Answer:
16 is the number occurring most often in the list.
Step-by-step explanation:
13. The following describes the incidence of mumps in the
United States from 1984 to 2004. From 1984 to 1985, there was
no change in the incidence of mumps, staying at about 1 case
per 100,000 people. Then there was a spike in the incidence of
mumps, which reached a peak of about 5.5 cases per 100,000
in 1987. Over the next year, there was a sharp decline in the
incidence of mumps, to about 2 cases per 100,000 people in
1988. Then, from 1988 to 1989, there was a small increase to
about 2.5 cases per 100,000 people. This was followed by a
gradual decline, which reached a minimum of about 0.1 case per
100,000 in 1999. For the next five years, there was no change in
the incidence of mumps. Sketch a graph of the function.
no
DIE
Incidence of mumps
(cases per 100,000 people)
0
Graphs can be created by inputting data in MS Excel and choosing a chart type that represents the type of data to display
Please find attached the required graph of the function of the Incidence of mumps (cases per 100,000 people)
The known data for the incidence of mumps is presented in the following table;
[tex]\begin{array}{|c|cc|}Year&&Incidence \ of \ Mumps \ per \ 100,000 \ People\\1984&&1\\1985&&1\\1987&&5.5\\1988&&2\\1989&&2.5\\1999&&0.1\\2004&&0.1\end{array}[/tex]
The data from the above table can be entered in MS Excel and a graph can be plotted as follows;
Enter the above data into Excel as shown in the above tableSelect all numerical values by clicking in the top left corner, hold down the right mouse click and drag to the bottom left cornerSelect the Insert option from the Options menuIn the Charts group, click on the down arrow beside the icon for the Insert Scatter (x, y), or Bubble ChartSelect Scatter with Straight Lines and MarkersPlease find attached the required graph created with MS Excel
Learn more about plotting graphs here:
https://brainly.com/question/20623868
make r the subject in the relation; rv= h
Answer:
step by step
take v to divide
r=h/v
Plzzz helppppp!!!!!!! 20+PTS and brainliest!!!!!!!!!!!!!!!
Please show work!!!!!!!!!!!
Refer to the equation y=mx+c
Simplify each expression -(20+d)
Answer:
-20 -d
Step-by-step explanation:
-(20+d)
Distribute he minus sign
-20 -d
what are formulas used to solve polynomials?
Answer:
Polynomial Equation Degree Example
Linear Equations 1 -3x + 1 = 4x + 5
Quadratic Equations 2 x^2 – 6x + 9 = 0
Cubic Equations 3 x^3 – 2x^2 + 3x = -5
Quartic Equations 4 x^4 – 2x^2 = -4
Step-by-step explanation:
Linear Equations
Linear equations are polynomial equations that have a degree of 1.
ax + b = 0
Solving for solutions for this type of equation will require us to isolate the unknown variable on one side of the equation. Master your craft in solving linear equations here.
Quadratic Equations
Quadratic equations are polynomial equations with a degree of 2.
ax2 + bx + c = 0
There are different ways we can solve quadratic equations – it mostly depends on the form of the quadratic expression on the right-hand side.
We can factor quadratic expressions and apply the zero-property.
Applying special algebraic properties such as the difference of two squares, perfect square trinomial properties, and completing the square.
Lastly, we can also use the quadratic formula to find the zeroes of quadratic equations.
Polynomial Equations (with a degree of 3 or higher)
Here’s the exciting part: what if we need to find the zeros of the solutions of a polynomial equation with degrees that are 3 or higher?
Some cubic and quartic equations can be factored by grouping and be reduced to equations with a smaller degree. There are times, however, that finding the actual factors can be challenging.
1. Can the numbers 12, 6, 6 be used to form the sides of a triangle? Why or why not?
Answer: No, a triangle is not possible in this case
Why not? Because the two sides 6 and 6 add to 6+6 = 12, which does not exceed the remaining side.
Refer to the triangle inequality theorem. This theorem says that for a triangle to be possible, we need these three facts to be true
a+b > cb+c > aa+c > bwhere a,b,c are the three sides of the triangle. In short: adding any two sides must be larger than the third side.
I recommend cutting out slips of paper to try making a triangle with sides 12,6, and 6. You'll find its not possible. The two smaller sides combine to perfectly line up with the larger side. The three sides form a line and not a triangle.
A triangle has a perimeter of 75 inches. Find the length of three sides
if one side is 15 inches larger than the smallest side, and the third
side is twice the smallest
Answer:
The side lengths are:
15, 30, and 30
Step-by-step explanation:
Let x determine the length of the smallest side length then
the other one is said to be 15 in larger so it's x + 15
finally the third size is said to be twice as the smallest one so it's 2x
The perimeter is the sum of all three sides added up
x + 2x + x + 15 = 75 add like terms
4x + 15 = 75 subtract 15 from both sides
4x = 60 divide both sides by 4
x = 15
Complete the following problem "by hand", using pencil and paper. Start with a general equation, and simplify one step at a time. Or, use the shortcut method shown in class (circling the appropriate values). You must show more than just the answer. Use correct math notation and complete math sentences. The goal is not merely to get the right answer, but to show me that you understand the correct process to arrive at the right answer.
The probability that a randomly selected student is female or left-handed is 107/137.
Probability = required outcome / Total possible outcomes
Probability that student is female or left-handed = [(probability that student is female + probability that female is left-handed)]
Therefore,
Probability that student is female :
P(Female student) = number of female / total number of student
Number of female student = 81
Total number of student = 137
P(Female student) = 81 / 137
P(Left handed student) = number of lefthanded student / total number of student
Number of left handed student = 26
Total number of student = 137= 26 / 137
P(student is female or left-handed) :
P(student is female or left-handed) :[(81/137) + (26/137)] = 107/137
Probability that student is female or left-handed is 107/137
Learn more : https://brainly.com/question/11234923
g The weight of golden hamsters follows a normal distribution with a mean weight of 4.3 ounces and a standard deviation of 0.25. What is the probability that a randomly chosen hamster weighs less than 4.4 ounces
Let X be the random variable representing the weight of a hamster. Transform X to Z, which follows the standard normal distribution. We have
P(X < 4.4) = P((X - 4.3)/0.25 < (4.4 - 4.3)/0.25) = P(Z < 0.4) ≈ 0.6554
-8b+x evaluate the expression 1B equals five and X equals -7
please help
Answer:
-47
Step-by-step explanation:
ii) Ramesh asked me where I lived. (into direct speech)
Answer:
Ramesh asked me,"where do you live?"
Ramesh said to me," where do you live".
each of the figure below is made of the unit square which of the following figure has the maximum perimeter
6 question pls
Answer:
c is the answer
which expression is equal to 72 +63 ?
a. 9(8+7)
b. 8(9+7
c. 7 (10+9)
d. 6 (12+10)
Answer:
Your answer is option a.
Answer:
a. 9(8+7)
Step-by-step explanation:
If you distribute the 9 into the equation, You're basically multiplying the 9 by each term so it really becomes:
(9*8) + (9*7)
Which leaves you with:
72 + 63
What is the best measurement to eastimate the volume of a juice box
1 : you would use a graduated cylinder . 2 : , you would use a yard stick or maybe a ruler if you are not able to find one. You can also use a meter stick.
What is
6+4-3+9x10-7+3x28-2=
Answer:
172
Explanation:
Given a function described as the equation y = 4x - 4, what is y when x is 1, 2, and 3?
Answer:
f(1) = 0
f(2) = 4
f(3) = 8
Step-by-step explanation:
Substitute the values for the variable x.
[tex]f(1)=4(1)-4\\f(1)=4-4\\f(1)=0\\\\f(2)=4(2)-4\\f(2)=8-4\\f(2)=4\\\\f(3)=4(3)-4\\f(3)=12-4\\f(3)=8[/tex]
When x= 1
y = 4(1) - 4
y = 0
when x = 2
y = 4(2) - 4
y = 4
when x = 3
y = 4(3) - 4
y = 8
Determine the perimeter of the shape to the nearest centimeter. (Picture included)
Answer:
44 cm
Step-by-step explanation:
So we know that the bottom 12 is congruent to to the line at the top, so that is also 12. And the 5 is congruent to the other 3 lines with one hash mark going through it. So perimeter is the sum of all the side lengths on a polygon. So we have 12+12+5+5+5+5=44.
Hope this helps! :D
INSTRUCTIONS: This is a numerical series. Find the missing item
10.0.18 0.36 0.72|?|2.88
A. 0.9
B. 1.26
C. 1.44
D. 1.62
Answer: C. 1.44
Step-by-step explanation:
Each number gets multiplied by 2, so it's an exponential series in a way.
You must multiply .72 by 2 to get 1.44.
QUESTION 22
Change the following improper fractions into mixed numbers or whole numbers.
25/20 =
Answer:
1 1/4
Step-by-step explanation:
25/20=5/4=1 1/4
Hope this helps, thanks!
Troy is chasing his little brother kyle,but kyle got a 30 second head start.if kyle is traveling at 2 feet per second on
Answer:
20.
Step-by-step explanation:
when you add how far Kyle's already traveled you get sixty, the rest of the lecture explains the rest, leaving you with 20 seconds. Lol.
Help me with the e or how many you can
Please afsp
Answer:
(a)
sin²A×cos²A+sin⁴A
we will take sin²A as an common factor
so it become
sin²A×(cos²A+sin²A)
sin²A+cos²A=1
sin²A×1=sin²A
(c)
sinA×cotA
cotA= cosA/sinA
sinA×cosA/sinA=cosA
(e)
(1+sinA)²-(1-sinA)²
(a+b)²=a²+b²+2×a×b
(a-b)²=a²+b²-2×a×b
1²+sin²A+2×1×sinA-(1²+sin²A-2×1×sinA)
1+sin²A+2sinA-1-sin²A+2sinA=4sinA
(g)
(cosec²A-1)/cosec²A
cosecA=1/sinA
1/sin²A-1/1/sin²A
(1/sin²A-1)×sin²A
1-sin²A
1=sin²A+cos²A
sin²A+cos²A-sin²A=cos²A
(i)
sqrt(1+tan²A)×sqrt(1-cos²A)
1+tan²A=
1+sin²A/cos²A=
sin²A+cos²A/cos²A
sin²A+cos²A=1
=1/cos²A
1-cos²A
1=sin²A+cos²A
sin²A+cos²A-cos²=sin²A
sqrt(1/cos²A)×sqrt(sin²A)
1/cosA×sinA=sinA/cosA=tanA
have a great day
What is the inverse of f(x) = 2x2 –4?
Answer:
The inverse of the function is
[tex]{ \underline{f {}^{ - 1}(x) = \sqrt{ \frac{x + 4}{2} } }}[/tex]
Step-by-step explanation:
let the inverse of f(x) be m:
[tex]m = {2x}^{2} - 4 [/tex]
take 4 to the left hand side ( changes sign to positive ):
[tex]m + 4 = {2x}^{2} \\ \frac{m + 4}{2} = {x}^{2} [/tex]
take a square root on all sides:
[tex] \sqrt{ \frac{m + 4}{2} } = \sqrt{ {x}^{2} } \\ \\ x = \sqrt{ \frac{m + 4}{2} } [/tex]
substitute x in place of m:
[tex] {f}^{ - 1} (x) = \sqrt{ \frac{x + 4}{2} } [/tex]
PLEASE HELP
1= a-13/-6
Show your work in details if you can, I have a hard time understanding this.
Answer: 7
Step-by-step explanation:
1. multiply both sides by -6 so the -6 on the right side could cancel out and the left side would be -6: 1= a-13/-6 ==> -6=a-13
2. add both sides by 13 so -13 on the right side could cancel out and the left side would be -6+13: -6=a-13 ==> -6+13=a-13+13
3. you know -6+13 equals 7 right? so the answer is a=7
Hey there! I'm happy to help!
We want to get the a all by itself. For me, I always like to have the variable on the left side, so first, let's just flip this around.
[tex]\frac{a-13}{-6} =1[/tex]
What we want to do is get all of the constants (numbers without variables) on the right side. This will leave a all on its own.
We see that the quantity a-13 is being divided by -6. To undo this, we will just multiply both sides by -6. This will cancel out that -6 and get us closer to having the a isolated.
[tex]\frac{a-13}{-6} *-6=1*-6\\\frac{a-13}{1}=-6\\a-13=-6[/tex]
Now we add 13 to both sides to undo the -13 on the left side.
[tex]a-13+13=-6+13[/tex]
[tex]a+0=7\\a=7[/tex]
Have a wonderful day and keep on learning! :D
A cookie recipe calls for 4/3 cup of flour and makes 3 dozen cookies, Il Cassandra plans to make 18 dozen cookies, how many cups of does she need?
Answer:
8
Step-by-step explanation:
4/3 cup for 3 dozen.
how many cups for 18 dozen ?
what factor do I need to use to turn 3 into 18 ?
3×x = 18
x = 18/3 = 6
so, I need 6 units of flour (1 unit is 4/3 cup) to make 6 units of cookies (1 unit is 3 dozen).
therefore, we need
4/3 × 6 = 6×4/3 = 2×4 = 8 cups of flour.
A drink name with 3 letters
Answer:
tea
Step-by-step explanation:
just cuz lol
Answer:
Gin
Step-by-step explanation:
5. Find the solutions of x^2 – X-30 = 0.
please show work on how to do it
Answer:
x=6, x= -5
Step-by-step explanation:
Factor the equation
x^2 - x - 30 = 0 ----> (x-6)(x+5)=0
Next find the solution by setting those in the paranthesis equal to zero.
x-6=0 ----> x= 6
x+5=0 ----> x= -5
Step-by-step explanation:
[tex] {x}^{2} - x - 30 = 0[/tex]
➡️ [tex] {x}^{2} + 5x - 6x - 30 = 0[/tex]
➡️ [tex]x \times (x + 5) - 6(x + 5) = 0[/tex]
➡️ [tex](x + 5) \times (x - 6) = 0[/tex]
➡️ [tex]x + 5 = 0[/tex]
➡️ [tex]x - 6 = 0[/tex]
➡️ [tex]x = - 5[/tex]
➡️ [tex]x = 6[/tex]
➡️ [tex] x_{1} = - 5. \: x_{2} = 6[/tex]
Find the HCF of 1045 and 1520 by long division. Method plsss
Answer:
95
Step-by-step explanation:
you can watch answer in photo. by the way where r u from?
Answer:
I hope it helped U
stay safe stay happy ❤️❤️
The histogram below shows the number of hours per month students in Mr. Carter's class watch television. How many students watch television between 1 and 10 hours per month?
what is the arithmetic property of x+0*d=x
a store owner has 7.11 lbs of candy. If she puts the candy into 9 jars
Answer:
7.11 / 9 = 0.79
Step-by-step explanation:
