−18+39−13+(−5)−37+20

Answer:

I would use a timeline to illustrate the following: Comparing the events of a story to what was going on in the world at the time the story was written.

A timeline is a graphic organizer that shows the order in which events happened. It can be used to compare events in a story to events in the real world.
To create a timeline, you will need to identify the events that happened in the story and the events that happened in the real world. You can then arrange the events in chronological order. You can also add additional information to the timeline, such as the dates of the events and the people who were involved.

Here is an example of a timeline that compares the events of the story "The Great Gatsby" to the events that were happening in the world at the time the story was written:

The Great Gatsby

The World in 1922

Summary:
A timeline can be a helpful tool for understanding the historical context of a story. By comparing the events of a story to the events that were happening in the world at the time the story was written, you can gain a deeper understanding of the story's meaning and significance.

Answer:

I would use a timeline to illustrate the following: Comparing the events of a story to what was going on in the world at the time the story was written.

A timeline is a graphic organizer that shows the order in which events happened. It can be used to compare events in a story to events in the real world.

To create a timeline, you will need to identify the events that happened in the story and the events that happened in the real world. You can then arrange the events in chronological order. You can also add additional information to the timeline, such as the dates of the events and the people who were involved.

Here is an example of a timeline that compares the events of the story "The Great Gatsby" to the events that were happening in the world at the time the story was written:

The Great Gatsby

1922: The story takes place.

1920: The Eighteenth Amendment to the United States Constitution is ratified, prohibiting the manufacture, sale, and transportation of alcoholic beverages.

1929: The stock market crashed, leading to the Great Depression.

The World in 1922

The Roaring Twenties: A Period of economic prosperity and cultural change in the United States.

The Jazz Age: A period of artistic and cultural innovation, characterized by the rise of jazz music and dance.

The Lost Generation: A group of American writers and artists who lived in Europe during the 1920s.

A timeline can be a helpful tool for understanding the historical context of a story. By comparing the events of a story to the events that were happening in the world at the time the story was written, you can gain a deeper understanding of the story's meaning and significance.

Step-by-step explanation:

The minimum length of fencing material required to enclose the rectangular playing field and divide it into two equal halves is 98 meters.

Given that, The area of rectangular playing field = 600 m²

We are supposed to find out the minimum length of fencing material required to enclose and divide the field into two equal halves.

Let's assume that the length of the rectangle be l and the breadth be b. It is known that area of rectangle = l × b.

According to the given condition, the area of the rectangle is 600 m², thus lb = 600 m² ----(1)

Since the field is to be divided into two equal halves, we can consider that it is divided into two smaller rectangles, with area of 300 m² each.

Let the length and breadth of these two rectangles be l1, b1 and l2, b2 respectively.In order to minimize the length of fencing material, we need to find the dimension of rectangle that will require minimum perimeter.

We are also given that the perimeter of the two smaller rectangles must be same. i.e., 2l1 + 2b1 = 2l2 + 2b2 or l1 + b1 = l2 + b2.

Hence, the dimensions of the two smaller rectangles can be represented as (l1, b1) and (l - l1, b - b1)

Now, we have to find out the minimum length of fencing material required to enclose the field and divide it into two equal halves.

Total length of fencing material = Length of fencing around the two smaller rectangles + Length of fencing between the two smaller rectangles.

Let's calculate the perimeter of the two smaller rectangles. For the first rectangle, the perimeter is given by 2(l1 + b1) and for the second rectangle, the perimeter is given by 2(l - l1 + b - b1)

Thus, the total length of fencing material is given by:Length of fencing material = 2(l1 + b1) + 2(l - l1 + b - b1)Length of fencing material = 2l + 2b We know that lb = 600 m² ----(1)

Hence, b = 600/l ----(2) Now, substituting the value of b from equation (2) in equation (1), we get l² = 600.

Substituting this value in the equation for length of fencing material, we get:

Length of fencing material = 2l + 2b

Length of fencing material = 2l + 2(600/l)

Length of fencing material = 2(l² + 600/l)

Length of fencing material = 2(600 + l²/l)

Now, differentiating the equation w.r.t l, we getd(length of fencing material)/dl = 2(l - l²/l²)

We know that the minimum value of length of fencing material is obtained when the first order derivative is equal to zero.

Hence, equating the first order derivative to zero, we get2(l - l²/l²) = 0l = l²/l² = 1

Thus, the dimensions of the rectangle are 25 m and 24 m (or vice versa).

Therefore, minimum length of fencing material = 2(25 + 24) = 98 m.

Hence, the minimum length of fencing material required to enclose the rectangular playing field and divide it into two equal halves is 98 meters.

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The probability of getting heads is 1/2 which typically implies that the coin is fair. NO, procedure (b) does not give a fair coin flip outcome.

Given that, we want to generate the outcome of the flip of a fair coin, but that all we have at our disposal is a biased coin which lands on heads with some unknown probability p that need not be equal to1/2.

Probability is the branch of mathematics concerning numerical descriptions of how likely an event is to occur, or how likely it is that a proposition is true.

The following procedure for accomplishing our task are:

1. Flip the coin.

2. Flip the coin again.

From here will know that the coin is first flipped twice

3. If both flips land on heads or both land on tails, it implies that we return to step 1 to start again. this makes the flip to be insignificant since both flips land on heads or both land on tails

But if the outcomes of the two flip are different i.e., they did not land on both heads or both did not land on tails , then we will consider such an outcome.

Let the probability of head = p

so P(head) = p

the probability of tail be = (1 - p)

This kind of probability follows a conditional distribution.

Therefore, the probability of getting heads is 1/2 which typically implies that the coin is fair. NO, procedure (b) does not give a fair coin flip outcome.

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"Your question is incomplete, probably the complete question/missing part is:"

Suppose that we want to generate the outcome of the flip of a fair coin, but that all we have at our disposal is a biased coin which lands on heads with some unknown probability p that need not be equal to1/2. Consider the following procedure for accomplishing our task:

1. Flip the coin.

2. Flip the coin again.

3. If both flips land on heads or both land on tails, return to step 1. 4. Let the result of the last flip be the result of the experiment.

(a) Show that the result is equally likely to be either heads or tails.

(b) Could we use a simpler procedure that continues to flip the coin until the last two flips are different and then lets the result be the outcome of the final flip?

The expected time for activities, use the formula for expected value and multiply the time for each activity by its probability. Therefore, the expected time for these activities is 2.8 hours.

To calculate the expected time for activities, we can use the formula for expected value.

The expected value is calculated by multiplying the time for each activity by its probability of occurrence, and then summing up these values. The formula for expected value is: Expected Value = (Time1 * Probability1) + (Time2 * Probability2) + ... + (TimeN * ProbabilityN) Here's a step-by-step example:

1. List all the activities and their corresponding times and probabilities.

2. Multiply the time for each activity by its probability.

3. Sum up the values obtained in step 2.

For example, let's say we have two activities: Activity 1: Time = 2 hours, Probability = 0.6 Activity 2: Time = 4 hours, Probability = 0.4 Using the formula, we calculate the expected time as follows: Expected Time = (2 hours * 0.6) + (4 hours * 0.4) = 1.2 hours + 1.6 hours = 2.8 hours

Therefore, the expected time for these activities is 2.8 hours.

Here full question is not provided  but the full answer given above.

Remember, this is just one example, and you can use the same formula for any number of activities with their respective times and probabilities. In summary, to calculate the expected time for activities, use the formula for expected value and multiply the time for each activity by its probability. Then, sum up these values to get the expected time.

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The smallest number of terms of the AP that will make the sum of terms positive is 73.

Since we need to know the number for the sum of terms, we find the sum of terms of the AP

The sum of terms of an AP is given by S = n/2[2a + (n - 1)d] where

Since we have the AP "-54,-52.5,-51,-49.5" ....", the first term, a = -54 and the second term, a₂ = -52.5.

The common difference, d = a₂ - a

= -52.5 - (-54)

= -52.5 + 54

= 1.5

Since we require the sum of terms , S to be positive for a given number of terms, n.

So, S ≥ 0

n/2[2a + (n - 1)d] ≥ 0

So, substituting the values of the variables into the equation, we have

n/2[2(-54) + (n - 1) × 1.5] ≥ 0

n/2[-108 + 1.5n - 1.5] ≥ 0

n/2[1.5n - 109.5] ≥ 0

n[1.5n - 109.5] ≥ 0

So, n ≥ 0 or 1.5n - 109.5 ≥ 0

n ≥ 0 or 1.5n ≥ 109.5

n ≥ 0 or n ≥ 109.5/1.5

n ≥ 0 or n ≥ 73

Since n > 0, the minimum value of n is 73.

So, the smallest number of terms of the AP that will make the sum of terms positive is 73.

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Answer:

The same way as the question before.

5 × 2 = 10 which means 10 ÷ 2 = 5

3 × 5 = (3 x 10)÷2

3 x 10 = 30

30 ÷ 2 = 15

3 × 5 = 15

Answer:

give brainliest please I need it to level up

Step-by-step explanation:

the gcf of 13 and 65 is 13

13 + 65 can be rewritten using the gcf as

13( 1 + 5)

The greatest common factor of 13 and 65 is 13.

The 13 + 65 could be written using the gcf as 13(1 + 5).

Given that,

Based on the above information, the calculation is as follows:

The GCF is 13

And, it could be rewritten as 13(1 + 5).

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The average number of beads that the girls have is 63

Let's start by using algebra to represent the given information:

Let b be the number of beads that Sally has.

Then, Kelly has 3/4 times as many beads as Sally, which can be expressed as (3/4)b.

Also, we know that Kelly has 18 more beads than Sally, which can be expressed as (b + 18).

Putting these together, we can write the equation:

(3/4)b = b + 18

Solving for b, we get:

b = 72

So, Sally has 72 beads, and Kelly has (3/4) × 72 = 54 beads.

The average number of beads that the girls have is (72 + 54)/2 = 63 beads

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Answer:

Step-by-step explanation:

i hope it Helps, Thank you so much, good luck for you

\(\underline{\underline{\large\bf{Solution:-}}}\\\)

V = lwh

where

In equation -

\(\begin{gathered}\\\implies\quad \sf V = lwh\\\end{gathered} \)

\(\begin{gathered}\\\implies\quad \sf lwh = V \\\end{gathered} \)

Since w and h are multiplying l , when they will be transposed to other side of equation, they will divide V and thus be in denominator.

\(\begin{gathered}\\\implies\quad \sf l = \frac{V}{wh} \\\end{gathered} \)

Thus , V will be in numerator, which is our required answer.

The most likely happened in Sandy's experiment is that,

Sandy's experimental probability was exactly the same as the theoretical probability for all three experiments.

Option D is the correct answer.

It is the chance of an event to occur from a total number of outcomes.

The formula for probability is given as:

Probability = Number of required events / Total number of outcomes.

We have,

Tossing a coin:

The probability of getting a head = 1/2

The probability of getting a tail = 1/2

This is the theoretical probability.

Now,

Experiment probability:

Virtual coins too have the same probability of getting a head and a tail as compared to the theoretical probability.

Thus,

Sandy's experimental probability was exactly the same as the theoretical probability for all three experiments.

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Answer:Not Sure but it is not D at all so please don't use that!

Step-by-step explanation:

The question refers to the plot of the plate's function of the angle of inclination. When the hot side is tilted both upward and downward over the range of +90°, the discontinuous formulas must be used in different ranges of 0.

It refers to the plot of the function of the angle of inclination of a plate. It is a graph that shows the relationship between the angle of inclination and the plate's function. A plate is tilted on its hot side both upward and downward over a range of +90°. The graph shows that different discontinuous formulas are needed for different ranges of 0. A discontinuous formula refers to a formula that consists of two or more parts, each with a different equation. The two or more parts of a discontinuous formula have different ranges, such that each range requires a different equation. These formulas are used in cases where the same equation cannot be applied throughout the entire range.

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Answer:

Adult tickets sold = 240

Step-by-step explanation:

If student tickets = x,

Adult tickets = 3x + 6

Since the total amount of tickets sold was 318, the equation would be:

x + 3x + 6 = 318

Simplify this:

4x + 6 = 318

4x = 312

x = 78

Student tickets = 78

and so:

Adult tickets = (3 x 78) + 6 = 240

Given

Complete the square for x as shown below

Thus,

Then, finding the roots of the quadratic equation,

We get that proportional relationship pass trough (0,0) and has the form of

y=kx. So the answer is

y=4x

Scale Factor is equal to \(\frac{2}{3}\). Length of EH is equal to 16 units and length of AB is equal to 9.

4. A scale factor is the ratio of the scales of an original object and a new object.

Scale factor = Ordinated dimension / original dimension

Scale factor = \(\frac{10}{15}\)

Scale factor = \(\frac{2}{3}\)  (or) 0.67

5. Length of EH

Scale factor = \(\frac{EH}{AD}\)

\(\frac{EH}{AD}\) = \(\frac{2}{3}\)

\(\frac{EH}{24} = \frac{2}{3}\)

EH = 2 * 8

EH = 16 units

6. Length of AB

Scale factor = \(\frac{EF}{AB}\)

\(\frac{EF}{AB}\) = \(\frac{2}{3}\)

\(\frac{6}{AB} = \frac{2}{3}\)

AB = 3 * 3

AB = 9 units.

Therefore, Scale Factor is equal to \(\frac{2}{3}\). Length of EH is equal to 16 units and length of AB is equal to 9.

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Finley's statement is incorrect because adding the same amount to the height and base of a triangle does not necessarily guarantee similarity between the two triangles. Similar triangles have corresponding angles that are congruent and corresponding sides that are proportional.

In this case, adding 3cm to both the height and base of the smaller triangle changes its proportions, but it does not guarantee that the resulting triangle is similar to the larger triangle. The ratios of corresponding sides in the two triangles may not be equal, which is a necessary condition for similarity.

To determine if the two triangles are similar, we need to compare the ratios of corresponding sides. Simply adding the same value to the height and base does not provide enough information to conclude similarity between the triangles.

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In order to ensure the appropriateness of the estimation procedure used in part b, the population must possess certain characteristics. Firstly, the population must be well-defined and clearly delineated.

This means that the boundaries of the population should be clearly established, and there should be no ambiguity about who is included and who is not. Additionally, the population should be large enough to ensure that the sample size is adequate for the estimation procedure being used. A larger population will allow for a larger sample size, which in turn will increase the accuracy of the estimate.

The population should also be relatively homogeneous, meaning that the individuals within the population should be similar in terms of the variables being measured. This will help to reduce the variability within the sample, making it easier to draw accurate conclusions from the data. Finally, the population should be stable and consistent over time, so that the estimation procedure can be used repeatedly with confidence. By possessing these characteristics, the population will be more appropriate for the estimation procedure being used, and the results will be more accurate and reliable.

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Answer:

Step-by-step explanation:

There are 100 cm in 1 meter. the dimensions are 400cm by 250cm. depending on which way you turn them, they will fit better. if you take 400 divided by 16, you will have a row of 25 wide and if you divide 250 by 10, you will have a length of 25. you now have 25 rows of 25. 25x25 is 625 tiles.

Hope this helps

Answer:

Solution: (1,-2)

Step-by-step explanation:

System of Equations

Given the equations:

\(-7x-8y=9\qquad\qquad [1]\)

\(-4x+9y=-22\qquad\qquad [2]\)

We'll solve it by elimination. It means eliminating one of the variables by equating their coefficients. We select the variable y. To eliminate it, multiply the equation [1] by 9 and the equation[2] by 8:

-63x-72y=81

-32x+72y=-176

Adding up both equations:

-95x=-95

Solving:

x=-95/(-95)=1

x=1

Now to eliminate x and find y, multiply [1] by 4 and [2] by -7:

-28x-32y=36

28x-63y=154

Adding up both equations:

-95y=190

Solving:

y=190 / (-95) = -2

y=-2

Solution: (1,-2)

Answer:

189.52

Step-by-step explanation:

184 x 0.03

5.52

184 + 5.52

189.52

Answer:

184*1.03 = £189.52

Step-by-step explanation:

Therefore, the solutions to the quadratic equation x² - 14x - 49 = 0 are x = 7 + 7√2 and x = 7 - 7√2.

A quadratic equation is a second-degree polynomial equation in a single variable. In other words, it is an equation of the form ax² + bx + c = 0, where x is the variable, and a, b, and c are constants. The goal of solving a quadratic equation is to find the values of x that make the equation true. There are several methods for solving quadratic equations, including factoring, completing the square, and using the quadratic formula.

In the given question,

To solve the quadratic equation x² - 14x - 49 = 0 , we can use the quadratic formula:

x = (-b ± √(b² - 4ac)) / 2a

where a = 1, b = -14, and c = -49.

Plugging in these values, we get:

x = (-(-14) ± √((-14)² - 4(1)(-49))) / 2(1)

Simplifying this expression, we get:

x = (14 ± √(196 + 196)) / 2

x = (14 ± √392) / 2

x = (14 ± 14√2) / 2

x = 7 ± 7√2

Therefore, the solutions to the quadratic equation x² - 14x - 49 = 0 are x = 7 + 7√2 and x = 7 - 7√2.

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Answer:

61% is represented by the shaded area.

The answer to this question is sigma < 13.08. The single-sided upper bounded 90% confidence interval for the population standard deviation (sigma) given that a sample of size n = 5 yields a sample standard deviation of 5.89 is sigma < 13.08.

Calculation of the single-sided upper bounded 90% confidence interval for the population standard deviation (sigma) given that a sample of size n=5 yields a sample standard deviation of 5.89 is shown below:

Upper Bounded Limit: (n-1)S²/χ²(df= n-1, α=0.10)

(Upper Bounded Limit)= (5-1) (5.89)²/χ²(4, 0.10)

(Upper Bounded Limit)= 80.22/8.438

(Upper Bounded Limit)= 9.51σ

√(Upper Bounded Limit) = √(9.51)

√(Upper Bounded Limit) = 3.08

Therefore, the upper limit is sigma < 3.08.

Now, adding the sample standard deviation (5.89) to this, we get the single-sided upper bounded 90% confidence interval for the population standard deviation: sigma < 3.08 + 5.89 = 8.97, which is not one of the options provided in the question.

However, if we take the nearest option which is sigma < 13.08, we can see that it is the correct answer because the range between 8.97 and 13.08 includes the actual value of sigma

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Answer:

63/5 or 12.6

Step-by-step explanation:

a=x-1/10y

b=y-1/10x

a+b=x-1/10y+y-1/10x

a+b=8-6/10+6-8/10

a+b= 63/5 or 12.6

Answer:

C

Step-by-step explanation:

2 x pi x r = circumfrence

2 x 7 x pi = 43.96

Answer: 43.96 m

Step-by-step explanation: To find the circumference of the circle shown here, start with the formula for the circumference of a circle which is shown below.

Circumference = 2πr

Notice that the radius of the circle is 7 meters.

So we can plug in 7 meters for r in the formula.

So we have (2)(π)(7m) which is equal to 14π m.

So the circumference of the circle shown here is 14π m.

Remember that π is approximately equal to 22/7 or 3.14 so we can estimate the value of the circumference by plugging in 3.14 for π.

So we have (14)(3.14) which is equal to 43.96.

So the circumference of the circle is

approximately equal to 43.96 m.