Which equation represents the image of the line y= 1/2x+1 after a translation of -2 units on the y-axis?

The best description of how close the prediction was to the actual population in 2013 is option (A) with in 100 people

To solve this problem, we can use the exponential growth formula:

P(t) = P0 × e^(rt)

where P(t) is the population at time t, P0 is the initial population, r is the growth rate, and e is the mathematical constant approximately equal to 2.718.

We can use the given data to find the growth rate r:

58,000 = 42,000 × e^(r×30)

Dividing both sides by 42,000:

e^(r×30) = 58,000/42,000 = 1.38

Taking the natural logarithm of both sides:

r×30 = ln(1.38)

r = ln(1.38)/30

r ≈ 0.0106

Now we can use this growth rate to predict the population in 2013:

P(53) = 42,000 × e^(0.0106×53) ≈ 74,480

So the predicted population of 74,480 is within 520 people of the actual population of 75,000

Therefore, the correct option is (A) Within 100 people.

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Option E would be (10+5 square root would be 2) cm, which is also incorrect as it does not represent the correct perimeter of the square.

In the figure attached, ABC is a square, AC is diagonal and measures 10 cm. What is the perimeter of the square? A) 20 cm. B) 40 cm. C) (10+10 square root would be 2) cm. D) (5+10 square root would be 2) cm. E) (10+5 square root would be 2) cm.The perimeter of a square is equal to the sum of all four sides. Since ABC is a square, the sides are equal in length. Since AC is the diagonal of the square, it is equal to the length of the two consecutive sides. Therefore, the length of each side AB and BC is equal to 10 cm. Therefore, the perimeter of the square ABC is 20 cm (10 cm x 2). This is option A, 20 cm. The other options are not correct as they do not represent the correct perimeter of the square. Option C would be (10+10 square root would be 2) cm, which is incorrect as it does not represent the correct perimeter of the square. Option D would be (5+10 square root would be 2) cm, which is also incorrect as it does not represent the correct perimeter of the square. Lastly, Option E would be (10+5 square root would be 2) cm, which is also incorrect as it does not represent the correct perimeter of the square.

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To find the quotient and remainder if

�

(

�

)

f(x) is divided by

�

(

�

)

p(x), first, we need to divide the polynomials. Division of polynomials can be done by long division method. So, let's solve the problem and find the quotient and remainder of the polynomial.

In long division, first, we divide the first term of dividend by the first term of divisor.

3x^4/x^2 = 3x^2

Now we multiply this result (3x^2) with divisor and subtract from dividend.

3x^4 + 2x^3 - x^2 - x - 6 - (3x^2(x^2 + 1))= -3x^3 - x - 6

Next, we bring down the next term of the dividend. And repeat the process until we cannot divide further.

-3x^3/x^2 = -3x

Now, we multiply this result (-3x) with divisor and subtract from the last dividend.

-3x^3 - x - 6 - (-3x(x^2 + 1))= 3x^2 - x - 6

Now, we again bring down the next term of the dividend.

3x^2/x^2 = 3

Next, we multiply this result (3) with divisor and subtract from the last dividend.

3x^2 - x - 6 - (3(x^2 + 1))= -x - 9

-x/x^2 = -

Now, we multiply this result (-1) with divisor and subtract from the last dividend.

-x - 9 - (-1(x^2 + 1))= -x - 10

So, the quotient and remainder if

�

(

�

)

f(x) is divided by

�

(

�

)

p(x) are:

quotient = 3x^2 - 3

remainder = -x - 10

QUAD is not relevant to this question.

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A function assigns values. The phase shift of a periodic function is the horizontal translation of the function.

A function assigns the value of each element of one set to the other specific element of another set.

The Phase Shift of a periodic function is the horizontal shift of the function from its normal position. The shift is either left or right.

For example, if the value of c in the function of sine is negative then the function will move towards the right side by the value of c, while if the value of c is positive then the function will towards the left.

Thus, the phase shift of a periodic function is the horizontal translation of the function.

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Here, option (a) is correct i.e., MNOP is a trapezoid because exactly one pair of opposite sides is parallel.

In Euclidean geometry, a trapezoid is defined as a convex quadrilateral by definition. The bases of the trapezoid are parallel sides. The formula to find the area will be:

Area = 1/2 x (sum of the lengths of the parallel sides) x perpendicular distance between parallel sides

Perimeter = is the sum of lengths of sides of the trapezoid

Quadrilateral MNOP is a trapezoid because exactly one pair of opposite sides is parallel.

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The perimeter of the rectangular sheet is approximately 42.010 cm.

Let's assume the height of the hollow cylinder to be "h", the inner radius to be "r1", and the outer radius to be "r2".

The lateral surface area of the hollow cylinder is given by:

Lateral surface area = 2πrh

We are given that the lateral surface area is 4224 sq. cm, so we can write:

4224 = 2πrh

We also know that the width of the rectangular sheet is 33 cm, which is the same as the circumference of the hollow cylinder. Therefore, we can write:

2πr2 = 33

Solving for r2, we get:

r2 = 33/(2π)

Now, we can use the Pythagorean theorem to find the height of the hollow cylinder:

h^2 = r2^2 - r1^2

We don't know r1, but we can express it in terms of r2 using the fact that the thickness of the hollow cylinder is constant:

r2 - r1 = 33/2π

r1 = r2 - 33/2π

Substituting this expression for r1 in the equation for h, we get:

h^2 = r2^2 - (r2 - 33/2π)^2

Simplifying, we get:

h^2 = 1089/(4π^2)

h = 33/(2π)

Now that we know the values of h and r2, we can find the perimeter of the rectangular sheet:

Perimeter = 2h + 2r2

Perimeter = 2(33/(2π)) + 2(33/(2π))

Perimeter = 66/π + 66/π

Perimeter = 132/π

Using a calculator, we can approximate this value to three decimal places:

Perimeter ≈ 42.010 centimeter

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Answer:

B. No, there is a clear pattern in the residual plot.

Step-by-step explanation:

The residual plot shows the differences between the observed values and the predicted values from the linear regression model. In a good model, the residuals should be randomly scattered around the horizontal line at 0, indicating that the model is capturing all the relevant information in the data.

However, in this case, we can see a clear pattern in the residual plot where the residuals are not randomly scattered around 0. Instead, there seems to be a curved pattern, where the residuals are relatively large for small and large values of x, and relatively small for intermediate values of x. This suggests that the linear model may not be the best fit for the data, and that some other type of model, such as a quadratic or cubic model, may be more appropriate. Therefore, the correct answer is B. No, there is a clear pattern in the residual plot.

Hope this helps! Sorry if it's wrong. If you need more help, ask me! :]

The answer to the equation will be 5, and in the second one the answer to the equation when the value of t is 4 resulted as 14We can evaluate the expression "2 + 3t" for the given values of t:

a. When we consider T as 1 then the substitution can be = 1 as the expression

2 + 3t = 2 + 3(1) = 2 + 3 = 5

Therefore, the value of the expression when t is 1 is 5. to the expression of 2+3t.

b. We substitute t = 4 in the expression and get:

2 + 3t = 2 + 3(4) = 2 + 12 = 14

Therefore, the value of the expression when t is 4 is 14. The value can be 14 when its value is 4.

In the first scenario, the answer to the equation will be 5, and in the second one the answer to the equation when the value of t is 4 resulted as 14. if we give any other number the value changes accordingly.

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The correct question of the answer is

Here is an expression: 2 + 3t

a. Evaluate the expression when t is 1.

b. Evaluate the expression when t is 4.

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Hence, in answering the stated question, we may say that As a result, the  equation son's current age is x = 10, while the father's current age is 4x = 40.

A math equation is a process that relates two statements by using the equals sign (=) to indicate equivalence. In algebra, an equation is a mathematical statement that proves the equality of two mathematical expressions. In the equation 3x + 5 = 14, for example, the equal sign separates the numbers 3x + 5 and 14. A mathematical formula can be used to understand the link between the two sentences written on opposite sides of a letter. Frequently, the logo and the software are the same. For example, 2x - 4 = 2.

[tex]x + 14 = 2(x + 4)\\x + 14 = 2x + 8\sx = 6[/tex]

As a result, the brother's current age is x = 6, while the boy's current age is x + 10 = 16.

If x is the age of the son, then the father's age is 4x. In 20 years, the son will be x + 20 years old, while the father will be 4x + 20 years old. Because the father will be double his son's age in 20 years:

[tex]4x + 20 = 2(x + 20)[/tex]

Expansion and simplification:

[tex]4x + 20 = 2x + 40\\2x = 20\sx = 10[/tex]

As a result, the son's current age is x = 10, while the father's current age is 4x = 40.

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For the two functions given, the value for f(g(8)) is option D - 24.

What is a function?

In mathematics, a function is a unique arrangement of the inputs (also referred to as the domain) and their outputs (sometimes referred to as the codomain), where each input has exactly one output and the output can be linked to its input.

The first function is given as f(x) = x² + 2x.

The second function is given as g(x) = √(2x).

To find f(g(8)), we need to first evaluate g(8) and then plug the result into f(x).

Using g(x) = √(2x), we can find g(8).

Substitute the value of x in the equation -

g(8) = √(2(8))

g(8) = √16

g(8) = 4

Now that we know g(8) = 4, we can find f(g(8)) by plugging in 4 for x in f(x) .

Substitute the value of g(8) in the equation -

f(g(8)) = f(4)

f(g(8)) = 4² + 2(4)

f(g(8)) = 16 + 8

f(g(8)) = 24

Therefore, the solution is obtained as 24.

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The pounds of apples that she has left is 3/4 pounds.

A mixed number is a number that is made up of a whole number and a proper fraction. An example of a mixed number is 1 1/4. Where 1 is the whole number and 1 /4 is the proper fraction.

The fraction of the apples used in making the applesauce = 2 1/4 x 2/3

9/4 = 3/2 = 1 1/2

Fraction of apples left = 2 1/4 - 1 1/2

[tex]2\frac{1}{4} - 1\frac{1}{2}[/tex]

[tex]1\frac{1 - 2}{4}[/tex] = [tex]\frac{3}{4}[/tex]

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Answer:

160m².

Step-by-step explanation:

In this case, the prism has two identical rectangular faces with dimensions of 5m by 4m, and four identical rectangular faces with dimensions of 5m by 6m.

Therefore, the surface area of the prism can be calculated as follows:

Surface Area = 2(5m x 4m) + 4(5m x 6m)

Surface Area = 40m² + 120m²

Surface Area = 160m²

So the surface area of the prism is 160m².

Probability of getting A on 2 or fewer spins is 0.79 using sum of probabilities we individually find.

We must add the odds of receiving A on 0 spins, 1 spin, and 2 spins in order to determine the likelihood of getting A in 2 spins or less.

Probability of not receiving A on the first spin is equal to 0.6 P (getting A on 0 spins) (getting A on 1 spin) Probability of receiving A on the first spin and not receiving A on the second spin, or of receiving A on the second spin and not receiving A on the first spin, is equal to 0.40.6 + 0.60.4 = 0.48.

P(getting A on 2 spins) is the likelihood that A will appear on both the first and second spins, or that A will appear on the second spin even if A did not appear on the first spin, and vice versa. = 0.40.4 + 0.60.40.42 = 0.108

P (receiving A on two or fewer spins) is therefore equal to P (getting A on zero spins), P (getting A on one spin), and P (getting A on two spins). These values are 0.6, 0.48, and 0.108, which add up to 0.788, or roughly 0.79.

Therefore 0.79 is the solution to part B.

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Answer:

113.10 square inches

Step-by-step explanation:

Base shape = Circle

r = radius of Base shape

 = 3 in

l = slanted height

 = 9 in

Surface Area of cone = [tex]\pi r^{2} + \pi rl[/tex]

                                    = [tex][\pi (3)^{2} + \pi (3) (9)] in^{2}[/tex]

                                    = [tex][9\pi + 27\pi] in^{2}[/tex]

                                     = [tex]36\pi[/tex] square inches

                                     = 113.10 square inches (Rounded to the nearest    hundredth place)

Given:-

[tex] \: [/tex]

[tex] \: [/tex]

[tex] \: [/tex]

To find:-

[tex] \: [/tex]

By using formula:-

[tex]{ \star{ \boxed{ \textsf{ \purple{Surface area of cone = πr² + πrs}}}}}[/tex]

[tex] \: [/tex]

Solution:-

[tex] \: [/tex]

[tex] \: [/tex]

[tex] \: [/tex]

[tex] \: [/tex]

[tex] \: [/tex]

━━━━━━━━━━━━━━━━━━━━━━━

hope it helps! :)

A pie chart or a bar graph is best suited for graphing the proportion of green eyes to brown-eyed or blue-eyed students in the class.

A pie chart is a circular graph that displays data as a set of slices, each representing a proportion of the whole.

A pie chart would show the percentage or fraction of each eye color in relation to the whole, while a bar graph would compare the number of students with each eye color side by side.

Both types of graphs are useful for displaying proportions and comparing different categories.

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if it has a diameter of 28, its radius is half that or 14.

[tex]\textit{volume of a cylinder}\\\\ V=\pi r^2 h~~ \begin{cases} r=radius\\ h=height\\[-0.5em] \hrulefill\\ r=14\\ h=7.5 \end{cases}\implies V=\pi (14)^2(7.5) \\\\\\ V=1470\pi \implies V=1470(\frac{22}{7})\implies V=4620~m^3[/tex]

Answer:

[tex]s=170\frac{\sqrt{m} }{q}[/tex]

Step-by-step explanation:

since varies directly with square root of m and inversely with q ( [tex]\sqrt{m}[/tex] goes in the numerator and [tex]q[/tex] in the denominator)

[tex]s=a\frac{\sqrt{m} }{q}[/tex]

notice a is a constant, we need to find it!

since s=340 when m=36 and q=3

 [tex]340=a\frac{\sqrt{36} }{3}=a\frac{6}{3} =2a[/tex]
[tex]a=340/2=170[/tex]

so equation is:
[tex]s=170\frac{\sqrt{m} }{q}[/tex]

a) The system of equations modeling this scenario is as follows:

C = 11.50 + 0.9n

C = 13.25 + 0.55n.

b) The number of toppings where the cost is the same at either Pizza Palace or Tasty Pizza is 5.

A system of equations is two or more equations solved concurrently.

A system of equations is also called simultaneous equations because the equations are solved at the same time or simultaneously.

                               Pizza Palace    Tasty Pizza

Pizza cost per unit       $11.50             $13.25

Topping cost per unit  $0.90              $0.55

Let the number of toppings = n

Let the total cost for the pizza at each pizza place = c

The total cost at Pizza Palace C = 11.50 + 0.9n... Equation 1

The total cost at Tasty Pizza, C = 13.25 + 0.55n... Equation 2

For the total cost, c, to be the same at the pizza places, Equation 1 must equate Equation 2:

That is, C = C.

Substituting the values of C:

11.50 + 0.9n = 13.25 + 0.55n

0.35n = 1.75

n = 5

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Answer:

(1)
Let x represent the number of HD Big View TV models produced
let y represent the number of MegaTeleBox models produced

(2)
2x + 3y ≤ 192       manpower constraint
x + y = 72             production capacity constraint
x ≥ 0                     Non-negativity constraint
y ≥ 0                     Non-negativity constraint

(3)
See attached graph

Step-by-step explanation:

(1)
Let x represent the number of HD Big View TV models produced
let y represent the number of MegaTeleBox models produced

(2)

Constraints
There are a total of 192 person hours per day to manufacture both models so this is the upper limit on the person-hours resource

Each unit of HD Big View takes 2 person-hours so x units will require 2x person-hours

Each unit of MegaTeleBox   takes 3 person-hours so y units will require 3y person-hours

Total person-hours to produce x and y units
= 2x + 3y
and this cannot exceed 192.

Therefore the first inequality is manpower resource constraint:
2x + 3y ≤ 192     [1]

Total manufacturing capacity is 72 units. The actual total production is
x + y and this cannot exceed 72

Second inequality is
x + y = 72             [2]

In addition the number of units produced cannot be less than zero. These are the non-negativity constraints:
x ≥ 0, y ≥ 0    [3]

Plugging in all these constraints we get the following system of inequalities

2x + 3y ≤ 192       [1]  manpower constraint
x + y = 72             [2]  production capacity constraint
x ≥ 0                     Non-negativity constraint
y ≥ 0                      Non-negativity constraint

(3) See attached graph for this part of the question

The dark shaded region shows the solution set

To show that the company cannot make a negative number of television sets we only consider values on the positive x and y axes

Vince is 16 years old, his sister is 8 years old, and their mother is 48 years old, where Vince is twice his sister's age and their mother is twice the sum of their ages.

Let's start by assigning variables to the unknown ages. Let V be Vince's age, S be his sister's age, and M be their mother's age. Then we can set up three equations based on the given information:

V = 2S (Vince is twice his sister's age)

S = 8 (His sister is 8 years old)

M = 2(V + S) (Their mother's age is twice the sum of their ages)

Using equation 1 and substituting S = 8, we can solve for Vince's age:

V = 2S

V = 2(8)

V = 16

So Vince is 16 years old.

Using equation 3 and substituting V = 16 and S = 8, we can solve for their mother's age:

M = 2(V + S)

M = 2(16 + 8)

M = 2(24)

M = 48

So their mother is 48 years old.

Therefore, Vince is 16 years old, his sister is 8 years old, and their mother is 48 years old.

To summarize:

Vince is twice his sister's age, and his sister is 8 years old.

Using this information, we can calculate that Vince is 16 years old.

Their mother's age is twice the sum of their ages, so using Vince and his sister's ages, we can calculate that their mother is 48 years old.

Therefore, Vince is 16 years old, his sister is 8 years old, and their mother is 48 years old.

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Answer:

Step-by-step explanation:

all the lengths are the same:

ST = √(-1-2)²+(2-7)² = √9+25 = √34 = 5.831

TU = √(4--1)²+(-1-2)² = √25+9 = √34 = 5.831

UV = √(7-4)²+(4--1)² = √9+25 = √34 = 5.831

VS = √(2-7)²+(4-7)² = √25+9 = √34 = 5.831

The shape is a square (rectangle with equal sides) parallelogram (you could also call it a rhombus)

Robert kept track of his study time over the course of seven weeks, and we've mean is [tex]226.43[/tex] minutes, the median is [tex]220[/tex] minutes, the range is [tex]145[/tex]minutes, as well as the standard deviation was [tex]41.98[/tex] minutes.

The extent of data deviation is measured either by standard error. It measures how distant each data point is from the mean. Around 95% of values in any distribution will be within two of the mean's standard deviation.

First, determine the mean. Step 2: Determine the square of the variation from the mean of each piece of data. Add the values of Step 2 in Step 3. Divide by the total amount of information collected in step 4.

Mean (average):

[tex]Mean = (215 + 219 + 165 + 220 + 310 + 238 + 250) / 7 = 226.43[/tex]

So the average amount of time Robert studied per week is approximately [tex]226.43[/tex] minutes.

Median:

[tex]165, 215, 219, 220, 238, 250, 310[/tex]

The median is the middle value, which is [tex]220[/tex].

Mode:

In this case, there is [tex]0[/tex] value that appears more than once, so there is no mode.

Range:

Range [tex]=[/tex] largest value [tex]-[/tex]smallest value[tex]= 310 - 165 = 145[/tex]

So the range of Robert's study time data is [tex]145[/tex] minutes.

Standard deviation:

Using a calculator or spreadsheet program, we can find the standard deviation to be approximately [tex]41.98[/tex] minutes.

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Ken took 7.5 minutes to finish the race. We used simple Speed, Distance and Time formula.

The total distance traveled by the object over a given time period is the average speed. A scalar number is the average speed. It does not have a direction and is only represented by the magnitude.

To calculate the time taken by Ken to finish the race, we can use the formula:

Here, the distance is 1500m and the average speed of Ken is 200m/min.

So,

Therefore, Ken took 7.5 minutes to finish the race.

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Cοmparing the given equatiοn with the standard form, we can see that the center is at [tex]$(-17.5, 15.\bar{3})$[/tex], and the radius is [tex]$\sqrt{18.1}$[/tex].

The standard form of the equatiοn of a circle is:

[tex]$$(x - h)^2 + (y - k)^2 = r^2$$[/tex]

where (h, k) is the center of the circle and r is the radius. This form of the equation is useful because it prοvides information about the center and radius οf the circle in a straightforward way. To use the standard form to graph a circle, we can plοt the center (h, k) on the coordinate plane and then draw a circle with radius r centered at (h, k).

To find the center and radius of the circle with equatiοn [tex]$(x+17.5)^2 + (y - 15.\bar{3})^2 = 18.1$[/tex], we can use the standard fοrm of the equation of a circle:

[tex]$$(x - h)^2 + (y - k)^2 = r^2$$[/tex]

where (h, k) is the center οf the circle and r is the radius.

Comparing the given equatiοn with the standard form, we can see that the center is at [tex]$(-17.5, 15.\bar{3})$[/tex], and the radius is [tex]$\sqrt{18.1}$[/tex]. Therefοre, we can write:

Center [tex]$= \left(-17.5, 15.\bar{3}\right)$[/tex]

Radius[tex]$= \sqrt{18.1}$[/tex]

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A circle in the xy-plane has the equation (x+17.5)²+(y-15(3))² = 18.1. Which of the following pairs is its center and radius.

a. (17, 15.3) and √18

b. (19, 14) and √9

c. (17, 15.3) and 9

d. (19, 14) and 18

The amount of chocolate that Joey will have left is; 5/16

In word problems on fraction, we will solve different types of problems on multiplication of fractional numbers and division of fractional numbers.

We are given:

Amount of chocolate bought = 1/2 pound of chocolate

Amount of chocolate eaten = 3/8 * 1/2 = 3/16

Thus, the amount of chocolate Joey will have left will be gotten by subtracting the amount eaten from the total amount he bought. Thus;

Amount of chocolate he has left = 1/2 - 3/16

= (8 - 3)/16

= 5/16

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It would take the newer pump 36 minutes to drain the pool working alone.

Let's call the time it takes the newer pump to drain the pool "t". Then, we know that the older pump takes 5t to drain the pool.

If they work together, their combined rate is the sum of their individual rates. Let's call the rate of the newer pump "r" (in units of pool drained per hour). Then, the rate of the older pump is 1/5 of that, or r/5. Together, their rate is:

r + (r/5) = (6/3) = 2

We can simplify this equation by multiplying both sides by 5:

5r + r = 10

Simplifying, we get:

6r = 10

Dividing both sides by 6, we get:

r = 10/6 = 5/3

So the rate of the newer pump is 5/3 of the pool drained per hour.

