Which is equivalent to -38/3? A. -12 B. -36/-3 C. -(-36/3) D. 36/3

Answer:

d = 1.4 t + 30

Step-by-step explanation:

Head start means any advantage achieved or advantage gained in any race or competition.

In the context, the runner is gained a head start of 30 meter from the starting point.

It is also given that the speed with which the runner is running is 5.0 km per hour.

Therefore, the equation that gives the distance covered by the runner from his start line at any time in seconds is given by d = 1.4 t + 30.

Answer:

3(6)-1

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

2(6)+1

Step-by-step explanation:

r(x) = 3x-1

s(x) = 2x+1

r(6) / s(6)

r(6) = 3(6)-1

s(6) = 2(6)+1

Putting r(6)/ s(6)

3(6)-1

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

2(6)+1

Answer:

+73 yards.

Step-by-step explanation:

Since we have the first two quarters, we can simply work out the yardage for each game and add them together to get the total.

42-9 = 33 (first game)

58-18 = 40 (second game)

Therefore his total yardage was +73.

The shape above is a concave kite.

A kite is a quadrilateral with in which two sets of adjacent sides are congruent (equal in length).

Therefore, the properties of the shape can be used to know the exact kind of shape,

Properties of a kite:

According to the properties, the shape above is a concave kite because the adjacent sides are congruent.

What is shape above?

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The angles and length of the right triangle are as follows:

WX = 10√141 units

m∠X  = 30°

m∠V = 60°

A right angle triangle is a triangle that has one of its angles as 90 degrees. The sum of angles in a right angle triangle is 180 degrees.

Trigonometric ratios can be used to find the side and angles of the right triangle as follows;

Therefore,

Using Pythagoras's theorem,

WX² = (20√47)² - (10√47)²

WX² = 400(47) - 100(47)

WX² = 18800 - 4700

WX = √14100

WX = 10√141

Let's find the angles

sin m∠X  = opposite / hypotenuse

sin m∠X  = 10√47 / 20√47

sin m∠X  = 1 / 2

m∠X  = sin⁻¹ 0.5

m∠X  = 30 degrees

Therefore,

m∠V = 180 - 90 - 30

m∠V = 60 degrees

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The total number of oranges in the basket is 95.

A ratio or value that may be stated as a fraction of 100 is called a percentage. And it is represented by the symbol '%'.

Given:

Of a basket of oranges,

20% of them are defective and 76 are in good condition.

Let x be the total number of oranges.

That means 80% = 76 oranges are in good condition.

20% in decimal form is 0.2.

Applying the percentage formula,

(1 - 0.2)x = 76

0.8x = 76

x = 95

And 20% of 95 = 19

Therefore, the total = 95.

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False, the sample size increases, the probability of committing a type i error will remain the same.

The type I error rate, also known as the level of significance, is set before collecting data and represents the maximum probability of rejecting the null hypothesis when it is actually true. If the sample size increases, the probability of committing a type I error will decrease, given that the level of significance remains the same. This is because as the sample size increases, the standard error decreases and the distribution of the sample mean becomes narrower, making it easier to distinguish between the null hypothesis and the alternative hypothesis.

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Answer:

in respect to the x-axis= (2,-9)

in respect to the y-axis= (-2,9)

in respect to origin= (-2,-9)

Step-by-step explanation:

-When you flip it over the x axis the y point becomes negative.

-When you flip it over the y-axis the x point becomes negative.

-When you flip it over the origin the x and y point become negative.

Sorry this isn't the best explanation.

Answer:

36!

Step-by-step explanation:

There is 3 brands of clothing each brand has short and long sleeve, and both come in 6 different colors.

multiply 6*2 (because 6 different colors per long and short sleeve) get 12, then you multiply 12 times 3 because each one is from a different brand.

IT MAY BE A BI CONFUSING I SUCK AT EXPLAINING BUT

YEAHHH!

Answer:

18shirts

Step-by-step explanation:

3×6=18 shirts

None of the above. The answer is 10! (10 factorial) which number is 3,628,800.

The number of ways to arrange 10 people in a line is 10! (10 factorial). This is equal to 10 x 9 x 8 x 7 x 6 x 5 x 4 x 3 x 2 x 1 which is 3,628,800.

The answer to the question is 10! (10 factorial). This is because in order to determine the number of ways to arrange 10 people in a line, you must multiply the number of people by every number between that number and 1. In this case, it would be 10 x 9 x 8 x 7 x 6 x 5 x 4 x 3 x 2 x 1 which is 3,628,800.

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Answer:

I think 11.25

Step-by-step explanation:

25% of 13 is 3.75 3.75-15=11.25

The true population mean is (222.52, 227.48) with a 95% confidence interval.

The critical factor for a 90% confidence interval for the true population mean is given by;

Critical factor = (x-μ)/(s/√n)

where, x = sample mean repair cost

s =  standard deviation of a sample

n = sample of stereos

μ  = critical value

⇒ P(-1.96< (x-μ)/(s/√n) < 1.96) = 0.95

⇒ P(-1.96×(s/√n) < (x-μ) < 1.96×(s/√n)) = 0.95

⇒ P(x - 1.96×(s/√n) < μ < x + 1.96×(s/√n)) = 0.95

95% confidence interval for

⇒ μ = (x - 1.96×(s/√n) , x + 1.96×(s/√n))

Here, x = 225, s  = 8.5, and n = 45

⇒ μ = (225- 1.96×(10.81/√13) , 225+ 1.96×(10.81/√13))

⇒ μ = (222.52, 227.48)

Hence, the true population mean is (222.52, 227.48) with a 95% confidence interval.

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The question seems to be incomplete the correct question would be

Calculate the 95% confidence interval for the true population mean based on a sample with x=225, s=8.5, and n=45.

Answer:

Find the LCM of 3 and 4

Divide 12 by 4 and multiply with 3 which is 9

Divide 12 by 3 and multiply with 1 which is 4

9 plus 4 is 13

so the answer is 13/14

Answer:

8

Step-by-step explanation:

Answer:

8

Step-by-step explanation:

I took the test.

Answer:

Δ4

Step-by-step explanation:

Answer:

it's answer is triangle 4

The appropriate measure to examine the strength of the relationship between bill and tip amounts and determine its statistical significance would be the Spearman correlation coefficient. The choice of Pearson versus Spearman does affect the conclusion because it depends on the nature of the data and the assumptions that can be made about it.

To examine the association between bill and tip amounts, we can start by using the associate() function, which will provide both graphical and statistical output. The graphical output will likely include a scatter plot showing the data points for bill and tip amounts. This plot can give us a visual indication of the relationship between the variables.

Next, we need to determine which measure, Pearson or Spearman, is appropriate for measuring the strength of the relationship. The Pearson correlation coefficient is suitable when both variables are continuous and follow a linear relationship, and the assumptions of normality and linearity are met. On the other hand, the Spearman correlation coefficient is a non-parametric measure that assesses the monotonic relationship between variables, making fewer assumptions about the data distribution. It is more appropriate when the data does not meet the assumptions of the Pearson correlation.

To determine whether the relationship is statistically significant, we can look at the p-value associated with the correlation coefficient. The p-value indicates the probability of observing the observed correlation coefficient (or a more extreme one) under the null hypothesis that there is no correlation between the variables. If the p-value is below a predetermined significance level (e.g., 0.05), we can conclude that the relationship is statistically significant.

In this case, since we are examining the association between bill and tip amounts, which are likely to be continuous variables but may not follow a linear relationship or meet the assumptions of normality, the Spearman correlation coefficient is more appropriate. By calculating the Spearman correlation coefficient and obtaining the associated p-value, we can determine the strength and statistical significance of the relationship between bill and tip amounts.

Therefore, to summarize, the appropriate measure for measuring the strength of the relationship is the Spearman correlation coefficient. The choice of Pearson versus Spearman does affect the conclusion because it depends on the nature of the data and the assumptions that can be made about it. By using the Spearman correlation coefficient and examining its p-value, we can determine whether the relationship is statistically significant.

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Answer:

No Solutions

Step-by-step explanation:

The two lines never intersect

Answer:

A

Step-by-step explanation:

y = 5x + 6 → (1)

y - 5x = 7 ( add 5x to both sides )

y = 5x + 7 → (2)

Substitute y = 5x + 7 into (1)

5x + 7 = 5x + 6 ( subtract 7 from both sides )

5x = 5x - 1 ( subtract 5x from both sides )

0 = - 1 ← is False

This indicates the system has no solution

The tax consequences to Lucy associated with the collection of the account receivable is $7,000.

What is the cost price?

The cost price in retail systems represents the particular value that represents the unit price purchased. This value is utilized as a crucial aspect in calculating profitability, and it is employed in various stock market theories to determine the value of stock holdings.

Here, we have

Given: Lucy purchased a $100,000 account receivable for $90,000. During the current year, Lucy collected $97,000 from the account.

We have to find the tax consequences to Lucy associated with the collection of the account receivable.

Collected = $97,000

Purchase cost = $90,000

The amount collected more than Lucy’s basis in the receivable:

= $97,000 -  $90,000

= $7,000

Hence, the tax consequences to Lucy associated with the collection of the account receivable is $7,000.

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Assuming all else remains constant, increasing the sample size from 25 to 100 will generally result in a narrower confidence interval around the mean. increasing the sample size generally leads to a more precise estimate of the population mean, resulting in a narrower confidence interval around the mean.

This can be since the standard blunder of the cruel, which measures the changeability of the test cruel around the populace cruel, diminishes as the test estimate increments. As the standard blunder diminishes, the edge of the blunder (which is based on the standard mistake and the chosen certainty level) diminishes, coming about in a smaller certainty interim.

The relationship between the test measure and the width of the certainty interim is contrarily corresponding. This implies that as the test measure increments, the width of the certainty interim diminishes, and as the test measure diminishes, the width of the certainty interim increments.

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Answer:

to multiply-----

(2y-1)(2y+1)

2y(2y+1)-1(2y+1)

4y^2+2y-2y-1

=4y^2-1

Answer:

the third one 5(4-x)<3x+1

Answer:

number 3 hope this helps one year later

Step-by-step explanation:

Answer:

g(x) = x² - 6

h(x) = x² + 3

   g(x) = h(x) + k

 x² - 6 = (x² + 3) + k

 x² - 6 = x² + 3 + k

- x²       - x²

     -6 = 3 + k

    - 3  - 3

     -9 = k

The value of k is -9.

Step-by-step explanation:

MathPapa.com

The next possible step in Harrison's proof is to use the transitive property of congruence to add the two segments together.

Given that Harrison began a proof. = because segment ≅ segment. += and +=, by the segment addition postulate. += by substituting for .

We are to determine the possible next step in Harrison's proof.

To find out what a possible next step in Harrison's proof is, we have to look at the statement above.

There are three statements that Harrison made in the proof. These statements are:

Statement 1: = because segment ≅ segment.

Statement 2: += and +=, by the segment addition postulate.

Statement 3: += by substituting for .

The next possible step in Harrison's proof is to use the transitive property of congruence to add the two segments together.

That is, since the two segments are equal, we can add them to get the total length.

Therefore, the next step would be:

Statement 4: = by the transitive property of congruence.

This step is possible because of Harrison's statement that the two segments are equal, and by the transitive property of congruence, we can add them together.

So, the next possible step in Harrison's proof is to use the transitive property of congruence to add the two segments together.

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Answer:

a = 0,-1

Step-by-step explanation:

a^2 + a=0

Factor out an a

a(a+1) =0

Using the zero product property

a=0   a+1 =0

a=0  a= -1

Answer:22

Step-by-step explanation: 1/2 = .5

.5x.5x.5

0.125 x 176= 22

Answer:

(x - 5)² + (y - 5)² = 18

Step-by-step explanation:

The equation of a circle in standard form is

(x - h)² + (y - k)² = r²

where (h, k) are the coordinates of the centre and r is the radius

Here (h, k ) = (5, 5) , then

(x - 5)² + (y - 5)² = r²

r is the distance from the centre to a point on the circle

Calculate r using the distance formula

r = \(\sqrt{(x_{2}-x_{1})^2+(y_{2}-y_{1})^2 }\)

with (x₁, y₁ ) = (5, 5) and (x₂, y₂ ) = (8, 8)

r = \(\sqrt{(8-5)^2+(8-5)^2}\)

  = \(\sqrt{3^2+3^2}\)

   = \(\sqrt{9+9}\)

   = \(\sqrt{18}\) ⇒ r² = (\(\sqrt{18}\) )² = 18

Then

(x - 5)² + (y - 5)² = 18 ← equation of circle

You arrange 5 letters in 7893600 ways

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

Letters to use = 5

Total available letters = 26

The letters are distinct

This means that the letters cannot be repeated

So, we have

First = 26, Second = 25 ....... Fifth = 22

Using the above as a guide, we have the following:

Ways = 26 * 25 * 24 * 23 * 22

Evaluate

Ways = 7893600

Hence, the arrangement is 7893600

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The conclusion "(x)(A(x) ∨ B(x))" is false since there exist elements (e.g., 1) that satisfy B(x) but not A(x).

To show that the argument is invalid using the model universe method, we need to find a counterexample where the premises are true, but the conclusion is false.

Let's consider the following interpretation:

Domain of discourse: {1, 2}

A(x): x is even

B(x): x is odd

Under this interpretation, the premises "(x)(A(x) ∧ B(x))" and "(∃x)A(x)" are true because all elements in the domain satisfy A(x) ∧ B(x), and there exists at least one element (e.g., 2) that satisfies A(x).

However, the conclusion "(x)(A(x) ∨ B(x))" is false since there exist elements (e.g., 1) that satisfy B(x) but not A(x).

In this counterexample, the premises are true, but the conclusion is false, demonstrating that the argument is invalid using the model universe method.

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