Geometry - Area of a regular polygons

The calculated t-value of 2.47 is less than the critical t-value of ±2.764, we fail to reject the null hypothesis.

To test whether the sample mean income of $43,000 for 11 residents of Wilmington, Delaware is significantly different from the national average of $37,000, we can use a one-sample t-test.

The null hypothesis would be that the mean income of residents in Wilmington, Delaware is not significantly different from the national average ($37,000). The alternative hypothesis would be that the mean income of residents in Wilmington, Delaware is significantly higher than the national average.

Using a t-distribution with 10 degrees of freedom (n-1), and a significance level of 0.025 (two-tailed test), the critical t-value is approximately ±2.764.

Calculating the t-value using the formula t = (sample mean - population mean) / (sample standard deviation / sqrt(n)), we get t = (43,000 - 37,000) / (8,800 / sqrt(11)) = 2.47.

Since the calculated t-value of 2.47 is less than the critical t-value of ±2.764, we fail to reject the null hypothesis. Therefore, we do not have enough evidence to conclude that residents of Wilmington, Delaware have more income than the national average at the 0.025 level of significance.

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Complete Question

The mean income per person in the United States is $37,000, and the distribution of incomes follows a normal distribution. A random sample of 10 residents of Wilmington, Delaware, had a mean of$43,000 with a standard deviation of $8,800. At the 0.025 level of significance, is that enough evidence to conclude that residents of Wilmington, Delaware, have more income than the national average?

Answer: The area of the circle that passes through the three vertices of the isosceles triangle is (3sqrt(2))/2 pi square units.

Step-by-step explanation:

Since the circle passes through the three vertices of the isosceles triangle, the center of the circle must be the midpoint of the base of the triangle. Let's call this point O.

Let's draw a perpendicular from O to the midpoint of the third side of the triangle. This will bisect the base and form two right triangles. Let's call the height of each of these triangles h.

Since the isosceles triangle has two sides of length 3, we can use the Pythagorean theorem to find h:

h^2 + (3/2)^2 = 3^2

h^2 + 9/4 = 9

h^2 = 9 - 9/4

h^2 = 27/4

h = sqrt(27)/2 = (3sqrt(3))/2

Now, we know that the radius of the circle is equal to the distance from O to any of the vertices of the triangle. Let's call this distance r.

From the right triangle, we know that r^2 + h^2 = (2/2)^2 = 1

r^2 = 1 - h^2

r^2 = 1 - (27/4)

r^2 = -23/4

Since r is the distance from the center of the circle to a point on the circle, it must be positive. However, we see that r^2 is negative, which is impossible. Therefore, the circle cannot exist.

Since it is impossible for the circle to exist, we cannot find its area.

We label the fractions on the number line as 3 1/5 and 4 7/10. To find the distance between the two fractions, we subtract 16/5 from 47/10, which equals 9/10. Therefore, the distance between 3.2 and 4.7 is 0.9.

To solve decimal and fraction problems on a number line where the first number is a whole number and the other two numbers are decimal numbers, follow these steps:

1. Draw a number line and label the whole number as the starting point.
2. Convert the decimals to fractions, if needed.
3. Place the fractions on the number line, starting from the whole number and moving to the right.
4. If the decimal is less than 0.5, place the fraction closer to the whole number. If the decimal is greater than 0.5, place the fraction closer to the next whole number.
5. Label the fractions on the number line.
6. To find the distance between the two fractions, subtract the smaller fraction from the larger fraction.
7. If needed, convert the resulting fraction to a decimal.

For example, let's say we want to plot 3.2 and 4.7 on a number line starting from 2. We convert the decimals to fractions: 3.2 is 16/5 and 4.7 is 47/10. We place 16/5 closer to 3 and 47/10 closer to 5. We label the fractions on the number line as 3 1/5 and 4 7/10. To find the distance between the two fractions, we subtract 16/5 from 47/10, which equals 9/10. Therefore, the distance between 3.2 and 4.7 is 0.9.

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It takes approximately 19.26 hours for the size of the sample to double.

N(t) = N0 * [tex]e^(rt)[/tex]

2N0 = N0 * [tex]e^(rt)[/tex]

Dividing both sides by N0, we get:

2 = [tex]e^(rt)[/tex]

Taking the natural logarithm of both sides, we get:

ln(2) = rt

Solving for t, we get:

t = ln(2) / r

Substituting r = 0.036 (since the growth rate parameter is 3.6% per hour), we get:

t =  [tex]\frac{ln(2)}{0.036}[/tex]

t ≈ 19.26 hours

A logarithm is a mathematical function that represents the relationship between two quantities that are related by a constant ratio. In other words, it is the inverse operation of exponentiation. The logarithm of a number is the power to which another fixed number (called the base) must be raised to produce that number. For example, if the base is 10, the logarithm of 100 is 2 because 10 raised to the power of 2 equals 100.

Logarithms are useful in many areas of mathematics, science, and engineering because they allow for the simplification of complex mathematical expressions and the comparison of quantities that vary over a wide range of magnitudes. They are also used in the study of growth and decay processes, such as population growth and radioactive decay.

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The average rate of change, in inches per year, from year 2 to year 10, is 4.5 inches per year.

Given a function,

h = -0.2t² + 6.9t + 16

where t is the time in years since your friend was born and h is the height in inches.

When t = 2,

h = (-0.2)(2²) + (6.9)(2) + 16 = 29 inches

When t = 10,

h = (-0.2)(10²) + (6.9)(10) + 16 = 65 inches

Average rate of change of the function from t = 2 to t = 10 is,

[h(10) - h(2)] / [10 - 2]

= (65 - 29) / 8

= 4.5

Hence the average rate of change is 4.5.

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The complete question is as follows :

Your friends height for the first 10 years of life can be modeled by the function h = -0.2t² + 6.9t + 16, where t is the time in years since your friend was born and h is the height in inches.

What was the average rate of change, in inches per year, from year 2 to year 10?

Answer:5

Step-by-step explanation: The probability of getting one true or false question correct is 1/2. 10*1/2=5

The angles that are missing are shown in the solution below.

Angle a = 80 degrees (alternate angles)

Then we know that;

112 + c = 180

c = 180 - 112

c = 68

b = 112 (Alternate angles)

Again 38 + z = 65 (Sum of interior angles of a triangles is equal to the opposite exterior angle)

z = 65 - 38

z = 18

Then;

y = 180 - (38 + 18) [Sum of the angles in a triangle]

y =124

Then;

z + y = x (Sum of interior angles of a triangles is equal to the opposite exterior angle)

124 + 18 = x

x = 142

r = 180 - 125

= 55

q = 180 - 125

= 55

Since p = s (opposite angles of a parallelogram)

360 = 55 + 55 + 2x

Where x represents p or s

x = 125

p = s = 125

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The population's per capita birth rate is inversely related to population size, but it remains higher than the per capita death rate. This phenomenon is known as the density-dependent regulation of population growth.

When the population size is small, individuals have more resources available, such as food and space, and can reproduce more successfully, resulting in a higher per capita birth rate.

However, as the population size increases, the availability of resources becomes limited, resulting in increased competition for resources, leading to a decrease in the per capita birth rate. This mechanism helps to regulate population growth and maintain a balance between population size and available resources.

The per capita death rate can also increase due to resource scarcity, predation, and disease. Therefore, while the birth rate may decrease with increasing population size, it remains higher than the death rate.

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maybe this is a answer!!!

Simple Interest = (Principal * Rate * Time) / 100

Principal = Sum borrowed

Rate = 12% p.a.

Time = 2 years

Simple Interest = Rs.1920

we get:

1920 = (Principal * 12 * 2) / 100

Simplifying this equation, we get:

1920 * 100 = Principal * 12 * 2

192000 = Principal * 24

Principal = 192000 / 24

Principal = 8000

Therefore, Mrs. Joshi borrowed Rs.8000 from the bank.

The mapping diagram does not represent a function, since the element 9 in set A is mapped to two different elements in Set B.

A relation represents a function if each value of the input is mapped to only one value of the output, that is, one input cannot be mapped to multiple outputs.

From the mapping diagram, we have that the element 9 in Set A is mapped to two different elements of set B, that is, an input is mapped to multiple outputs, hence the mapping diagram does not represent a function.

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To address your question, when a small fencing company wants to check the length of fence posts to determine if they are acceptable, a "measuring tape" should be used. A measuring tape is a versatile and accurate tool for measuring lengths of various objects, including fence posts.

It is essential for the company to ensure the fence posts meet the required specifications for a professional and sturdy installation. If a small fencing company wants to check the length of fence posts to determine if they are acceptable, a measuring tape or ruler should be used. It is important for the company to ensure that all fence posts meet the necessary length requirements to ensure the integrity of the fence. By using a measuring tape or ruler, the company can quickly and accurately determine if the fence posts are the correct length.

This will save time and money in the long run by avoiding the need to replace posts that are too short or long. Additionally, using a measuring tool ensures consistency throughout the fence, creating a professional and visually appealing finished product. Overall, taking the time to check the length of fence posts is an important step for any fencing company to take to ensure the quality of their work.

.

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The probability that Lola pulled a red marble first and a yellow marble second is 0.134 or approximately 13.4%.

To calculate the probability that Lola pulls a red marble first and a yellow marble second, we can use the formula:

P(Red, Yellow) = P(Red) x P(Yellow|Red)

where P(Red) is the probability of pulling a red marble first, and P(Yellow|Red) is the conditional probability of pulling a yellow marble second given that a red marble was pulled first.

First, we can calculate P(Red):

P(Red) = number of red marbles / total number of marbles

P(Red) = 4 / (4 + 4 + 12)

P(Red) = 4 / 20

P(Red) = 0.2

So the probability of pulling a red marble first is 0.2.

Next, we can calculate P(Yellow|Red):

P(Yellow|Red) = number of yellow marbles remaining / total number of remaining marbles

P(Yellow|Red) = 12 / (4 + 3 + 11)

P(Yellow|Red) = 12 / 18

P(Yellow|Red) = 0.67

So the probability of pulling a yellow marble second given that a red marble was pulled first is 0.67

Now we can use the formula:

P(Red, Yellow) = P(Red) x P(Yellow|Red)

P(Red, Yellow) = 0.2 x 0.67

P(Red, Yellow) = 0.134

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The orthonormal basis for V is: {v1 = 1/√(2), v2 = (t - √(2)/2)/√(2), v3 = (√(3)/2)t^2 - (√(6)/2)t}. To produce an orthonormal basis for V, we need to find a set of vectors that are linearly independent and can span the space V. Since we are working with polynomials of degree less than 2, we can write them in the form:

p(t) = at^2 + bt + c

where a, b, and c are real coefficients.

To find the basis, we can start with the standard basis for V, which is {1, t, t^2}. We can then use the Gram-Schmidt process to produce an orthonormal basis.

Here are the steps:

1. Normalize the first vector in the basis, which is 1, to obtain:

v1 = 1/√(2)

2. Calculate the projection of t onto v1 and subtract it from t to obtain the second vector in the basis:

v2 = (t - (t, v1)v1)/∥(t - (t, v1)v1)∥

where (t, v1) is the inner product of t and v1.

Simplifying, we get:

v2 = (t - √(2)/2)/√(2)

3. Finally, calculate the projection of t^2 onto v1 and v2, and subtract these projections from t^2 to obtain the third vector in the basis:

v3 = (t^2 - (t^2, v1)v1 - (t^2, v2)v2)/∥(t^2 - (t^2, v1)v1 - (t^2, v2)v2)∥

where (t^2, v1) and (t^2, v2) are the inner products of t^2 with v1 and v2, respectively.

Simplifying, we get:

v3 = (√(3)/2)t^2 - (√(6)/2)t

Therefore, the orthonormal basis for V is:

{v1 = 1/√(2), v2 = (t - √(2)/2)/√(2), v3 = (√(3)/2)t^2 - (√(6)/2)t}

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The answer is 15% on the test I just took. I got it correct.

