Your Shadow measures 8 ft your father's Shadow is 9 ft if you are 5.5 ft how tall is your father in inches? I need problem wrote out please.​

The mean of the data set is $ 611 and the median of the set is $ 47

The median is the value that's exactly in the middle of a data set when it is ordered. It's a measure of central tendency that separates the lowest 50% from the highest 50% of values. The steps for finding the median differ depending on whether you have an odd or an even number of data points

Arrange the data points from smallest to largest.

If the number of data points is odd, the median is the middle data point in the list.

If the number of data points is even, the median is the average of the two middle data points in the list.

Given data ,

Let the mean of the data set be A = $ 611

The number of college freshmen = 5

Now , the equation will be

Let the number of freshmen be represented as N = { a , b , c , d , e }

So , the mean is A = ( a + b + c + d + e ) / 5

On simplifying the equation , we get

( a + b + c + d + e ) = $ 3,055   be equation (1)

And , the median of the data set is M = $ 47

So , the median is the middle data point in the list.

Let the list be represented as = { a , b , $ 47 , d , e }

Let the value of a = $ 27

Let the value of b = $ 30

Let the value of d = $ 1,000

Let the value of e = $ 1,951

So , the mean of the set is A = ( 27 + 30 + 47 + 1000 + 1951 ) / 5

On simplifying the equation , we get

The mean of the set is A = 3055 / 5

The mean of the set is A = $ 611

Hence , the median is $ 47

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The bar diagram could describe the following real-world problem:

"Peter has an amount of $12 in a piggy bank. If he spends two-thirds of his piggy bank, what does he have now?"

Algebraic expressions are mathematical statements with a minimum of two terms containing variables or numbers.

We have to give that;

A bar diagram is shown in the figure.

Now, We can make a real-world problem that could represent the bar diagram.

So, We get;

"Peter has an amount of $12 in a piggy bank. If he spends two-thirds of his piggy bank, what does he have now?"

Hence, the above question represents the bar diagram shown.

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The question seems incomplete, the missing graph has been attached below.

The answers both as whole numbers and fractions are given below:

In mathematics, the limit of a function is the value that the function approaches as its input (independent variable) gets arbitrarily close to a certain value, often denoted as a.

More precisely, given a function f(x), the limit of f(x) as x approaches a, written as "lim x → a f(x)", is the value that f(x) approaches as x gets arbitrarily close to a, but not necessarily equal to a.

If the limit exists and is equal to L, then we can write it as:

lim x → a f(x) = L

To solve this,

using the graph of y = f(x)

[tex]\lim_{x \to 4^+\} \frac{f(x) - 4}{f(x+3)}[/tex] = 3-4/6 = -1/6

[tex]\lim_{x \to 1^-\}{f(fx) +4) = f(4 +4) = f(8)[/tex] = 5

[tex]\lim_{h \to 0\} \frac{f(2+h) - f(2)}{h}[/tex] = f^1(2) = 1

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This function is not one-to-one because different ages can have the same height.

This function f(t) is not one-to-one because different ages can have the same height. For example, two people at age 20 could have the same height, even though one is 20 years old and the other is not. Additionally, two people of different ages can have the same height, such as a 5 year old and a 25 year old with the same height. One-to-one functions require that for every input there is only one output, which is not the case for this function. This is because height is not necessarily determined solely by age, and can be influenced by genetics and other environmental factors. Therefore, for any given age, there could be multiple possible heights, and this function does not satisfy the definition of a one-to-one function.

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In summary, the statement states that the coordinate ring of an affine variety is a field if and only if the variety is reduced to a single point, making it a well-defined, irreducible, and non-redundant set.

Coordinates are a pair of integers that are used to locate a point or object in a two-dimensional plane. A point's location on a 2D plane is defined by two integers called the x-coordinate and the y-coordinate. The distance between two points is known as the x-coordinate, or abscissa, while the distance between two points is known as the y-coordinate, or ordinate. Point (3, 2), for example, is three units distant from the positive y-axis and two units away from the positive x-axis.

Here,

In algebraic geometry, the coordinate ring of an affine variety X, denoted by A(X), is a ring that encodes the algebraic information of the variety X. The ring A(X) is defined as the set of polynomial functions on X, with pointwise addition and pointwise multiplication.

The statement "The coordinate ring A(X) is a field if and only if X is a single point" says that the coordinate ring is a field only when the affine variety X is reduced to a single point.

This means that the only non-zero polynomial function on X is the constant function equal to one. In other words, if X is a single point, then any non-zero polynomial on X will have an inverse, making the coordinate ring a field.

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Therefore, the area of the square with coordinates at (–5, 3), (1, 1), (–5, –1), and (–1,3) is 40 square units.

A coordinate is indeed a geometry technique that uses one or more quantities or coordinates to better be able to watch points as well as other geometrical items on a continuum, such as Ellipsoid. A point or object's coordinates on the double plane are indeed a combination of integers. The y and x dimensions of a point on a plane surface are two numbers that identify its location. a collection of numbers that represent exact coordinates.

Here,

To find the area of a square with these coordinates, we need to find the length of one of its sides first. We can use the distance formula to find the length of the side between two adjacent vertices:

Side AB: √((1-(-5))² + (1-3)²) = √(36 + 4) = √(40) = 2√(10)

Side BC: √((-5-1)² + (-1-1)²) = √(36 + 4) = √(40) = 2√(10)

Since the opposite sides of a square are equal, we know that the other two sides also have a length of 2sqrt(10).

Now we can use the formula for the area of a square, which is side squared. In this case, the area is:

Area = (2√(10))² = 4 × 10 = 40

Therefore, the area of the square with coordinates at (–5, 3), (1, 1), (–5, –1), and (–1,3) is 40 square units.

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Answer: The outlier of the data is 65! Hope this helps you!

The value of f(-1) is 7

We have the equation of the polynomial as:

f(x) = - 2x² - 5x + 4 by x + 1

The question tells us that x = -1

We would have to put in the value of x into the polynomial

such that we would have

f (-1) = -2 (-1)² - 5 (-1) + 4

= -2 + 5 + 4

= 7

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16 percentage of seniors will score a 31 or higher on the ACT. This can be solved using the concept of standard deviation.

The Z-score provides information on how much a given value deviates from the standard deviation. The amount of standard deviations a given data point is above or below the mean is represented by the Z-score, also known as the standard score. Essentially, standard deviation is a measure of the degree of variability within a given data collection.

Given that,

SAT score is normally distributed with a mean score of μ = 1500 and the standard deviation of σ = 250,

The ACT score is also normally distributed with a mean score of μ = 21 and the standard deviation of σ = 5,

To calculate the percentage of scores above x = 21 is calculated by finding the Z score which is calculated as:

Z = (x - μ) / σ

Z = 31 - 21 / 5 = 2

now since 68% of scores is between 1 standard deviation and the shape is symmetric hence (100-68)/2 = 16% of values will be above 1 standard deviation.

Thus  16% of scores will be have score higher than 31.

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The graph of the linear function 2x + 3y = 1470 is given by the image presented at the end of the answer.

The slope-intercept definition of a linear function is given as follows:

y = mx + b.

In which:

The function for this problem is defined as follows:

2x + 3y = 1470.

In slope-intercept format, it is given as follows:

3y = -2x + 1470

y = -0.67x + 490.

Hence the function is graphed considering that:

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Answer:

Yards:2497.66667-Rounded up to 2498 yds. Miles: 1.41912879- or 1.4-miles Feet literally 7493 as its feet

Step-by-step explanation:

convert 7493 ft to miles, yards and feet​?

Alright, first, let's get rid of feet. 7,493 ft is feet, so all we need is to find miles and yards.

To convert feet to miles, divide feet by 5,280. So 7,493/5,280, which is 1.41912878788 miles.

To convert feet to yards, divide feet by 3. So 7,493/3, which is 2497.66666667 yards.

Hope this helped!

The value of  80% of 150 is 120

From the question, we have the following parameters that can be used in our computation:

80% of 150

The table of value is not given

However, the expression can be evaluated without the table

Using the above as a guide, we have the following:

80% of 150 =  80% * 150

Evaluate the product

80% of 150 = 120

Hence, the value is 120

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Answer:

1.  width = 35 m,  length = 5 m

2. 80 m

Step-by-step explanation:

From inspection of the given graph, when y = 175, x = 5.

Therefore, when the area of a rectangle is 175 m², its length is 5 m.

The equation for the area of a rectangle is:

[tex]\boxed{\sf Area=width \times length}[/tex]

Therefore, to find the width of the rectangle, input the area of 175 m² and length of 5 m into the equation and solve for width:

[tex]\begin{aligned}\sf Area&= \sf width \times length\\\implies 175&=\textsf{width} \times 5\\\sf width&=\dfrac{175}{5}\\\sf width&=35\; \sf m\end{aligned}[/tex]

Therefore, the dimensions of the rectangle with an area of 175 m² are:

The equation for the perimeter of a rectangle is:

[tex]\boxed{\sf Perimeter=2(width +length)}[/tex]

Given the width is 35 m and the length is 5 m:

[tex]\begin{aligned}\implies \sf Perimeter=&2(35+5)\\&=2(40)\\&=80\; \sf m\end{aligned}[/tex]

(a) The zero vector in the space of degree three polynomials is the polynomial with zero coefficients, i.e., p(x) = 0 for all x.

In mathematics, a vector is an ordered collection of numbers, typically referred to as scalars.

(b) The zero vector in the space of matrices is the matrix with all elments equal to zero, i.e., A = [0, 0, ..., 0] where A is an m x n matrix.

(c) The zero vector in the space of continuous functions is the constant function with value zero, i.e., f(x) = 0 for all x.

(d) The zero vector in the space of real-valued functions of one natural number variable is the function that maps every natural number to zero, i.e., f(n) = 0 for all natural numbers n.

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For the given function [tex]\displaystyle \lim_{x \to -\infty} \frac{5\sqrt[3]{x}-\sqrt[7]{x}}{8\sqrt[3]{x}+3\sqrt[7]{x}}[/tex] the value for limit is 5/8.

What is limit?

A limit in mathematics is a point at which a function approaches the outcome for the specified input values. Calculus and mathematical analysis depend on limits, which are also used to determine integrals, derivatives, and continuity.

The function is given as -

[tex]\displaystyle \lim_{x \to -\infty} \frac{5\sqrt[3]{x}-\sqrt[7]{x}}{8\sqrt[3]{x}+3\sqrt[7]{x}}[/tex]

Dividing the function by [tex]\sqrt[3]{x}[/tex] -

[tex]\displaystyle \lim_{x \to -\infty} \frac{5-\frac{1}{x^{\frac{4}{21} }} }{8+\frac{3}{x^{\frac{4}{21}}} }[/tex]

Use the formula [tex]\displaystyle \lim_{x \to a} \Bigg[\frac{f(x)}{g(x)}\Bigg]=\frac{\displaystyle \lim_{x \to a}f(x)}{\displaystyle \lim_{x \to a}g(x)} , \displaystyle \lim_{x \to a}g(x)\neq 0[/tex] -

With the exception of indeterminate form -

[tex]\frac{\displaystyle \lim_{x \to -\infty}\Bigg(5-\frac{1}{x^{\frac{4}{21}}} \Bigg)}{\displaystyle \lim_{x \to -\infty}\Bigg(8+\frac{3}{x^{\frac{4}{21}}} \Bigg)}[/tex]

Find the values individually -

[tex]{\displaystyle \lim_{x \to -\infty}\Bigg(5-\frac{1}{x^{\frac{4}{21}}} \Bigg)}=5[/tex]

[tex]{\displaystyle \lim_{x \to -\infty}\Bigg(8+\frac{3}{x^{\frac{4}{21}}} \Bigg)}=8[/tex]

So, the limit is 5/8.

Therefore, the limit is 5/8.

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The given linear model and the correlation are true. The particular circumstance will, however, determine if there is a causal association between the two variables.

Yes, there is a correlation between the two variables in the supplied linear model, proving that there is a connection between them. This correlation, which is vital for assessing the strength of their link, is graphically displayed using the linear model. However, since this correlation is not always present, whether there is a causal association between the two variables depends on the particular circumstance. For instance, two variables could have a high correlation, but neither one of them necessarily causes the other. More investigation into the cause-and-effect relationship between the two variables is required to ascertain whether there is a causal correlation.

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The complete question is

for each situation, described given a linear model, is there a correlation. if so is there a causal between a linear model and a given situation?

Answer:

36.3%

Step-by-step explanation:

If a square is inscribed in a circle, the diagonals of the square must pass through the center of the circle and be equal to the diameter

Radius of circle = 72

Diameter of circle = 72 x 2 = 144

Therefore the diagonal of the square:

d = 144

If the side of a square is a, the diagonal is given by the formula

d = a√2

Plugging in the known value of d = 144 we get
a√2 = 144

a = 144/√2

Area of the square = a² = (144/√2)² = 144²/2 = 10,368

Area of the circle = πr² = (72)²  x π = 16,286 rounded to nearest integer

Area of region outside the square = 16,286  - 10, 368 = 5,918

P(point outside square) = Area of region outside square/area of circle

= 5,918/16,286

= 0.3634

= 36.34 %

= 36.3 % rounded to the nearest tenth

7 men should be able to dig 21 wells in approximately 4.7 days.

From the question, we have the following parameters that can be used in our computation:

We can use the formula:

Number of days = (number of wells * number of days per well) / number of men.

So, we have

Number of days per well for 2 men:

11 days / 7 wells = 1.5714 days per well.

Using the above as a guide, we have the following:

the number of days for 7 men to dig 21 wells:

21 wells * 1.5714 days per well / 7 men = 4.7142days.

Hence, the number of days is 4.7 days.

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Answer:

Step-by-step explanation:

To solve the equation, we can simplify the expression on the right side of the equation first:

9(7+9) = 9(16) = 144

Then, we can rewrite the equation as:

x + 81 = 144

To solve for x, we can subtract 81 from both sides:

x + 81 - 81 = 144 - 81

x = 63

Therefore, the completed equation is:

63 + 81 = 9(7+9)

Answer:

63

Step-by-step explanation:

First solve the right side of the equation by expanding the parenthesis using the BODMAS and Distributive Law:

9(7 + 9) = 9(16)

             = 144

Now equate the above answer to the left side of the equation:

—- + 81 = 144
—- = 144 - 81

   = 63

Answer:

354.933mmcube

Step-by-step explanation:

solution

Given,

Radius (r) = d/2

=11/2

5.5mm

Height (h) = 11.2

volume of cone (v) = ?

Now ,

volume of cone= 1/3 πrpower2×h

= 1/3×22/7×5.5×5.5×11.2

=1/3×22/7×338.8

= 1/3× 1064.8

= 354.933mmcube

Answer:

the answer is

54

Step-by-step explanation:

substitute the inch (9) and wide (6) into formula and 9 x 6 = 54

Answer:

54

Step-by-step explanation:

length x width

9x6=54

To print out all elements of a two-dimensional array you would normally use a(n) for loop.

A collection of elements with the same data type that are stored in sequential memory regions is known as an array. As a result, it is easier to determine each element's position by simply adding an offset to a base value, which is the address in memory where the array's first element is stored (generally denoted by the name of the array).

By defining iteration in a control flow statement, a for loop enables code to be run repeatedly.

A for loop's body, which is executed once for each iteration, and its header both specify the iteration.

Two for loops can be used to print the elements of a two-dimensional array.

Therefore, for loop is used for two dimensional array printing.

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Answer:

y = 1/2x +3

Step-by-step explanation:

Since they are parallel lines the slope will remain the same

now we need to find the y intercept and we will have the equation

Lucky we know that our y intercept is three

y = (slope)*x + (y intercept)

y = 1/2 x +3

Answer:

Time taken for both hikers to be at the same elevation = 14 minutes

At that time, they will both be at an elevation of 270 feet

Step-by-step explanation:

Let us represent Jenny's current elevation by x and Julian's current elevation by y

Let T be the time taken when the hikers reach the same elevation

For Jenny

For Julian

Check working
After 14 minutes, Jenny's elevation = 480 - 15 x 14 = 480 = 210 = 270 feet

After 14 minutes, Julian's elevation = 200 + 5 x 14 = 200 + 70 = 270 feet

So it checks out

The line tangent to the graphs are y = 77 and y = -74/49(x - 2) + [f(2)/g(2)].

Function (1)

From the question, we have the following parameters that can be used in our computation:

y = 4x+ 3 and y = 6x - 5

At x = 2, we have

y = 4(2) + 3 and y = 6(2) - 5

So, we have

y = 11 and y = 7

So, we have:

Tangent line: y = 11 * 7

y = 77

Function 2

Here, we have

The derivative of the quotient of two functions:

(d/dx)(f(x)/g(x)) = (g(x) * df/dx - f(x) * dg/dx) / g(x)^2

Substituting the tangent lines for f and g, we get:

(d/dx)(f(x)/g(x)) = (6x - 5 * 4 - (4x + 3) * 6) / (6x - 5)^2

Evaluating at x = 2, we get:

(d/dx)(f(x)/g(x)) = (-16 - 18) / (-3)^2 = -74/49

Hence, the line tangent to the graph of y = f(x)/g(x) at x = 2 is y = -74/49(x - 2) + [f(2)/g(2)].

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Answer:

p = 1,400

Step-by-step explanation:

In the simple interest rate formula, each year the same amount of interest is applied, as it's based off the initial amount invested and the interest rate.

[tex]I=P*r*t[/tex]

Where "r" is the interest rate, "t" is time, and "p" is the principle amount, or initial amount invested.

We're given the following values:

Now the only thing is generally speaking, interest is applied annually rather than monthly. So we would need to convert the 3 months into years, which we can do by dividing by 12, giving us: 0.25 years

So we actually have: t = 0.25 years

Now from here we can plug in known values, and leave anything we don't know alone. So we start with our initial formula of:

[tex]I=P*r*t[/tex]

Now from here we plug in i = 21, t = 0.25, r = 0.06 and leave "P" as "P"

[tex]21=P*0.25*0.06[/tex]

Now let's simplify the multiplication on the right side:

[tex]21 = 0.015P[/tex]

Divide both sides by 0.015:

[tex]1,400=P[/tex]

And now we have our missing value!

Answer:

Half the Area of MNPQ.

Step-by-step explanation:

The triangles outside of the square are all equilateral, which if connected makes a square. So, two squares multiplied together create one gigantic square, making the area of ABCD half of the area of MNPQ.

Answer:

Step-by-step explanation:

The area of a rectangle can be calculated as the product of its length and width. In this case, the length of the rectangle is 11 inches and the width is 8.5 inches, so the area is:

Area = 11 inches * 8.5 inches = 93.5 square inches

So the units of the area of the rectangle defined by the flyer are square inches.