4n + 1= 25 how do I solve this and show my work?​

The value of the missing data point is 10. Option C

The data set has 8 data points, and the median is given as 12. The median is the middle value when the data points are arranged in ascending or descending order.

Let's arrange the data set in ascending order:

6, 8, ?, 8, 14, 15, 16, 18

Since the median is 12, it should be the fourth data point when arranged in ascending order. Therefore, the missing data point must be the fourth value in the sorted data set.

From the given options, the only whole number that could fit as the fourth value in the data set is 10.

Thus, the value of the missing data point is C. 10.

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63:

2x3=6

3x5=15

6+15=21

x 3 =…

63

Step-by-step explanation:

A) The probability of the event that the block is cracked is; 0.025

The probability of the event that the block is discolored is; 0.045.

B) The probability of the event that the block is both cracked and discolored is; 0.025

C) The probability of the event that the block is cracked but not discolored is; 0.06178

We are given;

15 stones were cracked

27 stones were discolored

562 stones were neither cracked nor discolored

Total number of stones =600.

A) Find the probability that it is cracked, discolored or both;

Favorable condition for one is cracked = 15

Thus;

P(crack) = 15/600

P(crack) = 0.025

Favorable condition for discolored = 27

P(discolored) = 27/600

P(discolored) = 0.045

B) Favorable condition for both crack and discolored = 15

P(crack & discolored) = 15/600

P(crack & discolored) = 0.025

C) Favorable condition for cracked but not discolored means that the total number of stones will be 573. Thus;

P(cracked, not discolored) = 15/573

P(cracked, not discolored) = 0.06178

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Answer:

Step-by-step explanation:

Given three cruise ships, which we can reference as P, C, and M, and relations between the numbers of deluxe staterooms in each, you want to know the numbers on each ship. C has 31 more than P; M has 26 fewer than twice the number on P; the total on all ships is 609.

The relations can be described by the equations ...

  P + C + M = 609

  -P +C = 31

  2P -M = 26

The attachment shows a matrix solution:

  (P, C, M) = (151, 182, 276)

We can use the last two equations to write expressions for C and M to substitute into the first equation:

  C = 31 +P

  M = 2P -26

Then ...

  P + (31 +P) +(2P -26) = 609 . . . . substitute for C and M

  4P = 604 . . . . . . subtract 5

  P = 151 . . . . . . . divide by 4

Then the other values are ...

  C = 31 +151 = 182

  M = 2(151) -26 = 276

The numbers of deluxe staterooms on each ship are ...

Answer:

im pretty sure is 3 but it says 2 but just pick 3

Answer:

1

Step-by-step explanation:

Depending on what number has the most Xs above it, that will be the answer. The question is slanted so, it's hard to tell between 1 and 3, but, if I had to guess, then 1.

Answer:

y = 3x - 11

Step-by-step explanation:

(3, -2) and (5, 4)

m = 4+2/5-3

m = 6/2

m = 3

y = 3x + b

4 = 3(5) + b

4 = 15 + b

b = -11

y = 3x - 11

Answer:

see bottom

Step-by-step explanation:

divide through by 4

x2 - 2x - 3 = 0

x2 - 3x + x - 3 = 0

(x2 - 3x) + (x - 3) = 0

x(x - 3) + 1(x - 3) = 0

(x + 1) (x - 3) = 0

x + 1 = 0 and x - 3 = 0

x = -1 and x = 3

Answer:

Step-by-step explanation:

Midline is the horizontal line that passes exactly in the middle between the graph's maximum and minimum points.

Amplitude is the vertical distance between the midline and one of the extremum points.

Period is the distance between two consecutive maximum points, or two consecutive minimum points (these distances must be equal).

To find the formula for \(g(x)\). First, let's use the given information to determine the function's amplitude, midline, and period.

The midline of a sinusoidal function passes exactly in the middle of its extreme values. So we can find the midline by finding the average of the maximum and minimum values.

The midline passes exactly between the minimum value 1, and the maximum value 11, so the midline equation is

\(midline=y=\frac{11+1}{2} =6\)

The extremum points are 5 units above or below the midline, so the amplitude is 5.

The maximum point is 0.5 units to the right of the minimum point, so the period is \(2\cdot 0.5 =1\). We multiply by 2 because the distance between consecutive minimum and maximum points is always \(\frac{1}{2}\) of the period.

The general sinusoidal equation \(y=a\cos(bx)+d\) is the result of horizontal and vertical shifts, reflections, and stretches of the parent equation \(y=\cos(x)\) where

The amplitude is 5, so \(|a|=a=5\).

The midline is y = 6, so d = 6.

The period is 1, so b = \(\frac{2\pi }{1}=2\pi\).

The formula for \(g(x)=5\cos(2\pi x)+6\).

There is no significant difference between the mean scores of Education and Nursing students in mathematics.

Null hypothesis (H₀): There is no significant difference between the mean scores of Education and Nursing students in mathematics.

Alternative hypothesis (H₁): There is a significant difference between the mean scores of Education and Nursing students in mathematics.

We will use significance level (α) of 0.01.

Given:

Sample mean for Education students (x₁) = 88.50

Sample mean for Nursing students (x₂) = 90.25

Standard deviation for the Education student sample (s₁) = 7.5

Standard deviation for the Nursing student sample (s₂) = 8.2

Sample size for Education students (n₁) = 25

Sample size for Nursing students (n₂) = 29

The t-test statistic for two independent samples is:

t = (x1₁ - x2) / sqrt((s₁² / n₁) + (s₂² / n₂))

t = (88.50 - 90.25) / sqrt((7.5² / 25) + (8.2² / 29))

t ≈ -0.8187

In this case, df = 24.

The critical value for α = 0.01 and df = 24 is approximately ±2.797.

Since |-0.8187| < 2.797, the absolute value of the t-test statistic is smaller than the critical value.

Therefore, we fail to reject the null hypothesis.

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Answer:

r=30

Step-by-step explanation:

first expand:

4r+60+4r=300

8r+60=300

8r=300-60

8r=240

r=30

hope this works:)

Answer:

17

Step-by-step explanation:

Do the exponent first, then subratct it to 81

Answer:

thats easy 17

Step-by-step explanation:

Answer:

38

Step-by-step explanation:

x= 115°+ 27°

-- 142

x +142=180( sum of Triangle)

x=180-142

x= 38

Answer:

Hi there!

∠A = 27°

∠B = 115°

∠C

We know sum of the angles of a triangle is 180°

=> \(\:\mathsf{∠A\: +\:∠B\:+\: ∠C\: =\: 180°}\)

=> \(\:\mathsf{27°\: +\:115°\:+\: ∠C\: =\: 180°}\)

=> \(\:\mathsf{142°\:+\: ∠C\: =\: 180°}\)

=> \(\:\mathsf{ ∠C\: =\: 180°\:-\:142°}\)

=> \(\:\mathsf{ ∠C\: =\: 38°}\)

\(\:\fbox{Hope\:this\:helps\:you!}\)

Answer:

Sure.

Step-by-step explanation:

ok, so you basically just count from 0 going left three spaces. and the same going 5 spaces. For positive numbers you go (starting at 0) from left to right. for negative numbers (starting from 0 on the line) you go right to left.

I will make a G for where the green dot goes and a P for the pink dot.

<--I--I--I--I--I--I--I--I--I--I--I--I--I--I--I--I-->

         P    G       0       3     5

Hope this helps.

- Mach Speed.

Answer:

b. 4

c. 90⁰

Step-by-step explanation:

a. is in the diagram

Answer: each base angle in an isosceles right triangle measures 45 degrees.

Step-by-step explanation:

In an isosceles right triangle, two sides have equal lengths, and one angle is a right angle (90 degrees).

Since it is an isosceles triangle, the two base angles (the angles opposite the equal sides) must be congruent, meaning they have the same measure.

