6 ft
8 ft
452.16 ft
150.72 ft
48 ft
904.32 ft

The number of students who like both subjects is 2 students. The result is obtained by using the concept of Venn diagram.

A Venn diagram is a diagram used to represent the sets.

From a survey,

Find the number of students that like both subjects!

We make a Venn diagram to represent the sets, as shown in the attachment.

The universal set is the sum of all students. It is

S = ¼S + ½S + 4

S = ¾S + 4

S - ¾S = 4

¼S = 4

S = 4×4

S = 16 students

Students that like Science are 50%. They are

= 50% × S

= 0.5 × 16

= 8 students

As shown in the picture of Venn diagram, students who don't like Mathematics is 10 students. So, students who only like Science are

b + 4 = 10

b = 10 - 4

b = 6 students

Students who like both subjects are

a = ½S - b

a = 8 - 6

a = 2 students

Hence, students who like Mathematics and Science are 2 students.

Learn more about Venn diagram here:

brainly.com/question/1605100

#SPJ4

9514 1404 393

Answer:

Step-by-step explanation:

First differences are ...

  -38 -(-45) = 7

  -31 -(-38) = 7

  -24 -(-31) = 7

The first differences are constant, so this is an arithmetic sequence with a common difference of 7.

The system equations are y= -1.3x+130 and  y =\(\frac{-167}{5625}x^2+167\).

What is equation?

When the slope of the line being studied is known, and the provided point is also the y intercept, the slope intercept formula, y = mx + b, is utilised (0, b).   It provides both a slope and an intercept, which is why the form is known as the slope-intercept form.

Here let us set the origin as (0,0) in lower left.

Then slope m = -130/100 = -1.3

Y-intercept  b= 130 ft.

Then equation is y=mx+b

=> y= -1.3x+130

Now for the parabola , it appears that the vertex is at 167 ft.

V=(0,167)

Now using vertex form of equation then,

=> y = a\((x-p)^2+q\)

=> y = a\(x^2\)+167

Now y=0 when x=75 then,

=> 0 = a\(75^2\)+167

=> -167=5625a

=> a = -167/5625

Then the equation is y =\(\frac{-167}{5625}x^2+167\).

To learn more about equation refer the below link

https://brainly.com/question/25262302

#SPJ1

The high school bell and junior school bell will ring at the same time 4 times during the school day.

First  we need to find the least common multiple (LCM) of 45 minutes and 30 minutes, which is the smallest multiple that both 45 and 30 share.

The prime factorization of 45 is 3 × 3 × 5, and the prime factorization of 30 is 2 × 3 × 5. To find the LCM, we need to take the highest power of each prime factor that appears in either factorization. So, the LCM of 45 and 30 is:

LCM(45, 30) = 3 × 3 × 2 × 5 = 90

Therefore, the high school bell and junior school bell will ring at the same time every 90 minutes. To find out how many times this will happen during the school day,

We need to know how many 90-minute intervals there are in the length of the school day. If the school day is 6 hours long (360 minutes), then there are:

360 ÷ 90 = 4

So the high school bell and junior school bell will ring at the same time 4 times during the school day.

Learn more about prime factorization here : brainly.com/question/18187355

#SPJ1

Answer: No

Step-by-step explanation: It is NOT possible because then the division would be incomplete, and even if you did, then you could AT LEAST divide it once more, before ending the problem. I hope this helped!

yes but it would be incomplete

Answer: you start bye doing th

Step-by-step explanation:

Then you start too do

1. EC = 4.5 (Equal sides of a parallelogram; AP = EC)

2. EP = 7 (Equal sides of a parallelogram; AC = EP)

3. mCEP = 109 = mPAC (Opposite angles of a parallelogram are equal)

4. PR = CR = 4.75 (Diagonals bisect each other)

5. RE = AR = 3.5 (Diagonals bisect each other)

6. CP = 4.75 + 4.75 = 9.5

7. mEPA = 180 - 109 = 71 (Adjacent angles are supplementary)

8. mECA = mEPA = 71 (Opposite angles of a parallelogram are equal)

Answer:

Step-by-step explanation:

In parallelogram, opposite sides are congruent.

1) EC = PA

EC = 4.5

2) EP =  CA

EP = 7

3. In parallelogram, opposite angles are congruent.

∠CEP = ∠PAC

m∠CEP = 109

4. In parallelogram, diagonals bisect each other.

PR = CR = 4.75

5) RE = AE = 3.5

6)CP = CR + PR = 4.75 + 4.75 = 9.5

7)Adjacent angles are supplementary

m∠EPA + m∠PAC = 180

m∠EPA + 109 = 180

m∠EPA = 180 - 109

∠EPA = 71

8) m∠ECA = ∠EPA

m∠ECA = 71

Answer:

I belive it is 15% off.

Given a Math exam with 7 short answer questions and Peter intending to answer three of them, there are a total of 35 different combinations of short answer questions he can choose.

To determine the number of combinations, we can use the concept of combinations in combinatorics. The formula for combinations is given by:

C(n, r) = n! / (r! * (n - r)!)

Where:

C(n, r) represents the number of combinations of choosing r items from a set of n items.

n! denotes the factorial of n, which is the product of all positive integers up to n.

In this case, Peter wants to answer three out of the seven questions, so we can calculate it as:

C(7, 3) = 7! / (3! * (7 - 3)!) = 7! / (3! * 4!)

Simplifying further:

7! = 7 * 6 * 5 * 4 * 3 * 2 * 1

3! = 3 * 2 * 1

4! = 4 * 3 * 2 * 1

C(7, 3) = (7 * 6 * 5 * 4 * 3 * 2 * 1) / [(3 * 2 * 1) * (4 * 3 * 2 * 1)]

After canceling out common terms, we get:

C(7, 3) = 7 * 6 * 5 / (3 * 2 * 1) = 35

Therefore, there are 35 different combinations of short answer questions Peter can choose to answer.

Learn more about combinations in combinatorics here: brainly.com/question/13261685

#SPJ11

Answer:

it's 25 m/s in other word's C

Step-by-step explanation:

Answer:

C) 25m/s

Step-by-step explanation:

The highest point on the graph is located at 25m/s. Therefore that is the fastest speed the car traveled at.

By the radius-tangent theorem, the radius is equal to 39/10 units.

In Euclidean geometry, Pythagorean's theorem is given by this mathematical expression:

a² + b² = c²

Where:

a, b, and c represents the side lengths of a right-angled triangle.

Since CB is tangent to OA at point C and line segment CB is perpendicular to line segment AC by the radius-tangent theorem, we would determine the radius by applying Pythagorean's theorem as follows;

r^2 + 8^2 = (r + 5)^2

r^2 + 64 = r^2 + 10r + 25

r^2 - r^2 = -10r + 64 - 25

10r = 39

r = 39/10 units.

Read more on Pythagorean theorem here: https://brainly.com/question/9892082

#SPJ1

About 15.87% of the attendance figures would be less than 3500.

About 0.62% of the attendance figures would be greater than 5000.

About 34.13% of the attendance figures would be between 3700 and 4300 each week.

The mean is the average of a set of numbers, while the standard deviation measures the spread of the data around the mean. The normal distribution is fully characterized by its mean and standard deviation. In this case, the mean attendance is 4000, and the standard deviation is 500.

To answer the first question, "What percentage of the attendance figures would be less than 3500?" we need to calculate the area under the curve to the left of 3500. We can use a standard normal distribution table or a calculator to find this area. The result is approximately 15.87%.

To answer the second question, "What percentage of the attendance figures would be greater than 5000?" we need to calculate the area under the curve to the right of 5000. Again, we can use a standard normal distribution table or a calculator to find this area. The result is approximately 0.62%.

To answer the third question, "What percentage of the attendance figures would be between 3700 and 4300 each week?" we need to calculate the area under the curve between 3700 and 4300. We can use a standard normal distribution table or a calculator to find this area. The result is approximately 34.13%.

To know more about percentage here

https://brainly.com/question/13729841

#SPJ4

Answer:

Suppose those rental rates have approximately a normal distribution, with a standard deviation of. $150. ... Canada, systolic blood pressure readings have a mean of 121 and a standard deviation of 16. A reading.

Probability that a randomly selected male's systolic blood pressure will be less than 100 is 0.397.

Probability means possibility. It is a branch of mathematics that deals with the occurrence of a random event.

According to the question

For males in a certain town, the systolic blood pressure is normally distributed with a mean of 105 and a standard deviation of 9.

Probability that a randomly selected male's systolic blood pressure will be less than 100

P(x < 100)

By using normalized normal distribution

= \(N(\frac{100-105}{9} )\)

= \(N(\frac{-5}{9} )\)      

We have N(-a) = 1 - N(a), a>0                                    

= 1 -  \(N(\frac{-5}{9} )\)      

= 1 - N(0.556)

= 1 - 0.6026

= 0.3979

≈ 0.397 (nearest thousandth)

So, probability that a randomly selected male's systolic blood pressure will be less than 100 is 0.397.

Find out more information about probability here

https://brainly.com/question/11234923

#SPJ2

Answer: \(m=\frac{1}{9}\)

Step-by-step explanation:

\(\frac{9}{7}m=\frac{1}{7}\)

Multiply by the reciprocal to isolate m.

\((\frac{7}{9} )\frac{9}{7}m=\frac{1}{7}(\frac{7}{9} )\)

\(m=\frac{1}{9}\)

Answer:

n=9

Step-by-step explanation:

add the exponents when the bases are the same

Answer:

B) Is the answer.

Step-by-step explanation:

If you have 15 quarters and 32 pennies, you have more than twice the amount of pennies that you do quarters. There is a small chance that it could be a dime or a nickel but this is unlikely. The chance of a quarter and penny falling out is much greater than a dime or nickle.

If your overall regression model is not significant, it means that the predictors included in the model do not have a significant relationship with the dependent variable. In such cases, there are several steps you can consider: reviewing your model, examining individual predictors, considering alternative models, evaluating model assumptions, gathering more data, and seeking expert advice.

Points to consider when your overall regression model is not significant are as follows:

1. Review your model: Double-check your regression model to ensure that it is correctly specified. Look for any potential errors or issues with the data, such as missing values, outliers, or violations of assumptions.

2. Examine individual predictors: Assess the significance and direction of each individual predictor in the model. Even if the overall model is not significant, it is possible that some predictors may still have a significant relationship with the dependent variable.

3. Consider alternative models: Explore alternative models by including or excluding different predictors, transforming variables, or incorporating interaction terms. Sometimes, a different model specification may reveal significant relationships.

4. Evaluate model assumptions: Validate the assumptions of multiple regression, including linearity, independence, normality, and homoscedasticity. Violations of these assumptions may affect the significance of the model.

5. Gather more data: If the sample size is relatively small, collecting additional data may help increase the power of the analysis, potentially leading to significant results.

6. Seek expert advice: Consult with a statistician or research advisor who can provide guidance on the specific context of your study and suggest appropriate analyses or model adjustments.

Regarding the options you mentioned:

- Post-hoc Bonferroni test: This test is typically used in the context of hypothesis testing for multiple comparisons. However, if your overall regression model is not significant, it suggests a lack of association between the predictors and the dependent variable, making post-hoc tests unnecessary.

- Simple main effects analysis: This type of analysis is typically used when examining interactions in analysis of variance (ANOVA) designs. It may not be directly applicable in the context of multiple regression.

- Post-hoc Tukey test: Similar to the Bonferroni test, the Tukey test is used for multiple comparisons in the context of ANOVA. It may not be directly relevant if your focus is on the significance of the overall regression model.

To know more about regression model: refer here:

https://brainly.com/question/29667119#

#SPJ11

Answer:

It will take her 50 minutes in total to walk 2.5 kilometers.

Step-by-step explanation:

You first start off by finding how long it take to walk 1 kilometer. In this case it takes 20 minutes to walk 1 kilometer. Then multiply 20 times 2.5. You then receive your final answer... 50 minutes.

The shaded area of the circles that are given will be 32π.

It should be noted that the area of a circle is calculated by using:

= πr²

where r = 4

In this case, we have two shaded circles. The area will be:

= 2(πr²)

= 2(π × 4²)

= 2(16π)

= 32π

In conclusion, the area is 32π.

Learn more about area on:

https://brainly.com/question/25292087

#SPJ1

The probability f(0,1) = 0.18, which represents the probability that the product does not contain any defect (x=0) and comes from the factory 1 (y=1).

A joint pmf f(x,y) of two discrete random variables X and Y is defined as the probability distribution of a pair of random variables X and Y in which X can take values in {0, 1, 2} and Y takes values in {1, 2}.f(0,1) = 0.18 represents the probability that the product does not contain any defect (x=0) and comes from the factory 1 (y=1).

Here, X represents the number of defects in the product, and Y represents the label of the factory that produces it. The given information defines a joint probability distribution of the two random variables X and Y.

The joint probability mass function (pmf) is denoted by f(x,y).

The probability that the product does not contain any defect (x=0) and comes from the factory 1 (y=1) is given by f(0,1).

This value is given to be 0.18. Similarly, we can calculate the probabilities for other values of X and Y as follows:

f(0,1) = 0.18

f(1,1) = 0.22

f(2,1) = 0.10

f(0,2) = 0.24

f(1,2) = 0.16

f(2,2) = 0.10

The total probability for all possible values of X and Y is equal to 1.

In conclusion, we have calculated the joint pmf f(x,y) for two discrete random variables X and Y, where X takes values in {0, 1, 2} and Y takes values in {1, 2}. We have also calculated the probability f(0,1) = 0.18, which represents the probability that the product does not contain any defect (x=0) and comes from the factory 1 (y=1). The total probability for all possible values of X and Y is equal to 1.

To know more about probability visit:

brainly.com/question/31828911

#SPJ11

Answer:

Let x be Jenny's hourly rate. Then Mary's hourly rate is x + 0.2x = 1.2x.

The total amount of money they earned for the hours they worked is the same, so we can set up the equation:

30x + 25(1.2x) = 610

Expanding the second term and solving for x:

30x + 30x = 610

60x = 610

x = 10.17

So Jenny's hourly rate is $10.17 and Mary's hourly rate is $12.20.

If the median of learners is 20 then the value of a is 15 and the mean is 18.5.

Given that the scores of 10 learners in a test arranged in ascending order be 12, 13, 13, a, (a + 3), (52-2a), (2a-8), 23, 23 and 24 and the median mark is 20.

We are required to find the value of a and the value of mean.

Because n is odd so the median value will be the average of n/2 th term and (n+1)/2 th term.

(n/2)=10/2=5th term=a+3

(n/2)+1=10/2+1=5+1=6th term=52-2a

Median=(a+3+52-2a)/2

Median=(55-a)/2

20=(55-a)/2

40=55-a

a=55-40

a=15

Mean=(12+13+13+a+a+3+52-2a+2a-8+23+23+24)/10

=(155+2a)/10

=(155+2*15)/10

=(155+30)/10

=185/10

=18.5

Hence if the median of learners is 20 then the value of a is 15 and the mean is 18.5.

Learn more about median at https://brainly.com/question/26151333

#SPJ9

The euro-dollar deposit rate is 8.5% according to the Fisher Effect.

The Fisher Effect relates to interest rates, inflation, and exchange rates. It proposes a connection between the nominal interest rate, real interest rate, and the expected inflation rate.

The nominal interest rate is the actual interest rate that you get on a deposit account, whereas the real interest rate is the nominal rate after accounting for inflation.

The Fisher effect is given as follows:

nominal interest rate = real interest rate + expected inflation rate.

The given information is:

Forecast inflation rate of Japan = 1.3%

Forecast inflation rate of the US = 5.4%

Euro-yen deposit rate = 4.4%

According to the Fisher Effect formula, the euro-dollar deposit rate can be calculated as follows:

euro-dollar deposit rate = euro-yen deposit rate + expected inflation rate of the US - expected inflation rate of Japan Now substituting the given values, we get:

euro-dollar deposit rate

= 4.4 + 5.4 - 1.3

= 8.5%

Therefore, the euro-dollar deposit rate is 8.5% according to the Fisher Effect.

To know more about Fisher Effect visit:

https://brainly.com/question/15219229

#SPJ11

The volume of the sugar cube is changing at a rate of -150 mm³ per minute when the edge length is 10 mm.

Let's denote the edge length of the cube as "x" and the volume of the cube as "V". We are given that the edge length is decreasing at a rate of 0.5 mm per minute.

The volume of a cube can be calculated as V = x³.

To find the rate at which the volume is changing with respect to time (dV/dt), we need to take the derivative of the volume equation with respect to time:

dV/dt = d/dt(x³)

Using the chain rule, we can differentiate the equation with respect to time:

dV/dt = 3x² * dx/dt

We know that dx/dt is -0.5 mm per minute (since the edge length is decreasing at that rate). We also know that the edge length is 10 mm when we want to find the rate of change of the volume.

Plugging in the values:

dV/dt = 3(10²) * (-0.5)

dV/dt = 300 * (-0.5)

dV/dt = -150 mm³/min

Note that the negative sign indicates that the volume is decreasing over time.

Learn more about rate of change here:

https://brainly.com/question/29633130

#SPJ11

Answer:

Eh, I think zero apples

Step-by-step explanation:

This is because if you eat 3 apples a day for 30 days you get,
3x30=90

Answer: y=3x-5

Step-by-step explanation: Find the slope of the original line. slope is m=3. Then use the point slope formula  \(y-y1=m(x-x1)\) to find the line parallel to y=3x+4. Parallel lines have the same slope. so you substitute the given point (x1,y1)(1,-2) and slope m=3  into the point slope formula.

y-(-2)=3(x-1)  

y+2=3x-3  

y=3x-5

Answer:

Domain: [-4,4]

Range: [-4,6]

Step-by-step explanation:

To domain pertains to the x-coordinates, while the range pertains to the y-coordinates.

Looking at the graph, we can see that the farthest point to the left is (-4,3) and the farthest point to the right is (4,6). Now, we know that the domain is [-4,4].

Looking at the graph, we can see the highest point is (4,6) and the lowest point is (0,-4). Now, we know the range is [-4,6].

Now, we know that the domain is [-4,4] and the range is [-4,6].

Answer:

Answer is D

Hope this helps you

Mark me as brainliast

As we can see, this is a 45 45 90 triangle

The legs of the triangle are equal and the hypotenuse = leg * sqrt(2)

In this case,

The hypotenuse = 6 * sqrt(2)

Cos(45) = 6 / (6 * sqrt(2))

The 6's cancel each other out and you're left with:

1 / sqrt(2)

The point (3, -3, 2) in rectangular coordinates is (3.464, -60°, 2) in cylindrical coordinates.

To convert the point from rectangular coordinates to cylindrical coordinates, use the following formulas:

r = sqrt(x2 + y2)

θ = tan-1(y/x)

z = z

For the given point (3, -3, 2), we have:

r = sqrt(32 + (-3)2) = sqrt(18) = 3.464

θ = tan-1(-3/3) = -60°

z = 2

Therefore, the point (3, -3, 2) in rectangular coordinates is (3.464, -60°, 2) in cylindrical coordinates.

Learn more about  Cylindrical coordinates

brainly.com/question/30394340

#SPJ11