x : y = 4:3 andy: z = 5:2
Write the ratio of x:y: z

The volume of pyramid is 3.5 cm³.

To find the volume of a pyramid with a square base, where the area of the base is 4.6 cm² and the height of the pyramid is 2.3 cm, we can use the following formula:

V = (1/3)B*h

Where V is the volume of the pyramid, B is the area of the base, and h is the height of the pyramid. Substitute the given values into the formula and solve:

V = (1/3)(4.6)(2.3)V = 3.53 cm³

Rounding to the nearest tenth of a cubic centimeter, the volume of the pyramid is 3.5 cm³. Therefore, the volume of pyramid is 3.5 cm³.

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Peter makes a profit of Rs 60.00 by means of buying 30 apples at Rs 5.00 each and selling them at Rs 7.00 every.

Peter buys 30 apples at a value of R5.00 every, for a total price of R150.00. He then sells every apple at R7.00, for a complete sales of R210.00.

To calculate his earnings, we subtract his price from his revenue.

profit = revenue - cost

In this case, his income is R210.00 - R150.00 = R60.00. this means that Peter makes a profit of R60.00 from selling 30 apples.

Consequently, Peter makes a profit of Rs 60.00 by means of buying 30 apples at Rs 5.00 each and selling them at Rs 7.00 every.

The earnings made with the aid of Peter is the distinction between the sales generated via the income and the price of buying the apples. with the aid of subtracting the cost from the revenue, we are able to see the earnings he has made. This easy calculation can be used by organizations to decide their earnings and to make choices approximately pricing and stock.

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Answer:

45cm

Step-by-step explanation:

length × cross section = volume

in this case we call the unknown [tex]x[/tex]

so

[tex]x[/tex] x 110 = 4950

to get  [tex]x[/tex] you divide the volume by the cross section

[tex]\frac{4950}{110}[/tex]= [tex]x[/tex]

so [tex]x[/tex] = 45cm

The conclude that the Y1 and Y2 are not independent.

The joint probability density function for the random variables Y1 and Y2 for a mixture of insecticide isf(y1,y2)={2,0,0≤y1≤1,0≤y2≤1,0≤y1+y2≤1 elsewhereTo verify if the Y1 and Y2 are independent, we need to check if f(y1,y2) is equal to the product of the marginal probabilities of Y1 and Y2.Therefore, we need to find the marginal density functions of Y1 and Y2.Probability Density Function:We know that for a given joint probability density function, the probability density function of Y1 is given by integrating over all possible values of Y2, and vice versa.Mathematically,P(Y1)=∫0∫1f(y1,y2)dy2... (1)P(Y2)=∫0∫1f(y1,y2)dy1... (2)Using equation (1) to calculate P(Y1), we get,  P(Y1)=∫0∫1f(y1,y2)dy2=∫0∫1(2)dy2=2... (3)Similarly, we can use equation (2) to calculate P(Y2) as follows:P(Y2)=∫0∫1f(y1,y2)dy1=∫0∫1(2)dy1=2... (4)Product of marginal density functions:Now we can find the product of marginal density functions as follows:P(Y1)P(Y2)=2×2=4... (5)Thus, to verify if the Y1 and Y2 are independent, we need to check if f(y1,y2) is equal to the product of the marginal probabilities of Y1 and Y2.Since 2 ≠ 4, Y1 and Y2 are not independent. Hence, we can conclude that the Y1 and Y2 are not independent.

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Answer:

1 minute = 1/6

2 minutes = 1/3

3 minutes =1/2

Step-by-step explanation:

one can eat a bag in 15 minutes so in 1 minute this cat can eat 1/15 of a bag

the other cat can eat a bag in 10 minutes so in 1 minute the cat can eat 1/10 of the bag

to find how much they can eat in 1 minute, add 1/10 and 1/15 which gives you 1/6. to find 2 and 3 minutes just multiply by 1/6 by 2 or 3

Answer:  What is this equation

Step-by-step explanation:

Answer:

y-intercept is (0,3) and the slope is 3

Step-by-step explanation:

Answer: the slope is 3x while 3 is the y-intercept.

Step-by-step explanation:

The National Football League (NFL) is an American football league that is based in the United States. The NFL records a variety of performance data for individuals and teams. To investigate the importance of passing on the percentage of games won by a team, the following data show the conference (conf), average number of passing yards per attempt (yds/att), the number of interceptions thrown per attempt (int/att), and the percentage of games won (win%) for a random sample of 16 NFL teams for one full season.The data collected by the NFL shows that passing has a significant impact on the percentage of games won by a team. Teams that have a higher average number of passing yards per attempt tend to win more games than those with a lower average. Additionally, teams that have a lower number of interceptions thrown per attempt also tend to win more games than those with a higher number of interceptions thrown per attempt.The data also shows that the conference a team plays in does not have a significant impact on the percentage of games won by a team. This means that a team's conference is not a good indicator of its performance.The NFL should continue to record data on passing to help teams improve their performance. Coaches can use this data to identify areas for improvement and develop strategies to help their teams win more games.

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The normal probability plot for the following sample deduce by z = (X - mean) / standard deviation as following steps.

Probability is a branch of statistics that deals with the study of random events and their likelihood of occurrence. It is calculated by dividing the number of favorable outcomes by the total number of possible outcomes and is used to make predictions and estimate the likelihood of future events.

The steps to calculate the z-percentiles for the given sample:

Find the mean of the sample:

mean = (0.82 + 0.88 + 0.88 + 1.06 + 1.09 + 1.14 + 1.30 + 1.33 + 1.48 + 1.50 + 1.57 + 1.64 + 1.64 + 1.70 + 1.76 + 1.83) / 16 = 1.235

Find the standard deviation of the sample:

First, find the sum of the squared differences between each observation and the mean:

(0.82 - 1.235)^2 + (0.88 - 1.235)^2 + (0.88 - 1.235)^2 + (1.06 - 1.235)^2 + (1.09 - 1.235)^2 + (1.14 - 1.235)^2 + (1.30 - 1.235)^2 + (1.33 - 1.235)^2 + (1.48 - 1.235)^2 + (1.50 - 1.235)^2 + (1.57 - 1.235)^2 + (1.64 - 1.235)^2 + (1.64 - 1.235)^2 + (1.70 - 1.235)^2 + (1.76 - 1.235)^2 + (1.83 - 1.235)^2 = 2.9878

Next, divide the sum by the sample size minus 1 and take the square root: standard deviation = sqrt(2.9878 / 15) = 0.4323

Use the formula z = (X - mean) / standard deviation to calculate the z-percentile for each observation in the sample.

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To calculate the z-percentile for each observation in the sample.: Find the mean of the sample, Find the standard deviation of the sample and then use the formula z = (X - mean) / standard deviation.

Probability is a branch of statistics that deals with the study of random events and their likelihood of occurrence. It is calculated by dividing the number of favorable outcomes by the total number of possible outcomes and is used to make predictions and estimate the likelihood of future events.

The steps to calculate the z-percentiles for the given sample:

Find the mean of the sample:

mean = (0.82 + 0.88 + 0.88 + 1.06 + 1.09 + 1.14 + 1.30 + 1.33 + 1.48 + 1.50 + 1.57 + 1.64 + 1.64 + 1.70 + 1.76 + 1.83) / 16

mean = 1.235

Find the standard deviation of the sample:

First, find the sum of the squared differences between each observation and the mean:

(0.82 - 1.235)² + (0.88 - 1.235)² + (0.88 - 1.235)² + (1.06 - 1.235)² + (1.09 - 1.235)² + (1.14 - 1.235)² + (1.30 - 1.235)² + (1.33 - 1.235)² + (1.48 - 1.235)² + (1.50 - 1.235)² + (1.57 - 1.235)² + (1.64 - 1.235)² + (1.64 - 1.235)² + (1.70 - 1.235)² + (1.76 - 1.235)² + (1.83 - 1.235)² = 2.9878

Next, divide the sum by the sample size minus 1 and take the square root:

standard deviation = √(2.9878/15)

standard deviation = 0.4323

Use the formula z = (X - mean) / standard deviation to calculate the z-percentile for each observation in the sample.

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The circle graphs which correctly represents the data in the table is "a circle graph with four sections, labeled vegetarian 30 percent, turkey 20 percent, ham 35 percent, and chicken 15 percent"

The correct answer choice is option B.

Type of Sandwich Number of Customers

Vegetarian 30

Turkey 20

Ham 35

Chicken 15

Total number of customers = 30 + 20 + 35 + 15

= 100

Percentage of each sandwich:

Vegetarian = 30/100 × 100

= 30%

Turkey = 20/100 × 100

= 20%

Ham = 35/100 × 100

= 35%

Chicken = 15/100 × 100

= 15%

Therefore, a circle graph with four sections, labeled vegetarian 30 percent, turkey 20 percent, ham 35 percent, and chicken 15 percent represents the table.

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Answer:

Step-by-step explanation:

312

Answer:

36.92%

Step-by-step explanation:

180-132=48. Now we have to find 48 of 130 to find the percentage increase. 48 out of 130 = which equals 36.92.

(a) Total Number of Subsets of A:
In set theory, any set is a subset of itself. Additionally, the empty set is a subset of every set. As a result, there are 2^12 subsets of A.

Number of Subsets of A = 2^12 = 4096

(b) Number of Subsets of A having One or More Elements:
To find the number of subsets of A having one or more elements, we must subtract the empty set from the total number of subsets of A.
∴ Number of Subsets of A having One or More Elements = (2^12) − 1 = 4095

(c) Number of Subsets of A having Exactly One Element:
We can use the formula given below to compute the number of subsets of A having exactly one element. Here, n represents the number of elements in the set.

Formula: nC1 = n
∴ Number of Subsets of A having Exactly One Element = 12C1 = 12

(d) Number of Subsets of A having Two or More Elements:
Using parts (b) and (c), we can obtain the number of subsets of A having two or more elements by subtracting the number of subsets of A having exactly one element from the number of subsets of A having one or more elements.
∴ Number of Subsets of A having Two or More Elements = (2^12) − 1 − 12 = 4083.

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The sample mean is 1450g/cm², the standard deviation is 44.3 g/cm² and  the probability that, for a random sample of n = 10 test pieces of paper, x is greater than 1400 g/cm2 is 0.8708

a) The sampling distribution of the sample mean of n = 10 test pieces of paper is approximately normal with a mean equal to the population mean and a standard deviation equal to the population standard deviation divided by the square root of the sample size:

mean of sample mean = mean of population = 1450 g/cm²

standard deviation of sample mean = standard deviation of population / square root of sample size

= 140 g/cm2 / √(10)

= 44.3 g/cm²

Therefore, the sampling distribution of the sample mean is approximately normal with mean 1450 g/cm2 and standard deviation 44.3 g/cm2.

b) To find the probability that, for a random sample of n = 10 test pieces of paper, x is greater than 1400 g/cm2, we need to standardize the sample mean using the sampling distribution calculated in part (a):

z = (x - mean of sample mean) / standard deviation of sample mean

= (1400 - 1450) / 44.3

= -1.13

Using a standard normal distribution table or calculator, we can find the probability that z is less than -1.13 and subtract that probability from 1 to find the probability that z is greater than -1.13:

P(z > -1.13) = 1 - P(z < -1.13)

= 1 - 0.1292

= 0.8708

Therefore, the approximate probability that, for a random sample of n = 10 test pieces of paper, x is greater than 1400 g/cm² is 0.8708.

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Answer:I=(PxRxT)/100

I=(10000x20x1)/100x2

I=200000/200

I=1000

Step-by-step explanation:

Equation A is converted to equation B by multiplying or dividing both parts by a non-zero constant. Thus, option C is correct.  

If a function accepts more than one value, it is said to be nonconstant (if there is more than one element in its range).

As an illustration, a polynomial with real numbers as its domain and codomain becomes nonconstant. Just observing that and means the function accepts at least two distinct values allows us to demonstrate this.

Starting with the variable solely on a single side of the equation, we can start resolving equation A for x:

[tex]x/4 + 1 = -3\sx/4 = -3 - 1\sx/4 = -4[/tex]

We obtain x = -16 by multiplying both of the equation's sides by 4.

Starting with the variable with one of the equation's equations, we can solve equation B for x:

[tex]x + 4 = -12[/tex]

Therefore, We obtain [tex]x = -16[/tex] by deducting  [tex]4[/tex] from both of the equation's components.

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If a and b are any odd integers, then a2 + b2 is even.

And the proof for that we can explain as,

 So we have a and b are any odd integers. By definition of odd integer,

           a = 2r + 1 and b = 2r + 1 for any integers r and s.

By definition of odd integer,

          a = 2r + 1 and b = 2s + 1 for some integers r and s.

By substitution and algebra,

      a2 + b2 = (2r + 1)2 + (2s + 1)2 = 2[2(r2 +52) + 2(r + s) + 1]. 2r2 + 2s2.

        Then k is an integer because sums and products of integers are integers. Let k = Thus, a2 + b2 = 2k, where k is an integer.

Proof: 1. Suppose a and b are any odd integers.

Proof:2. By definition of odd integer, a = 2r + 1 and b = 2r + 1 for any integers r and s.

Proof:3. By substitution and algebra, a2 + b2 = (2r + 1)2 + (2s + 1)2 = 2[2(r2 + s2) + 2(r + s) + 1].

Proof:4. Let k = 2(r2 + s2) + 2(r + s) + 1. Then k is an integer because sums and products of integers are integers.

Proof:5. Hence a2 + b2 is even by definition of even.

Proof:6. Thus, a2 + b2 = 2k, where k is an integer.

  Hence we proved that "If a and b are any odd integers, then a2 + b2 is even".

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Answer: The graph of function g(x) is shifting down by 3 (vertical shift) because the -3 is not part of x but y (the whole graph). Originally there is no y-intercept and the f(x) function crosses the origin, but now there is a y-intercept at (0, -3)

Answer:

Perpendicular.

Step-by-step explanation:

To determine whether the two lines are parallel, perpendicular, or neither, we need to compare their slopes.

The slope-intercept form of a line is y = mx + b, where m is the slope and b is the y-intercept. So we can rewrite the given equations in this form

y = 2/3x - 4 ==> slope = 2/3

y = -3/2x - 7 ==> slope = -3/2

Two lines are parallel if and only if their slopes are equal. Therefore, since the slopes of the two lines are different (2/3 and -3/2), they cannot be parallel.

Two lines are perpendicular if and only if their slopes are negative reciprocals of each other. That is, if the product of their slopes is -1. Therefore, we can check if the product of the slopes of the two lines is -1

(2/3) * (-3/2) = -1

Since the product of the slopes is -1, the two lines are perpendicular.

Therefore, the answer is: perpendicular.

The value of the expression z + 3x4 using arithmetic operation where z = 15, is 27. The answer is A) 27.

The given expression is z + 3x4, where z = 15. To evaluate this expression, we substitute 15 for z and perform the multiplication. First, we multiply 3 and 4, which gives us 12. Then, we add 15 and 12 to get the final result of 27.

z + 3x4 = 15 + 3x4

= 15 + 12

= 27

Therefore, the value of the expression when z = 15, is 27. In other words, using arithmetic operation of multiplication and addition, which gives us the final answer of 27. So, the correct answer is option A).

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____The given question is incomplete , the complete question is given below:

Evaluate the expression, where z = 15

z + 3x4

A. 27

B. 32

C. 56

D. 1,304

The population in the given scenario of a researcher randomly choosing 1000 Kentucky families to estimate the proportion of all American families who routinely eat dinner together is all American families (option c).

In the given scenario, the population is all American families. The researcher has randomly chosen 1000 families from Kentucky to estimate the proportion of all American families who routinely eat dinner together. The researcher is using the sample of 1000 Kentucky families to make inferences about the population of all American families. By assuming that the sample is representative of the population, the researcher can use statistical methods to estimate the proportion of all American families who routinely eat dinner together. So, option C is the correct answer.

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The slope is 10 and the y-intercept is 0, making this a linear equation in the slope-intercept format.

The basic form of a linear equation is y = mx + b, where y is the dependent variable, x is the independent variable, m is the slope of the line, and b is the y-intercept. A linear equation is a mathematical equation that describes a straight line in a two-dimensional plane. Many real-world situations, such as the connection between a product's price and the number of sales, or the relationship between a person's age and height, can be modelled using linear equations.

given

Let t be the number of hours and d be the number of miles that Sebi goes. Since Sebi consistently travels at 10 mph on his bicycle, we can apply the following equation:

Distance is determined by rate and duration.

When we change the numbers, we obtain:

d = 10t

The slope is 10 and the y-intercept is 0, making this a linear equation in the slope-intercept format.

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The centre οf the circle is (-4, -11).

We knοw that the general equatiοn fοr a circle is (x - h)² + (y - k)² = r² with (h, k) representing the centre and r representing the radius. Sο multiply bοth sides by 21 tο get the cοnstant term οn the right side οf the equatiοn. Then, fοr the y terms, cοmplete the square.

Tο write a circle equatiοn in standard fοrm, we must cοmplete the square fοr bοth x and y.

Tο begin, cοnsider the fοllοwing equatiοn: x²+ y² + 8x + 22y + 37 = 0.

Let's separate the terms with x frοm the terms with y:

[tex](x^2 + 8x) + (y^2 + 22y) + 37 = 0[/tex]

We add (8/2)² = 16 tο bοth sides tο cοmplete the square fοr x: (x²+ 8x + 16) + (y² + 22y) + 37 = 16

Simplifying the left side οf the equatiοn and cοmbining cοnstants οn the right:

[tex](x + 4)^2 + (y^2 + 22y + 121) = 16 - 37 - 121\s(x + 4)^2 + (y + 11)^2 = 50[/tex]

The equatiοn can nοw be written in standard fοrm:

[tex](x + 4)^2/50 + (y + 11)^2/50 = 1[/tex]

The circle's centre is (-4, -11).

As a result, the standard fοrm οf the circle's equatiοn is (x + 4)²/50 + (y + 11)²/50 = 1, and the circle's centre is (-4, -11).

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The volume of the rectangular prism with the same dimensions as the rectangular pyramid is 300 cubic centimeters.

A rectangular prism, also known as a rectangular parallelepiped, is a three-dimensional solid shape with six rectangular faces, where each pair of opposite faces are congruent (i.e., have the same dimensions) and parallel to each other.

The rectangular prism is defined by three dimensions: length, width, and height. The length is the longest dimension of the prism, the width is the second-longest dimension, and the height is the shortest dimension, perpendicular to both length and width. The volume of a rectangular prism is given by the formula: V = l * w * h.

In the given question,

Let's assume that the rectangular pyramid has a rectangular base with length l, width w, and height h. The formula for the volume of a rectangular pyramid is given by:

V_pyramid = (1/3) * base_area * height

where base_area = l * w is the area of the rectangular base of the pyramid.

We know that the volume of the rectangular pyramid is 100 cm^3, so we can write: 100 = (1/3) * l * w * h

Simplifying this equation, we get:

l * w * h = 300

Now, let's find the volume of the rectangular prism with the same dimensions. The formula for the volume of a rectangular prism is given by: V_prism = base_area * height

where base_area = l * w is the area of the rectangular base of the prism.

Since the rectangular prism has the same dimensions as the rectangular base of the pyramid, its volume is given by: V_prism = l * w * h

Substituting the value of l * w * h from the equation we derived earlier, we get: V_prism = 300

Therefore, the volume of the rectangular prism with the same dimensions as the rectangular pyramid is 300 cubic centimeters.

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Answer: If you end up with a remainder of 0, then you have a terminating decimal. Otherwise, the remainders will begin to repeat after some point, and you have a repeating decimal.

Step-by-step explanation:

I hope that this helped! :)

Answer:11

Step-by-step explanation:

She purchased 4 Paper Lanterns, 12 Bags of Balloons, 11 Garlands, and 4 Banners if she paid $145. 50.

The cost of lanterns is $6.50

Mrs Murphy bought 4 lanterns

Multiply the cost of one lantern ($6.50) by the number of lanterns bought (4) 6.50 multiplied by 4 equals 26

The cost of banners is $5.25

Mrs Murphy bought 4 banners

Multiply the cost of one banner ($5.25) by the number of banners bought (4) 5.25 multiplied by 4 equals 21

Mrs Murphy bought 3 times as many balloons as she did lanterns

So, you multiply the number of lanterns bought (4) by 3

This gives 12

We then multiply the cost of each balloon ($5.00) by the number of balloons bought (12)

5.00 multiplied by 12 equals 60

Mrs Murphy bought 7 more garlands as she did lanterns

So, we add 7 to the number of lanterns bought (4)

7 plus 4 equals 11

To find the cost of the total garlands bought

We multiply the cost of each garland ($3.50) by the number of garlands bought (11)

3.50 multiplied by 11 equals 38.5

Now we can add up the costs of all the items

26+21+60+38.5=145.50

145.50 was the total amount she spent so we know it is the correct answer.

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Answer: 67

Step-by-step explanation:67 x1

Answer: 52,400

Step-by-step explanation:

The answer of the given question based on the the number of students using the cafeteria's healthy lunch line can be found by solving the inequality 1/5s - 51 < 20, the correct answer is (1) 142 , (1) or more.

An equation is  mathematical statement that shows  equality of two expressions, typically separated by  equal sign. Equations are used to express relationships between variables and to solve problems in various fields of mathematics, science, and engineering. In essence, an equation is representation of  real-world scenario or problem in mathematical terms.

The variables in equation can take on different values, and  equation remains true regardless of the values chosen for  variables. Solving  equation means finding  values of the variables that make  equation true.

Equations can be linear, quadratic, polynomial, exponential, logarithmic, or trigonometric, among other types. They are fundamental tool in mathematics and have numerous applications in fields like physics, engineering, economics, and finance.

There are 155 students or more students that use this lunch line.

The correct answer is 1. or more.

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