HELP ASAP!!!
Give the equation of the least-squares regression line. Define any variables you use.
Use the model from part (a) to predict the area covered by detergent at 5.5 seconds.
Based on the residual plot, do you expect the prediction you made in part (b) to underestimate or
overestimate the area covered by detergent?
Justify your answer.
4. Is the least-squares regression line an appropriate model for these data? Justify your answer.

Answer:

[tex]60-15\pi[/tex] square inches

Step-by-step explanation:

The area of the paper is [tex](6)(10)=60[/tex] square inches.

The area of one circle is [tex]\pi(1^2)=\pi[/tex]. So, the combined area of the circles is [tex]15\pi[/tex].

Taking the difference yields [tex]60-15\pi[/tex].

Answer: its A

Step-by-step explanation:

edge 2023

Answer:

[tex]y=3x^2+12x+17[/tex]

Step-by-step explanation:

The equation in vertex form is [tex]y=a(x+2)^2+5[/tex].

We can use the point [tex](1,32)[/tex] to solve for [tex]a[/tex].

[tex]32=a(1+2)^2+5 \\ \\ 27=9a \\ \\ a=3 \\ \\ \\ \therefore y=3(x+2)^2 + 5 \\ \\ =3(x^2+4x+4)+5 \\ \\ =3x^2+12x+12+5 \\ \\ =3x^2+12x+17[/tex]

The provision of a necessary raw material for industrial production by industrial revolution benefitted for slavery.

Agrarian and handicraft economies were replaced by industrial and machine production during the Industrial Revolution in modern history. These technical developments brought about new methods of working and living that dramatically altered civilization.

the provision of a necessary raw material for industrial production by industrial revolution benefitted for slavery.

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The required solution of given equation is x = 5, y = 1.

The effective use of substitution relies upon two things: first, given a circumstance in which factors happen, a replacement is just a difference in factor; second, it is just successful if the difference in factor improves on the circumstance and, ideally, empowers one to take care of the worked on issue.

We have,

4x+3y=23---------()1

And

x-5y=0 ⇒ x = 5y

Put the value of x in equation(1)

4(5y) + 3y = 23

20y + 3y = 23

23y = 23

y = 1

Then x = 5y = 5(1) = 5

Thus, solution of equation x = 5, y = 1

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Corresponding angles theorem states that parallel lines are cut by a transversal, then the pairs of corresponding angles are congruent.

To prove m∠  = m∠2.

Then,

The corresponding angles theorem states that If two parallel lines are cut by a transversal, then the pairs of corresponding angles are congruent.

Corresponding angles are formed when a transversal passes through two lines.

As we know that line segment m is parallel to the line segment n.

m || n .

Hence,

m∠3 + m∠2 = 180 (same interior angles)

Same side interior angles are two angles that are on the same side of the transversal and on the interior of (between) the two lines.

Same side interior angles are supplementary.

m∠1 + m∠3 = 180(sum of angles on a straight line)

Angles on a straight line is supplementary.

So, by transitive property of equality, we get:

m∠  = m∠2

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The side-angle-side (SAS) theorem, which states that two sides and an included angle of one triangle are congruent if they are comparable to two sides and an included angle of another triangle, is the first of these theorems.

If all three corresponding sides and all three corresponding angles are equal in size, two triangles are said to be congruent.

Slide, twist, flip, and turn these triangles to create an identical appearance.

They are in alignment with one another when moved.

The first such theorem is the side-angle-side (SAS) theorem, which states that two sides and an included angle of one triangle are congruent if they are equivalent to two sides and an included angle of another triangle.

Therefore, the side-angle-side (SAS) theorem, which states that two sides and an included angle of one triangle are congruent if they are comparable to two sides and an included angle of another triangle, is the first of these theorems.

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Answer:

Step-by-step explanation:Rearrange terms

3x-5+({5+6x})

Solution

9x     will that help?

Answer:

Step-by-step explanation:

(3x-5)+(5+6x)

3x-5+5+6x

3x+6x+5-5

3x+6x

9x

i think this is the right answer

T-scores show how many standard deviation units an examinee's score differs from the mean. Because T-Scores have a mean of 50 and a standard deviation of 10, any T-Score may be directly interpreted.

A t-score (sometimes known as a t-value) is the number of standard deviations from the mean of the t-distribution. The test statistic used in t-tests and regression testing is the t-score. It may also be used to represent how distant an observation is from the mean when the data follows a t-distribution. A t test is a statistical test used to compare two groups' means. It is frequently used in hypothesis testing to assess whether a procedure or treatment has an effect on the population of interest, or whether two groups vary.

Here,

T-scores reflect how many standard deviation units an examinee's score is above or below the mean. Because T-Scores always have a mean of 50 and a standard deviation of 10, any T-Score may be directly interpreted.

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Pizza left for me equal to 0.94 part

Both rates and ratios are a comparison of two numbers.

A rate is simply a specific type of ratio.

The difference is that a rate is a comparison of two numbers with different units, whereas a ratio compares two numbers with the same unit.

For example, in a room full of students, there are 10 boys and 5 girls. This means the ratio of boys to girls is 10:5.

If we simplify the ratio, we see that the ratio of boys to girls is 2:1, since

10÷5=2and 5÷5=1

. Thus, there are 2 boys in the room for every 1 girl.

A friend ate 1/100 part of pizza 6 times

Totally , He have eaten=  1/100 * 6

                                      =3/50

3/50 part of pizza he eaten = 0.06

Total pizza = pizza eaten + pizza left

pizza left = Total pizza - pizza eaten

               = 1 - 0.06

               = 0.94

pizza left for me equal to 0.94 part

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For example, in a room full of students, there are 10 boys and 5 girls. This means the ratio of boys to girls is 10:5.

If we simplify the ratio, we see that the ratio of boys to girls is 2:1, since

10÷5=2and 5÷5=1

Thus, there are 2 boys in the room for every 1 girl.

A friend ate 1/100 part of pizza 6 times

Totally , He have eaten=  1/100 * 6

=3/50

3/50 part of pizza he eaten = 0.06

Total pizza = pizza eaten + pizza left

pizza left = Total pizza - pizza eaten

              = 1 - 0.06

              = 0.94

pizza left for me equal to 0.94 part

Answer:

Mikaela run 10 km in 1hour

Mikaela bikes 25km in 1hour

35km If Mikaela runs for 1 hour and bikes for 1 hour at the rates given

Step-by-step explanation:

Let's solve how many km Mikaela runs in 1 hour.

0.5 hour = 30 minutes

5km = 30 minutes

10km = 60 minute

Let's solve how many km Mikaela bikes in 1 hour.

0.8 hour = 48 minutes

20km = 48 minutes

To get from 48 minutes to 60 minutes, we times 1.25. So, we take 20 times 1.25 = 25km

So, Mikaela bikes 25km in 1 hour.

Let's solve how far she traveled If Mikaela runs for 1 hour and bikes for 1 hour at the rates given

10km+ 25km = 35km

The required height of the tub is given as 7.32 inches.

As mentioned in the question, Ice cream is packaged in cylindrical gallon tubs. A tub of ice cream has a total surface area of 387.79 square inches, and the diameter of the tub is 10 inches.

The surface area of any shape is the area of the shape that is faced or the Surface area is the amount of area covering the exterior of a 3D shape.

Here,
The surface area of the cylinder = 2πrh + 2πr²
Substitute the values,
387.79 = 2 × 3.14 × 5 [h + 5]
h = 7.32 inches

Thus, the height of the cylindrical gallon tub is given as 7.32 inches.

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Answer:

7.35 inches

Step-by-step explanation:

I took the test and got it right :)

Answer:

x = 2

Step-by-step explanation:

[tex]\frac{5(x-2)}{3} = -x + 2[/tex]

expand left side:

[tex]\frac{5(x-2)}{3} = -x + 2\\\\\frac{5x-10}{3} = -x + 2[/tex]

multiply both sides by 3:

[tex]3(\frac{5x-10}{3}) = 3(-x + 2)\\\\ =5x - 10 = -3x + 6[/tex]

Add 3x to both sides:

5x - 10 + 3x = -3x + 6 + 3x

8x - 10 = 6

add 10 to both sides:

8x - 10 + 10 = 6 + 10

8x = 16

divide both sides by 8:

8x/8 = 16/8

x = 2

False; we only remove outliers if we have a very good justification that suggests that removing the outlier is appropriate.

You should discard the outlier if it is clear that it resulted from inaccurately measured or recorded data. You may discard the outlier if it has no effect on the results but has an impact on the assumptions. Outliers might occasionally point to a data-gathering error. However, there are situations when they might have an impact on data collection, making them crucial to keep in mind in order to fully comprehend the information. Eliminating outliers gives some of my variables a normal distribution and improves the effectiveness of modifications for the other variables. As a result, it would appear that eliminating outliers before transformation is the best course of action.

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Answer:

The rate of change/cost per mile driven can be calculated by finding the slope of the line that connects the points (1,10.70) and (0,10). The slope is the change in the y-value divided by the change in the x-value, so the slope of the line is (10.70-10)/(1-0) = $0.70/mile.

The point (0, 10) represents the cost of the driving service when 0 miles are driven. In other words, the service costs $10 for no miles driven.

The equation that models the function in the table is C(m) = $10 + $0.70m. The first term represents the cost of the service when no miles are driven and the second term represents the cost per mile driven.

When data are transformed to ranks and the Pearson correlation is performed, the Spearman correlation is what is obtained as a correlation.

Therefore, the correct answer is A)the Spearman correlation

The complete question is:

What correlation is obtained when the Pearson correlation is computed for data that have been converted to ranks?

a) the Spearman correlation

b) the point-biserial correlation

c) the phi coefficient

d) it is still called a Pearson correlation

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the slope  is 5/-2 so this line "cuts" the y axis at y=-2.50000

y-intercept = 5/-2  = -2.5

Rearrange the equation by subtracting what is to the right of the equal sign from both sides of the equation :

                   -2*y-(-4*x+5)=0

Pulling out like terms

Pull out like factors :

 -2y + 4x - 5  =   -1 • (2y - 4x + 5)

Equation at the end

Equation of a Straight Line

  Solve   -2y+4x-5  = 0

"y=mx+b" is the formula of a straight line drawn on Cartesian coordinate system in which "y" is the vertical axis and "x" the horizontal axis.

In this formula :

y tells us how far up the line goes

x tells us how far along

m is the Slope or Gradient i.e. how steep the line is

b is the Y-intercept i.e. where the line crosses the Y axis

The X and Y intercepts and the Slope are called the line properties. We shall now graph the line  -2y+4x-5  = 0 and calculate its properties

Graph of a Straight Line :

Calculate the Y-Intercept :

Notice that when x = 0 the value of y is 5/-2 so this line "cuts" the y axis at y=-2.50000

y-intercept = 5/-2  = -2.5

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The value of the angle of the arc in the wheel is equal to 135. The correct option is D.

An arc of a circle is a section of the circle's circumference between two radii. A circle's central angle is an angle formed by two radii with the vertex in the centre. The central angle of an arc is the central angle that the arc subtends. The length of an arc is equal to the length of its central angle.

The angle suspended by the arc on the wheel is 3/8 that of the one revolution of the wheel.

The value of the angle will be calculated as,

Angle = 3/8 x 360

Angle = 3 x 45

Angle = 135

Therefore, the value of the angle of the arc in the wheel is equal to 135. The correct option is D.

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With the Application of normal distribution conclusion can be All students missed at least one day of school per semester

what is normal distribution?

The normal distribution is a type of probability function that describes the distribution of a variable's values. Since most of the observations cluster around the middle peak of the curve, it is symmetric. When values of the distribution are far from the mean, the probability for those values narrow off evenly in both directions.

solution:

mean - ( standard deviation ) = 4 - 1 = 3

All students missed at least one day of school per semester

Therefore,  conclusion can be All students missed at least one day of school per semester

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The AAS congruence rule states that if two angles and the included side of a triangle are congruent to the corresponding parts of another triangle, then the two triangles are congruent.

The AAS congruence rule is a rule used in geometry to determine when two angles are congruent, or equal. This rule states that two angles are congruent if they are both angles of a triangle and they share the same side or vertex. This rule is a part of the Angle-Angle-Side (AAS) theorem, which states that three angles and three sides of one triangle are equal to three angles and three sides of another triangle.

To prove this congruence rule, we need to use the Side-Angle-Side (SAS) congruence theorem. This theorem states that if two sides and the included angle of one triangle are congruent to the corresponding parts of another triangle, then the two triangles are congruent. This theorem can be used to prove the AAS congruence rule, as it states that if two angles and the included side of a triangle are congruent to the corresponding parts of another triangle, then they can be used to form two sides and the included angle of a new triangle, which satisfies the conditions of the SAS congruence theorem. Therefore, the two triangles are congruent, proving the AAS congruence rule.

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The arrangement of the rooms in increasing order of their areas:

Drawing Room = 72m²

Balcony = 87.5 m²

T.V Room = 156m²

Hallway = 216m²

Bedroom = 225m²

Kitchen = 250m²

What is the area of a shape called?

The total space occupied by a flat (2-D) surface or the shape of an object is defined as its area. Draw a square on a piece of paper with a pencil. It is a two-dimensional figure. The area of the shape on the paper is referred to as its Area. Consider your square to be made up of smaller unit squares.

We have,

kitchen:

40 feet × 10 feet

bedroom

15 feet × 15 feet

hallway

15 feet

TV room

12 feet × 13 feet

balcony:

5 feet × 12 feet × 12 feet

drawing room:

8 feet × 13 feet

Areas of the various spaces in the house:

Drawing Room = 72m²

Balcony = 87.5 m²

T.V Room = 156m²

Hallway = 216m²

Bedroom = 225m²

Kitchen = 250m²

Hence, the arrangement of the rooms in increasing order of their areas:

Drawing Room = 72m²

Balcony = 87.5 m²

T.V Room = 156m²

Hallway = 216m²

Bedroom = 225m²

Kitchen = 250m²

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Answer:

Step-by-step explanation:

c=84

c+44 is going to be equal to the sum of c and c-40 because c+44 is the remote angle to both c-40 and c so you set it up as:

c + c - 40= c + 44

you simplify

2c - 40 = c + 44

you add 40 to both sides

2c = c + 84

you subtract c

and your answer is: c=84

Answer:

G

Step-by-step explanation:

[tex]x^4-x^3-x^2-x-2=0 \\ \\ (x+1)(x^3+x-2x^2-2)=0 \\ \\ (x+1)(x(x^2+1)-2(x^2+1))=0 \\ \\ (x+1)(x-2)(x^2+1)=0 \\ \\ (x+1)(x-2)(x-i)(x+i)=0 \\ \\ x=-1, 2, i, -i[/tex]

To solve systems of an infinite equation we need to determine whether the equation is dependent or independent and consistent, or inconsistent.

The number of solutions in an equation depends on the total number of variables contained in it is known as Infinite solutions.

The system of equations contains two or more equations that have two or more variables. It can be any combination such as

If a pair of linear equations have unique or infinite solutions, then the system of equations is said to be a consistent pair of linear equations.

For example, consider two equations in two variables as follows:

a1x + b1y = c1 ——- (1)

a2x + b2y = c2 ——- (2)

The above-given equations are consistent and dependent and have infinitely many solutions.

(a1/a2) = (b1/b2) = (c1/c2)

There are a few conditions for infinite solutions:

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Answer:

f(x)

Step-by-step explanation:

f(x) changes at a constant rate   when x changes from 1 to 2 the change in y = 7      when x changes from 2 to 3 the change in y = 7   etc

the others do not change at a constant rate when x changes by one

The data represented by table number one is showing the linear relation.

A linear relationship (or linear association) is a statistical term that describes a two-variable relationship that follows a straight line.

The momentum of a variable is represented by the rate of change, which is used to mathematically describe the percentage change in value over a defined period of time. If the rate of change is constant then the relationship will be linear.

For table number one the data is,

x    F(x)

1     12

2    19

3    26

4    33

The rate of change will be,

R₁ = ( 19 - 12 ) / ( 2 - 1 )  = 7

R₂ = ( 26 - 19 ) / ( 3 - 1 ) = 7

R₃ = ( 33 - 26 ) / ( 4 - 3 )= 7

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Using sample standard deviation formula and the provided sample mean value, The test statistic are $8,080(sample mean) and 125 (sample standard deviation).

Large-scale numerical data collection and analysis, especially with the aim of extrapolating proportions in the total from those in a representative sample.

A population is the entire set of people in a group, whether that group is a country or a collection of people who share a certain trait.

A sample is a condensed, controllable representation of a larger group. It is a subgroup of people with traits from a wider population. When population sizes are too big for the test to include all potential participants or observations, samples are utilized in statistical testing.

Sample mean= $8,080

population standard deviation= $1,000

number of sample=64

sample standard deviation = [tex]\frac {1000}{\sqrt {64}}[/tex]

=1000/8

=125

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Answer: 442

Step-by-step explanation: volume is length x width x height

so plug it in to get 17 x 13 x 2 = 442

The linear function for Line L3 is given as follows:

y = -2/3x + 8/3.

The lines L1 and L2 are given as follows:

The x-coordinate of intersection is obtained as follows:

-2/3x + 8/3 = -2/9x - 4/9.

Multiplying everything by 9, the expression is given as follows:

-6x + 24 = -2x - 4.

4x = 28

x = 7.

The y-coordinate is given as follows:

y = -2/3(7) + 8/3 = -2.

Then the points on line L3 are given as follows:

(7,-2) and (1,2).

Given two points, the slope is calculated by the division of the change in y by the change in x, hence:

m = (-2 - 2)/(7 - 1)

m = -2/3.

Then:

y = -2/3x + b

When x = 1, y = 2, then the intercept b is calculated as follows:

2 = -2/3 + b

b = 2 + 2/3

b = 8/3.

Thus:

y = -2/3x + 8/3.

The problem asks for the definition of the line L3, which passes through the intersection of the linear L1 and L2 and through point (1,2).

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Three types of numbers fall under the heading of "real numbers," which we will discuss in a moment. Real numbers include all types of numbers, including whole, rational, and irrational numbers.

A real number is a quantity that may be represented mathematically by an endless decimal expansion. In contrast to the counting-derived natural numbers 1, 2, 3,..., real numbers are used to quantify constantly altering quantities such as size and time. Rational and irrational numbers are both included in real numbers. Real numbers include both irrational and rational numbers such as 3, 22/7, and integers such as (-2, 0, 1), fractions such as (1/2), and decimal numbers such as (1/2).

whole = 0,1,2,3,4,5,6,7,8,9,10,11........….

rational = 12/23,3,3/4,5/6,...…

irrational =  [tex]\sqrt{8}[/tex], [tex]\sqrt{-56}[/tex]etc

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