A quarterback practiced for 28 1/2 hours in 4 weeks. How many hours did he practice per week

An operating characteristic curve is based on a(n) binomial distribution probability.

According to the statement

we have given that the an operating characteristic curve and we have to tell the name of the probability based on the this curve is called.

So, For this purpose, we know that the

The binomial distribution is a probability distribution that summarizes the likelihood that a value will take one of two independent values under a given set of parameters or assumptions.

And in this type of probability, it is given by a characteristics curve and The binomial distribution model allows us to compute the probability of observing a specified number of "successes" when the process is repeated

So, this is called the binomial distribution probability.

So, An operating characteristic curve is based on a(n) binomial distribution probability.

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Answer:

Step-by-step explanation:

If AB is parallel to CD and there is a transversal cutting through both (as there is, although it is not named here), then by the definition of corresponding angles, angles 1 and 5 are corresponding and are therefore, congruent. If angle 1 measures 120 then so does angle 5. Learn these...they're very important and are prevalent in triangle stuff in geometry!!!

i think 1xq6 i may be wrong

The vector product of A and B is (2, -4, 2).

To find the vector product (also known as the cross product) of two vectors, use the formula:

A × B = (A₂B₃ - A₃B₂, A₃B₁ - A₁B₃, A₁B₂ - A₂B₁)

Let's calculate the vector product of A = (2, 1, 0) and B = (0, 1, 2)

A × B = (A₂B₃ - A₃B₂, A₃B₁ - A₁B₃, A₁B₂ - A₂B₁)

= (1 × 2 - 0 × 1, 0 × 0 - 2 × 2, 2 × 1 - 1 ×0)

= (2 - 0, 0 - 4, 2 - 0)

= (2, -4, 2)

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The answer of the given question based on the equation problem is , one coin is worth 5 points and one gem is worth 11 points.

An equation is the  mathematical statement that shows  equality between the two expressions. It consists of two parts: the left-hand side (LHS) and the right-hand side (RHS), separated by an equals sign (=). The LHS and RHS may contain one or more variables, constants, mathematical operations, and functions.

Let's denote the value of one coin by x and the value of one gem by y. We can set up two equations based on the given information:

3x + 5y = 70 (equation 1)

6x + 2y = 52 (equation 2)

We can use these equations to solve for x and y. One way to do this is to multiply equation 2 by 5 and subtract it from equation 1 multiplied by 2:

6x + 10y = 140 (equation 1 multiplied by 2)

-30x - 10y = -260 (equation 2 multiplied by 5, with signs flipped)

-24x = -120

x = 5

Now that we know that one coin is worth 5 points, we can substitute this value into either of the original equations to solve for y. Let's use equation 1:

3(5) + 5y = 70

15 + 5y = 70

5y = 55

y = 11

Therefore, one gem is worth 11 points.

In summary, one coin is worth 5 points and one gem is worth 11 points.

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The probability that the artist chosen will be a painter or a photographer is 3/4

Probability is the function that measures the chances that an outcome of a random event will be as expected. In this way you can measure how likely it is that an event will happen.

To solve this exercise the formula and the procedure that we have to use for probability is:

probability= (achieving success / possible outcomes)

Achieving success = 7 painters + 5 photographer = 12

Possible outcomes = 7 painters + 5 photographer + 4 sculptors = 16

Applying the formula to calculate the probability we get:

probability= (achieving success / possible outcomes)

probability= 12/16

Simplifying:

probability= 3/4

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(a) The set A = {r, s, t} is finite with a cardinality of 3.

(b) The set B = {2, 5, 8, 11, 14} is finite with a cardinality of 5.

(c) The set C = {x | x is an even number} is infinite.

(d) The set D = {1} is finite with a cardinality of 1.

(a) The set A = {r, s, t} is finite. Its cardinality is 3. The set contains three distinct elements, namely 'r', 's', and 't'. Since there is a specific countable number of elements in the set, it is finite.

(b) The set B = {2, 5, 8, 11, 14} is finite. Its cardinality is 5. The set contains five distinct elements: 2, 5, 8, 11, and 14. Again, since there is a specific countable number of elements, the set is finite.

(c) The set C = {x | x is an even number} is infinite. This set represents all even numbers, which continue infinitely in both positive and negative directions. No matter how large of an even number we consider, we can always find a larger even number. Therefore, the set is infinite.

(d) The set D = {1} is finite. Its cardinality is 1. The set contains a single element, which is the number 1. Since there is only one element in the set, its cardinality is 1, indicating finiteness.

In summary:

(a) The set A = {r, s, t} is finite with a cardinality of 3.

(b) The set B = {2, 5, 8, 11, 14} is finite with a cardinality of 5.

(c) The set C = {x | x is an even number} is infinite.

(d) The set D = {1} is finite with a cardinality of 1.

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Answer:

20 lies between 16 and 25.

Step-by-step explanation:

The graph will consist of two diagonal lines: one representing Mary's initial walk, turnaround, and return to the classroom, and the other representing her run to lunch with a gradual decrease in speed as she approaches the cafeteria.

To sketch a distance vs. time graph based on the given description, we'll represent the time on the x-axis and the distance on the y-axis.

A. Mary left her classroom and walked at a steady pace to head to lunch:

In this portion, Mary is walking at a steady pace, indicating a constant speed. We can represent this as a straight, diagonal line on the graph, starting from the initial distance (0) and increasing gradually over time until she reaches halfway to the lunch area.

B. Halfway there, Mary stopped to look through her bag for her phone but couldn't find it:

At the halfway point, Mary stops to search her bag. Since she is stationary during this time, the graph will show a horizontal line at the same distance she reached before stopping. This horizontal line represents the time Mary spends searching her bag.

C. Mary turned around to quickly return to her classroom to get her phone that she left at her desk:

After realizing her phone is in the classroom, Mary turns around to go back. This is represented by a straight, diagonal line on the graph, but in the opposite direction. The distance decreases as she retraces her steps until she reaches the classroom.

D. Mary then ran all the way to lunch, gradually decreasing her speed as she neared the cafeteria:

Once Mary retrieves her phone, she runs all the way to lunch. Initially, the graph will show a steeper diagonal line, indicating an increase in distance covered over time. However, as she approaches the cafeteria, her speed gradually decreases. This is represented by a shallower diagonal line on the graph, showing a slower increase in distance over time.

Overall, the graph will consist of two diagonal lines: one representing Mary's initial walk, turnaround, and return to the classroom, and the other representing her run to lunch with a gradual decrease in speed as she approaches the cafeteria. The horizontal line in the middle represents the time Mary spends searching her bag.

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a. Region is below both lines.

b. Region is above both lines

c. No solution

d. Region between both lines

Inequality refers to a relationship that makes a non-equal comparison between two numbers or other mathematical expressions.

Given inequalities,

a. y < 8+2x and 3 + 2x >y

by the graph

Region is below both lines

b. 5 + x < y and y > 7 + x

by the graph

Region is above both lines

c. y > 12 - 3x and 10 - 3x > y

by the graph,

No solution.

d. 6 - x < y and y < 9 - x

by the graph

Region is between both lines.

Hence,

a. Region for the inequalities is below both lines

b. Region for the inequalities is above both lines

c. Region for the inequalities has no solution

d. Region for the inequalities is between both lines

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As per the given situation, it will take 15 weeks for Marlon and Cassandra to have the same balance in their accounts is 600−25x=45+12x. The correct option is A.

We can start by setting up an equation that represents the balance of each person after x weeks.

After x weeks, Marlon's balance would be:

600 - 25x

After x weeks, Cassandra's balance would be:

45 + 12x

To find the number of weeks it will take until they have the same balance, we can set these two expressions equal to each other:

600 - 25x = 45 + 12x

Simplifying this equation, we can combine like terms:

600 = 45 + 37x

Subtracting 45 from both sides:

555 = 37x

Dividing both sides by 37:

x = 15

Therefore, it will take 15 weeks for Marlon and Cassandra to have the same balance in their accounts.

Thus, the correct equation is A) 600−25x=45+12x.

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Answer:

x=24 ,y=156 ,z=24

Step-by-step explanation:

using linear pair 180 degrees

Answer:

16+2.36=18.36

Step-by-step explanation:

( what expressions did they give u to pick?)

Answer:

9. 10.8 miles

10. Yes

Step-by-step explanation:

To solve number 9 I multipled 0.24 x 45 to find the distance the biker can bike in 45 minutes.

Number 10 is yes because the numbers continue proportionaly. If you work it out, you can see that each half gallon takes the car 16 miles. The distances went 16 miles for 1/2 gallon, 32 miles for 1 gallon, would go 48 miles for 1 1/2 gallons, and went 64 miles for 2 gallons.

Hope it helps!

The underlying function f(x - i) that generates the observed points f'(x - i) in the plot can be determined by integrating the observed points. By integrating f'(x - i), we can obtain f(x - i) up to a constant of integration.

The constant of integration can be determined by incorporating additional information or constraints related to the problem or by considering the behavior of the function at a specific point.

To find the underlying function f(x - i) that generates the observed points f'(x - i), we need to integrate the observed points.

Integration is the reverse process of differentiation, so by integrating f'(x - i), we can recover f(x - i) up to a constant of integration.

The constant of integration arises because integration does not provide a unique solution.

The constant represents an arbitrary additive term that can vary depending on the specific problem or additional constraints.

To determine the constant of integration, we may need additional information or consider specific conditions related to the problem.

It is also important to note that the accuracy of estimating the underlying function f(x - i) depends on the quality and quantity of the observed data points f'(x - i). More data points and precise measurements can lead to a better estimation of the underlying function.

Additionally, the behavior of the function at a specific point can provide valuable insights for determining the constant of integration and refining the estimation of the underlying function.

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Answer:

-1   |   1   4    4

Step-by-step explanation:

Changing to the root format x- k where k is the root

(x^2+4x+4) / (x- -1)

the outside is -1  and the inside is the coefficients of the terms

-1   |   1   4    4

Answer:

3/5+1/3= 9/15+5/15= 14/15

Step-by-step explanation:

Hi there!

To make fractions have a common denominator, multiply both the numerator and the denominator by a number. In this case, 3/5= 9/15, because both the numerator and denominator are multiplied by 3. 1/3= 5/15, using the same rule. 9/15+5/15=14/15

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Answer:

\(\pmb{12 }\)

Step-by-step explanation:

12 is the coefficient of the third term in the expression shown

Answer:

She is struggling with addition of double-digit numbers

Step-by-step explanation:

She could benefit from a written explanation of vertical addition

The 14.9% increase in Sylvia's lead lathe tech's hourly wage of $18.50 results in a $2.75 per hour increase. Assuming the lead lathe tech works 2,080 hours per year, the additional cost to Sylvia's annual wages budget would be approximately $5,720, excluding benefits or taxes.

First, we need to find the percentage increase in the lead lathe tech's hourly wage. The increase requested is $2.75, which is 14.9% of the current wage rate ($18.50). To calculate the percentage increase, we divide the increase by the current wage rate and multiply by 100: ($2.75 / $18.50) * 100 ≈ 14.9%.

To determine the additional cost to Sylvia's annual wages budget, we need to know the total number of hours worked by the lead lathe tech in a year. Let's assume the lead lathe tech works 40 hours per week and there are 52 weeks in a year, resulting in a total of 2,080 hours.

To calculate the annual cost of the wage increase, we multiply the hourly increase ($2.75) by the total number of hours worked (2,080): $2.75 * 2,080 ≈ $5,720.

Therefore, the 14.9% increase in the lead lathe tech's hourly wage will cost Sylvia an additional $5,720 in her annual wages budget, excluding benefits or taxes.

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Therefore, in either partial derivatives, we have u = 0 or v = 0.

The given information implies that two vectors u and v satisfy:

u * v = 0, where * denotes the dot product between vectors.

u X v = 0, where X denotes the cross product between vectors.

From the first equation, we know that the angle between u and v is either 90 degrees or 270 degrees. That is, u and v are orthogonal (perpendicular) to each other.

From the second equation, we know that the magnitude of the cross product u X v is equal to the product of the magnitudes of u and v multiplied by the sine of the angle between them. Since u and v are orthogonal, the angle between them is either 90 degrees or 270 degrees, which means that the sine of the angle is either 1 or -1. Therefore, we have:

|u X v| = |u| * |v| * sin(θ)

= 0

Since the magnitudes of u and v are non-negative, it follows that sin(θ) must be zero. This can only happen if the angle between u and v is either 0 degrees (i.e., u and v are parallel) or 180 degrees (i.e., u and v are anti-parallel).

In the case where u and v are parallel, we have:

u * v = |u| * |v| * cos(θ)

= |u|²

= 0

This implies that |u| = 0, which means that u = 0.

In the case where u and v are anti-parallel, we have:

u * v = |u| * |v| * cos(θ)

= -|u|²

= 0

This again implies that |u| = 0, which means that u = 0.

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The number that corresponds to the null hypothesis and the alternative hypothesis will be 3 and 6 respectively.

Specify the correct number from the list below that corresponds to the appropriate null and alternative hypotheses for this problem.

It should be noted that the null hypothesis suggests that there's no statistical relationship between the variables.

The alternative hypothesis is different from the null hypothesis as it's the statement that the researcher is testing.

In this case, the number that corresponds to the null hypothesis and the alternative hypothesis will be 3 and 6 respectively.

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The reason for each step to justify it is:

Division Property of Equality: This step involves dividing both sides of the equation by 4 to isolate the variable term on one side of the equation.

The step involved here is: (w+25)/4

Multiplication Property of Equality: This step involves multiplying both sides of the equation by 4 to simplify the equation and cancel out the denominator.
The step involved here is: 4*(w+25)

Addition Property of Equality: This step involves subtracting 25 from both sides of the equation to isolate the variable term on one side of the equation.

The step involved here is: w+25

Simplifying: This step involves simplifying the expression by combining like terms and performing arithmetic operations to simplify the equation.

The step involved here is: w+25-25=12-25

Subtraction Property of Equality: This step involves subtracting 25 from both sides of the equation to isolate the variable term and solve for the variable.

The step involved here is: w=-13

What is meant by division?

Division is a mathematical operation that involves splitting a quantity into equal parts or groups. It is represented by the symbol ÷ or / and is the inverse operation of multiplication. Division can be used to solve problems related to sharing, fractions, and ratios.

What is meant by multiplication?

Multiplication is a mathematical operation that involves adding a number to itself a certain number of times. It is represented by the symbol × or * and is the inverse operation of division. Multiplication can be used to solve problems related to scaling, area, volume, and rates.

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Slope: 1/5

Y-intercept: 0

Equation: Y= 5x

Answer:

10.5 gallons are equal to 48000 cm3

Step-by-step explanation:

Looking at the options, the only one that is true of the function f(x) over the given intervals is; The domain is; -9 < x ≤ -2, -2 < x ≤ 1 and 1 < x < 7

We are given the function;

f(x) = {3x - 1, if -9 < x ≤ -2

        {-5, if -2 < x ≤ 1

        {x - 6, if 1 < x < 7

Now, the domain of a function is defined as the set of all possible input values that make the function to exist. Meanwhile, the range of a function is the set of all possible output values that make the function to exist.

Looking at the given intervals and combining them all, we can tell that the domain is as follows; -9 < x ≤ -2, -2 < x ≤ 1 and 1 < x < 7

Now, the range for 3x - 1 is;

3(-9) - 1 = -28 and 3(-2) - 1 = -7

Range is greater than -28 and less than or equal to -7

Range of x - 6 will be greater than -5 and less than 1

Looking at the options, the only one that is true of the function f(x) over the given intervals is; The domain is; -9 < x ≤ -2, -2 < x ≤ 1 and 1 < x < 7

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Answer:

Answer: g(x)=. Step-by-step explanation: We are given that: f(x)=x². We have to find g(x). Since, we are given that g(3)=1. Hence, we will ...  ·  g of x would equal (1/3x)^2 because if x was 6 y, g(x), would be 4

Step-by-step explanation: