5x+5y are like terms and can be added together to simplify to 10xy .

We can infer from the data set provided that more women than men are interested in basketball.

A value or ratio that may be stated as a fraction of 100 is referred to as a percentage in mathematics. If we need to calculate a percentage of a number, we should divide it by its entirety and then multiply it by 100. The proportion therefore refers to a component per hundred. Per 100 is what the word percent means. The letter "%" stands for it.

From table given in question

Number of males that like basketball = 21

Number of females that like basketball = 29

Percentage of males that like basketball =  (21/50)*100 = 42%

Percentage of females that like basketball =  (29/50)*100 = 58%

So, from above data we can conclude that females like basketball more than that of males.

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To determine whether the sequence converges or diverges, we can use the Squeeze Theorem.

We can see that

\(4/(n + 5n^2) < = An < = (4 + 3n^2)/(n + 5n^2)\)

As n tends to infinity, \(4/(n + 5n^2)\)  tends to 0 and\((4 + 3n^2)/(n + 5n^2)\)  tends to\(4/(5n^2)\)  which also tends to 0.

So by the Squeeze Theorem, we can say that An tends to 0 as n tends to infinity. Hence the limit of the sequence is Lim n-> An = 0

We can also see that the numerator of An is a constant and the denominator is a polynomial with degree 2. Since the denominator's degree is greater than the numerator, the limit will be zero as n -> infinity.

Therefore, the sequence converges to 0.

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Answer:

A ≈ 14.8 units²

Step-by-step explanation:

the area (A) of the triangle is calculated as

A = \(\frac{1}{2}\) yz sin Y ( that is 2 sides and the angle between them )

where x is the side opposite ∠ X and z the side opposite ∠ Z

here y = XZ = 4.3 and z = XY = 7 , then

A = \(\frac{1}{2}\) × 4.3 × 7 × sin79°

   = 15.05 × sin79°

   ≈ 14.8 units² ( to 1 decimal place )

The numerical expressions represent the final depth of the diver will be the negative 200 + 12 1/3 (4.5). Then the correct option is C.

The analysis of mathematical representations is algebra, and the handling of those symbols is logic.

A diver begins at sea level and dives down 200 feet.

He ascends at a steady rate of 12 1/3 for 4.5 minutes.

Then the numerical expressions represents the final depth of the diver will be

Let the negative sign for the downward and the positive sign for upward.

Then we have

⇒ - 200 + 12 1/3 (4.5)

Then the correct option is C.

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Answer:

A Zero slope aka a horizontal line that doesn't change at all. Where X = any number and Y is always 0

Step-by-step explanation:

Yes, frequency distributions can be made for both categorical and quantitative data.

A frequency distribution is a table that shows how often each value occurs in a data set. It is a way of summarizing data and can be used for both categorical and quantitative data.

Categorical data is data that can be divided into categories, such as gender or eye color. A frequency distribution for categorical data would show how many times each category appears in the data set.

Quantitative data is numerical data, such as height or weight. A frequency distribution for quantitative data would show how many times each numerical value appears in the data set.

In both cases, the frequency distribution helps to summarize and visualize the data in a clear and concise way.

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Answer:

Step-by-step explanation:n/4= n/1

Answer:

\( m = \dfrac{n}{p + n - 1} \)

Step-by-step explanation:

\( mp + mn - m = n \)

Every term on the left side has m in it. Factor m out of all three terms on the left side.

\( m(p + n - 1) = n \)

Divide both sides by p + n - 1.

\( m = \dfrac{n}{p + n - 1} \)

The true statements about the independent and dependent variables in this scenario are:

The independent variable is the number of plays he carries the ball.

The dependent variable is the number of yards he gains.

In this case, the number of plays Tom carries the ball is the independent variable because it is the factor that is being manipulated or controlled. The coach keeps track of this variable to observe its effect on other factors.

On the other hand, the number of yards Tom gains is the dependent variable because it depends on the independent variable, which is the number of plays he carries the ball. The coach keeps track of this variable to measure the outcome or response that is influenced by the independent variable.

The number of touchdowns he scores is not explicitly mentioned in relation to being an independent or dependent variable in the given information. Therefore, we cannot determine its classification based on the provided context.

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The Expected value of M is 65

The Standard error of M is 5

Given,

The sample score, n = 9

The Standard deviation, σ = 15

Population mean, μ = 65

Then,

The Expected value of M = μ

∴ The Expected value of M = 65

The Standard error of M = σ/\(\sqrt{n}\)

                                          \(=\frac{15}{\sqrt{9} } \\\\=\frac{15}{3} \\=5\)

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The probability of this occurring is 4C2/5C2 = 3/5

What is the meaning of probability in math?

Three Types of Probability-

Let's assume we don't stop picking until all of the chips are picked.

To satisfy this condition, we have to arrange the letters: W, W, R, R, R such that both W's appear in the first 4.

We find the number of ways to arrange the white chips in the first 4 and divide that by the total ways to choose all the chips.

Therefore, the probability of this occurring is 4C2/5C2 = 3/5

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The perimeter of the planter 36s

The perimeter of a regular octagon with side s is 8s.Each side of the planter will be 9 inches long.

The length of a shape's outline is its perimeter. You must add the lengths of all four sides of a rectangle or square to determine its perimeter.

The distance around an object is called the perimeter. For instance, the yard of your home is fenced in. The fence's length serves as the perimeter.

The perimeter of a regular octagon with side s is 8s.

Each side of the planter will be 9 inches long.

so

9*4 =36

The perimeter of the planter is 36s.

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Answer:

0.5 miles per minute

Step-by-step explanation:

0.5 miles per minute

Answer:

A.

Step-by-step explanation:

Took it on Edge2020 :)

\(3x+2y=3\), \(6x+4y=6\) system of equations is consistent and dependent.

Option A is correct

System of equations, or simultaneous equations, In algebra, two or more equations to be solved together (i.e., the solution must satisfy all the equations in the system). For a system to have a unique solution, the number of equations must equal the number of unknowns.

If \(\frac{a_{1} }{a_{2} } =\frac{b_{1} }{b_{2} }=\frac{c_{1} }{c_{2} }\) then the lines coincides and the pair of equations is dependent and consistent.

If \(\frac{a_{1} }{a_{2} } =\frac{b_{1} }{b_{2} }\neq\frac{c_{1} }{c_{2} }\) then the pair of linear equations in two variables is said to be inconsistent.

If \(\frac{a_{1} }{a_{2} } \neq\frac{b_{1} }{b_{2} }\) then the pair of linear equations in two variables is said to be consistent.

System 1 :

\(3x+2y=3\)-----------1

\(6x+4y=6\) ---------- 2

\(\frac{3}{6} =\frac{2}{4} =\frac{3}{6}\)

⇒ \(\frac{1}{2} =\frac{1}{2} =\frac{1}{2}\)

If \(\frac{a_{1} }{a_{2} } =\frac{b_{1} }{b_{2} }=\frac{c_{1} }{c_{2} }\) then the lines coincides and the pair of equations is dependent and consistent.

The system of equations is dependent and consistent

System 2 :

\(4x+ 6y= 2\\\\4x+6y=1\)

\(\frac{4}{4} =\frac{6}{6} =\frac{2}{1}\)

⇒ 1 = 1 ≠ 2

If \(\frac{a_{1} }{a_{2} } =\frac{b_{1} }{b_{2} }\neq\frac{c_{1} }{c_{2} }\) then the pair of linear equations in two variables is said to be inconsistent.

The system of equations is inconsistent.

System 3 :

\(2x+3y=-6\\\\2x+3y=-12\)

\(\frac{2}{2} =\frac{3}{3} =\frac{-6}{-12}\)

1 = 1 ≠ -2

If \(\frac{a_{1} }{a_{2} } =\frac{b_{1} }{b_{2} }\neq\frac{c_{1} }{c_{2} }\) then the pair of linear equations in two variables is said to be inconsistent.

The system of equations is inconsistent.

System 4 :

\(5x+4y=-30\\\\3x-9y=-18\)

\(\frac{5}{3} =\frac{4}{-9} =\frac{-30}{-18}\)

If \(\frac{a_{1} }{a_{2} } \neq\frac{b_{1} }{b_{2} }\) then the pair of linear equations in two variables is said to be consistent.

The system of equations is consistent.

Hence, \(3x+2y=3\), \(6x+4y=6\) system of equations is consistent and dependent.

Option A is correct.

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May would therefore save $621,470.85 in interest costs if she opted for a 15-year simple interest mortgage ($798,750 - $177,279.15).

The sum of money that even a lender charges a loan for the usage of money over a certain period of time is known as interest. It is frequently represented as a proportion of the sum lent or borrowed and can be either simple or compound. Simple interest is determined by that of the principal amount alone, while interest expense is determined by the principal amount and the total amount of interest that has accrued. A key idea in banking, interest is utilised in a number of credit derivatives, including bonds, savings accounts, and loans.

given

May would save on interest costs if she chose a 15-year simple interest mortgage because the loan would be repaid sooner. Using the same technique as before but with n = 15 years, we can determine the interest costs for a 15-year mortgage:

PV is equal to PMT* [1 - (1 + r/12)(-n*12)] / (r/12)

Inputting the values provided yields:

355000 = PMT * [1 - (1 + 0.595%/12)^(-15*12)] / (0.595%/12)

PMT = $3,208.59

Over the course of the loan, the following would be paid in interest:

I equals PMT*n - PV.

I = $3,208.59 * 15 - $355,000

I = $177,279.15

May would therefore save $621,470.85 in interest costs if she opted for a 15-year simple interest mortgage ($798,750 - $177,279.15).

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Answer:

The letter C represents as an unknown number or it can just stand for a word that starts with a C in a word problem. Answer: C= 0.01

Step-by-step explanation:

Hope i helped! :)

Answer:

It's B

Step-by-step explanation:

The line is on the x so it will be something with x in the answer. -9 or 0 or not present so it is B

Answer:

9.277

Step-by-step explanation:

It is an irrational number.

Explanation

Since area is length squared, length of a side of a rug is simply the square root of 86.

The square root of 86 is a rational number if 86 is a perfect square. It is an irrational number if it is not a perfect square. Since 86 is not a perfect square, it is an irrational number.

Hope this answer will help!

Answer:

c

Step-by-step explanation:

I said so and I did maths

Answer:

y=2x+24

Step-by-step explanation:

-4y=-8x-96

divide everything by -4

y= 2x +24

Answer:

Kennedy can make 3 full batches of biscuits.

Step-by-step explanation:

Kennedy has 8 cups of flour. She covers the countertop and the rolling pin with 1/2 cup of flour. Then she uses 2 1/4 cups of flour for each batch of biscuits she bakes. How many full batches of biscuits can Kennedy make ? Show your work

x = # of batches of biscuits

\(2\frac{1}{4}x+\frac{1}{2}=8\)

In decimal form:

\(2.25x+0.5=8\)

         - 0.5 - 0.5

\(2.25x=7.5\)

/2.25   /2.25

\(x=3.33\)

*Remember, they want us to know how many FULL batches of biscuits Kennedy can make.*

In this case, it would be 3, because 3.33 is not a whole number.

Kennedy can make 3 full batches of biscuits.

Hope this helps!

Answer:

5% of 40 is 2, 50% of fourth is twenty and so on.

Step-by-step explanation:

To get my ander which ios two i multiplied 5% x 40, the answer is 2.

To find the surface area of the new rectangular prism after subtracting 8 from the length, we need to consider the effect on each face.

The original rectangular prism has six faces:

Top face: Area = l * w

Bottom face: Area = l * w

Front face: Area = l * h

Back face: Area = l * h

Left side face: Area = w * h

Right side face: Area = w * h

After subtracting 8 from the length, the new length becomes (l - 8). The other dimensions (width and height) remain unchanged.

The surface area of the new rectangular prism can be calculated as follows:

Top face: Area = (l - 8) * w

Bottom face: Area = (l - 8) * w

Front face: Area = (l - 8) * h

Back face: Area = (l - 8) * h

Left side face: Area = w * h

Right side face: Area = w * h

To find the total surface area, we add up the areas of all six faces:

Total Surface Area = 2 * (l - 8) * w + 2 * (l - 8) * h + w * h

So, the surface area of the new rectangular prism in terms of l, w, and h is given by the expression:

2 * (l - 8) * w + 2 * (l - 8) * h + w * h

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The two lines will be parallel and won't overlap anywhere if they have separate intercepts but the same slope.

given

It appears from the graph that the two lines cross at the location (10, 0). But it's possible that the system has a solution that can't be seen from this part of the coordinate plane.

We would need further information about the slopes and intercepts of the two lines in order to establish whether there is a solution that we cannot see in this region of the coordinate plane.

We have already located the spot on the graph where the two lines will intersect if their slopes and intercepts are different.

The two lines will be parallel and won't overlap anywhere if they have separate intercepts but the same slope.

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Answer:

x=5

Step-by-step explanation:

An isosceles trapezoid has two pairs of congruent base angles. This means angle F has to equal angle E. So we have 2x^2+21=3x^2-4. Move the variables to one side and we get 25=x^2. Square root both sides and we get two values x=5 and x=-5. Since angles cannot necessarily be negative, we only want the positive value. In this case x=5.  

Answer:

the asnwer is 15

Step-by-step explanation:

firts add sevent in both sides

7x=105

Then divide by 7

105/7=x

x=15

Answer

x=15

Step-by-step explanation:

first step 7x=98+7 second step 7x=105 third step x=105/7 fourth step is your answer which is x=15

check it =

7x15-7=98

105-7=98

98=98

Answer:

2.8

Step-by-step explanation:

You can simplify √7894/1000 to √19735/50

Step-by-step explanation:

clearly divergent.

the elements of the series are getting bigger and bigger intercepted by some constant "1" (but they don't help here - after every intercepting "1" are 2 numbers that are larger by 1 than the 2 numbers before the intercepting "1", and that continues into infinity, so, the numbers will go to infinity, and that shows that the series is divergent).

The director of college admissions at a local university is comparing the predictive abilities of high school GPA and SAT scores on a student's subsequent college GPA.

Two models have been formulated:
Model 1: College GPA prediction based on high school GPA
Model 2: College GPA prediction based on SAT score
To determine which predictor is better, the director would need to analyze the statistical measures of both models, such as correlation coefficients and significance levels.

The model with a higher correlation coefficient and lower p-value would indicate a stronger relationship between the predictor and the college GPA.

It is important to note that high school GPA reflects a student's academic performance over a longer period, while the SAT score is a single test. Both factors can have an impact on college success, but their relative importance may vary depending on the specific university and its admission criteria.

Ultimately, the director should consider a holistic approach to college admissions, considering various factors in addition to high school GPA and SAT scores to make a well-rounded assessment of a student's potential for success in college.

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