36
Solve for x.
48
24

will give brainliest!!

36Solve For X.4824will Give Brainliest!!

Answers

Answer 1
Hello! I believe the answer is x=60.
Explanation:
The 36 is pointing to the 24 meaning you would do 36-24 to see the amount of subtracted to get to 24. The answer is then 12. Once you have the twelve, since the 48 is on the same side as the 24, you would add the 12 instead of minus. So 48+12=60. Hope this helps!

Related Questions

In this diagram, circle A has radius = 11.5 and BC = 13.1. BC is a tangent line, calculate the distance of CD.

Answers

The distance of CD is 5.93.

What is Circle?

Circle is a two dimensional figure which consist of set of all the points which are at equal distance from a point which is fixed called the center of the circle.

Given a circle.

Radius of circle = 11.5

AB = AD = 11.5

Since the tangent line is perpendicular to the radius of the circle at the point of tangency, ABC is a right angled triangle.

AC² = AB² + BC²

       = 11.5² + 13.1²

       = 303.86

AC = 17.432

CD = AC - AD

     = 17.432 - 11.5

     = 5.93

Hence the distance of CD is 5.93.

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A sample was taken of the salaries of four employees from a large company. The following are their salaries (in thousands of dollars) for this year. 33 31 24 36 The variance of their salaries is A. 5.1. B. 31. C. 26.

Answers

The variance of the four employees' salaries is 5.1, meaning that the difference in their salaries is 5.1 thousand dollars.

Step 1: Find the mean of the four salaries

33 + 31 + 24 + 36 = 124

124 ÷ 4 = 31

Mean = 31

Step 2: Find the difference between each salary and the mean

33 - 31 = 2

31 - 31 = 0

24 - 31 = -7

36 - 31 = 5

Step 3: Square each of the differences

2² = 4

0² = 0

(-7)² = 49

5² = 25

Step 4: Add up the squared differences

4 + 0 + 49 + 25 = 78

Step 5: Divide the sum by the number of salaries (minus 1)

78 ÷ (4 - 1) = 78 ÷ 3 = 26

Step 6: Take the square root of the variance

√26 = 5.1

Variance = 5.1

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The weight of an organ in adult males has a bell-shaped distribution with a mean of 330 grams and a
standard deviation of 50 grams. Use the empirical rule to determine the following.
(a) About 95% of organs will be between what weights?
(b) What percentage of organs weighs between 280 grams and 380 grams?
(c) What percentage of organs weighs less than 280 grams or more than 380 grams?
(d) What percentage of organs weighs between 180 grams and 430 grams?

Answers

According to the empirical rule -

a) About 95% of organs will be in range of weights of organs 230 grams and 430 grams.

b) 68% percentage of organs weighs between 280 grams and 380 grams.

c) 32% percentage of organs weighs less than 280 grams or more than 380 grams.

d) 97.35% percentage of organs weighs between 180 grams and 430 grams.

What is empirical rule?

The empirical rule 68-95-99.7 tells us that:

68% of the data is expected to be within 1 standard deviation from the mean.

95% of the data is expected to be within 2 standard deviation from the mean.

99.7% of the data is expected to be within 3 standard deviation from the mean.

There is a bell shaped distribution ( assume as approximately normal) with mean of 330 g and standard deviation of 50 g.

a) This happens for an interval with ±2 standard deviations from the mean.

That is:

X1 = μ + z1 × σ                  X2 = μ + z2 × σ

X1 = 330 - 2 × 50             X2 = 330 + 2 × 50

X1 = 330 - 100                  X2 = 330 + 100

X1 = 230                           X2 = 430

Therefore, the range of weights of organs is 230 grams and 430 grams.

b) Calculate the z-scores for each value to know how many standard deviations are from the mean.

z1 = (x1 - μ)/σ                   z2 = (x2 - μ)/σ

z1 = (280 - 330)/50        z2 = (380 - 330)/50

z1 = -50/50                     z2 = 50/50

z1 = -1                              z2 = 1  

The values are 1 standard deviations from the mean each.

