11. Make Sense and Persevere The sum of four
consecutive integers is –18. What is the greatest
of these integers?

Answer:

\(\frac{1}{108}\)

Step-by-step explanation:

Using the rules of exponents

\(a^{\frac{m}{n} }\) = \(\sqrt[n]{a^m}\)

\(a^{-m}\) = \(\frac{1}{a^m}\)

\(a^{\frac{1}{3} }\) × \(b^{-\frac{3}{2} }\) ← substitute a = 8 and b = 36

= \(8^{\frac{1}{3} }\) × \(36^{-\frac{3}{2} }\)

= \(\sqrt[3]{8}\) × \(\frac{1}{36^{\frac{3}{2} } }\)

= 2 × \(\frac{1}{(\sqrt{36})^3 }\)

= 2 \(\frac{1}{6^3}\)

= 2 × \(\frac{1}{216}\)

= \(\frac{1}{108}\)

Answer:

-4 and 10

Step-by-step explanation:

let me know if this is incorrect

B. 2 and OD. 15 are not possible lengths for the third side of the triangle.

To determine the possible values for the length of the third side of a triangle, we need to consider the triangle inequality theorem, which states that the sum of the lengths of any two sides of a triangle must be greater than the length of the third side.

Given that two sides have lengths 6 and 9, we can analyze the possibilities:

6 + 9 > x

x > 15 - The sum of the two known sides is greater than any possible third side.

6 + x > 9

x > 3 - The length of the unknown side must be greater than the difference between the two known sides.

9 + x > 6

x > -3 - Since the length of a side cannot be negative, this inequality is always satisfied.

Based on the analysis, the possible values for the length of the third side are:

A. 7

C. 4

□E. 10

O F. 12

B. 2 and OD. 15 are not possible lengths for the third side of the triangle.

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Answer: NO DEFINITLY NOT

Step-by-step explanation:

2,4 is on a COORDINATE PLANE not an equation plz mark me brainliest

Answer:

yes

2(2)-7(4)= -24

-24<-10

Division involves the dividend divided by the divisor which results in the quotient.

Division operation is one of the four basic mathematical or algebraic operations, including addition, multiplication, and subtraction.

There are five parts to a division operation, including the dividend (the numerator or number being divided), the divisor (the denominator or number dividing), the division operand (÷), the equation symbol (=), and the product.

Thus, to divide a value, quantity, expression, or number, use the divisor as the denominator and the result becomes the quotient.

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a. The categorical qualitative variables from the ones listed above are:

- MarketSize (small, medium, or large market)

- PromotionType (Promotion 1, 2, or 3)

- WeekNumber (Week 1, 2, 3, 4)

b. The numerical (quantitative) variables from the ones listed above are:

- Sales (in $1000)

- AgeOfStore (in years)

c. The level of measurement for each variable is as follows:

- MarketSize: Nominal level of measurement. The categories (small, medium, large) are mutually exclusive and there is no inherent order or numeric value associated with them.

- PromotionType: Nominal level of measurement. The promotions (Promotion 1, 2, 3) are distinct categories with no inherent order or numeric value.

- WeekNumber: Ordinal level of measurement. The weeks (Week 1, 2, 3, 4) have a natural order but the differences between them are not necessarily equal.

- Sales: Ratio level of measurement. The variable represents the actual sales in dollars, which has a meaningful zero point and allows for meaningful ratios and calculations.

- AgeOfStore: Ratio level of measurement. The variable represents the age of the store in years, which has a meaningful zero point and allows for meaningful ratios and calculations.

Understanding the level of measurement of variables is important for selecting appropriate statistical methods and understanding the nature of the data. In this case, we have identified the categorical qualitative variables (MarketSize, PromotionType, WeekNumber) and the numerical (quantitative) variables (Sales, AgeOfStore) and determined their respective levels of measurement.

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Answer:

The graph of f(x) = x ^ 2 is reflected across the y-axis and reduced or shrunk by 1/3 vertically. The graph translated 4 units to the left and 1 unit Down

Step-by-step explanation:

The graph of f(x) = x ^ 2 is reflected across the y-axis and reduced or shrunk by 1/3 vertically. The graph translated 4 units to the left and 1 unit Down.

Y axis because it's multiplied by -1/3 which is negative

Reduced or shrunk by 1/3 because 1/3 is a fraction

4 units to the left because (x+4)   What x=0 could do now the x=-4 can do so the graph shifted to the left

And 1 unit down because of the -1 at the end.      

Check the picture below on the left-hand-side, that's just a transformations template, so hmmm let's use that to rewrite g(x)

\(g(x)=\stackrel{A}{-\frac{1}{3}}(\stackrel{B}{1}x\stackrel{C}{+4})^2 \stackrel{D}{-1} \\\\[-0.35em] ~\dotfill\\\\ A=-\cfrac{1}{3}\qquad \textit{flipped upside-down and stretched by a factor of 3}\\\\ B=1\qquad C=+4\qquad \textit{horizontal shift of }\frac{4}{1}\textit{ to the left}\\\\ D=-1\qquad \textit{vertical shift downwards of 1 unit}\)

Check the picture below on the right-hand-side.

Answer:

each frisbee costs $1.19

Answer:

It should be $1.19 I hope this helps

Step-by-step explanation:

Answer:

4v - 9

Step-by-step explanation:

Answer:

4

Step-by-step explanation:

multiply inside to the parentheses and add all commmon numbers getting you to, 5v -18 = 2 then add 18 5v=20 divided to v=4

This dilemma arises because oscillation requires two degrees of freedom while a equation one-dimensional system can never have more than one. An example of a constrained system is a basic harmonic oscillator.

This paradox results from the fact that oscillation needs two degrees of freedom whereas a one-dimensional system only has one. Position is the only variable in a one-dimensional system, hence oscillation is not feasible. But one example of a restricted system, where a constraint provides an additional degree of freedom, is a straightforward harmonic oscillator. The constraint in this scenario is a spring's force, which acts as a restoring force whenever the system deviates from its equilibrium state. The system can oscillate and move back and forth along the x-axis thanks to this restoring force. Thus, although having only one degree of freedom, the basic harmonic oscillator is an example of a one-dimensional system that can oscillate.

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Answer:

l = 194999.45

Step-by-step explanation:

I'm going to assume that you meant 3.14 by 3,14.

336,765 = 3.14 × 0.55 × (l + 0.55)

336,765 ÷ (3.14 × 0.55) = l + 0.55

(336,765 ÷ (3.14 × 0.55)) - 0.55 = l

l = 194999.45

Answer:

0.12

Step-by-step explanation:

1.99 ÷ 17= 0.117

then you round and it becomes 0.12

The correct option is B, The null hypothesis to test if the population variances differ is population variance 1 differs from population variance 2.

Variance is calculated as the average of the squared differences of each data point from the mean. In other words, variance measures how far the data points are from their average value. A high variance indicates that the data points are spread out over a wider range, while a low variance indicates that the data points are clustered more tightly around the mean.

Variance is an important concept in statistical analysis because it helps to assess the reliability of data and to make inferences about the population from a sample. It is also used in many areas of research, such as finance, economics, and engineering, to measure the risk or uncertainty associated with a set of data. Variance is closely related to other statistical measures such as standard deviation, covariance, and correlation, and is often used in conjunction with these measures to gain a deeper understanding of the data.

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Complete Question:-

Before comparing means, we need to test the relationship of the population variances. what null hypothesis would you use to determine if the population variances differ?

a. population variance 1 equals population variance 2

b. population variance 1 differs from population variance 2

c. population variance 1 is less than population variance 2

d. population variance 1 exceeds population variance 2

The code 1814151418 decodes to RADE using a simple substitution cipher, where each letter is replaced with a different letter or number. To decipher the message, one must know the key, which is the code that maps each letter to a number

The code provided indicates that each number corresponds to a letter in the alphabet. Since 1 is A, 2 is B, and so on, the code 1814151418 would decode as RADE. This is an example of a simple substitution cipher, a type of encryption where each letter is replaced with a different letter or number. To decipher the message, one must know the key, which in this case is the code that maps each letter to a number. Knowing this, it is a simple task to decode any message that has been encrypted with this code.

The code 1814151418 decodes to RADE using a simple substitution cipher, where each letter is replaced with a different letter or number. To decipher the message, one must know the key, which is the code that maps each letter to a number

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\(Median = \: ( \frac{n + 1}{2} ) \\ = \frac{5 + 1}{2} \\ = \frac{6}{2} \\ = 3th \: term\)

3th term is 14 which is median

Answer:

2n^2 - 5n +11

Answer:

7384.46330241 or 7384.5

Step-by-step explanation:

first to find the Y you had to use distributive property

1. 9(1+0.03) = 9+0.27

2. 9+0.27= 9.27

3. 9.27 to the 4th power will be 7384.46330241 or 7384.5

Answer:

10.13

Step-by-step explanation:

Remark

The correct way to do this is to add what is inside the brackets (the terms are alike so you can do that) and raise the result to the forth power. Then you multiply by 9.

Solution

1 + 0.03 = 1.03

1.03 ^4 = 1.1255

1.1255 * 9 = 10.13

One pound is equal to 453.592 grams, in unit of measurement.

A predetermined, legally recognised, and frequently used magnitude of a quantity that serves as a benchmark when comparing other quantities of the same kind is referred to as a unit of measurement. Any extra quantity of that type can be expressed as a multiple of the measurement unit.

Length is an illustration of a physical quantity. The letter "M" stands for "metre," a measurement that stands in for a specific, predetermined length. "10 metres" refers to a length that is 10 times the exact, predetermined length known as "metre" (or 10 m).

From ancient times to the present, human endeavour has depended on the definition, acceptance, and practical application of units of measurement.

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Answer:

it would be 288

Step-by-step explanation:

there are 16 ounces in 1 pound so if you took 16 x 18 it would give you 288.

i did that becasue if theres

so with 18 pounds and 16 onzes are in 1 pound so I multipyed them togher to get 288

i checkd this with my bio teacher she said 288 is corrcet.

Answer:

y = 4\(\sqrt{5}\)

Step-by-step explanation:

Using Pythagoras' identity in the right triangle.

The square on the hypotenuse is equal to the sum of the squares on the other 2 sides, that is

y² = 8² + 4² = 64 + 16 = 80 ( take the square root of both sides )

y = \(\sqrt{80}\) = \(\sqrt{16(5)}\) = 4\(\sqrt{5}\) ← exact value

Answer:   T=7/2S

Step-by-step explanation:

Answer:

Yes, if two random vectors are independent, then after a same transformation they are still independent. This is a consequence of the fact that the transformation of independent random variables does not affect their independence.

To understand this, suppose we have two independent random vectors X and Y, and a transformation function f(.).

If we apply the same transformation f(.) to both X and Y to get f(X) and f(Y), then the independence between X and Y will still hold in the transformed variables f(X) and f(Y).

This is because the transformation f(.) does not introduce any new relationship between the variables, it simply changes their scale or shape. As a result, if X and Y are independent, then f(X) and f(Y) will also be independent.

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Function y=3/x, y= 2/x+4, and xy=-3 shows an inverse variation option (b), (e), and (f) are correct.

It is defined as a special type of relationship, and they have a predefined domain and range according to the function every value in the domain is related to exactly one value in the range.

As we know, when x is not equal to zero and k is a nonzero real number constant, the equation of the form xy = k describes the nonlinear function known as inverse variation.

a) y=6x

The above function is a linear function

b) y=3/x

or

xy = 3

The above function shows an inverse variation.

c) y=1/3x

or

y = (1/3)x

The above function is a linear function

d) y= -.07x

The above function is a linear function

e) y= 2/x+4

or

y = (2+4x)/x

xy = 2 + 4x

The above function shows an inverse variation.

f) xy=-3

The above function shows an inverse variation.

Thus, function y=3/x, y= 2/x+4, and xy=-3 shows an inverse variation option (b), (e), and (f) are correct.

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The correct answer is B. The drop of 15 percentage points on an economics test exceeded the marginal benefit from a second hour of gymnastics.

This conclusion can be drawn by comparing the marginal benefit and marginal cost of Kate's decision to continue gymnastics for an additional hour. Marginal benefit refers to the additional benefit or satisfaction gained from an extra unit of an activity, while marginal cost refers to the additional cost or sacrifice incurred from that same unit. In this case, Kate's marginal benefit from the first hour of gymnastics was high enough to justify the time and effort invested. However, when she decided to extend her workout for a second hour and cut her study time, the marginal cost of sacrificing study time resulted in a significant drop in her economics grade. This drop of 15 percentage points on the economics test outweighed the marginal benefit she expected to gain from the extra hour of gymnastics.

The decision to continue gymnastics for the first hour had a positive marginal benefit that exceeded its marginal cost. Kate likely felt the physical and mental benefits of exercising, which enhanced her overall well-being and potentially improved her focus and energy levels for studying. However, the decision to extend the workout for a second hour resulted in a significant drop in her economics grade, indicating that the marginal cost of sacrificing study time was higher than the marginal benefit gained from the additional hour of gymnastics. This suggests that Kate should have allocated more time to studying rather than spending an extra hour on gymnastics, considering the impact it had on her academic performance.

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Growth models like those used in ForecastX usually model situations well where a process grows at an exponential rate. Which is (C).

What is ForecastX?

ForecastX is forecasting software that is used for business purposes. It is simple to use and allows you to forecast your sales, income, or other metrics. ForecastX allows you to create accurate and reliable forecasts using automated time series analysis, a method of forecasting that incorporates historical data to make predictions about the future.

The speed or frequency of something is referred to as the rate. A rate is a ratio that compares two values in different units. The term "rate" is used to describe any ratio that specifies how one quantity varies with respect to another quantity.

Growth models like those used in ForecastX usually model situations well where a process grows at an exponential rate.

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Answer:

place follow me

thank you

\(3.8\times 10^4\qquad \times\qquad 2.7\times10^{-8}\qquad \implies \qquad (3.8\cdot 2.7)\times 10^4\times10^{-8} \\\\\\ 10.26\times 10^{4-8}\implies 10.26\times 10^{-4}\implies 10.26\times \cfrac{1}{10^4} \\\\\\ \cfrac{10.26}{10^4}\implies \cfrac{10.26}{1\underline{0000}}\implies 0.\underline{0010}26\)

Answer:

The snowiest city receive 347.7 inches on average each year.

Step-by-step explanation:

We want to find the amount of snow the snowiest city receives on average every year, "x". It is known that this city receives 113.9 more inches than the second snowiest, which receives 223.8 inches on average every year. Therefore, the expression for "x" is:

\(x = 233.8 + 113.9\\x = 347.7 \text{ inches}\)

The snowiest city receive 347.7 inches on average each year.

Answer:

wheres the question ?

Step-by-step explanation: