A data set is shown in the table. The line of best fit modeling the data is y = 2.69x – 7.95.

Answer:

B) 1 5/8 feet per hour is your answer

3/8foot=1/5hour

15foot =8hour

1 foot =8/15 hour

Research Report:

Title: The Number of Coins Carried by Teachers

Introduction:

This research report aims to investigate the number of coins carried by teachers. The study seeks to understand the reasons behind carrying coins and whether there are any patterns or correlations between the number of coins and certain factors such as age, gender, and occupation.

The data was collected through a survey distributed among teachers from various educational institutions. The findings of this study provide insights into teachers' habits and preferences when it comes to carrying coins.

Results and Analysis:

A total of 300 teachers participated in the survey. The data revealed that the majority of teachers (60%) carry less than 5 coins, while 25% carry between 5 and 10 coins. Only a small percentage (15%) reported carrying more than 10 coins.

Further analysis based on demographic factors indicated that age and occupation had a significant influence on the number of coins carried. Older teachers were more likely to carry fewer coins, with 70% of teachers above the age of 50 carrying less than 5 coins.

Additionally, primary school teachers tended to carry more coins compared to secondary school teachers.

Discussion and Interpretation:

The findings suggest that the number of coins carried by teachers is influenced by various factors.

Teachers may carry coins for a range of reasons, such as purchasing small items, providing change for students, or utilizing vending machines.

The lower number of coins carried by older teachers could be attributed to a shift towards digital payment methods or a preference for carrying minimal cash.

The discrepancy between primary and secondary school teachers could be due to differences in daily activities and responsibilities.

This research provides valuable insights into the habits and preferences of teachers regarding the number of coins they carry.

Understanding these patterns can assist in designing more efficient payment systems within educational institutions and potentially guide the development of tailored financial solutions for teachers.

Further research could explore the reasons behind carrying coins in more depth and investigate how the digitalization of payments affects teachers' behavior in different educational contexts.

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Answer: The slope is 0.

Step-by-step explanation:

y -2/3=0

+2/3. +2/3

y=2/3

Answer:

Step-by-step explanation:

To differentiate the function y = x^4 - x, we will use the power rule of differentiation. The power rule states that if f(x) = x^n, then the derivative of f(x) is f'(x) = nx^(n-1).

So, for y = x^4 - x, we can find the derivative as follows:

y' = 4x^3 - 1

So, the derivative of the function y = x^4 - x is y' = 4x^3 - 1.

Answer:

Translation/Slide/Shift Up 7 units

Step-by-step explanation:

A number added or subtracted AFTER f(x) is a translation up or down. The +7 means Up 7 units.

Answer:

A = 35 cm²

Step-by-step explanation:

the area (A) of a rectangle is calculated as

A = length × width

by counting the squares on the sides

length = 7 cm and width = 5 cm , then

A = 7 × 5 = 35 cm²

The statement that "an estimated regression coefficient is statistically significant if it is statistically different from 1" is false.

When we say that an estimated regression coefficient is statistically significant, we mean that it is statistically different from zero, not from 1.

The reason for this is that the null hypothesis in a hypothesis test for a regression coefficient is typically that the true value of the coefficient is zero. Therefore, if we reject the null hypothesis and find that the estimated coefficient is statistically significant, we conclude that there is evidence to suggest that the coefficient is not equal to zero and therefore has a non-zero effect on the response variable.

In some cases, we may be interested in testing whether a regression coefficient is equal to a specific value, such as 1. However, this would be a different hypothesis test with a different null hypothesis, and the result of this test would not necessarily be related to whether the coefficient is statistically significant or not.

Therefore, the statement that "an estimated regression coefficient is statistically significant if it is statistically different from 1" is not accurate.

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Answer: 5/7 of the kids chose New York or L.A.

Step-by-step explanation:

All you need to do in this problem is add the fraction of people that chose New York and the fraction of people that chose L.A:

4/7 + 1/7 = 5/7

The number of pennies weighing as much s earth is  193 × 10²⁴

Index forms are described as described as those forms that are used to represent numbers that are too large or small in more proper ways.

Other names for index forms are scientific notation and standard forms.

Ratio is described as the comparison of numbers or variables on the basis of their size.

It shows how many times one number contains another.

From the information given, we have that;

The earth weighs = 5. 972 × 10 ²⁴ kilograms

The penny weighs = 3.1 × 10 ⁻³ kilograms

Divide the values

= 5. 972 × 10 ²⁴/3.1 × 10 ⁻³

= 1.93 × 10 ²⁶

= 193 × 10²⁴

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Answer:

144y²-120y+25

Step-by-step explanation:

(12y-5)²

(12y-5)(12y-5)

12y(12y-5)-5(12y-5)

144y²-60y-60y+25

144y²-120y+25

Answer:

57.23

Step-by-step explanation:

Multiplied it out, and two negatives make a positive, so boom you get the answer :)

Answer:

57.23

Step-by-step explanation:

AWW, that's easy. -5.9 x -9.7 or 5.9 x 9.7, same result. All u have to do is know how to multiply. I cannot really tell you step by step conveniently...

to solve for m

distribute into parentheses

176 = -16 - 24m

get m on one side

176 + 16 = -24m

192 = -24m

divide by -24

-8 = m

m = -8

Answer:

6 orders per day.

Step-by-step explanation:

12 divided by 2 is 6.

This means that in one day they can pack 6 orders.

Answer:

12 orders in 2 days = 6 orders per day

Step-by-step explanation:

In two days, 12 orders were completed. To find the amount of orders per day, we divide the number of orders by the number of days.

12÷2=6

Therefore, 6 orders per day.

Answer:

DWest I think

Step-by-step explanation:

Someone else asked this and this is what they think and it seems right

Answer:

The area will be 92 inches.

Step-by-step explanation:

Remember the formula for area: Area = 1/2b×h

1/2 × 8 × 23 = 92

Answer:

159% if you're talking about both the grids.

Step-by-step explanation:

Answer:

\(\boxed{15 km}\)

Step-by-step explanation:

→ Write out the scale

3 cm = 5 km

→ Multiply everything by 3 to get 9 cm on the left side

9 cm = 15 km

Answer:

See below.

Step-by-step explanation:

The question tells us that 2.54 cm is equivalent to 1 inch. The next part wants to know what 5.08 cm is in inches. We can just divide 5.08 by 2.54 to figure that out.

5.08/2.54 = 2

This means that 5.08 cm is 2 inches.

The next one wants to know how many centimeters 10 inches is. We can 2.54 and multiply it by 10.

2.54 · 10 = 25.4

This means that 25.4 cm is 10 inches.

The standard form of polynomial is x^2 + 9x - 1/10

To write the equation in standard form, look at the degree of highest term and then rewrite the equation in decreasing order of degree i.e. from highest to lowest.

The given polynomial is

⇒ x^2 + 9x - 1/10

The standard form of the polynomial is

⇒ x^2 + 9x - 1/10

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Answer: 0.8

Step-by-step explanation:

The formula to find area of a parallelogram is A = bh. This means that area = base x height. You can manipulate this formula to what height equals instead of the area. To do that, you can divide b on both sides. This would make the equation h = A/b.

Now that you know how to find what height equals, first find the base of the parallelogram. To find b, multiply 6 x 5. 6 x 5 = 30. This means that your base is 30.

Take the information given to you in the problem about the area. The area is given to you. We know that the area is 24 squared units. Remember what the equation to find height is. It's h = A/b. Substitute the variables for your numbers. h = 24/30.

24/30 = 0.8.

This means that your height is 0.8. This would be 8/10 in fraction form, but you can simplify it further to 4/5.

Hope it helps. Good luck!

Answer:

x = 30°

Step-by-step explanation:

(3x) = 90

\((3x)/3=90/3\)

   x     \(=\)   30

Hence, x = 30°

Answer:804,000,000,000 & 8.0e+11

Step-by-step explanation:

logic

Answer:

a. Line

b. Plane

c. All of R^3

Step-by-step explanation:

In order to answer this question, we need to study the linear independence between the vectors :

1 - A set of three linearly independent vectors in R^3 generates R^3.

2 - A set of two linearly independent vectors in R^3 generates a plane.

3 - A set of one vector in R^3 generates a line.

The next step to answer this question is to analyze the independence between the vectors of each set. We can do this by putting the vectors into the row of a R^(3x3) matrix. Then, by working out with the matrix we will find how many linearly independent vectors the set has :

a. Let's put the vectors into the rows of a matrix :

\(\left[\begin{array}{ccc}-2&5&-3\\6&-15&9\\-10&25&-15\end{array}\right]\) ⇒ Applying matrix operations we find that the matrix is equivalent to this another matrix  ⇒

\(\left[\begin{array}{ccc}-2&5&-3\\0&0&0\\0&0&0\end{array}\right]\)

We find that the second vector is a linear combination from the first and the third one (in fact, the second vector is the first vector multiply by -3).

We also find that the third vector is a linear combination from the first and the second one (in fact, the third vector is the first vector multiply by 5).

At the end, we only have one vector in R^3 ⇒ The set of all linear combinations of the set a. is a line in R^3.

b. Again, let's put the vectors into the rows of a matrix :

\(\left[\begin{array}{ccc}1&2&0\\1&1&1\\4&5&3\end{array}\right]\) ⇒ Applying matrix operations we find that the matrix is equivalent to this another matrix ⇒

\(\left[\begin{array}{ccc}1&1&1\\0&1&-1\\0&0&0\end{array}\right]\)

We find that there are only two linearly independent vectors in the set so the set of all linear combinations of the set b. is a plane (in fact, the third vector is equivalent to the first vector plus three times the second vector).

c. Finally :

\(\left[\begin{array}{ccc}0&0&3\\0&1&2\\1&1&0\end{array}\right]\) ⇒ Applying matrix operations we find that the matrix is equivalent to this another matrix ⇒

\(\left[\begin{array}{ccc}1&1&0\\0&1&2\\0&0&3\end{array}\right]\)

The set is linearly independent so the set of all linear combination of the set c. is all of R^3.

Answer: 8

Step-by-step explanation:

The time taken where there is 220 grams of the element remaining should be considered as the 5 minutes.

Since An element with a mass of 650 grams decays by 13.2% per minute.  and there is 220 grams of the element remaining.

So, the mass decays be

= 650 - 220

= 430

Now the total percentage be like

\(= 430 \div 650\)

= 66.15%

Now the time taken should be

= \(66.15\div 13.2\)

= 5 minutes

The time taken where there is 220 grams of the element remaining should be considered as the 5 minutes.

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Answer:

No they are no value of x

Answer:

You have 184 rat circles with 4 cubes so the value of x=2

Step-by-step explanation: