Given:
What’s the statement and reasons

a) The y-intercept of the line is 25.66, which represents the predicted number of wins when yards allowed is 0.

b) The Seattle Sea hawks, the observed number of wins (10) is 4.12 less than the predicted number of wins based on the least-squares regression line.

c) It will increase the R-Sq and R-Sq(adj) and decrease the S.

The equation of the least-squares regression line is given by:

Number of wins = 25.66 - 0.003131 * (Yards_allowed)

This equation shows the relationship between the number of wins for a team (the dependent variable) and the number of yards allowed by the team (the independent variable).

The slope of the line is -0.003131, which means that for every 1 yard increase in yards allowed, the number of wins decreases by 0.003131. The y-intercept of the line is 25.66, which represents the predicted number of wins when yards allowed is 0.

b) To calculate the residual for the Seattle Seahawks, we can use the equation of the least-squares regression line and the data for the team:

Residual = Observed value - Predicted value

Residual = 10 - (25.66 - 0.003131 * 4668)

Residual = 10 - (25.66 - 14.12)

Residual = -4.12

This means that for the Seattle Seahawks, the observed number of wins (10) is 4.12 less than the predicted number of wins based on the least-squares regression line.

c) The point representing the Carolina Panthers (5167 yards allowed, 15 wins) has a positive effect on the equation of the least-squares regression line because it is above the line.

This means that the team performed better than expected based on the number of yards allowed. Since this point is an outlier, it will increase the R-Sq and R-Sq(adj) and decrease the S.

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Answer:

Step-by-step explanation:

the answer if 7 yards because 21 feet divided by 3feet per yard you would get 7 yards

It can be concluded that there is a significant linear relationship between weight and rolling distance at a 0.05 level of significance.

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

Weight (lbs.) Rolling Distance (m.)

59 26

84 43

97 48

56 20

103 59

87 44

88 48

92 46

53 28

66 32

71 39

100 49

Using a graphing calculator, we have the following summary:

t = 2.739

df = 10

p-value = 0.0208

The p value is less than 0.5

So, we accept the alternative hypothesis

Hence, there is a significant relationship

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The coterminal angles of -464° are -104° and -824°.

Coterminal angles are the angles that have the same initial side and terminal sides.

To find the coterminal angle we add or subtract 360° from the given angle.

We have,

Angle = -464°

The coterminal angles of -464°.

(-464 + 360)° and (-464 - 360)°

Now,

(-464 + 360)° = -104°

(-464 - 360)° = 824°

Thus,

The coterminal angles are -104° and -824°.

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Answer:

Step-by-step explanation:

12 ÷ (4 − (6 × 2 − ((3 + 3) × 2 − 1)))

12 ÷ (4 − (12 − ((3 + 3) × 2 − 1)))

12 ÷ (4 − (12 − ((6) × 2 − 1)))

12 ÷ (4 − (12 − (12 − 1)))

12 ÷ (4 − (12 − 11)))

12 ÷ (4 − (1))

12 ÷ (4 − 1)

12÷3

4

Answer:

Hope this helped thanks

Answer:

(4,-3)

Step-by-step explanation:

The point at which the line’s cross is the solution

The rule that is used for the relationship in the table is

The relationship between x in inches and y in centimeters as represented can be solved by directly on the table or using the knowledge of conversion of inches to centimeter

Another procedure to solve this is to try the equations as in the options;

The first option is  y = x, this is obviously wrong as the values in the y and the values in the x are not equal.

The second option, is y = 2.54x

for  x = 1, y = 2.54 * 1 = 1

for  x = 2, y = 2.54 * 2 = 5.08

and continuing for other values shows that this is the correct option

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The diagram that models the story is given as follows:

Right diagram.

The equation that models the story is given as follows:

c = 12 x 8.

The story is modeled applying the proportions from the units given in the context of the problem.

We have that the parameters are given as follows:

Hence the total number of charms that she purchased is given as follows:

c/12 = 8.

c = 12 x 8. (which is the equation that models this situation).

c = 104.

The diagram that represents a multiplication of 12 by 8 is the diagram that is composed by a successive addition of twelve times the number 8, hence it is the right diagram.

The complete problem is given by the image presented at the end of the answer.

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The way that the definitions of the absolute value of a number, connect is that the absolute value of a number is the positive representation of the number's distance from zero.

The absolute value of a number is the numerical value of a real number without regard to its sign. In other words, the absolute value of a number is the number's distance from zero on the number line. The absolute value of a number is always positive or zero, and is written as the number inside of absolute value notation, which is two vertical lines on either side of the number, like so: |number|. For example, the absolute value of -5 is 5, and the absolute value of 5 is also 5.

The distance from zero is the same as the magnitude of a number, and the absolute value of a number is a non-negative representation of its magnitude. So, in other words, the absolute value of a number is its distance from zero on the number line. The two definitions are connected because the absolute value of a number is a positive representation of its distance from zero.

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The percentage of people under 18 in the sample of 250 people from Ohio is higher than the percentage of people under 18 in the United States.

This can be demonstrated mathematically using the following formula: (28/250)*100 = 11.2%. This is higher than the US percentage of 23.5%, which indicates that the sample of 250 people from Ohio had a higher proportion of people under 18 than the US population as a whole. To calculate this, we can use the formula to find the difference between the two percentages: (28% - 23.5%) = 4.5%. This means that the small town in Ohio has a higher percentage of people under 18 than the national average. Therefore, it is true that the percentage of people under 18 in the small town in Ohio is higher than the national average.

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For the values running between (0, 0.177) ∩ (2.057, ∝) the speed of the particle moving with velocity v(t)=-t³+2t²+2^(-t) will be increasing.

Here we are given an equation of the velocity of the particle to be

v(t)=-t³+2t²+2^(-t)

Now taking the first derivative of v(t) and equating it to 0 we get

v'(t) = -3t² + 4t - 2^(-t)log2 = 0

Using Shreedharachara's method of solving quadratic equations we get the values of t to be

1.25635 and 0.17634

Now these 2 values are the points of inflexion, hence we will now take values a little lesser and greater than these 2 values to determine the increasing points of the function

Let's consider 0.16, 0.18, and 1.3

v'(0.16) = -0.0572

v'(0.18) = 0.0109

v'(1.3) = -0.152

Hence here we see that the values of the first derivative will be negative

for (0, 0.177) ∩ (2.057, ∝)

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If a college student plans to use a credit card to cover the cost of purchasing a $3,200 campus meal plan. The amount of interest that will be owed is: D. $564.16.

Using this formula to

I=   Pe^rt - P

Where:

I = Interest amount = ?

P = Principal = $3,200

e = Exponential

r = Rate = 12.99% or 0.1299

T =Time = 15 months/12 = 1.25

Let plug in the formula

Interest amount = ( $3,200e^0.1299× 1.25) - $3200

Interest amount = ( $3,200e^0.162375) -  $3,200

Interest amount =  $3,764.16 -$3,200

Interest amount = $564.16

Therefore we can conclude that the correct option is D.

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Answer:

20

I wish you good luck on your assignments.

Regardless of the sign of the inequality, the domain and range of a linear inequality are always all real numbers.

Regardless of the inequality's sign, the domain and range of a linear inequality always include all real numbers. The vertex will determine the scope of the absolute value inequality. Intervals of the x values derived from zeros will decide the domain and range for polynomial inequalities.

The domain of the function is all values of x that are larger than or equal to zero, and we would write Read as an inequality if it were a mathematical statement. Inequalities is a good place to learn more about them. The identical function has a domain of in 'interval notation'. This is used to define the range of numbers from 0 to positive infinity.

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Answer: x < 5 and –6x + 15 < 10

Step-by-step explanation:

Which are correct representations of the inequality –3(2x – 5) < 5(2 – x)? Select two options. x < 5 –6x – 5 < 10 – x –6x + 15 < 10 – 5x A number line from negative 3 to 3 in increments of 1. An open circle is at 5 and a bold line starts at 5 and is pointing to the right. A number line from negative 3 to 3 in increments of 1. An open circle is at negative 5 and a bold line starts at negative 5 and is pointing to the left.

Answer:

1) parallelogram: Yes

2) trapezoid: No

3) rhombus: No

4) rectangle: No

Step-by-step explanation:

1) A parallelogram has two pairs of opposite sides and no right angles. The opposite sides are parallel and equal in length, but the adjacent sides are not the same length.

2) A trapezoid's opposite sides are parallel but not equal.

3) All sides of a rhombus are equal.

4) The four sides of a rectangle are right-angled.

Associative property of addition is applied in adding the polynomials to give

5x² + 5x + 9

According to the associative property of addition, altering how the addends are grouped has no effect on the sum.

This is applied in the addition of the given polynomial (3x + 4) + ((5x² - 1) + (2x + 6))

Addition of the polynomial

= (3x + 4) + ((5x² - 1) + (2x + 6))

= (3x + 4) + (5x² + 2x + 5)

= 5x² + 2x + 3x + 5 + 4

= 5x² + 5x + 9

altering the addends

= (5x² - 1) + ((3x + 4) + (2x + 6))

= (5x² - 1) + (3x + 4 + 2x + 6)

= 5x² - 1 + 5x + 10

= 5x² + 5x + 9

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Answer:

estimation: 4

real: 4 1/12

Step-by-step explanation:

Estimation: 1+2=3  1/3+3/4=  around 1    3+1=4

Real= 4/3+ 11/4  =  4 1/12

Answer:

The correct answer is F hope you have a hood day

The system of graphs is a very unique concept which helps to understand various concepts in a visual way.

How does this occur?

The two lines intersect at (-3, -4), which is the system of equations' solution.

This is how the equation can be solved-

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Answer: 193

Step-by-step explanation:

1^4 + 3(10 - 2)^2

1^4 + 3(8)^2

1^4 + 3(64)

1^4 +192

1 + 192

193

Answer:

True.

Step-by-step explanation:

Answer:

True.

The statement "The amount of water in the tank is decreasing at 600 gallons per hour" is true. It means that the water level in the tank is going down by 600 gallons per hour, which means that the water is being used or drained out of the tank at a rate of 600 gallons per hour.

Step-by-step explanation:

The answer is:

1. n = m ........ .There is not enough information to tell.

2. n > m  .........T is a one-to-one transformation.

3. n < m ......... There is not enough information to tell.

The transformation matrix is a matrix that transforms one vector into another vector. The positional vector of a point is changed to another positional vector of a new point, with the help of a transformation matrix.

he transformation matrix transforms a vector into another vector, which can be understood geometrically in a two-dimensional or three-dimensional space. The frequently used transformations are stretching, squeezing, rotation, reflection, and orthogonal projection.

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Answer:

the possible classmates numbered with multiples of 5 that Jake can choose are 5,10,15,20.

Step-by-step explanation:

Multiples of 5 are numbers that are obtained by multiplying 5 by any whole number. So, to find the classmates numbered with multiples of 5, we can start by multiplying 5 by 1, then by 2, 3, and so on. The first few multiples of 5 are 5, 10, 15, 20, 25 and so on. Since the students are numbered from 1 to 24, only students whose numbers are less than or equal to 24 can be chosen.

So the possible classmates numbered with multiples of 5 that Jake can choose are 5,10,15,20.

The correct answer is B. power of the test

The probability that a test correctly rejects a false null hypothesis is referred to as the power of the test. It is a statistical measure that helps us to determine the effectiveness of a test in detecting a real difference or effect when it exists. The power of the test is generally represented by the Greek letter beta (β) and is calculated as 1-β.

A test with a high power value is more likely to correctly reject a false null hypothesis, which means it is better at detecting the real difference or effect when it exists. On the other hand, a test with a low power is more likely to fail to reject a false null hypothesis, which means it is not as effective in detecting the real difference or effect. The p-value and significance level are also statistical measures used in hypothesis testing, but they are not directly related to the power of the test.

P-value refers to the probability of observing a test statistic as extreme or more extreme as the one observed, given that the null hypothesis is true. Significance level refers to the threshold of p-value beyond which the null hypothesis will be rejected.

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The volume of fuel in the tank after 6 hours is 97.5 gallons.

To find the volume of fuel in the tank after 6 hours, we need to integrate the rate of change of the volume, given by V′(t)=4t/√(t^2+33), with respect to time from the initial time of t=√7 hours to t=6 hours.

The integral of V′(t) with respect to t is V(t)= 2/3 (t^3 + 33t) + C

We know that when t = √7 hours, the volume of fuel in the tank is 9.3 gallons. So we can use that information to find the value of the constant C.

9.3 = 2/3 (√7^3 + 33√7) + C

C = 9.3 - 2/3 (7^3/2 + 337^1/2)

C = 9.3 - 2/3 (343/2 + 337^1/2)

C = 9.3 - 2/3 (343/2 + 231)

C = 9.3 - 2/3 (574)

C = 9.3 - 382 = 5.5

Now we can substitute t = 6 into the equation for V(t) to find the volume of fuel in the tank after 6 hours.

V(6) = 2/3 (6^3 + 33*6) + 5.5

V(6) = 2/3 (216 + 198) + 5.5

V(6) = 2/3 (414) + 5.5

V(6) = 276/3 + 5.5

V(6) = 92 + 5.5 = 97.5

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Answer:

20 groups

Step-by-step explanation:

There are 20 groups of 1/5 in 4 because you have to divide (4)/(1/5) so aplying the ear law you obtain 20.

Answer:

B) 70

Step-by-step explanation: