Help this is urgent!!

Given

rate at which airplane is flying is 550mph for 4 hours.

Required

we need to find the distance covered by air plane

Explanation

Here

so the required distance is 2200 miles.

Answer:

12.25

Step-by-step explanation:

3.5*3.5=12.25

Answer:

12.25m^2

Step-by-step explanation:

3 1/2 × 3 1/2

3 1/2 is equivalent to 7/2

7/2 × 7/2= 49/4

this simplifies to 12.25

answer: 12.25 m^2

Answer:

In decimal form 0.16

Step-by-step explanation:

A parallalelogram has its opposite sides with the same length, therefore we can use this fact to determine p:

We can solve either equations to find p.

Therefore the value of p must be equal to 16

Answer:

1.  m∠5 + m∠6 = 180°

2. ∠ 2+ ∠ 3 = ∠ 6

3. m∠2 + m∠3 + m∠5 = 180°

Step-by-step explanation:

IF ITS WRONG CONTACT ME AND I WILL FIX IT

Answer:

Step-by-step explanation:

c

Answer: D

Step-by-step explanation: Don’t listen to the other guy, he’s just trying to get points

Answer:

Number of brothers is a quantitative variable, because all the possible values that this variable can take are only numbers, it's a parameter that is either counted or measured. For example, the number of brothers can be 10, 2, 5, 7, etc.

Qualitative variables are those that are represented by atributes or qualities, the ones that can't be measured or counted. These variables are commonly categorized. For example, a qualitative variable would be the hair color of each brother or whether a product is defective or not. In a defective product, you can't measure the defect in the product, and the variable can't take numeric values.

The X variables have an overall correlation of 0. VIF, or Variance Inflationary Factor, measures the

Regression analysis's level of multicollinearity is gauged by a variance inflation factor, or VIF. When several independent variables in some kind of a model with multiple regression correlate with one another, this is known as multicollinearity. The regression findings may be significantly impacted by this.

Greater correlation between the variable and other variables is indicated by a higher value. With values of Ten or more being considered very high, values greater than 4 or 5 are occasionally considered to be moderate to high.

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Answer: i think it's 942,480

Step-by-step explanation:

i just multiplied all of the numbers but i'm probably wrong srry

Answer:

7986m^2

Step-by-step explanation:

140-102=38

area of triangle:

(38*66)/2=1254m^2

area of rectangle:

66*102=6732m^2

total area:

1254+6732=7986m^2

The answers to the question are given as x²y + 24x +16y and 87

(2xy + 24, x² + 16)

We have to check in order to be sure that the vector that we have here is a gradient field

we have fx = 2xy + 24 and fy = x² + 16

Such that we would have x²y + 24x +g(y)

for f(y) g' = 16 = 16 + c

Given that there is no lose of generality, we are going to have the following where

x²y + 24x +16y

b. We have to solve this oart by making use of the fundamental theory of integrals

f2,4 = 4*4 + 24*2 + 16*4

= 16 + 48 + 64

= 128

f1,1 = 1*1  + 24*1  + 16*1

= 1 + 24 + 16

= 41

128 - 41 = 87

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The required probability is 3 √7 / 32.

Given, a square with sides of length 4 units and a red-shaded triangle with sides 3 units, 3 units and 4 units. We need to find the probability that a randomly selected point within the square falls in the red-shaded triangle.To find the probability, we need to divide the area of the red-shaded triangle by the area of the square. So, Area of square = 4 × 4 = 16 square units. Area of triangle = 1/2 × base × height.

Using Pythagorean theorem, the height of the triangle is found as: h = √(4² − 3²) = √7

The area of the triangle is: A = 1/2 × base × height= 1/2 × 3 × √7= 3/2 √7 square units. So, the probability that a randomly selected point within the square falls in the red-shaded triangle is:  P = Area of triangle/Area of square= (3/2 √7) / 16= 3 √7 / 32.

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Answer:0.27881423829

Step-by-step explanation:

Answer:

0.278814

Step-by-step explanation:

12.18÷43.685≈0.278814

The long division is in the picture

Answer:

4\(\frac{5}{12}\) or \(\frac{53}{12}\)

Step-by-step explanation:

I hope this helps!

Answer:

Polygon A: A, D, E

Polygon B: F, G, H

Polygon C: K, L, M, N, O

Polygon D: S, T

Step-by-step explanation:

The probability that a sample of size n = 62 is randomly selected with a mean between 189.7 and 213 is approximately 0.9702.

To find the probability that a single randomly selected value is between 189.7 and 213, we can use the standard normal distribution.

Step 1: Calculate the z-scores for the given values using the formula:

  z = (x - μ) / σ

  For 189.7:

  z1 = (189.7 - 189.7) / 96.7 = 0

  For 213:

  z2 = (213 - 189.7) / 96.7 ≈ 0.2417

Step 2: Utilize a standard typical conveyance table or number cruncher to find the probabilities comparing to the z-scores.

  P(189.7 < X < 213) = P(0 < Z < 0.2417) ≈ 0.0939

Therefore, the probability that a single randomly selected value is between 189.7 and 213 is approximately 0.0939.

To find the probability that a sample of size n = 62 is randomly selected with a mean between 189.7 and 213, we use the central limit theorem. Under specific circumstances, the testing dispersion of the example mean methodologies a typical conveyance

Step 1: Calculate the standard error of the mean (σ_m) using the formula:

  σ_m = σ / sqrt(n)

  σ_m = 96.7 / sqrt(62) ≈ 12.2878

Step 2: Convert the given qualities to z-scores utilizing the equation:

  z = (x - μ) / σ_m

  For 189.7:

  z1 = (189.7 - 189.7) / 12.2878 = 0

  For 213:

  z2 = (213 - 189.7) / 12.2878 ≈ 1.8967

Step 3: Utilize a standard typical conveyance table or mini-computer to find the probabilities relating to the z-scores.

  P(189.7 < M < 213) = P(0 < Z < 1.8967) ≈ 0.9702

Therefore, the probability that a sample of size n = 62 is randomly selected with a mean between 189.7 and 213 is approximately 0.9702.

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We will plot the points to get our line of best fit and our correlation coefficient as depicted below:

We have our line of best fit and our correlation coefficient.

r, our correlation coefficient is 0.9562, based on its proximity to 1, it is a strong positive correlation.

OPTION A

The probability of the Doubles" means both dice show the same number is 36.

When we don't know how an event will turn out, we can discuss the likelihood or likelihood of several outcomes. Statistics is the study of events that follow a probability distribution.

The probabilities of these two outcomes must be added in order to get the likelihood of rolling an even number or doubles, but since we have already tallied those outcomes twice, the probability of rolling both doubles and an even number must be subtracted. The probability of rolling doubles and an even number is 1/36 since rolling two sixes is the only method to get a double and an even number.

The likelihood of rolling an even number or doubles is thus:

The formula for P(even number or doubles) is P(even number) = P(even number) + P(doubles) - P(even number and doubles) = 1/2 + 1/6 - 1/36 = 19/36.

The odds of rolling an even number or two doubles are 19/36.

Therefore, the probability of the Doubles" means both dice show the same number is 36.

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The batting average for Brett is of 0.25 = 25%.

The batting average is obtained applying the proportions in the context of the problem.

A proportion is applied as the batting average is given by the division of the number of hits by the number of at bats.

Brett got 10 hits in 40 at bats, hence his batting average is calculated as follows:

10/40 x 100% = 0.25 x 100% = 25%.

From the image given at the bottom, we have that he got 10 hits on 40 at bats, hence the batting average calculated above is of 25%.

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Answer:

b

Step-by-step explanation:

Answer:

9

Step-by-step explanation:

240x.70=168 left after 30% to teacher

168/2=84 left after putting half in jar

25 students x 3=75 given to students

84-75=9 left

D) y=3x+10  ,E) y=x²-6x+5, G) y = (x-1)² + 3   H)y = -x² + x + 2.

To solve D we need to find slope ,  to find E and G we need to use equation y=a(x-h)²+k  for H use transformation rule for reflection

In mathematics, slope is a measure of how steep a line is. More specifically, it is the ratio of the vertical change (rise) to the horizontal change (run) between any two points on the line. The slope of a line can be positive, negative, zero, or undefined.

In mathematics, a transformation rule is a set of instructions that describe how to change the position, size, or shape of a geometric object. For example, a translation transformation rule might describe how to move a point or object a certain distance horizontally and/or vertically

In the given question ,

To solve D

slope = m = |y2-y1|/|x2-x1|=|4-1|/|-2+1|=3

y= mx + c  

=>  y=3x+c  

By substituting( x , y )=(-2,4)

we get

c=10

therefore we get equation as  y=3x+10

to solve E and G we need to use

y = a(x-h)² + k

=>  y = a(x-1)² + 3  

=>  4 = a(0-1)²+ 3

=> 4 = a + 3

a = 1

y = (x-1)^2 + 3

to solve H

to reflect F(x) across the x-axis, we can start by replacing every y in the equation with -y:

-y = (x + 1)(x - 2)

y = - (x + 1)(x - 2)  

=>  y = - (x² - x - 2)

=>  y = -x² + x + 2

So the equation of the x-axis reflection of F(x) is y = -x² + x + 2.

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Answer:

.....................................2....................

Step-by-step explanation:

x = amount invested at 3%

y = amount invested at 12%

we know the total amount invested was 25,500 thus x + y = 25,500.

hmmm how much is 3% of "x"? well (3/100) * x or 0.03x.

how much is 12% of "y"? hmmmm (12/100) * y or 0.12y.

we know after a year the total interest was 2,250, therefore whatever "x" and "y" may be 0.03x + 0.12y = 2,250.

\(\begin{cases} x + y &= 25500\\ 0.03x + 0.12y &= 2250 \end{cases}\qquad x + y = 25500\implies y = 25500-x \\\\\\ \stackrel{\textit{substituting in the 2nd equation}}{0.03x+0.12(25500-x)=2250}\implies 0.03x+3060-0.12x=2250 \\\\\\ -0.09x+3060=2250\implies -0.09x=-810\implies x=\cfrac{-810}{-0.09}\implies \boxed{x=9000} \\\\\\ \stackrel{\textit{we know that}}{y = 25500-x}\implies y = 25500 - 9000\implies \boxed{y = 16500}\)

The graph of the linear equation can be seen in the image below.

Here we have the linear equation:

x - 2y = -2

To graph it, we need to find two points that belong to the line, and then we can graph these and connect them with a line.

If x = 0, we have:

0 - 2y = -2

y = -2/-2 = 1

if x = 1 then:

1 - 2y = -2

1 + 2 = 2y

3 = 2y

3/2 = y

Then we have the points (0, 1) and (1, 3/2), now just graph these points on a coordinate axis and then connect them with a line, we will get:

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Answer:

the mean is the middle value of the data set.

Step-by-step explanation:

the mean is the average of all the data, so i would say the last statement is incorrect.

Answer:

the mean is the middle value of a data set

Answer:

9/25

Step-by-step explanation:

Don't worry, I just took this test and got it correct. Best of luck to you all!

The multiplication 3/4×8/9 can be used to address the problem in response (B). which is the correct answer that would be an option (B).

In mathematics, Multiplication operations perform Multiplying values on either side of the operator.

For example 4×2 = 8

As per option (B),

Jada rode her bike for 3/4 mile. Sarah rode her bike 8/9 the distance that Jada rode her bike.

Sarah rides her bike = Sarah rode (8/9) of the (3/4) that Jada rode.

Sarah rides her bike = 3/4 × 8/9

Therefore, this problem can be solved by performing the above multiplication.

Hence, the correct answer would be an option (B).

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10% of the students in the class like both mathematics and science.

What is a Set?

In mathematics, a set is a collection of distinct objects, which can be anything: numbers, letters, symbols, or even other sets. The objects in a set are called its elements or members, and they can be listed inside curly braces.

To find the percentage of students who like both mathematics and science, we need to use the concept of set intersection. Let's assume there are 100 students in the class.

Let A be the set of students who like mathematics, and B be the set of students who like science.

Then, we know that |A| = 60 and |B| = 50, where |A| and |B| represent the cardinality of sets A and B, respectively.

Now, we can use the formula:

|A ∩ B| = |A| + |B| - |A U B|,

where |A ∩ B| represents the cardinality of the intersection of sets A and B, and |A U B| represents the cardinality of the union of sets A and B.

We can rearrange the formula to find |A ∩ B|:

|A ∩ B| = |A| + |B| - |A U B|

|A ∩ B| = 60 + 50 - |A U B|

We don't know the value of |A U B|, but we do know that it represents the total number of students who like either mathematics or science, or both. Since we have 100 students in the class, we can say that:

|A U B| = 100

Substituting this value into the equation above, we get:

|A ∩ B| = 60 + 50 - |A U B|

|A ∩ B| = 60 + 50 - 100

|A ∩ B| = 10

Therefore, there are 10 students who like both mathematics and science.

To find the percentage of students who like both subjects, we can divide the number of students who like both subjects by the total number of students and multiply by 100:

Percentage of students who like both mathematics and science = (10/100) x 100 = 10%

So, 10% of the students in the class like both mathematics and science.

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