The proportional relationship between the number of inches a candle has burned away, , at any time in hours, , can be represented by the equation
�
=
0.5
�
b=0.5t. At what rate does the candle burn, in inches per hour?

Answer:

The probability of a family having 0 teenagers with an Apple device can be calculated as (0.26)^0 * (0.74)^2 = 0.5356.

The probability of a family having 1 teenager with an Apple device can be calculated as 2 * (0.26) * (0.74)^1 * (0.74)^1 = 0.4428.

The probability of a family having 2 teenagers with an Apple device can be calculated as (0.26)^2 * (0.74)^0 = 0.0676.

Therefore, the probability of a family having 0, 1, or 2 teenagers with an Apple device can be calculated as 0.5356 + 0.4428 + 0.0676 = 1.0.

The value of f(-2) is 1.

A function is a relation from a set A to a set B where the elements in set A only maps to one and only one image in set B. No elements in set A has more than one image in set B.

Given is a table of x values and f(x) values corresponding to those x.

When x = -6, f(x) = f(-6) = 3

When x = -2, f(x) = f(-2) = 1

When x = 0, f(x) = f(0) = 4

When x = 3, f(x) = f(3) = -2

So the value of f(-2) = 1.

Hence f(-2) = 1 from the table.

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Answer: 19-20 people

Step-by-step explanation:

I turned 26% into a decimal which is .26 then multiplied it by 76.

The value of the cash flows four years from today is $22,609.26.

The value of a set of cash flows can be calculated using the present value of an annuity formula. This formula takes into account the time value of money, which states that money has a different value at different points in time due to the opportunity cost of the money. In other words, the money you have today is more valuable than the money you will have in the future.

The present value of an annuity formula is PV = CF / (1 + r)^n, where PV is the present value, CF is the cash flow, r is the interest rate, and n is the number of periods. In this example, the cash flows are $3,000, $4,040, $5,885, and $7,975, the interest rate is 5.4%, and the number of periods is 4. Plugging these numbers into the formula, the present value is $22,609.26. This is the value of the cash flows four years from today.

The value of the cash flows four years from today is $22,609.26.

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To force the output to show the decimal point and trailing zeros of a decimal number use the showpoint, manipulator.

The showpoint function is a manipulator that sets the show point flag, which instructs an output stream to write a decimal point for floating-point output, even if the point is superfluous. This is done by setting the showpoint flag, which is done by setting the show point flag (only zeros appear after the decimal point). More specifically, the calls to the functions.

The distinction between a whole number and the fractional component of a number is denoted by the use of a symbol known as a "decimal point," which can be either a point or a dot. A different name for it is the Decimal Mark. The representation of the decimal point is the (.). In addition to using whole numbers, we frequently work with decimals.

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If the slope of the line is 4, then the value of r is 17.

Remember that the slope of a line that passes through the points (x₁, y₁) and (x₂, y₂) is:

a = (y₂ - y₁)/(x₂ - x₁)

Here we know that the slope is 4 and the points are  (-5, -7) and (1, r), then we can write:

4 = (r + 7)/(1 + 5)

And now solve that for r:

4 = (r + 7)/6

4*6 - 7 = r

17 = r

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Option B is correct, WX is perpendicular to ZY and WX is parallel to AB.

Coordinate system is a system that uses one or more numbers, or coordinates, to uniquely determine the position of the points or other geometric elements on a manifold such as Euclidean space.

To find the solution of this problem.

Firstly let us understand the parallel and perpendicular lines.

Parallel lines are the lines that do not intersect or meet each other at any point in a plane.

Two geometric objects are perpendicular if they intersect at a right angle. The condition of perpendicularity may be represented graphically using the perpendicular symbol, ⟂.

As we check all the options, WX is perpendicular to ZY and WX is parallel to AB.

Hence, Option B is correct, WX is perpendicular to ZY and WX is parallel to AB.

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The value of x that makes ABC~ ADEF is 4

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

AABC~ ADEF.

So, we have the following equovalent ratio

6 : 2x = 24 : 32

So, we have

2x/6 = 32/24

Make x the subject

So, we have the following representation

x = 6 * 32/(24 * 2)

Evaluate the expression

x = 4

Hence, the value is 4

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Answer:

f(-7) = 60

Step-by-step explanation:

In this problem, we are asked to find the output of the function f(x) when x = -7.

First, substitute -7 in for x.

f(x) = -9x - 3

f(-7) = -9(-7) - 3

Then, simplify the right side of the equation. Remember that a negative times a negative becomes positive.

f(-7) = 63 - 3

f(-7) = 60

Compare the number of times customers who saw either version of the menu ordered the item.

In order to understand if setting the menu item apart in a text box increased the likelihood the item is ordered, researchers should first compare the number of customers who saw version A of the menu to the number of customers who saw version B of the menu. This will allow the researchers to determine if there is any difference in the number of customers who saw each version of the menu. Once this comparison is made, the researchers should then compare the number of times that customers who saw version A of the menu ordered the item to the number of times that customers who saw version B of the menu ordered the item. This will allow the researchers to see if the item was ordered more frequently with version A of the menu. Lastly, the researchers should compare the percentage of times that customers who saw version A of the menu ordered the item to the percentage of times that customers who saw version B of the menu ordered the item. This will allow the researchers to determine if there was a significant difference in the likelihood of the item being ordered with the different versions of the menu.

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The difference quotient for the given function is given by f(x) - f(x)/x - a, which simplifies to -(x-a)/x.

The difference quotient for the given function is given by f(x) - f(x)/x - a, which simplifies to -(x-a)/x. This expression is obtained by subtracting f(x)/x - a from f(x). The numerator is the difference between x and a, while the denominator is x.

The difference quotient for the given function f(x) = 1/x can be expressed as:

f(x) - f(x)/x - a = -(x-a)/x

This expression can be further expanded as follows:

f(x) - f(x)/x - a = [1/x - 1/x] - (x - a)/x

                   = 0 - (x - a)/x

                   = -(x - a)/x

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The distance between the points (−3, −5) and (9, −5) is the difference in the absolute value of the x-coordinates.

What are coordinates?

A coordinate system in geometry is a method for determining the precise location of points or other geometrical objects on a manifold, such as Euclidean space, using one or more numbers, or coordinates.

Given points are (−3, −5) and (9, −5).

The separation between two points, if the coordinate points are in the same quadrant, is equal to the difference between the larger absolute value and the smaller absolute value of the coordinates.

The distance between the two points is

|9| + |-3|

= 12

Since the x-coordinate of (−3, −5) is negative.

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Jaelyn is training for the upcoming new york marathon, jaelyn started running 3 to 4 miles daily during the week with an 8-mile distance run on the weekend. after 6 months is- progression

The six fundamental principles in the training are the principle of- distance individual difference, overload, progression, use/disuse, adaptation, specificity.

The principle of progression tells us that to improve performance and fitness there should be a systematic and gradual increase in the intensity with respect to time. This helps in increasing the performance of any athlete without the chances of injury.

So here Barbara has increased running distance up to 25 miles after 6 months of starting training which shows she is following progression principle.

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None of the values given in this problem make the equation 2(3 - p) = 4p + 10 true.

To obtain the value that makes the equation true, we must solve the equation.

The equation for this problem is defined as follows:

2(3 - p) = 4p + 10.

Applying the distributive property on the left side of the equality, we have that:

6 - 2p = 4p + 10

Isolating the variable p, the result is given as follows:

-2p - 4p = 10 - 6

-6p = 4

6p = -4

p = -4/6

p = -2/3.

Which isn’t any of the presented options in the context of this problem.

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The sum of the measures of the angles in a triangle is 180 degrees, so we have the equation:

m angle Q + m angle R + m angle T = 180

94 + 42 + 71 = 207

The sum of the measures of the angles in the triangle is greater than 180 degrees, so this is not a valid triangle.

Without further information, it is not possible to determine the scale factor from PQRS to TUVW. A scale factor refers to the ratio of corresponding side lengths between two similar figures. In order to find the scale factor, you would need to know the lengths of corresponding sides in the two figures.

can't find x rn

The true statements are,

[tex]\overline{WX} \perp ZY[/tex] and [tex]\overline{WX} || AB.[/tex]

[tex]\overline{UV} || \overline{AB}[/tex] and [tex]\overline{UV} || \overline{ZY}[/tex].

We know when a transversal intersects two parallel lines at two distinct points,

Two pairs of interior and alternate angles are formed such that the measure of interior angles are same and the measure of alternate angles is also the same.

We know perpendicular lines make an angle of 90° at their intersecting point.

And we also know that the distance between two parallel lines is constant.

The line segment WX ⊥ ZY and WX is parallel to AB.

The line segment UV ⊥ WX and UV is parallel to ZY.

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Answer:

3x²–2x+1=0

3x²+x–3x+1=0

(3x²+x)-(3x+1)=0

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

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

x=1 or x=-⅓

The high-temperature yesterday was -5° C.

Temperature is a degree of hotness or coldness the can be measured using a thermometer. It's also a measure of how fast the atoms and molecules of a substance are moving. Temperature is measured in degrees on the Fahrenheit, Celsius, and Kelvin scales.

Given that, the high temperature today is 7°C higher than twice the high-temperature yesterday.

Let the high-temperature yesterday be x.

The high-temperature today is -3° C.

Now, 2x+7=-3

2x=-10

x=-5

Therefore, yesterday's temperature was -5° C.

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The value of a 10% stake is given as $88.

The formula for the Gordon growth model is:

Stock Price = Dividend / (Required Yield - Growth Rate)

Substituting the given values gives:

Stock price = 1.76 / (0.10 - 0.08) = 1.76 / 0.02 = $88 

Stocks are documents that prove that someone owns a share of the capital of a company. A person who owns shares has the right to some of the company's assets. For example, if a company issues 1000 shares of stock and a person owns 200 shares in that company, that person actually owns 20% of the assets in that company. Majority shareholders will have control rights over a company.

Shareholders also have the right to receive dividends according to the number of shares they own. The acquisition of these dividends usually depends on the profits of the company and has been regulated in accordance with the company's articles of association.

Issuing shares is one way for companies to get fresh funds or capital for long-term business development. Shares themselves can be traded through the Stock Exchange at prices that change according to company conditions and economic conditions.

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After three steps, the average value of the displacement and the average value of the squared displacement are given by zero and two, respectively.

The average value of the displacement is calculated by summing up all the displacement values and dividing by the total number of steps. In this case, the average value will be zero because each step has an equal probability of moving forward or backward, resulting in an average net displacement of zero.

The average value of the squared displacement is calculated by summing up the squares of all the displacement values and dividing by the total number of steps. In this case, the average value will be two because each step has an equal probability of moving two units forward or two units backward, resulting in an average squared displacement of two.

These values can be used to calculate various statistical measures such as the mean squared displacement, which can provide insight into the diffusion of particles or the behavior of random walks.

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Answer:

Step-by-step explanation:

slope= y2-y1/x2-x1 ---->  3-2/1-3 ----> 1/-2 ----> slope=-1/2

slope intercept form is y=mx+b. (b is the y-intercept, and m is the slope.)

y=-1/2x+b

we need to find b so you plug in one of the points and isolate b.

3=-1/2(1)+b

+1/2 on both sides to move it over.

3.5=b

FULL EQN: y=-1.2x+3.5

The equation of the line that passes through the points (1,9) and (−4,8) is y= 1/5 x+45.

The general equation of a straight line is y=mx+c, where m is the gradient, and y = c is the value where the line cuts the y-axis. This number c is called the intercept on the y-axis.

The given coordinate points are (1, 9) and (-4, 8).

Here, slope (m)= (8-9)/(-4-1)

m= 1/5

Substitute m=1/5 and (x, y)=(1, 9) in y=mx+c, we get

9=1/5 (1)+c

c=45

Substitute m=1/5 and c=45 in y=mx+c, we get

y= 1/5 x+45

Therefore, the equation of the line that passes through the points (1,9) and (−4,8) is y= 1/5 x+45.

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Answer:

[tex]y=\dfrac{1}{5}x+\dfrac{44}{5}[/tex]

Step-by-step explanation:

To write the equation of the line that passes through the points (1, 9) and (-4, 8), first find its slope.

To do this, substitute the given points into the slope formula:

[tex]\textsf{slope}\:(m)=\dfrac{y_2-y_1}{x_2-x_1}=\dfrac{8-9}{-4-1}=\dfrac{-1}{-5}=\dfrac{1}{5}[/tex]

To write the equation of the line, we can use the point-slope form of a linear equation.

