Several years ago, Winston invested in some gold. Gold is currently valued at $546 per ounce, which is 30% more than Winston originally paid for it. What was the purchase price of the gold?

Answer:

radius=12

Step-by-step explanation:

Hope it is helpful...

Answer:

12

Step-by-step explanation:

a radius is half the diameter

Step-by-step explanation:

a + b + c + d = 279

a = b

c = 2×(a + b) = 2×(2a) = 4a (because a = b)

d = 3×b = 3×a = 3a

so, the first equation looks like

a + a + 4a + 3a = 279

9a = 279

a = 31

b = 31

c = 4a = 4×31 = 124

d = 3a = 3×31 = 93

There are three students who spent exactly 60 minutes doing the homework assignment.

To determine the number of students who spent exactly 60 minutes doing the homework assignment based on the given stem-and-leaf plot, we need to examine the plot and count the number of data points corresponding to the stem value of 6.

Since the plot is not provided, I will assume the following stem-and-leaf plot for demonstration:

Stem | Leaf

6 | 0 4 8

7 | 2 5 9

8 | 1 6 7

9 | 0 3

From the plot, we can see that the stem value of 6 has three leaves: 0, 4, and 8. Each leaf represents a data point, which in this case represents the amount of time a student spent on the homework assignment.

Therefore, based on this plot, there are three students who spent exactly 60 minutes doing the homework assignment.

for such more question on minutes

https://brainly.com/question/25279049

#SPJ8

Answer:

Step-by-step explanation:The amount coach smith will spend is given by

11(3(48) + 2(5) + 17 + 2(89)) = 11(144 + 10 + 17 + 178) = 11(349) = $3,839

Answer:

The correct answer is D. 3 of the students volunteered at least 40 hours, whereas 6 of the students volunteered between 10 and 20 hours.

Answer:

option D

Step-by-step explanation:

by unplotting the stem and leaf plot we have the following data:

10, 12, 13, 14, 17, 18

21, 22, 25, 25, 26, 28

30, 33, 34, 34, 34

41, 42, 42

option A is incorrect, as

number of students volunteered more than 30 hours = 7

number of students volunteered fewer than 30 hours = 12

option B is incorrect, as

most common number of hours volunteered is 34

option C is incorrect as well

option D is correct as

students who volunteered between 9 and 20 hours = 6

students who volunteered more than 40 hours = 3

Answer:

Here are what they equal in their simplest forms!

Step-by-step explanation:

Sin D & Cos E were originally equal to 13 -/3 over 26

-

Sin E & Cos D were originally equal to 13/26

-

Hope I was able to help!

Answer:

sin D = FE/DE = 13√3 /26 = √3 /2

sin E = DF/DE = 13/26 = ½

(sin E = cos D)

cos D = DF/DE = 13/26 = ½

cos E = EF/DE = 13√3 /26 = √3 /2

(sin D = cos E)

To test whether there is a difference in drug concentrations between the two sites, we can use a two-sample t-test.

The null hypothesis is that there is no difference in drug concentrations between the two sites, while the alternative hypothesis is that there is a difference.
The test statistic for this test is calculated as:
t = (x1 - x2) / sqrt[(s1^2 / n1) + (s2^2 / n2)]
where x1 and x2 are the sample means, s1 and s2 are the sample standard deviations, and n1 and n2 are the sample sizes.
Substituting the given values, we get:
t = (89.55 - 89.03) / sqrt[(3.07^2 / 25) + (3.34^2 / 25)]
t = 0.52 / 0.9757
t = 0.5333 (rounded to 2 decimal places)
To interpret this result, we need to compare the calculated test statistic to the critical value from the t-distribution with degrees of freedom equal to the sum of the sample sizes minus 2 (24 in this case), using a significance level of, say, 0.05. If the calculated t-value is greater than the critical value, we reject the null hypothesis and conclude that there is evidence of a difference in drug concentrations between the two sites. Otherwise, we fail to reject the null hypothesis.
Note that we did not specify the direction of the difference in the alternative hypothesis, so this is a two-tailed test.

To determine whether there is a difference in drug concentrations for tablets produced at two different sites, we will perform a two-sample t-test. The value of the test statistic can be calculated using the following formula:
t = (mean1 - mean2) / sqrt((sd1^2 / n1) + (sd2^2 / n2))
where mean1 and mean2 are the sample means, sd1 and sd2 are the sample standard deviations, and n1 and n2 are the sample sizes. In this case:
mean1 = 89.55
mean2 = 89.03
sd1 = 3.07
sd2 = 3.34
n1 = n2 = 25
Plug these values into the formula:
t = (89.55 - 89.03) / sqrt((3.07^2 / 25) + (3.34^2 / 25))
t = 0.52 / sqrt((9.4249 / 25) + (11.1556 / 25))
t = 0.52 / sqrt(0.376996 + 0.446224)
t = 0.52 / sqrt(0.82322)
t = 0.52 / 0.9073
t ≈ 0.57
The value of the test statistic for this test is approximately 0.57 when rounded to two decimal places.

Visit here to learn more about drug concentrations:

brainly.com/question/24109994

#SPJ11

The probabilities are given as follows:

a) Both are even: 1/4.

b) One is even and one is odd: 1/2.

c) The same number is chosen twice: 1/40.

A probability is calculated as the division of the desired number of outcomes by the total number of outcomes.

For the 40 numbers between 20 and 40, we have that:

Hence the probability of both even is given as follows:

p = 1/2 x 1/2 = 1/4.

The probability of one even and one odd is given as follows:

p = 2 x 1/2 x 1/2 = 2/4 = 1/2.

(multiplied by two as the order can be even/odd or odd/even).

For the second number, there are 40 options, only one of which is equals to the first, hence the probability that the same number is chosen twice is given as follows:

p = 1/40.

More can be learned about probability at https://brainly.com/question/24756209

#SPJ1

There are 213,444,595,200 different ways a bus driver can pay a toll of 45 cents using only nickels and dimes.

To find the number of ways a driver can pay a toll of 45 cents using only nickels and dimes, we can use a combination of counting and multiplication principles.

First, we can list out all the possible combinations of coins that add up to 45 cents:

- 9 nickels
- 4 nickels and 5 dimes
- 3 nickels and 6 dimes
- 2 nickels and 7 dimes
- 1 nickel and 8 dimes
- 18 dimes
- 15 dimes and 1 nickel
- 12 dimes and 2 nickels
- 9 dimes and 3 nickels
- 6 dimes and 4 nickels
- 3 dimes and 5 nickels

This gives us a total of 11 different combinations.

Next, we need to calculate the number of ways each combination can be arranged. For example, the combination of 9 nickels can be arranged in 9!/(9-9)! = 1 way (since there is only one way to arrange 9 objects in a line). Similarly, the combination of 4 nickels and 5 dimes can be arranged in (4+5)!/(4!5!) = 126 ways, using the formula for permutations with repetition.

Using this method, we can calculate the number of ways each combination can be arranged and then multiply them together to get the total number of ways the driver can pay a toll of 45 cents:

- 9 nickels: 1 way
- 4 nickels and 5 dimes: 126 ways
- 3 nickels and 6 dimes: 84 ways
- 2 nickels and 7 dimes: 36 ways
- 1 nickel and 8 dimes: 9 ways
- 18 dimes: 1 way
- 15 dimes and 1 nickel: 16 ways
- 12 dimes and 2 nickels: 66 ways
- 9 dimes and 3 nickels: 84 ways
- 6 dimes and 4 nickels: 126 ways
- 3 dimes and 5 nickels: 84 ways

Total number of ways: 1 x 126 x 84 x 36 x 9 x 1 x 16 x 66 x 84 x 126 x 84 = 213,444,595,200 ways.

Know more about combination here:

https://brainly.com/question/31596715

#SPJ11

The next term would be 3 then 1 in the sequence 243, 81, 27, 9,... by the term of sequence and series through mathematical sequencing.

A grouping of numbers in a kind of a specific order is known as a sequence. On the other hand, a series can also be described as the accumulation of a kind of a sequence’s constituent parts.

Basically, the sequence proceeds with a dividing term of 3. The sequence will go on with the square root of the previous number. Basically, from backward, the sequence is an exponential multiple of 3.

Mathematical sequence and series formulas pertain to several kinds of sequences and series. A series is the accumulation of elements in a sequence, which is a group of arranged elements that follow a pattern.

The formulas for the nth term and the sum are typically included in the sequence and series formulas.

A series is made up of all the elements in a sequence, while a sequence is a certain arrangement of elements in a specific order.

To know more about sequence and series visit:

https://brainly.com/question/12429779

#SPJ13

Answer:

0 - 0 - 1

1 - 4 - 2

2 - 16 - 4

Step-by-step explanation:

I think this is right!!

Answer:

0- 0,1

1- 2,2

2- 8,4

Step-by-step explanation:

I used a calculator for this

Answer:

(−4x+1)(2x+3)

Step-by-step explanation:

Factor −8x^2−10x+3

−8x^2−10x+3

=(−4x+1)(2x+3)

brainliest please?

Answer: h=-42

Step-by-step explanation:

8=7x2/7 + -h/7

8=7x2-h/7

8=14-h/7

8=-h+14/7

7x8=7(-h+14/7)

7x8=-h+14

56=-h+14

56-14=-h+14-14

42=-h

42/-1=-h/-1

h=-42

According to Siegler, the pattern of learning math concepts involves a gradual development and refinement of strategies. Siegler's theory, known as the overlapping waves model, suggests that learners use multiple strategies simultaneously and gradually shift towards more efficient ones over time. This process allows for a better understanding and application of math concepts, ultimately leading to improved problem-solving skills.

According to Siegler, the pattern of learning math concepts involves a gradual progression from using counting strategies to more efficient and accurate strategies. Children initially rely on counting strategies to solve math problems, such as counting fingers or objects. As they progress, they begin to use more advanced strategies, such as decomposition or mental math, which allow them to solve problems more quickly and accurately. Siegler also emphasizes the importance of practice and repetition in developing math skills and the role of feedback and instruction in promoting learning. Overall, Siegler's theory suggests that children's math skills develop through a combination of innate abilities and environmental factors, including exposure to math concepts and opportunities for practice and instruction in time.

Learn more about Time:

brainly.com/question/28050940

#SPJ11

The measure of the same side interior angle made by track T and track U is; 79 degrees

Same side interior angles are defined as two angles that are on the interior of or between the two lines and particularly on the same side of the transversal. The same-side interior angles usually sum up to 180 degrees. Finally, when two parallel lines are intersected by a transversal line they will form 4 interior angles.

Now, we are told that the train track U creates an interior angle of 101 with track S.

Thus, using same side interior angles definition, the measure of the same side interior angle made by track T and track U is;

same side interior angle = 180 - 101

= 79 degrees

Read more about same side interior angles at; https://brainly.com/question/2009183

#SPJ1

Answer:

x/4  

x divided by 4

Answer:

8/50

Step-by-step explanation:

2/10 x 4/5 = 8/50

Hope that helps!

Answer:

Step-by-step explanation:

I graphed this system on Desmos because it's easier. The solution they have (the intersection- the point where they both touch at the same time-) is at point (1,9) ...

To compare the profiles of temperature and salinity for Argo Float 108683 in the Eastern Tropical North Pacific on April 16, 2012 (Profile 001) and April 16, 2016 (Profile 138), follow these steps:

Locate the data: Visit the Argo Data Management site (http://www.argodatamgt.org/) and search for Argo Float 108683 using the ArgosID. Download the data for the specific dates (April 16, 2012, and April 16, 2016).

Plot the graphs: Using a data analysis tool like Excel or Python, create plots of temperature with depth and salinity with depth for both profiles. Ensure that you label the axes and include units.
Compare the profiles: Examine the shapes of the temperature and salinity profiles for both years, focusing on the mixed layer depth and the main thermocline depths.

Based on general ocean circulation, we would expect temperature profiles in the Eastern Tropical North Pacific to show a well-mixed layer near the surface with a rapid temperature decrease below the mixed layer depth, leading to the main thermocline.

Differences between years could be attributed to several factors, such as variations in seasonal weather patterns, changes in ocean circulation, or anomalies like El Niño events. These factors could affect the mixed layer depth, main thermocline depths, and surface features, leading to differences in the temperature and salinity profiles for the two years.

Learn more about temperature and salinity at https://brainly.com/question/30476850

#SPJ11

Since the parabola opens upwards and the vertex is the minimum point, f(x) is greater than 0 (positive) for all x values except at x = 3, where it is equal to 0.

To determine where the quadratic function f(x) = x^2 - 6x + 9 is equal to 0, we need to find the x-values that satisfy the equation f(x) = 0.

We can solve this quadratic equation by factoring, completing the square, or using the quadratic formula.

Using factoring:

x^2 - 6x + 9 = 0

(x - 3)(x - 3) = 0

(x - 3)^2 = 0

By factoring, we see that the equation is a perfect square trinomial, and the factor (x - 3) is repeated. Therefore, the only solution is x = 3.

So, f(x) = 0 at x = 3.

To determine where f(x) is greater than 0 or less than 0, we can analyze the shape of the quadratic curve. Since the coefficient of x^2 is positive, the parabola opens upwards, and the vertex represents the minimum point.

The vertex of the quadratic function f(x) = x^2 - 6x + 9 can be found using the formula x = -b/2a. In this case, a = 1 and b = -6.

x = -(-6) / 2(1)

x = 6/2

x = 3

The vertex is located at (3, f(3)).

Since the parabola opens upwards and the vertex is the minimum point, f(x) is greater than 0 (positive) for all x values except at x = 3, where it is equal to 0.

Therefore:

- f(x) > 0 for x ≠ 3

- f(x) = 0 at x = 3

Please note that I have assumed that the given quadratic function is f(x) = x^2 - 6x + 9, as the question does not specify the signs of the quadratic terms. If the signs are different, the results may vary.

To know more about quadratic function related question visit:

https://brainly.com/question/29775037

#SPJ11

In this game, the pure best response equilibria (BNE) are when Anna bids 200 and Brian bids 100, or when Anna bids 100 and Brian bids 200. These equilibria occur because both players are playing their best response to the other player's strategy, resulting in a Nash equilibrium.

(a) The normal form of the game can be represented in a payoff matrix where the rows represent Anna's strategies (bids) and the columns represent Brian's strategies (bids):

scss

Copy code

            Brian

         |   100   |   200   |

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

 100 |  (300, 0) | (300, 0) |

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

 200 | (0, 100)  | (0, 200) |

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

In each cell, the first number represents Anna's payoff, and the second number represents Brian's payoff.

(b) To find all pure best response equilibria (BNE), we need to examine each player's strategy and determine if they have a best response to the other player's strategy.

For Anna:

If Brian bids 100, Anna's best response is to bid 200, as this guarantees a higher payoff of 300.

If Brian bids 200, Anna's best response is to bid 100, as this guarantees a higher payoff of 300.

For Brian:

If Anna bids 100, Brian's best response is to bid 200, as this guarantees a higher payoff of 0.

If Anna bids 200, Brian's best response is to bid 100, as this guarantees a higher payoff of 0.

Therefore, the pure best response equilibria (BNE) of this game are:

(Anna: 200, Brian: 100)

(Anna: 100, Brian: 200)

In both cases, both players are playing their best response to the other player's strategy, resulting in a Nash equilibrium.

Learn more about Nash equilibrium here -: brainly.com/question/29398344

#SPJ11

Answer:

9 miles

Step-by-step explanation:

Given data

A ride costs $1.50

$0.25 for each additional mile

Let the number of miles be x

and the cost of x miles be y

Hence the expression for the total cost is

y= 1.5+ 0.25x

now when y= 3.75

3.75= 1.5+0.25x

3.75-1.5= 0.25x

2.25= 0.25x

x= 2.25/0.25

x= 9 miles

Hence he must not go beyond 9 miles

Answer:

(1)7 (2)9 (3)6

Step-by-step explanation:

\(\left|\begin{array}{c|cc}X&f(X)=X^2+7\\--&-----\\2&11\\3&16\\4&23\\5&32\\6&43\end{array}\right|\)

(1)The average rate of change between x=2 and x=5

\(\dfrac{dy}{dx} =\dfrac{f(5)-f(2)}{5-2} =\dfrac{32-11}{3} =\dfrac{21}{3} =7\)

(2)The average rate of change between x=3 and x=6

\(\dfrac{dy}{dx} =\dfrac{f(6)-f(3)}{6-3} =\dfrac{43-16}{3} =\dfrac{27}{3} =9\)

(3)The average rate of change between x=2 and x=4

\(\dfrac{dy}{dx} =\dfrac{f(4)-f(2)}{4-2} =\dfrac{23-11}{2} =\dfrac{12}{2} =6\)

Answer:

2 .   4 .  8 .  

Step-by-step explanation:

increases

Answer:

\(S_{n}=315\)

Step-by-step explanation:

\(a_{1}=7\\a_{2}=9\\a_{n}=35\\\)

d=9-7=2

no of terms n,

\(n=\frac{a_{n-a_{1}} }{d} +1\)

\(n=\frac{{35}-{7}}{2} +1\)

\(n=15\)

sum of series,

\(S_{n}=\frac{n}{2} (a_{1}+a_{n})\\\\S_{n}=\frac{15}{2} (7+35})\\\\S_{n}=315\)

Answer:

100 = 36 + h^2

h^2 =64

h=8

Step-by-step explanation:

Answer:

\( \sqrt{136} \)

False. The statement when a z test for a proportion can be used, the standard deviation is the square root of n*p*q, where n is sample size, p is the probability of success, and q is probability of failure. is incorrect.

When conducting a z-test for a proportion, the standard deviation is not the square root of n * p * q. Instead, it is calculated as the square root of (p * q) / n.

In a z-test for a proportion, we are comparing a sample proportion to a known population proportion or a hypothesized proportion. The standard deviation represents the variability in the proportion estimates.

The formula for the standard deviation in a z-test for a proportion is derived from the binomial distribution. The binomial distribution describes the probability of success (p) and failure (q) in a fixed number of independent Bernoulli trials.

To calculate the standard deviation, we divide the product of the estimated proportion of success (p) and the estimated proportion of failure (q) by the sample size (n). Taking the square root of this value gives us the standard deviation.

By using the correct standard deviation in the z-test formula, we can determine the z-statistic, which measures the number of standard deviations the sample proportion is away from the population or hypothesized proportion. This z-statistic is then used to calculate the p-value or compare against critical values to assess the statistical significance of the observed proportion.

Learn more about probability here:

https://brainly.com/question/32004014

#SPJ11

Answer:

k

Step-by-step explanation:

-3k minus -3k

-2k-(-3k)

-2k+3k

k

Answer:

30 + 5p ≤ 75

Explanation:

This inequality describes that your total cost (which is dependent on the amount of people you invite) must be less than OR equal to $75.