What is the value of x?
70°
35⁰
Xº

Answer:

36cm

Step-by-step explanation:

2l + 25

l=14cm, w= 4cm

2(14cm+4cm)=

28cm + 8cm=

36cm

Answer:

y = x^4

Step-by-step explanation:

First, swap the variables y = x^(1/4) becomes x = y^(1/4).

Therefore, x^4 = y

The p-value for testing H0 (null hypothesis) versus Ha (alternative hypothesis) is 0.0038. We need to determine whether H0 would be rejected at different significance levels: α = 0.10, α = 0.05, α = 0.01, and α = 0.001.

To make the decision, we compare the p-value with the chosen significance level. If the p-value is less than or equal to the significance level, we reject H0. Otherwise, we fail to reject H0.

At α = 0.10: Since the p-value (0.0038) is less than 0.10, we reject H0.

At α = 0.05: Since the p-value (0.0038) is less than 0.05, we reject H0.

At α = 0.01: Since the p-value (0.0038) is greater than 0.01, we fail to reject H0.

At α = 0.001: Since the p-value (0.0038) is greater than 0.001, we fail to reject H0.

In summary:

H0 would be rejected at α = 0.10 and α = 0.05.

H0 would not be rejected at α = 0.01 and α = 0.001.

Please note that the decision to reject or fail to reject the null hypothesis depends on the chosen significance level, and different levels of significance can lead to different conclusions.

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If the side length of the pentagon is 19.27 centimeters. Then the area of the pentagon will be 337.225 square cm.

The polygon is a 2D geometry that has a finite number of sides. And all the sides of the polygon are straight lines connected to each other side by side.

The apothem of the pentagon is 7 cm.

Then the area of the pentagon will be

\(\rm Area = 5 \times \dfrac{1}{2} \times apothem \times side \ length\)

The side length of the pentagon will be

\(\rm Side \ length = 2 \times 7 \tan 54^o \\\\Side \ length = 19.27\ cm\)

Then the area will be

\(\rm Area = 5 \times \dfrac{1}{2} \times 7\times 19.27\\\\Area = 337.225\)

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(c) The student misses the bus by the difference between the total distances covered by the bus and the student.

(a) To determine the distance covered by the bus from the moment the student starts chasing it until the moment the bus passes by the stop, we need to consider the relative motion between the bus and the student. Let's break down the problem into two parts:

1. Acceleration phase of the student:

During this phase, the student accelerates until reaching the bus's velocity. The initial velocity of the student is zero, and the final velocity is the velocity of the bus. The time taken by the student to accelerate is given as 1.70 s.

Using the equation of motion:

v = u + at

where v is the final velocity, u is the initial velocity, a is the acceleration, and t is the time, we can calculate the acceleration of the student:

a = (v - u) / t

  = (0 -\(v_{bus}\)) / 1.70

Since the student starts 200 m ahead of the bus, we can use the following kinematic equation to find the distance covered during the acceleration phase:

s = ut + (1/2)at^2

Substituting the values:

\(s_{acceleration}\) = (0)(1.70) + (1/2)(-\(v_{bu}\)s/1.70)(1.70)^2

              = (-\(v_{bus}\)/1.70)(1.70^2)/2

              = -\(v_{bus}\)(1.70)/2

2. Constant velocity phase of the student:

Once the student reaches the velocity of the bus, both the bus and the student will cover the remaining distance together. The time taken by the bus to cover the remaining distance of 200 m is given as 36 s - 1.70 s = 34.30 s.

The distance covered by the bus during this time is simply:

\(s_{constant}_{velocity} = v_{bus}\) * (34.30)

Therefore, the total distance covered by the bus is:

Total distance = s_acceleration + s_constant_velocity

              = -v_bus(1.70)/2 + v_bus(34.30)

Since the distance covered cannot be negative, we take the magnitude of the total distance covered by the bus.

(b) To determine the distance covered by the student during the 36 s, we consider the acceleration phase and the constant velocity phase.

1. Acceleration phase of the student:

Using the equation of motion:

s = ut + (1/2)at^2

Substituting the values:

\(s_{acceleration}\) = (0)(1.70) + (1/2\(){(a_student)}(1.70)^2\)

2. Constant velocity phase of the student:

During this phase, the student maintains a constant velocity equal to that of the bus. The time taken for this phase is 34.30 s.

The distance covered by the student during this time is:

\(s_{constant}_{velocity} = v_{bus}\) * (34.30)

Therefore, the total distance covered by the student is:

Total distance =\(s_{acceleration} + s_{constant}_{velocity}\)

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Step-by-step explanation:

a) The test statistic is (4.4-4)/(1.3/sqrt(70)) = 2.83. The p-value is 0.0023. Since the p-value is less than 0.05, we reject the null hypothesis.

b) The test statistic is (5.3-4.4)/sqrt((1.4^2/106)+(1.3^2/70)) = 4.09. The p-value is less than 0.0001. Since the p-value is less than 0.05, we reject the null hypothesis.

