Find the next three term of the sequence 1 3/4,2,2 1/4

The equation that represents a line that is perpendicular to the line represented by 2x - y = 7 is y = -1/2x + 6

The equation of a line in slope-intercept form is expressed as;

y = mx + b

where;

m is the slope

b is the y-intercept

For two lines to be perpendicular, the product of their slope must be -1

Given the equation 2x - y =7​

Rewrite

y = 2x - 7

The slope of the line is 2, the slope of the line perpendicular must be -1/2. Hence from the given option, the equation that represents a line that is perpendicular to the line represented by 2x - y = 7 is y = -1/2x + 6

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The resulting box plot for the given data would show a box ranging from 5.2 to 5.7, with the median at 5.4.

A box plot, also known as a box-and-whisker plot, is a graphical representation of numerical data that displays the distribution of a dataset. It provides a visual summary of the minimum, first quartile, median, third quartile, and maximum values, as well as any outliers that may be present.

To construct a box plot from the given data (diameters of cans in an assembly line: 5.7, 5.6, 5.1, 5.4, 5.2, 5.6, 5.7, 5.3, 5.8, 5.2), follow these steps:

1. Sort the data in ascending order: 5.1, 5.2, 5.2, 5.3, 5.4, 5.6, 5.6, 5.7, 5.7, 5.8.

2. Find the median (middle value) of the dataset, which is 5.4.

3. Determine the first quartile (Q1), which is the median of the lower half of the data. In this case, it is the median of the numbers below 5.4: 5.2.

4. Find the third quartile (Q3), which is the median of the upper half of the data. In this case, it is the median of the numbers above 5.4: 5.7.

5. Calculate the interquartile range (IQR) by subtracting Q1 from Q3: 5.7 - 5.2 = 0.5.

6. Identify any outliers in the dataset. Outliers are values that fall below Q1 - 1.5 * IQR or above Q3 + 1.5 * IQR. In this case, there are no outliers.

7. Construct the box plot using a number line. Draw a box from Q1 to Q3, with a line inside representing the median. Add whiskers (lines) extending from the box to the minimum value (5.1) and the maximum value (5.8).

The resulting box plot for the given data would show a box ranging from 5.2 to 5.7, with the median at 5.4. The whiskers would extend from 5.1 to 5.8. This visual representation provides an overview of the distribution and key statistical measures of the diameters of cans in the assembly line.

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The Graph of quadratic functions gives parabolas that are U-shaped, and wide or narrow depending upon the coefficients of the function.

The graph of quadratic functions is a technique to study the nature of the quadratic functions graphically. The shape of the parabola is determined by the coefficient 'a' of the quadratic function f(x) = ax2 + bx + c, where a, b, c are real numbers and a ≠ 0.

the vertex of a quadratic function is. \(f(x)=a(x-h)^2+k, where (h,k)\) is the vertex of parabola. When a>0 then function will be open upward if a<0 then function will be opens downward.

Steps to plot graph of quadratic function.

a\(x^2\) is imply a vertical scaling of the parabola, if a<0 the parabola will also flip its mouth from the positive to negative side.

\(a(x+\frac{b}{2a} )^2\) This is a horizontal shift of magnitude |\(\frac{b}{2a}\)| units. The direction of the shift will be decided by the sign of b/2a. The new vertex of the parabola will be at (-b/2a,0).

This transformation is a vertical shift of magnitude |\(\frac{D}{4a}\)| units. The direction of the shift will be decided by the sign of \(\frac{D}{4a}\). The final vertex of the parabola will be at (\(\frac{-b}{2a} ,\frac{-D}{4a}\)).

So, The Graph of quadratic functions gives parabolas that are U-shaped, and wide or narrow depending upon the coefficients of the function.

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According to the hyperbolic decay function of value discounting, when k is large the value of the reinforcer decreases.

The hyperbola is used to define hyperbolic functions rather than the circle, just as conventional trigonometric functions. The points (cosh t, sinh t) make up the right half of a unit hyperbola, just as they do when they form a circle with a unit radius. Derivatives of sin(t) and cos(t) are cos(t) and -sin(t), respectively, just as they are for sinh(t) and cos(t) and are cosh(t) and +sinh(t), respectively.

When calculating angles and distances in hyperbolic geometry, hyperbolic functions are used. Along with solving various linear differential equations, cubic equations, and Laplace's equations in Cartesian coordinates, they also appear in their solutions. The physics of electromagnetic theory, heat transport, fluid dynamics, and special relativity all depend on Laplace's equations.

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Answer:

b

please correct if wrong

Step-by-step explanation:

Answer:

ok but question should be more clear though this is hard to understand

Answer:

0, 1-9, 20

Step-by-step explanation:

Pre-calc 2021

6

−

x

=

5

x

+

30

6

-

x

=

5

x

+

30

Move all terms containing

x

x

to the left side of the equation.

Tap for more steps...

6

−

6

x

=

30

6

-

6

x

=

30

Move all terms not containing

x

x

to the right side of the equation.

Tap for more steps...

−6x=24-6x= 24 Divide each term by −6-6 and simplify. x=−4

Answer:

17.5 months.

Step-by-step explanation:

Answer:

3343621.39918 or rounding would be 3343621.40

Step-by-step explanation:

this is because taking 260,000 divided by .6 then dividing that answer by .6 so on till you done that five times

The alternative hypothesis should state P1 - P2 > 0 if we are interested in testing whether the proportion of items in population 1 is larger than the proportion of items in population 2. The answer is a.

When testing hypotheses about the difference between two population proportions, we want to determine whether there is sufficient evidence to conclude that there is a significant difference between the two proportions.

The null hypothesis for this test states that the difference between the two population proportions is equal to zero, while the alternative hypothesis states that the difference is either greater than or less than zero.

If we are interested in testing whether the proportion of items in population 1 is larger than the proportion of items in population 2, we are specifically looking for evidence that supports the idea that P1 is greater than P2. Therefore, the alternative hypothesis should state P1 - P2 > 0, indicating that the difference between the two proportions is positive.

On the other hand, if we were interested in testing whether the proportion in population 1 is smaller than the proportion in population 2, the alternative hypothesis would be P1 - P2 < 0. Finally, if we simply want to test whether the two proportions are not equal, the alternative hypothesis would be P1 - P2 ≠ 0. The answer is a.

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Answer:

B

Step-by-step explanation:

reduction is \(\frac{4}{5}\) per plant , that is

\(\frac{4}{5}\) × $6 = 0.8 × $6 = $4.80 per plant

total cost = 5 × $4.80 = $24.00

Answer:

34cm

Step-by-step explanation:

2+1+8+3+8+3+2+7

The type of error that occurs  if you fail to reject h0 when, in fact, it is not true is a type 2 error.

Type 2 error is when the null hypothesis is not rejected even though it is not false. Type 1 error is when the null hypothesis is rejected when it is true. A type 2 error leads to a false negative which is also known as an error of omission.

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Minimization of  f(x) = |x+3| + x^3 at the endpoints (-2 and 6)  the minimum value of the function is approximately 3.84, which occurs at x= \sqrt{1/3}

within the given interval.

To minimize the function subject to the constraint f(x) = |x+3| + x^3 that x lies in the interval [-2, 6], we need to find the value of x that minimizes f(x) within that interval.

First, let's analyze the function f(x). The absolute value term |x+3| can be rewritten as:

|x+3| =

x+3 if x+3 >= 0

-(x+3) if x+3 < 0

Since the interval [-2, 6] includes both positive and negative values of x+3, we need to consider both cases.

Case 1: x+3 >= 0

In this case, f(x) = (x+3) + x^3 = 2x + x^3 + 3

Case 2: x+3 < 0

In this case, f(x) = -(x+3) + x^3 = -2x + x^3 - 3

Now, we can find the minimum of f(x) within the given interval by evaluating the function at the endpoints (-2 and 6) and at any critical points within the interval.

Calculating the values of f(x) at x = -2, 6, and the critical points, we can determine the minimum value of f(x) and the corresponding value of x.

Since the equation involves both absolute value and a cubic term, it is not possible to find a closed-form solution or an exact minimum value without numerical methods or approximation techniques.

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a. The equation of the perimeter is x + x + x + 2x + 2x = 42. Option A

b. x = 6 centimeters

c. The lengths are 6 centimeters , 6 centimeters , 6 centimeters  , 12 centimeters  and 12 centimeters respectively.

It is important to note that the formula for calculating the perimeter of a pentagon is expressed as;

Perimeter = 5a

Where: 'a' represents the length of one of its side

From the information given, we have that the perimeter of the geometrical figure is the sum of its sides.

Given the sides;

x , x , x, 2x , 2x

Now, substitute the values into the formula for perimeter

x + x + x + 2x + 2x = 42

collect like terms and add them

7x = 42

Now, make 'x' the subject of formula by dividing both sides by the coefficient of the variable 'x'

We have;

7x/7 == 42/7

x = 6 centimeters

But the length of the sides is determined by substituting the value of x as 6

x = 6 centimeters

x = 6 centimeters

x = 6 centimeters

2x = 2(6) = 12 centimeters

2x = 2(6) = 12 centimeters

Hence, the lengths are 6, 6, 6 , 12 and 12 centimeters respectively.

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In metric system speed measured by using kilometres per hour and miles per hour units. Thus, the conversion of 180 miles per hour is equals to the 289.68192 kmh.

To convert from one unit of measure to another, multiply by the conversion factor. Speed is defined as the distance an object travels per unit time. This is a scalar value. Some speed units are miles per hour, cm/h, km/h, etc. Miles per hour is a commonly used unit of speed in the United States. That's exactly 1.609344 kilometers per hour. Kilometers per hour, kmh is a unit of speed. Moving at 1 kilometer per hour is moving at about 0.278 meters per second or about 0.621 miles per hour. A value of 180 miles per hour must be defined in kilometers per hour. So 1 mph = 1.609344 kmh

180 mph = 180×1.609344 kmh

= 289.68192 kmh.

Hence, required value is 289.68192 kmh.

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The weighted average of the numbers 1 and 6 is 2

A weighted average is the average of a set of numbers, each with different associated “weights” or values. To find a weighted average, multiply each number by its weight, then add the results.

Given that, the weighted average of 1 and 6 in this instance, means the sum of the two numbers multiplied by their weights which are four-fifths and one-fourth respectively.

Weighted average = (first number x weight of first number)+(second number x weight of second number)

first number = 1

weight of first number = four fifths = 4/5

second number = 6

weight of second number = one fifth = 1/5

Therefore,

The weighted average = (1 x 4/5) + (6 x 1/5)

= 2

Hence, the weighted average of the numbers 1 and 6 is 2

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Answer:

it is a statistical measure of the relationship between two variables that indicates the extent to which the variables change together in the same or opposite direction. Correlation does not imply causation, meaning that a correlation between two variables does not necessarily mean that one variable causes the other.

Based on this definition, the correct answer is b. Increasing values of X go with either increasing or decreasing values of Y. A correlation exists between two variables when both variables increase or decrease together. This statement captures the idea that correlation can be positive or negative, and that it reflects a linear relationship between two variables.

Step-by-step explanation:

a is wrong because it only describes positive correlation, not negative correlation.

c is wrong because it confuses correlation with consistency. Correlation does not require that higher values of X always go with higher or lower values of Y, only that they tend to do so on average.

d and f are wrong because they assume causation from correlation, which is a logical fallacy.

e is wrong because it contradicts itself. It says that increasing values of X go with increasing values of Y, which is positive correlation, but then it says that a correlation exists when both variables decrease together, which is negative correlation.

If X is correlated with Y, it implies a predictive statistical relationship between X and Y. This correlation can be positive or negative implying respective increase or decrease in values of both variables. But, this correlation doesn't prove causation.

If X is correlated with Y, it indicates a statistical relationship between the two variables, X and Y. This relationship can be positive or negative. If it is a positive correlation, as X increases, Y will also increase and similarly, as X decreases, Y will also decrease. Contrarily, in a negative correlation, as X increases, Y decreases and vice versa. However, it is important to understand that correlation does not imply causation. That is, if X and Y are correlated, it does not necessarily mean that changes in X cause changes in Y or vice versa. It only means that they move in a predictable manner relative to each other.

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The missing term in the equation y = 2x - is 3. To find the missing piece of the equation y = 2x -, we need to determine the value that, when substituted in place of the missing term, will result in the solution of the system being (3,3).

To solve the system of equations and obtain the solution (3,3), we need to substitute the x-coordinate (3) into the equation y = 2x - and determine the missing term.

By substituting x = 3 into the equation, we have:

y = 2(3) -

To find the missing term, we can use the fact that the solution of the system is (3,3). Therefore, the y-coordinate should also be 3 when x = 3. Substituting y = 3 and x = 3 into the equation, we have:

3 = 2(3) -

Simplifying the equation, we find:

3 = 6 -

To balance the equation, we can see that the missing term is 3, as 6 - 3 equals 3. Therefore, the complete equation is:

y = 2x - 3

By substituting x = 3 into this equation, we get:

y = 2(3) - 3

y = 6 - 3

y = 3

Thus, the missing term in the equation y = 2x - is 3 in order to obtain the solution (3,3) for the system.

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Answer:

Domain can be found in the x axis, while range is found in the y axis. You didn't list the chart, however whatever numbers are listed for x, would be considered the domain.

Example:

x - 1,2,3,4,5

y - 1,1,2,3,4,

domain: 1,2,3,4,5 - range: 1,2,3,4

If there are repeating numbers in any of the axises, only list them once.

Answer:

Quantitative: i) The number of students in the school vis - a - vis the number of classes in the school. In order words, simply number of students per class

ii) The rate of graduation of students.

Categorical:i) Courses being taken by students

ii) Region of country of students.

Step-by-step explanation:

To answer this question effectively, it's important for us to know that a quantitative variable usually has numerical values, and also have units of measure as well while categorical variables simply places each student into a specific category.

Now, the two quantitative variables we will consider are;

i) The number of students in the school vis - a - vis the number of classes in the school. In order words, number of students per class

ii) The rate of graduation of students.

Also, the two categorical variables we will consider are;

i) Courses being taken by students

ii) Region of country of students

Answer:  33.3% , 6.25%, 12.5%, 83.3%

Step-by-step explanation:

What percent of the pies are apples?

Number of apples = 80

Total pies = 240

Percentage of apple pies = 80/240 x 100% = 33.3% (3sf)

What percent of the pies are key lime?

Number of keylime = 15

Total pies = 240

Percentage of keylime pies = 15/240 x 100% = 6.25%

What percent of the pies are blueberry?

Number of blueberry = 30

Total pies = 240

Percentage of blueberry pies = 30/240 x 100% = 12.5%

What percent of the pies are NOT peach?

Number of peach = 40

Total pies = 240

Percentage of peach pies = 40/240 x 100% = 16.667%

Hence, percentage NOT peach pies = 100% - 16.667%

                                                             = 83.3% (3sf)

Answer:

5) 33%

6) 12.5%

7) 6.25%

8) 83%

Step-by-step explanation:

Not sure if this is a troll but I'll explain it to the best of my understanding:

5) Apple: 80/240 = 1/3 or 33%

You divide the # of apple pies by the # of total pies

6) Blueberry: 30/240 = 0.125 or 12.5%

You divide the # of blueberry pies by the # of total pies

7) Key Lime: 15/240 = 6.25%

8) There's 40 peach pies so you subtract 40 from 240. That leaves you with 200. So you do 200/240 and you get about 83%

The statement "defects are additive in a multi-step manufacturing process" is True.

The presence of defects at any stage of a multi-step manufacturing process can lead to the accumulation of additional defects at subsequent stages of the process, resulting in a higher rate of failure.

The accumulation of defects is particularly noticeable in a multi-step process because each stage builds on the previous one, and the defects can have a cumulative effect. This is known as a "multiplier effect," which can lead to a significant increase in defects during the entire production process, resulting in reduced product quality and a higher defect rate.

If a company wants to achieve high product quality and a low defect rate, they must address defects at each stage of the manufacturing process. If defects are not addressed, they can accumulate, resulting in a substandard final product.

Therefore, manufacturers must develop robust quality control measures to prevent the accumulation of defects and achieve high-quality products.

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Answer:

220

Step-by-step explanation:

Multiply 15 times 10 =150

150+70=220

Hope this helps :)

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Explanation:

After 10 weeks, he'll deposit a total of 15*10 = 150 dollars on top of the $70 already in the account. This means the grand total is 150+70 = 220 dollars

If you need to use algebra, then an algebraic expression you can use is 70+15x where x is the number of weeks. Replace x with 10 and you'll end up with 70+15*10 = 70+150 = 220. It's effectively the same idea and steps as the previous paragraph, but now we're involving a variable.

The statement "If the conclusion of an argument is a tautology, then the counterexample set of that argument must be inconsistent" is true.

Let's understand why?

Explanation:

An argument with a tautology conclusion is an argument that arrives at a conclusion that is always true, regardless of the truth values of the premises. In other words, it is impossible for the premises to be true while the conclusion is false.

This means that any attempt to find a counterexample that disproves the conclusion will always fail, as there is no possible scenario in which the conclusion is false.

The counterexample set of an argument is the set of all possible scenarios in which the premises are true but the conclusion is false. If the conclusion is a tautology, then there is no possible scenario in which the conclusion is false, and thus the counterexample set is empty. An empty counterexample set is equivalent to an inconsistent counterexample set, as it means that there is no consistent scenario in which the conclusion is false.

Therefore, if the conclusion of an argument is a tautology, then the counterexample set of that argument must be inconsistent.

Hence, the statement is true.

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Answer:

20 1/16

Step-by-step explanation:

please give brilliantest pls

Answer:

You have the correct answer \(20 \frac{1}{16}\)

Step-by-step explanation:

Answer:

(2n)*(n-1)

Step-by-step explanation: