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Jamie rents a movie for a fee of 2.50 plus an additional 0.75 for each night she keeps the movie. Choose the cost function that represents this scenario if x equals the number of rights Jamie has the movie.

For the given width length ratio and perimeter of rectangle, the length of rectangle is 80 cm.

The perimeter of a shape is defined as the total length of its boundary. The perimeter of a shape is determined by adding the length of all the sides and edges enclosing the shape.

Let the width of the rectangle be 3x, and the length be 4x (since the ratio of the width to the length is 3:4).

The perimeter of a rectangle is the sum of the lengths of all four sides, so we have:

Perimeter = 2(length + width)

Substituting the expressions for the length and width, we get:

280cm = 2(4x + 3x)

Simplifying the right-hand side, we get:

280cm = 14x

Dividing both sides by 14, we get:

x = 20

Therefore, the length of the rectangle is 4x = 4(20) = 80 cm

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Answer:

I cant tell what the answer is cause X and Y dont have a value

Step-by-step explanation:

Answer:

p=9

Step-by-step explanation:

Answer:

a)   x² + 6x + 9

Step-by-step explanation:

When we square something, we multiply it by itself:

⇒ (x + 3)² = (x + 3)(x + 3)

Using the FOIL method:  (a + b)(c + d) = ac + ad + bc + bd

⇒ (x + 3)(x + 3) = x² + 3x + 3x + 9

                        = x² + 6x + 9

a.

\(\huge{{x}^{2} + 6x + 9}\)

Step-by-step explanation:

Using Binomial Theorem:

\(\boxed{{(a+b)} ^n= \sum_{k=0}^{n}\binom{n}{k} a^{n-k}b^{k}}\)

.

.

.

\((a+b) ^2 =a^{2} + 2ab +b^{2} \)

The answer seems to be \(x^{2} + 6x + 9\)...

The solution to the compound inequality in interval notation

( -∞, -6] or (1, ∞). So option D is correct

Inequalities are the comparison of mathematical expressions, whether one quantity is greater or smaller in comparison to another quantity.

We use these symbols to represent inequalities, '>' , '<', '≥', '≤'

Given that,

Two expressions,

⇒ 3(2x+1) > 9

x+2 ≤ −4

Further, solving both the expressions

3(2x+1) > 9

2x+1 > 9/3

2x  >  3 - 1

 x  >   2/2

 x  >  1

⇒ x+2 ≤ −4

    x ≤  -4 -2  

    x ≤   -6

( -∞, -6] or (1, ∞)

Hence, the interval is ( -∞, -6] or (1, ∞)

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

Work Shown:

A = area of black square

A = 2*2

A = 4

B = area of white symbol

B = (1/3)*A

B = (1/3)*4

B = 4/3

C = total area

C = 4*2

C = 8

Divide the values of B and C to find the fraction of the total area the white symbol covers up.

B/C = (4/3)/8

B/C = (4/3) / (8/1)

B/C = (4/3) divided by (8/1)

B/C = (4/3) times (1/8)

B/C = (4*1)/(3*8)

B/C = 4/24

B/C = 1/6

The best explanation for the rounding error in Alex's program is that the arithmetic operations on floating-point numbers resulted in a round-off error, as binary floating-point representation cannot represent the number 0.8 exactly. The correct option is D).

The best explanation for the result is that the arithmetic operations on floating-point numbers resulted in a round-off error. In most programming languages, floating-point numbers are represented using a finite number of bits, which can result in some rounding errors when performing arithmetic operations.

This can occur because some numbers cannot be represented exactly using the available bits. In this case, the number 0.8 cannot be represented exactly using binary floating-point representation, leading to a small rounding error.

While this error may seem insignificant, it can accumulate over multiple operations and lead to more significant errors in certain situations.

Therefore, it is important to be aware of the limitations of floating-point arithmetic when working with numerical data in programming. The correct option is D).

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The UCL (Upper Control Limit) using sigma = 3 for this process would be 30. The UCL utilizing sigma=3 for this process would be 28.036.

In statistical process control, the upper control limit (UCL) is utilized as a device to identify when to stop a process due to a high variation.

A process that exceeds its UCL will result in defective or inconsistent items, which should be avoided.

Marble Inc. produces high-end countertops from a variety of materials. The company employs the process of randomly selecting one countertop to count the number of blemishes as a means of monitoring the quality of its production processes.

The formula for calculating UCL is as follows: UCL = average of blemishes + 3 × standard deviation For ten samples with a different number of blemishes in each sample, the UCL is determined.

Using the given formula for UCL using sigma= 3: UCL = (2+3+4+5+6+7+8+9+10+17)/10 + 3 × √[(2-9.1)² + (3-9.1)² + (4-9.1)² + (5-9.1)² + (6-9.1)² + (7-9.1)² + (8-9.1)² + (9-9.1)² + (10-9.1)² + (17-9.1)²]/10UCL = 28.036

From the above calculations, the UCL utilizing sigma=3 for this process would be 28.036.

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The two numbers with the sum of 5 are 0 and 5

The sum of the numbers is given as

Sum = 5

The relationship between the numbers is given as

Three times the first is thirteen more than ten times the second.

This can be rewritten as

3x = 15 + 10y

Where x and y represent the numbers

This means that

x + y = 5

Make x the subject

x = 5 - y

Substitute x = 5 - y in 3x = 15 + 10y

3(5 - y) = 15 + 10y

Expand

15 - 3y = 15 + 10y

Evaluate the like terms

13y = 0

This gives

y = 0

Substitute y = 0 in x =5 - y

x = 5 - 0

Evaluate

x = 5

Hence, the numbers are 0 and 5

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There seems to be a confusion in the values you provided. A normal distribution cannot have a negative standard deviation. Standard deviations are positive values representing the spread or dispersion of the data.

In order to calculate the z-score for a given value of x, we need the mean (μ) and standard deviation (σ) of the normal distribution.

Once you provide the correct mean and standard deviation values, I can help you calculate the z-score and interpret it accordingly.

A normal distribution is a symmetric probability distribution that is characterized by its mean (μ) and standard deviation (σ). The z-score is a measure of how many standard deviations a particular value is from the mean. It helps in understanding the relative position of a value within the distribution.

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The lengths of each of the segments connected by the given pairs of points are:

1. AB = 10 units

2. CD = 17 units

3. EF = 3 units

To find the length of a segment connected by two coordinate points, the distance formula is applied, which is:

d = \(\sqrt{(y_2 - y_1)^2 + (x_2 - x_1)^2}\).

1. Find the length of segment AB:

A(5,-3)

B(-3,3)

AB = √[(−3−5)² + (3−(−3))²]

AB = √[(−8)² + (6)²]

AB = √100

AB = 10 units

2. Find the length of segment CD:

C(-2, -7)

D(6, 8)

CD = √[(6−(−2))² + (8−(−7))²]

CD = √(64 + 225)

CD = 17 units

3. Find the length of segment EF:

E(5,6)

F(5,3)

EF = √[(5−5)² + (3−6)²[

EF = √(0 + 9)

EF = √9

EF = 3 units

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Answer:

07/2x

Step-by-step explanation:

7/2x is invalid when x=0

when x=0:

7/2x=

7/2(0)=7/0 which has no solution at x=0

Hence, there is an open circle at x=0

Answer:

07/2x

Step-by-step explanation:

7/x2 is invalid when x is is 0

Answer:

Option B : Length × Width × Height

- How did you know it's option B ?

-------------HappY LearninG <3 ----------

Answer:length × width × height

Step-by-step explanation:

Answer:

1 / 2

Step-by-step explanation:

Total times spun = 4

Probability of getting gray 2 times = 2 / 4 = 1 / 2

For this population at the time of the survey, each extra pound of weight is associated with an average increase in height, as evidenced by the correlation coefficient of 0.7 and the oval-shaped cloud of points in the scatterplot.

The health and nutrition survey provides some important information about the relationship between weight and height in a certain population.

The survey reveals that the average weight for this population is 175 pounds, with a standard deviation of 42 pounds, while the average height is 67 inches, with a standard deviation of 3 inches.

Furthermore, the correlation coefficient between weight and height is 0.7, indicating a positive and moderately strong linear relationship between these two variables.

The scatterplot of height on weight for this population is described as an oval-shaped cloud of points.

This suggests that the relationship between weight and height is not perfectly linear, but rather exhibits some degree of curvature.

This can be seen from the fact that the points on the scatterplot are not tightly clustered around a straight line, but rather form an elliptical shape.

Based on the information provided by the survey, we can estimate the average increase in height associated with each extra pound of weight in this population.

Specifically, we can use the slope of the regression line for height on weight to estimate this relationship.

The slope of the regression line is equal to the correlation coefficient multiplied by the standard deviation of height, divided by the standard deviation of weight.

Substituting the given values into this formula, we obtain a slope of approximately 0.9615.

Therefore, we can conclude that, for this population at the time of the survey, each extra pound of weight was associated with an average increase of 0.9615 inches in height, holding all other factors constant.

This relationship may have important implications for health and nutrition interventions aimed at promoting healthy weight and height in this population.

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For this population at the time of the survey, each extra pound of weight is associated with an average increase in height, as indicated by the positive correlation coefficient of 0.7. The scatterplot of height on weight forms an oval-shaped cloud of points, which suggests a strong relationship between the two variables.

For this population at the time of the survey, each extra pound of weight is associated with an average increase in height. The average weight is 175 pounds with a standard deviation of 42 pounds, and the average height is 67 inches with a standard deviation of 3 inches. The correlation coefficient of 0.7 indicates a positive relationship between weight and height. The oval-shaped cloud of points in the scatterplot of height on weight also supports this positive relationship.

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The statistic is 101 out of 152 (66.45%) which  the questionnaires returned from the 800 mailed support the enactment of a statewide smoking ban in all enclosed public places.

To calculate this statistic, I first found the total number of questionnaires returned, which was 152. I then found the number of questionnaires that supported the ban, which was 101. To calculate the percentage, I then divided the number of questionnaires that supported the ban (101) by the total number of questionnaires returned (152), which gave me the answer of 66.45%. This percentage shows that a majority of the voters in the state representative's district support the enactment of a statewide smoking ban in all enclosed public places.

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The statement "u - 9/22 can be rational or irrational, depending on the value of u" is true.

Let's assume that u is an irrational number. An irrational number is a real number that cannot be expressed as a fraction of two integers. When we subtract a rational number, such as 9/22, from an irrational number, the result may or may not be rational.

In general, when subtracting a rational number from an irrational number, the result can still be irrational. This is because the irrationality of u is not affected by the subtraction of a rational number. The irrationality arises from the inability to express u as a fraction of two integers, and subtracting a rational number does not change this fundamental property.

However, there is a possibility that u could be a specific irrational number for which the subtraction of 9/22 results in a rational number. In this case, u - 9/22 would be rational. This scenario is possible if the specific value of u cancels out with 9/22 in such a way that the result becomes a rational number.

Therefore, without knowing the exact value of u, we cannot definitively determine whether u - 9/22 is rational or irrational. It depends on the specific value of u.

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Answer:

Step-by-step explanation:

-3x^2 - 10x - x^2 - 6x

-4x^2 - 16x

The term for the value that occurs most often in a series of numbers is called the mode.

The mode is one of the three main measures of central tendency, along with the mean and the median. It is a useful descriptive statistic that can provide insights into the characteristics of a dataset.

To find the mode of a set of data, you first need to arrange the data in order, either in increasing or decreasing order. Then, you simply identify the most frequent data point, which is the mode. In some cases, there may be more than one mode if multiple data points occur with the same maximum frequency.

The mode is particularly useful when dealing with categorical or nominal data, where there are distinct categories or values that cannot be ordered in a meaningful way. For example, the mode can help identify the most popular color among a group of people or the most common type of car on a given street. It can also be used for continuous data, although it may be less useful in this case than the mean or median.

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Answer:

2n-6=28

We move all terms to the left:

2n-6-(28)=0

We add all the numbers together, and all the variables

2n-34=0

We move all terms containing n to the left, all other terms to the right

2n=34

n=34/2

n=17

Answer:

24496

Step-by-step explanation:

40912 * (1-5%) ^10 = 24495.5

becuase they are humans, so round up to 24496

Given:

Write the abve expression in the for of y=mx+c, then m will be the slope of the equation.

Compare the above expression with y=mx+c. The slope of the given equation is 2/3, and the correct option is option C.

The vertex of the parabola is at (-3, 0), and the parabola opens downward.

The given function g(x) = -(x + 3)^2 can be obtained from the basic graph of the quadratic function f(x) = x^2 by performing a set of transformations.

1. Reflection: The negative sign in front of the function, g(x) = -(x + 3)^2, reflects the graph across the x-axis, making it an upside-down parabola.

2. Horizontal translation: The term "x + 3" inside the parentheses represents a horizontal shift of 3 units to the left. This means the graph of g(x) is shifted three units to the left compared to the basic quadratic function f(x).

3. Vertical translation: The negative sign and the square term affect the vertical position of the graph. Since the square term is always positive, the entire graph is shifted vertically downward. In this case, the vertex of the parabola is at the point (-3, 0).

By applying these transformations to the basic quadratic graph, we can sketch the graph of the function g(x) = -(x + 3)^2 as follows:

```

  |

 |                                              

 |              __

 |            .'  '.

 |          .'      '.

 |        .'          '.

 |       '--------------'

 |     -4   -3   -2   -1    0   1   2   3   4

```

The vertex of the parabola is at (-3, 0), and the parabola opens downward.

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Line LN is compounded by segments LM and MN. The lenght of segment LM is fixed (1.3), and we need to find how long should segment MN be so the whole segment LN has a length of 5.7.

The length of segment LN is the sum of lengths of segments LM and MN. Writing it as an equation:

We an replace the values we know in the equation:

Now, we just need to solve for MN:

Segment MN should have a length of 4.4 for the segment LN to be 5.7. Correct answer is option D.

We can use the Bionomial Experiment to randomise students to determine if they live in massachusetts.

A binomial experiment is one in which there are a predetermined number of independent trials with just two possible results. A yes or no response, for instance, could be the result. Will I get a heads? is a question you might ask yourself before tossing a coin, and the answer is either yes or no.

Randomization is one of the most effective methods you can use to choose which students will participate in class.

For all students, not just those who rarely volunteer, having a variety of ways to choose a student at random is tremendously helpful. The entire class is put on alert by random selection, being reminded that they could be picked at any time. As they cannot rely on one of their more outgoing or talented peers to answer every question, students have a greater motivation to pay close attention. Even better, giving students a say in the selection process through a number of enjoyable methods lets them feel invested in the outcome. Being aware that they might have to contribute at any point makes them active rather than passive participants.

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Answer:

103.84375

Step-by-step explanation:

First, indicate base 10 with a notation.

1100111.01011 = 1x2^6 + 1x2^5 + 0 + 0 + 1x2^2 + 1x2 + 1x2^0 +0 + 1x2^-2 + 0 + 1×2^-4 + 1×2^-5

Then, after partially solving, that will get you:

1100111.01011 = 64 + 32 + 4 + 2 + 1 + 1/2 + 1/4 + 1/16 + 1/32

Keep solving like so...

103 + 0.5 + 0.25.0.0625 + 0.03125

= 103 + 0.84375 = 103.84375

Hope this helped, I'm not the best at explaining converting bases.

Answer:

The third time = 11.64 seconds

Step-by-step explanation:

Let the average time be x

The average of a set of numbers is the sum of the numbers divided by the number of terms. In this case:

Average = (10.84 + 13.52 + x) ÷ 3 = 12.0

\(\frac{10.84\ + 13.52\ + x}{3}= 12.0\\\frac{24.36\ +\ x}{3} = 12.0\\cross-multiplying\\24.36\ +\ x = 3 \times 12.0\\24.36\ +\ x = 36\\x = 36 - 24.36\\x = 11.64\ seconds\)

The amplitude of a function is determined by analyzing the y-values of the graph and calculating the difference between the highest and lowest points on the graph.

You use y-values to compute the amplitude of a function. The amplitude of a function is the maximum distance between the function's graph and its midline. It is measured by finding the difference between the highest and lowest y-values of the function. By examining the graph of the function and determining the highest and lowest points on the graph, you can find the amplitude.

To find the amplitude, first, identify the maximum and minimum y-values of the function. Then, subtract the minimum value from the maximum value to calculate the amplitude. Keep in mind that the amplitude is always positive and represents the vertical distance between the midline and the peak or trough of the function.

For example, if the highest point on the graph is y = 5 and the lowest point is y = -3, the amplitude would be 5 - (-3) = 8.

In summary, the amplitude of a function is determined by analyzing the y-values of the graph and calculating the difference between the highest and lowest points on the graph.

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Step-by-step explanation:

(0,-3)will be the mid point . PLEASE MARK ME AS A BRAINLIEST ANSWER AND FOLLOW ME.

The answer is (1,-3)

please see the attached picture for full solution

hope it helps

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