which expression gives the distance between the two points (2,3) and (4,-3)

The conclusion is that there is sufficient evidence at the 0.01 level to support the mayor's claim that under 51% of the residents favor construction of the bridge.

The mayor rejects the null hypothesis at the 0.01 level, which means that the results from the hypothesis test show that the actual proportion of residents who favor construction is less than 51%. The alternative hypothesis would be that the true proportion is less than 51%. After gathering information from 380 voters, the results of the hypothesis test were used to make a decision on whether to reject or fail to reject the null hypothesis.

If the hypothesis test showed that the null hypothesis could be rejected at the 0.01 level, it means that there was sufficient evidence to support the mayor's claim that less than 51% of the residents favor the bridge construction. However, it's important to note that hypothesis testing is not a perfect method and other factors such as sample size and sampling method should also be considered when interpreting the results.

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The volume of storage space that the nursery needs for the wood if 60 crates are delivered in an order is; D: 3360 cubic feet

The formula for volume of a cuboid is;

Volume = Length * width * height

We are given;

Length = 4 feet

Width = 3.5 ft

Height = 4 ft

Thus;

Volume of one crate = 4 * 3.5 * 4

= 56 cubic ft

We need a total of 60 crates. Thus;

Total Volume = 60 * 56

Total volume = 3,360 cubic feet

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Based on the given simultaneous equation, the value of x=-4  whereas the value of   y=-7

Two or more algebraic equations that share variables, such as x and y, are referred to as simultaneous equations.

Because the equations are solved simultaneously, they are referred to as simultaneous equations.

Here are some examples of simultaneous equations:

2x + 4y = 14

4x 4y = 4

6a + b = 18

4a + b = 14

3h + 2i = 8

2h + 5i =10

Each of these equations could have an infinite number of solutions.

However, if we have at least as many equations as variables, we may be able to solve them using simultaneous equations methods.

So, given

{y=−2x+1

{4x+y=9

-4x+y=9     get y alone

add 4x both sides

y=4x+9

insert into y=2x+1

2x+1=4x+9

subtract 1 both sides

2x=4x+8

subtract 4x both sides

-2x=8

divide by -2

x=-4

y=2x+1

y=2(-4)+1

y=-8+1

y=-7

check

-4(-4)+(-7)=9

16+(-7)=9

9=9

x=-4

y=-7

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The length of the rectangle given the area and width is 21 inches

Area of the rectangle = 357 square inches

Width of the rectangle = 17 inches

Length of the rectangle= l

Area of a rectangle = Length × width

357 = l × 17

357 = 17l

divide both sides by 17

l = 357 / 17

l = 21 inches

In conclusion, 21 inches is the length of the rectangle.

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Answer:

here you go

Step-by-step explanation:

A guy wire runs from the top of a cell tower to a metal stake in the ground. Emily places a 10-foot tall pole to support the guy wire. After placing the pole, Emily measures the distance from the stake to the pole to be 11 ft: She then measures the distance from the pole to the tower to be 23 ft: Find the length of the guy wire, to the nearest foot.

According to the information, we plan to have cruising speed on for a minimum of 3 hours and a maximum of 4.1 hours.

To calculate how many hours we are going to have the cruising speed on we must carry out the following process:

To calculate the minimum we must subtract 35 from 215 and then divide by the speed:

So the minimum hours would be 3 hours.

On the other hand, to calculate the maximum we must add 35 to 215 and divide it by the speed:

So the maximum time would be 4.1 hours.

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The equations that are true of the values x, y, and z are :

The line that x degrees and 65 degrees is on, is a straight line which means that they will both add up to 180 degrees :

x degrees + 65 degrees = 180 degrees

x and z are congruent angles which means they are both the same angle measure.

y would be equal to 65 degrees because, just like x and z, y and 65 degrees are congruent.

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Options include:

0.3 as a fraction would be 3/10

33.3 would be 333/10

To check it so 3 ÷ 10 and 333 ÷ 10

It will give you the decimal again.

You're welcome.

Answer: the answer is 33.3 is 33 3/10  and 0.3 is 3/10

Step-by-step explanation:

you welcome (ﾉ◕ヮ◕)ﾉ*:･ﾟ✧

The equation representing the scenario is 1.5x + 8 = 20 and the possible number of rides is 8.

An equation is written in the form of variables and constants separated by the operation of multiplication and division,

An equation states that terms in different forms on both sides of the equality sign are equal.

Multiplication and division do not separate the terms of an equation.

Given, The cost of entering the fair is $8 and the cost of each ride is $1.50.

Let, The number of rides be 'x'.

Therefore, The equation can be formed as, 1.5x + 8 = 20.

Now, To obtain the number of rides,

1.5x + 8 = 20.

1.5x = 12.

x = 12/1.5.

x = 8.

So, 8 rides are possible.

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The area of the shape for the quilt block is 166.5 in²

The area is the region bounded by the shape of an object. The space covered by the figure or any two-dimensional geometric shape, in a plane, is the area of the shape

Given that, a quilt has blocks of design on it, we need to find the area of the block,

To find the area of the block = sum of the areas of the right triangle and the rectangle,

Area of the block = 16 × 9 + 6 × 7.5 × 1/2 = 166.5 in²

Hence, the area of the shape for the quilt block is 166.5 in²

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The figure is unavailable is the question is solved for the figure attached

Answer:

360-137+x+y

Step-by-step explanation:

Answer:15/25

Step-by-step explanation:

The probability that the sample average amount of time taken on each day is at most 11 min:

P([tex]\bar{X_1}[/tex] < 11) =  0.8682

P([tex]\bar{X_2}[/tex] < 11) =  0.8897

We know that the formula for the z-score is:

[tex]z=\frac{x-\mu}{\sigma}[/tex]

Let X be the time taken by a randomly selected applicant for a mortgage to fill out a certain form

[tex]\mu_x[/tex] = 10

[tex]\sigma_x[/tex] = 2

Here, five individuals fill out a form on one day and six on another.

This means that the population is the same on both days, but the samples of different sizes.

On Day 1 the average[tex]\bar{X_1}[/tex] ∼Norm(10, 2/[tex]\sqrt{5}[/tex])

We find the probability using z-score.

The probability that the sample average amount of time taken on day 1 is at most 11 min:

P([tex]\bar{X_1}[/tex] < 11)

=[tex]P(\frac{\bar{X_1}-10}{(\frac{2}{\sqrt{5} } )} < \frac{11-10}{(\frac{2}{\sqrt{5} } )})[/tex]

= P(z < 1.118)

= 0.8682

Similarly, on Day 2 the average[tex]\bar{X_1}[/tex] ∼Norm(10, 2/[tex]\sqrt{6}[/tex])

So the probability that the sample average amount of time taken on day 1 is at most 11 min:

P([tex]\bar{X_2}[/tex] < 11)

=[tex]P(\frac{\bar{X_2}-10}{(\frac{2}{\sqrt{6} } )} < \frac{11-10}{(\frac{2}{\sqrt{6} } )})[/tex]

= 0.8897

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The complete question is:

The time taken by a randomly selected applicant for a mortgage to fill out a certain form has a normal distribution with mean value 10 min and standard deviation 2 min. If five individuals fill out a form on one day and six on another, what is the probability that the sample average amount of time taken on each day is at most 11 min?

To get by what percent the second number (10) is greater than the first number (5), we can use the following formula:

percent increase = ((new value - old value) / old value) x 100%

So, for the pair of numbers 5 and 10:

percent increase = ((10 - 5) / 5) x 100% = 100%

This means that 10 is 100% greater than 5.

To determine by what percent the first number (5) is less than the second number (10), we can use the following formula:

percent decrease = ((old value - new value) / old value) x 100%

So, for the pair of numbers 5 and 10:

percent decrease = ((10 - 5) / 10) x 100% = 50%

This means that 5 is 50% less than 10.

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a) The electric field magnitude on the balloon surface will be different from the electric field magnitude on the box surface.

b) the electric field lines intersect with the planar surface of the box, the field lines will be compressed or spread out depending on the angle of incidence.

At the point of contact between the spherical balloon and the wall of the cubical box, the electric field magnitude will not be the same on both surfaces. This is because the surface of the balloon is spherical, while the surface of the box is planar. The electric field lines emanating from the charged ball will be spherically symmetric around the ball and perpendicular to the surface of the balloon. However, when the electric field lines intersect with the planar surface of the box, the field lines will be distorted due to the change in direction of the surface. As a result, the electric field magnitude on the balloon surface will be different from the electric field magnitude on the box surface.

At the point of contact, the number of field lines per unit area will also be different for the balloon surface and the box surface. The electric field lines from the charged ball will be distributed uniformly over the surface of the spherical balloon, so the number of field lines per unit area will be constant over the entire surface. However, when the electric field lines intersect with the planar surface of the box, the field lines will be compressed or spread out depending on the angle of incidence. Therefore, the number of field lines per unit area on the box surface will not be the same as the number of field lines per unit area on the balloon surface.

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Question:

A small charged ball is suspended at the center of a spherical balloon that is nestled snugly inside a cubical cardboard box. On one side, the balloon touches the wall of the box. (a) At this point of contact, is the electric field magnitude on the balloon surface equal to the electric field magnitude on the box surface? Assume neither object is polarized. (b) At this point of contact, is the number of field lines per unit of balloon surface area equal to the number of field lines per unit of box surface area?

Rounding to the nearest degree, the angle between the vector i + √5j and the positive direction of the x-axis is approximately 63 degrees.

The angle between a vector and the positive direction of the x-axis can be found using the inverse tangent function, also known as arctan. The formula for finding the angle θ between a vector (x, y) and the positive x-axis is given by:

θ = arctan(y/x)

In this case, the vector is i + √5j, so x = 1 and y = √5. Plugging these values into the formula, we get:

θ = arctan(√5/1) = arctan(√5)

The arctan function returns the angle in radians, so we'll need to convert it to degrees. To do this, we multiply by 180/π:

θ = arctan(√5) * (180/π) = 63.43 degrees (rounded to two decimal places)

So, Rounding to the nearest degree, the angle between the vector i + √5j and the positive direction of the x-axis is approximately 63 degrees.

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42 adult tickets and 421 children tickets were purchased for the field trip, based on the given information that the total cost of the tickets was $995 and the children tickets cost $11 while the adult tickets cost $13, and the number of children tickets purchased was one more than ten times the number of adults tickets purchased.

Let's use variables to represent the unknown quantities in the problem:

Let x be the number of adult tickets purchased

Then the number of children tickets purchased is 10x + 1 (since it is one more than ten times the number of adults tickets purchased)

Using these variables, we can set up an equation based on the total cost of the tickets:

13x + 11(10x + 1) = 995

Simplifying and solving for x, we get:

23x + 11 = 995

23x = 984

x = 42.7826087 (rounded to 9 decimal places)

Since we can't purchase a fraction of a ticket, we'll round x down to the nearest whole number, which means 42 adult tickets were purchased. Then the number of children tickets purchased is:

10x + 1 = 10(42) + 1 = 421

So, 42 adult tickets and 421 children tickets were purchased.

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Answer:

This is a math problem. To solve it, you need to use algebra. Let me show you how.

Let x be the number of badges Katya sold. Then we can write an equation using the given information:

46 × 1.40 + 32 × 1.50 + 0.90 × x = 134

Simplifying the equation, we get:

64.4 + 48 + 0.9x = 134

Subtracting 64.4 and 48 from both sides, we get:

0.9x = 21.6

Dividing both sides by 0.9, we get:

x = 24

Therefore, Katya sold 24 badges.

Step-by-step explanation:

The percent of increase in price is 20 %

A value or ratio that may be stated as a fraction of 100 is referred to as a percentage in mathematics. If we need to calculate a percentage of a number, we should divide it by its entirety and then multiply it by 100. The proportion therefore refers to a component per hundred. Per 100 is what the word percent means. The letter "%" stands for it.

Percentage formula = (Value/Total value) × 100

increase 700 to 840

old price is 700

new price is 840

price increase is  840 - 700

=140

percentage increase in price is

= 140*100/700= 20 percentage

Percentage formula = (Value/Total value) × 100

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The statement is incorrect. The replacement of three 2s with two threes will change the sum.

For example, consider the set {2, 2, 2}. The sum of this set is 6. However, if we replace three 2s with two threes, the new set becomes {3, 3}, and its sum is 6, which is different from the original sum. Hence, replacing a set of three 2s with a set of two threes does change the sum. An integer is a  whole number that can be positive, negative, or zero. Integers are numbers that don't have any fractional or decimal component. Some examples of integers are: -5, -4, -3, -2, -1, 0, 1, 2, 3, 4, 5, and so on. The set of integers is denoted by the symbol "Z", which stands for Zahlen, the German word for "numbers". Integers are an important mathematical concept used in many branches of mathematics and science, including algebra, number theory, and computer science.

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Complete Question

In any set of positive integers the replacement of a set of three 2s with a set of two threes will not change the sum" State whether the statement was correct or incorrect.

Answer: Maybe first give an equation

Step-by-step explanation:

The difference between 2019 and 1921 is given by $30,000,000

Difference refers to the subtraction of two or more values.

1921 loss:

Real estate= $1,500,000

Personal property = $750,000

Total loss = $1,500,000 + $750,000

= $2,250,000

2019:

$32, 250,000

The difference between 2019 and 1921

= $32, 250,000 - $2,250,000

= $30,000,000

Therefore, there is a difference of $30,000,000

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There are 8 different trips that can be made from City X to City Z, passing through City Y.

To find the number of different trips that can be made from City X to City Z, passing through City Y, we can use the multiplication principle of counting.

First, we need to choose one of the 2 major roads from City X to City Y. Then, for each of these roads, there are 4 major roads from City Y to City Z, and we need to choose one of these roads.

By the multiplication principle of counting, the total number of different trips from City X to City Z, passing through City Y, is the product of the number of choices at each stage. Thus, we get:

Number of different trips = Number of roads from City X to City Y x Number of roads from City Y to City Z

= 2 x 4

= 8

This calculation shows how the multiplication principle of counting can be used to find the total number of possible outcomes in a multi-stage process where the number of choices at each stage is known.

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Complete question is:

Automobile Trips. There Are 2 Major Roads From City X To City Y And 4 Major Roads From City Y To City Z. How Many Different trips can be made from City X to City Z, passing through City Y?

The equation that can be used to find the number of gardens that Kalisa welds is given as follows:

200 + 5.5w = 260.50.

Kalisa's earnings are divided as follows:

Hence the equation for the total earnings is constructed follows:

T(w) = 200 + 5.5w.

Her total earnings are of $260.50, hence the number of gardens that Kalisa welds is given as follows:

200 + 5.5w = 260.50.

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A. passenger train 36mph

B. freight train 18mph

What is meant by speed?

Speed is what it means. the speed at which an object's location changes in any direction. The distance travelled in relation to the time it took to travel that distance is how speed is defined. Given that it just has a direction and no magnitude, speed is a scalar number.

Given that, A freight train departs from a train depot and let us consider it is travelling at an 'x' mph

and An hour later a passenger train departs the same train depot with a speed 'of x+18 mph.

After 2 hours the passenger train overtakes the freight train.

The total distance travelled by both trains when the passenger train overtakes the freight is equal.

Distance travelled by freight train = x*3

Distance travelled by passenger train = (x+18)*2

Now, 3x = 2x + 36

x = 18

and x + 18 = 36

Therefore, The speed of the passenger train and freight train are 36mph, and 18mph respectively

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The solution to the equation log_6 x + log_6 3 = log_6 (x+1) is x = 1/2.

Explain:

We can reduce the complexity of the left side of the equation by using the logarithmic identity log a + log b = log (ab):

Log6 x plus Log6 3 equals Log6 (3x)

When we add this to the initial equation, we obtain:

Log6 (3x) equals Log6 (x+1).

Because logarithms have the one-to-one property, we can drop the logarithm on both sides to get the following results:

3x = x + 1

When we simplify this equation, we obtain:

2x = 1

x = 1/2

As a result, x = 1/2 is the answer to the equation log 6 x + log 6 3 = log 6 (x+1).

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Answer: Answer: c.)four hundred thirty-three and one-eighth ft2

Step-by-step explanation:

To find the area of a parallelogram, we use the formula A = b x h, where b is the base and h is the height. Inserting the given values, we have

A = 22.5 ft x 19.25 ft = 433.125 ft2

Therefore, the area of the parallelogram is four hundred thirty-three and one-eighth ft2.

The area of the parallelogram with a base of 22 and one-half feet and a height of 19 and one-fourth feet is four hundred thirty-three and one-eighth ft²

To multiply means to add a number to itself a particular number of times. Multiplication can be viewed as a process of repeated addition.

We have to given that;

A parallelogram with a base of 22 and one-half feet and a height of 19 and one-fourth feet.

Now, We know that;

Area of a parallelogram = Base × Height

Substitute the given values, we get;

⇒ Area of a parallelogram = Base × Height

⇒ Area of a parallelogram = 22 1/2 × 19 1/4

⇒ Area of a parallelogram = 45/2 × 77/4

⇒ Area of a parallelogram = 3465/8

⇒ Area of a parallelogram = 433 1/8 ft²

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