Solve for x algebraically, x - 15 < 25

Answer:

$216

Step-by-step explanation:

Add 40% and 20% to get 60% as the total percent that Liam is saving. Multiply that by 360 to get $216 that is being saved.

The reading that separates the rejected thermometers from the others is approximately -1.75 degrees Celsius. Any thermometer with a reading higher than -1.75 degrees Celsius would be considered too high and rejected.

To find the reading that separates the rejected thermometers from the others, we need to determine the value corresponding to the 4th percentile of the normal distribution.

Given:

Mean (μ) = 0 degrees Celsius

Standard Deviation (σ) = 1 degree Celsius

We want to find the value (x) such that P(X ≤ x) = 0.04, where X is a random variable following a normal distribution.

Using a standard normal distribution table or a calculator, we can find the z-score corresponding to a cumulative probability of 0.04.

The z-score is  -1.75.

z = (x - μ) / σ

Substituting the known values:

-1.75 = (x - 0) / 1

-1.75 = x

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Answer:

The slope would be 4,-12

Step-by-step explanation:

The slope is rise/run

Mean is average. Multiply total books by the mean to find the total cost:

5x 10 = $50 total.

Subtract the highest and lowest prices to find the total of the remaining 3 books.

50 - 15-6 = 29

The median price was 8, this is the middle number, subtract 8 from 29 to get the cost of the last 2 books:

29-8 =21

Now you need a price lower than the median but higher than the lowest cost so that has to be 7

Subtract 7 from 21 to get the cost of the last book 21-7 = 14

The price of the remaining books is $7 and $14

The polynomial with a degree of 3, one zero at x = 5, and one double zero at x = -13 is (x + 13)(x - 5)(x + 18).

To find a possible formula for a polynomial with a degree of 3, one zero at x = 5, and one double zero at x = -13, we can use the factored form of a polynomial.

Since we have a double zero at x = -13, we know that (x + 13) is a factor of the polynomial. Additionally, we have one zero at x = 5, which means (x - 5) is another factor.

To find the third factor, we need to consider the degree of the polynomial. Since the degree is 3 and we already have two factors, the remaining factor will be linear.

Let's call the third factor (x - a), where 'a' is the unknown constant.

Therefore, the formula for the polynomial can be written as:

P(x) = (x + 13)(x - 5)(x - a)

Now, we need to find the value of 'a' to complete the polynomial formula. Since we have a double zero at x = -13, substituting x = -13 into the formula should give us zero.

0 = (-13 + 13)(-13 - 5)(-13 - a)

Simplifying this equation gives us:

0 = (-18)(-18 - a)

To solve for 'a', we can divide both sides by -18:

0 = -18 - a

a = -18

Therefore, the polynomial with a degree of 3, one zero at x = 5, and one double zero at x = -13 can be expressed as:

P(x) = (x + 13)(x - 5)(x + 18)

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Janet's choice to use Door Dash instead of Uber Eats can be explained using two concepts from Predictably irrational: the power of free offers and the influence of perceived value.

In Predictably Irrational, one example discussed is the "Zero Price Effect." People tend to be more attracted to offers that are free, even if the overall value may be similar or slightly inferior. Janet's decision to choose Door Dash can be attributed to the free delivery promo, which creates a perception of added value and savings, even if the food prices themselves are comparable.

Another concept is "The Decoy Effect." When presented with multiple options, a decoy is strategically introduced to influence decision-making. In this case, Door Dash's free delivery offer acts as a decoy, making the alternative (Uber Eats) seem less appealing in comparison.

Janet's choice is influenced by the allure of a free offer, creating a positive perception of Door Dash's value. The power of free and the decoy effect play a role in swaying her decision.

Janet's choice of Door Dash over Uber Eats exemplifies the impact of free offers and perceived value on decision-making. The free delivery promo provided by Door Dash creates a sense of added value and savings, making it a more appealing option. The presence of a decoy effect diminishes the attractiveness of Uber Eats.

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Answer: 2.7 * 4 = 10.8

so the answer is 10.8 cm

Answer:

1.76

Step-by-step explanation:

0.96 + 0.8 = 1.76

3. In the equation y = bx + a, the variable "b" represents the slope, and "a" represents the intercept.

4. The speed is considered the independent variable .

3. In a linear equation of the form y = mx + c (where m is the slope and c is the y-intercept), the equation y = bx + a is written in a slightly different format. The variable "b" is equivalent to the slope "m" in the traditional equation, and "a" represents the intercept. The slope (b) determines the rate at which the dependent variable (y) changes with respect to the independent variable (x), while the intercept (a) represents the value of y when x is zero.

4. Given speed and stopping distance, which is the dependent variable, which is the independent variable?

In the context of speed and stopping distance, the dependent variable would typically be the stopping distance, and the independent variable would be the speed.

The dependent variable is the one that is expected to change or be influenced by the independent variable. In this case, we assume that speed affects stopping distance. As the speed of a vehicle increases, it generally takes longer to bring the vehicle to a stop, resulting in a greater stopping distance. Therefore, stopping distance depends on the speed at which the vehicle is traveling.

Consequently, the speed is considered the independent variable since it can be controlled or varied, and we expect it to have an influence on the dependent variable, which is the stopping distance.

Alternate hypothesis:

The alternate hypothesis is formulated to suggest that there is an influence of one variable on another. In this scenario, the alternate hypothesis could be: "There will be a significant influence of speed on stopping distance."

By conducting an experiment or collecting data, one could test this hypothesis statistically to determine whether speed has a significant impact on stopping distance.

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In the recorded test scores 90 is the mode, as it appears most frequently in the set of ff test scores.

Job applicants submitted their ff test results, which were as follows: 65, 68, 70, 75, 88, 90, 90, 91, and 92. Following that, the Mean (Average) is 81, Median (Middle) is 88, and Mode (Most Common) is 90. The mode can be calculated quite easily.

After sorting the numbers in a set according to their order—lowest to highest or highest to lowest—count how many times each number appears in the group.

The mode is the one that is most prevalent. the quantity that happens the most frequently, or the quantity that appears the most frequently overall. The mode of the numbers 4, 2, 4, 3, 2, and 2 is 2, since it appears three times, more than any other number. The most frequent number in a set of numbers is called the mode.

To find the mode, we first need to put the test scores in order from lowest to highest:

65, 68, 70, 75, 88, 90, 90, 91, 92

Then we can count how many times each number appears:

65: 1 time

68: 1 time

70: 1 time

75: 1 time

88: 1 time

90: 2 times

91: 1 time

92: 1 time

As we can see, the number 90 appears the most with 2 times, so the mode of this set of data is 90.

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Once we have categorized an object, our memory of the object increasingly resembles the category is B) prototype. This means that when we categorize an object, our memory of it begins to resemble the prototype or typical example of that category. For example, if we categorize a bird as a robin, our memory of the bird will increasingly resemble the characteristics of a typical robin.

This happens because our brain uses prototypes as a shortcut to process information and make sense of the world around us. We use prototypes to quickly identify objects and make assumptions about their characteristics based on their category.

our memory of an object after categorization is influenced by the prototype of the category. This helps us to quickly process and make sense of information, but it can also lead to errors and biases in our thinking.


A prototype is a mental image or best example of a category. When we categorize an object, our memory of the object increasingly resembles the prototype because we tend to recall the most representative or typical example of the category.

Once we categorize an object, our memory of the object becomes more like the prototype, which is the best example of the category. This is because we tend to remember the most representative or typical examples of a category.

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The probability of making a Type I error is equal to 1 - 0.99 = 0.01, which is the same as the significance level.

To answer this question, we need to understand the concepts of statistical power and Type I error. Statistical power refers to the probability of correctly rejecting the null hypothesis when it is false. In other words, it is the ability of a statistical test to detect a true effect.

On the other hand, a Type I error occurs when we reject the null hypothesis even though it is true. This is also known as a false positive.

The investigator has indicated that the power of his test is 0.87 at a significance level of 1%. This means that if there is a true effect in the population, the test has an 87% chance of correctly detecting it. However, we are interested in the probability of making a Type I error, which is the probability of rejecting the null hypothesis when it is true.

To calculate the probability of making a Type I error, we need to use the complement of the significance level, which is 1 - 0.01 = 0.99. This represents the probability of not rejecting the null hypothesis when it is true. Therefore, the probability of making a Type I error is equal to 1 - 0.99 = 0.01, which is the same as the significance level.

In this case, the investigator has used a significance level of 1%, which means that there is a 1% chance of making a Type I error. This is a relatively low probability, which indicates that the investigator is being cautious in rejecting the null hypothesis.

However, it is important to note that the probability of making a Type I error depends on the significance level, the sample size, and the effect size. Therefore, it is important to consider these factors when interpreting the results of a statistical test.

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Answer:

how do we find this out

Step-by-step explanation:

Answer:

abc- 130

ebd-130

abe-50

Step-by-step explanation:

Answer:

-28

Step-by-step explanation:

58/3 = 19.333 loops

1/3 of 1 loop of 3 = 1

position 1 in loop is -28

Answer: D

Step-by-step explanation:

Team A has symmetric scores because the upper quartile (right part of the rectangle) is equal to lower quartile (left part of rectangle) in terms of size, so median (middle line in the rectangle) is equal to the mean. Team B has negative skewed scores because the upper quartile is smaller than lower quartile, so the median is greater than the mean.

Thus, the answer is D.

Answer:

Don't have an answer but I will explain what to do.

Step-by-step explanation

You're going to mark the point's on your graph paper, then make a right triangle, after that you're going to count over how many square's there are until you run to the end of the right triangle and also do that for both sides. After you found out what the number is you are going to multiply that number by it for both of them. Then after you found that out your going to take your calculator and press 2nd and X2 and put your number after that. Hope this helps!

Answer:

the cist of entry for x adults

Answer:

i think it would be d)

Step-by-step explanation:

cuz like, it says to write an expression. for an expression, most of the time you need more than one like number and variable

hope this helped :)

The number of people who still need to sign up for the team will be greater than 5. Then the correct option is A.

Since the team currently has 4 players joined up and the minimum required is 9, we must determine the range of potential values for the number of players still need to sign up.

Let x represent the total number of participants still required. The squad will then consist of 4 players plus x players overall.

We may express the inequality as follows since the team must have at least nine players:

4 + x ≥ 9

When we simplify this inequality, we obtain:

x ≥ 5

Thus, the correct option is A.

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The complete question is given below.

Step-by-step explanation:

I think it's 8.9932×10⁶

Answer:

8,993,200

Step-by-step explanation:

10^3 is 1000

8993.2 * 1000

=

8,993,200

1.  Algebraic rules= (y, -x), (-x, -y), (-y, x) respectively, 2. (0,0), (3,1), and (2,3), 3. (0,0), (1,-3) and (3,2), 4. (0,0), (-3,-1), and (2,-3) 5. would be identical to the original triangle.

Rotation in mathematics refers to the transformation of a figure around a fixed point or axis. The fixed point or axis is called the center of rotation, and the figure is rotated by a certain angle, either clockwise or counterclockwise.

There are different types of rotations, including 2D and 3D rotations. In 2D geometry, a figure can be rotated by an angle about a point or the origin. In 3D geometry, a figure can be rotated about an axis, such as the x-axis, y-axis, or z-axis.

1.The algebraic rules for each kind of rotation are:

90° clockwise about the origin: (x, y) → (y, -x)

180° about the origin: (x, y) → (-x, -y)

270° clockwise about the origin: (x, y) → (-y, x)

2. To draw the image of ΔDEF after a 90° clockwise rotation, we apply the algebraic rule for a 90° rotation to each vertex of the triangle.

D(0,0) → (0,0)

E(-1,3) → (3,1)

F(-3,-2) → (2,3)

So, the image of ΔDEF after a 90° clockwise rotation is a new triangle with vertices (0,0), (3,1), and (2,3).

3. To draw the image of ΔDEF after a 180° rotation, we apply the algebraic rule for a 180° rotation to each vertex of the triangle.

D(0,0) → (0,0)

E(-1,3) → (1,-3)

F(-3,-2) → (3,2)

So, the image of ΔDEF after a 180° rotation is a new triangle with vertices (0,0), (1,-3), and (3,2).

4. To draw the image of ΔDEF after a 270° clockwise rotation, we apply the algebraic rule for a 270° rotation to each vertex of the triangle.

D(0,0) → (0,0)

E(-1,3) → (-3,-1)

F(-3,-2) → (2,-3)

So, the image of ΔDEF after a 270° clockwise rotation is a new triangle with vertices (0,0), (-3,-1), and (2,-3).

5. A 360° rotation would result in the triangle returning to its original position. In other words, the image of the triangle after a 360° rotation would be identical to the original triangle.

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\((\stackrel{x_1}{-2}~,~\stackrel{y_1}{20})\qquad (\stackrel{x_2}{-1}~,~\stackrel{y_2}{22}) \\\\\\ \stackrel{slope}{m}\implies \cfrac{\stackrel{\textit{\large rise}} {\stackrel{y_2}{22}-\stackrel{y1}{20}}}{\underset{\textit{\large run}} {\underset{x_2}{-1}-\underset{x_1}{(-2)}}} \implies \cfrac{2}{-1 +2} \implies \cfrac{ 2 }{ 1 } \implies 2\)

\(\begin{array}{|c|ll} \cline{1-1} \textit{point-slope form}\\ \cline{1-1} \\ y-y_1=m(x-x_1) \\\\ \cline{1-1} \end{array}\implies y-\stackrel{y_1}{20}=\stackrel{m}{ 2}(x-\stackrel{x_1}{(-2)}) \implies y -20 = 2 ( x +2) \\\\\\ y-2=2x+4\implies {\Large \begin{array}{llll} \end{array}} y=2x+6\impliedby \begin{array}{|c|ll} \cline{1-1} slope-intercept~form\\ \cline{1-1} \\ y=\underset{y-intercept}{\stackrel{slope\qquad }{\stackrel{\downarrow }{m}x+\underset{\uparrow }{b}}} \\\\ \cline{1-1} \end{array}\)

Answer:

To find the input (value of x) for which the output is 20, we need to solve the given equation: -3 + 5x = 4x - 5.

Let's solve this equation step by step:

-3 + 5x = 4x - 5

To isolate the x terms on one side, we can subtract 4x from both sides:

-3 + 5x - 4x = 4x - 4x - 5

Simplifying:

x - 3 = -5

Now, to isolate x, we can add 3 to both sides:

x - 3 + 3 = -5 + 3

Simplifying:

x = -2

Therefore, the input (value of x) for which the output is 20 is x = -2.

None of the options provided (A. 55, B. -15, C. -5, D. 35) match the solution x = -2. It seems that the given options do not include the correct answer. I recommend discussing this discrepancy with your teacher or referring to the textbook/materials for further clarification.

Answer:

x = 20

Step-by-step explanation:

\(\frac{10}{x}\) = \(\frac{x}{40}\)

We cross-multiply and get

400 = \(x^{2}\)

\(\sqrt{400}\) = \(\sqrt{x^{2} }\)

x = 20

So, the answer is x = 20

Answer:

I think the answer would be Y=-2X+5

Hope it helps you *^*

Answer:

distance = 7.07 units

Step-by-step explanation:

x difference = 7

y difference = -1

using the Pythagorean theorem:

7² + -1² = d²

d² = 49 + 1 = 50

d = 7.07

Answer:

7.1

Step-by-step explanation:

distance between the x is 7 and y is 1

And to find the hypotenuse, you use the quadratic formula, 7^2 + 1^2 = c^2

c=50

and take the square root, which is 7.071, rounds to 7.1

aboustouly tell me ur problem

The given polar equation is R = 4/(sin(x) + 8cos(x)). We need to find the equivalent Cartesian equation for this polar equation. By using the conversion formulas between polar and Cartesian coordinates, we can express the polar equation in terms of x and y in the Cartesian system.

To convert the given polar equation to Cartesian form, we use the following conversion formulas: x = Rcos(x) and y = Rsin(x). Substituting these formulas into the given polar equation, we get R = 4/(sin(x) + 8cos(x)).

Converting R to Cartesian form using x and y, we have √(x^2 + y^2) = 4/(y + 8x). Squaring both sides of the equation, we get x^2 + y^2 = 16/(y + 8x)^2.

This equation, x^2 + y^2 = 16/(y + 8x)^2, is the equivalent Cartesian equation for the given polar equation R = 4/(sin(x) + 8cos(x)). It represents a curve in the Cartesian coordinate system.

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