A total of 420 tickets were sold for the school play they were either adult tickets or student tickets the number of student tickets sold was three times the number of adult tickets sold how many adult tickets were sold

After 10 years, the voter percentages would be approximately 50.3% for LEFT and 49.7% for RIGHT.

The Markov assumption in this context is that the probability of a voter's next vote depends only on their current vote and not on their past voting history. In other words, the Markov assumption states that the future behavior of a voter is independent of their past behavior, given their current state.

Transition diagram:

        LEFT      RIGHT

    |--------->--------|

LEFT |   0.8        0.2   |

    |                   |

RIGHT|   0.1        0.9   |

    |--------->--------|

The diagram represents the two possible states: LEFT and RIGHT. The arrows indicate the transition probabilities between the states. For example, if a voter is currently in the LEFT state, there is a 0.8 probability of transitioning to the LEFT state again and a 0.2 probability of transitioning to the RIGHT state.

Transition matrix:

     |  LEFT   |  RIGHT  |

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

LEFT  |   0.8   |   0.2   |

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

RIGHT |   0.1   |   0.9   |

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

The transition matrix represents the transition probabilities between the states. Each element of the matrix represents the probability of transitioning from the row state to the column state.

If 55% of the electorate votes RIGHT one year, we can use the transition matrix to find the percentage of voters who vote RIGHT the next year.

Let's assume an initial distribution of [0.45, 0.55] for LEFT and RIGHT respectively (based on 55% voting RIGHT and 45% voting LEFT).

To find the percentage of voters who vote RIGHT the next year, we multiply the initial distribution by the transition matrix:

[0.45, 0.55] * [0.2, 0.9; 0.8, 0.1] = [0.62, 0.38]

Therefore, the percentage of voters who vote RIGHT the next year would be approximately 38%.

To find the voter percentages in 10 years' time, we can repeatedly multiply the transition matrix by itself:

[0.45, 0.55] * [0.2, 0.9; 0.8, 0.1]^10 ≈ [0.503, 0.497]

After 10 years, the voter percentages would be approximately 50.3% for LEFT and 49.7% for RIGHT.

Interpretation: The results suggest that over time, the voter percentages will tend to approach an equilibrium point where the percentages stabilize. In this case, the percentages stabilize around 50% for both LEFT and RIGHT parties.

No, there will not be a steady state where the party percentages don't waiver. This is because the transition probabilities in the transition matrix are not symmetric. The probabilities of transitioning between the parties are different depending on the current state. This indicates that there is an inherent bias or preference in the voting behavior that prevents a steady state from being reached.

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Answer:

8 inches between cities

Step-by-step explanation:

Type I error refers to rejecting a true null hypothesis, while Type II error refers to failing to reject a false null hypothesis. Types of statistical analyses include descriptive statistics, inferential statistics, correlation analysis, regression analysis, etc.

Type I error is a false positive, and Type II error is a false negative. Examples of Type I errors include convicting an innocent person in a criminal trial and rejecting a new drug that is actually effective. Examples of Type II errors include failing to convict a guilty person in a criminal trial and accepting a new drug that is actually ineffective.

Various statistical analyses can be applied to the data collected in research studies, depending on the research question and the type of data. Some common types of statistical analyses include descriptive statistics, inferential statistics, correlation analysis, regression analysis, t-tests, analysis of variance (ANOVA), and chi-square tests. Descriptive statistics are used to summarize and describe the characteristics of the data, while inferential statistics are used to draw conclusions and make inferences about the population based on sample data. Correlation analysis examines the relationship between two or more variables, regression analysis explores the relationship between a dependent variable and one or more independent variables, t-tests compare means between two groups, ANOVA analyzes differences among three or more groups, and chi-square tests examine the association between categorical variables.

Type I error, also known as a false positive, occurs when we reject a null hypothesis that is actually true. This means we conclude that there is a significant effect or relationship when there is none in reality. For example, in a criminal trial, a Type I error would be convicting an innocent person. Another example is rejecting a new drug that is actually effective, leading to the rejection of a potentially beneficial treatment.

On the other hand, a Type II error, also known as a false negative, occurs when we fail to reject a null hypothesis that is actually false. In this case, we fail to detect a significant effect or relationship when one exists. For instance, in a criminal trial, a Type II error would be failing to convict a guilty person. In the context of medical testing, a Type II error would occur if we accept a new drug as ineffective when it is actually effective, resulting in the approval of an ineffective treatment.

Various statistical analyses can be applied to research study data depending on the research question and the type of data collected. Descriptive statistics are used to summarize and describe the characteristics of the data, such as measures of central tendency (e.g., mean, median) and variability (e.g., standard deviation, range). Inferential statistics are used to make inferences and draw conclusions about the population based on sample data, such as hypothesis testing and confidence interval estimation.

Correlation analysis examines the relationship between two or more variables and determines the strength and direction of their association. Regression analysis explores the relationship between a dependent variable and one or more independent variables, allowing us to predict the value of the dependent variable based on the independent variables.

T-tests are used to compare means between two groups, such as comparing the average test scores of students who received a specific intervention versus those who did not. Analysis of variance (ANOVA) analyzes differences among three or more groups, such as comparing the performance of students across different grade levels.

Chi-square tests examine the association between categorical variables, such as analyzing whether there is a relationship between gender and voting preference. These are just a few examples of the statistical analyses commonly applied to research study data, and the specific choice of analysis depends on the research question and the nature of the data.

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The correct answer is c. Line graphs show the change in one or more variables progressively across time.

Histograms show the distribution of data, pie charts show the proportions of a whole, bar charts compare categories or groups, and diagrams show the relationships between different elements.

The correct answer is c. Line graphs show the change in one or more variables progressively across time

A histogram is a visual depiction of data distribution in statistics. The histogram is shown as a collection of neighbouring rectangles, where each bar represents a certain type of data. Numerous fields use statistics, which is a branch of mathematics. Frequency, which can be expressed as a table and is known as a frequency distribution, is the repeating of numbers in statistical data.

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Line graphs show the change in one or more variables progressively across time. C

A line graph is a type of chart that displays data as a series of data points connected by straight lines.

The horizontal axis of the graph typically represents time, while the vertical axis represents the value of the variable being measured.

By connecting the data points with lines, a line graph can show the trend or pattern of change in the variable over time.

Line graphs are commonly used in fields such as economics, finance, and science to visualize trends in data over time.

They can be used to identify patterns, compare different variables, or forecast future trends.

In contrast, histograms, pie charts, bar charts, and diagrams are different types of charts that are used to display data in different ways.

Histograms are used to show the distribution of data within a single variable, while pie charts and bar charts are used to compare different categories or groups of data.

Diagrams are used to represent complex systems or relationships, often using visual symbols or icons to represent different components.

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The system of equations is:

x + y = 10

4x + 3y = 36

The solution is x = 6 and y = 4.

A)

Let's define the variables:

We can write the system of equations:

x + y = 10

4x + 3y = 36

Isolate x on the first equation to get:

x = 10 - y

Replace that in the other one:

4*(10 - y) + 3y = 36

40 - 4y + 3y = 36

40 - y = 36

40 - 36 = y

4 = y

And thus, the value of x is:

x = 10 - y = 10 - 4 = 6

They bought 6 cheese wafers and 4 chocolate ones.

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Answer:

m = 21

Step-by-step explanation:

-5 = 2 - \(\frac{m}{3}\)

Multiply both sides of the equation by 3.

-15 = 6 - m

Swap sides so that all variable terms are on the left hand side.

6 - m = -15

Subtract 6 from both sides.

-m = -15 - 6

Subtract 6 from −15 to get −21.

-m = -21

Multiply both sides by −1.

m = 21

Hope this helps you out =D

(a) To find the center I and radius R of the circle tangent to each side of a triangle using vectors, we can use the following algorithm:

1. Calculate the midpoints of each side of the triangle.

2. Find the direction vectors of the triangle's sides.

3. Calculate the perpendicular vectors to each side.

4. Find the intersection points of the perpendicular bisectors.

5. Determine the circumcenter by finding the intersection point of the lines passing through the intersection points.

6. Calculate the distance from the circumcenter to any vertex to obtain the radius.

(b) Example: Let A(0, 0), B(4, 0), and C(2, 3) be the vertices of the triangle.

Using the algorithm:

1. Midpoints: M_AB = (2, 0), M_BC = (3, 1.5), M_CA = (1, 1.5).

2. Direction vectors: v_AB = (4, 0), v_BC = (-2, 3), v_CA = (-2, -3).

3. Perpendicular vectors: p_AB = (0, 4), p_BC = (-3, -2), p_CA = (3, -2).

4. Intersection points: I_AB = (2, 4), I_BC = (0, -1), I_CA = (4, -1).

5. Circumcenter I: The intersection point of I_AB, I_BC, and I_CA is I(2, 1).

6. Radius R: The distance from I to any vertex, e.g., IA, is the radius.

(c) Vector equation for parametrization: r(t) = I + R * cos(t) * u + R * sin(t) * v, where t is the parameter, u and v are unit vectors perpendicular to each other and to the plane of the triangle.

(a) Algorithm to find the center and radius of the circle tangent to each side of a triangle using vectors:

1. Calculate the vectors for the sides of the triangle: AB, BC, and CA.

2. Calculate the unit normal vectors for each side. Let's call them nAB, nBC, and nCA. To obtain the unit normal vector for a side, normalize the vector obtained by taking the cross product of the corresponding side vector and the vector perpendicular to it (in 2D, this can be obtained by swapping the x and y coordinates and negating one of them).

3. Calculate the bisectors for each angle of the triangle. To obtain the bisector vector for an angle, add the corresponding normalized side unit vectors.

4. Calculate the intersection point of the bisectors. This can be done by solving the system of linear equations formed by setting the x and y components of the bisector vectors equal to each other.

5. The intersection point obtained is the center of the circle tangent to each side of the triangle.

6. To calculate the radius of the circle, find the distance between the center and any of the triangle vertices.

(b) Example:

Let A = (0, 0), B = (4, 0), C = (2, 3√3) be the vertices of the triangle.

1. Calculate the vectors for the sides: AB = B - A, BC = C - B, CA = A - C.

  AB = (4, 0), BC = (-2, 3√3), CA = (-2, -3√3).

2. Calculate the unit normal vectors for each side:

  nAB = (-0.5, 0.866), nBC = (-0.5, 0.866), nCA = (0.5, -0.866).

3. Calculate the bisector vectors:

  bisector_AB = nAB + nCA = (-0.5, 0.866) + (0.5, -0.866) = (0, 0).

  bisector_BC = nBC + nAB = (-0.5, 0.866) + (-0.5, 0.866) = (-1, 1.732).

  bisector_CA = nCA + nBC = (0.5, -0.866) + (-0.5, 0.866) = (0, 0).

4. Solve the system of linear equations formed by the bisector vectors:

  Since the bisector vectors for AB and CA are zero vectors, any point can be the center of the circle. Let's choose I = (2, 1.155) as the center.

5. Calculate the radius of the circle:

  Calculate the distance between I and any of the vertices, for example, IA:

  IA = √((x_A - x_I)^2 + (y_A - y_I)^2) = √((0 - 2)^2 + (0 - 1.155)^2) ≈ 1.155.

Therefore, the center of the circle I is (2, 1.155), and the radius of the circle R is approximately 1.155.

(c) Vector equation for the parametrization of the circle:

  Let r(t) = I + R * cos(t) * u + R * sin(t) * v, where t is the parameter, and u and v are unit vectors perpendicular to each other and tangent to the circle at I.

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Answer:

9*9=81 so 9 times...

The probability that an arriving student will find at least one other student waiting in line is approximately 0.167.

To solve this problem, we'll use the M/M/1 queueing model with Poisson arrivals and exponential service times. Let's calculate the required values: (a) Percentage of time Judy is idle: The utilization of the system (ρ) is the ratio of the average service time to the average interarrival time. In this case, the average service time is 10 minutes, and the average interarrival time is 12 minutes. Utilization (ρ) = Average service time / Average interarrival time = 10 / 12 = 5/6 ≈ 0.8333

The percentage of time Judy is idle is given by (1 - ρ) multiplied by 100: Idle percentage = (1 - 0.8333) * 100 ≈ 16.67%. Therefore, Judy is idle approximately 16.67% of the time. (b) Average waiting time for a student:

The average waiting time in a queue (Wq) can be calculated using Little's Law: Wq = Lq / λ, where Lq is the average number of customers in the queue and λ is the arrival rate. In this case, λ (arrival rate) = 1 customer per 12 minutes, and Lq can be calculated using the queuing formula: Lq = ρ^2 / (1 - ρ). Plugging in the values: Lq = (5/6)^2 / (1 - 5/6) = 25/6 ≈ 4.17 customers Wq = Lq / λ = 4.17 / (1/12) = 50 minutes. Therefore, on average, a student spends approximately 50 minutes waiting in line.

(c) Average length of the line: The average number of customers in the system (L) can be calculated using Little's Law: L = λ * W, where W is the average time a customer spends in the system. In this case, λ (arrival rate) = 1 customer per 12 minutes, and W can be calculated as W = Wq + 1/μ, where μ is the service rate (1/10 customers per minute). Plugging in the values: W = 50 + 1/ (1/10) = 50 + 10 = 60 minutes. L = λ * W = (1/12) * 60 = 5 customers. Therefore, on average, the line consists of approximately 5 customers.

(d) Probability of finding at least one student waiting in line: The probability that an arriving student finds at least one other student waiting in line is equal to the probability that the system is not empty. The probability that the system is not empty (P0) can be calculated using the formula: P0 = 1 - ρ, where ρ is the utilization. Plugging in the values:

P0 = 1 - 0.8333 ≈ 0.1667. Therefore, the probability that an arriving student will find at least one other student waiting in line is approximately 0.167.

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Answer:

x = 8 and -4

Step-by-step explanation:

3x² - 12x = 96

3(x² - 4x +  4 = 32 + 4)

3[(x - 2)² = 6²]

x - 2 = +/- 6

x = 8

x = -4

Step-by-step explanation:

3)

5+4(n+9)=-3

5+4n+ 36= -3

4n= -44

n= -11

.......

4)

5(k-2)-8k= -34

5k-10-8k = -34

-3k = -24

k= 8

.........

5)

2= 11+3(m+3)

2=11 +3m+9

3m= 2-20

3m= -18

m= -6

.....

6)

-2(p-5)+7p=-5

-2p+10+7p= -5

5p= -15

p= -3

......

7)

4a-2(a+9)=6

4a - 2a -18= 6

2a = 24

a= 12

....

9)

8x- 11(x-2)= -8

8x-11x +22= -8

-3x = -30

x = 10

....

8)

7-4(d-3)= 23

7-4d + 12= 23

-4d = 4

d = -1

......

10)

5= 6(q-5)-19

5= 6q -30 -19

6q = 54

q = 9

.....

11)

3(3-y)+1= 31

9-3y+1= 31

-3y = 21

y= -7

......

12)

5(2v+4)= 170

10v+ 20= 170

10v= 150

v= 15

.....

13)

5(4n-4)= -60

20n-20= -60

20n= -40

n= -2

......

14)

2(3t-8)-4t= 10

6t- 16-4t= 10

2t = 26

t= 13

.....

15)

9-4(2p-1)= 45

9-8p+4 = 45

-8p = 32

p= -4

Answer: A

Step-by-step explanation: I would say A because the angle is greater than 90 degrees

Answer:

We have supplementary angles.

76 + 3x + 2 = 180

3x + 78 = 180

3x = 102

x = 34

The number 125 is a 41st term of the sequence defined by the explicit rule f(n) = 3n + 2.

A series of integers called an arithmetic progression or arithmetic sequence (AP) has a constant difference between the terms.

Given:

The sequence defined by the explicit rule,

f(n) = 3n + 2.

The number 125 is a term of the sequence.

To find the term,

125 = 3n + 2

3n = 123

n = 41

Therefore, the term is 41.

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The number of weeks it took someone over age 55 to find a job in order to be in the 99th percentile of job seekers is not provided.

To determine the number of weeks it took someone over age 55 to be in the 99th percentile of job seekers, we need specific data on the distribution of job search durations among this group. The 99th percentile represents the value below which 99% of the data falls.

Without this data, it is not possible to calculate the exact number of weeks required to be in the 99th percentile. More information on the distribution, such as the mean and standard deviation, would be needed to make this determination.

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"Complete question"

In a recent study, data was collected on the time it took individuals of different age groups to find a job after becoming unemployed. The data showed that individuals over the age of 55 took a certain number of weeks to find a job. Surprisingly, this number placed them in the 99th percentile of all individuals finding a job. What is the number of weeks it took for someone over the age of 55 to find a job, placing them in the 99th percentile?

Many children develop the ability to do simple arithmetic problems during their early childhood years, typically between the ages of 4 and 6. Correct option is a).

During this time, children start to understand basic mathematical concepts such as counting, addition, and subtraction. They may also begin to recognize and name numbers and use basic math vocabulary. However, it's important to note that every child develops at their own pace and some may show these skills earlier or later than others. It's also important for parents and caregivers to provide opportunities for children to practice and reinforce these skills through activities such as counting objects, playing number games, and solving simple math problems.

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Answer:

i got 9801-

Step-by-step explanation:

Answer:

The correct answer is 9,801.

If you want, you could do repeated addition:

99+99+99+99+99+99+99+99+99, and etc.

Or, you could simply multiply!

1) Line Up!

2) Multiply!

3) Get 9,801!

From a sample of 100 leading world companies we can estimate the residual value is 4,762.9054 .

It is given that,

Regression equation net income = 2277+0.0307

From a sample of 100 leading world companies we can estimate the revenue.

(a-1)

for the (x,y) pair, x = $41,078 and y = $8,301 or it is represented as ($41,078 , $8,301)

then the above (x,y) pair's residual value is e = y - ÿ

ÿ = 2277+0.307x

= 2277+0.0307(41078)

= 2277+1261.0946

= 3538.0946

Thus, e = y - ÿ

so, e = 8301 - 3538.0946

= 4762.9054

Hence, the residual value = 4,762.9054                                                                                  

To calculate the correlations between a dependent variable and one or more independent variables, a statistical technique grouping together several statistical techniques known as regression analysis is utilized. Revenue is the entire amount of money received from the sale of goods or services related to a company's main operations. Revenue, also known as gross sales, is often referred to as the "top line" because it appears at the top of the income statement. The residual value, also known as salvage value, is the estimated value of a fixed asset at the end of its useful life or lease term.

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Answer:

The answer is

\(k = 48\)

The missing statement in Step 5 include the following: B. AC/DC = BC/EC.

In Mathematics and Geometry, two triangles are said to be similar when the ratio of their corresponding side lengths are equal and their corresponding angles are congruent.

Based on the angle, angle (AA) similarity theorem, we can logically deduce the following congruent triangles:

ΔABC ≅ ΔDEC  ⇒ Step 4

By the definition of similar triangles, we can logically deduce the following proportional and corresponding side lengths:

AC/DC = BC/EC ⇒ Step 5

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Missing information:

The question is incomplete and the complete question is shown in the attached picture.

Answer:

245+368=?-976

Step-by-step explanation:

In the given scenario, the inhabitants of Life is Good island produce both wheat and poultry. The table provides the maximum annual output combinations of wheat and poultry that can be produced, based on the available resources and technology.

To determine the opportunity cost of increasing the annual output of wheat, we compare the quantity of poultry given up in each scenario. Specifically, we calculate the difference in poultry quantity between two output levels of wheat: from 900 to 1100 pounds, and from 200 to 400 pounds.

To calculate the opportunity cost of increasing the annual output of wheat from 900 to 1100 pounds, we need to compare the corresponding quantities of poultry. From the table, we can see that the quantity of poultry decreases from 450 pounds to 300 pounds when wheat production increases from 900 to 1100 pounds. Therefore, the opportunity cost of this increase in wheat output is 150 pounds of poultry (450 - 300).

Similarly, to calculate the opportunity cost of increasing the annual output of wheat from 200 to 400 pounds, we compare the quantities of poultry. The table shows that the poultry quantity decreases from 775 pounds to 725 pounds when wheat production increases from 200 to 400 pounds. Hence, the opportunity cost of this increase in wheat output is 50 pounds of poultry (775 - 725).

In both cases, the opportunity cost is determined by the reduction in poultry quantity resulting from an increase in wheat production.

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Answer:

D

Step-by-step explanation:

Because its not randomly selecting

The probability that the mean annual precipitation of a sample of 49 randomly picked years will be less than 92.8 inches is, 0.9192

What is standard deviation?

The standard deviation in statistics is a measurement of how much a group of values can vary or be dispersed. A low standard deviation suggests that values are often close to the set's mean, whereas a large standard deviation suggests that values are dispersed over a wider range.

Given: The annual precipitation amounts in a certain mountain range are normally distributed with a mean of 90 inches, and a standard deviation of 14 inches.

z score is given by,

z = (x - μ)/(σ/√n) = (92.8 - 90)/(14/√49) = 2.8/2 = 1.4

The  required probability is,

p(z < 1.4) = 0.9192, by standard normal table.

Hence, the  probability that the mean annual precipitation of a sample of 49 randomly picked years will be less than 92.8 inches is,  0.9192.

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Answer:

the answer in simplest form is 5/28

Answer:

5/28

Step-by-step explanation:

I just used a calculator but the denominator have to be the same. Then once the denominators are, make sure that how many times you multiplied to get the denominator you do to the top.

Answer:

200.96

Step-by-step explanation:

2(3.14)2^2 + 2(3.14)2*14

8*3.14 = 25.12

56*3.14 = 175.84

175.84 + 25.12 = 200.96

If the perpendiculars to two sides of a triangle from the midpoint of the third side are congruent, then the triangle is isosceles. b. Perpendiculars from a point in the bisector of an angle to the sides of the angle are congruent.

(c) If the altitudes to two sides of a triangle are congruent, then the triangle is isosceles. (d)  Two right triangles are congruent if the hypotenuse and an acute angle of one are congruent to the corresponding parts of the other.

a. Let ABC be a triangle, and let M be the midpoint of side BC. If the perpendiculars from M to AB and AC are congruent, then AB = AC, making the triangle isosceles.
b: Let ∠ABC be an angle, and let P be a point on the bisector of ∠ABC. The perpendiculars from P to AB and AC are congruent since they are the shortest distance from P to the sides of the angle.
c: Let ABC be a triangle, and let AH and BK be the altitudes to sides BC and AC, respectively. If AH = BK, then ∠A = ∠B by vertical angles, and therefore the triangle is isosceles.
d: Let △ABC and △DEF be right triangles with a right angle at C and F, respectively. If AC = DF and ∠C = ∠F, then △ABC ≅ △DEF by the Side-Angle-Side congruence criterion.

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Answer:

5. thirty-four thousand five hundred

6. seven hundred three and two hundred forty-six thousandth

7. seventy-six million eighty thousand

Step-by-step explanation:

These are the answers because:

1) Word form is translating the numbers into words

2) Basically, all you have to do is write the word form the way you pronounce the number

3) Whenever you are round decimals, make sure to have an "and" for the decimal point and "ths" at the end of the value of the number (look at question 6 for reference)

Hope this helps!

The digits missing from the equation are 100, 10 and 1 respectively. The solution has been obtained by using the concept of algebraic equation.

What is algebraic equation?

If a mathematical phrase has variables, constants, and algebraic operations, it is said to be "algebraic" (addition, subtraction, etc.). The expression must contain the equals sign and satisfy the algebraic equation.

We are given an expression as

3. 58 × 100[(3 × 1) + (5 × 0. 1) + (8 × 0. 01)] × 100

On multiplying, we get

= (3 × 100) + (5 × 10) + (8 × 1)

= 358

Hence, the digits missing from the equation are 100, 10 and 1 respectively.

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Answer:

-1.76

Step-by-step explanation:

-2 is equal to -2, so it works (greater or less than -2)

-2.45 is less than -2, so it works

-8 is less than -2, so it works

-1.75 is greater than -2, so it doesn't work