Find the radius of a circle that has a sector area of 165.6 cm2 and an angle measure of 129*. Round your answer to the nearest tenth.

Therefore , the solution of the given problem of median comes out to be

a)z-score = 1.50 b)age 34 has SD=1.5 and C. option B correct.

Specify median.

The value that exactly falls in the center of an ordered dataset is the median value. A central tendency measure or average is the difference between both the lowest and highest 50% of the data. The methods for calculating the median and mode vary according to whether you have had an odd or perhaps even number of data points.

Here,

Given : mean age is 36.

Standard deviation = 3.5

a) z - score = (34 - 28.3)/3.8 = 1.50

b) Interpretation:

An age of 34 is about 1.50 standard deviations above the mean.

c) Option B is correct.

Therefore , the solution of the given problem of median comes out to be

a)z-score = 1.50 b)age 34 has SD=1.5 and C. option B correct.

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Answer:

A. x>-6

Step-by-step explanation:

x-11<2x-11+1+5

x-2x<-11+1+5+11

-x<6 (Now multiply by - )

x>-6

The number you thought of is -1.

To solve this problem, you can use algebra to represent the unknown number as a variable (let's call it x) and the given information as equations. The first step is to determine what the problem is asking for. In this case, it is asking to find the original number before it was doubled and 3 was added. To do this, you can use the information given in the problem to set up equations.

The first equation is (2x+3)*4 = 52. You can then solve this equation for x. First, you can simplify the left side of the equation by distributing the 4 to the 2x and the 3: 4x + 12 = 52. Then, you can subtract 12 from both sides to get 4x = 40. Finally, you can divide both sides by 4 to get x = 10. however, this is not the solution, since the problem does have not a unique solution. x=-1 is also the solution.

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Albert has made mistake in double number line in step 3 and 4.

The best time to utilize a double number line diagram is when the quantities have various units. The existence of several, maybe indefinitely numerous pairs of numbers in the same ratio, including those with rational number elements, can be illustrated using double number line diagrams. Unit rates (R) appear in the pair, just like in tables (R, 1).

Numerous equivalent ratios can be discovered using a double number line diagram. For instance, "Mix 5 cups of cranberry juice with 2 cups of soda water," is how a recipe for fizzy juice is written. Cranberry juice and soda water are combined in a 5:2 ratio. Equivalent ratios are produced by multiplying each constituents by the same number.

Albert has made mistake in step 3 and step 4,

Firstly he has written wrong units for the respective number line,

If ratio of 2 parts of blue and 5 parts of red is used(2:5)

The equivalent ratio will be 10:25

We get the desired output by multiplying (2:5) by 5.

The Correct units will be 5 instead of 20

And the number corresponding to 25 will be 10.

The correct double number line is drawn below.

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Using basic concept of proportion value and percentage from the total, The answer is there are 15 students in the club.

A percentage is a way of expressing a number as a fraction of 100. It is often denoted using the symbol "%". For example, 50% means 50/100 or 0.50. It is commonly used to express rates and proportions. Percentages can be used to express a variety of information, such as discounts, increases, and proportions. For example, if a product is on sale for 20% off, that means the price has been reduced by 20/100 or 0.20 times the original price. If a company's profits have increased by 10%, that means they have gone up by 10/100 or 0.10 times the original amount.

A proportion is a mathematical relationship between two values that indicates that they are in a specific ratio to each other. Proportions can be expressed in a variety of ways, but one common way is to use the symbol ":" to separate the two values. In statistics, it is common to use proportions to express the relationship between different groups or categories in a population. In physics, proportions can be used to calculate different quantities in systems.

total = x

40% of x =6

40/100 * x =6

x=6*100/40

=15

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7 hours Serenity worked if she made a total of $262. 50.

How do you calculate total hours in a number?

To find the total hours, subtract the time the employee clocked in from when they clocked out.

We can start by using the following equation to find the total number of hours Serenity worked:

Total Earnings = (Hourly Wage) * (Number of Hours) + (Tips)

In this case, we know that Serenity's total earnings were $262.50, she earned $12.50 per hour and made $175 in tips on Saturday. So we can substitute these values into the equation:

$262.50 = ($12.50) * (Number of Hours) + $175

To find the number of hours, we can subtract the tips from the total earnings and divide by the hourly wage:

Number of Hours = ($262.50 - $175) / $12.50

= $87.50 / $12.50

= 7

So Serenity worked 7 hours on Saturday.

Hence, 7 hours Serenity worked if she made a total of $262. 50.

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1(t) = 12(t) (2,2,4) +t(2,4,6) and Ia(t) = 12(t) (2,2,4) +t(2,4,6) represents the same line, as they are both equivalent to 12(t)(2,2,4) + t(2,4,6). So Option A is correct.

The equation of a line in 3-dimensional space can be represented in the form "r(t) = a + tb" where "r(t)" is a vector that represents any point on the line, "a" is a vector that represents a point on the line, and "b" is a vector that represents the direction of the line.

The given equations are:

1(t) = 12(t) (2,2,4) +t(2,4,6)

Ia(t) = 12(t) (2,2,4) +t(2,4,6)

As we can see that both equations are identical to equation 12(t) (2,2,4) +t(2,4,6) thus these three equations represent the same line.

The other given options B, C, and D are not equivalent to each other or to the original equation, thus they do not represent the same line.

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Answer:

x + 5 = 10

Step-by-step explanation:

Answer

x ≥ 40

Step-by-step explanation:

Since Josh only exercises more or equal to 40 min, this is how you would represent this problem.

Answer: In order to calculate the value of 3h(2) + 4g(1), we would need to know the specific functions h(x) and g(x) that you are referring to. Without more information, it is not possible to determine the value of the expression.

Typically, piecewise functions are defined by several different expressions, each defined over a different interval of the input variable x. To evaluate a piecewise function at a specific value of x, we must first determine which interval that value of x falls into, and then use the corresponding expression for that interval to find the output value.

Are you able to provide the piecewise functions, or are you just using them as an example?

Also, in case if you want to describe the functions in words, please let me know.

Step-by-step explanation:

Answer:

I used desmos to make the graph

Step-by-step explanation:

Hopefully this helps!

Domain

Range

Interval Notation

Let's organize what is given to us from the problem.

We are given a graph of a function.

We need to analyze the graph to determine the domain and range of the graph.

If we take a look at our x values, we see that our graph starts at x = 3 and continues infinitely.

∴ we can write the graph's x-values as [3, ∞), or x ≥ 3.

⇒ The domain of the graph is equal to x ≥ 3.

If we take a look at our y values, we see that our graph begins at y = 1 and also continues infinitely.

∴ we can write the graph's y-values as [1, ∞), or y ≥ 1.

⇒ The range of the graph is equal to y ≥ 1.

∴ the answer to the question is equal to:

A. D: x ≥ 3

    R: y ≥ 1

___

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___

Topic: Algebra I

Unit: Functions

Answer:

3.5

Step-by-step explanation:

In this problem, the line's constant of proportionality is the same as its slope.

Slope is defined as rise / run (also notated as change in y / change in x).

Using the given point, we can deduce that the line's rise (change in y) is 3.5, and its run (change in x) is 1. Putting these values into the slope formula:

3.5 / 1 = 3.5

So, the constant of proportionality of this line is 3.5.

Answer:

No, the point isn't in the shaded area

Step-by-step explanation:

Correct options are: A. Zeros: -2 and 1

E. x-Intercepts: (-2, 0) and (1, 0)

What are zeros & x-intercepts of quadratic function?

The zero of the function is where the y-value is zero.

The x-intercept is where the graph crosses the x-axis.

The zeros of a quadratic function are the values of x for which the function equals zero. In other words, they are the solutions to the equation f(x) = 0. For the given quadratic function, the zeros

are -2 and 1.

The x-intercepts of a function are the points at which the function crosses the x-axis. In other words, they are the solutions to the equation f(x) = 0 when y = 0. For the given function, the x-intercepts are (-2, 0) and (1, 0) which are the points on the x-axis where the function crosses it.

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The number of different ways is 7560 ways

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

Chiefs = 1

Supporting chiefs = 2

Members = 10

Inferior officers = 2

There are 10 members.

So, the number of ways to select a chief is 10

Now, there are 9 members left

The number of ways to select a supporting chief is then represented as

Supporting chief = ⁹C₂

Now, there are 7 members left

The number of ways to select an inferior officer is then represented as

Inferior officers = ⁷C₂

So, the total number of ways is

Ways = 10 * ⁹C₂ * ⁷C₂

Evaluate

Ways = 7560

Hence, the number of ways is 7560

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Answer:

SSS

Step-by-step explanation:

If all the three sides of one triangle are equivalent to the corresponding three sides of the second triangle it is known was SSS congruence

Answer:

x = 5/3

Step-by-step explanation:

6x + 11 = 21

6x = 10

x = 10/6

x = 5/3

Let's check

6(5/3) + 11 = 21

30/3 + 11 = 21

10 + 11 = 21

21 = 21

So, x = 5/3 is correct!

The statement "it is not the case that p and q are both true" is made in the negation of p ^ q.

As a result, when p q is true, that is, when one or both of p and q are true, (p q) is true precisely. The sentence is only untrue when both p and q are true. The opposite of the given mathematical statement is the negation of a statement in mathematics. If "P" is a statement, then "~P" is the statement's negation.

The words "~" or "¬" are used to denote a statement's denial.

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The first number is 11 and second number is 12.We can find by solving two consective numbers.

Consecutive numbers are numbers that follow each other in order from the smallest number to the largest number. The difference between consecutive numbers is always fixed and it follows a pattern. For example 1, 2, 3 are the first three consecutive natural numbers.

An odd number of consecutive numbers has a whole number as an average. This average is always the middle number. So that means that the sum of the numbers will be Sum = average \times number of consecutive numbers.

Now we find

Let x be a first number and x+1 be a second number.So

x+x+1=23

2x+1=23

2x    =23-1

2x    =22

  x   = 11

x+1= 11+1=12

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0.94 cups of milk is required for 5 batches of the macaroni and cheese.

Given that the recipe for macaroni and cheese takes:

3 tablespoons of milk

and 2 tablespoons of butter

To find: the number of cups of milk required

Let m be the number of cups of milk is required to make 5 batches of the macaroni and cheese.

a batch of the macaroni and cheese require 3 tablespoons of milk .

So by unitary method for 5 batches of the macaroni and cheese,

(5 × 3) = 15 tablespoons of milk is required.

We know that 1 US Cup = 16 US tablespoons

So by unitary method,

m = 15/16 cups of milk

m = 0.94 cups of milk

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Answer:

Hypothesis - She is a spoiled brat who has rich parents. But where did they                                                                            get their wealth?

Conclusion - Her parents are hard workers who have made it up the ladder of wealth.

2. If the measure of an angle is 58*, then the angle is acute

Hypothesis - acute angles are from 1* to 89* which makes it the smallest angle. But why when the word acute means severe?

Conclusion - We know that anything below 90* is an acute angle.

This should be a start. I will finish in a sec...

Answer:

1.  Hypothesis:  Lola wants.  

    Conclusion:  Lola gets.

2. Hypothesis:  The measure of an angle is 58°.

    Conclusion:  The angle is acute.

3.  Hypothesis:  The segments are diagonals of a rectangle

    Conclusion:  The segments are congruent.

4.  Hypothesis:  You are a Filipino.

    Conclusion:  You are a God-fearing person.

5.  Hypothesis:  You are a good citizen.

    Conclusion:  You will obey rules and regulations.

Step-by-step explanation:

In a statement, the Hypothesis is the part after the "if", and the Conclusion is the part after the "then".

1.  If Lola wants, then Lola gets.

2.  If the measure of an angle is 58°, then the angle is acute.

3.  If the segments are diagonals of a rectangle, then the segments are congruent.

4.  If you are a Filipino, then you are a God-fearing person.

5.  If you are a good citizen, then you will obey rules and regulations.

The measure of the angle of the shaded sector with an area of 65 cm² is 74.5°

An equation is used to show the relationship between numbers and variables.

The area of a two dimensional shape is the amount of space it occupies.

The area of a sector in a circle is given by:

Area = (Ф/360) * π * radius²

Where Ф is the sector angle

Given that sector area is 65 cm², radius is 10 cm, hence:

Area = (Ф/360) * π * radius²

Substituting gives:

65 = (Ф/360) * π * 10²

Ф = 74.5°

The measure of the angle is 74.5°

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The statistical model is not good, and this is true for a negatively skewed curve.

It is a statistical term implies that a curve is skewed at the left side.

In a statistical data for a certain distribution, we can get a negatively skewed curve when most of the data values are located on the right side of the distribution graph. The high concentration of values on the right side of distribution curve forms a long tail in the negative direction.

In general, negatively skewed curve is not good because it expresses the tendency of left tail events. Negatively skewed curves indicate a poor return from an investment. That means a person might be earn lower or no profit from his business. In case of an exam scores, negative skewed data value implies the question was too easy to perform better than usual.

In a word, left skewed or negatively skewed curve or data values inform us to be aware about the current statistical model and inspire us to take proper steps for wellbeing.

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The simplified value of x is 44 / 15 or 7 / 5 and value of y is -2

Simply or simplification is reducing the expression/fraction/problem in a simpler form. It makes the problem easy with calculations and solving.

Given that, simply the following

a) 2(y-1)/3-3(y-2)/4=1

b) 3x=44/5=2x+6

1) 2(y-1) / 3 - 3(y-2) / 4 = 1

Multiplying by 12 to both sides,

8(y-1) - 9(y-2) = 12

8y-8 - 9y+18 = 12

-y + 10 = 12

y = -2

2) 3x = 44 / 5 = 2x+6

3x = 44 / 5

Multiplying by 5 to both sides,

15x = 44

x = 44 / 15

or,

44 / 5 = 2x + 6

Multiplying by 5 to both sides,

44 = 10x + 30

14 = 10x

x = 7 / 5

Hence, the simplified value of x is 44 / 15 or 7 / 5 and value of y is -2

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The correct option regarding the high tide and the low tide is given as follows:

B. high tide at 6 a.m. and 6 p.m., depth of 28 ft.

low tide at 12 midnight and 12 noon, depth of 20 ft.

The cosine function is defined as follows:

g(x) = acos(bx+c)+d.

The coefficients have these following roles:

The amplitude for this problem is of 4, with a vertical shift of 24, hence the low and high tides are given as follows:

The function is reflected over the x-axis, due to the multiplication by the negative number, hence the low tide is at midnight.

The period of the function is given as follows:

2π/(π/6) = 12 hours.

Thus the low tide also happens at noon, meaning that option B is correct.

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The value of the numerical expression 12 × [6.3 + 3 × (1.9)] will be 144.

Algebra is the study of abstract symbols, while logic is the manipulation of all those ideas.

The acronym PEMDAS stands for Parenthesis, Exponent, Multiplication, Division, Addition, and Subtraction. This approach is used to answer the problem correctly and completely.

The numerical expression is given below.

⇒ 12 × [6.3 + 3 × (1.9)]

Simplify the numerical expression, then we have

⇒ 12 × [6.3 + 3 × (1.9)]

⇒ 12 × [6.3 + 5.7]

⇒ 12 × 12

⇒ 144

The value of the numerical expression 12 × [6.3 + 3 × (1.9)] will be 144.

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Latitude 36°30′ was designated by the Missouri Compromise of 1820 as the northern limit for the legalization of slavery in the western territories.

By Stephen A. Douglas's Kansas-Nebraska Act of 1854, the Missouri Compromise's prohibition on slavery in the former Louisiana Territory north of the parallel 36°30′ north had been essentially removed. Latitude 36°30′ was designated by the Missouri Compromise of 1820 as the northern limit for the legalization of slavery in the western territories.

The expansion of slavery into the western lands was addressed by the Missouri Compromise, the Compromise of 1850, and "Bleeding Kansas." The balance between "free" and "slave" states in the Union was a factor in each of them.

Slavery was proposed to be outlawed in the remaining Louisiana Territory above the 36° 30' latitude line in the Missouri Compromise. The Kansas-Nebraska Act of 1854 abolished this clause after it had been in effect for 34 years.

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The Missouri Compromise of 1820 established latitude 36°30′ as the northern boundary for the legalisation of slavery in the western territories.

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It is not possible to find the height of an isosceles triangle when only the base is given. To find the height, you would need to know at least one other side length, in addition to the base.

The height of an isosceles triangle can be found using the Pythagorean Theorem, which states that the square of the hypotenuse (the longest side of the triangle) is equal to the sum of the squares of the two shorter sides. To use the Pythagorean Theorem, you must first know the length of at least two sides of the triangle. Since only the base is given, it is not possible to calculate the height of the isosceles triangle. In order to find the height, you would need to know either the length of the other two sides, or the angle of one of the two equal sides. Once you have this information, you can use the Pythagorean Theorem to calculate the height of the triangle.

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