The probability that Linda randomly selects a peanut butter cookie, eats it, and then randomly selects an oatmeal cookie is 2/43.

1. First, we need to find the total number of cookies in the bag. The bag contains:
  - 8 chocolate chip cookies
  - 5 peanut butter cookies
  - 9 sugar cookies
  - 8 oatmeal cookies

  Total cookies = 8 + 5 + 9 + 8 = 30 cookies

2. Next, we find the probability of Linda randomly selecting a peanut butter cookie:
  Probability of peanut butter = (Number of peanut butter cookies) / (Total number of cookies)
  Probability of peanut butter = 5/30

3. After eating the peanut butter cookie, there are now 29 cookies left in the bag (and 4 peanut butter cookies remaining).

4. Now, we find the probability of Linda randomly selecting an oatmeal cookie:
  Probability of oatmeal = (Number of oatmeal cookies) / (Total number of remaining cookies)
  Probability of oatmeal = 8/29

5. To find the overall probability of both events occurring, we multiply the individual probabilities:
  Probability of both events = (Probability of peanut butter) * (Probability of oatmeal)
  Probability of both events = (5/30) * (8/29)

6. Simplify the fraction:
  Probability of both events = 40/870

7. Reduce the fraction to its lowest terms:
  Probability of both events = 2/43

So the probability that Linda randomly selects a peanut butter cookie, eats it, and then randomly selects an oatmeal cookie is 2/43.

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The closest that the family will come to the waterfall while on the road is 5.6 miles.

To solve this problem, we can use the law of cosines. Let x be the distance that the family travels from the point where the bearing is S71E to the point where the bearing is S35E, and let d be the distance from the family's starting point to the waterfall.
We have:
cos(71) = d/x
cos(35) = d/(x+8)
Multiplying both sides of the first equation by x and both sides of the second equation by (x+8), we get:
d = x cos(71)
d = (x+8) cos(35)
Setting the right-hand sides of these equations equal to each other and solving for x, we get:
x cos(71) = (x+8) cos(35)
x = 8 cos(35)/(cos(71)-cos(35))
Plugging this into the first equation above, we get:
d = x cos(71) = 8 cos(35) cos(71)/(cos(71)-cos(35))
This gives us the distance from the family's starting point to the waterfall. To find the closest distance that the family will come to the waterfall while on the road, we need to subtract the radius of the waterfall from this distance. Let's assume that the radius of the waterfall is 50 feet.
The closest distance that the family will come to the waterfall while on the road is:
d - 50 = 8 cos(35) cos(71)/(cos(71)-cos(35)) - 50
This is approximately equal to 5.6 miles. Therefore, the closest that the family will come to the waterfall while on the road is 5.6 miles.

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There are 3 ways to distribute the candy to the adults, and 3,868,263 ways to distribute the remaining pieces to the children, for a total of 11,604,789 possible ways to distribute the 25 pieces of candy.

There are a total of 13 individuals (3 adults and 10 children) who need to receive the 25 identical pieces of candy. Since each adult can receive at most one piece, there are only 3 ways to distribute the candy to the adults: either one adult gets all the candy, or two adults each get one piece of candy.

Once the candy has been distributed to the adults, the remaining pieces can be given to the children. This is a classic problem in combinatorics known as "stars and bars" or "balls and urns". In this case, we have 10 children who need to share the remaining pieces of candy.

To solve this problem, imagine that we have 25 stars and 9 bars. The bars represent the dividing lines between the 10 children (since there are 9 gaps between the 10 children). The stars represent the 25 pieces of candy. We can place the bars and stars in any order, as long as there is at least one star between each pair of bars (to ensure that each child receives at least one piece of candy).

The number of ways to arrange 25 stars and 9 bars is given by the binomial coefficient (25+9 choose 9), which simplifies to (34 choose 9) = 3,868,263. Therefore, there are 3 ways to distribute the candy to the adults, and 3,868,263 ways to distribute the remaining pieces to the children, for a total of 11,604,789 possible ways to distribute the 25 pieces of candy.

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Complete Question:

Problem 1: Build a generating function for an in the following procedures. Remember to state which coefficient solves the initial problem. You do not need to calculate the coefficient. (a). How many ways are there to distribute 25 identical pieces of candy to 3 adults and 10 children, so that each adult gets at most one piece? (b). The number of ways to give a total of r cents, using one dollar worth of pennies, one dollar worth of nickels and one dollar worth of dimes. (c). How many ways can we get a sum of 18 when 7 distinct dice are rolled? (d). How many ways are there to distribute 30 identical homeworks to 5 graders so that each grader gets at least 4 but no more than 8 homeworks?

When you draw a sample of stores and measure sales of your new brand, increasing the sample size will generally have a positive impact on the accuracy of the sample mean and the variance of the mean.

As the sample size increases, the sample mean will tend to converge towards the true population mean, resulting in a more accurate representation of the overall sales performance of your new brand. This phenomenon is known as the Law of Large Numbers.

Furthermore, increasing the sample size will reduce the variance of the mean, meaning that the variability of the sample mean around the true population mean will decrease. This is because larger sample sizes provide more data points, which helps to reduce random errors and improve the precision of your estimates.

In summary, increasing the sample size when measuring sales of your new brand will lead to a more accurate and reliable sample mean, as well as a reduction in the variance of the mean, ultimately allowing for better decision-making and evaluation of your brand's performance.

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We can say that approximately 36.45% of the adults in the sample support the practice of changing clocks twice a year in observance of Daylight Saving Time.

The sample proportion, denoted by p-hat, is a measure of the proportion of individuals in the sample who support the practice of changing clocks twice a year in observance of Daylight Saving Time. To find p-hat, we divide the number of individuals in the sample who support the practice by the total number of individuals in the sample.

In this case, we have 113 individuals who support the practice out of a total sample size of 310. Thus, the sample proportion (p-hat) is:

p-hat = 113/310

p-hat = 0.3645 (rounded to four decimal places)

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Complete Question

Given that 1 13 out of a random sample of 310 adults indicated that they support the practice of changing clocks twice a year in observance of Daylight Saving Time, what will the sample proportion (or p) be? Please compute this value below and round your answer to three decimal places.

For Ernie who 1/6 mile in 1/12 hour when he walks along the river trail, the speed or rate of 2 miles per hour Ernie walk during the trail.

Speed of an object ( person, thing , etc) is defined as the rate of change in distance with respect to time. So, [tex]speed = \frac{ dx}{dt}[/tex]

where x --> distance

We have Ernie walks along the river trail.

The distance travelled by him = [tex] \frac{1}{6} [/tex] miles

Time taken by him to complete the distance [tex] \frac{1}{6} [/tex] miles = [tex] \frac{1}{12} [/tex] hours.

We have to determine the unit rate or speed miles per hour does Ernie walk when he hikes on the trail. Using the speed formula we can write distance = speed × time

=> [tex]\frac{ 1}{6} miles = speed × \frac{ 1}{12}[/tex] hours

=> speed = [tex] \frac{ 12}{6}[/tex]

= 2 miles per hour

Hence, required rate is 2 miles per hour.

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Complete question:

Ernie walks 1/6 mile in 1/12 hour when he walks along the river trail. How many miles per hour does Ernie walk when he hikes on the trail?

Answer:

the awnser to the question is: 40°

The probability is approximately 0.0121, or 1.21%.

We can approach this problem using combinatorics.

First, we need to count the number of ways to choose two cards from a standard 52-card deck. This is given by the formula:

C(52, 2) = (52 choose 2) = 1,326

Next, we need to count the number of ways to choose two number cards totaling to 12. There are four ways to get a total of 12:

6 and 6

5 and 7

7 and 5

4 and 8

For each of these combinations, there are four suits to choose from, so there are a total of 4 x 4 = 16 ways to choose two number cards totaling to 12.

Therefore, the probability of choosing two number cards totaling to 12 is:

16/1326

Simplifying the fraction:

4/331

So the probability is approximately 0.0121, or 1.21%.

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The probability that a randomly selected student is enrolled in a history class but not a math class is [tex]\frac{47}{200}[/tex]

We can solve this problem using the formula: P(History but not Math) = P(History) - P(History and Math)

Where P(History) is the probability of a student being enrolled in history, and P(History and Math) is the probability of a student being enrolled in both history and math.

Given:

P(History) = [tex]\frac{138}{200}[/tex]

P(Math) = [tex]\frac{115}{200}[/tex]

P(History and Math) = [tex]\frac{91}{200}[/tex]

Substituting the values:

[tex]P(History but not Math) = \frac{138}{200}- \frac{91}{200}[/tex]

Simplifying:

[tex]P(History but not Math) = \frac{47}{200}[/tex]

Therefore, the probability that a randomly selected student is enrolled in a history class but not a math class is [tex]\frac{47}{200}[/tex].

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Answer:

Pam

Step-by-step explanation:

Standard form equation of a circle

(x-h)^2 + (y-k)^2 = r^2        h.k is the center = 3,-2   and r = 2

so the equation is

 (x-3)^2  + (y+2)^2 = 2^2 = 4

The p-value is less than the significance level, we reject the null hypothesis and conclude that there is sufficient evidence to suggest that the true average calorie count of small orders of french fries is higher than 120 calories.

To determine whether the nutritionist's concern is justified, we need to conduct a hypothesis test. Let's assume the null hypothesis (H0) is that the true average calorie count of small orders of french fries is 120 calories, and the alternative hypothesis (Ha) is that the true average calorie count is higher than 120 calories.

We can use a one-sample t-test to test this hypothesis. The test statistic is calculated as follows:

t = (sample mean - hypothesized mean) / (standard deviation / sqrt(sample size))

Substituting the values we have:

t = (155.6 - 120) / (30 / sqrt(35)) = 7.30

The degrees of freedom for this test are 34 (n-1), where n is the sample size.

We can use a t-distribution table or software to find the p-value associated with this test statistic. Assuming a significance level of 0.05, we find that the p-value is less than 0.0001. This means that the probability of observing a t-value as extreme as 7.30 or higher, assuming the null hypothesis is true, is less than 0.0001.

Since the p-value is less than the significance level, we reject the null hypothesis and conclude that there is sufficient evidence to suggest that the true average calorie count of small orders of french fries is higher than 120 calories.

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Question

A fast-food restaurant claims that a small order of french fries contains 120 calories. A nutritionist is concerned that the true average calorie count is higher than that. The nutritionist randomly selects 35 small orders of french fries and determines their calories. The resulting sample mean is 155.6 calories, and the standard deviation of the sample is 30 calories.

The quotients of the long division expressions are 6x^2 + 2x - 6, 7x^3 - 4x^2 + 6x + 10 and 7x^3 + x^2 - 5x - 8

Polynomial set up 2

The long division expression is represented as

x + 5 | 6x^3 + 32x^2 + 4x - 21

So, we have the following division process

           6x^2 + 2x - 6

x + 5 | 6x^3 + 32x^2 + 4x - 21

           6x^3 + 30x^2

           --------------------------------

                      2x^2 + 4x - 21

                       2x^2 + 10x

           -------------------------------------

                       -6x - 21                      

                       -6x - 30

------------------------------------------

                                   9

Polynomial set up 3

The long division expression is represented as

2x - 3 | 14x^4 - 29x^3 + 24x^2 + 2x - 29

So, we have the following division process

            7x^3 - 4x^2 + 6x + 10

2x - 3 | 14x^4 - 29x^3 + 24x^2 + 2x - 29

            14x^4 - 21x^3

           --------------------------------

                       -8x^3 + 24x^2 + 2x - 29

                       -8x^3 + 12x^2                        

           -------------------------------------

                        12x^2 + 2x - 29

                        12x^2 - 18x

     ------------------------------------------

                                  20x - 29

                                  20x - 30

     ------------------------------------------

                                               1

Polynomial set up 5

The long division expression is represented as

2x - 1 | 14x^4 - 5x^3 - 11x^2 - 11x + 8

So, we have the following division process

            7x^3 + x^2 - 5x - 8

2x - 1 | 14x^4 - 5x^3 - 11x^2 - 11x + 8

            14x^4 - 7x^3

           --------------------------------

                       2x^3 - 11x^2 - 11x + 8

                       2x^3 - x^2                        

           -------------------------------------

                        -10x^2  - 11x + 8

                        -10x^2 + 5x

     ------------------------------------------

                                  -16x + 8

                                  -16x + 8

     ------------------------------------------

                                               0

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Answer:

3, 6, 9, 12, 15, 18, 21, 24, 27, 30.

Step-by-step explanation:

Solutions. The first ten multiples of 3 are listed below: 3, 6, 9, 12, 15, 18, 21, 24, 27, 30.

The probability of Delta Airlines receiving no complaints can be calculated using the Poisson distribution formula, where lambda (average number of complaints per day) is 2.5 and x (number of complaints) is 0. The formula is P(x=0) = e^(-lambda) * lambda^x / x!. Substituting the values, we get P(x=0) = e^(-2.5) * 2.5^0 / 0! = e^(-2.5) = 0.082. Therefore, the probability of Delta Airlines receiving no complaints on a given day is 0.082 or 8.2%.

The Poisson distribution is used to calculate the probability of a certain number of events occurring in a fixed time interval when the events are rare and random. In this case, we are given that the average number of complaints received by Delta Airlines per day is 2.5. The probability of receiving no complaints can be calculated using the Poisson distribution formula as described above. The formula takes into account the average number of complaints and calculates the probability of receiving a specific number of complaints on a given day.

The probability of Delta Airlines receiving no complaints on a given day is 8.2%. This means that there is an 8.2% chance that on any given day, Delta Airlines will not receive any complaints. The Poisson distribution formula can be used to calculate the probability of rare and random events occurring, and it takes into account the average number of events that occur in a fixed time interval.

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db/dt = 40/12 = 10/3 Feet per second, or approximately 3.33 feet per second. So the foot of the ladder is being pulled away from the wall at a rate of about 3.33 feet per second when it is 8 feet away from the wall and the top of the ladder is sliding down at 4 feet per second.

We can use the Pythagorean theorem to relate the length of the ladder, the distance of its foot from the wall, and the height it reaches on the wall:

[tex]a^2 + b^2 = c^2[/tex]

where c is the length of the ladder, a is the distance of its foot from the wall, and b is the height it reaches on the wall. Differentiating with respect to time, we get:

2a da/dt + 2b db/dt = 2c dc/dt

We are interested in finding db/dt when a = 8 feet and dc/dt = -4 feet per second (negative because the top of the ladder is sliding down). We also know that c = 10 feet, so we can plug in these values and solve for db/dt:

2(8) da/dt + 2b db/dt = 2(10) (-4)

Simplifying:

16 da/dt + b db/dt = -40

We also know that when a = 8 feet and b = 6 feet (from the Pythagorean theorem), the ladder is at a height of 6 feet on the wall. Therefore, we can plug in these values and solve for da/dt:

8 da/dt + 6 db/dt = 0

Simplifying:

da/dt = -(3/4) db/dt

Now we can substitute this expression for da/dt in the first equation, and solve for db/dt:

2(8) (-(3/4) db/dt) + 2(6) db/dt = -40

Simplifying:

-12 db/dt = -40

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The correct matching of positive and negative number according to the situation is given by,

An increase in altitude of 6 miles.→ +6

6 degrees below zero.→-6

Taking 12 steps back.→-12

Going up 12 stairs.→+12

Depositing $2,000 →+2000

A withdrawal of $2,000→ -2000.

The left hand side statement representing the situation of right hand side are as follow,

An increase in altitude of 6 miles represents the positive value of 6 as it increases.

+ 6.

6 degrees below zero represents the negative value of 6 as below zero numbers are negative.

-6.

Taking 12 steps back represents the negative value of 12 as moving back is negative direction.

-12.

Going up 12 stairs represents the positive value of 12 as moving up is always positive.

+12.

Depositing $2,000 represents the positive value of 2000 as it increases the amount.

+2000

A withdrawal of $2,000 represents the negative value of 2000 as it decreases the amount.

-2000.

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