PLS HELP MARKING BRAINLIEST pls answer correctly

Answer:

A. 160

B. 960

Step-by-step explanation:

The interest earned after 5 years is the balance - the initial balance: 160

The balance is 800 * (1 + .04*5): 960

The NBA league exhibits more competitive balance.

The chance that each team in a league has of winning the title is referred to as competitive balance. The championship would be won by each team on a regular basis in an ideal competitive environment. In contrast, if there was no balance between the two types of competition, the same team would consistently prevail.

Competitive balance is often regarded as a desirable trait because too much predictability makes fans of the lesser franchises angry and fans of the defending champions complacent, which lowers interest in the sport as a whole.

The "Noll-Scully" measure is the competitive balancing metric that is most frequently used in sports. The winning percentage of each league team's standard deviation (SD) is used to compute it. The SD is then divided by what it would be if all teams had equal talent and the outcomes were entirely random.

For NBA team, competitive balance = 0.134/32*82 = 0.343

For EPL team, competitive balance = 0.158/20*38 = 0.30

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Answer:

For this expression:

            a=15  , b=7 and c=4

Step-by-step explanation:

We are asked to find the value of a,b and c by representing the given expression:

in the form of:  

where a is the base and b is the numerator of the exponent and c is the denominator of the exponent.

We know that the expression of the type:

is also written as:

Hence, we get our expression as:

        Hence, we have:

     a=15, b=7 and c=4

a=15  , b=7 and c=4

Step-by-step explanation:

Just had this on a test!

Answer: a=15 b=7 c=4

Step-by-step explanation:

Good

standard form for a linear equation means

• all coefficients must be integers, no fractions

• only the constant on the right-hand-side

• all variables on the left-hand-side, sorted

• "x" must not have a negative coefficient

\((\stackrel{x_1}{4}~,~\stackrel{y_1}{-2})\hspace{10em} \stackrel{slope}{m} ~=~ - 1 \\\\\\ \begin{array}{|c|ll} \cline{1-1} \textit{point-slope form}\\ \cline{1-1} \\ y-y_1=m(x-x_1) \\\\ \cline{1-1} \end{array}\implies y-\stackrel{y_1}{(-2)}=\stackrel{m}{- 1}(x-\stackrel{x_1}{4}) \implies y +2 = - 1 ( x -4) \\\\\\ y+2=-x+4\implies y=-x+2\implies {\Large \begin{array}{llll} x+y=2 \end{array}}\)

Based on the characteristics of the distribution, the probability that the first goal is scored in less than 4 minutes is 0.

For us to be able to calculate the probability that the first goal is scored in less than 4 minutes, the distribution needs to satisfy the requirements of the Central Limit Theorem(CLT).

Based on the fact that the distribution here is extremely right skewed, then it does not satisfy the requirements of CLT so the probability is 0.

First part of question:

The distribution of the time it takes for the first goal to be scored in a hockey game is known to be extremely right skewed with population mean 12 minutes and population standard deviation 8 minutes.

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Answer:

$65

Step-by-step explanation:

Add 53 and 12 together to see how much it costed.

The levels of measurement for which data can be qualitative are: nominal and ordinal.

The levels of measurement for which data can be quantitative are: interval and ratio.

True or False:

3. False. Data at the ordinal level can be qualitative or quantitative.

False. For data at the interval level, meaningful differences can be calculated between data entries.

False. More types of calculations can be performed with data at the interval level than with data at the nominal level.

False. Data at the ratio level can be put in order.

Classifying Data by Type:

7. Quantitative - Heights of hot air balloons (measurable quantities).

Quantitative - Carrying capacities of pickups (measurable quantities).

Qualitative - Eye colors of models (distinct categories).

Qualitative - Student ID numbers (distinct identifiers).

Quantitative - Weights of infants at a hospital (measurable quantities).

Qualitative - Species of trees in a forest (distinct categories).

Qualitative - Responses on an opinion poll (distinct categories).

Quantitative - Wait times at a grocery store (measurable quantities).

Classifying Data By Level:

15. Nominal level - The years represent distinct categories with no inherent order.

Nominal level - The list of business schools represents distinct categories with no inherent order.

The levels of measurement for which data can be qualitative are:

Nominal: Data that can be categorized into distinct groups or categories, where there is no inherent order or ranking between the categories. Examples: eye color, gender, race.

The levels of measurement for which data can be quantitative are:

Interval: Data that can be measured on a scale with equal intervals between values, but without a meaningful zero point. Examples: temperature in Celsius or Fahrenheit, IQ scores.

Ratio: Data that can be measured on a scale with equal intervals between values and a meaningful zero point, where zero represents the absence of the quantity being measured. Examples: height, weight, age.

True or False:

3. False. Data at the ordinal level can be qualitative or quantitative. Ordinal data has a natural order or ranking, but the differences between values may not be equal or meaningful. Examples: ranking in a competition, Likert scale responses.

False. For data at the interval level, meaningful differences can be calculated between data entries. However, there is no meaningful zero point on the scale. Examples: temperature differences, SAT scores.

False. More types of calculations can be performed with data at the interval level than with data at the nominal level. Interval data allows for calculations such as differences and averages, whereas nominal data only allows for counting and frequency calculations.

False. Data at the ratio level can be put in order. In fact, data at the ratio level possess all the characteristics of interval data, with the addition of a meaningful zero point.

Classifying Data by Type:

7. Quantitative - Heights of hot air balloons (measurable quantities).

Quantitative - Carrying capacities of pickups (measurable quantities).

Qualitative - Eye colors of models (distinct categories).

Qualitative - Student ID numbers (distinct identifiers).

Quantitative - Weights of infants at a hospital (measurable quantities).

Qualitative - Species of trees in a forest (distinct categories).

Qualitative - Responses on an opinion poll (distinct categories).

Quantitative - Wait times at a grocery store (measurable quantities).

Classifying Data By Level:

15. Nominal level. The years are simply distinct categories and do not have an inherent order or meaningful numerical value.

Nominal level. The list of business schools represents distinct categories and does not have an inherent order or meaningful numerical value.

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Answer:

x = 8 and -4

Step-by-step explanation:

3x² - 12x = 96

3(x² - 4x +  4 = 32 + 4)

3[(x - 2)² = 6²]

x - 2 = +/- 6

x = 8

x = -4

Answer:

5

Step-by-step explanation:

y= mx+b

with m being slope and b being y-intercept

Answer:

5

Step-by-step explanation:

y=mx+b

b=5

Step-by-step explanation:

The amplitude is the value that the cosine is being multiplied by.

The general equation of a sinusoid is

\( a \cos(b(x + c) ) + d\)

where a is the amplitude

\( \frac{2\pi}{ |b| } \)

is the period

-c is the phase shift

d is the midline(vertical shift)

Here the amplitude is -1/2 so b is the correct answer.

Answer:

the amplitude of the function that is y= -1/2 cos x, is 1/2.

Step-by-step explanation:

Answer:

Step-by-step explanation:

the solution to the pair is (5,2)

Answer:

\( \sf \: 28x−140\)

Step-by-step explanation:

12(x−5)(2)+4(x−5)

Distribute:

=24x+−120+(4)(x)+(4)(−5)

=24x+−120+4x+−20

Combine Like Terms:

=24x+−120+4x+−20

=(24x+4x)+(−120+−20)

=28x+−140

Answer: -8

Step-by-step explanation:

The solutions to the equation (3x - 5)²= 19 are: - \(\frac{\sqrt{19} + 5}{3}\) and \(\frac{\sqrt{19} + 5}{3}\) .

A mathematical statement known as an equation is made up of two expressions joined together by the equal sign.

In this question we have been given an equation that is (3x - 5)²= 19

Now taking square root both sides

(3x - 5)² = 19

3x - 5 = ± \(\sqrt{19}\)

Add 5 to both sides to make equation simpler

3x = ± \(\sqrt{19}\)+ 5

Divide both sides by 3

x = ±\(\frac{\sqrt{19} + 5}{3}\)

Now separating the solutions we get

x = \(\frac{\sqrt{19} + 5}{3}\) .

x = - \(\frac{\sqrt{19} + 5}{3}\) .

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Answer:

The answer is C. I suggest using desmos online graphing calculator if that is an option for you

Answer: angleAOB = 40°

Step-by-step explanation: Drawing these angles, we see that angle AOC is the sum of angle AOB and angle BOC, so:

angleAOC = angleAOB + angleBOC

108 = 3x + 4 + 8x - 28

108 + 24 = 11x

11x = 132

x = 12

Knowing x, to find angleAOB, just substitute and calculate:

angleAOB = 3x+4

angleAOB = 3.12 + 4

angleAOB = 40°

The angle AOB is 40°.

Based on the information given, Brody is older than Nathan, then;

Brody's age is 15 years.

Algebraic expressions are expressions comprising of variables, terms, factors, constants, and coefficients.

They are also made up of mathematical operations like addition, subtraction, multiplication, parenthesis, bracket, division, etc

From the information given, we have that

It is represented thus;

5x + x + 2 = 80

collect like terms

6x = 80 - 2

Subtract like terms

6x = 78

Make 'x' the subject of formula

Divide both sides by 6

x = 78/6

x = 13

But we have that;

Brody's age  = x + 2

Substitute the value of x

Brody's age = 13 + 2

Brody's age = 15 years

Thus, Brody's age is 15 years.

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Answer:

C

Step-by-step explanation:

1/4p(1/4of the plant stand) +1.5(1.5f taller than)

Answer:

2

Step-by-step explanation:

i took the test

The table represents the number of male and female students who attended two separate action camps. Let us analyze the table given below: Male Female Camp A7035Camp B3050Total10085The table indicates that there were 100 students in total who attended two different camps.

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The probability of choosing a male from the given group is 0.43(D).

To find the probability of choosing a male from the group, we divide the number of males by the total number of people.

Probability (Male) = (Number of Males) / (Total Number of People)

In this case:

Number of Males = 204 (from the "Male" column)

Total Number of People = 479 (the sum of the "Total" row)

So the probability of choosing a male is:

P(male) = 204 / 479 = 0.43 (rounded to two decimal places)

Therefore, the correct answer is (D). 0.43.

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The probability of 3 dying of SIDS in this situation is approximately 0.000227. The number of SIDS cases in this hospital is significantly higher than the expected rate.

a. The probability of 3 infants dying of SIDS in this situation can be calculated using the binomial probability formula:
P(X=k) = C(n,k) * p^k * (1-p)^(n-k)
Where:
P(X=k) is the probability of k successes (SIDS cases) in n trials (infants),
C(n,k) is the number of combinations of n items taken k at a time,
p is the probability of SIDS (0.0001),
n = 100 infants,
k = 3 SIDS cases.
P(3 SIDS cases in 100 infants) = C(100,3) * (0.0001)^3 * (1-0.0001)^(100-3)
After calculating, the probability is approximately 0.000227.

b. In this situation, it is alarming that many infants died of SIDS, as the probability of 3 deaths in 100 infants is very low (0.000227), much lower than the prevalence of 0.01%. This indicates that the number of SIDS cases in this hospital is significantly higher than the expected rate.

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An essential concept in mathematics and can be applied to a variety of fields such as physics, economics, and engineering.

The slope of a line in a Cartesian plane is a numerical representation of its steepness and inclination relative to the x-axis.

The slope of a straight line refers to the rise or fall of the y-coordinate as it moves from left to right along the x-axis.

There are a few different ways to interpret the slope of a line, but generally it can be thought of as the rate at which the dependent variable changes with respect to the independent variable.
When the slope is positive, the line rises from left to right, indicating that the dependent variable is increasing as the independent variable increases.

In other words, there is a direct relationship between the two variables.

Conversely, when the slope is negative, the line falls from left to right, indicating that the dependent variable is decreasing as the independent variable increases.

This means that there is an inverse relationship between the two variables.
The magnitude of the slope can also provide information about the relationship between the variables.

If the slope is close to zero, then the relationship between the two variables is weak or nonexistent.

However, if the slope is large in magnitude (i.e. close to 1 or -1), then there is a strong relationship between the variables.

A slope of zero indicates that there is no change in the dependent variable as the independent variable changes, while a slope of undefined means that the line is vertical and has no slope.
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Answer:

Step-by-step explanation:

The required inequality x + m ≤ 510, and the distance is 316 miles.

Inequity occurs when two phrases are joined by a sign such as "not equal to," "more than," or "less than." The inequality illustrates the larger than and less than the relationship between variables and numbers.

Given that Mr. Estrada's car can only drive 510 miles on a full tank of petrol. He drove the car 194 miles after filling up the tank with gasoline.

Let,

x miles = distance already traveled

m miles = distance miles can travel with remaining gas

510 = max. miles can travel on a full tank

As per the given question,

The inequality will be written as,

x + m ≤ 510

194 + m ≤ 510

m ≤ 510 - 194

Apply the subtraction operation, and we get

m ≤ 316

Therefore, the required inequality x + m ≤ 510, and the distance is 316 miles.

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From the given diagram, we can identify two right-angled triangles. The triangles are shown below:

Using trigonometric ratios, we can find x as follows

We can equate the expressions for DF as follows:

Solving for x:

Answer:

x = 5

Answer:

Step-by-step explanation:

700.5

The probability that player a wins is approximately 0.189 or 18.9%.

The probability of Player A winning can be calculated by adding the probability of both players rolling different values and Player A getting a higher value, as well as the probability of both players rolling the same value (in which case Player A wins by default).

To calculate the probability of both players rolling different values and Player A getting a higher value, we can calculate the probability of each possible combination of rolls and sum them up. There are a total of 50 * 40 = 2000 possible combinations of rolls. Out of these, 50 of them result in Player A rolling the highest value, and 400 result in Player B rolling the highest value. Therefore, the probability of Player A winning in this scenario is 50 / (50 + 400) = 50 / 450 = 1/9.

The probability of both players rolling the same value can be calculated as the minimum of the number of sides of the two dice, which is 40, divided by the maximum number of sides, which is 50. Therefore, the probability of both players rolling the same value is 40/50 = 8/10.

Finally, the overall probability of Player A winning can be calculated as the sum of the above two probabilities:

P(Player A wins) = P(different values and Player A higher) + P(same values)

= 1/9 + 8/10

= 17/90

= approximately 0.189 or 18.9%.

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