Is this right? Also what do I have to right in the box.

Answer:

Does this help

Step-by-step explanation:

A coordinate grid has two perpendicular lines, or axes, labeled like number lines. The horizontal axis is called the x-axis. The vertical axis is called the y-axis. The point where the x-axis and y-axis intersect is called the origin.

Answer:

horizontal

Step-by-step explanation:

Because the graph always has a consistent slope of +2, the table x|y-2| 4|0| 6|2| is an illustration of a linear function table.

In order for a table to represent a linear function, there must be a constant rate of change (slope) between any two points on the graph. In other words, the relationship between the x-values and y-values should follow a consistent pattern.

The correct table that represents a linear function is: x|y-2| 4|0| 6|2|This is because there is a constant rate of change of +2 between any two points on the graph. For example, when x goes from 2 to 4, y increases from -2 to 0. When x goes from 4 to 6, y increases from 0 to 2.

This constant rate of change indicates that the relationship between x and y is linear.

In summary, a table represents a linear function when there is a constant rate of change between any two points on the graph. The table x|y-2| 4|0| 6|2| is an example of a linear function table because there is a consistent slope of +2 between any two points on the graph.

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By using testing of hypothesis, it can be concluded that

The  cola has a higher average compression strength than the strawberry drink, assuming that the distribution is normal

What is testing of hypothesis?

Suppose there is a data at hand and there is a hypothesis. Testing of hypothesis determines whether the particular hypothesis is supported by the data at hand.

The Null hypothesis is

\(H_{0}:\mu_{1}-\mu_{2}=0\)

The Alternative hypothesis

\(H_{a}:\mu_{1}-\mu_{2} < 0\)

\(n_{1}=n_{2}=15, \bar{x}_{1}=540,s_{1}=21, \bar{x}_{2}=554,s_{2}=15\)

Now,

\(df=\frac{\left ( \frac{s_{1}^{2}}{n_{1}}+\frac{s_{2}^{2}}{n_{2}} \right )^{2}}{\frac{\left ( s_{1}^{2}/n_{1} \right )^{2}}{n_{1}-1}+\frac{\left ( s_{2}^{2}/n_{2} \right )^{2}}{n_{2}-1}}\)

df = 25

For the test statistic

\(t=\frac{\bar{x}_{1}-\bar{x}_{2}}{\sqrt{\frac{s_{1}^{2}}{n_{1}}+\frac{s_{2}^{2}}{n_{2}}}}\)

t = -2.10

This is a left tailed test

p-value for t=-2.10 is 0.0229.

Since p-value is less than 0.05

The null hypothesis is rejected

The  cola has a higher average compression strength than the strawberry drink.

It is assumed that the distribution is normal.

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Answer:

dates

Step-by-step explanation:

bestie it is dates i am sure of it.

Answer:

12%

12% of Jill's movies are comedies.

Step-by-step explanation:

24/200 x 100/1= 12%

Answer:

D

Hope this helps!

X = 6 and Y = 2 provide the system of equations' answer.

To solve the system of equations graphically, we need to graph both equations on the same set of axes and determine the place where the two lines join. The system of equations' solution is represented by this point.

The two equations will first be rearranged into slope-intercept form (y = mx + b), where m is the slope and b is the y-intercept:

y = (3/2)x - 4

y = (-1/3)x + 7

We may display the y-intercepts of each equation on the y-axis and use the slope to determine additional locations on the line to graph these equations. The y-intercept and slope of the first equation are -4 and 3/2, respectively. Thus, we advance up 3 units for every 2 units we travel to the right. So, we may discover a new point by shifting 2 units to the right and 3 units up, giving us the point, and plot the y-intercept at (0, -4). (2, -1). This method can be continued to plot other points and draw the line.

The y-intercept and slope of the second equation are 7 and -1/3, respectively. Thus, we move down one unit for every three units we move to the right. Thus we may move 3 units to the right and 1 unit down to find another point, giving us the point, and then plot the y-intercept at (0, 7). (3, 6). This method can be continued to plot other points and draw the line.

The intersection of the two lines, which represents the system of equations' solution, is now visible to us. According to the graph, the crossing point is roughly (6, 2). Hence, x = 6 and y = 2 are the answers to the system of equations.

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The speed of a bird with respect to the wind Bird's air speed is 2.25 mi/h. The speed of the wind with respect to the ground wind's speed is 0.75 mi/h.

Speed is defined as the ratio of the time distance travelled by the body to the time taken by the body to cover the distance. Speed is the ratio of the distance travelled by time. The unit of speed in miles per hour.

Relative speed is usually given in terms of the speed of body A with respect to another body B (Vab)

Vab = Va - Vb

Vab = Speed of A relative to B

Va = Speed of A

Vb = Speed of B

So, for this question, when the bird is travelling in the same direction of the wind, the speed of the bird with respect to the ground is 3 mi/h

(Speed of bird with respect to the wind)

= (Speed of bird with respect to ground) - (Speed of wind with respect to the ground)

Speed of bird with respect to the wind = x

Speed of bird with respect to ground = 3 mi/h

Speed of the wind with respect to the ground = y

(Speed of bird with respect to the wind)

= (Speed of bird with respect to ground) - (Speed of wind with respect to the ground)

x = 3 - y

When the bird is travelling in the opposite direction, the speed of the bird with respect to the ground is 1.5 mi/h

Speed of bird with respect to the wind = x

Speed of bird with respect to ground = 1.5 mi/h

Speed of the wind with respect to the ground = -y (Negative since the wind is in the opposite direction)

(Speed of bird with respect to the wind)

= (Speed of bird with respect to ground) - (Speed of wind with respect to the ground)

x = 1.5 - (-y)

x = 1.5 + y

We can then solve this system of equations

x = 3 - y

x = 1.5 + y

1.5 + y = 3 - y

y + y = 3 - 1.5

2y = 1.5

Divide both sides by 2

(2y/2) = (1.5/2)

y = 0.75 mi/h

x = 1.5 + y

x = 1.5 + 0.75

x = 2.25 mi/h

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Answer:

Total number of flash = 50 flash

Step-by-step explanation:

Given:

Time taken of a flash = 3/5 minute = 3/5 × 30 = 36 sec

Total time = 30 minute = 30 × 60= 1800 sec

Find:

Total number of flash in 30 minutes

Computation:

⇒ Total number of flash = Total time / Time taken of a flash

⇒ Total number of flash = 1800 / 36

⇒ Total number of flash = 50 flash

The correct option is option C, "The same poll is given to each respondent," is the most reasonable assumption among the given options.

The assumption that "The same poll is given to each respondent" is reasonable because it ensures consistency and fairness in the data collection process.

By using the same poll for each respondent, we can minimize potential biases that may arise from variations in the questions or survey instruments. This allows for more accurate and comparable results across different respondents.

It helps maintain the integrity of the survey methodology and ensures that all respondents are given equal opportunities to provide their responses. Therefore, option C, "The same poll is given to each respondent," is the most reasonable assumption among the given options.

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Answer:

8211 miles

Step-by-step explanation:

Delia flew 2416 miles on the first year of the job

She flew 3719 miles on the second year of the job

She flew 2076 miles more than the first and second year combined on the third year

= 2416+3719

= 6135

= 6135+2076

= 8211

Hence Delia flew 8211 miles on the third year

Answer:

263 · v = 215 ÷ r

Step-by-step explanation:

I hope this helps!

The answer to the question is x = 4

Answer:

4

Step-by-step explanation:

3(x - 4) + 2x =8

3x - 12 + 2x =8

5x -12 =8

5x +20

x= 4

The equations of nonlinear functions from the options are y = x² + 3 and y = 3/x - 10

From the question, we have the following parameters that can be used in our computation:

The list of options

As a general rule:

Using the above as a guide, we have the following as nonlinear functions

y = x² + 3

y = 3/x - 10

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Part A

Given f(x) defined below:

The y-intercept is the value of y when x=0.

Vertex

Since the axis of symmetry is given as x=2:

Minimum/Maximum Value

Since the coefficient of x² is negative, there is a maximum value.

• Maximum Value = 9

• The graph opens downwards.

