7: An entrance examination for a job consists of 25% English, 30% Mathematics, 25% computer and 20% accounting, and the passing mark is 45. If an applicant sat for the examination and scored 60% in English, 35% in Mathematics, 80% in computer and 50% in Accounting, do you think she will be accepted?​

The domain will be (-∞, ∞). The range will be (-1, 1]. The function will be increasing during the intervals (0, π/2) and (3π/2, 2π), and will be decreasing at the interval (π/2, 3π/2). It will be constant only at x=0 and not at any interval.

We are given a graph in the question and we have to determine its domain, range, and the intervals over which the defined function is increasing, decreasing, and constant. If we observe this graph, we can see that this is a sin(x) graph.

The domain of this graph will be from -[tex]\infty[/tex] to [tex]\infty[/tex] as we can see in the graph that it is a repeating pattern. The range for this graph will lie between -1 and 1 as it is a sin x graph. The sin x graph increases at the intervals  (0, π/2) and (3π/2, 2π) and decreases at the interval  (π/2, 3π/2). As we can see from the graph, it is constant only at a point where x = 0 and there is no interval at which this graph is constant.

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An equation of the linear function represented by the graph in slope-intercept form is y = 3x + 60.

In Mathematics and Geometry, the point-slope form of a straight line can be calculated by using the following mathematical expression:

y - y₁ = m(x - x₁)

Where:

First of all, we would determine the slope of this line;

Slope (m) = (y₂ - y₁)/(x₂ - x₁)

Slope (m) = (75 - 60)/(5 - 0)

Slope (m) = 15/5

Slope (m) = 3

At data point (0, 60) and a slope of 3, a linear equation for this line can be calculated by using the point-slope form as follows:

y - y₁ = m(x - x₁)

y - 60 = 3(x - 0)  

y = 3x + 60

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Missing information:

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

The resulting matrix after the product is given as follows:

[-32 4 20].

When a matrix is multiplied by a constant, we have that every element in the matrix is multiplied by the constant. Hence, the dimension of the matrix remains constant.

The parameters for this problem are given as follows:

Hence the products are:

Then the resulting matrix after the product is given as follows:

[-32 4 20].

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The probability of boys and girls playing on school sport team is x/23 and y/23 respectively.

A probability is a number that reflects the chance or likelihood that a particular event will occur. Probabilities can be expressed as proportions that range from 0 to 1.

This means that the addition of probability of boys and probability of girls playing in a school tem will be 1. Represent the number of boys by x and the number of girls by y.

Probability = sample space /Total outcome

Since the total number of students is 23

Therefore, the probability of boys in the team = x/23 and,

Probability of girls = y/23

therefore x/23 +y/23 = 1

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Answer:Answer and Explanation: An algebraic expression for the phrase '6 more than the product of 8 and n' is '8n + 6.

Step-by-step explanation:

The probability that fewer than 18 people from this sample were between the ages of 25 and 34 is 0.1089 (or 10.89%).

Using the normal approximation to the binomial distribution, the mean (μ) of the sample is:

μ = np = 90 x 0.26 = 23.4

The standard deviation (σ) of the sample is:

σ = √(np(1-p)) = √(90 x 0.26 x 0.74) = 4.37 (rounded to 4 decimal places)

To find the probability that fewer than 18 people from this sample were between the ages of 25 and 34, we need to calculate the z-score:

z = (x - μ) ÷ σ = (18 - 23.4) ÷ 4.37 = -1.24

Using a standard normal table or calculator, we find that the probability of a z-score less than -1.24 is 0.1089.

0.1089 = 10.89%

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Answer:

The IQR (interquartile range) of 13 is the most accurate measure of variability to use in this case, since the data is skewed and contains some outliers.

The IQR is a measure of variability that is less sensitive to extreme values than the range, and is calculated as the difference between the upper and lower quartiles (the 75th and 25th percentiles). It provides a measure of the spread of the middle 50% of the data, which is useful for understanding the typical range of donations received.

In this case, the IQR is calculated as follows:

- The median of the data is 51 (the value in the middle).

- The lower quartile (Q1) is the median of the lower half of the data, which is 42.

- The upper quartile (Q3) is the median of the upper half of the data, which is 54.

- The IQR is the difference between Q3 and Q1: IQR = Q3 - Q1 = 54 - 42 = 12.

So the IQR of 13 is a useful measure of variability to use for this data set, since it captures the spread of the middle 50% of the data while being less sensitive to the outliers at the higher end of the distribution.

Answer:

x=7

(x)(x+1)=(4)(4+10)

Step-by-step explanation:

Expanding the right-hand side of the equation, we get:

(x)(x+1) = (4)(14)

Simplifying, we get:

x^2 + x = 56

Moving all terms to the left-hand side, we get:

x^2 + x - 56 = 0

Now we can factor this quadratic equation:

(x + 8)(x - 7) = 0

So the solutions are x = -8 or x = 7.

Answer: X=7

Step-by-step explanation:

To Solve this problem we have to remember a formula regarding secants in circles it states (A+B)*B=(C+D)*D, I have attached said Theorem. This is Exactly what your problem is asking.

So First

B = 4

A = 10

D = x

C = 1

(A+B)*B=(C+D)*D

(10+4)*4=(1+x)*x

14*4=x²+x

-x²-x+56=0

Using Quadratic Formula

X = 7, X = -8

Since you cant have - side length X= -8 is Extraneous

Thus Final solution is X = 7

For circle O, For circle O, m CD=125° and m∠ABC = 55°. In the figure, ∠ ABO and ∠ BCO have measures equal to 35°.

For circle O, m(arc CD) = 125° and m∠ABC = 55°.

First, we use central angle to find that ∠COB is 125°,

give that ∠COB = arc CD

Next, we use complementary angles to find that ∠BCA is 35°,

given that ∠ABC +  ∠BCA = 90°.

Then, we use the sum of interior angles in a triangle to find that ∠CBO is 20°; given that:

∠CBO + ∠COB + ∠BCO = 180°.

∠BCO = ∠BCA = 35°

∠COB = 125°

125° + 35° = 160°

180° +  160° =  20°

Finally, we use angle addition postulate to find that ∠ABO is also 35°.

Therefore, <ABO and <BCO both have measures of 35° in the figure.

The above answer is in response to the question below;

For circle O, and m∠ABC = 55°. In the figure, ∠_____ and ∠____ have measures equal to 35°.

a. the first could be AOB, ABO, or BOA

b. the second could be BCO, OBC, or BOC

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Answer:

Let x be the amount of the first alloy (30% gold) to be mixed and y be the amount of the second alloy (80% gold) to be mixed.

We can set up a system of two equations based on the information given:

x + y = 40 (total amount of alloy produced)

0.3x + 0.8y = 0.6(40) (amount of gold in the alloy produced)

Simplifying the second equation, we get:

0.3x + 0.8y = 24

Now we have a system of two equations:

x + y = 40

0.3x + 0.8y = 24

We can solve for x and y by using any method of solving systems of equations. Here, we will use the substitution method.

Solving the first equation for y, we get:

y = 40 - x

Substituting this expression for y into the second equation, we get:

0.3x + 0.8(40 - x) = 24

Simplifying and solving for x, we get:

0.3x + 32 - 0.8x = 24

-0.5x = -8

x = 16

So we need 16 grams of the first alloy and 24 grams of the second alloy to produce 40 grams of an alloy that is 60% gold.

Answer:

The statement that is best supported by the information in the box plots is:

* The 8th graders completed more community service hours than the 7th graders.

The 8th grade box plot is shifted to the right of the 7th grade box plot, which indicates that the 8th graders had a higher median number of community service hours. The 8th grade box plot also has a wider spread, which indicates that there was more variation in the number of community service hours completed by the 8th graders.

However, it is important to note that the box plots do not provide information about the total number of community service hours completed by each group of students. It is possible that some 7th graders completed more community service hours than some 8th graders.

Step-by-step explanation:

Answer:The 8th graders completed more community service hours than the 7th graders

Step-by-step explanation:

The equation of the line passing through the given points is y = 6x

Given that are the values of x and y coordinates we need to find the equation of the line using them,

So, considering the points (4, 24) and (5, 30),

We know that the equation of a line passing through points (x₁, y₁) and (x₂, y₂) is =

y-y₁ = y₂-y₁ / x₂-x₁ (x-x₁)

Here (x₁, y₁) and (x₂, y₂) are (4, 24) and (5, 30),

Therefore, the required equation is =

y-24 = 30-24/5-4 (x-4)

y-24 = 6(x-4)

y-24 = 6x-24

y = 6x

Hence, the equation of the line passing through the given points is y = 6x

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The inequality represent the given graph is y≤1.4x+2.5.

From the graph, the line passes through (0, 2.5) and (3.5, 0).

Here, slope (m) = (3.5-0)/(2.5-0)

= 3.5/2.5

= 1.4

Substitute m=1.4 and (x, y)=(0, 2.5) in y=mx+c, we get

2.5=1.4(0)+c

c=2.5

So, the equation of a line is y=1.4x+2.5

So, the inequality is y≤1.4x+2.5

Therefore, the inequality represent the given graph is y≤1.4x+2.5.

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Answer: The volume of the prism is 4200 cubic units.

Explanation:

The volume of a prism is given by the formula V = Bh, where B is the area of the base and h is the height. For a hexagonal base with a side length of 10, we can divide it into six equilateral triangles with side lengths of 10. Each equilateral triangle has an area of (1/2)bh, where b is the base and h is the height. Since the base of each equilateral triangle is also 10, we have:

Area of one equilateral triangle = (1/2)(10)(10√3/2) = 50√3

Area of the hexagonal base = 6 times the area of one equilateral triangle = 6(50√3) = 300√3

Now we can use the formula for the volume of a prism:

V = Bh = (300√3)(14) = 4200 cubic units.

Therefore, the volume of the prism is 4200 cubic units.

The number of real zeros for the function whose graph is shown include the following: D. 0.

In Mathematics and Geometry, a polynomial function can be defined as a mathematical expression which comprises intermediates (variables), constants, and whole number exponents with different numerical value, that are typically combined by using mathematical operations.

This ultimately implies that, a polynomial graph touches the x-axis at real zeros, roots, solutions, x-intercepts, and factors with even multiplicities.

In this context, we can reasonably and logically deduce that the real zeros of a polynomial function are all of the values (x-intercepts) on the x-coordinate that makes this polynomial function equal to zero and it is non-existent on the graph above.

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The ratio of the circumference of a circle with radius r to its area is 2:r or 2 to r.

A circle is a two-dimensional shape that is defined as the set of all points in a plane that are at a fixed distance, called the radius, from a given point, called the center. The distance around the circle is called the circumference, and the distance across the circle passing through the center is called the diameter.

The circumference of a circle with radius r is given by the formula:

C = 2πr

The area of a circle with radius r is given by the formula:

A = π×r²

Therefore, the ratio of the circumference of a circle with radius r to its area is:

C/A = (2πr) / (πr²)

Simplifying the expression by canceling out π and r from the numerator and denominator, we get:

C/A = 2/r

Therefore, the ratio of the circumference of a circle with radius r to its area is 2:r or 2 to r.

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The complete question is:

Find the following ratio.

The ratio of circumference of circle with radius r to its area.

The statement that is true about the numbers above include the following: C. (i) is rational and (ii) is rational.

In Mathematics and Geometry, there are six (6) common types of numbers and these include the following:

In Mathematics and Geometry, a rational number can be defined a type of number which comprises fractions, integers, terminating or repeating decimals such as the 2/3, 0.12345678901234567890.

In Mathematics and Geometry, an irrational number can be defined a type of number which comprises non-terminating or non-repeating decimals such as the square root of 11 or √11.

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Step-by-step explanation:

I think you mean the sun's mass is 1.99 × 10³⁰ kg.

70% of that is hydrogen :

1.99 × 10³⁰ × 0.7 = 1.393 × 10³⁰ kg

a.

13% of that is in the core :

1.393 × 10³⁰ × 0.13 = 0.18109 × 10³⁰ = 1.8109 × 10²⁹ kg

b.

600 000 000 000 kg = 6.0 × 10¹¹ kg/s

so, 1.8109 × 10²⁹ kg will last

1.8109 × 10²⁹ / (6.0 × 10¹¹) = 0.301816666... × 10¹⁸ =

= 3.01816666... × 10¹⁷ seconds

60 seconds per minute.

60 minutes per hour.

24 hours per day.

365 days per year.

1 000 000 000 years.

that is

31,536,000,000,000,000 seconds in 1 billion years =

= 3.1536 × 10¹⁶ seconds in 1 billion years

so, this will go on for

3.018166666... × 10¹⁷ / 3.1536 × 10¹⁶ billion years =

= 0.957054372... × 10¹ = 9.57054372... billion years.

c.

the sun has already "spent" 4.6 billion years, so, that leaves about

9.6 - 4.6 = 5 billion years

According to the information, the total mass of hydrogen available for nuclear fusion in the Sun's core is 10^29 kg, the duration of the oroginal supply of hydrogen of the sun is 3.02 × 10^17 seconds, and the left time of the sun is 4.98 billion years.

a. The total mass of hydrogen available for nuclear fusion in the Sun's core is:

0.7 × 1.99 × 10^30 kg × 0.13 = 1.81 × 10^29 kg

How long the sun's original suply of hydrogen can last?

t = (1.81 × 10^29 kg) / (6 × 10^11 kg/s) = 3.02 × 10^17 seconds

Converting to billions of years:

t = (3.02 × 10^17 s) / (3.15 × 10^16 s/billion years) = 9.58 billion years

c. The Sun has already burned for 4.6 billion years, so the amount of time it has left before it runs out of fuel is:

9.58 billion years - 4.6 billion years = 4.98 billion years

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Answer:

a= Acute

b=Obtuse

c= Acute

d= Right

Answer:

C is the correct answer.

The sorted edges algorithm was applied to the pentagon prism graph ABCDEA with edge weights given. The final path is starting and ending at vertex A is  A-B-C-D-A-E.

The sorted edges algorithm starts by sorting the edges in ascending order of their weights. Then, starting from vertex A, the algorithm chooses the next smallest edge that connects to an unvisited vertex until all vertices have been visited.

Sort edges in ascending order

AD = 4, EA = 6, BC = 2, BD = 9, AB = 7, CE = 11, DE = 8, CA = 14, BE = 15, CD = 13

Starting at vertex A, select the next smallest edge that connects to an unvisited vertex AB = 7. Move to vertex B and select the next smallest edge that connects to an unvisited vertex BC = 2. Move to vertex C and select the next smallest edge that connects to an unvisited vertex CD = 13

Move to vertex D and select the next smallest edge that connects to an unvisited vertex AD = 4. Move to vertex A and select the next smallest edge that connects to an unvisited vertex EA = 6. Move to vertex E and all vertices have been visited. The final path is A-B-C-D-A-E.

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Answer:

1. A trend that gives me interest is the 1, 2 buckle my shoes 3, 4 buckle some more- The reason is why does it even exist and why did it get so popular is such a fast amount of time, and the way people get distracted on technology which we are using all over the world and it takes us away from the real world and makes us stay there.

2. Cocaine Bear it looks good and funny, I watched it with all my friends and they all enjoyed it with me.

Step-by-step explanation:

Thus, radius of the smaller cylinder is found as the 0.08 cm, for the given ratio of surface areas.

A cylinder's surface area provides information on how much space is present on the whole surface of the cylinder. If you were to use wrapping paper to wrap a can of Pringles as a birthday gift, then amount required would be equal towards the surface area of a Pringles can.

Let the surface area of smaller cylinder be s.

Let the  surface area of larger cylinder be S.

ratios of surface area:

s/S = 4 / 25

Radius of larger cylinder = 0.5 cm.

As,both cylinders are similar height will be same.

The formula for the surface area = 2*π*r*h

Put the values in ratio:

2*π*r*h / 2*π*R*h = 4 / 25

r / 0.5 = 4/25

cross multiplying:

r = 0.5*4 / 25

r = 0.08

Thus, radius of the smaller cylinder is found as the 0.08 cm.

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The first step is to copy a segment and an angle, and the second step is to fix the width of the compass to the length of the segment. Then last, draw a perpendicular line.

What is geometry?

Geometry is a branch of mathematics that deals with the study of spatial relationships, shapes, sizes, positions, and dimensions of objects. It involves the study of points, lines, angles, planes, curves, surfaces, and solids, and how they relate to each other in space.

According to the given information:

Considering that, we must define the first stage, which is the process of copying a line segment in order to ensure that the new line segment is the same length as the original line segment. In a first stage, an angle and a segment must be replicated. The illustration depicts the copying construction.

The compass width must then be changed to match the section length. The new angle is now commensurate with the old angle. This is the following step.

The next step is to draw a perpendicular line. It is shown here how to draw a line perpendicular to the specified line across a point.

As a result, the first step is to copy a segment and an angle, and the second step is to set the width of the compass to the length of the segment. Then last, draw a perpendicular line.

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Answer:The sample space that satisfies the definition of a continuous random variable is: ×=[0,500]

Step-by-step explanation:

The sample space that satisfies the definition of a continuous random variable is: ×=[0,500]

A continuous random variable is a variable that can take on any value within a certain range of values, typically a continuous interval. This means that there are an infinite number of possible values that the variable can take on, and the probability of any particular value is zero.

In contrast, the other sample spaces listed are all discrete random variables, meaning that they can only take on a finite or countable number of values. For example, the first sample space x={odd integers between 5 and 15} can only take on 6 possible values (5, 7, 9, 11, 13, or 15), and the third sample space x=[0,1,2,3] can only take on 4 possible values.

The fourth sample space x=[the number of days in the week that have the letter "r"] is also a discrete random variable, as it can only take on values of 0, 1, 2, or 3 (depending on how many days of the week have the letter "r").

Therefore, the only sample space that satisfies the definition of a continuous random variable is ×=[0,500].

Based on the information, we can infer that the correct graph/table is option D.

To identify the correct chart or table, we must identify the information about the data that Emily uses each year. She uses 360GB each year, in this case, to identify the relationship we must divide the amount of data she uses by the number of months she has in a year:

360GB / 12 months = 30 GB/month

In accordance with the above, we must identify the table or graph that represents this relationship. In this case it would be table D because it shows an increasing relationship of 1 month with 30gb, 2 months with 60gb, 3 months with 90gb, 4 months with 120gb, and so on.

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The range of the monthly rainfall data for the cities is approximately 7 centimeters.

To find the range of the data from the given box plot, we need to determine the highest and lowest values of the dataset. Looking at the box plot, we can see that the "H" represents the high outlier and the "□" represents the low outlier. The vertical line at the bottom of the box represents the minimum value and the vertical line at the top of the box represents the maximum value of the dataset within the interquartile range.

Using the scale on the x-axis, we can estimate the minimum value to be around 0.5 centimeters and the maximum value to be around 7.5 centimeters. The high outlier is located at around 8 centimeters and the low outlier is located at around 0 centimeters.

Therefore, the range of the data is the difference between the highest and lowest values, which is:

range = maximum value - minimum value = 7.5 - 0.5 = 7 centimeters

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Answer:

The mean absolute deviation of 8,2,7,8,6,10,2,1,10,6 is 2.24.

To calculate the mean absolute deviation, we first need to find the mean of the data set. The mean is the sum of all the values in the data set divided by the number of values. In this case, the mean is 7.

Once we have the mean, we can find the mean absolute deviation by finding the absolute value of the difference between each value in the data set and the mean. For example, the absolute value of the difference between 8 and 7 is 1. We then add up all of the absolute values and divide by the number of values in the data set. In this case, the mean absolute deviation is 2.24.

Here is the formula for the mean absolute deviation:

```

MAD = (|x1 - μ| + |x2 - μ| + ... + |xn - μ|) / n

```

Where:

* MAD is the mean absolute deviation

* x1, x2, ..., xn are the values in the data set

* μ is the mean of the data set

* n is the number of values in the data set

Step-by-step explanation:

The proportion is solved and ratio of minutes spent talking to teachers to minutes spent talking to students is given by 2 : 1

Given data ,

The principal spends 96 minutes talking to the teachers

And , the principal spends 48 minutes talking to students

Now , the basic ratio of minutes spent talking to teachers to minutes spent talking to students, we need to simplify the ratio by dividing both values by their greatest common factor

So , A : B = 96 : 48

On simplifying the proportion , we get

A : B = 2 : 1

Hence , the proportion is 2 : 1

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The values of x and y of the given transverse lines are:

x = 44.25° and y = 7.25°

We know that there are different classification of angles such as:

Corresponding angles

Alternate angles

Opposite angles

Supplementary angles

Complementary angles

Now, we also know that sum of angles on a straight line is 180 degrees. Thus:

5x - 9y - 16 = 140

5x - 9y = 156   -----(1)

We also know that alternate angles are defined as two angles, that are formed when a line crosses two other lines, that lie on opposite sides of the transversal line and on the opposite relative sides of the other lines. If the two lines crossed are parallel, then the alternate angles are equal.

Thus:

3x + y = 5x - 9y - 16

2x - 10y - 16 = 0

2x - 10y = 16  ----(2)

Solving simultaneously gives us:

x = 44.25° and y = 7.25°

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