please help i have no idea what this is!!

Answer:

3 5,7,9,11,13,16,17 19,21,23,25,27,29

The two-way table is an illustration of probability, and the value of P(Adult|Second run) is 0.600

The probability to calculate is given as: P(Adult|Second run)

This means:

The probability that an Adult is selected given that the adult runs the second run

The formula to solve this is:

P(Adult|Second run) = n(Adult and Second run)/n(Second run)

From the table, we have:

n(Adult and Second run) = 219

n(Second run) = 365

So, we have:

P(Adult|Second run) = 219/365

Evaluate

P(Adult|Second run) = 0.600

Hence, the value of P(Adult|Second run) is 0.600

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Answer:

The value of P rounded to the nearest thousandth would be 0.6

Hope this helped!

Answer:

-20 feet

Step-by-step explanation:

If the fish are closser to the suface it will be closer to 0 on the number line.

A fish finder is an instrument on a boat that indicates that fish are located in a radius of -20 to 0.

Given that,
A fish finder is an instrument on a boat that indicates where fish are located. The range of the fishfinder is to be specified.

Range, it is the set of the values that come out to an outcome for certain mathematical operations.

A number line is defined as the number marked on the line calibrated into an equal number of units. For example -1, 0, 1, and so on.

Here,
The range usual range of the fishfinder is standardly 0 to -20 on the number line of the instrument, where the negative sign indicates the depth.

Thus, A fish finder is an instrument on a boat that indicates that fish are located in a radius of -20 to 0.

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There were 3,000 leopards in the wild in 1996. There are now only 70. There is decrease of 97.67 % in leopards.

We have been giving the leopards in 1996 as 3,000 and leopards today as 70.

Difference between the leopards = 3,000 - 70 = 2,930.

Percent decrease = difference in leopards / leopards in 1996 × 100

= 2930 / 3,000 × 100

= 97.67%.

The percentage drop formula is used to determine how much a variable's value has decreased. The variable can be population, cost, profit, or something else. Percent reduction denotes the percentage change in a value when it is decreased over time.

For example, a decrease in rainfall, a decrease in the number of Covid patients, and so on. The percent decrease formula can be used to determine percent decrease.

Simply divide the decreased number by the original value and multiply by 100 to get the percentage decrease calculation.

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Answer:

A. $32.89

Step-by-step explanation:

Take the amount and divide by the number of movies watched

26.91 / 9 =2.99

Now multiply by the new number of movies he wants to watch, 11

2,99 *11

32.89

Answer:

A) $32.89

Step-by-step explanation:

We divided 26.91 by 9 to find how much it is per movie

26.91/9

2.99

It is 2.99 for 1 movie so now we multiply by 11 to find all 11 movies price

2.99x11

$32.89

Hopes this helps please mark brainliest if you would like to learn cross multiply way just let me know

7.1 cm  long is the arc intersected by a central angle .

What is length of an arc?

Given,

Central angle = π / 2

radius = 4.5 cm

we apply formula of length of arc.

length of the arc = angle ×  radius

                              = (π/2) × (4.5 cm)

Now put value of π = 3.14

length of the arc = (3.14 / 2) × (4.5) cm

                            = 7.065 cm ≈ 7.1 cm

Therefore, 7.1 cm  long is the arc intersected by a central angle .

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As per given by the question,

There are given that a length of three sides of the triangle.

The length of sides are, 14cm, 22cm, and 30cm.

Now,

For finding the measure of the smallest angle,

The smallest angle in a triangle is always opposite the shortest side. and also the bigest angle is always opposite the longest side.

So,

Suppose length A is 14cm, B is 22 cm and C is 30cm.

Then,

From the law of cosines,

Let A be the smallest angle.

So,

Now,

Find the value of angle A,

Now,

Then,

Hence, the measure of the smallest angle is 25.84 degree.

Answer:

184

Step-by-step explanation:

convert percentage into decimal:

40% = 40/100 = 0.4

Therefore 40% of 460 = 0.4 x 460 = 184

Solution:

Note that:

Use the percentage formula to find out how much males attended the freedom academy.

184 males attended the Freedom academy.

This amount is equivalent to 7% of his total bill. Barney purchased an MP3 player from an online store for $80.00.

On the checkout page, he noticed that the store had applied a sales tax of 7%. Using a proportion, find the amount of his total bill that Barney is charged as sales tax. The amount that Barney is charged as sales tax can be determined by multiplying the sales tax rate by the total amount paid.

The formula for calculating the amount of sales tax is: Amount of sales tax = Tax rate × Total amount paid.

In this case, the total amount paid by Barney was $80.00. Therefore, the amount of sales tax he was charged is: Amount of sales tax = 7% × $80.00 = 0.07 × $80.00 = $5.60.

Therefore, Barney was charged $5.60 in sales tax on his MP3 player.

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The solution to the following system of equations by graphing is (4/3, 5/2), the correct option is B.

We are given that;

The equations 3x 5y=14, 6x-4y=9

Now,

To estimate the solution to the system of equations by graphing, we can plot the lines of the two equations on a graph and find the point where they intersect. The point of intersection is the solution to the system of equations.

The first equation is 3x + 5y = 14 and the second equation is 6x - 4y = 9. We can solve for y in each equation and then plot them on a graph.

For the first equation, we have:

3x + 5y = 14 5y = -3x + 14 y = (-3/5)x + (14/5)

For the second equation, we have:

6x - 4y = 9 4y = 6x - 9 y = (3/2)x - (9/4)

Now we can plot these two lines on a graph and find their point of intersection.

The point of intersection is approximately (1.2, 2.6).

Therefore, by equations the answer will be (4/3, 5/2).

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Answer: The relationship between the lengths of the line segments doesn't change. In all the cases, AB = CD and AC = BD.

Step-by-step explanation: this is plato!!!!!!!!

Answer:

The relationship between the lengths of the line segments doesn't change. In all the cases, AB = CD and AC = BD.

Step-by-step explanation:

The height of the cylinder is 3 and its base is a circular disk with radius 1.

The solid of revolution obtained by revolving the region bounded by the curves y = x - 1, y = 0, and x = 3 about the x-axis is a cylinder.

The curves y = x - 1 and y = 0 bound a triangular region in the xy-plane with vertices (0, -1), (3, 0), and (1, 0). When this region is revolved about the x-axis, it generates a cylinder with height 3 and base a circular disk with radius 1.

A cylinder has traditionally been a three-dimensional solid, one of the most normal of curvilinear geometric shapes.

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When calculating expenses of depreciation for a business, the asset typically associated with this calculation is fixed assets or property, plant, and equipment (PPE). These are long-term assets used in the production of goods or services and include items such as buildings, machinery, vehicles, and furniture.

Depreciation is an accounting method used to allocate the cost of these assets over their useful lives. It represents the gradual decrease in value or wear and tear of the assets due to factors like time, usage, and obsolescence.

To calculate the expense of depreciation, you would typically consider the initial cost of the asset, its estimated useful life, and any estimated salvage or residual value at the end of its useful life. Various depreciation methods such as straight-line depreciation, declining balance depreciation, or units-of-production depreciation can be used to calculate the expense of depreciation. Each method has its own formula and assumptions for allocating the cost over time.

It's important to note that the specific assets and depreciation methods used for expense calculation may vary depending on the business and its industry. Additionally, accounting regulations and standards, such as generally accepted accounting principles (GAAP) or international financial reporting standards (IFRS), may provide guidelines for how to calculate and report depreciation expenses.

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According to the given triangle, the value of ∠AFE = 48 degrees. (option b).

Let's start by looking at the given figure. We have an equilateral triangle ABC, which means all its sides are equal, and all its angles are 60 degrees. We are also given a point D outside the triangle and an angle CAD of 18 degrees. This means that the angle CAD and the angle BAC are supplementary (they add up to 180 degrees), since they both share the side AC.

Now, we can apply the angle bisector theorem to the triangle AEB. This tells us that AE/EB = AD/DB. Since CD = BE and triangle ADE is congruent to triangle BDC, we can say that

AD/DB = AE/EC = (AE + EC)/EC = AC/EC.

Therefore,

=> AE/EC = AC/EC - 1 = (2 cos 18 - 1)/sin 18.

Solving for sin ∠AFE, we get sin

∠AFE = (sin 12)(sin (42 - x))/sin (126 - x)(sin (60 - x)).

Taking the inverse sine of this value, we get

∠AFE = 48 degrees.

Therefore, the answer is option B, 48 degrees.

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The sampling method used by the principal in this scenario is stratified sampling.

Stratified sampling involves dividing the population into distinct subgroups, or strata, based on certain characteristics (in this case, grade level), and then randomly sampling from each stratum to ensure that each subgroup is represented in the sample.

By organizing the school's population by grade level and sampling from each grade level (freshman, sophomore, junior, and senior), the principal is using stratified sampling to gather data on preferred elective courses.

Therefore, This method helps ensure that the sample is representative of the entire population and can provide more accurate results compared to other sampling methods, such as convenience sampling, systematic sampling, or volunteer sampling, which may introduce biases or limitations in the sample.

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See text below



3. A principal wants to know what electives should be added to the school schedule. He organizes the school's population by grade level and then randomly samples fifty students in the freshman, sophomore, junior, and senior classes about their preferred elective course. What sampling method did the principal use?

convenience sampling

stratified sampling

systematic sampling

volunteer sampling

Answer:

C. f(x)=4x, g(x)=1/4x

Step-by-step explanation:

Find the inverse by switching y and x

y=x --> x=y (so a is wrong)

y=2x --> x=2y --> y=1/2 (b is wrong)

y=4x --> x=4y --> y=1/4x (c is right)

y=-8x --> x=8y --> y=-1/8x (d is wrong)  

Answer:

x = ± 6

Step-by-step explanation:

Hello!

The value of x is 6 or -6.

Hi...

\(\texttt{5x}\)² \(\texttt{= 180}\)

\(\texttt{5x}\)² \(\texttt{= 180}\)

Divide both sides by 5

\(\hookrightarrow{\mathtt{\frac{5x^2}{5}} = {\mathtt{\frac{180}{5}}\)

Simplify:

\(\hookrightarrow{\mathtt{x^2 = 36}\)

\(\hookrightarrow{\mathtt{For \: x^2 \: = f(a) \: the \: solutions \: are \: x = \sqrt{f(a)}}\) , \(\mathtt{- \sqrt{f(a)}}\)

\(\hookrightarrow{\mathtt{x = \sqrt{36}}\) , \(\mathtt{x = -\sqrt{36}}\)

Factor the number: 36 = 6²

\(\mathtt{= \sqrt{6^2}}\)

Apply radical rule: \(\mathtt{\sqrt[n]{a^n} \: = a}\)

\(\mathtt{\sqrt{6^2} = 6} \\\mathtt{= 6}\)

- \(\sqrt{36} = -6\)

\(\boxed{\fbox{\bf{x = 6 , x = -6}}}\)

Hope It Helps You...

The smaller triangle is DEF which has sides

The larger triangle ABC has side lengths of

Note how the sequence 2,4,6 is exactly double that of 1,2,3. Therefore, the sides of triangle ABC are twice as large as the corresponding sides of triangle DEF.

Put another way, computing the ratios of the corresponding sides all lead to the same value, so we have BC/EF = 6/3 = 2, and we have  AB/DE = 4/2 = 2, and finally AC/DF = 2/1 = 2. These three equations all confirm ABC is twice as large as DEF.

By the SSS (side side side) similarity theorem, we can conclude the triangles are similar. They have the same shape, but different size.

Answer:

Y = 3(c+7)

Hope this helps!

Mary put 12,600 in an account with a simple interest rate of 2.2%. Simple interest is calculated by multiplying the principal amount, interest rate, and time in years. So, the amount of interest earned by Mary at the end of 10 years is 2,772.

Therefore, the interest earned at the end of 10 years can be calculated as follows:
Interest = Principal x Rate x Time
Interest = 12,600 x 0.022 x 10
Interest = 2,772
It is important to note that simple interest does not compound over time, so the interest earned remains constant over the years. In comparison, compound interest would have earned more interest over time as the interest earned is added to the principal amount and the new total earns interest.

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If the power, P (watts), of a car engine is to the square of its speed, proportional s (m/s). when s= 25, P = 1400. The power when the speed is 30 m/s is: 2016 watts.

Given data :

Power , P = 1400

Speed ,s = 25

Speed ,s1= 30

Now let determine the power when the speed is 30 m/s

Hence,

1400/25² = P1 /30²

1400/ 625 = P1 /900

2.24 =  P1 /900

P1 = 2.24 × 900

P1 = 2016 watts

Therefore we can conclude that the power is 2016 watts.

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The required quadratic equation is: y = -0.75x² + 16x + 2

The general form of expression of a quadratic equation is:

y = ax² + bx + c

Now, from the given function table, we see that:

When x = 0, y = 2

When x = 2, y = 31

When x = 4, y = 54

When x = 6, y = 71

When x = 8, y = 82

Thus at (0, 2), we have:

a(0)² + b(0) + c = 2

Thus, c = 2

At (2, 31), we have:

a(2)² + b(2) + 2 = 31

4a + 2b = 29   -----(1)

At (4, 54), we have:

a(4)² + b(4) + 2 = 54

16a + 4b = 52   ----(2)

Solving simultaneously gives:

a = -0.75 and b = 16

Thus, the quadratic equation is:

y = -0.75x² + 16x + 2

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An example of a one-way ANOVA that could be conducted as both a between-subjects and repeated-measures design is a study comparing the effectiveness of three different teaching methods on student performance. Conducting the ANOVA as a repeated-measures design would be more appropriate in this case.

Suppose a researcher wants to investigate the impact of three teaching methods (A, B, and C) on student performance in a specific subject.

In a between-subjects design, different groups of students would be assigned to each teaching method, and their performance scores would be measured and compared.

This would involve independent groups of participants, with each participant experiencing only one teaching method.

On the other hand, in a repeated-measures design, the same group of students would receive all three teaching methods in a random order, and their performance scores would be measured after each method.

This allows for a direct within-subject comparison of the three teaching methods, as each participant serves as their control.

In this example, a repeated-measures design would be more appropriate.

It eliminates the individual differences between participants, making the comparison more accurate and reducing the variability in the data.

Additionally, using a repeated-measures design requires a smaller sample size compared to a between-subjects design, which can be more cost-effective and efficient.

By using a repeated-measures design, the researcher can directly observe the effect of each teaching method on the same group of students, leading to a more robust and precise analysis of the teaching methods' effectiveness.

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Step-by-step explanation:

5. 1/9

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An expression that consists of variables, constants, and exponents that is combined using mathematical operations like addition, subtraction, multiplication, and division is referred to as a polynomial (No division operation by a variable).

What are some examples of polynomials?

    (3x-4)9x³+6x²+13x-5

    derivative of polynomial

      axn-1

     3x1-1

      3x°

      3×1

      t=3

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The correct answer is option C which is the ratio of the numbers is 3:4.

In mathematics, ratios are used to determine the relationship between two numbers it indicates how many times is one number to another number.

Given that:-

As we can see that the numbers are more than 20% so suppose the third number is x so the increased number is 1.2x.

Similarly the second condition the increased number is 1.6x.

So the ratio of the numbers will be:-

Ratio = \(\dfrac{1.2x}{1.6x}\)

Ratio = \(\dfrac{3}{4}\)

Therefore the correct answer is option C which is the ratio of the numbers is 3:4.

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