In any distribution of a continuous random variable, the value of the variable that encloses the top 17 percent of area will be the ______rd percentile.Fill in the blank with an integer.

The correct answer is (5,-7) Hope that helps!

Answer:

it would be (-5,6)

Step-by-step explanation:

since it is just reflected and not moving anywhere it would just be the same coordinates but flipped values. if its positive then when its reflected it would be negative.

Answer:

you muliply first 9×7 and then carry the remainder to the other side and then 9×2 and add the remainder

Answer:243

Step-by-step explanation:first multiply 9x7 then you get 63 put 3 at the bottom then carry the 6 on top of the 2 then multiply 9x2 then you get 18 add the 6 you put on top of the 2 then you get 243

Answer:

The graph that goes:

0 -3

1 -1

2 1

3 3

4 5

5 7

is correct

Step-by-step explanation:

Because the Y intercept is -3, at 0x, it is -3y, and it increases by 2 each X increase.

The table represents the Equation is table 1.

Equations are mathematical statements with two algebraic expressions flanking the equals (=) sign on either side.

It demonstrates the equality of the relationship between the expressions printed on the left and right sides. LHS = RHS is a common mathematical formula.

Coefficients, variables, operators, constants, terms, expressions, and the equal to sign are some of the components of an equation. The "=" sign and terms on both sides must always be present when writing an equation.

we have the equation:

y = 2x - 3

Not put the values for x as

x = 1

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

x=2

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

x= 3

y = 2(3) - 3 = 6 - 3 = 3

x = 4

y = 2(4) - 3 = 8 - 3 = 5

The above values are correctly represented as table 1.

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The length of the sides of the square PQRS is a fraction of the

length of the sides of square ABCD.

Correct response:

Let x represent the side length of the square, ABCD we have;

Area of the square, ABCD is A = x²

Side length, s, of the inscribed square, PQRS, is given as follows;

\(Area \ of \ the \ inscribed \ square\ = s^2 = \left(\dfrac{\sqrt{3} }{3} \cdot x \right)^2 = \mathbf{\dfrac{5}{9} \cdot x^2}\)

\(Ratio \ of \ area \ of \ square \ PQRS \ to \ square \ ABCD = \dfrac{\dfrac{5}{9} \cdot x^2 }{x^2} = \mathbf{ \dfrac{5}{9}}\)

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Answer:

10.717

Step-by-step explanation:

15.31×0.7 = 10.717

The angle between the stick and the base of the box is 77. 9 degrees

To determine the angle between the stick and the base, we have to know the trigonometric identities.

These identities are;

From the information given, we have;

sin A = FB/AB

Given that;

GB = 14.5cm

AB = 18. 6cm

substitute for the length of the sides, we have;

sin A = 14.5/18. 6

Divide the values, we have;

sin A = 0. 7796

Find the inverse sine

A = 77. 9 degrees

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Answer:

{1,1,2,2,4,4,8,8}

Step-by-step explanation:

In Finding The Factor Of A Number You Need To Find A multiplication of Two Numbers That Gives The Product 8.

•So keeping this in mind you can make multiples of numbers which has an outcome of 8. So;

1×8=8 {So 1 is a factor of 8 and note that any number multiplied by 1 is the number itself}

2×4=8{Two multiplied by four is going to give you 8 that's why it's a factor of 8}

3×?=8{There is no number which can be multiplied by 3 which has it's outcome as 8 so 3 isn't a factor}

4×2=8{4 multiplied by 2 is the same as 2 multiplied by 4 so you can see that when you multiply two numbers and it has it's product as 8 those two numbers that you multiplied to get the 8 is a factor of 8}

5×?=8{With the number 5 you can see that there is no number which can be multiplied by 5 which has its outcome as 8 so 5 is not a factor of 8}

6×?=8{With the number 6 you will not get any number which can be multiplied by 6 to give you 8 so 6 isn't a factor of 8}

7×?=8{With the number 7 too you won't get any number to be multiplied by 7 which is going to give you 8 that's why it isn't a factor of 8}

8×1=8{With the number 8 you can clearly see that when 8 is multiplied by 1 the product is 8 so that makes it its factor}

After finding the multiplication of Two Numbers that are going to give you 8, you can conclude that you have found the factors of 8 and note that any number above 8 can't be a factor of 8.

So we can conclude that the Factors of 8 are;

{1,2,4,8}

The equation of the line perpendicular to our supplied line is represented by the equation y = 3/2x - 11.

A straight line's general equation is y = MX + c, where m denotes the gradient and y = c denotes the point at which the line crosses the y-axis.

On the y-axis, this value c is referred to as the intercept.

So, we have the points (8, 1).

The given equation is y = 2/3x + 5.

We are aware that a perpendicular line's slope is the negative reciprocal of the provided line's slope.

As a result, the slope of the line perpendicular to line y = 2/3x + 5 will be equal to the reciprocal of -2/3.

Negative reciprocal of -2/3 = -(-3/2)

Negative reciprocal of -2/3 =3/2

When we enter the coordinates of the location (8, 1) and m = 3/2 into the slope-intercept form of the equation, we get:

1 = 3/2 * 8 + b

1 = 3 * 4 + b

1 = 12 + b

1 - 12 = 12 - 12 + b

- 11 = b

Therefore, the equation of the line perpendicular to our supplied line is represented by the equation y = 3/2x - 11.

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A) 3.5a +3.5b ≥ 128.09 B) Total profit: $158.91

1) Gathering the data

$65.25 ingredients for blueberry pies

$62.84 cherry pie

Each slice

3.50

A) Since Cindy's profit relies on her sales we can write

b = slices of blueberry

c = cherry pie slices

3.50b +3.50a ≥ 65.25+62.84

3.5a +3.5b ≥ 128.09

B) Gathering those data and adding the number of slices that were sold:

1st day

b= 24

a =15

2nd day

b=26

a=17

Plug into that:

Profit: 3.5(15+17) + 3.5(24+26)

P =287

$287 was the total revenue

Cherry pie cost of production 62.84

3.5(15+17)=112

Profit = 112 -62.84

Profit = $49.16

Blueberry cost of production: $65.25

3.5(24+26) =175

175 - 65.25 =109.75

Profit $ 109.75

Total profit: $158.91

The Michelson-Morley experiment was conducted in 1887 to detect the existence of the luminiferous ether, which was thought to be the medium through which light traveled.

Here is the procedure for the Michelson-Morley experiment:

1. Set up a light source, a half-silvered mirror, two mirrors, and two detectors in a square configuration.

2. Split the light beam using the half-silvered mirror so that one beam goes to one mirror and the other beam goes to the other mirror.

3. Reflect the beams back to the half-silvered mirror and combine them to produce an interference pattern.

4. Rotate the entire apparatus by 90 degrees and repeat the measurement.

5. Compare the interference patterns from the two orientations.

If there is a luminiferous ether, the speed of light should be faster in the direction of the ether flow and slower in the perpendicular direction. This should produce a difference in the interference patterns.

However, the Michelson-Morley experiment showed that there was no difference in the interference patterns, indicating that the luminiferous ether did not exist.

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Therefore, the top of the ladder is sliding down the wall at a rate of 3.75 ft/sec (negative rate) when the bottom is 15 feet from the wall.

To solve this problem, we can use related rates and the Pythagorean theorem.

Let's denote the distance between the bottom of the ladder and the wall as x, and the height of the ladder (distance from the ground to the top of the ladder) as y. We are given that dx/dt = -2 ft/sec (negative because the bottom is sliding away from the wall).

According to the Pythagorean theorem, x^2 + y^2 = 17^2.

Differentiating both sides of the equation with respect to time t, we get:

2x(dx/dt) + 2y(dy/dt) = 0.

Substituting the given values, x = 15 ft and dx/dt = -2 ft/sec, we can solve for dy/dt:

2(15)(-2) + 2y(dy/dt) = 0,

-60 + 2y(dy/dt) = 0,

2y(dy/dt) = 60,

dy/dt = 60 / (2y).

To find the value of y, we can use the Pythagorean theorem:

x^2 + y^2 = 17^2,

15^2 + y^2 = 289,

y^2 = 289 - 225,

y^2 = 64,

y = 8 ft.

Now we can substitute y = 8 ft into the equation to find dy/dt:

dy/dt = 60 / (2 * 8) = 60 / 16 = 3.75 ft/sec.

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No, at 0°F the ticket sales would be -631.25 and it is not reasonable (or possible) to have negative ticket sales in a linear regression model for predicting ticket sales.

In the statistics, the concept of regression analysis is useful for creating a predictive model that predicts the value of a target or dependent variable using all the controlling independent or explanatory variables. Depending on the number of independent variables, regression can be called simple regression or multiple regression. We have a linear regression model that predicts ticket sales for popular water parks.

The regression line equion in this model is written as -631.25 + 11.25 (current temperature in degree F). Comparing above equation with y = a + bx, here, the interaction in the equation above means that hourly ticket sales will be -631.25 when the current temperature (in degrees Fahrenheit) is 0. This does not make sense because hourly ticket sales can be at least 0 but never a negative number. So, it is not reasonable interpretation.

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Answer:

a = 2

Step-by-step explanation:

Answer:

10100

Step-by-step explanation:

the sum of the first 100 even integers is equal to 10100.

Answer:

First hundred even numbers = 2, 4, 6, 8, 10, 12, 14, ....... , 200.

Sum of First hundred even numbers = 10100

Hope that helps...

Answer:

the rate of change is-3 2

Answer:

can u pls write it in english

The arc length parametrization of the curve\(r(t) = 7e^t cos(t)i + 7e^t sin(t)j\), 0 ≤ t ≤ φ/2, with the same orientation and a reference point at t = 0, is given by s(t) = ∫[0,t] √(r'(u)·r'(u)) du, where r'(t) is the derivative of r(t) with respect to t.

To find the arc length parametrization, we need to calculate the integral of the magnitude of the derivative of r(t). Let's start by finding the derivative of r(t):

r'(t) =\((7e^t cos(t) - 7e^t sin(t))i + (7e^t sin(t) + 7e^t cos(t))j\)

|r'(t)| = \(\sqrt{((7e^t cos(t) - 7e^t sin(t))^2 + (7e^t sin(t) + 7e^t cos(t))^2)}\)

       = \(7e^t\)\(\sqrt{(cos^2(t) + sin^2(t))}\)

       = \(7e^t\)

Now, we integrate |r'(t)| from 0 to t to obtain the arc length parametrization:

s(t) =\(\int\limits^t_0 {} 7e^{u} \, du\)

     =\(7(e^t - e^0)\)

    = \(7(e^t - 1)\)

Therefore, the arc length parametrization of the curve\(r(t) = 7e^t cos(t)i + 7e^t sin(t)j\), 0 ≤ t ≤ φ/2, with the same orientation and a reference point at t = 0, is given by \(s(t) = 7(e^t - 1)\).

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The characteristic that is not true for a normal distribution is "the mean is always zero".

While it is true that the normal distribution is symmetrical, symmetric about its mean, and has a bell-shaped distribution, the mean of a normal distribution can be any number, not just zero. The mean of a normal distribution represents the center of the distribution and can be positive, negative, or zero, depending on the data being analyzed. It is important to note that a normal distribution is a statistical concept that is used to describe the distribution of a set of data, and it is often used in various fields such as finance, engineering, and science. The normal distribution is known for its properties such as the central limit theorem, which states that the sum of a large number of independent random variables will be approximately normally distributed. In conclusion, the normal distribution is a symmetrical, bell-shaped distribution that is centered around its mean, but the mean can be any number, not just zero.

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The correct formula that defines an arithmetic sequence is option d) tn = 5n + 14.

An arithmetic sequence is a sequence of numbers in which the difference between consecutive terms remains constant. In other words, each term can be obtained by adding a fixed value (the common difference) to the previous term.

In option a) tn = 5 + 14, the term does not depend on the value of n and does not exhibit a constant difference between terms. Therefore, it does not represent an arithmetic sequence.

Option b) tn = 5n² + 14 represents a quadratic sequence, where the difference between consecutive terms increases with each term. It does not represent an arithmetic sequence.

Option c) tn = 5n(n+14) represents a sequence with a varying difference, as it depends on the value of n. It does not represent an arithmetic sequence.

Option d) tn = 5n + 14 represents an arithmetic sequence, where each term is obtained by adding a constant value of 5 to the previous term. The common difference between consecutive terms is 5, making it the correct formula for an arithmetic sequence.

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Answer: The Graph Is shifted 5 units down.

(I believe you might have forgotten to square the “(x-1)”. It should be “(x-1)^2”)

The correct value of the product of a and b is 224

Taking the prime factorization of 161 reveals that it is equal to 23*7. Therefore, the only ways to represent 161 as a product of two positive integers are 161*1 and 23*7. Because neither 161 nor 1 is a two-digit number, the only two-digit factor of 161 is 23, we know that a and b are 23 and 7. Because 23 is a two-digit number, we know that a, with its two digits reversed, gives 23.

Therefore, a = 32 and b = 7. Multiplying our two correct values of a and b yields.

The correct product must have been

a*b =32*7

=224

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Answer:

20

Step-by-step explanation:

The time taken by 18 bakers is given as 20 hours.

A ratio is the relation between two numbers as a / b. A proportion is the equality of two ratios as a / b = c / d.

Ratio and proportion can be applied to solve Mathematical problems dealing with unit values of the quantities.

The given problem is the case of Indirect proportion as the time taken is more as the number of bakers are less.

The time taken by 15 bakers is 24 hours.

Then, the time taken by 1 baker is given as 24 × 15 = 360 hours.

The time taken by 18 bakers is computed by taking the ratio as below,

Total time for 1 baker ÷ 18

⇒ 360 ÷ 18 = 20.

The time that will take 18 bakers to complete the work is 20 hours.

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when multiplying fractions , multiply across the numerator and denominator

you dont need common denominators

example

\(\frac{1}{2}*\frac{4}{5}=\frac{1*4}{2*5}\)

Hope this helps : -)

- Jeron

The objective of this research is to collect data on a specific component of the off-campus student population.The amount of time they spend travelling to courses each week.

a) The population for this study is all off-campus students at this college, and the sample is a random sample of 45 off-campus students who are polled. The sample is chosen at random to be representative of the entire population.

b) The data being gathered is the amount of time the surveyed students spend each week travelling to school. Because it reflects a numerical measurement, this is quantitative data. This information will be used to calculate the average commuting time for off-campus students and to identify any possible concerns or areas for improvement in commuting.

c) This is a descriptive research, since it seeks to characterise and summarise the features of the off-campus student population in terms of commuting time. The study's purpose is to better understand off-campus students' commuting patterns and gather ideas into how to enhance their commuting experience.

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The given sequence converges to zero

The given sequence is {an}n = 1∞ = 1/ (n + 3).

The task is to find whether the sequence converges or diverges.

If it converges, then we have to determine the limit of the given sequence.

The general term of the sequence is given by,

an = 1/ (n + 3) ...[1]

The given sequence is

{an}n = 1∞ = 1/ (n + 3).

For the given sequence, let us check whether it is converging or diverging.

To determine if the sequence converges or diverges, we take the limit of the sequence.

Let, L = limit of sequence.

Then,

lim n→∞an = lim n→∞1/ (n + 3)

Put n = ∞ in [1].

an = 1/ (n + 3)an = 1/ (∞ + 3) = 0L = 0.

Hence,

lim n→∞an = 0.

Since limit exists, we can say that the sequence is convergent.

If the sequence is convergent, then we can find its limit.

To find the limit of the sequence, we can directly write the value of the limit.

L = 0.

Hence, the given sequence converges to zero.

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The earned $440 in interest depositing $5500 for 2 years at 4% rate of interest.

We know simple interest (SI) is given by SI = (p×r×t)/100, where

p = principle, r = rate in percentage, and t = time in years.

Simple interest is often a predetermined percentage of the principle amount borrowed or lent paid or received over a specific time period.

Given, Marsha deposited $5,500 into a savings account 2 years ago at 4% simple interest.

So, p = 5500, r = 4 and t = 2.

Therefore,

SI = (5500×4×2)/100.

SI = 440.

So, Marsha earned $440 in interest.

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Answer:

The practice of using brass rings to stretch the neck, also known as neck elongation or neck stretching, is traditionally associated with the Padaung ethnic group from Myanmar (formerly known as Burma).

From a sociological perspective, the use of brass rings to stretch the neck can be seen as an example of deviance, which refers to behavior that violates social norms and expectations. Deviance can be either criminal or non-criminal, depending on the specific behavior in question and the cultural context in which it occurs.

In the case of Padaung women, the use of brass rings to elongate the neck is a form of non-criminal deviance, as it does not violate any laws. However, it does violate cultural norms and expectations in many other societies, where elongated necks are not seen as desirable or attractive.

Therefore, the practice of neck elongation among Padaung women can be seen as a form of cultural deviance, in which members of a particular group engage in behavior that is not considered acceptable or desirable by the larger society in which they live. At the same time, it can also be seen as an expression of cultural identity and tradition, as the practice has been passed down through generations and is an important part of Padaung culture and heritage.

Answer:

15.6

Step-by-step explanation:

84 pence × 6 = 504

504 ÷ 100 = 5.4

20 - 5.4 = 15.6

gimme brainliest please

Considering the definition of an equation and the way to solve it, your age is 12 years old.

Equation is called the mathematical equality that exists between two expressions, made up of different elements, both known (data) and unknown (unknowns), which are related through mathematical numerical operations.

When any of the values of the variables of the equation fulfills the equality, this situation will be called as an equation solution. To solve an equation, keep in mind:

Being "y" the you age, and knowing that:

the equation in this case is:

10= 1/3y + 6

Solving:

10 -6= 1/3y

4= 1/3y

4 ÷ 1/3= y

12= y

Finally, you find that your age is 12 years old.

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