Kyle got a new video game and is using the bar chart given below to keep track of how many points he gets on each level. How many points will he earn on level 14?

Answer:$20

Step-by-step explanation:

If Carlos had $20

Ben would have $60

And Ava would have $40

The value of df(4)/dx is  (-e⁻⁴ + e⁴)/2 when function f(x) is cosh(x).

To find df(4)/dx, we need to differentiate the function f(x) = cosh(x) with respect to x.

Using the chain rule, the derivative of f(x) with respect to x is given by:

df(x)/dx = d/dx [cosh(x)]

To differentiate cosh(x), we can use the derivative of e^x, which is e^x, and apply the chain rule:

df(x)/dx = d/dx (e⁻ˣ + eˣ)/2

Applying the chain rule to each term separately:

df(x)/dx = (d/dx [e⁻ˣ ] + d/dx [eˣ))/2

The derivative of e⁻ˣ is -e⁻ˣ, and the derivative of eˣ is eˣ:

df(x)/dx = (-e⁻ˣ+ eˣ)/2

Now, to find df(4)/dx, we substitute x = 4 into the derivative:

df(4)/dx = (-e⁻⁴ + e⁴)/2

This is the value of df(4)/dx for the function f(x) = cosh(x).

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Answer:

hi

Step-by-step explanation:

i think so

hope it helps

have a nice day

Answer:

a₁ = - 256 , r = - [tex]\frac{1}{4}[/tex]

Step-by-step explanation:

The nth term of a geometric sequence is

[tex]a_{n}[/tex] = a₁ [tex](r)^{n-1}[/tex]

Given

[tex]a_{n}[/tex] = - 256 [tex](-\frac{1}{4}) ^{n-1}[/tex] , then by comparison

a₁ = - 256 and r = - [tex]\frac{1}{4}[/tex]

Answer:

12. 6= 68°

15. 4= 52°

Step-by-step explanation:

12.

since 5= 22°

5+6= 90° since it Is a right angle

6= 90-22

therefore 6 is 68°

15.

since 3 is 38°

and 3+4= 90° since it is a right angle

4= 90-38

therefore 4 is 52°

Answer:

(3,-4)

Step-by-step explanation:

Answer:

25

Step-by-step explanation:

Answer:

? = 25°

Step-by-step explanation:

all triangle interior angles added together = 180°, so:

? = 180° - 119° - 36°

? = 25°

Both the empty set (∅) and singleton sets are considered connected. The empty set is connected by definition, and a singleton set is connected because it cannot be divided into two non-empty open sets.

The statement that empty sets and singletons are always connected is true. Let's prove it for both cases:

1. Empty Set (∅):

The empty set (∅) is considered connected by definition. A set is said to be connected if there are no two non-empty open sets whose union is the set and whose intersection is empty. Since the empty set does not contain any elements, there are no open sets to consider, and thus it satisfies the definition of connectedness. In other words, there are no non-empty sets to separate the empty set, making it connected.

2. Singleton Set ({x}):

A singleton set, which contains only one element, is also connected. To prove this, let's assume the singleton set {x} is not connected. This means there exist two non-empty open sets A and B such that {x} is the union of A and B, and A and B have an empty intersection.

Since A and B are non-empty and their union is {x}, it means that each of them contains at least one point from the singleton set {x}. However, since the intersection of A and B is empty, it implies that A and B cannot contain any additional points other than x. This contradicts the assumption that A and B are open sets since they do not contain any points other than x.

Therefore, the assumption that {x} is not connected leads to a contradiction. Hence, {x} must be connected.

In conclusion, both the empty set and singleton sets are always connected.

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Answer:

3x + 3y - 6

Step-by-step explanation:

3x - 6 + 3y =

3x + 3y - 6

Answer:

A =28.26

Step-by-step explanation:

Using the area formula

A = pi r^2

We use pi = 3.14 and the radius is 3

A = 3.14 * (3)^2

A = 3.14 *9

A =28.26

Answer:

x=2, -6

Step-by-step explanation:

[tex]3x^{2} +12x-36=0[/tex]

[tex]x^{2} +4x-12=0[/tex]     (Divided by 3)

[tex](x-2)(x+6)=0\\x_{1} =2, x_{2} =-6[/tex]

y=15x+50 it should look something like that

Answer:it is #4

7:4

so 7 suv and 4 trucks

The answer would be the Third option

Answer:

x < 7

Step-by-step explanation:

Given

2x - 5 < 9 ( add 5 to both sides )

2x < 14 ( divide both sides by 2 )

x < 7

(a) The sample space for this game is the set of numbers on the wheel are 00, 0, 1, 2, ..., 38.

For this game of chance with a wheel consisting of 40 slots, the sample space is defined as the set of all possible numbers that the metal ball can fall into. The numbers range from 00 to 38, including both the double zero and single-digit numbers.

(b) The probability of the ball landing in the slot marked 4 is 1/40, which is equivalent to 0.025 when rounded to four decimal places.

To determine the probability that the metal ball falls into the slot marked 4, we need to calculate the ratio of the favorable outcomes (the ball landing in slot 4) to the total number of possible outcomes.

There is only one slot marked 4, so the number of favorable outcomes is 1. The total number of possible outcomes is 40 since there are 40 slots on the wheel.

This means that if the game is played many times, we can expect the ball to land in slot 4 approximately 0.025 (or 2.5%) of the time.

(c) The probability that the metal ball lands in an odd slot is 0.5.

To determine the probability that the metal ball lands in an odd slot, we count the number of odd slots on the wheel. Odd numbers occur every other slot starting from 1, so there are a total of 20 odd slots on the wheel.

The probability of the ball landing in an odd slot is given by the ratio of the number of odd slots to the total number of possible outcomes. Therefore, the probability is 20/40, which simplifies to 1/2 or 0.5 when rounded to four decimal places.

This means that if the game is played many times, we can expect the ball to land in an odd slot approximately 0.5 (or 50%) of the time.

The correct choices are:

(b) If the wheel is spun 1000 times, it is expected that about 25 of those times result in the ball landing in slot 4.

(c) If the wheel is spun 100 times, it is expected that exactly 50 of those times result in the ball landing on an odd number.

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(a) To test the hypotheses H0: μ = 22.5 versus H1: μ ≠ 22.5, a t-test can be used with a significance level of α = 0.05. The sample mean of the interior temperatures is calculated as 22.496, and the sample standard deviation is computed as 0.402.

Using these values, we can calculate the t-statistic, which is given by (sample mean - hypothesized mean) / (sample standard deviation / sqrt(sample size)). Plugging in the values, we have (22.496 - 22.5) / (0.402 / sqrt(5)), resulting in a t-statistic of -0.020.

Next, we determine the degrees of freedom, which is the sample size minus 1, giving us 4.

Using the t-distribution table or a t-distribution calculator, we find the critical t-value for a two-tailed test with α = 0.05 and 4 degrees of freedom to be approximately ±2.776.

Since the absolute value of the calculated t-statistic (0.020) is less than the critical t-value (2.776), we fail to reject the null hypothesis.

(b) To check the assumption of normal distribution for the interior temperatures, a graphical method such as a histogram or a Q-Q plot can be used. Additionally, statistical tests such as the Shapiro-Wilk test can be employed to formally assess normality.

Know more about (a) To test the hypotheses H0: μ = 22.5 versus H1: μ ≠ 22.5, a t-test can be used with a significance level of α = 0.05. The sample mean of the interior temperatures is calculated as 22.496, and the sample standard deviation is computed as 0.402.

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Answer:

30 or 780 is your answer for the first one. i dont know how to work out the answer for the 2 one im sorry :(

Step-by-step explanation:

13+12+5 = 30

13 x 12 x 5 = 780

I would go for 780

it seems more like to be the answer

Answer:

32

Step-by-step explanation:

The formula needed to solve this question by hand is:

[tex]x^{\frac{m}{n}} =\sqrt[n]{x^{m}}[/tex]

256^(5/8) = 8th root of 256^5

256^(5/8) = 8th root of 1280

256^(5/8) = 32

The standard deviation for the portfolio is 7.65%. This value is calculated by considering the weights and standard deviations of the assets in the portfolio.

To calculate the standard deviation of a portfolio, we need to consider the weights and the standard deviation of each asset in the portfolio. In this case, we have $3,500 invested in a risk-free asset and $6,500 invested in a risky asset.

First, let's calculate the standard deviation of the risky asset:

Standard Deviation = 22%

Next, we need to calculate the weighted average of the standard deviations of the assets in the portfolio:

Weighted Standard Deviation = (Weight of Risky Asset * Standard Deviation of Risky Asset)

Weighted Standard Deviation = (0.65 * 22%)

Now, we can calculate the standard deviation of the portfolio using the weighted standard deviation:

Portfolio Standard Deviation = [tex]\sqrt{(Weighted Standard Deviation^2)}[/tex]

= [tex]\sqrt{(0.65 * 22\%)^2}[/tex] = [tex]\sqrt{(0.65^2 * (22\%)^2}[/tex] = [tex]\sqrt{(0.4225 * 0.484)}[/tex]  = [tex]\sqrt{0.204}[/tex]

Portfolio Standard Deviation = 0.452 = 7.65%

Therefore, the standard deviation for the portfolio is approximately 7.65%.

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Answer:

2

Step-by-step explanation:

[tex]2x^2-8x+7=0\\\\[/tex]

a=2

b=-8

c=7

[tex]\frac{8+ \sqrt{16-4(2)(7)} }{4}[/tex]

4±[tex]\sqrt{2}[/tex] /2

Answer:

The answer is 2 hope this helps :3

Step-by-step explanation:

Answer:

C is the correct answer

Step-by-step explanation:

Based on the data provided, the correct statement is:

A. The average size of a seventh-grade class is larger and varies more than that of a kindergarten class.

Here's the explanation:

1. Average class size:

The mean (average) class size for kindergarten is given as 20, while for the seventh grade, it is given as 32. Since 32 is greater than 20, we can conclude that the average size of a seventh-grade class is larger than that of a kindergarten class.

2. Variation in class sizes:

The mean absolute deviation (MAD) is provided as 1.2 for kindergarten and 2 for the seventh grade. The MAD measures the average amount by which each data point differs from the mean. A higher MAD indicates greater variability. In this case, the MAD for the seventh grade (2) is higher than that for kindergarten (1.2), indicating that the class sizes in the seventh grade vary more than those in kindergarten.

Therefore, the average size of a seventh-grade class is larger and varies more than that of a kindergarten class.

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Answer:

answer is A

Step-by-step explanation:

hope that helps

The range of the function f(x) = -4|x + 1| − 5 is (-∞, -5). The correct option is A.

The domain of a function is the set of values that can be plugged into it. This set contains the x values in a function like f. (x). A function's range is the set of values that the function can take. This is the set of values that the function returns after we enter an x value.

The given function is f(x) = -4|x + 1| − 5. Plot the function on the graph and it is observed that the range of the function varies from -∞ tp 5.

The graph of the function is attached with the answer below. The absolute function has the vertex at (-1,-5).

Therefore, the range of the function f(x) = -4|x + 1| − 5 is (-∞, -5). The correct option is A.

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The statement that is correct about the simple shortest path problem is: The problem is ill-posed if the graph contains a negative-length cycle.

If the graph has a negative-length cycle, the shortest path will loop around that cycle an infinite number of times and, as a result, it is difficult to find the shortest path.

The Simple Shortest Path problem is a popular algorithmic issue in computer science. It is well-known that this issue may be solved in O(m log n) time using a variety of algorithms.

Dijkstra’s algorithm is a simple algorithm that is usually used to solve this issue. This algorithm works by maintaining a set of vertices that have already been visited while also maintaining a heap with all of the vertices that have yet to be explored.

The algorithm then picks the vertex with the lowest cost from the heap and processes all of its neighbours.

The cost of each neighbour is calculated by adding the weight of the edge connecting the current vertex to the neighbour vertex to the cost of the current vertex.

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The required, function that models the balance of Stephani's account is

[tex]B(t) = 325(0.005)^t[/tex]. Option B is correct.

The function that models the balance of Stephani's account, B(t), in dollars, as a function of time, t, in months, can be determined using the given information.

Given:

Bank charges a fee of 0.5% per month for having a checking account.

Stephani's account has $325 in it.

The function that models the balance of Stephani's account, B(t), in dollars, as a function of time, t, in months, is:

b: [tex]B(t) = 325(0.005)^t[/tex]

In this function, the initial balance is $325, and the bank charges a fee of 0.5% per month, which is equivalent to 0.005 as a decimal. The exponent "t" represents the number of months, and with each passing month, the balance is reduced by 0.5%.

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Answer:

Equation b and c represent the situation.

Answer:

Natalie is 15

Fred is 24

Step-by-step explanation:

You would first create equations to represent the problem. You would then solve for a variable (I chose to solve for y). I subtracted each equation from each other which helped me isolate y, which equaled 15. I then substituted y for 15 which allowed me to isolate x, which gave me 24.

(the equations)

x + y = 39

x + 3y = 69

(solving for y)

x + 3y = 69 - x + y = 39

x-x +3y -y = 69 - 39

2y = 30

y = 15

(solving for x)

x + 15 = 39

x +15 -15 = 39 -15

x = 24

1. The difference between a sequence and a series is that a sequence is an ordered list of numbers, while a series is the sum of the terms in a sequence.

2. To solve series and sequence questions, various techniques can be used, such as finding patterns, using formulas, or applying mathematical operations like addition, subtraction, multiplication, or exponentiation.

3. Counting and probability are branches of mathematics that deal with quantifying and analyzing the likelihood of events. Counting involves determining the number of possible outcomes in a given situation.

4. The three principles of counting are the multiplication principle, the addition principle, and the principle of complementary counting.

1. A sequence is an ordered list of numbers, typically denoted as a₁, a₂, a₃, ..., where each term in the sequence is identified by its position or index. For example, {1, 3, 5, 7, 9} is a sequence. On the other hand, a series is the sum of the terms in a sequence. For instance, the series corresponding to the sequence mentioned earlier would be 1 + 3 + 5 + 7 + 9.

2. To solve series and sequence questions, it is important to look for patterns or relationships between the terms. For sequences, one can identify a pattern and use it to generate subsequent terms. In series, formulas or techniques like finding the sum of an arithmetic or geometric progression can be applied.

3. Counting involves determining the number of possibilities or outcomes in a given situation. It can involve simple counting principles or more complex techniques like combinations and permutations. Probability, on the other hand, deals with quantifying the likelihood of events. It uses mathematical calculations to determine the probability of specific outcomes or events occurring.

4. The three principles of counting are fundamental rules used in counting problems:

The multiplication principle states that if there are 'm' ways to do one thing and 'n' ways to do another, then there are 'm x n' ways to do both.

The addition principle states that if there are 'm' ways to do one thing and 'n' ways to do another, then there are 'm + n' ways to choose one of the two options.

The principle of complementary counting states that if there are 'm' ways to do something, then there are 'm' ways not to do it. By subtracting the number of ways not to do something from the total number of possibilities, one can determine the desired outcome.

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A form a basis for R3.

To show that the columns of A form a basis for R3 , we need to show that they are linearly independent and span R3.

To show linear independence, we need to find constants c1 , c2 and c3 , not all zero , such that c1(4,1,0) + c2 (1,0,-2) + c3(0,1,-5) = (0,0,0).

This gives us a system of linear equations , which we can write in augumented matrix form as :

[4 1 0 | 0]

[1 0 1 | 0]

[0 -2 -5 | 0]

we can use row operations to reduce this matrix to row echelon form:

[4 1 0 | 0]

[0 -2 -5 | 0]

[0 0 1 | 0]

From this we can see that the only solution is c1 = c2 = c3 = 0, which means that columns of A are linearly independent.

To show that the columns of A span R3 , we can take any vector

(x, y, z) in R3 and write it as a linear combination of the columns of A :

(x, y, z) = a(4,1,0) + b(1,0,-2) + c(0,1,-5)

Solving for a , b and c, we get

a = (4x - y)/ 14

b = (2y + 5z - 2x)/ 14

c = -z/ 14

Since we can express any vector in R3 as a linear combination of the columns of A, they span R3 .

Therefore , the columns of A form a basis for R3.

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