The function p(x) = 30 000(0.68)* models the
resale value of a car after x years.
Kala says that the value of the car is decreasing by
32% each year. Remy says the value of the car is
decreasing by 68%.
1.1 Who is correct? Explain your thinking.
1.2 How would the function change if the value of
the car decreased by 15% each year?

Answer:

13 bags

Step-by-step explanation:

V = π(2^2)(1/2) = 2π = 6.28 cubic feet

6.28 ÷ .5 = 12.56

So Martin needs to buy at least 13 bags of sand.

a) Check the graph for normality as small sample sizes can affect normality tests. b) The hypothesis is inconclusive; the mean may not be less than 40.

c) To reduce margin of error, increase sample size or decrease confidence level. One-tailed hypothesis with t-score = -1.073, df = 9, sig level = 0.5.

a) It is necessary to inspect the graph of the sample data because the normality tests like K-S Test or Anderson Darling test or any test aren't very powerful when it comes to the small sample data. That is why we always need to examine the plot and use our own judgement to whether it is normal or not rather than relying solely on the hypothesis tests. Smallest deviations in the dataset can generate the statistically significant p-value which is not good for the small sample data and these tests are robust against the making of decision like normality due to the certain effects of central limit theorem.

b) The hypothesis would be as followed:

H o: μ=40

H₁: μ<40

t = (X-μ)/(s/√n)

t = (X-μ)/(s/√n) = (37.4 - 40)/(7.662/√10)

t = -2.6/2.423

t = -1.073

p-value= 0.1556

Based on the above calculation, p-value> alpha value which shows that we have insignificant results and we fail to reject the hypothesis. There is no sufficient evidence that the average number of pepperonis is less than 40.

c) Current margin of error would be:

M.E = (t₀.₉₅,₉)(s/√n)

M.E = (2.262)(7.662/√10)

M.E = 5.481

Two ways to reduce the margin error would be:

1) Increase the sample size, margin of error will be reduced as the sample size is inversely proportional.

2) Reduce the confidence level like instead of 95% use 90% or less.

T-Score: -1.073

DF: 9

Significance Level: 0.5

One-tailed or two-tailed hypothesis: One-tailed

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Complete question is below

Answer:

Answer is B The data is asymetrical.

Step-by-step explanation:

The probability that the second card is another 8 is  approximately 0.045

There are 52 cards in a standard deck, and after drawing the first card, there are only 51 cards remaining.

The probability of drawing an 8 as the first card is 4/52, since there are four 8s in the deck.

Since the first card is not replaced, there are only three 8s remaining in the deck.

Therefore, the probability of drawing another 8 as the second card, given that the first card is an 8 and was not replaced, is 3/51.

Thus, the probability that Sara draws the 8 of hearts as the first card and another 8 as the second card is

(4/52) x (3/51) = 0.0045

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The given question is incomplete, the complete question is:

Sara draws the 8 of hearts from a standard deck of 52 cards. Without replacing the first card, she then proceeds to draw a second card. a. Determine the probability that the second card is another 8

The  required value of the ∠DPE = 40°.

Angles that are vertically opposite to one another at a particular vertex are formed by two straight lines meeting. Angles that are vertically opposed to one another are identical. These are referred to as perpendicular angles at times.

Using vertically opposite angle, ∠GPE = 35° and ∠KPF are equal

Then,

∠GPE = ∠KPF = 35°

Then Sum of all angles on straight line is 180°

∠KPF + ∠FP + ∠DPE = 180°

35° + 105° + ∠DPE = 180°

∠DPE = 180° - 140°

∠DPE = 40°

Thus, required value of the ∠DPE = 40°.

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Answer:

Step-by-step explanation:

volume of each can

=[tex]\pi[/tex][tex]r^{2}[/tex]h

22/7×[tex]4/2^{2}[/tex]×6

[tex]\frac{88×6}{7}[/tex]

528/7

After solving the equation N x 4 = 28 for N, then the solution to the equation is N = 7.

An equation is a mathematical statement that shows the equality of two expressions. It typically contains one or more variables and may involve arithmetic operations such as addition, subtraction, multiplication, or division. Equations can be solved to determine the values of the variables that make the equation true. For example, the equation 2x + 5 = 11 is true when x = 3, since 2(3) + 5 = 11.

To solve the equation N x 4 = 28 for N, we need to isolate N on one side of the equation.

First, we can divide both sides of the equation by 4:

N x 4 ÷ 4 = 28 ÷ 4

Simplifying:

N = 7

Therefore, the solution to the equation is N = 7.

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The inequality that represents the possible weight of the Maine Coon is 828 ≤ x ≤ 840

Let x be the weight of Linda's Maine Coon in pounds.

Since the difference in weight between the two cats is at least 6 pounds, we can write the following inequality:

|x - 834| ≥ 6

This inequality can be interpreted as "the absolute value of the difference between the weight of the Maine Coon and 834 pounds is greater than or equal to 6".

Simplifying the inequality, we get:

-6 ≤ x - 834 ≤ 6

Adding 834 to each side of the inequality, we get:

828 ≤ x ≤ 840

Therefore, the possible weight of Linda's Maine Coon is between 828 and 840 pounds, inclusive.

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The part (percentage) of the whole trip Tigran travels during the (first) two hours of driving is 90%

A percentage is a representation of a part of a quantity as a fraction with a denominator of a 100.

The fraction of the whole trip Tigran travels in the first hour = 2/5

The distance Tigran drove in the first hour of driving = (2/5) × 150-mile = 60-miles

The distance Tigran travels in the second hour = (5/6) × (150 - 60) = 75

The distance he drove in the second hour = 75 miles

The distance, d, Tigran travels during these two hours is therefore;

d = 60 miles + 75 miles = 135 miles

The part of the whole trip traveled in the two hours is therefore;

Part of trip = 135/150 = 9/10 = 90%

The part of the whole trip Tigran travels in these two hours is therefore, 90% of the trip

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The length of the rectangle with a perimeter of 24 inches and a width of 7 inches is 5 inches.

The perimeter of a rectangle is given by the formula: P = 2l + 2w where P is the perimeter, l is the length, and w is the width. We know that the perimeter of the rectangle is 24 inches and the width is 7 inches.

Substituting the given values in the formula for the perimeter of the rectangle, we have:

24 = 2l + 2 × 7

Simplifying, 24 = 2l + 14

Subtracting 14 from both sides, we get:

10 = 2l

Dividing both sides by 2, we get: l = 5

Therefore, the length of the rectangle is 5 inches.

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The value of angle ACB in triangle is 30°.

A triangle is a closed, two-dimensional shape made up of three line segments and has both inner and exterior angles. According to the triangle sum theorem, a triangle's internal angles may be added up to make 180, and its exterior angle equals the total of its two opposite interior angles.

∠ACB=8x-2

∠ABC=19x+4(vertically opposite angle)

∠BAC=180°-110°=70°( the sum of angles on a straight line is equal to 180°)

∠ACB+∠ABC+∠ABC=180°

8x-2+19x+4+70=180°

27x=108

x=4

Hence, value of angle∠ ACB=30°

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Answer: 37.7mm

Step-by-step explanation:

c = 2πr

c = 2π(6)

c ≈ 37.7

Answer:

k - 6

Step-by-step explanation:

I'm not sure if this is a mistake or not, or if you pressed enter a little too early, but for example:

let k = 16

6 [the number provided] less than 16 [k] is not 6 - 16, as that would be 16 less than 6. You can read the math problem from right to left, and 16 - 6 would read out as "six less than sixteen".

Honestly, you don't really need this, and it isn't a good way to do it, there are many better ways.

options A and D are solutions to the trigonometric equation sinx cosx = 1/4.

What are trigonometric signs ?

Trigonometry is a branch of mathematics that deals with the relationships between the sides and angles of triangles. Right triangles are particularly important in trigonometry because they have one angle that measures 90 degrees, which allows us to define the six trigonometric functions: sine, cosine, tangent, cosecant, secant, and cotangent.

In a right triangle, the side opposite the 90-degree angle is called the hypotenuse, and the other two sides are called the legs. We can use the ratios of the lengths of the sides to define the six trigonometric functions.

According to the question:
To solve the equation sinx cosx = 1/4, we can use the identity 2sinx cosx = sin(2x). Then, we have:

sinx cosx = 1/4

2sinx cosx = 1/2

sin(2x) = 1/2

The solutions for sin(2x) = 1/2 are:

2x = π/6 + 2nπ or 2x = 5π/6 + 2nπ, where n is an integer.

x = π/12 + nπ or x = 5π/12 + nπ, where n is an integer.

Then, the solutions for sinx cosx = 1/4 are:

x = π/24 + nπ/2 or x = 5π/24 + nπ/2, where n is an integer.

Therefore, options A and D are solutions to the equation sinx cosx = 1/4.

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The product of 556 and 16 is therefore 33 1/4 as we express the quotient of 556 and 16 as a mixed number in the simplest form.

A mathematical assertion that two expressions are equal is known as an equation. A typical equation has one or more variables, which are often denoted by letters and have a range of possible values. Equations are frequently used in a variety of fields to describe relationships between distinct numbers or to address issues. For instance, the equation x + 2 = 5 only has one variable, x. It denotes that the product of x and 2 equals 5.

given

We can represent 556 as a rectangle with length 556 and width 1, and 16 as a rectangle with length 16 and width 1 to calculate the quotient of 556 and 16 using an area model.

This is how it goes:

To start, we deduct 16 from 556 to obtain:

556 - 16 = 540

540 = 16 x 33 + 4

Finally, by multiplying the numerator and denominator of the fraction 33 4/16 by 4, we may express the quotient of 556 and 16 as a mixed number in the simplest form, which results in:

556 ÷ 16 = 33 4/16 = 33 1/4

The product of 556 and 16 is therefore 33 1/4 as we express the quotient of 556 and 16 as a mixed number in the simplest form.

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If a client who weighs 207 lb (94.1 kg) is to receive 1.5 mg/kg of gentamicin sulfate iv three times each day, the nurse should administer 141 mg of gentamicin sulfate for each dose.

To calculate the dose of gentamicin sulfate that the nurse should administer to the client, we need to know the client's weight and the desired dosage, which in this case is 1.5 mg/kg.

First, we need to convert the client's weight from pounds to kilograms. To do this, we divide the client's weight in pounds by 2.205 to get the weight in kilograms:

207 lb ÷ 2.205 = 94.1 kg

Now that we have the client's weight in kilograms, we can calculate the dose of gentamicin sulfate for each administration:

1.5 mg/kg × 94.1 kg = 141.15 mg

We round 141.15 mg to the nearest whole number, which is 141 mg.

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The height of the rectangular prism is 10 meters, calculated using the formula V = l × w × h with the given values of V, l, and w.

We know that the volume of a rectangular prism is given by:

V = l × w × h

where V is the volume, l is the length, w is the width, and h is the height.

Given that the volume of the rectangular prism is 161.2 m³ and the base of the prism is 5.2 m by 3.1 m, we can write:

161.2 = 5.2 × 3.1 × h

Simplifying the equation, we get:

h = 161.2 / (5.2 × 3.1)

h = 10

Therefore, the height of the rectangular prism is 10 meters.

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The method of documentation described is called gridding. Gridding involves setting up squares of known dimensions (e.g. 1 meter) over the entire pattern, usually starting at the center.

Gridding is setting up squares of known dimension over the entire pattern. The squares are then numbered in a clockwise fashion, allowing each individual artifact found within them to be documented and identified. Gridding ensures that all artifacts found within a pattern can be located and identified. Additionally, it helps to compare patterns with one another and to compare them to other patterns.
Gridding requires the excavation of a larger area than would otherwise be necessary, but the information that is obtained is worth the effort. The data obtained from gridding can be used to compare the relative amounts and types of artifacts present in various locations, which can be used to infer the type of activity that was conducted in the area. Furthermore, it allows for the accurate identification and documentation of individual artifacts, which can be extremely useful for studying a specific culture.

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1) x=7.7942  2) figure not clear 3) 0.866  4) 0.7071  ,we got these answer with the help of tringnometric identities

what is tringnometric identities?

Trigonometric identities are mathematical equations that involve trigonometric functions, such as sine, cosine, tangent, cotangent, secant, and cosecant. These identities relate the values of these functions to one another and can be used to simplify trigonometric

In the given question,

in figure 1 we can take sin(60)=y/9

y=7.7942

then cos(60)=x/7.7942

x=3.8971

3) sin(60)=0.866

4) cos(45)= 0.7071

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There can be any angles  like vertical, linear pair, supplemenatry which can be shown in the following figure.

(a) One pair of vertical angles:

Vertical angles are formed by the intersection of two lines. They are opposite to each other and are congruent. For example, in the following diagram, ∠1 and ∠6 are a pair of vertical angles, and ∠3 and ∠8 are another pair of vertical angles.

b) one pair of angles that form a linear pair:

A linear pair is formed by  pair of adjacent angles whose non-adjacent sides form a line.

In the figure the linear pair will be ∠4 and ∠8.Beacause they are adjacent angles whose non adjacent sides form a line.

c)one pair of angles that are supplementary:

Two are said to be supplementary if they add up to be 180 degrees.

So in the figure ∠4 and ∠8 can be supplementary and also ∠1 and ∠5 can be supplementary.

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After removing the outliers, the mean age of the remaining students is 18.6 and the median age is 19.

When the outliers (27 and 47) are removed from the data, we are left with the following set of ages: 19, 19, 18, 18, 18, 19, 20, 18.

To find the mean age of the remaining students, we add up the ages and divide by the number of remaining students.

Mean age = (19 + 19 + 18 + 18 + 18 + 19 + 20 + 18) / 8 = 149 / 8 = 18.6 (rounded to the nearest tenth)

Therefore, the mean age of the remaining students is 18.6.

To find the median age of the remaining students, we need to arrange the ages in order from least to greatest: 18, 18, 18, 19, 19, 19, 20, 47.

The median is the middle value when the data is arranged in order. In this case, there are 8 data points, so the middle two values are 19 and 19. The median age of the remaining students is the average of these two values:

Median age = (19 + 19) / 2 = 19

Therefore, the median age of the remaining students is 19.

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Complete question is:

Professor Melendez has 10 students in her college algebra class. Their ages are shown below.

19, 27, 19, 18, 18, 18, 47, 19, 20, 18

The mean age of the students in the class is 22.3. The median age of the students is 19. There are two outliers in the data from Professor Melendez’s class: 27 and 47.

When the outliers are removed, what is the mean age of the remaining students? Round your answer to the nearest tenth

What is the median age of the remaining students?

Answer:

The absolute error is the absolute value of the difference between the actual value and the estimated value:

Absolute error = |actual value - estimated value| = |9.5 kg - 9 kg| = 0.5 kg

The percent error is the absolute error expressed as a percentage of the actual value:

Percent error = (|actual value - estimated value| / actual value) x 100%

Plugging in the given values, we get:

Percent error = (0.5 kg / 9.5 kg) x 100% = 5.3%

Rounding to the nearest tenth, the absolute error is 0.5 kg and the percent error is 5.3%.

Based on a linear regression model, if the crime rate increases to 131.2 in year 11, the predicted patient load would be approximately 72.733, so the psychologist is likely to treat 72 phobic patients.

Based on the given information, the psychologist has used a linear regression model to predict the number of phobic patients based on the crime rate in New York City. The regression equation is:

Predicted patients = 1.229 + 0.545 * Crime rate

Here, 0.545 is the coefficient for the Crime Rate variable.

Using this equation, we can predict the number of phobic patients in year 11 when the crime rate is 131.2

Predicted patients = 1.229 + 0.545 * 131.2

Predicted patients = 72.733

Therefore, by using the linear regression model, we find that the psychologist is expected to treat approximately 72 phobic patients in year 11 if the crime rate in New York City increases to 131.2.

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--The given question is incomplete, the complete question is

"a new york city psychologist specializes in treating patients who are phobic and afraid to leave their homes. the following table indicates how many patients the psychologist has seen each year for the past ten years. it also indicates the robbery rate in new york city during the same year. using crime rate to predict patient load, if the crime rate increases to 131.2 in year 11, how many phobic patients will be treated?

Regression Statistics Multiple R 0.950511723 R Sqar 0.903472536 Adjusted R 0.891406603 Square Standard 3.5485219 Error Observations ANOVA 10 df MS F Significance 1 942.8639386 942.8639386 74.87797 2.4715E-05 Regression Residual Total 8 100.7360614 12.59200768 1043.6 Coefficients Standard tStat P-value Lower 95% Upper 95% Error Intercept 1.229061531 5.497668676 0.223560495 0.828702 -11.44858516 13.90670822 Crime Rate 0.545008057 0.0629833718.653205606 2.47E-05 0.399768144 0.69024797 RESIDUAL OUTPUT Observation Predicted Patients Standard Residuals 33.00303125 34.80155784 41.23265291 42.48617144 45.42921495 49.7347786 56.32937609 52.89582533 57.52839382 64.55899775 0.89579985 0.53848918 0.368442379 -0.444219566 1.622803022 1.573785026 1.097156702 0.330039979 0.140964015 1.063791424 10"

1) The point is on the unit circle.

2) The point is not on the unit circle

3) cos(Θ) = 0.866

We know that all the points on the unit circle have a magnitude of 1, then we can write:

√[ (-0.5)² + (sin(4π/3)²) = 1

This means that the point is on the unit circle.

b) Now the point is (-0.5, sin(5π/6))

We need to do the same thing, this time we will get:

√[ (-0.5)² + (sin(5π/6)²) = 0.71

So this point is not on the number line.

c) Here we know that sin(Θ) = -0.5 and the angle is in the quadrant 4.

Then Θ = Asin(-0.5) = -30°

Remember that -30° is on the fourth quadrant, so this is correct, now the cosine of that is:

cos(-30°) = 0.866

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The ordered pair is the best approximation of the exact solution is (0.6, 1.9). The correct option is c.

A group of equations comprising one or more variables is known as a system of equations. The variable mappings that satisfy each component equation, or the points where all of these equations cross, are the solutions of systems of equations.

y = -2x + 3

y = 5x - 1

Equate the right sides of both equations:

-2x + 3 = 5x - 1,

-2x - 5x = -1 -3,

x = 4/7

then

y = -2 x 4/7 + 3 = 8/7 + 3 = 3x7-8 /7 = 13/7 = 1 x 5/7

4/7 = 0.6 and 1 x 5/7 is equal to the ordered pair (0.6, 1.9).

Therefore, the correct option is c, (0.6, 1.9).

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The question is incomplete. The full question is given below:

Which ordered pair is the best approximation of the exact solution?

If a 95% confidence interval is used instead of a 99% confidence interval, the width of the interval would decrease.

The reason behind this is that a 95% confidence interval is narrower than a 99% confidence interval, as it does not cover as much area as a 99% confidence interval. What is a confidence interval? The concept of a confidence interval (CI) is used in statistics to provide a range of values that may contain an unknown population parameter.

The term "confidence" implies that if the same population parameter were estimated from numerous samples and the confidence intervals calculated for each, the proportion of such intervals that contain the parameter would match the specified confidence level.

The width of the interval is based on the confidence level, sample size, and the data variability. When the confidence level increases, the width of the interval increases because the amount of uncertainty increases. In comparison, when the confidence level decreases, the interval width decreases because there is less uncertainty.

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We can conclude that it is unlikely to obtain a random sample of size 9 from this population with a mean of 24 and a standard deviation of 4.1 because the sample mean of 24 is different from the population mean of 20.

To answer this question, we can use a t-test to determine if the sample mean of 24 is significantly different from the population mean of 20.

The t-test formula is:

t = (x' - μ) / (s / √(n))

Where x' is the sample mean, μ is the population mean, s is the sample standard deviation, and n is the sample size.

Plugging in the values given in the question, we get:

t = (24 - 20) / (4.1 / √(9)) = 2.93

To determine if this t-value is significant, we need to compare it to the critical t-value for a two-tailed test with 8 degrees of freedom (n-1). Using a t-table or calculator, we find the critical t-value to be approximately 2.31 at a 5% significance level.

Since our calculated t-value of 2.93 is greater than the critical t-value of 2.31, we can reject the null hypothesis that the sample mean is equal to the population mean.

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The graph showing one cycle of the trigonometric function y = 8 cos 8x is plotted and attached

Trigonometric graphs are graphical representations of trigonometric functions, which are functions that relate the angles of a right triangle to the ratios of its sides. The three most commonly used trigonometric functions are

The graphs of these functions are periodic, meaning they repeat themselves over a regular interval.

In the problem, the graph plotted is that of cosine function and the amplitude of is 8

The 5 points marked are

(-π/16, 0) - the first point

(0, 8) - showing the amplitude and 1/4 cycle

(π/16, 0) - 1/2 cycle

(-π/16, -8) - 3/4 cycle

(3π/16, 0) - one complete cycle

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As per the combination method, there are 4,080 ways for the teacher to assign the tasks of line leader, table wiper, and paper passer to three different students in the class of 17 kindergartners.

To start, let's count the number of ways to choose one student to be the line leader. There are 17 students to choose from, so there are 17 possible choices.

Next, let's count the number of ways to choose one student to wipe down the tables.

Finally, let's count the number of ways to choose one student to pass out papers. We've already chosen two students for the other tasks, so there are only 15 students left to choose from. Thus, there are 15 possible choices for the paper passer.

To find the total number of ways to assign the tasks, we need to multiply the number of choices for each task. So the total number of ways to assign the tasks is:

17 x 16 x 15 = 4,080

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As per the combination method, there are 4,080 ways for the teacher to assign the tasks of line leader, table wiper, and paper passer to three different students in the class of 17 kindergartners.

To start, let's count the number of ways to choose one student to be the line leader. There are 17 students to choose from, so there are 17 possible choices.

Next, let's count the number of ways to choose one student to wipe down the tables.

Finally, let's count the number of ways to choose one student to pass out papers. We've already chosen two students for the other tasks, so there are only 15 students left to choose from. Thus, there are 15 possible choices for the paper passer.

To find the total number of ways to assign the tasks, we need to multiply the number of choices for each task. So the total number of ways to assign the tasks is:

17 x 16 x 15 = 4,080

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