Find the magnitude of the projection of〈-4,-4⟩ onto the vector ⟨−1,−6⟩

We get that the expected temperature is

To determine the number of paper cups left at the end of the week, we need to keep track of the changes in the number of cups each day.

Starting with 2,000 cups on Monday, we can calculate the number of cups left after each day's change:

Monday: +2000

Total cups: 2000

Tuesday: -125

Total cups: 2000 - 125 = 1875

Wednesday: -127

Total cups: 1875 - 127 = 1748

Thursday: +1719

Total cups: 1748 + 1719 = 3467

Friday: -356

Total cups: 3467 - 356 = 3111

Saturday: -782

Total cups: 3111 - 782 = 2329

Sunday: 0

Total cups: 2329

Therefore, at the end of the week, there are 2,329 paper cups left.

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Answer: 420 sprouted plants

Step-by-step explanation:

First find the total number of tomato plants in the farm.

= Number of rows * No. of plants per row

= 45 * 14

= 630 plants

2/3 of them have sprouted so the number of sprouted plants is:

= 2/3 * 630

= 420 sprouted plants

Answer:

The options B and D both are whole numbers

explanation:

a number without fractions; and decimals is called a whole number

hope this helps!

Answer:

16 is the whole number it can't be 1/2 because 1/2 is rational number and 14 is a composite number and 0.252 is irrational number.

Answer:

y=2x+7

y=4x+7

y=5x

Step-by-step explanation:

substitute the numbers for the variables in the form y=mx+b

Option (A): "As the degrees of freedom increases the shape of the Chi-Square Distribution becomes more skewed" is a false statement.

Now, amongst the considered options, "As the degrees of freedom increases the shape of the Chi-Square Distribution becomes more skewed." (Option A) is not true, because:

As the degrees of freedom increases, the shape of the Chi-Square Distribution approaches a normal distribution and the graph of the Chi-Square Distribution looks more symmetrical.

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Answer:

(0,-1)

Step-by-step explanation:

The y-intercept is the point where the parabola meets the y-axis. In this case, the parabola passes through the y-axis at (0,-1).

Answer:

y-intercept= -1

Step-by-step explanation:

This is the point at which the line crosses the y-axis.

Answer:

-3

Step-by-step explanation:

this is because you subtract 4x from one side to get -3x +3= 12. then u get rid of the 3 so you subtract is and get -3x=9. therefore u get -3. (please don’t delete my answer when I take time out of my day to help you)

Hi

3x+1 = 16  

3x = 15

  x = 5

Answer:

205.28

Step-by-step explanation:

See the screenshot provided for full steps and solution.

Answer:

no

Step-by-step explanation:

No, a cylinder cannot produce a cross section that has 4 straight sides. A cylinder is a three-dimensional object that has a circular base and a curved surface that extends from the base to the top. Any cross section of a cylinder taken parallel to its base will produce a shape that is congruent to the base, which is a circle. Therefore, any cross section of a cylinder will be a circle or an ellipse, which do not have straight sides.

On the other hand, a prism is a three-dimensional object that has two congruent parallel bases and flat, rectangular or parallelogram-shaped sides that connect the bases. A prism can produce a cross section that has 4 straight sides, which would be a rectangle or a parallelogram.

Answer:

x < 5

Step-by-step explanation:

Mark the number as x

Then 3x + 3 < 18

// divide both sides by 3

x + 1 < 6

x < 6 - 1

x < 5

The probability that none of the 4 light bulbs work is 2.56%.

As per the given information, the probability that an individual light bulb works is 0.6.

Therefore, the probability that it does not work (i.e., fails) is:

1 - 0.6 = 0.4

Since each light bulb works independently of the other light bulbs, the probability that none of the 4 light bulbs work is the product of the individual probabilities that each light bulb fails.

Calculated as,

P(none work) = P(first fails) × P(second fails) × P(third fails) × P(fourth fails)

P(none work) = 0.4 × 0.4 × 0.4 × 0.4

P(none work) = 0.0256

Therefore, the probability that none of the 4 light bulbs work is 0.0256 or approximately 2.56%.

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8i + 6j

Given the magnitude of v and the angle it makes with the positive x-axis, we are to find the component form of v and sketch it. We are also given that v is in the direction of 8i + 6j. Here is how to find the component form of v:The component form of a vector can be found by multiplying the magnitude of the vector by its unit vector. The unit vector of a vector is the vector in the same direction with a magnitude of 1. So, to find the component form of v, we will first find its unit vector. Let us call this vector u.To find the unit vector of v, we will divide the vector by its magnitude. That is, we will divide 8i + 6j by 4, which is the magnitude of v. Hence, we have u = (8i + 6j)/4Simplifying, we getu = 2i + (3/2)jThe component form of v is then given byv = mu = 4(2i + (3/2)j) = 8i + 6jThe sketch of v is shown below:

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The student covers a total distance of 22.05 kilometers in a week's time, walking between the park and the house each day.

To find the total distance covered by the student in a week's time, we need to calculate the distance covered in one round trip (from the house to the park and back) and then multiply it by the number of round trips in a week.

Given that the difference between the park and house is 1 kilometer and 575 meters, we can convert it to a total distance of 1.575 kilometers.

In a round trip, the student covers twice the distance between the park and the house, which is 1.575 kilometers * 2 = 3.15 kilometers.

Now, we need to determine how many round trips the student makes in a week. Let's assume the student makes one round trip each day.

Since there are 7 days in a week, the total distance covered by the student in a week's time is 3.15 kilometers * 7 = 22.05 kilometers.

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Overall, equations provide a mathematical representation and understanding of relationships, while tables present data points in a structured format.

When comparing an equation and a table, you can examine their characteristics, purpose, and the information they provide. Here are some points to consider when making comparisons:

Representation:

An equation represents a mathematical relationship between variables using symbols and mathematical operations. A table presents data or values in a structured format, typically organized into rows and columns.

Communication of Information:

Equations provide a concise and general representation of a relationship, allowing for predictions, calculations, and modeling. Tables present specific data points or values, providing a visual representation of how variables are related or how they change.

Variables:

Equations involve variables, which can be manipulated to explore different scenarios and analyze the relationship between quantities. Tables display specific values or data points for variables, showing how they vary or are related based on the given information.

Visualization:

Equations can express relationships symbolically and provide a mathematical understanding, but they may not offer a visual representation of data. Tables provide a visual representation of data points, allowing for a quick overview and easy comparison of values.

Flexibility:

Equations offer flexibility in terms of adjusting variables and parameters to explore different scenarios and make predictions. Tables can be easily modified or expanded by adding or removing data points to reflect new observations or additional information.

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Answer:

141

Step-by-step explanation:

Answer:

$8.75 per book

Step-by-step explanation:

26.25/3 = 8.75

Answer:

$8.75

Step-by-step explanation:

26.25 divided by 3 = 8.75

Answer:

The probability that a player selected at random does not bat left-handed is 20%.

Step-by-step explanation:

Assume that there are a total of 100 baseball players at an elite baseball camp.

The information provided is:

That is, the number of players can bat both right-handed and left-handed is,

n (L and R) = 60.

Now, if 25% of the players who bat left-handed do not bat right-handed, then 75% of all left-handed players can also bat right-handed.

⇒ n (L and R) = n (L) × 75%

            60     = n (L) × 0.75

           n (L)    =  60/0.75

           n (L)    = 80

So there are 80 left handed batters.

Compute the number of only left handed batters as follows:

n (Only L) = n (L) × 25%

                = 80 × 0.25

                = 20

So there are 20 only left handed batters.

Compute the number of only right handed batters as follows:

Total = n (Only L) + n (Only R) + n (L and R)

 100 = 20 + n (Only R) + 60

n (Only R) = 20

Thus, the probability that a player selected at random does not bat left-handed is 20%.

The probability that the second pick is blue is 27/50.

The probability that the second pick is blue can be calculated by considering the possible outcomes after transferring a ball from urn I to urn II.

Let's denote the events:

A: The ball transferred from urn I to urn II is white.

B: The ball transferred from urn I to urn II is blue.

C: The second pick from urn II is blue.

We are interested in finding P(C), the probability of event C.

To calculate P(C), we can use the law of total probability. We consider the possible outcomes based on the ball transferred from urn I to urn II:

If event A occurs (ball transferred is white), there will be a total of 5 white and 5 blue balls in urn II.

If event B occurs (ball transferred is blue), there will be a total of 4 white and 6 blue balls in urn II.

The probability of event C given event A is P(C|A) = 5/10 = 1/2 (since there are 5 blue balls out of 10 total).

The probability of event C given event B is P(C|B) = 6/10 = 3/5 (since there are 6 blue balls out of 10 total).

Now we need to consider the probabilities of events A and B:

P(A) = 3/5 (since there are 3 blue balls out of 5 total in urn I).

P(B) = 2/5 (since there are 2 white balls out of 5 total in urn I).

Using the law of total probability, we can calculate P(C) as follows:

P(C) = P(C|A) * P(A) + P(C|B) * P(B)

= (1/2) * (3/5) + (3/5) * (2/5)

= 3/10 + 6/25

= 27/50

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Answer:

see explanation

Step-by-step explanation:

step 2 : 4x + 4 - 2x = - 6x + 6 + 14

Simplify both sides by collecting like terms ← what was done

step 3 : 2x + 4 = - 6x + 20

------------------------------------------

step 4 : 8x + 4 = 20

Subtract 4 from both sides ← what was done

8x = 16

The point on the line that passes through point H and is perpendicular to line FG is (–6, 10).

First, we need to find the slope of line FG. The slope of a line can be calculated by dividing the change in the y-coordinate by the change in the x-coordinate. In this case, the change in the y-coordinate is 10 and the change in the x-coordinate is 3, so the slope of line FG is 10/3.

Since the lines are perpendicular, their slopes are negative reciprocals of each other. The negative reciprocal of 10/3 is -3/10.

Now, we need to find the equation of the line that passes through point H and has a slope of -3/10. The general equation of a line is y = mx + b, where m is the slope and b is the y-intercept. In this case, we know that m = -3/10 and the y-coordinate of point H is 10. Plugging these values into the equation, we get y = -3/10*x + 10.

To find the x-coordinate of the point we are looking for, we can substitute in the y-coordinate of point H. 10 = -3/10*x + 10, so x = –6.

Therefore, the point on the line that passes through point H and is perpendicular to line FG is (–6, 10).

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Answer:

There is a 9 out of 14 chance that the marble will be white or there is a 3 out of 5 chance along with a 6 out of 9 chance.

Step-by-step explanation:

Since there's a total of 14 marbles from both bags and there are a possible 9 white marbles, it would be a total of 9 out of 14, or it would be separate and be a 3 out of 5 chance with a 6 out of 9 chance.

Answer:

1. 5,25,125,625,3125, 15625,78125

Rule: We multiply each term of the sequence by 5.

2.12, 24, 48, 96, 192, 384, 768

Rule: We multiply each term of the sequence by 2.

3. 85, 80, 75, 70, 65, 60, 55

Rule:subtract 5 from each term of the sequence

4.3;5,7,9,11,13,15

Rule: Add 2 to every term in the sequence

5.12, 13,15,16,18,19,21,22

Rule: We first add 1 to the previoys term then add 2 to the new term of the sequence and so on.

Answer:

Option B

Step-by-step explanation:

Look.......Polynomial is something which has more than 3 term..So, as you can see option B has more than three.

Answer:

Ans = 1980

Step-by-step explanation:

(10 x 100 ) + 980 = (1000) + 980

therefore

1980 is the answer

The statement "As long as N is significantly less than K, logistic growth is indistinguishable from exponential" is false. If dN/dt > 0, then N increases.

The statement "As long as N is significantly less than K, logistic growth is indistinguishable from exponential" is false. Logistic growth takes into account the carrying capacity of the environment, represented by K, which limits the growth of a population as it approaches this limit. In contrast, exponential growth assumes an unlimited supply of resources and no constraints on population growth. Therefore, as N approaches K, logistic growth begins to level off, while exponential growth continues to increase indefinitely.
If dN/dt > 0, then N increases. This means that the population size is growing at a positive rate. If dN/dt is equal to zero, then N remains stable, indicating that the population size is not changing. Finally, if dN/dt is negative, then N decreases, indicating that the population size is shrinking. Therefore, the correct answer to this question is "increases."

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The prefix associated with the multiplier 0.001 is "milli-."

The International System of Units (SI) uses prefixes to denote decimal multiples and submultiples of units. The prefix "milli-" corresponds to a multiplier of 0.001. Here's a stepwise explanation of how this prefix is determined:

1. Identify the multiplier: The given multiplier is 0.001.

2. Understand the prefix: The prefix "milli-" represents a factor of 1/1000 or 0.001.

3. Determine the prefix symbol: The symbol for "milli-" is "m." It is written in lowercase.

4. Attach the prefix: To express a unit with the multiplier 0.001, you attach the prefix "milli-" to the base unit. For example, if the base unit is meter (m), the millimeter (mm) represents 0.001 meters.

5. Other examples: The milligram (mg) represents 0.001 grams, the millisecond (ms) represents 0.001 seconds, and the milliliter (mL) represents 0.001 liters.

By using the "milli-" prefix, we can conveniently express values that are a thousandth of the base unit, allowing for easier comprehension and communication in various scientific and everyday contexts.

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The answer to the question is 'c. 246'. This is calculated by determining the total number of ways to form the committee, subtracting the ways in which only seniors can be selected to ensure at least one junior is included.

This question is related to combinatorics, a branch of Mathematics that deals with counting, arrangement, and permutation. Given we have 6 seniors and 4 juniors, and we need to select a committee of 5 members with at least one junior, we can approach it in the following way:

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When a postal worker counts the number of complaint letters received by the united states postal service in a given day, the type of data collected is quantitative.

Quantitative data is data that can be measured and expressed in numbers. In this case, the number of complaint letters received by the United States Postal Service in a given day can be measured and expressed as a number.

Qualitative data, on the other hand, is data that cannot be measured or expressed in numbers. For example, the contents of the complaint letters would be qualitative data.

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