Is 4, 5, and 6 a right triangle??..

At Game 7, the attendance for the basketball team had declined by 5% x 6 games = 30% and This means that the attendance at Game 7 was 23,500 x (1 - 0.3) = 16,450 people.

The attendance for a basketball team declined at a rate of 5% per game throughout a losing season. This means that for every game, the attendance dropped by 5% in comparison to the attendance of the game before it.

15 games were played in the season and 23,500 people were at the first game. To calculate the attendance at Game 7, we first need to calculate the total amount that the attendance had declined by by the 7th game.

This can be done by multiplying the rate of decline (5%) by the number of games that had passed (6 games). This gives us a total decline of 30%. We then need to calculate the attendance at Game 7 by subtracting the total decline from the initial attendance.

This can be done by multiplying the initial attendance (23,500) by (1 - 0.3), which gives us 16,450 people. Therefore, the attendance at Game 7 was 16,450 people.

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SSS, or Side-Side-Side Similarity, is what makes these two triangles alike.

A right triangle's hypotenuse is its longest side, its "opposite" side was the one that faces a specific angle, and its "adjacent" side is the one that faces the angle in question. To define the edges of right triangles, we use specific terminology.

A triangle represents a closed, three-sided object in two dimensions. The various kinds of circles go by various titles. Three different kinds of triangles—scalene, isosceles, and equilateral—are distinguished by the lengths of their sides.

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This histogram shows that the majority of the data falls between 20 and 80, with a peak around 30-35. However, it is possible that a different bin width or starting point could reveal other interesting features of the data set.

To create a histogram, you need to divide the data into intervals, also known as bins, and then count the number of data points that fall into each bin. The goal is to choose a bin width that will clearly show the distribution of the data. One common rule of thumb for choosing the bin width is to use the square root of the number of data points. In this case, the square root of 11 is approximately 3.32, so we might start by using a bin width of 4. To choose the first interval, we need to decide where to start the first bin. One approach is to start at the minimum value of the data set and then create bins of equal width that extend to the right. Another approach is to use a "nice" number, such as a multiple of the bin width, as the starting point.

  7 20

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30-| ||

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25-| ||

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20-| ||

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15-| ||

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10-| ||

  | ||

5-|_||__

   5  9

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Step-by-step explanation:

3x²+9x-30=0

-(9)+\-√(9)²-4(3)(-30)

=_________________

2(3)

=. x=2. or. X=-5

Depending on whether the attendance increases or decreases by 10% in 2022, the effect on attendance at the beginning of 2022 will be an increase of 13.3% or a decrease of 7.3%, respectively, compared to the baseline of 100 patients in 2020.

To calculate the effect of the increase and decrease percentages on hospital attendance at the beginning of the year 2022, we need to consider the starting attendance level in 2020 as the baseline.

Let's assume that the hospital attendance in 2020 was 100 patients.

Due to the pandemic, the hospital attendance decreased by 12%, which means that the hospital attendance in 2020 was (100 - 12) = 88 patients.

In 2021, the attendance increased by 15%, which means that the hospital attendance in 2021 was (88 + 15) = 103 patients.

Now, to calculate the effect of the increase/decrease percentage on attendance at the beginning of 2022, we need to consider two scenarios:

If the attendance increases by 10% in 2022:

The attendance at the beginning of 2022 will be (103 + 10% of 103) = 113.3 patients. The increase from the baseline will be[tex]\frac{(113.3 - 100)}{100} = 13.3[/tex] %.

If the attendance decreases by 10% in 2022:

The attendance at the beginning of 2022 will be (103 - 10% of 103) = 92.7 patients. The decrease from the baseline will be [tex]\frac{(100 - 92.7)}{100} = 7.3[/tex] %.

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Answer: The speed of light is approximately 89,100 times faster than the speed of sound.

Step-by-step explanation: To find out how many times faster the speed of light is than the speed of sound, we need to divide the speed of light by the speed of sound:

Speed of light / Speed of sound = (6.710610^7) / (7.5410^2)

Simplifying this calculation gives us:

Speed of light / Speed of sound = 8.91*10^4

This means that the speed of light is approximately 89,100 times faster than the speed of sound.

Hope this helps, and have a great day!

The adaptive-response-rate single exponential smoothing model is best applied to time series data that are non stationary and seasonal which means option D is the right answer.

The adaptive response rate single exponential smoothing model is used to demonstrate the changes in the forecasting data and the fluctuation in data values with respect to time which are smoothened by a coefficient. The larger the coefficient, the greater the smoothing effect.

This kind of model is ineffective for stationary time series as it takes into account the smoothing of the information. Adaptive smoothing is computationally difficult. Exponential smoothing produces accurate forecasts. The forecast shows projected demand and actual demand.

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Answer:

Step-by-step explanation:

The inequality statement that describes the two numbers on a number line "2 and a number 9 units to the left of 2" would be:

x < 2

where x represents the number that is 9 units to the left of 2.

We know that m∠1 and m∠2 are positive angles that add up to 17 degrees, so the only possible pair of values is: m∠1 = 35°, m∠2 = 30° that is option 2.

A triangle is a polygon with three sides and three angles. It is a two-dimensional shape with three straight sides that intersect at three vertices. The sum of the interior angles of a triangle is always 180 degrees. Triangles can be classified based on the lengths of their sides and the measures of their angles. Some common types of triangles include equilateral triangles, isosceles triangles, scalene triangles, acute triangles, obtuse triangles, and right triangles.

Here,

Using vertically opposite angle, x + x + 115° + 115° = 360°

2x + 230° = 360°

2x + 230° = 360°

2x = 360 - 230

2x = 130

x = 130/2

x = 65°

Then, lets solve for angle 1 using angle sum property:

∠1 + 65° + 80° = 180°

∠1 + 145° = 180°

∠1 = 180° - 145°

∠1 = 35°

Again, lets solve for angle 2 using angle sum property:

∠2 + 65° + 85° = 180°

∠2 + 150° = 180°

∠2 = 180° - 150°

∠2 = 30°

Therefore, the answer is:

m∠1 = 35°, m∠2 = 30° (option 2)

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A dummy variable is used as an independent variable in a regression model when the variable involved is nominal.

What is a dummy variable?A dummy variable, also known as an indicator variable, is a binary variable (having only two possible values). It is used to distinguish between groups or categories. It is used to investigate the effect of the predictor on the response in regression analysis.

In a regression model, a dummy variable is used as an independent variable when the variable involved is nominal. In regression analysis, the independent variable is the variable that is being tested to determine if it has a relationship with the dependent variable (the outcome variable).

The independent variable is also referred to as the predictor variable, while the dependent variable is referred to as the response variable.  

Thus, the answer is: the variable involved is nominal

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The conical mound of soil therefore contains 254.34 cubic meters of substance.

How much a receptacle contains can be determined by looking at its volume. Volume is calculated as follows: volume = length x breadth x height.

The following is the algorithm for a cone's volume:

V = (1/3)πr²ⁿ

where,

Substituting the given values, we get:

V = (1/3) x 3.14 x 9²*³

V = 254.34 cubic meters

Therefore, there are 254.34 cubic meters of material in the conical pile of dirt.

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Answer: 7

Step-by-step explanation:

The doctor goes home at 5 pm if all patients are finished before 5 pm.

The possible values of t are from 0 to 300.

Let t be the time exceeding 5 pm in minutes.

Therefore, we have to find the expected time for the doctor to go home after the last patient has been served, or at 5 pm if all patients are finished before 5 pm.

We will determine its pmf as well.

Expected time that the doctor will go home

The doctor goes home at 5 pm if all patients are finished before 5 pm.

Let the doctor takes x amount of time to see the patients in hours.

Then the total time taken to see n patients will be xn.

If the doctor sees n patients in the first x hours and leaves the remaining patients, then the time will be (n-x) hours.

The total time that the doctor will go home will be given as:

{(n-x)x} + (n-x) if (n-x) > 0

Otherwise, the doctor will go home at 5 pm.

The pmf of t

To find the possible values of t, we need to find the minimum and maximum value of x.

{(n-x)x} + (n-x) if (n-x) > 0 will be greater than 0 when x is less than n/2.

Therefore, the possible values of t are from 0 to 300.

We know that t is defined as the time exceeding 5 pm in minutes.

pmf of t is given as :

P(t = 0) = P(all patients are done before 5 pm) = 1/32

P(t = i) = P(last patient finishes at 5pm + i minutes) = 31/32 × (1/300) for i = 1, 2, 3, ..., 299.

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The correct basis step for proving the statement P(n) using strong induction is to show that P(8) is true

Strong induction is a method of proving that a statement is true for all values of n by demonstrating that it is true for a base case and that if it is true for all values up to n, then it must also be true for n+1. It can be used to prove the statement P(n) that a postage of n cents can be formed using only 3-cent stamps and 5-cent stamps.

To demonstrate that P(8) is true is to do the proper basis step for strong induction. This is so that we may create an 8 cent postage using a 3-cent and a 5-cent stamp.

The following argument can be used to demonstrate that the basic step is P(8) being true:

A postage of 8 cents can be made with one 3-cent stamp and one 5-cent stamp.

Thus, P(8) must be true.

We don't need to check any other values for the base step because P(n) only depends on the values of P(k), where k n.

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Yes, the value of 0.75 to 0.83 for a 95% confidence interval is plausible.

A confidence interval is a range of values that has a 95% chance of containing the true population parameter, which in this case is the population proportion (p).

A 95% confidence interval has a margin of error of 5%. Thus, a range of 0.75 to 0.83 has a 95% chance of containing the true population proportion p.

The 95% confidence interval is an estimated range of values which is calculated from sample data, with a 95% chance of containing the true population parameter, p. To calculate the confidence interval, the confidence level and the margin of error must be known.

The confidence level is the probability that the confidence interval will contain the true population parameter, and the margin of error is the amount that the sample statistic can differ from the true population parameter.

A 95% confidence level has a margin of error of 5%, meaning that the sample statistic can be up to 5% away from the true population parameter.

In this case, the 95% confidence interval for the population proportion is 0.75 to 0.83. This means that the range of 0.75 to 0.83 has a 95% chance of containing the true population proportion p, and is thus a plausible value for the population proportion.

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The vertices of the image triangle N′M′O′: N′(-1, 2), M′(-4, 1), O′(-3, 3).

What are vertices?

Vertices (singular: vertex) are the points where two or more straight lines or edges meet in a geometric shape such as a polygon, polyhedron, or graph. In two-dimensional shapes like polygons, a vertex is a corner where two sides intersect.

We can do this by finding the difference between the x-coordinate of the preimage vertex and -3, doubling this difference, and then subtracting this result from the x-coordinate of the preimage vertex. This will give us the x-coordinate of the image vertex.

For example, to find the x-coordinate of the image of vertex N, we have:

x-coordinate of N = -5

Difference between x-coordinate of N and -3 = -5 - (-3) = -2

Double the difference = -2 x 2 = -4

Subtract this result from the x-coordinate of N = -5 - (-4) = -1

Therefore, the x-coordinate of the image of vertex N is -1.

Using the same method, we can find the x-coordinates of the image vertices:

x-coordinate of N′ = -1

x-coordinate of M′ = -4

x-coordinate of O′ = -3

To find the y-coordinates of the image vertices, we don't need to do any calculations since the reflection is over a vertical line and does not affect the y-coordinates. Therefore, the y-coordinates of the image vertices are the same as the y-coordinates of the preimage vertices:

y-coordinate of N′ = 2

y-coordinate of M′ = 1

y-coordinate of O′ = 3

Putting it all together, we get the vertices of the image triangle N′M′O′:

N′(-1, 2), M′(-4, 1), O′(-3, 3)

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Option C is the correct answer.

When x=-20, the argument of the logarithm is 5x=-100, which is negative. Therefore, the logarithm is not defined and -20 is not a solution to the equation.

No, -20 is not a valid solution to the equation -6 + 2log(-5x) = -2.
To verify, substitute -20 for x in the original equation:

-6 + 2log(-5(-20)) = -2
-6 + 2log(100) = -2
-6 + 4 = -2
This is not a true statement, so -20 is not a valid solution.
Furthermore, note that the argument of the logarithm in the original equation must be positive. Thus, we need to ensure that -5x > 0, which means x < 0.

To solve the equation, we can start by isolating the logarithmic term:

-6 + 2log(-5x) = -2
2log(-5x) = 4
log(-5x) = 2

Now we can exponentiate both sides using the definition of logarithms:

-5x = [tex]10^2[/tex]
-5x = 100
x = -20

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Answer:

16

Step-by-step explanation:

When we divide the entire equation by 1/-2 to get rid of the coefficient of n we get n = 16.

They represent a more focused sample of people the researcher is interested in examining in order to draw conclusions about the larger community of American men under 25.

The null hypothesis is a claim made in statistical hypothesis testing that presupposes there is no correlation between groups or any meaningful difference between a set of variables. It is commonly denoted by "H0," and the alternative hypothesis is compared with it ("H1"). The null hypothesis is typically assumed to be true, and in order to determine whether it can be rejected or not, it must be statistically tested. The alternative hypothesis is accepted if there is enough data to refute the null hypothesis. In contrast, the null hypothesis is maintained if there is not sufficient evidence to support it.

given

The group of 50 males who are chosen to take part in the study serves as the sample for the experiment.

They represent a more focused sample of people the researcher is interested in examining in order to draw conclusions about the larger community of American men under 25.

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Answer: Elise ran faster.

Step-by-step explanation:

Elise 2 mi in 15 min

Tengan 3 km in 15 min

We need to covert the miles (mi) or kilometers (km) so that they are both the same. You should know that 1 mi = 1.6 km. After you convert the measurements, you can compare. Since they both are measured in minutes, you don't have to worry about that, but if they aren't you should convert it one or the other, so that they are the same.

