Freddie made the number line below to model the laps he walks around a track at his
school. He walks a total of 1} miles. Each lap is į mile. How many laps does Freddie walk
around the track?

Answer:

Step-by-step explanation:

i hope it's help

Without knowing the specific details of the car, its condition, and Jones' driving habits, it is impossible to accurately determine the probability of her getting at least 20,000 additional miles out of the car. However, if the car has been well-maintained and has low mileage.

the probability may be higher than if the car is older and has high mileage. Additionally, Jones' driving habits, such as how often she drives and the conditions in which she drives, may also impact the probability. Ultimately, it is difficult to determine an exact probability without more information.
To answer your question, we first need to know the total number of possible outcomes (i.e., the total mileage a car can provide) and the number of favorable outcomes (i.e., the car providing at least 20,000 additional miles).

Assuming we have that information, here's how to calculate the probability:

Step 1: Identify the total number of possible outcomes (let's say N).
Step 2: Identify the number of favorable outcomes (let's say F), where the car provides at least 20,000 additional miles.
Step 3: Calculate the probability by dividing the number of favorable outcomes (F) by the total number of possible outcomes (N).

= F / N

In conclusion, the probability of Jones getting at least 20,000 additional miles from the car after her purchase depends on the total number of possible outcomes and the number of favorable outcomes. You will need to provide this information to calculate the exact probability.

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Answer:

1.x}^{2} - 2x - 24

x²- 2x+1²-1²-24

(x-1)²-25

(x-1)²-5²

(x-1+5)(x-1-5)

(x+4)(x-6)

Step-by-step explanation:

2.

{x}^{2} + 5x + 6

x²+3x+2x+6

x(x+3)+2(x+3)

(x+3)(x+2)

Answer:

The length is 15.71 feet.

Step-by-step explanation:

Venn diagram:

The percentage of students that studied mathematics = 25%
The percentage of students that studied electronics = 20%
The percentage of students that studied Communications = 55%
The percentage of students that studied both electronics and Communications subjects = 10%

P(studied Communications or electronics or both subjects)
= P(studied Communications) + P(studied electronics) - P(studied both electronics and Communications subjects)
= 55% + 20% - 10%
= 65%

Therefore, the probability that a student studied Communications or electronics or both subjects is 65%.

P(studied mathematics and Communications subjects)
= P(studied mathematics) × P(studied Communications)
= 25% × 55%
= 13.75%

Therefore, the probability that a student studied mathematics and Communications subjects is 13.75%.

Drawing a Venn diagram, we have 25% studying Mathematics (M), 20% studying Electronics (E), and 55% studying Communications (C).10% studied both Electronics and Communications.

Therefore, the percentages become as follows: M = 25% - 10% = 15% E = 20% - 10% = 10% C = 55%.

Part 2 - To obtain the probability that a student studied Communications or Electronics or both subjects

P(Communication or Electronics) = P(Communication) + P(Electronics) - P(Communication and Electronics) = 55% + 20% - 10% = 65%.

The probability that a student studied Communications or Electronics or both subjects is 65%.

Part 3 -To obtain the probability that a student studied Mathematics and Communications subjects,

P(Mathematics and Communications) = P(Mathematics) * P(Communications) = 25% * 55% = 13.75%.

The probability that a student studied Mathematics and Communications subjects is 13.75%.

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Step-by-step explanation:

11.42

Let , capacity of vans and buses is x and y .

Great Ridge High school is planning to rent and fill 14 vans and 16 buses with 1152 students.

14x + 16y = 1152  

7x + 8y = 576     ...... 1)

Ann Arbor High School is planning to fill 10 vans and 13 buses with 925 students.

10x + 13y = 925  ...... 2)

Solving equation 1 and 2 , we get :

x = 8 and y = 65 .

Therefore , capacity of van is 8 and bus is 65 .

Hence , this is the required solution .

Answer:

x = 33

Step-by-step explanation:

∡ CBE = ∡DBA = 57°

The sum of the interior angles of a triangle results 180°

∡BDA = it´s a right angle = 90°

Then:

57° + 90° + x = 180°

147° + x = 180°

x = 180° - 147°

x = 33°

Option A. The amount of wrapping paper needed to completely cover the cylinder is approximately 41.7 square centimeters (rounded to one decimal place).

The correct equation to calculate the amount of wrapping paper needed to completely cover the cylinder is:

SA = 2πr(r + h)

where r is the radius of the cylinder (half the diameter), and h is the height of the cylinder.

Using the given measurements of the cylinder:

The radius, r = 2.6/2 = 1.3 cm

The height, h = 3.8 cm

Substituting these values into the formula, we get:

SA = 2π(1.3)(1.3 + 3.8)

SA = 2π(1.3)(5.1)

SA = 13.26π

Therefore, 41.7 square centimeters of wrapping paper are required to fully cover the cylinder (rounded to one decimal place).

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The the /ta/ sound is the sound which listeners are likely to report hearing. The option B is correct option.

According to the statement

we have given that the The voice onset time (vot) for the sound /da/ is 17 ms, and the vot for the sound /ta/ is 91 msec. and we have to find the sound which listeners are likely to report hearing.

So, For this purpose, we know that the

Traffic announcement (TA) refers to the broadcasting of a specific type of traffic report on the Radio Data System. It is generally used by motorists, to assist with route planning, and for the avoidance of traffic congestion.

And according to this and the voice onset time is

The brief instant that elapses between the initial movement of the speech organs as one begins to articulate a voiced speech sound and the vibration of the vocal cord.

And according to this

the /ta/ sound is the sound which is the like by the listeners are likely to report hearing.

So, The the /ta/ sound is the sound which listeners are likely to report hearing. The option B is correct option.

Disclaimer: This question was incomplete. Please find the full content below.

Question:

The voice onset time (VOT) for the sound /da/ is 17 ms, and the VOT for the sound /ta/ is 91 msec. When a computer produces a sound with a VOT of 65 msec, listeners are likely to report hearing

a. the /da/ sound

b. the /ta/ sound

c. the /ja/ sound

d. a combination of /ta/ and /da/

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Answer:

x=2

Step-by-step explanation:

24x=48, x=2 (subtract 4 from both sides)

Answer:

\(\bf 24x+4=52\)

\(\bf 24x+4-4=52-4\)

\(\bf 24x=48\)

\(\bf \cfrac{24x}{24}=\cfrac{48}{24}\)

\(\boxed{\bf x=2}\)

⊱ ────── {.⋅ ✯ ⋅.} ────── ⊰

The false statement about Sara and Ashley can be derived by examining the opportunity cost of producing a milkshake. Opportunity cost is the loss of other alternatives when one alternative is chosen.In an hour, Ashley can produce 10 milkshakes or 30 ice cream sundaes,

while Sara can produce 16 milkshakes or 80 ice cream sundaes. Since Sara can produce milkshakes more efficiently, she has a comparative advantage in producing milkshakes. So, the false statement is the first statement which is Ashley's opportunity cost of producing 1 milkshake is 3 sundaes.To maximize their total output of beef and corn, Charlie and Don should specialize in the product for which they have a comparative advantage.

They should allocate their resources to maximize the production of beef and corn by specializing in the product for which they have a comparative advantage. Therefore, Charlie produces beef and Don produces corn.The correct option is:O Sara's opportunity cost of producing 1 milkshake is 5 sundaes.O Charlie produces beef and Don produces corn.

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Answer:

;fjk;rofkfk;;fkslgl;fkfls'rfi;,dfei;se;feieirjeiljlaejre

sfe;jflejflseleijflskfeselselehf

Step-by-step explanation:

ueufaepfsfjseuefkeou;oiwrrsdkuijksgukuisdjyfekefaehkf

If the first bus is boarded at a rate of 15 people per minute, the domain of the function is; (15 ≤ x ≤ 45)

We are told that;

Total number of Juniors at Smithers High School that are taking a class trip = 130

Number of buses taking each student to their destination = 3 buses

Capacity of each bus = 45 people

Now, if the function  f(x) describes the total number of people on the first

bus, where x is the number of minutes spent loading the bus.

Then since the maximum number of people on the first bus is 45, then it means that the domain of the function is;

(15 ≤ x ≤ 45)

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The approximate probability that the observed responses would be as far or farther from the expected responses if there is no association between age-group and preference is approximately 0.1282.

To determine the probability that the observed responses would be as far or farther from the expected responses if there is no association between age-group and preference, we need to calculate the p-value associated with the test statistic.

Since the p-value is not provided directly, we cannot determine the exact probability. However, we can make an estimation based on the given options.

The p-value represents the probability of obtaining a test statistic as extreme or more extreme than the observed value, assuming no association between the variables. A smaller p-value indicates stronger evidence against the null hypothesis of no association.

Among the given options, the smallest value is 0.0001. If this were the correct option, it would suggest a very small probability of the observed responses occurring by chance alone if there were no association.

To make an estimation, we typically compare the p-value to a significance level (usually 0.05) to determine statistical significance. If the p-value is smaller than the significance level, we reject the null hypothesis in favor of the alternative hypothesis.

Based on the options provided, the closest value to the conventional significance level of 0.05 is 0.1282. This suggests that if the p-value associated with the test statistic of 4.108 is approximately 0.1282 or larger, the observed responses would not be considered statistically significant, and we would fail to reject the null hypothesis of no association between age-group and preference.

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Answer:

D. y=2x-2

Step-by-step explanation:

The format for the equation of a line is y=mx+b, where m is the slope and b is the y-intercept of the line.

The slope of this line is 2

The y-intercept of this line is -2

Therefore, the equation for this line should look like y=2x-2

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Answer:

6a2 + 6a + 7

Step-by-step explanation:

Answer:

D. 11

Step-by-step explanation:

...

Answer:

1). x = 14

2). y = 2.4 cm

Step-by-step explanation:

In the diagram ΔNPQ ~ ΔNLM and NL = 3,

1). ∠P ≅ ∠L [All angles of similar triangle are equal in measure]

   (3x + 18)° = 60°

   3x = 60 - 18

   x = 14

2). Since, both the triangles are similar, corresponding sides will be proportional.

   \(\frac{PN}{NL}=\frac{NQ}{NM}\)

   \(\frac{y}{3}=\frac{3.2}{4}\)

   y \(=\frac{3.2\times 3}{4}\)

   y = 2.4 cm

Answer:

Is that IXL? I got the same question as well.

Step-by-step explanation:

Assuming the track is straight, the distance at which they are apart one hour before they meet is; 30 km

We are told that a Nonstop trains leave Toronto and Montreal at the same time each day going to the other city along the main line.

Speed of Train 1 = 120 km/h

Speed of Train 2 = 90 km/h

Time spent by train 1 = 1 hour

Time spent train 2 = 1 hour

Formula for distance is;

Distance = Speed * time

If they leave the same time each day, it means that;

Distance of train 1 = 120 * 1 = 120 km

Distance of train 2 = 90 * 1 = 90 km

Thus, distance at which they will be apart before meeting each other is;

Distance apart = 120 - 90

Distance apart = 30 km

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Answer:

No

Step-by-step explanation:

Congruent tests: Side-Side-Side, Side-Angle-Side, Angle-Side-Angle, Angle-Angle-Side, Right angle-Hypothenuse-Side any 1 tests must be the same for both triangles

in this case, only the 3 angles are the same, which is a similarity test, not a congruence test

this is a topic on similarity and congruency. If you wish to explore more into this topic you can give me a follow on Instagram (learntionary) I'll be posting the notes for this topic soon and will also be posting other topics' notes and some tips :)

Congruent triangles are similar triangles.

There is no enough information to prove that the triangles are congruent

For triangles to be congruent, then the corresponding sides and angles must be congruent.

From the attached figure, only the angles of the triangles are guaranteed to be congruent.

There is no information about the sides of the triangles.

Hence, there is no enough information to prove that the triangles are congruent

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125 degrees is  the missing angle of the triangle

In a triangle b=3 ;  a=9 ;  c=11

We want to determine the value of Angle C.

Since we are given three sides of the triangle, we use the Law of Cosines to find any of the angles.

C²=a²+b²-2abcosC

11²=9²+3²-2(9)(3)cosC

121=81+9-54cosC

121=90-54cosC

Subtract 90 from both sides

31=-54cosC

cosC=-31/54

C=cos⁻¹(31/54)

C=125 degrees

Hence, the missing angle of the triangle is 125 degrees

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Answer: 3.57 years

Step-by-step explanation:

Based on the question given, the interest is the difference between the amount and the principal which will be:

= $19800 - $16800

= $3000

The formula for Simple interest is given as:

Interest = Principal × Rate × Time

3000 = 16800 × 5% × Time

3000 = 16800 × 0.05 × Time

3000 = 840 × Time

Time = 3000 / 840

Time = 3.57

The time taken to grow the investment is 3.57 years

Answer:

I think the answer is Four

Step-by-step explanation:

3.9-8= 4,5,6,7

Obtaining data with a small p-value would be strong evidence against the null hypothesis. Correct option is 3).

In hypothesis testing, the null hypothesis assumes that there is no significant difference or relationship between variables, while the alternative hypothesis suggests otherwise. To determine whether to reject the null hypothesis, we calculate a p-value, which represents the probability of observing the data or more extreme results if the null hypothesis were true.

A small p-value indicates that the observed data is unlikely to occur under the null hypothesis, providing strong evidence against it. Therefore, obtaining data with a small p-value (option 3) would be considered strong evidence against the null hypothesis.

On the other hand, a large p-value (option 4) would suggest that the observed data is likely to occur even if the null hypothesis were true. This would not provide strong evidence against the null hypothesis, as it suggests that the data is consistent with the null hypothesis.

Using a small level of significance (option 1) or a large level of significance (option 2) refers to the predetermined threshold at which we decide to reject or fail to reject the null hypothesis. While the choice of significance level affects the decision-making process, it does not directly indicate evidence against the null hypothesis like the p-value does.

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