To find the time it takes the newer pump to drain the pool, we can use the formula:

rate = work / time

Where "work" is the amount of pool drained (which we can assume is 1, since we're talking about draining the entire pool).

So we can write:

5/3 = 1 / t

Multiplying both sides by t, we get:

5t / 3 = 1

Multiplying both sides by 3/5, we get:

t = 3/5 hours, or 36 minutes

Therefore, it would take the newer pump 36 minutes to drain the pool working alone.

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The number in the log as a power of the base y = -6.

What is  logarithmic identity ?

Logarithmic identities are mathematical formulas or rules that are used to manipulate logarithmic expressions. These identities are derived from the properties of logarithms and can be used to simplify or solve logarithmic equations.

The following are some commonly used logarithmic identities:

Product rule: log_a (x * y) = log_a (x) + log_a (y)

This identity states that the logarithm of the product of two numbers is equal to the sum of the logarithms of the individual numbers.

Quotient rule: log_a (x / y) = log_a (x) - log_a (y)

This identity states that the logarithm of the quotient of two numbers is equal to the difference of the logarithms of the individual numbers.

According to the question:
To write the number in the log as a power of the base, we can use the following logarithmic identity:

log_a (x) = y is equivalent to[tex]a^y = x[/tex]

Using this identity, we can rewrite the logarithmic expressions as follows:

y = log3 243 can be written as [tex]3^y = 243[/tex]

y = log2 1/64 can be written as [tex]2^y = 1/64[/tex]

Now, we can solve for y by taking the appropriate power of both sides of each equation:

For the first equation, we can write:

[tex]3^y = 243[/tex]

[tex]3^y = 3^5 (since 243 = 3^5)[/tex]

Therefore, y = 5.

For the second equation, we can write:

[tex]a^y = 1[/tex]

Since any non-zero number raised to the power of 0 is equal to 1, we have:

[tex]a^y = a^0[/tex]

Therefore, y = 0.

For the third equation, we can write:

[tex]2^y = 1/64[/tex]

[tex]2^y = 2^-6 (since 1/64 = 2^-6)[/tex]

Therefore, y = -6.

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The measurement of WX in the given figure is 22.

When a set οf numbers is sοrted in size οrder, the median is the middle value. It is used tο define a set οf data by identifying the numerical midpοint and is a measure οf central tendency. When a grοup οf numbers is οrganized frοm smallest tο largest, the middle number is the οne that shοws up.

A trapezοid's median is the line that divides it intο twο equal sectiοns. The middle line οr the midline is anοther name fοr it. Its length is equal tο the average οf the twο bases οf the trapezοid and runs parallel tο thοse bases.

In the given trapezοid STUV, the length οf the bases ST and UV can be calculated by dividing the median in twο parts and fοlding it and jοining tο tο make a lοng rectangle.

Now the new rectangle is WW'SU where the median was 2wx

In a rectangle opposite side are equal, Therefore

W'W = US

W'W = 2WX

US = UV + ST

= 16 +28

= 44

2WX = 44

WX = 44/2

WX = 22

Thus, The measurement of WX in the given figure is 22.

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We don't know if she will reject the null hypothesis without knowing the level of significance. But if the p-value is smaller than the level of significance, she would reject the null hypothesis

The correct explanation for the P-value is option B: "If the​ P-value for a particular test statistic is ​, she expects results at least as extreme as the test statistic in about of 100 samples if the null hypothesis is true."

This means that if the null hypothesis is true, there is a certain probability (represented by the P-value) that we would observe a test statistic as extreme or more extreme than the one we observed in our sample.

As for the conclusion, we cannot determine whether or not the researcher would reject the null hypothesis based solely on the P-value. The decision to reject or not reject the null hypothesis depends on the level of significance (alpha) chosen by the researcher. If the P-value is smaller than the chosen alpha, then the researcher would reject the null hypothesis.

Otherwise, she would fail to reject it. Without knowing the level of significance chosen, we cannot determine the conclusion.

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