2 mi = 3.2 km (Elise)

3 km (Tengan)

Elise is 0.2 faster than Tengan.

Answer:

Elise ran faster

Step-by-step explanation:

Elise ran faster because 3 kilometers is equal to 1.86 miles. 2 miles is equal to 3.22 kilometers.

Answer: they all include a variable, an "x" in parentheses, and they all have the number 2 in it.

Step-by-step explanation:

According to the given information, the sale price is 160% of the purchase price and she would need to buy at least 4 jackets to make at least $250 in total sales.

What is the percentage?

The percentage is a way of expressing a fraction or proportion out of 100. It is commonly used in many different areas such as finance, math, science, and everyday life.

a. To find the percent of the purchase price that the sale price represents, we can use the formula:

percent = (sale price/purchase price) x 100

Plugging in the given values, we get:

percent = (96 / 60) x 100 = 160%

Therefore, the sale price is 160% of the purchase price.

b. If the owner increases the sale price by 160% when buying jackets for $45, then the new sale price for each jacket will be:

new sale price = 1.6 x $45 = $72

To find the number of jackets the owner must buy to make at least $250 in total sales, we can set up an equation:

number of jackets x $72 = $250

Solving for the number of jackets, we get:

number of jackets = $250 / $72 ≈ 3.47

Since the owner can only sell a whole number of jackets, she would need to buy at least 4 jackets to make at least $250 in total sales.

This is because selling 3 jackets would only bring in $216 in total sales, which is less than $250.

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Answer:

Let's use "x" to represent the total number of students in the class.

According to the problem, the number of boys is 7/10 of the total number of students, and the number of girls is 3/10 of the total number of students. We can set up the following equation based on this information:

Number of Boys = 7/10 x

Number of Girls = 3/10 x

The problem also tells us that there are 16 more boys than girls in the class. We can set up another equation based on this information:

Number of Boys = Number of Girls + 16

Now we can use these two equations to solve for the total number of students:

7/10 x = 3/10 x + 16

Subtracting 3/10 x from both sides, we get:

4/10 x = 16

Multiplying both sides by 10/4, we get:

x = 40

Therefore, there are 40 students in the class. To find the number of boys and girls, we can use the equations we set up earlier:

Number of Boys = 7/10 x = 7/10 * 40 = 28

Number of Girls = 3/10 x = 3/10 * 40 = 12

So there are 28 boys and 12 girls in the class.

The R. Davis children are preparing for a relay event in which they will compete in a 1/3 mile relay race. The opening round of the competition will include three kids who will compete in the race.

This means that in the relay event, each kid will have to run 1/9th of a mile. Students will need to improve on their speed, endurance, and coordination in order to prepare for the race. They must be able to effortlessly deliver the baton from one runner to another, maintain their speed throughout the race, and push themselves to the maximum. In addition to physical preparation, students must improve their mental focus and motivation. They will do so.  need to stay positive and motivated throughout the race, and work as a team to achieve their goals.

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What is the scenario for R. Davis students in the relay tournament? How many students will run in the first round of the tournament, and what is the distance they will cover?

Answer:

To find how many refrigerator magnets can be made with 9 3/8 inches of magnetic tape, we need to divide the total length of magnetic tape by the length of magnetic tape used for each magnet.

First, we need to convert the mixed number 9 3/8 to an improper fraction:

9 3/8 = (9 x 8 + 3)/8 = 75/8

Next, we divide 75/8 by 5/8 to find how many magnets can be made:

(75/8) ÷ (5/8) = (75/8) x (8/5) = 15

Therefore, 15 refrigerator magnets can be made with 9 3/8 inches of magnetic tape.

Answer:

3

8

Step-by-step explanation:

probability= no. of blue marbles

total no. of marbles

= 3

8

The shorter side of the rectangle is approximately 237.25 millimeters, and the diagonal makes angles of approximately 41 degrees and 49 degrees with the longer and shorter sides, respectively.

Let us denote the shorter side of the rectangle as x. We can use the Pythagorean theorem to relate the length of the diagonal to the two sides of the rectangle:

diagonal^2 = longer side^2 + shorter side^2

Substituting in the given values, we get:

450^2 = 393^2 + x^2

Solving for x, we get:

x = √(450^2 - 393^2) ≈ 237.25 mm

To find the angles that the diagonal makes with each side of the rectangle, we can use trigonometry. Let θ be the angle between the diagonal and the longer side, and let φ be the angle between the diagonal and the shorter side. Then we have:

sin(θ) = shorter side / diagonal

sin(φ) = longer side / diagonal

Substituting in the given values and solving for θ and φ, we get:

θ ≈ 41 degrees

φ ≈ 49 degrees

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Answers: 36

Step-by-step explanation: