By performing these statistical computations, you can analyze and interpret the central tendency of your dataset, which helps in understanding the overall pattern and distribution of the data.
It looks like you're seeking information on further statistical computation related to mean, mode, and median.
To calculate the mean, mode, and median of a dataset, follow these steps:
1. Mean: The mean is the average of all data points in a dataset.
- Step 1: Add up all the data points.
- Step 2: Divide the sum by the total number of data points.
2. Mode: The mode is the data point that occurs most frequently in a dataset.
- Step 1: Count the frequency of each data point.
- Step 2: Identify the data point(s) with the highest frequency.
3. Median: The median is the middle value in a dataset when the data points are arranged in ascending order.
- Step 1: Arrange the data points in ascending order.
- Step 2: If there is an odd number of data points, the median is the middle value. If there is an even number of data points, the median is the average of the two middle values.
By performing these statistical computations, you can analyze and interpret the central tendency of your dataset, which helps in understanding the overall pattern and distribution of the data.
to learn more about statistical click here:
https://brainly.com/question/20483125
#SPJ11
a. The most typical case is desired: Mode. The mode is a useful measure of central tendency when the most typical or common value is of relevance since it denotes the value or category that occurs most frequently in a data collection.
b. The distribution is open-ended: Median. The median is the middle value in a data set when arranged in ascending or descending order. It is a suitable measure of central tendency when the distribution is open-ended or skewed, as it is less affected by extreme values compared to the mean.
c. The data collection has an extreme value: the median. The median is less sensitive to extreme values compared to the mean, making it a better measure of central tendency in data sets with extreme values or outliers.
d. The data are categorical: Mode. The mode is appropriate for categorical data, as it represents the most frequently occurring category or value in the data set.
e. Further statistical computations will be needed: This statement does not indicate a specific measure of central tendency. Further statistical computations may be needed to determine the appropriate measure of central tendency depending on the characteristics of the data and the specific objectives of the analysis.
f. The numbers should be split into two roughly equal groups, one of which should contain the higher values and the other should contain the smaller values: Median. The median is the value that separates a data set into two equal halves, making it suitable for dividing data into two approximately equal groups based on their values.
Learn more about “ mean, median, or mode “ visit here;
https://brainly.com/question/30891252
#SPJ4
COMPLETE QUESTION-
For these situations, state which measure of central tendency - mean, median, or mode-should be used.
a. The most typical case is desired.
b. The distribution is open-ended.
c. There is an extreme value in the data set.
d. The data are categorical.
e. Further statistical computations will be needed.
f. The values are to be divided into two approximately equal groups, one group containing the larger values and one containing the smaller values.
c. what is the probability that the duration of a rainfall event at this location is between 2 and 3 hours? d. what is the probability that a rainfall duration exceeds the mean value by more than 2 standard deviations?
The probability that a rainfall event exceeds the mean by more than 2 standard deviations is approximately 0.0498.
a. The exponential distribution with a mean of 2.725 hours can be expressed as λ = 1/2.725. Using this parameter, we can calculate the probabilities as follows:
P(X ≥ 2) = [tex]e^{(-λ2) }= e^{(-1/2.7252)[/tex] ≈ 0.4800
P(X ≤ 3) = 1 - [tex]e^{(-λ3)} = 1 - e^{(-1/2.7253)[/tex] ≈ 0.6674
P(2 ≤ X ≤ 3) = [tex]e^{(-λ2)} - e^{(-λ3)} = e^{(-1/2.7252)} - e^{(-1/2.7253)}[/tex] ≈ 0.1474
b. The standard deviation of an exponential distribution is equal to the mean, so 2 standard deviations above the mean would be 2*2.725 = 5.45 hours. The probability that a rainfall event exceeds this duration can be calculated as follows:
P(X > 5.45) =[tex]e^{(-λ5.45)} = e^{(-1/2.7255.45)}[/tex] ≈ 0.0498
Therefore, the probability that a rainfall event exceeds the mean by more than 2 standard deviations is approximately 0.0498.
Learn more about probability
https://brainly.com/question/24756209
#SPJ4
Complete Question:
Suppose that rainfall duration follows an exponential distribution with mean value 2.725 hours.
a. What is the probability that the duration of a particular rainfall event is at least 2 hours? At most 3 hours? Between 2 and 3 hours? (.4800, .6674, .1474)
b. What is the probability that rainfall duration exceeds the mean value by more than 2 standard deviations? (.0498)
Nina uploaded a funny video on her website, which rapidly gains views over time.
The relationship between the elapsed time, ttt, in days, since Nina uploaded the video, and the total number of views, V(t)V(t)V, left parenthesis, t, right parenthesis, is modeled by the following function:
V(t)=500⋅(1. 8)t
Complete the following sentence about the daily percent change in the views of the video.
Every day,
\%%percent of views are
the total number of views of the video
Every day, the number of views of the video increases by 80% of the previous day's views.
Every day, the number of views of the video increases by a certain percentage. To find the daily percent change in the views, we can use the formula for percent change, which is given by:
percent change = ((new value - old value) / old value) * 100
In this case, the old value is the number of views at the start, which is 500, and the new value is the number of views after one day, which is given by:
V(1) = 500*(1.8)^1 = 900
Substituting these values into the formula, we get:
percent change = ((900 - 500) / 500) * 100 = 80%
In other words, for every day that passes, the number of views of the video is multiplied by a factor of 1.8.
To learn more about percent click on,
https://brainly.com/question/27452160
#SPJ4
Explain why the value of 0.6 is greater than the value of 0.39.
Answer:
B
Step-by-step explanation:
The value of 0.6 is greater than the value of 0.39 because 0.6 represents a larger proportion or fraction of a whole than 0.39 does.
To compare these two values, we can think of them as parts of a whole. For example, we can consider 0.6 as 60% of a whole and 0.39 as 39% of the same whole. When we compare 60% and 39%, it is clear that 60% is greater than 39%.
Another way to compare these two values is to convert them to fractions. 0.6 can be written as 6/10 or 3/5, while 0.39 can be written as 39/100.
When we compare 6/10 and 39/100, we can see that 6/10 is greater than 39/100 because 6/10 represents 6 parts out of 10, while 39/100 represents 39 parts out of 100.
Therefore, we can conclude that the value of 0.6 is greater than the value of 0.39 because it represents a larger proportion or fraction of a whole.
cuantos números
primos son a la vez la suma y la diferencia
Answer: there is only one number
Answer:
Solo hay un número primo que se puede escribir como suma de dos números primos y también como diferencia de dos números primos.
Espero haber ayudado :D
All help is appreciated thank you.
Using the fact that the triangles are similar we can see that the value of x is 36
How to find the value of x?We can see that the triangles are similar due to the same interior angles, then ther is a scale factor k between them.
So we can write:
20*k = 48
k = 48/20 = 2.4
Then:
x = 15*2.4
x = 36
That is the value of x.
Learn more about similar triangles at:
https://brainly.com/question/14285697
#SPJ1
The answers are in the picture. I need help ASAP!
The perimeter and the area of the regular polygon are 20 inches and 27.53 square inches.
How to calculate the area and the perimeter of a regular polygon
The figure representing a regular polygon with five sides of same length, whose perimeter and area is well described by following formulas:
Perimeter
p = n · l
Area
A = (n · l · a) / 2
Where:
A - Area of the polygon, in square inches. n - Number of sides.l - Side length, in inches. a - Apothema, in inches. p - Perimeter, in inches.Where the apothema is:
a = 0.5 · l / tan (180° / n)
If we know that l = 4 in and n = 5, then the perimeter and the area of the polygon are:
Perimeter
p = 5 · (4 in)
p = 20 in
Area
a = 0.5 · (4 in) / tan (180° / 5)
a = 0.5 · (4 in) / tan 36°
a = 2.753 in
A = [5 · (4 in) · (2.753 in)] / 2
A = 27.53 in²
To learn more on area of regular polygons: https://brainly.com/question/12291395
#SPJ1
5. Select Yes or No to indicate whether each ordered pair is a point of intersection
between the line x - y = 6 and the circle y² - 26 = -x².
Ordered Pair
(1,-5)
(1,5)
(5,-1)
To determine if each ordered pair is a point of intersection between the line x - y = 6 and the circle y² - 26 = -x², we need to substitute the values of x and y in both equations and see if they are true for both.
Select Yes or No to indicate whether each ordered pair is a point of intersectionFor the ordered pair (1, -5):
x - y = 6 becomes 1 - (-5) = 6, which is true.
y² - 26 = -x² becomes (-5)² - 26 = -(1)², which is false.
Therefore, (1, -5) is not a point of intersection.
For the ordered pair (1, 5):
x - y = 6 becomes 1 - 5 = -4, which is false.
y² - 26 = -x² becomes (5)² - 26 = -(1)², which is true.
Therefore, (1, 5) is a point of intersection.
For the ordered pair (5, -1):
x - y = 6 becomes 5 - (-1) = 6, which is true.
y² - 26 = -x² becomes (-1)² - 26 = -(5)², which is false.
Therefore, (5, -1) is not a point of intersection.
So the answer is:
(1,-5) - No
(1,5) - Yes
(5,-1) - No
to know more about equations
brainly.com/question/29657983
#SPJ1
Trigonometric funcions
Which equation are true
Answer:
C and D
Step-by-step explanation:
cosA = [tex]\frac{adjacent}{hypotenuse}[/tex] = [tex]\frac{AB}{AC}[/tex] = [tex]\frac{4}{5}[/tex] ⇒ C
sinA = [tex]\frac{opposite}{hypotenuse}[/tex] = [tex]\frac{BC}{AC}[/tex] = [tex]\frac{3}{5}[/tex] ⇒ D
#4 Please help!!!!!!!!!!
Answer:150°
Step-by-step explanation:
Label the net for the cylinder. Then find the surface area of the cylinder. Give your answer in terms of π and as a decimal number rounded to the nearest tenth.
The surface area of the cylinder is approximately 94.2 ft².
What is surface area?Surface area refers to the total area of the external or outer part of an object. It is the sum of the areas of all the individual surfaces or faces of the object. Surface area is typically measured in square units, such as square inches (in²), square feet (ft²), or square meters (m²), depending on the unit of measurement used.
According to the given information:
The surface area of a cylinder is the sum of the lateral surface area (the curved surface) and the area of the two circular bases.
The formula for the lateral surface area of a cylinder is given:
Lateral Surface Area = 2πrh
where r is the radius of the cylinder and h is the height of the cylinder.
Plugging in the given values for the radius (r = 3 ft) and height (h = 2 ft), we can calculate the lateral surface area:
Lateral Surface Area = 2π * 3 * 2 = 12π ft²
The formula for the area of a circle (which represents the bases of the cylinder) is given:
Circle Area = πr²
Plugging in the given value for the radius (r = 3 ft), we can calculate the area of each circular base:
Circle Area = π * 3² = 9π ft²
Since there are two bases in a cylinder, we multiply this by 2 to account for both bases:
2 * Circle Area = 2 * 9π = 18π ft²
Now, we can add the lateral surface area and the area of the two bases to find the total surface area of the cylinder:
Total Surface Area = Lateral Surface Area + 2 * Circle Area
= 12π + 18π
= 30π ft²
As a decimal rounded to the nearest tenth, the surface area of the cylinder is approximately 94.2 ft²
To know more about surface area visit: https://brainly.com/question/22074027
#SPJ1
What are the domain and range of this exponential function?y=2x–9
The value of both domain and range of this exponential function is (−∞,∞).
y = 2x-9
The domain of the function can be defined as all real numbers except the ones where the expression is undefined. In the case of 2x-9, there is no real number for which this expression is undefined. Therefore, a domain of this exponential function is (−∞,∞).
The range of the function is defined as the set of all valid y values. In this case, all real numbers are valid values of y. Therefore, the range of this exponential function is (−∞,∞).
Therefore, domain of y = 2x-9 is (−∞,∞) and range is also (−∞,∞).
