A television network wanted to estimate the proportion of a one-hour time slot that is made up of commercials. The network took random samples of
10
10 one-hour time slots. The following are the sample proportions the network found in
12
12 samples.

​

Part A

​

​What is the estimated proportion of commercials in all one-hour time slots? Round your answer to the nearest thousandth.

The growth rate of of is smaller than that of of as approaches ∞. Even though the function of equals is growing as increases, it isn't growing as fast as of equals squared. And so the limit of of over of is zero.

Now, According to the question:

Let's know:

What is the growth rate meaning?

The growth rate of a value (GDP, turnover, wages, etc.) measures its change from one period to another (month, quarter, year). It is very generally expressed as a percentage.

The growth rate of of is smaller than that of of as approaches ∞. Even though the function of equals is growing as increases, it isn't growing as fast as of equals squared. And so the limit of of over of is zero.

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Therefore, the solution to this given problem is the standard deviation comes out to be 139.41 .

A measure of how far measurements for a group deviate from the mean is called standard deviation (mean or expected value). A low standard deviation indicates that most of the numbers are within a few standard deviations of the average, whereas a large standard deviation indicates that the numbers are more dispersed.

Here,

Given:

sample size(n) =100

SE =13.941

Since we are aware, the standard error of the mean

=> SE = [tex]\frac{\alpha }{\sqrt{n} }[/tex]

So α = SE * [tex]\sqrt{n}[/tex] = 13.941 * 10 = 139.41

Therefore, the standard deviation comes out to be 139.41 .

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The median of 1 to 10 is 5.5.

The median is the middle point in a dataset—half of the data points are smaller than the median and half of the data points are larger.

Here we have to find the median of 1-10.

Here we can see that there are 10 numbers given

so, n= 10

Where the number of terms is even.

We know that the formula to find the value of the median whose n value is given,

Median= {(n/2 +1 )th term +(n/2)th term} / 2

We can now substitute the value of n in the above formula, we get

Median= {(10/2+1) +(10/2)} / 2

We can now simplify the above step, we get

Median= 11/2 = 5.5

Therefore, the median of 1 to 10 is 5.5.

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with the Application of Analytical geometry a dotted line is used to mark x=3  inequalities on a number line

what is Analytical geometry ?

Combining algebra and geometry is called analytical geometry. Analytical geometry aims to present geometric figures through algebraic equations in either a two-dimensional or three-dimensional domain.

solution:

The graph below shows the inequality 3.

All points that lie in the shaded area satisfy the equation x<3.

In other words, x can take any value less than 3.

x≠3 or any number that is greater than 3.

Since there is strict inequality,

i.e., x<3, the points that lie on the line

x=3 will not satisfy the equation.

Therefore, a dotted line is used to mark x=3.

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Domains having continuous boundaries, Lipschitz boundaries and C1 boundaries are three types of domain.

The collection of all potential inputs for a function is its domain. For instance, the domain of f(x)=x^2 and g(x)=1/x are all real integers with the exception of x=0. Additionally, we can define special functions with more constrained domains.

Consider the function y = f(x), which has the independent variable x and the dependent variable y. A value for x is said to be in the domain of a function f if it successfully allows the production of a single value y using another value for x.

There are three types of domain in mathematics. Domains having continuous boundaries, Lipschitz boundaries, C1 boundaries, and others are frequently thought of as types of domains. An exterior or external domain is the interior of a bounded domain's complement, whereas a bounded domain is a domain that is a bounded set.

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Galileo's discovery was that the period of swing of a pendulum is independent of its amplitude--the arc of the swing--the isochronism of the pendulum.

Christiaan Huygens, a Dutch mathematician, astronomer, physicist, and horologist, created the pendulum clock in 1656 and received a patent for it in 1657. With the help of this technology, clocks now lose less than 15 seconds every day instead of nearly 15 minutes.

Huygens was motivated by Galileo Galilei's pendulum research, which he began in about 1602. Isochronism, or the fact that a pendulum's period of swing is about the same for swings of all sizes, is the main characteristic that makes pendulums ideal timekeepers, was discovered by Galileo.

Galileo came up with the concept for a pendulum clock in 1637, and his son started building one in 1649, but neither of them survived to see it completed. The precision of clocks was greatly improved by the advent of the pendulum, the first harmonic oscillator used for timekeeping, going from around 15 minutes per day to 15 seconds per day.

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Galileo made the discovery that a pendulum's period of swing is independent of its amplitude, or the swing's arc, or the isochronism of the pendulum.

The pendulum clock was developed in 1656 by Dutch mathematician, astronomer, physicist, and horologist Christiaan Huygens, who also got a patent for it in 1657. With the use of this technology, clocks no longer lose roughly 15 minutes of time each day, but rather lose less than 15 seconds.

Galileo Galilei's pendulum research, which he started about 1602, inspired Huygens. Galileo discovered isochronism, or the fact that a pendulum's period of swing is roughly the same for swings of all sizes, which is the main quality that makes pendulums great timekeepers.

The idea for a pendulum clock was developed by Galileo in 1637, and his son began construction on one in 1649, but neither of them lived to see it finished. With the invention of the pendulum, the first harmonic oscillator used for timekeeping, the accuracy of clocks was substantially increased, decreasing from roughly 15 minutes per day to 15 seconds per day.

The roots of the quadratic equation 3x²-14x-5 = 0 are 5, -1/3

The meaning of quadratic equation is any equation containing one term in which the unknown is squared and no term in which it is raised to a higher power.

Given that, a quadratic equation, 3x²-14x-5 = 0

On factorizing, we get,

3x²-14x-5 = 0

3x(x-5)+1(x-5) = 0

(3x+1)(x-5) = 0

(x-5) = 0

x = 5

And,

(3x+1) = 0

x = -1/3

Hence, The roots of the quadratic equation 3x²-14x-5 = 0 are 5, -1/3

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The solutions to the equation are x = ±1/2 and x = √-2 and the factored form is (4x² - 1)(x² + 2) = 0

From the question, we have the following parameters that can be used in our computation:

4x4 + 7x2 – 2 = 0

Rewrite the equation properly

So, we have the following representation

4x⁴ + 7x² – 2 = 0

Expand the equation

This gives

4x⁴ + 8x² - x² – 2 = 0

Factorize the expanded equation

So, we have

4x²(x² + 2) - 1(x² + 2) = 0

Factor out x² + 2

So, we have the following representation

(4x² - 1)(x² + 2) = 0

When the equation is solved, we have

x = ±1/2 and x = √-2

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The algebraic expression for 10 more than a number is x + 10 or 10 + x.

The x in the expression is called a variable, which can be represented by any letter in the alphabet.

An algebraic expression is a mathematical expression that consists of numbers, variables and operators, and its value can change.

Some basic mathematical operators are +, -, x and /.

The given phrase states that a result can be obtained by adding 10 more to the variable.

The variable x can be replaced by any number.

If x equals 2, then the expression x + 10 has a value of 12.

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According to the given information [tex]C\left(x^2+(y-10)^2=225\right.\\[/tex] is the sprinkler's covered boundary is represented by equation.

The reference system is a two-dimensional surface created by combining two number lines. A single beam number line makes up the x-axis. The title of the vertically x axis, which is the other figure line, is the y-axis. The intersection of the two axes is the origin. To chart lines, arrows, and other objects, utilize the coordinate plane.

The convergence of the x-axis, a horizontally number line, and the y-axis, a horizontal figure line, creates a coordinate plane. The origin of something like the coordinate plane is the vertical intersection of a three axes (plural for axis).

[tex]\begin{aligned}& (x+k_1)^2+\left(y+k_2\right)^2=h \\& (0,10) . \quad k_1=0, \quad k_2=-10 \\& x^2+(y-10)^2=h \\& \text { to, } 25, \quad(0,-5) \\&\Rightarrow h=225 \quad \\& x^2+(y-10)^2=225\end{aligned}[/tex]

Hence, the equation is [tex]C\left(x^2+(y-10)^2=225\right.\\[/tex].

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Answer:

(- 6,4) or x = - 6,y = 4

Step-by-step explanation:

[tex]y=\frac{1}{3}x+6[/tex]

(0,6) and (- 6,4)

(0,5) and (- 6,4)

Answer:

x+2-x+3

x-x+2+3

2+3

5

2x+x-2-2x-1

2x-2x+x-2-1

x-2-1

x-3

The step that is the same when bisecting segments and angles is "Draw a ray from the vertex to another point."

When bisecting a segment, you must draw a line that divides the segment into two equal parts. One way to do this is to draw a ray with one endpoint at the midpoint of the segment and the other endpoint at any point beyond the segment. This ray will bisect the segment. When bisecting an angle, you must draw a line that divides the angle into two equal angles. One way to do this is to draw a ray from the vertex of the angle to any point on the angle. This ray will bisect the angle.

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Answer: Mark the intersection points of the arcs.

Step-by-step explanation: Draw a ray with one endpoint. is incorrect

Step-by-step explanation:

What is the formula for mean median and mode?

Mean: is the average of values

Median: center most value when values are arranged in numerical order

Mode: most frequent occurring value

_______________________________________

Example

Given values: 0 , 3 , 2 , 10 , 11 , 31 , 2

mean: (0 + 3 + 2 + 10 + 11 + 31 + 2)/7  = 8.429

median: 0 , 2 , 2 , 3 , 10 , 11 , 31

mode: 2 (because 2 shows up twice and the others numbers only once)

Answer:

x= -61

Step-by-step explanation:

[tex]87=-2x-35\\(87)+35=(-2x-35)+35\\122=-2x\\\frac{122}{-2}=\frac{-2x}{-2}\\x=-61[/tex]

Answer : Finding the preimage (s) of a value a by a function f is equivalent to solving equation f(x)=a f ( x ) = a . Finding the preimage (s) of a value a by a function f , which has a known curve, is equivalent to find the abscissae of the intersection(s) of the curve with the ordinate line y=a

In the following list of properties, f: A → B indicates than f is function (or map) from A to B:

If f : A → B then

f [A] = ∅

f -1[B] = ∅.

If f : A → B and X, Y ⊆ B then f-1[X ∩ Y] = f-1[X] ∩ f-1[Y].

If f: A → B and X, Y ⊆ B then f-1[X ∪ Y] = f-1[X] ∪ f-1[Y]

If f: A → B and X, Y, ⊆ A then

f [A ∪ B] = f|A| ∪ f |B|

f [A ∩ B] ⊆ f|A| ∩ f |B|In the following list of properties, f: A → B indicates than f is function (or map) from A to B:

If f : A → B then

f [A] = ∅

f -1[B] = ∅.

If f : A → B and X, Y ⊆ B then f-1[X ∩ Y] = f-1[X] ∩ f-1[Y].

If f: A → B and X, Y ⊆ B then f-1[X ∪ Y] = f-1[X] ∪ f-1[Y]

If f: A → B and X, Y, ⊆ A then

f [A ∪ B] = f|A| ∪ f |B|

f [A ∩ B] ⊆ f|A| ∩ f |B|

The image of 5 is √5.

The preimage of 5 is 25; for ℕ(the set of natural numbers) it is the set of all perfect squares in ℕ [2].

Step-by-step explanation:

The intersection of the two lines represent the solution of the system of equations.

Hence the intersection of the two lines in this problem has the coordinates given as follows:

(2,1).

The definition of the system of equations in this problem is given as follows:

Replacing the second equation into the first, the variable x is obtained as follows:

x + 2(2x - 3) = 4

x + 4x - 6 = 4

5x = 10

x = 2.

Then, replacing x = 2 into the second equation, the variable y is given as follows:

y = 2(2) - 3 = 1.

The solution means that the linear functions x + 2y = 4 and y = 2x - 3 intersect at the coordinates (2,1).

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A vertical asymptote example is a graph that shows an equation such as 1/x approaching infinity as x approaches 0. In this example, x = 0 is the vertical asymptote.

A vertical asymptote is a line on a graph that represents the point at which a function approaches infinity or negative infinity. In other words, it is the point at which the graph of the function becomes infinitely steep. An example of a vertical asymptote is the equation 1/x. As x approaches 0, the value of 1/x approaches infinity. This is represented on the graph of the equation as a vertical line at x = 0. This line is the vertical asymptote. A vertical asymptote indicates that the domain of the function does not include the point at which the asymptote occurs. This is because a function cannot approach infinity. Thus, the equation 1/x is not defined at x = 0.

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The equation does not include the value of 6, we can also express the solution as –[infinity], 6), which excludes the value of 6

The equation 5x - 10 ≤ 20 can be solved by isolating the x variable and rearranging the equation to solve for x. First, we need to add 10 to both sides of the equation in order to get all the terms on one side of the equation. This gives us 5x ≤ 30. Then, we need to divide both sides of the equation by 5 in order to isolate the x variable. This results in x ≤ 6. The solution for this equation can be written as the set of all real numbers less than or equal to 6, which can be represented as –[infinity], 6]. Since this equation does not include the value of 6, we can also express the solution as –[infinity], 6), which excludes the value of 6.

In more detail, when solving a linear inequality, the objective is to isolate the variable on one side of the inequality sign. The first step is to move all terms not containing the variable to the other side of the inequality sign by performing the opposite operation of the given equation. In this case, the equation 5x - 10 ≤ 20 has a subtraction on the left-hand side, so the opposite operation is to add 10 to both sides of the equation. This results in 5x ≤ 30.

Next, we need to divide both sides of the equation by 5 to isolate the x variable. This yields x ≤ 6. The solution for this equation is the set of all real numbers that are less than or equal to 6, which can be written as –[infinity], 6]. Since the equation does not include the value of 6, we can also express the solution as –[infinity], 6), which excludes the value of 6.

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The property of congruence illustrated in the statement is the transitive property.

The transitive property states that if A is congruent to B and B is congruent to C, then A is congruent to C. In other words, if two things are congruent to a third thing, they are also congruent to each other.

In the statement "If AB ≅ DE, EF ≅ DE then AB ≅ EF," AB is congruent to DE, and EF is congruent to DE, so AB must also be congruent to EF according to the transitive property.

The other properties you listed are not applicable in this case. The symmetric property states that if A is congruent to B, then B is congruent to A. The reflexive property states that every object is congruent to itself. And multiplication is not a property of congruence.

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The question is -

What property of congruence is illustrated in the statement? If AB ≅ DE, EF ≅ DE then AB ≅ EF.

a. Symmetric

c. Reflexive

b. Transitive

d. Multiplication

Answer:

distribute

2 and r  ; 2 and + 3

2 * r = 2r

2 * 3 = 6

combine:

2r + 6

Step-by-step explanation:

Step-by-step explanation:

2 (r+3)

You are asked to multiply 2 by (r + 3).

To remove the ()'s, you must multiply 2 by both terms within the ()'s:

2(r + 3)

= 2 * r + 2 * 3

= 2r + 6

Please comment below if you have further questions for this problem.

Answer:

Answer below

Step-by-step explanation:

The meaning of congruence in Maths is when two figures are similar to each other based on their shape and size.

Answer:exactly equal shape and size

Step-by-step explanation:

The height of the rose of Esther's rose is 10 cm while Mikes's rose is 17 cm.

Determine the known quantities and designate the unknown quantity as a variable while trying to set up or construct a linear equation to fit a real-world application.

As per the given,

Height of Esther's rose = x cm

Height of Mike's rose = 2x - 3

The sum of their heights decreased by 5 is 22.

x + 2x - 3 - 5 = 22

3x - 8 = 22

x = 10

Thus, Esther's rose = 10 cm and Mike's rose = 2 x 10 - 3 = 17 cm

Hence "Mike's rose is 17 cm tall, compared to Esther's 10 cm high rose".

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Answer:

Hi! The answer is 120 Db.

Hope it helps!

The slope of the line is -7 and the y-intercept is negative 3. The line is drawn below.

The collection includes all locations on the surface of the shape (x, f(x)) that make up a function of f's graph. We may alternatively say that the graph of f is the curve of y = f. (x). As a result, the diagram of an equation is a particular instance of the graphs of functions.

A connection between a number of variables results in a linear model when a graph is displayed. The variable will have a degree of one.

The linear equation is given as,

y = mx + c

Where m is the slope of the line and c is the y-intercept of the line.

The equation is given below.

y = -7x - 3

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Answer:

SAS proves congruence.

Step-by-step explanation:

⭐What is SAS?

⭐How do we determine if 2 triangles are congruent by SAS?

⭐Example (figures not drawn to scale):

No, the SSA congruence rule is not a valid criterion for proving whether two triangles are congruent with each other.

The SSA Congruence Rule states that two triangles are equal if any two sides and no angle between them are equal to the two sides and the other angle. However, the congruence rule does not say that two triangles are congruent because the sides of the two triangles may not be on the same corresponding side. Both triangles can be different shapes and sizes from each other. Therefore, the SSA Consolidation Rules are not valid. Let's see why SSA doesn't work, see the diagram above. Two triangles ΔABC and ΔDEF have AB = DE, BC = EF, ∠C = ∠F (not included angles). It turns out that two sets of sides and one set of angles are equal (respectively), but the two triangles are not congruent. No two triangles are the same shape and size. Therefore, the SSA Congruence Rule is void.

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Using the slope-intercept form, the slope is 0 for line y=5.

The slope of a line indicates its steepness. Slope is computed mathematically as "rise over run" (change in y divided by change in x). The slope of a straight line in arithmetic defines how steep it is. It is also known as the gradient. The slope equations. The slope of a line is defined as the "change in y" divided by the "change in x". The slope is defined as the ratio of the vertical change between two places, known as the rise, to the horizontal change between those same two points, known as the run.

Here,

given line,

y=5

y=mx+5

y=0*x+5

m=0

The slope of line y=5 is 0 using the slope-intercept form.

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Answer:

[tex]x^3+x^2-5x+5-\frac{30}{x+5}[/tex]

Step-by-step explanation:

[tex]\frac{x^4 + 6x^3 -20x-5}{x+5} \\ \\ =\frac{x^3(x+5)+x^3-20x-5}{x+5} \\ \\ =\frac{x^3(x+5)+x^2(x+5)-5x^2-20x-5}{x+5} \\ \\ =\frac{x^3(x+5)+x^2(x+5)-5x(x+5)+5x-5}{x+5} \\ \\ =\frac{x^3(x+5)+x^2(x+5)-5x(x+5)+5(x+5)-30}{x+5} \\ \\ =x^3+x^2-5x+5-\frac{30}{x+5}[/tex]