Modern car company has come out with a new car model Market analysts predict that 4,200 cars will be sold in the first month and that sales will drop by 50 carspor month other that curing the first your Wit out the first five terms of the sequenon, and find the number of sold cars predicted for the worth month. Find the total predicted number of sold cars for the first you O Points: 0 of 1 Save a. The first five terms of the sequence ao (Use a comma to separate answers

The probability that at least 29% of the sample are from poverty-level households is 0.17% and we do not have enough evidence to reject the null hypothesis that the population proportion is equal to 22%.

According to government data, 22% of American children under the age of 6 live in households with incomes less than the official poverty level. A study of learning in early childhood chooses an SRS of 300 children from one state and finds that at least 29% of the sample are from poverty-level households.

To answer part (a) of the question, we can use the normal approximation to the binomial distribution. The mean of the distribution is np = 300 * 0.22 = 66 and the standard deviation is sqrt(np(1-p)) = sqrt(66 * 0.78) = 7.09. We can use the normalcdf function to find the probability that at least 29% of the sample are from poverty-level households:

normalcdf(87.5, 300, 66, 7.09) = 0.0017

So the probability is 0.17%.

For part (b) of the question, we need to determine if there is convincing evidence that the percentage of children under the age of 6 living in households with incomes less than the official poverty level in this state is greater than the national value of 22%.

Since the probability that at least 29% of the sample are from poverty-level households is 0.17%, which is very small, we can conclude that there is not convincing evidence that the percentage of children under the age of 6 living in households with incomes less than the official poverty level in this state is greater than the national value of 22%.

The small probability suggests that the observed sample result is unlikely to occur by chance if the true population proportion is 22%, so we do not have enough evidence to reject the null hypothesis that the population proportion is equal to 22%.

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Answer:

Step-by-step explanation:

A squiggly line can refer to a variety of different shapes or patterns. To create an equation using cosine that resembles a squiggly line, you can use a combination of sine and cosine functions with different frequencies and amplitudes. Here's an example equation that produces a squiggly pattern:

y = A * cos(B * x) + C * sin(D * x)

In this equation, A, B, C, and D are constants that you can adjust to modify the shape and characteristics of the squiggly line. By experimenting with different values for these constants, you can create various squiggly patterns. Keep in mind that the specific equation may vary depending on the exact shape and features you have in mind for the squiggly line.

Answer:

96π or 301.59 in³

Step-by-step explanation:

V(cone) = 1/3πr²h

= 1/3·π·6²·8

= 96π or 301.59

Answer:

301.58  

Step-by-step explanation:

The area of a Composite figure with a shaded region requires breaking down the figure into its simpler shapes and calculating the area of each shape.

Composite figures are made up of two or more simple shapes, such as squares, triangles, rectangles, or circles, that are combined together. When a composite figure has a shaded region, it means that a portion of the figure is colored or filled in.

To find the area of a composite figure with a shaded region, we need to break it down into its simpler shapes. Then, we can calculate the area of each simple shape and add them together to get the total area of the composite figure.

For example, consider a composite figure made up of a square and a semicircle, where the shaded region is the part of the square that is outside of the semicircle. To find the area of the shaded region, we can follow these steps:

1. Find the area of the square: A = s^2, where s is the length of a side of the square.

2. Find the area of the semicircle: A = (πr^2)/2, where r is the radius of the semicircle.

3. Subtract the area of the semicircle from the area of the square to get the area of the shaded region: A_shaded = A_square - A_semicircle.

To visualize this process, we can draw the composite figure and shade in the desired region. Then, we can label the dimensions of each simple shape and use them to calculate the areas.

It is important to remember that when finding the area of a shaded region in a composite figure, we need to make sure that we are subtracting the area of the shaded region only once. This can be tricky if the shapes overlap, so it is important to be careful and double-check our work.the area of a composite figure with a shaded region requires breaking down the figure into its simpler shapes and calculating the area of each shape.

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lA composite figure is a figure that is made up of two or more simpler figures. The area of the shaded region is 99 square units.