To learn more about domain and range;
https://brainly.com/question/1045262
what is the confidence interval estimate of the population mean examination score if a sample of applications provided a sample mean (to the nearest whole number
This means that we can be 95% confident that the true population means examination score falls within this range based on the sample data.
The confidence interval estimate of the population means examination score can be calculated using the sample mean and the margin of error. The margin of error depends on the level of confidence and the sample size.
For example, if a sample of 100 applications provided a sample mean score of 80, and a 95% confidence level is used, the confidence interval estimate of the population mean examination score would be:
Margin of error = (critical value) x (standard error)
The critical value for a 95% confidence level with 99 degrees of freedom is 1.984. The standard error can be calculated using the formula:
Standard error = (standard deviation) / sqrt(sample size)
If the standard deviation of the examination scores is known, it can be used in the formula. If not, the sample standard deviation can be used as an estimate.
Assuming a sample standard deviation of 10, the standard error would be:
[tex]Standard\ error = \frac{10} { \sqrt{(100)}} = 1[/tex]
Therefore, the margin of error would be:
Margin of error = 1.984 x 1 = 1.984
The confidence interval estimate of the population means examination score would be:
80 ± 1.984, or between 78.016 and 81.984.
This means that we can be 95% confident that the true population means examination score falls within this range based on the sample data.
learn more about confidence intervals,
https://brainly.com/question/24131141
#SPJ11
The 95% confidence interval for the population mean examination score would be between 72.23 and 77.77, to the
nearest whole number.
To determine the confidence interval estimate of the population mean examination score based on a sample mean
provided to the nearest whole number, we need to know the sample size and the level of confidence.
Assuming a normal distribution and a level of confidence of 95%, we can use the following formula to calculate the
confidence interval estimate:
Confidence interval = sample mean +/- (critical value) x (standard error)
The critical value can be found using a t-distribution table or a calculator, based on the sample size and degrees of
freedom (n-1). For a sample size of 30 or more, we can use the z-score instead of the t-score.
The standard error is the standard deviation of the sample divided by the square root of the sample size.
For example, if a sample of 50 applications provided a sample mean of 75, and the standard deviation was 10, the
standard error would be 10/sqrt(50) = 1.41.
Assuming a level of confidence of 95%, the critical value for a sample size of 50 and degrees of freedom of 49 would be 1.96.
Therefore, the confidence interval estimate would be:
75 +/- 1.96 x 1.41 = 75 +/- 2.77
for such more question on confidence interval
https://brainly.com/question/20309162
#SPJ11
A classmate of yours stated that a solid line is not a good representation of an arithmetic sequences. What logical assumption is your classmate using?
The classmate is not correct. A line is a good representation of an arithmetic sequence.
A line is a series of dots that represent each value of the sequence.
A line has the same slope as the common difference in the sequence.
An arithmetic sequence is a set of discrete values, whereas a line is a continuous set of values.
The logical assumption used is: An arithmetic sequence is a set of discrete values, whereas a line is a continuous set of values.
What is arithmetic sequence?An arithmetic sequence is a set of numbers where, with the exception of the first term, each term is obtained by adding a fixed constant to the term before it. Every pair of following terms in the sequence has the same fixed constant, which is known as the common difference. A1 stands for the first term in an arithmetic sequence, while an is used to represent the nth term.
A solid line symbolises continuous numbers, whereas the classmate's logical presumption is that an arithmetic series comprises of discrete values. This presumption is untrue, though, as a line can effectively represent an arithmetic series.
Learn more about arithmetic sequence here:
https://brainly.com/question/29616017
#SPJ1
for a normal distribution, a positive value of z indicates that group of answer choices all the observations must have had positive values. the area corresponding to the z is either positive or negative. the sample mean is smaller than the population mean. the sample mean is larger than the population mean.
For a normal distribution ,a positive value of z simply means that the observation or sample mean is above the population mean this implies
none of the options provided is completely accurate.
All the observations must have had positive values,
It is not necessarily true for a positive value of z.
The value of z indicates how many standard deviations away from the mean a particular observation or sample mean is.
A positive value of z simply means that the observation or sample mean is above the population mean.
The area corresponding to the z is either positive or negative,
It is also not accurate.
The area under the normal curve corresponds to probabilities, not positive or negative values.
The area to the right of the mean corresponds to positive z-values, and the area to the left of the mean corresponds to negative z-values.
The sample mean is smaller than the population mean,
It is a possibility when the z-value is negative, indicating that the sample mean is below the population mean.
The sample mean is larger than the population mean,
It is a possibility when the z-value is positive, indicating that the sample mean is above the population mean.
Therefore, the sample mean can be either larger or smaller than the population mean depending on the direction of the z-value.
Learn more about population mean here
brainly.com/question/29064364
#SPJ4
Find H. C. F of each set of number using long division method 80,215,245and720
The H. C. F of 80,215,245 and 720 using long division method is 5.
The long division method to find the Highest Common Factor (H.C.F.) of 80, 215, 245, and 720.
Divide the largest number by the smallest number.
720 ÷ 80 = 9 with a remainder of 0
Divide the smallest number by the remainder from the previous step.
80 ÷ 40 = 2 with a remainder of 0
Divide the remainder from the previous step by the next smallest number.
40 ÷ 5 = 8 with a remainder of 0
Divide the remainder from the previous step by the next smallest number.
5 ÷ 5 = 1 with a remainder of 0
We have reached a remainder of 0, which means that 5 is the H.C.F. of the given numbers.
Therefore, the H.C.F. of 80, 215, 245, and 720 is 5.
We can also verify this by listing the factors of each number and finding the common factors:
80: 1, 2, 4, 5, 8, 10, 16, 20, 40, 80
215: 1, 5, 43, 215
245: 1, 5, 7, 35, 49, 245
720: 1, 2, 3, 4, 5, 6, 8, 9, 10, 12, 15, 16, 18, 20, 24, 30, 36, 40, 45, 48, 60, 72, 80, 90, 120, 144, 180, 240, 360, 720
The common factors are 1, 5, and 40.
The largest common factor is 5, which is the same as what we obtained using the long division method.
For similar question on H.C.F. :
https://brainly.com/question/21504246
#SPJ11
1/2 x^4=8
Solve the equation
Answer:
x=2
Step-by-step explanation:
x^4=16
x=[tex]\sqrt[4]{16}[/tex]
x=[tex]2[/tex]
Jaxon made 5% of his free throws over the season. If he shot 220 free throws, how many did he make?
Answer:
Jaxon made 11 free throws over the season.
Step-by-step explanation:
If he made 5% of his free throws, we know that he will make 5% of the total number of free throws he took, which is 220:
We multiply 220 by 0.05, or 5% to find out how many free throws he made:
220*0.05 = 11
After that, we now know that Jaxon made 11 of his free throws out of 220 over the course of the season, or 5%.
!!PLEASE HELPPPP MEEE!!
Answer:
Step-by-step explanation:
5989.87
clerks at mosier data systems key in thousands of insurance records each day for a variety of client firms. samples of the work of 20 clerks are gathered. ceo donna mosier carefully examines 100 records entered by each clerk and counts the number of errors. mosier wants to set control limits to include 99.73% of the random variation in the data entry process. which type of process control chart should she use?
Donna Mosier should use an Individuals control chart to set control limits for the data entry process.
An Individuals control chart is a type of process control chart used to monitor the process when the sample size is one. In this case, Mosier is examining 100 records entered by each of the 20 clerks, making the sample size one.
To set control limits that include 99.73% of the random variation in the data entry process, Mosier can use the following steps:
Calculate the mean and standard deviation of the number of errors for each clerk based on the 100 records examined.Calculate the Upper Control Limit (UCL) and Lower Control Limit (LCL) using the formulas: UCL = mean + 3 * standard deviation and LCL = mean - 3 * standard deviation.Plot the individual data points for each clerk on the Individuals control chart, with the UCL and LCL as the upper and lower boundaries, respectively.Monitor the data points over time to detect any trends, shifts, or out-of-control points that may indicate a process issue.By using an Individuals control chart, Mosier can set control limits to monitor the data entry process and detect any issues before they become major problems.
Learn more about control chart
https://brainly.com/question/26478724
#SPJ4
help Here is your graph of the points on the previous screen.
Connect the points in order to create polygon `ABCDEF`.
1.2 Enter the length of the segment betwee
The length of the given line AB is 6 units and the polygon ABCDEF has been created.
What is a graph?A graph is a mathematical structure made up of a collection of points called VERTICES and a set of lines connecting some pair of VERTICES that may or may not be empty.
There is a chance that the edges will be directed, or orientated.
If the lines are directed or undirected, respectively, they are referred to as ARCS or EDGES.
Make a sequence of bars on graph paper as an example of a graph.
So, in the given situation the polygon ABCDEF has been created:
(Refer to the graph attached below)
Now, the length of the side AB:
Count the units as follows which comes to 6 units.
Therefore, the length of the given line AB is 6 units and the polygon ABCDEF has been created.
Know more about the graph here:
https://brainly.com/question/19040584
#SPJ1
Correct question:
Help Here is your graph of the points on the previous screen.
Connect the points in order to create polygon `ABCDEF`.
1.2 Enter the length of the segment between A and B.
please help me with all the blank ones hurry i am running outta time
Answer:see below
Step-by-step explanation:
10.600
11.80000
12.17
13.48
14.4000
21. 1km=100m;0.5km=500m;0.1km=100m
22.50m=5000cm; 5m=500cm; 0.5m=50cm
Evan takes 100 milligrams of medicine. The amount of medicine in his bloodstream decreases by 0.4 milligram each minute for a number of minutes, m, after that. He writes the expression 100 - 0.4m to find the amount of medicine in his bloodstream after m minutes. Which statement about his expression is true?
The statement that is true about Evan's expression is that it represents a linear function of the amount of medicine in his bloodstream, where the initial amount is 100 milligrams and the rate of change is -0.4 milligrams per minute.
What is the equivalent expression?
Equivalent expressions are expressions that perform the same function despite their appearance. If two algebraic expressions are equivalent, they have the same value when we use the same variable value.
The expression 100 - 0.4m represents the amount of medicine in Evan's bloodstream after m minutes, where the amount of medicine decreases by 0.4 milligrams each minute.
The coefficient of the variable m (-0.4) represents the rate of change of the amount of medicine in Evan's bloodstream per minute. It tells us that for every one minute that passes, the amount of medicine in his bloodstream decreases by 0.4 milligrams.
The constant term (100) represents the initial amount of medicine in Evan's bloodstream before the medicine starts to decrease.
Therefore, the statement that is true about Evan's expression is that it represents a linear function of the amount of medicine in his bloodstream, where the initial amount is 100 milligrams and the rate of change is -0.4 milligrams per minute.
To learn more about the equivalent expression visit:
https://brainly.com/question/2972832
#SPJ1
what is the expected ratio of two heads : heads/tails : tails/heads : two tails when two coins are repeatedly flipped? (this question is asking about probability, which is a prediction, rather than your actual observed results.)
When two coins are repeatedly flipped, the probability of getting two heads is 1/4, the probability of getting a head and a tail is 1/2, and the probability of getting two tails is also 1/4.
Therefore, the expected ratio of two heads : heads/tails : tails/heads : two tails is 1:2:2:1, respectively. This means that out of every six flips, we would expect to see one outcome of two heads, two outcomes of heads/tails and tails/heads each, and one outcome of two tails.
However, it is important to note that this is only a prediction and the actual results may differ due to chance.
Learn more about probability:
https://brainly.com/question/24756209
#SPJ11
Sarah took the advertising department from her company on a round trip to meet with a potential client. Including Sarah a total of 13 people took the trip. She was able to purchase coach tickets for $380
and first class tickets for $1200. She used her total budget for airfare for the trip, which was $9040. How many first class tickets did she buy? How many coach tickets did she buy?
number of first class tickets bought=
Answer: Sarah bought 5 first class tickets and (13-5) = 8 coach tickets.
Step-by-step explanation: The taken a toll of one to begin with lesson ticket is $1200 and the fetched of one coach ticket is $380.
So, the full taken a toll of first class tickets would be 1200x and the entire cost of coach tickets would be 380(13-x) = 4940 - 380x.
The overall fetched of the tickets is given as $9040, so we will set up the taking after condition:
1200x + 4940 - 380x = 9040
Streamlining and tackling for x, we get:
820x = 4100
x = 5
a frog is placed at the origin on the number line, and moves according to the following rule: in a given move, the frog advances to either the closest point with a greater integer coordinate that is a multiple of $3$, or to the closest point with a greater integer coordinate that is a multiple of $13.$ a move sequence is a sequence of coordinates which correspond to valid moves, beginning with $0,$ and ending with $39.$ for example, $0,\ 3,\ 6,\ 13,\ 15,\ 26,\ 39$ is a move sequence. how many move sequences are possible for the frog?
There are 16 possible move sequences for the frog.
The possible moves that the frog can make.
The frog can move to either the closest point with a greater integer coordinate that is a multiple of 3, or to the closest point with a greater integer coordinate that is a multiple of 13.
Let's consider the first type of move, where the frog moves to the closest point with a greater integer coordinate that is a multiple of 3.
If the frog is at the point [tex]$n$[/tex], then the closest point with a greater integer coordinate that is a multiple of 3 is either [tex]$n+3$ or $n+6$[/tex].
Similarly, if the frog is at the point [tex]$n$[/tex] and wants to move to a multiple of 13, then the closest point with a greater integer coordinate that is a multiple of 13 is either[tex]$n+13$[/tex] or [tex]$n+26$[/tex].
Constructing move sequences.
The sequence starts with 0 and ends with 39.
The frog has two choices for its first move: either move to 3 or move to 13.
Let's assume that the frog moves to 3.
From there, the frog has two choices again:
move to 6 or move to 13. If the frog moves to 6, then it has two choices again: move to 9 or move to 13.
If it moves to 13, then it has two choices: move to 26 or move to 16.
We can continue this process until we reach 39.
We can create a tree diagram to help us keep track of the possible move sequences:
0
|
3 or 13
/ \
6 or 13 13 or 26
/ \ / \
9 13 16 26
/ \ / \ / \ / \
... ... ... ... ... ... ... ...
Each branch represents a different move sequence.
We can see that there are 16 possible move sequences in total.
We can also see that some sequences are longer than others.
The longest sequence has 7 moves, while the shortest sequence has only 2 moves.
For similar questions on sequences
https://brainly.com/question/7882626
#SPJ11
PLEASE HELP DUE TODAY!!!!!!!
Consider the functions g(x) = 2x + 1 and h(x) = 2x + 2 for the domain 0 < x < 5
a. Without evaluating or graphing the functions, how do the ranges compare?
b. graph the 2 functions and describe each range over the given interval
Answer:
see the images and explanation
Step-by-step explanation:
for the graph:
the domain 0 < x < 5
the range for each functions:
g(x) = 2x + 1
g(x) = y , 1 < y < 11
h(x) = 2x + 2 , 2 < y < 12
In morning Emily studied 40 minutes for a math exam. Later that evening Emily studied for x more minutes. Write an equation that represents the total number of minutes y emily studied for the math exam
Equation that represents the total number of minutes y Emily studied for the math exam is y = 40 +x.
We can represent the total number of minutes Emily studied for the math exam using the equation,
y = 40 + x
Here, 'y' represents the total number of minutes Emily studied for the math exam, '40' represents the number of minutes she studied in the morning, and 'x' represents the number of minutes she studied later that evening.
By adding the number of minutes studied in the morning to the number of minutes studied later that evening, we can calculate the total number of minutes Emily studied for the math exam.
To learn more about Equation here:
https://brainly.com/question/29147854
#SPJ4
Rewrite the expression with rational exponents.
[tex]7^{(1/3)}[/tex] is the equivalent expression to ∛7 with rational exponents.
What are rational exponents?
Rational exponents are exponents that are expressed as fractions. Specifically, a rational exponent of the form m/n is equivalent to taking the nth root of a number and then raising it to the power of m.
When we talk about rational exponents, we are referring to exponents that are written as fractions. Specifically, a rational exponent of the form m/n is equivalent to taking the nth root of a number and then raising it to the power of m.
So, in the case of ∛7, we can rewrite the cube root symbol (∛) as a rational exponent with a denominator of 3. That is, ∛7 can be expressed as [tex]7^{(1/3)}[/tex] , where the 1/3 exponent means "take the cube root of 7".
Therefore, [tex]7^{(1/3)}[/tex] is the equivalent expression to ∛7 with rational exponents.
To learn more about rationlal exponents from the given link:
https://brainly.com/question/3009444
#SPJ1
This is precalc trig please help
The answer to the trigonometry question in the picture attached is:
= cos θ / [sin θ * (1 - sin θ)] * (1 + sin θ)
Here is the step by step approach to solving the trigonometrySimplify 1-csc θ as follows:
1 - csc θ = (1 - csc θ)(1 + csc θ) / (1 + csc θ)
= 1 - csc^2 θ / (1 + csc θ)
= 1 - 1/sin^2 θ / (1 + 1/sin θ)
= 1 - sin^2 θ / (sin θ + 1)
= (sin θ - sin^2 θ) / (sin θ + 1)
Simplify 1+csc θ as follows:
1 + csc θ = (1 + csc θ)(1 - csc θ) / (1 - csc θ)
= 1 - csc^2 θ / (1 - csc θ)
= 1 - 1/sin^2 θ / (1 - 1/sin θ)
= 1 - sin^2 θ / (sin θ - 1)
= (sin θ + sin^2 θ) / (sin θ - 1)
Substitute the above simplifications in the expression cos θ/(1-csc θ) * 1+csc θ/(1+ csc θ) to get:
cos θ / (sin θ - sin^2 θ) * (sin θ + sin^2 θ) / (sin θ + 1)
Simplify the expression by canceling out the sin^2 θ terms:
cos θ / (sin θ - sin^2 θ) * (sin θ + sin^2 θ) / (sin θ + 1)
= cos θ / (sin θ - sin^2 θ) * (1 + sin θ) / (sin θ + 1)
Simplify further by factoring out common terms in the numerator and denominator:
cos θ / (sin θ - sin^2 θ) * (1 + sin θ) / (sin θ + 1)
= cos θ * (1 + sin θ) / [(sin θ - sin^2 θ) * (sin θ + 1)]
Finally, simplify the expression by factoring out a sin θ term from the denominator:
cos θ * (1 + sin θ) / [(sin θ - sin^2 θ) * (sin θ + 1)]
= cos θ * (1 + sin θ) / [sin θ * (1 - sin θ) * (sin θ + 1)]
= cos θ / [sin θ * (1 - sin θ)] * (1 + sin θ)
Learn more about Trigonometry here:
https://brainly.com/question/25618616
#SPJ1
Maxine graphs the function m(x) which has a vertex of (-3,4) and passes through the point (-1,-8). Ricardo graphs p(x) = (x+3)² +4
Maxine thinks that both functions have the same axis of symmetry equation. Do you agree or disagree?
Both functions have the same axis of symmetry equation, which is x = -3.
Given that, Maxine graphs a function m(x) which has a vertex of (-3,4) and passes through the point (-1,-8).
Ricardo graphs p(x) = (x+3)² + 4
We need to check if both the function axis of symmetry equation.
So,
Both functions have a vertex of (-3,4), which means that the axis of symmetry must be a vertical line passing through x = -3.
Axis of symmetry = The axis of symmetry is an imaginary straight line that divides the shape into two identical parts or that makes the shape symmetrical.
For the function p(x) = (x+3)² +4, the axis of symmetry is indeed x = -3.
For the function m(x), since it has a vertex of (-3,4), the equation of the axis of symmetry is x = -3.
To know more about function,
brainly.com/question/28193995
#SPJ1