Answer:

y = -1/2x + 7

Step-by-step explanation:

The equation is y = mx + b

m = the slope

b = y-intercept

We know

m = -1/2

The y-intercept is located at (0, 7)

So, our equation is y = -1/2x + 7

The area of the square is 25ft² and the perimeter is 20ft.

It's important to note that the area of a square is calculated as:

= Side ²

The perimeter is calculated as:

= 4 × Side

From the information given, the side is 5ft. The area will be:.

= 5 × 5

= 25ft²

The perimeter will be:

= 4 × Sode

= 4 × 5ft.

= 20 feet

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1. Three examples of situations where consistency is important:

Healthcare: when treating patients, healthcare providers must follow consistent procedures and protocols to ensure that every patient receives the same level of care.

Financial transaction: when making financial transactions, it is important to follow regular security rules to prevent fraud.

Support rules: Adherence to consistent rules and regulations in sports is essential to ensure fair play and the safety of all participants.

2. The number 0 is important in mathematical systems because it represents the absence of a number and serves as a placeholder. Without zero, our mathematical system would be affected in many ways. For example, writing the number 100 would be difficult without the zero. Without the invention of zero, progress in mathematics would have been delayed.

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Answer:

x = -1/4(y +3)2 - 2.

Step-by-step explanation:

Here are the steps:

Find if parabola is horizontal or vertical

Find vertex and substitute into equation of step 1

Use another point to find a in the equation.

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

Parabola is obviously vertical.

that means we use x = a(y - k)2 + h

Our vertex is (-2,-3), and it's also (h, k)

so, our current equation is x = a(y - -3)2 - 2 and if we simplify it,

we get x = a(y +3)2 - 2.

It's not over yet, cuz we still need a.

so, we substitute in a point (x, y). We can use (-4, 1).

We plug in and get -4 = a(1 +3)2 - 2.

We solve like a one variable linear equation and get a = -1/4

Thus our equation is x = -1/4(y +3)2 - 2.

Answer:

40°

Step-by-step explanation:

By the exterior angle theorem, \(m\angle 1=100^{\circ}\). Applying the theorem again, we get \(m\angle 2=40^{\circ}\)

P(Y₁ < 3, Y₂ > 6) is 0.0108 by integrating the given joint density function. P(Y₁ + Y₂ = 7) is 0.4472by integrating the same joint density function over the appropriate region.

To find P(Y₁ < 3, Y₂ > 6), we need to integrate the joint density function over the region defined by Y₁ < 3 and Y₂ > 6

P(Y₁ < 3, Y₂ > 6) = ∫∫\(e^{-(Y_1 Y_2)}\) dY₁ dY₂, where the limits of integration are Y₁ from 0 to 3 and Y₂ from 6 to infinity.

Using the formula for the integral of exponential functions, we have:

P(Y₁ < 3, Y₂ > 6) =\(\int\limits^6_\infty\)\(\int\limits^0_3\) \(e^{-(Y_1 Y_2)}\)  dY₁ dY₂

=\(\int\limits^6_\infty\) [-1/Y₂ \(e^{-(Y_1 Y_2)}\) ] from 0 to 3 dY₂

=\(\int\limits^6_\infty\) [(-1/3Y₂) + (1/Y₂\(e^{3Y_2}\))] dY₂

= [(-1/3) ln(Y₂) - (1/9)\(e^{3Y_2}\)] from 6 to infinity

= (1/3) ln(6) + (1/9)e¹⁸

≈ 0.0108

Therefore, P(Y₁ < 3, Y₂ > 6) ≈ 0.0108.

To find P(Y₁ + Y₂ = 7), we need to first determine the range of values for Y₂ that satisfy the equation. If we set Y₂ = 7 - Y₁, then Y₁ + Y₂ = 7, so we have:

P(Y₁ + Y₂ = 7) = P(Y₂ = 7 - Y₁)

We can then integrate the joint density function over the region defined by this range of values for Y₁ and Y₂:

P(Y₁ + Y₂ = 7) = ∫∫\(e^{-(Y_1 Y_2)}\) dY₁ dY₂, where the limits of integration are Y₁ from 0 to 7 and Y₂ from 7 - Y₁ to infinity.

Using the substitution Y₂ = 7 - Y₁ and the formula for the integral of , we have

P(Y₁ + Y₂ = 7) = \(\int\limits^0_7\) \(\int\limits^{ \infty} _{7-Y_1\) \(e^{-(Y_1(7- Y_1)}\)) dY₂ dY₁

= \(\int\limits^0_7\) \(e^{7Y_1}\)/49 - 1/7 dY₁

= (7/6)(e⁷/49 - 1)

≈ 0.4472

Therefore, P(Y₁ + Y₂ = 7) ≈ 0.4472.

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--The given question is incomplete, the complete question is given below " Let Y₁ and Y₂ have the joint density function

f(y₁,y₂) = {e^-(Y₁ Y₂)   Y₁ > 0, Y₂> 0

             {0,  elsewhere_

What is P(Y₁ < 3, Y₂>  6)? (Round your answer to four decimal places:) (b) What is P(Y₁+ Y₂= 7)? (Round your answer to four decimal places:)"--

Michelle would need to shoot an additional 40 free throws to have a shooting percentage of 90%.

Let's denote the number of additional free throws that Michelle needs to make as "x." Since she has made 14 out of her 20 free throws this season, her current shooting percentage is:

Current shooting percentage = (Number of made free throws / Total number of attempted free throws) * 100

                        = (14 / 20) * 100

                        = 70%

To find the number of additional free throws she needs to shoot to achieve a shooting percentage of 90%, we set up the following equation:

(14 + x) / (20 + x) = 90/100

We can now solve this equation to find the value of x:

(14 + x) / (20 + x) = 0.9

Cross-multiplying gives:

0.9 * (20 + x) = 14 + x

18 + 0.9x = 14 + x

0.9x - x = 14 - 18

-0.1x = -4

Dividing both sides by -0.1 gives:

x = 40

Therefore, Michelle would need to shoot an additional 40 free throws to have a shooting percentage of 90%.

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Answer:

A. y+6 = -3(x-2)

Step-by-step explanation:

The slope point formula is:

y - y₁ = m (x - x₁)

Our slope is negative 3, and our coordinates given are 2 and -6.

Substitute -3 for m, -6 for y₁, and 2 for x₁

y - (-6) = -3 (x - 2)

Negative and negative multiplied together make postive

A. y+6 = -3 (x-2)

Answer:

Airplane goes 550 mph

Bike goes 9 mph

Ship goes 27 mph

Step-by-step explanation:

The airplane goes 1,925 every 3.5 hours

Divide 1925 by 3.5

1925/3.5 = 550mph

Do the same thing with the bike’s numbers:

45/5 = 9

So 9mph

And again with the ship:

432/16 = 27

It also says its three times as fast as the bike so:

9 x 3 = 27

So the ship goes 27 mph

The influence of a small alpha level in the context of hypothesis testing is:

c. A small alpha level reduces the likelihood of a Type I error.

A hypothesis known as the null hypothesis states that sample observations are the result of chance.

The correct statement regarding the influence of a small alpha level in the context of hypothesis testing is:

c. A small alpha level reduces the likelihood of a Type I error.

A small alpha level (typically denoted as α) is the significance level used in hypothesis testing to determine the threshold for rejecting the null hypothesis. By setting a small alpha level, such as 0.01 or 0.05, we are reducing the probability of making a Type I error, which is the incorrect rejection of a true null hypothesis.

In other words, a small alpha level provides a stricter criterion for rejecting the null hypothesis, making it less likely to reject the null hypothesis when it is true. This reduces the likelihood of claiming a significant result when there is no true effect or relationship in the population.

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The graph that shows a unit rate of 3/4, which is the time Cindy reads while riding in the car is the graph attached below.

Unit rate can be described as a constant or exactly how much of one quantity is per 1 unit of another quantity.

Unite rate (k) = x/y.

In the graph attached below, when x (hours driving) = 3, y (hours reading) = 4.

Therefore, unit rate = 3/4. We can then conclude that the graph that shows that Cindy reads 3/4 of the time she rides in a car is the graph attached below.

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Answer:

√50 lies between 7 and 8.15

Step-by-step explanation:

your welcome.

Answer:

7 and 8

..

.....

The marked price of the bike should be $440 such that after a discount of 30% john still makes profit of 10 % .

Cost price of the bike = $280

Selling price at 10% profit.

Profit = 10% of 280 = $28

Selling price = 280+28 = $308

Let the marked price be  x

Discount = 30% of x = 0.3 x

Selling price = x - 0.3x = 0.7x

Now the selling price is $308.

Hence a linear equation is formed to calculate the value of x.

0.7 x = 308

or, x = 440

Hence the marked price should be $440.

When making a purchase, terms like cost price, tagged price, discount, and selling price are used. Customers receive discounts from store owners to promote goods sales. Discount is the name given to a rebate or incentive given to customers on the stated price of the product.

The final price at which a product is actually sold is the selling price, which includes any discounts or price drops from the list price. Off or reductions are frequent terms used to describe discounts.

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Answer:

Area =  3π.

