A rabbit starts at 0 along a number line and then makes three jumps. First the rabbit jumps 4 units, then 2 units, and finally makes a jump of 1 unit. We do not know the direction of any jump. Where on the number line can this rabbit be now?

Answer:

D. If an experiment is​ blinded, then any effect arising from psychological factors should affect all groups equally.

The value of the variable x and y will be 1.5 and -2.5, respectively. Then the value of the expression (x + y) will be negative 1.

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

here, we have,

A system of equations is given below.

x = -2y - 3.5       ...1

-5x + 3y = -15    ...2

From equations 1 and 2, then we have

-5(-2y - 3.5) + 3y = -15

10y + 17.5 + 3y = - 15

13y = -32.5

y = - 2.5

Then the value of the variable 'x' is calculated as,

x = - 2(-2.5) - 3.5

x = 5 - 3.5

x = 1.5

Then the value of the expression (x + y) is calculated as,

x + y = 1.5 + (-2.5)

x + y = 1.5 - 2.5

x + y = - 1

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Answer:

there is an error in the question. if you compute ac - ab = 4 you get -2x+4 =4 that leads to x=0.

if so, ab = -6 and this is not allowed.

The standard error tells us how much we can expect the sample proportion to vary from the true proportion in repeated samples of the same size. Option (d) correctly states that "In samples of size 100 from this school, the sample proportion of students who bring a reusable water bottle from home typically varies by about 0.048 from the true proportion." This means that if we were to take many samples of 100 students from the same school and calculate the proportion of students who bring a reusable water bottle from home in each sample, about 95% of the sample proportions would fall within +/-0.048 of the true proportion.

The correct option is (d) "In samples of size 100 from this school, the sample proportion of students who bring a reusable water bottle from home typically varies by about 0.048 from the true proportion."

The standard error of the sample proportion can be calculated using the formula:

SE = √[p*(1-p) / n]

where p is the sample proportion and n is the sample size.

In this case, the sample proportion is 37/100 = 0.37 and the sample size is 100. Plugging in these values, we get:

SE = sqrt[0.37*(1-0.37) / 100] = 0.048

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Answer:

6

Step-by-step explanation:

The two triangles are similar which means the the two length is parallel

.°., the Length of the smaller triangle=6

The trignometric ratios are given by1. B = 180 - (90 + 58) (sum of triangles)

B = 32°

Let's find a and b using trigonometric ratios:

Reference angle = 58°

Opposite = a = ?

Hypotenuse = c = 27

Adjacent = b = ?

✔️To find a, apply SOH:

Sin 58 = Opp/Hyp

Sin 58 = a/27

a = 27*Sin 58

a = 22.8972986 ≈ 22.9 (nearest tenth)

✔️To find b, apply CAH:

Cos 58 = Adj/Hyp

Cos 58 = b/27

b = 27*Cos58

b = 14.3 (nearest tenth)

2. B = 180 - (90 + 63) (sum of triangles)

B = 27°

Let's find a and b using trigonometric ratios:

Reference angle = 63°

Opposite = a = 11

Hypotenuse = c = ?

Adjacent = b = ?

✔️To find b, apply TOA:

Tan 63 = Opp/Adj

Tan 63 = 11/b

b = 11/Tan 63

b = 5.6 (nearest tenth)

✔️To find c, apply SOH:

Sin 63 = Opp/Hyp

Sin 63 = 11/c

c = 11/Sin 63

c = 12.3 (nearest tenth)

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Answer:  a

Step-by-step explanation:

karabee kailash

Therefore, 11/2 + 3/4 expressed as a fraction is 25/4.

A fraction is a number that represents a part of a whole. It is represented as a ratio of two numbers, the numerator and the denominator, separated by a horizontal line. The numerator represents the number of parts, while the denominator represents the total number of parts that make up the whole. Fractions can be expressed in different forms, including proper fractions, improper fractions, and mixed numbers. A proper fraction is a fraction where the numerator is less than the denominator. An improper fraction is a fraction where the numerator is greater than or equal to the denominator. A mixed number is a combination of a whole number and a proper fraction.

Here,

5 1/2+3/4

5 1/2=5*2+1/2

=11/2

11/2+3/4

To add 11/2 and 3/4, we need to find a common denominator. The smallest common multiple of 2 and 4 is 4, so we can rewrite 11/2 as an equivalent fraction with a denominator of 4:

11/2 = (11/2) x (2/2) = 22/4

Now we can add the two fractions:

11/2 + 3/4 = 22/4 + 3/4

To add the two fractions, we add the numerators and keep the same denominator:

= (22 + 3)/4

= 25/4

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This is a valid example of stringing arguments together using conditional statements.

The first statement establishes a conditional relationship between Martin shooting the sheriff and Martin shooting first.

The second statement also establishes a conditional relationship, but this time between Martin using his best pistol and Martin shooting first.

By combining the two conditional statements, we can conclude that if Martin didn't use his best pistol, then he didn't shoot first.

This follows from the fact that not using his best pistol would mean Martin didn't shoot first (according to statement 2), and if he didn't shoot first, then he couldn't have shot the sheriff (according to statement 1).

Therefore, the conclusion of the argument, which is that if Martin didn't use his best pistol, then he didn't shoot the sheriff, follows logically from the two conditional statements.

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The solution to the system of equations is x =5 and y = -6

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

12x + 9y = 6

7x + 6y = −1

Multiply (2) by 1.5

So, we have the following representation

12x + 9y = 6

10.5x + 9y = −1.5

Subtract the equations to eliminate y

1.5x = 7.5

So, we have

x = 5

Recall that

12x + 9y = 6

So, we have

60 + 9y = 6

This gives

9y = -54

Divide

y = -6

SO, the value of y is -6

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David's opportunity cost of producing 1 pound of watermelon is 4 pounds of zucchini, whereas Morgan's opportunity cost of producing 1 pound of watermelon is 3 pounds of zucchini. Because David has a higher opportunity cost of producing watermelon than Morgan, Morgan has a comparative advantage in the production of watermelon, and David has a comparative advantage in the production of zucchini.

What is opportunity cost?

Opportunity costs are the possible advantages that a person, investor, or company forgoes while deciding between two options. Opportunity costs are by definition invisible, making it simple to ignore them.

The best input combinations to achieve the highest level of output are displayed on the production potential frontier.

The individual who has a lower opportunity cost in output than another individual enjoys a comparative production advantage.

David's watermelon production -

54 units watermelon = 216 units zucchini

1 unit watermelon = 216/54 units zucchini

1 unit watermelon = 4 units zucchini

Morgan's watermelon production -

108 units watermelon = 324 units zucchini

1 unit watermelon = 324/108 units zucchini

1 unit watermelon = 3 units zucchini

Morgan has absolute advantage in production of Zucchini and Morgan has also absolute advantage in production of watermelon.

Therefore, David's opportunity cost of 1 pound of watermelon is 4 pound of Zucchini and Morgan's opportunity cost of 1 pound of watermelon is 3 pound of Zucchini.

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The value of the composition of functions are

a) f o g ( 5 ) = 1315

b) g o f ( 5 ) = 59

Evaluation of a function at the value of another function is known as Composition of function. A function composition is a process in which two functions, f and g, form a new function, h, in such a way that h(x) = g(f(x)). This signifies that function g is being applied to the function x. So, in essence, a function is applied to the output of another function.

Given data ,

Let the value of the the function be f ( x ) = x² + 6x

Let the value of the function g ( x ) = x + 4

Now , the composition of functions is given by

f o g ( 5 ) is given by

g ( 5 ) = 5 + 4 = 9

So , the value of f ( 9 ) = ( 9 )² + 6 ( 9 ) = 81 + 54 = 135

Therefore , the value of f o g ( 5 ) = 135

Now , the composition of functions is given by

g o f ( 5 ) is given by

f ( 5 ) = ( 5 )² + 6 ( 5 ) = 25 + 30 = 55

Now , the value of g ( 55 ) = 55 + 4 = 59

Therefore , the value of g o f ( 5 ) = 59

Hence , the composition of functions are solved

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Answer: The value of a=29/23 and b=124/23

Step-by-step explanation:

Given equations are,

2b-3a=7       _(1)

3b+7a=25     _(2)

Multiplying (1) by 7

14b-21a=49

Multiplying (2) by 3

9b+21a=75

solving the above equations,

14b-21a=49

9b+21a=75

23b      =124

b=124/23

Substituting the value of b in eq. (1)

a=29/23

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Answer:

Step-by-step explanation:

To construct an infinite set of sets of natural numbers such that all of their pairwise symmetric differences are infinite, we can define the following sequence of sets:

S_1 = {1, 2, 3, ...}

S_2 = {2, 3, 4, ...}

S_3 = {1, 3, 5, ...}

S_4 = {2, 4, 6, ...}

S_5 = {1, 4, 7, ...}

S_6 = {2, 5, 8, ...}

...

In general, S_n is the set of natural numbers that are congruent to n mod 2. For example, S_1 is the set of all odd natural numbers, S_2 is the set of all even natural numbers, and so on.

To show that all of their pairwise symmetric differences are infinite, we can consider any two distinct sets S_n and S_m. Without loss of generality, assume that n < m. Then, the symmetric difference between S_n and S_m is the set of natural numbers that are congruent to n or m mod 2, but not both:

S_n Δ S_m = {k ∈ N : (k ≡ n mod 2) XOR (k ≡ m mod 2)}

Since n < m, we can see that every other natural number is in this set, and therefore it is infinite. Hence, the sequence {S_n} is a set of sets of natural numbers such that all of their pairwise symmetric differences are infinite

The value of y is given as follows:

y = 4.3 cm.

The value of y is obtained applying the two secant segment theorem, which means that the following equation will hold true:

3(3 + y) = 2(2 + 9).

Applying the distributive property and solving for y, the value of y is obtained as follows:

9 + 3y = 22

3y = 13

y = 13/3

y = 4.3 cm.

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The interior angles of the triangle are in terms of t=15.

what are interior angles ?

In a polygon, an interior angle is an angle formed by two adjacent sides of the polygon inside the polygon. For example, in a triangle, the interior angles are the angles formed by the three sides of the triangle inside the triangle.

The formula for the sum of the interior angles of a polygon with n sides is:

(n-2) x 180 degrees

In other words, to find the sum of the interior angles of a polygon, you take the number of sides, subtract 2, and then multiply the result by 180 degrees.

For example, a triangle has 3 sides, so the sum of its interior angles is:

(3-2) x 180 = 1 x 180 = 180 degrees

Given by the question:
The sum of the interior angles of a triangle is 180 degrees. Therefore:

w + x + y = 180

(5t + 3) + (3t + 7) + 50 = 180

8t + 60 = 180

8t = 120

t = 15

So the value of t is 15.

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Answer: When y=1, x=[tex]\frac{1}{2}[/tex]

It will be a point with the coordinates ([tex]\frac{1}{2}[/tex], 1)

Step-by-step explanation:

- Start plotting points from the y-intercept, in this case, -1.

- Since the function is written in the form y=mx+b, where the slope is b which is in this case 4. Meaning to say that from the y-intercept -1 you have to go 4 units up and 1 unit right.

- Continue plotting 2 or 3 points, then connect them with a straight line.

- For the value of x when y=1, we can substitute y with 1 and solve the equation for x.

1=4x-1  (Add 1 to both sides)

2=4x  (Divide by 4)

[tex]\frac{1}{2}[/tex]=x Write the solution.

Therefore , the solution of the given problem of plotting data comes out to be  their line plot is given below table.

The most typical technique to present data using a chart is to graph the connection between two extra variables. Diagrams created manually or digitally are also acceptable. Starting at the origin, move three pieces up and two types to the right. It is essential to show the numbers of rows 2, 3, & 4 just on standard system. Be sure to expression yourself clearly. The letter P is represented by the pinkish squiggle next to the number 2.3.

Here,

In the given problem, Jessica and her friend measured the lengths of the fish they caught one day.

The measurements in inches are given in the table:

Jessica's Fish (inches) Friend's Fish(inches)

13.2                       12.5

14.3                      15.6

15.1                   13.7

12.4                          14.1

13.9                          13.0

Thus , their line plot is given above.

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The value of y in the regular dodecagon is 8°

What is Dodecagon?

Dodecagon is is a closed figure that has 12 sides and 12 angles. It has 12 vertices, each of which is connected to two sides.

What is Regular Dodecagon?

Regular Dodecagon is has all 12 sides of equal length and all angles of equal measure. It is a 12-sided polygon that is symmetrical.

To find the interior angle ,

= (n - 2)180° where the sides is 12

= (12-2)180°

= 1800°

= 1800/12  = 150°

i.e, each angle of the dodecagon = 150°

To determine this,

17y + 14° = 150°

17y = 150° - 14°

17y = 136°

y = 136°/17

y = 8°

Therefore, the value of y = 8°

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Answer:

$2700

Step-by-step explanation:

The x-coordinate of the vertex can be found using the formula:

x = -b/2a

where a = -6 and b = 360, so we have:

x = -360/(2*(-6)) = 30

Therefore, the company will maximize its profit by selling 30 units of the product.

p(x) = -6x^2 + 360x - 2500

(x = 30 )

p(30) = -6(30)^2 + 360(30) - 2500 = 2700

So, the maximum profit for the company is $2700.

There are 160 tree in each row.

Number is a mathematical entity used to represent a computer magnitude it can be symbol or a combination of simple you should in order to take quantity such as the two, five, seven, three or eight number are used to verify the context including counting measuring and computing.

To calculate the number of students in the seventh grade, you must divide the number of students in the Environmental Club by the percentage they represent. The answer is 8 divided by 0.05, which equals 160. Therefore, there are 160 students in the seventh grade.

The Environmental Club provides students with an opportunity to learn more about the natural environment and how to help protect it. The club members work together to come up with ideas to promote environmental awareness and action in their school and community. They plan activities such as tree-planting, trash clean-ups, and educational presentations. The club also participates in activities like field trips to local parks and nature preserves.

By joining the Environmental Club, students can gain a better understanding of their local environment and how to protect it. This can help them become more aware of their actions and how they can make a difference in the world. They can also develop leadership and communication skills, as well as an understanding of the importance of teamwork. Furthermore, they can make friendships and connections with other students who share the same values and interests.

Overall, the Environmental Club is an important part of the school community and provides great benefits to its members. It allows students to gain knowledge, build skills, and make a positive difference in their communities.

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The best table, Observed Values | Expected Values, for a chi-square goodness-of-fit test for an independent assortment model, displays the expected values in the f2 generation.

When evaluating how well observed values fit a model of independent assortment, the chi-square goodness-of-fit test is used. The test necessitates comparing the observed values to what would be expected in the f2 generation.

The best option for this comparison is Observed Values | Expected Values since it gives a direct comparison between the observed and expected numbers. As any discrepancies between the observed and expected values can be attributed to the model's performance, this comparison enables an evaluation of the model's goodness-of-fit.

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In the given right triangle the length of side a is approximately 9.92 units.

A right triangle is a variety of triangles with a 90-degree angle (a right angle). The junction of the triangle's two legs, or the sides that meet at a right angle, creates this angle. The hypotenuse, which is always located opposite the right angle, is the third side of a right triangle.

A key characteristic of right triangles is the Pythagorean theorem, which asserts that the square of the hypotenuse is equal to the sum of the squares of the two legs of a right triangle.

We can use the trigonometric ratios of sine, cosine, and tangent to solve for the missing side of a right triangle. Since we are given the measure of one acute angle and the length of the side opposite that angle, we can use the tangent ratio:

tan A = opposite/adjacent

tan 51° = a/8

Multiplying both sides by 8:

a = 8 tan 51°

Using a calculator, we find that:

a ≈ 9.92

Therefore, the length of side a is approximately 9.92 units.

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The height of the flagpole based on the information is 23 feet.

Let's start by converting the height of the person's shadow to feet, since the length of the flagpole's shadow is given in feet. There are 12 inches in a foot, so 54 inches is 54/12 = 4.5 feet.

Now we can set up a proportion to solve for the height of the flagpole:

(person's height) / (person's shadow length) = (flagpole height) / (flagpole shadow length)

Plugging in the values we know, we get:

5.75 / 4.5 = x / 18

5.75 * 18 = 4.5 * x

103.5 = 4.5x

Dividing both sides by 4.5, we get:

x = 103.5 / 4.5

x = 23

So the height of the flagpole is 23 feet.

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Answer:

Step-by-step explanation:

half the base times the height

Refer to the attached image.

The Mean Value Theorem states that if a function f is continuous on the interval [a,b] and differentiable on (a,b), then there exists at least one c in the interval (a,b) such that


f'(c) = (f(b) - f(a)) / (b - a)

For the function f(x) = x/x+2, we can set
f(a) = a/a+2 and f(b) = b/b+2

Therefore, the equation we need to solve is:
(b/b+2 - a/a+2) / (b - a) = c/(c+2)

After rearranging, we get:
(b-a)c + 2(a-b) = 0

Solving this, we find that c = 2(b-a) / (a-b)

Therefore, the values of c that satisfy the Mean Value Theorem for the given function f(x) = x/x+2 are c = 2(b-a) / (a-b).

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Answer:

216÷4=54

Step-by-step explanation:

we have to divide the bulb he fixed in per room by how many he fixes I guess so

Answer: He can fix in a total of 54 rooms which makes 216 bulbs fixed by him.

Step-by-step explanation:

4 bulbs are present in = 1 room

thus, 216 bulbs are present in = 216/4 = 54 rooms

So, he fixes 54 rooms in total

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