please help :'(
dhjehdkhkduiu

Answer:

B)18

Step-by-step explanation:

3z-3

Let z=7

3*7 -3

Multiply first

21-3

Then subtract

18

Answer:

B

Step-by-step explanation:

Answer:

Volume, [tex]V=96.79\ \text{feet}^3[/tex]

Step-by-step explanation:

An artist creates a cone shaped sculpture for an art exhibit.

Height of sculpture is 8 feets

The circumference of base of the cone is 21.352 feet.

The base of a con is circular shaped. So,

[tex]2\pi r= 21.352[/tex]

r is radius of cone

[tex]r= \dfrac{21.352}{2\times 3.14} \\\\r=3.4\ ft[/tex]

The volume of cone shaped sculpture is given by :

[tex]V=\dfrac{1}{3}\pi r^2 h\\\\V=\dfrac{1}{3}\times 3.14\times (3.4)^2 \times 8\\\\V=96.79\ \text{feet}^3[/tex]

So, the volume of the sculpture is [tex]96.79\ \text{feet}^3[/tex].

Answer:

The answer is C

Hope it helps! (I literally just took it on edge)

16x² + 24xy + 9y² can be represented as a perfect trinomial.

Polynomial is an expression that involves only the operations of addition, subtraction, multiplication of variables.

Polynomials are classified based on degree as linear, quadratic, cubic and so on. A trinomial is a polynomial with three terms.

A perfect square trinomial is a trinomial that can be obtained from a binomial equation.

16x² + 24xy + 9y² = 16x² + 8xy + 18xy + 9y²

= 8x(2x + y) + 9y(2x + y)

= (8x + 9y)(2x + y)

16x² + 24xy + 9y² can be represented as a perfect trinomial.

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Answer:

1/4

Step-by-step explanation:

Answer: there were 195,742 total views after 23 days

Step-by-step explanation:

Answer:

A square

Step-by-step explanation: A square is a parallelogram. This is always true. Squares are quadrilaterals with 4 congruent sides and 4 right angles, and they also have two sets of parallel sides.

Answer:

I think it is the parallelograms and square

Step-by-step explanation:

because they never intersect they stay the length apart

Answer:

The explicit equation that models the sequence is [tex]f(n)=25-4(n-1)[/tex].

Step-by-step explanation:

An arithmetic sequence is a list of numbers with a definite pattern. If you take any number in the sequence then subtract it by the previous one, and the result is always the same or constant then it is an arithmetic sequence.

The constant difference in all pairs of consecutive or successive numbers in a sequence is called the common difference.

In general, this is the standard explicit formula of an arithmetic sequence whose first term is A and common difference is B:

                                                 [tex]f(n)=A+B(n-1)[/tex]

The sequence {25, 21, 17, 13, ...} is an example of an arithmetic sequence the same number, -4, is subtracted to each term to get to the next term.

We know the first term is 25 and common difference is -4.

Applying the standard explicit formula of an arithmetic sequence we get that

[tex]f(n)=25-4(n-1)[/tex].

The explicit equation is aₙ = 29 - 4n

25, 21, 17, 13...….

The sequence follows an arithmetic sequence. Therefore,

common difference (d) = 21 - 25 = -4

first term(a) = 25

Therefore, the explicit equation can be represented below:

aₙ = a + (n - 1)d

aₙ = 25 + (n - 1)-4

aₙ = 25 - 4n + 4

aₙ = 29 - 4n

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Answer:

-855

Step-by-step explanation:

Find the 54th term of the arithmetic sequence -7,-23,-39

The first term is a_1 = -7

we see that the common difference = d = -23 - (-7) = -16

so the formula:  a_n = (n- 1)*d + a_1

a_54 = (54 - 1)* (-16) + (-7)

a_54 = 53 *(-16) - 7 = -848 - 7 =  -855

Answer:

ITS 16!!!!!!!

Step-by-step explanation:

I TOOK IT ON AN ASSIGNMENT!!!!!!!!!!

SOOOOOO ITS CCCCCCCCCC

Answer:

Check the explanation

Step-by-step explanation:

The margin of error does not take into account any problems with the wording of the survey question, interview errors, bias from sequence of questions, and so forth.

The margin of error reflects the difference between p(sample proportion) and P(Population proportion).

The margin of error addresses sampling variability and does not cover errors from survey design or administration flaws. Issues like question wording or interviewer bias are separate from sampling error. These design-related problems are not included in the margin of error.

The margin of error in a poll typically accounts for the natural variability that comes from sampling a subset of the population, rather than the entire population. This means it does not include errors that may arise from problems such as the wording of the survey question, interview errors, or bias from the sequence of questions. These issues are related to the design and administration of the survey and not the sampling process, so they are not reflected in the reported margin of error.

