What is the relative change in tuition? (Give your answer as a percent between 0 and 100, not a decimal between 0 and 1. Round to ONE decimal place and remember the absolute value).

The relative change in tuition tells us the tuition in 2016/17 decreased by — %

The coordinates of the point 'r' that lies along the directed segment from j (10, -5) to k (-2, -3) are equal to the ( 2/3 , -4 ).

We have, coordinates of the point r that lies along the directed line segment from j (10, -5) to k (-2, -3). The ratio of partitions of segment = 2 : 7

Internal section formula, Let consider M(x, y) be the point which divides line segment PQ internally in the ratio m : n. Then, the coordinates of M are calculated by below formula,

M = {[(mx₂ + nx₁ )/(m+n)], [(my₂ + ny₁)/(m+n)]}

j(10, -5) = (x₁,y₁), k(-2,-3) = (x₂,y₂)

Now we can determine the co-ordinate of r by substituting all values, Also, m : n = 2 : 7

r = {[2(10) + 7(-2)/ 2+7 ],[(3(-5) +7(- 3))/2+7 ]}

={[ (20 - 14)/9 ],[(-15 - 21) / 10]}

={6/9 , - 36/9}

= ( 2/3 , -4 )

Hence, required coordinates of r are ( 2/3 , -4 ).

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The Slope of the lines made from given points will be For A slope=1 and For B slope=∞.

What exactly is a Slope?

A slope of a line is defined as the change in y coordinate divided by the change in x coordinate.

The net change in y-coordinate is denoted by Δy, whereas the net change in x-coordinate is denoted by Δx.

As a result, the change in y-coordinate in relation to the change in x-coordinate is given by,

m = difference in y/difference in x = Δy/Δx=y2-y1/x2-x1

Where "m" shows the slope of a line.

The line's slope may alternatively be represented by

tan θ = Δy/Δx

In general, the slope of a line indicates its steepness and direction. The slope of a straight line between two locations, (x1,y1) and (x2,y2), is simply calculated by finding the difference of the coordinate points.

Now,

Given Coordinates are in form (x1,y1) and (x2,y2)

A. (5, 7) and (-4,-2)

then slope m=-2-7/-4-5

=-9/-9

=1

B. (1,3) and (1, -10)

slope m=-10-3/1-1

=-13/0

=∞

Hence,

           The Slope of the lines made from given points will be For A slope=1 and For B slope=∞.

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Answer:

Step-by-step explanation:

You want to identify the rate of change of a graph that has points 1 week apart horizontally and 4 cm apart vertically.

The rate of change (m) of a curve on a graph is the ratio of rise to run.

Here, the graphed points differ by 4 cm vertically, and 1 cm horizontally. The rate of change is ...

  m = rise/run = (4 cm)/(1 week) = 4 cm in 1 week

  = 4/1 = 4 . . . . . centimeters per week

The rate of change can be described as ...

The ratio of the volume of a (right circular) cone to the volume of a cylinder with the same height and base radius is 1/3 or 1:3.

The volume of a cone and a cylinder are formulas that are commonly used in geometry. The volume of a right circular cone with height h and base radius r is given by:

V₁ = (1/3)πr^2h

The formula for the volume of a right circular cylinder with height h and base radius r is given by:

V₂ = πr^2h

To find the ratio of the volume of a cone to the volume of a cylinder with the same height and base radius, we can divide the volume of the cone by the volume of the cylinder:

V₁/V₂ = [(1/3)πr^2h]/[πr^2h]

We can simplify this expression by canceling out the factors of π, r^2, and h:

V₁/V₂ = 1/3

Therefore, the ratio of the volume of a cone to the volume of a cylinder with the same height and base radius is 1/3. This means that a cone with the same height and base radius as a cylinder has a volume that is one-third that of the cylinder.

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The vectors [8 -2 6] and [12 -3 9] are option (c) linearly independent because neither vector is a multiple of the other.

A vector is an entity that has both magnitude and direction. It is represented by an ordered set of numbers, which correspond to the coordinates of its endpoint in a given coordinate system.

In this problem, we are given two vectors: [8 -2 6] and [12 -3 9]. To determine if they are linearly independent or not, we need to check if one vector can be expressed as a linear combination of the other.

Let us assume that the first vector can be expressed as a linear combination of the second vector. That is, there exist constants a, b, and c such that:

[8 -2 6] = a[12 -3 9] + b

where b is a vector. Simplifying the above equation, we get:

8 = 12a + b1

-2 = -3a + b2

6 = 9a + b3

where b1, b2, and b3 are the respective components of vector b. Now, we can solve for a, b1, b2, and b3 using the system of linear equations. Solving for a, we get a = 2/3. Substituting this value in the remaining equations, we get:

b1 = -4/3, b2 = -2/3, and b3 = 2/3

Therefore, the vector b is [-4/3 -2/3 2/3]. We can verify that the first vector cannot be expressed as a linear combination of the second vector and b. Hence, the given vectors are linearly independent.

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A copy machine takes 4.75 minutes to make 171 copies.  

The division is one of the basic arithmetic operations in math in which a larger number is broken down into smaller groups having the same number of items. Division is the reciprocal of multiplication.

Time taken by the copy machine to take 36 copies = 1 minute.

Since 36 copies can be printed every minute, you could divide 171 by 36 to determine the time needed to make 171 copies.

[tex]\frac{171}{36}[/tex] = 4.75 minutes.

Time taken to print 171  copies is 4.75 minutes.

Hence, a copy machine takes 4.75 minutes to make 171 copies.

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a. The probability of Mikayla drawing black pencil from the bag if each pencil is removed from the bag after it is drawn, is 2/7.

b. The probability of Mikayla drawing blue pencil from the bag if each pencil is removed from the bag after it is drawn, is 15/28.

c. The probability of Mikayla drawing cyan pencil from the bag if each pencil is removed from the bag after it is drawn, 5/28.

Mikayla has a bag of pencils with 8 black, 15 blue, and 5 cyan pencils.

Total Number of Black Pencil = 8

Total Number of Blue Pencil = 15

Total Number of Cyan Pencil = 5

Total Number of pencil = Total Number of Black Pencil + Total Number of Blue Pencil + Total Number of Cyan Pencil

Total Number of pencil = 8 + 15 + 5

Total Number of pencil = 28

a. We have to determine the probability of Mikayla drawing black pencil from the bag if each pencil is removed from the bag after it is drawn.

The Probability = Total Number of black pencil/Total Number of pencil

The Probability = 8/28

The Probability = 2/7

b. We have to determine the probability of Mikayla drawing blue pencil from the bag if each pencil is removed from the bag after it is drawn.

The Probability = Total Number of blue pencil/Total Number of pencil

The Probability = 15/28

c. We have to determine the probability of Mikayla drawing cyan pencil from the bag if each pencil is removed from the bag after it is drawn.

The Probability = Total Number of cyan pencil/Total Number of pencil

The Probability = 5/28

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The complete question is:

Mikayla has a bag of pencils with 8 black, 15 blue, and 5 cyan pencils. find the following probabilities of Mikayla drawing the given pencils from the bag if each pencil is removed from the bag after it is drawn.

a. Only black pencil left

b. Only Blue pencil left

c. Only cyan pencil left

The probability she pulls out a purple piece of candy would be 0.22.

Given is Sam's fathers collection.

The probability that tle would be green is -

P{E} = 4/20
P{E} = 1/5

Therefore, the probability she pulls out a purple piece of candy would be 0.22.

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Yes, 4√5 and 7√5 are like radicals because they have the same radical part, which is √5.

In mathematics, a radical is the inverse of an exponent, which is represented by the symbol ", also known as the root. It can be a square root or a cube root, and the number before the symbol or radical is known as an index number or degree.

Similar radicals have the same index and radicand (the expression under the radical sign). Because the radical sign is not specified, the index is assumed to be 2, and the radicand is 5.

Because 45 and 75 share the same radical part 5, they are considered radicals.

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Answer:

28 centimeters (cm) is equal to 280 millimeters (mm).

Step-by-step explanation:

This conversion can be done by multiplying the number of centimeters by 10 since there are 10 millimeters in 1 centimeter. So, 28 cm x 10 mm/cm = 280 mm.

The evaluated values,

(1) 0.38 × 10³ = 380

(2) 0.38 × 100,000 = 38000

(3) 0.38 × 10 = 3.8

Multiplication is a mathematical arithmetic operation. It is also a process of adding the same types of expression some number of times.

Example - 2 × 3 means 2 is added three times, or 3 is added 2 times.

Given:

Three expressions are,

0.38 × 10³

0.38 × 100,000

0.38 × 10

Solving,

(1) 0.38 × 10³ = 0.38 x 1000 = 380

(2) 0.38 × 100,000 = 38000

(3) 0.38 × 10 = 3.8

Therefore, the evaluations are given above.

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To find the number of terms in a geometric progression, we can use the formula:

n = log[size of last term / size of first term] / log[common ratio]

In this case, the first term is 2, the last term is 256, and the common ratio is 4/2 = 2. Plugging these values into the formula, we get:

n = log[256/2] / log[2] = log[128] / log[2] = 7

Therefore, there are 7 terms in the geometric progression 2, 4, 8, ..., 256.

ChatGPT Feb 13 Version. Free Research Preview. Our goal is to make AI systems more natural and safe to interact with. Y

a. The quarter has the smallest spread of data is Q3

b. The quarter has the largest spread of data is Q1

c. The interquartile range (IQR) is 1.5

d. There are more data in the interval 10–13

e. The interval has the fewest data in it is 10 - 12.

In statistics, a box plot is a graphical representation of a set of data that shows its distribution, median, and quartiles. It can be used to quickly and easily identify the range, spread, and skewness of a data set. Now let's take a look at the box plot you provided and answer your questions.

a. The quarter with the smallest spread of data is the second quarter, which ranges from approximately 4 to 6. The spread of this quarter can be calculated as the difference between the upper quartile (Q3) and the lower quartile (Q1), which is approximately 0.5.

b. The quarter with the largest spread of data is the fourth quarter, which ranges from approximately 10 to 13. The spread of this quarter can also be calculated as the difference between Q3 and Q1, which is approximately 2.5.

c. The interquartile range (IQR) is a measure of the spread of the middle 50% of the data and is calculated as the difference between Q3 and Q1. In this case, the IQR is approximately 1.5 (6 - 4.5).

d. To determine whether there are more data in the interval 5-10 or 10-13, we can look at the box plot and see that the box and whiskers cover a larger range for the interval 10-13. Therefore, there are likely more data points in this interval.

e. To determine which interval has the fewest data, we can look at the box plot and see which interval has the smallest box and shortest whiskers. In this case, that would be the interval 10-12, which has a relatively small box and short whiskers compared to the other intervals. Therefore, we can conclude that this interval has the fewest data points.

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The x-intercepts of the graph of the equation y = x^2 - 3x + 2 are 1 and 2.

The x-intercepts of the graph of the equation y = x^2 - 1 are -1 and 1.

In Mathematics, the x-intercept can be defined as the point at which the graph of a function crosses the x-coordinate (x-axis) and the value of "y" or y-value is equal to zero (0).

In Mathematics, the y-intercept is sometimes referred to as an initial value and the y-intercept of any graph such as a linear function, generally occur at the point where the value of "x" is equal to zero (x = 0).

In this exercise, we would use an online graphing calculator to plot the linear function in order to determine the x-intercepts and y-intercepts as shown in the image attached below.

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Tyshawn will be required to put down 25% of the total cost of the vehicle.

The amount of any product is given as though it was a proportion of a hundred. The ratio can be expressed as a quarter of 100. The phrase % translates to one hundred percent. It is symbolized by the character '%'.

The percentage is given as,

Percentage (P) = [Final value - Initial value] / Initial value x 100

Tyshawn wants to spend $19,500 on a car, but the bank will only lend him $14,625 for it. The percentage is then stated as,

P = [($19,500 - $14,625) / $19,500] x 100

P = [($4,875) / $19,500] x 100

P = 0.25 x 100

P = 25%

Tyshawn will be required to put down 25% of the total cost of the vehicle.

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Answer:

i don't know

Step-by-step explanation:

Part A: Let x be the number of rides you can enjoy at the South Florida Fair. The total cost of admission and rides cannot exceed the $52 you have, so we can write the following inequality:

32.50 + 0.60x ≤ 52

Part B: We can solve the inequality by first subtracting 32.50 from both sides:

0.60x ≤ 19.50

Then, we can divide both sides by 0.60 to isolate x:

x ≤ 32.5

Therefore, the maximum number of rides you can enjoy at the South Florida Fair is 32 rides, since you need to pay for admission and cannot exceed the $52 you have to spend.

Answer:    7:17

Step-by-step explanation:

Ate breakfast 7:05

Clock stopped 12 minutes before

7:05 + 12 = 7:17

The required for a. Genevieve must multiply the original dimensions with a lower scale factor lower than 1 while for b. Genevieve must multiply the original dimensions with a lower scale factor of more than 1.

The scale factor is defined as the ratio of the modified change in length to the original length.

Here,
To create a smaller model that fits in a scale model of the entire city, Genevieve will need to use a smaller scale. She can calculate the new measurements by dividing the dimensions of the original model by the desired scale factor. For example, if she wants the new model to be half the size of the original, she would divide all dimensions by 2.

To create a slightly larger model for the entrance of the old library building, Genevieve can use a larger scale. She can calculate the new measurements by multiplying the dimensions of the original model by the desired scale factor. For example, if she wants the new model to be 10% larger than the original, she would multiply all dimensions by 1.1.

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a) The solution to the equation with the initial condition is x = 40[tex]e^{(t/1000)}[/tex].

b) Approximately 40, 42, 45, and 49 rabbits on the island after 1, 5, 10, and 15 months.

a) To find the solution to the equation with the initial condition, do we need to solve the differential equation x? = x ? (1/1000)x² with the initial condition x(0) = 40.

Separating variables and integrating, we get:

dx/x = (1/1000) dt

Integrating both sides, we get:

ln|x| = (1/1000) t + C

where C is a constant of integration.

Using the initial condition x(0) = 40, we can solve for C:

ln|40| = C

C = ln|40|

Substituting this value of C, we get:

ln|x| = (1/1000) t + ln|40|

Simplifying, we get:

x = [tex]e^{(ln|40|+(1/1000) t)[/tex] = 40[tex]e^{(t/1000)}[/tex]

Therefore, the solution to the differential equation with the initial condition is x = 40[tex]e^{(t/1000)}[/tex].

b) To find the number of rabbits on the island after 1 month, 5 months, 10 months, and 15 months, we simply substitute the given values of t into the solution and round to the nearest integer.

After 1 month, x = 40[tex]e^{(1/1000)}[/tex] ≈ 40.04, so there are approximately 40 rabbits on the island.

After 5 months, x = 40[tex]e^{(5/1000)}[/tex] ≈ 41.67, so there are approximately 42 rabbits on the island.

After 10 months, x = 40[tex]e^{(10/1000)}[/tex] ≈ 45.26, so there are approximately 45 rabbits on the island.

After 15 months, x = 40[tex]e^{(15/1000)}[/tex] ≈ 49.28, so there are approximately 49 rabbits on the island.

Therefore, there are approximately 40, 42, 45, and 49 rabbits on the island after 1, 5, 10, and 15 months, respectively.

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Answer:

A radius is half of a diameter

To find the radius, divide the diameter by 2

If you don't have a π button on your calculator, you should use 3.14159 (for accuracy) instead.

The segment that goes all the way across the circle through the center point is called the diameter.

A radius is half of a diameter.

To find the radius, divide the diameter by 2.

If you don't have a π button on your calculator, you should use an approximation, such as 3.14, instead (for accuracy).

Let n be an odd integer. By definition, n must be an integer not divisible by 2. Hence, when n2 is divided by 8, the remainder must be 1.

Let n be an odd integer. First, we can express n as 2k+1, where k is an integer. Next, when we square n, we get (2k+1)2. Expanding this gives 4k2+4k+1. Dividing this by 8 gives 4k2+k as the quotient and 1 as the remainder. This proves that the square of an odd integer always have a remainder of 1 when divided by 8.

To summarize, when an odd integer n is squared, the remainder when the result is divided by 8 is always 1. This is because an odd integer is not divisible by 2, and so the quotient will not be a whole number when divided by 8.

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The solution to the system of linear equations can be expressed in vector form as:

x = [x1, x2, x3, x4] = [2-3x3-x4, 3+6x3+x4, x3, x4]

Breaking down the vector components:

A = [-3, 0, 1, 0]

a = [-1, 0, 0, -1]

B = [2, 3, 0, 0]

b = [0, 0, 1, 0]

bb = [0, 0, 0, 1]

C = [0, 0, 1, 0]

cc = [0, 0, 1, 0]

D = [0, 0, 0, 1]

dd = [0, 0, 0, 1]

To obtain this solution in vector form, we first rewrite the equations in standard form:

x1 + 3x3 + x4 = 2

x2 - 6x3 - x4 = 3

Then, we can write the solution as a combination of the homogeneous solution (the particular solution) and the non-homogeneous solution (the vector on the right-hand side). The homogeneous solution is obtained by setting the right-hand side to zero and solving for x3 and x4:

x1 + 3x3 + x4 = 0

x2 - 6x3 - x4 = 0

which gives x3 = -1/3 and x4 = 0. Therefore, the homogeneous solution is [0, 0, -1/3, 0].

The non-homogeneous solution is obtained by setting x3 and x4 to zero and solving for x1 and x2:

x1 = 2

x2 = 3

Therefore, the non-homogeneous solution is [2, 3, 0, 0].

Combining the homogeneous and non-homogeneous solutions, we obtain the final solution in vector form:

x = [0, 0, -1/3, 0] + [2, 3, 0, 0] = [2-3x3-x4, 3+6x3+x4, x3, x4]

with the vectors A, a, B, b, bb, C, cc, D, dd given as above.

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The area of the castle's floor increases by 5.06% .

How to calculate area of rectangular floor?

By multiplying length and breadth, the rectangle's area will obtain in a square-unit dimension. In the case of a square, the area will become side2. The main difference between square and rectangle is that the length and breadth are equal for square.

Given :

Let the Length and width of the rectangular floor be x and y respectively

then , the area of rectangular floor be x*y

Since,

Ashley increased the length of the castle's floor : 30%

and width of castle's floor : 20%.

New length = x + 30% of x = x + 3x/100 = 103x/100

New width = y + 20% of y =y + 2y/100 = 102y/100

New area of rectangular floor = (103x/100)*(102y/100)

percent increase in area of the castle's floor

= {[(103x/100)*(102y/100) - x*y]*100} / xy

= 506 / 100

= 5.06

Hence, the area of the castle's floor increases by 5.06% .

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Since (-6, -8) is not a solution to both equations in the system, it is not a solution to the system of equations.

The definition of an equation in algebra is a mathematical statement that demonstrates the equality of two mathematical expressions.

Now in the given question ,

We can check if (-6, -8) is a solution to the system of equations by plugging in these values for x and y in each equation and verifying if both equations are true.

For the first equation y = (1/2)x - 3, if we substitute x = -6 and y = -8, we get:

-8 = (1/2)(-6) - 3

-8 = -3 - 3

-8 = -6

This is not true, so (-6, -8) is not a solution to the first equation.

For the second equation y = (5/2)x + 7, if we substitute x = -6 and y = -8, we get:

-8 = (5/2)(-6) + 7

-8 = -15 + 7

-8 = -8

This equation is true, so (-6, -8) is a solution to the second equation.

Since (-6, -8) is not a solution to both equations in the system, it is not a solution to the system of equations.

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Answer: f = 14.6

Step-by-step explanation:

Since you gave the equation 0.3 = 0.5f - 7, here are the following steps to solve:

1. Combine multiplied terms into a single fraction

[tex]0.3=\frac{1f}{2} -7[/tex]

2. Multiply by 1

[tex]0.3 =\frac{f}{2} -7[/tex]

3. Find Common Denominator

[tex]0.3 = \frac{f}{2} + \frac{2(-7)}{2}[/tex]

4. Combine fractions

[tex]0.3 = \frac{f+2(-7)}{2}[/tex]

5. Multiply

[tex]0.3=\frac{f - 14}{2}[/tex]

6. Multiply all terms by the same number to eliminate denominators

[tex]2(0.3)= 2\frac{f-14}{2}[/tex]

7. Simplify

[tex]0.6 = f-14[/tex]

8. Add 14 to both sides

[tex](0.6 + 14) = f (- 14 + 14)[/tex]

9. Simplify

[tex]f= 14.6[/tex]

The correct answer is −8p − 5q. This is because when multiplying two numbers, the two signs are combined.

Number is a mathematical entity used to represent a computer magnitude it can be symbol or a combination of simple you should in order to take quantity such as the two, five, seven, three or eight number are used to verify the context including counting measuring and computing.


Since both −4 and (2p − 5q) are negative, the resulting product is also negative. To calculate the expression, it is simply a matter of multiplying the two numbers together: −4 * (2p − 5q) = −8p − 5q.

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The statements about the Delian League that is true is A. Sparta never joined the league and resented Athens’s power and treatment of allies.

Following the Persian War, the Delian League was established in 478 BCE as a military coalition to protect the Ionian Greeks from any potential threats. Athens served as its principal leader and used its sizable and potent navy to defend all of its members who were unable to defend themselves.

Since Athens dominated the Delian League and Athens and Sparta had historically been adversaries, Sparta decided against joining. Although Athens and Sparta put their disagreements aside to overcome their common foe during the Persian Conflicts, they resumed their rivalry when the wars were over.

Therefore, option A is correct.

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The point-slope form of a linear equation is:

y - y1 = m(x - x1)

where m is the slope of the line and (x1, y1) is a point on the line.

Using the given point (2, 0) and slope 1, we can substitute into the equation:

y - 0 = 1(x - 2)

Simplifying, we get:

y = x - 2

So the equation in point-slope form of the line that passes through the point (2, 0) with slope 1 is y = x - 2.