Is 200 a term in the sequence 4, 10, 16, 22, ... ... ?

The number line shows the value of 5 - (-8) = 13.

Addition:

Subtraction:

Here the given operation is subtraction. Where a subtrahend is a negative number i.e., -8.

Step1: Start from '5' on the number line.

Step2: Since the subtrahend is a negative number, move to the right side on the number line from '5'.

Step3: Thus, the number obtained on the line is 13.

Step4: Algebraically the result is 5 - (-8) = 5 + 8 = 13.

The number line for this operation is shown below.

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Answer:

1/2 teaspoon salt

Step-by-step explanation:

We can make this into a ratio of salt:baking soda

1/8:1/4

now, how many 1/4 will we need to make 1?

If we multiply 1/4 by 4, we get one. So, we should do the same to 1/8!

1/8*2=4/8, or 1/2 teaspoon

Answer:

its an limit number

Step-by-step explanation:

you can do it because its a limit number so this in't real

Confidence interval refers to a statistical measure that helps quantify the amount of uncertainty present in a sample's estimate of a population parameter.

This measure expresses the degree of confidence in the estimated interval that can be calculated from a given set of data. In this scenario, the task is to build a 95% confidence interval for the regression line's slope. The regression analysis output has already been given. According to the output given, the estimated regression model is:y = 25,000 + 9,000 x, where x represents the number of miles the car has been driven and y represents the car's selling price.

The formula to calculate the 95% confidence interval for the slope is:Slope ± t · SE, where Slope is the point estimate for the slope, t represents the critical t-value for a given level of confidence and degrees of freedom, and SE represents the standard error of the estimate. The value of t can be calculated using the degrees of freedom and a t-table. Here, the number of pairs in the sample size is 20, and the model uses two parameters.

Therefore, the degrees of freedom would be 20 - 2 = 18.The critical t-value for a 95% confidence interval and 18 degrees of freedom is 2.101. Using the formula given above, we can calculate the 95% confidence interval for the slope as follows:Slope ± t · SE= 9000 ± (2.101)(700) ≈ 9000 ± 1,467.7 = [7,532.3, 10,467.7]Therefore, the 95% confidence interval for the slope is [7,532.3, 10,467.7]. This means that we are 95% confident that the true value of the slope for this model falls within the interval [7,532.3, 10,467.7].

It implies that the price of the car increases by $7,532.3 to $10,467.7 for each mile driven by the car. In conclusion, a 95% confidence interval has been calculated for the regression line's slope, which indicates that the actual slope of the model lies between the range [7,532.3, 10,467.7].

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Answer:

x = 14

General Formulas and Concepts:

Pre-Algebra

Order of Operations: BPEMDAS

Equality Properties

Algebra I

Geometry

Step-by-step explanation:

Step 1: Define

We can see from the diagram that the 2 angles are supplementary

(6x - 10)° + (7x + 8)° = 180°

Step 2: Solve for x

Answer:

Step-by-step explanation:

-11

Answer:

C

Step-by-step explanation:

That's your answer.

....

Answer:

Tue area of the new figure is 28ft

Step-by-step explanation:

Each side 20/4=5

The length 5+2=7

The width 5-1=4

The area 7x4=28

Answer:

261.06 (Approx)

Step-by-step explanation:

Given:

Two number = 0.678,9.01/0.0234

Find:

Multiply

Computation:

⇒ 0.678,9.01/0.0234

⇒ 0.678 x [9.01/0.0234]

⇒ 6.10878 / 0.0234

⇒ 261.058874

261.06 (Approx)

Answer: Yes Leah Is Correct.

Step-by-step explanation: Leah is correct because if you have a rectangle divided into 4 parts than if you will be asked how much parts will you need to make this fraction a whole you’ll say 4 since if you say for example six you will be wrong since six is too much so if you shade one part in than it’s 1/4 ths now let’s say you shaded in 3/4th you will see 3 shaded and one more left not shaded in which gives the fraction the name 3/4.

hope this made sense.

Answer:

2388.16 cubic inches

Step-by-step explanation:

Cylinder: 452.16

Rectangular prism: 1936

The expression is equivalent to \(5^2\).

Given

Expression; \(\rm \dfrac{(5^2)^{-3}\times 5^4}{5^{-4}}\)

The definition of exponential form is a way of writing a number that is multiplied by itself more than once.

To solve the exponential equation follow all the steps given below.

Therefore,

The expression is equivalent to;

\(\rm =\dfrac{(5^2)^{-3}\times 5^4}{5^{-4}}\\\\=\rm \dfrac{(5)^{-6}\times 5^4}{5^{-4}}\\\\=\rm \dfrac{(5)^{-6+4}}{5^{-4}}\\\\=\rm \dfrac{5^{-2}}{5^{-4}}\\\\=5^{-2+4}\\\\=5^2\)

Hence, the expression is equivalent to \(5^2\).

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Answer:

-a^2-a+12

Step-by-step explanation:

(-a+3)(a+4)

-a^2-4a+3a+12

-a^2-a+12

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

The correct option is C, Prices have increased about 16-fold over the last 80 years, assuming an average annual U.S. inflation rate of 4 percent.

The inflation rate is a measure of the rate at which the general level of prices for goods and services is rising over a period of time, usually a year. It is typically expressed as a percentage increase or decrease in the average price level of a basket of goods and services over a certain period of time.

Here, the price index is a weighted average of the prices of a specific set of goods and services. The inflation rate is a key indicator of the overall health of an economy, as high inflation can erode purchasing power and reduce the standard of living for individuals, while low or negative inflation can lead to economic stagnation or deflation. Governments and central banks closely monitor inflation rates to ensure that they remain within a targeted range, typically around 2-3% per year, through the use of monetary and fiscal policies.

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Step-by-step explanation:

9x - 7 - 3x + 9 = x + 7 + 5x + 9

6x + 2 = 6x + 16

2 = 16

Since 2 = 16 is false, there exist no real solutions for x.

Final Answer: No Solution. The equation would have 0 solutions.

Steps/Explanations:

Hey there! The answer is No Solution because -7 = 7. If 7 = 7, then it would be true and have one solution, which is not the case here.

Step 1: You should cancel \(9\) on both sides.

\(9x - 7 - 3x = x + 7 + 5x\)

Step 2: Simplify \(9x - 7 - 3x\) to \(6x - 7\).

\(6x - 7 = x + 7 + 5x\)

Step 3: Simplify \(x + 7 + 5x\) to \(6x + 7\).

\(6x - 7 = 6x + 7\)

Step 4: You'll need to cancel \(6x\) on both sides.

\(- 7 = 7\)

Step 5: Since \(-7 = 7\) is false, there would be no solution.

No Solution

~I hope I helped you :)~

Answer:

T = O -15%+6%

Step-by-step explanation:

T could be the total.

That means T = O -15%+6%

Hope this helps...

Can you help me answer my question if possible.

You are a district sales manager at the sales target for your team 135,000 per month. Your team's annual sales target is $1,620,000.

To calculate the annual sales target for your team, you need to multiply the monthly target by 12 (the number of months in a year):

Annual sales target = Monthly sales target x 12

Given that the monthly sales target for your team is $135,000, the annual sales target would be:

Annual sales target = $135,000 x 12

= $1,620,000

A Sales Manager is a professional responsible for managing a team of sales representatives within a specific geographic area or district. The role typically involves setting and achieving sales targets, developing and implementing sales strategies, and managing relationships with key customers.

Sales Managers are responsible for recruiting, training, and supervising sales staff, as well as monitoring their performance and providing coaching and guidance as needed. They also work closely with other departments within the organization, such as marketing and finance, to ensure that sales goals are aligned with overall business objectives. They must possess strong leadership and communication skills, as well as a deep understanding of their company's products or services and the competitive landscape in which they operate.

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Complete Question:-

You are a district sales manager at the sales target for your team 135,000 per month ? What is your annual sales?

A. The proof is correct. By starting with the assumption that n is an arbitrary integer, it sets up universal generalization. Then it makes a case distinction, so that no matter whether n is even or odd, k comes out to be odd, and between n and n+3. By universal generalization, that proves that such k exists for all integers n. is the correct option.

Each of the following proofs is an attempt to prove the statement "For every integer n, there is an odd number k such that n < k < n + 3." Only one of the proofs is correct. The correct analysis of each proof's merits is as follows:A. The proof is correct. By starting with the assumption that n is an arbitrary integer, it sets up universal generalization. Then it makes a case distinction, so that no matter whether n is even or odd, k comes out to be odd, and between n and n+3. By universal generalization, that proves that such k exists for all integers n.B.

This proof shows that for every odd k, an integer n with n < k < n+3 exists, which is a different statement than what was supposed to be proved, and not logically equivalent. C. The proof starts with the proper assumption but constructs the wrong k. While the k is between n and n+3, it may not be odd. The k chosen is even when n is even.D. The proof starts with the proper assumption, but then constructs the wrong k. 2n+1 while odd, is generally not between n and n+3.Long answer: For every integer n, there is an odd number k such that n < k < n + 3 is the statement that is given in the question.

Now, the proofs are as follows:

Proof 1: Let the integer n be given. If n is even, let k be n + 1. If n is odd, let k be n + 2. Either way, k is odd and n < k < n + 3. That proves that for any integer n, an odd k such that n < k < n + 3 exists. This proof is correct. By starting with the assumption that n is an arbitrary integer, it sets up universal generalization. Then it makes a case distinction, so that no matter whether n is even or odd, k comes out to be odd, and between n and n+3. By universal generalization, that proves that such k exists for all integers n.

Proof 2: Given the integer n, pick k - n + 2. Then n < k < k + 3. Thus, for every integer n, an odd k with n < k < n + 3 exists. This proof shows that for every odd k, an integer n with n < k < n + 3 exists, which is a different statement than what was supposed to be proved, and not logically equivalent.

Proof 3: Let n be given. Then k = 2n + 1 is odd by definition, and greater than n. Since also k < n + 3, we have shown the existence of an odd k between n and n + 3 for all n. This proof starts with the proper assumption but constructs the wrong k. 2n+1 while odd, is generally not between n and n+3.

Proof 4: Let the odd integer k be given. Pick n = k - 1. Then n < k < n + 3. We have shown that for every integer n, an odd integer k with n < k < n + 3 exists. This proof starts with the proper assumption, but then constructs the wrong k. It does not specify that k is between n and n+3.

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Answer:

Step-by-step explanation:

"The capture-recapture of individually distinctive signature whistles has not been attempted before," says the paper's senior author Dr Tess Gridley, Co-Director of Sea Search and the Namibian Dolphin Project and a postdoctoral fellow in the Department of Botany and Zoology at SU. "The dolphins use these sounds throughout life and each has its own unique whistle. Therefore, by recording signature whistles over time and in different places we can calculate where animals are moving to and how many animals there are in a population."

Working with Dr Simon Elwen of Stellenbosch University, the Namibian Dolphin Project has been researching Namibia's resident bottlenose dolphins for the past 12 years, and built up a catalogue of more than 55 signature whistles dating back to 2009.

This particular study was led by Emma Longden, who began the project during her BSc (Hons) Marine Biology degree at the University of Plymouth. As an undergraduate, Emma completed an internship with the Namibia Dolphin Project for a month in 2016, and returned again in 2018 to complete work on the mark-recapture project.

She analysed more than 4000 hours of acoustic data from four hydrophones positioned along the coast south and north of Walvis Bay, Namibia, during the first six months of 2016.

All in all, they identified 204 acoustic encounters, 50 of which contained signature whistle types. From these encounters, 53 signature whistle types were identified; 40 were in an existing catalogue developed in 2014 for the Walvis Bay bottlenose dolphin population, and 13 were newly identified. Of the 53 signature whistle types identified, 43% were captured only once, whereas the majority (57%) were recaptured twice or more.

"One of the great things about bioacoustics is that you can leave a hydrophone in the water for weeks at a time and collect so much data without interfering with the lives of the animals you are studying," says Emma, whose work on the project was also supervised by Dr Clare Embling, Associate Professor of Marine Ecology at the University of Plymouth.

Dr Embling added: "This work is incredibly important as it allows us to track and count the number of dolphins in small vulnerable populations. It builds on our previous research looking at the impacts of noise on marine organisms and monitoring vulnerable marine mammal populations. It also showcases the fantastic level of research that our marine biology students are able to achieve, and the opportunities available to them through our partnerships with conservation organisations such as the Namibia Dolphin Project and the Ocean Giants Trust."

Future research includes the work undertaken by PhD student Sasha Dines from Stellenbosch University to further refine the technique to better understand the population of endangered humpback dolphins in South Africa. Another PhD student, Jack Fearey from the University of Cape Town, is continuing to conduct research along the Namibian Coast.

The flip should tur after 2.4 scon

Given the following functions expressed as:
\(Y = - (x - 5)^2 + 3 \\y = -3(x - 6)^2 + x + 1\)

Equating both expression will give

-(x-5)² + 3 = -3(x-6)² + x + 1

-(x-5)²  +3(x-6)² + 3 - x - 1 = 0
-(x-5)²  +3(x-6)² + 2 - x = 0

-(x² - 10x + 25) + 3(x²-12x + 36) + 2 - x = 0

x² + 10x - 25 + 3x² +36x + 108 + 2 - x = 0

4x² + 45x + 85 = 0

Factorize for the value of x

On factorizing, the value of x is 2.405

Hence the flip should tur after 2.4 sconds

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The following statements is not always true is that a 95% confidence interval may include the hypothesized value under the null hypothesis that is rejected at 99% option D.

Assuming a given standard deviation, it is described as the sampling distribution that follows a roughly normal distribution. estimating the population standard deviation's confidence interval:

We are aware that significance level = confidence level - 1.