Part B

Given g(x) defined below:

The axis of symmetry is derived using the formula below:

• Axis of Symmetry: x=-1

• Vertex: (-1,-7)

Answer:

I know for a fact its the first and third ones but if there are more than those two I don't know

Step-by-step explanation:

Answer:

triangles ABC and DCB are congruent by the side-angle-side triangle congruence theorem is the correct answer

hope it helps you!

According to the hypothesis test, the correct statement of the p-value is mean value is against null hypothesis.

Hypothesis test:

In statistics, hypothesis test means a form of statistical inference that uses data from a sample to draw conclusions about a population parameter or a population probability distribution.

Given,

Here we need to find the correct statement of the p-value for the a hypothesis test for population proportion, you calculated the p-value is 0. 01 for the test statistic.

While we looking into the given question we have identified the value of p value of the test statistic is 0.01.

Then the correct statement of the p-value less than 0.01 will under normal circumstances mean that there is substantial evidence against the null hypothesis.

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The fee charged for the R 2, 500 withdrawal from TownBank would be R 33. 30.

To find the total fee charged to withdraw the sum of R 2, 500 from TownBank, the formula is :

= 3. 30 + R 1, 20 per R 100

The amount withdrawn was R 2, 500 so the total fee charged would be :

= 3. 30 + 1, 20 x ( 2, 500 / 100 )

= 3. 30 + 1. 20 x 25

= 3. 30 + 30

= 33. 30

= R 33. 30

In conclusion, the total fee charged was R 33. 30.

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First part of the question :

The TownBank current account charges R3,30 plus R1,20 per R100 or part thereof for a cash withdrawal from a TownBank ATM. The first five withdrawals in a month are free. Determine the bank charges for a withdrawal of:

Answer: Parallel

Step-by-step explanation:

if two secanys of a circle are made them they cut off congruent arcs

Based on the information given, the FICO score ranges from 300 to 850, with corresponding interest rates and total payments for an $8,000 principal balance.

To calculate how much more a household with a credit score of 580 will pay compared to a household with a credit score of 750, we need to determine the total amount paid for each credit score range and subtract the difference.

For a FICO score of 580, the total amount paid is $2,079 with an interest rate of 28% and 33 payments.

For a FICO score of 750, the total amount paid is $2,635 with an interest rate of 15% and 29 payments.

The difference in total amount paid between the two credit scores is:

$2,635 - $2,079 = $556

Therefore, a household with a credit score of 580 will pay $556 more than a household with a credit score of 750.

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Answer:

Step-by-step explanation:

the answer is $2,079

i know i just took the test

Answer:

y-y1/x-x1=0

y-5/x--1=0

y-5/x+1=0

cross multiplying

y-5=0(x+5)

equation=y-5

Answer:

15% if I remember correctly

Answer:

the solution is usually where the arrows touch, so it should be (8,-4)

Step-by-step explanation:

Answer: The probability of a student taking the SATs is p = 0.61. Let's consider the first student we sample. The probability that this student does not take the SATs is q = 1 - p = 0.39.

If the first student does not take the SATs, we need to sample another student. The probability that the second student does not take the SATs, given that the first student did not take the SATs, is still q = 0.39.

Similarly, if the second student also does not take the SATs, we need to sample a third student. The probability that the third student does not take the SATs, given that the first two students did not take the SATs, is still q = 0.39.

We continue this process until we find the first student who takes the SATs. Let X be the number of students we sample until we find the first student who takes the SATs. Then X can take on the values 1, 2, 3, and so on.

The probability that we find the first student who takes the SATs on the first try is p = 0.61. The probability that we find the first student who takes the SATs on the second try is (q)(p) = (0.39)(0.61) = 0.238.

Similarly, the probability that we find the first student who takes the SATs on the third try is (q)(q)(p) = (0.39)(0.39)(0.61) = 0.147.

In general, the probability that we find the first student who takes the SATs on the kth try is (q)^(k-1)(p).

Therefore, the probability that we find the first student who takes the SATs in exactly k tries is:

P(X=k) = (q)^(k-1)(p)

We want to find the probability of sampling five successive students at random until we find the first student to take the SATs. So we want to find:

P(X=1) ∗ P(X=2) ∗ P(X=3) ∗ P(X=4) ∗ P(X=5)

= p ∗ (q)(p) ∗ (q)(q)(p) ∗ (q)(q)(q)(p) ∗ (q)(q)(q)(q)(p)

= (0.61) ∗ (0.39)(0.61) ∗ (0.39)(0.39)(0.61) ∗ (0.39)(0.39)(0.39)(0.61) ∗ (0.39)(0.39)(0.39)(0.39)(0.61)

= 0.61 ∗ 0.238 ∗ 0.147 ∗ 0.0905 ∗ 0.0554

≈ 0.00028

Therefore, the probability of sampling five successive students at random until you find the first student to take the SATs is approximately 0.00028 or 0.028%.

Step-by-step explanation:

False. The statement is not necessarily true.

If 2 is an eigenvalue of a matrix A, it means that there exists a non-zero vector v such that Av = 2v.

To determine if A - 21 is invertible, we need to check if the eigenvalues of A - 21 are all non-zero.

Subtracting a constant from the matrix does not change its eigenvalues. Therefore, if 2 is an eigenvalue of A, then 2 - 21 = -19 is also an eigenvalue of A - 21.

Since -19 is a non-zero eigenvalue, it means that A - 21 is not invertible.

So, the correct statement would be: If 2 is an eigenvalue of A, then A - 21 is not invertible.

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a) The solution for b in the equation 2b × 3 = 6 is b = 1.

b) The solution for b in the equation 32 - 3b = 2 is b = 10.

c) The solution for b in the equation 6 + 7b = 41 is b = 5.

d) The solution for b in the equation 100/5b = 2 is b = 10.

a) To solve for b in the equation 2b × 3 = 6, we can start by dividing both sides of the equation by 2 to isolate b.

2b × 3 = 6

(2b × 3) / 2 = 6 / 2

3b = 3

b = 3/3

b = 1

Therefore, the solution for b in the equation 2b × 3 = 6 is b = 1.

c) To solve for b in the equation 6 + 7b = 41, we can start by subtracting 6 from both sides of the equation to isolate the term with b.

6 + 7b - 6 = 41 - 6

7b = 35

b = 35/7

b = 5

Therefore, the solution for b in the equation 6 + 7b = 41 is b = 5.

b) To solve for b in the equation 32 - 3b = 2, we can start by subtracting 32 from both sides of the equation to isolate the term with b.

32 - 3b - 32 = 2 - 32

-3b = -30

b = (-30)/(-3)

b = 10

Therefore, the solution for b in the equation 32 - 3b = 2 is b = 10.

d) To solve for b in the equation 100/5b = 2, we can start by multiplying both sides of the equation by 5b to isolate the variable.

(100/5b) × 5b = 2 × 5b

100 = 10b

b = 100/10

b = 10.

Therefore, the solution for b in the equation 100/5b = 2 is b = 10.

In summary, the solutions for b in the given equations are:

a) b = 1

c) b = 5

b) b = 10

d) b = 10

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The magnitude of the correlation coefficient, regardless of the sign, provides information about the strength of the linear relationship between variables.

The sample correlation coefficient, r, ranges between -1 and 1. A value of 1 or -1 indicates a perfect linear relationship, where all data points lie precisely on a straight line. On the other hand, a value close to 0 indicates a weak or no linear relationship.

In the given scenario, r = .40 indicates a moderate positive linear relationship. Although the correlation is not perfect (not equal to 1), it still suggests a moderate degree of association between the variables. The positive sign indicates that as one variable increases, the other tends to increase as well, but not necessarily in a strictly linear fashion.

On the other hand, r = -.60 indicates a stronger linear relationship, albeit in the negative direction. The negative sign signifies an inverse relationship, meaning that as one variable increases, the other tends to decrease, but again, not necessarily in a perfectly linear manner. The magnitude, which is the absolute value of the correlation coefficient, indicates a stronger relationship compared to r = .40.

Therefore, it is important to consider both the magnitude and the sign of the correlation coefficient to assess the strength and direction of the linear relationship between variables.

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Given the following question: