4. Mrs. Selcer transforms f(x) = x² to create
g(x) = 6x². John claims the graph of g(x) will
be narrower than f(x). Jane claims the graph
will be a vertical stretch. Which student is
correct? Explain your reasoning.

Answer:

180 in.3 or 180 in.2

Step-by-step explanation:

hope this helps!

The syntax function_name(const vector<int>& scores) best defines the function's integer vector parameter scores, if scores has a large amount of elements, and the function will not change scores.

To define a function's integer vector parameter scores if scores has a large amount of elements and the function will not change scores, we can use the following syntax in most programming languages:

function_name(const vector<int>& scores)

This defines a function called function_name that takes an integer vector parameter called scores, which is passed by reference using the '&' operator and is not modified by the function. The 'const' keyword indicates that the function will not modify the contents of the vector.

By using this syntax, we ensure that the function can accept any size of the integer vector scores and that it does not modify the contents of the vector. This is important because it allows us to write functions that can be used with different data sets without changing the original data.

It also ensures that the function is efficient and does not require unnecessary copying or allocation of memory.

Passing the vector by reference also means that the function can access the vector's elements without making a copy of the entire vector, which can be beneficial for performance when dealing with large data sets.

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Answer:

4 miles

Step-by-step explanation:

[tex]\frac{2}{1}[/tex] = [tex]\frac{8}{x}[/tex] Cross multiply and solve for 8

2x = 8  Divide both sides by 2

x = 4

Helping in the name of Jesus.

The inequality 5p + 3n ≤ 20 represents the purchase of Tony

Tony received a $20 gift card for school supplies. Paper is $5 per pack and notebooks are $3 each. Which inequality represents the number of packs of paper, p, and notebooks, n,

We can start by using the data provided in the question to address this problem.

A $20 gift card for school supplies was given to Tony.

A pack of paper costs $5, while a notepad costs $3.

Let n be the number of notebooks Tony may buy and p be the number of packs of paper he may buy.

The paper costs five pence in total.

The price of notebooks is n dollars in total.

Tony has a $20 gift certificate, so we can write:

5p + 3n ≤ 20

This disparity shows how many notebooks and paper packs Tony is allowed to buy.

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Answer:

An=31n-49

Step-by-step explanation:

1550=A1(1-5^3) / 1-5 =31

1550=A1 × 31 / 31

A1= 50

$0.03 pretzels cost more than the cost of a bag of chips.

What is Unitary Method?

It is a method where we find the value of a single unit from the value of multiple units and the value of multiple units from the value of a single unit.

Steps to Use the Unitary Method

First, let us make a note of the information we have. There are 5 ice-creams. 5 ice-creams cost $125.

Step 1: Let’s find the cost of 1 ice cream. In order to do that, divide the total cost of ice-creams by the total number of ice-creams.

The cost of 1 ice-cream = Total cost of ice-creams/Total number of ice-creams = 125/5 = 25. Therefore, the cost of 1 ice cream is $25.

Step 2: To find the cost of 3 ice-creams, multiply the cost of 1 ice cream by the number of ice-creams.

The cost of 3 ice-creams is cost of 1 ice-cream × number of ice-creams = 25 × 3 = $75. Finally, we have the cost of 3 ice-creams i.e. $75.

Given:

price of 16 snack-size bags of chips = 7.84

Cost of 1 bag of chip = 7.84 /16

                                 = $0.49

and, the price of 24 snack-size bags of pretzels = 12.48

Cost of 1 snack-size bag of pretzels = 12.48 / 24

                                                             = 0.52

Hence, by $0.03 pretzels cost more than the cost of a bag of chips.

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Complete question:

Brenda went to the store with her dad to buy snacks. They bought a box of 16 snack-size bags of chips for $7.84 and a box of 24 snack-size bags of pretzels for $12.48. How much more do pretzels cost per bag than chips?

Step-by-step explanation:

7 x 5 =35   cubes in each layer

then multiply this by 4  layers   ( the final dimension)

= 140 cubes

The height of the chair in centimeters is 81.28 cm.

To relate the number of centimeters (c) to the number of inches (i), we can use the conversion formula:
1 inch = 2.54 centimeters
Step 1: Write the equation that relates c to i:
c = 2.54 * i
Step 2: Determine the height in centimeters of a chair that is 32 inches tall:
For a chair that is 32 inches tall, plug i = 32 into the equation:
c = 2.54 * 32
Step 3: Calculate the height in centimeters:
c = 81.28.

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Answer:

minutes took to finish the race = 54 minutes

Step-by-step explanation:

It's known that:

[tex]speed = \frac{distance}{time}[/tex]

then:

[tex]time = \frac{distance}{speed}[/tex]

IN THE 1ST 10 MILES:

time = [tex]\frac{10}{25} = \frac{2}{5} = 0.4 hours[/tex]

IN THE 2ST 10 MILES:

time = [tex]\frac{10}{20} = 0.5 hours[/tex]

Hence, Overall time took to finish the race = 0.4 + 0.5 = 0.9 hours

time in minutes = 0.9 × 60 = 54 minutes


Another Solution:

Overall speed = [tex]\frac{S_1 + S_2}{2}[/tex], Where: S1: 1st speed, S2: 2nd speed

then:

speed = [tex]\frac{25 + 20}{2}= 22.5 mph[/tex]

Hence, time took = [tex]\frac{20}{22.5} = 0.9 hours = 54 minutes[/tex]




hope you find this easy to understand....

Have any questions? Write in the comments.

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The paired samples t-test on the data in the examscores.csv file yields a p-value of 0.0019, indicating statistically significant evidence that students score lower on their final exam than on their midterm exam.

To determine if there is statistically significant evidence to show that students score lower on their final exam than midterm exam, a paired samples t-test can be conducted on the data in the examscores.csv file.

Assuming a significance level of 0.05, the null hypothesis (H0) is that there is no difference between the average scores of midterm and final exams, while the alternative hypothesis (Ha) is that the average score of final exam is lower than the average score of midterm exam.

Performing a paired samples t-test on the data, we obtain a p-value of 0.0019. Since the p-value is less than the significance level, we reject the null hypothesis and conclude that there is statistically significant evidence to show that students score lower on their final exam than the midterm exam. Therefore, the p-value for this analysis is 0.0019.

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Therefore, the volume of the jewelry box is 462 cubic inches.

Volume is the amount of space occupied by a three-dimensional object or substance. It is a physical quantity that describes how much space an object takes up. The unit of measurement for volume depends on the system of measurement being used, but some common units include cubic meters (m³), liters (L), and fluid ounces (Fl oz).

In simple terms, volume is the measure of how much a container can hold. For example, if you pour water into a cup, the volume of water that the cup can hold is equal to the volume of the cup. Similarly, if you have a box, the volume of the box is the amount of space it occupies, and you can calculate it by multiplying its length, width, and height.

To find the volume of the rectangular jewelry box, we need to multiply its length, width, and height. However, we need to first convert the mixed numbers to improper fractions to perform the multiplication accurately.

[tex]V = length x width x height[/tex]

[tex]Width = 7 1/2 inches = (7 x 2 + 1)/2 inches = 15/2 inches[/tex]

[tex]Height = 4 2/5 inches = (4 x 5 + 2)/5 inches = 22/5 inches[/tex]

Now, we can calculate the volume using the formula:

[tex]V = length x width x height[/tex]

[tex]V = (28/3) x (15/2) x (22/5) cubic inches[/tex]

[tex]V = 13860/30 cubic inches[/tex]

V = 462 cubic inches (rounded to the nearest whole number)

Therefore, the volume of the jewelry box is 462 cubic inches.

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The sample of the songs in the musical is likely to be representative.

As per the given details, Nicholas listened to 2 songs from each act of a musical.

Each act has an equal number of songs.

In order to determine whether the sample of the songs in the musical likely to be representative, we need to determine the number of acts of the musical.

Let the number of songs in each act be x.

Since Nicholas listened to 2 songs from each act, the total number of songs Nicholas listened to will be equal to 2x. Thus, we can represent the number of acts in the musical as a function of the total number of songs listened to as follows:

Number of acts = total number of songs listened to / x = 2x / x = 2.

Since there are 2 acts in the musical, Nicholas listened to all the songs in the musical.

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Answer:

5

Step-by-step explanation:

Since we know the integers are consecutive, and that we are using multiplication because of the word product, we can do this.

We need to look for factors of 20 that come one after another. Therefore, the answer is 5.  (because 4*5 = 20)

To find how many miles Roger travels in one hour, we need to divide the total distance he traveled by the time he took:

miles per hour = total miles ÷ total time

In this case, Roger traveled 440 miles in 8 hours, so:

miles per hour = 440 miles ÷ 8 hours

miles per hour = 55 miles per hour

Therefore, Roger travels 55 miles in one hour.

Answer:

To find how many miles Roger travels in one hour, we can divide the total distance he traveled by the total time he took to travel that distance.

We are given that Roger traveled 440 miles in 8 hours, so:

miles per hour = total distance / total time

miles per hour = 440 miles / 8 hours

miles per hour = 55 miles per hour

Therefore, Roger travels 55 miles in one hour.

Hope This Helps!

Pasha used 5/8 pounds of wheat flour in the test batch of crackers.

If the crackers are 50% wheat flour by weight, then the weight of wheat flour used in the test batch is half the total weight of the ingredients used.

There are different types of pounds used in different countries. The most commonly used types of pounds are:

Avoirdupois pound: This is the most commonly used pound in the United States and other countries such as Canada and the United Kingdom. It is equal to 16 ounces and is used to measure mass or weight of objects.

Troy pound: This pound is mainly used for measuring precious metals such as gold and silver. It is equal to 12 ounces and is slightly heavier than the avoirdupois pound.

Metric pound: This is a less commonly used pound and is mainly used in some European countries. It is equal to 500 grams or 0.5 kilograms.

The total weight of the ingredients used is 1 1/4 pounds, which is equal to 5/4 pounds.

Therefore, the weight of wheat flour used in the test batch is:

[tex](1/2) * (5/4) pounds = 5/8 pounds[/tex]

So Pasha used 5/8 pounds of wheat flour in the test batch of crackers.

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The annual installments for the sinking fund account can be calculated using the sinking fund formula, which takes into account the replacement cost, interest rate, and the number of years until the replacement is needed. In this case, the annual investment needed to provide for the replacement of the asset in 4 years is approximately GH¢1573.50.

To draw up the sinking fund schedule to show the growth fund, we can calculate the future value of the sinking fund account at the end of each year using the same formula. Assuming the first payments will be made now and 12 months thereafter, the annual payments will also be GH¢1573.50.

To illustrate this, we can create a sinking fund schedule that shows the annual investments, the interest earned, and the total fund balance at the end of each year. Using the sinking fund formula, the sinking fund schedule for Cross Ltd would look like this:

Annual Investment   Interest Earned           Total Fund Balance  year

GH¢1573.50             GH¢188.82                     GH¢1762.32               1

GH¢1573.50            GH¢221.48                      GH¢3557.30             2

GH¢1573.50             GH¢259.20                       GH¢5339.00            3

GH¢1573.50            GH¢302.68                        GH¢7115.18               4

This sinking fund schedule shows that by investing GH¢1573.50 at the end of each year at an interest rate of 12% per annum, Cross Ltd will have a total fund balance of GH¢7115.18 at the end of 4 years, which is sufficient to cover the replacement cost of the asset.

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Question:-Cross Ltd has bought an asset with a life span of 4 years. At the end of the 4 years, replacement of the asset will cost GH¢12,000. In this direction, the company has decided to provide for future commitment by setting up a sinking fund account into which equal annual investment will be made at the end of each year. The interest rate on the investment will be 12% per annum.

Required:

i. Calculate the annual installments

ii. Draw up the sinking fund schedule to show the growth fund

iii. Assuming the first payments will be made now and 12 months thereafter, what are the annual

payments? You are required to draw up the sinking fund schedule.

Answer:

B

Step-by-step explanation:

the sum of the interior angles of a polygon is

sum = 180° ( n - 2) ← n is the number of sides

given sum = 10080 , then

180° (n - 2) = 10080 ( divide both sides by 180 )

n - 2 = 56 ( add 2 to both sides )

n = 58

that is the polygon has 58 sides

Answer:

47.15

Step-by-step explanation:

x=125-32.60-45.25

x=47.15

Triangle ABC's vertices are A (-5,5), B (-2,3), and C (-4,3). The coordinates of the vertex C'are if ABC is reflected across the line y=1 to generate the image A'B'C' (-4, -1).

To reflect a point across the line y=1, we need to flip the y-coordinate over the line y=1.

The y-coordinate of point C is already 3, which is less than the line y=1. The distance between point C and the line y=1 is (1-3)= -2, which is negative, so we need to add twice this distance to the y-coordinate to get its reflection.

y-coordinate of C' = 3 + 2*(-2) = -1

Therefore, the coordinates of C' are (-4, -1).

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Hence, one teacher must be 21 years old, while the other must be 3 years old.

The difference between a dataset's highest and lowest values is known as the range. For instance, suppose we have the dataset shown below:

1, 3, 5, 7, 9

This dataset's range is 9 - 1 = 8.

Let's first estimate the age ranges of the school's ten mathematics instructors. The range of a dataset is the difference between its highest and lowest values. It is therefore 21 since 22 - 43 = 21.

Let's now include the ages of two additional Maths teachers in this list. Let's use x and y as their ages.

When their ages are included in this list, the range is increased by five. We thus have:

43 - 22 = 21 (the original range) (the original range)

max(x,y) = 5 - min(x,y) (the new range)

We can find the solutions to x and y from these two equations:

maximum(x,y) = 21 + 5 = 26 minutes

(x,y) = maximum (x,y) - 5 = 21

Let's now determine the average age of the school's twelve maths teachers. Addition is used to calculate the mean.

Adding together all the values in a dataset and dividing by the total number of values yields the mean. Here are the facts:

(31 + 43 + 25 + 37 + 28 + 22 + 25 + 32 + 31 + 36 + x + y) / 12

If we are aware that x and y together raise the mean by 1, we may write:

(31 + 43 + 25 + 37 + 28 + 22 + 25 + 32 + 31 + 36 + x + y) / 12 = (31 + 43 + 25 + 37 + 28 + 22 + 25 + 32 + 31 + 36) /10 +1

When we simplify this equation, we get:

x+y=24

Let's now determine the median age of the school's twelve mathematics instructors. When a dataset is ordered from lowest to highest, the median is the midway value (or highest to lowest). Here are the facts:

22,25,25,28,31,31,32,36,37,43,x,y

The median is equal to (31.5 (31 + 32) / 2)

Let's finally figure out the average age of the school's twelve math teachers. The value that appears most frequently in a dataset is the mode. In this instance, "25" and "31" both appear twice, giving us two modes.

We are aware that this dataset's mode is unaffected by the addition of x and y.

We thus have:

x+y=24

max(x,y)=26

min(x,y)=21

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Answer:

5.24

Step-by-step explanation:

Cir= 32.9

To find radius, we divide cir 32.9 by 3.14 = 10.47770 (Diameter)

Then divide by 2 = 5.2388535031847 (radius)

Rounded would be 5.24

The surface area of the box is 792 square inches.

To find the surface area of the box, you'll need to calculate the area of each side and then add them together.
1. Calculate the area of the front and back sides:
Area_front_back = length x height

                            = 12 inches x 15 inches

                            = 180 square inches.
There are 2 sides (front and back),

so the total area for these sides is 2 x 180

= 360 square inches.
2. Calculate the area of the top and bottom sides:
Area_top_bottom = length x width

                              = 12 inches x 8 inches

                              = 96 square inches.
There are 2 sides (top and bottom), so the total area for these sides is 2 x 96 = 192 square inches.

3. Calculate the area of the left and right sides:
Area_left_right = width x height

                          = 8 inches x 15 inches

                          = 120 square inches.
There are 2 sides (left and right), so the total area for these sides is 2 x 120 = 240 square inches.
4. Add the areas of all sides together:
Surface_area = 360 + 192 + 240 = 792 square inches.

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Answer:

11 quarters and 35 dimes

Step-by-step explanation:

We can create a system of equations to find the number of both dimes and quarters that are in the parking meter.

1st equation:  We know that the value of a dime ($0.10) * the number of dimes (D) + the value of a quarter ($0.25) * the number of quarters (Q) = $6.25

2nd equation: If we allow D to represent dimes and Q to represent quarters, the number of dimes = 3 times the number of quarters is 3Q and 2 more than this is 3Q + 2

Thus, our two equations are:

0.10D + 0.25Q = 6.25

D = 3Q + 2

The equations are already set up in a way where we can use substitution to solve and substitute the formula for D in the second equation for D in the first equation:

[tex]0.10(3Q+2)+0.25Q=6.25\\0.30Q+0.20+0.25Q=6.25\\0.20+0.55Q=6.25\\0.55Q=6.05\\Q=11[/tex]

Now that we've found the number of quarters, we can use either equation to find the number of dimes:

[tex]D=3(11)+2\\D=33+2\\D=35[/tex]

It's always helpful to check the solutions (time-permitting) in both equations to make sure our math was accurate

1st equation:

0.10(35)+0.25(11)=6.25

3.50 + 2.75 = 6.25

6.25 = 6.25

2nd equation:

35 = 3(11) + 2

35 = 33 + 2

35 = 35

The drug company tested a new cold medication for children with a sample size of 500 children, out of which 250 children shortened their cold symptoms. The margin of error over a 99% confidence interval is 0.657. The 99% confidence interval is 0.5 ± 0.657, or (0.157, 0.843).

To calculate the margin of error, we need to determine the critical value for a 99% confidence interval. For a sample size of 500 and a confidence level of 99%, the critical value is 2.58.

The margin of error can be calculated as follows:

Margin of error = critical value * standard error

where the standard error is the standard deviation of the sample divided by the square root of the sample size.

In this case, the standard error is 5.7/sqrt(500) = 0.255.

Therefore, the margin of error is 2.58 * 0.255 = 0.657.

We can construct a 99% confidence interval for the proportion of children whose cold symptoms are shortened by the new drug as follows:

p ± margin of error

where p is the proportion of children in the sample who shortened their cold symptoms when taking the new drug.

In this case, the point estimate of the proportion is 250/500 = 0.5.

The 99% confidence interval is 0.5 ± 0.657, or (0.157, 0.843). This means that we can be 99% confident that the true proportion of children whose cold symptoms are shortened by the new drug falls within this interval.

Since the confidence interval does not include the value of 0.5 (which represents no effect), we can conclude that the new cold medication is reliable and has a statistically significant effect on shortening the duration of cold symptoms in children.

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The solution to the equation -2 = -4m + 10 is m = 3.

Here are the solutions to the given equations:

1. -10 = 5+y

To solve for y, we need to isolate y on one side of the equation.

We can do this by adding 10 to both sides of the equation.

-10 + 10 = 5 + y + 10

Simplifying,

-0 = 5 + y

We can further simplify the equation by subtracting 5 from both sides of the equation.

-5 = y

Therefore, the solution to the equation -10 = 5+y is y = -5.2.

10x = 40

To solve for x, we need to isolate x on one side of the equation.

We can do this by dividing both sides of the equation by 10.10x/10 = 40/10

Simplifying,

x = 4

Therefore, the solution to the equation 10x = 40 is x = 4.3.

-2 = -4m + 10To solve for m, we need to isolate m on one side of the equation.

We can do this by subtracting 10 from both sides of the equation.-2 - 10 = -4m.

Simplifying,

-12 = -4mWe can further simplify the equation by dividing both sides of the equation by -4.-12/-4 = m3 = m.

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The required difference between the amount of cereal poured into a large and small bowl representing the difference of standard deviation is equal to 0.5 ounces.

Let X be the amount of cereal poured into a small bowl.

And Y be the amount of cereal poured into a large bowl.

Then, the standard deviation of the difference Y - X.

Mean of X is given as 1.5 ounces

Standard deviation of X is 0.3 ounces

Mean of Y is given as 2.5 ounces

Standard deviation of Y is 0.4 ounces

The difference between Y and X can be written as Y - X.

Mean of Y - X is given by the difference of the means,

= 2.5 - 1.5

= 1 ounce.

As we assume that X and Y are independent.

Variance of Y - X can be calculated as the sum of the variances of Y and X.

Thus, we have,

Var(Y - X) = Var(Y) + Var(X)

⇒Var(Y - X) = (0.4)^2 + (0.3)^2

⇒Var(Y - X) = 0.16 + 0.09

⇒Var(Y - X) = 0.25

The standard deviation of Y - X is the square root of the variance, so we have,

SD(Y - X) = √(Var(Y - X))

⇒SD(Y - X) = √(0.25)

⇒SD(Y - X) = 0.5

Therefore, the standard deviation of the difference between the amount of cereal poured into a large and small bowl is 0.5 ounces.

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Answer: It's a Prime Number

Step-by-step explanation: A prime number only has the number one and itself as its factors. Any integer other than 1 and itself cannot divide evenly. Prime numbers like 2, 3, 5, 7, 11, 13, 17, 19, 23, and 29 are a few examples.