You have 11.40​$ to buy drink boxes for the football team. Each drink box costs ​0.40$. How many drink boxes can you​ buy? Should you expect to get change when you pay for the drink​ boxes? If​ so, how​ much? savvasrealize.com

Answer:

0.068 or 6.826%

Step-by-step explanation:

In order to calculate the proportion of disks that are defective, we need to divide the number of defective disks by the total amount of disks that were chosen in the given sample. Using the data provided this would be the following calculation...

37 / 542 = 0.068

We can multiply this by 100 to get the percentage value

0.068 * 100 = 6.826%

Therefore, roughly 6.826% of the entire disk population would be defective.

The functional values of the given function f(x) = 2x^3 - x^2 - 5x - 2 can be found by substituting the specified values of x into the function expression. We need to evaluate f(2), f(0), and f(-1) to find their respective values.

a) To find f(2), substitute x = 2 into the function:

f(2) = 2(2)^3 - (2)^2 - 5(2) - 2

= 2(8) - 4 - 10 - 2

= 16 - 4 - 10 - 2

= 0

Therefore, f(2) = 0.

b) To find f(0), substitute x = 0 into the function:

f(0) = 2(0)^3 - (0)^2 - 5(0) - 2

= 0 - 0 - 0 - 2

= -2

Therefore, f(0) = -2.

c) To find f(-1), substitute x = -1 into the function:

f(-1) = 2(-1)^3 - (-1)^2 - 5(-1) - 2

= -2 - 1 + 5 - 2

= 0

Therefore, f(-1) = 0.

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Special angles in geometry are specific angle measures that have unique properties and are often encountered in geometric problems:

(1) Right angle      (2) Acute angle        (3)  Obtuse angle         (4)Straight angle              (5)Reflex angle

(6) Complementary angles          (7)Complementary angles

In geometry, special angles refer to specific angles that have special properties or characteristics. These angles include right angles, acute angles, and obtuse angles. A right angle is an angle that measures exactly 90 degrees, while an acute angle is an angle that measures less than 90 degrees. An obtuse angle, on the other hand, measures more than 90 degrees but less than 180 degrees. These angles are important in geometry as they form the foundation for many geometric shapes and concepts. Understanding the properties and characteristics of these special angles is crucial for solving geometry problems and constructing geometric figures accurately.

Special angles in geometry are specific angle measures that have unique properties and are often encountered in geometric problems. These angles include:

1. Right angle: A right angle is an angle that measures exactly 90 degrees. It is formed when two lines intersect perpendicularly.

2. Acute angle: An acute angle is an angle that measures between 0 and 90 degrees. It is smaller than a right angle.

3. Obtuse angle: An obtuse angle is an angle that measures between 90 and 180 degrees. It is larger than a right angle.

4. Straight angle: A straight angle is an angle that measures exactly 180 degrees. It is formed when two lines intersect in a straight line.

5. Reflex angle: A reflex angle is an angle that measures between 180 and 360 degrees. It is larger than a straight angle.

6. Complementary angles: Two angles are complementary if their sum is equal to 90 degrees.

7. Supplementary angles: Two angles are supplementary if their sum is equal to 180 degrees.

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*One thing we should remember before we start the problem is what "linear stretch means! It means that all of these places are on a straight line.

Apple to Cold = 39 mines

Apple to Baker = 12 miles

Baker to Cold = ?

I've attached a picture of how to solve this problem*

I hope I've helped! Message me if you have any questions or concerns! :)

Answer:

D.

Step-by-step explanation:

(4 x 8) + (4 x 3)=44

4 x (8 + 3)=44

Answer:

10/1

Step-by-step explanation:

5/6÷1/12

5/6×12/1 (do a inverse of 1 upon 12)

10/1

cancel 12 by 6

Answer:

6

Step-by-step explanation:

if you divide 18 by 4 you get 4.5, and if you divide 27 by 4.5 then you get six. hope this is right :/

Answer: 6 books

Work: Okay, The first thing I did was find out how much one book costs. To find that out, I divided $18/4, and the answer is $4.50 per book. Now, we add $4.50 until it's $27. I did that, and it was just 2 more books. (4.50 + 4.50 is $9, so add nine dollars to $18, and that would be $27. Then, divide 27/4.5, and you get 6, meaning the 6 books)

Sorry if this was confusing, but I hope I helped you. :)

If a sample size is one-fourth the original size, the margin of error will be affected. Specifically, the margin of error will be affected inversely proportional to the square root of the sample size.

Halving the sample size (from the original) will cause the margin of error to increase by a factor of square root of 2, approximately 1.41.

Doubling the sample size (from the original) will cause the margin of error to decrease by a factor of square root of 2, approximately 0.71.

Quadrupling the sample size (from the original) will cause the margin of error to decrease by a factor of square root of 4, approximately 0.5.

Therefore, if the sample size is reduced to one-fourth the original size, the margin of error will be doubled, because the square root of 4 is 2. Conversely, if the sample size is increased fourfold, the margin of error will be halved, because the square root of 1/4 is 1/2.

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The pair of parent functions that are inverses of each other are the exponential function and the natural logarithm function.

The exponential function is represented by the equation y = a^x, where 'a' is a positive constant. It is a one-to-one function that maps real numbers from the x-axis to positive values on the y-axis.

The natural logarithm function, on the other hand, is the inverse of the exponential function and is represented by the equation y = ln(x). The natural logarithm function is defined only for positive values of x.

When we apply the exponential function to a number x and then apply the natural logarithm function to the result, we get back the original number x.

Similarly, if we apply the natural logarithm function to a number x and then apply the exponential function to the result, we also obtain the original number x. This property of reversing the effect of each other makes the exponential function and the natural logarithm function a pair of inverse functions. They are symmetric about the line y = x, meaning that the graph of one function can be obtained by reflecting the other function across this line.

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The shaded area should be adjusted to reflect the new producer surplus for Micronesian firms, which will be larger than it was before trade due to higher price they can receive by exporting their timber to world market.

The measure of the size of a two-dimensional surface or shape is area. It is typically measured in square units, such as square meters or square feet, and represents the amount of space that is enclosed by the shape or surface.

To shift the world price line in a way that results in Micronesia exporting timber, we need to assume that the world price of timber is higher than the domestic price in Micronesia before trade. This would create an incentive for Micronesian firms to sell their timber on the world market, where they can receive a higher price.

Shift the world price line upward to a point where it intersects with Micronesia's supply curve.

This will create a new equilibrium point where the quantity of timber supplied by Micronesia equals the quantity demanded by the world market.

To adjust the shaded area to correctly represent producer surplus for Micronesia's firms once the country is open to international trade, we need to consider the changes in producer surplus resulting from the new equilibrium price.

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Given statement solution is :- The value of the number is -1/9.

Let's solve the problem step by step.

Let's assume the number we're looking for is represented by the variable "x".

The problem states that the sum of 9 times the number (9x) and 7 is equal to 6. We can write this as an equation:

9x + 7 = 6

To isolate the variable "x," we need to move the constant term (7) to the other side of the equation. We can do this by subtracting 7 from both sides:

9x + 7 - 7 = 6 - 7

This simplifies to:

9x = -1

Finally, to solve for "x," we divide both sides of the equation by 9:

9x/9 = -1/9

This simplifies to:

x = -1/9

So, the value of the number is -1/9.

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Thus, equation of line with same slope and passing point  (3,6) is :

y - 6 = 2/5(x - 3).

The difference between the change in y-values and the change in x-values is known as the slope of a line. This figure represents the slope of a line.

A quantity called the slope of a line is used to quantify how steep a line is. This number may be zero, positive, or negative. Moreover, it may be unreasonable or rational.

Given equation of line:

y + 4 = 2/5 ( x - 9 )

General equation in two point form:

y - y1 = m(x - x1)

On comparing both equation:

slope of line m = 2/5

Now, equation of line with same slope and passing point  (3,6).

y - 6 = 2/5(x - 3).

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Answer:

WE DONT KNOW

Step-by-step explanation:

How much does a ticket cost? How much does the pass cost???

tell us and we help

Answer: cost without monthly pass- $56.25

And you should buy the monthly pass

Step-by-step explanation:

IN question a it say $1.25 for every student so u just 45 times 1.25 and end up with 56.25...

There are 4 vertices with degree 3, and 2 vertices with degree 4. So, there are a total of 6 vertices in this graph.

In a simple undirected graph with 10 edges, 2 vertices have a degree of 4 and the rest have a degree of 3. To determine the number of vertices in this graph, use the formula:

Sum of degrees = 2 * number of edges

Let x be the number of vertices with degree 3. Then:

(2 * 4) + (3 * x) = 2 * 10

8 + 3x = 20

3x = 12

x = 4

We also know that two of the vertices have a degree of 4, which means that together they contribute 8 to the sum of all vertex degrees. This leaves us with 20 - 8 = 12 degrees left to distribute among the other vertices. Since the remaining vertices all have a degree of 3, we can set up the equation 3x = 12, where x is the number of remaining vertices. Solving for x, we get x = 4. Therefore, the graph has a total of 6 vertices - two with a degree of 4 and four with a degree of 3.

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Answer:

.................... .

The slope-intercept equation of the line that best fits the data, with a slope of 5.3333 and a y-intercept of 9.6666.

What is the slope?

The slope of a line represents the change in the dependent variable (y) for a unit change in the independent variable (x). In this case, the slope of the line of best fit represents the average change in the test grade for a one hour increase in studying. To find the slope, you can use the formula:

m = (Σxy - (Σx)(Σy)/n) / (Σx² - (Σx)²/n)

To find the slope-intercept equation of the trend line using the first and last data points, we'll first find the slope (m) of the line. The slope can be found using the formula:

m = (y₂ - y₁) / (x₂ - x₁)

where x₁ and y₁ are the values for the first data point, and x₂ and y₂ are the values for the last data point. In this case, the first data point is (1, 15) and the last data point is (7, 47):

m = (47 - 15) / (7 - 1) = 32 / 6 = 5.3333

Next, we'll use the slope and the first data point to find the y-intercept (b) using the formula:

b = y₁ - m * x₁

b = 15 - 5.3333 * 1 = 15 - 5.3333 = 9.6666

Finally, we'll use the slope and y-intercept to write the slope-intercept equation of the line:

y = mx + b

y = 5.3333x + 9.6666

Hence, the slope-intercept equation of the line that best fits the data, with a slope of 5.3333 and a y-intercept of 9.6666.

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Answer:

\(y=\dfrac{16}{3}x+\dfrac{29}{3}\)

Step-by-step explanation:

\(\boxed{\begin{minipage}{8cm}\underline{Slope Formula}\\\\Slope $(m)=\dfrac{y_2-y_1}{x_2-x_1}$\\\\where $(x_1,y_1)$ and $(x_2,y_2)$ are two points on the line.\\\end{minipage}}\)

The first and last data points of the given table are:

Substitute the data points into the slope formula to find the slope of the trend line:

\(\text{Slope}\;(m)=\dfrac{47-15}{7-1}=\dfrac{32}{6}=\dfrac{16}{3}\)

\(\boxed{\begin{minipage}{6.3 cm}\underline{Slope-intercept form of a linear equation}\\\\$y=mx+b$\\\\where:\\ \phantom{ww}$\bullet$ $m$ is the slope. \\ \phantom{ww}$\bullet$ $b$ is the $y$-intercept.\\\end{minipage}}\)

Substitute the found slope and the first data point into the slope-intercept formula and solve for b:

\(\implies 15=\dfrac{16}{3}(1)+b\)

\(\implies 15=\dfrac{16}{3}+b\)

\(\implies b=15-\dfrac{16}{3}\)

\(\implies b=\dfrac{45}{3}-\dfrac{16}{3}\)

\(\implies b=\dfrac{45-16}{3}\)

\(\implies b=\dfrac{29}{3}\)

Therefore, the equation of the trend line in slope-intercept form is:

\(y=\dfrac{16}{3}x+\dfrac{29}{3}\)

(a) The function f(x, y) does not have a limit at (0,0). (b) No information is provided to determine the limit for f2(x, y).

(a) For the function f(x, y) = 5ry²/(3x² + y²), we can analyze the behavior as (x, y) approaches (0,0). Since the denominator 3x² + y² becomes zero as (x, y) approaches (0,0), we cannot directly evaluate the function at this point. However, by considering the parabola z = -y², we can observe that the function does not approach a specific value and thus does not have a limit at (0,0).

(b) The function f2(x, y) = Vel + Vsin(y) is not well-defined as no information or context is provided for the variables Vel, V, and U. Without this information, it is not possible to determine the limit of the function at (0,0) or any other point.

Therefore, for (a), the function f(x, y) does not have a limit at (0,0), and for (b), no information is given to determine the limit for f2(x, y).

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Answer:

The answer for your question is "False"

Based on the temperature at 6:00 am and the temperature at 6:00pm, the change in temperature can be shown by the formula D. |–5 – 7| = |–12| = 12°F.

To find the change in temperature, you need to subtract the temperature at 6: 00 pm from the temperature at 6: 00 am.

The change in temperature is therefore:

= | temperature at 6 am - temperature at 6pm |

= | -5 - 7 |

= | - 12 °F|

The absolute value of - 12 °F is 12 °F which was therefore the change in temperature.

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Answer:

\(\huge\boxed{\sf h \approx 7\ in}\)

Step-by-step explanation:

Volume = V = 2908.33 in³

Radius = r = 11.5 in.

π = 3.14

Height = h = ?

\(V= \pi r^2 h\)

Put the given data in the above formula.

2908.33 = (3.14)(11.5)²(h)

2908.33 = (3.14)(132.25)(h)

2908.33 = 415.265 (h)

2908.33/415.265 = h

\(\rule[225]{225}{2}\)

The surface area of that part of the plane 10x+7y+z=4 that lies inside the elliptic cylinder \(\frac{x^2}{25} +\frac{y^2}{9}\) is 15π√150 and this can be determined by using the given data.

We are given the two equations are:

10x + 7y + z = 4---------(1)

\(\frac{x^2}{25} +\frac{y^2}{9} =1-------------(2)\)

equation(1) is written as

z = 4 - 10x - 7y-----------(3)

The surface area is given by the equation:

A(S) = ∫∫√[(∂f/∂x)² + (∂f/∂y)² + 1]dA------------(4)

compare equation(4) with equation(3) we get the values of ∂f/∂x and

∂f/∂y

∂f/∂x = -10

∂f/∂y = -7

substitute these values in equation(4)

A(S) = ∫∫√[(-10)² + (-7)² + 1]dA

A(S) = ∫∫√[100 + 49 + 1]dA

A(S) = ∫∫√[150]dA

A(S) = √150 ∫∫dA

Where ∫∫dA is the elliptical cylinder

From the general form of an area enclosed by an ellipse with the formula;

comparing x²/a² + y²/b² = 1  with x²/25 + y²/9 = 1, from that we get the values of a and b

a = 5 and b = 3

So, the area of the elliptical cylinder = πab

Thus;

A(S) = √150 × π(5 × 3)

A(S) = 15π√150

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Another possible vertex of the square is determined as (2, 1).

option B is the correct answer.

The vertex of a figure is the point of intersection of two sides of the shape.

The perimeter of the square is given as 12 units, the length of each side of the square is calculated as follows;

P = 12 units

a side length = 12 units / 4 = 3 units

To determine another possible vertex of the square, the length between the points must be equal to 3.

Let's consider point A;

A = (1, 2)

given vertex = (-1, 1)

distance between the points = √ (-1 -1)² + (1 - 2)² = √5

Let's consider point B;

B = (2, 1)

given vertex = (-1, 1)

distance between the points = √ (-1 -2)² + (1 - 1)² = √9 = 3

Thus, point B is another possible vertex of the square.

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Answer:

See explanation

Step-by-step explanation:

So what you would need to do is take 300/10

300/10 which is 1/10 of 300, would be 30

You can also check your work by doing 30 x 10

This equals 300, so its correct.

The proababilities are: i) P(Aᶜ) = 0.6, ii) P(Bᶜ) = 0.4

iii) Probability that exactly one of the events A, B occurs = 0.7

Let A and B be any two disjoint events such that P(A) = 0.4 and P(A ∪ B) = 0.7. We need to find the following probabilities:

i) P(Aᶜ): This is the probability of the complement of event A, which represents the probability of not A occurring. Since A and B are disjoint, Aᶜ and B are mutually exclusive and their union covers the entire sample space.

Therefore, P(Aᶜ) = P(B) = 1 - P(A) = 1 - 0.4 = 0.6.

ii) P(Bᶜ): This is the probability of the complement of event B, which represents the probability of not B occurring. Since A and B are disjoint, Bᶜ and A are mutually exclusive and their union covers the entire sample space.

Therefore, P(Bᶜ) = P(A) = 0.4.

iii) Probability that exactly one of the events A, B occurs: This can be calculated by subtracting the probability of both events occurring (P(A ∩ B)) from the probability of their union (P(A ∪ B)).

Since A and B are disjoint, P(A ∩ B) = 0.

Therefore, the probability that exactly one of the events A, B occurs is P(A ∪ B) - P(A ∩ B) = P(A ∪ B) = 0.7.

To summarize:

i) P(Aᶜ) = 0.6

ii) P(Bᶜ) = 0.4

iii) Probability that exactly one of the events A, B occurs = 0.7

Note: The provided values of P(A), P(A ∪ B), and the disjoint nature of A and B are used to derive the above probabilities.

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14.3%

difference/actual = (3.2 - 2.8)/2.8 x 100% = 14.3% (3sf)

do check out my insta for more tips (learntionary)

Answer:

20

Step-by-step explanation:

\(4 \times 5 = 20\)