10. Kayori has saved $400 to buy new clothes. She will spend $40 a week on new clothing items.
Choose the best variable to use if you were writing an expression to represent the situation.
(1 Point)
d number of days
w: number of weeks
c number of clothing items
k: Kayori

The equation for translation of the graph given is y = |x/2-2| + 4

Given is a function y = |x/2-2| + 3, it is translated one unit up, we need to find the translated function.

We know that, f(x) + k moves f(x) by k units up.

So, y = |x/2-2| + 3 → y = |x/2-2| + 3 + 1

y = |x/2-2| + 4

Hence, the equation for translation of the graph given is y = |x/2-2| + 4

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The p-value is 0.0000. We can reject the null hypothesis and conclude that there is sufficient evidence to suggest that single women change their bed sheets more times per year than single men.

Suppose a study was conducted to investigate whether single women change their bed sheets more frequently, on average, than single men. A random sample of 200 single women showed an average of 18 bed sheet changes per year, with a sample standard deviation of 4 sheet changes. Another random sample of 200 single men showed an average of 16 bed sheet changes per year, with a sample standard deviation of 2 sheet changes.

The null hypothesis and alternate hypothesis for this study are as follows:

Null Hypothesis (H0): The mean number of bed sheet changes by single men per year (μm) is greater than or equal to the mean number of bed sheet changes by single women per year (μw).

Alternate Hypothesis (H1): The mean number of bed sheet changes by single men per year (μm) is less than the mean number of bed sheet changes by single women per year (μw).

To test these hypotheses, we can calculate the test statistic using the formula:

t = (x¯w - x¯m) / \(\sqrt\)(s²w / nw + s²m / nm)

Plugging in the values, we get:

t = (18 - 16) /  \(\sqrt\)((4²) / 200 + (2²) / 200)

t = 6.3246 (approx)

Here, x¯m = 16, x¯w = 18, s²m = 4, s²w = 2, nm = nw = 200. The degrees of freedom for the t-distribution is calculated as 400 - 2 = 398.

To find the p-value, we refer to the t-distribution table or use a calculator with 398 degrees of freedom. The p-value is determined to be less than 0.0001, accurate to 4 decimal places.

Therefore, the p-value is 0.0000. We can reject the null hypothesis and conclude that there is sufficient evidence to suggest that single women change their bed sheets more times per year than single men.

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Answer:

B 8÷2

Step-by-step explanation:

because of pemdas.

Answer:

B

Step-by-step explanation:

Follow the order of PEMDAS. So you gotta solve inside the prenthesis first following the order of pemdas and division comes first.

Parentheses

Exponent

Multiplication

Division

Addition

Subtraction

The equation \(1/3\pi r^2 2r = \pi r^2h * 1/2\),  we can express r as (3/4)rh, which solves for the value of r in terms of h.

To solve for r in the equation \(1/3\pi r^2 2r = \pi r^2h * 1/2\), we can start by simplifying the equation:

\(1/3\pi r^2 * 2r = \pi r^2h * 1/2\)

Multiplying both sides by 3 to eliminate the fraction:

\(2\pi r^3 = 3\pi r^2h * 1/2\)

Simplifying further:

\(2\pi r^3 = 3/2\pi r^2h\)

Now, let's isolate r by dividing both sides by\(2\pi r^2h:\)

\(r = (3/2\pi r^2h) / (2\pi r^2)\)

This can be simplified by canceling out common terms:

r = (3/2rh) / 2

To simplify further, we can multiply the numerator and denominator by 2 to eliminate the fraction in the numerator:

r = (3/2rh) * (1/2)

This simplifies to:

r = 3/4rh

Therefore, the expression for r is:

r = (3/4)rh

In summary, the equation \(1/3\pi r^2 2r = \pi r^2h\) * 1/2 can be rearranged to solve for r as r = (3/4)rh.

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There are 6 pairwise comparisons that need to be made in order to gain a complete understanding of which treatment effects differ significantly from others.

In order to determine which treatment effects differ significantly from others, we need to make pairwise comparisons between all possible pairs of treatment groups. Let's consider an example with four treatment groups labeled A, B, C, and D.

To determine which treatment effects differ significantly from others, we need to compare the mean scores of each treatment group with the mean scores of every other treatment group. This means we need to make the following pairwise comparisons:

A vs B

A vs C

A vs D

B vs C

B vs D

C vs D

Therefore, there are 6 pairwise comparisons that need to be made in order to gain a complete understanding of which treatment effects differ significantly from others.

It's worth noting that when making multiple pairwise comparisons, there is an increased risk of making a Type I error (i.e., rejecting the null hypothesis when it is actually true) due to the multiple testing problem. To control for this, researchers may choose to adjust the significance level or use methods such as the Bonferroni correction to adjust the p-values of the individual tests.

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Answer:

15.1

Step-by-step explanation:

Ans>18000

Step-by-step explanation:

1: Convert the mixed number into an improper fraction.

2: Rewrite the whole number as a fraction with the denominator 1.

3: Multiply two fractions by multiplying the numerators and denominators separately.

4: Convert it into simplified form if required.

Now, According to the question:

A mixed number is a whole number and a proper fraction represented together.  It generally represents a number between any two whole numbers.

To multiply a mixed number with a fraction, first, convert the mixed number to a fraction and then multiply the two fractions. Two fractions can be multiplied by multiplying the numerators and denominators separately to get a fraction as an answer. The fraction can be written in its simplest form by removing any common factors between the numerator and denominator.

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If row-reducing the augmented matrix does not produce any non-zero entries in the right-hand side, then the columns of A are linearly independent.

To determine if the columns of matrix A form a linearly independent set, we need to check if the equation Ax = 0 has only the trivial solution x = 0.

Let's assume the given matrix A is:

A = [a1, a2, a3, ..., an]

If the columns of A are linearly independent, then the equation Ax = 0 has only the trivial solution.

To solve the equation Ax = 0, we set up the augmented matrix [A | 0] and row-reduce it:

[A | 0] =

[a1, a2, a3, ..., an | 0]

Row-reducing the augmented matrix will help us determine if there are any non-trivial solutions to the equation Ax = 0.

If row-reducing the augmented matrix leads to a row of zeros with a non-zero entry in the corresponding row of the right-hand side (0), then the columns of A are linearly dependent, and there exists a non-trivial solution.

If row-reducing the augmented matrix does not produce any non-zero entries in the right-hand side, then the columns of A are linearly independent.

By performing row operations on the augmented matrix [A | 0] and examining the resulting row echelon form, we can determine if the columns of A are linearly dependent or independent and find the dependence relation if they are dependent.

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Answer:

7r is the correct answer

Step-by-step explanation:

7 x 8 = 56

The equivalent expression for 1.5 cubed over 1.3 raised to the fourth power all raised to the power of negative six is 1.5 to the eighteenth power over 1.3 to the twenty-fourth power.

Here are the steps to simplify the expression:

Apply the negative power rule: (1.5 cubed over 1.3 raised to the fourth power) raised to the power of negative six is equal to (1.3 raised to the fourth power over 1.5 cubed) raised to the power of six.

Apply the power of a quotient rule: (1.3 raised to the fourth power over 1.5 cubed) raised to the power of six is equal to (1.3 raised to the fourth power)⁶ / (1.5 cubed)⁶.

Apply the power of a power rule: (1.3 raised to the fourth power)⁶ is equal to 1.3(⁴*⁶) = 1.3²⁴.

Apply the power of a power rule: (1.5 cubed)⁶ is equal to 1.5(³*⁶) = 1.5¹⁸.

Therefore, the equivalent expression is 1.5¹⁸ / 1.3²⁴.

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Answer: Plug in answers work backwards; or learn log to get rid of powers

Step-by-step explanation: save time on your test by cheating yourself of knowledge

Answer:

x = 3

Step-by-step explanation:

(3^x)^1/2/3^ 1/2 = 3

x = 3

The Kid Laroi

Answer:

D. 28°

Step-by-step explanation:

Since ∆FGH is congruent to ∆QRS, it follows that:

\( m\angle F = m\angle Q \)

Thus:

\( 2x + 10 = 3x + 1 \) (Substitution)

Collect like terms

\( 2x - 3x = -10 + 1 \)

\( -x = -9 \)

Divide both sides by -1

x = 9

\( \angle Q = 3x + 1 \)

Plug in the value of x

\( \angle Q = 3(9) + 1 \)

\( \angle Q = 28 degrees \)

Answer:

the answer is 2...........jpjpjp ion knowwwwwwwww

Step-by-step explanation:

Answer:

Constants: 8 and 10

Step-by-step explanation:

Answer:

1.5x + 2

Step-by-step explanation:

(3x + 4)/2 = 1.5x + 2

Answer:

I think It's a triangle too

Step-by-step explanation:

Based on the given grade distribution, Paulina's conclusion (C) that most of the class made between a 71 and an 80 is the best conclusion among the options provided.

What is the average?

This is the arithmetic mean and is calculated by adding a group of numbers and then dividing by the count of those numbers. For example, the average of 2, 3, 3, 5, 7, and 10 is 30 divided by 6, which is 5.

To determine who has the best conclusion among Joe, Collin, Paulina, and Quannah, let's evaluate each statement in relation to the given grade distribution:

A. Joe said the average grade was a 75.

Since we have the grade distribution, we can calculate the average grade to verify Joe's statement. However, the distribution alone is not sufficient to determine the average grade. We would need additional information such as the exact values within each grade range. Therefore, we cannot determine if Joe's conclusion is the best based solely on the given information.

B. Collin said almost 15% made between a 91 and a 100.

Based on the given grade distribution, we can calculate the percentage of students who fall within the range of 91-100. In this case, it is 10 students out of a total of 35 students. So, the percentage is approximately 28.6%, not close to 15%. Therefore, Collin's conclusion is not accurate based on the given information.

C. Paulina said most of the class made between a 71 and an 80.

Considering the grade distribution, the largest number of students (12) falls within the range of 71-80. Thus, Paulina's conclusion aligns with the data and can be considered the best conclusion based on the given information.

D. Quannah said that most of the students understood the concepts that were not tested.

The given grade distribution does not provide information about the understanding of concepts. It solely represents the distribution of grades. Therefore, Quannah's conclusion cannot be determined based on the given information.

hence, Based on the given grade distribution, Paulina's conclusion (C) that most of the class made between a 71 and an 80 is the best conclusion among the options provided.

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There is no sufficient evidence to indicate the true standard deviation is less than 4000

What is standard deviation ?

The standard deviation is a statistic that expresses how much variation or dispersion there is in a set of values. While a high standard deviation suggests that the values are dispersed over a wider range, a low standard deviation suggests that the values tend to be close to the set mean.

given that n = 16

x = 60139.7

s = 3718.06

∝ = 0.05

To test the hypothesis

H0 : = 4000

H1 :  < 4000 (claim)

test statistics

x² = ((n-1)s²) / H0²

   = (15 * 13823970.16) / (16000000)

   = 12.96

P- value = P [x² < 12.96]           DF = n-1 = 15

             = 0.3946

0.1 < P-value <0.5

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Answer:

I'm pretty sure it's the last one

Step-by-step explanation:

both equal -55 when I use my calculator

Answer: 1.95$.

19.50 x .9 = 17.55

19.50 - 17.55 = 1.95

Therefore the answer is indeed 1.95$.

Value of gof(-1) is 2. The solution has been obtained by applying the multiplication operation on the given functions.

What are operations on functions?

Just like we add, subtract, multiply and divide the terms in a function, the functions can also be added, subtracted, multiplied or divided in a similar way.

Suppose there are two functions f(x) and g(x). The notations are as follows:

Now, gof= g(f) = 3-f

We are given f = 2+x

So, f(-1) = 2+(-1) = 1

Now, substituting the value of f(-1) in g(f) , we get

gof(-1)= 3-1=2

Hence, the value of gof(-1) is 2.

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Answer:

50

Step-by-step explanation:

................

..............

Answer:

5 Bikes, 3 Scooters

Step-by-step explanation:

(5*15.20) + (8.50*3) = 101.50

Dont worry I gotchu

Answer: 33.7°

Answer:

each brother received 1,015 marbles cus 2,030 divided by 2 is 1,015.

Answer:

The solutions are x = -6 or x = +2

Step-by-step explanation:

In this question, we are asked to get the series of the equation given. we can find this by equating what we have to zero

Mathematically, we proceed as follows;

(x +2)^2 -16 = 0

This can be rewritten as;

(x + 2)^2 - 4^2 = 0

we can then proceed to use the difference of two squares to finish this off

Thus, we have

(x + 2 + 4)(x + 2 - 4) = 0

(x + 6)(x-2) = 0

X + 6 = 0 or x-2 = 0

x = -6 or x = +2

The perimeter of a kite is the sum of all sides of the kite. In this case, the perimeter is 24 inches (in.). Therefore, we can find the length of the other set of equal sides (a) by subtracting the known length (7 in.) from 24 in.:
a = 24 - 7 = 17 in.


A kite is a geometric shape with four sides and two pairs of equal sides (a and b). The perimeter of a kite is the sum of all four sides. In this case, the perimeter is given as 24 in. We can find the length of the other set of equal sides (a) by subtracting the length of one of the pairs (7 in.) from the perimeter (24 in.):
a = 24 - 7 = 17 in.
Therefore, if the perimeter of the kite is 24 inches and the length of one pair of equal sides (b) is 7, the length of the other set of equal sides (a) is 17.

To better visualize this, consider a kite with side lengths of 7 in. and 17 in. The perimeter of this kite is equal to the sum of all its sides: 7 in. + 7 in. + 17 in. + 17 in. = 48 in.

Thus, the perimeter of the kite is 24 inches and the length of one pair of equal sides (b) is 7, so the length of the other set of equal sides (a) is 17.

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The geom_jitter() function is the function creates a scatterplot and then adds a small amount of random noise to each point in the plot to make the points easier to find

Given that,

In order to make the points in the plot easier to find, function first creates a scatterplot and then adds a small amount of random noise to each point in the plot.

Generally, To make the points in the scatterplot easier to find, the geom jitter() method first builds a scatterplot and then adds a little amount of random noise to each point in the plot.

What is the purpose of the Geom jitter () function? Description. The geom point (position = "jitter") shortcut is the jitter geom. It is a practical method of managing overplotting brought on by discreteness in smaller datasets by adding a little degree of random variation to the location of each point.

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The geom_jitter() function is a funcreates a scatterplot and then adds a small amount of random noise to each point in the plot to make the points easier

Given that,

Function first makes a scatterplot, then adds a small amount of random noise to each point in the plot to make the points in the field easier to find.

The geom jitter() method often produces a scatterplot first, then adds a small amount of random noise to each point in the plot to make the points in the field easier to find.

What does the Geom jitter () function do? The jitter geom is the shortcut geom point with a position equal to "jitter". It is a helpful technique for controlling overplotting caused by discreteness in smaller datasets by giving each point's location a small amount of random variation.

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Control procedures are those that enable researchers to rule out specific causes for results other than the hypotheses they intend to test.

In a controlled experiment, every factor besides the independent variable is kept under control or constant to ensure that it has no impact on the dependent variable.

This experiment involves the systematic manipulation of an independent variable (the cause) and the measurement of the dependent variable (the effect). This ensures that any extraneous variables are controlled.

This experiment aids the researcher in determining whether the experimental group and control group differ from one another.

For example, during the medication effect test, the group that receives the medication is referred to as the experiment group. Those who don't get any medication are referred to as the control group.

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