A pen costs p cents. Write down a formula for the cost, C cents, for n pens.​

Answer:

35/12 miles per hour

Step-by-step explanation:

Take the number of miles and divide by the hours

35 miles /12 hours

35/12 miles per hour

Answer:

2 miles per hour

Step-by-step explanation:

Answer:

3, 2

Step-by-step explanation:

In order for the equation to be equal to zero, the following must be true:

x-3 = 0   or,

x-2 = 0

Therefore the 2 solutions are x=3, x=2

Answer:

  19 units

Step-by-step explanation:

You want the period of the shifted sine function shown on the graph.

The period is the horizontal distance on the graph between corresponding points. That is, the graph repeats itself after 1 period.

Here, we can find the period by looking at the horizontal distance between the maximum points on the curve. The first one is at 1 unit from the vertical axis; the second one is at 20 units from the vertical axis. The distance between them is ...

  20 -1 = 19 . . . . units

The period of the function shown in the graph is 19 units.

__

Additional comment

In general, you want to look for places where an identifiable feature of the graph is found on a grid line. The zero-crossings are not on grid lines, nor are the minimum points. The peaks (maximum points) both appear to be on grid lines, so that is why we chose to use them.

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a) The number of solutions is \(^{16}C_5\) = 4368.

b) The number of solutions is \(^{15}C_5 = 3003.\)

c) The total number of solutions is the sum of the number of solutions is 10,568,040.

d) The total number of solutions to the equation is 93,299

We have,

(a)

To find the number of non-negative integer solutions to the equation

x_1 + x_2 + x_3 + x_4 + x_5 + x_6 = 29 with x_i > 1 for all i = 1, 2, 3, 4, 5, 6,

we can first subtract 2 from each variable to get:

y_1 = x_1 - 2, y_2 = x_2 - 2, ..., y_6 = x_6 - 2,

where each y_i is a non-negative integer.

Then we have y_1 + y_2 + y_3 + y_4 + y_5 + y_6 = 17, where each y_i ≥ 0.

By using the stars and bars formula,

The number of solutions is \(^{16}C_5\) = 4368.

(b)

To find the number of non-negative integer solutions to the equation

x_1 + x_2 + x_3 + x_4 + x_5 + x_6 = 29 with x_1 ≥ 1, x_2 ≥ 2, x_3 ≥ 3, x_4 ≥ 4, x_5 ≥ 5, and x_6 ≥ 6,

we can first subtract the corresponding values from each variable to get: y_1 = x_1 - 1, y_2 = x_2 - 2, y_3 = x_3 - 3, y_4 = x_4 - 4, y_5 = x_5 - 5, and y_6 = x_6 - 6,

Where each y_i is a non-negative integer.

Then we have y_1 + y_2 + y_3 + y_4 + y_5 + y_6 = 10,

Where each y_i ≥ 0.

By using the stars and bars formula,

The number of solutions is \(^{15}C_5 = 3003.\)

(c)

To find the number of non-negative integer solutions to the equation

x_1 + x_2 + x_3 + x_4 + x_5 + x_6 = 29 with x_1 ≤ 5,

We can first set x_1 = y_1, where y_1 is a non-negative integer, and then solve y_1 + x_2 + x_3 + x_4 + x_5 + x_6 = 29 - y_1.

By using the stars and bars formula,

The number of solutions is \(^{23 - y_1}C_5\) where 0 ≤ y_1 ≤ 5.

The total number of solutions is the sum of the number of solutions for

y_1 = 0, 1, 2, 3, 4, 5.

= \(^{23}C_5 + ^{22}C_5 + ^{21}C_5 + {^{20}C_5 + ^{19}C_5 + ^{18}C_5\)

= 10,568,040

(d)

If we set x_1 = y_1, where y_1 is a non-negative integer, then we have

y_1 + y_2 + x_3 + x_4 + x_5 + x_6 = 20, where y_1 < 7 and y_2 ≥ 0.

By using the stars and bars formula,

The number of solutions is \(^{19}C_5\) When y_1 = 0, and \(^{18}C_5,\)  when y_1 = 1, and so on, up to \(^{12}C_5\) When y_1 = 6.

If we set x_1 = 8, then we have :

y_2 + x_3 + x_4 + x_5 + x_6 = 12, where y_2 > 0.

By using the stars and bars formula,

The number of solutions is \(^{11}C_4\).

Therefore, the total number of solutions to the equation:

x_1 + x_2 + x_3 + x_4 + x_5 + x_6 = 29 with x_1 < 8 and x_2 > 8.

\(= ^{19}C_5 + ^{18}C_5 +~\cdots ~+ ^{12}C_ 5 + ^{11}C_4\)

= 93,299

Thus,

The number of solutions is \(^{16}C_5\) = 4368.

The number of solutions is \(^{15}C_5 = 3003.\)

The total number of solutions is the sum of the number of solutions is 10,568,040.

The total number of solutions to the equation is 93,299

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Answer: Quadratic function

Step-by-step explanation:

        A quadratic function would best model the data shown on the scatterplot.

        Quadratic functions are modeled with parabolic arches, as shown in the graph.

Dan is correct, because if you spend a mean of 3 hours each day doing leisure and sports activities, you have to add people that spend 4 and 5 Hours and verify that addition will be more than 51% of 500 people (250) and it its the case, adding 340 for both samples.

Step-by-step explanation:

I'm not going to help you with all of them but I will provide explanations to two problems and that will help you with the rest of them.

13. For this problem, the sum of the angle measures of a triangle is 180. We have 2 interior angle measurements (2x + 21 and 90) and we have to solve for x to get the full answers.

\(2x+21+90+x=180\)

Addition is associative and commutative. The order of which we add like terms wont matter.

\(3x+111=180\)

Subtract 111 on both sides

\(3x=69\)

Divide by 3

\(x=23\)

Now solve for one of the angle measures by plugging in 23 for the variable x.

\(2*23+21\)

90

The interior angle measures are 90, 23, and 90 degrees.

14. For this problem we need to solve for the exterior angle measure. Instead of 180, we do whatever the unsolved exterior angle measure is.

\(80+x=3x-22\)

Add 22 to both sides

\(102+x=3x\)

Subtract x on both sides

\(102=2x\)

Divide by 2

\(x=51\)

Plug in 51 in the equation

\(3 * 51 - 22\)

\(131\)

Hope this helps for the other problems!

Answer:

where b is boxes, b ≤ 37.8125

Step-by-step explanation:

In order to write an inequality for this situation, you must first identify the important information in the problem. The information that we need to write this inequality are:

Each box weighs 48 pounds

The mover weighs 185 pounds

the elevator can hold 2000 pounds at most

With this information, you know that the weight of the mover plus the weight of the boxes must be less than or equal to 2000 pounds. Now, you can write the inequality:

185 (weight of mover) + 48b (48 pounds per box) ≤ 2000 (2000 pound limit)

You can further simplify this inequality:

185 + 48b ≤ 2000 (given)

48b ≤ 1815 (subtract 185 from both sides)

b ≤ 37.8125 (divide both sides by 48)

The first inequality [185 + 48b ≤ 2000] was a representation of the situation, but since this problem asked for an inequality that will help the mover not overload the elevator, you can use the simplified one [b ≤ 37.8125]. You could also write it as b ≤ 37 because you can't have .8125 of a box.

Answer:

Step-by-step explanation:

The question is incomplete, the complete question is;

A grocer has 18 kg of black tea worth $3.5 per kg. She wants to mix it with green tea worth $2.6 per kg to sell the mixture at $2.9 per kg. How much of green tea should she use?

Answer:

36

Step-by-step explanation:

Let the weight of the green tea used be x kg.