Therefore, the expected percentage is 68%.

c) This is the complementary of the point b.

Then, it is expected that (100 - 68)% = 32% of the organs weigh less than 280 grams or more than 380 grams.

d) Calculate the z-scores for each value to know how many standard deviations are from the mean.

z1 = (x1 - μ)/σ                   z2 = (x2 - μ)/σ

z1 = (180 - 330)/50        z2 = (430 - 330)/50

z1 = -150/50                     z2 = 100/50

z1 = -3                              z2 = 2  

The values are 1 standard deviations from the mean each.

Therefore, the expected percentage is 68%.

The values are 3 standard deviations from the mean each. Between 180 and 330 there is 99.7%/2 = 49.85% of the data.

The values are 2 standard deviations from the mean each. Between 330 and 430 there is 95%/2 = 47.5% of the data.

Then, between 180 grams and 430 grams there is (49.85% + 47.5)% = 97.35% of the data.

Therefore, the expected percentage is 97.35%.

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What is the total area, in square inches, of the shaded sections of the trapezoid below? 5 in 6.3 in 8 in 5.4 in​

Answers

The total area of the shaded sections of the trapezoid in square inches is 32.76 square inches.

What is area?

An object's area is how much space it takes up in two dimensions. It is the measurement of the quantity of unit squares that completely fill the entire surface of an enclosed figure. The square unit, which is frequently expressed as square inches, square feet, etc., is the accepted unit of area.

The shaded sections in the trapezoid are triangles.

The area of the triangle is given by the following formula:

A = 1/2 (b)(h)

For the first triangle, b = 5 and h = 6.3. Substituting the value in the formula we have:

A1 = 1/2 (5)(6.3)

A1 = 15.75

For the second triangle, b = 5.4 and h = 6.3. Substituting the value in the formula we have:

A2 = 1/2 (5.4)(6.3)

A2 = 17.01

The total area of the shaded region of the trapezoid is calculated by adding the area of the individual shaded portion:

A = A1 + A2

A = 15.75 + 17.01

A = 32.76

Hence, the total area of the shaded sections of the trapezoid in square inches is 32.76 square inches.

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I don't understand how to calculate IQR here. Is 2 the median?

Answers

A statement which is false about the distribution of Kobe’s streak lengths from the 2009 NBA finals include the following: E. The shortest streak is of length 1.

How to determine the false statement?

In this scenario, the distribution of Kobe’s streak lengths from the 2009 NBA finals is plotted on a histogram with the length represented by the x-coordinate (x-axis) while the count is represented by the y-coordinate (y-axis).

By critically observing the histogram, we can reasonably infer and logically deduce the following true statements:

The distribution of Kobe’s streak lengths is right skewed and unimodal because it has only one clear peak (most frequent value).Since the median of the distribution of Kobe’s streak lengths is at 0, the typical length of a streak is equal to 0.The interquartile range (IQR) of the distribution is 1 i.e IQR = Q₃ - Q₁.

In conclusion, the shortest streak lengths is 0 while the longest streak of baskets is of length 4.

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Complete Question:

Which of the following is false about the distribution of Kobe’s streak lengths from the 2009 NBA finals.

A. The distribution of Kobe’s streaks is unimodal and right skewed.

B. The typical length of a streak is 0 since the median of the distribution is at 0.

C. The IQR of the distribution is 1.

D. The longest streak of baskets is of length 4.

E. The shortest streak is of length 1

a student has only a few hours to prepare for two different exams tomorrow morning. the above table shows alternative possible exam outcomes with three alternative uses of the student's time. the opportunity cost of scoring an 84 on the history exam rather than 76 is:

Answers

The opportunity cost of scoring a 84 on the economics exam rather than a 76 is 15 points on the History exam.

How to determine the opportunity cost?

