Eric is preparing for a regional swim meet that is a month away. He swims the same distance and clocks his best time on several different days. He plots the best time (in minutes) he swam each day as his y-variable and the day he swam it as his x-variable. When he plots his times and finds a line of best fit, he gets the equation y=−0.03x+3.45.


If Eric continues to practice, on the 15th day his best time for the day should be _[blank]_ minutes.


Enter the value that correctly fills in the blank, like this: 42


Do not round your answer.

Answer:

y = -3

Step-by-step explanation:

the length from directrix to vertex is equal to the length from focus to the vertex.

Answer: y=-3

Step-by-step explanation: y = -3 Step-by-step explanation: the length to vertex is equal

The equation shows that we need the graph of a line with a slope of 2 and cross the y-axis at (0, -3)

A line is defined as the shortest distance between two points. The equation  of a line in slope-intercept form is given as:

y = mx +b

where

According to the question we are to graph the equation y = 2x- 3. This means that we need the graph of a line with a slope of 2 and cross the y-axis at (0, -3)

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Answer:

0.25

Step-by-step explanation:

Hope it helps, sense it’s centered around 0.25 then the parameter would be 0.25

To It’s centered around 0.25 then the parameter would be 0.25.

We have given,

Suppose that many large samples were taken from a population and the sample proportion centered around 0.25

We have to determine which of the given is most likely the population parameter.

A sample means from any distribution. We could have a left-skewed or a right-skewed distribution.

To It’s centered around 0.25 then the parameter would be 0.25

Therefore option A(0.25) is correct

To It’s centered around 0.25 then the parameter would be 0.25.

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Step-by-step explanation:

Perimeter= 62 cm

4 × side = 62

side = 62/4

=15.5 cm

Area = (side)²

= (15.5)²

=240.25 cm²

The equation that models the shape of the monument is simply y = 25.

The equation that models the shape of the parabolic monument can be written in the form of a quadratic function, y = ax^2 + bx + c, where y is the height of the monument at a given distance x from the center of the base.

Since the monument has a height of 25 feet at the center of the base, we know that the vertex of the parabolic shape is located at (0, 25). Also, since the base width is 30 feet, the distance from the center of the base to either side is 15 feet.

Therefore, we can use the information about the vertex and the width to write the equation as y = -a(x-15)^2 + 25.

To determine the value of a, we need another point on the curve. Let's use one of the endpoints of the base, which is (15, 0). Plugging these values into the equation, we get:

0 = -a(15-15)^2 + 25

0 = 25

This is not possible, so we need to adjust the equation to fit the known points. We can rewrite the equation as y = a(x-15)^2 + 25, and solve for a using the other endpoint of the base, which is (-15, 0):

25 = a(-15-15)^2 + 25

0 = 900a

a = 0

This means that the equation that models the shape of the monument is simply y = 25.

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Answer:

10,20,10,10,10,20 tenths

Answer:

12.2

Step-by-step explanation:

The mean is the average, so we add up the number of movies, and divide by 6 beacause they are reported by 6 students

Mean (Average) = (12+17+8+13+5+18) / 6

Mean (Average) = 73 / 6

Mean (Average) = 12.16666667

The problem asks us to round to the nearest tenth, which is the first decimal place.

Since the 2nd decimal place, 6, is more than 5, we round the first decimal place up to one and remove the rest.

12.2

The mode of a dataset is the value that appears most frequently. In this case, we need to find the interval of rainfall that occurs most frequently.

From the given data, we can see that the interval "less than 0.01 inch" has the highest frequency with 165 days. Therefore, the mode of this dataset is "less than 0.01 inch"

Effective communication is crucial in all aspects of life, including personal relationships, business, education, and social interactions. Good communication skills allow individuals to express their thoughts and feelings clearly, listen actively, and respond appropriately. In personal relationships, effective communication fosters mutual understanding, trust, and respect.

In the business world, it is essential for building strong relationships with clients, customers, and colleagues, and for achieving goals and objectives. Good communication also plays a vital role in education, where it facilitates the transfer of knowledge and information from teachers to students.

Moreover, effective communication skills enable individuals to engage in social interactions and build meaningful connections with others. Therefore, it is essential to develop good communication skills to succeed in all aspects of life.

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Answer:

40

Step-by-step explanation:

The the run on the other section if its rise is 4.3 m = 9.03m

To get the run on the other section we have to use the cross multiplication formula, using m1 = m2

Such that we would have

3.0/6.3 = 4.3/x

6.3 * 4.3 = 3.0 * x

= 27.09 = 3x

divide through by 3

x = 9.03

Hence we conclude that the the run on the other section if its rise is 4.3 m = 9.03m

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Answer:

174 Sq feet

Step-by-step explanation:

30+90+54 just add.

Answer:

174 sq ft

Step-by-step explanation:

Formula:

A = Lw

Note:

A rectangle has 3 set of different side.

Solve:

A = Lw

A = 5 × 9

A = 45 ×  2

A = 90

A = Lw

A = 5 × 3

A = 15× 2

A = 30

A = Lw

A = 3 × 9

A = 27× 2

A = 54

90 + 30 + 54 = 174 sq ft

Kavinsky

Answer: D-39

Step-by-step explanation:

Minimum=6

Maximum=45

45-6=39

Answer= 39

Please give brainliest

Answer:

D

Step-by-step explanation:

The range is D(39)

See when calculating range it is the lowest number subtracted by the highest number so 45 - 6=39.

Other things that can be useful.

Mean 23.4

The mean is the average of the data set to calculate this you add up all the numbers and divided by the total amount.  so 234 divided by 10=23.4

Median=24

Median is calculated by putting the numbers in the data set least to greatest and finding the middle number so 6,12,12,15,21,27,30,30,36,45

And then the 2 middle numbers are 21 and 27 so what is the middle between them it is 24 and there you go.

Mode=12,30

The mode are the two numbers that appear most in the data set,and these numbers both appear twice.

Minimum is 6

Minimum is the lowest number in the data set.

Maximum=45

The maximum is the highest number in the data set.

Hope this helps have a great day:)

To work out the surface area of a solid prism, we need to add up the areas of all its faces. In this case, we have a rectangular prism with dimensions 17cm x 15cm x 34cm. We can break it down into six rectangular faces - two with dimensions 17cm x 15cm, two with dimensions 15cm x 34cm, and two with dimensions 17cm x 34cm.

We can use the formula for the area of a rectangle (length x width) to find the area of each face and then add them all together to get the total surface area. For the two faces with dimensions 17cm x 15cm, the area is 17cm x 15cm = 255cm². For the two faces with dimensions 15cm x 34cm, the area is 15cm x 34cm = 510cm². And for the two faces with dimensions 17cm x 34cm, the area is 17cm x 34cm = 578cm². Adding these areas together, we get a total surface area of 1348cm². So, the surface area of the solid prism with dimensions 17cm x 15cm x 34cm is 1348cm².
To calculate the surface area of a solid prism, we need to find the areas of all its faces and add them together. Since you've mentioned six dimensions, it seems to be a rectangular prism with sides measuring 17cm, 15cm, and 6cm.
Step 1: Find the area of each face.
- Front/Back faces: 17cm × 15cm = 255 cm² (two faces)
- Top/Bottom faces: 17cm × 6cm = 102 cm² (two faces)
- Left/Right faces: 15cm × 6cm = 90 cm² (two faces)
Step 2: Add the areas of all faces together.
Surface area = (2 × 255 cm²) + (2 × 102 cm²) + (2 × 90 cm²) = 510 cm² + 204 cm² + 180 cm² = 894 cm²
So, the surface area of the solid prism is 894 cm².

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Overall, equations provide a mathematical representation and understanding of relationships, while tables present data points in a structured format.

When comparing an equation and a table, you can examine their characteristics, purpose, and the information they provide. Here are some points to consider when making comparisons:

Representation:

An equation represents a mathematical relationship between variables using symbols and mathematical operations. A table presents data or values in a structured format, typically organized into rows and columns.

Communication of Information:

Equations provide a concise and general representation of a relationship, allowing for predictions, calculations, and modeling. Tables present specific data points or values, providing a visual representation of how variables are related or how they change.

Variables:

Equations involve variables, which can be manipulated to explore different scenarios and analyze the relationship between quantities. Tables display specific values or data points for variables, showing how they vary or are related based on the given information.

Visualization:

Equations can express relationships symbolically and provide a mathematical understanding, but they may not offer a visual representation of data. Tables provide a visual representation of data points, allowing for a quick overview and easy comparison of values.

Flexibility:

Equations offer flexibility in terms of adjusting variables and parameters to explore different scenarios and make predictions. Tables can be easily modified or expanded by adding or removing data points to reflect new observations or additional information.

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Answer:

8x-3y-24

Step-by-step explanation:

\( \frac{3}{4} y = 2x - 6 \\ \\ \\ 3y = 4(2x - 6) \\ \\ 3y = 8x - 24 \\ \\ 8x - 3y - 24 = 0 \\ \\ \\ is \: the \: required \: equation\)

Let:

Replace (1) into (2):

Replace the value of y into (1):

The probability that a student is majoring in either business or another field is 0.6 and the required rule of probability is the addition rule of probability.

Let B be the event of a student majoring in business and I be the event of a student majoring in IT.

Therefore, the probability of a student majoring in another field is given as P(not(B ∪ I)) = 0.5, where not represents the negation of the event.

The probability of a student majoring in an IT-related field is given as P(I) = 0.1.

The probability of a student majoring in business is given as P(B) = 0.4.

Therefore, the probability that a student is majoring in either business or another field is given as P(B ∪ not(B ∪ I)) = P(B) + P(not(B ∪ I)) (1) P(not(B ∪ I)) = 0.5 (2)

Hence, substituting equation (2) in equation (1), we get:

P(B ∪ not(B ∪ I)) = P(B) + P(not(B ∪ I)) = 0.4 + 0.5 = 0.9

Hence, the probability that a student is majoring in either business or another field is 0.6.The required rule of probability is the addition rule of probability.

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Answer:

The discount allowed per bag is kshs 4

while the discount allowed on all the 300 bags is kshs 1,200

Step-by-step explanation:

Here, we are interested in calculating the discount allowed on the sales of the bag of maize.

From the question, we are told that the sales man allowed a discount of 0.2% on the maize sold.

Now, to find the amount of this, we proceed as follows;

What we simply need to do is to find 0.2% of the each of the price of the maize bags, and then we can proceed to find the total discount given on all maize bags sold.

The discount on each bag of maize would be;

0.2% of kshs 2000

That would be;

0.2/100 * 2,000 = 400/100 = kshs 4

Since there are 300 bags, the total amount of discount allowed is 300 * kshs 4 = kshs 1,200

The growth factor, b, explains the percentage increase between 1826 and 1836 by representing the exponential growth of the population.

The exponential function in the form f(t) = ab^t that models the population t decades after 1820 is f(t) = 12,600 * 1.7^t, where 1.7 is the growth factor. Plugging in t = 5 into the function gives us the population in 1825 which is 22,102. Plugging in t = 19 gives us the population in 1839 which is 82,813. The percentage increase between 1826 and 1836 is calculated by taking the ratio of the population in 1836 (38,530) to the population in 1826 (22,102) and subtracting 1 from the result. This gives us a percentage increase of 73.4%. The growth factor, b, is 1.7 and it explains the percentage increase between 1826 and 1836 by representing the exponential growth of the population during that time period. As the growth factor increases, the population increases exponentially and the percentage increase also increases.

percentage increase

=( 38530 / 22102 ) - 1

= 73.4%

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Answer:

d

Step-by-step explanation:

rotating vertical 90degrees will be horsontal and vice versa

To calculate the total charge within the cylinder with dimensions r=1.5 and h=3, we use the potential function V = 5r + 4 cos Ø in cylindrical coordinates.

The total charge can be obtained by integrating the charge density over the volume of the cylinder.

