For the following data set, find Q1, Q2, Q3 and the interquartile range.

15, 12, 23, 15, 7, 8, 21, 10, 12, 14, 16, 24, 19

Mary paid $3.80 per pound and Mark paid $4.00 per pound.

19 ÷ 5 = 3.80

16 ÷ 4 = 4

Mary's unit rate is less than Mark's unit rate.

To compare the unit rate of Mary and Mark, we need to find how much each of them paid per pound of grapes.

Mary paid $19 for 5 pounds of grapes, so her unit rate can be calculated as:

The unit rate of Mary = Total cost of grapes / Total amount of grapes purchased

= $19 / 5 pounds

= $3.80 per pound

Mark paid $16 for 4 pounds of grapes, so his unit rate can be calculated as:

The unit rate of Mark = Total cost of grapes / Total amount of grapes purchased

= $16 / 4 pounds

= $4.00 per pound

Comparing the unit rate of Mary and Mark, we can see that Mary paid less per pound of grapes than Mark did.

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The equation of the trend line will be : Y = (1/4)x - 1.

Given is a scatter plot a shown in the image.

The general equation of a straight line is -

y = mx + c

{m} - slope

{c} - intercept along the y - axis

We can find the slope as follows. The line passes through the points -

(4, 0) and (0, - 1). We can write -

m = (- 1 - 0)/(0 - 4)

m = - 1/-4

m = 1/4

and

[c] = - 1

So the equation of the trend line will be -

Y = (1/4)x - 1

Therefore, the equation of the trend line will be : Y = (1/4)x - 1.

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The slope of the line is 1.25 and the value of x is 12.

A line's slope is defined as the ratio of the change in y coordinate to the change in x coordinate. A line's slope provides information on the steepness and direction of the line. the angle at which two straight lines intersect.

Given that:

rise =10

run = 8

The slope is determined by the following formula:

Slope = Rise / Run

[tex]Slope = \frac{10}{8} = 1.25[/tex] .

The slope of a line equation is given by:

[tex]y_2 - y_1 = m (x_2-x_1)[/tex]

Here, m is the slope of the equation.

Substitute the value of [tex]m= \frac{10}{8}, y_2=21 , y1= 6, x_2 =x, x_1= 0[/tex] in the equation.

[tex]21-6 = \frac{10}{8}(x-0)\\ \\15= \frac{10}{8} (x)\\\\(15)(8) = 10x\\\\120=10x\\\\x=12[/tex]

Hence the value of x is 12.

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Answer:

The slope of the line is 1.25 and the value of x is 12.

Step-by-step explanation:

Answer:

1/2

Step-by-step explanation:

Slope(m)

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

= (8 - 1)/(7+7)

= 7/14

= 1/2

[tex](\stackrel{x_1}{-4}~,~\stackrel{y_1}{-4})\hspace{10em} \stackrel{slope}{m} ~=~ - \cfrac{3}{4} \\\\\\ \begin{array}{|c|ll} \cline{1-1} \textit{point-slope form}\\ \cline{1-1} \\ y-y_1=m(x-x_1) \\\\ \cline{1-1} \end{array}\implies y-\stackrel{y_1}{(-4)}=\stackrel{m}{- \cfrac{3}{4}}(x-\stackrel{x_1}{(-4)}) \implies y +4= -\cfrac{3}{4} (x +4) \\\\\\ y+4=-\cfrac{3}{4}x-3\implies {\Large \begin{array}{llll} y=-\cfrac{3}{4}x-7 \end{array}}[/tex]

Answer:

y = -3/4x - 7

Step-by-step explanation:

Given: slope = m = -3/4

Plug this value into the standard slope-intercept equation of y = mx + b.

y = -3/4x + b

To find b, we want to plug in a value that we know is on this line: in this case, point (-4, -4). Plug in the x and y values into the x and y of the standard equation.

-4 = -3/4(-4) + b

To find b, multiply the slope and the input of x(-4)

-4 = 3 + b

Now, subtract 3 from both sides to isolate b.

-7 = b

Plug this into your standard equation.

y = -3/4x - 7

This is your equation.

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[tex](\stackrel{x_1}{2}~,~\stackrel{y_1}{7})\qquad (\stackrel{x_2}{4}~,~\stackrel{y_2}{6}) ~\hfill \stackrel{slope}{m}\implies \cfrac{\stackrel{\textit{\large rise}} {\stackrel{y_2}{6}-\stackrel{y1}{7}}}{\underset{\textit{\large run}} {\underset{x_2}{4}-\underset{x_1}{2}}} \implies \cfrac{ -1 }{ 2 } \implies - \cfrac{ 1 }{ 2 }[/tex]

[tex]\begin{array}{|c|ll} \cline{1-1} \textit{point-slope form}\\ \cline{1-1} \\ y-y_1=m(x-x_1) \\\\ \cline{1-1} \end{array}\implies y-\stackrel{y_1}{7}=\stackrel{m}{- \cfrac{ 1 }{ 2 }}(x-\stackrel{x_1}{2}) \\\\\\ y-7=- \cfrac{ 1 }{ 2 }x+1\implies {\Large \begin{array}{llll} y=- \cfrac{ 1 }{ 2 }x+8 \end{array}}[/tex]

To solve this problem, we can set up the following equation:

Torrie + John = Sonia - John

This equation represents the fact that John has the same number of dollars more than Torrie as he has less than Sonia. We can then substitute the given values for Torrie, Sonia, and John to solve for John:

430 + John = 760 - John

Combining like terms, we get:

2 * John = 330

Dividing both sides of the equation by 2, we get:

John = 165

Thus, John has $165.

Answer:

[tex]r=\frac{15\sqrt[3]{\pi ^2} }{\pi }[/tex]  meters

[tex]r=10.24[/tex]  meters

Step-by-step explanation:

Here is the equation for the volume of a sphere

[tex]V=\frac{4}{3} \pi r^{3}[/tex]

Lets solve for [tex]r[/tex].

Multiply both sides of the equation by [tex]\frac{1}{\frac{4}{3}\pi}[/tex].

[tex]\frac{1}{\frac{4}{3}\pi}(\frac{4}{3}*(\pi r^3))=\frac{1}{\frac{4}{3}\pi}V[/tex]

Simplify the left side.

Combine [tex]\frac{4}{3}[/tex] and [tex]\pi[/tex].

[tex]\frac{1}{\frac{4\pi }{3}}(\frac{4}{3}*(\pi r^3))=\frac{1}{\frac{4}{3}\pi}V[/tex]

Multiply the numerator by the reciprocal of the denominator.

[tex]\frac{3}{4\pi } (\frac{4}{3}*(\pi r^3))=\frac{1}{\frac{4}{3}\pi}V[/tex]

Cancel the common factor of [tex]\pi[/tex] by factoring it out of the first term.

[tex]\frac{3}{4} (\frac{4}{3}*r^3)=\frac{1}{\frac{4}{3}\pi}V[/tex]

Combine [tex]\frac{4}{3}[/tex] and [tex]r^3[/tex].

[tex]\frac{3}{4}*\frac{4r^3}{3}=\frac{1}{\frac{4}{3}\pi}V[/tex]

Multiply the numerators on the left side of the equation. Then multiply the denominators.

[tex]\frac{12r^3}{4*3}=\frac{1}{\frac{4}{3}\pi}V[/tex]

[tex]\frac{12r^3}{12}=\frac{1}{\frac{4}{3}\pi}V[/tex]

Cancel the common factor of 12.

[tex]r^3=\frac{1}{\frac{4}{3}\pi}V[/tex]

Simplify the right side.

Combine [tex]\frac{4}{3}[/tex] and [tex]\pi[/tex].

[tex]r^3=\frac{1}{\frac{4\pi }{3}}V[/tex]

Multiply the numerator by the reciprocal of the denominator.

[tex]r^3=\frac{3V}{4\pi }[/tex]

Take the cube root of both sides of the equation to eliminate the exponent on the left side.

[tex]r=\sqrt[3]{\frac{3V}{4\pi } }[/tex]

Now we have an equation to find the radius.

Substituting our number for volume gives us

[tex]r=\sqrt[3]{\frac{3*4500}{4\pi } }[/tex]

Enter this into a calculator

[tex]\sqrt[3]{\frac{3*4500}{4\pi } }[/tex]

You can leave the answer in simplest radical form or as a decimal.

[tex]r=\frac{15\sqrt[3]{\pi ^2} }{\pi }[/tex]

[tex]r=10.24[/tex]

A rating/review would be much appreciated. Hope this helps!

Answer:

7/12 (seven over twelve)

Step-by-step explanation:

1/3 -1/4 =4/12- 3/12=1/12

1/2+1/12=6/12+1/12=7/12

so the answer is 7/12

hopefully this helps

On solving the provided question, we cans ay that By unitary method, the amount to be removed = original - shortened = 3/9 - 2/9 = 1/9

The unit technique is an approach to problem-solving that involves first determining the value of a single unit, then multiplying that value to determine the required value. The unit method, to put it simply, is used to extract a single unit value from a supplied multiple. For instance, 40 pens would cost 400 rupees, or the price of one pen. The process for doing this may be standardized. a single country. anything that has an identity element. (mathematics, algebra) (Linear algebra, mathematical analysis, mathematics of matrices or operators) Its adjoint and reciprocal are equivalent.

By unitary method,

original length of pipe = 3/9 inch

shortened length of pipe = 2/9

so, the amount to be removed = original - shortened = 3/9 - 2/9 = 1/9

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Answer: 10:30 am

Step-by-step explanation: If you need to seat a passenger every 30 seconds, (half of a minute, which is 60 seconds), for every minute, 2 passengers will be seated. So, if you seat 2 passengers for a min each until you have seated 110 people, you will have taken up 55 minutes in total. (110 divided by 2 passengers a min). And finally, 55 minutes past 9:35 am would be 10:30 am. Hope this helps!

Answer:

26

Step-by-step explanation:

if she is 8 years older, then is just 34-8 which is 26

[tex]m-16[/tex] when m is 30

Substitute for m with given value:

[tex](30)-16[/tex]

[tex]=\fbox{14}[/tex]

Answer:

Step-by-step explanation:

a.we can get the equation is m-16 = 30-16=10+20-10-6=10-6+20-10=4+10=14

answer is 14

To find the cost of each pound of almonds, we need to find the difference in the cost of the almonds between the two purchases and divide it by the difference in the number of pounds of almonds. In this case, the difference in the cost of the almonds is $31 - $12 = $19 and the difference in the number of pounds of almonds is 3 - 5 = -2 pounds. Dividing the difference in the cost by the difference in the number of pounds gives us $19/-2 = $-9.50 per pound. This means that the cost of each pound of almonds is $-9.50.

To find the cost of each pound of jelly beans, we can use a similar process. In this case, the difference in the cost of the jelly beans is $31 - $12 = $19 and the difference in the number of pounds of jelly beans is 8 - 2 = 6 pounds. Dividing the difference in the cost by the difference in the number of pounds gives us $19/6 = $3.17 per pound. This means that the cost of each pound of jelly beans is $3.17.

The required measure of the value of x is given as 2√3. Option A is correct.

These are the equation that contains trigonometric operators such as sin, cos.. etc. In algebraic operations.

here,
Consider the given triangle,

perpendicular = 6
base = x

Applying trigonometric operation,
tan30 = perpendicular/base
tan30 = 6/ x
x = 6/√3
x = 2√3

Thus, the required measure of the value of x is given as 2√3. Option A is correct.

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Answer:

x ≤ −2 or x ≥ 5

Step-by-step explanation:

Isolate the variable by dividing each side by factors that don't contain the variable.

Answer: The correct interpretations about the graph of r(t) are B, D, and E.

Interpretation B is correct because the graph shows that the average mortgage rate fell to a relative minimum between 2002 and 2003.

Interpretation D is correct because the graph shows that the average mortgage rate was highest between 2006 and 2007, based on the absolute maximum.

Interpretation E is correct because an appropriate domain for this function would be 0≤t≤10, as t represents time and the graph shows data for the period between 2002 and 2010.

Interpretation A is not correct because the graph does not show that the average mortgage rate increased continuously between 2003 and 2005.

Interpretation C is not correct because the y-intercept does not represent the average mortgage rate in 2010. The y-intercept represents the value of the function when t = 0, which does not correspond to any time in the given data.

Step-by-step explanation:

The student that has the highest reading rate is Student C who has the highest rate of change of the number of words read of 158 words per minute.

The rate of change of a function is the rate at which the output value changes per unit change in the input value.

The possible data and table obtained from a similar question on the website are presented as follows;

Student A

Number of minutes;         [tex]{}[/tex]1              2             3              4

Number of words read; 150        [tex]{}[/tex]300          450          600

Student B

y = 158·x

Where;

x = The time duration in minutes

y = The number of words read by the student

Student C

The points on the graph representing the reading rate of student C are; (2, 280), (3, 420), (5, 700)

The first difference of the number of words read by Student 1 is constant, indicating that the relationship is a linear relationship, with the reading rate obtained by the rate of change of the number of words read as follows;

Reading rate for Student A = (300 - 150)/(2 - 1) = 150

The reading rate for Student A is 150 words per minute

The equation for the reading rate of Student B; y = 158·x, indicates that Student B reads 158 words per minute

The of the straight ling graph for the reading rate of Student C is found as follows;

Slope = (420 - 280)/(3 - 2) = 140

The slope indicates that the number of words read by Student C increases by 140 words every minute, therefore, the reading rate for Student C is 140 words per minute

The student that reads fastest is therefore, Student C who has a reading reading rate of 158 words per minute

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Answer: C

Step-by-step explanation: it says that it's smaller or equal to x and x is smaller than 17

Answer: It's closer to 1/2

Step-by-step explanation: It's closer to 1/2 and here's why:

So, 1/2 (exact) is 8/16

0 = 0

1 = 16/16

Since 9/16 is the closest to 8/16 or around 1/2 in this case, it'd be about 1/2. I hope this helps!

The pound of cement used based on the information will be C. 2 pounds.

A fraction simply means a piece of a whole. In this situation, the number is represented as a quotient such that the numerator and denominator are split. In this situation, in a simple fraction, the numerator as well as the denominator are both integers.

In this case, for each pound of sand, he uses 1 2/3 pounds of gravel and for each pound of gravel, he uses 2/5 pound of cement.

The pound of cement used will be:

Gravel = 1 2/3 × 3

= 5 pounds

Cement used will be:

= 2/5 × 5.

= 2 pounds.

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The process of logarithmic functions in real-worlds problems is given below.

And an example of an application of logarithmic function is given.

The inverse of exponentiation is the logarithm. This indicates that the exponent to which b must be raised in order to obtain a number x is the logarithm of x to the base b.

We know,

logarithmic function and exponential function are inverse of each other.

So, whenever we solve the exponential function,

we use the help of logarithmic functions.

To compute the number with bigger exponents,

we use the logarithms.

Because it reduces the size of the numbers.

Let the bacteria is growing exponentially,

b = 2ⁿ.

We know that the bacteria grows every hour.

We want to find time.

Here, we will use the inverse function to the exponential function.

How long will it take them to get 1000 bacteria?

1000 = 2ⁿ

Taking log on both sides,

log(1000) = n log2

n = log(1000)/log(2)

n = 9.96

n ≈ 10 hours.

Therefore, an application of logarithmic function is given above.

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The total length needed in inches will be 490.5 inches.

A fraction simply means a piece of a whole. In this situation, the number is represented as a quotient such that the numerator and denominator are split. In this situation, in a simple fraction, the numerator as well as the denominator are both integers.

Since the machinist must cut 12 strips of metal that are each 3 ft 4 7/8 in. long  The total length needed in inches will be:

= (3 ft 4 7/8 inch × 12)

Note that 1 feet = 12 inches

= (12 × 3) + (4 7/8) × 12

= (36 + 4.875) × 12

= 490.5 inches

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Answer:

  $202.30

Step-by-step explanation:

You want to know the value of a 20% tip on a bill of $1011.50.

The tip amount can be found by multiplying the bill amount by the tip percentage:

  20% · $1011.50 = $202.30

Lucas tipped the server $202.30.

__

Additional comment

You know that 10% of the amount can be found by moving the decimal point one place: $101.15.

20% of the amount will be double this value: $202.30. You can do this math mentally.

Answer: 125y³

To rise a product to a power, rise each factor to that power:

(5y)³ = 5³y³ = 125y³

Step-by-step explanation:

think of it as a ruler the small dashes represents the 16ths and the big dashes represents the 4ths. They are on the same line therefore they are equal.