What is the median of this data set?

Given:

1 chocolate chip cookie recipe = 12 cup of chocolate chips per batch.

Alonzo wants to make 3 12 batches.

Lets's find the number of chocolate chips he will need.

Number of batches he wants to make is = 3 x 12 = 36 batches

SInce 1 chocolate chip cookie recipe calls for 12 cup of chocolate chips per batch, we have:

Answer:

\(x\) + 3 represents the length of the rectangle..

Answer:

Step-by-step explanation:

I can give you an answer

can u give me a brill please

Area = L * W

(x^2- 6x - 7) = L * (x - 7)

(x - 7)(x + 1) = L * (x - 7)

(x - 7)(x + 1)

=========     = L

(x - 7)

(x + 1) = L

Answer:

the rational numbers that doesn’t have a reciprocal are [math]0 [/math] (which can also be expressed as [math]\frac {0} {x}, x \neq 0 [/math] ), and any number of the form [math]\frac {x} {0} [/math].

Step-by-step explanation:

20 ft/sec must she let out the string when the kite is 500 ft away from her.

What is rate?

A rate is a unique ratio where the two words are expressed in several units.

For instance, the price is 69 for 12 ounces if a 12-ounce can of maize costs 69. This is not a proportion of two comparable units, like shirts. Cents and ounces are the two dissimilar units in this ratio.

Let x = distance of girl from the point on the ground directly below the     kite at time t

y = length of string at time t

At time t, we have a right triangle with horizontal leg of length x, vertical leg of length 300, and hypotenuse of length y.

Given:  dx/dt = 25

Find:  dy/dt when y = 500

By the Pythagorean Theorem, \(x^2 +300^2 = y^2\)

Differentiating both sides, with respect to t,

\((2x)\frac{dx}{dt} = 2y\frac{dy}{dt}\)           ...(1)

Since, \(x^2 +300^2 = y^2\),  y = 500,

So, x = 400

Plug these values in equation (1).

\(2(400)(25) = 2(500)\frac{dy}{dt}\)

After solving,

\(\frac{dy}{dt} = 20 ft/sec\)

Therefore, 20 ft/sec must she let out the string when the kite is 500 ft away from her.

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Answer:

234

Step-by-step explanation:

True.

If adding two positive integers results in a negative number, it means that an overflow has occurred. The overflow flag is set when the result of an operation is too large to be represented with the given number of bits.
If bx and dx both contain positive integers and adding them produces a negative result, the overflow flag will be set. This is because when two positive integers are added, the result should also be a positive integer. If the result is negative, it means there was an overflow during the addition process, and the overflow flag will be set to indicate this issue.

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The data point "50" represents a quantitative discrete variable in this study. In the given context, the data point "50" represents the number of books owned by individuals in a study of 85 adults.

Based on this information, the type of data represented by "50" is quantitative. Specifically, it is a discrete variable because it represents a countable value that can only take on whole numbers. In this case, "50" represents the minimum number of books owned by most adults in the study. Quantitative data refers to numerical measurements that can be analyzed and manipulated mathematically. It provides a more precise and detailed understanding of the phenomenon under study. By categorizing the number of books owned by individuals, researchers can gather insights into people's reading habits and preferences. Analyzing this data further may reveal trends, pattern, or relationships between book ownership and various factors, such as age, education, or socioeconomic status.

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Answer: The given vector can be expressed as a linear combination of u, v, and w as (14, 9, 14) = u - v + 3w.

Question: Express the following as a linear combination of u =(3, 1,6), v = (1.-1.4) and w=(8,3,8). (14, 9, 14) = ____ u- _____ v+ _____

Current Progress: To express the given vector as a linear combination of u, v, and w, we need to find scalars a, b, and c such that (14, 9, 14) = a*u + b*v + c*w.

Step 1: Write the equation in component form:
(14, 9, 14) = (3a + b + 8c, a - b + 3c, 6a + 4b + 8c)

Step 2: Equate the corresponding components and solve for a, b, and c:
3a + b + 8c = 14
a - b + 3c = 9
6a + 4b + 8c = 14

Step 3: Solve the system of equations using any method (substitution, elimination, etc.). One possible solution is a = 1, b = -1, and c = 3.

Step 4: Plug the values of a, b, and c back into the linear combination equation:
(14, 9, 14) = 1*u + (-1)*v + 3*w

Step 5: Simplify the equation:
(14, 9, 14) = u - v + 3w

Answer: The given vector can be expressed as a linear combination of u, v, and w as (14, 9, 14) = u - v + 3w.

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The ratio between the scale is a fraction of 0.25 inch to 1 foot and the dimension on the blue print is 3in by 4in

The ratio is defined as the comparison of two quantities of the same units that indicates how much of one quantity is present in the other quantity. Ratios can be classified into two types. One is part to part ratio and the other is part to whole ratio. The part-to-part ratio denotes how two distinct entities or groups are related.

If the ratio of the scale is 1/4 in = 1ft

0.25 in = 1ft

We can convert the dimensions into in.

0.25 in = 1ft

x in = 12ft

x = 3in

0.25 in = 1 ft

x in = 16ft

x = 4in

The dimension on the blue print is 3in by 4 in

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Answer:

It's in the ten thousands place

Step-by-step explanation:

700,000

60,000

4,000

300

20

8

764,328

Hope this helps. Have a nice day

Answer:

6 is in the ten thousandth place

Answer:

  2002.8 mm³

Step-by-step explanation:

You want the volume of a cylinder with radius 5 mm and height 25.5 mm.

The formula for the volume of a cylinder is ...

  V = πr²h

Using the given dimensions, it is found to be ...

  V = π·(5 mm)²(25.5 mm) = 637.5π mm³

  V ≈ 2002.8 mm³

The volume of the cylinder is about 2002.8 cubic millimeters.

If we take the number after 124, which is 125, and multiply it by 2, we get 250. Then, when we divide 250 by 5, the result is 50.

The question asks for twice the successor of 124 divided by 5. Let's break it down step by step:

1. The successor of a number is the next number after it. So the successor of 124 would be 125.

2. Now, we need to find twice the successor of 124, which means multiplying it by 2. Therefore, twice the successor of 124 is 2 * 125 = 250.

3. Finally, we divide 250 by 5 to get the answer. Dividing 250 by 5 gives us 50.

So, the answer to the given question is 50.

To summarize:
- Successor of 124 is 125.
- Twice the successor of 124 is 250.
- Dividing 250 by 5 gives us the answer of 50.

In simpler terms, if we take the number after 124, which is 125, and multiply it by 2, we get 250. Then, when we divide 250 by 5, the result is 50.

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The solutions to the equation \(2/x - 1 = 16/(x^2 + 3x - 4) are x = 2 and x = (-1 ± √17) / 2.\)

To solve the equation \(2/x - 1 = 16/(x^2 + 3x - 4),\) we'll simplify and rearrange the equation to isolate the variable x. Here's the step-by-step solution:

1. Start with the given equation: 2/x - 1 = 16/(x^2 + 3x - 4)

2. Multiply both sides of the equation by x(x^2 + 3x - 4) to eliminate the denominators:

\(2(x^2 + 3x - 4) - x(x^2 + 3x - 4) = 16x\)

3. Simplify the equation:

\(2x^2 + 6x - 8 - x^3 - 3x^2 + 4x - 16x = 16x\)

4. Combine like terms:

  -x^3 - x^2 + 14x - 8 = 16x

5. Move all terms to one side of the equation:

\(-x^3 - x^2 - 2x - 8 = 0\)

6. Rearrange the equation in descending order:

  -x^3 - x^2 - 2x + 8 = 0

7. Try to find a factor of the equation. By trial and error, we find that x = 2 is a root of the equation.

8. Divide the equation by (x - 2):

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

9. Apply the zero product property:

  x - 2 = 0 or x^2 + x - 4 = 0

10. Solve each equation separately:

   x = 2

11. Solve the quadratic equation:

   For x^2 + x - 4 = 0, you can use the quadratic formula or factoring to solve it. The quadratic formula gives:

 \(x = (-1 ± √(1^2 - 4(1)(-4))) / (2(1)) x = (-1 ± √(1 + 16)) / 2 x = (-1 ± √17) / 2\)

Therefore, the solutions to the equation\(2/x - 1 = 16/(x^2 + 3x - 4) are x = 2 and x = (-1 ± √17) / 2.\)

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a. The significance level of the test is the probability of rejecting the null hypothesis 1 - F(k). b. The value of k at the midpoint of this interval is the solution. c. the exact relationship between the number of chips and the temperature depends on the details of the chip fabrication process and the testing procedure.

(a) Suppose the rejection set of the test is {k or more chips fail in one day}. To find the significance level of the test as a function of the number of chips tested, we need to calculate the probability of rejecting the null hypothesis when it is true, which is the probability of observing k or more failures in one day when the chips are operating normally. This probability is given by the cumulative distribution function (CDF) of the exponential distribution with mean years, evaluated at the time period of one day:

P(reject null | null is true) = P(k or more failures in one day | normal operation) = 1 - F(k)

where F(k) is the CDF of the exponential distribution with mean years, evaluated at k/365. The significance level of the test is the probability of rejecting the null hypothesis when it is true, so we have:

significance level = P(reject null | null is true) = 1 - F(k)

(b) To find the number of chips that must be tested at temperature degree Celsius so that the significance level is , we need to solve the equation:

1 - F(k) =for k, where F(k) is the CDF of the exponential distribution with mean years, evaluated at k/365 and is the desired significance level. Since the exponential distribution is a continuous distribution, we can use a numerical method to solve this equation. One way is to use a root-finding algorithm such as the bisection method or Newton's method. For example, using the bisection method, we can start with an initial interval [a, b] that brackets the solution and iteratively bisect the interval until we obtain an interval of desired width that contains the solution. The value of k at the midpoint of this interval is the solution.

(c) If we raise the temperature during the test, the number of chips we need to test will decrease. This is because the higher temperature increases the failure rate of the chips, making it easier to detect contamination problems. However, the exact relationship between the number of chips and the temperature depends on the details of the chip fabrication process and the testing procedure, so we cannot give a general answer to this question without more information.

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Answer:

See explanation

Step-by-step explanation:

look photo

To find the measure of an angle in a triangle that is isosceles, you can use the fact that the two equal sides of the triangle are congruent to each other.  The measure of each of these angles can be found by subtracting the measure of the third angle from 180 degrees.

Determine which two sides of the triangle are equal in length (these are called the "congruent sides").

Find the measure of the angle opposite one of the congruent sides. This angle is called the "base angle."

Subtract the measure of the base angle from 180 degrees. This will give you the measure of the other two angles in the triangle (since the three angles in any triangle must add up to 180 degrees).

For example, if the measure of the base angle is x degrees, then the measure of the other two angles would be (180-x) degrees.

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The measure of angles in an isosceles triangle can be found using the Triangle Angle Sum Theorem. This theorem states that the sum of the angles in any triangle is 180 degrees. Therefore, if you know two of the angles in the triangle, you can find the third angle by subtracting the sum of the two known angles from 180.

To find the measure of an angle in a triangle isosceles, you can use the Triangle Angle Sum Theorem. This theorem states that the sum of the angles in any triangle is 180 degrees. Therefore, if you know two of the angles in the triangle, you can find the third angle by subtracting the sum of the two known angles from 180.

Let's look at an example. Suppose you have an isosceles triangle and you know that two of its angles measure 50 degrees and 60 degrees. To find the measure of the third angle, you would subtract 110 (the sum of the two known angles) from 180. This gives you 70 degrees as the measure of the third angle.

In addition to the Triangle Angle Sum Theorem, you can also use the Isosceles Triangle Theorem to find the measure of an angle in an isosceles triangle. The Isosceles Triangle Theorem states that the angles opposite the two equal sides of an isosceles triangle are equal. This means that if you know one of the angles in the triangle, you can determine the measure of the other two angles, since they will both be equal to the measure of the known angle.

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Answer:

11_100

0.11

iam not sure

best of luck

Answer:

20%└|∵|┐♪└|∵|┐♪└|∵|┐♪└|∵|┐♪

Step-by-step explanation:

denada ┌(・。・)┘♪

Answer:

20%

Step-by-step explanation:

17:2

girls to boys

hope this helps u :)

The sample standard deviation Sₓ for these measurements is 155.8846 and the actual confidence level for the given interval is unknown.

Standard deviation is a statistic that measures the dispersion of a dataset relative to its mean and is calculated as the square root of the variance.

Given that, a report gives the results in the form "mean plus or minus the standard error of the mean."11 Data for 12 subjects are summarized as 251 ± 45

SE = 45, x = 251, n = 12,

Confidence level =

SE = Sₓ/√n

Sₓ = 45 × √12

Sₓ = 155.8846

The confidence interval is calculated by using the formula,

x ± (t* × E),

The interval in the problem is (t* × E),

And, t* is unknown.

As a result, the provided interval is not a confidence interval.

Hence, the sample standard deviation Sₓ for these measurements is 155.8846 and the actual confidence level for the given interval is unknown.

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Answer:

-5, -2, 3, 4

The larger a negative number is, the smaller it is, and the larger a positive number is, the larger it is. Remember that negative numbers are opposite positive numbers.

Answer: The Answer is A

Step-by-step explanation:

Answer:

A on edge2020

Step-by-step explanation:

Answer:

0.0421

Step-by-step explanation:

We solve using the z score formula

z-score is is z = (x-μ)/σ,

where x is the raw score

μ is the population mean = μ = 8.9 pounds

σ is the population standard deviation = σ = 1.1 pounds

For x < 7 pounds

z = 7 - 8.9/1.1

= -1.72727

Probability value from Z-Table:

P(x<7) = 0.042059

Therefore, the proportion of domestic house cats weigh less than 7 pounds is

0.042059

Approximately = 0.0421

Answer:

\(\frac{14}{9}, \sqrt{7}, \sqrt{13}, \sqrt{40}, 4^3\)

Step-by-step explanation:

Given

\(4^3, \sqrt{40}, \sqrt{13}, \frac{14}{9}, \sqrt 7\)

Required

Order from least to greatest

First, we solve for each expression

\(4^3 = 64\)

\(\sqrt{40} = 6.32\)

\(\sqrt{13} = 3.61\)

\(\frac{14}{9} = 1.56\)

\(\sqrt{7} = 2.66\)

From least to greatest, we have:

\(1.56, 2.66. 3.61, 6.32, 64\)

Hence, the list is:

\(\frac{14}{9}, \sqrt{7}, \sqrt{13}, \sqrt{40}, 4^3\)

The probability that a randomly selected person will have an IQ score of less than 80 is approximately 0.0918, or 9.18%

To find the probability that a randomly selected person will have an IQ score of less than 80, we need to consider the properties of the normal distribution, as IQ scores typically follow a normal distribution with a mean (μ) of 100 and a standard deviation (σ) of 15.

1. Calculate the z-score: The z-score represents the number of standard deviations a data point is from the mean. Use the formula:

z = (X - μ) / σ

where X is the IQ score, μ is the mean, and σ is the standard deviation.

z = (80 - 100) / 15
z = -20 / 15
z = -1.3333

2. Look up the z-score in a standard normal distribution table or use a calculator to find the corresponding probability. In this case, the probability is 0.0918.

Therefore, the probability that a randomly selected person will have an IQ score of less than 80 is approximately 0.0918, or 9.18% when rounded to four decimal places.

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The study has a confounding variable since the two groups differ in the time they were supposed to report to the testing room. Since the groups differed in terms of sleep deprivation and the time they were supposed to report to the testing room, the effect of sleep deprivation on learning could not be isolated.

The statement that is true is: d. All of these are true.Explanation:A study may have various sources of variability, including participant selection, the setting in which the study is conducted, and the measure used. The following options are as follows:a. The study may be affected by a situational variable.b. The construction noise may contribute to variability in test scores.c. The study has a confounding variable. The groups differ in the time they are to report to the testing room.d. All of these are true.Therefore, all of these options are true. For example, the study may be affected by a situational variable if a natural disaster or other unforeseen event happens that causes the study to be disrupted. In this case, the study was disrupted by a noisy construction crew, which may have contributed to variability in test scores. The study has a confounding variable since the two groups differ in the time they were supposed to report to the testing room. Since the groups differed in terms of sleep deprivation and the time they were supposed to report to the testing room, the effect of sleep deprivation on learning could not be isolated.

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Answer: A

Step-by-step explanation:

x ^ 6 = x · x · x · x · x · x

6 + x = x + 6

6x = x + x + x + x + x + x

x / 6 = x / 6

Answer: 6

Step-by-step explanation:

Answer:

A. EF

Step-by-step explanation:

Answer:

EF

Step-by-step explanation:

The reason is because EF and BC are in the same plane

Answer:

  14 square units

Step-by-step explanation:

You want the area of the triangle whose vertices are the points A(-11, 4), B(-7, 8), C(-4, 4).

The area of a triangle is given by the formula ...

  A = 1/2bh

where b is the base of the triangle, and h is the height, the1 perpendicular distance to the opposite vertex.

The diagram shows one side is the horizontal line AC. The length of that is the difference of the x-coordinates of the end points:

  b = -4 -(-11) = 7

The opposite vertex, B, has a y-coordinate of 8, so the height of the triangle is ...

  h = 8 -4 = 4

We now have the information we need to use the area formula:

  A = 1/2(7)(4) = 14 . . . . square units

The area of ∆ABC is 14 square units.

__

Additional comment

You can use the diagram and count grid squares to find the dimensions of the triangle.

The maximum combined loads for a residential building using the recommended AISC 7 expressions for LRFD is 434 kips.

The maximum combined loads for a residential building using the recommended AISC 7 expressions for LRFD,

where

D = 100k,

L = 140k, L < 100psf,

Lr = 40k,

W = +160k or −100k, and

E = +180k or −125k is given below:

Design load = 1.2D + 1.6(Lr or S or R) + 0.5(L + Lr or R) + (W or E)

Here, D is the weight of dead load, L is the weight of live load, Lr is the weight of the roof live load, W is the weight of wind load and E is the weight of earthquake load.

Therefore, for the given loads,

D = 100k

L = 140k

Lr = 40k

W = +160k or −100k

E = +180k or −125k

Max load = 1.2D + 1.6(Lr) + 0.5(L + Lr) + W

= 1.2 (100) + 1.6 (40) + 0.5 (140 + 40) + 160

= 120 + 64 + 90 + 160

= 434 kips

Therefore, the maximum combined loads for a residential building using the recommended AISC 7 expressions for LRFD is 434 kips.

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