From the question:

We have:

18 kg of black tea at $ 3.5 per kg. Thus total cost of black tea is 18 x 3.5 = $ 63

Cost of green tea is $2.6 per kg. Total cost of green tea is 2.6 * x = $2.6x

Total weight of the mixture is 18 + x kg.

Total cost of the mixture is = $2.9 (18 + x)

Thus,

Total cost of black tea + total cost of green tea = Total cost of the mixture

$63 + $2.6 x = $2.9 (18 + x)

$63 + $2.6x = $52.2 + $2.9x

63 – 52.2 = 0.3 x

10.8 = 0.3 x

x = 10.8/0.3

x = 36

36 kg of green tea is needed

Answer:

8/15

Step-by-step explanation:

possibilities/ sample size=16 girls/30 "learners"=8/15

Answer:

23.2

12

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

Answer:

= 45/99 (since 45 is the repeating part of the decimal and it contains 2 digits). We can divide both the top and bottom parts by 9 to find that 0.454545… = 45/99 = 5/11.

Step-by-step explanation:

Hope this helps!

Answer:

.45 cents

Step-by-step explanation:

is 45 cents I didn't did before

The correct option is (B) the isometric transformation was possible due to the vertices' uniform 2 units to the right and 2 units downward displacement.

The process of turning a graph into a new graph using rotation, reflection, translation, and dilation is known as transformation.

An object is said to be rotated when it is turned by a specific amount in either the clockwise or counterclockwise directions on an x-y plane.

Reflection turns an object into a mirror image that is identical in terms of size and shape with just the coordinates altered.

Moving an item up, down, left, or right on a coordinate axis is known as translation.

Dilation is the process of modifying an object's size; the original object is either compressed or enlarged by a specific scale factor.

So, the coordinates for the object ABC in the image are A (-2, 5), B (-5, 3), C(1, 3), and.

The picture's coordinates are A'(0,3), B'(-5,-3), and C' (3, -5).

The coordinates have undergone a translational transformation.

The vertices all shifted 2 units to the right and 2 units down, allowing an isometric transformation to be applied.

Therefore, the correct option is (B) the isometric transformation was possible due to the vertices' uniform 2 units to the right and 2 units downward displacement.

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Complete question:

Which describes the transformation that could have been applied to triangle ABC?

a. A dilation could have been applied because all of the vertices decreased by 2 units.

b. An isometric transformation could have been applied because all of the vertices moved 2 units right and 2 units down.

c. A dilation could have been applied because all of the vertices increased 2 units.

d. An isometric transformation could have been applied because all of the vertices moved 2 units left and 2 units up.

The function f(x) = x + 1 has a greater value when x = 2 than the linear function g(x), as it is an increasing linear function.

The function f(x) = x + 1 has a greater value when x = 2 than the linear function g(x). To prove this, we can calculate the two values:

f(2) = 2 + 1 = 3

g(2) = a * 2 + b (where a and b are constants)

Since a and b are constants, the value of g(2) will remain the same regardless of the value of x. Therefore, since the value of f(2) is greater than the value of g(2), we can conclude that f(x) has a greater value when x = 2 than the linear function g(x).

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If the function f(x) = x + 1 and the linear function g(x) , then both the functions f(x) and g(x) have the same value when x = 2 .

The function f(x) is given as : f(x) = x + 1 ,

and a graph of a linear function is also given .

From the graph we can see that when x = 2 , the value of g(x) = 3 ,

Next need to find the value of f(x) at 2 ,

So ,we substitute x = 2 in f(x) = x+1 ,

we get ,

f(2) = 2 + 1 = 3 .

On comparison we get that , the value of f(x) at x=2 is equal to value of g(x) at x=2 .

Therefore , The functions f(x) and g(x) have same value at x=2 .

The given question is incomplete , the complete question is

Given the function f(x) = x + 1 and the linear function g(x) ; (graph is given below ) , which function has a greater value when x = 2 ?

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Investigating chance processes and developing, using, and evaluating probability models involves understanding and analyzing the concepts of probability.

Conducting experiments or simulations, and interpreting the results. Here are the key steps involved in investigating chance processes and developing probability models:

Define the problem: Clearly articulate the question or situation that involves uncertainty and randomness. This could be related to real-world scenarios or hypothetical situations.

Identify the sample space: Determine all the possible outcomes of the chance process. The sample space is the set of all these outcomes.

Assign probabilities: Assign probabilities to each outcome or set of outcomes in the sample space. This step requires considering the characteristics of the situation and using mathematical reasoning, historical data, or experimental results to estimate the likelihood of each outcome.

Build probability models: Probability models can take different forms depending on the situation. For simple scenarios, you can use theoretical models such as the classical, empirical, or subjective approaches. For more complex situations, you may need to develop mathematical models or use simulation techniques.

Conduct experiments or simulations: Perform experiments or simulations to gather data and observe the outcomes. This can involve conducting physical experiments, running computer simulations, or using other methods to generate random outcomes.

Analyze the results: Analyze the collected data to assess the frequency of different outcomes and compare them with the predicted probabilities from the probability model. This helps in evaluating the accuracy and validity of the model.

Refine the model: If the observed results significantly differ from the predicted probabilities, revise the probability model to better represent the actual chance process. This may involve adjusting the assigned probabilities or considering additional factors that were initially overlooked.

Make predictions and draw conclusions: Once a probability model is developed and validated, you can use it to make predictions about future events or draw conclusions about the likelihood of specific outcomes.

Evaluate the model: Continuously evaluate the probability model based on new data or changing circumstances. Assess its performance and make adjustments if necessary.

By following these steps, you can investigate chance processes, develop probability models, and gain insights into the uncertainty and randomness associated with various situations. Probability models help in quantifying and understanding the likelihood of different outcomes, enabling better decision-making and risk assessment in a wide range of fields such as statistics, finance, engineering, and social sciences.

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Answer:

9 value is ====*0.9*

can you friendship with me i am Indian boy

Answer:

If you make $16 per hour, then your yearly salary would be $31,200.

Step-by-step explanation:

The angle of depression from the observation deck to the Lincoln Memorial is  7°

It is important to note that the six types of trigonometric identities. they are;

From the information given, we have to determine the angle of depression

We have that;

Opposite = 500 feet

Adjacent side = 4, 220 feet

Now, let's use the tangent identity, we get;

tan θ = 500/4220

Divide the values

tan θ = 0. 1185

Find the tangent inverse

θ = 7°

Hence, the value is 7°

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The cοrrect answer is: The pοpulatiοn must be apprοximately nοrmal οr the sample size must be greater than 30.

The standard deviatiοn is a statistical measure οf the vοlatility οr dispersiοn οf a grοup οf numerical values. The values are mοre likely tο fall within a narrοw range, alsο knοwn as the expected value, when the standard deviatiοn is lοw, whereas when it is high, the values tend tο be clοser tο the mean.

Standard deviatiοn is mοst usually represented in mathematical equatiοns and literature by the lοwercase Greek symbοl sigma, which represents fοr the pοpulatiοn standard deviatiοn, οr by the Rοman letter s, which stands fοr the sample standard deviatiοn. Sοmetimes, standard deviatiοn (SD) is used tο refer tο it.

Tο cοnstruct a cοnfidence interval fοr a pοpulatiοn mean, the sample must be selected randοmly frοm a pοpulatiοn that is apprοximately nοrmal οr the sample size must be sufficiently large (greater than οr equal tο 30) regardless οf the pοpulatiοn distributiοn. Additiοnally, the sample standard deviatiοn shοuld be used tο estimate the pοpulatiοn standard deviatiοn if the pοpulatiοn standard deviatiοn is unknοwn.

Sο, the cοrrect answer is: The pοpulatiοn must be apprοximately nοrmal οr the sample size must be greater than 30.

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Assuming that the random variable X is normally distributed with a mean (µ) of 100 and a standard deviation (σ) of 10, you are looking to compute the probability P(X < 108). Probability in this case was found to be 0.788

To find this probability, we can utilize the standard normal distribution (Z-distribution) by converting the given value (X = 108) into a Z-score using the following formula:  Z = (X - µ) / σ
plugging in the given values, we get:
Z = (108 - 100) / 10

Z = 0.8

Now, we can find the probability P(X < 108) by looking up the corresponding value in the Z-table, which gives us the area under the standard normal curve to the left of the Z-score. For Z = 0.8, the table value is approximately 0.7881. This means that the probability P(X < 108) is approximately 0.7881, or 78.81%.

Therefore, among the given options, 0.788 is the closest and most accurate answer for the probability P(X < 108) in a normally distributed random variable with a mean of 100 and a standard deviation of 10.

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Answer:

5 feet 4.4 inches tall

Step-by-step explanation:

The six main criteria to define normality and abnormality include statistical infrequency, personal distress, others' distress, unexpected behavior, highly consistent/inconsistent behavior, and maladaptiveness/disability.

1. Abnormality as statistical infrequency: This criterion defines abnormality based on behaviors or characteristics that deviate significantly from the statistical norm.

2. Abnormality as personal distress: This criterion focuses on the individual's subjective experience of distress or discomfort. It considers behaviors or experiences that cause significant emotional or psychological distress to the person as abnormal.

For instance, someone experiencing intense anxiety or depression may be considered abnormal based on personal distress.

3. Abnormality as others' distress: This criterion takes into account the impact of behavior on others. It considers behaviors that cause distress, harm, or disruption to others as abnormal.

For example, someone engaging in violent or aggressive behavior that harms others may be considered abnormal based on the distress caused to others.

4. Abnormality as unexpected behavior: This criterion defines abnormality based on behaviors that are considered atypical or unexpected in a given context or situation.

For instance, if someone starts laughing uncontrollably during a sad event, their behavior may be considered abnormal due to its unexpected nature.

5. Abnormality as highly consistent/inconsistent behavior: This criterion involves comparing an individual's behavior to both their own typical behavior and the behavior of others. Consistent or inconsistent patterns of behavior may be considered abnormal.

For example, if a person consistently engages in risky and impulsive behavior, it may be seen as abnormal compared to their own usually cautious behavior or the behavior of others in similar situations.

6. It considers behaviors that are maladaptive, causing difficulties in personal, social, or occupational areas. For instance, someone experiencing severe social anxiety that prevents them from forming relationships or attending school or work may be considered abnormal due to the disability it causes.

The medical model and classification systems used in physical illnesses have both value and limitations when applied to psychological disorders. They provide a structured framework for understanding and diagnosing psychological disorders, allowing for standardized assessment and treatment. However, they can oversimplify the complexity of psychological experiences and may lead to overpathologization or stigmatization.

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Answer:

the answaa ihh D

Step-by-step explanation:

right answer above ;)

Answer:

D: 120 high schools: 196 middle schools     p.s that is a lot of schools

In analyzing the performance of implementing the given methods over Singly Linked List and Doubly Linked List data structures, we consider the Big-O notation, which provides insight into the time complexity of these operations as the size of the list increases.

Add to Start of List:

Singly Linked List: O(1)

Doubly Linked List: O(1)

Both Singly Linked List and Doubly Linked List offer constant time complexity, O(1), for adding an element to the start of the list.

This is because the operation only involves updating the head pointer (for the Singly Linked List) or the head and previous pointers (for the Doubly Linked List). It does not require traversing the entire list, regardless of its size.

Add to End of List:

Singly Linked List: O(n)

Doubly Linked List: O(1)

Adding an element to the end of a Singly Linked List has a time complexity of O(n), where n is the number of elements in the list. This is because we need to traverse the entire list to reach the end before adding the new element.

In contrast, a Doubly Linked List offers a constant time complexity of O(1) for adding an element to the end.

This is possible because the list maintains a reference to both the tail and the previous node, allowing efficient insertion.

Add at Given Index:

Singly Linked List: O(n)

Doubly Linked List: O(n)

Adding an element at a given index in both Singly Linked List and Doubly Linked List has a time complexity of O(n), where n is the number of elements in the list.

This is because, in both cases, we need to traverse the list to the desired index, which takes linear time.

Additionally, for a Doubly Linked List, we need to update the previous and next pointers of the surrounding nodes to accommodate the new element.

In summary, Singly Linked List has a constant time complexity of O(1) for adding to the start and a linear time complexity of O(n) for adding to the end or at a given index.

On the other hand, Doubly Linked List offers constant time complexity of O(1) for adding to both the start and the end, but still requires linear time complexity of O(n) for adding at a given index due to the need for traversal.

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51.1% of the qualified applicants were accepted into the magnet school programs, 15.4% were waitlisted, and 33.5% were turned away due to a lack of space.

To find the relative frequency for each decision made by the school district's magnet school programs, we need to divide the number of applicants for each decision by the total number of qualified applicants.

Accepted applicants: 986 / 1928 = 0.511 or 51.1%

Waitlisted applicants: 297 / 1928 = 0.154 or 15.4%

Turned away applicants: 645 / 1928 = 0.335 or 33.5%

In summary, 51.1% of the qualified applicants were accepted into the magnet school programs, 15.4% were waitlisted, and 33.5% were turned away due to a lack of space.

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The measure of angle 6 is 38°.

What are vertically opposite angles?

Vertically opposite angles are pairs of angles formed by two intersecting lines that are opposite to each other and share the same vertex but are not adjacent angles.

When two lines intersect, they form four angles at the intersection point. The vertical opposite angles are the pairs of angles that are opposite to each other and are not adjacent angles.

We know that, if two lies are parallel and a transversal cuts the lines.

then, the angle formed are corresponding angles ad the vertically opposite angles formed will be equal.

similarly, In the give figure,

we ca see that angle 6 ad angle 38 are vertically opposites angle.

so, angle 6 = 38°

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Answer:

4th option

Step-by-step explanation:

the equation of a line in slope- intercept form is

y = mx + c ( m is the slope and c the y- intercept )

calculate m using the slope formula

m = \(\frac{y_{2}-y_{1} }{x_{2}-x_{1} }\)

with (x₁, y₁ ) = (2, 12) and (x₂, y₂ ) = (6, 6) ← 2 points on the line

m = \(\frac{6-12}{6-2}\) = \(\frac{-6}{4}\) = - \(\frac{3}{2}\)

the line crosses the y- axis at (0, 15 ) ⇒ c = 15

y = - \(\frac{3}{2}\) x + 15 ← approximate equation of line of best fit

The percentage of American women that have shoe sizes that are at least 11.1 is; 0.0015

Empirical Rule

We are given;

Mean; x' = 8.04

Standard deviation; σ = 1.53

Using the empirical rule, we can have the data either 1, 2, or 3 standard deviations from the mean.

Thus;

At 1 standard deviation from the mean, we have;

8.04 ± 1(1.53)

⇒ (6.52, 8.56)

At 2 standard deviations from the mean, we have;

8.04 ± 2(1.53)

⇒ (5, 11.08)

At 3 standard deviations from the mean, we have;

8.04 ± 3(1.52)

⇒ (3.48, 12.6)

We can see that the one with at least 12,6 is 3 standard deviations from the mean which from the empirical rule is 99.7%

Thus;

percentage of American women have shoe sizes that are at least 12.6 = 100% - 99.7% - 0.15%

P(x ≥ 12.6) = 0.15% = 0.0015

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53 inches is the mean height of the students in the group.

Given data: \(54,48,52,56,55\)

We know that mean of the heights =  \(\frac{Sum of all the heights}{No. of students}\)

                                                         \(= \frac{54+48+52+56+55}{5}\)

                                                         \(= \frac{265}{5}\)

                                                         \(= 53\) inches

Thus, the mean height of the students is 53 inches

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