The following spinner will be spun and a coin will be flipped. If Audrey spins the spinner once and flips the coin once, then create a list that contains only the outcomes in which the spinner lands on an odd number.

The slope of the line that passes through the points (-3, 3), and (1, -5) is -2.

Steps to finding slope:

The formula for finding slope from two points (x₁, y₁) and (x₂, y₂) on a line is m = (y₂ - y₁) / (x₂ - x₁). Here,

m = slope of the line

x₁ = the x-coordinate of the first point

y₁ = the y-coordinate of the first point

x₂ = the x-coordinate of the second point

y₂ = the x-coordinate of the second point

Here, the given points are  (-3, 3), and (1, -5):

y₂ = -5, y₁ =3 , x₂ = 1, x₁ = -3

Substitute the values,

m = (y₂ - y₁) / (x₂ - x₁)

m = (-5 - 3) / (1 - (-3))

= -8 / (1+3)

= -8 / 4

m = -2

Hence, the slope of the line that passes through the points (-3, 3), and (1, -5) is -2.

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Comparing the means of the two samples, we find that the difference between the means is significant. Therefore, we can reject the claim and conclude that male and female high school students have different exam scores.

To perform the two-sample t-test, we first calculate the standard error of the difference between the means using the formula:

SE = sqrt((s1^2 / n1) + (s2^2 / n2))

Where s1 and s2 are the population standard deviations of the male and female students respectively, and n1 and n2 are the sample sizes. Plugging in the values, we have:

SE = sqrt((47^2 / 49) + (4.3^2 / 53))

Next, we calculate the t-statistic using the formula:

t = (x1 - x2) / SE

Where x1 and x2 are the sample means. Plugging in the values, we have:

t = (239 - 21.1) / SE

We can then compare the t-value to the critical t-value at α = 0.01 with degrees of freedom equal to the sum of the sample sizes minus 2. If the t-value exceeds the critical t-value, we reject the null hypothesis.

In this case, the t-value is calculated and compared to the critical t-value using the provided standard normal distribution table. Since the t-value exceeds the critical t-value, we can reject the claim that male and female high school students have equal exam scores.

Therefore, the correct answer is:

B. Male and female high school students have different exam scores.

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Answer:

5

Step-by-step explanation:

12-7=x

x=5

9514 1404 393

Answer:

Step-by-step explanation:

1. The table can be filled in like this:

The constant of proportionality is the ratio of y to x:

  k = 3/2

__

2. The meaning of the constant of proportionality is just what it is defined to mean: the ratio of oil to vinegar in the dressing.

__

3. The equation is y=kx, where k is the value in part 1:

  y = (3/2)x

The mean height of toddlers at Ms. Cabrera's daycare, based on the given data in the dot plot, is approximately 83.6 centimeters.

To find the mean, we need to sum up all the heights and divide it by the total number of data points. Looking at the dot plot, we see that the heights range from 80 cm to 86 cm. We can calculate the mean as follows:

80 + 80 + 81 + 81 + 82 + 82 + 83 + 83 + 84 + 84 + 85 + 85 + 86 + 86 = 1,155

There are 14 data points in total, so we divide the sum by 14:

1,155 / 14 ≈ 82.5  

Therefore, the mean height of the toddlers at Ms. Cabrera's daycare is approximately 82.5 cm. However, since the heights are given in whole numbers, it is important to consider that the mean might not be a whole number. When we round the result to one decimal place, the mean height becomes approximately 82.6 cm.

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Answer:

p = -15

Step-by-step explanation:

-2 = (p+9)/3 multiply both sides by 3 to get rid of fraction

-6 = p + 9 subtract 9 from both sides

-15 = p

Answer:

C and E

Step-by-step explanation:

C and E are the only ones that are the same and represent the excerpt

Hope this help s plz mark brainliest if correct :D

Answer:

the last answer and the 3rd one

Step-by-step explanation:

Answer:

1/36

Step-by-step explanation:

There's only 1 way to get the sum of 2.

1,1

Therefore, () r(t) = 4 - 8t evaluated at \(t=0\) is 4, at \(t=1\) is -4, and at \(t=4\)is -28.

To evaluate the dot product ()r(t), we first need to find the coordinates of the vector :

() = ⟨2, -2, 4⟩

Then we can substitute the coordinates of r(t) into the dot product formula:

\(()r(t) = (2t^2 - 2 - 2t^2, -2t^2 - 2t^3, 4 - 6t) ⋅ ⟨2, -2, 4⟩\)

Simplifying this expression yields:

\(()r(t) = 4 - 8t\)

To evaluate () r(t) at different values of t, we substitute those values into the expression we just derived:

\(() r(0) = 4 - 8(0) = 4\)

\(() r(1) = 4 - 8(1) = -4\)

\(() r(4) = 4 - 8(4) = -28\)

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answer:

10:03 am

explanation:

9:00 am + 1 hour (60 min) + 3 min = 10:03 am.

Answer:

Step-by-step explanation:

huh

It all depends on how you want your hamburger. If you're serving it as a main dish, 300 hamburger patties (each around 4 ounces) should be plenty to feed 300 people. If you utilize hamburger meat as a topping or filler in a meal, you'll need a different amount.

Arithmetic operations is a field of mathematics that studies numbers and the operations on numbers that are helpful in all other disciplines of mathematics. It consists mostly of operations like addition, subtraction, multiplication, and division. Arithmetic Operator is used to conduct mathematical operations on the supplied operands such as addition, subtraction, multiplication, division, modulus, and so on. The four basic arithmetic operations are addition, subtraction, multiplication, and division. Arithmetic mean is a number calculated by dividing the sum of a set's elements by the number of values in the set.

Here,

It all depends on how you want to eat the hamburger. If you're serving it as a main course, 300 hamburger patties, each weighing around 4 ounces, should plenty to satisfy 300 people. It will need a different quantity of hamburger meat if you use it as a topping or filler in a dish.

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Complete question:

How much hamburger will it take to make 300 three oz patties with a 20% shrinkage?

The largest country in Europe by population is Russia. With a population of over 144 million people, Russia holds almost twice as many inhabitants as the second-largest country in Europe, Germany.

The reason why Russia has the largest population in Europe is mainly due to its vast geographical area, which includes diverse ethnic groups and natural resources, thus supporting a larger population. Additionally, historical factors such as migration, urbanization, and economic growth have also contributed to Russia's high population numbers.

One of the main reasons for Russia's large population is its size. As the largest country in the world, Russia covers almost 1/8th of the world's landmass, providing ample room for its citizens to reside. Additionally, Russia's population growth has been influenced by various factors throughout history, including immigration, wars, and government policies. Despite declining birth rates in recent years, Russia's population remains the largest in Europe.

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Answer:

See Explanation

Step-by-step explanation:

The question is incomplete, as a table or chart that shows the required data is not given.

To answer this, I will make use of the following frequency table

\(\begin{array}{cccccc}{Miles} & {1} & {1\frac{1}{2}} & {2} & {2\frac{1}{2}} & {3} \ \\ {Students} & {10} & {0} & {5} & {10} & {5} \ \end{array}\)

From the above table.

\(2\frac{1}{2}\ miles \to 10\ students\)

\(3\ miles \to 5\ students\)

So:

\(2\frac{1}{2}\ or\ 3\ miles = 10+5\)

\(2\frac{1}{2}\ or\ 3\ miles = 15\ students\\\)

From the above table.

\(1\ miles \to 10\ students\)

\(1\frac{1}{2}\ miles \to 0\ students\)

So:

\(1\frac{1}{2}\ or\ 1\ miles = 0+10\)

\(1\frac{1}{2}\ or\ 1\ miles = 10\ students\)

The difference (d) is then calculated by subtracting the number of students in both categories

\(d = 15\ students - 10\ students\)

\(d = 5\ students\)

8(n-3)

simpilify

8n-24

Answer:

\(2\sqrt{6} -13\sqrt{3} +4\sqrt{2}\)

Step-by-step explanation:

\(\sqrt{24} -5\sqrt{12} +4\sqrt{2} -3\sqrt{3}\)

\(=\sqrt{4\times 6} -5\sqrt{4\times 3} +4\sqrt{2} -3\sqrt{3}\)

\(=\sqrt{4} \times \sqrt{6} -5\times\sqrt{4} \times \sqrt{3} +4\sqrt{2} -3\sqrt{3}\)

\(=2\sqrt{6} -5\times2\sqrt{3} +4\sqrt{2} -3\sqrt{3}\)

\(=2\sqrt{6} -10\sqrt{3} +4\sqrt{2} -3\sqrt{3}\)

\(=2\sqrt{6} -13\sqrt{3} +4\sqrt{2}\)

Answer:

\( \boxed{ \tt 2 \sqrt{6} - 13 \sqrt{3 } + 4 \sqrt{2} }\)

or

\( \boxed{ \tt \approx - 12.1}\)

Step-by-step explanation:

Simplify:

\( = \tt \sqrt{ {2}^{2} \times 6} −5 \sqrt{12} +4√2−3√3\)

\( = \tt \: 2 \sqrt{6} - 5 \sqrt{12} + 4 \sqrt{2 } - 3 \sqrt{3} \)

\( = \tt2 \sqrt{6} - \sqrt{ {2}^{2} \times 3} + 4 \sqrt{2} - 3 \sqrt{3} \)

\( = \tt \: 2√6−5(2√3)+4√2−3√3\)

\( \tt = 2√6−10√3+4√2−3√3\)

\( \tt = 2 \sqrt{6} - 13 \sqrt{3 } + 4 \sqrt{2} \)

\( \tt \approx \: - 12.1\)

\( \rule{225pt}{2pt}\)

Answer:

x=-10

Step-by-step explanation:

Move like terms to the same side

2x+6-x=-4

x=-4-6

x=-10

2x+6=x-4

subtract x from both sides

x+6=4

subtract 6 from both sides

x=-10

hope this helps!

Answer:

1/45

Step-by-step explanation:

2/10 * 1/9 = 1/45

2/10= 2 red marbles and 10 marbles in total.

Answer:

3(5n+1)

Step-by-step explanation:

7n+4+8n-1

15n+3

3(5n+1)

Answer: 9/2

Step-by-step explanation: Hope this helps.

Answer:
Answer: (b) 5.

Step-by-step explanation:

Simple and best practice solution for (c-5)d=2 equation. ... If it's not what You are looking for type in the equation solver your own equation and let us solve it. ... 2 + 5d cd = 2 + 5d Divide each side by 'd'. c = 2d-1 + 5 Simplifying c = 2d-1 + 5 Reorder ... 11/4-t8 | | (3x^2+5x+2)+(4x^2+3x+2)= | | 4Y+7-Y=4+2Y-8 | | 10x+190=360 ...

For example, let's say with have the equation x+5 ... If we evaluate the same expression when x=10, we get 3(10)+7=30+7=37. Here's a variable expression with two variables: 3x−2y ... How do you express the phrase "a number z divided by 19" as an algebraic expression? ... How do you simplify 11c+5d−9c−9d?Let the number of cows be x and their legs be 4x. ... or, x = 7 [dividing by 2 on both sides]. ... The roots of the equation ax2 + bx + c = 0 will be reciprocal if: ... A circle of radius 10 inches has its center at the vertex C of an equilateral triangle ABC ... (a) 15, (b) 30, (c) 60, (d) 90, (e) 120. Circle Problem Answers. Answer: (b) 5.

Answer:

See a sides are equal so your answer is 8.2 in.

Cotermianl of -72 degree.

360-72=288(subtract 72 from 360 degree)

Hence, 288 is the cotermianl of -72 degree

The statement "An estimator is consistent if as the sample size decreases, the value of the estimator approaches the value of the parameter estimated" is False.

Consistency is an important property of estimators in statistics. An estimator is consistent if its value approaches the true value of the parameter being estimated as the sample size increases.

In other words, if we repeatedly take samples from the population and compute the estimator, the values we obtain will be close to the true parameter value.

This is an essential characteristic of a good estimator, as it ensures that as more data is collected, the estimation error decreases.

However, as the sample size decreases, the value of the estimator is more likely to deviate from the true value of the parameter. The reason for this is that a small sample size may not be representative of the population, and as a result, the estimation error may increase.

As a consequence, the statement is false. In conclusion, consistency is a property that an estimator possesses when its value converges to the true value of the parameter as the sample size grows.

As the sample size decreases, the estimator may become less reliable, leading to an increase in the estimation error.

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Your friend used the Associative Property of Addition to rearrange the addition in a way that made the calculation simpler, while still obtaining the correct result.

The property that your friend used is the Associative Property of Addition. This property states that the grouping of numbers being added does not affect the sum. In this case, your friend grouped (29 + 11) together first, and then added 16 to the sum.

By using the Associative Property of Addition, your friend simplified the calculation by performing the addition in a different order without changing the final result. This property allows for flexibility in how we group and add numbers, making calculations more efficient and easier to perform mentally.

For example, using the property, we can rewrite the expression as (29 + (11 + 16)), which means we can perform the addition of (11 + 16) first, resulting in 27. Then, we add 29 to the sum, giving us a final answer of 56.

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Answer:

Step-by-step explanation:

240 | Total

6x10=60 square feet | Bathroom

240-60=180

Square foot of 180 is 16.7225

Length of Anthony's bathroom is 16.7225