What is a formula for the nth term of the given sequence? − 8 , − 4 , 0... −8,−4,0...

This study was conducted to explore whether the perception of money by preschool-age children is influenced by their family wealth.

This was investigated by testing how the children would recall the size of a coin, with the assumption that the size recalled related to the value placed on the coin. To conduct the study, three local daycare facilities specializing in preschool-age children were randomly selected.

Consent forms were sent home to the parents of the kids, which also asked parents for their average yearly household income. Since everyone from the three selected facilities was used in the study, this is a census sampling.

The income data collected was quantitative data at the ratio level of measurement. From the parents who consented, the children were divided into two groups:

those whose family income was greater than $40,000, and those whose family income was less than $40,000. Each child was asked to draw a nickel.

The resulting circle's diameter was then measured. When the shape drawn was not a perfect circle, the largest and smallest diameters were averaged. The coin diameter data were continuous data at the interval level of measurement. The gender of each child was also collected.

This data was categorical data at the nominal level of measurement. Because this data was collected at one point in time, this is a cross-sectional study. Since we are not imposing treatment on the children, this is not an experiment.

It is hypothesized that children from lower-income families would draw larger coins than children from higher-income families.

This study used census sampling to investigate the relationship between family wealth and the perception of money in preschool-age children.

Data on average yearly household income, coin diameter, and gender were collected. The income data was quantitative at the ratio level of measurement, while the coin diameter data was continuous at the interval level of measurement, and the gender data was categorical at the nominal level of measurement.

This study is a cross-sectional study, and it hypothesized that children from lower-income families would draw larger coins than children from higher-income families.

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Answer:

? = 3

Step-by-step explanation:

The parallel segments shown divide the sides in the ratio

\(\frac{6}{4}\) = \(\frac{?}{2}\) ( cross- multiply )

4? = 12 ( divide both sides by 4 )

? = 3

Answer:

Either 1 or 0

Step-by-step explanation:

Answer:

x=2

Step-by-step explanation:

The work required to lift the rope and the weight up to the level of the balcony is 1200 foot-pounds.

To calculate the work, we need to consider the gravitational potential energy gained by lifting the rope and the weight. The weight of the rope can be calculated by multiplying its linear density (0.1 pounds per foot) by its length (40 feet), resulting in 4 pounds. The total weight to be lifted is the sum of the weight of the rope and the weight attached (4 pounds + 20 pounds = 24 pounds).

The work done to lift an object is given by the formula: Work = Force × Distance. In this case, the force is equal to the weight (24 pounds) and the distance is the height of the balcony, which is not provided in the question. Let's assume the balcony height is h feet. Therefore, the work is given by: Work = 24 pounds × h feet.

Since we don't have the specific height, we cannot calculate the exact work value. However, the main answer provides a general formula to calculate the work required, which is 24h foot-pounds. If the height of the balcony is 50 feet, for example, the work required would be 24 pounds × 50 feet = 1200 foot-pounds. The actual work value depends on the height of the balcony.

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the subtraction problem "-3 - 4" is equivalent to the addition problem "-3 + (-4)".

How to solve and what is subtraction?

To write the subtraction problem "-3 - 4" as an addition problem using negative numbers, we can rewrite it as follows:

-3 - 4 = -3 + (-4)

So, the subtraction problem "-3 - 4" is equivalent to the addition problem "-3 + (-4)".

Subtraction is a fundamental arithmetic operation used to find the difference between two values or quantities. It involves taking away a certain amount from a starting value, resulting in a lower value.

The starting value is called the minuend, the amount being subtracted is called the subtrahend, and the result is called the difference. Subtraction is commonly used in everyday life, such as in calculating change when making a purchase or determining how much time has elapsed between two events. It is also an important concept in more advanced mathematical topics such as algebra and calculus.

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Answer:

216 were accepted into the program

Step-by-step explanation: 3/8=.375

.375 x 576 = 216

In this triangle, the product of tan A and tan C is `(BC)^2/(AB)^2`.

The given triangle ABC has angle A measuring 45 degrees, angle B measuring 90 degrees, and angle C measuring 45 degrees , Answer: `(BC)^2/(AB)^2`.

We have to find the product of tan A and tan C.

In triangle ABC, tan A and tan C are equal as the opposite and adjacent sides of angles A and C are the same.

So, we have, tan A = tan C

Therefore, the product of tan A and tan C will be equal to (tan A)^2 or (tan C)^2.

Using the formula of tan: tan A = opposite/adjacent=BC/A Band, tan C = opposite/adjacent=AB/BC.

Thus, tan A = BC/AB tan C = AB/BC Taking the ratio of these two equations, we have: tan A/tan C = BC/AB ÷ AB/BC Tan A * tan C = BC^2/AB^2So, the product of tan A and tan C is equal to `(BC)^2/(AB)^2`.

Answer: `(BC)^2/(AB)^2`.

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Answer:

A= 153.86

Step-by-step explanation:

49×3.14= 153.86

Answer:

Area= 153.86 inches²

Step-by-step explanation:

The probability of picking one bolt and one nut is 1/2 or 50%.

To find the probability that one is a bolt and one is a nut, we need to use the formula for calculating the probability of two independent events happening together: P(A and B) = P(A) × P(B)

Let's first calculate the probability of picking a bolt from the box:

P(bolt) = number of bolts / total number of parts = 3/6 = 1/2

Now, let's calculate the probability of picking a nut from the box:

P(nut) = number of nuts / total number of parts = 3/6 = 1/2

Since the events are independent, the probability of picking a bolt and a nut in any order is:

P(bolt and nut) = P(bolt) × P(nut) + P(nut) × P(bolt)

P(bolt and nut) = (1/2) × (1/2) + (1/2) × (1/2)

P(bolt and nut) = 1/2

Therefore, the probability of picking one bolt and one nut is 1/2 or 50%.

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the probability that one chosen part is a bolt and the other chosen part is a nut is 1, or 100%. This makes sense because if we choose two parts at random, we must get one bolt and one nut since there are three of each in the box.

To find the probability that one chosen part is a bolt and the other chosen part is a nut, we need to use the formula for probability:

Probability = (number of desired outcomes) / (total number of outcomes)

There are two ways we could choose one bolt and one nut: we could choose a bolt first and a nut second, or we could choose a nut first and a bolt second. Each of these choices corresponds to one desired outcome.

To find the number of ways to choose a bolt first and a nut second, we multiply the number of bolts (3) by the number of nuts (3), since there are 3 possible bolts and 3 possible nuts to choose from. This gives us 3 x 3 = 9 total outcomes.

Similarly, there are 3 x 3 = 9 total outcomes if we choose a nut first and a bolt second.

Therefore, the total number of desired outcomes is 9 + 9 = 18.

The total number of possible outcomes is the number of ways we could choose two parts from the box, which is the number of ways to choose 2 items from a set of 6 items. This is given by the formula:

Total outcomes = (6 choose 2) = (6! / (2! * 4!)) = 15

Putting it all together, we have:

Probability = (number of desired outcomes) / (total number of outcomes)
Probability = 18 / 15
Probability = 1.2

However, this answer doesn't make sense because probabilities should always be between 0 and 1. So we made a mistake somewhere. The mistake is that we double-counted some outcomes. For example, if we choose a bolt first and a nut second, this is the same as choosing a nut first and a bolt second, so we shouldn't count it twice.

To correct for this, we need to subtract the number of outcomes we double-counted. There are 3 outcomes that we double-counted: choosing two bolts, choosing two nuts, and choosing the same part twice (e.g. choosing the same bolt twice). So we need to subtract 3 from the total number of desired outcomes:

Number of desired outcomes = 18 - 3 = 15

Now we can calculate the correct probability:

Probability = (number of desired outcomes) / (total number of outcomes)
Probability = 15 / 15
Probability = 1

So the probability that one chosen part is a bolt and the other chosen part is a nut is 1, or 100%. This makes sense because if we choose two parts at random, we must get one bolt and one nut since there are three of each in the box.

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Answer:

-6/5

Step-by-step explanation:

The formula for slope is [ y2-y1/x2-x1 ]. Use two of the given points to solve.

-6-6/-5-5

-12/-10

-6/5

Best of Luck!

Answer:

-1

Step-by-step explanation:

You have to divide with y being on top and x being on the bottom you then get -1

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Let's solve your equation step-by-step.

\(2x-3x+5=18\)

Step 1: Simplify both sides of the equation.

\(2x-3x+5=18\\2x + -3x + 5 = 18\)

\(( 2x + -3x ) + ( 5) = 18\) (Combine Like Terms)

\(-x + 5 = 18\\-x + 5 = 18\)

Step 2: Subtract 5 from both sides.

\(-x + 5 - 5 = 18 - 5 \\-x = 13\)

Step 3: Divide both sides by -1.

\(\frac{-x}{-1} = \frac{13}{-1} \\x = -13\)

Answer : \(\boxed {x = -13}\)

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Have a great day/night!

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Answer:

Step-by-step explanation:

\( \mathsf{2x - 3x + 5 = 18}\)

Collect like terms

\( \mathsf{ - x + 5 = 18}\)

Move constant to R.H.S and change it's sign

\( \mathsf{ - x = 18 - 5} \)

Calculate the difference

\( - x = 13\)

Change the signs on both sides of the equation

\( \mathsf{x = - 13}\)

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

\( \blue{ \mathsf{verification}}\)

\( \mathsf{LHS \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: RHS}\)

\( \mathsf{2x - 3x + 5 \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: 18}\)

\( \mathsf{ = 2 \times ( - 13) - 3 \times ( - 13) + 5}\)

\( \mathsf{ - 26 + 39 + 5}\)

\( \mathsf{ = 13 + 5}\)

\( = 18\)

Thus, LHS = RHS

hope I helped!

Best regards!

Answer:

12$ tip together is will be 92$

Step-by-step explanation:

-14 is the value of the expression b - 3a at a =6 and b = 4.

Mathematical expressions consist of at least two numbers or variables, at least one arithmetic operation, and a statement. It's possible to multiply, divide, add, or subtract with this mathematical operation.

Given an expression b - 3a

For this expression given,

a = 6 and b = 4

Thus the value of expression at given values

=> b - 3a

=> 4 - 3 * 6

=>4 - 18

=> -14

Therefore, the value of the expression b - 3a at a =6 and b = 4 is -14.

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There are 3,003 ways to select a committee of five from the 15 students in the student council.

To calculate the number of ways to select a committee of five from a group of 15 students, we can use the combination formula. The formula for combination, denoted as "n choose r," calculates the number of ways to choose r items from a set of n items without considering the order.

In this case, we want to choose a committee of five from a group of 15 students. Using the combination formula, we can calculate it as:

C(15, 5) = 15! / (5! * (15-5)!)

where "!" denotes factorial. Simplifying the expression:

C(15, 5) = 15! / (5! * 10!)

The factorial of a number is the product of all positive integers less than or equal to that number. In this case:

15! = 15 * 14 * 13 * 12 * 11 * 10!

Cancelling out the common terms:

C(15, 5) = (15 * 14 * 13 * 12 * 11) / (5 * 4 * 3 * 2 * 1)

Simplifying the expression further:

C(15, 5) = 3,003

Therefore, there are 3,003 ways to select a committee of five from the 15 students in the student council.

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If in a random sample of n=125 units of the drug, there is an average dose of x=499.3 mg with a standard deviation of =6 mg the likelihood of the drugs produced containing a dosage of 500 mg is fairly high.

Based on the information provided, we can use the concept of the standard error of the mean to determine the likelihood that the drugs produced will contain a dosage of 500 mg.

The formula for the standard error of the mean is:

SE = s/√n

Where:
s = standard deviation of the sample
n = sample size

Substituting the values given, we get:

SE = 6/√125
SE = 0.54

This means that the sample mean of 499.3 mg is 0.54 units away from the true population mean of 500 mg.

To determine the likelihood of the drugs produced containing a dosage of 500 mg, we can use a confidence interval. A 95% confidence interval for the mean dosage can be calculated as:

Mean dosage ± 1.96(SE)

Substituting the values given, we get:

499.3 ± 1.96(0.54)
499.3 ± 1.06

The 95% confidence interval for the mean dosage is (498.24, 500.36).

Therefore, there is a 95% chance that the true population means dosage falls within this interval. Since the interval includes the value of 500 mg, we can conclude that the likelihood of the drugs produced containing a dosage of 500 mg is fairly high.

In a random sample of n=125 units of the drug, there is an average dose of x=499.3 mg with a standard deviation of =6 mg is very high.

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Answer:

the rate of change is-3 2

Answer:

Step-by-step explanation:

x is the length of the side opposite the reference angle of 32, and 10 is the side length adjacent to the reference angle. This satisfies the tangent ratio where

\(tan32=\frac{x}{10}\) and solving for x:

x = 10tan32

Answer:

5

Step-by-step explanation:

100= 75 + x2

x=5

Answer:

80+100=supplementary, right? A sup. angle is 2 angles making 180 digres.

The ratio of 17 out of 20, as a percent, would be: 85%.

To convert or represent a given ratio as a percent, follow the steps below:

1. Use the second number to divide the first number

2. To convert the ratio to percentage, multiply what you get in step 1 by 100.

3. Include the percent sign "%".

Thus, to convert or represent the ratio of 17 out of 20 as a percent, we have the following steps:

Step 1: 17/20 = 0.85

Step 2: 0.85 × 100 = 85

Step 3: 85%

Therefore, the ratio of 17 out of 20, as a percent, would be: 85%.

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Answer:

B.   3,158

Step-by-step explanation:

h(x) = -49x − 125

Let x = -67

h(-67) = -49(-67) − 125

          =3283-125

          = 3158

Answer:

Answer B

Step-by-step explanation:

To find the value of h(-67) for the function h(x) = -49x - 125,

we substitute -67 for x in the function and evaluate it.

h ( - 67 ) = - 49 ( - 67 ) - 125

Now we can simplify the expression:

h ( -67 ) = 3283 - 125

h ( -67 ) = 3158

The original conditional statement is true: "If two angles are congruent, then they have the same degree measure." The converse is true: "If two angles have the same degree measure, then they are congruent." The inverse is true: "If two angles are not congruent, then they do not have the same degree measure." The contrapositive is true: "If two angles do not have the same degree measure, then they are not congruent."

The given conditional statement is: "If two angles are congruent, then they have the same degree measure."

The truth value of this conditional statement is true.

Reasoning:

The statement is a well-known mathematical fact. Congruent angles are defined as angles that have the same measure. Therefore, if two angles are congruent, it implies that they have the same degree measure. This statement holds true for all pairs of congruent angles.

Converse: "If two angles have the same degree measure, then they are congruent."

The converse of the given conditional statement is also true. If two angles have the same degree measure, it implies that they are congruent. This is a logical consequence of the definition of congruent angles.

Inverse: "If two angles are not congruent, then they do not have the same degree measure."

The inverse of the given conditional statement is also true. If two angles are not congruent, it implies that they do not have the same degree measure. This is the negation of the original statement.

Contrapositive: "If two angles do not have the same degree measure, then they are not congruent."

The contrapositive of the given conditional statement is true. If two angles do not have the same degree measure, it implies that they are not congruent. This is the negation of the converse statement.

In summary:

- The original conditional statement is true: "If two angles are congruent, then they have the same degree measure."

- The converse is true: "If two angles have the same degree measure, then they are congruent."

- The inverse is true: "If two angles are not congruent, then they do not have the same degree measure."

- The contrapositive is true: "If two angles do not have the same degree measure, then they are not congruent."

All related conditionals are true, and no counterexamples can be found for any of the statements.

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Answer:

x = 98°

Step-by-step explanation:

The triangle on the left is isosceles, thus the base angles are congruent.

The exterior angle of a triangle is equal to the sum of the 2 opposite interior angles.

82° is an exterior angle of the triangle

let y be the base angles, then

y + y = 82

2y = 82

y = 41°

The triangle on the right is isosceles, thus the base angles are congruent.

The left vertex = 41° ( vertical to y ), then

x = 180° - (41 + 41)° = 180° - 82° = 98°

Answer:

-3 = -3x

9x^2 = 9

4x = 4x^2

Answer:

-17

Step-by-step explanation:

(-12)+(-5)

Answer: Your answer is -17.

Step-by-step explanation: -12+(-5)

Have a wonderful day, good luck on your question! Bye!

Answer:

549

Step-by-step explanation:

The order of operations is a sequence in which operations should be performed to evaluate a mathematical expression correctly. A common way to remember is PEMDAS:

To simplify the expression 19×33−2(16+23) using the order of operations, first solve the operations inside the parentheses:

Now we multiply:

The expression now looks like this:

Perform the multiplication before the subtraction:

Now that we have done the multiplication, we can subtract:

Therefore, the expression simplified is 549.

Answer:

b

Step-by-step explanation:

If the variables are not quantitative we cannot do the arithmetic required in the formulas for r.

Quantitative order:

Therefore, if the variables are not quantitative we cannot do the arithmetic required in the formulas for r.

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Answer:

180

Step-by-step explanation:

A 3-digit number cannot start with 0, so the leftmost digit is a choice of 6 digits out of the 7. The middle digit can be chosen from all 7 digits minus the one already used, so there are 6 choices. The right digit can be chosen from 5.

6 × 6 × 5 = .180

The number of three-digit numbers that can be formed from the digits 0, 1, 2, 3, 4, 5, and 6 is 180.

This can be calculated by finding the number of element availabe at first place which is 6 excluding 0 than for second position 6 as first number is excluded and 0 is added and for the last positon the number of possibe combination is 5 as 2 digits are already used.

The final answer is 6*6*5 = 180

so count of 3 digit numbers that can be formed by the given set of digit without repetetion allowed is  180

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Hey!

To get them equal, x must be equal to 3.

(3) + 3 = 6

2(3) = 6

They are not equal in any other situation.

Hope this helps! :D

Answer:

8 or -8

Step-by-step explanation:

Lets just say their net results equals x so -10+2=x

-10+2=-8 which i think you would take off the negitave and it would be an 8 I'm not sure sorry:(

Sorry I couldn't help