if two groups of numbers have the same mean, then group of answer choices their standard deviations must also be equal. their medians must also be equal. their modes must also be equal. other measures of location need not be the same.

Answer:

36, 60, 84

Step-by-step explanation:

3+5+7=15

180/15=12

12*3=36

12*5=60

12*7=84

To prove congruence, we need to have enough information about all six corresponding parts of the triangles, or enough information to apply one of the congruence criteria (SAS, ASA, etc.).

To show that two triangles are congruent, we need to have enough information to prove that all six pairs of corresponding parts (angles and sides) are congruent.

This is known as the Side-Angle-Side (SAS) or Angle-Side-Angle (ASA) congruence criteria, depending on the order of the corresponding parts.

For example, if we know that two sides and the included angle of one triangle are congruent to the corresponding parts of another triangle, then we can prove that the two triangles are congruent using the SAS criterion.

Similarly, if we know that two angles and the included side of one triangle are congruent to the corresponding parts of another triangle, then we can prove that the two triangles are congruent using the ASA criterion.

However, if we only have information about one or two pairs of corresponding parts, it may not be enough to prove congruence.

For example, knowing that two triangles have the same base and height (which are corresponding parts), does not necessarily mean that they are congruent, as there could be other non-congruent triangles with the same base and height.

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The given function f, with the provided set of ordered pairs, has a domain of {10, 17, 45, 51} and a range of {-6, 1, 5}.

The domain of a function refers to the set of all possible input values or x-values for which the function is defined. In this case, the given set of ordered pairs determines the domain. Looking at the x-values in the set {10, 17, 45, 51}, these are the unique inputs for which the function f is defined. Hence, the domain of f is {10, 17, 45, 51}.
On the other hand, the range of a function refers to the set of all possible output values or y-values that the function can take. By examining the y-values in the set {-6, 1, 5}, we can observe the distinct outputs generated by the function f. Thus, the range of f is {-6, 1, 5}.
In summary, the domain of the function f is {10, 17, 45, 51}, and the range of f is {-6, 1, 5}.

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Answer: $3.47

Step-by-step explanation:

27.76/ 8

Answer: 1/6

Step-by-step explanation:

An easy way for me to find a common denominator is to multiply both denominators: 3 times 2 and then subtract 2-1.

1/6  

The point of local minimum is given as (2,5)

By equating the first derivative with 0, we evaluate the critical points.

If "a" is a critical point and f'(x) changes sign from negative to positive through "a", then "a" is point of local minimum.

If f'(x) changes sign from positive to negative through "a", then "a" is a point of local maximum.

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Answer:

B) 4(6)+5(6)

Step-by-step explanation:

Normally when you see an expression like this, (4+5)6; I have to evaluate what's in the parentheses first, then solve it.

It can be either way:

6(4)+6(5) or (4)6+(5)6 or 6(4+5) = 6(9) = 54

(24)+(30) (24)+(30) or 6(9) = 54

This is the following of the distributive property, you must multiply the 6 first:

6(4) + 6(5)

You must distribute the 6 to the 4 then the 6 to the 5 in the distributive property law; you need to remember to remove the parentheses by multiplying first before doing the addition or subtraction!

Now you will the same answer in both case; with both approaches.

Answer:

B.

Step-by-step explanation:

6(4)+6(5) or (4)6+(5)6 or 6(4+5) = 6(9) = 54

(24)+(30) (24)+(30) or 6(9) = 54

Answer: experiment

Step-by-step explanation:

A course of perception that has an unsure result is alluded to as an experiment.

The study of mathematical objects by computing in order to discover their properties and patterns is known as experimental mathematics. It has been described as "that mathematical theory that concerns itself ultimately with both the convention and transmission of insights within the mathematical neighborhood through the use of experimental investigation of conjectures and also more irregular beliefs and just a careful analysis of the information acquired in this endeavor (in either the Galilean, Baconian, Aristotelian or Kantian sense).

The nineteenth century saw the reemergence of experimental mathematical concepts as a distinct field of study as the range of calculations that could be performed was greatly expanded by the development of the electronic computer, which could perform calculations at speeds and with levels of precision that were unimaginable to earlier generations of mathematicians.

A course of perception that has an unsure result is alluded to as an experiment.

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Answer:The center is at $36.

Step-by-step explanation:

Answer:

it would be 36.

Step-by-step explanation:

i did it my self

Answer:

Point of information.

Step-by-step explanation:

A point of information (POI) is a question or a statement, that is raised while a speaker of the opposing team is speaking. You are allowed to raise a POI at any time in the speech, but not during the protected time. Protected are the first and the last minute of the speech.

Hope this helped!

Answer:

slope = 2

Step-by-step explanation:

calculate the slope m using the slope formula

m = \(\frac{y_{2}-y_{1} }{x_{2}-x_{1} }\)

with (x₁, y₁ ) = (- 1, - 4) and (x₂, y₂ ) = (2, 2) ← 2 points on the line

m = \(\frac{2-(-4)}{2-(-1)}\) = \(\frac{2+4}{2+1}\) = \(\frac{6}{3}\) = 2

let me just stop to think

The odd factors of 10 are 1 and 5

The number is 10

First we have to find the two number that will give result 10 when they multiplied

We know,

2×5 = 10

Here 2 and 5 are prime numbers

A prime number is a number that is divisible only by itself and 1.

2 = 2×1

5 = 5×1

So when we prime factorize the number 10 the result will be

10 = 2×5×1

Therefore, the factors of 10 are 1, 2, 5 and 10

But here we have to find odd factors  of 10

The factors 10 that are odd = 1 and 5

Hence, the odd factors of 10 are 1 and 5

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Answer: −18.5s+28.1

If this helped you please consider marking this as the Brainliest Answer, if i make it to 10, I can be promoted to an expert. Thank you!

Left-hand side = 61/10.

Right-hand side = 51/10.

The left-hand side is not equal to the right-hand side, we can see that the associative property of addition does not hold for the given rational numbers.

What are rational exponents?

Rational exponents are exponents that are expressed as fractions.

To verify the associative property of addition for the given rational numbers, we need to check if:

(7/2 + (4/2)) + (3/5) = 7/2 + ((4/2) + (3/5))

First, let's simplify each side of the equation:

Left-hand side:

(7/2 + (4/2)) + (3/5)

= (11/2) + (3/5)

= (55/10) + (6/10)

= 61/10.

Right-hand side:

7/2 + ((4/2) + (3/5))

= 7/2 + (8/5)

= (35/10) + (16/10)

= 51/10.

Since the left-hand side is not equal to the right-hand side, we can see that the associative property of addition does not hold for the given rational numbers.

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The work done by the force on the particle is approximately 12.96 N.m.

To find the work done by the force on the particle, we can use the formula:

Work (W) = Force (F) ⋅ Displacement (δr) ⋅ cos(θ)

where F is the force vector, δr is the displacement vector, and θ is the angle between the force and displacement vectors.

Given:

Force vector, F = 4 î - 3 ĵ N

Displacement vector, δr = 4 î + ĵ m

First, let's calculate the dot product of the force and displacement vectors:

F ⋅ δr = (4 î - 3 ĵ) ⋅ (4 î + ĵ)

= 4 * 4 + (-3) * 1

= 16 - 3

= 13

Next, we need to find the angle between the force and displacement vectors. The angle θ can be determined using the dot product and the magnitudes of the vectors:

θ = cos^(-1)((F ⋅ δr) / (|F| * |δr|))

|F| = √(4² + (-3)²)

= √(16 + 9)

= √25 = 5

|δr| = √(4² + 1²)

= √(16 + 1)

= √17

θ = cos^(-1)(13 / (5 * √17))

Now we can calculate the work done:

W = F ⋅ δr ⋅ cos(θ)

= 13 * cos(θ)

Substituting the value of θ:

W = 13 * cos(cos^(-1)(13 / (5 * √17)))

Simplifying:

W ≈ 13 * 0.997

W ≈ 12.96 N.m (rounded to two decimal places)

Therefore, the work done by the force on the particle is approximately 12.96 N.m.

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Answer:

Step-by-step explanation:

Answer:

Algebraic Expression.

Answer:

C. Neither

Step-by-step explanation:

This is because the picture is showing both Exponential Growth AND Exponential Decay. As a result, it is both, but that is not an option, so neither is the answer. Hope it helps, and thank you for choosing Brainly for your question :D

Answer:

exponential decay

Step-by-step explanation:

We are multiplying by 1/3 each time

81 * 1/3 = 27

27*1/3 = 9

9*1/3 = 3

This is getting smaller so it is exponential decay

Answer:

x = 20, y = 110

Step-by-step explanation:

For x:

\(5x + 45 + 3x - 25 = 180\\8x + 20 = 180\\8x = 160\\x = 20\)

For y:

\(y + 2x - 5 + 3x - 25 = 180\\y + 2(20) - 5 + 3(20) - 25 = 180\\y + 40 - 5 + 60 - 25 = 180\\y + 35 + 35 = 180\\y + 70 = 180\\y = 110\)

Answer:

Step-by-step explanation:

the Pythagorean Theorem.

A^2 + B^2 = C^2

In this case, A = 13 and B = 5. C = length of ladder.

13^2 + 5 ^2 = c^2

169 + 25 = 194

194 = c^2

square root both sides and you get:

c = 13.9

Answer:

x² - 6x + 9

General Formulas and Concepts:

Algebra I

Step-by-step explanation:

Step 1: Define

x² + 6x + 9

Step 2: Find Roots α and β

Step 3: Solve

A. The value is 2.571, which corresponds to a confidence coefficient of 97.72%.

The value is 2.807, which corresponds to a confidence coefficient of 99.19%.

B. We can say with 90% confidence that the true population mean lies within ±1.64 units of the sample mean.

We can say with 95% confidence that the true population mean lies within ±2.46 units of the sample mean.

C. The confidence coefficient of 95.51%.

A. To find the confidence coefficient for a given sample size and confidence level, we use a t-distribution table.

If n=6 and CL=95%, we can use the t-distribution table to find the value of t with 5 degrees of freedom and a probability of 0.025 (since it is a two-tailed test).

Similarly, if n=24 and CL=99%, we can use the t-distribution table to find the value of t with 23 degrees of freedom and a probability of 0.005 (since it is a two-tailed test).

B. To find the margin of error, E, given a set of data with sample size, n, and standard deviation, s, at a given confidence level, CL, we use the formula:

E = t(CL/2, n-1) x s/√n

where t(CL/2, n-1) is the t-value for the given confidence level and degrees of freedom (n-1).

If n=6, s=2, and CL=90%, we can use the t-distribution to find the value of t with 5 degrees of freedom and a probability of 0.05 (since it is a two-tailed test). This value is 2.015, so:

E = 2.015 x 2/√6 = 1.64

Similarly, if n=9, s=2.8, and CL=95%, we can use the t-distribution table to find the value of t with 8 degrees of freedom and a probability of 0.025 (since it is a two-tailed test). This value is 2.306, so:

E = 2.306 x 2.8/√9 = 2.46

C. To find the confidence coefficient using the t-distribution table, we first need to know the degrees of freedom and the probability of the test.

If n=12 and CL=95%, the degrees of freedom are 11 (n-1). To find the probability of the test, we divide the confidence level by 2 (since it is a two-tailed test) and convert it to a probability value.

Thus, for CL=95%, the probability of the test is 0.025. Using the t-distribution table with 11 degrees of freedom and a probability of 0.025, we find the t-value to be 2.201.

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Answer:

y = -x + 6

y = -1/2x - 4

Step-by-step explanation:

slope of function in table is -2

the greater the absolute value of the slope, the steeper the line

so the absolute values of -1 and -1/2 are less than absolute value of -2

Answer: Friday, 1.25 more per hour

Step-by-step explanation: if we take the inches it snowed and divide it by the hours, we get the rate of snowfall for one hour. 15/6=2.5 and 30/8=3.75

To get how much more we take the bigger snowfall per hour minus the smaller snowfall per hour 3.75-2.5=1.25

Answer:

0< h ≤ 15

Step-by-step explanation:

A = 1/2 * base * height = 1/2*16*h = 8h

A no more is ≤.

A ≤ 120

8h ≤ 120

h ≤ 15

0< h ≤ 15

Height should be  more than 0 feet and no more than 15 feet.

The correct answer is d) To avoid a large number of classes with very small frequencies.

Unequal class intervals are sometimes used in a frequency distribution to avoid a large number of classes with very small frequencies. This can occur when the data range is very large or when there is a lot of variability in the data.

For example, if we have a dataset with values ranging from 0 to 1000, using equal class intervals of size 100 would result in 10 classes. However, if the data is skewed and most of the values fall in the lower range, many of the classes may have very small frequencies. Using unequal class intervals can help group the data in a way that results in more meaningful class frequencies.

Additionally, unequal class intervals can be used to better represent the distribution of the data. For example, if there is a cluster of values around a certain range, using a smaller class interval around that range can provide more detail and information about the data distribution.

Therefore, the correct answer is d) To avoid a large number of classes with very small frequencies.

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Answer:

6

Step-by-step explanation:

-3y=-18x-45

y=6x+9

slope is 6