Question 2 options:VOCAB: Use the three terms below to fill in the blanks: (Be careful to spell them correctly!) mean median modeTo find the____________, put all the number in order and find the middle number, or if there are two middle numbers, average them by adding them and dividing by two. To find the ________________, find the number or numbers which appear with the highest frequency in the list. To find the ________________________add all the numbers and then divide by how many numbers there are.

So the order from left to right would be: Mode, Median, Mean.

In a positively skewed distribution, the mean is typically larger than the median, and the median is larger than the mode.

This can be illustrated in the following way:

Mean: The mean is affected by extreme values in the tail of the distribution, and will be pulled in the direction of the skew. Therefore, in a positively skewed distribution, the mean will be to the right of the median.

Median: The median is the value that separates the lower 50% of the data from the upper 50% of the data. In a positively skewed distribution, the tail of the distribution is on the right-hand side, which means that the median will be closer to the left-hand side than the mean.

Mode: The mode is the most frequent value in the distribution. In a positively skewed distribution, the mode will be the smallest value, located at the left-hand side of the distribution, while the mean and median will be to the right of it.

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A) The end behavior of the polynomial graph is that;

as x → -∞, y → -∞, and as x → ∞, y → ∞

B) The given graph polynomial represents an even degree polynomial.

The end behavior of the graph of a polynomial function is the behavior of the graph of as approaches positive infinity or negative infinity.

Now, we see from the graph that as x approaches a larger value, y values are getting increasingly negative. This means that as x approaches negative infinity, the values of y approach negative infinity.

In a similar approach, we can see that as the values of x approach positive infinity, the values of y also approach positive infinity.

Thus, we can say that option  D is correct.

B) Odd-degree polynomial functions, are those that have graphs that extend diagonally across the quadrants while even-degree polynomial functions are those that have graphs that open upwards or downwards.

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The spread of the data in the histogram is uneven or skewed to the right.

A histogram is a graphical representation of data used to display the distribution of values in a dataset, showing data in bins or intervals along the horizontal axis.

The data distribution in the histogram is uneven or tilted to the right. This suggests that there are fewer students who have gone water skiing less frequently (1 to 5 trips) and more students who have gone water skiing more frequently (11 to 15 trips). The frequency is greatest between 11 and 15 visits, which is reflected by the largest bar in the histogram.

In given problem, the skewed distribution of the given data shows that there are more no. of the students doing water-skiing regularly than those who are doing it less frequently.

This might imply that there is a group of students who are more experienced or enthusiastic about water skiing, and they have gone on more excursions than other students who have gone on less trips. It also implies that the majority of students fall within the 11 to 15 trip period, which might imply a common pattern or trend in the data.

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The best description of the spread of the data is that it is skewed or unevenly distributed.

A histogram is a graphical representation of data used to display the distribution of values in a dataset, showing data in bins or intervals along the horizontal axis.

Based on the given histogram, the data is not evenly distributed across the five intervals. The majority of students have been water-skiing between 11 and 15 times, with a frequency of 5. There are fewer students who have been water-skiing between 16 and 20 times, with a frequency of 4, and even fewer students who have been water-skiing between 21 and 25 times, with a frequency of 3.

The spread of the data refers to how far apart the values in the dataset are from each other. In this case, the data is not evenly spread across the different intervals. The values in the dataset are more concentrated in the interval of 11 to 15, and less concentrated in the intervals of 1 to 5 and 21 to 25. This indicates that the majority of students have been water-skiing a similar number of times, while fewer students have been water-skiing either a lot or a little.

Therefore, the best description of the spread of the data is that it is skewed or unevenly distributed.

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The complete question is:

A group of students was asked about the number of times they had been water-skiing. The data is shown in the histogram.

A histogram titled Water Skiing Trips. The x-axis is labeled Number of Times Water Skiing and has intervals of 1 to 5, 6 to 10, 11 to 15, 16 to 20, and 21 to 25. The y-axis is labeled Frequency and starts at 0 with tick marks every 1 units up to 6. There is a shaded bar for 1 to 5 that stops at 1, for 6 to 10 that stops at 2, for 11 to 15 that stops at 5, for 16 to 20 that stops at 4, and for 21 to 25 that stops at 3.

Which of the following best describes the spread of the data? Explain its meaning in this situation?

(a) Predicate logic representation:

D(x) ⇔ (C(x) ∧ F(x))

(b) Predicate logic representation:

∃x[Z(x) ∧ (D(x) ∨ ¬Z(x) ∨ F(x))]

(c) Predicate logic representation:

∀x[(Z(x) ∧ D(x)) → F(x)]

(d) Predicate logic representation:

∀x[(K(x) ∧ ¬F(x)) → ¬D(x)]

(a) A student gets F in COMP2711 if and only if he/she hasn't done any tutorial question and cheated in the exams."If and only if" in a statement means that the statement goes both ways. We can rephrase this statement as:"If a student gets F in COMP2711, then he/she hasn't done any tutorial question and cheated in the exams." (Statement 1)

If we want to translate this statement into predicate logic, we can use the implication operator: D(x) → (C(x) ∧ F(x))

However, we want to add the converse of this statement: "If a student hasn't done any tutorial question and cheated in the exams, then he/she gets F in COMP2711." (Statement 2)Using the same predicate logic form, we can use the implication operator: (C(x) ∧ F(x)) → D(x)

Therefore, the combined predicate logic statements are:D(x) ⇔ (C(x) ∧ F(x))

(b) Some students did some tutorial questions but he/she either absent from some of the tutorial classes or cheated in the exams.To express this statement, we can use the existential quantifier (∃), disjunction (∨), and conjunction (∧) operators. In other words, some student x exists that satisfies the following conditions: ∃x[Z(x) ∧ (D(x) ∨ ¬Z(x) ∨ F(x))]

(c) If a student attended every tutorial class but gets F, then he/she must have cheated in the exams.To express this statement, we can use the implication (→) operator. That is, for every student x, if they attended every tutorial class and got F, then they must have cheated in the exams: ∀x[(Z(x) ∧ D(x)) → F(x)]

(d) Any student who asked some questions in the telegram group and didn't cheat in the exams won't get F.To express this statement, we can use the negation (¬) operator and the implication (→) operator. That is, for every student x, if they asked some questions in the telegram group and didn't cheat in the exams, then they won't get F: ∀x[(K(x) ∧ ¬F(x)) → ¬D(x)]

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Reflecting the triangle ABC over the line y = x - 5 maps it to the triangle A"B"C"

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

Triangles ABC and A"B"C"

Also, we have the figure

From the figure we can see that

Translation would not map the triangles

Of all the other transformations, a reflection over the line y = x - 5 may map the triangles

This means that reflecting the triangle ABC over the line y = x - 5 maps it to the triangle A"B"C"

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Answer:

23.43

Step-by-step explanation:

22 + 6.5% = 23.43

Answer:

\( V = \pi r^2 h\)

And for this case the value for the height is \( h = 10.7 in\) the diameter is provided \( D = 2r = 8.1 in\) so then the radius is given by:

\( r = \frac{D}{2}=\frac{8.1 in}{2}= 4.05 in\)

Then we can find the volume with the first formula and replacing we got:

\( V = \pi (4.05in)^2 (10.7 in)= 551.4 in ^3\)

The final answer for this case would be 551.4 cubic inches

Step-by-step explanation:

The volume for a right circular cone is given by this formula:

\( V = \pi r^2 h\)

And for this case the value for the height is \( h = 10.7 in\) the diameter is provided \( D = 2r = 8.1 in\) so then the radius is given by:

\( r = \frac{D}{2}=\frac{8.1 in}{2}= 4.05 in\)

Then we can find the volume with the first formula and replacing we got:

\( V = \pi (4.05in)^2 (10.7 in)= 551.4 in ^3\)

The final answer for this case would be 551.4 cubic inches

Answer V:183.8^3 previous answer is wrong

(a) The expression under the conditions sin(θ - Ф) is  (5√(91) - 36) / 130.

(b)The expression under the conditions sin(θ + Ф)  is 7√5/85.

8.To evaluate the expression sin(θ - Ф), we need to use the the trigonometric identities:

sin(θ - Ф) = sin(θ) × cos(Ф) - cos(θ) × sin(Ф)

tan(θ) = 5/12 (in Quadrant III)

sin(Ф) = -3/10 (in Quadrant IV)

From the given information, we can determine the values of cos(theta) and cos(Ф) using the Pythagorean identity:

cos(θ) = 1 / √(1 + tan²(θ)) cos(Ф)

= √(1 - sin²(Ф))

Let's calculate these values:

cos(θ) = 1 / √(1 + (5/12)²)

= 12 / √(169)

= 12 / 13 cos(Ф)

= √(1 - (-3/10)²)

= √(1 - 9/100)

= √(91/100)

= √(91) / 10

Now we can substitute the values into the expression sin(θ - Ф):

sin(θ - Ф) = sin(θ) × cos(Ф) - cos(θ) × sin(Ф)

= (sin(θ) × cos(Ф)) - (cos(θ) × sin(Ф))

= (5/13) × (√(91)/10) - (12/13) × (-3/10)

= (5√(91) - 36) / 130

Therefore, sin(θ - Ф) = (5√(91) - 36) / 130.

9.To evaluate the expression sin(θ + Ф), we can use the trigonometric identities:

sin(θ + Ф) = sin(θ) × cos(Ф) + cos(θ) × sin(Ф)

sin(θ) = 8/17 (in Quadrant I)

cos(Ф) = -√5/5 (in Quadrant II)

We can determine the value of cos(θ) using the Pythagorean identity:

cos(θ) = √(1 - sin²(θ))

= √(1 - (8/17)²)

= √(1 - 64/289)

= √(225/289)

= 15/17

Now we can substitute the values into the expression sin(θ + Ф):

sin(θ + Ф) = sin(θ) × cos(Ф) + cos(θ) × sin(Ф)

= (8/17) ×(-√5/5) + (15/17) × (√5/5)

= -8√5/85 + 15√5/85

= 7√5/85

Therefore, sin(θ + Ф) = 7√5/85.

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The concave mirror is 36.7 cm away from the face.

The magnification equation is:

Magnification=m=-v/u where v is the image distance and u is the object distance.

Given that the upright image of a man's face is 2.54 times the size of the face, therefore magnification,

m=2.54 =-v/u.........(i)

Now, the mirror is a concave mirror and its radius of curvature, R=+36.7 cm.

Thus, the mirror's focal length, f=R/2=+18.35 cm.....(ii)

In terms of focal length, the object distance, u = -f.......(iii)

Substituting equation (ii) and (iii) in equation (i), we get:

2.54=-v/(-f)v=-2.54f

Now we have the relationship between v and f.

The object distance from the mirror is the sum of the focal length and the image distance.

Hence the object distance is:

u=f+v

u=-f+v

=-f-2.54f=-3.54f

Substituting the value of f=-18.35 cm, we get:

u= -3.54f

=3.54×18.35 cm = 64.99 cm

Therefore, the concave mirror is 64.99 cm away from the face of the man.

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Domain: {1, -2, -3, -6}

Range: {5, 4, 0, 2}

im not 100% sure but Im pretty sure it’s that

Proof #5 challenge answers from Desmos are given.

What are Geometry proofs?

A thorough and logical approach to proving the correctness of geometric claims or theorems is known as a geometry proof. To demonstrate that a certain conclusion or assertion is true, they include a methodical process of reasoning and justification.

Deductive reasoning is the method frequently used in geometry proofs, which begin with preexisting knowledge (known facts, postulates, and theorems) and proceed logically to the intended result.

In geometry proofs the following order is followed:

Step 1:

The following are the parameters from the question:

\(AE=BD;CD=CE\)

Step 2:

We possess

\(AE=AC+CE\)

Given that point C is on line segment AE, the aforementioned represents the postulate for segment addition.

Step 3:

Replace AE with BD and CE with CD in

 \(BD=AC+CD\\\)

The Equalities' substitutional property is illustrated by the above.

Step 4:

Step 3 provides:

\(BD=AC+CD\\\)

Apply the  symmetric property of equality.

\(AC+CD=BD\)

Step 5:

Line segment BD includes point C.

We thus have:

\(BD=BC+CD\)

This is the segment addition postulate.

Step 6:

It is a transitive attribute of equality that:

if  \(a=b,b=c\)  then \(a=c\).

We thus have:

\(AC+CD=BC+CD\)

This is the case due to:

\(AC+CD=BC+CD=BD\)

Step 7:

Take CD out of both sides of

\(AC+CD=BC+CD\)

\(AC=BC\)

The equality's subtraction attribute is demonstrated in the previous sentence.

Hence this geometry proof is provided.

Proof #5 challenge answers from demos are given.

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Answer:

d

Step-by-step explanation:

...........

..........

correct ans is D

Answer:

Which answer do u need help on?>

Step-by-step explanation:

Answer:

Step-by-step explanation:

You didn't give your options, but it doesn't matter. We'll find all the possibilities and then you can pick it from your list.

When I teach this in Algebra 2, I call it the "the c over d thing" and all my students know EXACTLY to what I am referring. "c" is the constant and "d" is the leading coefficient. The combination of c/d give you the possibilities of roots for the polynomial. There are no real roots that a polynomial can have other than the possibilities we find when we do the c/d thing.

Our c is a 20.  All the factors of 20 are as follows (notice that we have both the positive and negative factors):

20: ±1, ±2, ±4, ±5, ±10, ±20

Our d is a 3.  All the factors of 3 are as follows (again, both the + and the -):

3: ±1, ±3 and that's it for 3.

c/d is as follows. Make sure you put ever c over every d!!!:

c/d: ±\(\frac{1}{1}\), ±\(\frac{2}{1}\), ±\(\frac{4}{1}\), ±\(\frac{5}{1}\), ±\(\frac{10}{1}\), ±\(\frac{20}{1}\), ±\(\frac{1}{3}\), ±\(\frac{2}{3}\), ±\(\frac{4}{3}\), ±\(\frac{5}{3}\), ±\(\frac{10}{3}\), ±\(\frac{20}{3}\)

Those are all the possibilities for your roots for that polynomial. As long as the roots are real (and they won't always all be real!), there are no roots but these.

Answer:

its D on edge

Step-by-step explanation:

Answer:

18/5 hours or 3 3/5 hours

Step-by-step explanation:

I assume the break is at 7/5 hours.

5 hours - 7/5 hours = 25/5 hours - 7/5 hours = 18/5 hours = 3 3/5 hours

a) Straight Line: The Excel function used for the straight-line method is "SLN." b) Double Declining Balance: The Excel function used for the double declining balance method is "DDB." c) Sum of Years Digits: The Excel function used for the sum of years digits method is a combination of "SYD" and other mathematical functions. d) Variable Declining Balance: The Excel function used for the variable declining balance method may vary depending on the specific calculation required.

a) Straight Line: The straight-line method calculates depreciation by dividing the asset's cost by its useful life. In Excel, the "SLN" function is used, which takes three arguments: cost, salvage value, and useful life. The formula is "=SLN(cost, salvage, life)."

b) Double Declining Balance: The double declining balance method applies a constant depreciation rate to the asset's book value. In Excel, the "DDB" function is used, which takes five arguments: cost, salvage value, useful life, period, and factor. The formula is "=DDB(cost, salvage, life, period, [factor])."

c) Sum of Years Digits: The sum of years digits method calculates depreciation by assigning weights to each year based on the asset's useful life. In Excel, the "SYD" function is used, which takes four arguments: cost, salvage value, useful life, and period. The formula is "=SYD(cost, salvage, life, period)."

d) Variable Declining Balance: The variable declining balance method calculates depreciation using a varying depreciation rate based on the asset's expected usage or production levels. The Excel function to be used may depend on the specific calculation or formula required for the variable declining balance method.

Conclusion:

Excel provides specific functions to facilitate the calculations for different depreciation methods. The "SLN" function is used for straight-line depreciation, "DDB" function for double declining balance, and "SYD" function for sum of years digits method. These functions simplify the calculations by taking relevant arguments and producing accurate results. However, for the variable declining balance method, the specific Excel function may vary depending on the formula or calculation required. By utilizing the appropriate Excel functions, depreciation calculations can be performed efficiently and accurately within the chosen depreciation method.

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Answer: B and F I believe

Step-by-step explanation:

Women make up 64% of the sample and are typically the household's main investment.

There is a correlation between American women and being the main provider in their home.

Descriptive statistics, also known as brief informative coefficients, are used to summarize a specific data collection, which may be a sample of a population or a representation of the entire population. Descriptive statistics include measures of variability and central tendency (spread). Measures of central tendency include the mean, median, and mode, whereas measures of variability include the standard deviation, variance, minimum and maximum variables, kurtosis, and skewness.

For instance, the sum of the following data set is 20: (2, 3, 4, 5, 6). A 4 (20/5) is the mean. A data set's mode is the number that appears most frequently, while its median is the value that is in the middle of the range of values. It is the value that separates a data set's higher values from lower values. There are many less common ways to use descriptive statistics, but they are nevertheless essential.

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The correct question is - Suppose a survey of 580 women in the United States found that more than 64​% are the primary investor in their household. Which part of the survey represents the descriptive branch of​ statistics? Make an inference based on the results of the survey.

Answer: B: 45º

Step-by-step explanation:

A triangle is a plane figure that has 3 sides and also 3 angles.

The sum of all of the angles of triangle always 180°.

There are several types of triangles such as :

Equilateral Triangle → 3 equal sides

Isosceles Triangle → 2 equal sides

Scalene Triangle → no equal sides

If triangle ABC is an isosceles right triangle , then one of the angles will be 90°. The other two angles ( base angles ) will have the same value.

We could draw this triangle as shown in the attachment.

Let: the base angle = x

x + x + 90º = 180º

2x + 90º = 180º

2x =  180º +  90º

x =  90º ÷ 2  (90 ÷ 2)

x = 45º

The second option is correct because the measure of one base angle is \(45^\circ\).

Given:

The triangle ABC is an isosceles right triangle.

To find:

The measure of one base angle of the triangle ABC.

Explanation:

In an isosceles right triangle, one angle is a right angle and the other two angles are base angles with equal measures.

Let \(x\) be the measure of one base angle of the triangle. Then the measures of angles of the triangle ABC are, \(x,x,90^\circ\).

In triangle ABC,

\(x+x+90^\circ=180^\circ\)                (Angle sum property)

\(2x=180^\circ-90^\circ\)

\(2x=90^\circ\)

Divide both sides by 2.

\(x=45^\circ\)

The measure of one base angle is \(45^\circ\). Therefore, the second option is correct.

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Answer:

B

Step-by-step explanation:

From looking at the picture, LMO and NMO equal each other. Knowing this we can write the equation 8x-23=2x+37. Once you solve that you get x=10. To find LMN you just plug in the 10. Once you do this you would get 57 for LMO and NMO. Add 57 with 57 to your 114. :D

Answer:

B

Step-by-step explanation:

MO bisector

8x-23=2x+37

8x-2x=37+23

6x=60

x=10 ,

angle LMN=8x-23+2x+37

8(10)-23+2(10)+37

80-23+20+37= 114 degrees

The correct option is (d) more independent Variable will be included.

The assumption or requirement that dependent variables depend on the values of other variables in accordance with some law or rule (such as a mathematical function) is the basis for their study. In the context of the experiment under consideration, independent variables are those that are not perceived as dependant on any other factors.

If it is desired to include marital status in a multiple regression model using the categories single, married, separated, divorced, and widowed, the effect on the model will be that more independent variables will be included, option d. This is because one of the categories will be used as the reference group, and the other four will be compared to it.

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Answer:

294 square meters

Step-by-step explanation:

The surface area of a certain pyramid is 54 square meters. Its volume is 648 cubic meters. If a similar pyramid has a volume of 8232 cubic meters, what is its surface area?

We solve the above question using Proportion

The surface area of a certain pyramid

= 54 square meters.

Volume of certain pyramid =

648 cubic meters.

Surface area of similar pyramid = x

Volume of similar pyramid = 8232 cubic meters.

Hence,

Surface area : Volume

= Surface area/ Volume

= 54 m²/648 m³ = x/8232 m³

Cross Multiply

54 × 8232 = 648 × x

x = 54 × 8232/648

x = 294 square meters

Answer:

The first one.

Step-by-step explanation:

1. 2,500,000

2. 360,000

Answer: 3

Step-by-step explanation: perimeter = 2( length and width )

20 = 2(7 +s)

20 = 14 + 2s

6= 2s

S =3

Answer:

60

Step-by-step explanation:

Hope this helped!

Answer:

60

Step-by-step explanation:

The probabilities are given as follows:

The probabilities are different, as the theoretical probability is higher.

A probability is calculated as the division of the desired number of outcomes by the total number of outcomes.

Out of 20 tosses, 4 resulted in heads, hence the experimental probability is given as follows:

p = 4/20

p = 1/5.

A coin is equally as likely to be heads or tails, hence the theoretical probability is given as follows:

p = 1/2.

Over a large number of trials, it is expected that the two probabilities assume close values, but for a small number of trials such as 20 it is expected for there to be differences.

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The distribution value's skewness Pearson coefficient is 2.5.

Given that the median is 12 and the standard deviation is 6, the mean value is 17.

The difference between the mean and median is multiplied by three to determine Pearson's coefficient of skewness. By dividing the outcome by the standard deviation, A random variable, sample, statistical population, data set, or probability distribution's standard deviation is equal to the square root of its variance.

To determine Pearson's coefficient of skewness, use the following formula:

Skewness=(3(Mean-Median))÷standard deviation

Replace the values there with,

Skewness=(3(17-12))÷6

Skewness=(3×5)÷6

Skewness=5÷2

Skewness=2.5

Therefore, for a distribution with a mean of 17, a median of 12, and a standard deviation of 6, the value of the Pearson coefficient of skewness is 2.5.

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