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One will pay $6,378.4 for the electricity used between the two meter readings.

a. The problem asked:  How much will one pay for the electricity used between the two meter readings:
b. The given facts are: Last month's meter reading was 6452 kWh, this month's reading is 8328 kWh, and the cost of electricity is $3.40 per kWh.
c. The hidden question is: How many kWh were used between the two meter readings:
d. The operation to be used is: subtraction to find the difference between the two readings, then multiplication to calculate the cost.
e. The number sentence is:\((8328 - 6452) \times 3.40\)
f. The solution is:
Find the difference between the two readings.
8328 - 6452 = 1876 kWh.

Multiply the difference by the cost per kWh.
\(1876 \times  3.40 = 6378.4\)

Note: Electricity is a form of energy resulting from the movement of charged particles, such as electrons.

It plays a crucial role in our daily lives, powering various devices, appliances, and systems.

Generation: Electricity is typically generated in power plants. Various methods are used for generation, including fossil fuels (coal, oil, natural gas), nuclear energy, hydroelectric power (using flowing water), wind turbines, solar panels, and geothermal energy.

Transmission and Distribution: Once generated, electricity is transmitted over long distances through power lines, transformers, and substations. The high voltage at which electricity is transmitted helps reduce energy loss during the journey.

Distribution lines then carry electricity to homes, businesses, and industries.

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The eigenvalues for the given boundary-value problem are λ\(n = -n^2\), where n is a positive integer. The corresponding eigenfunctions are yn(x) = sin(nx) or yn(x) = cos(nx).

The given boundary-value problem is y'' = λy.

To find the eigenvalues λn and eigenfunctions yn(x), we can assume that yn(x) = sin(nx) or yn(x) = cos(nx),

where n is a positive integer.

For yn(x) = sin(nx),

we have

yn''(x) = \(-n^2\) sin(nx).

Substituting these into the equation, we get

\(-n^2\) sin(nx) = λ sin(nx).

Rearranging the equation, we have

λ = \(-n^2\).

Therefore, the eigenvalues λn for this case are \(-n^2\).

For yn(x) = cos(nx),

we have

yn''(x) = \(-n^2\) cos(nx).

Substituting these into the equation, we get

\(-n^2\) cos(nx) = λ cos(nx).

Rearranging the equation, we have λ = \(-n^2\).

Therefore, the eigenvalues λn for this case are also \(-n^2\).

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Answer:

Both the sides are equal to 20 inches and the base is equal to 24 inches.

b=s3= s1+4----equation 1

s1=s2----equation 2

Perimeter of the triangle = s1+s2+s3--------equation 3

Step-by-step explanation:

Let the sides be denoted by s1 and s2 . Then the base is denoted by b=s3= s1+4----equation 1

According to the statement s1=s2----equation 2

Perimeter of the triangle = s1+s2+s3--------equation 3

   64= s1+s2+ s1+4

 64 = 3s1+4

60= 3s1

20 = s1

Both the sides are equal to 20 inches and the base is equal to 24 inches.

Answer:

A = 25pi m^2

Step-by-step explanation:

We know the diameter, we need the radius

r = d/2

r = 10/2 = 5

The area of a circle is given by

A = pi r^2

A = pi (5)^2

A = 25pi m^2

Check the picture below.

Answer:

x>4

Step-by-step explanation:

3x - 2 >10  add 2 to both sides

3x > 12  Divide both sides by 3

x >4

Answer:

\(x > \bf 4\)

Step-by-step explanation:

To find a solution to this inequality, we have to rearrange this equation to make \(x\) its subject:

\(3x - 2 > 10\)

⇒ \(3x - 2 + 2 > 10 + 2\)      [Add 2 to both sides]

⇒ \(3x > 12\)

⇒ \(\frac{3x}{3} > \frac{12}{3}\)                         [Divide both sides by 3]

⇒ \(x > \bf 4\)

The critical points of the function are (0, 0) and (3/4, -9/4), To classify the critical points, we need to examine the second partial derivatives of f(x, y) at each point

To find the critical points of the function f(x, y) = 8x^3 + y^2 + 6xy, we need to find the values of (x, y) where the partial derivatives with respect to x and y are equal to zero.

Taking the partial derivative with respect to x, we have:

∂f/∂x = 24x^2 + 6y = 0.

Taking the partial derivative with respect to y, we have:

∂f/∂y = 2y + 6x = 0.

Solving these two equations simultaneously, we get:

24x^2 + 6y = 0,

2y + 6x = 0.

From the second equation, we can solve for y in terms of x:

Y = -3x.

Substituting this into the first equation:

24x^2 + 6(-3x) = 0,

24x^2 – 18x = 0,

6x(4x – 3) = 0.

Therefore, we have two possibilities for x:

1. x = 0,

2. 4x – 3 = 0, which gives x = ¾.

Substituting these values back into y = -3x, we get the corresponding y-values:

1. x = 0 ⇒ y = 0,

2. x = ¾ ⇒ y = -9/4.

Hence, the critical points of the function are (0, 0) and (3/4, -9/4).

To classify the critical points, we need to examine the second partial derivatives of f(x, y) at each point. However, since the original function does not provide any information about the second partial derivatives, further analysis is required to classify the critical points.

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Answer:

Answer

Step-by-step explanation:

0.75x -5 = 0.583333333333...

Answer:

x = 7.4444

Step-by-step explanation:

3/4 x - 5 = 7/12

3x/4  - 5 = 7/12

3x/4 = 7/12 + 5

3x/4 = 7/12 + 60/12

3x/4 = 67/12

3x = 4*67/12

3x = 268/12

3x = 22.3333

x = 22.3333/3

x = 7.4444

Check:

3*7.4444/4 - 5 = 7/12

5.58333 - 5 = 0.58333

Answer:

B

Step-by-step explanation:

1/5 is larger than 1/10

hope this helps ^^

if it did pls mark brainliest if possible

Answer:

A. more likely to roll a number greater than or equal to 3

Step-by-step explanation:

Take a look at the probabilities for each:

Greater than or equal to 3:

You can roll a 3, 4, 5, or 6

Less than 3:

You can roll a 1 or a 2.

To find probability, divide how many ways there are to get what you want by the number of total ways to get something at all.

For freater than or equal to 3:

You can roll a 3, 4, 5, or 6 to fulfill this, so 4 things that you want.

You could roll a 1, 2, 3, 4, 5, or 6 on this number cube, so 6 possibilities.

Divide 4 by 6, and you get 2/3.

For less than 3:

You can roll a 1 or a 2 to fulfill this, so 2 things you want.

Divide by 6 (again) total possibilities, and you get 1/3.

2/3 is more than 1/3, so the first possibility is more likely than the second.

Answer:

x=√2 or x=−√2

Let's solve your equation step-by-step.

6=3x2

Step 1: Subtract 3x^2 from both sides.

6−3x2=3x2−3x2

−3x2+6=0

Step 2: Subtract 6 from both sides.

−3x2+6−6=0−6

−3x2=−6

Step 3: Divide both sides by -3.

−3x2

−3

=

−6

−3

x2=2

Step 4: Take square root.

x=±√2

x=√2 or x=−√2

Answer:

1. A=πr2=π·4.62≈66.4761

A≈66.48

2. A=πr2=π·22≈12.56637

A≈12.57

please mark as brainiest

Answer:

1. 66.48

2. 12.57

Step-by-step explanation:

Formula is A = ㅠr^2

The radius is that half line :))

Evaluate the expression is -10.

You must replace each variable with a number and carry out the arithmetic procedures to evaluate an algebraic expression. As 6 + 6 = 12, the variable x in the preceding example is equal to 6. We can replace our variables with their values if we know what they are, then evaluate the expression after doing so.

The division can be done as follows when assessing the phrase 8 4:

−8 ÷ −4 = 2

The expression is thus reduced to:

2 - 12

12 is subtracted from 2 to yield:

-10

Thus, -10 is the correct response.

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Answer:

Below

Step-by-step explanation:

It is a right triangle, so these two angles must sum to 90 degrees

 6x+7      +      11x -2    = 90 degrees

 17x +5 = 90

 17x = 85

    x = 5°

Since the probability is less than 5%, which is the conventional threshold for unusual results, we can conclude that the time of 14.5 seconds is unusual for this school's 100 meter sprint. Therefore, the correct answer is D) −1.5; unusual.

To solve this question, we need to calculate the z-score using the formula:

z = (x - μ) / σ

Where x is the individual time, μ is the mean time, and σ is the standard deviation.

Substituting the given values, we get:

z = (14.5 - 17.6) / 2.1 = -1.48

Since the calculated z-score is negative, we need to refer to the standard normal distribution table to find the corresponding probability. Looking up the z-score -1.48 in the table, we find that the probability is 0.0694 or approximately 6.94%.

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Answer:

why

Step-by-step explanation:

Answer:

what type and grade level?

If 95% confidence interval based on this sample is: 0.9 hours to 2.7 hours, the sample mean (x') is estimated to be 1.8 hours.

The sample mean (x;) is not explicitly given in the information provided. However, we can infer it from the 95% confidence interval.

A 95% confidence interval is typically constructed using the sample mean and the margin of error. The interval provided (0.9 hours to 2.7 hours) represents the range within which we are 95% confident the true population mean lies.

To find the sample mean, we take the midpoint of the confidence interval. In this case, the midpoint is (0.9 + 2.7) / 2 = 1.8 hours.

The 95% confidence interval indicates that, based on the sample data, we are 95% confident that the true mean time all high school students study for Geometry tests falls between 0.9 hours and 2.7 hours, with the estimated sample mean being 1.8 hours.

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a) the calculated t-value (2.344) is greater than the critical t-value (1.984), we reject the null hypothesis. b) The p-value associated with a t-value of 2.344 is approximately 0.010 (two-tailed test).

(a) To determine if the differences in average yearly reading growth between Program A and Program B are significant at a 5% level, we can conduct a two-sample t-test.

Let's define our null hypothesis (H0) as "there is no significant difference in average yearly reading growth between Program A and Program B" and the alternative hypothesis (H1) as "Program A leads to higher average yearly reading growth than Program B."

We have the following information:

For Program A:

Sample size (na) = 64

Sample mean (xA) = 1.2

Sample standard deviation (sA) = 0.26

For Program B:

Sample size (nb) = 100

Sample mean (xB) = 1.0

Sample standard deviation (sB) = 0.28

To calculate the test statistic, we use the formula:

t = (xA - xB) / sqrt((sA^2 / na) + (sB^2 / nb))

Substituting the values, we have:

t = (1.2 - 1.0) / sqrt((0.26^2 / 64) + (0.28^2 / 100))

t ≈ 2.344

Next, we determine the critical t-value corresponding to a 5% significance level and degrees of freedom (df) equal to the smaller sample size minus 1 (df = min(na-1, nb-1)). Using a t-table or statistical software, we find the critical t-value for a two-tailed test to be approximately ±1.984.

(b) To calculate the p-value, we compare the calculated t-value to the t-distribution. The p-value is the probability of observing a t-value as extreme as the one calculated, assuming the null hypothesis is true.

From the t-distribution with df = min(na-1, nb-1), we find the probability corresponding to a t-value of 2.344. This probability corresponds to the p-value.

(c) Based on the results of the hypothesis test, where we rejected the null hypothesis, we can conclude that there is evidence to suggest that Program A leads to higher average yearly reading growth compared to Program B.

