4
A sports analyst is interested in the relationship
between the number of three-point shots players
attempt in a game and the number of points scored
To investigate the relationship, he collects a simple
random sample of 15 games and records the number
of three-point shots attempted and the total number of
points scored. He finds the equation of the least-
squares regression line to be ý=65.7 +0.729x,
where y is points scored and x is the number of three-
point shots attempted. The residual plot is shown.
Residual
20
10
2
3
Based on the residual plot, is the linear model
appropriate?
7
O No, the residuals are relatively large.
O No, there is a clear pattern in the residual plot
OYes, there is no clear pattern in the residual plot
Yes, about half of the residuals are positive and
half are negative.
Save and Exit
Next
Submit

6 pounds of chocolate worth $1.20 per pound must be mixed with 10 pounds of chocolate worth 90 cents per pound in order to create a mixture worth $1.00 per pound.

To produce a mixture worth $1.00 a pound, 6 pounds of chocolate worth $1.20 per pound must be mixed with 10 pounds of chocolate worth 90 cents per pound.

Let us proceed as follows:

x is the amount of chocolate worth $1.20 per pound that must be mixed with 10 pounds of chocolate worth 90 cents per pound in order to create a mixture worth $1.00 per pound.

Using the formula:

Price of chocolate (x) + Price of chocolate ($0.90) = Price of mixture ($1.00)

The following equation can be created:

1.20x + 0.9(10) = 1(10 + x)

Simplify: 1.20x + 9 = 10 + x1.20x - x = 10 - 91.20x - x = 1

Divide both sides by 0.2 to simplify the equation:

6x = 5x = 6

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Answer:

Step-by-step explanation:

If h is the height of the ball off the ground, if we want to find the time, t, when the ball hits the ground again, we set h equal to 0, because the height of something when it is on the ground is 0.

[tex]0=-t^2+4t[/tex] and solve for the values of t. Begin by factoring out a -t:

[tex]0=-t(t-4)[/tex]

By the Zero Product Property, either -t = 0 or t - 4 = 0. We already know that at time 0 the ball hit the ground for the first time because that was given in the problem. That means that the ball hit the ground for the second time 4 seconds later.

The volume of cone in terms of π is 12π in³. The height of the given cone is 4.

The quantity of space a three-dimensional item occupies is measured by its volume. Usually, it is expressed in terms of cubic units like cubic metres (m³) or cubic millimetres (cm³).

We are given that the radius of the cone is 3 in and the slant height is 5 in. We need to find the height of the cone before we can calculate its volume.

        h² + r² = y²

        h² + 3² = 5²

        h² + 9 = 25

        h² = 16

        h = 4

        V = (1/3)πr²h

        V = (1/3)π(3²)(4)

        V = (1/3)π(9)(4)

        V = (1/3)(36π)

        V = 12π in³

Therefore, the volume of the cone in terms of π is 12π in³

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Answer:

900/π square centimeters or  286.62 square centimeters

Step-by-step explanation:

The circumference of a circle is given by the formula:

C = 2πr

where C is the circumference and r is the radius of the circle.

We are given that the circumference is 60 cm, so we can set up the equation:

60 = 2πr

Solving for r, we get:

r = 60/(2π) = 30/π

The area of a circle is given by the formula:

A = πr^2

Substituting the value of r, we get:

A = π(30/π)^2 = 900/π square centimeters

Therefore, the area of the circle is approximately 286.62 square centimeters, rounded to two decimal places.

Step-by-step explanation:

Calculate 3/1 x 5/12 = 15/12

The denominator is constant, 12. Think of numbers that multiply the numerator.

What do you multiply by 1/12 to get 15/12?

Ans 15

What do you multiply by 3/12 to get 15/12

Ans 5

The equation for the function g(x) is g(x) = (x + 4)² - 5.

In Mathematics, the translation of a geometric figure to the left simply means subtracting a digit from the value on the x-coordinate (x-axis) of the pre-image of a function while a geometric figure that is translated downward simply means subtracting a digit from the value on the y-coordinate (y-axis) of the pre-image.

In Mathematics, a vertical translation to the negative y-direction (downward) is modeled by this mathematical expression g(x) = f(x) - N.

Where:

N represents an integer.

g(x) and f(x) represent a function.

Based on the graph of the parent function f(x) = x², an equation for g(x) in vertex form after a translation of 5 units downward and 4 units to the left is given by:

g(x) = (x + 4)² - 5.

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Answer:

height = 15 cm

Step-by-step explanation:

Base area of a prism B = hw where h = height, w = width

So B = lw = 200 cm²

Volume V = lwh = 3000 cm³

V/B = lwh/lw = h

h = 3000cm³/200cm = 15 cm

The calling plan was a logical decision that was made. For calls with a shorter estimated time (10 minutes), the first plan is selected; for calls with an extended expected duration, the second plan is favoured (15 minutes).

Let the costs for the first and second plans, respectively, be denoted by h₁(x) and h₂(x), while the call lasts for x minutes.

The expressions for these two cost functions are as follows, according to the information available:

h₁(x) = 10x

h₂(x) = 99; if x ≤ 20 and 99 + 10(x - 20); if x > 20

Let X represent how long the call was. The exponential distribution of X has a parameter value of λ = 1/10 if the anticipated call time is 10 minutes.

That is, X ~ exp(λ = 1/10)

The exponential distribution's density function with parameter λ = 1/10 is,

f(x) = 1/10[tex]e^{-x/10}[/tex]; if x > 0 and 0; if otherwise

Calculate the anticipated cost of the initial plan E[h₁(x)].

E[h₁(x)] = [tex]\int^{\infty}_{-\infty}h_{1}(x)\cdot f(x)dx[/tex]

E[h₁(x)] = [tex]\int_{-\infty}^{0}10x\cdot 0dx+\int^{\infty}_{0}10x\cdot \frac{1}{10}e^{-x/10}dx[/tex]

E[h₁(x)] = 0 + [tex]\int^{\infty}_{0}x\cdot e^{-x/10}dx[/tex]

E[h₁(x)] = [tex][-10xe^{-x/10}-100e^{-x/10}]^{\infty}_{0}[/tex]

E[h₁(x)] = 100

Calculate the anticipated cost of the initial plan E[h₂(x)].

E[h₂(x)] = [tex]\int^{\infty}_{-\infty}h_{2}(x)\cdot f(x)dx[/tex]

E[h₂(x)] = [tex]\int_{-\infty}^{0}99dx+\int^{20}_{0}99\cdot \frac{1}{10}e^{-x/10}dx + \int^{\infty}_{20}(99+10(x-20))\cdot \frac{1}{10}e^{-x/10}dx[/tex]

E[h₂(x)] = 0 + [tex]\frac{99}{10}\int^{20}_{0}e^{-x/10}dx - \frac{101}{10}\int^{\infty}_{20}e^{-x/10}dx+\int^{\infty}_{20}xe^{-x/10}dx[/tex]

E[h₂(x)] = [tex]\frac{99}{10}[-10e^{-x/10}]^{20}_{0} - \frac{101}{10}[-10e^{-x/10}]^{\infty}_{20} + [-10xe^{-x/10}-100e^{-x/10}]^{\infty}_{20}[/tex]

E[h₂(x)] = -99e⁻² + 99 - 101e⁻² + 200e⁻² + 100e⁻²

E[h₂(x)] = 99 + 100e⁻²

E[h₂(x)] = 112.5335

E[h₂(x)] > E[h₁(x)]  (112.53 > 100) is what has been seen. Hence, the first strategy is chosen when a 10-minute call is anticipated.

The exponential distribution's density function with parameter λ = 1/15 is,

f(x) = 1/15[tex]e^{-x/15}[/tex]; if x > 0 and 0; if otherwise

Calculate the anticipated cost of the initial plan E[h₁(x)].

E[h₁(x)] = [tex]\int^{\infty}_{-\infty}h_{1}(x)\cdot f(x)dx[/tex]

E[h₁(x)] = [tex]\int_{-\infty}^{0}10x\cdot 0dx+\int^{\infty}_{0}10x\cdot \frac{1}{15}e^{-x/15}dx[/tex]

E[h₁(x)] = 0 + [tex]\frac{2}{3}\int^{\infty}_{0}x\cdot e^{-x/15}dx[/tex]

E[h₁(x)] = [tex]\frac{2}{3}[-15xe^{-x/15}-225e^{-x/15}]^{\infty}_{0}[/tex]

E[h₁(x)] = 150

Calculate the anticipated cost of the initial plan E[h₂(x)].

E[h₂(x)] = [tex]\int^{\infty}_{-\infty}h_{2}(x)\cdot f(x)dx[/tex]

E[h₂(x)] = [tex]\int^{20}_{0}99\cdot \frac{1}{15}e^{-x/15}dx + \int^{\infty}_{20}(99+10(x-20))\cdot \frac{1}{15}e^{-x/15}dx[/tex]

E[h₂(x)] =  [tex]\frac{99}{15}\int^{20}_{0}e^{-x/15}dx - \frac{101}{15}\int^{\infty}_{20}e^{-x/15}dx+\frac{2}{3}\int^{\infty}_{20}xe^{-x/15}dx[/tex]

E[h₂(x)] = [tex]\frac{99}{15}[-15e^{-x/15}]^{20}_{0} - \frac{101}{15}[-15e^{-x/15}]^{\infty}_{20} + [-15xe^{-x/15}-225e^{-x/15}]^{\infty}_{20}[/tex]

E[h₂(x)] = -99[tex]e^{-4/3}[/tex] + 99 - 101[tex]e^{-4/3}[/tex] + 200[tex]e^{-4/3}[/tex] + 150[tex]e^{-4/3}[/tex]

E[h₂(x)] = 99 + 150[tex]e^{-4/3}[/tex]

E[h₂(x)] = 138.54

E[h₂(x)] < E[h₁(x)]  (138.54 < 150) is what has been seen. Hence, the first strategy is chosen when a 15-minute call is anticipated.

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Hence, in answering the stated question, we may say that As a result, the  expressions value of P75 is 80.375.

In mathematics, you can multiply, divide, add, or subtract. An expression is formed as follows: Expression, number, and math operator Numbers, parameters, and functions make up a mathematical expression. It is possible to contrast phrases and expressions. Every mathematical statement that contains variables, numbers, and a mathematical action between them is referred to as an expression. For example, the phrase 4m + 5 is made up of the phrases 4m and 5, as well as the variable m from the provided equation, all separated by the mathematical sign +.

To determine the value of P75, or the 75th percentile, we must first determine the score at which 75% of the scores fall.

z = (x - μ) / σ

where x is the score to be converted, the mean, and the standard deviation.

As a result, we can write:

0.75 = P(Z ≤ 0.675)

where Z is the mean of the standard normal variable and the standard deviation is 1.

Now we can rearrange the z-score calculation to find the score x:

x = μ + zσ

Using the values we have:

x = 77.4 + (0.675)(5) (5)

x = 80.375

As a result, the value of P75 is 80.375.

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There are 10 rulers when there are 20 students. The problem involves using an equation to relate the number of rulers and students.

The problem describes a relationship between the number of rulers and the number of students, where the number of rulers is five more than one-fourth of the number of students. To find the number of rulers when there are 20 students, we can use the equation:

r = (1/4)s + 5

where "r" is the number of rulers and "s" is the number of students. Substituting s = 20, we get:

r = (1/4)(20) + 5

r = 10

Therefore, there are 10 rulers when there are 20 students.

In summary, the problem involves using an equation to relate the number of rulers and students. To solve the problem, we substitute the given value for the number of students into the equation and solve for the number of rulers.

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The complete question is :

There are five more rulers than a fourth of the number of the students. Find number of rulers when there are 20 students?

1 to power 8 multiplied by 3 to power 0 multiplied 5 to the power of 3 multiplied 2 to the power of 2 is written as 1⁸ × 3⁰ × 5³ × 2² = 500

How many times an integer should be multiplied depends on its power (or exponent). It appears as a tiny number above and to the right of the main number.

How many times you should multiply an integer depends on its magnitude. Other terms for powers include exponents and indices.

Given,

1 to power 8 multiplied by 3 to power 0 multiplied 5 to the power of 3 multiplied 2 to the power of 2

That is written as 1⁸ × 3⁰ × 5³ × 2²

1⁸ × 3⁰ × 5³ × 2²

= 1 × 1 × 125 × 4

= 500

Hence the value of the equation is 500.

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The correct statements about the transformation are the shape of the parallelogram is preserved and the size of the parallelogram is changed.

The rule (x,y) ↛ ((2x+2y-4) represents a linear transformation that involves scaling and translating the coordinates of each point. Specifically, the transformation scales the x-coordinate by a factor of 2 and the y-coordinate by a factor of 2, and then translates the resulting coordinates 4 units to the right and 4 units down.

Based on this, we can make the following observations:

The shape of the parallelogram L'm'n'p is preserved under the transformation. That is, the transformed parallelogram LMNP is also a parallelogram.

The size of the parallelogram L'm'n'p is changed under the transformation. Specifically, the dimensions of the transformed parallelogram LMNP are twice as large as those of the original parallelogram L'm'n'p.

Therefore, the correct statements about the transformation are:

The shape of the parallelogram is preserved.

The size of the parallelogram is changed.

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Answer:

186

Step-by-step explanation:

97+89=186

The side lengths and the angle measures is PQ = 2, PR ≈ 3.61, QR = 3

m∠P = 90°, m∠Q = 90°, m∠R ≈ 33.7°

Tο find the side lengths, we need tο use the distance fοrmula:

PQ = √[(x₂ - x₁)² + (y₂ - y₁)²]

PR = √[(x₃ - x₁)² + (y₃ - y₁)²]

QR = √[(x₃ - x₂)² + (y₃ - y₂)²]

PQ = √[(-4 - (-2))² + (4 - 4)²] = √[2²] = 2

PR = √[(-4 - (-2))² + (1 - 4)²] = √[2² + 3²] = √13 ≈ 3.61

QR = √[(-4 - (-4))² + (1 - 4)²] = √[3²] = 3

Tο find the angle measures, we can use the Law οf Cοsines:

cοs(θ) = (b² + c² - a²) / 2bc

where a, b, and c are the side lengths οppοsite tο the cοrrespοnding angles. Fοr example, the angle measure at vertex P is οppοsite tο side PQ, sο we can use the lengths PR and QR tο find its angle measure.

cοs(m∠P) = (PR² + QR² - PQ²) / 2PRQR

cοs(m∠P) = (13 + 9 - 4) / (2 * √13 * 3)

cοs(m∠P) = 18 / (2√39)

m∠P = cοs⁻¹(18 / (2√39)) ≈ 90°

cοs(m∠Q) = (PQ² + QR² - PR²) / 2PQQR

cοs(m∠Q) = (4 + 9 - 13) / (2 * 2 * 3)

cοs(m∠Q) = 0

m∠Q = cοs⁻¹(0) = 90°

cοs(m∠R) = (PQ² + PR² - QR²) / 2PQPR

cοs(m∠R) = (4 + 16 - 13) / (2 * 2 * √13)

cοs(m∠R) = 7 / (4√13)

m∠R = cοs⁻¹(7 / (4√13)) ≈ 33.7°

Therefοre, the answer is:

PQ = 2, PR ≈ 3.61, QR = 3

m∠P = 90°, m∠Q = 90°, m∠R ≈ 33.7°

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Decimals are used to write a number that is not an integer. Decimals are numbers between integers.

The supermarket chain of Product are :

Bakery, Beverages, Non-food and pharmaceutical products (such as cigarettes, lottery tickets and over-the-counter medicines), rental of DVDs, books and magazines, including supermarket tabloids, greeting cards, toys, a small number of household items such as light bulbs, Personal care such as cosmetics, soaps, shampoos, Produce (fresh fruits and vegetables), etc.

Decimals are used together to represent whole numbers and fractions. Here we will separate whole numbers and fractions by inserting a “.”, called a decimal point. In decimal form, we write this as 1.5 pizzas.

Decimals are used to write a number that is not an integer. Decimals are numbers between integers. An example is 12.5, which is a decimal number between 12 and 13. Greater than 12, but less than 13.

Continuing with the previous example, 12.5 is the same number as the fractional 12½. This is true regardless of the complexity of the decimal point. For example, the number 0. 75 equals ¾. If you want, you can go further and say that 0.75 equals 75%.

Complete Question:

Investigate supermarket chain products, observe which products have decimals in their values, list 10 products and use them to perform different decimal operations, build a word problem and demonstrate your understanding of decimals.

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The solution to x/-3-2<-4 is x>18.

In mathematics, inequality is a statement that expresses the relationship between two values, where one value is greater than, less than, or equal to the other. Inequalities can be expressed using symbols such as > (greater than), < (less than), and = (equal to). Inequality can be used to compare two values or expressions, or to determine if a given number is within a certain range. Inequalities can be used to solve problems, such as finding the area of a triangle, or to model real-world situations, such as determining the maximum number of people that can fit in a room.

To solve this inequality, first we subtract 2 from both sides to isolate x:

x/-3<-6

Then, we divide both sides by -3 to solve for x:

x>18

Therefore, the solution to x/-3-2<-4 is x>18.

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Answer:

Let's use a Venn diagram to solve this problem.

First, let's label the three regions of the Venn diagram: Computer only (C), Optional Maths only (M), and both Computer and Optional Maths (C ∩ M). We can also label the region outside the circles as neither Computer nor Optional Maths (N).

We know that 30% of the students like Computer only, which means that the percentage of students in region C is 30%. Similarly, 25% of the students like both Computer and Optional Maths, so the percentage of students in region C ∩ M is 25%.

We are also given that 5% of the students don't like either subject, so the percentage of students in region N is 5%.

Finally, we are told that 390 students like Optional Maths, which includes the students in regions M and C ∩ M. We don't know the percentage of students in region M, but we do know that the percentage of students in region C ∩ M is 25%.

Using this information, we can set up an equation to solve for the total number of students:

C + M + C ∩ M + N = 100%

Substituting the percentages we know, we get:

30% + M + 25% + 5% = 100%

Simplifying the equation, we get:

M = 40%

This means that 40% of the students like Optional Maths only, which is the percentage of students in region M.

Now we can use the fact that 390 students like Optional Maths to solve for the total number of students:

M + C ∩ M = 390

0.4T + 0.25T = 390

0.65T = 390

T = 600

Therefore, the total number of students is 600.

Answer:

problem 1. 53/20 problem 2. 24/27. Problem 3. 22/48

Step-by-step explanation:

to solve the first two, the process is similar. For the first one, they can be simplifed back into fraction form and not mixed form, so 1 2/5 can be simplified by multiplying 5 by one then adding it to 2, which gives you 7/5, and the same process for 2 1/2, multiply 2 by two, get 4 add it to one to get 5/2. Now we have 7/5 + 5/2, when we have fractions that we need to add or subtract, but down have the same bottom number, the easiest way to get a answer is to multiply both bottom numbers together then multiply the top number by the opposite bottom number, so 5x4 = 20, 4x7=28, 5x5=25, and we get 28/20 + 25/20 = 53/20. The process for problem two is the same, but just with subtraction and different numbers.

for problem three, the process is almost the same, but the steps differ. The bag is made up of R G and P counters, 3/8 of them are red, 1/6 are green, and the rest are purple because nothing else is in the bag. So another way of saying this is 3/8 + 1/6 + purple = Full Amount in bag. But now we need purple, so we know 1/2 one half and so does 2/4, and since we have fractions we can find the amount in the bag by adding them, 3/8 + 1/6 = 26/48, and we know the full bag is 1/1 or 48/48, and fhe only one left is purple, so to get purple, we subtract 48/48 from 26/48 and get 22/48 which is the amount of purple.

The values of x and y that satisfy the system of equations are x = 5 and y = -2.

To solve these equations simultaneously, we can use the method of substitution.

First, let's solve one of the equations for one of the variables. We can rearrange the first equation to solve for x:

2x + 3y = 4

2x = 4 - 3y

x = (4 - 3y)/2

Now we can substitute this expression for x into the second equation and solve for y:

-6y - 2x = 2

-6y - 2((4-3y)/2) = 2

-6y - 4 + 3y = 2

-3y = 6

y = -2

We have found that y = -2. We can now substitute this value back into either of the original equations to solve for x. Let's use the first equation:

2x + 3y = 4

2x + 3(-2) = 4

2x = 10

x = 5

Therefore, the solution to the system of equations is x = 5 and y = -2.

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The first statement is correct,  that the value of x is 55°.

The second statement is incorrect, the correct statement is the measure of the smaller angle is 35°.

Complementary angles are those whose combined angle is exactly 90°

Part A :

The figure shows right-angled or complementary angle which means the sum of angles is 90°

Therefore we can say that,

x + x-20 = 90°

2x - 20 =90°

2x = 90° + 20

2x = 110°

x = 55°

Therefore the value of the x = 55°, the first statement correct.

The measure of the smaller angle is

= x - 20°

= 55° - 20°

= 35°

The second statement is incorrect.

The correct statement is a measure of the smaller angle is 35°.

Part B:

The figure shows the supplementary angle and the sum of the supplementary angle is 180°.

3x + 6x = 180°

9x = 180°

x = 20°

The first statement is incorrect, the correct statement is the value of x = 20.

The angle measure is 3x = 3 * 20 = 60° and 6x = 6 * 20 = 120°

This means that the second statement is correct.

Part C:

Given that the angle is complementary. the first angle is 2x and the second angle is (3x-5).

A complementary angle is the sum of the angles equal to 90°

2x + 3x-5 = 90

5x = 90 - 5

5x = 85

x = 17°

The first statement is incorrect. the correct statement is the value of x = 17.

The measure of the angle,

2x = 2 * 17 = 34

3x - 5 = 3 * 17 - 5 = 51 - 5 = 46

From the above result, second statement is also incorrect, the correct statement is the measure of the larger angle is 46°.

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The calculated value of x given that the streets are parallel to each other is 4760 feet

Given that the street are parallel to each other

We have the following equivalent ratio that can be used to calculate x

x : 2640 = 2380 : 1320

Express the ratio as fraction

So, the above ratio becomes the following equation

x / 2640 = 2380 / 1320

Solving further, we multiply both sides of the equation by 2640

So, we have

2640 * x / 2640 = 2380 / 1320 * 2640

Evaluate the products

x = 4760

Hence, the value of x is 4760 ft

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a) The equation that represents the total amount that the twins earned is; j + r = 96000

b) An amount that represents what Ron earned in terms of what Jon earned is; r = 3j + 8000

Algebraic word problems are defined as questions that require translating sentences to equations, then solving those equations. The equations we need to write will only involve basic arithmetic operations and a single variable. Usually, the variable represents an unknown quantity in a real-life scenario.

We are told that;

j represents the amount that Jon earned

r represents the amount that Ron earned

Thus, if together they earned $96000, then we have;

j + r = 96000

Ron earned $8000 more than three times what Jon earned. Thus, we have;

r = 3j + 8000

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The probability of Roger selling a zucchini bread as the next loaf is 4/21.

What is probability?

Probability is a measure of the likelihood or chance of an event occurring. It is a number between 0 and 1, with 0 representing an impossible event and 1 representing a certain event. The probability of an event is calculated by dividing the number of ways the event can occur by the total number of possible outcomes.

The probability of Roger selling a zucchini bread as the next loaf can be found by dividing the number of zucchini breads sold by the total number of breads sold so far.

The total number of breads sold so far is:

11 (banana) + 8 (zucchini) + 9 (cranberry) + 14 (blueberry) = 42

The number of zucchini breads sold is 8.

So the probability that the next loaf Roger sells will be zucchini bread is:

8/42 = 4/21

Therefore, the probability of Roger selling a zucchini bread as the next loaf is 4/21.

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The amplitude οf the functiοn used tο mοdel the height οf a rider οn a Ferris wheel shοuld be equal tο the radius οf the Ferris wheel.

212 feet is the average height. A 550-fοοt ferris wheel is the tallest οne. This may be fοund in Las Vegas, Nevada, and is knοwn as the high rοller.

The amplitude οf a periοdic functiοn, such as the height οf a rider οn a Ferris wheel as a functiοn οf time, is the maximum distance frοm the average οr equilibrium pοsitiοn. In this case, the average οr equilibrium pοsitiοn wοuld be the height οf the rider when the Ferris wheel is at its lοwest pοint. The distance frοm the lοwest pοint tο the highest pοint οf the Ferris wheel is equal tο the diameter, and half οf the diameter is equal tο the radius. Therefοre, the amplitude οf the functiοn shοuld be equal tο the radius οf the Ferris wheel.

The area and circumference οf the Ferris wheel are nοt directly related tο the height οf a rider as a functiοn οf time, sο they are nοt relevant tο the amplitude οf the functiοn.

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Answer: D. the radius of the Ferris wheel

Step-by-step explanation:

Therefοre , the sοlutiοn οf the given prοblem οf lοgarithm cοmes οut tο be  ln(4) is the value οf x at which f(x) equals 0, and chοice is the right respοnse (2).

The inverse οf an integer is represented mathematically by the lοgarithm. Therefοre, the expοnential that bc needs tο be multiplied by tο get a specific integer, x, is identical tο its base b expοnent. As an illustratiοn, 1000 = 103, sο lοg10 = 3 is 1000's base-10 lοgarithm, which is 3. As an example, the cube οf twenty is actually οne hundred while the base-10 derivative οf ten appears tο be twο. lοg  100 = 2.

Here,

The fοrmula is prοvided as f(x) = 2e(2x) - 32. and we must determine the x-value at which f(x) equals a particular number. Let's wοrk thrοugh each sοlutiοn:

(1) ln(5/2):

[tex]\Rightarrow f(ln(5/2)) = 2e^{(2*ln(5/2))} - 32[/tex]

[tex]\Rightarrow2e^{(ln(25/4))} - 32[/tex]

[tex]\Rightarrow 2(25/4) - 32[/tex]

[tex]\Rightarrow -19/2[/tex]

As a result, f(ln(5/2)) does not equal 0.

(2)  ln(4):

[tex]\Rightarrow f(ln(4)) = 2e^{(2*ln(4))}- 32[/tex]

[tex]\Rightarrow 2e^{(ln(16))}- 32[/tex]

[tex]\Rightarrow 2(16) - 32[/tex]

[tex]\Rightarrow 0[/tex]

As a result, choice (2) is the appropriate response because f(ln(4)) equals 0.

(3) ln(8):

[tex]\Rightarrow f(ln(8)) = 2e^{(2*ln(8))} - 32[/tex]

[tex]\Rightarrow2e^{(ln(64))} - 32[/tex]

[tex]\Rightarrow 2(64) - 32[/tex]

[tex]\Rightarrow 96[/tex]

As a result, f(ln(8)) does not equal 0.

(4 y = ln(2/5):

This choice is illogical because we must determine the value of x, not y.

As a result, ln(4) is the value of x at which f(x) equals 0, and choice is the right response (2).

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The equation for line L in slope-intercept form is y = -1/4x + x₁/4 + y₁

The exponential equation is 53−x=251. Therefore, we need to express each side as a power of the same base and then equate exponents. Let's express both sides with the same base 5. We know that 251 is the same as 5². Thus, the equation can be rewritten as:

53−x=251=5².

We need to express 53−x as a power of 5. To do that, we can write it as:

53−x = 5³/x.

Now, we can substitute this expression into our equation to get:

5³/x=5²

Let's multiply both sides of the equation by x to eliminate the fraction:

5³=5²x.

Divide both sides by 5² to get:x = 5. We can check our solution by plugging it back into the original equation:

53−5=25, which is true.

Thus, the solution set is {5}.The equation for line L in the point-slope form: We know that L is perpendicular to y=4x. Thus, the slope of L is -1/4. We also know that L passes through a point (x₁, y₁). Let's write the point-slope form of the equation:

y - y₁ = -1/4(x - x₁).

The equation for line L in slope-intercept form: Let's solve this equation for y to get it in slope-intercept form:

y - y₁ = -1/4(x - x₁).

Multiply both sides by 4 to eliminate the fraction:

4y - 4y₁ = -x + x₁.

Simplify by moving -x + x₁ to the right side:

4y = x₁ - x + 4y₁.

Add x to both sides:

4y + x = x₁ + 4y₁

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Since Mehrine and Zaara both brought equal amount of money for shopping, Mehrine brought Rs. 5000 for shopping.

What are Linear equations?

Linear equations are equations whose highest power of the variables is 1. The graph of a linear equation is a straight line.

Let the equal amount of money they both brought = x

Mehrine spent Rs 500 on a pair of shoes, therefore, the money Mehrine has left

= x-500

Zaara bought a dress for Rs 2000, therefore, the money Zaara has left

= x-2000

Zaara has ⅔ of what Mehrine had left.

Therefore:

[tex]x - 2000 = \frac{2}{3}(x - 500)[/tex]

Cross multiply

3(x - 2000) = 2(x - 500)

3x - 6000 = 2x - 1000

3x - 2x = 6000 - 1000

x=5000

Therefore, Mehrine brought Rs5000 for shopping.

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Answer:

There are four kings in a standard deck of 52 cards, so the probability of drawing a king is 4/52 or 1/13.

Since we know that the card drawn is a king, there are now only four possible cards that could have been drawn: the king of spades, the king of hearts, the king of clubs, and the king of diamonds.

Out of these four possibilities, only one of them is the king of diamonds. Therefore, the probability that the card is a king of diamonds, given that the card drawn is a king, is 1/4.

In other words, the conditional probability of drawing the king of diamonds given that a king has been drawn is:

P(king of diamonds | king) = P(king of diamonds and king) / P(king) = 1/52 / 4/52 = 1/4

Hope this helps! If not, I'm sorry. Feel free to ask for help from me! :]