Did more students buy lunch on Thursday or on Wednesday?

Did more students buy lunch on Monday or on Friday?


PLEASE HELP ME ASAP I HAVE 7 MORE MINUTES TO DO THIS!!!

C = Q/mT, where C is the specific heat capacity, Q is the heat energy, m is the mass, and T is the temperature change, is the equation for specific heat capacity. C = Q/mT is the function that must be used to solve for the variables related to temperature change.

C = Q/mT, where C is the specific heat capacity, Q is the heat energy, m is the mass, and T is the temperature change, is the equation for specific heat capacity. This equation can be used to determine how much energy is required to alter the temperature of a given mass by a certain amount. The formula C = Q/mT must be used to find the variables related to temperature change. According to this equation, the specific heat capacity (C) is multiplied by the temperature change (T) to determine the amount of heat energy (Q) required to create a temperature change (T) in a given mass (m). The specific heat capacity (C) and mass can be multiplied to find the heat energy (Q) by rearranging the equation (m).

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The best approximation of the solution to the system to the nearest integer values is ( -5, 1).

We have a system of linear equations, such that

x- y = -6 --(1)

5x + 2y = 23 --(2)

and we have to determine the approximate solution point for this system.

So, we determine the intersection point between two equations in system . Using the substitution method, substitute the value of x, x = y -6 from (1) to equation(2) ,

=> 5x + 2y = 23

=> 5( y - 6) = 23

=> 5y - 30 = 23

=> 5y = 23 + 30 = 53

=> y = 54/5 = 1.07 ~ 1 ( nearest integer value)

Now, from equation (1), x = y - 6

=> x = 1 - 6 = -5

Thus, the required solution point of system of equations is (-5 , 1).

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Complete question :

What is the best approximation of the solution to the system to the nearest integer values?

x- y = -6

5x + 2y = 23

A) (7, −2)

B) (6, −2)

C) (−2, 7)

D)(−2, 6)

Answer: C. Cheetah B has a higher ratio of miles per minute than Cheetah A because 18 over 16 is greater than 54 over 50.

Step-by-step explanation:

Answer:

Step-by-step explanation:

C. Cheetah B has a higher ratio of miles per minute than Cheetah A because 18 over 16 is greater than 54 over 50.

Step-by-step explanation:

we need Pythagoras and a little bit of open mind.

Pythagoras is

c² = a² + b²

with c being the Hypotenuse (side opposite of the 90° angle), a and b being the legs.

the incenter means that it is the center point of the inscribed circle (being totally inside the triangle and touching every side at exactly one point).

that means that

GF = GB = GD

but GF we know : 22

so, GB = 22

now we can use the right-angled triangle ABG to find AG :

AG² = AB² + GB²

AG² = 32² + 22² = 1024 + 484 = 1508

AG = sqrt(1508) = sqrt(4×13×29) = 2×sqrt(377) =

= 38.83297568...

The probability of a couple having five children with no children being affected by the disorder is given by the formula (1 - 0.0025)⁵.

This formula calculates the probability of a certain event (in this case, having no children affected by the disorder) happening five times in a row. However, this does not give the probability of all five children being unaffected by the disorder.

To find the probability of all five children being unaffected, you would need to multiply the probability of each child being unaffected, which is (1 - 0.0025), five times:

This result is the correct probability of a couple having five children with no children being affected by the disorder.

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Answer:

Step-by-step explanation:

Im sorry I think it might be 2/4

Answer:

Step-by-step explanation:

To find the number of cakes Kit can make, we need to divide the total amount of sugar (5 cups) by the amount of sugar required for each cake (3/4 cup).

5 ÷ 3/4 = (5 × 4/3) ÷ (3/4) = 20/3 ÷ 3/4 = 20/3 × 4/3 ÷ 3/4 = 20/3 ÷ 3/3 ÷ 4/4 = 20/3 ÷ 1 ÷ 4/4 = 20/3 ÷ 1 ÷ 1 = 20/3 ÷ 1 = 20/3= 6 2/3 cakes

So Kit can make 6 2/3 cakes. This fraction cannot be reduced further, so it is the final answer.

Flipping a fair, two-sided coin will have a sample space of S = {h, t}.

The sample space S of a random experiment is defined as the set of all possible outcomes of an experiment. In a random experiment, the outcomes, also known as sample points, are mutually exclusive

All we have to do is multiply the events together to get the total number of outcomes. Using our example above,

notice that flipping a coin has two possible results, and rolling a die has six possible outcomes.

If we multiply them together, we get the total number of outcomes for the sample space: 2 x 6 = 12!

Spinning a spinner with three sections will give 3 outcomes.

Choosing a tile from a pair of tiles, one with the letter A and one with the letter B will give multiple outcomes depending on the Total number of tiles.

Therefore, Flipping a fair, two-sided coin will have a sample space of S = {h, t}.

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Answer:

x-2y=7

Step-by-step explanation:

Linear equation for the relationship between flour and milk cups

y = 4x,

where x is number of milk cups

y is number of flour cups

A linear equation is an equation in which the highest power of the variable is always 1. It is also known as a one-degree equation.

A recipe requires 1 cup of milk for every 4 cups of flour.

Ratio between milk(x) and flour(y)

x/y = 1/4

y = 4x

where x number of cups of milk

y is number of cups of flour

Hence, y = 4x is the linear equation that defines the relationship.

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The real part of z is 12.1, and the imaginary part of z is 29 i.

Thi equation used for this is a+ bi.

where the imaginary part is bi and the real part (a)

I does not act as a multiplier in the real component. It is 12.1

The coefficient of I or 29 i., is the imaginary portion.

Whether or whether I is included in the imaginary section is a matter of some debate. According to one source, the portion that uses I as a factor is the imaginary portion (29i). According to a different source, the real number that multiplies I is the imaginary half (29). We utilized the later term up above. Please refer to your course materials for the appropriate term.

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Answer 15 years

Step-by-step explanation: 93,150/31,050=3

if you want the number to be multiplied by three you need it to increase by 300%.

300/20=15

31050x(20%x15)=93,150

The possible roots of the polynomial function f(x) is, 2/7

The polynomials are the algebraic expressions, which have multiple powers.

And based on powers of polynomials, we can categorize polynomials into following categories-

1. Linear Equation

2. Quadratic Equation

3. Cubic Equation

Given that,

A polynomial function f(x) ,

Having a leading coefficient of 7 and a constant term of 2

The  possible roots of f(x) = ?

According to the Rational Root Theorem,  

Rational zero of polynomial = p/q

p  =  constant term of the polynomial

q  =  leading coefficient of the polynomial

Rational Zero =  a₀/aₙ

                       =  2/7

Hence, the rational zero is 2/7

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Answer:

Step-by-step explanation:

For the first question, the combinations of bananas and apples that Elena could buy for exactly $3.50 are:

2 bananas and 2 apples (A)

5 bananas and 1 apple (F)

For the second question, Andre's statement is incorrect. The first type of bus holds 50 people and the second type of bus holds 56 people. In total, 3 of the first type of bus and 3 of the second type of bus can only hold 3 * 50 + 3 * 56 = 318 people. However, there are 280 elementary school students and 40 adults, which is a total of 280 + 40 = 320 people. Hence, Andre's statement is incorrect.

For the third question, the reason why equations A and B are not equivalent is because the variables in Equation B are expressed in a different form than in Equation A. Equation A shows the relationship between the variable x and the constant value 13 and 48, while Equation B only shows the relationship between the variable x and the constant value 35. To determine if they are equivalent, we need to solve both equations for x and compare the solutions. Solving Equation A gives us x = (48 + 13) / -5 = 5.6. Solving Equation B gives us x = 35 / 5 = 7. Since the solutions are different, the equations are not equivalent.

2 fully filled squares and 4 partially filled squares make up the figure. As a result, this figure will have a 4 square unit area.

The complete question is:

If the area of one square is 1 square unit then find the areas of the following figure by counting the squares.

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The amount which she can borrow from the home equity loan is $44,000.

According to the question

According to the following equation:

maximum loan amount = market value of the home * borrowing limit

Julie is able to borrow a maximum amount for a home equity loan.

The maximum loan amount is

$180,000 * 80% = $144,000,

In Julie's situation because the home's market value is $180,000 and the borrowing ceiling is 80%.

Julie can only borrow the $44,000

difference between the maximum loan amount and the remaining debt because she still owes $100,000 on her house.

The difference is calculated as follows: $144,000 - $100,000 = $44,000.

Julie is therefore qualified for a home equity loan of up to $44,000.

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The amount which she can borrow from the home equity loan is $44,000.

According to the question

According to the following equation:

maximum loan amount = market value of the home * borrowing limit

Julie is able to borrow a maximum amount for a home equity loan.

The maximum loan amount is

$180,000 * 80% = $144,000,

In Julie's situation because the home's market value is $180,000 and the borrowing ceiling is 80%.

Julie can only borrow the $44,000

difference between the maximum loan amount and the remaining debt because she still owes $100,000 on her house.

The difference is calculated as follows: $144,000 - $100,000 = $44,000.

Julie is therefore qualified for a home equity loan of up to $44,000.

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∃x∀y(x ≤ y) We can write the negation by switching the existential and universal quantifiers, and inverting the inequality sign. The negation is therefore expressed as ∃x∀y(x ≤ y).

The negation of the statement “for all x, there exists a y such that x is greater than y” can be expressed as “there exists an x such that for all y, x is less than or equal to y”. This negation is written as ∃x∀y(x ≤ y). This is done by switching the existential and universal quantifiers, and inverting the inequality sign. By doing so, we can form an expression that is the logical opposite of the original statement, which is necessary in order to negate it.

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The solution of the periodic function is explained below.

A periodic function is a function that repeats its values after a certain interval of time, called its period.

The periodic function f(t) is defined on its period –2 ≤ t ≤ 2 and is described by the formula:

f(t) = t^2, when -2 ≤ t < 0

f(t) = -t^2, when 0 ≤ t ≤ 2

a) Plotting the function on the interval -8 ≤ t ≤ 8 would show us the repeating pattern of the function. To plot the function, we need to evaluate it for different values of t and plot the corresponding points on the coordinate plane.

b) The period of the function can be found by determining the smallest interval in which the function repeats. In this case, the period of the function is 2.

c) To determine whether the function is odd or even, we need to check if f(-t) = f(t) or f(-t) = -f(t). In this case, the function is an even function as f(-t) = f(t).

d) The mean value of the function on its period can be found by finding the average value of the function over one period. This is given by the formula:

(1/period) * ∫_0^period f(t) dt

e) The Fourier coefficients of the function can be found by using the formula:

ak = (2/period) * ∫f(t) cos(kπt/period) dt

bk = (2/period) * ∫f(t) sin(kπt/period) dt

f) The Fourier series of the function can be found by using the Fourier coefficients. This is given by the formula:

=> f(t) = a0/2 + ∑_(n=1)^∞

g) The first four terms of the Fourier series can be found by finding the first four values of the sum in the Fourier series formula. To find the explicit form, we need to evaluate the integrals and the sums.

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As a result, when the graph's slope and speed are 60 and 60 mph, respectively, the slope is 60 and the speed is 60 mph.

The steepness of a line determines its slopes. "Gradient overflows" is the name of a contour mathematical equation (the change in y divided by the change in x). The inclination is the ratio of such vertical (rise) to the horizontal (run) change in level between any two places. The gradient form of an answer is used to illustrate a straight line when its equation is represented as y = mx + b. The y-intercept is situated where the slope of the line is m, b is b, and (0, b). For instance, considering como and slope of the eqs y = 3x - 7 (0, 7). The line has a slope of m, a b quantity at the y-intercept, and (0, b). As

given

The graph's slope and speed are as follows:

Slope = 60

Speed is 60 mph.

The ratio of the ascent to the run is the line's slope.

Rise is equal to y2 - y1 = (120 - 60) = 60.

Run = x2 - x1 = (2 - 1) = 1

The incline is equal to (Rise / Run) = (60 / 1) = 60.

The slope indicates that the bus will travel 60 miles per hour throughout the journey.

The distance traveled per hour is the speed.

You can compute the speed as follows:

(120 ÷ 2) = 60 mph

As a result, when the graph's slope and speed are 60 and 60 mph, respectively, the slope is 60 and the speed is 60 mph.

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4 ft = 1.22 m (rounded to the nearest hundredth).

A conversion factor is a number that is used to multiply or divide one set of units into another. If a conversion is necessary, it must be carried out with the right conversion factor to produce a value that is identical. For instance, when converting between inches and feet, the right conversion ratio is 12 inches to 1 foot.

It entails the normal conversion of one unit to another one.

We've got

1.m. equals 3.28 ft.

1 ft = 0.3048 m

multiply both sides by 4.

4 ft = 4 x 0.3048 m

4 ft = 1.2192 m

To the closest hundredth, round.

4 ft = 1.22 m

Thus,

1.22 meters are equal to 4 feet.

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The percentage of boys is 50%.

The concept used in this problem is basic arithmetic, specifically finding percentages. To find the percentage of boys in Jonah's class, we simply take the fraction of boys (1/2) and multiply it by 100 to convert it to a percentage.

Percentages are a way of expressing a fraction as a ratio out of 100. They are commonly used to represent proportions and are often easier to understand and compare than fractions or decimals. In this problem, we use the percentage concept to determine the proportion of boys in Jonah's class and express it as a ratio out of 100. This allows us to easily compare the number of boys in Jonah's class to other values and understand the relationship between the two.

Half of Jonah's classmates are boys, so the percentage of boys is:

(1/2) * 100 = 50%

So, 50% of Jonah's classmates are boys.

Therefore, the percentage of boys is 50%.

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The percentage of boys is 50%.

The concept used in this problem is basic arithmetic, specifically finding percentages. To find the percentage of boys in Jonah's class, we simply take the fraction of boys (1/2) and multiply it by 100 to convert it to a percentage.

Percentages are a way of expressing a fraction as a ratio out of 100. They are commonly used to represent proportions and are often easier to understand and compare than fractions or decimals. In this problem, we use the percentage concept to determine the proportion of boys in Jonah's class and express it as a ratio out of 100. This allows us to easily compare the number of boys in Jonah's class to other values and understand the relationship between the two.

Half of Jonah's classmates are boys, so the percentage of boys is:

(1/2) * 100 = 50%

So, 50% of Jonah's classmates are boys.

Therefore, the percentage of boys is 50%.

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The magnitude of sum of the given two vectors is 5 .

A vector is an entity that possesses both magnitude and direction.

Ordinary quantities that are given with direction are called vectors; in other words, a vector quantity is any magnitude that is given with a direction. Scalar quantities refer to any quantity that is defined without any direction. In physics, vector quantities have a significant impact.

Examples of vectors include displacement, velocity, acceleration, force, and others that show both the direction and the size of a quantity.

Given vectors,

a = i + j

b = 2i + 3 j

sum of the vectors = a+ b

= i+j+2i+3j

= 3i+4j

So,

The magnitude of the sum of given vectors = √ (3 ^2 + 4 ^2 )

= √ (9 + 16 )

=   √25

= 5

Therefore, The magnitude of sum of the given two vectors is 5 .

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The margin of error to be 21.2

The formula for the margin of error for a simple random sample with a normal population and a known standard deviation is given by:

Margin of Error = z* (s / √n)

Where

z is the z-score that corresponds to the given confidence level. For a 99% confidence level, the z-score is 2.576.

Plugging in the given values, we get:

Margin of Error = 2.576 * (75 / √201) = 2.576 * (75 / 14.1) = 21.15

Rounding to one more decimal place than the sample standard deviation (which is 75), we get the margin of error to be 21.2.

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The Interquartile Range (IQR) rule is a commonly used quantitative rule to determine univariate outliers and deleting a case may be justified if it is a result of a measurement error, data entry error, or if it significantly skews the results.

The Interquartile Range (IQR) rule is a commonly used method for identifying outliers in a univariate data set. It is calculated as the difference between the 75th percentile (Q3) and the 25th percentile (Q1). Outliers are considered to be any values that fall outside of the range Q1 - 1.5 * IQR to Q3 + 1.5 * IQR. This range encompasses approximately 75% of the data, with outliers being any values that fall outside of this range.

In some cases, deleting a case or participant may be justified if it is a result of a measurement error, data entry error, or if it significantly skews the results.

This decision should be made carefully and only after careful consideration of the implications, as removing data can affect the validity of the results and the conclusions that can be drawn from the analysis. In some cases, it may be better to keep the outlier and consider it a potential error or to conduct further analysis to determine if there is a valid reason for the outlier.

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The solid volume obtained by rotating the region enclosed by the curves y2=x and x=2y about the line y=-1 is 5.024 units.

Every three-dimensional item requires some amount of space. The volume of this space is measured. Volume is defined as the space occupied by an item inside the confines of three-dimensional space. It is also known as the object's capacity. A 3D object's volume is the amount of actual space it occupies. It is the 3D counterpart of a 2D shape's area. It is measured in cubic units, such as cm3. This may be calculated by multiplying its length, height, and breadth. Volume is the measurement in cubic units of the three-dimensional space filled by matter or contained by a surface. The cubic meter (m3), a derived unit, is the SI unit of volume.

Here,

It turns out

(R(y)outer) → x = 2y [Equation 1]

(R(y)inner) → y^2 = x [Equation 2]

Set equations equal by substituting Equation 1 into Equation 2 for x:

y^2=(2y)

Solve for y to determine your lower and upper bounds:

y^2 – 2y = 0 → y(y - 4) = 0

y = 0 and y = 2 {We now have our lower & upper bound}

Now we have our equation: V = ∫ π [ (2y)^2  – (y^2)^2] dy  {Integral bounded from 0 to 2}

Lower bound = 0 so it'll make entire expression 0

After plugging in 2 into y and simplifying:

V=π(y³-1/5*y^5)

V=π(8-1/5*32)

V=3.14*(8-6.4)

V=3.14*1.6

=5.024 units

The volume of the solid obtained by rotating the region bounded by the curves y2=x and x=2y about the line y=-1 is 5.024 units.

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the solution set of the given homogeneous system in parametric vector form. 2X1 + 2X2 + 4x3 = 0 + X1, - 4x4 - 4x2 - 8X3 = 0, - 6x2 - 18X3 = 0 - where the solution set is:

x = x₃ [tex]\left[\begin{array}{ccc}-5\\3\\1\end{array}\right][/tex]

Algebra requires the simultaneous solution of two or more equations. There must be an equal number of equations and unknowns for a system to have a singular solution. The several kinds of linear equation systems are as follows:

Given system of equation:

2x₁ + 2x₂ + 4x₃ = 0 + x₁ ................ (1)

- 4x₄ - 4x₂ - 8x₃ = 0 ............. (2)

- 6x₂ - 18x₃ = 0 .............. (3)

- 6x₂ = 18x₃

or, x₂ = 3x₃

From (1) we get:

2x₁ + 2x₂ + 4x₃ = 0

x₁ + x₂ + 2x₃ = 0

x₁ + 3x₃ + 2x₃ = 0

x₁ = -5 x₃

now, take x₃ = k

then, x = [tex]\left[\begin{array}{ccc}-5\\3\\1\end{array}\right][/tex] k

i.e. x = x₃ [tex]\left[\begin{array}{ccc}-5\\3\\1\end{array}\right][/tex]

this is the solution of the system.

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A graph of linear function is a straight line.

Linear function in a slope-intercept form: y = mx + b:  Equation 3: y = 12x + 17.

2)

x|-1 | 0 | 1 | ? |

y| 4 | 7 |10| ? |

a slope: = (Change in y)/ (Change in x)

This means that (7-4)/(0--1) = 3/1 = 3

A slope intercept form is y-y₁ = m(x-x₁)

y-4 = 3[(x-(-1)]

Opening the brackets

y-4=3x+3

Rearrange

y=3x+7

substitute x = 2 to the equation (1):

This implies that y=3(2)+7

y=6+7 = 13

3)  The slope is (4-7)/-5+2

S= 3/-3 = 1

If the slope is 1

Then the equation of the line is given as

y-y₁ = m(x-x₁)

y-7 = 1(x+2)

y-7=x+2

Collecting like terms we have

y=x+9

The conclusion: It's a linear function

It is a linear function because there is a constant rate of change in both the input and output values.

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The lateral surface area of the can is approximately 2962.76 cm².

The lateral surface area (CSA) of a cylindrical can with a hemispherical lid can be calculated as follows:

CSA = 2πrh + πr²

Where:

r is the radius of the cylindrical part of the can

h is the height of the cylindrical part of the can

We know the height of the cylindrical part is 27 cm and the diameter of the hemispherical lid is 20 cm, so the radius is half the diameter or 10 cm.

So, the lateral surface area of the cylindrical part is:

CSA = 2πr × h = 2 × π × 10 ×:27 = 540 π cm²

And the surface area of the hemispherical lid is:

CSA = 4π × r² = 4 × π × 10² = 400π cm²

Therefore, the total lateral surface area of the can is:

CSA = 540π + 400π = 940π cm²

So the answer is approximately 2962.76 cm².

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Answer: The expression can be simplified as follows:

(3^{x-1} * 27^x * 9^2) = 3^{x-1 + 2} * 27^x

(3^{2x-4) * 81^x} = 3^{2x-4 + 2x} * 3^{-2x}

Replace in the expression: (3^{x-1 + 2} * 27^x) / (3^{2x-4 + 2x} * 3^{-2x}) = 3^{x-1 + 2 - 2x + 4} * 27^x / 3^4 = 3^3 * 27^x / 81

So the simplified expression is 3^3 * 27^x / 81.

Step-by-step explanation:

if the confidence coefficient is 0.77,  implied probability of error α is  0.23.

The confidence coefficient is a measure of the reliability of a statistical estimate, often used in hypothesis testing. In hypothesis testing, we aim to estimate the probability of error, denoted as alpha (α). Given a confidence coefficient of 0.77, we can find the implied probability of error α by using the formula:

α = 1 - confidence coefficient

So, in this case:

α = 1 - 0.77 = 0.23

Therefore, the answer is 0.23, and option (A) 0.15 is not correct.

It is important to note that the confidence coefficient is often expressed as a percentage, for example, a confidence coefficient of 0.77 would be expressed as 77%.

This can lead to confusion when trying to determine the probability of error α, as it is often expressed as a decimal.

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