the first pentagon is dilated to form the second pentagon. drag and drop the answer to correctly complete the statement.

The function used to represents the time spend by Jasmine in biking for a distance of d miles is given by f(d) = d / 18.

The time Jasmine spends biking is indeed a function of the distance she bikes.

The formula to calculate the time Jasmine takes to bike a certain distance is equal to,

time = distance / speed __(1)

Here the speed is the rate at which Jasmine bikes = 18 miles per hour.

Let us consider 'd' be the distance representing the number of miles Jasmine bikes.

This implies,

The function that represents the time Jasmine spends biking in terms of the distance .

Function f(d)  representing the time Jasmine spends biking for a distance of d miles

Substitute all the values in the formula (1) we get,

⇒ f(d) = d / 18

Therefore, the function representing the time spend by Jasmine for distance d is equal to f(d) = d / 18.

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The above question is incomplete , the complete question is:

The time Jasmine spends biking is a function of the distance she bikes. Jasmine bikes 18 miles per hour. Assume she bikes at a constant rate.

Write the function representing the time Jasmine spends biking in terms of the distance?

The sampling method used in the study where the sample is chosen by separating all cars by size, and selecting 10 of each size grouping is known as stratified random sampling.

Stratified random sampling is a method of sampling that involves dividing the population into smaller sub-groups known as strata. In this method, each stratum is composed of elements that have similar characteristics.

The strata could be based on demographic characteristics such as age, sex, education, and so on. Once the strata have been created, the next step is to select a sample from each of the strata to make up the final sample. The selection is done randomly, and the number of elements selected from each stratum is proportional to the size of the stratum. This ensures that the sample is representative of the entire population in terms of the different characteristics of the population.

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By trigonometric formula, the trigonometric function sec (5π / 6) has the exact value - 2√3 / 3.

In this problem we find the case of a trigonometric function, whose exact value can be found by means of trigonometric formula and tables of values:

sec θ = 1 / cos θ

sec (5π / 6) = 1 / cos (5π / 6)

sec (5π / 6) = - 1 / cos (π / 6)

sec (5π / 6) = 1 / (- √3 / 2)

sec (5π / 6) = - 2 / √3

sec (5π / 6) = - 2√3 / 3

The exact value of the trigonometric function sec (5π / 6) is equal to - 2√3 / 3.

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The width of the interval will be reduced to 1.5 if the sample size is increased by a factor of 25.

To find how much the sample size n must be increased if the width of the confidence interval is to be halved, use the following formula:

W = (zα/2 x σ/√n)W/2 = (zα/2 x σ/√n')

Where W is the initial width of the confidence interval,

zα/2 is the critical value of the standard normal distribution that corresponds to the level of significance α and the appropriate two-tailed area,

σ is the population standard deviation,

n is the initial sample size, and

n' is the new sample size needed to halve the width of the interval.

Rearranging the second equation to solve for n', we get:

n' = n(4)

So the sample size needs to be increased by a factor of 4, or 300% if the width of the confidence interval is to be halved.

If the sample size is increased by a factor of 25, the effect it will have on the width of the interval can be found using the following formula:

W' = (zα/2*σ/√25n) = (zα/2*σ/5√n)

The width of the interval will be divided by 5, or reduced to one-fifth of its initial value.

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The probability that a randomly selected adult weighs between 120 and 165 lbs is approximately 0.8186.

Since the weights of adults are normally distributed with a mean of 140 lbs and a standard deviation of 25 lbs, we can use the standard normal distribution to calculate the probability.

We first need to standardize the values using the formula: z = (x - μ) / σ, where x is the weight, μ is the mean, and σ is the standard deviation.

For x = 120 lbs, z = (120 - 140) / 25 = -0.8, and for x = 165 lbs, z = (165 - 140) / 25 = 1.0. We can then use a calculator to find the probability between -0.8 and 1.0, which is approximately 0.8186.

Thus, the chance of picking an adult at random who weighs between 120 and 165 lbs is roughly 0.8186.

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The value of the angle U in the triangle is 92.10 degrees.

The angle U in the triangle can be found using cosine rule as follows:

Let's use cosine formula to find the angle U

c² = a² + b² - 2ab cos C

Hence,

Therefore,

a = 58.8

b = 38.4

c = 71.4

Hence,

71.4²  = 58.8² +  38.4² - 2(58.8)(38.4) cos U

5097.96 = 3457.44 + 1474.56 - 4515.84 cos U

5097.96 - 4932 =  - 4515.84 cos U

165.96 = - 4515.84 cos U

divide both sides by - 4515.84

cos U = 165.96 / - 4515.84

cos U = - 0.03675063775

U = cos⁻¹ - 0.03675063775

U = 92.1032274244

Therefore,

U = 92.10 degrees

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Answer:Independent = Her practice time. Dependent= Her lap time.

Step-by-step explanation: The more she practices the faster she can swim.

Answer: Shape one: 5, Shape 2: 13

Step-by-step explanation:

shape one
12^2+x^2=13^2

shape two
5^2+12^2=x^2

Answer:

PLEASE MARK ME AS BRAINLLIEST

Step-by-step explanation:

p=12

h=13

b=?

p²+b²=h²

12²+b²=13²

144+b²=169

b²=169-144

   = 25

b=root25

b=5m

b=5

p=12

h=?

p²+b²=h²

12²+5²=h²

144+25=h²

h²=169

h=root169

h=13

The best point estimate for the mean GPA for all residents of the local apartment complex would be 1.6.

Given, the mean GPA for the 127 residents of the local apartment complex is 1.6.

The mean or sample mean is used as a point estimate for the population mean or population parameter when the value of the mean of the sample is unbiased and accurately represents the mean of the population.

Here, we are given the mean GPA of 127 residents of the local apartment complex, which is 1.6.

Therefore, the best point estimate for the mean GPA for all residents of the local apartment complex would be 1.6.

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Answer:

1.83 pounds of fruit in all

Step-by-step explanation:

1 pound of melon + 0.83 pounds of cherries = 1.83 pounds in all

Answer: He bought 1.83 pounds of fruit

Step-by-step explanation:

Hope this helps :3

it will take 6 cleaners working at the same rate to clean all the rooms in the hotel in 5 hours.

If 4 cleaners can clean all the rooms in a hotel in 7 1/2 hours, we can start by using the concept of work rate. Work rate is a measure of how much work is completed in a certain amount of time. If we assume that the work rate of each cleaner is constant, we can set up a proportion to find how long it will take 6 cleaners to clean the same amount of rooms:

4 cleaners can clean all the rooms in 7 1/2 hours.

Therefore, 1 cleaner can clean all the rooms in (4 x 7 1/2) hours = 30 hours.

So, if 1 cleaner takes 30 hours to clean all the rooms, then 6 cleaners working at the same rate will take:

(time for 1 cleaner) / (number of cleaners) = (30 hours) / (6 cleaners) = 5 hours

Therefore, it will take 6 cleaners working at the same rate to clean all the rooms in the hotel in 5 hours.

It is important to note that this assumes that the work rate of each cleaner is constant and that there are no factors that may affect the cleaning time, such as interruptions or changes in the number of rooms to be cleaned. Additionally, the optimal number of cleaners may vary depending on the size of the hotel and the specific cleaning needs.

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The system of equation with the same solution with 2x + 2y = 16 3x  - y = 4 is 2x + 2y = 16, 6x - 2y = 8. Therefore, the answer is 2.

System of equation can be solved using different method such as elimination method, substitution method and graphical method.  Therefore, let's solve the system of equation as follows;

2x + 2y = 16

3x  - y = 4

multiply equation(ii) by 2

2x + 2y = 16

6x - 2y = 8

add the equations

8x = 24

x = 24  / 8

x = 3

y = 3x - 4

y = 3(3) - 4

y = 9 - 4

y = 5

Therefore,

2x + 2y = 16

6x - 2y = 8

add the equation

8x = 24

x = 24  / 8

x = 3

Therefore,

2(3) + 2y = 16

6 + 2y = 16

2y = 16 - 6

2y = 10

y = 5

Therefore, the equation with the same solution is 2x + 2y = 16

6x - 2y = 8.

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g(t) = -100 * [tex](1.05)^t[/tex] +[tex](1.05)^(-5)[/tex] 50 is equation for the function g whose graph is the graph f(t) = -100[tex](1.05)^t[/tex] translated to the right 5 units and up 50 units.

Starting with the function f(t) = -100[tex](1.05)^t[/tex], to translate it 5 units to the right and 50 units up, we can replace t with (t - 5) to shift it to the right, and add 50 to the whole function to shift it up. This gives us:

g(t) = f(t - 5) + 50

g(t) = -100[tex](1.05)^(t - 5)[/tex]+ 50

Simplifying this equation, we can use the properties of exponents to rewrite [tex](1.05)^(t - 5)[/tex] as [tex](1.05)^t[/tex] * [tex](1.05)^(-5)[/tex]:

g(t) = -100[tex](1.05)^t[/tex] *[tex](1.05)^(-5)[/tex]+ 50

g(t) = -100[tex](1.05)^(-5)[/tex] * [tex](1.05)^t[/tex] + 50

So the equation for the function g whose graph is the graph f(t) = -100[tex](1.05)^t[/tex] translated 5 units to the right and 50 units up is:

g(t) = -100[tex](1.05)^(-5)[/tex]* [tex](1.05)^t[/tex]+ 50

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● < P=R " angles opp =sides"

●PQ =QR " Angles opposite = sides"

therefore PQR is an isosceles " 2 opp angles and sides are equal "

We can conclude that the end behavior of the function [tex]$h(x)$[/tex] is that it approaches negative infinity as [tex]$x$[/tex] approaches either positive or negative infinity.

What is meant by end behavior?

End behavior refers to the behavior of a function as the input (usually denoted by x) becomes extremely large (approaches positive or negative infinity). It describes the trend of the function as the input approaches infinity or negative infinity, and is determined by the highest-degree term of the function.

To determine the end behavior of the function [tex]$h(x)=-4x^2+11$[/tex], we can use limits. Specifically, we can evaluate the limit of [tex]$h(x)$[/tex] as [tex]$x$[/tex] approaches positive infinity and as [tex]$x$[/tex] approaches negative infinity.

As [tex]$x$[/tex] approaches positive infinity, we have:

[tex]\lim_{x \to \infty} h(x)= \lim_{x \to \infty} (-4x^2+11) = - \infty[/tex]

This tells us that as [tex]$x$[/tex] gets larger and larger, the value of [tex]$h(x)$[/tex] becomes more and more negative, eventually approaching negative infinity.

Similarly, as [tex]$x$[/tex] approaches negative infinity, we have:

[tex]\lim_{x \to -\infty} h(x)= \lim_{x \to -\infty} (-4x^2+11) = - \infty[/tex]

This tells us that as [tex]$x$[/tex] gets more and more negative, the value of [tex]$h(x)$[/tex] becomes more and more negative, also approaching negative infinity.

Therefore, we can conclude that the end behavior of the function [tex]$h(x)$[/tex] is that it approaches negative infinity as [tex]$x$[/tex] approaches either positive or negative infinity.

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Answer: A'(-1,-4)B'(-5,-8)C'(-5,-4)D'(-4,-2)

Step-by-step explanation:

We have been given a graph of a quadrilateral and we are asked to find the coordinates of our quadrilateral after reflecting it across the x-axis.We can see that coordinates of quadrilateral ABCD are:A (-1,4),B (-5,8),C (-5,4),D (-4,2).

Since we know that rule for reflecting an image across x-axis is . This means that y-coordinates of our given image will be negative.So after reflecting our given quadrilateral across x-axis, coordinates will be:

A'(-1,-4)B'(-5,-8)C'(-5,-4)D'(-4,-2)

The mean class size at Mountain View School is 4.4 and at Seaside School is 4.2.

The median class size is 5 for both schools.

The range for Mountain View School is 12 and for Seaside School is 8.

The IQR for Mountain View School is 6 and for Seaside School is 3.

To find the measures of center, we can calculate the mean and median for both schools.

Mountain View School:

Mean = (2+1+0+5+8+6+9+8+2+0+1+0+6)/15

Mean = 4.4

Median = 5

Seaside School:

Mean = (0+1+2+5+6+8+8+7+6+5+5+4+4+3+1+0)/15

Mean = 4.2

Median = 5

Part B:

To find the measures of variability, we can calculate the range and interquartile range (IQR) for both schools.

Mountain View School:

Range = largest value - smallest value = 12 - 0

Range = 12

IQR = Q3 - Q1 = 8 - 2 = 6

Seaside School:

Range = largest value - smallest value = 8 - 0

Range = 8

IQR = Q3 - Q1 = 7 - 4 = 3

Part C:

If we are interested in a smaller class size, Seaside School would be the better choice. The median class size is the same at both schools, but Seaside School has a smaller mean, which suggests that on average, class sizes are smaller.

Additionally, the range and IQR are both smaller for Seaside School, indicating less variability in class size.

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Therefore, each internal angle would be 178 degrees in a regular polygon with 360 sides.

In mathematics, an angle is a figure made up of two rays that share a shared endpoint and are referred to as the sides of the angle and the vertex of the angle, respectively. Angles are typically measured in degrees, radians, or other angle measurement units. Angles can be categorized based on how wide they are. An acute angle is one that is less than 90 degrees, an obtuse angle is one that is higher than 90 degrees but less than 180 degrees, and a right angle is one that is 90 degrees. A reflex angle is greater than 180 degrees but less than 360 degrees, and a straight angle is precisely 180 degrees.

given

Since a polygon with that many sides would have sides that are extremely tiny in relation to the radius, if a regular polygon has 360 sides, it is a circle. Since every group of points in a regular polygon has an equal exterior angle and the sum of all exterior angles in a circle is 360 degrees, each exterior angle in a regular polygon would be measured as follows:

360 edges / 360 degrees = one degree.

Each interior angle of a regular polygon with n sides can be determined using the following formula:

Inner angle is equal to (n-2) x 180 / n.

When we enter n = 360 into this algorithm, we obtain:

(360-2) x 180 degrees / 360 = 178 degrees is the interior angle.

Therefore, each internal angle would be 178 degrees in a regular polygon with 360 sides.

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Answer:

x [tex]\geq[/tex]2

Step-by-step explanation:

Since the arrow is pointing to the right, we know that it is greater than two. We also know that it could be equal to 2 because the dot is filled in on the number line. So, the answer is x is greater than or equal to 2.

The random variable x in this case is a binomial random variable, representing the number of cars that need to be inspected until a car fails an inspection. A binomial random variable is defined as the number of successes, “s”, in “n” independent trials. In this case, “s” would be 1 (the single failure) and “n” would be the number of cars that John inspects until a car fails inspection.

The probability of success, “p”, in this case is 0.06 since 6% of cars fail inspection. The probability of failure is “q”, which would be 0.94 in this case (1 - 0.06). The mean, “μ”, of the random variable x is equal to n * p, or the total number of trials times the probability of success. In this case, the mean would be equal to n * 0.06, or 6%.

The variance, “σ2”, of the random variable x is equal to n * p * q, or the total number of trials times the probability of success times the probability of failure. In this case, the variance would be equal to n * 0.06 * 0.94, or 5.64%.

The binomial random variable x can be used to calculate the expected number of inspections it will take John until a car fails an inspection, as well as the probability of a car failing an inspection. By knowing the probability of success, the number of trials, and the probability of failure, we can calculate the mean, variance, and expected value of the binomial random variable x.

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The table that represents a linear function is table 2.

A linear function is a function whose graph is a straight line, and the equation of such function has the form y = mx + b, where m is the slope of the line and b is the y-intercept. To determine which table represents a linear function, we can calculate the slope between any two points in the table, and see if the slope is the same for all pairs of points.

Table 1:

The slope between (0,-4) and (1,0) is (0 - (-4)) / (1 - 0) = 4/1 = 4.

The slope between (-1,2) and (0,-4) is (-4 - 2) / (0 - (-1)) = -6/1 = -6.

The slope between (1,0) and (2,2) is (2 - 0) / (2 - 1) = 2/1 = 2.

The slopes are not the same for all pairs of points, so this table does not represent a linear function.

Table 3:

The slope between (-1, negative sixteen thirds) and (0,-5) is (-5 - (-16/3)) / (0 - (-1)) = -1/3.

The slope between (0,-5) and (2,-13/3) is (-13/3 - (-5)) / (2 - 0) = -8/3.

The slopes are not the same for all pairs of points, so this table does not represent a linear function.

Table 4:

The slope between (-1,negative two thirds) and (0,-1) is (-1 - (-2/3)) / (0 - (-1)) = -1/3.

The slope between (0,-1) and (2,2/3) is (2/3 - (-1)) / (2 - 0) = 5/6.

The slopes are not the same for all pairs of points, so this table does not represent a linear function.

Therefore, the correct option is table 2.

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Answer:

500 vehicles

Step-by-step explanation:

let t represent number of tolls and v represent number of vehicles.

given that t varies directly with v then the equation relating them is

t = kv ← k is the constant of variation

to find k use the condition t = 129 from v = 20 , then

129 = 20k ( divide both sides by 20 )

6.45 = k

t = 6.45v ← equation of variation

when t = 3225 , then

3225 = 6.45v ( divide both sides by 6.45 )

500 = v

the number of vehicles is 500

Answer:

Step-by-step explanation: There are 6 equilateral triangles in a regular hexagon by connecting the opposite vertices of a regular hexagon.

The value of x in ΔPQR is 12 and value of x and y are 17.5 and 19.2 respectively, with the scale factor 8 : 5.

Scale Factοr is used tο scale shapes in different dimensiοns. In geοmetry, we learn abοut different geοmetrical shapes which bοth in twο-dimensiοn and three-dimensiοn. The scale factοr is a measure fοr similar figures, whο lοοk the same but have different scales οr measures. Suppοse, twο circle lοοks similar but they cοuld have varying radii.

The scale factοr states the scale by which a figure is bigger οr smaller than the οriginal figure.  It is pοssible tο draw the enlarged shape οr reduced shape οf any οriginal shape with the help οf scale factοr.

4. The scale factor is in the ratio of 2:5

x = QR ≅ VS

x ≅ 30

Now, we have

2/5 = x/30

x = 2/5 × 30

x = 12

Thus, The value of x is 12 when scale factor is 2:5.

5. As ΔABC ≅ ΔAVW

WA = x ≅  CA

x ≅  28

And in the same way

y ≅  12

Now, Scale factor is

CB/VW

= 16/10

= 8/5

= 8 : 5

Now,

8/5 = 28/x

x = 28 × 5/8

x = 28 × 5/8

x = 35/2

x = 17.5

And for y

8/5 = y/12

8/5 × 12= y

y = 8/5 × 12

y = 96/5

y = 19.2

Thus, The value of x in ΔPQR is 12 and value of x and y are 17.5 and 19.2 respectively, with the scale factor 8 : 5.

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The rate of change of the area of a circle when the radius is 4 cm is 4π cm2/sec.

This can be calculated using the formula for the area of a circle (A = πr2) and the chain rule for derivatives. The chain rule states that when the radius (r) changes, the area of a circle (A) is equal to 2πr times the rate of change of the radius (dr/dt).

Therefore, the rate of change of the area of a circle when the radius is 4 cm is equal to 2π(4 cm) × (0.5 cm/sec) = 4π cm2/sec.

Note that if the rate of change of the radius were different, the rate of change of the area would also be different. This formula can be used to calculate the rate of change of the area of a circle at any given radius, as long as the rate of change of the radius is known.

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1. The initial deposit is $10,000 since John deposited this amount to open the savings account.

2. The common ratio can be calculated using the formula for compound interest: A = P(1 + r/n)^(nt)

3. After 8 years, the amount will be $13,685.70 in the savings account.

The formula which will be used to calculated the compound interest is A = P(1 + r/n)^(nt). For this problem, the interest is compounded annually, so n = 1.

The annual interest rate is 4%, or 0.04 as a decimal. Plugging these values into the formula, we get:

A = $10,000*(1 + 0.04/1)^(1*8)

A = $10,000*(1.04)^8

A = $10,000*1.36857

A = $13,685.70

Therefore, after 8 years, there will be $13,685.70 in the savings account.

Full question "John deposited $10,000 to open a new savings account that earned 4 percent annual interest, compounded interest. What's the initial deposit? whats the common ratio? whats the interest rate? how much money is there after 8 years?"

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By the central limit theorem, with a large random sample, the sample histogram will not closely resemble the normal curve but with a large random sample, the probability density function of the sample mean closely resembles the normal curve.

The central limit theorem for samples says that if we keep drawing larger and larger samples and calculating their means, the sample forms their own normal distribution (the sampling distribution). The normal distribution will have the same mean as the original distribution and a variance that equals the original variance divided by the sample size. The variable n is the number of values that are averaged together,and not the number of times the experiment is done.

Hence,with a large random sample, the sample histogram will not resemble the normal curve but with a large random sample, the probability density function of the sample mean will closely resemble the normal curve.

The complete question is-

true or false: (justify/explain your answer) state whether a or b is the true statement below and then explain why the other statement is false. a. with a large random sample, the sample histogram will closely resemble the normal curve. b. with a large random sample, the probability density function of the sample mean will close resemble the normal curve.

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Answer: To find the relative frequency of students that missed 1 question on the quiz, we need to first determine the total number of students who missed 1 question. From the table, we see that 9 students missed 1 question.

The relative frequency of students that missed 1 question can be calculated as:

Relative frequency = (Number of students who missed 1 question) / (Total number of students)

Relative frequency = 9 / 25

Relative frequency = 0.36

Therefore, the relative frequency of students that missed 1 question on the quiz is 0.36 or 36%.

Step-by-step explanation: