The distance in feet that Karina swims in a race is represented by 5d -5, where d is the distance for eac
What is an expression equivalent to 5d -5?
Choose the correct answer below.
A. 5d - 5 = 5(-5)
B. 5d -5 = -5 + 5d
C. 5d - 5 = 5-5d
D. 5d - 5 = -5(d+5)

Answer:

I do not have access to Annexure A and Annexure B, so I cannot collect the data, draw the frequency table or pie chart, or answer the last question. However, I can provide a general explanation of how to calculate the mean, mode, median, and range from a set of data.

To find the mean (average) of a set of data, add up all the values in the set and divide by the number of values. For example, if the maximum temperatures of the 30 days are:

25, 28, 29, 27, 26, 30, 31, 32, 29, 27, 26, 24, 23, 25, 28, 30, 32, 33, 34, 31, 29, 28, 27, 26, 25, 24, 23, 21, 20, 22

The sum of the values is:

25 + 28 + 29 + 27 + 26 + 30 + 31 + 32 + 29 + 27 + 26 + 24 + 23 + 25 + 28 + 30 + 32 + 33 + 34 + 31 + 29 + 28 + 27 + 26 + 25 + 24 + 23 + 21 + 20 + 22 = 813

Dividing by the number of values (30), we get:

Mean = 813/30 = 27.1

To find the mode of a set of data, identify the value that occurs most frequently. In this example, there are two values that occur most frequently, 27 and 29, so the data has two modes.

To find the median of a set of data, arrange the values in order from smallest to largest and find the middle value. If there are an even number of values, take the mean of the two middle values. In this example, the values in ascending order are:

20, 21, 22, 23, 23, 24, 24, 25, 25, 26, 26, 27, 27, 27, 28, 28, 29, 29, 29, 30, 30, 31, 31, 32, 32, 33, 34

There are 30 values, so the median is the 15th value, which is 28.

To find the range of a set of data, subtract the smallest value from the largest value. In this example, the smallest value is 20 and the largest value is 34, so the range is:

Range = 34 - 20 = 14

To create a frequency table for the maximum temperature data, we need to group the data into intervals and count the number of values that fall into each interval. For example, we could use the following intervals:

20-24, 25-29, 30-34

The frequency table would look like this:

Interval | Frequency

20-24 | 4

25-29 | 18

30-34 | 8

To calculate the size of the angles for the pie chart, we need to find the total frequency (30) and divide 360° by the total frequency to get the proportion of each interval in degrees. For example, for the interval 25-29:

Proportion = Frequency/Total frequency = 18/30 = 0.6

Angle = Proportion * 360° = 0.6 * 360° = 216°

We can repeat this calculation for each interval to obtain the angles for the pie chart.

In terms of the last question, it is not clear what is meant by "which data collection best describe the maximum and why?". If you could provide more context or clarification, I would be happy to try to help.

Answer:

\(\displaystyle \frac{10}{17}\)

Step-by-step explanation:

Fraction Simplifying

We are given the ratio 2 Km:3400 m. This can be written in fraction form as:

\(\displaystyle \frac{2\ km}{3400\ m}\)

Since 2 Km = 2000 m:

\(\displaystyle \frac{2\ km}{3400\ m}=\frac{2000\ \not{m}}{3400\ \not{m}}\)

We need to simplify the fraction:

\(\displaystyle \frac{2000}{3400}\)

We cancel out two zeroes, which is like dividing both numbers by 100:

\(\displaystyle \frac{20\not{0}\not{0}}{34\not{0}\not{0}}\)

The remaining fraction is:

\(\displaystyle \frac{20}{34}\)

Dividing both by 2:

\(\displaystyle \frac{10}{17}\)

Since the denominator is a prime number, no more simplifying is possible, thus the given ratio is equivalent to:

\(\boxed{\displaystyle \frac{10}{17}}\)

The volume ratio of two similar figures is given to be 27:64.

It is required to find the multiplier of the volumes.

To find the multiplier, convert the volume ratio to fraction and reduce the fraction to the lowest term.

The fraction cannot be further reduced.

Hence, the multiplier for the volumes is 27/64.

The multiplier for the volumes is 27/64.

A relative frequency describes how frequently a particular kind of event happens among all observations. It is a kind of frequency that employs fractions, percentages, and proportions.

Example :

The data provided is

Total men total women

Republican. 600 600 1200

Democrat 500 300 800

other 122 100 222

total. 1222 1000 2222

There were 2222 voters in total (including men and women). There were 222 voters who cast "other" ballots rather than Republican or Democratic ballots.

Therefore, the proportion of all voters who chose "other" rather than a Republican or Democrat is

222/2222 × 100 = 9.990990999099

It becomes 10.0 when rounded to the nearest tenth of a percent.

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Answer:

4.75 megabytes per second

Step-by-step explanation:

500-25 = 475

475 / 100 = 4.75

Answer:

a=40

b=70

c=20

d=30

Step-by-step explanation:

The residual is 5.5%. The regression line underpredicts the student's class average, as the actual grade is higher than predicted.

The correct answer is option B.

To find the residual, we need to calculate the difference between the actual grade and the predicted grade using the regression line.

Given:

Equation of the regression line: y = 0.66x + 33.3

Number of days attended (x) = 70

Grade (y) = 85%

Step 1: Plug in the value of x into the regression equation to find the predicted grade:

y = 0.66 * 70 + 33.3

y = 46.2 + 33.3

y = 79.5%

Step 2: Calculate the residual by subtracting the predicted grade from the actual grade:

Residual = Actual Grade - Predicted Grade

Residual = 85% - 79.5%

Residual = 5.5%

The residual in this case is positive 5.5%.

Interpreting the residual:

Since the residual is positive, it means that the actual grade (85%) is higher than the predicted grade (79.5%). This suggests that the student performed better in the course than what would be expected based on the number of days attended.

Comparing the interpretations with our findings, we can conclude that the correct answer is: B. 5.5; The regression line underpredicts the student's class average.

This means that according to the regression line, the predicted grade was lower (79.5%) compared to the actual grade (85%), indicating that the student performed better in terms of their class attendance and achieved a higher grade than what was expected.

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The question probable may be:

A student's course grade is related to class attendance. The grade can be modeled by the equation y = 0.66x + 33.3, where y is the student's grade as a percentage and x is the number of days that the student attended class. For a student who attended for 70 days and has a grade of 85%, find and interpret the residual.                                                                                                                                                                 A. −5.5; The regression line overpredicts the student's class average.

B. 5.5; The regression line underpredicts the student's class average.

C. −5.5; The regression line underpredicts the student's class average.

D. 5.5; The regression line overpredicts the student's class average.

Answer:

C.

Step-by-step explanation:

The equation is already in y = mx + b format. M means slope and b means is the y-intercept. Since we can see the slope is 1 and the y-intercept is 2, we can find the graph that matches this. In graph C, the line intercepts the y axis at the point 2 and the line goes up 1 on the y axis for every 1 on the x axis so it is true.

Answer:

Therefore, you need 2600 pounds of 35% supplement and 1300 - 2600 = -1300 pounds of 10% ration.

Step-by-step explanation:

The unknown variable is x, which is the amount of 35% supplement needed. The other expressions are derived from the given information and the fact that the total amount of solution is 1300 pounds.

The equation from the fourth column is:

0.35x + 0.10(1300 - x) = 0.25(1300)

Solving for x, we get:

x = (0.25(1300) - 0.10(1300)) / (0.35 - 0.10) x = 650 / 0.25 x = 2600

An absolute value is the numerical value of a number without consideration of its sign. It can be represented graphically by a straight line known as a number line. Absolute value equations are equations that include absolute values of variables or unknown quantities. The following are examples of how to write an absolute value equation in the form |x-c|=d to fit the provided solution sets:

Example 1:

Solution set: {x|x≤-3 or x≥1}
Absolute value equation: |x-(-1)|=4
Explanation: -1 is the midpoint of the two ranges (-3 and 1) in the solution set. |x-(-1)|=|x+1| is the absolute value expression for the midpoint -1. The distance d from -1 to the solutions' furthest endpoints, 1 and -3, is four, hence the value of d in the absolute value equation is 4.
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Answer:

I believe the radius is half the circle which makes the diameter 2x the radius which is 35+35= 70

Answer:

https://rr.noordstar.me/83819a0f

Answer: B

Step-by-step explanation:

I didn't waste time looking at if the data was Symmetric or skewed, because A, C and D are all false statements:

A - If it's skewed Mean wouldn't be used

C - If it's Symmetric IQR wouldn't be used

D - If it's skewed Standard Deviation wouldn't be used

In response to the aforementioned query, we may say that here, the exponent is \((x^2)^5 / (x^3)^2\) = \(x^n\) =>  \(x^4 = x^n\) =>  so, n=4

Exponentiation, sometimes referred to as "b raised to the nth power," is a mathematical operation that includes two numbers: a base number, b, and an exponent, or power, n. It is represented by the sign bn. A number's exponent reveals how many times it has been multiplied by itself. For instance, the number 2-3 (written as 23) means 2 × 2 x 2 = 8. 2 + 3 = 6 does not equal 23. Remember that an integer multiplied by one equals itself. Exponents are a method for expressing large numbers as powers. The amount that shows how many times a number has been multiplied by itself is called an exponent. As an example, multiplying 6 by 4 results in 6 x 6 x 6.

here, the exponent is

\((x^2)^5 / (x^3)^2\) = \(x^n\)

\(x^{10} / x^{6}\)

\(x^{10 - 6}\)

\(x^4 = x^n\)

so, n=4

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Answer:

1/8 I think

Step-by-step explanation:

Your neighbor pays you $17 for every 2 hours you work.

You work for 8 hours on Saturday.

How much does your neighbor own you?​

Solution:

Your neighbor pays you $17 for every 2 hours you work.

You work for 8 hours on Saturday.

Total = 17 x (8/2 ) = 17 x 4 = $ 68

The algorithm/abstract strategy to justify the fraction 3/5 involves interpreting it as a division, performing the division, and obtaining the decimal representation as the results.

To justify the fraction 3/5, we can use the concept of division and understand it as a ratio or proportion.

Algorithm/Abstract Strategy:

Start with the numerator, which is 3.

Identify the denominator, which is 5.

Interpret the fraction as a ratio or comparison between the numerator and denominator.

Understand that 3/5 represents a division where the numerator (3) is divided by the denominator (5).

Perform the division: 3 ÷ 5.

Simplify the division to its simplest form, if necessary.

The result of the division, in this case, is the decimal representation of the fraction.

If required, convert the decimal representation to a percentage or any other desired form.

For example, if we perform the division 3 ÷ 5, the result is 0.6.

So, 3/5 can be justified as the ratio or proportion where the numerator (3) is divided by the denominator (5) resulting in 0.6.

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Step-by-step explanation:

Hi, I think correct variant is B

(28÷7)+7=4+7=11

Answer:

the unit rate for each pair is $1.13

Step-by-step explanation:

Okay this is how you would do this problem correctly:

we know that 4 dozen pairs of gloves cost $54.24 however we want to know what the cost is for one pair so we have to make a equation by dividing total cost by the number of glove pairs.

$54.24/4 dozen

the reason we are putting 4 dozen instead of just dividing $54.24 by 4 is because we want to know the unit price for each pair of gloves so it would actually look like this:

$54.24/4(12)

Dozen = 12

so we multiply 12 by 4 to get 48 pairs of gloves, we then divide $54.24 by 48 to find our unit rate of pricing for each pair:

$54.24/48 = 1.13

so now we place a dollar sign in front of 1.13 to get your answer:

for every pair bought it costs $1.13

So how did the Analysis A contractor get the wrong answer? well when she had bought the 4 dozen gloves she divided $54.24 by 4, which in this case would make it seem as though the gloves came in a 12 pack of gloves. However she was buying the gloves individually so she would have to multiply 4 by 12 before dividing the total number of gloves from $54.24.    

The Propositions are resulting

(a) ∀x∃y(x = y²) is False

(b) ∀x∃y(x² = y) is True.

(c) ∃x∀y(xy = 0) is True.

(d) ∀x∃y(x + y = 1) is True.

(a) ∀x∃y(x = y²)

This proposition states that for every x, there exists a y such that x is equal to y². To determine the truth value, we need to check if this statement holds true for every value of x.

If we take any positive value for x, we can find a corresponding value of y that satisfies the equation.

For example, if x = 4, then y = 2 satisfies the equation since 4 = 2². Similarly, if x = 9, then y = 3 satisfies the equation since 9 = 3².

Therefore, the proposition (a) is false.

(b) ∀x∃y(x² = y)

For any given positive or negative value of x, we can find a corresponding value of y that satisfies the equation.

For example, if x = 4, then y = 2 satisfies the equation since 4² = 2. Similarly, if x = -4, then y = -2 satisfies the equation since (-4)² = -2.

Therefore, the proposition (b) is true.

(c) ∃x∀y(xy = 0)

The equation xy = 0 can only be satisfied if x = 0, regardless of the value of y. Therefore, there exists an x (x = 0) that makes the equation true for every y.

Therefore, the proposition (c) is true.

(d) ∀x∃y(x + y = 1)

To determine the truth value, we need to check if this statement holds true for every value of x.

If we take any value of x, we can find a corresponding value of y that satisfies the equation.

For example, if x = 2, then y = -1 satisfies the equation since 2 + (-1) = 1. Similarly, if x = 0, then y = 1 satisfies the equation since 0 + 1 = 1.

Therefore, the proposition (d) is true.

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Answer:

im not 100% sure what your asking, but They do both have equal parts. because 4/8 is equal to 2/4

Step-by-step explanation:

Answer:

C

Step-by-step explanation:

On each linear pair, there is one of the Vertical angles and an angle shared between the two angles. This means we can use the fact that supplements of the same angle are congruent.

The basis for the proof vertical angles are congruent is " two angles that are each supplementary to a third angle are congruent".

Vertical angles are a pair of non-adjacent angles formed by the intersection of two straight lines.

In the provided figure.

∠1 + ∠2 = 180 degrees ( linear pair of angles)...(i)

∠ 1 + ∠4 = 180 degrees ( linear pair of angles)...(ii)

According to transitive property, if a = b and b = c then a = c

Therefore,

∠1 + ∠2 = ∠1 + ∠4...(iii)

⇒∠2 = ∠4

Similarly, we can prove that

∠1 = ∠3

Therefore, we conclude that vertically opposite angles are always equal.

Hence, the basis for the proof vertical angles are congruent is " two angles that are each supplementary to a third angle are congruent".

Thus, statement c is correct.

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Answer:

10

brainliest plz? tysm

Hi! I believe your answer is 10. I hope this helps you! Good luck and have a great day. ❤️ (Thank you for the free points, by the way! :))

Answer:

B

Step-by-step explanation:

There are mainly four types of sequences in Arithmetic (i) Arithmetic Sequence (ii) Geometric Sequence (iii) Harmonic Sequence (iv) Fibonacci Sequence

When a term in a sequence is generated by adding or subtracting a certain number from the term before it, that term is said to be an arithmetic sequence. The common distinction is shown as "d," while the first word is represented by "a."

Some examples of Arithmetic Sequence:

1, 2, 3, 4, 5, 6, …

2, 2, 2, 2, 2, 2, …

22, 19, 16, 13, 10, …

Every term in a geometric sequence is produced by multiplying or dividing the previous term by a specific number. The common ratio is designated as "r," while the first term in the geometric sequence is designated as "a."

Some examples of Geometric Sequence

2, 4, 8, 16, 32

2/3, 2/9, 2/27, 2/72, …

64, 32, 16, 8, 4, 2

A harmonic sequence is one in which none of the elements' reciprocals may be 0 and the sequence is an arithmetic sequence. The initial term of a harmonic progression is 1/a.

Harmonic Sequence:

1/a, 1/b, 1/c, …

Example of Harmonic Sequence

1/2, 1/4, 1/6, 1/8, 1/10

A unique kind of number series called the Fibonacci Sequence begins with 0 and 1 and each term is generated by adding its preceding two elements. The definition of the Fibonacci sequence is F0 = 0, F1 = 1, and Fn  = Fn -1 + Fn -2.

Example of Fibonacci Sequence

0, 1, 1, 2, 3, 5, 8, 11, 19, …

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The solution to the system of equations is x = -3 and y = -4.

To solve the system of equations:

Equation 1: 2x - y = -10

Equation 2: 3x + 2y = -1

We can use the method of substitution or elimination to find the values of x and y.

Let's use the method of elimination:

Multiply Equation 1 by 2 to make the coefficients of y in both equations equal:

2(2x - y) = 2(-10)

4x - 2y = -20

Now, we can eliminate y by adding Equation 2 and the modified Equation 1:

(3x + 2y) + (4x - 2y) = -1 + (-20)

7x = -21

x = -3

Substitute the value of x into Equation 1 to solve for y:

2(-3) - y = -10

-6 - y = -10

y = -10 + 6

y = -4

Therefore, the solution to the system of equations is x = -3 and y = -4.

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Answer:

Nope I don't have anything.

Explanation

Given

We can simplify the expression as;

Answer: 20-36i