The pie chart below shows the favorite hobbies of 120 children.
The number of children who prefer cycling is 12.
Three times as many prefer football than the number who prefer cycling.
How many children prefer swimming?
A. 42
B. 52
C. 58
D. 40
E. 62

Answer: So, according to this prediction, a book with 19 chapters would have approximately 950 pages. However, keep in mind that this is just a prediction based on the trend line, and there may be some variability in the actual number of pages for a book with 19 chapters.

Step-by-step explanation:

Unfortunately, I cannot see the scatter plot you are referring to. However, I can explain how to use a trend line to predict the number of pages in a book with 19 chapters.

A trend line is a line that represents the general direction or tendency of the data in a scatter plot. To use a trend line to predict the number of pages in a book with 19 chapters, you would first need to determine the equation of the trend line.

This equation usually takes the form y = mx + b, where y is the dependent variable (in this case, the total number of pages), x is the independent variable (in this case, the number of chapters), m is the slope of the line, and b is the y-intercept (the value of y when x is 0).

Once you have the equation of the trend line, you can plug in the value x = 19 and solve for y to get the predicted number of pages in a book with 19 chapters.

For example, if the equation of the trend line is y = 50x + 200, then the predicted number of pages for a book with 19 chapters would be:

y = 50(19) + 200

y = 950

So, according to this prediction, a book with 19 chapters would have approximately 950 pages. However, keep in mind that this is just a prediction based on the trend line, and there may be some variability in the actual number of pages for a book with 19 chapters.

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1. Myla bought an item for P2,500 and decided to sell it with a 2% markup. The selling price will be P2,500 + (2% of P2,500) = P2,500 + P50 = P2,550.

2. Joan sold her old iPhone for P5,000 at an 8% markdown rate. To find the markdown and the original cost, we first calculate the markdown: P5,000 = 92% of original price. So, the original price was P5,000 ÷ 0.92 ≈ P5,434.78. The markdown is P5,434.78 - P5,000 = P434.78.

3. The student assistant bought an item for P520 and sold it for P550. The markup is P550 - P520 = P30.

4. Mother earned P120 on an item at a 60% markdown. Let X be the original price, then X * 60% = P120. X = P120 ÷ 0.60 = P200. So, the mother bought the item for P200.

5. The cost of a t-shirt from the manufacturer is P400. If Loan wants a 30% markup based on the selling price, we'll let X be the selling price, then X - 30% of X = P400. So, 0.7X = P400. X = P400 ÷ 0.7 ≈ P571.43. Loan's selling price will be P571.43.

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The correct way to evaluate the integral of (25x² + 46x + 13)dx is:

∫(25x² + 46x + 13)dx = 4ln|x + 1| + 21ln|x - 1| + C

Here, ln represents the natural logarithm. The arbitrary constant, denoted by C, represents any constant value that could be added to the antiderivative without changing its derivative.
To evaluate the given integral, we will first rewrite it using the correct mathematical notation:

∫(25x² + 46x + 13) dx

Now, we will use integration techniques to find the antiderivative. In this case, we can apply the power rule and linearity of the integral:

∫(25x²) dx + ∫(46x) dx + ∫13 dx

Now we will evaluate each integral separately:

(25/3)x³ + (46/2)x² + 13x + C

Now, we can simplify the expression:

(25/3)x³ + 23x² + 13x + C

So the evaluated integral is:

(25/3)x³ + 23x² + 13x + C

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The calculated width of the scale drawing is 0.67 cm and the missing side length is undefined

We have the following statements from the question

The above statements means that the width of the scale is

Scale width = 335 cm  * 1/500

When the products are evaluated, we have the following

Scale width = 0.67 cm

This means that the width of the scale drawing is 0.67 cm

Also, the missing side length of the original plot of land in meters cannot be calculated

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The value of x is calculated as x = 3, while the length of segment JL is calculated as 18 units.

Create an equation based on the fact that the diagonals of the shape shown bisects each other to form equal segments such as:

JN = LN

Plug in the values to find x:

15 - 2x = 4x - 3

Combine like terms:

15 + 3 = 4x + 2x

18 = 6x

18/6 = x

x = 3

Length of JL = 15 - 2x + 4x - 3 = 12 + 2x

Plug in the value of x:

Length of JL = 12 + 2(3) = 18 units

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The ordered pair (s,t) that satisfies the system are (1/2,4) and (1,5).

We can use the second equation to solve for one of the variables in terms of the other. Let's solve for t:

3t - 6s = 9

3t = 6s + 9

t = (2s + 3)

Now we can substitute this expression for t into the first equation and solve for s:

s/2 + 5/t = 3

s/2 + 5/(2s + 3) = 3

Multiplying both sides by the denominator (2s + 3) gives:

s(2s + 3)/2 + 5 = 3(2s + 3)

Simplifying and collecting like terms yields:

2s^2 + 3s + 10 = 6s + 9

2s^2 - 3s + 1 = 0

This quadratic equation can be factored as:

(2s - 1)(s - 1) = 0

So s = 1/2 or s = 1.

Now we can substitute these values for s into the equation we derived for t:

If s=1/2 then t=2(1/2)+3=4

If s=1 then t=2(1)+3=5

Therefore, the ordered pairs that satisfy the system are (1/2,4) and (1,5).

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The supplementary angles of the given angles are 154 degrees, 136 degrees, 135 degrees, 44 degrees, 45 degrees, and 26 degrees, respectively.

Supplementary Angles of Given Angles

Supplementary angles are pairs of angles that add up to 180 degrees. To find the supplementary angle of each given angle, we simply subtract the angle from 180 degrees.

Therefore, the supplementary angles of the given angles are:

The supplementary angle of 26 degrees is 154 degrees (180 - 26 = 154).

The supplementary angle of 44 degrees is 136 degrees (180 - 44 = 136).

The supplementary angle of 45 degrees is 135 degrees (180 - 45 = 135).

The supplementary angle of 136 degrees is 44 degrees (180 - 136 = 44).

The supplementary angle of 135 degrees is 45 degrees (180 - 135 = 45).

The supplementary angle of 154 degrees is 26 degrees (180 - 154 = 26).

Therefore, the supplementary angles of the given angles are 154 degrees, 136 degrees, 135 degrees, 44 degrees, 45 degrees, and 26 degrees, respectively.

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The paper airplane will not hit the ground within the given time frame.

To find the equation for h( t), we need to find the rate of change or the  pitch of the function. We can do this by chancing  the difference in height and time for any two points on the line. Let's choose the first two points,( 0,200) and( 1,208).  

pitch = ( change in height)/( change in time)  

pitch = ( 208- 200)/( 1- 0) =  8  

So, the equation for h( t) can be written in  pitch- intercept form as   h( t) =  8t b  

To find the value of b, we can use any of the given points.

Let's use( 0,200)   200 =  8( 0) b  b =  200  

So, the equation for h( t) is   h( t) =  8t 200  

To find how long it'll take the aeroplane to hit the ground, we need to find when h( t) =  0,

since that would mean the height is 0  bases or the ground  position.   0 =  8t 200   working for t,

we get   t = -25

Since time cannot be negative the paper airplane will not hit the ground within the given time frame.

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The solutions to each trigonometric equation are:

Case 6: x = 50.768° (0.282π) or x = 129.232° (0.718π) or x = 230.768° (1.282π) or x = 309.232° (1.718π)

Case 9: x = 41.810° (0.232π) or x = 138.190° (0.768π) or x = 199.471° (1.108π) or x = 340.529° (1.892π)

Case 11: x = 208.164° (1.156π) or x = 331.836° (1.844π)

In this problem we find four cases of quadratic-like trigonometric equations, whose solutions must be found by means of algebra properties and trigonometric formulas. Now we proceed to solve for each case:

Case 6

cos² x + 3 / 5 = 1

cos² x = 2 / 5

cos x = ± √(2 / 5)

x = 50.768° (0.282π) or x = 129.232° (0.718π) or x = 230.768° (1.282π) or x = 309.232° (1.718π)

Case 9

9 · sin² x - 3 · sin x - 2 = 0

sin x = 2 / 3 or sin x = - 1 / 3

x = 41.810° (0.232π) or x = 138.190° (0.768π) or x = 199.471° (1.108π) or x = 340.529° (1.892π)

Case 11

sin² x - 8 · sin x - 4 = 0

sin x = - 0.472

x = 208.164° (1.156π) or x = 331.836° (1.844π)

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Answer:

(4),(3),(1),(2),(2),(1)

Step-by-step explanation:

Mnemonic to memorize trigonometric ratios: SOH CAH TOA

(S=O/H C=A/H T=O/A)

Sine, Cosine, Tangent, Opposite to x, Adjacent to x, Hypotenuse

Cosecant = 1/Sine, Secant = 1/Cosine, Cotangent = 1/Tangent

Answer: yes

Step-by-step explanation:

1 ft = 12 in so 3ft = 36 in

36in + 10in = 46in

The vertex of the function is -6.

The domain of the function is {real numbers}.

The range of the function is y ≥ -6.

The range and domain of the function is calculated as follows;

y = x² - 2x - 5

From the graph of the function, the range of the function includes y values;

range = y ≥ -6

From the graph of the function, the domain of the function includes x values;

domain = real numbers.

The vertex of the graph is -6.

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We know that the total mass of 5 polished stones would be 7 grams according to this equation

Sure! The equation m = 1.4p represents the mass, m, in grams, of p polished stones.

This means that if you know the number of polished stones, p, you can use this equation to calculate their total mass, m, in grams. For example, if you have 5 polished stones, you can plug in p = 5 and solve for m: m = 1.4 x 5 = 7 grams.

So the total mass of 5 polished stones would be 7 grams according to this equation.

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Based on the equation, the number of grams which the mass increase for every 7 polished stones is: D. 9.8 g.

In Mathematics and Geometry, the slope-intercept form of the equation of a straight line is given by this mathematical equation;

y = mx + c

Where:

Based on the information provided above, a linear equation that models the mass in grams is given by;

y = mx + c

m = 1.4p

By substituting the given parameter (x = 7 polished stones), we have the following:

m = 1.4(7)

m = 9.8 g

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Missing information:

The question is incomplete and the complete question is shown in the attached picture.

The photo takes up 30% of the framed area.

To calculate the percentage of the frame that is taken up by the photo, we first need to calculate the dimensions of the framed photo. If the photo measures 4 inches by 6 inches, the dimensions of the framed photo will be 8 inches by 10 inches (adding 2 inches to each side).

To calculate the area of the frame, we need to subtract the area of the photo from the area of the framed photo. The area of the photo is 4 inches x 6 inches = 24 square inches. The area of the framed photo is 8 inches x 10 inches = 80 square inches. So, the area of the frame is 80 square inches - 24 square inches = 56 square inches.

To calculate the percentage of the frame that is taken up by the photo, we divide the area of the photo by the area of the framed photo and multiply by 100.

24 square inches / 80 square inches x 100 = 30%

Therefore, the photo takes up 30% of the framed area.

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Answer: The answer is (C

Step-by-step explanation:

The minimum value of the average cost over the interval (1, 10).To find the minimum value of the average cost, we first need to find the average cost function.

AC(x) = C(x) / x
Substituting the given cost function, we get:
AC(x) = (x^3 + 36x + 432) / x
Simplifying this expression, we get:
AC(x) = x^2 + 36 + 432/x
Now, we need to find the minimum value of this function on the given intervals. To do this, we take the derivative of the function and set it equal to zero:
AC'(x) = [tex]2x - 432/x^2[/tex] = 0
Solving for x, we get:
x = [tex](216)^{(1/3)[/tex] ≈ 6.89
This critical point lies within the interval (1, 10), so we need to check the endpoints as well as this critical point to determine the minimum value of the average cost.

Calculating the values of the average cost at these three points, we get:
AC(1) = 469
AC(6.89) ≈ 51.9
AC(10) = 78.4
Therefore, the minimum value of the average cost over the interval (1, 10) is approximately $51.9. Note that this value is rounded to the nearest tenth as requested.

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George's new store will have a profit of $5,400 in its fifth month in business.

We are given two functions: r(x) = x^2 + 5x + 14 for revenue, and c(x) = x^2 - 4x + 5 for expenses. We are asked to find the meaning of (r - c)(5).

Step 1: Subtract c(x) from r(x) to find (r - c)(x)
(r - c)(x) = r(x) - c(x) = (x^2 + 5x + 14) - (x^2 - 4x + 5)

Step 2: Simplify the expression
(r - c)(x) = x^2 + 5x + 14 - x^2 + 4x - 5 = 9x + 9

Step 3: Evaluate (r - c)(5)
(r - c)(5) = 9(5) + 9 = 45 + 9 = 54

The value (r - c)(5) = 54 represents the difference between the revenue and expenses in the store's 5th month of operation, measured in hundreds of dollars. In other words, George's new store will have a profit of $5,400 in its fifth month in business.

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The correct option is D, the statement that best describes the expression 4+3x means "4 plus 3 times x".

An expression is a combination of numbers, symbols, and/or variables that represents a mathematical or logical statement. It can be as simple as a single number or letter, or as complex as a series of operations that involve multiple variables and functions. Expressions can be used to represent equations, inequalities, functions, and other mathematical concepts. They can be evaluated to produce a numerical value or a boolean value (true or false) depending on the values of the variables involved.

Expressions are used to represent calculations or logical conditions. They can be used to assign values to variables, manipulate data, and control the flow of a program. expressions are a fundamental concept in both mathematics and computer science, and play a critical role in solving problems and building complex systems.

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the ∠sqr is 4y= 4*29=116° we can get this answer with supplementary angle fact and  sum of angle in triangle is 180 degree

what is supplementary angle ?

In geometry, two angles are called supplementary angles if their sum is equal to 180 degrees. In other words, if angle A and angle B are supplementary, Supplementary angles are commonly found in many geometric shapes, such as triangles and quadrilaterals, as well as in other applications of geometry. When two angles are supplementary, they form a straight line or a straight angle, which is an angle that measures exactly 180 degrees. For example, if one angle of a triangle measures 80 degrees, then the other two angles are supplementary and together measure 100 degrees (180 degrees - 80 degrees).

In the given question,

with the fact of complimentary angles we can write as follows

angle trq+ angle qrs  =180

angle qrs=180-145=35 degree

so in triangle we have sum of all angle is 180 degree so we can write as follows

∠r+∠q+∠s=180

35+4y+y=180

5y=180-35

y=145/5

y=29 degree

so the ∠sqr is 4y= 4*29=116°

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The value of tanG is √3

Trigonometric Ratios are defined as the values of all the trigonometric functions based on the value of the ratio of sides in a right-angled triangle.

sin(tetha) = opp/hyp

cos(tetha) = adj/hyp

tan(tetha) = opp/adj

The value of KY

Tan 30 = 27/KY

1/√3 = 27/KY

KY = 27√3

Tan G = 27√3/27

tanG = √3

therefore the value of tanG is √3

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The lid's area can be calculated using the formula for the area of a circle, which is A = πr^2, where A is the area and r is the radius.

So, for Camille's can of soup, the lid's area would be:

A = 3.14 x (3 inches)^2
A = 3.14 x 9 square inches
A = 28.26 square inches

Therefore, the lid's area is 28.26 square inches.

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In the given line plot, the data represents the amount of water, in cups, that Harold, Rhonda, and Brad added to each of 14 beakers in their science class.

A line plot is a way to represent data that involves marking a number line for each data point and placing an “X” above the number that represents the value of that data point.

The line plot shows that most of the beakers were filled with either 1 or 2 cups of water. Specifically, there are 5 beakers with 1 cup of water and 6 beakers with 2 cups of water. There are also 2 beakers with 3 cups of water and 1 beaker with 4 cups of water.

The line plot provides a visual representation of the data that allows the viewer to quickly understand the distribution of the data. By seeing that most of the data is clustered around 1 and 2 cups of water, one can infer that the students were likely instructed to add a specific amount of water to each beaker. However, the presence of a few outliers, such as the beaker with 4 cups of water, suggests that some of the students may have made errors in their measurements or not followed the instructions closely.

Overall, the line plot provides a quick and easy way to visualize the distribution of the data and identify any outliers or patterns in the data. It is a useful tool for representing small to medium-sized datasets and is commonly used in education, research, and data analysis.

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Answer:

if this is study island than the answer is:

All of the beakers with more than  of a cup of water added to them were filled by Harold. Harold added a total of

4

cup(s) of water to his beakers.

All of the beakers with exactly  of a cup of water added to them were filled by Rhonda. Rhonda added a total of

15/8 or 1 7/8

cup(s) of water to her beakers.

Brad filled the rest of the beakers. Brad added a total of

13/8 or 1 5/8

cup(s) of water to his beakers.

Step-by-step explanation:

Expressions A and B represent the length of side MN.

The two expressions that represent the length of side MN are A) 4•sin(65) and B) 1.9•cos(65). The length of side MN can be found using the trigonometric ratios of sine and cosine in a right triangle.

The angle of 65 degrees is opposite to side MN and the hypotenuse of the triangle is given as 4 units. Using the sine ratio, we can find the length of MN as 4•sin(65). Similarly, using the cosine ratio, we can find the length of MN as 1.9•cos(65).

Therefore, expressions A and B both represent the length of side MN, and they have been obtained by using different trigonometric ratios.

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Number of balls ≈ [tex]1.03 * 10^9[/tex]

To calculate how many table tennis balls can fit into the coin building, we need to first figure out the volume of the building and the volume of the table tennis ball.

Then, we can divide the volume of the building by the volume of the ball to get an estimate of the number of balls that can fit inside.

The volume of a table tennis ball can be calculated using the formula for the volume of a sphere, which is:

V = (4/3)πr³

where V is the volume, π is pi (approximately 3.14), and r is the radius of the ball. In this case, the radius is given as 0.04m, so we can plug that in and get:

V = (4/3) x 3.14 x 0.04³

[tex]V =2.14 * 10^{-5} m^3[/tex]

Next, we need to find the volume of the coin building. The building has a width of 20m and a height of 110m, but we don't know its depth.

Let's assume that the building is a rectangular prism with a depth of 10m. Then, we can calculate its volume using the formula:

V = l x w x h

where l is the length, w is the width, and h is the height. Plugging in the given values, we get:

V = 20 x 10 x 110

V = 22000 m³

Now, we can divide the volume of the building by the volume of the ball to get an estimate of how many balls can fit inside:

Number of balls ≈ [tex]V_building / V_ball[/tex]

Number of balls ≈ 22000 / 2.14 x [tex]10^-5[/tex]

Number of balls ≈ [tex]1.03 * 10^9[/tex]

So we can estimate that approximately 1.03 billion table tennis balls can fit into the coin building.

As for the accuracy of this prediction, it's important to keep in mind that we made some assumptions and estimations in our calculations.

For example, we assumed that the building is a rectangular prism with a depth of 10m, which may not be completely accurate.

Additionally, we rounded some of our values and used approximations for pi.

Therefore, our estimate should be considered as a rough approximation rather than an exact calculation. Nonetheless, it gives us an idea of the scale of the building and how many objects it can hold.

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Answer:

C

Step-by-step explanation:

Since the rate is linear, we can subtract a larger amount of minutes by a smaller one and a larger cost by a smaller one.

For example:

20 - 15 = 5

3.40 - 3.05 = 0.35

Since you want to find the amount it takes per minute, you divide the 5 by 5 to make it one minute. You also divide the 0.35 by 5 in which you get 7.

The statement about the chances of occurrence of nonmoving violations more on a weekend than on a weekday in past ten years is cannot be answered using only the information in the database. So, option(b) is provide the right answer.

Database: The database is a large collection of data and it is used to store and retrieve the accordingly. It has an organization of a certain amount of data that needs and it contains. We have a database of all traffic tickets that were issued over the past ten years in a city. The informations including are

2) nonmoving violations

We have to recongise the statement which is not answering by the above informations in database. First statement is can be answerable, because we have data of year in which tickets are issued. Similarly, statements third and fourth related to data of tickets issued in month and year in past ten years. So, both are answerable statements. Therefore, the second statement

is cannot be answerable here.

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Complete question:

a city maintains a database of all traffic tickets that were issued over the past ten years. the tickets are divided into the following two categories. moving violations nonmoving violations the data recorded for each ticket include only the following information. the month and year in which the ticket was issued the category of the ticket which of the following questions cannot be answered using only the information in the database? responses

a) have the total number of traffic tickets per year increased each year over the past ten years?

b) in the past ten years, were nonmoving violations more likely to occur on a weekend than on a weekday?

c) in the past ten years, were there any months when moving violations occurred more often than nonmoving violations?

d) in how many of the past ten years were there more than one million moving violations?

Answer:

The equation provided is y = 1200x + 7000, where y is the yearly income and x is the number of years of education.

To determine how much 1 year of education adds to a person's yearly income, we need to find the change in y when x increases by 1.

Let's plug in x and x+1 into the equation to find the corresponding yearly incomes:

When x = 1, y = 1200(1) + 7000 = $8200

When x = 2, y = 1200(2) + 7000 = $9400

The difference between these two yearly incomes is:

9400 - 8200 = $1200

Therefore, 1 year of education adds $1200 to a person's yearly income according to the model.

The answer is (A) $1200.

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