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Drag the tiles to the correct boxes to complete the pairs. Not all tiles will be used.

The table shows the weights of giant pumpkins grown in two towns, Cedartown and Baytown. Match each phrase to its value.

Weight of Cedartown Weight of Baytown

Pumpkins (pounds) Pumpkins (pounds)

611

584

753

622

575

713.5

685.5

579

718

644

20.2

40

40.2

60.4

575

628.5

668.5

713.5

the average weight of pumpkins

grown in Cedartown

a) The continuous rate of growth of this bacterium population is 45%

b) Initial population of culture at t = 0 is 950 bacteria

c) number of bacterial cultures contain at t = 5 is 9013 bacteria

The number of bacteria in a culture is given by the function n(t) =950\(e^{0.450t}\) Where t is measured in hours

what is the continuous rate of growth of this bacterium population

The number of bacteria in a culture is given by

n(t) = 950\(e^{0.45t}\)

a) rate of growth is

Bacteria growth model N(t) = no\(e^{rt\)

Where r is the growth rate

hence r = 0.45

             = 45%

b) Initial population of culture at t = 0

n(0) = 950\(e^0\)

      = 950

      = 950 bacteria

c) number of bacterial culture contain at t = 5  

n(5)      = 950\(e^{0.45*5}\)

     = 9013.35

     = 9013 bacteria

the complete question is-

The number of bacteria in a culture is given by the function n(t) =950e^0.45t Where t is measured in hours A) what is the continuous rate of growth of this bacterium population? Your answer is __ percent B) what is the initial population of the culture (at t=0) your answer is __ C) how many bacteria will the culture contain at time t=5 ? Your answer is __ Round to the nearest bacteria

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Answer: Hope this helps you I guess.

2

Answer:

2 is the length of BC

Step-by-step explanation:

If we will look at this line, we can determine that unit interval is 1, so we subtract B from C, which is 2, and that's the answer

The compound inequality given is "and" inequality.

Compound inequalities are inequalities which consist of more than two expressions connected with two or more inequality signs.

Compound inequality can be divided into two or more simple inequalities.

"And" inequalities are those compound inequalities where both the inequalities need to be true for the statement to be true.

"Or" inequality needs only any one of them true.

Given inequality is,

6 > x + 1 > 3

Subtracting 1 throughout,

5 > x > 2

Here x lies between 2 and 5 where x > 2 and x < 5.

Hence this inequality is "and" inequality.

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Answer:

4.3068

Step-by-step explanation:

so what you do is 1.48 x 2.91

Answer:

= 4.39km

Step-by-step explanation:

Camp distance = 1.48Km

Distance travelled afterwards = 2.91km

Mountain Height = total distance travelled

So total distance = 1.48 + 2.91  

                         = 4.39km -----------> final answer

Answer:

523.8 miles

Step-by-step explanation:

The drawing attached represents the question. We create a triangle with the distances from each pair of cities, and we call the distance from B to C by 'd'.

First, we need to find the angle BAC:

55° + BAC + 7° = 90°

BAC = 28°

Then, we can use the law of cosines to find the value of d:

d^2 = 470^2 + 890^2 - 2*470*890*cos(BAC)

d^2 = 470^2 + 890^2 - 2*470*890*0.8829

d^2 = 274365.86

d = 523.8 miles

The flux of the vector field f=(x² y²)k through the disk of radius 10 in the xy-plane, centered at the origin and oriented upward, is zero.

The flux of a vector field through a surface is given by the surface integral of the dot product of the vector field and the unit normal vector to the surface. In this case, the vector field is f=(x² y²)k, which is pointing in the z direction, and the surface is a disk in the xy-plane of radius 10, centered at the origin, and oriented upward.

The unit normal vector to the disk is pointing in the upward direction, which is the same direction as the vector field. Therefore, the dot product of the vector field and the unit normal vector is always positive, and the surface integral of this dot product over the disk is always positive.

However, the divergence of the vector field f is 2xy, which is not zero. According to the Divergence Theorem, the flux of a vector field through a closed surface is equal to the triple integral of the divergence of the vector field over the enclosed volume. Since the disk is an open surface, we cannot use the Divergence Theorem directly.

Instead, we can use the fact that the flux through any closed surface that encloses the disk is zero. This is because the flux through any closed surface that encloses the disk must be equal to the flux through the disk itself plus the flux through the rest of the closed surface, which is zero because the vector field f is zero everywhere outside the disk.

Therefore, the flux of the vector field f=(x² y²)k through the disk of radius 10 in the xy-plane, centered at the origin and oriented upward, is zero.

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Answer: C

Step-by-step explanation:

Answer:

k = - 8

Step-by-step explanation:

given that (x - a) is a factor of f(x) , then f(a) = 0

given

(x - 1) is a factor of f(x) then f(1) = 0 , that is

3(1)³ + 5(1) + k = 0

3(1) + 5 + k = 0

3 + 5 + k = 0

8 + k = 0 ( subtract 8 from both sides )

k = - 8

The lowest score on the exam cannot be determined from the given grouped frequency distribution table thus the correct answer is c. Cannot be determined.

In the given grouped frequency distribution table, the scores are divided into intervals or classes, such as 50-59, 60-69, 70-79, and so on. The frequency column tells us how many scores fall within each interval. For example, there are 4 scores that fall within the 50-59 interval, and 3 scores that fall within the 90-99 interval.

However, we do not know the exact scores that make up each interval. For example, the 70-79 interval could contain scores ranging from 70 to 79, or it could contain scores like 71, 75, and 78, or any other combination of scores that falls within that range. Without knowing the individual scores, we cannot determine the lowest score on the exam.

Therefore, the correct answer is option c, “Cannot be determined.”

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Answer: For 2 it could be 43 and for 7 it could be 58

Step-by-step explanation:

Based on the given conditions, formulate: 

34÷1 1/3

Find common denominator and write the numerators above common denominator:

34/3/3+1/3

Write the numerators over common denominator:

34/3+1/3

Calculate the sum or difference:

34/4/3

Divide a fraction by multiplying its reciprocal:34×3/4

Cross out the common factor:

17×3/2

Calculate the product or quotient:

51/2

get the result:

25.5 or 25 1/2

=25.5 or 25 1/2

We find the sine and cosine of an acute angle by taking the ratio of the length of the side opposite to the angle with respect to the length of the side adjacent to the acute angle.

What is the tangent of the angle?

The ratio of the right-angle triangle's base or perpendicular is known as the tangent of the angle.

The ratio of two of the right-angled triangle's three sides is used to define the sine, cosine, and tangent of an acute angle.

Here,

We have to find out how is a right triangle used to find the sine and cosine of an acute angle is there a unique right triangle that must be used.

We concluded that a right triangle can be used to determine the tangent of any acute angle, by taking the ratio of the length of the side opposite to the angle with respect to the length of the side adjacent to the acute angle.

Hence, we find the sine and cosine of an acute angle by taking the ratio of the length of the side opposite to the angle with respect to the length of the side adjacent to the acute angle.

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The prime factorization of the number 21 is:

21 = 3*7

We want to write the prime factorization of 21.

To do so, we just need to divide the number by prime numbers.

The first prime number we can try is 2, if we divide by 2 we get:

21/2 = 10.5

This is not an integer, so 2 is not a factor.

The next one is 3:

21/3 = 7

Now we can rewrite:

21 = 3*7

Where 3 and 7 are prime numbers, so that is the prime factorization.

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The problem involves a line segment divided into two parts in a specific ratio. The ratio of the length of the lesser part to the length of the greater part is found to be (√2 - 1).

Let the length of the whole line segment be x, and let y be the length of the greater part. Then the length of the lesser part is (x - y).

According to the problem statement, the ratio of the lesser part to the greater part is the same as the ratio of the greater part to the whole. Mathematically, we can write this as:

(x - y)/y = y/x

Simplifying this equation, we get:

x^2 - y^2 = y^2

x^2 = 2y^2

Taking the square root of both sides, we get:

x = y√2

Therefore, the value of the ratio of the lesser part to the greater part is:

(x - y)/y = (√2 - 1)

So, the answer will be (√2 - 1).

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Answer:

Step-by-step explanation:

Compare both shapes

Find out the length of the red line through Pythagoras theorem

a² + b² = c²

9² + b² = 15²

15²- 9² = b²

144 = b²

√144 = b

b = 12

Red line is 12 and the other length of one side of the triangle is x - 9

The hypotenuse of the other triangle will be equal to:

a² + b² = c²

12² + (x-9)² = c²

144 + x² - 9x -9x + 81 = c²

x² - 18x + 225 = c²

THE HYPOTENUSE OF THE 2ND TRIANGLE = x² - 18x + 225

NOW COMPARE BOTH TRIANGLES

x² - 18x + 225 :    15

       x - 9        :     9

Cross multiply

9(x² - 18x + 225) = 15(x - 9)

9x² - 162x + 2025 = 15x - 135

9x² - 162x - 15x + 2025 + 135 = 0

9x² - 177x + 2160 = 0

Now use the quadratic equation

x = (-b +- √b² - 4ac)/2a

a = 9

b = -177

c = 2160

x = (-(-177) +- √(-177)² - 4(9)(2160))/(2×9)

x = (177 +- √31329 - 77760)/(18)

x = (177 +- √-46431)/18

At this point I have lost hope in the question as i got a negative value under square root which means it can't be solved.
I don't know where I am wrong but I hope the starting parts of the answer help you reach the final answer.

The instructional context can greatly impact learning with educational technology. In a study with a digital learning game, it was found that the instructional context influences student engagement and motivation. This, in turn, affects their learning outcomes.

The study examined the design of the game, the teacher's role, and the classroom environment. By optimizing these factors, the researchers found that students were more likely to be actively engaged and achieved better learning outcomes.

Therefore, the instructional context plays a crucial role in leveraging the potential of educational technology for effective learning.

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a) We would need to perform about 845 tests to find 650 acceptable circuits on average.

b) The probability of finding at least 650 acceptable circuits in a batch of 845 circuits is approximately 0.4758.

a)The probability of passing the quality test is 0.77. Therefore, the probability of failure is 1 - 0.77 = 0.23. Let X denote the number of tests required to find 650 acceptable circuits.The expected number of tests needed to find 1 acceptable circuit can be computed as E(X) = 1/p where p is the probability of success (in this case, p = 0.77). Therefore, we have E(X) = 1/0.77 = 1.2987012987.Then, we can use the formula for the expected value of a binomial distribution to find the expected number of tests necessary to find 650 acceptable circuits: E(X) = n * p, where n is the number of trials (tests) and p is the probability of success. Solving for n, we get:n * 0.77 = 6501n = 650/0.77n ≈ 844.1564Therefore, we would need to perform about 845 tests to find 650 acceptable circuits on average.b)The sample size is n = 845 and the probability of success is p = 0.77. Let X be the number of acceptable circuits in the sample. Then X follows a binomial distribution with mean μ = np = 845 * 0.77 = 650.65 and variance σ² = np(1 - p) = 845 * 0.77 * 0.23 ≈ 151.0035.Using the central limit theorem, we can approximate X with a normal distribution. That is, X ~ N(650.65, 12.276). Then, we have:P(X ≥ 650) = P(Z ≥ (650 - 650.65)/sqrt(151.0035))= P(Z ≥ -0.4338), where Z is a standard normal random variable with mean 0 and standard deviation 1.We can use a standard normal table to find that P(Z ≥ -0.4338) = 0.6664.Using continuity correction, we adjust this probability to account for the fact that X is a discrete random variable:P(X ≥ 650) ≈ P(Z ≥ -0.4338 + 0.5) = P(Z ≥ 0.0662) ≈ 0.4758.Therefore, the probability of finding at least 650 acceptable circuits in a batch of 845 circuits is approximately 0.4758.

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Gerry's beginning basis in the S corporation is $20,545.

To calculate Gerry's beginning basis in the S corporation, we need to consider the cost of the assets transferred and the additional expenses incurred for the conversion.

The cost of the assets transferred is given as $19,570. This represents the original cost of the assets when Gerry acquired them.

The adjusted basis of the assets is stated as $9,600. The adjusted basis takes into account any adjustments made to the original cost, such as depreciation or other deductions.

To calculate the beginning basis in the S corporation, we add the cost of the assets transferred ($19,570) to the adjusted basis ($9,600). This gives us a total of $29,170.

In addition to the assets, Gerry incurred an additional expense of $975 for the conversion to an S corporation. We include this amount in the calculation of the beginning basis.

Therefore, Gerry's beginning basis in the S corporation is $29,170 + $975 = $20,545.

This beginning basis is important for determining Gerry's tax consequences and future deductions within the S corporation structure.

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Answer:

2/3

Step-by-step explanation:

The greatest common factor is 5 because it can divide two of them. When you divide 10/15, it becomes 2/3.

Answer:

(-1,1),(-3,-19)

Step-by-step explanation:

y=−3x²−2x+2     (1)

10x−y=−11

y=10x+11    (2)

−3x²−2x+2 = 10x+11

3x² + 12x + 9 = 0

x²  + 4x + 3 = 0

(x + 1)(x+3) = 0

x= -1 or x = -3

y = 1 or y = -19

The solutions of the equations y = −3x² − 2x + 2 and 10x − y = −11 will be (-1, 1) and (-3, -19).

The allocation of weights to the important variables that produce the calculation's optimum is referred to as a direct consequence.

The equations are given below.

y = −3x² − 2x + 2         ...1

10x − y = −11                ...2

From equations 1 and 2, then we have

10x + 11 = −3x² − 2x + 2

3x² + 12x + 9 = 0

x² + 4x + 3 = 0

x² + 3x + x + 3 = 0

x(x + 3) + 1(x + 3) = 0

(x + 3)(x + 1) = 0

x = -1, -3

The value of y at x = - 1 is given as,

y = 10(-1)  + 11

y = 1

The value of y at x = -3 is given as,

y = 10(-3)  + 11

y = - 19

The solutions of the equations y = −3x² − 2x + 2 and 10x − y = −11 will be (-1, 1) and (-3, -19).

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The amount of money Company A charge more for x miles,  35 - 0.05x dollars

In mathematics, subtraction is an operation which means taking away a few portions of the group or few things from a whole part.

For example, if we take 4 pencils out of 10 then remaining pencils are 6

so this process is called subtraction.

Let's call the number of miles the family wants to travel "x".

The cost for Company A is $30.50 plus 8 cents per mile, so the total cost for Company A is,

30.50 + 0.08x.

The cost for Company B is $65.50 plus 13 cents per mile, so the total cost for Company B is,

65.50 + 0.13x.

To find out how much more Company A charges, we can subtract the cost for Company B from the cost for Company A:

= (30.50 + 0.08x) - (65.50 + 0.13x)

= 35 - 0.05x

So, Company A charges 35 - 0.05x dollars more than Company B for x miles.

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Answer: All boundary points of a rational inequality that are found by determining the values for which the denominator is equal to zero should always be represented by plotting an open circle on a number line.

Step-by-step explanation:

Based on the options given in this question, it should be noted that the option that is true is that all boundary points of a rational inequality that are found by determining the values for which the denominator is equal to zero should always be represented by plotting an open circle on a number line.

Therefore, the correct option is A.

Answer:

x =  3 ±√(b + 9).

Step-by-step explanation:

We use Completing the Square:

x^2 - 6x = b

(x - 3)^2 - 9 = b

(x - 3)^2 = b + 9    Taking square roots of both sides:

x - 3 = ±√(b + 9)

x =  3 ±√(b + 9).

Answer:

D. maleta

Step-by-step explanation:

D. maleta does not belong with the other words because it is the only word that is not a noun. A pajero, B. chico, and C. problema are all nouns, but D. maleta is a noun meaning "suitcase" or "luggage."

The alternative and hull hypotheses is H₀: P=0.03, H₁: P≠0.03.

Given that,

According to a representative of the Ohio Department of Education, 3% of graduating high school seniors in Ohio have dropped out in recent years. Out of the 600 pupils enrolled, 30 students from Podunk High School dropped out of school last year.

We have to find is there enough data to say that this school's dropout rate is higher than the state average. Using symbols and words, state the alternative and hull hypotheses.

We know that,

n is 600,

3% Ohio high school seniors dropout.

30 dropout out of 600 in Podunk high school.

Here,

H₀: μ₁=μ₂  vs   H₁:μ₁≠μ₂

In coordinates,

H₀⇒ dropout number is equal for both schools.

H₁⇒ dropout number not equal for both schools.

H₀: P=0.03, H₁: P≠0.03.

Therefore, The alternative and hull hypotheses is H₀: P=0.03, H₁: P≠0.03.

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Answer:

what are the instructions

Step-by-step explanation:

please repost with instructions

Sally's conclusion that high school GPA is an excellent and useful predictor of performance ratings at work is not entirely supported by the correlation coefficient of 0.09 with a significance level of p<.01.

Although a significant correlation suggests a positive association between high school GPA and performance ratings, the strength of the relationship is weak. The practical significance of such a weak correlation may be limited in real-world scenarios where multiple factors can influence job performance.

It is also important to note that correlation does not imply causation.

Therefore, even if high school GPA is significantly correlated with performance ratings at work, it does not necessarily mean that high school GPA is a causative factor in better job performance. Other variables such as work experience, motivation, and personality may also contribute to predicting job performance, and their effects should also be taken into account when assessing the usefulness of high school GPA as a predictor.

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Answer:

$11.90

Step-by-step explanation:

first you change the percent to a decimal by moving the decimal two places and then multiply.

you multiply .85 and 14.00= 11.90

Answer:

$11.9

Step-by-step explanation:

The regular cost of the CD = $14:00

The discount she gets = 15%

So, 15% of $14 = 2.1

= $14 - $2.1 = $11.9

Another method:

Or u can take 85% of $14 and u will get the immediately

85% of $14 = $11.9

Answer:

12cm long

Step-by-step explanation:

Given data

Volume of cube= 1728cm^3

We know that the expression for the volume is

V=l^3

substitute and solve for l

1728=l^3

cube root both sides

l=∛1728

l=12cm

Hence the edge is 12cm long

Answer:

7 for each week

Step-by-step explanation:

7:1 = 7 dollars in 1 week

14:2

21:3

28:4

35:5

42:6

49:7

56:8

63:9

70:10

77:11

84:12

Answer:

How many weeks 23 34 85? if its 23 161 if its 34 238 and if its 85 595

Step-by-step explanation: