The King family went out to eat. They ordered three combo meals, two sodas, and one iced tea. Write an expression representing their bill. Then, determine the cost of the dinner for the entire family.

½ Pound Cheeseburger - $3.50
Grilled Chicken Sandwich - $4.00 Combo Meal (with fries) - $5.25
Soda - $2.00
Iced Tea - $2.25
Milkshake - $3.75
Brownie a La Mode $4.00

Answer:

In simple terms, it basically means to select the important parts of the data and take note of them. It's a very helpful technique.

On the cherry - picking mean in the context of data analytics is confirmation bias. The correct option is (B)

Cherry picking is the selective use of evidence to support a claim while ignoring other data that is more likely to challenge that claim.

here, we have,

It's not always done with malicious purpose, but this behavior is extremely widespread. Probably even you have cherry-picked.

now, we know that,

cherry picking looks  like as:  

For instance, someone who cherry picks may only mention a few studies out of the many that have been published on a certain topic in an effort to make it appear as though the scientific consensus supports their position.

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i) The number of participants that would need to attend the forum for Patricia to break even is of: 30.

ii) The number of participants that would need to attend the forum for Patricia to obtain a profit of Ksh 337,500 is of: 75.

The slope-intercept definition of a linear function is given as follows:

y = mx + b.

In which the coefficients are given as follows:

Hence in the context of this problem, the meaning of each coefficient is given as follows:

Hence the values of each coefficient are given as follows:

Hence the profit function is given as follows:

P(x) = 7500x - 225000.

She breaks even when P(x) = 0, hence:

7500x - 225000 = 0

7500x = 225000

x = 225000/7500

x = 30 participants.

She makes a profit of 337500 when:

7500x - 225000 = 337500

x = (337500 + 225000)/7500

x = 75 participants.

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Answer:

[tex]\frac{5}{y}[/tex]

Step-by-step explanation:

5 divided by y can be written as a fraction.

[tex]\frac{5}{y}[/tex] 5 being the numerator with y as the denominator showing it's 5 divided by y

Answer: 3n+2

Step-by-step explanation:

The x-intercept of the quadratic inequality is -4 ≥ x and 2 ≥ x.

Let's factor the quadratic inequality to find the x-intercepts. The x-intercept of the quadratic inequality is the value of x when y = 0.

Therefore,

y ≥ x² + 2x - 8

0 ≥ x² + 2x - 8

0 ≥ x² - 2x + 4x - 8

0 ≥ x(x - 2) + 4(x - 2)

0 ≥ (x + 4)(x - 2)

Therefore,

0 ≥ x + 4

-4 ≥ x

0 ≥ x - 2

2 ≥ x

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The graph line for function d = 0.25t is added as an attachment

The equation of the function is given as

d = 0.25t

The above function is a linear function

One way to create the graph is to make a list of ordered pairs

So, we have

When t = 0, d = 0.25 * 0 = 0

When t = 1, d = 0.25 * 1 = 0.25

When t = 2, d = 0.25 * 2 = 0.5

So, the ordered pairs are (0, 0), (1, 0.25) and (2, 0.5)

We plot these points on a graph and connect them through a line

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Answer: ( g+G) (x) =12+2x

Step-by-step explanation:

i used an math ap it is  an app you can get on your phone

The simplest expression of the ratio of circles to squares is 5:3.

Describe ratio.

A relationship between two quantities is called a ratio, and it is expressed as one quantity divided by the other.

There are 6 circles and 10 squares.

These steps can be used to determine the ratio of two quantities:

Finding the quantities of both scenarios for which we are calculating the ratio is the first step. There are 10 squares and 6 circles in this instance.

It should be expressed as a fraction, a/b. Thus, we represent it as 10/6.

If you can, make the fraction even simpler. The ultimate ratio will be shown by the simple fraction.

In this case, 10/6 can be reduced to 5/3.

As a result, the simplest expression of the ratio of circles to squares is 5:3.

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By solving a quadratic equation, it can be calculated that

Length of the plot = 85 ft.

Width of the plot = 100 - 85 = 15 ft.

What is a quadratic equation?

Equation shows the equality between two algebraic expressions by connecting the two algebraic expressions by an equal to sign.

A two degree equation is known as quadratic  equation.

Here a quadratic equation needs to be solved.

Let the length be l ft. and the width be b ft.

Perimeter = 2(l + b) ft.

By the problem,

2(l + b) = 200

l + b = [tex]\frac{200}{2}[/tex]

l + b = 100

b = (100 - l) ft.

Now,

Area = l [tex]\times[/tex] b sq. ft.

        = [tex]l \times (100 - l)[/tex]

By the problem,

[tex]l \times (100 - l) = 1275\\100l - l^2=1275\\l^2 -100l+1275 = 0\\l^2 - 85l -15l + 1275 = 0\\l(l -85) - 15(l - 85) = 0\\(l -85)(l -15) =0\\l -85 = 0 \ or \ l -15 = 0\\l =85 \ or \ l =15[/tex]

If l = 15 ft.

b = 100 - 15 = 85 ft.

Which is not possible as length is always greater than the width

So, length of the plot = 85 ft.

Width of the plot = 100 - 85 = 15 ft.

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The equation that represent the line that passes through ( 4, 30 and has a slope of -1/2 is x + 2y = 10 which is option C

The slope of a line is the ratio of the amount that y increases as x increases some amount. Slope tells you how steep a line is, or how much y increases as x increases. The slope is constant (the same) anywhere on the line.

equation of straight line is y = mx + c

when y = 3, x = 4, m = -1/2 we find c

3 = -1/2(4) + c

3 = -2 + c

c = 3+ 2 which is 5

Equation of straight line is

y = -1/2x + 5

multiply through by 2 o remove the fraction

2y = -x + 10

x + 2y = 10

In conclusion, the equation of line passing through point (4, 3) ith a slope of -1/2 is x + 2y = 10

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The value of x = 6cm.

What is surface area?

The area is the area occupied by a two-dimensional flat surface. It has a square unit of measurement. The surface area of a three-dimensional object refers to the space occupied by its outer surface.

From the given figure,

Surface area(A) = [tex]192cm^{2}[/tex]

Height = 8cm

a base side = 6 cm

b base side = 10 cm

c base side = x cm

Therefore,  TSA= 2B +Px = [tex]2 \times\frac{1}{2} \times8\times6 +(6+10+8)x[/tex]

                                          =48+24x

Thus, 60+24x=192

                     [tex]x=\frac{192-48}{24}[/tex]

                      x= 6cm

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A) 3x+9y-1 = 3(x+3y) -1, here distributive property is used the 3 is multiplied with each term inside the bracket.

What is algebraic operations?
Any of the common arithmetic operations, such as addi - tion, subtraction, multiplication, division, raising to a complete number power, and taking roots, are considered basic algebraic operations in mathematics (fractional power). These operations could be applied to numerical data, in which case people are frequently referred to as arithmetic operations. Similar operations can be carried out on factors, algebraic expressions, and, more generally, on components of algebraic structures like groups and fields. Another way to describe an algebraic operation is as a function from the Cartesian power of the a set to the same set. The dot product is an example of an operation that can be described by compounding simple algebraic operations, and is referred to as an algebraic operation.

b) 7x+5y-5y = 7x

Here the Additive inverse of 5y is used which is -5y .

c) (x-4)(x+3) = 0

here distributive property of addition over multiplication is used.

d) 4x+5x = 5x+4x

here commutative property is used.

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The speed of the current of the river will be 4.47 km per hour.

Speed is defined as the length traveled by a particle or entity in an hour. It is a scale parameter. It is the ratio of length to duration.

We know that the speed formula

Speed = Distance/Time

A riverboat goes at a normal of 14km each hour in still water. the riverboat voyages 110km east up the Ohio waterway and 110km west down a similar stream in a sum of 17.5 hours.

Let 'y' be the speed of the current of the river. Then the equation is given as,

T = T₁ + T₂

17.5 = [110 / (14 + y)] + [110 / (14 - y)]

17.5 / 110 = (14 - y + 14 + y) / (196 - y²)

196 - y² = 176

y² = 20

y = 4.47 km per hour

Then the speed of the current of the river will be 4.47 km per hour.

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By resolving an equation, we may determine that Uan needs to sell 12 or more goods in order to generate a profit of $60 or more.

A formula that describes how two expressions on each side of a sign are connected.

It typically has an equal sign and one variable.

Similar to this: 2x - 4 = 2.

Graphing, substitution, or elimination are the three methods that can be used to solve systems of equations.

To answer a problem by graphing, just plot the given equations on a graph and identify the point(s) where they all intersect.

So, a number of items Uan should sell to earn a profit of $60 or above:
We know that Uan earns $5 for each item he sells.

So, let x be the number of items Uan should sell.

Then, the equation will be:

5x = 60

Now, solve as follows:
5x = 60

x = 60/5

x = 12

Profit of $60: 12 items to sell

Profit more than $60: More than 12 items to sell

So, by resolving an equation, we may determine that Uan needs to sell 12 or more goods in order to generate a profit of $60 or more.

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Answer: 2/11

Step-by-step explanation: there are 11 letters and 2 of them are p so the chances of getting p is 2/11

Answer:

2/11

Step-by-step explanation:

The total amount of tiles is 11. There are only 2 tiles that have the letter P on them.

Theoretical probability is the probability that should occur over many, many trials.

Theoretical probability = favorable outcomes / total outcomes.

In this scenario, the favorable outcome is the letter P. which there are two of. The total outcomes would be all the letters that make up the word MISSISSIPPI, or 11.

So your theoretical probability would be 2/11.

1) The bus took a 30-minute stop in the interval between D and E

2) The bus traveled the fastest in the interval between C and D

3) The bus was traveling at 60 miles per hour during this interval.

4) The average rate of speed of the bus over the entire journey is 35 miles /hr

Speed is the rate at which an object's position changes, measured in meters per second. For example, if an object starts at the origin, and then moves three meters in three seconds, its speed is one meter per second. The equation for speed is simple: distance divided by time

Given here for the first question we have there was no change in the distance in the interval between D and E thus bus must have stopped for 30 minutes.

2) The interval in which the bus travelled the fastest is between C and D

3) The Speed of the bus in this interval is S = 90/1.5

                                                                         = 60 miles/hr

4) The average speed of the bus over the entire trip is Sₐ = 140/4

                                                                                                = 35 miles/hr

Hence the above answers are correct ones.

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Answer:

10 x .5 = 5

OR

10 x 1/2 = 5

Answer:

For the first graph:

Domain: -∞ [tex]\leq[/tex] x [tex]\leq[/tex] ∞

Range: y [tex]\geq[/tex] 3

For the second graph:

Domain: 0 [tex]\leq[/tex] x [tex]\leq[/tex] 4

Range: y [tex]\leq[/tex] 64

Step-by-step explanation:

For the second graph, I'm assuming that that point are stopping at (0,0) and (4,0) that's why I wrote that for the domain. If it doesn't stop, then the domain would be the same and the first graph.

The height of the kite assuming that there is no slack in the string is 86.6 m.

We have given that,

the string of a kite is 100 meters long and it makes an angle of 60°.

and we have to find the height of the kite.

So therefore we know the formula for right angled triangle,

i.e. sinθ = Opposite side/ Hypotenuse

Here θ = 60°

Opposite side = height of the kite = h (say)

Hypotenuse = length of string = 100 m

⇒ sin60° = [tex]\frac{h}{100}[/tex]

           h = 100sin60°

              = 100 × [tex]\frac{\sqrt{3} }{2}[/tex]

              = 50 × 1.732

           h = 86.6 m

Hence the height of the kite is 86.6 m.

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The height of Jamie's plant on the twenty-first day is 82.5 feet.

Here we have to find the height of Jamie's plant on the twenty-first day.

Data given:

First-day increase in the plant = 2.5 inches

On the fourth day increase in the plant = 14.5 inches

We can find the slope of the line:

m = (y2 - y1) / ( x2 - x1)

= (14.5 - 2.5) / (4 - 1)

= 12/3

= 4

Now we will find the equation of a line:

(y - y1) = m( x - x1)

( y - 2.5) = 4( x - 1)

y - 2.5 = 4x - 4

y = 4x - 1.5

Now substitute x = 21 in our equation.

y = 4(21) - 1.5

y = 84 - 1.5

= 82.5

Therefore we get the height of the plant as 82.5 feet.

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Answer:

Slope-intercept form: y = 3x + 5

Slope: 3

y-intercept: 5

Step-by-step explanation:

When the equation of a line is written in the slope-intercept form, we can easily identify the slope from the coefficient of x and the y-intercept from the constant.

The slope-intercept form is expressed as y = mx + c, where m is the slope and c is the y-intercept. Note that other textbooks might use y = mx + b instead, but both have the same meaning as both m and b or c will be replaced by a certain value.

To rewrite an equation in the slope-intercept form, isolate the y term on the right-hand side of the equation and divide the whole equation by the coefficient of y.

Working

[tex]y - ( - 7) = 3(x - ( - 4))[/tex]

Expand:

[tex]y + 7 = 3(x + 4)[/tex]

[tex]y + 7 = 3x + 12[/tex]

Subtract both sides by 7:

[tex]y = 3x + 12 - 7[/tex]

[tex]\bf{y = 3x + 5}[/tex]

Since the coefficient of y is already 1, we have arrived at our final answer.

When the equation is in the slope-intercept form, the slope can be identified from the coefficient of x. This refers to the number that comes before x which is multiplied to x.

Thus, the slope is 3.

The y-intercept is the value of the constant in the slope-intercept form. This refers to the number that is not attached to any variables.

Hence, the y-intercept is 5.

Note that the y-intercept can also be found by substituting x = 0 into the equation.

The x-intercept occurs at y = 0. Since we have the equation of the line, we can substitute y = 0 into the equation to find the value of x when y = 0.

Working

y = 3x + 5

When y = 0,

0 = 3x + 5

3x = -5

Divide both sides by 3:

[tex]x = - \frac{5}{3} [/tex]

I have attached the graph as an image. If only a sketch is required, there are 3 pieces of information that needs to be labelled on the graph:

Additional resources:

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Answer:

[tex]\huge\boxed{\sf 3 \ baskets}[/tex]

Step-by-step explanation:

Let the baskets missed in game 2 be x.

Says that, the shooting of both the games were accurate.

So,

[tex]\displaystyle \frac{Baskets \ made \ in \ game \ 1}{Baskets \ missed \ in \ game \ 1 } =\frac{Baskets \ made \ in \ game \ 2}{Baskets \ missed \ in \ game 2} \\\\\frac{15}{5} =\frac{x}{1} \\\\Cross \ Multiply\\\\15 \times 1 = 5 \times x\\\\15 = 5x\\\\Divide \ 5 \ to \ both \ sides\\\\3 = x\\\\x = 3\\\\\rule[225]{225}{2}[/tex]

Answer:

2) ∡1 = 170°

Step-by-step explanation:

1) The angles in red have the same measure, and those in blue have the same measure.

[tex](\stackrel{x_1}{r}~,~\stackrel{y_1}{7})\qquad (\stackrel{x_2}{10}~,~\stackrel{y_2}{3}) ~\hfill \stackrel{slope}{m}\implies \cfrac{\stackrel{rise} {\stackrel{y_2}{3}-\stackrel{y1}{7}}}{\underset{run} {\underset{x_2}{10}-\underset{x_1}{r}}} ~~ = ~~\stackrel{\stackrel{\textit{\small slope}}{\downarrow }}{-4} \\\\\\ \cfrac{-4}{10-r}=-4\implies -4=-40+4r\implies 36=4r\implies \cfrac{36}{4}=r\implies 9=r[/tex]

A comparison of multiple treatments and the use of the double-blind method are two fundamental components of all statistically designed experiments. (6) Compare various treatments; assign patients to treatments at random.

What is double-blind method?

A kind of clinical experiment in which neither the participants nor the researcher is aware of the treatment or intervention that each participant is receiving until the trial is complete.

                      This reduces the likelihood of skewed study outcomes.

What is a sample of a double-blind study?

Imagine, for instance, that researchers are looking into the effects of a novel medication.

                            The participants in a double-blind study would not be aware of who was receiving the real medication and who was receiving a placebo, and neither would the researchers who interact with them.

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The complete question is -

Two essential features of all statistically designed experiments are (2 Points) O use enough subjects; always have a control groups O always have a placebo group; use the double - blind method O use a block design; use chance to assign subjects to treatments O compare several treatments; use the double - blind method O compare several treatments; use chance to assign subjects to treatments.

The statement is true.

An orthogonal set with the same dimension as the initial collection of vectors is created by the Gram-Schmidt process.

What is orthogonal set?

Two vectors are perpendicular to one another if they are orthogonal to one another. i.e., the two vectors' dot product has a value of zero. Definition.

             Every pair of vectors in a set, v1, v2,..., vn, is said to be orthogonal, hence the set of vectors is said to be mutually orthogonal.

The gram-Schmidt process generates an orthogonal set of vectors with the property that for each k, the vectors v1...vk span the same subspace as that spanned by x1...xk from a linearly independent collection of x1, x2,..., xp.

The validity of the claim must be established.

It is accurate to say that.

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Answer: [tex]x=-1, 2[/tex]

Step-by-step explanation:

If [tex]ab=0[/tex], then [tex]a=0[/tex] and/or [tex]b=0[/tex].

So, [tex]x+1=0[/tex] or [tex]2x-4=0[/tex].

[tex]x+1=0 \implies x=-1\\\\2x-4=0 \implies x=2\\\\\therefore x \in \{-1, 2\}[/tex]

Around 1800 is another method to characterize the beginning of the Romantic era.

Romanticism was an artistic, literary, musical, and intellectual movement that began in Europe around the end of the 18th century and peaked in most places between 1800 and 1850. The key to answering this issue is to first understand the definition of the word, Circa. Circa means "about." So, while the precise year cannot be determined, the Romantic Era began around 1800. The French Revolution inspired many people to participate in artistic movements during this time period. In summation, the beginning of the romantic era can be described as being approximately 1800.The Romantic Period began about 1798 and continued until 1837. The political and economic climate of the time strongly affected this period, with many writers drawing inspiration from the French Revolution. During this time, there was a great deal of social change. Around 1800 is another method to characterize the beginning of the Romantic era.

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The slope and y-intercept of this function is

B. The slope is 5/6, The y-intercept is (0, -3

Linear function is a function of the form y = mx + c

m = slope

c = intercept

The slope is represented as m, The slope by definition is the ratio change of the output values to the input values

the slope, m calculated using the points (0, -3) and  (6, 2)

m = (y₀ - y₁) / (x₀ - x₁)

m = (2 - -3) / (6 - 0)

m = (5) / (6)

m = 5/6

c = y intercept, from the table

c = -3

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Answer: k = - 240

Step-by-step explanation:

2k + 480 = 3k + 720

2k - 3k = 720 - 480

k = - 240

Answer: K= -240

Step-by-step explanation:

1/3·k + 80 = 1/2·k+120

k = -240

k = -340/1 = -240

k = -240