Aria and Julieta are reading the same book. At the beginning of the month, Aria was on page 40 and Julieta was on page 10. Aria will read 10 pages per day and Julieta will read 20 pages per day. Let A represent the page of the book that Aria is on at the end of t days into the month, and let J represent the page of the book that Julieta is on at the end of t days into the month. Graph each function and determine whether Aria or Julieta is farther along in the book after 8 days.​

Answer: The answer is 4 What he said.

An equal probability of being born in each month, the probability that exactly two of ten people chosen at random were born in January is 0.193 or about 19.3%.

The probability of any person being born in January is 1/12 since there are twelve months in a year, hence 1 out of 12 possibilities exist for January.The problem can be approached by using the binomial probability distribution formula since the situation is that of a binomial probability distribution.

According to this distribution formula, the probability of getting k successes in n trials, each with a probability of success p, is P(k) = (nCk) p^k (1-p)^{n-k}Where nCk represents the number of possible combinations of k items selected from n possible items. In this case, n = 10, k = 2, and p = 1/12. Thus, the probability of two people being born in January out of ten people can be calculated as follows:P(2) = (10C2) (1/12)^2 (11/12)^8 = (10 × 9 / 2) × (1/144) × (0.28243) = 0.193

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Answer:

B

Step-by-step explanation:

the money increases hourly so A and C are wrong. and it is constant so the answer is B

Answer: the answer is false

Step-by-step explanation:

i just took the test :)

Answer:

This is false

Step-by-step explanation:

The value of x for this problem is given as follows:

x = 5.

Hence the angle measures are given as follows:

We have that angles A and D are congruent for this problem, meaning that they have the same measure.

Hence the value of x is obtained as follows:

7x - 3 = 5x + 7

2x = 10

x = 5.

Hence the angle measures are given as follows:

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Answer:

"dropouts" (and any subsequent words) was ignored because we limit queries to 32 words.

Step-by-step explanation:

Hope it helps =D

The Pythagorean Theorem shows that the triangle is acute

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

Using the Pythagorean Theorem, we have

87^2 < 59^2 + 79^2

Evaluate

7569 < 9722

Since 7569 is less than 9722, we can conclude that the triangle is an acute triangle, not a right or obtuse triangle.

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ANSWER:

STEP-BY-STEP EXPLANATION:

We have the following operation:

We solve in the standard way just like this:

Answer:

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

Step-by-step explanation:

10xy - 15x - 2y + 3 = 5x (2y - 3) - (2y - 3) = (5x - 1) (2y - 3)

The answer is that we cannot verify the similarity of triangles △PQR and △STU based on the given information. The missing ratios QR/TU and PR/SU cannot be determined without additional data or measurements. Only the ratio PQ/ST can be determined, which is equal to 4. Therefore, we do not have enough information to conclude that △PQR and △STU are similar triangles.

To verify that the triangles △PQR and △STU are similar, we can compare the ratios of their corresponding sides.

We have:

QR/TU = ?

PR/SU = ?

PQ/ST = 52/13 = ?

To find the missing values, we can use the property of similar triangles that states the corresponding sides of similar triangles are proportional.

Let's find the missing values one by one:

1. QR/TU:

We don't have enough information to determine the value of QR/TU. It is not possible to establish a ratio without additional data or measurements.

2. PR/SU:

Similarly, we cannot determine the value of PR/SU without more information or measurements.

3. PQ/ST:

Given PQ/ST = 52/13, we can simplify the ratio:

PQ/ST = (4*13)/(1*13) = 4/1 = 4.

Therefore, PQ/ST = 4.

Since we were unable to determine the values of QR/TU and PR/SU, we cannot conclude that △PQR and △STU are similar triangles based on the given information.

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ANSWER

x = 41

EXPLANATION

The given angles are supplementary, so their measures add up to 180°,

Now we have an equation for x. First, add like terms,

Then subtract 16 from both sides of the equation,

And finally, divide both sides by 4,

Hence, x = 41.

Answer: $539

Step-by-step explanation:

Solve the equation to determine that the highest y value you can get is 539 with an x value of 18

The domain of a logarithmic function is all positive real numbers.

To find the domain of a logarithmic function, you need to consider the conditions for the argument (input) of the logarithm. The domain of a logarithmic function depends on two factors: the base of the logarithm and the argument.

1. Base of the logarithm: The base of the logarithm must be positive and not equal to 1. For example, in the common logarithm with base 10 (log base 10) or natural logarithm with base e (ln), the base satisfies these conditions.

2. Argument of the logarithm: The argument of the logarithm must be positive. It cannot be zero or negative.

Therefore, to find the domain of a logarithmic function, identify the restrictions on the base and determine the range of values for which the argument is positive. The domain will consist of all the values that satisfy these conditions.

For example:

- Domain of log base 10: The base (10) is positive and not equal to 1. The argument must be positive, so the domain is all positive real numbers.

- Domain of ln (natural logarithm): The base (e) is positive and not equal to 1. The argument must be positive, so the domain is all positive real numbers.

Remember to consider any additional restrictions or conditions specific to the problem or context in which the logarithmic function is being used.

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Answer: True.

Step-by-step explanation:

do the math and u will see

No, The segments shown below could not form a triangle.

A triangle is a three sided polygon, which has three vertices and three angles which has the sum 180 degrees.

Given that;

Three line segment with measure 9 , 4 and 15 are shown.

We know that;

The sum of two sides of a triangle are always greater than the third side,

Here, 9 + 4 = 13 < 15

Hence, The segments shown below could not form a triangle.

Thus, The segments shown below could not form a triangle.

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Answer:

5

Step-by-step explanation:

The number of apples bought by him is 113.

A grouping of variables, symbols, and/or numbers used to represent a mathematical quantity or relationship is known as an expression in mathematics. Expressions might be straightforward with just one number or variable or complex with many terms, operations, and functions.

Let's assume that Sam bought x number of apples.

He bought them at 60 cents each, which means the total cost of buying these apples was:

Cost price = 60x cents

He sold all but 5 of these apples at R1.00 each, which means the total revenue he earned from selling them was:

Revenue = (x - 5) x R1.00 = R(x - 5)

Sam made a profit of R5.00, which means his revenue was more than his cost price by R5.00. We can write this as:

Revenue - Cost price = R5.00

Substituting the values of revenue and cost price from above, we get:

R(x - 5) - 60x = 500 cents

Rearranging and simplifying this equation, we get:

40x = 500 + 5R

Substituting R = R1.00, we get:

40x = 500 + 5 = 505

Solving for x, we get:

x = 12.625

Since Sam cannot buy a fraction of an apple, we round up x to the nearest integer:

x = 13

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Hence, the probability is 0.0985.

To calculate the probability of demand exceeding the reorder point when the reorder quantity is set at 143 units, we need to follow these steps:Calculate the mean of demand during lead time (µd)Calculate the standard deviation of demand during lead time (σd) Calculate the reorder point (R)R = µd + z * σd (where z is the standard normal deviation corresponding to the service level)Calculate the safety stock (S)S = R - d, where d is the demand rate Calculate the order quantity (Q)Q = R + S - I (where I is the inventory in hand)

Calculate the probability of demand exceeding the reorder point. Probability (P) = 1 - P (Z ≤ ((R - µd) / σd))The mean of demand during lead time (µd) can be calculated as the product of the average daily demand (D) and lead time (L).

µd = D * L = 26 * 8 = 208 units.

The standard deviation of demand during lead time (σd) can be calculated using the formula below

:σd = √(D * L * σ^2) = √(26 * 8 * 12^2) = 99.91 units

.The reorder point (R) can be calculated using the formula below:R = µd + z * σd, where z is the standard normal deviation corresponding to the service level. Since the service level is not given in the problem, we assume a service level of 90%. The corresponding z-value for a 90% service level is

1.28.R = 208 + 1.28 * 99.91 = 338 units.

The safety stock (S) can be calculated using the formula below:S = R - d, where d is the demand rate. In this case, the demand rate is given as 26 units per day.

S = 338 - 26 = 312 units.

The order quantity (Q) can be calculated using the formula below:Q = R + S - I, where I is the inventory in hand. In this case, the inventory in hand is not given, so we assume it to be zero

.Q = 338 + 312 - 0 = 650 units.

To calculate the probability of demand exceeding the reorder point, we need to standardize the random variable Z using the formula below:Z = (X - µd) / σd, where X is the random variable. In this case,

X = R = 338.Z = (338 - 208) / 99.91 = 1.303.

The probability of Z being less than or equal to 1.303 can be found using the standard normal table. The value from the table is 0.9015.Therefore, the probability of demand exceeding the reorder point when the reorder quantity is set at 143 units is:

P = 1 - P (Z ≤ ((R - µd) / σd))P = 1 - 0.9015 = 0.0985

(rounded to four decimal places).

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The given statement  the domain of the exponential function f(x)=a^x, a>0, a≠1, is the set of all real numbers is true.

The domain of the exponential function f(x) = a^x.

where a is a positive real number .

And a is not equal to 1 is the set of all real numbers.

This means that the function is defined for every real number x.

The exponential function grows or decays rapidly as x moves away from 0, and its graph never touches the x-axis.

Therefore, the exponential function f(x) =a^x for a>0, a≠1 having domain set of all real numbers is true.

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The above question is incomplete, the complete question is:

The domain of the exponential function f(x)=a^x, a>0, a≠1, is the set of all real numbers. true or false

M(x,y):-

\(\\ \rm\Rrightarrow \left(\dfrac{2+4}{2},\dfrac{5+9}{2}\right)\)

\(\\ \rm\Rrightarrow \left(\dfrac{6}{2},\dfrac{14}{2}\right)\)

\(\\ \rm\Rrightarrow (3,7)\)

Equation of L

Slope of the perpendicular line=-1/2

Equation of the perpendicular line

\(\\ \rm\Rrightarrow y-y_1=m(x-x_1)\)

\(\\ \rm\Rrightarrow y-7=-1/2(x-3)\)

\(\\ \rm\Rrightarrow 7-y=1/2(x-3)\)

\(\\ \rm\Rrightarrow 14-2y=x-3\)

\(\\ \rm\Rrightarrow x+2y-17=0\)

Every λ ∈ R is an eigenvalue of D with corresponding eigenvector \(f(x) = e^{(λx)\).

In mathematics, a function is a specific relationship between inputs (the domain) and outputs (the co-domain), where each input has precisely one output and the output can be traced back to its input.

To show that every λ ∈ R is an eigenvalue of D, we need to find a function f such that Df = λf.

Let's assume f(x) = e^(λx). Then, \(Df = λe^{(λx).\)

So, Df = λf, which means that λ is indeed an eigenvalue of D with eigenvector \(f(x) = e^{(λx)\).

To see this, we can apply the differentiation operator D to f(x) = e^(λx) and see that \(Df = λe^{(λx)} = λf(x)\).

Therefore, every λ ∈ R is an eigenvalue of D with corresponding eigenvector \(f(x) = e^{(λx)\).

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Answer:

d) x-intercepts are –3 and –5; vertex is (–4, 1)

Step-by-step explanation:

parabola are the vertex findings -4

we find these using formula m +n  / 2

m+ n = -3 -5 / 2 = -4

m+n / 2 = -8/2 = -4

xv = -4

plug in -4 to find yv

(x+5)

(-4 + 5)

yv = 1

Answer:

this formula can't not calculate

Total attempt = 90

Successful throws = 81

Unsuccessful = Total attempt - Successful

= 90 - 81

=> 9

To calculate the percentage of unsuccessful, we will use the formula:

First, it is important to understand the concept of hypothesis testing. Hypothesis testing is a statistical method used to determine whether there is enough evidence to support a specific claim or hypothesis about a population parameter. In this case, the claim is that there is a linear relationship between the number of minutes spent online in class and the number of above average assignments.

Second, when conducting a hypothesis test, we always have two competing hypotheses: the null hypothesis and the alternative hypothesis. The null hypothesis is the hypothesis of no effect or no relationship, and it is often denoted as H0. The alternative hypothesis is the hypothesis that we want to support, and it is often denoted as Ha. In this case, the null hypothesis would be that there is no linear relationship between the number of minutes spent online in class and the number of above average assignments, or H0: β = 0. The alternative hypothesis would be that there is a linear relationship between the two variables, or Ha: β ≠ 0.

Finally, it is important to note that the symbol β represents the population parameter of interest, which is the slope of the regression line. The slope measures the strength and direction of the linear relationship between the two variables. If the slope is positive, it means that there is a positive linear relationship, and if it is negative, it means that there is a negative linear relationship. Therefore, the correct hypotheses for this test would be H0: β = 0 and Ha: β ≠ 0. These hypotheses will be tested using a t-test or a p-value, which will determine whether there is enough evidence to reject the null hypothesis in favor of the alternative hypothesis.

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Donna invested $12,000 in the account paying 3% simple interest and $15,000 in the account paying 4% simple interest. In total, she invested $27,000 in the two accounts.

In this problem, we are given a scenario where Donna invests her money in two different accounts that provide different rates of interest. So, the task is to find out the amount she invested in each account, given the interest rates, and the total interest earned is $960.

Let x be the amount Donna invested at 3% simple interest. According to the given problem, Donna invested $3000 more at 4% than she did at 3%.

So, the amount she invested at 4%

simple interest is x + $3000.

We are also given that Donna received $960 in interest at the end of the year.

Now, let us calculate the interest Donna received on the amount invested at 3% simple interest. Using the formula for simple interest, we have:

Simple Interest = Principal × Rate × Time

The time is 1 year and the rate is 3%, so the interest on x dollars is given by:0.03x

Since the interest on the amount invested at 4% simple interest is also given by 0.04(x + $3000), we can set up an equation: 0.03x + 0.04(x + $3000) = $960

Simplifying the equation above, we have:0.03x + 0.04x + $120 = $9600.07x = $840x = $12,000

Now that we know x, the amount Donna invested at 3% simple interest, we can use the expression we obtained earlier to find the amount she invested at 4%

Simple interest: Amount invested at 4% = $12,000 + $3000 = $15,000

Therefore, Donna invested $12,000 in the account paying 3% simple interest and $15,000 in the account paying 4% simple interest. In total, she invested $27,000 in the two accounts.

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Answer:

Simply -95.75

Step-by-step explanation:

3/4 or 3 ÷ 4= 0.75

-95 + -0.75 = -95.75

The simplified boolean expression for f(a, b, c, d) is a'c' + d + b'cd.

Provided expression: f(a, b, c, d) = (a' + c)'d + c'(a + bd')

1. Apply De Morgan's Laws

Recall the De Morgan's Laws:

- (A + B)' = A' · B'

- (A · B)' = A' + B'

Using De Morgan's Laws, we can rewrite the expression as follows:

f(a, b, c, d) = (a'c')'d + c'(a + bd')

2. Distributive Law

We can apply the distributive law to the second term c'(a + bd'):

f(a, b, c, d) = (a'c')'d + c'a + c'bd'

3. Apply De Morgan's Laws again

We can apply De Morgan's Laws to the first term (a'c')':

f(a, b, c, d) = (a' + c)d + c'a + c'bd'

4. Distributive Law (again)

We can apply the distributive law to the first term (a' + c)d:

f(a, b, c, d) = a'd + cd + c'a + c'bd'

5. Simplify

By observing the terms, we can identify some common factors:

In the first term a'd + c'a, we can factor out a': a'd + c'a = a'd + a'c' = a'(d + c')

In the last term c'bd', we can factor out b': c'bd' = b'cd'

Now we can simplify the expression further:

f(a, b, c, d) = a'(d + c') + cd + b'cd'

6. Factor out common terms

We can factor out c' from the first two terms and factor out d from the last two terms:

f(a, b, c, d) = a'c' + c'd + cd + b'cd'

7. Combine like terms

We can combine the terms with c'd and cd:

f(a, b, c, d) = a'c' + (c'd + cd) + b'cd'

Simplifying further, we can observe that c'd + cd = c'd + cd + 0 = (c' + c)d = 1 · d = d:

f(a, b, c, d) = a'c' + d + b'cd

Final simplified form:

f(a, b, c, d) = a'c' + d + b'cd

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Researchers try to gain insight into the characteristics of a sample population by examining a sample of the population.

A sample is a subset of individuals or units taken from a larger population. Researchers use sampling methods to select a representative group of individuals from the population they are interested in studying. By studying the sample, researchers can make inferences and draw conclusions about the characteristics, behaviors, or trends that may exist within the entire population.

The goal of sampling is to obtain a sample that accurately represents the population in terms of its relevant characteristics. Researchers carefully select their samples to ensure that they are representative and minimize bias. This allows them to generalize the findings from the sample to the larger population with a certain level of confidence.

By examining a sample, researchers can collect data, analyze patterns, and draw conclusions about the population as a whole. This approach is more feasible and practical than attempting to study the entire population, especially when the population is large or geographically dispersed.

Therefore, researchers use samples to gain insight into the characteristics of a population, making option d. "Sample" the correct answer.

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To approximate the sum of the series [infinity] (−1)n 5n/(n!), we can use the alternating series test. To approximate the sum, we can calculate the partial sums and stop when the terms become insignificant.


1. The alternating series test states that if a series (-1)n an is such that the absolute value of the terms decrease and tend to zero as n approaches infinity, then the series converges.
2. In this series, the terms (-1)n 5n/(n!) decrease as n increases because the factorial term in the denominator grows faster than the exponential term in the numerator.
3. Therefore, we can conclude that the series converges.

The sum of the series [infinity] (-1)n 5n/(n!) converges.
To approximate the sum, we can calculate the partial sums and stop when the terms become insignificant.

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