1. The net of a square pyramid and its dimensions are shown in the diagram below. What is the total surface area of the square pyramid in the square centimeters? 6 cm 6 cm 108 O 72 0216 O 180​

Answer:

its only 5 points tho :c

Step-by-step explanation:

Answer:

1, -3, -5, -7, -11, -13, -15, -17?

Answer:

y=1/3(0)-1

y=mx+b

Step-by-step explanation:

The length of the hypotenuse of a 45-45-90 triangle is √2x units.

To find the hypotenuse of a 45-45-90 triangle, we can use the Pythagorean theorem, which states that in a right triangle, the sum of the squares of the two shorter sides (legs) is equal to the square of the longest side (hypotenuse).

Let's denote the length of each leg of the triangle as "x". Since the triangle is isosceles, both legs are of equal length. Therefore, we can write:

Leg 1 = Leg 2 = x

To find the length of the hypotenuse (which we'll call "h"), we can use the Pythagorean theorem as follows:

x² + x² = h²

Simplifying this equation, we get:

2x² = h²

To solve for h, we need to take the square root of both sides of the equation:

√(2x²) = √(h²)

√2 * x = h

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Answer:

B. 36a^2b^2

Step-by-step explanation:

1. Apply exponent rule: (-a)^n = a^n, if n is even

(-6ab)^2 = (6ab)^2

(6ab)^2

2. Apply exponent rule: (a × b)^n = a^nb^n

(6ab)^2 = 6^2a^2b^2

6^2a^2b^2

3. 6^2 = 36

36a^2b^2

In other words, your answer is B.

The answer is Option B)

In Algebra, the like terms are defined as the terms that contain the same variable which is raised to the same power. In algebraic like terms, only the numerical coefficients can vary. We can combine the like terms to simplify the algebraic expressions.

Given here: (-6ab)²=36a²b²

Hence, The answer is Option B)

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Answer: 3

Step-by-step explanation:

Answer:

4

Step-by-step explanation:

\(\mathrm{-9 = 9, -5 = 5,\:because\:they\:are\:in\:absolute\:value}\\9 - 5 = 4\)

Answer:

-4

Step-by-step explanation:

−9 − (−5)

Multiply

−1 by −5.

−9 + 5

Add

−9 and 5.

you get...

−4

According to the study, economists are not more self-centered than persons in other classes because 51% of the envelopes returned from economics classes and 36% from other classes.

Simply put, probability measures how probable something is to occur. We can discuss the probabilities of various outcomes, or how likely they are, whenever we are unsure of how an event will turn out. Statistics is the study of events subject to probability.

At one classroom for economics and another for other topics, they dumped 122 stamped envelopes with addresses and $20 bills inside each.

Let the money returned = R

economics classes = E

other classes = O

a). The following gives the probability statement for the overall percentage of the money returned: 100.P (R)

b). The probability statement that the percentage of money recovered from economics classes is 100.P(R|E)

c). The probability statement that displays the percentage of money returned from the other classes is 100.P(R|O).

d). No, because P(R) is not equal to P(R|E), the money returned is not independent of the classes.

e).  According to the study, economists are not more self-centered than persons in other classes because 51% of the envelopes returned from economics classes and 36% from other classes.

The complete question is:

Three professors at George Washington University did an experiment to determine if economists are more selfish than other people. They dropped 122 stamped, addressed envelopes with $20 cash in two different classrooms (one economics, one not) on the George Washington campus. Of these, 42% were returned overall. From the economics class 51% of the envelopes were returned. From the other class 36% were returned.

From

the business, psychology, and history classes 31% were returned.

Let: R = money returned; E = economics classes; O = other classes

a. Write a probability statement for the overall percent of money returned.

b. Write a probability statement for the percent of money returned out of the economics classes.

c. Write a probability statement for the percent of money returned out of the other classes.

d. Is money being returned independent of the class? Justify your answer numerically and explain it.

e. Based upon this study, do you think that economists are more selfish than other people? Explain why or why not. Include numbers to justify your answer.

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Answer:

-6 because -6 times -6 is a positive 36 negative times negative is positive

Step-by-step explanation:

Answer:

x = -6

Step-by-step explanation:

Okay so basically. The "-6" and the fact that the answer is a positive number shows that X must be a negative number. So let us set "-6" as a positive number. Divide 36 by 6 and the answer is = 6. Add a negative sign and X is -6.

Answer:

Adam gets £400

Step-by-step explanation:

Adam : Mag

1:5 1+5=6

2400÷6=400

400x1=400

400x5=2000

Answer:

1/2

Step-by-step explanation:

total marbles 6

white marbles 3

white marbles/ total = 3/6

simply 1/2

Step-by-step explanation:

total marbles 6

white marbles 3

white marbles/total =3/6

simply 1/2

Lesley has 5/9 of the counters that Adam initially had.

An element of a number or any number of equal parts is represented by a fraction. There is a fraction with an upper value (numerator) and a lower value (denominator) (lower value).

Ten of the 18 counters that Adam had were given to Lesley. Lesley currently possesses 10 counters.

We must divide Lesley's total number of counters by Adam's starting total number of counters in order to determine the proportion of the 18 counters that Lesley has:

Lesley has 10/18 counters, which is her percentage.

By dividing the numerator and denominator by their 2 greatest common factor, we may simplify this fraction:

Lesley has a fraction of the counters she needs: (10 ÷ 2) / (18 ÷ 2) = 5/9

Lesley now owns 5/9 of the counters that Adam started with.

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Answer:

7.5 =0.0075

Step-by-step explanation:

divide the volume value by 1000

Answer:

0.1328 is the probability that the Islanders will win exactly zero out of six games in a series against the Rangers.

Step-by-step explanation:

(a) The half-life of the substance can be determined by finding the time it takes for the substance to decay to 50% of its original amount. (b) To find the time it would take for the substance to decay to 5% of its original amount, we can use the same exponential decay formula.

(a) The half-life of a radioactive substance is the time it takes for the substance to decay to half of its original amount. In this case, the substance decayed to 95.5% of its original amount after one year. To find the half-life, we need to determine the time it takes for the substance to decay to 50% of its original amount. This can be calculated by using the exponential decay formula and solving for time.

(b) To find the time it would take for the substance to decay to 5% of its original amount, we can use the same exponential decay formula and solve for time. We substitute the decay factor of 0.05 (5%) and solve for time, which will give us the duration required for the substance to reach 5% of its original amount.

By calculating the appropriate time values using the exponential decay formula, we can determine both the half-life of the substance and the time it would take for the sample to decay to 5% of its original amount.

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9514 1404 393

Answer:

  6.71×10^-4

Step-by-step explanation:

Move the decimal point to the immediate right of the left-most non-zero digit.

  6.71

Count how many places you moved it: 4

You have essentially determined that you can rewrite the number as ...

  \(0.000671=\dfrac{6.71}{10000}=\dfrac{6.71}{10^4}=\boxed{6.71\times10^{-4}}\)

_____

Additional comments

You can enter this number into your scientific calculator and set its display mode to "scientific". It will show you this result.

When you move the decimal point to the immediate right of the most significant digit of the number, the number of places moved is the exponent of the power of 10. The exponent is negative if you moved the decimal point to the right, as we did here. It all has to do with place value.

Answer:

equation: 14.75 + 13.25.p = 94.25

p = 6

Step-by-step explanation:

p = (94.25 - 14.75)/13.25 = 6

The approximate P-values for the test statistics are: a) 0.045, b) 0.104, and c) 0.996.

To calculate the P-value for each test statistic, we use the chi-square distribution with degrees of freedom (df) equal to n-1.

a) For x2_0 = 25.2 and n = 20, df = 19. Using a chi-square table or calculator, we find the P-value is approximately 0.045.
b) For x2_0 = 15.2 and n = 12, df = 11. The P-value is approximately 0.104.
c) For x2_0 = 4.2 and n = 15, df = 14. The P-value is approximately 0.996.

The P-values help us determine whether to reject or fail to reject the null hypothesis (H0: σ2 = 5) in favor of the alternative hypothesis (H1: σ2 < 5). The smaller the P-value, the stronger the evidence against H0.

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The instructional context can greatly impact learning with educational technology. In a study with a digital learning game, it was found that the instructional context influences student engagement and motivation. This, in turn, affects their learning outcomes.

The study examined the design of the game, the teacher's role, and the classroom environment. By optimizing these factors, the researchers found that students were more likely to be actively engaged and achieved better learning outcomes.

Therefore, the instructional context plays a crucial role in leveraging the potential of educational technology for effective learning.

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A memoryless, random process is a Markov chain. A stochastic process  of interest that demonstrates the Markov property is referred to as a Markov process.

A Markov chain or Markov process is a stochastic model that depicts a series of potential events where each event's likelihood is solely determined by the state it reached in the previous event. Countless real-world processes can be statistically modelled using Markov chains. For simulating sampling from complex probability distributions, Markov processes serve as the foundation for the general stochastic simulation methods known as Markov chain Monte Carlo. These methods have applications in Bayesian statistics, statistical mechanics, physics, chemistry, economics, finance, signal processing, information theory, and speech processing. An assortment of random variables make up a stochastic process, which is a random process.

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Answer:

4900mm^2 or 24010000mm

Step-by-step explanation:

Use elimination

(1)×5 and (2)×4

(3)-(4)

Putting in eq(1)

x + 4y = 16 __(1)

3x + 5y = 27 __(2)

Multiply the 1st equation by 3

3x + 12y = 48 __(3)

Solving (2) and (3)

3x + 12y = 48

3x + 5y = 27

__________

(-) (-) (-)

7y = 21

So, y = 3

By, putting the value of y = 3 in equation 1

x + 4(3) = 16

x + 12 = 16

x = 16 - 12

x = 4

The value of x = 4 and y = 3

Hope it helps you any confusions you may ask!

Johnny's Landscape, Inc. may also argue that Mike's actions potentially harm the company's reputation, client base, and revenue. Mike might emphasize that he did not directly interfere with Johnny's Landscape.

Johnny's Landscape, Inc. may argue that Mike was wrong for taking their customers because it violates the principles of loyalty, trust, and confidentiality expected from an employee. They could claim that Mike's actions constitute a breach of his employment contract, as he engaged in competing with the company while still working for them. Johnny's Landscape, Inc. may also argue that Mike's actions potentially harm the company's reputation, client base, and revenue.

Mike, on the other hand, could defend his decision to cut the 5 lawns by asserting that he performed the work on his own time, after his regular work hours, and did not actively solicit customers while working for Johnny's Landscape, Inc. He may argue that homeowners have the right to choose who provides services for them and that he merely offered an alternative option. Mike might emphasize that he did not directly interfere with Johnny's Landscape, Inc.'s contractual agreements with the homeowners.

In this situation, the legal and ethical aspects surrounding employment obligations, competition, and customer rights need to be considered to evaluate the validity of the arguments presented by Johnny's Landscape, Inc. and Mike. The specific terms of Mike's employment contract, any non-compete clauses, and local labor laws may play a significant role in determining the rights and responsibilities of both parties involved.

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At a significance level of 0.01, we can confidently state that the student's claim is true.

The hypothesis in this question can be stated as follows:

Null Hypothesis: H0: μ1 = μ2 (There is no difference between the mean of four-year college enrollment and two-year college enrollment.)

Alternative Hypothesis: H1: μ1 > μ2 (Mean enrollment of four-year colleges is greater than the mean enrollment of two-year colleges in the United States.)

The significance level (α) is given as 0.01, which represents the probability of rejecting the null hypothesis when it is actually true.

To calculate the test statistic, we can use the formula:

z = ((X1 - X2) - (μ1 - μ2)) / √((σ1² / n1) + (σ2²  / n2))

Substituting the given values:

z = ((6193 - 4305) - (0)) / √((598²  / 35) + (572²  / 35))

z = 10.33

Since this is a right-tailed test, we need to compare the test statistic with the critical value. At a significance level of 0.01, the critical value is 2.33.

The calculated test statistic (10.33) is greater than the critical value (2.33). Therefore, we reject the null hypothesis and conclude that there is enough evidence to support the claim that the mean enrollment at four-year colleges is higher than at two-year colleges in the United States.

In conclusion, at a significance level of 0.01, we can confidently state that the student's claim is true. The mean enrollment at four-year colleges is higher than at two-year colleges in the United States.

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9 × 0 + (-80) + 8 = ?

= 0 - 80 + 8

= -80 + 8 <==> 8 - 80

= -72

~bilbul

9 × 0 + (-80) + 8

= 0 + (-80) + 8

= (-80) + 8

= -72 ✔️

:)

Answer:

Step-by-step explanation:

5) Perimeter = 15 + 21 + 15 + 21 = 72 cm

6) diameter = 12 cm

Radius r = 12/2 = 6 cm

Circumference = 2πr

                         = 2 * 3.14 * 6

                        = 37.68 cm

8) Distance around the track =  2 *circumference of semi circle + 80 + 80

= circumference of circle + 80 + 80

= 2 * 3.14 * 10 + 80 +80

= 62.8 +80 +80

= 222.8 cm

Answer:

Step-by-step explanation:

1. y = 2x

       y = 2*4 = 8  Checks, therefore

y = 20  for x = 10

2. y = 3x

       y = 3*(0.3) = 0.9  Checks, therefore:

y =  3*(1.5) = 4.5  

       y = 3*

3. y = 5/x

       y = 5/(1/2) = 10  Checks, therefore:

       3 = 5/x

x = 5/3

4 v = wu

7*3 = 21  Checks, therefore:

v =  (3/4)*(6) = (18/4) = (9/2)

v = (2/3)wu

v = (2/3)*7*3 = 14 Checks

5 m = Kn/p  [Add the K as a constant that will make m = Knp true at some value of K]

9 = K*2/(1/3)

27 = (K*2)

27 = 2K

K = (3/2)

       m = (3/2) (n/p)

       m = (3/2)*((1/2)/(1/3))

        m = (3/2)*(3/2)

        m = 1

Answer:

= −67

Step-by-step explanation:

Answer:

the correct answer is -7 i had this on a test

Step-by-step explanation: