carrie is flying on two different airlines with a heavy bag both airlines have the same weight limit by charge different fees the first airline charges $25 checked bag fee plus an additional four dollars for every pound that the bag is over the weight limit with the second airline and the price is three dollars per pound over the weight limit and addition to a $28 fee for checking the bag Carrie ended up paying the exact amount and baggage fees at the two airlines how many pounds over the limit was Carrie’s bag how much did she have to pay in fees for each airline

The level of measurement used for the temperature is given as follows:

Interval.

There are four levels of measurement for the data, given as follows:

The measures of central tendency for each level are given as follows:

For the temperature, we obtain the arithmetic mean, hence it has the level of measurement of interval.

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The solutions when the function f(x) = g(x) is x = -3 and x = -1, since the output of the function is similar.

With the condition that each input is associated to exactly one output, a function is a relationship between a collection of inputs and a set of allowed outputs. A mapping from A to B will only be a function if every element in set A has one end and only one image in set B. Let A & B be any two non-empty sets.

As we can observe from the given table, the two values for which the two function produce a similar output are at x = -3 and x = -1.

Hence, the solutions when the function f(x) = g(x) is x = -3 and x = -1, since the output of the function is similar.

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When Jeremy's sample is being compared to the sample collected by Morgan and Maddy by the left, about 6 Jeremy samples ranges from 81-10 while only 2 samples ranges from 81-100 in Morgan's and Maddy's.

A histogram is defined as one of the graphical way of representation of data for an easy analysis, comparison and interpretation of results.

From the two histogram given above, the comparison of both results shows that about 6 Jeremy samples ranges from 81-10 while only 2 samples ranges from 81-100 in Morgan's and Maddy's.

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Based on the information provided, Mason can cut four pieces of ribbon.

Based on the information provided, Mason has 2/3 of a foot ribbon, which is equivalent to 0.66.

To know the answer, use a division with the following formula:

Total ribbon/ size of the desired pieces

0.66 / 2/3 or 0.166 (2/3 = 0.166)

0.66 / 0.166

4 pieces

Based on this, it can be concluded that Mason will be able to get 6 1/6 feet long pieces.

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The angle ∠R, ∠S, and ∠T for the quadrilateral are ∠R, ∠S, ∠T = 112°, 112°, 68°.

what are quadrilaterals?

A quadrilateral is a polygon with four sides, four vertices, and four angles.

It is formed by joining four non-collinear points. The sum of the interior angles of quadrilaterals is always equal to 360 degrees. The word quadrilateral is derived from the Latin words ‘Quadra’ which means four and ‘Latus’ means ‘sides’. Not all the four sides of a quadrilateral need to be equal in length. Hence, we can have different types of quadrilaterals based on sides and angles.

Five special quadrilaterals are shown below in the image, along with their definitions and pictures, and points for them to get proven.

Now,

TQRS is an inscribed quadrilateral.

5 x - 52° + 3 x + 40° = 180°

8 x - 12° = 180°

8 x = 180° + 12°

8 x = 192°

x = 192° : 8 = 24°

m∠ R = 3 · 24° + 40° = 112°

m∠ T = 5 · 24° - 52° = 68°

m∠ S = 360° - ( 68° + 68° + 112° ) = 112°

Answer:  

∠R, ∠S, ∠T = 112°, 112°, 68°.

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Right question:-

"In quadrilateral QRST, m∠Q is 68°, m∠R is (3x + 40)°, and m∠T is (5x − 52)°. What are the measures of ∠R , ∠S , and ∠T ? Write the numerical values in that order with the measures separated by commas.

The slope of the line having the equation 4x - 3y = -3 is calculated to be

4/3

The slope of the line is gotten by rewriting the equation of the line in the standard form Ax + By = C. to equation of a line in slope intercept form which is y = mx + c

The equation of line in the problem is 4x - 3y = -3

The equation is rewritten as follows

4x - 3y = -3

-3y = -3 - 4x

Isolating y by dividing trough by -3

y = 1 + 4/3 x

y = 1.33x + 1

comparing with y = mx + c where m is the slope we can see that m = 4/3

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According to the question rate at which the volume is dV/dt = dV/dm * dm/dt + dV/dθ * dθ/dt.

The space covered within an object's borders in three dimensions is referred to as its volume. It is refereed as the object's capability on occasion.

Volume, which is measured in cubic units, is the three dimensional volume occupied by matter or encircled by a surface. The cubic centimeter (m3), a derived unit, is the Standard unit of volume.

Substituting in the given information, we have:

V(m, θ) = sqrt(θ) * ln(m)

m(t) = t^2 + 3

θ(t) = e^t

Therefore:

dV/dm = (1/m) * sqrt(θ)

dm/dt = 2t

dV/dθ = (1/2sqrt(θ)) * ln(m)

dθ/dt = e^t

plugging in the values of m(t) = t^2 + 3 and θ(t) = e^t

dV/dt = (1/(t^2+3)) * sqrt(e^t) * 2t + (1/2sqrt(e^t)) * ln(t^2+3) * e^t

So the rate at which the volume is changing at time t is given by dV/dt

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Answer:

Temperature.

Step-by-step explanation:

The temperature of the water depends on the minutes the water is in the freezer. If the water is frozen for longer, the water will be colder and if the water is frozen for less time, the water will be less cold.

The ratio table can be completed as follows :

The ratio table shows that every flower would have 5 petals.

2 flowers would therefore have ;

= 2 flowers x 5 petals

= 10 petals

4 flowers would have :

= 4 flowers x 5 petals

= 20 petals

15 petals would belong to :

= 15 / 5 petals per flower

= 3 flowers

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The design of the experiment is Completely randomized over two factors (fertilizer and location).

Randomization is a statistical technique used in experimental design to ensure that all possible combinations of the factors being studied are represented in the study groups. It is used to eliminate bias and control for confounding variables that may affect the outcome of an experiment.

The researcher randomly assigned the tomato plants to be planted on either the sunny or the shady side of the hill. This creates two groups or two levels of the factor "location". She also randomly assigned the tomato plants to one of three groups based on the amount of fertilizer given, creating three groups or three levels of the factor "fertilizer".

The random assignment of plants to the different groups for both factors helps to ensure that any differences in the yield of tomatoes is due to the independent variables (fertilizer and location) being tested, and not due to other extraneous factors.

Therefore, The design of the experiment is Completely randomized over two factors (fertilizer and location).

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The linear system l has one solution. This can be determined by examining the augmented matrix to find the row echelon form. The row echelon form is a matrix with zeroes below the leading entries and all the leading entries are in different columns.

By converting the augmented matrix into the row echelon form, we can identify the number of variables and the number of equations. Since there are three equations and three variables in the row echelon form, the linear system l has one solution. The row echelon form of the given augmented matrix is

[tex]$\begin{bmatrix}1&-3&2&3\\0&-5&-9&-10\\0&0&4&5\end{bmatrix}$[/tex]

By counting the number of equations and variables in the row echelon form, it can be seen that there is only one solution for the linear system l. This is because the number of equations is equal to the number of variables, indicating that there is a single solution.

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the linear system l has an augmented matrix which is a row equivalent to the following. how many solutions does l have?

 [tex]$\begin{bmatrix}1&-3&2&3\\-3&8&-11&-14\\2&-7&5&7\end{bmatrix}$[/tex]

The ordered pair that lies on the graph of the equation is (1, 2)

From the question, we have the following parameters that can be used in our computation:

y = 2x

The point in the ordered pair lies on the graph of the equation is the solution set

Take for instance, we set x = 2

So, we have

y = 2 * 1

Evaluate the product

This gives

y = 2

When repesented as an ordered pair, we have

(1, 2)

Hence, the point is (1, 2)

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Answer:

Step-by-step explanation:

(0, 7) and (-1, 6)

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Answer:

108 sorry there no more explanation!

Answer:

Step-by-step explanation:

180

Answer:

Part a: Answer is 1/2

78-3/1500 = 75/150

= 1/2

Part b: Answer is -1/2

3-78/300-150

=-75/150

= -1/2

Part c: No, the two rates aren't the same,

because one is positive and the other is

negative.

Part d: The rate of change of the function

determined by using the two pairs of

coordinates is not the same. So, the

function modeling the movement of the

ball is a nonlinear function

Since lim a n/b n does not exist, it means that the ratio between a n and b n can be larger or smaller depending on the terms.

This implies that the rate of growth of a n and b n are not necessarily the same. If the series b n diverges, it means that the terms of b n increase without bound. Therefore, the terms of a n will also increase without bound, and sum a n will also diverge.

Formally, if lim a n/b n = ∞, then ∑ a n is divergent. We can prove this by contradiction. Suppose ∑ a n converges. Then by the comparison test, lim a n/b n must converge and be finite, which is a contradiction. Therefore, ∑ a n must diverge.

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Average velocity between the interval t = 10 min to t = 15 min is; 52.5 miles per hour

The expression showing  Di's average velocity, in miles per hour, t minutes after entering the interstate highway is;

v(t) = ¹/₂₀₀t³ + ³/₂₀t² - ³/₈t + 60

At t = 10 minutes, we have;

v(10) = ¹/₂₀₀(10³) + ³/₂₀(10²) - ³/₈(10) + 60

v(10) = 5 + 15 - 7.5 + 60

v(10) = 52.5 miles per hour

At t = 15 minutes, we have;

v(15) = ¹/₂₀₀(15³) + ³/₂₀(15²) - ³/₈(15) + 60

v(15) = 16.875 + 33.75 - 5.625 + 60

v(15) = 105 miles per hour

Thus;

Average velocity between the interval t = 10 min to t = 15 min is;

v(15) - v(10) = 105 - 52.5

= 52.5 miles per hour

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Based on equation 750=40x, the value of x is 18.75 weeks.

An equation is a mathematical statement that two or more algebraic expressions are equal or equivalent.

Equations must have the equation symbol (=) to show the equality of the mathematical expressions.

Equations are started with let statements, defining the variables.

Let the total amount of money in the account = y (in dollars)

Let the number of weeks Reuben has been adding money = x

750 = 40x

40x = 750

x = 18.75 (750/40)

Thus, based on the solution to the equation, we know that Reuben has added money into the account for 18.75 weeks.

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Compute the number of weeks Reuben has been putting money into the account.

Answer:

6

Step-by-step explanation:

since x=8, 8-2 equals 6

Step-by-step explanation:

you mean the slope-intercept form of a line equation ?

y = mx + b

or what is the problem ?

if my assumption is correct, then m is the slope of the line.

and we got a point on the line.

so, we could start with the point-slope form and then transform.

the point-slope form is

y - y1 = m(x - x1)

again, m is the slope, (x1, y1) is a given point on the line.

so, we have

y - -8 = 6(x - 12)

y + 8 = 6x - 72

y = 6x - 80

that means b = -80

Answer: The given equations are not valid because there is no equal sign between the first and second equation. If you are trying to solve a system of equations it should be in the form of

3x + 5y = - 9

-6x - 5y = 18

You can solve for x and y by using different methods such as substitution, elimination or graphing.

In this case, you can add the first equation to the second equation:

3x + 5y = -9

-6x - 5y = 18

-3x = 27

x = -9

Now you can substitute this value of x into one of the equations to find the value of y.

3x + 5y = -9

3(-9) + 5y = -9

-27 + 5y = -9

5y = 18

y = 3.6

So, the solution is x = -9 and y = 3.6

It's important to check your solution by substituting the values of x and y in the original equations to make sure that the solution is consistent.

Step-by-step explanation:

Answer: Let's call the price of an advance ticket "a" and the price of a same-day ticket "s". We know that the combined cost of one advance ticket and one same-day ticket is 60, so we can set up the equation: a + s = 60.

We also know that 40 advance tickets and 15 same-day tickets were sold for a total of 1400 dollars. So we can set up the equation: 40a + 15s = 1400

We have a system of two equations with two variables. We can use substitution or elimination method to solve for the unknowns.

Using substitution:

Solve the first equation for s, s=60-a

substitute it into the second equation, 40a + 15(60-a) = 1400

Expanding the second equation: 40a + 900 - 15a = 1400

25a = 500

a = 20

substitute a back into the first equation: s = 60 - 20 = 40

So the price of an advance ticket is $20, and the price of a same-day ticket is $40.

Step-by-step explanation:

The following pair of angles are corresponding congruent angles of these quadrilaterals:

∠G ≅ ∠T

∠F ≅ ∠R

∠H ≅ ∠Q

∠E ≅ ∠S

A quadrilateral in geometry is a four-sided polygon with four edges and four corners.

Given:

Quadrilateral GFHE and quadrilateral TRQS are similar.

The figures are given in the attached image.

The following pair of angles are corresponding congruent angles of these quadrilaterals:

∠G ≅ ∠T

∠F ≅ ∠R

∠H ≅ ∠Q

∠E ≅ ∠S

Therefore, all the pairs are given above.

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only C) The diagonals bisect each other, and E) The diagonals are perpendicular are the two conditions that prove that a quadrilateral is a rectangle.

What is the quadrilateral?

A quadrilateral is a four-sided polygon, which means it has four straight edges and four angles. Quadrilaterals can come in many different shapes and sizes and can be classified based on their properties. Some common examples of quadrilaterals include squares, rectangles, parallelograms, rhombi, and trapezoids.

A quadrilateral is a rectangle if it satisfies the following conditions:

C) The diagonals bisect each other.

E) The diagonals are perpendicular.

A) Both pairs of opposite sides are congruent, is not a necessary condition for a quadrilateral to be a rectangle, as a rectangle can have different side lengths.

B) One pair of opposite sides is longer than the other pair of sides, is not a necessary condition for a quadrilateral to be a rectangle, as a rectangle can have equal side lengths.

D) The diagonals are congruent, is not a necessary condition for a quadrilateral to be a rectangle, as a rectangle can have diagonals of different lengths.

So, only C) The diagonals bisect each other, and E) The diagonals are perpendicular are the two conditions that prove that a quadrilateral is a rectangle.

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The statement that is not true about samples is: "samples picked randomly are more representative of a population."

To determine this:

While random sampling is one way to ensure that a sample is representative of a population, it is not the only way. There are other methods of sampling such as stratified sampling, cluster sampling, and systematic sampling that can also be used to obtain a representative sample.

It is important to note that, even with random sampling, a sample may not be representative of the population if the sample size is too small or if there is a significant amount of bias in the sampling process.

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The Maximum value of the function is  5.71 and the Minimum value of the function is  -2.71. To find the maximum and minimum values of the function y=3x-4sin3x, 0x2π, we used a graphing calculator.

first, we set the range of x from 0 to 2π and graphed the function. By looking at the graph, I could identify the maximum and minimum values of the function. The maximum value was 5.71 and the minimum value was -2.71. This can be seen at the peak and trough of the graph respectively.   I then used the calculator to find the exact values of the maximum and minimum.

To do this, I used the 'maximum' and 'minimum' functions on the graphing calculator. This allowed me to input the function and the range of x and the calculator was able to output the exact maximum and minimum values. The output was 5.71 and -2.71.   The calculator used was able to identify the maximum and minimum values of the function by using a process called calculus.

Calculus is the study of how functions change and by using the maximum and minimum functions, the calculator can identify the peak and trough of the graph.

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If the calculated value is less than the table value, we fail to reject the null hypothesis.

What is the null hypothesis?

The null hypothesis is a statement or assumption that there is no statistically significant difference or relationship between two variables or groups being studied. It is usually denoted by the symbol H₀. It serves as a starting point for a statistical hypothesis test, and it is the opposite of the alternative hypothesis, which states that there is a statistically significant difference or relationship between the variables or groups being studied.

for the given sample :

mean=6.6

S.D=2.31

n=10

Mean of population:6

t0=(6.6-6)/2.31/sqrt(10)=0.82

for 95% confidence and 9 df

t value is:2.26

Hence, if the calculated value is less than the table value, we fail to reject the null hypothesis.

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The Pythagorean Theorem holds true for both triangles, then the triangles are not only similar, but also congruent.

Triangle xyz has sides of length x, y, and z and triangle pqr has sides of length p, q, and r.

To determine if triangle xyz is similar to triangle pqr, we must calculate the ratios of corresponding sides. This is done using the formula:

Ratio of sides = (Side length x) / (Side length y)

We can calculate the ratios for each side of the triangles and compare them. If the ratios are equal for all sides, then the triangles are similar. For example, if the ratio of side x to side y in triangle xyz is equal to the ratio of side p to side q in triangle pqr, then the triangles are similar. If the ratios are not equal for all sides, then the triangles are not similar.

We can use the Pythagorean Theorem to determine if the triangles are not only similar, but also congruent. The Pythagorean Theorem states that a2 + b2 = c2, where c is the longest side and a and b are the other two sides. If the Pythagorean Theorem holds true for both triangles, then the triangles are not only similar, but also congruent.

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For the creation of y, we first need to know the placement of the numbers and then write an R code to create a subset for the same.

To create another vector y which contains all the numbers between 3 and -3 in order of appearance, we first need to know exactly what is the order of the appearance of 3 and -3.

Hence we will write the R code

which(x == 3)

which(x == -3)

These commands will return us the specific position of the numbers 3 and -3

Let us assume that 3 is the fourth number and -3 is the 31st number. Then we will write y as a function that contains the subset of x from the fourth to the 31st number as follows.

y <- x[4:31]

Typing this command will give us the required subset.

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Complete Question

Let x be a numeric vector and suppose you want to extract all the entries of x that are between -3 and 3 (including both boundaries -3 and 3). Create a new vector y which consists of all entries of x between -3 and 3 (including -3 and 3), in order of appearance as in vector x. For example, if X = c(-5, 7, 9, 3, 14, 9, 5, 10, -2, 0, 12) then, printing y should read у [1] 0 3 -2 0

The total number of elephants in the herd is 24.

This is a math problem that can be solved using algebra. To start, let x be the total number of elephants in the herd.

From the first part of the problem, we know that:

x/3 = a herd of elephants seen on a mountain slope

From the second part of the problem, we know that:

3 * √(x - x/3) = a herd of elephants seen on a mountain slope

From the third part of the problem, we know that:

1 + 3 = 4 = the ultimate remainder of the herd seen in a lake.

We can then use these equations to solve for x.

x/3 + 3 * √(x - x/3) + 4 = x, where x is the total number of elephants in the herd.

x = 3 * (1 + √(x - x/3) + 4)

Solving for x, we get x = 24

So, the total number of elephants in the herd is 24.

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