(d) To calculate the probability of a Type II error (β), we need additional information such as the significance level (α) and the effect size. The effect size is defined as the difference in means divided by the standard deviation. In this case, the effect size is (xA - xB) / sqrt((sA^2 + sB^2) / 2).

Let's assume α = 0.05 and the effect size (xA - xB) / sqrt((sA^2 + sB^2) / 2) = 0.1. Using statistical software or a power calculator, we can calculate the probability of a Type II error (β) given these values.

Without the specific values of α and the effect size, we cannot provide an exact calculation for the probability of a Type II error. However, by increasing the sample size, we can generally reduce the probability of a Type II error.

In summary, the differences in average yearly reading growth between Program A and Program B are significant at a 5% level, suggesting that Program A leads to higher average yearly reading growth. The p-value of the test results is approximately 0.010. Based on these findings, it may be recommended to adopt Program A over Program B. The probability of a Type II error (β) cannot be calculated without specific values of α and the effect size.

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Answer:

1/3

Step-by-step explanation:

-1/4 x (-4/3) = + 4/12 = + 1/3

Answer:

36

Step-by-step explanation:

\(3^{2}\) = 9 (3x3)

\(3^{3}\) = 27 (3x3x3)

9 + 27 = 36

Answer:

Number of smaller ropes she can make from the larger rope = 2/3

Step-by-step explanation:

Total length of rope = 2/5 ft

Length of smaller rope = 3/5 ft

How many smaller ropes can she make from the larger rope?

Number of smaller ropes she can make from the larger rope = Total length of rope / Length of smaller rope

= 2/5 ÷ 3/5

= 2/5 × 5/3

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

= 10/15

= 2/3

Number of smaller ropes she can make from the larger rope = 2/3

The greatest number of elements that s can have is 2002, and the set s = {1,2,3,4,5,...,2002}

The property of the set s states that for every element x in s, the arithmetic mean of the set obtained by deleting x from s is an integer.

To understand this property, we can start by considering the case when the set s has only two elements, say x and y. In this case, the arithmetic mean of the set obtained by deleting x from s is y, and the arithmetic mean of the set obtained by deleting y from s is x. As both x and y are integers, this property holds true.

When the set s has three elements, say x, y, and z. The arithmetic mean of the set obtained by deleting x from s is (y+z)/2. as y and z are integers, (y+z) is always even, thus (y+z)/2 is always an integer. The same applies to the arithmetic mean of the set obtained by deleting y and z.

As we can see, this property holds true for any set of distinct positive integers, no matter the number of elements.

Given that 1 belongs to s and that 2002 is the largest element of s, we can use the property of the set to find the greatest number of elements that s can have.

The arithmetic mean of the set obtained by deleting 1 from s is (x+y+z+...+2002)/(n-1) = (x+y+z+...+2002)/n + 1/n. as x, y, z... 2002 are integers, (x+y+z+...+2002) is always an integer, thus (x+y+z+...+2002)/n is always an integer. Then, as 1/n is always an integer, (x+y+z+...+2002)/n + 1/n is always an integer.

Therefore, the greatest number of elements that s can have is 2002, and the set s = {1,2,3,4,5,...,2002}

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Answer:

4

Step-by-step explanation:

The median is the value that separates a dataset into two halves. To find the median, you need to put all the values in order from smallest to largest. If there is an odd number of values, the median is the middle value. If there is an even number of values, the median is the average of the two middle values.

To solve the dataset:

3 8 1 0 10 4 8

We need to first put the values in order:

0 1 3 4 8 8 10

Because there are seven values (an odd number), the median is the middle value, which is 4.

Step 1: Write the given expression

We have been given the equation:

If we compare coefficients this with the general quadratic equation

We can infer that

a= 1

b=-6

c=-6

To get x and y,

Step 2: Use the relationship provided

To get x

To get y, we will substitute the value of x=3 into the expression given

Hence

x = 3

y=-15