Step-by-step explanation:

This is 3/4 of a circle whose area is 3/4πr^2

= 3/4 * 2^2 * π

= = 3/4 * 4 *  π

= 3π

The correct explanation for how ΔAEB could be proven similar to ΔDEC using the AA similarity postulate is:∠AEB ≅ ∠DEC because vertical angles are congruent; reflect ΔCED across segment FG, then dilate ΔCED to confirm segment EB ≅ segment ED.

This is because the AA similarity postulate states that if two pairs of corresponding angles in two triangles are congruent, then the triangles are similar. In this case, ∠AEB and ∠DEC are congruent vertical angles, and by reflecting ΔCED across segment FG and dilating it, segment EB can be made congruent to segment ED, which completes the proof of similarity by AA.

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The cost of one arepa is $3.75, and the cost of one buñuela is $1.50.

Let's assume the cost of one arepa is A dollars and the cost of one buñuela is B dollars.

From the given information, we can set up the following system of equations based on the orders and prices:

Equation 1: A + 2B = 6.75 (Pepa's order)

Equation 2: 2A + B = 9.00 (Félix's order)

To solve this system of equations, we can use either substitution or elimination method. Let's use the elimination method:

Multiply Equation 1 by 2:

2A + 4B = 13.50

Now subtract Equation 2 from the above equation:

(2A + 4B) - (2A + B) = 13.50 - 9.00

Simplifying:

2A + 4B - 2A - B = 4.50

3B = 4.50

Divide both sides by 3:

B = 1.50

Now, substitute the value of B into Equation 1 or Equation 2 to find the value of A.

Let's use Equation 1:

A + 2(1.50) = 6.75

A + 3 = 6.75

A = 6.75 - 3

A = 3.75

Therefore, the cost of one arepa is $3.75, and the cost of one buñuela is $1.50.

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Answer:

O I, II & III

Step-by-step explanation:

(2, 3) and (1, 1)

m = (3 - 1)/(2 - 1) = 2

y = 2x + b

1 = 2(1) + b

b = -1

The equation of the line is

y = 2x - 1

I) y = 2(x - 2) + 3 = 2x - 4 + 3 = 2x - 1   Yes

II) y = 2x - 1   Yes

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

Answer: O I, II & III

Answer:

16x^11

Step-by-step explanation:

2x^3 x 8x^8

= 2 x 8 ( x^8 x x^3 )

= 16 ( x ^8 + 3 )

= 16x^11

\(\huge\textsf{Hey there!}\)

\(\mathsf{2x^3\times8x^8}\\\textsf{There arent any like terms so we \underline{do not} have to compare them together}\\\mathsf{= \mathsf{2\times8 \rightarrow \bf 16}}\\\mathsf{= 3+8\rightarrow\bf 11}\\\mathsf{= 16\times x^{11}}\\\mathsf{= \bf 16x^{11}}\\\\\\\\\boxed{\boxed{\large\textsf{Answer: \bf 16x}\mathsf{\bf ^{11}}}}\huge\checkmark\\\\\\\large\textsf{Good luck on your assignment and your day!}\\\\\\\\\frak{Amphitrite1040:)}\)

Answer:

So to find the perimeter we just simply add all the given lengths. An the answer is simply 48cm.

Step-by-step explanation:

Perimeter of any figure means the addition of the boundary of the figure. So to find the perimeter of this figure we just simply,

10+3+7+14+11+3

=13+7+14+11+3

=20+14+11+3

=34+11+3

=45+3

=48cm

Answer:

Option B

Step-by-step explanation:

3x - 4 > 5

3x > 9

x > 3

-8x - 19 > 21

-8x > 40

x < -5

This means that we can eliminate the first option, since it includes all real numbers. We can also eliminate the last option since it doesn't include any real numbers.

The middle option is the only graph that includes numbers from -∞ to -5, and 3 to ∞

The dependance on experience is reflected in the syntactic distinction between prior probability statements.

syntax refers to alphabet, while semantics refers to meaning. Syntax is the set of rules demanded to insure a judgment is grammatically correct; semantics is how one's wordbook, grammatical structure, tone, and other rudiments of a judgment coalesce to communicate its meaning. syntax is the arrangement or order of words, determined by both the pen's style and alphabet rules. consisting of or noting coinages that are combined in the same order as they would be if they were separate words in a corresponding construction The word blackberry, which consists of an adjective followed by a noun, is a syntactic emulsion.

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Answer:

y = x/4

Step-by-step explanation:

First, replace f(x) with y, so it's easier to find the inverse:

y = 4x

To find the inverse of this function, you would replace all the y's with x's and all the x's with y's, and then solve for y. That would be:

x = 4y

y = x/4

Therefore, the inverse function of y = 4x is y = x/4.