3/4 divided by 1/5
9/2 divided by 3/4
4/9 divided by 8/15
5 2/3 divided by 3/2

Answer:

6x + 12 = 27

x = minutes

x = 2.5 minutes to fill the pool

Answer:

40

Step-by-step explanation:

76p+49p+13

=(76-49)p+13      [   plus (+) plus = minus(-)  ]

=27p+13

=40p or p=40 ans

The  \(1.2742*10^4 km / L\) times longer is the diameter of earth than the piece of wood's length.

The radius of earth is 6371 km.

Let's say the length of the piece of wood is L.

The diameter of the Earth is 2 times its radius

The radius of our planet, The Earth, is the distance from the center of the Earth to a point on or near its surface, and it ranges from nearly 6,378 km to nearly 6,357 km.

The diameter of a circle is the length of the line starting from one point on a circle to another point and passing through the center of the circle. It is equal to twice the radius of the circle. It is usually denoted by ‘d’ or ‘D’.

The diameter of the Earth is 2 times its radius, or 2 x 6371 km = 12742 km.

The diameter of the Earth is 12742 km / L times longer than the length of the piece of wood.

In scientific notation, we can express this as:

12742 km / L = \(1.2742*10^4 km / L\)

The  \(1.2742*10^4 km / L\) times longer is the diameter of earth than the piece of wood's length.

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\(\displaystyle\bf\\UX=\frac{VW}{2}\\\\\implies~2UX=VW\\\\ 2z=z+34\\2z-z=34\\z=34\\\\\implies~\boxed{\bf UX=34}\)

Answer:

-5

Step-by-step explanation:

Answer:

See below

Step-by-step explanation:

The exact value of b is A. 10.

A triangle is a polygon with three sides and three angles. It is one of the basic shapes in geometry and is widely used in mathematics, science, engineering, and many other fields. Triangles are important because they have simple properties that can be used to solve more complex problems.

There are several ways to classify triangles based on their properties. One way is to classify them by their sides. A triangle can be classified as equilateral, isosceles, or scalene depending on whether all three sides are equal, only two sides are equal, or all three sides are different, respectively.

Another way to classify triangles is by their angles. A triangle can be classified as acute, right, or obtuse depending on whether all three angles are less than 90 degrees, one angle is exactly 90 degrees, or one angle is greater than 90 degrees, respectively.

In a right angled triangle, the side opposite the 45-degree angle is equal to the other two sides divided by the square root of 2. Therefore, we have:

a = b/√(2)

c = 5√(6)

We can use the Pythagorean theorem to relate the sides a, b, and c:

a² + b² = c²

Substituting the values we have:

(b/√(2))² + b² = (5√(6))²

Simplifying:

b²/2 + b² = 150

3b²/2 = 150

b² = 100

b = √(100) = 10

Therefore, the exact value of b is A. 10.

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As a result, for the same data set, a 99% confidence interval would have a greater margin of error than a 90% confidence interval.

Answer: If a 90% confidence interval is constructed based on a sample of data, and it is 74% + 3%, a 99% confidence interval based on this same sample of data would have a larger margin of error and probably a different center.

What is a confidence interval? A confidence interval is a statistical technique used to establish the range within which an unknown parameter, such as a population mean or proportion, is likely to be located. The interval between the upper and lower limits is called the confidence interval. It is referred to as a confidence level or a margin of error.

The confidence level is used to describe the likelihood or probability that the true value of the population parameter falls within the given interval. The interval's width is determined by the level of confidence chosen and the sample size's variability. The confidence interval can be calculated using the standard error of the mean (SEM) formula

.A 90% confidence interval indicates that there is a 90% chance that the interval includes the population parameter, while a 99% confidence interval indicates that there is a 99% chance that the interval includes the population parameter.

When the level of confidence rises, the margin of error widens. The center, which is the sample mean or proportion, will remain constant unless there is a change in the data set. Therefore, alternative A is the correct answer.

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Answer:

(0,1.5) (0,-3)

Step-by-step explanation:

Hope it helps :)

Answer:

$35.75 is the discount price.

Step-by-step explanation:

0.65 x 55 = 35.75

The equation of the parabola is y = 2(x - 1)² + 3

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

Vertex = (1. 3)

Point = (2, 5)

These parameters can be expressed as

(h, k) = (1, 3)

(x, y) = (2. 5)

A parabola can be represented as

y = a(x - h)² + k

Substitute the known values in the above equation, so, we have the following representation

y = a(x - 1)² + 3

Next, we have

5 = a(2 - 1)² + 3

Evaluate the difference and the exponent

5 = a + 3

So, we have

a = 2

Substitute a = 2 in y = a(x - 1)² + 3

y = 2(x - 1)² + 3

Hence, the equation is y = 2(x - 1)² + 3

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If Leslie leaves $9,000 in a savings account for 3 years with an annual compound interest rate of 4 percent, the amount of money that will accumulate is approximately $10,174.88.

To calculate the future value of Leslie's investment, we can use the compound interest formula:

Future Value = Principal Amount * (1 + Interest Rate)^Time

Given that the principal amount is $9,000, the interest rate is 4 percent (or 0.04), and the time is 3 years, we can substitute these values into the formula:

Future Value = $9,000 * (1 + 0.04)^3

Future Value ≈ $9,000 * 1.124864

Future Value ≈ $10,174.88

Therefore, if Leslie leaves $9,000 in the savings account for 3 years at an annual compound interest rate of 4 percent, the amount that will accumulate is approximately $10,174.88.

This calculation demonstrates the relationship between interest rates, time, and future sums. As the interest rate increases, the future value of the investment also increases. Similarly, as the time period increases, the future value of the investment grows. This shows that higher interest rates and longer time periods have a compounding effect on the accumulation of funds. It emphasizes the importance of considering both the interest rate and the length of time when making financial decisions, as they significantly impact the growth of an investment.

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A. T is not a linear transformation.

B. T is not a linear transformation.

C. T is a linear transformation.

D. T is not a linear transformation.

E. T is a linear transformation.

A. The transformation T defined by T(x₁,x₂)=(4x₁−2x₂,3|x₂|)

T(u+v) = (4(u₁+v₁)−2(u₂+v₂), 3|u₂+v₂|)

= (4u₁−2u₂, 3|u₂|) + (4v₁−2v₂, 3|v₂|) ≠ T(u) + T(v)

T(au) = (4au₁−2au₂, 3|au₂|) ≠ a*T(u)

Therefore, T is not a linear transformation.

B. The transformation T defined by T(x₁,x₂)=(2x₁−3x₂,x₁+4,5x₂)

T(u+v) = (2(u₁+v₁)−3(u₂+v₂), u₁+v₁+4, 5(u₂+v₂))

= (2u₁−3u₂, u₁+4, 5u₂) + (2v₁−3v₂, v₁+4, 5v₂) = T(u) + T(v)

However, T does not satisfy homogeneity property. Consider a = -1 and u = (1, 1):

T(-u) = (-2, 5, -5)

-1*T(u) = (-2, -5, -5)

Therefore, T is not a linear transformation.

C. The transformation T defined by T(x₁,x₂,x₃)=(x₁,0,x₃)

T(u+v) = (u₁+v₁, 0, u₃+v₃) = (u₁, 0, u₃) + (v₁, 0, v₃) = T(u) + T(v)

T(au) = (au₁, 0, au₃) = a(u₁, 0, u₃) = a*T(u)

Therefore, T is a linear transformation.

D. The transformation T defined by T(x₁,x₂,x₃)=(1,x₂,x₃)

T(u+v) = (1, u₂+v₂, u₃+v₃) ≠ (1, u₂, u₃) + (1, v₂, v₃) = T(u) + T(v)

T(au) = (1, au₂, au₃) ≠ a(1, u₂, u₃) = a*T(u)

Therefore, T is not a linear transformation.

E. The transformation T defined by T(x₁,x₂,x₃)=(x₁,x₂,−x₃)

T(u+v) = (u₁+v₁, u₂+v₂, -(u₃+v₃)) = (u₁, u₂, -u₃) + (v₁, v₂, -v₃) = T(u) + T(v)

T(au) = (au₁, au₂, -au₃) = a*(u₁, u₂, -u₃) = a*T(u)

Therefore, T is a linear transformation.

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Answer:

52.5

Step-by-step explanation:

Just subtract 65-12 which is 53. Take away 0.5 to get 53.5

Answer:

The sunflower was 52.9 inches when the gardner last measured.

Step-by-step explanation:

a) x + 12.1 = 65 in.

b) To solve this problem, use inverse operations to find x variable. Since this problem has addition, we will have to use subtraction. 65 - 12.1 = 52.9. So, 52.9 would be your answer.

-kiniwih426

..........................

Answer:

56.52 cm

Step-by-step explanation:

Concepts

The circumference of a circle is the distance around it, or the perimeter of the circle. The formula to find the circumference is 2πr, where r = radius.

Application

We're given the radius as 9 cm, and we have to find the circumference of the circle using π as 3.14. Let's use the formula 2πr to solve for this.

Solution

Answer:

4.4444 percent.

Step-by-step explanation:

1cm = 10mm

So 9cm would equal out to 90mm ...

4 mm would be 4.44 percent of the 9cm.

is  (4)       % (?)

of (90)       100

Cross X mutiply and divide..

4x100 = 400

90 x % = 90...  & 400 divided by 90 = 4.444

Answer:

mark brainlist..............

Answer:63.75 :)

Step-by-step explanation:

Answer:

$63.75

Step-by-step explanation:

85 x 75/100

85/1 x 3/4

255/4 - > $63.75

- You should already know how to do this yourself as this is very easy and basic question.

Step-by-step explanation:

hope it's helpful for you

pls mark me as brainliest

Answer:

The answer is B

Step-by-step explanation:

Distance formula- √(x2-x1)² + (y2-y1)²

Step 1: Plug in your values.

√(4a-a)² + (0-(-2b)²

Step 2: Substitute

√(3a)² + (2b)²

It cannot be simplified anymore, so your answer is:

B (√(3a)² + (2b)²)

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A model is a representation of reality or a real-life situation. The correct answer is E.

The correct answer is "model."A model is a representation of reality or a real-life situation. It can be used to simulate or describe the behavior of a system, process, or phenomenon.

Models are often used in various fields such as science, engineering, economics, and computer science to understand and analyze complex systems or make predictions about real-world scenarios.

A model is a simplified or abstract representation of a real-life situation or system. It captures the essential features or characteristics of the system while ignoring or simplifying irrelevant details. Models can be physical, conceptual, or mathematical in nature.

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All the angles in a triangle add up to 180 degrees.

40 + x + (5x + 14) = 180

54 + 6x = 180

6x = 126

x = 21 degrees

Answer:

x=21

Step-by-step explanation:

a triangle adds up to 180 degree so to find x we will use the formula

(5x+14)+x+40=180

subtract 40 from each side so we have

(5x+14)+x=140

we have 2 terms with the same factor (x) so combine like terms

6x+14=140

subtract 14 from both sides

6x=126

divide both sides by 6

x=21

check your answer

5(21)+14

105+14=119

119+ 21+40=180

so x is equal to 21

Based on the given sample, there is sufficient evidence to suggest that the home team has a higher probability of winning in football games.

To test the claim that the probability of the home team winning is greater than one-half, a significance test can be conducted using the given sample of 45 football games, where 28 were won by the home team. The test will determine if the observed proportion of home team wins is statistically significant enough to support the claim.

To test the claim, we can use a hypothesis test with the following null and alternative hypotheses:

Null Hypothesis (H0): The probability of the home team winning is equal to one-half or less (p <= 0.5).

Alternative Hypothesis (Ha): The probability of the home team winning is greater than one-half (p > 0.5).

To conduct the test, we can use the z-test for proportions since we have a large sample size (n = 45). The test statistic, z, can be calculated using the formula:

z = (p - p0) / sqrt[(p0 * (1 - p0)) / n],

where p is the sample proportion, p0 is the hypothesized proportion under the null hypothesis, and n is the sample size.

In this case, p is the observed proportion of home team wins, which is 28/45, or approximately 0.622. Since the null hypothesis states that p <= 0.5, we use p0 = 0.5 in the calculation.

Using the formula, the calculated z-value is:

z = (0.622 - 0.5) / sqrt[(0.5 * (1 - 0.5)) / 45] = 1.911.

Next, we compare the calculated z-value to the critical z-value at the chosen significance level. Let's assume a significance level of α = 0.05 for a one-tailed test.

Looking up the critical z-value for a one-tailed test with α = 0.05, we find it to be approximately 1.645.

Since the calculated z-value (1.911) is greater than the critical z-value (1.645), we have evidence to reject the null hypothesis. This means that the observed proportion of home team wins (0.622) is statistically significant and supports the claim that the probability of the home team winning is greater than one-half.

Therefore, based on the given sample, there is sufficient evidence to suggest that the home team has a higher probability of winning in football games.

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Answer:

\(\sqrt{209}\)

Step-by-step explanation:

\(\sqrt{15^{2} -4^{2} } =\sqrt{209}\)

Answer:

m∠Q = 121°

m∠R = 58°

m∠S = 123°

m∠T = 58°

Step-by-step explanation:

The sum of the interior angles of a quadrilateral = 360°

Create an expression for the sum of all the angles and equate it to 360, then solve for x:

      ∠Q + ∠T + ∠S + ∠R = 360

⇒ 2x + 5 + x + 2x + 7 + x = 360

⇒ 6x + 12 = 360

⇒ 6x = 360 - 12 = 348

⇒ x = 348 ÷ 6 = 58

So now we know that x = 58, we can calculate all the angles:

m∠Q = 2x + 5 = (2 x 58) + 5 = 121°

m∠R = x = 58°

m∠S = 2x + 7 = (2 x 58) + 7 = 123°

m∠T = x = 58°

The regression analysis can be used to fit a parabola to a set of data and plot the parabola and data to visualize the relationship between x and y. By using regression analysis, we can find the best-fitting parabola and gain insights into the underlying trends in the data.

Regression analysis can be used to fit a parabola to a set of data by finding the coefficients of the quadratic equation y = ax^2 + bx + c that best fit the data. This can be done using least squares regression, where the sum of the squared differences between the predicted values of y and the actual values of y is minimized.

To plot the parabola and the data, we can use a graphing calculator or a spreadsheet program like Excel. First, we input the data points into the spreadsheet and then use the regression analysis tool to find the coefficients a, b, and c that best fit the data. Once we have the coefficients, we can plot the parabola using the equation y = ax^2 + bx + c.

After plotting the parabola, we can overlay the data points to see how well the parabola fits the data. If the parabola fits the data well, the data points should be clustered around the curve of the parabola. If the parabola does not fit the data well, there may be outliers or other factors that are affecting the relationship between x and y.

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The value of the sample proportion of people from Vermont who exercised for at least 30 minutes a day, 3 days a week is 0.653.

We have,
Vermont had 65.3% of respondents who said yes to exercising for at least 30 minutes a day, 3 days a week.

To find the sample proportion, you can convert the percentage to a decimal by dividing the percentage by 100.

Step 1:

Convert the percentage to a decimal.
65.3 / 100 = 0.653

Thus,
The value of the sample proportion of people from Vermont who exercised for at least 30 minutes a day, 3 days a week is 0.653.

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Mike Sullivan recently retired as Professor of Mathematics at Chicago State University, having taught there for more than 30 years. He received his PhD in mathematics from Illinois Institute of Technology.

He is a native of Chicago’s South Side and currently resides in Oak Lawn, Illinois. Mike has 4 children; the 2 oldest have degrees in mathematics and assisted in proofing, checking examples and exercises, and writing solutions manuals for this project. His son Mike Sullivan, III co-authored the Sullivan Graphing with Data Analysis series as well as this series. Mike has authored or co-authored more than 10 books. He owns a travel agency and splits his time between a condo in Naples, Florida and a home in Oak Lawn, where he enjoys gardening.

Michael Sullivan, III has training in mathematics, statistics and economics, with a varied teaching background that includes 27 years of instruction in both high school and college-level mathematics. He is currently a full-time professor of mathematics at Joliet Junior College. Michael has numerous textbooks in publication, including an Introductory Statistics series and a Precalculus series which he writes with his father, Michael Sullivan.

Michael believes that his experiences writing texts for college-level math and statistics courses give him a unique perspective as to where students are headed once they leave the developmental mathematics tract. This experience is reflected in the philosophy and presentation of his developmental text series. When not in the classroom or writing, Michael enjoys spending time with his 3 children, Michael, Kevin and Marissa, and playing golf. Now that his 2 sons are getting older, he has the opportunity to do both at the same time!

Product details

Publisher ‏ : ‎ Pearson; 4th edition (8 January 2018)

Language ‏ : ‎ English

Hardcover ‏ : ‎ 1224 pages

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14 + 5 equals a value of 19. Roman numeral 19 is hence XIX.

Roman numerals are a set of numbers that was first used in ancient Rome and remained to be widely used in European until the Late Middle Ages.

The fixed positive numbers are represented by alphabets in roman numerals. I, II, III, IV, V, VI, VII, VIII, IX, and X are roman numerals that stand for the numbers 1, 2, 3, 4, 5, 6, 7, 8, 9, and 10 respectively.

The roman numbers XI for 11, XII for 12, XII for 13,... to XX for 20 come after 10.

So, roman numerals require that the number be written in extended form, i.e:

19 = 20 – 1

19 = XX – I

19 = XIX

Therefore, 14 + 5 equals a value of 19. Roman numeral 19 is hence XIX.

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Particle moves with its position given by x= cos(2t) and y= sin (t), where positions are given in feet from the origin and time t is in seconds. The speed of the particle at any time t is v = \(\sqrt\)(4sin²(2t) + cos²(t)).

For the speed of the particle, we can calculate the magnitude of its velocity vector.

The velocity vector can be obtained by differentiating the position vector with respect to time.

We have the position of the particle as x = cos(2t) and y = sin(t), we can differentiate these equations to find the corresponding velocity components:

vx = dx/dt = -2sin(2t)

vy = dy/dt = cos(t)

The magnitude of the velocity vector (v) is given by the square root of the sum of the squares of its components:

\(\sqrt\)(vx² + vy²) = \(\sqrt\)((-2sin(2t))² + (cos(t))²)

Simplifying this expression:

v = \(\sqrt\)(4sin²(2t) + cos²(t))

This is the speed of the particle at any given time t.

Note that the speed is not constant but varies with time due to the periodic nature of the sine and cosine functions.

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