Answer:

P(S/A) = 0.6235

Step-by-step explanation:

Let's call S that you successfully bid, S' that you unsuccessfully bid, A that the agency asked for more information and A' that the agency didn't asked for more information.

So, the probability P(S/A) that the bid is successful given that the agency asks for more information is calculated as:

P(S/A) = P(S∩A)/P(A)

Where P(A) = P(S∩A) + P(S'∩A)

Then, the probability P(S∩A)  that you successfully bid and the agency asked for more information is:

P(S∩A) = 0.51 * 0.7 =  0.357

Because your firm has a 51% of successfully landing the contract and if you successfully bid, then the probability the agency asks for information is 70%.

At the same way, the the probability P(S'∩A)  that you unsuccessfully bid and the agency asked for more information is:

P(S'∩A) = (1-0.51) * 0.44 = 0.2156

So, P(A) and P(S/A) are equal to:

P(A) = 0.357 + 0.2156 = 0.5726

P(S/A) = 0.357/0.5726 = 0.6235

Answer:

The answer would be AEC because the angle all would add up to be 180 degrees

The straight angle is made by the line. the correct option is D.

Angle is the space between the line or the surface that meets.  And the angle is measured in degree. For complete 1 rotation, the angle is 360 degrees.

Given

The two intersecting lines point to name a straight angle.

We know that the straight angle is made by the line.

Then

∠CED and ∠BEA are acute angles.

∠BEC and ∠ACD are obtuse angles.

∠AEC and ∠BED are straight angles.

Thus, the correct option is D.

More about the angle link is given below.

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Fractions not equivalent to 7/8 are those that do not share the same 7 to 8 ratio when simplified. Multiplying by the reciprocal is key to understanding fraction division, and it is important to comprehend fraction operations for proficiency in mathematics. Educational systems need to improve the teaching of fractions, as evidenced by standardized test results.

The fractions that are not equivalent to 7/8 are any fractions where the numerator and denominator do not have the same ratio as 7 to 8. For example, the fraction 14/16 is equivalent to 7/8 because if you divide both 14 and 16 by the same number, which is 2, you will get 7/8. However, fractions like 1/2, 6/8, or 9/10 are not equivalent to 7/8. To determine if fractions are equivalent, you can simplify them to their lowest terms or cross-multiply to compare ratios.

Turning to common misconceptions about fractions, remember that multiplication and division are intimately linked: dividing by 8 is the same as multiplying by its reciprocal (1/8), and vice versa. Understanding this concept helps to build a strong foundation for working with fractions. Furthermore, not all fractions of a total are equal, and understanding the mechanics of adding, subtracting, multiplying, and dividing fractions is essential for developing proficiency in mathematics.

As illustrated in the example with 1,000 and 1/8, recognizing the patterns and relationships between fractions and other numbers aids in solving problems quickly and accurately. Educational systems evidently need to better equip students with these essential skills for handling fractions and percentages, as highlighted by the results of the High School Exit Exam.

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Fractions that are not equivalent to 7/8 include 3/4, 1/2, 2/3, 1/3, and 1/5. These fractions represent different values when simplified.

To determine which fractions are not equivalent to 7/8, we need to understand the concept of equivalent fractions. Two fractions are equivalent if they represent the same part of a whole even if their numerators and denominators are different.

For example, 14/16 is an equivalent fraction to 7/8 because if you simplify 14/16, you divide both the numerator and the denominator by 2, which equals 7/8. However, some fractions that are not equivalent to 7/8 include:

These fractions do not simplify to 7/8 and therefore represent different values.

Answer:

The answer is  " [tex]C= \frac{5}{2x^2}+ 4xy - 2y^4.[/tex]"

Step-by-step explanation:

It given that, [tex]\frac {\partial(5x + 4y)}{\partial y} = \frac{\partial(4x- 8y^3)} {\partial x} \\\\[/tex] it is the differential equation.

Solve the above equation.

[tex]\frac {\partial M (x, y)}{\partial y} = (5x+ 4y)[/tex]

So, [tex]M (x, y) = \frac{5}{2x^2}+4xy +\varphi (y).[/tex]

[tex]\frac{\partial M (x, y)}{ \partial y }= 4x- 8y^3 \ and \ \ 4x + \varphi ' (y) = 4x- 8y^3 \\\\\ so, \ \\varphi ' (y) = -8y^3[/tex]

or [tex]\varphi (y) = -2y^4+c[/tex]

To find the general solution

[tex]M(x, y )= c \\C= \frac{5}{2x^2}+ 4xy - 2y^4.[/tex]

Answer: 4) 50 minutes walking , 50 minutes basketball and 6) 70 minutes walking, 60 minutes basketball

Joshua can distribute his time among walking and basketball in a variety of ways.

Without any constraints on total time spent, all provided options, from 40 minutes each for walking and basketball to 70 minutes walking and 60 minutes basketball, are considered valid solutions.

The problem seems to deal with the way Joshua divides his time between two activities, which are walking and basketball. As the question does not state a limit to the total time Joshau can spend on activities, we can assume each mentioned time division can be considered a possible solution.

Therefore, under this assumption, all provided options are valid as Joshua can spend:

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Answer:

A

Step-by-step explanation:

because there will be a vertical line at x= -2

The equation of a line parallel to the y-axis is of the form x = constant. Thus, among the provided options, option A: x = -2 is the correct answer.

In Mathematics, a line that is parallel to the y-axis represents an equation where x equals a constant. The y values can change, but the x value will always remain constant. This is because parallel lines to the y-axis don't slope, they are vertical lines. In the provided options, the equation that fits this description is x = -2. Therefore, the answer to your question, 'Choose the equation of the line that is parallel to the y-axis' is option A: x = -2.

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Answer:

C) As the number of visitors to a park increases, the number of flowers in bloom at the park increases

Step-by-step explanation:

Many people visit parks in the summer, which is when the flowers are supposed to bloom/blossom.

Answer:

C - 7

Step-by-step explanation:

A^2-B^2

Let A = 3 and B=-4

(3)^2 - (-4)^2

9 - 16

-7

Answer:

3.1675

Step-by-step explanation:

"Your answer needs to be at least 20 characters long"

Answer:

3.1675

Step-by-step explanation:

Since the average is also referred to as the mean, you have to add them all together and divide it by the number of numbers in the data set: 3.29+2.59+4.29+2.50= 12.67 12.67 divided by 4= 3.1675

hope this helps!!

ps. could you please help me with my recent question??

Answer:

c

Step-by-step explanation:

3.66+.72+1.77+2.17=8.32×6%=8.8192 =8.82

Answer:

C Yes, the total of her purchase after sales tax is $8.82.

Step-by-step explanation:

3.66+0.72+1.77+2.17= $8.32

8.32*.06 =0.4992

0.4992+8.32= $8.82

Hope this helps!

The value of 3n-(2+n) is 6 for n=4. This is obtained by applying simple algebraic operations such as adding like terms to the given expression.

An expression consists of coefficients, variables, and constants.

Given expression is 3n - (2+n) and it has a solution 6 for a value of n.

So, it can be written as 3n - (2+n) = 6

Expanding the obtained equation:

3n-2-n=6

Adding like terms

(3n - n) - 2 = 6

2n=6+2

2n=8

⇒ n=4

Therefore, for n=4 the value of the given expression is equal to 6.

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Answer:

a) [tex] P(X>10) =1-P(X<10) = 1-F(10) = 1-\frac{10-6}{12-6} = 0.333[/tex]

b) [tex] P(X<11)= F(11) = \frac{11-6}{12-6}= 0.833[/tex]

c) [tex] P(6.5<X<8)= F(8) -F(6.5) = \frac{8-6}{12-6}-\frac{6.5-6}{12-6}= 0.333-0.0833 = 0.250[/tex]

In the figure attached we have the illustration for the probability for each part.

Step-by-step explanation:

For this case we define the random variable X as the voltages in a circuit  and the distribution for X is given by:

[tex]X \sim Unif (a= 6, b=12) [/tex]

Part a

we want this probability:

[tex] P(X>10)[/tex]

We can use the cumulative distirbution function given by:

[tex] F(x) = \frac{x-a}{b-a}, a\leq X \leq b[/tex]

And using the complement rule we have this:

[tex] P(X>10) =1-P(X<10) = 1-F(10) = 1-\frac{10-6}{12-6} = 0.333[/tex]

Part b

We want this probability:

[tex] P(X<11)[/tex]

And using the cumulative distirbution function we got:

[tex] P(X<11)= F(11) = \frac{11-6}{12-6}= 0.833[/tex]

Part c

We want this probability:

[tex] P(6.5<X<8)[/tex]

And using the cumulative distirbution function we got:

[tex] P(6.5<X<8)= F(8) -F(6.5) = \frac{8-6}{12-6}-\frac{6.5-6}{12-6}= 0.333-0.0833 = 0.250[/tex]

In the figure attached we have the illustration for the probability for each part.

To find the probability of a given range of voltage levels in a circuit, we need to determine the proportion of voltages that fall within that range. In this case, the range of voltages varies between 6 volts and 12 volts, and they are spread evenly. The probability of the voltage being greater than 10 volts is 1/3, the probability of the voltage being less than 11 volts is 5/6, and the probability of the voltage being between 6.5 volts and 8 volts is 1/4.

To find the probability of a given range of voltage levels, we need to determine the percentage of voltage values that fall within that range. In this case, the range of voltages varies between 6 volts and 12 volts. Since the voltages are spread evenly, we can calculate the probability by finding the proportion of the range compared to the total range of possibilities.

Answer:

Complex and imaginary

Step-by-step explanation:

I had this same exact question on my test! It is both complex and imaginary

Answer:

range: {4, 10, 16}

Step-by-step explanation:

Find the range of the function y = 3x - 2

for the domain (2, 4, 6).

There are only 3 domain values here.

so  3 range values.

y = 3*2 - 2 =  6 - 2 = 4

y = 3*4 - 2 = 12 - 2 = 10

y = 3*6 - 2 = 18 -2 = 16

range: 4, 10, 16

Answer:

  216

Step-by-step explanation:

Each of the 36 tiles has 3×2 = 6 triangles, so there are a total of ...

  36×6 = 216 . . . triangles

Answer:

Step-by-step explanation:

Hello!

To study time perception, 8 students measured one minute (counted to 60), the given data show the actual time (in seconds) it took each student to measure one minute:

53, 52, 75, 62, 68, 58, 49, 49

8 observations make this sample, n=8

You can summarize the observed data using descriptive statistics:

Central tendency measures:

Median (Me):

The median is the value that separates the sample in a half ( the bottom 50% from the top 50%). To calculate it you have to calculate its position:

(for even samples) PosMe: n/2= 8/2= 4

Then you arrange the data from least to greatest and identify the 4th value:

49, 49, 52, 53, 58, 62, 68, 75

Me= 53s

Mode (Md):

The mode is the most observed value, i.e. the value with the most absolute frequency:

In this data set, the only value that was observed more than once is 49, so that is the value of the mode

Md= 49s

Mean (X[bar]):

Is the average or expected value of the data set, it is always within the range of definition of the variable but it doesn't necessarily correspond to and observation. You calculate it as:

X[bar]= ∑X/n= (53+52+75+62+68+58+49+49)/8= 466/8= 58.25s

Measures of dispersion:

Range (R):

The is the difference between the minimum and maximum observations of the sample.

R= max - min = 75 - 49= 26s

Standard deviation (S):

It shows the variability between the values of the sample. A low standard deviation tells that the observations are close to the meanwhile a high standard deviation show that the values are further away from the mean.

∑X= 466

∑X²= 27772

[tex]S= \sqrt{(\frac{1}{n-1})[sumX^2-\frac{(sumX)^2}{n} ]= \sqrt{(\frac{1}{7} )[27772-\frac{(466)^2}{8} ]} = \sqrt{\frac{1255}{14} } = 9.47s[/tex]

S= 9.47s

I hope this helps!

Answer: 412.310 miles

Step-by-step explanation:

The diagram representing the scenario is shown in the attached photo. The bearing is taken with respect to the northern direction. The angles at B are determined by applying the concept of alternate angles with respect to parallel lines.

A right angle triangle ABC is formed. The starting point is A and the end point is C. The distance, x between A and C represents the hypotenuse of the triangle.

We would determine x by applying Pythagoras theorem which us expressed as

Hypotenuse² = opposite side² + adjacent side²

x² = 400² + 100² = 170000

x = √170000

x = 412.310 miles

Answer:

Parameter because the value is a numerical measurement describing a characteristic of a population.

Step-by-step explanation:

key word is, the study of all 4548 employees

The underlined number, 45%, is a parameter because it's a numerical measurement that describes a characteristic of an entire population (in this case, all 4548 employees at a college). If the data was from a subset of the population or a sample, then it would be a statistic.

The underlined number 45% is a parameter because the value is a numerical measurement describing a characteristic of a population. In statistics, a parameter refers to a numerical characteristic of a population. In this case, the whole population under study is all 4548 employees at a college, and the underlined number represents the proportion of this entire population that owns computers.

To illustrate this concept further, consider a situation where you are studying a smaller group or sample from the entire population of employees. A statistic, on the other hand, would be a numerical measurement that describes a characteristic of this sample. If you were to evaluate a subset of 1000 employees from this college and found that 40% of them own computers, that would be a statistic because the value is describing a characteristic of a sample, not the entire population.

In summary, a parameter is a numerical characteristic of a whole population while a statistic is a numerical characteristic of a sample taken from that population.

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