

x = tangent( 30 ) × 1

x = tangent( 30 )

x = 0.577

x = 0.6 units

Therefore, the value of x is 0.6 units.

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Answer:

A) 7

B) (47.5,54.5)

Step-by-step explanation:

a) The margin of error is half the length of the confidence interval, so the length of the confidence interval is 2 times the margin of error:

Length of confidence interval = 2 x 3.5 = 7.

b) If the sample mean is 51 and the margin of error is 3.5, then the confidence interval can be calculated as follows:

Lower bound = sample mean - margin of error = 51 - 3.5 = 47.5

Upper bound = sample mean + margin of error = 51 + 3.5 = 54.5

Therefore, the 95% confidence interval for the population mean is (47.5, 54.5).

Answer:

below

Step-by-step explanation:

x: ticket

y: total cost

y= 10x + 8

y= 12x

8.6 8.63 8.66 8.611 8.641 8.691

Answer:

Results are below.

Step-by-step explanation:

Giving the following information:

Principal (P)= $200

Interst rate (r)= 0.05

Time (t)= 6

First, we need to calculate the total interest using the following formula:

I= P*r*t

I= 200*0.05*6

I= $60

Now, the total debt:

Total debt= P +I

Total debt= 200 + 60

Total debt= $260

Answer:

4.5

Step-by-step explanation:

180/40 is 4.5. 40x4.5=180

Answer: I don’t think you can

Step-by-step explanation: ??????????????????

The strongest negative correlation is represented by the r-value that is closest to -1. In this case, option a, -0.7, represents the strongest negative correlation.

The answer is a. –0.7. A correlation coefficient (r-value) ranges from –1 to +1, where –1 represents a perfect negative correlation, +1 represents a perfect positive correlation, and 0 represents no correlation. The closer the r-value is to –1 or +1, the stronger the correlation. Therefore, –0.7 represents a stronger negative correlation than –0.22 or 0.38, and is not a positive correlation like 0.9.

The strongest negative correlation is represented by the r-value that is closest to -1. In this case, option a, -0.7, represents the strongest negative correlation.

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Answer:

Decision making

Step-by-step explanation:

The statistical approach involved in generalizing from a sample of 25 patients to an entire population of the hundreds of patients in a particular hospital is known as decision making .

Decision making is the process of making choices by identifying a decision, gathering information, and assessing alternative resolutions. Using a step-by-step decision-making process can help you make more deliberate, thoughtful decisions by organizing relevant information and defining alternatives.

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Lines 3 and 6 are parallel, based on the Converse of the Corresponding Angles Postulate, which states that if two lines are cut by a transversal, and the corresponding angles are congruent, then the lines are parallel.

To determine if lines 3 and 6 are parallel, we need to analyze the given information. According to the statement "m ∠3 + m ∠6 = 180," it appears that angles 3 and 6 are supplementary angles, meaning they add up to 180 degrees. This information alone is not sufficient to determine whether the lines are parallel or not.

However, we can utilize the theorem known as the Converse of the Corresponding Angles Postulate to establish the parallelism of lines 3 and 6. The Converse of the Corresponding Angles Postulate states that if two lines are cut by a transversal, and the corresponding angles are congruent, then the lines are parallel.

In this case, if we have a transversal intersecting lines 3 and 6, and angles 3 and 6 are congruent (because their measures add up to 180 degrees), then we can conclude that lines 3 and 6 are indeed parallel.

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Answer:

number of students in a van = 8

number of students in a minibus = 22

Step-by-step explanation:

Let

x = number of students in a van

y = number of students in a minibus

8x + 8y = 240 (1)

4x + y = 54 (2)

Multiply (2) by 8 to eliminate y

4x + y = 54 ×8

32x + 8y = 432 (3)

8x + 8y = 240 (1)

32x + 8y = 432 (3)

Subtract (1) from (3)

32x - 8x = 432 - 240

24x = 192

Divide both sides by 24

x = 192 / 24

= 8

x = 8 students

Substitute x = 8 into (2)

4x + y = 54

4(8) + y = 54

32 + y = 54

y = 54 - 32

= 22

y = 22 students

number of students in a van = 8

number of students in a minibus = 22

Based on hypothetical data, one can create a bar graph and a pie chart by following the steps below

(i) Bar graph:

To make a bar graph, one need to plot the number of friends who prefer each type of game on the y-axis and the types of games (indoor/outdoor) on the x-axis.

So lets say:

To make  (ii) Pie chart:

Lastly, label all sector with the all the game type (indoor/outdoor).

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Using a hypothetical scenario,  the data collected are  given below:

Friend 1: Indoor

Friend 2: Outdoor

Friend 3: Indoor

Friend 4: Outdoor

Friend 5: Outdoor

Friend 6: Indoor

Friend 7: Indoor

Friend 8: Outdoor

Friend 9: Indoor

Friend 10: Outdoor

Therefore, in response to the given query, we can state that However, expressions since no data or analysis is offered, it does not mention the statistical significance or impact size of this difference.

In numbers, you can multiply, split, add, or take away. The following is how a phrase is made together: Numeric number, expression, and arithmetic operator The elements of a mathematical expression are integers, factors, and functions.   It is feasible to use contrasting words and terms. Any mathematical declaration containing variables, integers, and a mathematical action between them is known as an expression, also known as an algebraic expression. As an example, the expression 4m + 5 is composed of the expressions 4m and 5, as well as the variable m from the provided equation, which are all separated by the mathematical symbol +.

This result has practical importance because it has applications in the real world. In particular, it implies that freshmen male and female may communicate differently, which may have an effect on their total academic and personal experiences. However, since no data or analysis is offered, it does not mention the statistical significance or impact size of this difference.

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Answer:

45in.

Step-by-step explanation:

Answer:

A. Kaitlyn uses more cups of flour per cookie.

Step-by-step explanation:

Kaitlyn's

\(2\frac{1}{2}\) cups of flour---> \(3\frac{1}{2}\) cookies

1 cups of flour--> \(3\frac{1}{2}\) / \(2\frac{1}{2}\) = 1.4 cookies.

Megan's

\(1\frac{3}{4}\) cups of flour---> \(2\frac{11}{12}\)

1 cups of flour---> \(2\frac{11}{12} / 1\frac{3}{4}\) = 1.67 cookies

Therefore, Kaitlyn uses more cups of flour per cookie.

12x+5x-8x=9x

12x+5x=17x

17x-8x=9x