The data in the table represent the height of an object over time. A 2-column table with 5 rows. The first column is labeled time (seconds) with entries 0, 1, 2, 3, 4. The second column is labeled height (feet) with entries 5, 50, 70, 48, 4. Which model best represents the data? quadratic, because the height of the object increases or decreases with a multiplicative rate of change quadratic, because the height increases and then decreases exponential, because the height of the object increases or decreases with a multiplicative rate of change exponential, because the height increases and then decreases

Answer: The data is a random sample from the population of interest. Individual observations can be considered independent.

Step-by-step explanation:

The condition for constructing this confidence interval :

A) The data is a random sample from the population of interest.

C) Individual observations can be considered independent.

The correct options are A and C.

A confidence interval is a range of values that are constrained by the statistic's mean and that are likely to include an unidentified population parameter. The proportion of likelihood, or certainty, that the confidence interval would include the real population parameter when a random sample is drawn several times is referred to as the confidence level.

Given:

A development expert wants to use a one-sample z interval to estimate the proportion of women aged 16 and over that are literate in Albania. They take an SRS of 50 women from this population and find that 48 are literate.

From the given choices:

The condition for constructing this confidence interval :

A) The data is a random sample from the population of interest.

C) Individual observations can be considered independent.

Therefore, A and C are the correct options.

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The complete question:

A development expert wants to use a one-sample zzz interval to estimate the proportion of women aged 16 and over that are literate in Albania. They take an

SRS of 50 women from this population and finds that 48 are literate.

Which conditions for constructing this confidence interval did their sample meet?

Choose all answers that apply:

A

The data is a random sample from the population of interest.

B

The observed counts of successes and failures are both sufficiently large.

C

Individual observations can be considered independent.

Approximately 17.65% of Ana's salary is withheld for taxes.

To calculate the percentage of Ana's salary that is withheld for taxes, we need to determine the amount of tax withheld and then express it as a percentage of her net salary.

Number of hours worked per week (H) = 25 hours

Hourly wage (W) = $10

Net salary (S) = $212.50

Calculate the total earnings before taxes:

Total earnings = Hours worked * Hourly wage

Total earnings = 25 hours * $10/hour

Total earnings = $250

Determine the amount of tax withheld:

Tax withheld = Total earnings - Net salary

Tax withheld = $250 - $212.50

Tax withheld = $37.50

Calculate the percentage of salary withheld for taxes:

Percentage withheld = (Tax withheld / Net salary) * 100

Percentage withheld = ($37.50 / $212.50) * 100

Percentage withheld ≈ 17.65%

Therefore, approximately 17.65% of Ana's salary is withheld for taxes.

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It is just a way of describing a set.

You put the set in braces (sometimes called curly brackets), {}, which is a typical way to show that you are talking about sets.

Here are a few examples:

{x| x > 0} This is read: The set of all x such that x is greater than 0.

Reading it character by character:

{ — shows you that we are talking about a set, and it sort of opens up, or starts the set

x — tells you that we are talking about a set of elements x

| (and a : is also used sometimes) — such that (this is just notation). This says that you are about to be given to rule to see what “rule” or characteristic the x’s will have.

x > 0 — This just says what characteristics x must have to be in this set. So 7, 1/2, .3 and pi are all in this set, while -1, 0, -radical(2) are not.

So this example is just how you would use set builder notation to talk about the set “the positive real numbers”

So why use it? Because it can describe more complicated sets much more succinctly.

2. {3n + 1 | n is an element of the natural numbers} (and this could be written more succinctly if I used certain symbols) would be the set {4, 7, 10, 13, …}

3. {n^2 + n + 1 | n is an element of the natural numbers} would be the set {3, 7, 13, 21, …} and notice here, if you didn’t see the set builder notation, you might have trouble knowing what the next term in the set was.

Answer:

8/18 and 9/18

Step-by-step explanation:

Answer:

Where is the table?

Step-by-step explanation:

1. The x - intercepts of the parabola are

2. The meaning of the x-intercepts are the plane takes of at x = 2.5 s and lands at x = 7.5 s

3. The vertex of the parabola is at (5, 80).

A parabola is a curved shape

1. Given the parabola above, to find the x - intercepts, we proceed as follows.

The x-intercepts are the points at which the graph cuts the x-axis.

They are

2. The meaning of the x-intercepts in this problem are the points where the plane takes off and lands on the ground.

The plane takes of at x = 2.5 s and lands at x = 7.5 s

3. The vertex is the maximum point on the graph.

So, we see that the vertex is at x = 5 s and y = 80 ft

So, the vertex is at (5, 80).

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Explanation:

Refer to the y = mx+b form

The slopes are the only thing we focus on. For the equations y = 6x-1 and y = -6x-4, the slopes are 6 and -6 in that order.

The slopes are not equal, so the lines aren't parallel.

The slopes aren't opposite reciprocals of one another, so they aren't perpendicular either. An example of an opposite reciprocal pairing would be 6 and -1/6. Any pair of nonzero opposite reciprocal slopes always multiply to -1.

Therefore, the two lines are neither parallel nor perpendicular, they just intersect.

⊰_________________________________________________________⊱

Answer:

Step-by-step explanation:

\(\large\displaystyle\text{$\begin{gathered} \sf{Substitute \ the \ values \ into \ the \ formula \ y-y_1=m(x-x_1)} \\ \sf {parallel \ lines \ have \ same \ slopes, \ thus} \\ \sf{slope \ of \ the \ 2nd \ line = 3}\\ \sf{now \ substitute \ the \ values} \\ \sf {y-(-5)=3(x-4)}\\ \sf{y+5=3(x-4) (It's \ Point-Slope\;Form, \ see \ below \ for \ slope-intercept)}\\ \sf {y+5=3x-12} \\ \sf{y=3x-12-5} \\ \sf{y-3x-17} \end{gathered}$}}\)

\(\pmb{\tt{done \ !!}}\)

⊱_________________________________________________________⊰

Answer:

It would be 355

Step-by-step explanation:

Answer:

4π

Step-by-step explanation:

Circumference = π X D (D = diameter = 2 X radius).

Diameter = 32.

Circumference = π (32) = 32π.

Divided into 8 slices = 1/8 of the circumference = 32π/8 = 4π.

The scatter plot shows a [positive linear] association.

From the question, we have the following parameters that can be used in our computation:

The image of the scatter plot

On the scatter plot, we can see that

The points appear to be on a straight line

Also, we can see that

As the x values increases the y values increases

This represents a positive linear association.

Hence, the association is a positive linear association.

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Answer:

The frequency distribution does not appear to be normal.

Step-by-step explanation:

The data provided is as follows:

S = {0.38 , 0 , 0.22 , 0.06 , 0 , 0 , 0.21 , 0 , 0.53 , 0.18 , 0 , 0 , 0.02 , 0 , 0 , 0.24 , 0 , 0 , 0.01 , 0 , 0 , 1.28 , 0.24 , 0 , 0.19 , 0.53 , 0 , 0, 0.24 , 0}

It is provided that the first lower class limit should be 0.00 and the class width should be 0.20.

The frequency distribution table is as follows:

Class Interval  Count

 0.00 - 0.19            21

 0.20 - 0.39             6

 0.40 - 0.59             2

 0.60 - 0.79             0

 0.80 - 0.99             0

  1.00 - 1 . 19             0

  1.20 - 1. 39             1

The frequency distribution does not appear to be normal. This is because the frequencies does not start and end at almost equivalent points and the mid-distribution does not consist of the highest frequency.

Thus, the frequency distribution does not appear to be normal.

The slope represents that: a Fahrenheit degree change is equivalent to a Celsius change of 2 degrees.

The y-intercept of 32 represents that: It is the melting point of water on the Fahrenheit scale.

The general form of expression of Linear functions in slope intercept form is:

y = mx + c

where:

m is slope

c is y-intercept

Now, the equation is given as:

F = 2C + 32

Thus:

Slope = 2

y-intercept = 32

The slope is 2. This means that a Fahrenheit degree change is equivalent to a Celsius change of 2 degrees.

The y-intercept is 32. This is the melting point of water on the Fahrenheit scale.

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Answer:

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

As per given drawing PQ is the segment bisector of XY.

The point W is the midpoint of XY. As per property of midpoint, XW and WY have equal length.

XW = 13 units, hence:

Answer:

(-1,4)

Step-by-step explanation:

The interval in which the function is decreasing is (-1, 4)

Answer:

The domain of a function is the set of all possible inputs for the function.

Using the table provided, the set of all possible inputs is the interval [-6 ; 4].

The range of a function is the complete set of all possible resulting values of the dependent variable (y, usually), after we have substituted the domain. In plain English, the definition means: The range is the resulting y-values we get after substituting all the possible x-values.

Using the table provided, the range is estimated on the interval [-10;20]

The y-intercept is the value on the Y-axis where the function crosses the Y-axis.

Using the table provided, the function crosses the Y-axis for f(0)=18 so for the value y = 18 in the table.

The x-intercept is the value on the X-axis where the function crosses the X-axis.

It happens twice, for f(-6)=0 and f(3)=0.

We estimate the Maximum to be 20, and the Minimum -10.

The function is positive over the interval [-6, 3], and negative over (3;4]

The function is decreasing approximately at f(-1)=20 so at the estimated interval (-1;4]

The product of the frequency and PlayCount gives the number of songs

played from the information in the histogram.

Correct responses (rounded to the nearest whole integer)

1. 2%

2. 27 PlayCount per song

3. 68%

1. The given data from the histogram is presented in a tabular form as follows;

\(\begin{tabular}{|c|c|c|c|c|c|c|c|c|c|c|c|c|c|c|c|}f&899&224&126&96&71&52&39&41&44&23&14&12&3&4&3\\x&10&20&30&40&50&60&70&80&90&100&110&120&130&140&150\end{array}\right]\)

The percentages of song that where played over 100 times is given as follows;

∑f = 899+224+126+96+71+52+39+41+44+23+14+12+3+4+3 = 1651

Number of songs played over 100 times = 14 + 12 + 3 + 4 + 3 = 36

2. Mean of a frequency distribution is given as follows;

\(Mean = \mathbf{\dfrac{\sum f\times x}{\sum f}}\)

Where;

x = The PlayCount

From MS Excel, we have;

∑f·x = 44410

Which gives;

3. Number of songs played less than 20 times = 899 + 224 = 1,123

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Tristan needs 63 trips to carry 54 cords of wood.

The ratio is the division of the two numbers.

For example, a/b, where a will be the numerator and b, will be the denominator.

Proportion is the relation of a variable with another. It could be direct or inverse.

Given,

1 pick up  ⇔  6/7 cord of wood

Multiply by 54 on both sides

54 pick  up ⇔ (6/7)54 cords of wood

Multiply by 7/6 on both sides

54(7/6) pick up ⇔ 54 cords of wood

63 pick up  ⇔ 54 cords of wood

Hence for 54 cords of wood Tristan need 63 trips.

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Here are the correct matches to the expressions to their solutions.

The GCF of 28 and 60 is 4.

(-3/8)+(-5/8) = -4/4 = -1.

-1/6 DIVIDED BY 1/2 = -1/6 X 2 = -1/3.

The solution of 0.5 x = -1 is x = -2.

The solution of 1/2 m = 0 is m = 0.

-4 + 5/3 = -11/3.

-2 1/3 - 4 2/3 = -10/3.

4 is not a solution of -4 < x.

1. The GCF of 28 and 60 is 4.

The greatest common factor (GCF) of two numbers is the largest number that is a factor of both numbers. To find the GCF of 28 and 60, we can factor each number completely:

28 = 2 x 2 x 7

60 = 2 x 2 x 3 x 5

The factors that are common to both numbers are 2 and 2. The GCF of 28 and 60 is 2 x 2 = 4.

2. (-3/8)+(-5/8) = -1.

To add two fractions, we need to have a common denominator. The common denominator of 8/8 and 5/8 is 8. So, (-3/8)+(-5/8) = (-3 + (-5))/8 = -8/8 = -1.

3. -1/6 DIVIDED BY 1/2 = -1/3.

To divide by a fraction, we can multiply by the reciprocal of the fraction. The reciprocal of 1/2 is 2/1. So, -1/6 DIVIDED BY 1/2 = -1/6 x 2/1 = -2/6 = -1/3.

4. The solution of 0.5 x = -1 is x = -2.

To solve an equation, we can isolate the variable on one side of the equation and then solve for the variable. In this case, we can isolate x by dividing both sides of the equation by 0.5. This gives us x = -1 / 0.5 = -2.

5. The solution of 1 m = 0 is m = 0.

To solve an equation, we can isolate the variable on one side of the equation and then solve for the variable. In this case, we can isolate m by dividing both sides of the equation by 1. This gives us m = 0 / 1 = 0.

6. -4 + 5/3 = -11/3.

To add a fraction and a whole number, we can convert the whole number to a fraction with the same denominator as the fraction. In this case, we can convert -4 to -4/3. So, -4 + 5/3 = -4/3 + 5/3 = -11/3.

7. -2 1/3 - 4 2/3 = -10/3.

To subtract two fractions, we need to have a common denominator. The common denominator of 1/3 and 2/3 is 3. So, -2 1/3 - 4 2/3 = (-2 + (-4))/3 = -6/3 = -10/3.

8. 4 is not a solution of -4 < x.

The inequality -4 < x means that x must be greater than -4. The number 4 is not greater than -4, so it is not a solution of the inequality.

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Answer:

In 4  month's it's 12 ounces, so in 8 months, it's 24 ounces. That means that in 12 months, a year, the cat will be 36 ounces.

Answer:

36oz

Step-by-step explanation:

12oz every 4 months

24oz in 8 months

36oz in 12 months

12 months in 1 year so the kitten will weigh 36oz

Answer:

It is exponential

Step-by-step explanation:

This is because there is an exponent

Answer: I need points don’t read

Step-by-step explanation:

The requried volume of the given cylinder with a radius of 5 cm and height of 2 cm is 157 cm³.

Volume is defined as the mass of the object per unit density while for geometry it is calculated as profile area multiplied by the length at which that profile is extruded.

Here,

Figure f cylinder is shown where the radius is 5 cm and height is 2 cm,
The volume of the cylinder = πr²h

Substitue the value in the above expression,
The volume of the cylinder = 3.14 × 5² × 2
The Volume of the cylinder = 157 cm³

Thus, the requried volume of the given cylinder with a radius 5 cm and height 2 cm is 157 cm³.

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Joey's actual speed is 143.59 mph, and his actual direction is slightly west of northwest.

Given that Joey's aircraft speed: 188 mph

Wind speed: 60 mph

Wind direction: 150 degrees (measured clockwise from due north)

We can consider the wind as a vector, which has both magnitude (speed) and direction.

The wind vector can be represented as follows:

Wind vector = 60 mph at 150 degrees

We convert the wind direction from degrees to a compass bearing.

Since 150 degrees is measured clockwise from due north, the compass bearing is 360 degrees - 150 degrees = 210 degrees.

Joey's aircraft speed vector = 188 mph at 0 degrees (due northwest)

Wind vector = 60 mph at 210 degrees

To find the resulting velocity vector, we add these two vectors together. This can be done using vector addition.

Converting the wind vector into its x and y components:

Wind vector (x component) = 60 mph × cos(210 degrees)

= -48.98 mph (negative because it opposes the aircraft's motion)

Wind vector (y component) = 60 mph×sin(210 degrees)

= -31.18 mph (negative because it opposes the aircraft's motion)

Now, we can add the x and y components of the two vectors to find the resulting velocity vector:

Resulting velocity (x component) = 188 mph + (-48.98 mph) = 139.02 mph

Resulting velocity (y component) = 0 mph + (-31.18 mph) = -31.18 mph

Magnitude (speed) = √((139.02 mph)² + (-31.18 mph)²)

= 143.59 mph

Direction = arctan((-31.18 mph) / 139.02 mph)

= -12.80 degrees

The magnitude of the resulting velocity vector represents Joey's actual speed, which is approximately 143.59 mph.

The direction is given as -12.80 degrees, which indicates the deviation from the original northwest direction.

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Answer:

$2.30

Step-by-step explanation:

Answer:

Step-by-step explanation:

\(\frac{165}{570}\) = 0.2894

multiply by 100 to turn into percentage

A view which Felix can use to construct the same figure include the following: A. a bottom row of 6 cubes, second row of 3 cubes, and top row of 1 cube.

In Mathematics and Geometry, an isometric sketch is sometimes referred to as an isometric drawing and it can be defined as a graphical (pictorial) representation of a physical object or geometric shape in technical and engineering drawings, especially by drawing all its three dimensions (3D) at full scale;

In this context, we can reasonably infer and logically deduce that the front view is a view which Felix can use to construct the same three-dimensional figure because its orientation influences the other views.

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Answer:

D or the fourth option

Step-by-step explanation:

because you just multiply the numbers in the bracket by 4. so it will be 8, -16, 20, -4.

I hope this helped. :)

My own multi-step combination problem is given below:

To solve this problem, Amanda  need to use the formula for combinations and it is:

nCr = n! / (r! x (n-r)!)

where:

n = total number of items to select from

r is the number of items to select.

First, we have to calculate the number of ways to select 3 fruit from 5, hence it will be:

5C3

=  5! / (3! x (5-3)!)

= 10

Next, we have to calculate the number of ways to select 2 meatpie from 4 and it will be

4C2

= 4! / (2! x  (4-2)!)

= 6

Lastly,, we need to calculate the number of ways to select 2 desserts from 3 and it will be:

3C2

= 3! / (2! x  (3-2)!)

= 3

To have the total number of dinner menus, we have to multiply these three numbers together:

= 10 x 6 x 3

= 180

Therefore, one can say that Amanda have 180 different dinner menus that she can be create.

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