To find the measure of each base angle, we can use the fact that the sum of the angles in a triangle is 180 degrees.

Let's denote the measure of each base angle as "x". Then, the sum of the three angles in the triangle can be expressed as:

x + x + 90 = 180

Simplifying the equation:

2x + 90 = 180

Subtracting 90 from both sides:

2x = 90

Dividing both sides by 2:

x = 45

Rounding the answer to two decimal places, the relative frequency of students with red hair among the sample population of students with gray eyes is approximately 0.63. Option D

To find the relative frequency of students with red hair among the sample population of students with gray eyes, we need to divide the number of students with gray eyes and red hair by the total number of students with gray eyes.

From the given table, we can see that there are 22 students with gray eyes and red hair.

The total number of students with gray eyes is the marginal total for gray eyes, which is 35.

To find the relative frequency, we divide the number of students with gray eyes and red hair by the total number of students with gray eyes:

Relative frequency = Number of students with gray eyes and red hair / Total number of students with gray eyes

Relative frequency = 22 / 35

Simplifying the fraction, we have:

Relative frequency = 0.6286

Rounding the answer to two decimal places, the relative frequency of students with red hair among the sample population of students with gray eyes is approximately 0.63.

Therefore, the correct answer is option OD) 0.63.

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Answer:

True

Step-by-step explanation:

Cars and planes use fossil fuels such as, gas, petroleum. These are unrenewable resources.

Answer:

true

Step-by-step explanation:

they both emit carbon so if they are both used more often then carbon emissions will increase.

Answer:

73/48

Step-by-step explanation:

Answer:

D) none of the above

Step-by-step explanation:

16+20+30+30=96

96/4 =24

Below are some general reasons why a questionnaire might not be suitable:

Poorly constructed questions: If the questions in the questionnaire are not clear, ambiguous, leading, or biased, then the responses obtained may not be accurate or reliable. Poorly constructed questions may also lead to confusion, misunderstandings, and errors.

Lastly Inadequate sampling: If the sampling technique used to select respondents is not representative of the target population, then the results obtained may not be generalizable or applicable to the larger population. The sample size and composition may also affect the validity and reliability of the results.

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Given the information, we have the following:

Using the pythagoeran theorem, we get:

Therefore, the hypotenuse is c=10

Mr. X reduces his weight in a ratio of 4:17. This means that for every 4 units of weight he loses, his initial weight was divided into 17 equal parts.

To determine the ratio by which Mr. X reduces his weight, we need to compare his initial weight of 85 kg with his target weight of 65 kg.

The reduction in weight is calculated as the difference between the initial weight and the target weight, which in this case is 85 kg - 65 kg = 20 kg.

The ratio can be expressed as a fraction, where the numerator represents the reduction in weight and the denominator represents the initial weight:

Reduction in weight / Initial weight

Substituting the values, we have:

20 kg / 85 kg

Simplifying the fraction, we can divide both the numerator and denominator by their greatest common divisor, which is 5 in this case:

(20 kg / 5) / (85 kg / 5) = 4/17

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Answer:

True

Step-by-step explanation:

You are adding 3 each time:

Term 1: - 1

Term 2: -1 + 3 = 2

Term 3: 2 + 3 = 5

Term 4: 5 + 3 = 8

Term 5: 8 + 3 = 11

~

Answer:

True

Step-by-step explanation:

if you count 0,1,2,3,4,5,6... a(0) being the FIRST term the answer is A

if you count 1,2,3,4,5... a(1) being the first term (in  this case how do you call a(0) the zeroth term?)

Answer:

81 apartments are in the building

Step-by-step explanation:

9 × 9 = 81

Answer:

$1.4

Step-by-step explanation:

Step-by-step explanation:

Yes, they are similar because if you convert both of the measurements to fractions, which will be 2/3 and 8/12, you can see that if you simplify 8/12, you will get 2/3. That is why they are similar.

Answer:

x=36

Step-by-step explanation:

because 4x36=144

Answer:

4x = 144

4 • 36 = 144

The answer to the equation is 36

Answer:71

Step-by-step explanation:

-3-(-10)-(-64)=-3+10+64=71

The type of scale commonly used on maps is a graphic scale, which uses a line or bar to represent distances accurately.

The type of scale used on a map is known as a map scale. It is a graphical representation that shows the relationship between distances on the map and their corresponding measurements in the real world. A map scale allows us to understand the size and proportion of features depicted on the map.

There are three main types of map scales: verbal scales, graphic scales, and representative fraction scales.

Verbal Scale: A verbal scale uses words to describe the relationship between distances on the map and real-world measurements. For example, a verbal scale might state "1 inch represents 1 mile" or "1 centimeter represents 10 kilometers." Verbal scales are commonly used on small-scale maps, where the level of detail is not as important.

Graphic Scale: A graphic scale, also known as a bar scale or linear scale, uses a line or a bar marked with specific distances. This line is divided into equal segments that represent units of measurement. By comparing the length of the line on the map to the corresponding distance in the real world, you can determine distances accurately. Graphic scales are often found on the margin or the legend of a map and are commonly used on medium- to large-scale maps.

Representative Fraction (RF) Scale: A representative fraction scale expresses the relationship between map distances and real-world distances using a ratio. For example, a representative fraction of 1:100,000 means that one unit of measurement on the map represents 100,000 of the same units in the real world. This type of scale is useful because it allows for precise calculations and conversions between map distances and real-world distances. Representative fraction scales are commonly used on topographic maps and engineering plans.

It's important to note that a map may include multiple scales to accommodate different levels of detail. For instance, a large-scale map of a city may have a more detailed scale than a small-scale map of an entire country.

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The sprinter will complete the race in approximately 17.07 seconds.

To calculate the time for the race, we need to consider two parts: the acceleration phase and the constant velocity phase.

Acceleration Phase:

The acceleration of the sprinter is 1.64 m/s², and the distance covered during this phase is 25 m. We can use the equation of motion to calculate the time taken during acceleration:

v = u + at

Here:

v = final velocity (which is the velocity at the end of the acceleration phase)

u = initial velocity (which is 0 since the sprinter starts from rest)

a = acceleration

t = time

Rearranging the equation, we have:

t = (v - u) / a

Since the sprinter starts from rest, the initial velocity (u) is 0. Therefore:

t = v / a

Plugging in the values, we get:

t = 25 m / 1.64 m/s²

Constant Velocity Phase:

Once the sprinter reaches the end of the acceleration phase, the velocity remains constant. The remaining distance to be covered is 100 m - 25 m = 75 m. We can calculate the time taken during this phase using the formula:

t = d / v

Here:

d = distance

v = velocity

Plugging in the values, we get:

t = 75 m / (v)

Since the velocity remains constant, we can use the final velocity from the acceleration phase.

Now, let's calculate the time for each phase and sum them up to get the total race time:

Acceleration Phase:

t1 = 25 m / 1.64 m/s²

Constant Velocity Phase:

t2 = 75 m / v

Total race time:

Total time = t1 + t2

Let's calculate the values:

t1 = 25 m / 1.64 m/s² = 15.24 s (rounded to two decimal places)

Now, we need to calculate the final velocity (v) at the end of the acceleration phase. We can use the formula:

v = u + at

Here:

u = initial velocity (0 m/s)

a = acceleration (1.64 m/s²)

t = time (25 m)

Plugging in the values, we get:

v = 0 m/s + (1.64 m/s²)(25 m) = 41 m/s

Now, let's calculate the time for the constant velocity phase:

t2 = 75 m / 41 m/s ≈ 1.83 s (rounded to two decimal places)

Finally, let's calculate the total race time:

Total time = t1 + t2 = 15.24 s + 1.83 s ≈ 17.07 s (rounded to two decimal places)

Therefore, the sprinter will complete the race in approximately 17.07 seconds.

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