HELP ME I'LL GIVE BRAINLEST
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answer:

perimeter- 12 units

area- 4.5 units

step-by-step explanation:

perimeter-

p=4a

=4*3

=12

area-

a=pg/2

=3*3/2

=4.5

good luck :)

i hope this helps

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(a) The value of β that makes fX(x) a valid pdf is β = 0.2.

(b) The cdf for the random variable X is FX(x) = (3\(x^3\)/10), for 0 < x ≤ 1.

(c) The probability that the random variable P(X > 2) = 0, since the range of possible values for X is from 0 to 1.

To find the value of β that makes fX(x) a valid pdf, we need to ensure that the area under the pdf from 0 to 1 is equal to 1.

∫0¹ fX(x) dx = ∫0¹ 0.6(x²/β) dx = 0.6/β ∫0¹ x² dx = 0.6/β [\(x^3\)/3]0¹ = 0.6/β * (1/3) = 1

Solving for β, we get:

0.6/β * (1/3) = 1

β = 0.6/3 = 0.2

Therefore, β = 0.2 makes fX(x) a valid pdf.

To find the cdf for the random variable X, we integrate the pdf from 0 to x:

FX(x) = ∫\(0^x\) fX(t) dt = ∫\(0^x\) 0.6(t²/0.2) dt = 3\(t^3\)/10|\(0^x\) = (3\(x^3\)/10) - 0

Therefore, the cdf for X is:

FX(x) = (3\(x^3\)/10), for 0 < x ≤ 1

To find the probability that X is greater than 2, we need to use the fact that the probability of an event outside the sample space is 0. Since the range of possible values for X is from 0 to 1, the probability that X is greater than 2 is 0.

P(X > 2) = 0

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Answer:

its y = |x| + 2

Step-by-step explanation:

On solving the provided question, we can say that random samples  range from 5 to 20. Matt's research design could best be classified as a(n): students at Northeastern High School

selected at random (purely random, unpredictable). Every member of the population being polled ought to have an equal probability of getting chosen. She randomly selected 25 names from a pool of 250 employees as an example of a simple random sample. Since there are 250 of her employees in total, and each one has an equal probability of being chosen, the sample in this instance is random. Using simple random sampling, which is a form of probability sampling, researchers choose individuals at random from a population. There is an equal opportunity for selection for every person in the population.

Scores range from 5 to 20. Matt's research design could best be classified as a(n): students at Northeastern High School

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There are several different sampling methods that could be employed for this study, including:

Simple random sampling: This method involves randomly selecting a certain number of students from each campus and measuring the distance between their hometowns and their campuses.

Stratified random sampling: This method involves dividing the student population at each campus into different strata (e.g. by major or year in school) and then randomly selecting a certain number of students from each stratum.

Cluster sampling: This method involves randomly selecting a certain number of campuses and then measuring the distance between the hometowns of all students at those campuses and their respective campuses.

Multi-stage sampling: This method involves using a combination of the above methods, such as first using cluster sampling to select a certain number of campuses and then using stratified random sampling to select a certain number of students from each campus.

This study would be an enumerative study because it seeks to measure the characteristics of a population, in this case, the average distance between the hometowns of students and their campuses, by counting and measuring them.

It is not an analytic study because it doesn't involve testing a hypothesis or making causal inferences.

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9514 1404 393

Answer:

  126°

Step-by-step explanation:

To find the exterior angle, we need to know one of the acute angles. Those are found using the fact that they are complementary.

  (5x -6) +(3x) = 90

  8x = 96 . . . . . . . . . . . add 6, collect terms

  x = 12 . . . . . . . . . . . . . divide by 8

  3x° = 3·12° = 36° . . . . . . find the "remote" acute angle

  exterior angle = 90° +36°

  exterior angle = 126°

__

The exterior angle is the supplement of the one marked (5x-6)°. It is also the sum of the two remote interior angles, 90° and 3x°. Being lazy, we figure that 90 +3·12 is easier to compute than 180 - (5·12 -6). Either way, the exterior angle is 126°.

\(\textbf{Heya !}\)

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✏\(\bigstar\textsf{Solution\quad steps:-}\) ✏

If y is inversely proportional to x^2, the equation looks as shown below:-

\(\sf{\longmapsto{y=\cfrac{k}{x^2}}\), where k -- constant of proportionality

Plug in all values

\(\sf{\longmapsto{2=\cfrac{k}{4^2}}\) , simplifying --

\(\sf{\longmapsto{2=k/16}\)

multiply by 16 both sides

\(\sf{\longmapsto 2*16=k}}\)

\(\sf{\longmapsto{32=k}}\)

▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪

Plug 32 into the second equation:-

\(\sf{\longmapsto y=\cfrac{32}{\bigg(\cfrac{1}{2}\bigg)^2}}\)

simplify the complex fraction

\(\longmapsto\sf{y=\cfrac{32}{\cfrac{1}{4}}\)

divide fractions

\(\sf{\longmapsto{y=\cfrac{32}{1}\div\cfrac{1}{4}}=\cfrac{32}{1}\cdot}\cfrac{4}{1}}=128}\)

`hope that was helpful to u ~

Answer:

14.3

Step-by-step explanation:

Remark

Make a rough sketch of the triangle.

