Ana took her broken bicycle to the repair shop to have the frame starightened. The repairman told her there was a 30% chance that he wouldn't be able to fix it. What is the probability that he will be able to fix it?

please help!!​

For matrix subtraction to be defined, both the matrices involved in the subtraction must be of the same size and order.

This means,

The number of rows and columns of the first matrix must be equal to the number of rows and columns of the second matrix.

Matrix A has 3 rows and 2 columns.

Matrix C has 2 rows and 2 columns.

Since both their orders aren't equal, they can't be subtracted.

Answer:

80 mph

Step-by-step explanation:

2880 miles/36 hours = 80 mph

Step-by-step explanation:

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Answer:

3/5

Step-by-step explanation:

0.6= 6/10

6/10 simplified is 3/5

Answer:

The answer is 6/10

Step-by-step explanation:

To convert a decimal to a fraction, place the decimal number over its place value. 0.6 in its simplest form would be 6/10.

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The surface area of the square pyramid is 384 cm squared.

The surface area of the square base pyramid can be found as follows:

surface area of the square base pyramid = base area + 2al

where

Therefore,

base area = 12 × 12

base area = 144 cm²

Hence,

surface area of the square base pyramid = 144 + 2 × 12 × 10

surface area of the square base pyramid = 144 + 240

surface area of the square base pyramid = 384 cm²

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Answers:

(a)  9 cm

(b)  2 cm

======================================

Work shown for part (a)

A = s^2

s = sqrt(A)

s = sqrt(81)

s = 9

-----------------

Work shown for part (b)

P = 4s

s = P/4

s = 8/4

s = 2

The side length of the square with area of 81 cm² is :

The side of the square with the perimeter of 8 m is :

Solution:

We're given the area of a square : 81 cm².

To find one of its sides, we need to take the square root of that.

So we have:

\(\sf{Side\:length{\square}=\sqrt{81}} \\ \\ \sf{Side\:length\square=9}\)

We know that if we take the square root of 81, we will get two solutions: 9 and -9; however we cannot use -9, because having a negative side length is impossible.

__________________________

To find the side length when given the perimeter, we divide it by 4, because the formula for a square's perimeter is P = 4a.

So if we rearrange that for a, we will get : a = P/4.

where a = side length

Solving,

If the two figures are not related by a dilation with center and scale factor

of 2, followed by a reflection over a line, then Elena's method is not correct. therefore given statement is false.

Elena is claiming that they are similar, and she has shown this by

transforming one figure into the other through a dilation with center and

scale factor of 2, followed by a reflection over a line.

If this is the case, then Elena's method is correct if and only if the two

figures are related by a dilation with center and scale factor of 2,

followed  by a reflection over a line.

A dilation with center and scale factor of 2 will result in a figure that is

twice as large as the original figure, with corresponding sides multiplied

by a factor of 2. If the dilation is followed by a reflection over a line, then

the resulting figure will be similar to the original figure, with

corresponding angles equal and corresponding sides proportional.

However,  In general, two figures are similar if and only if their

corresponding angles are equal and their corresponding sides are

proportional.

There are many ways to show that two figures are similar, including using

transformations such as dilation and reflection, but the specific

transformations used must be appropriate for the figures in question.

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The number of solution in 2(x + 1) = 2x + 5 is (a) no solution

The equation is given as:

2(x + 1) = 2x + 5

Open the brackets

2x + 2 =2x + 5

Subtract 2x from both sides

2 = 5

The above equation is false

This means that the equation has no solution

Hence, the number of solution in 2(x + 1) = 2x + 5 is (a) no solution

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Answer:

3/4

Step-by-step explanation:

3 states that are in the southwest region border Mexico which means that your fraction is 3/4 and 3/4 cannot be simplified anymore because it is in it's simplest form.

Plug in \(k-1\) to each \(x\) in the function.

\(f(k-1)=5(k-1)^2+4(k-1)-5\)

\(f(k-1)=5(k^2-2k+1)+4k-4-5\)

\(f(k-1)=5k^2-10k+5+4k-4-5\)

\(f(k-1)=5k^2-6k-4\)

Hope this helps.

頑張って!

f(k-1) = 5k² - 4k - 4

The given function is:

f(x) = 5x² + 4x - 5

To find f(k-1), substitute x = k-1 into f(x)

f(k-1) = 5(k-1)² + 4(k-1) - 5

f(k-1) = 5(k² - 2k + 1) + 4k - 4 - 5

f(k -1) = 5k² - 10k + 5 + 4k -9²

Collect like terms

f(k-1) = 5k² - 10k + 5k + 5 - 9

Simplify

f(k-1) = 5k² - 4k - 4

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Answer:

C

Step-by-step explanation:

Substitute x = -1 into    \(f(x)=-\sqrt[3]{x-7}+3\) :

\(f(x)=-\sqrt[3]{-1-7}+3=-\sqrt[3]{-8}+3=2+3=5\)

Substitute x = 7 into    \(f(x)=-\sqrt[3]{x-7}+3\) :

\(f(x)=-\sqrt[3]{7-7}+3=-\sqrt[3]{0}+3=0+3=3\)

The ratio 5:73 represents the ratio of 8th grade baseball players to total athletes.

In mathematics, a ratio is a comparison of two or more numbers that demonstrates how large one number is relative to the other. The divisor or number that is dividing is known as the consequent, while the dividend or number being divided is known as the antecedent. A ratio divides two numbers to compare them.

Given that the Total number of athletes are 2+4+7+1+6+5+7+4+4+8+15+10

= 73

Ratio of 5:73 represent the athletes in a particular grade with specific games to total number of athletes in the school.

There are on one event is where 5 athletes are, that is 8th grade baseball players.

So the correct answer is The ratio 5:73 represents the ratio of 8th grade baseball players to total athletes.

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Variables that indicate the distance a target is from the level achieved are called performance metrics or progress indicators.


Variables that indicate the distance a target is from the level achieved are called performance metrics or progress indicators. These variables help measure and track progress towards a goal by providing a quantitative or qualitative measure of how far the target is from the desired level of achievement.

Performance metrics can be represented in various forms, such as distance covered, percentage completed, points earned, or even subjective evaluations. For example, in a fitness program, a performance metric could be the number of miles run or the number of push-ups completed.

These metrics enable individuals or organizations to assess their progress and make necessary adjustments to reach their desired outcomes.

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The given null and alternative hypotheses are related to a test of population standard deviation. The null hypothesis (H0) states that the population standard deviation (σ) is equal to 130, whereas the alternative hypothesis (H1) states that the population standard deviation (σ) is not equal to 130.

This is a two-tailed hypothesis test since the alternative hypothesis does not specify the direction of difference from the null hypothesis.
In a two-tailed hypothesis test, the critical region is divided between the two tails of the distribution. This means that the rejection region is split into two parts, one in the left tail and one in the right tail. The test statistic will be compared to the critical values from both ends of the distribution. The decision to reject or fail to reject the null hypothesis depends on whether the test statistic falls in the rejection region or not.
In summary, the parameter being tested is the population standard deviation (σ), and the hypothesis test is a two-tailed test. To make a conclusion, we need to compute the test statistic and compare it with the critical values based on the level of significance and degrees of freedom.

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Answer:

177

Step-by-step explanation:

solve for b!

b/g = 7/9

b/228 = 7/9                           Fill in 228 (as given) for g for girls

b = (7 * 228) / 9                    Multiply each side by 228

b = 177 boys  

(credit to jane aka my tutor xD)                                  

The eigenvalues of [A] are λ1 = -1 and λ2 = 1, with corresponding eigenvectors [1, -1, 0] and [0, 0, 0], respectively.

To find the matrix for the linear transformation T, which reflects all vectors in R3 through the xy plane, we can consider the effect of T on the standard basis vectors e1, e2, and e3:

T(e1) = e1

T(e2) = e2

T(e3) = -e3

This tells us that the first two columns of the matrix for T will be the standard basis vectors e1 and e2, and the third column will be -e3. Thus, the matrix for T is:

[A] = [1 0 0;

0 1 0;

0 0 -1]

To find the eigenvalues and eigenvectors of this matrix, we can solve the characteristic equation det([A] - λ[I]) = 0, where [I] is the 3x3 identity matrix. This gives us:

\(det([A] - λ[I]) = det([1-λ 0 0; 0 1-λ 0; 0 0 -1-λ])\\= (1-λ)(1-λ)(-1-λ)\\= -(λ+1)(λ-1)^2\)

Therefore, the eigenvalues of [A] are λ1 = -1 (with algebraic multiplicity 1) and λ2 = 1 (with algebraic multiplicity 2).

To find the eigenvectors corresponding to these eigenvalues, we can solve the systems of equations ([A] - λ[I])v = 0 for each eigenvalue. For λ1 = -1, we have:

([A] + [I])v = [0 0 0]'

which gives us the equation:

x + y = z

Thus, the eigenvectors corresponding to λ1 are of the form [x, y, z] where x + y = z. One such eigenvector is [1, -1, 0].

For λ2 = 1, we have:

([A] - [I])v = [0 0 0]'

which gives us the equations:

x = 0

y = 0

z = 0

Thus, the eigenvectors corresponding to λ2 are all vectors of the form [0, 0, 0].

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13.) -3/4

14.) takes a lot of work

15.)5

16.) corresponding

14.) d=24

15.)25x+5=26x

Answer:

13.) -3/4

14.) takes a lot of work

15.)5

16.) corresponding

14.) d=24

15.)25x+5=26xStep-by-step explanation:

Answer:

20, 250

Step-by-step explanation:

3:3:2

u will first need to find the addition of all the ratio and divide each ratio by the sum

3+3+2=8

the u will; 3/8×54000=20,250

3/8×54000=20,250

2/8×54000=13500

Answer:

D) y= -2X+1

Step-by-step explanation:

All of the lines are perpendicular to the line 2x+y=6 except for D) y= -2X+1.

Answer:

pi it is irrational because it doesnt stop

Step-by-step explanation:

hope i helped love yall can i get brainliest

Answer: that symbol represents pie which the number is equal to 3.14159

Yes, when dealing with a multi-value attribute with a variable number of values that need to be processed independently.

Yes, when dealing with a multi-value attribute with a variable number of values that need to be processed independently, it is recommended to consider creating a new dependent entity to represent the values. This can help to simplify the design and make it easier to manage and maintain. The new entity can be linked to the original entity through a relationship, allowing each value to be processed independently while still maintaining the integrity of the data. Overall, this approach can improve the efficiency and effectiveness of the system, making it easier to work with and providing better results for the end user.

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This value represents the present worth below which the probability is 0.5, indicating a negative present worth.

To estimate the probability that the present worth is negative using the NORM.INV function in Excel,

we need to calculate the present worth of the project and then determine the corresponding probability using the normal distribution.

The present worth of the project can be calculated by finding the sum of the present values of the annual receipts over the 10-year period, minus the initial investment. The present value of each annual receipt can be calculated by discounting it back to the present using the minimum attractive rate of return (MARR).

Using the given information, the present value of the initial investment is $10,000. The present value of each annual receipt is calculated by dividing the expected return of $1,800 by \((1+MARR)^t\),

where t is the year. We then sum up these present values for each year.

We can use the NORM.INV function in Excel to estimate the probability of a negative present worth. The function requires the probability value, mean, and standard deviation as inputs.

Since we have a mean and standard deviation for the present worth,

we can calculate the corresponding probability of a negative present worth using NORM.INV.

This value represents the present worth below which the probability is 0.5. By using the NORM.INV function,

we can estimate the probability that the present worth is negative based on the given data and assumptions.

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Answer: I gotchu it’s

9 and 1/5

Step-by-step explanation:

Answer: I think the answer is x5

Step-by-step explanation:

Answer:

X^5

Step-by-step explanation:

X^5 is the lowest exponet in the equation. You can pull out x^5 out of x^6 and x^8. That is the GCF.

Pooling the population proportion estimates and the standard error of the difference between these estimates is justified when conducting significance tests about the difference between population proportions under certain conditions.

The pooling approach assumes that the two population proportions being compared are equal. This assumption allows us to estimate a common population proportion from the combined sample data, which leads to a more precise estimate of the standard error of the difference between the proportions.

The justification for pooling relies on the following conditions:

1. Independence: The samples from which the proportions are estimated must be independent of each other. This means that the observations within each sample should be unrelated to the observations in the other sample.

2. Random Sampling: The samples should be randomly selected from their respective populations. This helps to ensure that the samples are representative of their populations and that the estimates can be generalized.

3. Large Sample Sizes: Ideally, both samples should be large enough for the sampling distribution of each proportion to be approximately normal. This assumption is necessary for accurate estimation of the standard error.

If these conditions are met, pooling the proportion estimates and the standard error is justified because it improves the precision of the estimate and leads to more accurate hypothesis testing. By pooling the estimates, we can obtain a more reliable combined estimate of the population proportion, which results in a smaller standard error and more robust statistical inferences about the difference between the population proportions.

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Answer:

C

Step-by-step explanation:

Because the domain is [-6, 6] and the line on the graph is horizontal

Answer:

53:19:28

Step-by-step explanation:

Answer:

53:28

Step-by-step explanation:

the mass of sugar= 100-(53+19)

=100-72

=28g

therefore: ratio of blackberries to sugar is

=53g/28g

=53:28

Answer:

B

Step-by-step explanation:

Answer:

A. (1, 4)

Step-by-step explanation:

The solution to the systems of inequalities has to be in the shaded region. Therefore, A is the correct answer.

Answer: Its the FIRST option .

Step-by-step explanation: Please mark as Brainliest. :)

There are 155 integers between 1 and 1000 where all the digits are odd.

To find the number of integers between 1 and 1000 where the digits are odd, we can use the following steps:
1. Determine the number of odd digits: There are 5 odd digits between 0 and 9 (1, 3, 5, 7, 9).
2. Determine the number of digits in the integers: The integers between 1 and 1000 can have 1, 2, or 3 digits.
3. Calculate the number of integers for each digit case:
For 1-digit integers, there are 5 options (1, 3, 5, 7, 9).
For 2-digit integers, there are 5 options for the first digit and 5 options for the second digit (since repetition is allowed), giving us a total of 5×5 = 25 options.
For 3-digit integers, there are 5 options for each digit, giving us a total of 5×5×5 = 125 options.
4. Add up the number of integers for each digit case:
5 + 25 + 125 = 155
Therefore, there are 155 integers between 1 and 1000 where all the digits are odd.

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