Pls help simplify fast

8ºC below 0 is -8ºC (negative eight degrees celsius).

Below means subtract. 0 - 8 = -8.

Answer:

D

Step-by-step explanation:

The number of different selections that a customer can make is of 210.

To calculate the number of different selections that the customer can make, we need to verify if the order of the selections matters or not, then:

In the context of this problem, the order does not matter, hence the combination formula is used.

The number of combinations, from a set of n elements, of x elements, is given according to the following rule:

\(C_{n,x} = \frac{n!}{x!(n-x)!}\)

In this problem, the number of selections is of 4 samples from a set of 10 samples, hence it is calculated as follows:

\(C_{10,4} = \frac{10!}{4!6!} = 210\)

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The expression is 5 * n².

An expression is a mathematical statement that consists of variables, constants and mathematical operators.

The representation of a quantity in terms of a value is done by a number.

There are various types of numbers like real numbers, natural numbers, whole numbers, rational numbers, etc.

The expression is :

Five times the square of a number

Let the number be n, then

5 * n²

Let n =1

The value of the expression will be

5 * (1)² = 5

Let n = 2

The value of the expression will be

5 * (2)²

5 * 4

20

Let n = 5

5 * (5)²

5 * 25

125

Let n = 100

5 * (100)²

5 * 10000

50000

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Answer:

y=1.5x+2

Step-by-step explanation:

The equation for a line in slope-intercept form is written as y=mx+c where m is the slope and cis the y-intercept.

We know the slope is 3/2 or 1.5, so we can write

y=1.5x+c

We know the line contains the point (4,8), so we can sub this in to find c:

8=1.5(4)+c

8=6+c

c=2

Having found m and c, we can write the equation:

y=1.5x+2

Answer:   \(\text{y}=\frac{3}{2}\text{x}+2\\\\\)

This is the same as writing y = (3/2)x + 2

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

Work Shown:

\(\text{y}-\text{y}_1=\text{m}\left(\text{x}-\text{x}_1\right)\\\\\text{y}-8=\frac{3}{2}\left(\text{x}-4\right)\\\\\text{y}-8=\frac{3}{2}\text{x}+\frac{3}{2}(-4)\\\\\text{y}-8=\frac{3}{2}\text{x}-6\\\\\text{y}=\frac{3}{2}\text{x}-6+8\\\\\text{y}=\frac{3}{2}\text{x}+2\\\\\)

I used point-slope form as the first step. The 'm' is the slope, and \((x_1,y_1) = (4,8)\) is the point on the line.

The final step shows us the line has a y intercept of b = 2, which is at the location (0,2).

To graph this, draw a straight line through (0,2) and (4,8)

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

Check:

Plug x = 4 into the equation we found. We should arrive at y = 8.

\(\text{y}=\frac{3}{2}\text{x}+2\\\\\text{y}=\frac{3}{2}*4+2\\\\\text{y}=\frac{12}{2}+2\\\\\text{y}=6+2\\\\\text{y}=8\\\\\)

This confirms (4,8) is indeed on this line and confirms the answer is correct.

You can also use graphing tools like Desmos or GeoGebra to quickly and visually confirm the answer.

Answer:

Step-by-step explanation:

We are find two factors of 30 if when multiplied together will give 30 with a>b

when a = 30, b = 30/30 =1 where 30>1

The first pair of positive integers is (30, 1)

If a = 15

b = 30/15 = 2 where 15< 2

One of the factors is 2 and 15. The product of 2 and 15 is 30

Also if a = 10, b = 30/10 = 3

where 10>3

Another factor is 3 and 10. The product of 3 and 10 is also 30

If a = 6, then b = 30/6 = 5.

The two pairs of positive integers are 5 and 6 where 6>5 and the product of 6 and 5 is 30.

The different pair of positive integers (a, b) are;

(30, 1), (15, 2), (10, 3) and (6, 5)

Hence there are 4 different pairs of positive integers (a,b), with greatest common factor of 1,

An equation which is parallel to 4x - 6y = -36 passing through points (2, 3) is y = 2x/3 + 5/9.

Parallel lines can be defined as two (2) lines that are always the same (equal) distance apart and never meet.

In Geometry, two (2) lines are considered to be parallel if their slopes are the same (equal) and they've different y-intercepts.

This ultimately implies that, two (2) lines are parallel under the following conditions:

m₁ = m₂

Note: m is the slope.

Simplifying the equation, we have:

4x - 6y = -36

6y = 4x + 36

Dividing both sides by 6, we have:

y = 2x/3 + 6

m₁ = m₂ = 2/3.

Mathematically, the standard form of the equation of a straight line is given by;

y - y₁ = m(x - x₁)

At point (2, 3), we have:

y - 3 = 2/3(x - 2)

y - 3 = 2/3(x - 2)

y - 3 = 2x/3 - 4/3

y = 2x/3 - 4/3 + 3

y = 2x/3 + 5/9

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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

An English teacher, gives pop quizzes to her students every marking period. (D. Fixed interval schedule of reinforcement.)

The other options listed are not applicable in this scenario:

A. Variable interval schedule of reinforcement: This schedule involves providing reinforcement after varying time intervals. Mrs. Jackson's quizzes occur at fixed intervals, not varying intervals.

B. Variable ratio schedule of reinforcement: This schedule involves providing reinforcement after a varying number of responses. The pop quizzes are not contingent on the number of responses from the students.

C. Fixed ratio schedule of reinforcement: This schedule involves providing reinforcement after a fixed number of responses. The pop quizzes are not contingent on the number of responses from the students.

D. Fixed interval schedule of reinforcement :fixed interval schedule of reinforcement involves providing reinforcement  at a fixed time interval. Mrs. Jackson gives the pop quizzes every marking period, which is a predetermined fixed interval of time. This schedule of reinforcement is characterized by a steady rate of response from the students, with an increase in responding closer to the time when the reinforcement is expected.

E. Interval ratio schedule of reinforcement: This is not a recognized schedule of reinforcement. The correct term would be fixed interval or variable interval schedule of reinforcement.

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If the triangles are similar but no congruent, then the triangles have different size, thus the only correct option is the dilation (first option).

We know that two figures are congruent if the figures have the same shape and size, while two figures are similar only if have the same shape (but the figures can have different size).

Here we know that the triangles are similar but no congruent, so the triangles must have different size. From the given transformations, the only one that changes the size is the first option, a dilation.

And for example, if we apply a dilation AND the other transformations, then we still will get a similar figure, but if we apply a reflection/rotation/translation alones, we will get a congruent triangle.

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Answer:

180

Step-by-step explanation:

i just did it got it right

Answer:

I think the answer is A sorry if I am wrong

Step-by-step explanation:

Answer:

The answer is b

Step-by-step explanation:

10 + (-3) = 7

The possible data in the question does not provide sufficient evidence available to support the alternative hypothesis that there is a difference between Mr. Starnes and Ms. McGrail's AP Statistics classes and Mr. Starnes did not stack the class.

In statistics, a hypothesis test is the performance of a test on an assumption made about a population parameter.

The possible data in the question, obtained from a similar online question, using MS Excel, indicates;

The mean of the Starnes GPA ≈ 3.212867

The standard deviation of Starnes GPA ≈ 0.364249

Mean of McGrail GPA ≈ 3.134722

The standard deviation of McGrail's GPA ≈ 0.357995

The null hypothesis is H₀: μ₁ - μ₂ = 0

The alternative hypothesis is Hₐ: μ₁ - μ₂ ≠ 0

The test statistic is found using the following formula;

\(t_0 = \dfrac{(\overline{x_1} - \overline{x_2})-(\overline{\mu_1}-\overline{\mu_2})}{\sqrt{\dfrac{s_1^2}{n_1}+\dfrac{s_2^2}{n_2} } }\)

The decision rule is obtained with α = 0.05 and the null hypothesis is rejected t₀ ≤ -1.96 or t₀ ≥ 1.96

Therefore, we get;

\(t_0 = \dfrac{(3.212867 - 3.134722)-0}{\sqrt{\dfrac{0.364249^2}{15}+\dfrac{0.357995^2}{18} } } \approx 0.618\)

The parameter for the degrees of freedom is 15 - 1 = 14

The critical value obtained from the t-table, at t.₉₅ is 1.761 which is larger than 0.618, therefore, we fail to reject the null hypothesis, and the evidence is insufficient to suggest that there is a difference in the average score of the two AP Statistics classes.

Taking the variance to be the same, we get;

\(S_p^2= \dfrac{(n_1-1)\cdot s_1^2+(n_2-1)\cdot s_2^2}{n_1+n_2-2}\)

Therefore;

\(S_p^2= \dfrac{(15-1)\times 0.364249^2+(18-1)\times 0.357995^2}{15+18-2}\approx 0.1302\)

\(t_0 = \dfrac{(\overline{x_1} - \overline{x_2})-(\overline{\mu_1}-\overline{\mu_2})}{\sqrt{s_p^2 \times\left(\dfrac{1}{n_1}+\dfrac{1}{n_2} }\right) }\)

\(t_0 = \dfrac{(3.212867 - 3.134722)-0}{\sqrt{0.1302\times \left(\dfrac{1}{15}+\dfrac{1}{18} }\right) } \approx 0.6195\)

df = 15 + 18 - 2 = 31

From the t-table, the critical value is about 1.697, which is larger than 0.6195, therefore, the null hypothesis cannot be rejected and the evidence available is not enough to suggest that there is a difference between the grade point averages of Mr. Starnes and Ms. McGrail AP Statistics classes and Mr. Starnes did not stack the class

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Answer:

perseveration

Step-by-step explanation:

The term you are looking for is "perseveration."

We have to say if 9,953 is divisible by 2, 3, 4, 5, 9 or 10 and justify each one:

• Is no divisible by 2 becuase the number is odd.

• Is not divisible by 3 becuase the sum of the digits is 26 that is not divisible by 3.

• Is not divisible by 4 becuase the last two digits form a number that is not divisible by 4.

• Is not divisible by 5 because the last digit is not 0 or 5.

• Is not divisible 9 becuase the sum of the digits is 26 that is not divisible by 9.

• Is not divisible by 10 because the last digit is not 0,

The particular solution to the given differential equation is: y = x^2 - (2^x)(ln2)/ln2 - 1.

The differential equation is dy/dx = 2x - (2^x)(ln2). To find the particular solution, we need to integrate both sides of the equation with respect to x.

∫dy = ∫(2x - (2^x)(ln2))dx

y = x^2 - (2^x)(ln2)/ln2 + C

To find the value of C, we can use the initial condition that y = -2 when x = 0.

-2 = 0^2 - (2^0)(ln2)/ln2 + C

-2 = -1 + C

C = -1

Therefore, the particular solution to the given differential equation is:

y = x^2 - (2^x)(ln2)/ln2 - 1

In summary, the particular solution to the given differential equation is y = x^2 - (2^x)(ln2)/ln2 - 1, obtained by integrating and using the given initial condition.

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Correct answer is D. Beth's work contained errors in both Step 1 and Step 2, resulting in an incorrect solution. The correct solution to the equation 2x - 9 + 3(5 - x) = 7 is x = -6.5.

To determine the accuracy of Beth's work in solving the equation 2x - 9 + 3(5 - x) = 7, let's examine each step.

Step 1: 2x - 9 + 15 - x = 7

In this step, Beth correctly simplified the expression within the parentheses by multiplying 3 with (5 - x), resulting in 15 - 3x. However, there seems to be an error when combining like terms. It should be 2x - x instead of 2x - 9.

The corrected expression should be: x - 9 + 15 - 3x = 7

Step 2: 2x - 6 - x = 7

In this step, Beth incorrectly subtracted 9 from 15 and obtained -6. The correct subtraction would be 15 - 9 = 6.

The corrected expression should be: x - 6 - 3x = 7

Step 3: x = 13

Beth's final step, solving for x, is correct if we consider the corrected expression from Step 2.

Based on the corrected expression, x - 6 - 3x = 7, we can proceed with the solution:

-2x - 6 = 7 (combining like terms)

-2x = 7 + 6 (adding 6 to both sides)

-2x = 13

x = 13 / -2 (dividing both sides by -2)

x = -6.5

Therefore, the correct statement about Beth's work is:

B. Beth made an error in Step 1, and the solution to the equation is x = -6.5.

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Answer:

$2800.00

Step-by-step explanation:

A total accrued amount 800 = principal (P) $2000 + interest (I)

R Rate of interest per year decimal - 0.08

X Rate of interest per year percentage - 8%

T time period months or years - 5 years

Equation will be A = P (1 + RT)

first convert X to R = percentage to decimal

X = R/100 = 8%/100 = 0.08 per year

Solving:

A = 2000 (1 + (0.08 x 5)) = 2800

A = $2800

A residual is the difference between the observed value of y and the predicted value of y (y-hat) based on the regression equation.

In other words, it is the amount of variation in the data that is not explained by the regression model. For a given set of data with paired observations of x and y, there is one residual for each observation. These residuals are used to assess the accuracy of the regression model and can help identify outliers or areas where the model may need to be improved.

A residual is the difference between an observed value of a dependent variable (y) and its predicted value, based on a regression model. In a given set of data with paired observations of x and y, the number of residuals will be equal to the number of observations. So, if you have n paired observations, there will be n residuals.

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Answer:

The music director can make 15 groups of performers with 6 sixth grade students and 5 seventh grade students in each group.

Step-by-step explanation:

A school chorus has 90 sixth-grade students and 75 seventh-grade students.

Factor these two numbers:

Find GCF(90,75):

Now,

Therefore, the music director can make 15 groups of performers with 6 sixth grade students and 5 seventh grade students in each group.

Answer:

a) To determine the number of ways for a manager to select 14 active players from the roster, we can use the combination notation. Since the order does not matter when selecting the players, we use combinations.

The number of ways to select 14 players from a roster of 21 can be calculated as:

C(21, 14) = 21! / (14! * (21-14)!) = 116,280

Therefore, there are 116,280 ways for the manager to select 14 active players from the roster.

b) To calculate the number of ways a manager can select a 9-player batting lineup from the active roster on opening day, we again use the combination notation.

The number of ways to select 9 players from a roster of 14 (since only the active players are considered) can be calculated as:

C(14, 9) = 14! / (9! * (14-9)!) = 2002

Therefore, there are 2002 ways for the manager to select a 9-player batting lineup from the active roster on opening day.

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A dilation centered at the origin with a negative scale factor can be described as a composition of transformations. This can be summarized as follows:

A dilation is a transformation that alters the size of an object without changing its shape. When the dilation is centered at the origin, the object expands or contracts outward from the origin. When the scale factor is negative, the object not only changes size but also gets reflected across the origin.

To describe a dilation with a negative scale factor as a composition of transformations, we can break it down into two steps. First, we perform a dilation centered at the origin with a positive scale factor. This step alters the size of the object but maintains its orientation. Next, we apply a reflection across the origin. This reflection flips the object across the origin and changes its orientation. By combining these two transformations, we achieve a dilation centered at the origin with a negative scale factor.

In summary, a dilation centered at the origin with a negative scale factor can be described as a composition of a dilation with a positive scale factor and a reflection across the origin. This process changes the size of the object and reflects it across the origin, resulting in a dilation with a negative scale factor.

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Hi!
You make $15 per day.
60 divided by 4 (The number of days you work per month since you work once weekly.) is 15.

Hope this helps!

The total distance is 5 miles, and the total time taken by Llya is 1.06 hours. and Llya's average speed is 4.72 mph.

Given data:

Total Distance= 5 miles

Anya's speed= 3.4 mph

Llya's speed= 7.7 mph

Let's first calculate the time taken by Anya to cover the distance.

She walked half the distance, which is 5/2 = 2.5 miles

Distance covered while walking= 2.5 miles

Time taken to walk this distance:

Time = Distance/Speed = 2.5/3.4 = 0.735 hours

Now, she ran the other half of the distance, which is also 2.5 miles.

Distance covered while running= 2.5 miles

Time taken to run this distance:

Time = Distance/Speed = 2.5/7.7 = 0.325 hours

Total time taken by Anya= 0.735+0.325= 1.06 hours

Now, let's calculate the time taken by Llya.

Llya walked the same distance as Anya did, i.e., 2.5 miles.

Time taken to walk this distance:

Time = Distance/Speed = 2.5/3.4 = 0.735 hours

Now, he ran the other half of the distance, which is also 2.5 miles.

Distance covered while running= 2.5 miles

Time taken to run this distance: Time = Distance/Speed = 2.5/7.7 = 0.325 hours

Total time taken by Llya= 0.735+0.325= 1.06 hours

Therefore, the time taken by Llya to cover the distance is 1.06 hours. 1.06 hours = 63.6 minutes

Therefore, Llya takes 1.06 hours to cover the distance, and his average speed is calculated by dividing the total distance by the total time taken.

The total distance is 5 miles, and the total time taken by Llya is 1.06 hours.

Therefore, Llya's average speed is (5/1.06) = 4.72 mph.

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a0 is the regression term that describes the constant or intercept in the linear regression equation.

In a simple linear regression model, the equation takes the form of y = a0 + a1x + e1, where y is the dependent variable (or response variable), x is the independent variable (or predictor variable), a0 is the intercept or constant term, a1 is the coefficient of the independent variable, and e1 is the error term.

The intercept term, a0, represents the value of the dependent variable when the independent variable is zero. For example, in a linear regression model that predicts salary based on years of experience, the intercept would represent the starting salary for someone with zero years of experience. The intercept is an important component of the regression equation because it allows us to make predictions for values of x that are outside the range of our observed data.

The coefficient, a1, represents the change in the dependent variable for each one-unit increase in the independent variable. In the salary example, the coefficient would represent the average increase in salary for each additional year of experience.

Both the intercept and coefficient are estimated from the data using methods such as least squares regression. Once these values are estimated, we can use them to make predictions for new values of x.

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The probability that neither of the two individuals has some college or a college degree is (1 - P(college))^2.

To calculate the probability that at least one of the two individuals chosen at random from the population will have some college or a college degree, we need to consider the complement of the event, which is the probability that none of the individuals have a college degree.

Let's assume that the population size is N, and the number of individuals with a college degree is C. The probability that an individual does not have a college degree is (N - C) / N.

When choosing the first individual, the probability that they do not have a college degree is (N - C) / N.

When choosing the second individual, the probability that they do not have a college degree is also (N - C) / N.

Since these events are independent, we can multiply the probabilities together:

P(no college degree for either individual) = (N - C) / N * (N - C) / N = (N - C)² / N².

Now, to find the probability that at least one of the individuals has a college degree, we subtract the probability of none of them having a college degree from 1:

P(at least one with a college degree) = 1 - P(no college degree for either individual) = 1 - (N - C)² / N².

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Answer:

You know that x = -9, and 3 or The first number is 3, the other -9

Step-by-step explanation:

First number: x

Second: x + 6

(x)^2 + (x + 6)^2 = 90

x^2 + x^2 + 6x + 6x + 36 = 90

Simplify more

2x^2 + 12x + 36 = 90

2x^2 + 12x - 54 = 0

2(x + 9)(x - 3) = 0

The value of P(0) and P(6) of The Polynomial Function above are 2 and 253/2 respectively.

Polynomial function refers to the algebraic expression that consists of several terms.

Polynomial function can be of different degrees, like linear polynomial (degree 1), quadratic polynomial (degree 2), cubic polynomial (degree 3), and so on.

The given polynomial function is P(w) = 6w² - 20w + 2.

To find P(6), substitute w = 6 in P(w).

Therefore,P(6) = 6(6)² - 20(6) + 2P(6) = 6(36) - 120 + 2P(6) = 216 - 120 + 2P(6) = 96

Adding P(6) = 349 to this equation, we get:2P(6) = 349 - 96 = 253

Therefore, P(6) = 253/2

Now, to find P(0), substitute w = 0 in P(w).

Therefore, P(0) = 6(0)² - 20(0) + 2 = 2

Therefore, P(0) = 2

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Answer:

A-- 98.9 degrees in the morning

B-- 0.3 degrees above average

Step-by-step explanation:

Answer:

98.9 degrees F, .3 degrees

Step-by-step explanation:

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