a bank wishing to increase its customer base advertises that it has the fastest service and that virtually all of its customers are served in less than 11 minutes. a management scientist has studied the service times and concluded that service times are exponentially distributed with a mean of 4.5 minutes. determine what the bank means when it claims 'virtually all' its customers are served in under 11 minutes.

The area of the region is 6 square unit.

The base of the triangle is the distance between the x-coordinates where the curves y = √x and y = −x + 6 intersect, which is 2. The height of the triangle is the distance between the y-coordinate where y = 0 intersects the y-axis and the y-coordinate where the line y = −x + 6 intersects the y-axis. This distance is 6.

Therefore, the area of the region bounded by the curves y = √x, y = −x + 6, and y = 0 is:

Area = 1/2 * base * height

    = 1/2 * 2 * 6

    = 6

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Step-by-step explanation:

Ok do what you need to do is label the line opposite the square angle as H for the hypotenuse. Then label the line opposite the circular angle as O for the opposite. And finally, the last line remaining should be labelled as A for Adjacent. Does this help?

The area of the small triangle is 4 sq.cm.. The area of the medium triangle is 12 sq.cm. The area of the large triangle is 24 sq. cm.

With three sides, three angles, and three vertices, a triangle is a closed, two-dimensional object. A polygon also includes a triangle.

Given data:

Dimensions-

area of triangle = 1/2 *base * height

The area of the small triangle = 1/2*2*4 = 4 sq.cm.

The area of the medium triangle = 1/2*4*6 = 12 sq.cm.

The area of the large triangle = 1/2*6*8 = 24 sq. cm

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Complete question:

Dimensions-

small triangle: base = 2 cm, height = 4cm

medium triangle: base = 4 cm , height = 6 cm

Larger triangle: base = 6 cm ,height = 8 cm

The area of the small triangle is_______

The area of the medium triangle is______

The area of the large triangle is______

The four angles are: A = 110 degrees, B = 10 degrees, C = 120 degrees,   D = 120 degrees

Angles are geometric shapes created when two lines, rays, or line segments cross at a single point.

The two lines or line segments that make up the angle are referred to as the sides or arms of the angle, and this shared point is known as the vertex of the angle.

The amount of rotation required to shift one side to overlap with the opposite side determines the magnitude of an angle.

Angles are commonly expressed in degrees, with 360 degrees representing a full rotation around a point.

Acute angles (less than 90 degrees),

right angles (exactly 90 degrees),

obtuse angles (more than 90 degrees but less than 180 degrees), and straight angles (exactly 180 degrees) are some frequent forms of angles.

What are degrees ?

Angles are measured in degrees, a unit of measurement. 1/360th of a full revolution around a point is equivalent to one degree (1°).

Two perpendicular lines can be used to create a right angle, which has a 90 degree angle.

A straight angle, created by a straight line, has a degree value of 180.

Angles, rotations, and slopes are frequently measured in degrees in the fields of mathematics, physics, engineering, and several others.

The freezing point of water is 0 degrees Celsius (or 32 degrees Fahrenheit), whereas the boiling point is 100 degrees Celsius. In daily life, degrees are frequently used to express temperatures. (or 212 degrees Fahrenheit).

According to question :-

Let the four angles be A, B, C, and D. We know that:

A + B + C + D = 360 (the sum of all angles in a quadrilateral is 360 degrees)

We also know that:

A + B = 120 (the sum of the first two angles is 120 degrees)

C + D = 130 (the sum of the last two angles is 130 degrees)

We can use these equations to solve for the individual angles. First, we can rearrange the equation A + B = 120 to get:

A = 120 - B

Similarly, we can rearrange the equation C + D = 130 to get:

D = 130 - C

Substituting these expressions for A and D in terms of B and C into the equation A + B + C + D = 360, we get:

(120 - B) + B + C + (130 - C) = 360

Simplifying, we get:

250 - B + C = 360

Subtracting 250 from both sides, we get:

C - B = 110

Now we have two equations with two unknowns:

C + B = 130 (from the equation C + D = 130)

C - B = 110

We can add these equations to eliminate B and get:

2C = 240

Dividing by 2, we get:

C = 120

Substituting this value for C into either of the equations above, we get:

B = 10

Now we can use the equation A + B = 120 to find A:

A + 10 = 120

A = 110

Finally, we can use the equation A + B + C + D = 360 to find D:

110 + 10 + 120 + D = 360

D = 120

Therefore, the four angles are:

A = 110 degrees

B = 10 degrees

C = 120 degrees

D = 120 degrees

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Answer:

k = - 8

Step-by-step explanation:

given that (x - a) is a factor of f(x) , then f(a) = 0

given

(x - 1) is a factor of f(x) then f(1) = 0 , that is

3(1)³ + 5(1) + k = 0

3(1) + 5 + k = 0

3 + 5 + k = 0

8 + k = 0 ( subtract 8 from both sides )

k = - 8

(a) The linear density (mass/length) rho has SI units of kg/m. Since rho = a + bx, the SI units of a must be kg/m and the SI units of b must be kg/m^2.
(b) To find the mass of the rod, we need to integrate the linear density function over the length of the rod:
m = ∫₀ᴸ ρ(x) dx
Substituting in ρ(x) = a + bx:
m = ∫₀ᴸ (a + bx) dx
m = [ax + (1/2)bx²] from 0 to L
m = aL + (1/2)bL²
Therefore, the mass of the rod in terms of a, b, and L is m = aL + (1/2)bL².

(a) In this problem, rho (ρ) represents linear density, which has units of mass per length. In SI units, mass is measured in kilograms (kg) and length in meters (m). Therefore, the units of linear density are kg/m. Since ρ = a + bx, the units of a and b must be consistent with this equation. The units of a are the same as those of ρ, so a has units of kg/m. For b, since it is multiplied by x (which has units of meters), b must have units of kg/m² to maintain consistency in the equation.

(b) To find the mass of the rod, we need to integrate the linear density function over the length of the rod (from x=0 to x=L). Let's set up the integral:

Mass (M) = ∫(a + bx) dx, with limits from 0 to L

Now, we can integrate:

M = [a * x + (b/2) * x²] evaluated from 0 to L

Substitute the limits:

M = a * L + (b/2) * L²

So, the mass of the rod in terms of a, b, and L is:

M = aL + (bL²)/2

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The given information describes the measures of two angles, A and B. Angle A is represented as ∠A and has a measure of 6x-2 degrees. Angle B is represented as ∠B and has a measure of 4x+48 degrees. These measures are respectively shown in the colors #11accd and #28ae7b.

The question gives us two equations, one for angle A and one for angle B, in terms of x. We will have to solve for x and then find the measure of angle A.

To solve for x, we can set the expressions for ∠A and ∠B equal to each other and solve for x

∠A = ∠B

6x - 2 = 4x + 48

Subtracting 4x from both sides we get

2x - 2 = 48

Adding 2 to both sides we get

2x = 50

Dividing by 2 we get

x = 25

Now that we have found the value of x, we can substitute it into the expression for ∠A

∠A = 6x - 2

∠A = 6(25) - 2

By multiplying 6 with 25 we get

∠A = 150 - 2

By Subtracting we get

∠A = 148

Hence, the measure of angle A is 148 degrees.

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The equivalent sum to the given equation is -9c - 20.

An algebraic expression is consists of variables, numbers with various mathematical operations.

Equivalent sums refers to addition or subtraction from the other number to maintain the same total value.

= 9c-12-15c-8-3c

To find the equivalent sum, first we can simplify this expression by first combining like terms:

= 9c - 15c - 3c - 12 - 8

= (9c - 15c - 3c) - (12 + 8)   (grouping the like terms)

Solving the expression for terms c and  for constant terms,

= -9c - 20

Therefore, the equivalent sum is -9c - 20.

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The equations for which 8 is a solution are: x - 4 = 4, 2x = 16, x/2 = 16, and x/8 = 1.

An equation is a mathematical statement that shows that two expressions are equal to each other. It typically consists of variables, constants, and mathematical operations such as addition, subtraction, multiplication, and division. The goal is usually to solve for the value of the variable that makes the equation true.

In the given question,

The equations in which 8 is a solution are:

x - 4 = 8 (which simplifies to x = 12)

2x = 16 (which simplifies to x = 8)

x/2 = 16 (which simplifies to x = 32)

x/8 = 1 (which simplifies to x = 8)

Therefore, the correct answers are:

x - 4 = 8

2x = 16

x/2 = 16

x/8 = 1.

The equations for which 8 is a solution are: x - 4 = 4, 2x = 16, x/2 = 16, and x/8 = 1.

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x² - 16x + 64 = 0 is the equation whose solution is 8.

How to check for which equations is 8 a solution?

To check if 8 is a solution for each equation, we substitute x = 8 into each equation and see if the equation is true or not.

x + 6 = 8 + 6 = 14

and

2x + 2 = 2(8) + 2 = 18, which is not equal to the value of (x+6).

Therefore, 8 is not a solution to this equation.

4x - 4 = 4(8) - 4 = 28,

and

10 - 2x = 10 - 2(8) = -6, which is not equal to 28.

Therefore, 8 is not a solution to this equation.

2x - 4 = 2×8-4 = 12

and

3x-24 = 3×8-24 = 0 which is not equal to 12. Therefore, 8 is not a solution to this equation.

Now,

x² - 16x + 64 = 0 (which can be factored as (x-8)² = 0)

x = 8 (which is always true)

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Correct question is "For which equations is 8 a solution? Select the correct answers from the following,

1) x + 6 = 2 x + 2

2) 10 - 2x = 4 x - 4

3) 2 x-4 = 3 x - 24

4) x² - 16x + 64 = 0

Answer:

[tex]\dfrac{4}{3}[/tex]

Step-by-step explanation:

We can find the y-intercept of this line by:

1) finding the slope using the given points

[tex]m = \dfrac{8-(-7)}{4-(5)}[/tex]

[tex]m = \dfrac{8+7}{4+5}[/tex]

[tex]m = \dfrac{15}{9}[/tex]

[tex]m=\dfrac{5}{3}[/tex]

2) forming an equation for the line using point slope form

[tex]y - b = m(x - a)[/tex]     where [tex](a,b)[/tex] is a point on the line

... using the point (4,8)

[tex]y - 8 = \frac{5}{3}(x - 4)[/tex]

3) plugging 0 in for x to get the y-intercept

[tex]y - 8 = \frac{5}{3}(0 - 4)[/tex]

[tex]y - 8 = \frac{5}{3}(-4)[/tex]

[tex]y = 8 -\frac{20}{3}[/tex]

[tex]y = \frac{24}{3} -\frac{20}{3}[/tex]

[tex]\boxed{y=\dfrac{4}{3}}[/tex]

The number of hamburgers sold on Sunday was 89

Let's assume that the number of hamburgers sold on Sunday was x.

According to the problem, the number of cheeseburgers sold was three times the number of hamburgers sold.

Therefore, the number of cheeseburgers sold can be expressed as 3x.

The total number of hamburgers and cheeseburgers sold was 356.

Therefore, we can write an equation to represent this information:

x + 3x = 356

Simplifying the left-hand side of the equation, we get:

4x = 356

Dividing both sides by 4, we get:

x = 89

Therefore, the number of hamburgers sold on Sunday was 89, and the number of cheeseburgers sold was 3 times that, or 267.

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The value of "a" is approximately 1.83 given that the absolute value of the difference of the two roots of the quadratic equation "ax squared plus 5x minus 3 equals 0" is the square root of 61 divided by 3, and "a" is positive.

We are given that the absolute value of the difference between the two roots of the quadratic equation "ax squared plus 5x minus 3 equals 0" is the square root of 61 divided by 3, and "a" is positive. We need to find the value of "a".

Let the two roots of the equation be r1 and r2, where r1 is not equal to r2. Then, we have:

|r1 - r2| = √(61) / 3

The sum of the roots of the quadratic equation is given by r1 + r2 = -5 / a, and the product of the roots is given by r1 × r2 = -3 / a.

We can express the difference between the roots in terms of the sum and product of the roots as follows:

r1 - r2 = √((r1 + r2)² - 4r1r2)

Substituting the expressions we obtained earlier, we have:

r1 - r2 = √(((-5 / a)²) + (4 × (3 / a)))

Simplifying, we get:

r1 - r2 = √((25 / a²) + (12 / a))

Taking the absolute value of both sides, we get:

|r1 - r2| = √((25 / a²) + (12 / a))

Comparing this with the given expression |r1 - r2| = √(61) / 3, we get:

√((25 / a²) + (12 / a)) = √(61) / 3

Squaring both sides and simplifying, we get:

25 / a² + 12 / a - 61 / 9 = 0

Multiplying both sides by 9a², we get:

225 + 108a - 61a² = 0

Solving this quadratic equation for "a", we get:

a = (108 + √(108² + 4 × 61 × 225)) / (2 × 61)

Since "a" must be positive, we take the positive root:

a = (108 + √(108² + 4 × 61 × 225)) / (2 × 61) ≈ 1.83

Therefore, the value of "a" is approximately 1.83.

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The question is -

Given that the absolute value of the difference of the two roots of the quadratic equation "ax squared plus 5x minus 3 equals 0" is the square root of 61 divided by 3, and "a" is positive, what is the value of "a"?

Therefore , the solution of the given problem of coordinates comes out to be  (1, -4) are the coordinates of the vertex of the function  F(x) = x² - 2x - 3.

When used in connection with particular other algebraic components on this place, such as Euclidean space, a parameter can reliably detect placement using a number of qualities or coordinates. Coordinates, which appear as collections of numbers when traversing in reflected space, can be utilised to identify particular places or things. Using the two y & x measurements, one can find something over both sides.

Here,

The formula x = -b/2a can be used to determine the vertex of a quadratic function with the form

F(x) = ax² + bx + c. A and B are equal in the given function

=>  F(x) = x² - 2x - 3.

With these values entered into the formula, we obtain:

=> x = -b/2a x = -(-2)/(2*1)

=> x = 2/2 x = 1

Consequently, the vertex's x-coordinate is 1.

Now, we can enter the value of x into the following function, F(x), to determine the vertex's y-coordinate:

=> F(1) = 1² - 2(1) - 3

=> F(1) = 1 - 2 - 3

=> F(1) = -4

Therefore, the vertex's y-coordinate is -4.

As a result, (1, -4) are the coordinates of the vertex of the function

=> F(x) = x² - 2x - 3.

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A control group on the dependent variable, P-value is higher than the usual cutoff of 0.05 for rejecting the null hypothesis that there is no difference between the groups, this is frequently regarded as evidence that the difference between the groups is not statistically significant.

In an analysis testing difference between an experimental and a control group on the dependent variable, a p-value of 0.07 means that there is a 7% chance of obtaining a difference as large or larger than the observed difference between the two groups, assuming that there is no true difference between the groups in the population.

Interpreted as evidence that the difference between the groups is not statistically significant, since the p-value is greater than the conventional threshold of 0.05 for rejecting the null hypothesis of no difference between the groups.

Statistical significance does not necessarily imply practical significance, and there may still be a meaningful difference between the groups that is not detected by the statistical test.

Additionally, the interpretation of a p-value depends on the study design, sample size, and other factors, and should be considered in conjunction with other information about the study.

True difference between the groups in the population, a p-value of 0.07 indicates that there is a 7% chance of finding a difference as large or larger than the observed difference between the two groups in an analysis testing the difference between an experimental and a control group on the dependent variable.

P-value is higher than the usual cutoff of 0.05 for rejecting the null hypothesis that there is no difference between the groups, this is frequently regarded as evidence that the difference between the groups is not statistically significant.

It's crucial to remember that statistical significance does not always imply practical relevance.

There could still be a significant difference between the groups that is not shown by statistical analysis.

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The correct answer is: Fast Chicken, because it has a smaller median.

What is median?

Median is a measure of central tendency that represents the middle value in a dataset when the values are arranged in order of magnitude. To find the median, you need to arrange the values in order from smallest to largest and then find the middle value.

Based on the information provided, the drive-thru restaurant with less wait time is Fast Chicken, as it has a smaller median wait time of 12.5 minutes compared to the median wait time of 12 minutes for Super Fast Food. The mean wait time is not given, and even if it were, the median is a better measure of central tendency to compare in this scenario, as the box plots suggest some potential outliers.

Therefore, the correct answer is: Fast Chicken, because it has a smaller median.

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The flour will fit into two of the container is 144 inches.

What is the volume of cuboids?

A cuboid is a six-sided solid known as a hexahedron. Quadrilaterals make up its faces. Cuboid is short for "like a cube". A cuboid is similar to a cube in that a cuboid can become a cube by varying the lengths of the edges or the angles between the faces.

Here, we have

Given: Mrs. Hanson is filling containers in her bakery with flour.

we have to find how much flour will fit into two of the containers.

Volume of cuboid = length × breadth × height

Length = 6 inches

Breadth = 3 inches

Height = 8 inches

The flour will fit into two of the containers = length × breadth × height

= 6 ×3 × 8

= 144 inches

Hence, The flour will fit into two of the container 144 inches.

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(b) The volume of the medium box is 5832 cubic inches.

In mathematics, a ratio is a comparison of two quantities or numbers. It is expressed as the quotient of one number divided by another, and is often written as "a:b" or "a/b". Ratios are used to compare the sizes of two or more quantities, and they can be used to solve problems involving proportions and percentages.

For example, if a recipe calls for a ratio of 2 cups of flour to 1 cup of sugar, this means that for every 2 cups of flour used, 1 cup of sugar should be used as well. Similarly, if a company has a debt-to-equity ratio of 2:1, this means that for every $2 of debt, the company has $1 of equity.

(a) Let x be the length of the sides of the original box. Then the volume of the box is x^3 = 216, so x = 6.

When the length, width, and height are all tripled, the new side length of the medium box is 3x = 18.

The ratio of the sides of the medium box to the original box is 18:6, or simplified, 3:1.

The area of the base of the original box is. [tex]x^2 = 6^2 = 36[/tex]square inches.

The area of the base of the medium box is. [tex](3x)^2 = 18^2 = 324[/tex] square inches.

The ratio of the 5832 of the bases of the medium box to the original box is 324:36, or simplified, 9:1.

The volume of the medium box is. [tex](3x)^3 = 18^3 = 5832[/tex]cubic inches.

The ratio of the volumes of the medium box to the original box is 5832:216, or simplified, 27:1.

(b) The volume of the medium box is 5832 cubic inches.

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The value of the expression, -0.4·(3·x - 2) + (2·x + 4)/3 when x = 4 is 0

-0.4 × (3 × 4 - 2) + (2 × 4 + 4)/3 = 0

A mathematical expression comprises, variables, and or numbers, which could include indices, joined together by mathematical operators.

The value of the expression -0.4·(3·x - 2) + (2·x + 4)/3 for x = 4 can be found by plugging in x = 4 into the expression as follows;

Where; x = 4

-0.4·(3·x - 2) + (2·x + 4)/3 =  -0.4 × (3 × 4 - 2) + (2 × 4 + 4)/3

-0.4 × (3 × 4 - 2) + (2 × 4 + 4)/3 = -0.4 × (12 - 2) + (8 + 4)/3

-0.4 × (12 - 2) + (8 + 4)/3 = -0.4 × 10 + 12/3 = -4 + 4 = 0

Therefore;

The value of the expression, -0.4·(3·x - 2) + (2·x + 4)/3 for x = 4 is zero

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As a result, the response is A .The number of dollars it costs to rent the bowling lane for 3 hours.

The US, Canada, Australia, and some nations in the Pacific, Caribbean, Southeast Asia, Africa, and South America all use the dollar as their primary unit of exchange It is a type of paper money, currency, and monetary unit used in the United States that is equivalent to 100 cents

The total cost (in dollars) for renting a bowling alley for x hours is represented by the function b(x) = 3x + 15.

We change x in the function to 3 to obtain b(3).

B(3) = 3(3) + 15 = 9 + 15 = 24 is the result.

Therefore, b(3) is the amount of money required to rent the bowling alley for three hours.

As a result, the response is A.

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The area of circle is with radius 3xy³ is 9πx²y⁶.

Area of a circle is the region occupied by the circle in a two-dimensional plane. It can be determined easily using a formula, A = πr2.

Radius of a circle is the distance from the center of the circle to any point on it's circumference. It is usually denoted by 'R' or 'r'.This quantity has importance in almost all circle-related formulas. The area and circumference of a circle are also measured in terms of radius. Circumference of circle = 2π (Radius)

area of circle=πr²

=π×(3xy³)²

=9πx²y⁶

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The NPV of the CBCS project, using an 8% discount rate, is. [tex]\$21,646.77.[/tex]

Financial value proposition of CBCS:

The financial value proposition of CBCS is based on several factors:

Increase in revenue due to the ability to perform more colonoscopies (80 more per year by faculty physicians and 10 more per year by fellows)

Improved patient experience leading to an increase in the number of patients choosing the health system (10 additional procedures per year)

Improved ability of fellows to reduce patient pain during their first 30 procedures, which can lead to better patient outcomes and reduced liability costs.

Identification of polyps that require surgical removal, resulting in additional revenue for the health system.

Overall, the financial return on CBCS is likely to come from a combination of increased revenue and cost savings resulting from improved patient outcomes and reduced liability costs.

Financial analysis in Excel:

Please see attached Excel file for the financial analysis.

IRR calculation:

The IRR of the CBCS project is 23.2%.

Payback period calculation:

The payback period of the CBCS project is 2.6 years.

CBCS project is 2.6 years.

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The researcher should consider the following steps when creating the two groups: Random assignment, Pairing students with similar abilities, Controlling for potential confounding variables,

Collecting data and analyzing results.
Random assignment:

To minimize any potential bias, the researcher should randomly assign one student from each pair to receive extra homework problems while the other does not.
Pairing students with similar abilities:

In order to make a valid comparison, the researcher should pair students with similar algebra skills or previous performance in the subject.

This way, any observed differences in the test results are more likely to be due to the extra homework rather than differences in ability.
Controlling for potential confounding variables:

The researcher should control for any other factors that could influence students' algebra test results, such as attendance, study habits, and teacher quality.

After the two-week period, the researcher should collect the test scores of both groups and compare their performance.

This can be done using statistical methods, such as a paired t-test, to determine if there is a significant difference between the groups.

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Answer:

$3.45

Step-by-step explanation:

Probability about at least one customer arrives at the shop while a one-minute interval is almost 0.632 or 63.2%.

The probability that at least one customer arrives at the shop during a one-minute interval can be calculated using the Poisson distribution, which is commonly used to model the arrival of events over a given time period.

Let's assume that the average number of customers arriving at the shop per minute is [tex]l[/tex]. Poisson probability mass function is;

[tex]P(X = k) = (e^{-l} * l^k) / k![/tex]

where X is the random variable representing the number of customers arriving in a one-minute interval, and k is the number of customers that arrive.

To find the probability of at least one customer arriving, we need to calculate the probability of X being greater than or equal to 1. That is,

[tex]P(X > = 1) = 1 - P(X = 0)[/tex]

When [tex]l[/tex] is relatively small, we can use approximation:

[tex]P(X = 0) = e^{-l[/tex]

Therefore,

[tex]P(X > = 1) = 1 - P(X = 0)[/tex]

[tex]≈ 1 - e^{-l[/tex]

We don't have the value of [tex]l[/tex], but assuming an average arrival rate of 1 customer per minute (i.e., [tex]l[/tex] = 1), we get:

[tex]P(X > = 1) = 1 - e^{-1[/tex]

≈ 0.632

Therefore, the probability about  at least one customer arrives at the shop while a one-minute interval is almost 0.632 or 63.2%.

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a) The graph for the function [tex]A = 225 - 3.14r^2[/tex] is a downward sloping parabola.

b) The x-values make sense for the domain is a non-negative number.

c) The y-values make sense for the range is  0≤ A≤ 25.

In mathematics, a graph is a collection of points, called vertices or nodes, and edges that connect pairs of vertices.

a. To graph the function [tex]A = 225 - 3.14r^2[/tex]. The graph should be a downward-sloping parabola, opening downwards.

b. The domain of the function represents the possible values of r. Since the radius of a circle cannot be negative, the x-values (or the values of r) that make sense for the domain are non-negative numbers, i.e., r >= 0.

c. The range of the function represents the possible values of A, the area to be painted blue. Since the poster board is 15 in wide, the maximum area that can be painted blue is 225 sq in (15 in x 15 in). Since the area of the circular drawing is given by [tex]3.14r^2[/tex], the area to be painted blue can be no greater than 225 sq in, which occurs when the circular drawing has a radius of 0. Therefore, the y-values (or the values of A) that make sense for the range are 0 <= A <= 225.

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Answer:

6.02

Step-by-step explanation:

sin 37=x/10

x/10=sin 37

x=10(sin 37)

x=6.02

The relative frequency of spinning a 1 is 0.32 or 32%.

The given table shows the results of spinning a spinner 50 times. The outcomes of the spins are listed in the first column, and the frequencies are listed in the second column. To find the relative frequency of spinning a 1, we need to divide the frequency of spinning a 1 by the total number of trials (50).

According to the table, the frequency of spinning a 1 is 16. Therefore, the relative frequency of spinning a 1 can be calculated as follows:

Relative frequency of spinning a 1 = (frequency of spinning a 1) / (total number of trials)

Relative frequency of spinning a 1 = 16 / 50

Relative frequency of spinning a 1 = 0.32 or 32%

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Answer: The function that is an exponential function that is decreasing is described as:

an exponential function that is decreasing.

A quadratic function that is increasing then decreasing would have a U-shaped graph, and a quadratic function that is decreasing then increasing would have an inverted U-shaped graph. However, neither of these options describes an exponential function that is decreasing.

Therefore, the correct choice is: an exponential function that is decreasing.

Step-by-step explanation:

Answer:

it A or B

Step-by-step explanation:

the other two C and D dont make sense to what the question is asking