Helpp me plss
Explain how to solve the given equation for “x”.

Jana, because she has the highest ratio since 8/10 is greater than 9/12.

A ratio is a comparison of two numbers or quantities expressed in relation to each other. It represents the relative size or magnitude of one quantity with respect to another. Ratios are typically written as a fraction, with the first number being the numerator and the second number being the denominator, and can also be expressed as a decimal or percentage.

Batting average is a statistical measure used in baseball to evaluate a player's performance at the plate. It is calculated as the ratio of a player's total number of hits to their total number of at-bats (the number of times they attempt to hit the ball).

In the given question,

A higher batting average indicates a better performance, since it means the player is successfully hitting the ball more often.

In this case, we are given the number of hits and attempts for two players, Jana and Tasha. To compare their batting averages, we need to calculate the ratio of their hits to their attempts.

Jana has hit the ball 8 times out of 10 attempts, so her batting average is 8/10 = 0.8.

Tasha has hit the ball 9 times out of 12 attempts, so her batting average is 9/12 = 0.75.

To determine which player has the better batting average, we compare their ratios. Since 0.8 is greater than 0.75, Jana has the higher ratio and therefore the better batting average.

So, the answer is Jana, because she has the highest ratio (8/10 = 0.8), which means she has the better batting average compared to Tasha (9/12 = 0.75).

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The test is one-tailed to the right due to the Alternate hypothesis.

In a hypothesis test, a Null hypothesis (H0) is a statement of "no effect" or "no difference," whereas the Alternate hypothesis (HA) is a statement of "some effect" or "some difference." Here are the correct null and alternative hypotheses for the given scenario: Null hypothesis: H0: μ = 71, Alternative hypothesis: HA: μ > 71 (One-tailed test) we have a one-tailed hypothesis test since the research hypothesis is directed. In a one-tailed test, we're looking for a difference in one direction only. In this case, Dr Carl thinks that there has been an improvement, so the alternative hypothesis reflects this. Therefore, the test is one-tailed to the right.

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Answer:

-3

Step-by-step explanation:

Please hit brainliest if this helped!

To rewrite the quadratic equation 9 = -3x^2 -18x - 25 in the form y = a(x - p)^2 + q, we need to complete the square. First, we factor out the leading coefficient of -3:

-[tex]3(x^2 + 6x + 25/3) = -3(x^2 + 6x + 9 + 16/3)[/tex]

Next, we add and subtract 9 inside the parentheses to complete the square:

[tex]-3(x^2 + 6x + 9 - 9 + 16/3) = -3((x + 3)^2 - 1/3)[/tex]

Simplifying the expression further, we get:

[tex]-3(x + 3)^2 + 3 = y[/tex]

Comparing this to the standard form y = a(x - p)^2 + q, we can see that a = -3, p = -3, and q = 3. Therefore, the value of p is -3.

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Answer:

Step-by-step explanation:

To find:-

Answer:-

We are here given that a quadratic equation is written in the form of y = a(x-p)² + q and we are interested in finding out the value of "p" .

So , the given quadratic equation to us is ,

[tex]\longrightarrow y = -3x^2-18x-25\\[/tex]

Now complete the square on the RHS side of the equation as ,

Firstly make the coefficient of x² as 1 . This can be done by taking out -3 as common.

[tex]\longrightarrow y = -3\bigg(x^2+6x +\dfrac{25}{3}\bigg)\\[/tex]

we can rewrite it as ,

[tex]\longrightarrow y = -3\bigg( x^2+2(3)(x) +\dfrac{25}{3}\bigg) \\[/tex]

Add and subtract 3² , as ;

[tex]\longrightarrow y = -3\bigg( x^2+2(3)(x) + 3^2-3^2+\dfrac{25}{3}\bigg) \\[/tex]

Rearrange the terms as ,

[tex]\longrightarrow y = -3 \left\{ (x^2+2(3)(x) + 3^2) - 9 +\dfrac{25}{3}\right\} \\[/tex]

Notice the terms inside the small brackets are in the form of [tex]a^2+b^2+2ab[/tex] which is the whole square of [tex] (a+b)[/tex] . Hence , we can write it as ,

[tex]\longrightarrow y =-3\bigg\{ (x+3)^2 + \dfrac{-27+25}{3}\bigg\} \\[/tex]

Simplify,

[tex]\longrightarrow y = -3\bigg\{ (x+3)^2 -\dfrac{2}{3}\bigg\} \\[/tex]

Open the curly brackets by multiplying the terms inside the brackets by -3 as ,

[tex]\longrightarrow y = -3(x+3)^2 - 2 \\[/tex]

Now compare it with [tex] y = a(x-p)^2+q [/tex] . On comparing we get ,

[tex]\longrightarrow \boxed{\boldsymbol{ p =-3}}\\[/tex]

Hence the value of p is -3 .

The mean (also called the arithmetic mean or average) is a measure of central tendency that represents the typical or average value of a set of data. The mean is calculated by summing up all the values in the data set and dividing by the number of values.

The mean of x is calculated by the following formula:

mean of x = ∑(x * P(x))

Where, ∑ = Summation operator

            x = Value of random variable  

            P(x) = Probability of the corresponding value of x.

Let's calculate the mean of x using the formula provided above.

mean of x = (-1 × 0.3) + (0 × 0.4) + (1 × 0.3)

                = -0.3 + 0 + 0.3  

                = 0

Therefore, the mean of x is 0.

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In Rosettenville, a suburb of Johannesburg, South Africa, Robert Brozin and Fernando Duarte acquired the Chicken Land restaurant in 1987, launching Nando's.

The eatery was renamed Nando's in honor of Fernando. The restaurant incorporated influences from former Mozambican Portuguese colonists, many of whom had relocated to Johannesburg's southeast after their country gained independence in 1975. Expansion was an essential component of their vision from the beginning. Nando's had already grown from one restaurant in 1987 to four by 1990. It became increasingly difficult to implement a common strategy and decision-making became inefficient as new outlets were maintained as separate businesses.

In 1995, Nando's International Holdings (NIH) was established as a new international holding because managing this growingly complex global structure had become extremely challenging. The South African branch of Nando's Group Holdings (NGH) was successfully listed on the Johannesburg Stock Exchange on April 27, 1997. NGH was 54% owned by NIH, with the remaining 26% available to the general public and former joint venture partners. The main goals of the share offer and listing were to broaden the group's capital base and enable group restructuring.

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the rectangle has a surface area of 11/6 square inches and perimeter is 23/3 inches.

We must multiply the length by the width of the rectangle to determine its area. Applying the provided metrics, we have:

Area is equal to the product of length and width.

Area is equal to (11/3) x (1/2) inches.

11/6 square inches is the area.

As a result, the rectangle has a surface area of 11/6 square inches.

The lengths of all four sides must be added up in order to determine the rectangle's perimeter. Applying the provided metrics, we have:

Perimeter equals 2 (length plus width).

Perimeter equals 2 (3 2/3 inches plus 1 inch).

perimeter equals two (11/33 inch plus 1/2 inch).

P = 2 (or 23/6 inches)

Diameter is 23 3/8 inches.

As a result, the rectangle's perimeter is 23/3 inches.

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To find the smallest of several integers, you will need to write a program that takes in a number of values specified by the user as input, and then outputs the smallest value. First, you will need to create a loop that reads in the number of values specified by the user. To do this, you can use a 'for' loop that reads in the values until it reaches the user-specified number of values. Inside the loop, you can create a variable to store the smallest value and compare each value to the smallest value to determine if it is smaller. If the value is smaller, then the smallest value should be updated.

Finally, once the loop has gone through all of the values, the smallest value should be outputted. In summary, to find the smallest value of several integers, you will need to use a 'for' loop to read in the specified number of values from the user, compare each value to the smallest value, and update the smallest value if it is smaller. Then, you can output the smallest value once the loop is complete.

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The original price of the baseball hat before 12% off in the sale was $14.20.

A number can be expressed as a fraction of 100 using a percentage. It frequently serves to indicate a portion of a total and is represented by the sign %. We may state that 25% of the class is made up of guys, for instance, if there are 100 pupils in the class and 25 of them are male.

The Roman term per centum, which meaning "by the hundred," is where the word "percent" originates.

Let us suppose the original price of the baseball hat = x.

Given that, baseball hats are on sale for 12% off the original price.

That is,

12.50 = x(1 - 12/100)

12.50 = x(100 - 12)/100

12.50 = x(0.88)

x = 14.2

Hence, the original price of the baseball hat was $14.20.

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The correct statement is A -5 < 0 because -5 is to the left of 0 on a number line. Here's a step-by-step explanation:

On a number line, the smaller numbers are to the left and the larger numbers are to the right. Since -5 is to the left of 0, -5 is a smaller number and 0 is a larger number. Therefore, -5 is less than (or <) 0.

So the statement A -5 < 0 because -5 is to the left of 0 on a number line is correct.

The solutions to the equation are x = -4 and x = 1.

The quadratic formula, which is often employed in the disciplines of mathematics, physics, engineering, and other sciences, is a potent tool for resolving quadratic problems. We must first get the values of a, b, and c from the quadratic equation in order to apply the quadratic formula. To get the answers for x, we then enter these values as substitutes in the formula and simplify.

The given equation is 4x² + 6x - 13 = 3x².

Rearranging the equation we have:

x² + 6x - 13 = 0

The quadratic formula is given as:

x = (-b ± √(b² - 4ac)) / 2a

Substituting the values of a = 1, b = 6, and c = -13.

x = (-6 ± √(6² - 4(1)(-13))) / 2(1)

x = (-6 ± √(100)) / 2

x = (-6 ± 10) / 2

x = -8/2 or x = 2/2

x = -4 or x = 1

Hence, the solutions to the equation are x = -4 and x = 1

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The equation [tex](\sqrt(6)-i\sqrt(2))/(i\sqrt(3))[/tex] simplifies to 1 - i where numerator and denominator is multiplied by conjugate.

Conjugate can refer to a pair of complex numbers that differ only in the sign of their imaginary parts. For example, the conjugate of the complex number a + bi is a - bi.

To simplify this expression, we need to rationalize the denominator, which means getting rid of the square root in the denominator. To do this, we can multiply the numerator and denominator by the conjugate of the denominator, which is -i√3.

[tex](\sqrt(6)-i\sqrt(2))/(i\sqrt(3)) * (-i\sqrt(3))/(-i\sqrt(3))\\= (\sqrt(6)(-i\sqrt(3)) - i\sqrt(2)(-i\sqrt(3))) / (i\sqrt(3)*(-i\sqrt(3)))\\= (-i\sqrt(18) + 3\sqrt(2)) / 3\\= (-i\sqrt(9*2) + 3\sqrt(2)) / 3\\= (-i\sqrt(9) * \sqrt(2) + 3\sqrt(2)) / 3\\= (-3i * \sqrt(2) + 3\sqrt(2)) / 3\\= (3 - 3i) / 3\\= 1 - i[/tex]

Therefore, [tex](\sqrt(6)-i\sqrt(2))/(i\sqrt(3))[/tex] simplifies to 1 - i.

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Answer:

  D.  87

Step-by-step explanation:

You want to know the measure of the angle opposite the longest side in a triangle with side lengths 13, 16, and 20 inches.

The angle x is opposite the side of length 20 inches in this triangle, which is the longest side. That tells you x is the largest angle.

The largest angle in any triangle is never less than 60°. This eliminates all answer choices except the last one:

  x = 87

If you want to go to the trouble to solve the triangle, the law of cosines is helpful. For sides a, b, c and angle C, it tells you ...

  c² = a² +b² -2ab·cos(C)

Solving for the angle, we have ...

  C = arccos((a² +b² -c²)/(2ab))

  C = arccos((13² +16² -20²)/(2·13·16)) = arccos(25/416) ≈ 86.55°

  x ≈ 87

To catch the top 1% of all cars on the freeway, the speed of the car needs to be greater than 99 mph. This is because 99 mph is three standard deviations above the mean, which would put it in the top 1% of speeds.

The question asks for the z-scores and probabilities of cars going 60 mph and 86 mph on the freeway. It also asks for the speed at which the highway patrol woman needs to catch the top 1% of cars.

Let xx be the speed for a randomly selected car on the freeway, with a mean of 66 mph and standard deviation of 10 mph.

The z-score for a car that is caught going 60 mph is -2.0000. This means that the car is two standard deviations below the mean. The probability of randomly choosing a car on the freeway and it going below 60 mph is 0.0228.

The z-score for a car that is caught going 86 mph is 2.0000. This means that the car is two standard deviations above the mean. The probability of randomly choosing a car on the freeway and it going above 86 mph is 0.0228.

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So, the right response is that, in order to more accurately fit the scatterplot that depicts a curve in the data, you need add a quadratic component while performing regression.

As ax² +bx + c, a quadratic equation can be expressed. In a quadratic equation, the largest exponent is 2, which limits the number of terms to a maximum of 3. These terms are exponent 2 (ax²) and exponent 1 (bx) fixed term.

Regression can be improved by including a quadratic component to better match scatterplots of data that display curves. This is so that the independent and dependent variables can have a nonlinear connection, which is made possible by a quadratic term. A quadratic component can assist capture inherent curvature of a data and enhance the fit of a regression model in cases where the connection between both the variables isn't really strictly linear.

A quadratic term may not be appropriate or required, though. A quadratic factor would not increase the model's fit if the variables' relationships are strictly linear and might even result in overfitting. In addition, if the scatterplot contains too many anomalies or the data is not consistent, adding a quadratic factor might not be beneficial.

In order to properly fit a scatter plot graph that depicts a curve in the data, the correct response is you would like to add a quadratic term while performing regression.

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The expected probability distribution is $4.35

We must multiply each supplied chance by the respective payout value in order to determine the expected value.

As a result, we have the payout probability distribution shown below:

0.35(1) + 2(0.2) + 5(0.1) + 8(0.2) + 10(0.15) (0.15)

= 0.35 + 0.4 + 0.5 + 1.6 + 1.5

= $4.35

When the set of possible outcomes is discrete in nature, the distribution is referred to as a discrete probability distribution. When a dice is rolled, all conceivable results, for instance, are discrete and result in a large number of outcomes. A different name for it is the probability mass function.

statistical distributions that can be used

Uniform discrete distribution The chances of each outcome are equal.

Single-trial distribution with two potential results.

A series of Bernoulli events are called the binomial distribution.

Poisson Distribution: The likelihood that a particular occurrence may or may not occur.

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Answer:

p ≥ 228

Step-by-step explanation:

p ≥ 228

This inequality means the Bowlers have to score at least 228 points to move on.

Hope this helped!

Step-by-step explanation:

To make it simple, since the radius is 15, two points on the circle could be (15,0) and (0,-15). Two more straightforward options are (-15,0) or (0,15)

Answer:

the frequency with the largest amplitude Find the frequency w for which the particular solution to the differential equation dạy dy 2- + dt2 + 2y = eiwt dt ...

Step-by-step explanation: basically bigger is better

Answer:10.24

Step-by-step explanation: Since the triangles are similar, then

r/3x2= 4x48/1x4,

r=3.2x4.48=10.24

The number that the student is thinking of is 18.

What is number?

A number is an arithmetic value that is used to calculate and represent a quantity. Numerical symbols, such as "3," are written to represent numbers.

Let x be the number that the student is thinking of.

According to the problem, the student squares the number and subtracts 9:

x² - 9 = 315

To solve for x, we can add 9 to both sides of the equation:

x² = 324

Then, we can take the square root of both sides:

x = ±18

Since x must be a positive number (according to the problem statement), we can discard the negative solution. Therefore, the number that the student is thinking of is 18.

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Therefore, if the relationship between time and distance is proportional and the turtle swims 25 feet in 40 seconds, the table above shows the corresponding distances for other times.

A proportion is a statement that two ratios or fractions are equal. It is a way to express the relationship between two quantities that are proportional to each other. In other words, if we have two ratios that are equal, we can write them as a proportion. Proportions are used in a wide range of fields, including mathematics, science, finance, and engineering. They are often used to make predictions, estimate values, or analyze data.

Here,

To determine the missing values in the table, we can use the fact that the relationship between time and distance is proportional. We can set up a proportion using the initial values given:

25 feet / 40 seconds = d feet / t seconds

Simplifying the left-hand side, we get:

5/8 = d/t

5/8 * 20 = 12.5

Using this proportion, we can fill in the missing values in the table:

Time         Distance

(seconds)  (feet)

1                  5

12.5            10

30            187.5

40             25

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Answer:

x=5/4 or x=5/9

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Answer:

x=5/4 (for the first x),x=5/9 (for the second x)

The average time gap between the first cyclist's time and each of the remaining cyclists' times (second through fifth) in the 1995 Volta a Catalunya cycle race is approximately 6 minutes and 7 seconds.

To calculate this, we need to subtract the time of the first cyclist from each of the remaining cyclists' times (second through fifth).The time for the first cyclist was 41:38:33.

The times for the remaining cyclists were as follows:

We can calculate the difference for each cyclist by subtracting the first cyclist's time from their own time:

Adding up all of the times and dividing by four, we get an average of 00:06:07.

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The point that partitions segment AB in a 1:4 ratio is (-1/2, -1).

What is Segment?

In geometry, a segment is a part of a line that has two endpoints. It can be thought of as a portion of a straight line that is bounded by two distinct points, called endpoints. A segment has a length, which is the distance between its endpoints. It is usually denoted by a line segment between its two endpoints, such as AB, where A and B are the endpoints. A segment is different from a line, which extends infinitely in both directions, while a segment has a finite length between its two endpoints.

To find the point that partitions segment AB in a 1:4 ratio, we need to use the midpoint formula to find the coordinates of the point that is one-fourth of the distance from point A to point B. The midpoint formula is:

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

where (x1, y1) and (x2, y2) are the coordinates of the two endpoints of the segment.

So, let's first find the coordinates of the midpoint of segment AB:

Midpoint = ((-3 + 7)/2, (2 - 10)/2)

= (2, -4)

Now, to find the point that partitions segment AB in a 1:4 ratio, we need to find the coordinates of a point that is one-fourth of the distance from point A to the midpoint. We can use the midpoint formula again, this time using point A and the midpoint:

((x1 + x2)/2, (y1 + y2)/2) = ((-3 + 2)/2, (2 - 4)/2)

= (-1/2, -1)

So, the point that partitions segment AB in a 1:4 ratio is (-1/2, -1).

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The 68th percentile on the standard normal curve corresponds to the mean value of the data set. This statement is false.

The 68th percentile on the standard normal curve corresponds to one standard deviation away from the mean. In other words, approximately 68% of the data falls within one standard deviation of the mean on the standard normal distribution. This is a property of the normal distribution, which is a continuous probability distribution commonly used in statistics.

To clarify, the mean value of a data set is the arithmetic average of all the values in the data set. It is not directly related to the 68th percentile on the standard normal curve. The mean is a measure of central tendency and is influenced by all the data values, while the percentile is a measure of relative position in the distribution of data.

Therefore, it is important to understand the difference between percentiles and measures of central tendencies, such as mean, median, and mode, when analyzing data using statistical techniques.

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If θ = 1π/6 then six trigonometric functions of θ are: sec(θ), cos(θ), tan(θ), cot(θ), is  [tex]((2 \sqrt{(3)})[/tex], [tex]\sqrt(3)/2[/tex], [tex]\sqrt{(3)}/3[/tex], and [tex]\sqrt{(3)[/tex], respectively.

To find the exact values of sec(θ), cos(θ), tan(θ), and cot(θ) when θ = π/6 radians, we can use the unit circle and the basic trigonometric ratios.

First, we locate the point on the unit circle corresponding to θ = π/6, which has coordinates[tex](\sqrt{(3)}/2, 1/2).[/tex]

Then, we can use the definitions of the trigonometric ratios to calculate their exact values:

sec(θ) = 1/cos(θ) = [tex]2\sqrt3 = (2 \sqrt{(3)})[/tex]

cos(θ) = adjacent/hypotenuse =[tex]\sqrt{(3)}/2[/tex]

 tan(θ) = opposite/adjacent = [tex]\sqrt{(3)}/3[/tex]

 cot(θ) = adjacent/opposite = [tex]\sqrt(3)[/tex]

Therefore, the exact values of sec(θ), cos(θ), tan(θ), and cot(θ) when θ = π/6 are [tex]((2 \sqrt{(3)})[/tex], [tex]\sqrt(3)/2[/tex], [tex]\sqrt{(3)}/3[/tex], and [tex]\sqrt{(3)[/tex], respectively.

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Step-by-step explanation:

1. Draw a line of 8cm.

2. Take a compass and keep it in the length of more than 8 cm.

3. Draw an arc from point A and B which will intersect at point between A and B.

4. Draw a straight line from the arc.

5. You will find out that the line will be drawn exactly between A and B at 4cm.

$4

Multiply 80 by 0.05 to get the answer of $4

Answer:

4 (insert the currency needed)

Step-by-step explanation:

To find our answer we have to find 5% of Kate's wages and to do this we have to do 5 divided by 100. Then that answer is multiplied by 80!

This means she has to put £4 into her savings!

Hope this helps, have a lovely day! :)

Answer:

Step-by-step explanation:

Calculate fraction of boys

If girls =3/5, then boys = 1 - 3/5 = 2/5.

Calculate fraction of students absent

Girls - 2/5 of 3/5 = 6/25

Boys - 1/3 of 2/5 = 2/15

6/25+2/15=28/75

Calculate total number of students

If 28/75 = 280

280/28=10

10x75=750

Total number of students = 750