[tex]\boxed{\begin{minipage}{5.8 cm}\underline{Point-slope form of a linear equation}\\\\$y-y_1=m(x-x_1)$\\\\where:\\ \phantom{ww}$\bullet$ $m$ is the slope. \\ \phantom{ww}$\bullet$ $(x_1,y_1)$ is a point on the line.\\\end{minipage}}[/tex]

Substitute the found slope m = 1/5 and point (1, 9) into the formula:

[tex]y-9=\dfrac{1}{5}(x-1)[/tex]

Simplify:

     [tex]y-9=\dfrac{1}{5}x-\dfrac{1}{5}[/tex]

[tex]y-9+9=\dfrac{1}{5}x-\dfrac{1}{5}+9[/tex]

           [tex]y=\dfrac{1}{5}x+\dfrac{44}{5}[/tex]

Therefore, the equation of the line that passes through the points (1, 9) and (-4, 8) is:

[tex]\boxed{y=\dfrac{1}{5}x+\dfrac{44}{5}}[/tex]

For the given transformation C(-2,1), D (2,2), E(-1,-2) to C'(-4,-2), D'(4,4), E'(-2,-4) the rule used is scaling, where the figure is scaled by a factor of 2.

The transformation, or f: X X, is the name given to a function, f, that maps to itself. After the transformation, the pre-image X becomes the image X. Any operation, or a combination of operations, such as translation, rotation, reflection, and dilation, can be used in this transformation. A function can be moved in one direction or another using translation, rotation, reflection, and dilation. A function can also be scaled using rotation around a point.

In the given transformation the coordinated of C', D', and E' are two times the coordinate of C, D, and E.

Thus, For the given transformation C(-2,1), D (2,2), E(-1,-2) to C'(-4,-2), D'(4,4), E'(-2,-4) the rule used is scaling, where the figure is scaled by a factor of 2.

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The value of the given exponent numerical expression will be negative 32.

Algebra is the study of abstract symbols, while logic is the manipulation of all those ideas.

The acronym PEMDAS stands for Parenthesis, Exponent, Multiplication, Division, Addition, and Subtraction. This approach is used to answer the problem correctly and completely.

The expression is given below.

[tex]\rightarrow \left ( -128 \right )^{\frac{5}{7}}[/tex]

We know that 128 can be written as,

128 = 2 x 2 x 2 x 2 x 2 x 2 x 2

128 = 2⁷

Then the value of the expression is given as,

[tex]\rightarrow \left ( (-2)^7\right )^{\frac{5}{7}}\\\\\rightarrow \left ( -2\right )^{\frac{7 \times 5}{7}}\\\\\rightarrow \left ( -2 \right )^5[/tex]

Simplify the expression, then we have

⇒ (-2)⁵

⇒ - (2)⁵

⇒ - 32

The value of the given exponent numerical expression will be negative 32.

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Answer:

y-10

Step-by-step explanation:

You will need 7.104 feet of lumber. (rounded to three decimal places)

There are four basic arithmetic operations in mathematics: addition, subtraction, multiplication, and division.

Among these four procedures, division is one of the most important in our everyday tasks. It is the division of a large group into equal smaller groups.

To find out how many feet of lumber you need, you need to add up the length of all the pieces and then divide by the number of inches in a foot (12).

First, we'll add up the length of all the pieces:

11 (1/4) + 11 (1/4) + 12 (1/2) + 12 (1/2) + 28 (1/8) + 28 (1/8)

= 85 (1/4) inches

Next, we'll convert this total length to feet by dividing by 12:

85 1/4 inches ÷ 12 inches/foot = 7.104 feet

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Answer:

  B. Angles 26°, 64°, 90°, hypotenuse 74

Step-by-step explanation:

You want to know which combinations of dimensions form a scalene right triangle.

A right triangle has one angle that is 90°. (Eliminates choices C and D.)

All side lengths and angles are different from each other in a scalene triangle. (Eliminates choice A.)

Sides 32, 67, and 74 cm, and angles 26°, 64°, 90° will form a scalene right triangle.

__

Additional comment

If more than one side is specified along with two or more angles, the triangle is "overspecified." That is, in all likelihood, the specifications are inconsistent with each other. In general, if the angles in a scalene triangle are integer numbers of degrees, the side lengths cannot be integer numbers of units. That is the case for the so-called right triangle here.

The given side lengths make the largest angle about 89.5°, not 90°. The given angles make the side lengths have irrational values.

Answer:

B

Step-by-step explanation:

A. The total value of the loan with quarterly compounded interest is $52,400.

B. The total value of the loan with monthly compounded interest is $52,010.04

Part A: Total value of the loan with the quarterly compounded interest

To find the total value of the loan, we'll use the formula for compound interest:

A = P * (1 + r/n)^(nt)

Where:

A = final amount (loan + interest)

P = principal amount (initial loan) = $20,000

r = interest rate = 7% = 0.07

n = number of times compounded per year = 4 (quarterly)

t = number of years = 10

Plugging in the values, we get:

A = $20,000 * (1 + 0.07/4)^(4 * 10)

A = $20,000 * (1.0175)^40

A = $20,000 * 2.620075

A = $52,401.51

Rounding to the nearest hundred, the total value of the loan with quarterly compounded interest is $52,400.

Part B: Total value of the loan with the monthly compounded interest

To find the total value of the loan with monthly compounded interest, we'll use the same formula with a different value of n:

A = P * (1 + r/n)^(nt)

Where:

n = number of times compounded per year = 12 (monthly)

Plugging in the values, we get:

A = $20,000 * (1 + 0.07/12)^(12 * 10)

A = $20,000 * (1.005833)^120

A = $20,000 * 2.600502

A = $52,010.04

Rounding to the nearest hundredth, the total value of the loan with monthly compounded interest is $52,010.04

The difference between the two loans is $52,401.51 - $52,010.04 = $391.47

The difference between the two loans is due to the higher frequency of compounding in the monthly compounded interest loan. The interest is compounded more times per year, so the interest is accumulating on the interest more quickly, leading to a higher overall interest charge.

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There is no significant difference in interaction means.

The ANOVA table is used to test the null hypothesis that the means of two or more groups are equal. In this case, we are testing the means of four levels of Factor A and three levels of Factor B. The table shows the Sum of Squares (SS) for each source, the Mean Squares (MS), and the F-value for each source.

To determine if there is a significant difference in Factor A and Factor B means, we must calculate the critical values to test for equal means. We can do this by dividing the Mean Square (MS) of each factor by the Error Mean Square (MS Error). For Factor A, we have MS Factor A/MS Error = 60/400 = 0.15. For Factor B, we have MS Factor B/MS Error = 40/400 = 0.1. We can then compare these values to the critical value for a 0.05 significance level, which is 3.89. Since both of our values are below this critical value, we can conclude that there is no significant difference in Factor A and Factor B means.

Finally, to determine if there is a significant difference in interaction means, we must calculate the F-value for the Interaction source. This is done by dividing the Mean Square of the Interaction source (MS Interaction) by the Error Mean Square (MS Error). In this case, we have MS Interaction/MS Error = 110/400 = 0.275. We can then compare this value to the critical value for a 0.05 significance level, which is 3.89. Since our value is below this critical value, we can conclude that there is no significant difference in interaction means.

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The circuit starts at the final AND gate. It has two inputs, one from an OR gate and one from a NOT gate.

The OR gate has two inputs, p and q. If either p or q is high (1), the OR gate will output a high signal. If both p and q are low (0), the OR gate will output a low signal. In this case, we only have the value of p, which is high, so the output from the OR gate is also high.

The NOT gate has one input, q. It inverts the signal, so if q is high (1), the NOT gate will output a low signal (0), and if q is low (0), the NOT gate will output a high signal (1). We don't know the value of q, so we don't know the output from the NOT gate.

Finally, the AND gate takes the outputs from the OR gate and the NOT gate as its inputs. If both inputs are high (1), the AND gate will output a high signal (1). If either input is low (0), the AND gate will output a low signal (0). Since we don't know the output from the NOT gate, we can't determine the output from the AND gate.

So, to summarize, without knowing the value of q, we can't determine the output from the final AND gate.

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