In a large population, very close to 25% of the observations will fall below the

25th percentile (Q1), and close to 75% fall below the 75th percentile (Q3). The

Web site of the Educational Testing Service reports that on the SAT

Mathematics test, with a possible perfect score of 800, the 96th percentile of

1,475,623 scores nationwide is a score of 720.

What is the best estimate of exactly how many scores were below 720?

A. 84

ооо

B. 1,417,000

C. 557

D. 80%

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E. 192,000

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Answer:

X=4 this is the Answer good luck

first you will group like terms (that is, the numbers or letter that are the same)

x=24-6 =18

x is the only letter

Answer:

A

Step-by-step explanation:

its just some rounding

Step-by-step explanation:

When (x - 2) = 0, x = 2.

=> F(2) = -4(2)² + 14(2) - 23 = -11.

By Remainder Theorem,

The remainder of F(x) divided by (x - 2) is -11.

Answer:

3. I would say shop one because it's at a lower price.  Although, it is up to you.

Step-by-step explanation:

Roger wants 400 copies; First print shop; $21.50 for first 200 copies + $10 for every 100 additional copies. Second print shop; $0.15 per copy + no deals on bulk  

1. how much will cost roger at the first print shop?  

$21.50 + $20 = $41.50 for 400 copies  

2. how much will it cost roger at the second print shop?  

$0.15 x 400 = $60

Answer:

(3,0)

Step-by-step explanation:

the x-intercept is the point when the line touches the x-axis. (3,0) is this point, we can see it in the graph.

Answer:

(3,0)  

Step-by-step explanation:

It crosses the x-axis

Answer:

It's (4,5)

Step-by-step explanation:

Hope it helps. Bye

Answer:

Solving the equations we get: x = -3, y = 4

The solution set is: (-3,4)

Step-by-step explanation:

We need to solve the system of equation and find value of x and y

The system of equation given is:

[tex]y = -x + 1\\y = -2x - 2[/tex]

Let:

[tex]y = -x + 1--eq(1)\\y = -2x - 2--eq(2)[/tex]

We would use substitution method.

Put value of y from eq(1) into eq(2) and find value of x

[tex]Eq(2)\;is:\\y=-2x-2\\Put\:y=-x+1\\-x+1=-2x-2\\-x+2x=-2-1\\x=-3[/tex]

So, we get x = -3

Now, for finding value of y, put value of x = -3 into equation 1

[tex]y=-x+1\\Put\:x=-3\\y=-(-3)+1\\y=3+1\\y=4[/tex]

So, we get y=4

Solving the equations we get: x = -3, y = 4

The solution set is: (-3,4)

Step-by-step explanation:

[tex] \tt{2x + x + x + 2y \times 3y \times y}[/tex]

[tex] \text{Add \: the \: like \: terms : 2x \: + \: x \: + \: x}[/tex]

Like terms are those which have the same base. Like terms can be added or subtracted. Only coefficients of like terms can be added or subtracted.

⤑ [tex] \tt{4x + 2y \times 3y \times y}[/tex]

[tex] \text{Multiply : 2y, \:3y \: and \: y}[/tex]

⤑ [tex] \tt{4x + 6 {y}^{3}} [/tex]

Since , 4x and 6y³ are not like terms , they cannot be added. And we're done !

[tex] \red{ \boxed{ \boxed{ \tt{Our \: final \: answer : 4x + 6 {y}^{3}}}}} [/tex]

Hope I helped ! ツ

Have a wonderful day / night ♡

▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁

Step-by-step explanation:

Let x be the number of buses for the trip.

Then (32 - x) is the number of cars for the trip.

We have 27x + 3(32 - x) = 408.

=> 27x + 96 - 3x = 408

=> 24x = 312

=> x = 13

Hence there are 13 buses and (32 - 13) = 19 cars.

Answer:

Step-by-step explanation:

Answer:

357 minutes

Step-by-step explanation:

I subtracted 9 cents/minute from the 23 cents/minute to get 14 cents to get the difference between the two per minute charges.  I then divided the monthly cost of $49.95 by .14 to get 356.79...  So if you used 357 minutes in a month, the second plan would be 3 cents cheaper at $82.08 (.09 x 357= 32.13 + 49.95), vs. the first plan costing $82.11 (.23 x 357).  At 356 minutes the first plan would still be cheaper.

Answer:

Echelon form of augmented matrix      [tex]\left[\begin{matrix} 2&3&-5&b_1\\0&\frac{47}{2} &\frac{101}{2} &b_2-\frac{17}{2}b_1 \\0&0&\frac{-10}{3} &b_3-2\frac{b_1}{6} \end{matrix}\right][/tex]

Step-by-step explanation:

We have, linear systems

[tex]2x_1+3x_2-5x_3=b_1[/tex]

[tex]17x_1+2x_2+8x_3=b_2[/tex]

[tex]-x_1+x_2-5x_3=b_3[/tex]

[tex](a)[/tex]  Find the echelon form of the augmented matrix.

Firstly we find the augmented matrix (A) of the given linear system

[tex]A=\left[\begin{matrix} 2&3&-5&b_1\\17&2&8&b_2\\-1&1&-5&b_3\end{matrix}\right][/tex]

Now find the echelon form

[tex]=\left[\begin{matrix} 2&3&-5&b_1\\0&\frac{47}{2} &\frac{101}{2} &b_2-\frac{17}{2}b_1 \\0&\frac{5}{2} &\frac{-15}{2} &b_3+\frac{b_1}{2} \end{matrix}\right]^{R_2\rightarrow \frac{17}{2}R_1, R_3\rightarrow R_3+\frac{1}{2}R_1 }[/tex]

[tex]=\left[\begin{matrix} 2&3&-5&b_1\\0&\frac{47}{2} &\frac{101}{2} &b_2-\frac{17}{2}b_1 \\0&0&\frac{-10}{3} &b_3-2\frac{b_1}{6} \end{matrix}\right]^{R_2\rightarrow R_3-\frac{5}{6}R_1 }[/tex]

[tex](b)[/tex]  From above echelon form of augmented matrix system is consistent .

So, system has always a solution exist for every condition of [tex]b_1,b_2, b_3[/tex]

[tex](c)[/tex]  Yes, If we take point  [tex](0,1,1)[/tex] then system of linear equation has exist a solution.

[tex](d)[/tex]   yes, if pick randomly [tex]b_1,b_2, b_3[/tex] then always exist a solution of given system of linear equation.

Answer:

5500000

Step-by-step explanation:

I just divided-

Answer:

-3 on edg

Step-by-step explanation:

[tex]\boxed{\boxed{\pink{\bf \leadsto The \ Solution \ of \ the \ given \ equation \ is\ \sqrt{26}\ or \ -\sqrt{26}}}}[/tex]

We need to find the solution of the given logarithmic equation. So the given equation is ,

[tex]\bf \implies ln ( x^2-25) = 0 [/tex]

Using the Properties of log we can write this as ,

[tex]\bf \implies e^{ln(x^2-25)} = e^0 \:\:\bigg\lgroup \red{\bf Here \ e \ is \ Euler's \ Number }\bigg\rgroup \\\\\bf\implies x^2-25 = e^0 \\\\\bf\implies x^2-25 = 1 \\\\\bf\implies x^2=25+1\\\\\bf\implies x^2=26 \\\\\bf\implies x = \sqrt{26} \\\\\bf\implies\boxed{\red{\bf x = \sqrt{26},-\sqrt{26}}}[/tex]

Answer:

B: (x + 1) = (y - 2)²

Step-by-step explanation:

0 = y² - x - 4y + 3

We want to find the equation of the parabola in vertex form.

The format for the vertex form is;

y = a(x - h) + k

Where (h, k) is the coordinate of the vertex.

Thus, let's transform 0 = y² - x - 4y + 3 into the vertex form

Let's rearrange to get;

x - 3 = y² - 4y

Let's use method of completing the square to get right hand side;

x - 3 = (y - 2)² - 4

Add 4 to both sides to get;

x - 3 + 4 = (y - 2)²

(x + 1) = (y - 2)²

Answer:

18

Step-by-step explanation:

6 divided by 1/3 is the same as 6x3 because you flip the second fraction when dividing fractions.

Step-by-step explanation:

sorry..by any chance if my answer is incorrect

Answer:

33

Step-by-step explanation:

9 out of 24

x out of 88

so by interpolation it's gonna be 33.

Answer:

3.5

Step-by-step explanation:

3/5 in a decimal is 3.5

Answer:

2y-6=x goes with 3rd one which is y=2x+6,

Answer:

1 >>4

2>>1

3>>3

4>>2

Step-by-step explanation:

1 - 2y-6 =x then y=(1/2)x +3

2 - 3y = -6 -x then y = (1/3)x + 2

3 = (1/2)y = 3 +x then y = 2x + 6

4 - 2x + y = 3 then y = -2x + 3

Answer:

Step-by-step explanation:

y = -4x - 8

Any equation with an equal slope will be parallel to the line

Example: y = -4x or y = - 4x + 8

As long as the equation has a different y-intercept and equal slope it will be parallel!

An equation of a line that is parallel to y = -4x - 8 would be in the form:

y = -4x + b

In mathematics, the equation of a line is a formula that describes the relationship between the x and y coordinates of the points on the line.

Two lines are parallel if they have the same slope. The equation of the line y = -4x - 8 is in slope-intercept form, y = mx + b, where m is the slope and b is the y-intercept.

From y = -4x - 8, we can see that the slope is -4. So, any line that is parallel to this line must also have a slope of -4.

Therefore, an equation of a line that is parallel to y = -4x - 8 would be in the form:

y = -4x + b

Where b is some constant value that determines the y-intercept of the line.

To know more about an equation of the line follow

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Answer:

256

Step-by-step explanation:

We are given the series

1, 16, 81, __, 625, 1296

The missing number in the sequence is the fourth term

From the above sequence, we know that

1, 4², 9² , __, 25² , 36²

Difference between first term = 4 - 1 = 3

9 - 4 = 5

x - 9 = 7

x = 9 + 7 = 16

Hence, the fourth term = 16²

= 256

Answer:

16

Step-by-step explanation:

eighths are 1/8 therefore there are 8 eighths in one,

1 x 2 is 2

8 x 2 is 16

therefore there are 16 eighths in 2

Answer:

Step-by-step explanation:

1 pizza has 8 slices

2 pizzas has 16 slices

i think it is easier to remember like this

The answer would be the first one, combining 8 and -2

This is because the 2 like terms are 8x^2 and -2x^2. You can get this by looking in the problem. There are 2 terms with x^2 which means we have to combine them. One of them is 8x^2 (the 1st one) and the other is -2x^2 (since it says 7-2x^2)

If you combine these you will get 6x^2 [8+(-2)=6]

Answer:

Myra combined the like terms in the algebraic expression correctly. Which statement correctly describes what Myra did?

8 x squared + 7 minus 2 x squared + x

Myra combined 8 and Negative 2 to equal 6 x squared + x + 7.

Step-by-step explanation:

Answer:

you make a account then go down and look for somthing you want ro answer

Step-by-step explanation:

hope this helps

Answer:

hope this helps

Step-by-step explanation:

The required, simplified expression is -27/64 * p³, as of the given expression

Simplify the expression: (-3/4p)³

To simplify, we raise the expression to the power of 3:

(-3/4p)³ = (-3/4p) * (-3/4p) * (-3/4p)

Simplifying further:

(-3/4)³ * (p³) = -27/64 * p³

Therefore, the simplified expression is -27/64 * p³,  as of the given expression.

Learn more about simplification here:

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Answer:

No. This is not a function

Step-by-step explanation:

8 and 9 have more than one relationship with another number which describes it as not being a function.

Answer:

45 70

Step-by-step explanation:

Answer:

(45, 70)

Step-by-step explanation: