The number of trams X arriving at the St. Peter's Square tram stop every t minutes has the following probability mass function: (0.27t)* p(x) = -exp(-0.27t) for x = 0,1,2,... x! The probability that 3

Answer:

45

Step-by-step explanation:

Plug in the values into the equation

4(12) - 3

48 - 3 = 45

Answer:

45

Step-by-step explanation:

4(12) - 3

48 - 3

45

The relationship between Doubling and halving is that in halving we simply half one of the factors and in doubling we double the other.

The Doubling and Halving is a technique that is commonly used in Multiplication of two numbers .

Let us understand the Relationship between Doubling and Halving with help of an example ;

Example : To solve 25×16, it is not that simple to directly multiply these ,

By using the Doubling and Halving method ,

we could double the number 25 to make it 50 and

then half the number 16 to make it 8.

So , the equivalent expression becomes , \(50\times8\) ,which is much easier to solve , that is 400 .

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Yes, there is a correlation between these measures. The higher the placement exam score, the higher the student's score on their first exam tends to be. For example, students with placement exam scores of 11 and 49 had first exam scores of 27 and 71 respectively, indicating that the higher the placement exam score, the higher the first exam score.

A measure in mathematics is a generalization of the ideas of length, area, and volume. Measures are sometimes referred to as "mass distributions" informally. A measure, in more exact terms, is a function that gives numbers to particular subsets of a given set. This quantity is described as the set's measure.

To measure length or distance, this system employs inches, feet, yards, and miles. Volume or capacity are expressed in fluid ounces, cups, pints, quarts, or gallons. In ounces, pounds, and tons, weight or mass is expressed.

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The inequality represented by the graph is y > (1/4)x - 2.

Y = mx + b, where m is the line's slope and b is the y-intercept (the point at which the line meets the y-axis), is the equation of a line in the slope-intercept form. This form is helpful because it enables us to rapidly determine a line's slope and y-intercept, two crucial variables for comprehending the line's characteristics and behaviour. The y-intercept and slope both provide information about the line's slope and point of intersection with the y-axis. Knowing these two factors makes it simple to draw the line on a graph and predict how it will behave.

From the given graph the coordinates of the point on the line are (0, -2 ) and (8, 0).

The slope of the line is given as:

m = (y2 - y1) / (x2 - x1)

Substituting the values we have:

m = (0 - (-2)) / (8 - 0) = 2/8 = 1/4

Now, using the point slope form:

y - y1 = m(x - x1)

Substituting the value of slope:

y - (-2) = (1/4)(x - 0)

y = (1/4)x - 2

The given graph represents an strict inequality pointing away from the line.

Hence, the inequality represented by the graph is y > (1/4)x - 2.

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Answer:

1/6

Step-by-step explanation:

1/2 divided by 3

Answer:

1/6

Step-by-step explanation:

The largest taco contained approximately 1 kg of onion for every 6. 6 kg grilled teak. then Amount of grilled steak used: 6.6 (79.17) = 538.356 kg

What is a unit amount in math?

When a price is expressed as a quantity of 1, such as $25 per ticket or $0.89 per can, it is called a unit price. If you have a non-unit price, such as $5.50 for 5 pounds of potatoes, and want to find the unit price, divide the terms of the ratio

1 k + 6.6 k = 617.3

Where “k” is a constant value, a multiplier.

Solving for k:

7.8 k = 617.3

k = 617.3 /7.8  

k= 79.17

So:

Amount of onion used:

1 (79.17) = 79.17 kg

Amount of grilled steak used:

6.6 (79.17) = 538.356 kg

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Rate of change in elevation of the second scuba driver is \(-\frac{25}{2}\) ft/min.

Given,

rate of change of elevation of first scuba driver =\(-15 \frac{5}{8}\) ft/min

first scuba driver's rate of change in elevation is \(1\frac{1}{4}\)  times that the rate of change in elevation for second scuba driver.

Let rate of change in elevation of the second scuba diver be 'x'

then,

\(1\frac{1}{4}*x=-15 \frac{5}{8}\\\frac{5}{4}*x=-\frac{125}{8} \\x=-\frac{125}{8}*\frac{4}{5}\\x=-\frac{25}{2} \\\)

Hence,the rate of change in elevation of the second scuba driver is \(-\frac{25}{2}\) ft/min.

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Answer:

2.15

Step-by-step explanation:

I will assume that "−1/4(−8.6)" is telling us to multiply (-8.6) times -(1/4):

(-1/4)*(-8.6)

= (8.6/4)

= 2.15

Answer:

\(g(2)=11\)

Step-by-step explanation:

\(g(2)=5(2)+1=10+1=11\)

Answer:

your slope is -2/3

Step-by-step explanation:

The corresponding equation is 4q + 3p = 22.

What is the slope of a line ?

The ratio of the change in the y coordinate to the change in the x coordinate is known as a line's b in mathematics.

Y and X, respectively, stand for the net change in the y-coordinate and the net change in the x-coordinate. Locate two locations along the chosen line and find their coordinates.

Find the y-coordinate difference between these two places (rise). Find the difference between the x-coordinates of these two points (run). Subtract the difference in y-coordinates from the difference in x-coordinates (rise/run or slope).

The slope is defined as the relationship between the rise, or vertical change, between two points and the change, or horizontal change, between the same two points and can be represented as an equation.

Given that, coordinates are (p, 1/2) and (-8, q), slope is 3/4.

m = (y2 - y1)/(x2 - x1)

34 = (q - 1/2)/-8 - p

-24 - 3p = 4q - 2

4q + 3p = 22

The corresponding equation is 4q + 3p = 22.

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Using trigonometry, the angle of elevation of the top of the building from A is 36.87 degrees

The angle of elevation of the building from A, we can apply the concept of trigonometry;

tan(θ) = opposite/adjacent

tan(θ) = height/180m

Since we're given that the angle of the top of the building is 45 degrees when the man is 180m away from point A, we can set up the equation:

tan(45°) = height/180m

The tangent of 45 degrees is 1, so the equation becomes:

1 = height/180m

Solving for the height:

height = 180m

Using the tangent of the angle;

tan(θ) = height/distance

tan(θ) = 180m/240m

Simplifying:

tan(θ) = 0.75

θ = tan⁻¹(0.75)

θ = 36.87 degrees

Therefore, the angle of elevation of the top of the building from point A is approximately 36.87 degrees.

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The correct option is False. The standard formulas for the derivatives of sine and cosine are true when the angle is in radians. These formulas are derived based on the properties of the trigonometric functions in the context of radians. The derivatives of sine and cosine with respect to an angle measured in radians are as follows:

\(\[\frac{d}{dx}(\sin(x)) = \cos(x)\]\)

\(\[\frac{d}{dx}(\cos(x)) = -\sin(x)\]\)

If the angle is measured in degrees, these formulas would not hold true. To differentiate trigonometric functions when the angle is measured in degrees, conversion factors and additional adjustments would be necessary.

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The height of water left in the can  is determined as 9.9 cm.

option B.

The height of water left in the can is calculated by the difference between the volume of a cylinder and volume of a cone.

The volume of the cylindrical can is calculated as;

V = πr²h

where;

V = π(4.6 cm)²(13.5 cm)

V = 897.43 cm³

The  volume of the cone is calculated as;

V = ¹/₃ πr²h

V = ¹/₃ π(5.1 cm)²( 8.7 cm )

V = 236.97 cm³

Difference in volume =  897.43 cm³ - 236.97 cm³

ΔV = 660.46 cm³

The height of water left in the can  is calculated as follows;

ΔV = πr²h

h = ΔV /  πr²

h = ( 660.46 ) / (π x 4.6²)

h = 9.9 cm

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In order to establish the significance of a correlation, in addition to the correlation coefficient, it is necessary to know the number of paired scores (sample size) to determine the reliability and statistical significance of the correlation. So the correct option is A.

The number of paired scores, also known as the sample size, is essential in determining the significance of a correlation. The reliability and statistical significance of a correlation are influenced by the sample size because a larger sample size provides more information and reduces the influence of random variation.

When calculating a correlation coefficient, it is necessary to have an adequate number of data points or paired scores to ensure that the observed correlation is not purely due to chance. A larger sample size increases the confidence in the correlation estimate and allows for more accurate inference about the population correlation. Statistical tests, such as hypothesis testing or calculation of p-values, rely on the sample size to determine if the observed correlation is statistically significant or likely to have occurred by chance.

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Answer:

A model that shows a pitcher holding 8 times the amount of a glass

Step-by-step explanation:

I would need a picture of the models, but I think I can still help.

Any model that shows a pitcher holding 8 times as much as a glass is the correct model. Be sure to read carefully so you pick the right model.

The equation y = 8x shows the relationship between the holding capacity of the pitcher and glass, and x = 64/8 shows the total amount held by the glass.

It is defined as the relation between two variables, if we plot the graph of the linear equation we will get a straight line.

If in the linear equation, one variable is present, then the equation is known as the linear equation in one variable.

Let's suppose the pitcher can hold x ounces

And the glass can hold y ounces

From the given problem:

y = 8x

The above equation modeled the relationship between the holding capacity of the pitcher and glass.

If y = 64

Then x = 64/8 = 8 ounces

Thus, the equation y = 8x shows the relationship between the holding capacity of the pitcher and glass, and x = 64/8 shows the total amount held by the glass.

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The line of best fit from the scatter plot is given by y = 0.68x + 6.61

Dots are used in a scatter plot to show the values of two different numerical variables. Each dot's location on the horizontal and vertical axes represents a data point's values. To view relationships between variables, utilize scatter plots.

The closer the data points come to forming a straight line when plotted, the higher the correlation between the two variables, or the stronger the relationship. If the data points make a straight line going from near the origin out to high y-values, the variables are said to have a positive correlation.

Using end behavior, turning points, intercepts, and the Intermediate Value Theorem, plot the graph of a polynomial function.

Given data ,

Let the scatter plot be represented as A

Let the equation of line of best fit be represented as y

Now , the equation of line is given as

Let the cost of ground shipping be y

Let the package weight be x

Now , the points on the scatter plot are A ( 5 , 10 ) , B ( 15 , 20 ) , C ( 20, 20 ) , D ( 30 , 31 ) , E ( 31 , 27 ) , F ( 36 , 31 )

And , the average x-value and average y-values are calculated

The slope of the line from the linear regression is m = 0.68

So , the equation of best fit is y = 0.68x + 6.61

where the y intercept is b = 6.61

Hence , the equation of best fit line of the scatter plot is y = 0.68x + 6.61

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The complete question is :

The scatter plot to the right shows the cost (y) of ground shipping packages from Harrisburg, Pennsylvania, to Minneapolis, Minnesota, based on the package weight (x).​

The figure is attached below.

Based on the given grade distribution, Paulina's conclusion (C) that most of the class made between a 71 and an 80 is the best conclusion among the options provided.

What is the average?

This is the arithmetic mean and is calculated by adding a group of numbers and then dividing by the count of those numbers. For example, the average of 2, 3, 3, 5, 7, and 10 is 30 divided by 6, which is 5.

To determine who has the best conclusion among Joe, Collin, Paulina, and Quannah, let's evaluate each statement in relation to the given grade distribution:

A. Joe said the average grade was a 75.

Since we have the grade distribution, we can calculate the average grade to verify Joe's statement. However, the distribution alone is not sufficient to determine the average grade. We would need additional information such as the exact values within each grade range. Therefore, we cannot determine if Joe's conclusion is the best based solely on the given information.

B. Collin said almost 15% made between a 91 and a 100.

Based on the given grade distribution, we can calculate the percentage of students who fall within the range of 91-100. In this case, it is 10 students out of a total of 35 students. So, the percentage is approximately 28.6%, not close to 15%. Therefore, Collin's conclusion is not accurate based on the given information.

C. Paulina said most of the class made between a 71 and an 80.

Considering the grade distribution, the largest number of students (12) falls within the range of 71-80. Thus, Paulina's conclusion aligns with the data and can be considered the best conclusion based on the given information.

D. Quannah said that most of the students understood the concepts that were not tested.

The given grade distribution does not provide information about the understanding of concepts. It solely represents the distribution of grades. Therefore, Quannah's conclusion cannot be determined based on the given information.

hence, Based on the given grade distribution, Paulina's conclusion (C) that most of the class made between a 71 and an 80 is the best conclusion among the options provided.

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Answer:

Step-by-step explanation:

Explanation: There is nothing known as opposite in algebra. If you mean additive inverse it is 34 and if you mean multiplicative inverse or reciprocal it is −43 . multiplicative inverse, also called reciprocal, is the number which when multiplied with the number results in 1 , the multiplicative identity element.

Answer:

The opposite of 3/4 would be 4/3, simplified would be 1 1/3.

Step-by-step explanation:

To draw a linear inequality in graph the steps are mentioned below.

The graph of a two-variable inequality is the set of points that describe all solutions to the inequality. The coordinate plane is split in half by a boundary line created by a linear inequality, with one-half representing the solutions to the inequality.

Steps are described below:

Step 1: Always begin by separating the variable y from the inequality's left side.

Step 2: Replace the symbol for inequality with that for equality.

Step 3: In the xy plane, graph the boundary line from step 2. You are creating the boundary line that would divide or cut the xy-plane into two sections in this stage.

Step 4: Shading one side or area of the boundary line is the final step.

Step 5: Use this optional step to check or confirm that you have shaded the boundary line's side appropriately.

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Answer:

The price of a child ticket in dollars $8.00

Step-by-step explanation:

Answer:

5.76106287

Step-by-step explanation:

Answer: 5.76106287488

Step-by-step explanation:

Answer:

300 raisins

Step-by-step explanation:

sum the parts of the ratio, 3 + 27 = 30 parts

Divide the total by 30 for the value of one part of the ratio.

3000 ÷ 30 = 100 ← value of 1 part of the ratio , then

3 parts = 3 × 100 = 300 ← number of raisins in a box

To represent the requirement that a company makes at least 20 units of products X1 and X2, you can use the following set of lower bound constraints:

\(1. X1 \geq 20\\2. X2 \geq  20\)

These constraints indicate that the production of X1 must be greater than or equal to 20 units, and the production of X2 must also be greater than or equal to 20 units.

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The number of non-fiction books sold on Friday will be two-and-a-half times the number of arts and crafts books sold on Friday. Therefore, option B is the correct answer.

We can see from the table that on Thursday, 7 sports and trivia books and 19 arts and crafts books were sold, for a difference of 12.

On Thursday, 13 non-fiction books and 19 arts and crafts books were sold. If we assume that the same ratio will hold on Friday, then we can predict that the number of non-fiction books sold will be (19/2)×2.5 = 23.75, which is not a whole number. Therefore, this prediction is not supported by the data.

Therefore, option B is the correct answer.

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On solving the provided question we can say that  the equation of the line will be  y+11 = 0.

The slope of a line is how steeply it slopes from left to right. The slope of a line is determined by dividing its rise (vertical change) by its slope, which is its horizontal change. Regardless of whatever two locations on the line you pick, the slope of the line is always constant (it never changes).

To find the coordinates of two points on the line, choose two. Find the difference between these two locations' y-coordinates (gradients). Find the difference between these two places' x coordinates (runs). Divide the change in the y coordinate by the difference in the x coordinate (slope/history or slope).

Here,

slope, m= 0 as these are parallel line.

so the equation of the line will be

y-y1 = m(x-x1)

y+11 = 0

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Answer:

See below ~

Step-by-step explanation:

(a) To find y-intercept :

(b) Finding x-intercepts :

(C) Finding vertex :

Answer:

x=-3.2

Step-by-step explanation:

6(x+6)=5(-2x- -2)-5.2

6x+36=5(-2- -2)-5.2

6x+36=-10x-10-5.2

6x+36=-10x-15.2

6x+36-36=-10x-15.2-36

6x=-10x-51.2

6x+10x=-10x-51.2+10x

16x=-51.2

Divide 16x and -51.2 by 16

x=-3.2