The union within a company wants its employees to vote for the new pay proposal. over a six day period, the following number of employees cast their vote: 86, 95, 38, 47, 73, 68. which number best describes the average number of employees' votes each day? round your answer to the nearest whole number.

Answer:

b

Step-by-step explanation:

For the given arithmetic sequence we have:

We know that we have 20 seats on the front row, and then we add 3 more on each row, so the formula will be:

\(A_n = 20 + (n - 1)*3\)

This gives the number of seats on the n-th row.

B) The last row has 83 seats, then we need to solve:

\(A_n = 20 + (n - 1)*3 = 83\\\\(n - 1)*3 = 83 - 20 = 63\\\\n - 1 = 63/3 = 21\\\\n = 21 + 1 = 22\)

So we conclude that there are 22 rows.

C) The total number of seats will be:

\(\sum_{n = 1\ to\ 22} (20 + (n - 1)*3)\)

D) Instead of using the sum above (we should add 22 terms) we use the general formula for the sum of N terms in an arithmetic sequence:

\(S_N = (N/2)*(2A_1 + (N - 1)*d)\)

In this case, we replace N by 22, and d is the common difference of the sequence, which we know is equal to 3, so we wil have:

\(S_{22} = (22/2)*(2*20+ (22 - 1)*3) = 11*(40 + 21*3) = 1,133\)

There are 1,133 seats in total.

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Answer:

Each day, you record the high temperature* (you don't necessarily need to say that it is for a science project). On Day 1, it was 4* less than Day 10**. It hit 62* F on Day 10. What was the high temperature on Day 1?

Because we know that on Day 1, the temperature was 4* less than on Day 10, and the high temperature on Day 10 was 62*, the high temperature on Day 1 was therefore 58*. Because 62 - 4 = 58.

Step-by-step explanation:

*You don't necessarily need to say that it was for a science project.

**The information for Day 4 is irrelevant too because we are not given the temperature for Day 4, therefore it does not help us find the answer.

Dan could be charged with larceny, which is a felony offense in some states.

Dan could be charged with larceny, which is the taking of another person's property without their permission or consent. In this case, Dan took money from the tip jar without the permission of the ice cream shop or its owners. In some states, this type of larceny is considered grand larceny, which is a felony offense.

Larceny is a crime of intent, meaning that the perpetrator had the intent to deprive the victim of their property permanently. In the case of Dan, he intended to take the money from the tip jar for his own use, not to return it. As such, he could be charged with larceny.

In some states, the punishment for grand larceny is prison time or fines, and the length of the sentence or amount of the fines is determined by the value of the stolen property. In this case, the stolen property was five dollar bills, so the sentence or fine could be quite severe.

It is important to note that in some states, a minor's age may be taken into account when determining the sentence for a crime such as this one. For example, if Dan was a minor, his sentence could be reduced or his charges could be dropped altogether.

In conclusion, Dan could be charged with larceny, which is a felony offense in some states. Depending on the laws of the state, the age of the perpetrator, and the value of the stolen property, Dan could face prison time, fines, or a combination of both.

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Answer:

Maybe 30°

Cause 12:4 is 3

3x10 30

The central angle of a regular dodecagon is 30 degrees. Option A is the correct option.

The central angle - The angle created at the polygon's center by two adjacent radii—the lines that connect the polygon's center to its vertices—is known as the central angle.

We know it is a regular dodecagon, which means all the sides will be of equal size.

As it is a dodecagon there will be a total of 12 equal central angles added to give an angle of 360 degrees.

Let's assume the central angle is x.

12x = 360

x = 360/12

x = 30

Hence, the central angle in a regular dodecagon is 30 degrees.

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15% of the time, the probability that student who chose to walk has been late.

From the stated data-

37.5% of the 40% of students who walk to school have been late.

Thus,  37.5% of 40%

= 0.375 x 0.40

= 0.1500

= 15%

Thus, 15% of the time, the student who chose to walk has been late atleast once .

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The complete question is-

At a large high school 40 percent of the students walk to school, 32 percent of the students have been late to school at least once, and 37.5 percent of the students who walk to school have been late to school at least once. One student from the school will be selected at random. What is the probability that the student selected will be one who both walks to school and has been late to school at least once?

The y-coordinate for the point located 3/5 the distance from L to M is 6.

A line segment is a part of a line that extends between two endpoints. The length of a line segment can be calculated by determining the difference between the coordinates of the endpoints of the line segment, both horizontally (the x-coordinates) and vertically (the y-coordinates).

Using these information, we will find the coordinates of a point which is 3/5 of the distance from L to M.

The distance between L(0,1) and M(2,8) is calculated as follows:

d(L, M) = √[(8 - 1)² + (2 - 0)²] = √65.

To determine the x-coordinate of the point 3/5 of the way from L to M, we can use the formula:

x = x₁ + (3/5)(x₂ - x₁) = 0 + (3/5)(2 - 0) = 1.2

To determine the y-coordinate of the point, we can use the formula:

y = y₁ + (3/5)(y₂ - y₁) = 1 + (3/5)(8 - 1) = 6

Therefore, the y-coordinate of the point 3/5 of the way from L to M is 6.

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Answer:

39/11 itself is the simplest form

since 11 is a prime number and cannot be divided further.

hope its clear! :D

The least common denominator (LCD) of the rational expressions is (x+1)(x-1).

When adding or subtracting rational expressions, we need to find a common denominator. The least common denominator (LCD) is the smallest multiple of the denominators of the rational expressions.

To find the LCD, we follow these steps:

Let's consider an example to illustrate this process:

Example:

Find the LCD of the rational expressions:

x/(x+1) and 1/(x-1)

Step 1: Factor the denominators:

x+1 and x-1

Step 2: Identify the common factors:

There are no common factors in this case.

Step 3: Take the product of the highest powers of each common factor:

Since there are no common factors, we skip this step.

Step 4: Include any unique factors:

The unique factors are x+1 and x-1.

Step 5: Simplify the resulting expression:

The LCD is (x+1)(x-1).

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The least common denominator of the rational expressions in this problem is given as follows:

4x(x + 5).

The rational expressions for this problem are defined as follows:

9/(4x + 20), 10/(x² + 5x).

The denominators are given as follows:

The denominators can be simplified as follows:

The least common denominator is the multiplication of the unique factors, hence it is given as follows:

4x(x + 5).

The expression that completes this problem is given as follows:

9/(4x + 20), 10/(x² + 5x).

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When Tracey pours all the water from the smaller 5-inch cube container into the larger 7-inch cube container, the water will be approximately 7 inches deep in the larger container.

To find out how deep the water will be in the larger container, we need to consider the volume of water transferred from the smaller container. Since both containers are cube-shaped, the volume of each container is equal to the length of one side cubed.

The volume of the smaller container is 5 inches * 5 inches * 5 inches = 125 cubic inches.

When Tracey pours all the water from the smaller container into the larger container, the water completely fills the larger container. The volume of the larger container is 7 inches * 7 inches * 7 inches = 343 cubic inches.

Since the water fills the larger container completely, the depth of the water in the larger container will be equal to the height of the larger container. Since all sides of the larger container have the same length, the height of the larger container is 7 inches.

Therefore, the water will be approximately 7 inches deep in the larger container.

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The volume of the block after cutting the smaller cubes is:

volume = 56/125 \(cm^{3}\)

What is volume?

Volume is a mathematical term that describes how much three-dimensional space an object or closed surface occupies.

The formula to calculate the volume of the cube is given by:

Volume = \(a^{3}\), where a is the length of its sides or edges

Length of solid wooden cube= \(\frac{4}{5} cm\)

Length of smaller wooden cube= \(\frac{1}{3} cm\)

Volume of the large cube = \((\frac{4}{3} )^{3}\)

Volume of the large cube = \(\frac{64}{125} cm^{3}\)

Volume of the small cube = \(\frac{1}{5} cm^{3}\)

Volume of the small cube = \(\frac{1}{125} cm^{3}\)

Volume of block after cutting out the smaller cubes is

                = \(\frac{64}{125} -\frac{(8)(1)}{125}\)

                = \(\frac{64-8}{125}\)

                =\(\frac{56}{125}\)\(cm^{3}\)

Hence, the volume of the block after cutting the smaller cubes is:

volume = 56/125 \(cm^{3}\)

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Answer:

Do 400 x 130 then whatever you get divide it by 1000

Step-by-step explanation:

Answer:

In at least 5 weeks, Jose will have at least 1000$

Step-by-step explanation:

Hope this helps!!!

Let's write the ration as a fraction:

1 cm to 1.5 cm

Ratio : 1/1.5 but we need to write it without decimals,

1/1.5 = 2/3 (multiplying by 2 numerator and denominator)

K, the correct answer is 2/3

A) There are 48 ways to arrange seat for the five people in the row for the first half of the show.

B)  The number of ways these five people can be seated in a row for the second half of the show, with at least one seat between each girl and Peter, is 15.

(a) To find the number of ways these five people can be seated in a row for the first half of the show, we can treat Mary and her three female friends as a single entity. Then we have two entities, Mary's group and her brother Peter, to be seated.

The number of ways to seat two entities in a row can be calculated as 2!, which is equal to 2.

However, within Mary's group, there are four individuals who can be rearranged amongst themselves. So, we multiply the number of ways to seat the entities (2) by the number of ways to arrange the four individuals within Mary's group (4!).

Therefore, the total number of ways these five people can be seated in a row for the first half of the show is:

2 × 4! = 2 × 4 × 3 × 2 × 1 = 48.

So, there are 48 ways to seat the five people in the row for the first half of the show.

(b) For the second half of the show, the four girls need to sit at least one seat apart from Peter. This means that there must be at least one empty seat between Peter and each of the four girls.

We can consider the positions of the empty seats as separators between the individuals. So, we have 10 empty seats and we need to place 5 individuals (4 girls + Peter) in such a way that at least one empty seat is between each girl and Peter.

Let's denote the empty seats as "_". We can arrange the individuals and empty seats as follows:

_ G _ G _ G _ G _ P _

There are 6 possible positions for Peter (P) and the four girls (G), indicated by "_". We can choose any 4 out of these 6 positions for the girls.

The number of ways to choose 4 out of 6 positions is given by the binomial coefficient:

C(6, 4) = 6! / (4! × (6-4)!) = 6! / (4! × 2!) = 15.

Therefore, the number of ways these five people can be seated in a row for the second half of the show, with at least one seat between each girl and Peter, is 15.

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Answer:

Evelyn has 11 rocks.

Step-by-step explanation:

I first made an equation for the father's rocks.

5 + 4x = 49

X is Evelyn's rocks. We subtract the 5 from each side to get,

4x = 44, dividing each side by 4, we get X = 11.

We can double-check our answer by multiplying 11 by 4 and adding 5 to it. We get 49 doing this, proving our answer.

Answer:

k = ±√3

Step-by-step explanation:

Given :

To find the value of k, we need to equate both the functions to find the value of x such that it is equal to the value of k.

We already set a relation before, which is :

Answer:

Write the equation of the line in slope-intercept form.

It has a slope of

2

3

and passes through the point (3, 4).

Step-by-step explanation:

y=2/3x+4

Answer:

the answer = C (may be but not sure)

Answer:

The answer has to be A

Step-by-step explanation:

The trees have nothing changed about them, so they can be considered to be the control. In additon, placebo is given as a control in medical trials, so it cannot be correct. And, the students have nothing changed in D, so the answer to this question has to be A, where the patients are given a new drug.

Answer:

distance=90km

time=1.5h

speed of the bus=distance /time

speed of the bus=90km/1.5h

speed of the bus=60km/h

therefore if 1.5h=60km/h

then 7.2h=(7.2x60)/1.5 =288km

Answer:

I believe is 3 4/6

Step-by-step explanation:

22/5  : 6/5

22/5 * 5/6

22/6

11/3

3 4/6

Answer:

11/3 or 3and2/3

Step-by-step explanation:

To change a mixed number into a fraction, you multiply the whole number by the denominator and add it to the numerator.

4 and 2/5 = 22/5

1 and 1/5 = 6/5

To divide fractions, flip one upside down and then multiply top by top, bottom by bottom

(22/5) / (6/5) = (22/5) x (5/6) = (22x5)/(5x6) = 110/20 = 11/3 or 3and2/3

Answer:

Im pretty sure the answer in $8.70

Step-by-step explanation:

All you have to do is 382 divided by 44

Answer:

about 0.12 cents dollars or 12 cents.

Step-by-step explanation:

I divided 44 and 382. Hope this helps!

Answer:

$8

Step-by-step explanation:

First we have to see how much you are paid per car. To do this we divide the money earned ($20), by the number of cars washed (5).

20÷5=4

This tells us you earn $4 per car. So, to find the amount you would earn buy washing 2 cars, you multiply the money earned per car by 2.

4·2=8

This means you would earn $8.

Would you please mark my answer brainliest if it helped you? :D

Answer:

(-4, 5.5)

Step-by-step explanation:

1. put your Xs and Ys over 2

2. add them together

3. Divide

4. Simplify

5. Turn fraction into decimal

\(m(x.y) \\ m = \frac{x1 + x2}{2} . \: \frac{y1 + y2}{2} \\ m = \: \frac{ - 2 + - 6}{2} . \frac{ - 1 + 12}{2} \\ m = ( - \frac{8}{2} . \frac{11}{2} ) \\ m = ( - 4 \: . \: 5 \frac{1}{2} ) \\ \\ \\ mid = ( - 4 \: \: . \: 5.5)\)

Step-by-step explanation:

A. Each point in the image has the same x-coordinate as the corresponding point

in the figure.

D. Each point in the image moves the same distance and direction from the

figure.

These two statements are true about a figure and an image created by a translation. When a figure is translated, every point in the figure is moved the same distance and direction. This means that each point in the image has moved the same way as its corresponding point in the figure. Additionally, since a translation only involves moving a figure without changing its shape or size, the image and figure are the same shape and size, but just in different positions. As such, statement B and C are not true for figures and images created by translation.

To graph the image G'R'A'M', we need to add 10 to each x-coordinate and subtract 2 from each y-coordinate:

G': (-9+10, -9-2) = (1,-11)

R': (-8+10, -6-2) = (2,-8)

A': (-4+10, -6-2) = (6,-8)

M': (-5+10, -9-2) = (5,-11)

Graphing these points and connecting them gives us parallelogram G'R'A'M'.

While a common rule of thumb is to have a minimum sample size of 100 for continuous data to be statistically significant, the actual appropriate sample size may vary depending on the specific study design and research question. Option(D)

In statistics, the term "statistical significance" refers to whether an observed effect or relationship in the data is likely to be real and not just due to random chance. To determine statistical significance, we often perform hypothesis testing.

The sample size is a crucial factor in hypothesis testing. A larger sample size generally provides more reliable and precise estimates of population parameters and increases the statistical power of the test. With a larger sample size, even smaller effects or differences between groups can become statistically significant.

While there is no hard and fast rule for the minimum sample size to achieve statistical significance, a common guideline is to aim for at least 30 samples. This guideline is often used in the context of the Central Limit Theorem, which states that the sampling distribution of the sample mean becomes approximately normally distributed with a mean equal to the population mean and a standard deviation equal to the population standard deviation divided by the square root of the sample size.

In practice, the appropriate sample size depends on various factors, including the nature of the data, the effect size being studied, the desired level of confidence, and the statistical test used. Researchers often conduct sample size calculations based on these factors before conducting their studies to ensure they have an adequate sample size to achieve meaningful results and detect significant effects if they exist.

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Answer:

through a given plane

Step-by-step explanation:

Answer: The correct answer is Yes, the relationship between x and y is a non-linear function.

I hope this helps.

Step-by-step explanation:

Given the table

Edge Length, x            Surface Area, y

1                                             6

2                                            24

3                                            54

4                                             96

The table values clearly represent a function, because each input value has one and only one output value. i.e. there is no repetition of x values.

Also from the table values and the graph, it is clear that the function is not a linear function, because the graph is not a straight line. Also, In a cubic function, the highest power over the x variable(s) is 3. So, it is not a linear function.

Hence, we conclude that Yes, the relationship between x and y is a non-linear function.

Therefore, the 'last option' is correct.

Answer:

The power of the test will be highest for;

C. The sample size is n = 1,000, and 55 percent of all students actually use vending machines

Step-by-step explanation:

For a large sample test for proportions, we have;

\(z=\dfrac{\hat{p}-p}{\sqrt{\dfrac{p \cdot q}{n}}}\)

Where;

\(\hat p\) = The percentage of the hypothesized proportion = 20% = 0.20

p = The actual proportion

n = The size of the sample

The power of the test increases when;

The sample size 'n' is large

When the true vale of the measured items in the test is much larger than the value set as the null hypothesis

When the significant level is high

Therefore, we have;

The power of the test will be highest when the sample size is n = 1,000, and 55 percent of all students actually use vending machines

The values of the sides are;

41. x = 18√3. Option D

42. x = 6√3. Option A

Using the different trigonometric identities, we have;

41. Using the tangent identity, we have;

tan 60 = 9√2/y

cross multiply the values

y =9√2 ×√3

y = 9√6

Using the sine identity;

sin 45 = y/x

1/√2 = 9√6/x

cross multiply the values, we have;

x = 9√2 ×√3 ×√2

x = 18√3

42. Using the cosine identity

cos 60 = 3√3 /x

cross multiply, we have;

x = 6√3

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