The potential V within the cylinder is given by V = 5r + 4 cos Ø, where r represents the radial distance from the axis of the cylinder and Ø represents the angle in the cylindrical coordinate system. To calculate the total charge within the cylinder, we need to integrate the charge density over its volume.

The charge density ρ can be related to the potential by ρ = -∇²V, where ∇² is the Laplacian operator. In cylindrical coordinates, the Laplacian operator takes the form:

∇² = (1/r) ∂/∂r (r ∂/∂r) + (1/r²) ∂²/∂ز + ∂²/∂z²

Since the potential function V does not depend on the z coordinate, the Laplacian reduces to:

∇² = (1/r) ∂/∂r (r ∂/∂r) + (1/r²) ∂²/∂ز

Applying this operator to the potential function V, we find:

∇²V = (1/r) ∂/∂r (r ∂V/∂r) + (1/r²) ∂²V/∂ز

To find the charge density, we substitute this expression into ρ = -∇²V:

ρ = -(1/r) ∂/∂r (r ∂V/∂r) - (1/r²) ∂²V/∂ز

To calculate the total charge, we integrate the charge density ρ over the volume of the cylinder:

Q = ∫∫∫ ρ dV = ∫∫∫ -(1/r) ∂/∂r (r ∂V/∂r) - (1/r²) ∂²V/∂ز dV

The integration is performed over the cylindrical coordinates r, Ø, and z, with appropriate limits. Evaluating this integral will give us the total charge within the cylinder.

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Answer:

angle Abc

line AC

line segment AD

The true statements for the given function f(x) are:

The value of g(1) is 3 and the y- intercept of g(x) is at the point (0, 1) .

The function g(x) = f( x - 3 )

g (1) = f (1 -3 )

       = f (-2 )

       = 3

g (-1) = f (-1 -3)

       = f (-4)

       = - 1

Substituting , x = 0 to find the y intercept of g(x)

g ( 0 ) = f ( 0 - 3)

          =f (-3)

          =1

The y intercept of g(x) is at the point (0, 1)

Thus, options 1 and 4 are the true statements for the given function.

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Answer:

2  171717/100000

Answer:

13 Mother's Day cards

the mean score for all students is 79.

we need to take into account the number of students in each class. We can do this by finding the weighted average of the two means.
To do this, we need to multiply the mean score of each class by the number of students in that class, add those products together, and then divide by the total number of students.
So, for the first class with 50 students and a mean score of 76, we have 50 × 76 = 3,800.
For the second class with 30 students and a mean score of 84, we have 30 × 84 = 2,520.
Adding these two products together, we get 3,800 + 2,520 = 6,320.
The total number of students is 50 + 30 = 80.
Dividing the total product by the total number of students, we get 6,320 / 80 = 79.

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Answer: Number of pizzas out of 4000 that is expected to be pan size

= 4000 * 168 / (326 + 309 + 247 + 168)

= 640

The possible values of its radius are: 6√3 ±3 ≈ {7.392, 13.392}

Here, we have,

The length of AB is the long side of a right triangle with hypotenuse CD and short side (AC -BD).

The desired radius values will be half the length of EF, with AE added or subtracted.

now, we have,

Radii AC and BD are perpendicular to the points of tangency at A and B. They differ in length by AC -BD = 12 -9 = 3 units.

A right triangle can be drawn as in the attached figure, where it is shaded and labeled with vertices A, B, C.

Its long leg (AB in the attachment) is the long leg of the right triangle with hypotenuse 21 and short leg 3.

The length of that leg is found from the Pythagorean theorem to be,

 AB = √(21² -3²) = √432 = 12√3

tangent circle radii

This is the same as the distance EF.

Half this length, 6√3, is the distance from the midpoint of EF to E or F.

The radii of the tangent circles to circles E and F will be (EF/2 ±3).

Those values are :

 6√3 ±3 ≈ {7.392, 13.392}

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complete question:

Give explanation also pls or reported

AB is a common tangent of circles C, D, E and F.

Suppose that AC = 12, DB = 9 and AE = BF = 3.

If the midpoint of EF is the center of a circle that is tangent to both circles E and F, what are the possible values for its radius?