Demand 100 200 300Probability 0.35 0.25 0.40The accompanying table shows a bookstore's estimated demand for a new calendar. The bookstone needs to decide whether to order 100, 200, or 300 calendars for the start of the year. Each calendar costs the store $4 to purchase and can be sold for $12 The store can sell any unsold calendars back to its supplier for $2 each Determine the number of calendars the bookstore should order to maximize its expected monetary value.The bookstore should order _______ calendars in order to have the maximum expected monetary value of ______

Given that f might either be 29 or 31, both of which are greater than 23, and thus n follows, sufficient conditions for n is divided by positive integer d.

According to Statement A, 900 divided by f yields a remainder of m = 1. This provides no information about n or D; Insufficient

According to Statement B, the remainder n = x if N is divided by D = 23. This provides no information about r or d; Insufficient

Putting A and B together, since 900/f gives r = 1, d is a factor of 899.

The challenging part: 899 factors equal 29*31

Consequently, f might either be 29 or 31.

Since R can't be more than 23 based on B, D=23, and R is the reminder, so,

23 => n < 23

Thus, given that f might either be 29 or 31, both of which are greater than 23, and thus n follows, sufficient.

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Answer:

a) Define x as # of quarters.  Then, # of nickels = x + 5.  b) Define y as # of nickels.  Then, # of quarters = y - 5.  c) # of quarters = 4, and # of nickels = 9.  d) 4 < 5, so the answer is No.  

Step-by-step explanation:

c) In units of cents, and the variable x, we have that 25x + 5(x+5) = 145, so that

25x + 5x + 25 = 145,

30x + 25 = 145,

30x = 120

x = 4 = # of quarters, and x+5 = 4+5=9 = # of nickels

Answer:

9 and -5

Step-by-step explanation:

B. 2 and OD. 15 are not possible lengths for the third side of the triangle.

To determine the possible values for the length of the third side of a triangle, we need to consider the triangle inequality theorem, which states that the sum of the lengths of any two sides of a triangle must be greater than the length of the third side.

Given that two sides have lengths 6 and 9, we can analyze the possibilities:

6 + 9 > x

x > 15 - The sum of the two known sides is greater than any possible third side.

6 + x > 9

x > 3 - The length of the unknown side must be greater than the difference between the two known sides.

9 + x > 6

x > -3 - Since the length of a side cannot be negative, this inequality is always satisfied.

Based on the analysis, the possible values for the length of the third side are:

A. 7

C. 4

□E. 10

O F. 12

B. 2 and OD. 15 are not possible lengths for the third side of the triangle.

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In estimating a population mean, an interval estimate is more likely to be correct than a point estimate. An interval estimate provides a range of values within which the true population mean is likely to fall, while a point estimate provides only a single value.

When estimating a population mean, using an interval estimate is more likely to be correct because it accounts for the uncertainty associated with the estimate. A point estimate, on the other hand, provides a single value that is assumed to represent the true population mean. However, due to sampling variability and potential errors in measurement, a point estimate is prone to error and may not accurately reflect the true population mean.

By using an interval estimate, which includes a range of values, we have a measure of uncertainty. The range is typically constructed based on a certain level of confidence, such as a 95% confidence interval. This means that if we were to repeat the sampling and estimation process many times, the true population mean would be expected to fall within the estimated interval in 95% of those repetitions.

The interval estimate takes into account the variability in the data and provides a more realistic representation of the true population mean. It provides a margin of error and acknowledges that the point estimate is just one possible value among many that could have been obtained through sampling.

Therefore, when estimating a population mean, an interval estimate is preferred because it not only provides a point estimate but also quantifies the uncertainty associated with that estimate, leading to a higher likelihood of being correct.

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The given sequence starts with 4, and each subsequent term alternates between adding 2 and subtracting 3, based on whether the previous term is even or odd.

The recursive definition for the given sequence 4, 2, 5, 1, 6, ... can be defined as follows:

1. The first term of the sequence is 4.

2. Each subsequent term is obtained by alternating between adding 2 and subtracting 3 from the previous term.

In other words, if the previous term is even, the next term is obtained by adding 2, and if the previous term is odd, the next term is obtained by subtracting 3.

Term 1: 4 (given)

Term 2: 4 + 2 = 6 (even, added 2)

Term 3: 6 - 3 = 3 (odd, subtracted 3)

Term 4: 3 + 2 = 5 (odd, added 2)

Term 5: 5 - 3 = 2 (even, subtracted 3)

Term 6: 2 + 2 = 4 (even, added 2)

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Answer: Option B - 13

Explanation:

The mode is the value that appears most frequently in a data set

So 13 appears 5 times so it is the mode

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Answer:

B

Step-by-step explanation:

The mode is the score which occurs most often.

From the table a score of 13 occurs 5 times, that is

The mode is 13 → B

The next step in constructing the angle bisector through point Z is Increasing the compass to almost double the width to create another arc from point Z.

Option A is the correct answer.

It is the line that bisects an angle into two equal halves.

We have,

When constructing an angle bisector with a compass and a straightedge, the first step is to draw arcs through both legs of the angle centered at the vertex of the angle.

Now,

From the figure,

The next step to construct an angle bisector through point Z is to draw arcs on points A and B with Z as the vertex.

This is similar with

Increasing the compass to almost double the width to create another arc from point Z.

Thus,

Increasing the compass to almost double the width to create another arc from point Z is the next step to make an angle bisector through point Z.

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Rounding to the nearest whole number, the approximate volume of the mountain is 36 cubic kilometers.

Volume is a measure of the amount of space that a three-dimensional object occupies or contains. It is typically measured in cubic units, such as cubic meters, cubic centimeters, or cubic feet.

In the given question,

The volume of a cone can be calculated using the formula V = (1/3)πr²h, where r is the radius of the base, h is the height, and π is approximately 3.14.

Substituting the given values, we get:

V = (1/3) × 3.14 × 3² × 3.8

V ≈ 35.63

Rounding to the nearest whole number, the approximate volume of the mountain is 36 cubic kilometers.

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Answer:

W=4

Step-by-step explanation:

Answer:

25 minutes

Step-by-step explanation:

The name of every month ends in the letter y is the given statement. February is a counterexample to this statement. This is because February does not end with the letter 'y'. So the right  option is (c) February.

What is a counterexample?

In mathematics, a counterexample is an example that opposes or disproves a statement, proposition, or theorem. It is a scenario, an instance, or an example that goes against the given statement.

Therefore, a counterexample demonstrates that the given statement is false or invalid.In this case, the statement is: "The name of every month ends in the letter y." We have to find which of the months listed does not end in "y."February is the only month in the options listed that does not end in the letter "y."

Thus, it is a counterexample to the given statement. Therefore, the correct option is C, February.

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To calculate inflation, the following equation is given

where i represents the inflation rate(in decimals), p1 the starting value of the house, p2 the value of the house after a amount of n years.

If we use this equation for a house with a current cost of $224,200 and an inflation of 2.37%, we're going to have

To calculate the how much the house will be worth in 2 years, we substitute n for 2 and solve for p2.

If the equations be y = 6.9x + 4.3, y = 4.7x + 8 then the solution of the system is 2.14.

A system of equations, usually referred to as an equation system or a set of simultaneous equations, is a finite set of equations for which common solutions are sought.

Multiple equations in algebra must be solved concurrently (i.e., the solution must satisfy all the equations in the system). There must be an equal number of equations and unknowns for a system to have a singular solution. As was said earlier, a system of equations is a group of equations that attempt to find a common solution for all of the variables.

Let the system of equations be

y = 6.9x + 4.3

y = 4.7x + 8

then the solution of the system be 2.14.

Therefore, the correct answer is option C. 2.14.

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In summary, to find the null spaces of the matrices given in exercises 9 and 10, use the Gauss-Jordan elimination method and refer to the Remarks that follow example 3 in section 4.2 of the text. This will give the dimension of the null space and the number of free variables.
In exercises 9 and 10, the null space of the given matrices can be found by solving the homogeneous linear system of equations. In order to do this, use the Gauss-Jordan elimination method. Refer to example 3 in section 4.2 of the text for a detailed explanation. Afterwards, use the Remarks that follow the example to determine the dimension of the null space and the number of free variables.

The null space of a matrix is the set of all vectors that produce a zero vector when the matrix is multiplied by the vector. Therefore, to find the null space of a matrix, the homogeneous linear system of equations needs to be solved. The Gauss-Jordan elimination method involves adding multiples of one row to another to get a row with all zeroes. After this is done for all the rows, the equations can be solved for the free variables. The number of free variables will determine the dimension of the null space. Refer to example 3 in section 4.2 of the text for more details.

The Remarks that follow the example are important when determining the dimension of the null space and the number of free variables. In the Remarks, it is mentioned that the number of free variables is equal to the number of columns with a zero row. Therefore, after using the Gauss-Jordan elimination method to get the row with all zeroes, the number of columns with a zero row can be counted. This will give the dimension of the null space and the number of free variables.

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The value of g(6), where g(x) is the tangent line of f(x) = 7\(x^3\) + 5 at x = 1, is 43.

To find the value of g(6), we first need to determine the equation of the tangent line at x = 1. The equation of a tangent line can be found using the derivative of the function at the given point. Taking the derivative of f(x) = 7\(x^3\) + 5, we get f'(x) = 21\(x^2\). Evaluating f'(x) at x = 1, we find f'(1) = 21(1)^2 = 21.

The slope of the tangent line at x = 1 is equal to the derivative at that point, which is 21. We can use the point-slope form of a line to find the equation of the tangent line. We have a point (1, f(1)) = (1, 7\((1)^3\) + 5) = (1, 12), and the slope m = 21. Using the point-slope form, the equation of the tangent line g(x) is g(x) = 21(x - 1) + 12.

Now, to find g(6), we substitute x = 6 into the equation of the tangent line. g(6) = 21(6 - 1) + 12 = 21(5) + 12 = 105 + 12 = 117. Therefore, the value of g(6) is 117.

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Answer: google will help

Step-by-step explanation:

Answer:

7 is D and 8 is D

Step-by-step explanation:

I'm assuming you were asked for the volume of both of these.

7. The area of the trapezoid is 18 then multiply by the length of 8 to get 144 units cubed.

8. The area of the trapezoid is 28 then multiply by the length of 14 to get 392 units cubed.

Answer:

Step-by-step explanation:

A). y = |2x - 3| + 1

  Domain of function is defined by the x-values (Input values) and Range by the y-values(Output values).

  From the graph,

  Domain : (-∞, ∞)

  Range : [1, ∞)

B). Table of the input-output values of the function,

  y = x² - 2x + 1

  x         -2         -1           0         1          2

  y          9          4           1         0          1

 By graphing the function as attached,

 Domain of the function : (-∞, ∞)

 Range of the function : [0, ∞)

C). x² + y² = 3²

 Domain of the function : [-3, 3]

 Range of the function : [-3, 3]

D). x = 5

 Domain of the line : [5, 5]

 Range of the line : (-∞, ∞)

Answer: E C and A

Step-by-step explanation:

The answer is 1.

Here, we need to know the trigonometric values of sin 30° and cos 60°, which are :

Hence, sin 30° and cos 60° :

Answer:

y=2+11, hope this helped :)

According to the combination, The value of the Two blue pebbles is a 3 red pebbles and 1 yellow pebbles.

According to the statement

We have to find that the value of the combination.

So, For this purpose, we know that the

A combination could be a mathematical technique that determines the quantity of possible arrangements in an exceedingly collection of things where the order of the choice doesn't matter.

From the given information:

A red pebble is capable 3 yellow pebbles. A blue pebble is adequate a red pebble and a couple of yellow pebbles. Therefore, the blue pebbles will be:

= 3 yellow pebble + 2 yellow pebbles

= 5 yellow pebbles or 15 red pebbles

And

Two blue pebbles will be:

= 10 yellow pebbles

= 3 red pebbles and 1 yellow pebbles.

So, According to the combination, The value of the Two blue pebbles is a 3 red pebbles and 1 yellow pebbles.

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Question:

A red pebble is equal to 3 yellow pebbles A blue pebble is equal to a red pebble and 2 yellow pebbles. A green pebble is equal to 3 red pebbles

Using the smallest number of pebbles possible and without using blue pebbles, what is the value in pebbles of 2 blue pebbles?

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Answer:

Yay

Step-by-step explanation:

I get points :3

Answer is 3/4 (I TOOOTALLY did this by myself)

Answer:

a) A region below both lines

b) A region above both lines

c) No solution

d) A region between both lines

Step-by-step explanation:

a) The lines shadings overlap below both lines

b) The lines shadings overlap above both lines

c) The lines shadings don’t overlap

d) The lines shadings overlap between both lines

Answer:

20.4

Step-by-step explanation:

If you are using D = r × t

                          10.2 = 0.5(t)

                           10.2/0.5 = t

                            20.4 = t

Answer:  -185  (choice D)

=========================================================

Explanation:

Note how x+1 follows immediately after x. That's what "consecutive" means by definition. An example of consecutive integers would be 7,8,9,10.

Adding those two said integers will lead to -371

first+second = -371

x+(x+1) = -371

2x+1 = -371

2x = -371-1

2x = -372

x = -372/2

x = -186

x+1 = -186+1 = -185

Note how -186+(-185) = -371 to confirm the answer.

The two consecutive integers that add to -371 are -186, -185. The larger of the two is -185 since it's more to the right on the number line.

The answer is option D.The solution is in the attached file.