Answer:
B. (-12,-3,4,6)
Step-by-step explanation:
The above question is asking the domain
math question???????????????????
please help ??????
Will mark brainliest
Answer: a=54
Step-by-step explanation:
2a = (a+10) +44
2a=a+10+44
2a=a+54
a=54
9 cm
14 cm
If the lengths of all 4 sides of the rectangle are doubled,
then the area will
Answer:
I think it's 149cm
Step-by-step explanation:
I just doubled the numbers and multiplied them
The cost of admission to the zoo is $10 for adults and $5 for children. How much will it cost for 7 adults and 12 children to go to the zoo
Answer:
it will cost 130
Step-by-step explanation:
10x7=70 12x5=60 60+70=130
Many firms use on the job training to teach their employees computer programming. Suppose you work in the personnel department of a firm that just finished training a group of its employees to program, and you have been requested to review the performances of one of the trainees on the final test that was given to all trainees. The mean of the test score is 78. Additional information indicated that the median of the test scores was 85. What type of distribution most likely describes the shape of the test scores
Answer:
Skewed to the left
Step-by-step explanation:
In pearson mode skewdness, the mean, mode and median are used to determine if we have a positive or negative skewed distribution.
Now, If the mean is greater than the median, it means that the distribution is positively skewed and therefore skewed to the right. However, If the mean is less than the median, it means that the distribution is negatively skewed and therefore skewed to the left.
In our question, the median is 85 and mean is 78. Thus, it means median is greater than the mean and as such, the distribution isnegatively skewed and therefore skewed to the left.
HELP ASAP WILL GIVE BRAINLEIST
Answer:
X=8 1/13
Y=31 11/13
Step-by-step explanation:
Answer:
x = 15
y = 63
Step-by-step explanation:
[tex](9x - 7) \degree + (4x - 8) \degree = 180 \degree \\ (linear \: pair \: \angle s) \\ \\ (9x - 7 + 4x - 8) \degree = 180 \degree \\\\ (13x - 15) \degree = 180 \degree \\ \\ 13x - 15 = 180 \\ \\ 13x = 180 + 15 \\ \\ 13x = 195 \\ \\ x = \frac{195}{13} \\ \\ x = 15 \\ \\ (2y + 2) \degree = (9x - 7) \degree \\ (interior \: alternate \: \angle s) \\ \\ (2y + 2) \degree = (9 \times 15 - 7) \degree\\ \\ (2y + 2) \degree = (135- 7) \degree\\ \\ (2y + 2) \degree =128 \degree \\ \\ 2y + 2 = 128 \\ \\ 2y = 128 - 2 \\ \\ 2y = 126 \\ \\ y = \frac{126}{2} \\ \\ y = 63[/tex]
If integral subscript C subscript 1 end subscript F with rightwards arrow on top times d r with rightwards arrow on top equals 6 and integral subscript C subscript 2 end subscript F with rightwards arrow on top times d r with rightwards arrow on top equals 13, find A. the line integral where C is the path from P to Q over C subscript 1 and then back to P over C subscript 2. integral subscript C F with rightwards arrow on top times d r with rightwards arrow on top equals _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
To my best understanding, you're given that
[tex]\displaystyle\int_{C_1}\vec F\cdot\mathrm d\vec r=6\text{ and }\int_{C_2}\vec F\cdot\mathrm d\vec r=13[/tex]
where C₁ and C₂ are some arbitrary paths, evidently starting at the point P and ending at the point Q, and you have to find the value of
[tex]\displaystyle\int_C\vec F\cdot\mathrm d\vec r[/tex]
where C is the path consisting of C₁ (from P to Q) and the reverse of C₂ (from Q back to P). So we have
[tex]\displaystyle\int_C\vec F\cdot\mathrm d\vec r=\int_{C_1}\vec F\cdot\mathrm d\vec r - \int_{C_2}\vec F\cdot\mathrm d\vec r = 6-13 = \boxed{-7}[/tex]
How high is the peak of the Matterhorn? Below is a picture of the Matterhorn in Switzerland. As a surveyor, it is your job to estimate the elevation of the mountain. Using a device called a theodolite, you measure two angles from the horizontal plane to the top of the mountain as shown below. You also record the distance between the two measurements to be 1500 ft. Your elevation is known to be at 9,756ft above sea level. Determine the height of the Matterhorn (above sea level) to the nearest foot.
Answer:
[tex]E\approx14,962\text{ feet}[/tex]
Step-by-step explanation:
Please refer to the attachment below.
As shown, we can split the diagram into a scalene triangle and a right triangle.
The strategy here is to use the Law of Sines to find x, then use right triangle ratios to find h, the height of Matterhorn (with respect to our elevation).
Let’s start with the scalene triangle.
To use the Law of Sines, we will need two angles and the sides opposite to the angles.
Since we need to find x, we need the angle opposite to x. This is already given to us as 30°.
We can use the side that measures 1,500. The angle opposite to it θ is unknown.
So, we will need to determine θ. From supplementary angles, we know that:
[tex]\alpha+35=180[/tex]
So, it follows that:
[tex]\alpha=145^\circ[/tex]
The interior angles of a triangle always sum to 180°. Hence:
[tex]30+\alpha+\theta=180[/tex]
By substitution:
[tex]30+145+\theta=180[/tex]
Hence:
[tex]\theta=5^\circ[/tex]
Now, we can use the Law of Sines, given by:
[tex]\displaystyle \frac{\sin(A)}{a}=\frac{\sin(B)}{b}[/tex]
It is important to align the angles correctly with the sides.
So, we will substitute θ = 5° for A and 1,500 for a.
And we will substitute 30° for B and x for b. Hence:
[tex]\displaystyle \frac{\sin(5^\circ)}{1,500}=\frac{\sin(30^\circ)}{x}[/tex]
Solve for x. Cross-multiply:
[tex]x\sin(5^\circ)=1500\sin(30^\circ)[/tex]
Hence:
[tex]\displaystyle x=\frac{1500\sin(30^\circ)}{\sin(5^\circ)}[/tex]
When doing trigonometry (or any math, really), try not to round intermediate values, as this may result in inaccuracies in the final answer. Hence, we will leave this as is.
Now, we can use the right triangle.
We know that an angle is 35°.
The height h is opposite to our angle.
And x was our hypotenuse. Therefore, we can use the sine ratio given by:
[tex]\displaystyle \sin(x^\circ)=\frac{\text{Opposite}}{\text{Hypotenuse}}[/tex]
In this case, our angle is 35°.
The opposite side is h.
And the hypotenuse is x. Hence, by substitution:
[tex]\displaystyle \sin(35^\circ)=\frac{h}{x}[/tex]
Solve for h. Multiply both sides by x:
[tex]h=x\sin(35^\circ)[/tex]
Since we already know the value of x:
[tex]\displaystyle h=\frac{1500\sin(30^\circ)}{\sin(5^\circ)}\cdot\sin(35^\circ)[/tex]
Simplify. So, the height of Matterhorn with respect to our current elevation is:
[tex]\displaystyle h =\frac{1500\sin(30^\circ)\sin(35^\circ)}{\sin(5^\circ)}[/tex]
The total elevation of Matterhorn will be the current elevation of the surveyor plus the height with respect to the current elevation or simply h. So, the elevation height is:
[tex]E=9756+h[/tex]
By substitution:
[tex]\displaystyle E=9756+\frac{1500\sin(30^\circ)\sin(35^\circ)}{\sin(5^\circ)}[/tex]
Now we may approximate. Use a calculator. So, the total elevation of Matterhorn is:
[tex]E=14961.78867...\approx14,962\text{ feet}[/tex]
Which is greater 3/8 or 6/16
Answer:
they are the same
Step-by-step explanation:
They are the same
[tex]\frac{3}{8}\\\\=\frac{3}{8}\times\frac{2}{2}\\\\=\frac{3*2}{8*2}\\\\=\frac{6}{16}[/tex]
bacteria is produced in a lab. the number of bacteria, as a function of time, is modeled by y=3(2)x
Answer:
The function is nonlinear .
Step-by-step explanation:
This is a non linear function.
2 Which expression is equivalent to
5 - 14? Select all that apply.
A -3.3
B
9+ (-1)
C
- 5+ 14
D 14 - (-5)
Answer:
C because two them answer is same!!
Step-by-step explanation:
-5+14=9
5-14=9
Answer:
Not a because it is -9.
Not b, that is 8,
not c that is 9
not d that is 19
None are correct?
Step-by-step explanation:
A football pitch is 110m long and has a perimeter of 360m . Find the area of the football pitch .
Answer:
same
Step-by-step explanation:
bro
The area of the given football pitch is required.
The area of the football pitch is [tex]7700\ \text{m}^2[/tex]
Area and perimeterl = Length of pitch = 110 m
P = Perimeter of pitch = 360 m
w = Width of pitch
Football pitches are rectangular.
Perimeter of the pitch is given by
[tex]P=2(l+w)\\\Rightarrow w=\dfrac{P}{2}-l\\\Rightarrow w=\dfrac{360}{2}-110\\\Rightarrow w=70\ \text{m}[/tex]
Area is given by
[tex]A=lw\\\Rightarrow A=110\times 70\\\Rightarrow A=7700\ \text{m}^2[/tex]
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Assume that the readings are a random sample from a population that follows the normal curve. We perform a t-test to see whether the scale is properly calibrated. Find the corresponding P-value for this test..
Complete Question
Each of the following hypothetical data set represents some repeated weighing of a standard weight that is known to have a mass of 100 g. Assume that the readings are a random sample from a population that follows the normal curve. We perform a t-test to see whether the scale is properly calibrated. Find the corresponding P-value for this test..
The data in grams are
100.02 , 99.98 , 100.03
Answer:
The p-value is [tex]p-value =0.5798[/tex]
Step-by-step explanation:
Generally the sample mean of the given data is mathematically represented as
[tex]\= x = \frac{100.02 + 99.98 + 100.03 }{3}[/tex]
[tex]\= x =100.03 \ g[/tex]
Generally the standard deviation is mathematically represented as
[tex]s = \sqrt{\frac{\sum [x_i - \= x]^2 }{n-1} }[/tex]
=> [tex]s = \sqrt{\frac{[ 100.02 - 100.01]^2+ [ 99.98 - 100.01]^2+[ 100.03 - 100.01]^2 }{3-1} }[/tex]
=> [tex]s = 0.02645[/tex]
The null hypothesis is [tex]H_o : \mu = 100[/tex]
The alternative hypothesis is [tex]H_a : \mu \ne 100[/tex]
Generally the degree of freedom is mathematically represented as
[tex]df = n - 1[/tex]
=> [tex]df = 3 - 1[/tex]
=> [tex]df = 2[/tex]
Generally the test statistics is mathematically represented as
[tex]t = \frac{\= x - \mu }{\frac{s}{\sqrt{n} } }[/tex]
=> [tex]t = \frac{ 100.01 - 100 }{\frac{0.02645}{\sqrt{3} } }[/tex]
=> [tex]t = 0.655[/tex]
From the t distribution table the probability corresponding to the t to the right of the bell curve at a degree of freedom of [tex]df = 2[/tex]
[tex]P( T > 0.655 ) = 0.2899[/tex]
Generally the p-value for this two tailed test is mathematically represented as
[tex]p-value = 2 * P(T > 0.655)[/tex]
=> [tex]p-value = 2 * 0.2899[/tex]
=> [tex]p-value =0.5798[/tex]
what is 13,931 rounding by 10
Answer:
13,930
Habe ein gut tag.
can you answer this 2 thx
Answer:
21 is c 22 is b hope this helps
Step-by-step explanation:
which one of these
do you know which one of these will help me like 3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 + 6 * 3 6+6+
3*66+3
Answer:
447
Step-by-step explanation:
Answer:
447
Step-by-step explanation:
Write the following phrase as an algebraic expression. Use n for a number." three increased by the quotient of a number and two a. 3 + 2 b. 3 + C! 312+ 2) d. 3 + 212
Answer:
Write the following phrase as an algebraic expression. Use n for a number." three increased by the quotient of a number and two a. 3 + 2 b. 3 + C! 312+ 2) d. 3 + 212
Step-by-step explanation:
Write the following phrase as an algebraic expression. Use n for a number." three increased by the quotient of a number and two a. 3 + 2 b. 3 + C! 312+ 2) d. 3 + 212
Answer:
The answer is b. 3 + n / 2
Step-by-step explanation:
Two researchers make a test concerning standardized exam performance among senior high school students in one of two local communities. Researcher A tests performance from the population in the northern community, where the standard deviation of test scores is 110 ( ); Researcher B tests performance from the population in the southern community, where the standard deviation of test scores is 60 ( ). All other things being equal, which researcher has more power to detect an effect? Explain.
Answer:
Researcher B
Step-by-step explanation:
Normally, when all other things being equal, we usually say that power is higher when the standard deviation is small than when it is large.
Now, from researcher A, standard deviation is 110 while from researcher B, standard deviation is 60.
We can see that the standard deviation for researcher B is smaller than that of researcher A.
Therefore, we can conclude that since the standard deviation for researcher B is lesser than that of researcher A, it means that Researcher B will have more power to detect an effect.
Please, does anyone know the step to solve this equation? I mark u brainlist.
Answer:
(2, -6)
Step-by-step explanation:
First you want to set both equations equal to each other so you can find one of the variables.
y = x^2 + 3x -4
for second equation lets rearrange so we start with y=
x=y-4
add 4 to both sides
4+x = y or y= x+4
since both equations equal y, lets set them equal to each other
x+4 = x^2 + 3x -4
set it equal to 0 by subtracting x and 4 from both sides
x^2 + 2x -8 = 0
factor
(x+4) (x-2) = 0
so x has to be either -4 or 2. We can shortcut and say only B makes sense since x=2.
to double check, plug in x=2 in both equations
y= 2^2 + 3(2) -4 = 4+6 -4 = 6
2 = y -4; y=6
so B is correct.
please give thanks by clicking the heart button, i spent a while :)
If point E is the midpoint of segment AC and point D is the midpoint of segment BC, which expression represents the value of u? triangle CAB, point E is on segment AC between points A and C and point D is on segment BC between points B and C, creating segment ED, CE equals p, EA equals r, CD equals q, DB equals t, ED equals s, and AB equals u u equals p over q u = one halfs u equals q over p u = 2s
Answer:
u=2s
Step-by-step explanation:
just took the exam
The expression that most effectively represents u's value would be:
D). u = 2s
Given that,
In ΔABC,
E is the midpoint in the segment AC,
While D is the midpoint of BC,
As different letters are provided equivalent to different segments. For example; Segment ED = s ; Segment CE = p ; Segment EA = r
Segment CD = q ; Segment DB = t ; Segment ED = s ; Segment AB = u
As,
CE = 0.5 × AC(midpoint)
CD = 0.5 × CB (midpoint)
Thus,
CE/AC = CD/CB = ED/AB = 1/2 (Through side angle side similarity)
Since ED = s and AB = u
∵ u = 2s (using midpoint theorem)
Thus, option D is the correct answer.
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What is the missing length??
Answer
The missing length is 10
Step-by-step explanation:
Represent the missing length with x
The sides of the given shape are directly proportional.
Mathematically:
(15 + x) to (12 + 8) and x to 7
Represent as a ratio:
[tex](15 + x) : (12 + 8) = x : 8[/tex]
[tex]15 + x : 20= x : 8[/tex]
Convert to fraction
[tex]\frac{15 + x}{20} = \frac{x}{8}[/tex]
Cross Multiply:
[tex](15 + x)*8 = 20 * x[/tex]
[tex]120 + 8x = 20x[/tex]
Collect Like Terms
[tex]20x - 8x = 120[/tex]
[tex]12x = 120[/tex]
Solve for x
[tex]x = \frac{120}{10}[/tex]
[tex]x = 10[/tex]
The length of the missing side is 10
5 times the difference of a number and 7
Answer:
We conclude that '5 times the difference of a number and 7' can be written algebraically such as: 5(x-7)
Step-by-step explanation:
Let 'x' be the numberThe difference of a number and 7 is determined by subtracting 7 from the number.
so
Difference of a number and 7 will be: x - 7Given that 5 times the difference of a number and 7.
'Five time' mean the expression would have to be multiplied by 5.so the expression becomes
5(x-7)Therefore, we conclude that '5 times the difference of a number and 7' can be written algebraically such as: 5(x-7)
What is the digit to the right of the decimal point in the decimal form of 4/37
?
Answer:
2/15
Step-by-step explanation:
ndicate the answer choice that best completes the statement or answers the question.
Determine whether each table represents a linear or a nonlinear function.
by
3
4.5
1.5
2
16
16
V
14
18
Oa Nonlinear, As x increases by 1.5, y increases by a greater amount each time. The rate of change is not constant, so this function is
nonlinear
Ob. Linear; As x increases by 5, y increases by 4 each time. The rate of change is constant, so this function is linear.
Oc. Linear; As x increases by 5, y increases by 2 each time. The rate of change is constant, so this function is linear.
Od. Linear, As x increases by 1.5, y doubles each time. The rate of change is constant, so this function is linear.
The weight of a child in 1990 was 40 lb. By 2005, the child's weight
had increased to 90 lb. What was the percent increase?
Answer:
225%
Step-by-step explanation:
1. Divide the new weight by the original weight.
90/40 = 2.25.
2. Multiply by 100 to get the percentage.
2.25 x 100 = 225%
The percentage increase of the child from 1990 to 2005 is 125%.
What is the percentage?A percentage is a value per hundredth. Percentages can be converted into decimals and fractions by dividing the percentage value by a hundred.
Given, The weight of a child in 1990 was 40 lb. By 2005, the child's weight
had increased to 90 lb.
So, The amount of weight increase is (90 - 40)lb = 50lb.
∴ The percentage increase is,
= (50/40)×100%.
= 125%.
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Help 6th grade math thanks
Find the perimeter of image below. 42 square units, 52 square units, 56 square units, 44 square units
Answer:
194 square units
Step-by-step explanation:
perimeter is the measurement of the distance surrounding a shape. There fore, the perimeter of the shape is: 42+53+56+44=194 square units
What expression is equivalent to 1/3 divided by 1/6 plz help me
Answer:
The answer is B. 1/3 * 6/1
Step-by-step explanation:
When dividing fractions, you multiply the first term in the expression by the reciprocal of the 2nd term.
What is it? A or B I've been stuck for a while please help
Answer:
Correct choice: B
Step-by-step explanation:
System of non-linear equations
It's given the following system of equations:
[tex]y=x^2+3x+5[/tex]
[tex]y=x+13[/tex]
We'll use the substitution method. Substituting y from the first equation into the second equation, we have:
[tex]x^2+3x+5=x+13[/tex]
Moving all terms to the left side:
[tex]x^2+3x+5-x-13=0[/tex]
Simplifying:
[tex]x^2+2x-8=0[/tex]
Factoring:
[tex](x+4)(x-2)=0[/tex]
There are two solutions:
x=-4, x=2
The first solution gives a value for y:
y=-4+13=9
First solution: (-4,9)
The second solution gives a value for y:
y=2+13=15
Second solution: (2,15)
Correct choice: B
I really don't understand all of this
Answer:
Step-by-step explanation:
Distribute each one like a robot
Or factor it like a human.
5(x+2y - 3)
Answer:
[tex]5(x + 2y - 3)[/tex]
Step-by-step explanation:
[tex]the \: answer \: while \\ \: expanding \: will \: get \: like \: this \\ \\ 5(x + 2y - 3) \\ = (5 \times x) +( 5 \times 2y )+ (5 \times - 3) \\ = 5x + 10y - 15 \\ \\ hope \: it \: helps \\ plzzz \: mark \: it \: as \: brainliest...[/tex]
The lines represented by the equations y - x = -8 and y = -x – 6 are
the same line
Submit Answer
neither parallel nor perpendicular
perpendicular
parallel
Answer:
Perpendicular
Step-by-step explanation:
Here, the slopes of the lines are 1 & -1
( they are same with opposite symbols) so, the lines are perpendicular