Opportunity Cost is what a person sacrifices when they choose one option over another. It is calculating by subtracting the return of the best forgone option with the return of the chosen option. The outcome could be beneficial or prejudicial, depending on the case.

In the example (refer to the attached table), if the student chooses to score 94 in the economics exam then the student will get 76 in the History test. Thus, The opportunity cost of getting 94 instead of 77 in the Economics test, implies getting 76 instead of 91 in the History exam. It implies:

Opportunity cost of the History exam = 91-76

Opportunity cost of the History exam = 15

Therefore the opportunity cost of scoring 94 on the Economics exam rather than a 77 is 15 points on the History test.

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Triangle AA'B'C" is the result of dilating AABC about point P by a scale factor of 2.

Answers

Answer:

FalseFalse

==============================================

Explanation for problem 1

The center of dilation is point P, which is not located on line AB. This means line A'B' will move further away from P after applying the scale factor. It means segments AB and A'B' are not on the same line.

Side note: Side BC is through line P, so segment B'C' shares the same line with BC.

---------------------------

Explanation for problem 2

The scale factor enlarges the side lengths. In this case, the scale factor 2 will double each side. This in turn doubles the perimeter.

perimeter of A'B'C' = 2*(perimeter of ABC)

new perimeter = 2*(old perimeter)

Therefore, the perimeters are not the same.

What is the length of the apothem of a regular hexagon with side length of 8 ft?

Answers

The length of the apothem of a regular hexagon is 4√3

How to determine the length of the apothem

The apothem of a regular hexagon is the distance from the center of the hexagon to the midpoint of one of its sides.

To find the length of the apothem, we can use the formula:

apothem = (side length) / (2 * tan(180/n))

where n is the number of sides of the polygon.

In this case, n = 6 (since the hexagon is regular).

So, to find the apothem of a regular hexagon with a side length of 8 ft, we can plug these values into the formula:

apothem = (8 ft) / (2 * tan(180/6))

This gives

apothem = 8 ft / (2 * tan(30))

Evaluate

apothem = 4√3 ft

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consider the following argument, premise 1: if the sum of the digits in (student id) is divisible by 3 then (student id) is divisible by 3. premise 2: the sum of the digits in (student id) is divisible by 3. conclusion: (student id) is divisible by 3. substitute your eight-digit numeric student id for (student id) in the above argument and determine whether the argument, filled-in with your student id, is sound or unsound. justify your answer and include your student id in your explanation.

Answers

The argument, filled-in with the student ID 12345678, is sound because the two premises are true and the conclusion follows logically from them.  The sum of the digits in 12345678 is 36, which is divisible by 3, so the first premise is true.

My student ID is 12345678.

The argument, filled-in with my student ID, is sound. This is because the two premises are true and the conclusion follows logically from them. The sum of the digits in 12345678 is 36, which is divisible by 3, so the first premise is true. The second premise is also true since it states that the sum of the digits in 12345678 is divisible by 3, which is the case. Therefore, the conclusion that 12345678 is divisible by 3 is logically valid from the two premises.

Student ID: 12345678

The argument, filled-in with the student ID 12345678, is sound because the two premises are true and the conclusion follows logically from them.

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which of the following is an example of within-subject variable?

Answers

Answer:

A within-subject variable is a type of variable in which the same subjects are used to measure multiple levels or conditions of the variable. One example of a within-subject variable would be measuring a person's reaction time to a stimulus both before and after a training intervention.

For example: measuring a person's reaction time to a visual stimulus before and after a training program in which the participant learns to react faster to the stimulus, here reaction time is the within-subject variable.

Use the theorems from Section 3.2 and the converses of those theorems in this section to write three biconditional statements about parallel lines and transversals.

Answers

The slopes of the two lines that form them must be equal (m1 = m2). This implies that the two lines are parallel.

1) Biconditional statement: If two lines are parallel, then the alternate interior angles formed by a transversal are equal.

Formula: m∠1 = m∠3 and m∠2 = m∠4

Calculation: If two lines are parallel with a transversal intersecting them, the slopes of the two lines must be equal (m1 = m2) and the alternate interior angles formed by the transversal must have the same measure (m∠1 = m∠3 and m∠2 = m∠4).

2) Biconditional statement: If two lines are parallel, then the corresponding angles formed by a transversal are equal.

Formula: m∠1 = m∠4 and m∠2 = m∠3

Calculation: If two lines are parallel with a transversal intersecting them, the slopes of the two lines must be equal (m1 = m2) and the corresponding angles formed by the transversal must have the same measure (m∠1 = m∠4 and m∠2 = m∠3).

3) Biconditional statement: If two angles are equal, then the lines that form them are parallel.

Formula: m1 = m2

Calculation: If two angles have the same measure, then the slopes of the two lines that form them must be equal (m1 = m2). This implies that the two lines are parallel.

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480,000 in scientific notation.

Answers

Answer:4.8×105 g  

Step-by-step explanation:

ABC is a dilation of J HG centered at the origin.
Find the scale factor of the dilation.

Answers

Answer:

2 is the scale of dilation

Find the equation for the plane through Po(-4,-3,8) perpendicular to the following line.
x= -4+t, y=-3-3t, z= -4t, -∞

Answers

Equation of a plane perpendicular to a given line with direction ratios <a, b, c> and passing through a point (x1, y1, z1) is given by: a(x - x1) + b(y - y1) + c(z - z1) = 0.

How do you find the equation of a plane given a point and a perpendicular line?

The slope of the line we're looking for is 1/2 since perpendicular lines have opposite-reciprocal slopes. When we enter the supplied point into the equation y = 1/2x + b and solve for b, we obtain b = 6. The line's equation is therefore y = 12x + 6.

Rearranged, it is -x/2 + y = 6. a plane that is outlined by vectors that are perpendicular to a normal. As a result, when given a vector with the coordinates a, b, and c, we can infer that all planes perpendicular to this vector have the form ax+by+cz=d, and any surface with this form is a plane perpendicular to a, b, and c.

Get a direction vector to the two points first, then get the supplied normal from the plane's equation. The normal is then produced by adding the direction vector to the normal.

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PLEASE HELP!!!!! Complete the two-column proof.

Answers

The equation will be 5x + 7x = 180. Then the value of the variable 'x' will be 15.

What is an angle?

The inclination is the separation seen between planes or vectors that meet. Degrees are another way to indicate the slope. For a full rotation, the angle is 360°.

Supplementary angle - Two angles are said to be supplementary angles if their sum is 180 degrees.

∠TSR = 5x and ∠UVW = 7x

Angle ∠TSR and angle ∠UVW are the supplementary angles. Then the equation is given as,

5x + 7x = 180

12x = 180

x = 180 / 12

x = 15

The equation will be 5x + 7x = 180. Then the value of the variable 'x' will be 15.

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The following inequalities form a system. y is greater than or equal to two-thirds times x plus 1 y is less than negative one-fourth times x plus 2 Which ordered pair is included in the solution to this system? (−6, 3.5) (−6, −3) (−4, 3) (−4, 4)

Answers

Answer: The inequalities are y ≥ (2/3)x + 1 and y < (-1/4)x + 2 and (−6, −3) satisfied the inequality.

What exactly is inequality?

A variation between two values indicates whether one is smaller, larger, or otherwise unrelated to the other.

In other words, inequality is the inverse of equality. For example, if 2 = 2, it is equal; however, if I say 3 = 6, it is incorrect; the correct expression is 3 6.

Step-by-step explanation:As per the given phrase,

y is greater than or equal to two-thirds times x plus 1 ⇒ y ≥ (2/3)x + 1

y is less than negative one-fourth times x plus 2 ⇒ y < (-1/4)x + 2

Substitute, point (−6, −3)

-3 ≥ (2/3)(-6) + 1

-3 ≥ -3  

Substitute in second inequality,

-3 < (-1/4)(-6) + 2

-3 < 7/2

dillon places a ladder against the wall the base of the ladder is 5 feet from the wall the ladder is 12 feet long how will shorting the distance between the base of the ladder and the wall affect the dimentions of the triangle they form explain in terms of the pyhagoren therom

Answers

The base distance will be 10.9 feet .

In mathematics, the Pythagorean theorem or Pythagoras' theorem is a fundamental relation in Euclidean geometry between the three sides of a right triangle. It states that the area of the square whose side is the hypotenuse is equal to the sum of the areas of the squares on the other two sides.

The Pythagorean theorem states that, in a right triangle, the length of the hypotenuse squared equals the sum of the squares of the other two sides or legs of the triangle.  Algebraically, a2+b2=c2.  In your example, the length of the ladder would be the hypotenuse and the distance from the wall would be one of the legs.  So substitute these values into the equation to get: 25+b2=144 or 25+b2=144 and then subtract 25 from both sides to get b2=119.  Therefore b=√119≈10.908.  If your problem requires an exact answer in its most simplified form, please note that √119=10.9

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create the following matrices with the help of the matrix generation functions eye , ones, diag and triu. see the on-line help on these functions if required (i.e. help eye). do not enter the matrices explicitly. each matrix should be generated with a single command. m

Answers

The required solution is above with the help of matrix generation.

Now, According to the question:

A statement is a declarative sentence that is either true or false but not both. A statement is sometimes called a proposition. The key is that there must be no ambiguity. To be a statement, a sentence must be true or false, and it cannot be both.

With the help of the matrix generation functions eye , ones, diagonal  and trigonal .

Command to generate matrix such as M,N,P,Q

M=6*eye(3)

N= triu (5*ones(3))

P=7*ones (3,2)

Q=diag ([2   3   4])

Therefore, the required solution is above with the help of matrix generation.

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The given question is incomplete, complete question is:

Create matrices with eye, ones, diag and triu Create the following matrices with the help of the matrix generation functions eye , ones, diag and triu. See the on-line help on these functions if required (i.e. help eye)M =[6 0 00 6 00 0 6]N =[5 5 50 5 50 0 5 ]P =[7 77 77 7]Q =[2 0 00 3 00 0 4]

mation.
2) (x-3)(x-8)= 0

Answers

Answer:

x-3 =0 or x-8 =0

x= +3 or x = +8

Given the problem:
(x - 3)(x - 8) = 0
We will solve for x, this problem will have two solutions.
First, we will make both equations equal to 0:
x - 3 = 0
x - 8 = 0
Next, solve for x, add 3 and 8 to both sides:
x = 3
x = 8
There are your two solutions. Hope this step by step explanation helped!

Quadrilateral PQRS is located at P (0, 1), Q (3, 2), R (4, −1), and S (1, −2). Russell and Jamie have both classified PQRS differently. Examine their proofs. Who is correct?

A. Russell
B. Jamie
C. Both
D. Neither

Answers

The correct person regarding the classification of quadrilaterals is given as follows:

B. Jamie.

How to classify the quadrilaterals?

The slopes of each segment are given as follows:

-3 and 1/3.

The multiplication of these slopes is given as follows:

-3 x 1/3 = -1.

As the multiplication of the slopes is of -1, the adjacent sides meet at an angle of 90º, meaning that they are perpendicular, and hence the quadrilateral is classified as a square.

This means that Jamie is correct.

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Penny created a circle graph to show what percentage of students in her class walk to school, ride the bus, or ride in a car.

What percent of students in Penny’s class ride the bus to school?

HELPPPP ASAPPPPP

Answers

Answer:

45

Step-by-step explanation:

100-25-30=45

In order to set premiums at profitable levels, insurance companies must estimate how much they will to pay in claims on cars of each make and model, based on the value of the car and how much damage it sustains in accidents. Let C be a random variable that represents the cost of a randomly selected car of one model to the insurance company. The probability distribution of C is given below C $0 $1000 $4000 $10,000 P(C) 0.60 0.05 0.13 0.22 The probability that the insurance company will have to pay a claim of at least $4000 for a randomly selected car is: a.0.05 b.0.13. c.0.22. d.0.35. e.0.406. The expected value of C is a.$0 b.$554 c.$2770 d.$3750 e.$40577. Which of the following is the best interpretation of expected value? (In the choices below,"Exp(C)" represents expected value you found in question 5). a.If the company insures 10 cars of this model, they know they will incur 10×Exp(C) in costs. b.The maximum cost to the company for insuring this car model is Exp(C) per car. c.The company must insure at least Exp(C) of these cars to make a profit. d.If the company insures a large number of these cars, they canexpect the cost per car to average approximately Exp(C). e.If the company insures a large number of these cars, they can expect the variability in cost per car to average approximately Exp(C).

Answers

The probability of a claim of at least $4000 is 0.35, option(d), the expected value of C is $2770 option (c), and the best interpretation is If the company insures a large number of these cars, they can expect the cost per car to average approximately Exp(C), option(d).

Given probability distribution

C       $0       $1000      $4000       $10000

P(C)   0.60       0.05        0.13             0.22

The probability that the insurance company will have to pay a claim of at least $4000 for a randomly selected car is

= (1-0.60-0.05) = 0.35

so the expected value of C

= 0x0.60 + 1000x0.05 + 4000x0.13 + 10000x0.22

= 50+520+2200 = $2770

Now, the best interpretation of expected value:

If the company insures a large number of these cars, they can expect the cost per car to average approximately Exp(C).

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a student sets up the following equation to convert a measurement. (the ? stands for a number the student is going to calculate.) fill in the missing part of this equation. (39 . N/cm) . ____ = ? N/mm

Answers

The resulting answer is 39000 N/mm, this equation can be used to convert a given measurement from N/cm to N/mm.

39000/1 = ? N/mm

Multiply 39 by 1000 to convert centimeters to millimeters.

39000/1 = ? N/mm

Divide the measurement 39000 N/cm by 1 to convert it to N/mm.

The answer is 39000 N/mm.

To convert a measurement from N/cm to N/mm, the equation that needs to be set up is 39000/1 = ? N/mm. This equation can be broken down into two steps. First, the measurement needs to be multiplied by 1000 to convert centimeters to millimeters. Then, 39000/1 needs to be divided to convert the measurement from N/cm to N/mm. The resulting answer is 39000 N/mm. Therefore, this equation can be used to convert a given measurement from N/cm to N/mm.

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evaluate x^3 - 2x^2 +3x - 7
______________
x - 1

Answers

The expression on being divide by x-1 gives -5 as remainder and quotient (x²-x+2)

What is a polynomial expression?

Polynomial is made up of two terms, namely Poly (meaning “many”) and Nominal (meaning “terms.”). A polynomial is an expression composed of variables, constants, and exponents, combined using mathematical operations such as addition, subtraction, multiplication, and division (No division operation by a variable). Based on the number of terms present in the expression, it is classified as monomial, binomial, and trinomial. For example P(x) = x²-5x+11

Given here: The expression as x³-2x²+3x-7 which is to be divide by x-1

Thus dividing using the long divsion method we get

x-1)x³-2x²+3x-7(x²-x+2

     x³-x²

-________

   0-x²+3x

     x²+x

-________

          2x-7

          2x-2

-__________

             -5

Thus The expression can be written as  x³-2x²+3x-7 =(x-1)×(x²-x+2)-5

Hence, On dividing the given expression by x-1 by long divison method we get the remainder as 2.

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PLEASE HURRY
Which set of statements explains how to plot a point at the location (Negative 3 and one-half, negative 2)?
Start at the origin. Move 3 and one-half units right because the x-coordinate is Negative 3 and one-half. Negative 3 and one-half is between 3 and 4. Move 2 units down because the y-coordinate is -2.
Start at the origin. Move 3 and one-half units down because the x-coordinate is Negative 3 and one-half. Negative 3 and one-half is between -3 and -4. Move 2 units left because the y-coordinate is -2.
Start at the origin. Move 3 and one-half units down because the x-coordinate is Negative 3 and one-half. Negative 3 and one-half is between -3 and -4. Move 2 units right because the y-coordinate is -2.
Start at the origin. Move 3 and one-half units left because the x-coordinate is Negative 3 and one-half. Negative 3 and one-half is between -3 and -4. Move 2 units down because the y-coordinate is -2.

Answers

Commence at the beginning. The x-coordinate is Negative 3 and 12 units, thus move 3 and 12 units to the right. The difference between 3 and 4 is negative three-half.

What is the coordinate point?

A point's exact location on a two-dimensional plane is determined by a pair of numbers called its coordinates. The x and y axes, which are two axes that are at right angles to one another, are known as the coordinate plane's axes. How far along each axis a specific point is located is indicated by its coordinates.

Ordered pairs are a way of describing locations on the coordinate plane. A point's location is revealed by an ordered pair by linking the point's positions along the x-axis (the ordered pair's first value) and the y-axis (the second value of the ordered pair).

To locate points, one uses the numbers on a coordinate grid. Using an ordered pair of numbers, each point may be located.

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in a certain large population of adults, the distribution of iq scores is strongly left-skewed with a mean of 122 and a standard deviation of 5. suppose 200 adults are randomly selected from this population for a market research study. for srss of size 200, the distribution of sample mean iq score is

Answers

If in a certain large population of adults. the distribution of sample mean iq score is: approximately Normal with mean 122 and standard deviation 0.35.


How to find the distribution of sample mean?

Given data:

Mean = 122

Standard deviation = 5

Sample size = 200

Now let find the the standard deviation of the sampling distribution of the mean sample using this formula

Distribution of sample mean = Standard deviation/√Sample size

Let plug in the formula

Distribution of sample mean = 5 /√ 200

Distribution of sample mean = 5/14.14

Distribution of sample mean = 0.35

Therefore the distribution of sample mean iq score is: approximately Normal with mean 122 and standard deviation 0.35.

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EACH COPAYMENT IS 20% OF THE COST FIND THE COPAYMENT AND BENIFIT AMOUNT 4,200,00+0=3,072.00

Answers

The copayment amount, given that it is 20 % of the amount is $ 840

The benefit amount is  $ 3, 360

How to find the copayment amount ?

A copayment for health insurance is a defined dollar amount that is determined by the insurance plan and used to divide the cost of covered treatments between the plan and the consumer.

The copayment amount is 20 % of the cost which is $ 4, 200 so the copayment is:

= 20 % x 4, 200

= $ 840

This then means that the benefit amount would be;

= Cost - copayment

= 4, 200 - 840

= $ 3, 360

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In the supermarket, 7/12 of Marco’s bill is for fruit and vegetables. If 1/8 is for fruit, what fraction is for vegetables?

Answers

In other words, 3/4 fraction of the bill are for vegetables, while 1 part is for fruit.

How is this determined?

Using the data provided in the issue, we can determine what percentage of Marco's bill is made up of veggies. We are aware that fruit and vegetables account for 7/12 of the total bill and make up 1/8 of the total. By deducting the portion of the bill that is for fruit from the portion that is for fruit and vegetables, we can determine the portion of the cost that is for vegetables.

We must identify a common denominator for the two fractions in order to accomplish this. Since 12 and 8 have a denominator of 24, we convert both fractions to have a denominator of 24.

1/8 turns becomes 3/24

7/12 changes to 21/24.

We deduct 3/24 from 21/24 in order to derive the percentage of fruit from the percentage of fruit and vegetables.

21/24 - 3/24 = 18/24

Vegetables make up 18/24, or 3/4, of Marco's bill.

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Please help! Systems of equation/matrix problem

5. TELEVISION During t
ring the summer, Manuel watches television M hours per day, Monday through Friday. Harry watches television H hours per day, Friday and Saturday. Ellen watches television E hours per day, Friday through
Sunday. Altogether, they watch television 37 hours each week. On Fridays, they watch a total of 11 hours of television.
If the number of hours Ellen spends watching television on any given day is twice the number of hours that Manuel
spends watching television on any given day, how many hours of television does each of them watch each day?

Answers

I watch a total of 11 hours of TV on Fridays and Ellen watches TV for ten hours every day. 

How to find the  television does each of them watch each day?

Let's plot how long Manuel watches TV each day, with M, Harry as H, and Ellen as E.

Manuel knows that from Monday to Friday he watches TV for M hours, so the total amount of time he watches TV in his week is 5 * M = 5M.

On Friday and Saturday he watches TV for H hours a day, so the total amount of time he watches TV in a week is H*2 = 2H.

Ellen watches her E hours TV from Friday to Sunday, so the total amount of time she watches TV in a week is her E*3=3E.

In total, they watch her TV 37 hours a week.

5M + 2H + 3E = 37

I watch a total of 11 hours of TV on Fridays.

M + H + E = 11

We also know that the amount of time Ellen spends watching TV on a given day is twice as much as she does on a given day as Manuel spends watching TV.

E=2M

You can substitute the value of E for M into the second expression.

M+H+2M=11

Combining equal terms gives:

3M+H=11

Now that we have two equations, we can solve the unknowns M and H. Substitute the 3M formula for H from the second formula into the first.

5M + 2H + 3(3M + H) = 37

Expanding the right-hand side, we get:

5M + 2H + 9M + 3H = 37

Combining equal terms gives:

14M + 5H = 37

Now that we have equation 14M + 5H = 37, we can solve for H.

H = (37 - 14 eyes) / 5

Then you can substitute the formula for H with respect to M into the formula for H.

H = (37 - 14 eyes) / 5

Finally, we can solve for M using the value of H.

M = (37 - 5H) / 14

We know that H = (37 - 14M) / 5, so we can substitute this formula into the formula for M.

M = (37 - 5((37 - 14M) / 5)) / 14

Expanding and simplifying the right-hand side, we get:

M = (37 - 37 + 70M) / 14

Solving for M gives:

M=5

So Manuel watches TV for 5 hours every day and Harry watches TV for (37 - 5 * 5) / 5 = 2 hours every day.

Finally, we can use the equation E = 2M to find out how many hours Ellen watches TV each day.

E = 2 * 5 = 10

So Ellen watches TV for ten hours every day. 

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B = 1 4 1 2
0 1 3 -4
0 2 6 7
2 9 5 -1
Can every vector in R^4 be written as a linear combination of the columns of the matrix B above? Do the columns of B span R^3

Answers

Yes, every vector in R^4 can be written as a linear combination of the columns of the matrix B.

This can be proven using the definition of linear combinations, which is as follows: a vector v in R^n can be written as a linear combination of vectors v1, v2, ..., vk if and only if there exist scalars c1, c2, ..., ck such that v = c1*v1 + c2*v2 + ... + ck*vk. With this definition, we can prove that the columns of B span R^4 by showing that for any vector v in R^4, there exist scalars c1, c2, c3, c4 such that v = c1*B1 + c2*B2 + c3*B3 + c4*B4, where B1, B2, B3, B4 are the columns of the matrix B above. To prove this, we can simply solve the system of equations given by c1*B1 + c2*B2 + c3*B3 + c4*B4 = v for c1, c2, c3, c4. This can be done by using Gaussian elimination, which will yield a set of scalars c1, c2, c3, c4 that can be used to express any vector in R^4 as a linear combination of the columns of the matrix B, thus proving that the columns of B span R^4.

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