Given this, a null hypothesis can only be ruled out at a 5% level of significance.

A null hypothesis cannot be ruled out at the 5% level of significance unless the parameter's hypothesis value is contained within a 95% confidence range.

If the anticipated value is included in the 95% confidence interval, a hypothesis test at the 0.05 level will almost never succeed in rejecting the null hypothesis.

So, a null hypothesis can only be disproved at the 5% level of significance if and only if a 95% confidence interval contains the parameter's postulated value.

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Answer: B

Step-by-step explanation:

I suppose that f(x) is the curves drawn in red

Minimum f(x)=-8 (for x=-3)

Minimum g(x) =-2 (for x=-3)

Minimum g(x) > minimum f(x)

Answer B

The probability that a voter is either female or Democrat is 0.64 or 64%.

To calculate the probability, we need to determine the number of individuals who are either female or Democrat and divide it by the total number of voters.

From the table, we can see that there are 405 females and 253 Democrats. However, we need to be careful not to double-count the individuals who fall into both categories.

To find the number of individuals who are either female or Democrat, we add the number of females (405) and the number of Democrats (253), and then subtract the number of individuals who are both female and Democrat (150).

So, the number of individuals who are either female or Democrat is 405 + 253 - 150 = 508.

Now, we divide this number by the total number of voters, which is 802, to get the probability: 508 / 802 ≈ 0.64 or 64%.

Therefore, the probability that a voter is either female or Democrat is approximately 0.64 or 64%.

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For computer company hired interns from a group of 234 applicants.

a) Probability that intern had a computer science major and did not get hired is \( \frac{112}{234} \)

b) Probability that interns had a major other than computer science is \( \frac{38}{234} \)

c) Probability that interns had a computer science and get hired = \( \frac{58}{234} \).

4) probability that an intern with a major other than computer science was not hired is \( \frac{38}{234}\).

Probability is defined as the chance of occurrence of an event. It is calculated by the ratio of favourable outcomes to the total possible outcomes. We have a table data of computer company that hired interns. Total number of applicants = 234

the table shows data of the numbers of applicants who were or were not computer science majors, and the numbers of applicants who were or were not hired. Number of outcomes for an intern had a computer science major and did not get hired = 112

1) Probability that intern had a computer science major and did not get hired = \( \frac{112}{234} \).

2) Number of interns had a major other than computer science = 38

Probability that interns had a major other than computer science = \( \frac{38}{234} \).

3) Number of interns had a computer science major and hired = 58

Probability that interns had a computer science and get hired = \( \frac{58}{234} \).

4) Number of interns had a major other than computer science was not hired

= 38

Probability that an intern with a major other than computer science was not hired = \( \frac{38}{234} \). Hence, required value is \( \frac{38}{234} \).

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Complete question:

a computer company hired interns from a group of 234 applicants. the table shows the numbers of applicants who were or were not computer science majors, and the numbers of applicants who were or were not hired. match the probabilites with the description. column a 1. what is the probability that the intern had a computer science major and did not get hired.

2. what is the probability that the intern had a major other than computer science?

3. what is the probability that a computer science major was hired?

4. what is the probability that an intern with a major other than computer science was not hired

column b a.conditional - 36.2% b.conditional - 48.6% c.joint - 43.6% d.joint - 51.2% e.marginal - 68.3% f.marginal - 31.6%.

As the shape of the pennant (See Picture) is a Triangle, the sum of the measures of the interior angles formed by the boundary of this team pennant will be 180°. So, option B is correct.

Among other things, triangles have the following angular characteristics:

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The complete question is:

What is the sum of the measures of the interior angles formed by the boundary of this team pennant(See Picture)?

A. 360°

B. 120°

C. 180°

D. 100°

A. Erica must find the distance between the two townships of Lyles Station in Indiana and Maryville in South Carolina in order to calculate the circle's radius.

B. Using the coordinates of the center (Lyles Station) and the radius, Erica may calculate the equation of the circle once she has knowledge of its radius. A circle's general equation is (x - h)² + (y - k)² = r²

C. To graph the circle on the coordinate plane, Erica can plot the center (Lyles Station) and draw a circle with the calculated radius around it.

D. Erica can check if the coordinates of Mize lie within the circle. She can use the equation of the circle and substitute the coordinates of Mize into the equation. If the equation holds true, Mize is inside the circle and should be included in the study; otherwise, it lies outside the circle.

We need to know that the formula for calculating radius is expressed as;

The general equation for a circle is (x - h)² + (y - k)² = r²

Such that the parameters of the formula are expressed as;

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Answer:

idk hff 8gciy ctcs 6rxtc igv6rx8