Make F the right angle

Make <D = 66

E is the other angle.

Givens

EF = 32

<F = 90

<D = 66

Equation

Tan(D) = EF/FD

Solution

Tan(66) = 32/FD                  Multiply both sides by FD

FD*Tan(66) = 32            

Tan(66) = 2.246

2.246 * FD = 32                  Divide by 2.2246

FD = 32/2.246

FD = 14.25

FD = 14.3

The correct option for this question is c) approximately 68% of the students spent between $200 and $400.


Step 1: Identify the given information. The mean is $300, and the standard deviation is $50. The range is between $200 and $400.

Step 2: Calculate the number of standard deviations between the mean and each boundary. For $200, it's ($200 - $300) / $50 = -2 standard deviations. For $400, it's ($400 - $300) / $50 = 2 standard deviations.

Step 3: Since we don't have information about the shape of the distribution, we will use the Empirical Rule, which states that for a normal distribution, approximately 68% of the data falls within 1 standard deviation, 95% within 2 standard deviations, and 99.7% within 3 standard deviations of the mean.

Step 4: In this case, we are looking at 2 standard deviations from the mean (between $200 and $400). According to the Empirical Rule, approximately 95% of the data falls within this range. However, since we don't know the exact shape of the distribution, we can't say for certain that 95% of the students spent between $200 and $400. However, we do know that at least 68% of the students would fall within 1 standard deviation of the mean. Thus, we can conclude that approximately 68% of the students spent between $200 and $400.

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Equivalent ways for chi-square statistic: statistically significant relationship between the variables, reject null hypothesis, suggesting that the relationship in the population is not due to chance, The probability of observing the data by chance is 5% or less, supporting the presence of a relationship in the population.

If the p-value is 0.05 or less and the chi-square statistic is at least 3.84, it can be concluded that there is a significant relationship in the population. Another way to state this result is that the null hypothesis (that there is no relationship) can be rejected at a significance level of 0.05.

Based on your question, you would like to know equivalent ways to state the result when the chi-square statistic is at least 3.84 and the p-value is 0.05 or less. Here's my answer:

When the chi-square statistic is at least 3.84 and the p-value is 0.05 or less, we can conclude that the relationship in the population is real. Equivalent ways to state this result are:

1. There is a statistically significant relationship between the variables in the population.
2. We reject the null hypothesis, suggesting that the relationship in the population is not due to chance.
3. The probability of observing the data by chance is 5% or less, supporting the presence of a relationship in the population.

I hope this helps! Let me know if you need any further clarification.

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The magnitude of the average velocity vector is approximately 3.651 m/s.

To find the magnitude of the average velocity vector, we need to calculate the displacement and divide it by the time taken.

Representation:

Initial position: D1 = (50 m North, 10 m East)

Final position: D2 = (5 m North, 35 m East)

Time taken: t = 15 seconds

Equations:

Displacement vector (ΔD) = D2 - D1

Average velocity vector (\(V_{avg}\)) = ΔD / t

Algebra work:

ΔD = D2 - D1

   = (5 m North, 35 m East) - (50 m North, 10 m East)

   = (-45 m North, 25 m East)

|ΔD| = √((-45)^2 + 25^2)  [Magnitude of the displacement vector]

\(V_{avg}\) = ΔD / t

       = (-45 m North, 25 m East) / 15 s

       = (-3 m/s North, 5/3 m/s East)

|\(V_{avg}\)| = √((-3)^2 + (5/3)^2)  [Magnitude of the average velocity vector]

Symbolic answer:

The magnitude of the average velocity vector is approximately 3.651 m/s.

Units check:

The units for displacement are in meters (m) and time in seconds (s). The average velocity is therefore in meters per second (m/s), which confirms the units are consistent with the calculation.

Therefore, the magnitude of the average velocity vector is approximately 3.651 m/s.

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The image of the set S under the given transformation is a single point: (0, 0).

To find the image of the set S under the given transformation, we need to substitute the values of u and v from the set S into the transformation equations x = 2u + 3v and y = u - v.

The set S is defined as S = {(u, v) | 0 ≤ u ≤ 8, 0 ≤ v ≤ 7}.

Let's substitute the values of u and v from the set S into the transformation equations:

For the x-coordinate:

x = 2u + 3v

Substituting the values of u and v from S, we have:

x = 2(0 ≤ u ≤ 8) + 3(0 ≤ v ≤ 7)

x = 0 + 0

x = 0

So, for all points in S, the x-coordinate of the image is 0.

For the y-coordinate:

y = u - v

Substituting the values of u and v from S, we have:

y = (0 ≤ u ≤ 8) - (0 ≤ v ≤ 7)

y = 0 - 0

y = 0

So, for all points in S, the y-coordinate of the image is also 0.

Therefore, the image of the set S under the given transformation is a single point: (0, 0).

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Answer:

The mode is 78, which appears the most times (3).

The mode of the given data 62, 78, 84, 62, 72, 78, 54, 60, 78, 80 is 78.

The mode is the data that occurs most frequently, in the data set listed below 62, 78, 84, 62, 72, 78, 54, 60, 78, 80. We can see that the number 78 appears three times, which is more than any other value in the set when we look at the data.

Note: If multiple values occur with the same highest frequency, but in this case, 78 is the only mode, the data set may have multiple modes.

Thus, the mode of 62, 78, 84, 62, 72, 78, 54, 60, 78, and 80 data set is 78.

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The function f(x) = \(5(3)^x+3\) is continuous everywhere on its domain, which is (-∞, ∞).

The function f(x) =  \(5(3)^x+3\)   is continuous everywhere because it is an exponential function with a base of 3, which is a positive number. Exponential functions with positive bases are continuous over their entire domain.

To see why, consider the definition of continuity: a function f(x) is continuous at a point x = c if the limit of f(x) as x approaches c exists and is equal to f(c). For an exponential function with a positive base, as x approaches c, the function values either increase to infinity or decrease to 0, depending on whether the exponent is positive or negative, respectively. In either case, the limit exists and is equal to the function value at c, so the function is continuous at c. Since this holds for all points in the domain, the function is continuous everywhere it is defined.

The domain of f(x) is all real numbers, so the function is continuous on the interval (-infinity, infinity), or in interval notation, the domain is (-∞, ∞).

In summary, the function f(x) = 5(3)ˣ +3 is continuous everywhere on its domain, which is (-∞, ∞).

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The relation that is an inverse variation is the one in the first table:

x 2 4 6 8

f(x) 12 6 4 3

An inverse variation between two variables x and y can be written as follows:

y = k/x

Where k is a constant.

Notice that x is on the denominator, so, as x increases, the value of y decreases.

Now, for example if we use the values of the first table:

x 2 4 6 8

f(x) 12 6 4 3

The first pair is (2, 12)

Replacing that in the inverse variation formula we get:

12 = k/2

12*2 = k

24 = k

For the second pair (4, 6) we will get:

6 = k/4

6*4 = k

24 = k

And so on for all the pairs. If the variation is inverse, you should always get the same value of k (like in this case).

So this is the correct answer.

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Answer:

y = a - k

Step-by-step explanation:

k = a - y

k + y = a - y + y

k + y = a

k + y - k = a - k

y = a - k

Answer:

He was 45 in present day. But 12 years ago, he was 33.

Step-by-step explanation:

12+3=15

15•3=45 (you multipply because if you use 1/3 you would have to divide 45 by 3.)

Hello :D

Ruto is currently 12 years old. In 3 years he will be 15. 1/3 is 15. 3/3 would be 45 years old. 45 - 12 = 33

The complete question:

Park rangers released 4 fish into a pond in year 0. Each year, there were three times as many fish as the year before. How many fish were there after x years? Write a function to represent this scenario.

An function which best represent the given scenario is,  4 x 3ˣ. So option B is correct.

In algebra, in sequence we study various progressions, one of the progression is geometric, in this progression for every two consecutive terms, the common ratio is the same.

Formula for nth term of G.P.,

Tₙ = a×rⁿ

where a is first term and r is common ratio

Given that,

Park rangers released 4 fish into a pond in year 0.

Each year, there were three times as many fish as the year before.

The number of fish after x years = ?

After 1 year,

the number of fish  =  4 x 3

After 2 year,

the number of fish  = 4 x 3 x 3

                                = 4 x 3²

After 3 year,

the number of fish = 4 x 3² x3

                               = 4 x 3³

Similarly, after x years

the number of fish =  4 x 3ˣ

Hence, the expression is  4 x 3ˣ

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To solve for x, we just need to compute the inverse of A (if it exists) and multiply it by b. If A is invertible, then this method will give us the unique solution to the linear system Ax=b.

To solve a linear system of the form Ax=b using inverse matrices, we can first find the inverse of matrix A (if it exists) and then multiply both sides of the equation by \(A^-1\), giving us:

\(A^-1Ax = A^-1b\)

Since\(A^-1A\) is the identity matrix I, we can simplify the left-hand side to just x:

\(x = A^-1b\)

However, it's worth noting that computing the inverse of a matrix can be computationally expensive, particularly for large matrices.

So, while using inverse matrices can be a useful technique for solving small systems, it may not be the most efficient approach for larger systems. In those cases, other techniques such as Gaussian elimination or LU decomposition may be more appropriate.

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Answer:

completamente respuesta

Answer:

8 2/5 x 5 1/2 = 46.2 or 46 1/5

Simplify each of the expressions

Answer:

d!!

Step-by-step explanation:

Answer:

810

Step-by-step explanation:

(-5)×(-6) = 30

9*3 = 27

27*30 = 810

Answer:

C 10

Step-by-step explanation:

Heron's formula to calculate the area of a triangle based on 3 sides :

p (half the perimeter) = (a+b+c)/2

area = sqrt(p(p-a)(p-b)(p-c))

AB = c = sqrt(2² + 6²) = sqrt(40) = sqrt(4×10) = 2×sqrt(10)

AC = a = sqrt(2² + 4²) = sqrt(20) = sqrt(4×5) = 2×sqrt(5)

BC = b = sqrt(2² + 4²) = 2×sqrt(5)

p = 2×sqrt(5) + sqrt(10)

area = sqrt((2×sqrt(5) + sqrt(10))×sqrt(10)×sqrt(10)×(2×sqrt(5) - sqrt(10)) =

= sqrt(10×(2×sqrt(5) + sqrt(10))×(2×sqrt(5) - sqrt(10))) =

= sqrt(10×(4×5 - 10)) = sqrt(10×(20 - 10)) = sqrt(10×10) = 10

It (B) cannot be determined that there is a statistically significant difference between Mr. Goodman's ratings and those of the History Department in the context of Mr. Goodmain and with all the material provided.

In statistics, a simple random sample (or SRS) is a subset of people (a sample) picked at random from a larger group of people (a population), all with the same probability.

It is a method of choosing a sample at random. Each subset of k people in SRS has the same chance of getting selected for the sample as any other subset of k people.  

An objective sampling strategy is a straightforward random sample. Simple random sampling is a fundamental kind of sampling that can be used in combination with other, more sophisticated sampling techniques.

So, in the given situation of Mr. Goodmain and with all the information given we can conclude that it cannot be concluded that there is a statistically significant difference in Mr. Goodman’s evaluations and the History Department’s.

Therefore, it (B) cannot be determined that there is a statistically significant difference between Mr. Goodman's ratings and those of the History Department in the context of Mr. Goodmain and with all the material provided.

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Complete question:

Students at a high school are asked to evaluate their experience in the class at the end of each school year. The courses are evaluated on a 1-4 scale – with 4 being the best experience possible. In the History Department, the courses typically are evaluated at 10% 1’s, 15% 2’s, 34% 3’s, and 41% 4’s. Mr. Goodman sets a goal to outscore these numbers. At the end of the year, he takes a random sample of his evaluations and finds 11 1’s, 14 2’s, 47 3’s, and 53 4’s. At the 0.05 level of significance, can Mr. Goodman claim that his evaluations are significantly different than the History Departments?

Hypotheses:

H0: There is (no difference /difference) in Mr. Goodman’s evaluations and the History Department’s.

H1: There is (no difference /difference) in Mr. Goodman’s evaluations and the History Department’s.

Enter the test statistic - round to 4 decimal places.

Enter the p-value - round to 4 decimal places.

Can it be concluded that there is a statistically significant difference between Mr. Goodman’s evaluations and the History Department’s?

a. Yes

b. No

Answer: The tip is 20% of the cost including tax. Thus .20 * X=3.50.Divide both sides of the equation by .20..20 divided into .20 = 1, so “X” = 1.And 3.50 divided by .20 = 17.50 So X = 17.50, cost of the meal plus the tax.The tax is .07, so we know that 100% of the meal cost PLUS 7% of the meal cost is 107% of the meal cost. That is 1.07 * Meal without tax = 17.50. Divide 17.50 by 1.07 and you get 16.355. Round up to 16.36.Is that right? Let’s see:7% tax on meal at 16.36 is 16.36 * .07 = 1.1452. Round up to 1.15.$1.15 + 16.36 = 17.51.And 20% (the tip) of 17.51 is .20 * 17.51 = 3.50Cost of the whole meal; food, tax and tip is 16.36+1.15+3.50 = 21.01. 

Step-by-step explanation: my big brain

Answer:

I believe it is reflection

Step-by-step explanation: