Help with geometry with rhombus. Given rhombus ABCD with m

Answer:

Below.

Step-by-step explanation:

Yes.

-9 = 3/4x - 3     -6 = 3/4 x     x = -8

-6 = 3/4x - 3    -3 = 3/4 x     x = -4  (there's a pattern!)

0 = 3/4x - 3    3 = 3/4 x     x = 4

3 = 3/4x - 3    6 = 3/4 x     x = 8

Hope this helps!

You poured approximately 0.267 liters of cooking oil from the entire large bottle into the smaller bottle.

To find out how much of the entire large bottle of cooking oil was poured into the smaller bottle, we need to multiply the fraction of the large bottle that was poured into the smaller bottle by the total amount of cooking oil in the large bottle.

Given that you have [tex]\frac{4}{9}[/tex] of the large bottle of cooking oil, the fraction of the large bottle that you poured into the smaller bottle is [tex]\frac{3}{5}[/tex] of [tex]\frac{4}{9}[/tex]. We can find this fraction by multiplying [tex]\frac{3}{5}[/tex] by [tex]\frac{4}{9}[/tex]:

[tex]\frac{3}{5} * \frac{4}{9} = \frac{12}{45}[/tex]

Simplifying this fraction by dividing both numerator and denominator by 3, we get:

[tex]\frac{12}{45}= \frac{4}{15}[/tex]

Therefore, you poured [tex]\frac{4}{15}[/tex] of the entire large bottle of cooking oil into the smaller bottle. To find the actual amount, you can multiply this fraction by the total amount of cooking oil in the large bottle. For example, if the large bottle contains 1 liter of cooking oil, then you poured:

[tex]\frac{4}{15} * 1 = 0.267[/tex] liters.

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The z-score when x=108 is 3.1034. The z-score tells you that x=108 is 3.1034 standard deviations to the left of the mean.

Z-score is used in statistics to compare a score to a normal distribution. The z-score is a measure of how far away from the mean a value is in standard deviation units.

To find the z-score when x = 108, we use the formula:

z = (x - μ) / σ

where x = 108, μ = 153, and σ = 14.5.

Substituting these values, we get:

z = (108 - 153) / 14.5 = -3.1034

So the z-score when x = 108 is -3.1034.

The z-score tells us how many standard deviations away from the mean a particular value is. In this case, since the z-score is negative, we know that x = 108 is to the left of the mean.

The absolute value of the z-score tells us how many standard deviations away from the mean the value is. In this case, the absolute value of the z-score is approximately 3.1034, which means that x = 108 is approximately 3.1034 standard deviations to the left of the mean.

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AE is classified as a chord.

A chord can be thought of as a piece of the circle that connects two points on the circle. The length of a chord depends on the distance between the two points it connects, as well as the size of the circle itself. The longest possible chord in a circle is the diameter, which is a chord that passes through the center of the circle and divides it into two equal halves.

A tangent line to a circle is a straight line that intersects the circle at exactly one point. This point of intersection is called the point of tangency. The tangent line is perpendicular to the radius of the circle at the point of tangency, and it lies in the same plane as the circle.

In the given question,

AE is passing through two points of the circumference of the circle and is also the diameter.

Hence, AE is the longest forming chord of the circle.

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Value of angle x is 41 degree.

A straight line is a one-dimensional geometric object that extends infinitely in both directions. It can be defined as the shortest path between two points in a plane, and it has a constant slope (i.e., rate of change) between any two points on the line.

The standard equation for a straight line in slope-intercept form is y = mx + b, where m is the slope of the line and b is the y-intercept (the point where the line intersects the y-axis). Another commonly used form is the point-slope form, which is y - y1 = m(x - x1), where (x1, y1) is a point on the line.

Given, total angle=236°

236°=76°+119°+x

x=236°-76°-119°

x=41°

Hence, Value of angle x is 41 degree.

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We have that, based on the MCAT scores with a normal distribution, we are going to obtain as answers

(a) The distribution of MCAT means of samples of size 25 is a normal distribution with sample mean equal to the population mean, which is 500, and standard deviation equal to the population standard deviation divided by the square root of the sample size: 12/ √25 = 2.4. Therefore, the distribution of the MCAT means of samples of size 25 is a normal distribution with mean 500 and standard deviation 2.4.

(b) The probability that any individual student will score between 497 and 503 is equal to the probability that a score is less than 1 standard deviation above the mean and less than 1 standard deviation below the mean. This is because the normal distribution is symmetric about the mean, and the distance from the mean to 1 standard deviation in each direction is 1/3. So:

[tex]P(Z < -1/3) + P(Z > 1/3) = 0.2119 + 0.2119 = 0.4238.[/tex]

(c) The probability that the mean of your sample of 25 students is between 497 and 503 is equal to the probability that the mean score is less than 1 standard deviation above the mean and less than 1 standard deviation below average. The sample mean is equal to the population mean, which is 500, and the sample standard deviation is equal to the population standard deviation divided by the square root of the sample size, which is 12/√25 = 2.4. So:

[tex]P(Z < -1/3) + P(Z > 1/3) = 0.2119 + 0.2119 = 0.4238.[/tex]

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The number of bicycles they need to sell to make equal money is 5. The amount they would make is $500.

In contrast to variable costs, which change depending on the volume of production or sales, fixed costs are expenses that remain constant. Rent, insurance, and salary are examples of fixed costs that are constant regardless of the volume of output or sales. Materials, labour, and shipping expenses are examples of variable costs that change according to the volume of output or sales.

Let us suppose the number of bicycle sold = x.

Then the equation for Jimmy is:

$250 + 50x

The equation for Tom is:

$400 + 20x

To make the same amount we equate the two equations as follows:

250 + 50x = 400 + 20x

30x = 150

x = 5

Substituting the value of x in equation 1 we have:

J = 250 + 50(5)

J = 250 + 250

J = 500

Hence, the number of bicycles they need to sell to make equal money is 5. The amount they would make is $500.

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As a result, utilizing the graph of the growth function is preferable for describing the growth of the mosquito population .

A vector is a mathematical concept that possesses both magnitude (or length) and direction. In physics, engineering, and other sciences, physical quantities with both a size and a direction, such as velocity, force, and acceleration, are frequently represented by vectors. In geometry, vectors can be represented as arrows, with the direction of the arrow indicating the vector's magnitude and the length of the arrow indicating its magnitude. In addition to being able to represent points in space and describe curves and surfaces, vectors may also be added, subtracted, and multiplied by scalars to create new vectors.

given

Based on the provided table and the growth function graph, I would argue that the report on the growth of the mosquito population is better supported by the graph.

On the other hand, there is no visual representation of the growth of the mosquito population in the table; it merely displays the data in a tabular format.

Although the table contains the same data as the graph, it is more difficult to understand and evaluate.

As a result, utilizing the graph of the growth function is preferable for describing the growth of the mosquito population .

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Option (A) x+1 is a positive odd integer.

Given that, x < y < z and all three are consecutive non-zero integers.Let the first number be x, then the other two consecutive non-zero integers will be (x+1) and (x+2).To find out the positive odd integer among these, let us take each of them and verify if they are positive odd integers.∴ x+1 is odd, x+2 is even∴ x+1 is the only positive odd integer out of the three.

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Regina needs to travel an additional 5,600 meters to get home.

The total distance Regina travels from school to the grocery store and then to her house is

4.2 km + 1.4 km = 5.6 km

To find out how much farther Regina needs to get home, we need to subtract the distance from the grocery store to her house (which we don't know yet) from the total distance she travels.

Let's say the distance from the grocery store to Regina's house is x kilometers. Then we can set up an equation

5.6 km - x km = the distance Regina needs to get home

To solve for x, we can isolate it on one side of the equation by subtracting the distance Regina needs to get home from both sides

5.6 km - (the distance Regina needs to get home) = x km

We know that Regina needs to get home, so we can substitute that into the equation

5.6 km - 0 km = x km

Simplifying, we get

x = 5.6 km

Now we know that the distance from the grocery store to Regina's house is 5.6 km. We need to convert this to meters to find out how much farther Regina needs to get home

5.6 km = 5,600 meters

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The length of a side of the square is 8 cm.

What do you mean by perimeter of a rectangle and square?

When a wire is bent into the shape of a rectangle, its length becomes the perimeter of the rectangle. Similarly, when the wire is reshaped into a square, its length becomes the perimeter of the square.

The perimeter of a rectangle is given by the formula [tex]P=2(l+w)[/tex] , where [tex]l[/tex] is the length and [tex]w[/tex] is the width.

The perimeter of a square is given by the formula [tex]P=4s[/tex] , where [tex]s[/tex] is the length of a side.

Calculating the length of a side of the square:

The length of the rectangle is 11 cm and the width is 5 cm.

Therefore, the perimeter of the rectangle is [tex]P=2(11+5)=32[/tex] cm.

Since the wire is reshaped into a square, the perimeter of the square is also 32 cm.

Using the formula [tex]P=4s[/tex], we can solve for the length of a side of the square:

[tex]32 = 4s[/tex]

[tex]s = 32/4[/tex]

[tex]s = 8[/tex]

Therefore, the length of a side of the square is 8 cm.

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The dimensions of the box to minimize the cost of materials are 3.16 cm x 3.16 cm x 3.16 cm.

To minimize the cost of materials for the jewelry box with a square base, you will need to find the dimensions of the box. The volume of the box is 40 cm3. The sides of the box will be silver plated and cost $12 per cm2, while the top and bottom will be nickel plated and cost $1 per cm2.

Since the box has a square base, each of the sides has the same area and the total area of the box is four times the area of one side. To minimize cost, the sides of the box need to be as small as possible. The equation for the area of a square is A = l2.

We can use this equation to find the length of one side of the box. 40 cm3 = l2 x 4, so l2 = 10 cm2. The length of one side of the box is the square root of 10, which is approximately 3.16 cm.

Therefore, the dimensions of the box to minimize the cost of materials are 3.16 cm x 3.16 cm x 3.16 cm.

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The dimensions of the open rectangular box of maximum volume that can be made from a sheet of cardboard 19 in. by 11 in. by cutting congruent squares from the corners and folding up the sides are 6.33 in. x 3.33 in. x 5.33 in. The volume of the box is 113.78 in³.

The dimensions of the box can be found with the following steps:

First, determine the side length of the square that is to be removed from each corner of the cardboard box. Since this will be done uniformly on all four corners, let the side length be x. The dimensions of the cardboard box can then be written as:

Length = 19 in. - 2x

Breadth = 11 in. - 2x

Height = x

After folding the cardboard along the creases, the base of the rectangular box will be (19 - 2x) in. by (11 - 2x) in. with the height of the box being x in. The volume of the box can then be found by multiplying the base and height of the box, i.e.,

Volume = (19 - 2x) (11 - 2x) x

Let V(x) be the volume of the rectangular box in terms of x. Then:

V(x) = (19 - 2x) (11 - 2x) x

Simplifying,

V(x) = 4x³ - 60x² + 209x

The maximum value of V(x) can be found by differentiating V(x) with respect to x and equating the result to zero. Therefore,

V'(x) = 12x² - 120x + 209 = 0

Solving, V(x) has a maximum value when x = 19/3 - 2(2/3)√14 or x = 19/3 + 2(2/3)√14. The value x = 19/3 - 2(2/3)√14 is the maximum value because x must be less than 5.5, which is the minimum of 11/2 and 19/2 divided by 3, the upper bound for x. Therefore, the dimensions of the box are

Length = 19 - 2(19/3 - 2(2/3)√14) = 6.33 in.

Breadth = 11 - 2(19/3 - 2(2/3)√14) = 3.33 in.

Height = 19/3 - 2(2/3)√14 = 5.33 in.

Thus, the dimensions of the box are 6.33 in. x 3.33 in. x 5.33 in. The volume of the box is:

V = 6.33 x 3.33 x 5.33 = 113.78 in³.

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Answer:

668.376

Step-by-step explanation:

Please hit brainliest if this was helpful!

To simplify 650 – 0.394 + 18.77, we can first add 650 and 18.77 since they're both whole numbers:

650 + 18.77 = 668.77

Then, we can subtract 0.394 from 668.77:668.77 - 0.394 = 668.376

Therefore, 650 – 0.394 + 18.77 simplifies to 668.376.

A translation of the sentence "Eight less than the product of a number N and 1/7 is no more than 98" is N/7 - 8 ≤ 98.

In order to translate a word sentence into an algebraic expression, we would have to assign a variable to the unknown number:

Let the variable N represent the unknown number.

By translating the word sentence into an algebraic expression, we have the following;

The product of a number N and 1/7 is N × 1/7 = N/7

Eight less than the above expression is N/7 - 8.

The inequality symbol for no more than is ≤. Therefore, we have the following:

N/7 - 8 ≤ 98.

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Answer:  Try $44.81

Step-by-step explanation:

equation

30(1+.059)^t

t=7

Don't forget to account for the value you already have that is represented at 1 in the equation so then you don't have to add 30 afterwards.

The total area under the curve for x ≥ 6 is 449/4500.

The area under the curve y = 2x-3 from x = 6 to x = t and its evaluation at t = 10 and t = 100The area under the curve y = 2x-3 from x = 6 to x = t can be calculated as follows:

We know that the area of the region under the curve f(x) between x = a and x = b is given by [tex]A = ∫abf(x)dx[/tex]

Since the given function is y = 2x-3, we can write it as y = 2x^(-3) by applying the power rule.

Hence,A = [tex]∫62x^(-3)dx = [-2x^(-2)]6t = -2/t^2 + 2/36[/tex]We need to evaluate this area for t = 10 and t = 100, so we get[tex]A = -2/10^2 + 2/36 = -1/25 + 1/18 = 7/450andA = -2/100^2 + 2/36 = -1/5000 + 1/18 = 449/4500[/tex]Total area under this curve for x ≥ 6

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By using  Bayes' theorem in probability.

a) The probability that isaac would not become a hurricane but remain a tropical storm when it reached the gulf of mexico is 0.31.

b) P(H|c) = 0.4493

c) It can be observed that the likelihood of a tropical storm developing into a hurricane decreases slightly when it passes over Cuba. This can be inferred from the fact that the conditional probability of a hurricane forming given that the storm has passed over Cuba (P(H|c) = 0.4493) is lower than the initial probability of 0.69.

a) The probability that Isaac would not become a hurricane but remain a tropical storm when it reached the Gulf of Mexico is:

P(not hurricane) = 1 - P(hurricane) = 1 - 0.69 = 0.31

So the probability is 0.31 (to 2 decimals).

b) We need to use Bayes' theorem to calculate the probabilities:

P(c|H) = P(H|c) * P(c) / P(H)

P(c|T) = P(T|c) * P(c) / P(T)

where c denotes passing over Cuba, H denotes becoming a hurricane, and T denotes remaining a tropical storm.

From the problem, we have:

P(H) = 0.69

P(T) = 1 - P(H) = 0.31

P(c|H) = 0.08

P(c|T) = 0.20

To calculate P(c), we need to use the law of total probability:

P(c) = P(c|H) * P(H) + P(c|T) * P(T)

= 0.08 * 0.69 + 0.20 * 0.31

= 0.1228

Now we can calculate P(c|H) and P(c|T):

P(c|H) = 0.08 * 0.69 / 0.1228

= 0.4493 (to 2 decimals)

P(c|T) = 0.20 * 0.31 / 0.1228

= 0.5065 (to 2 decimals)

To calculate P(H|c), we use Bayes' theorem again:

P(H|c) = P(c|H) * P(H) / P(c)

= 0.08 * 0.69 / 0.1228

= 0.4493 (to 4 decimals)

c) Passing over a landmass such as Cuba can alter the probability of becoming a hurricane because it can either enhance or weaken the storm. In this case, we can see that the probability of becoming a hurricane is actually slightly lower when a tropical storm passes over Cuba, as P(H|c) = 0.4493 is lower than the initial probability of 0.69. However, it is important to note that this is just one example and the effect of passing over a landmass can vary depending on many factors.

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The associative characteristic of multiplication is what the equation  (n · p) · q = n · (p · q) represents.

A mathematical assertion that establishes the equality of two expressions is known as an equation. It usually consists of two sides, divided by an equal sign (=), with one or more terms on each side, which could be variables, constants, or both. The objective of equation solving is to identify the value(s) of the variable(s) necessary to make the equation correct. There are many mathematical methods for solving equations, including factoring, simplification, substitution, and the quadratic formula.

given

The associative characteristic of multiplication is what the equation  (n · p) · q = n · (p · q) represents.

According to this characteristic, a multiplication expression's outcome is unaffected by the way its factors are organized.

In other words, you can arrange the variables however you like and still arrive at the same conclusion.

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The statement that is true about the rotated figure in the question is  (x,y) → (y,−x) .

A rotation of 270 degrees clockwise about the origin means that each point in the figure is moved around the origin in a circular path, traveling 270 degrees in the clockwise direction (which is equivalent to 90 degrees in the counterclockwise direction).

Now, let's consider the transformation (x, y) → (y, -x).

This transformation corresponds to a rotation of 90 degrees counterclockwise about the origin.

Therefore, the correct answer is A: x, y → (y, -x).

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We can solve the given problem by using the binomial probability formula. The binomial probability formula is given as[tex]P (X = k) = n C k  *  p k  *  q n - k[/tex]  where n is the total number of trials, p is the probability of success, q is the probability of failure, k is the number of successes, and nCk is the binomial coefficient. Given that the population of adults experiences hypertension at some point in their lives with a probability of 40%. The probability of success, p = 0.40The probability of failure, q = 1 - p = 0.60The sample size, n = 20We are required to find the probability that at most 5 of them would have experienced hypertension.

At most 5 is equivalent to less than or equal to 5. Therefore, we need to find the probability of

X ≤ 5P (X ≤ 5) = P (X = 0) + P (X = 1) + P (X = 2) + P (X = 3) + P (X = 4) + P (X = 5)P (X ≤ 5)

= Σ n C k  *  p k  *  q n - k k=0 to 5P (X ≤ 5)

= Σ n C k  *  p k  *  q n - k k=0

to 5= (20 C 0  *  0.40 0  *  0.60 20 ) + (20 C 1  *  0.40 1  *  0.60 19 ) + (20 C 2  *  0.40 2  *  0.60 18 ) + (20 C 3  *  0.40 3  *  0.60 17 ) + (20 C 4  *  0.40 4  *  0.60 16 ) + (20 C 5  *  0.40 5  *  0.60 15 )

= (1  *  1  *  0.60 20 ) + (20  *  0.40  *  0.60 19 ) + (190  *  0.40 2  *  0.60 18 ) + (1140  *  0.40 3  *  0.60 17 ) + (4845  *  0.40 4  *  0.60 16 ) + (15504  *  0.40 5  *  0.60 15 )= 0.000000 + 0.000000 + 0.000003 + 0.000460 + 0.015223 + 0.135072= 0.150758Therefore, the probability that at most 5 of them would have experienced hypertension is 0.150758 (approx).

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The conversion of the statement of the expression into inequality form in terms of x is given by 1/2 × 3^x + 2^(2 - x) - 2 ≤ x ≤ 3

Using the details of the inequality,

1 half left parenthesis 3 right parenthesis to the power of x is,

1/2 × 3^x

Plus space 2 end exponent minus space 2 , negative 1 space  is written as ,

+ 2^(2 - x) - 2

less or equal than space x space less or equal than space 3

≤ x ≤ 3

Now, combine all to get the required inequality,

1/2 × 3^x + 2^(2 - x) - 2 ≤ x ≤ 3

Therefore, the required inequality for the given expression is equal to

1/2 × 3^x + 2^(2 - x) - 2 ≤ x ≤ 3

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The given question is incomplete, I answer the question in general according to my knowledge:

If left parenthesis x right parenthesis space equals space 1 half left parenthesis 3 right parenthesis to the power of x space plus space 2 end exponent minus space 2 , negative 1 space less or equal than space x space less or equal than space 3.

Represent the expression in the inequality form of x.

Answer: "x" is 4.5

Step-by-step explanation:

first lets find the leg of the first right triangle using the given leg of 6 and the hypoteneuse of 9 using Pythagorean theorem a^2 + b^2 = c^2.

6^2 + b^2 = 9^2

36 + b^2 = 81

subtract 36 from both sides to isolate b

36 - 36 + b^2 = 81 - 36

simplify

b^2 = 45

take square root of both sides

[tex]\sqrt{b^{2} }[/tex] = [tex]\sqrt{45}[/tex]

b = 6.7

Now we can find x of the 2nd right triangle using the know hypoteneuse of 6.7 and the known leg of 5

a^2 + b^2 = c^2

5^2 = b^2 = 6.7^2

25 + b^2 = 44.9

subtract 25 from both sides to isolate b

25 - 25 + b^2 = 44.9 - 25

b^2 = 19.9

take square root of both sides

[tex]\sqrt{b^2}[/tex] = [tex]\sqrt{19.9}[/tex]

b= 4.5

so your answer to what is "x" is 4.5

When evaluating a data set or statistics, the things to consider are sample size and data quality. It's important to consider these things because they provide insight into the validity of the data and the accuracy of the statistics that are being used.

When presented with a dataset or statistics, there are several things to consider.

Here are two examples of what you need to consider when evaluating a dataset or statistics:

1. Sample size: It's important to consider the sample size because small sample sizes are more likely to be biased. For example, a small sample size might be unrepresentative of a larger population. A sample size of 30 is commonly used to distinguish between small and large samples in statistics. Larger sample sizes are often more representative of the population and produce more reliable statistics.

2. Data quality: The quality of the data is also an important consideration. When evaluating statistics, you must ensure that the data is accurate, relevant, and up-to-date. This is important because using incorrect or outdated data can lead to incorrect conclusions. Additionally, if the data is missing or incomplete, you may not be able to get an accurate picture of the population that the dataset is supposed to represent. This can skew the results, making them less reliable or even completely useless. Therefore, data quality is an important consideration when evaluating statistics.

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From the given data of hunters and do we find out there are 9 hunters and 15 dogs.

Let's assume that there were "h" hunters and "d" dogs.

Each hunter has two legs, and each dog has four legs, so the total number of legs can be expressed as:

2h + 4d = 78

We can simplify this equation by dividing both sides by 2:

h + 2d = 39

We also know that there were 24 heads in total, which includes the hunters and the dogs:

h + d = 24

We can now solve these two equations simultaneously to find the values of h and d.

First, we can solve for h in terms of d from the second equation:

h = 24 - d

We can substitute this expression for h in the first equation:

(24 - d) + 2d = 39

Simplifying and solving for d:

d = 15

Now that we know there were 15 dogs, we can substitute this value back into one of the equations to find the number of hunters:

h + d = 24

h + 15 = 24

h = 9

Therefore, there were 9 hunters and 15 dogs.

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The combined ratio of x : y : z from x ; y = 4 : 3 and y : z = 5 ; 2 is x:y:z = 20:15:6

Given the following ratios

x ; y = 4 : 3

y : z = 5 ; 2

To find the ratio of x:y:z, we need to combine the two given ratios and simplify:

x:y = 4:3

y:z = 5:2

To combine these ratios, we need to have a common term for y.

We can do this by multiplying the first ratio by 5 and the second ratio by 3:

5(x:y) = 5(4:3) = 20:15

3(y:z) = 3(5:2) = 15:6

Now we have a common term of 15 for y, so we can combine the ratios:

x:y:z = 20:15:6

Therefore, the ratio of x:y:z is 20:15:6

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The approximate area under the curve f(t) = 1/t when found between 1 and 3 is equivalent to option D: 1.1.

Calculating an integral is called integration. Mathematicians utilize integrals to determine a variety of useful quantities, including areas, volumes, displacement, etc. Usually, when we talk about integrals, we mean definite integrals. One of the two primary calculus topics in mathematics, along with differentiation, is integration.

We can find the approximate area using the concept of integration as follows:

[tex]\int\limits^3_1 {1/t} \, dt[/tex]

We generally know that:

[tex]\int\limits^a_b {x} \, dx[/tex]= ㏑(x)

Therefore,

[tex]\int\limits^3_1 {1/t} \, dt[/tex]

= ㏑ (3) - ㏑ (1)

= 1.1, more specifically it would be 1.09.

From the table of logarithm, you can verify is equivalent to 1.1.

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Correct question is:

In Exploration 3.1.1 you found the area under the curve f(t)=1/t

between 1 and 3. What was the approximate area that you came

up with?

A. 1.3

B. .9

C. .7

D. 1.1

Answer:

4.25 x + 7 = 24

Second choice

Step-by-step explanation:

Plug in x = 4 into each equation and see which one is consistent

The correct answer is 4.25x + 7 = 24

Left side = 4.25(4)  + 7

= 17 + 7

=24

which matches the right side 24

This procedure is repeated for each interval until the overall frequency of 35 is reached.

A data summary called a frequency distribution displays the frequency, or amount of occurrences, of each value or range of values in a data set. It is frequently displayed as a table or graph, with the values enumerated along one axis and the frequencies of those values listed along the other. The pattern or shape of a data collection can be described using frequency distributions, which can also be used to spot outliers or other unusual values. They can also shed light on the data's central trend and variability.

given

To complete a cumulative frequency table:

Class interval Frequency Cumulative frequency

0-10               5                                   5

10-20       8                                  13

20-30       12                                 25

30-40        7                                 32

40-50         3                                35

Total        35                               35

The number of the first class interval is 5.

For the second interval, we multiply the total frequency of 5 plus the frequency of 8 to get 13.

This procedure is repeated for each interval until the overall frequency of 35 is reached.

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The missing value in the cumulative table is 36.

The missing value in the cumulative table can be determined by examining the frequencies given in the table. Let's analyze the frequencies step by step:

1. The frequency for scores less than 145 is given as 16.
2. The frequency for scores less than 150 is given as 26.
3. The frequency for scores less than 155 is given as 36.
4. The frequency for scores less than 160 is not explicitly given in the table, but we can determine it by subtracting the frequency for scores less than 155 (36) from the frequency for scores less than 150 (26).

This gives us a value of [tex]26 - 36 = -10.[/tex]

Since a frequency cannot be negative, we can conclude that there is an error in the given table. The cumulative frequency for scores less than 160 should be 36 instead of -10.

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