representa graficamente los vectores 2u, -3v y 1/4 usando los vectores dados A -1,3
B -2,4 C 0,-2 D 8,1

The correct answer is option (e): None of these answers is correct.

The statement "the mode is the most frequently occurring data value" is true. However, none of the options provided accurately describes the relationship between the mode and the mean.

The mode and the mean are different measures of central tendency and can have different values. There is no general rule or guarantee that the mode will always be larger or smaller than the mean. The relationship between the mode and the mean depends on the specific dataset and its distribution. Therefore, none of the provided options correctly describes the relationship between the mode and the mean.

The volume of a cylinder is given by the equation presented as follows:

V = πr²h.

In which:

The volume of a cylinder of radius r and height h is given by the equation presented as follows:

V = πr²h.

Hence the measures must be identified and have it's values replaced into the formula to obtain the volume of a cylinder.

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Answer:

Step-by-step explanation:

$28 for 1st hr and $20per hr after that:

t = 28 +  20(h-1)

$30 for 1st hr and $20per hr after that:

t = 30 + 20(h-1)

t - 30 - 20(h-1)

10 and 5 are appropriate x-axis and y-axis unit scales given the coordinates (50, 40). Option B.

To determine the appropriate x-axis and y-axis unit scales given the coordinates (50, 40), we need to consider the relationship between the units on the axes and the corresponding values in the coordinate system.

The x-axis represents the horizontal dimension, while the y-axis represents the vertical dimension. The x-coordinate (50) represents a position along the x-axis, and the y-coordinate (40) represents a position along the y-axis.

To determine the appropriate scales, we need to consider how many units on the x-axis are needed to span the distance from 0 to 50 and how many units on the y-axis are needed to span the distance from 0 to 40.

In this case, the x-coordinate is 50, which means we need the x-axis to span a distance of 50 units. However, we don't have enough information to determine the scale for the x-axis accurately. Therefore, options A (50; 10) and D (50; 1) cannot be definitively chosen.

Similarly, the y-coordinate is 40, which means we need the y-axis to span a distance of 40 units. Considering the given options, option B (10; 5) would be a suitable scale, as it allows for the y-axis to span the necessary distance of 40 units.

In summary, given the coordinates (50, 40), the appropriate unit scales would be 10 units per increment on the x-axis and 5 units per increment on the y-axis (Option B).

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The solution to the system is (a) (4/5, 5, -4, -4)

From the question, we have the following parameters that can be used in our computation:

The augmented matrix

Where, we have

[tex]\left[\begin{array}{cccc|c}1&0&0&0&4/5\\0&1&0&0&5\\0&0&1&0&-4\\0&0&0&1&-4\end{array}\right][/tex]

From the above, we have the diagonals to be 1

And other elements to be 0

This means that the equation has been solved

So, we have

a = 4/5, b = 5, c = -4 and d =-4

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In the context of a Cartesian coordinate system, the term "(-,-) quadrant" refers to the third quadrant, also known as Quadrant III.

The Cartesian coordinate system consists of four quadrants, numbered from I to IV in a counterclockwise direction. Each quadrant is defined by the signs of the x and y coordinates.

In Quadrant III, the x-coordinates are negative (represented by the "-") and the y-coordinates are also negative. This means that any point located in this quadrant will have both x and y values that are less than zero.

Visually, Quadrant III is situated below the x-axis and to the left of the y-axis. It is characterized by its lower left position in the coordinate plane.

Points in Quadrant III can be thought of as having a negative horizontal position (to the left of the origin) and a negative vertical position (below the origin).

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An estimate of 20 people took longer than 325 minutes to complete the race.

To estimate the number of people who took longer than 325 minutes to complete the race, we need to use the cumulative frequency distribution.

The cumulative frequency of a class interval is obtained by adding up the frequencies of all the class intervals up to and including that interval. The sum of the frequencies for each class interval is known as the cumulative frequency.In this case, the cumulative frequency distribution is given as follows:

Class Interval  |  Frequency  |  Cumulative Frequency250 - 200  |  5  |  5200 - 150  |  12  |  12150 - 100  |  18  |  30100 - 50  |  11  |  4050 - 0  |  4  |  44Total: 50

Now, to estimate the number of people who took longer than 325 minutes to complete the race, we need to look at the cumulative frequency that corresponds to 325 minutes.

From the table, we can see that the cumulative frequency of the class interval 300-400 minutes is 30. This means that 30 people took between 100 and 400 minutes to complete the race.

Therefore, the number of people who took longer than 325 minutes is the difference between the total number of people who took between 100 and 500 minutes and the number of people who took between 100 and 325 minutes. This can be calculated as follows:50 - 30 = 20.

Hence, an estimate of 20 people took longer than 325 minutes to complete the race.

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The probable question may be:

Estimate the number of people who took longer than 325 minutes to complete the race, given the following cumulative frequency distribution:

Cumulative frequency:

250-

200-

150-

100-

50-

0

Time to complete a race:

100 200 300 400 500

Time (minutes).

Answer:

surface area=214cm2, volume=183 cm3

Step-by-step explanation:

slanted height=√5^2+7^2 (Pythagoras theorem)

= √74

area of bottom part=π(5)^2

=25π

area of top cone part=π(5)(√74)

surface area of cone=25π+π(5)(√74)

=214 cm2(to 3 s.f.)

volume of cone=1/3π(5)^2×7

=183 cm3(to 3 s.f.)

The solution for p=2l+2w, the value of w= 3 units.

To solve the equation p = 2l + 2w for w, we will follow the steps below:

Step 1: Start with the given equation: p = 2l + 2w.

Step 2: To isolate the variable w, we need to get rid of the terms involving l. We can do this by subtracting 2l from both sides of the equation:

p - 2l = 2w.

Step 3: Next, we want to solve for w. To do this, we divide both sides of the equation by 2:

(p - 2l) / 2 = w.

Step 4: Simplify the expression on the right side:

w = (p - 2l) / 2.

Now, let's apply this formula to a specific example. Suppose we have a rectangle with a perimeter of 16 units (p = 16) and a length of 5 units (l = 5). We can find the width (w) using the formula:

w = (16 - 2(5)) / 2

w = (16 - 10) / 2

w = 6 / 2

w = 3.

By following the steps outlined above and substituting the given values of the perimeter (p) and length (l) into the formula w = (p - 2l) / 2, you can determine the value of the width (w) for any given rectangle.

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Answer:

2 miles per hour.

Step-by-step explanation:

When the boat is traveling upstream (against the current), its effective speed is reduced by the speed of the current. Therefore, the boat's speed relative to the ground (or still water) during the upstream trip is 11 - c miles per hour.

Similarly, when the boat is traveling downstream (with the current), its effective speed is increased by the speed of the current. Therefore, the boat's speed relative to the ground during the downstream trip is 11 + c miles per hour.

Given that the boat takes 26 minutes (or 26/60 hours) to make the upstream trip and 18 minutes (or 18/60 hours) to make the downstream trip, we can set up the following equations:

Distance = Speed × Time

For the upstream trip:

Distance = (11 - c) × (26/60)

For the downstream trip:

Distance = (11 + c) × (18/60)

Since the distances traveled in both directions are the same (as the boat goes to the same point and returns), we can equate the two equations:

(11 - c) × (26/60) = (11 + c) × (18/60)

Let's solve this equation to find the value of "c" (the speed of the current):

(11 - c) × (26/60) = (11 + c) × (18/60)

(11 - c) × 26 = (11 + c) × 18

286 - 26c = 198 + 18c

44c = 88

c = 88/44

c = 2

The probability distribution for X is given as follows:

The parameters that are needed to calculate a probability are listed as follows:

Then the probability is calculated as the division of the number of desired outcomes by the number of total outcomes.

The distribution gives the probability of each possible outcome, hence it is given as follows:

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The calculated value of x in the triangle is 40°

From the question, we have the following parameters that can be used in our computation:

The figure (see attachment)

Using the theorem of linear pair, we have

∠DBA + ∠ABC = 180°

Using the given values, we have

∠100° + ∠ABC = 180°

Collect the like terms

∠ABC = 180° - 100°

Evaluate

∠ABC = 80°

The sum of angles of a triangle is 180° .

So, in triangle ABC

∠A + ∠B + ∠C = 180°

Using the given values, we have

x + 80 + 60 = 180°

Evaluate the sum

x + 140 = 180°

Collect the like terms

x = 180° - 140°

Evaluate

x = 40°

Hence, the value of x is 40°

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In this context, the term "zeros" refers to the roots or x-intercepts.

You're looking for where the graph either,

See the diagram below. That example shows two positive roots, because each root is to the right of the vertical y axis.

Answer:

34.45%

Step-by-step explanation:

A tree diagram shows all possible outcomes of two or more events.

Each branch is a possible outcome and is labelled with the probability of that outcome.

Draw lines (branches) to represent the first event (main meal). Write the outcomes on the ends of the branches: "sandwich" and "slice of pizza". Write the given probabilities on the branches.

Draw the next set of branches to represent the second event (side).  Write the outcomes on the ends of the branches: "chips" and "veggies with hummus". Write the given probabilities on the branches.

We assume that the events in this scenario are independent, so the probability of the first event happening has no impact on the probability of the second event or the third event happening.  Therefore, to find the probability of each combination of events, multiply along the branches.

Sandwich and chips = 35% × 47% = 16.45%

Sandwich and veggies with hummus = 35% × 53% = 18.55%

Slice of pizza and chips = 65% × 47% = 30.55%

Slice of pizza and veggies with hummus = 65% × 53% = 34.45%

Therefore, the probability that Sophie selects a slice of pizza and veggies is 34.45%.

The probability that Sophie selects a slice of pizza and veggies is 34.45%.

From the question, we have the following parameters that can be used in our computation:

The probability of pizza and veggies  is calculated as

P = Pizza * Veggies

Substitute the known values in the above equation, so, we have the following representation

P = 65% * 53%

Evaluate

P = 34.45%

Hence, the probability that Sophie selects a slice of pizza and veggies is 34.45%.

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Answer:

be more clear of what u mean edit the question and explain more of u mean

Answer:

  (b)  7

Step-by-step explanation:

You want to find the value of x in the figure where chords that cross at an angle of 122° intercept arcs of 195° and (6x+8)°.

The angle where the chords cross is half the sum of the measures of the intercepted arcs:

  (194° +(6x +8)°)/2 = 122°

  101 +3x = 122 . . . . . . . . . . divide by °, simplify

  3x = 21  . . . . . . . . . . . subtract 101

  x = 7 . . . . . . . . . . divide by 3

The value of x is 7.

__

Additional comment

The measure of arc KU is 50°.

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Answer:

Step-by-step explanation:

To find the product of the given expression, we can use the rules of multiplication and apply them to each term within the parentheses:

(p^3)(2p^2 - 4p)(3p^2 - 1)

Expanding the expression, we multiply each term within the parentheses:

= p^3 * 2p^2 * 3p^2 - p^3 * 2p^2 * 1 - p^3 * 4p * 3p^2 + p^3 * 4p * 1

Simplifying further, we combine like terms and perform the multiplication:

= 6p^7 - 2p^5 - 12p^6 + 4p^4

Therefore, the product of (p^3)(2p^2 - 4p)(3p^2 - 1) is 6p^7 - 2p^5 - 12p^6 + 4p^4.

The product of the expressions (p^3)(2p^2 - 4p)(3p^2 - 1) is computed using the distributive property, resulting in 6p^7 - 12p^6 - 2p^5 + 4p^4.

To find the product of the given expressions: (p^3)(2p^2 - 4p)(3p^2 - 1), you will need to apply the distributive property, also known as the multiplication across addition and subtraction.

First, distribute p^3 across all terms inside the brackets of the second expression, then do the same with the result across the terms of the third expression.

Steps are as follows:

All together, it results in: 6p^7 - 12p^6 - 2p^5 + 4p^4. That is the product of the initial expressions.

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The number of ways to choose the groups is given as follows:

20 ways.

The probability that both Juan and Maria are in the vaccine group is given as follows:

1/5.

La probabilidad de que Juan y María estén en el grupo de la vacuna de estudio es:

1/5.

The number of different combinations of x objects from a set of n elements, when the order of the elements is not important, is obtained with the formula presented as follows, using factorials.

[tex]C_{n,x} = \frac{n!}{x!(n-x)!}[/tex]

In this problem, we have that six people are divided into two groups of 3 people, hence the number of ways to choose the groups is given as follows:

C(6,3) = 6!/(3! x 3!) = 20 ways.

The number of outcomes in which Juan and Maria are in the vaccine group is given as follows:

1 x 1 x 4(the third member can be any of the remaining four people) = 4.

Hence the probability is given as follows:

4/20 = 1/5.

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Answer:El pintor debe pintar un muro de módulo de vigilancia, que es un pentágono regular, por tanto, procedemos a buscar cuántos metros debe pintar: P = 5·L 35 m = 5·L L = 35 m / 5 L = 7 m En consecuencia, al pintar un muro, el trabajador pintará 7 m.

Step-by-step explanation:

El trabajador pintará 7 metros de muro, ya que esa es la longitud de cada lado del pentágono regular cuyo perímetro es de 35 metros.

Un pentágono regular es una figura con cinco lados iguales. Si su perímetro total es de 35 metros, entonces cada lado del pentágono mide 35 metros dividido entre 5, que resulta igual a 7 metros. Entonces, si el trabajador debe pintar uno de los muros del pentágono regular, la cantidad de metros lineales a pintar será igual a la longitud de uno de sus lados. Por lo tanto, el trabajador pintará 7 metros de muro.

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The daily cost of keeping a 50-watt bulb lit for 9 hours each day would be approximately $0.045 (or 4.5 cents).

To calculate the daily cost of keeping a 50-watt bulb lit for 9 hours each day, we need to consider the electricity cost per kilowatt-hour (kWh) and convert the wattage to kilowatts.

First, we convert the wattage of the bulb to kilowatts by dividing it by 1000:

50 watts = 50/1000 = 0.05 kilowatts.

Next, we calculate the total energy consumed by multiplying the power (in kilowatts) by the time (in hours):

Total energy consumed = 0.05 kW * 9 hours = 0.45 kilowatt-hours (kWh).

Now, we multiply the total energy consumed by the cost per kilowatt-hour to find the daily cost:

Daily cost = 0.45 kWh * $0.10/kWh = $0.045.

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The exponential function that represents the number of members contacted after x days is given as follows:

[tex]N(x) = 3(3)^x[/tex]

An exponential function has the definition presented according to the equation as follows:

[tex]y = ab^x[/tex]

In which the parameters are given as follows:

The parameter values for this problem are given as follows:

Hence the function is given as follows:

[tex]N(x) = 3(3)^x[/tex]

The problem asks for the exponential function that represents the number of members contacted after x days.

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Answer:

[tex]x = \frac{3\pi}{64} +\frac{9}{16}[/tex]

Step-by-step explanation:

We have

∠D = 45° = 45* π/180 radians = π/4 radians - eq(1)

big arc + small arc = 2π

small arc = 16x - 9

⇒ big arc = 2π - small arc

big arc = 2π - 16x + 9

[tex]\angle D = \frac{big \;arc - small \;arc}{2}[/tex]

[tex]\angle D = \frac{2\pi - 16x + 9 - 16x +9}{2}\\\\= \angle D = \frac{2\pi - 32x + 19 }{2}\\\\\angle D = \pi - 16x + 9[/tex]

Equating with eq(1)

π - 16x + 9 = π/4

⇒ 16 x = π - (π/4) +9

⇒ 16 x = (3π/4) +9

⇒ [tex]x = \frac{1}{16} (\frac{3\pi}{4} +9)[/tex]

[tex]x = \frac{3\pi}{64} +\frac{9}{16}[/tex]

The chords arc theorem and the angles of intersecting chords theorem indicates that we get;

a. CD = 32  

b. [tex]m\widehat{BD}[/tex] = 55°  

c. [tex]m\widehat{CD}[/tex] = 110°  

d. [tex]m\widehat{AB}[/tex] = 125°  

The angle of intersecting chords theorem states that the angle formed by the intersection of two chords in a circle is half the sum of the measure of the intercepted arcs.

The diameter of the circle AB indicates that we get;

PB is the perpendicular of the chord CD

CE = DE = 16

CD = CE + DE = 16 + 16 = 32

The chords CB and BD are congruent, therefore, according to the chords arc theorem, the arcs the chords intercepts are congruent.

Therefore; (4·x + 7)° = (5·x - 5)°

4·x + 7 = 5·x - 5

5·x - 4·x = 7 + 5 = 12

x = 12

[tex]m\widehat{BD}[/tex] = (5·x - 5)° = (5 × 12 - 5)° = 55°

[tex]m\widehat{BC}[/tex] = [tex]m\widehat{BD}[/tex] = 55°

[tex]m\widehat{CD}[/tex] = [tex]m\widehat{BC}[/tex] + [tex]m\widehat{BD}[/tex] = 55° + 55° = 110°

The angle of intersecting chords theorem indicates that we get;

90° = (1/2) × ((5·x - 5)° + m[tex]\widehat{AC}[/tex])

90° = (1/2) × ((4·x + 7)° + m[tex]\widehat{AD}[/tex])

Therefore; 2 × 90° = (4·x + 7)° + m[tex]\widehat{AD}[/tex]

(4·x + 7)° = 55°

Therefore; 2 × 90° = (4·x + 7)° + m[tex]\widehat{AD}[/tex] = 55° + m[tex]\widehat{AD}[/tex]

180° = 55° + m[tex]\widehat{AD}[/tex]

m[tex]\widehat{AD}[/tex] = 180° - 55° = 125°

m[tex]\widehat{AD}[/tex] = 125°

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The values in the boxes that correctly complete the division model and quotient are presented as follows;

[tex]{}[/tex]                 10                   2                4    

6        [tex]{}[/tex]      60                 16                  

            76  ÷ 6 = 12 R 4  

A division area model comprises of the number being divided, representing the area of a rectangle, and a factor or the divisor, being a side length of the rectangle.

The number 76 divided by 6 using the division model can be evaluated by setting the area of the rectangle as 76 and the length of side of the rectangle as 6, asw follows;

The division model

The model for the division of 76 ÷ 6 can be presented as follows;

        [tex]{}[/tex]        10                2                 4  

6    [tex]{}[/tex]            60              16

Therefore; 76 ÷ 6 = 10 + 2 = 12 Remainder 4

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Based on the data recorded by Anna on Saturday, we can estimate the number of people expected to visit The Youth Wing on Sunday.

Let's calculate the proportion of visitors to The Youth Wing compared to the total number of visitors on Saturday:

[tex]\displaystyle \text{Proportion} = \frac{\text{Visitors to The Youth Wing on Saturday}}{\text{Total visitors on Saturday}} = \frac{382}{382 + 461 + 355}[/tex]

Next, we'll apply this proportion to the total number of visitors on Sunday to estimate the number of people expected to go to The Youth Wing:

[tex]\displaystyle \text{Expected visitors to The Youth Wing on Sunday} = \text{Proportion} \times \text{Total visitors on Sunday}[/tex]

Now, let's substitute the values into the equation and calculate the estimated number of visitors to The Youth Wing on Sunday:

[tex]\displaystyle \text{Proportion} = \frac{382}{382 + 461 + 355}[/tex]

[tex]\displaystyle \text{Expected visitors to The Youth Wing on Sunday} = \text{Proportion} \times 800[/tex]

Calculating the proportion:

[tex]\displaystyle \text{Proportion} = \frac{382}{382 + 461 + 355} = \frac{382}{1198}[/tex]

Calculating the estimated number of visitors to The Youth Wing on Sunday:

[tex]\displaystyle \text{Expected visitors to The Youth Wing on Sunday} = \frac{382}{1198} \times 800[/tex]

Simplifying the equation:

[tex]\displaystyle \text{Expected visitors to The Youth Wing on Sunday} \approx \frac{382 \times 800}{1198}[/tex]

Now, let's calculate the approximate number of visitors to The Youth Wing on Sunday:

[tex]\displaystyle \text{Expected visitors to The Youth Wing on Sunday} \approx 254[/tex]

Therefore, based on the data recorded on Saturday, we can estimate that around 254 people should be expected to go to The Youth Wing on Sunday.

[tex]\huge{\mathfrak{\colorbox{black}{\textcolor{lime}{I\:hope\:this\:helps\:!\:\:}}}}[/tex]

♥️ [tex]\large{\underline{\textcolor{red}{\mathcal{SUMIT\:\:ROY\:\:(:\:\:}}}}[/tex]

Answer:

880g of flour

Step-by-step explanation:

A ratio has two or more numbers that symbolize relation to each other. Ratios are used to compare numbers, and you can compare them using division.

The ratio the baker uses (strawberries: flour) is:

Adding the two of these together gives us:

This means that for 1 batch of cakes, 260g of flour and strawberries is needed in total.

Now that we know that, we can take 1040g and divide that by 260g.

1040g ÷ 260g = 4

This means that the baker made 4 batches of cakes using 1040g total.

Taking the amount of flour and multiplying that by 4 to get the amount of flour used:

220g × 4 = 880g

Therefore the baker uses 880g of flour for every 1040g total.

Answer:

Step-by-step explanation: evagline has 3/5 of box of nuts.she uses it to fill 6 bowls

The midpoint of the line segment with endpoints (2, 6) and (10, 4) is (6, 5).

To find the midpoint of a line segment, we can use the midpoint formula, which states that the coordinates of the midpoint are the average of the coordinates of the endpoints.

Let's denote the coordinates of the first endpoint as (x1, y1) and the coordinates of the second endpoint as (x2, y2).

In this case, the first endpoint is (2, 6) with coordinates (x1, y1) = (2, 6), and the second endpoint is (10, 4) with coordinates (x2, y2) = (10, 4).

To find the midpoint, we use the midpoint formula:

Midpoint = ((x1 + x2) / 2, (y1 + y2) / 2)

Plugging in the values, we have:

Midpoint = ((2 + 10) / 2, (6 + 4) / 2)

= (12 / 2, 10 / 2)

= (6, 5)

As a result, (6, 5) is the point on the line segment where the endpoints are (2, 6) and (10, 4) respectively.

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The missing value in the table is 64 miles.The correct answer is option C.

To determine the missing value in the table, we can observe the pattern in the given data. Looking at the time values, we can see that they are increasing by a constant interval of 2 hours: 2, 4, 6, 8, 10. The corresponding distances traveled are 16, 32, 48, ?, 80.

By examining the distances, we can see that they are increasing by a constant interval of 16 miles. The first distance is 16 miles when the time is 2 hours, and it increases by 16 miles for every 2-hour increment.

To find the missing value, we need to determine the distance traveled at 8 hours. Since the interval is 16 miles for every 2 hours, the distance traveled at 8 hours can be calculated by multiplying the interval by the number of 2-hour increments from the first data point: 16 miles * (8 hours / 2 hours) = 16 miles * 4 = 64 miles.

Therefore, the missing value in the table is 64 miles, which corresponds to option C.

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The probable question may be:

The table shows how the distance traveled by a dogsled is changing over time.

Time (in hours) :- 2,4,6,8,10.

Distance Traveled (In miles) :- 16,32,48,?,80.

What value is missing from the table?

A. 50.

B. 68.

C. 64.

D. 60.

The given sequence can be generated by multiplying each term by 2, starting from the initial term of 6.

The pattern that fits the given sequence 6, 12, 24, 48, 96, ... is that each term is 2 times the previous term.

In the sequence 6, 12, 24, 48, 96, ... there are multiple possible patterns, each resulting from a different rule applied to generate the next term. Let's examine each of the proposed patterns:

Each term is 6 more than the previous term:

Starting with 6, if we add 6 to each term, we get:

6 + 6 = 12

12 + 6 = 18

18 + 6 = 24

24 + 6 = 30

30 + 6 = 36

...

This pattern does not match the given sequence since it does not produce the subsequent terms.

Each term is 12 more than the previous term:

Starting with 6, if we add 12 to each term, we get:

6 + 12 = 18

18 + 12 = 30

30 + 12 = 42

42 + 12 = 54

54 + 12 = 66

...

This pattern also does not match the given sequence.

Each term is 1/2 the previous term:

Starting with 6, if we multiply each term by 1/2, we get:

6 [tex]\times[/tex] 1/2 = 3

3 [tex]\times[/tex] 1/2 = 1.5

1.5 [tex]\times[/tex] 1/2 = 0.75

0.75 [tex]\times[/tex] 1/2 = 0.375

0.375 [tex]\times[/tex] 1/2 = 0.1875

...

This pattern does not match the given sequence.

Each term is 2 times the previous term:

Starting with 6, if we multiply each term by 2, we get:

6 [tex]\times[/tex] 2 = 12

12 [tex]\times[/tex] 2 = 24

24 [tex]\times[/tex]2 = 48

48 [tex]\times[/tex]2 = 96

96 [tex]\times[/tex]2 = 192

This pattern perfectly matches the given sequence. Each term is indeed 2 times the previous term, resulting in the next term.

For similar question on sequence.

https://brainly.com/question/28354530

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