In order to find the area of a shaded region, you can use the following steps:

Identify the simpler figures that make up the composite figure.

Find the area of each simpler figure.

This composite figure is made up of a rectangle and a triangle. The area of the rectangle is

= 10 * 12  =120 square units,

The area of the triangle is

= 1/2 * 6 * 7

= 21  square units.

The area of the shaded region is therefore

= 120 - 21

= 99 square units.

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The inequality that represents the scenario is x > 8

From the question, we understand that:

Abel ran more than 8 miles this week

Let the number of miles be x.

The text "more than" means that we make use of the greater than inequality symbol

So, the inequality that determines the steps is:

x > 8

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Answer:

m

Step-by-step explanation:

Answer:

a = \(\frac{11}{7}\) ; b = \(\frac{6}{7}\)

Step-by-step explanation:

\(\frac{3 + \sqrt{2}}{3 - \sqrt{2} } = a + b\sqrt{2} \\\\\)

Rationalising \(\frac{3 + \sqrt{2}}{3 - \sqrt{2} }\) gives :-

\(\frac{3 + \sqrt{2}}{3 - \sqrt{2} } = \frac{(3 + \sqrt{2})(3 + \sqrt{2})}{(3 - \sqrt{2})(3 + \sqrt{2}) } = \frac{(3 + \sqrt{2})^2}{3^2 - (\sqrt{2})^2 } = \frac{11 +6\sqrt{2} }{7}\)

Comparing \(\frac{11 + 6\sqrt{2} }{7}\) with \(a + b\sqrt{2}\) gives

a = \(\frac{11}{7}\) & b = \(\frac{6}{7}\)

Answer:

\(\frac{11}{7}\) + \(\frac{6}{7}\) \(\sqrt{2}\)

Step-by-step explanation:

Given

\(\frac{3+\sqrt{2} }{3-\sqrt{2} }\)

Multiply the numerator/ denominator by the conjugate of the denominator.

The conjugate of 3 - \(\sqrt{2}\) is 3 + \(\sqrt{2}\) , thus

= \(\frac{(3+\sqrt{2})(3+\sqrt{2}) }{(3-\sqrt{2})(3+\sqrt{2}) }\) ← expand numerator/ denominator using FOIL

= \(\frac{9+6\sqrt{2}+2 }{9-2}\)

= \(\frac{11+6\sqrt{2} }{7}\)

= \(\frac{11}{7}\) + \(\frac{6}{7}\) \(\sqrt{2}\) ← in the form a + b\(\sqrt{2}\)

with a = \(\frac{11}{7}\) and b = \(\frac{6}{7}\)

Answer:

1. 1/2

2. 4/5

3. 9/10

4. 3/4

5. 12/25

6. 18/25

Step-by-step explanation:

Answer:

The answer is the screenshot shown.

Step-by-step explanation:

How to graph it in that is to check the given first.

y= -5x

x = 0

y = -5

-

So you will have to plot the line at 0 for x and for y, you should put it at -5

The angles 95° and 60° are neither adjacent nor vertical angles.

The angles 70° and 60° are adjacent angles.

The angles 95° and 60° are neither adjacent nor vertical angles. Adjacent angles are angles that share a common vertex and a common side. Vertical angles are a pair of non-adjacent angles formed by two intersecting lines. In this case, the angles 95° and 60° do not meet the criteria for being adjacent or vertical angles as they do not share a common vertex or a common side, nor are they formed by intersecting lines.

The angles 70° and 60° are adjacent angles. Adjacent angles are angles that share a common vertex and a common side. In this case, the angles 70° and 60° share the common vertex at the point where the sides intersect and also share the common side formed by the intersection of the lines. Therefore, the angles 70° and 60° are adjacent angles.

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Answer:

Easy its 8

Step-by-step explanation:

Answer:

8

Step-by-step explanation:

Answer:

x = 2

Step-by-step explanation:

The sum of the 3 angles in the triangle = 180°

Sum the 3 angles and equate to 180

6x + 15 + 90 + 63 = 180

6x + 168 = 180 ( subtract 168 from both sides )

6x = 12 ( divide both sides by 6 )

x = 2

Answer:

above sea level

Step-by-step explanation:

The author would have sold  365396 books over the first 20 months.

The author sold 22000 books in the first month, and the sales declined by 7% each month.

This means that the number of books sold in each subsequent month is 93% of the number sold in the previous month (since 100% - 7% = 93%). Therefore, the number of books sold in the second month is:

0.93×22000

= 20460

The number of books sold in the third month is:

0.93 × 20460 = 19007

To find the total number of books sold over the first 20 months, we can use the formula for the sum of a geometric series:

S = a(1 - rⁿ) / (1 - r)

Substituting the values, we get:

S = 22000(1 - 0.93²⁰) / (1 - 0.93)

S = 22000(0.766)/0.07

S=240743

Therefore, the author would have sold 365396 books over the first 20 months.

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Answer:

the answer is -5 hope this is helpfull

Step-by-step explanation:

Answer:

4x-6y-3

Step-by-step explanation:

4x-2(3y)-3

put the things that look the same together

Answer:

203.74

Step-by-step explanation:

10.187x20=203.74m

203.74 = 0.20374 kilometres

Answer:

you are corrcet

Step-by-step explanation:

Answer:

Highest: 1277 meters. Closer to sea level: -969 meters

Answer: 2 days

Step-by-step explanation:

We will add there work together

= 1/3 + 1/6

= 2/6 + 1/6 (LCM 6)

= 3/6

= 1/2

Therefore 1/2 = 2 days

Therefore it will take them 2 days

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Answer:

Step-by-step explanation:

SOLVING

================================================================

6=-2(7-c)

Use distribution to multiply -2 by parenthesis

6=-14+2c

Add to both sides 14

20=2c

Divide 2 into both sides

10=c

5(h-4)=8

Use distribution to multiply 5 by the parenthesis

5h-20=8

Add to both sides 20

5h=28

Divide 5 into both sides

\(h=\frac{28}{5}\)

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We can see here that:

A cube is a three-dimensional geometric shape that has six square faces, all of which are congruent (equal in size) and perpendicular to each other. It is a special type of rectangular prism where all edges have the same length, and all angles are right angles (90 degrees).

Cubes are commonly encountered in everyday life, such as dice, boxes, and Rubik's Cube puzzles. They have precise and uniform geometry, making them useful in various mathematical and engineering applications.

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Answer:

x = 111 --> value of x

Answer:

x = 11

Step-by-step explanation:

5(x - 4) = 2 + 3x

5x - 20 = 2 + 3x

    +20    +20

--------------------------

5x = 22 + 3x

-3x          -3x

---------------------------

2x = 22

/2     /2

----------------------------

x = 11

For every 10 unit increase in x, there's a 6 unit decrease in y.

Your slope is -6/10 or -3/5.

This gives us y = -3/5 x + b.

Using (25,94), we can solve for b:

    94 = -3/5 (25) + b

    94 = -15 + b

    109 = b

So, y = -3/5 x + 109.

Let's double check it works with x = 45:

  y = -3/5 (45) +109

     = -27 + 109

     = 82

Looks like we're good.

Answer:

I do not know

Step-by-step explanation:

sorry but can me still have brainliest?

The identities among the given statements are:

tan x = sin x / cos x

sin x / tan x = cos x

We have,

Let's analyze each of the given statements to determine whether they are identities:

tan x = sin x / cos x:

This is an identity.

It is known as the fundamental identity of trigonometry, as it holds true for all values of x (except when cos x is equal to 0).

tan x cos x = sin x:

This is not an identity.

It is a specific equation that may be true for certain values of x, but it does not hold true for all values of x.

cos x = tan x sin x:

This is not an identity.

Similar to the previous statement, it is a specific equation that may be true for certain values of x, but it does not hold true for all values of x.

sin x / tan x = cos x:

This is an identity.

It can be derived from the fundamental identity by dividing both sides by cos x, resulting in sin x / cos x = cos x / cos x, which simplifies to sin x / tan x = cos x.

Thus,

The identities among the given statements are:

tan x = sin x / cos x

sin x / tan x = cos x

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The dimension of the box is:

Bottom length \(3\sqrt[3]{18}\) m

Height \(2\sqrt[3]{18}\) m

If the length of the bottom is x and the height is y. The volume of the box equation will be:

\(V=x^{2} y=324\)

To find the cost for making the box is measure the surface area of box (1 bottom and 4 side)

\(A=x^{2} +4xy\)

And if the material of bottom is $40 per meter square and the sides is $30 per meter square, the cost for making the box is:

\(cost=40(A_{bottom})+30(A_{sides})\\cost=40(x^{2} )+30(4xy)\\cost=40x^{2} +120xy\)

From volume equation we can substitute one variable to make one variable function.

\(V=x^{2} y=324\)

\(x^{2} y=324\\y=\frac{324}{x^{2} }\)

Let's substitute y to cost function.

\(cost=40x^{2} +120xy\\cost=40x^{2} +120x(\frac{324}{x^{2} } )\\cost=40x^{2} +\frac{38880}{x}\)

I know there is big number, so let's make it become exponent.

\(cost=40x^{2} +\frac{38880}{x}\\cost=2^{3}5x^{2} +2^{5} 3^{5}5x^{-1}\)

To make the minimal cost, we can differentiate the cost function.

\(cost=2^{3}5x^{2} +2^{5} 3^{5}5x^{-1}\\\frac{dy}{dx}=(2)2^{3}5x+(-1)2^{5} 3^{5}5x^{-2}\\\frac{dy}{dx}=2^{4}5x-2^{5}3^{5}5x^{-2}\)

After we differentiete it, when we find the minimum/ maximum point, we equal the equation to zero.

\(2^{4}5x-2^{5}3^{5}5x^{-2}=0\\2^{4}5x=2^{5}3^{5}5x^{-2}\\x^{3}=2.3^{5}\\x=(2.3^{5})^{\frac{1}{3} } \\x=2^{\frac{1}{3} } 3^{\frac{5}{3} }\\x=3\sqrt[3]{2.3^{2} } \\x=3\sqrt[3]{18}\)

Then we got the length of the bottom. After that we find the height of the box (y)

\(y=\frac{324}{x^{2} }\\y=\frac{324}{(2^{\frac{1}{3}}3^{\frac{5}{3} } )^{2} }\\y=\frac{2^{2} 3^{4} }{2^{\frac{2}{3}}3^{\frac{10}{3} } }\\y=2^{\frac{4}{3} }3^{\frac{2}{3} }\\y=2\sqrt[3]{2.3^{2} } \\y=2\sqrt[3]{18}\)

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Answer:

17p

Step-by-step explanation:

9p+8p=17p

Answer:

the answer is 8/21

Step-by-step explanation:

to be sure that it's right 21 can't be divided by 8 and the two numbers don't have an LCD ( Least Common Denominator )

Answer:

7×3

Step-by-step explanation:

option b

i hope it is helpful for you

Answer:  B. 7x3

This is because 7 times 3 = 21. The other answer choices do not multiply to 21.

Think of it like having 7 rows and 3 columns to give 21 squares overall to make this larger rectangle.

I think the 3rd one, please let me know if I'm wrong. I don't want to give others the incorrect answer.

Step-by-step explanation:

2 x -3 (x) - 1 (y) - 2 x -1 (z) = -5

Answer:

(-3,1,-1)............

False. The Six Sigma DMAIC approach is best suited for number of problems and issues that require a systematic approach and have measurable results. It should not be employed for all problems as some may require a different approach.

The Six Sigma DMAIC (Define, Measure, Analyze, Improve, Control) approach is a systematic process that is used to identify and eliminate defects in processes, products, or services. This approach is best suited for problems and issues that have a structured approach, measurable results, and an opportunity for improvement. However, it should not be employed for all problems as some may require a different approach such as root-cause analysis or process mapping. Additionally, some number of problems may require creative solutions that cannot be addressed using the DMAIC approach. In these cases, alternative approaches such as brainstorming or design thinking should be employed.

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