Answer: a to the power 13
Step-by-step explanation: identity: a^m × a^n= a^m+n
^ means 'to the power'
PLEASE RATE 5 STARS AND VOTE AS BRAINLIEST:)
(^o^)(^o^)(^o^)(^o^)(^o^)(^o^)(^o^)(^o^)(^o^)(^o^)(^o^)(^o^)
I need help with math can someone help me I’ll show the question?
I need help with this problem
Answer:
Step-by-step explanation:
ill help
How do you find the median of a data set when you have an even number of values?
Answer:
If there is an even number of numbers, the median is the average of the two numbers in the middle.
Step-by-step explanation:
To find the median of any set of numbers, put them in order from smallest to greatest. If a number occurs more than once, list it more than once. The number in the middle is the median. If there is an even number of numbers, the median is the average of the two numbers in the middle. For your first example, we line them up: 3, 6, 6.
Answer:
Set them from least to greatest and remove one from each side until you find the middle number! If you're left with 2, add them both and divide by 2.
Step-by-step explanation:
What is th he sum of the first seven terms of the series -3+6-12+24-...?
Answer:
-129
Step-by-step explanation:
-3+6-12+24-48+96-192=
6+24+96-3-12-48-192=
126-255=
-129
Hope this helps!
Determine which of the following relations is a function.
Answer:
The farthest left box.
Step-by-step explanation:
In order for a relation to be a function, the order of numbers must be constant from the input to the output. The other numbers do not have a consistent value, but the one on the far left is x=+5 and y=-5, and it continues this way throughout the relation.
Hopefully this helped!
Answer: Hi! I am doing the same school program and the answer is A and C! Hope this helps.
[25x^{2} + 16y^{2}
plz factor
Answer:
[tex](5x)^2+(4y)^2[/tex]
Step-by-step explanation:
[tex]25x^2+16y^2=\\(5x)^2+(4y)^2[/tex]
Hope this helps!
If our monthly income is $1,450 and your house payment is $1,125, what fraction of your monthly income must go to pay your house payment?
Answer:
1125/1450 or simplify it, 45/58
Step-by-step explanation:
1125/1450 or simplify it, 45/58
Mrs.Mark has 3/4 pond of cheese to use making sandwiches. She uses about 1/34 pound of cheese on each sandwich. How many sandwiches can she make with the cheese she has?
Answer:
Step-by-step explanation: Divide
3
4
which is the amount of cheese she has,
by
1
32
which is the amount of cheese required for each sandwich.
3
4
1
32
This is a complex fraction.
Simplify the fraction by multiplying both the numerator fraction and the denominator faction by the inverse of the bottom fraction
1
32
3
4
×
32
1
1
32
×
32
1
The bottom fraction times its inverse is equal to
1
leaving
3
4
×
32
1
4
divides out of
4
and
32
leaving
3
×
8
=
24
sandwiches
The base of a prism is never a
Answer:
circle,oval overall its never round or with curves
Step-by-step explanation:
The base of a prism is never a ''Circle''. Because by definition Circular prism is not a prism.
What is mean by Triangle?A triangle is a three sided polygon, which has three vertices and three angles which has the sum 180 degrees.
Given that;
To find the never possible shape of base of prism.
Now, We know that;
A prism is a solid that has two faces that are parallel and congruent.
Hence, If you take any cross section of a prism parallel to those bases by making a cut through it parallel to the bases, the cross section will look just like the bases.
Hence, Circular prism is not a prism according to definition.
Learn more about the triangle visit;
brainly.com/question/1058720
#SPJ6
find the value of the x in the isoscelies triangle shown below.
Answer:
10
Step-by-step explanation:
x = root(6^2 + 8^)
...............
Unknown cultural affiliations and loss of identity at high elevations." These are words used to propose the hypothesis that archaeological sites tend to lose their identity as altitude extremes are reached. This idea is based on the notion that prehistoric people tended not to take trade wares to temporary settings and/or isolated areas. As elevation zones of prehistoric people (in what is now the state of New Mexico) increased, there seemed to be a loss of artifact identification. Consider the following information.Elevation Zone Number of Artifacts Number Unidentified7000-7500 ft 114 715000-5500 ft 142 23Let p1 be the population proportion of unidentified archaeological artifacts at the elevation zone 7000-7500 feet in the given archaeological area. Let p2 be the population proportion of unidentified archaeological artifacts at the elevation zone 5000-5500 feet in the given archaeological area.(a) Find a 95% confidence interval for p1 − p2. (Round your answers to three decimal places.)lower limit: upper limit:
Answer:
Step-by-step explanation:
Rufus invest 10,000 in a savings account that pays 3.5 simple interest each year. If Rufus makes no withdrawal or deposits to the account how much money will be in the account after 7 years ?
Answer:
$1272.28
Step-by-step explanation:
Our equation is
[tex]p*(1+x)^{t}[/tex] , with p being the starting amount, x being the interest rate, and t being the time. Plug our variables in to get
[tex]1000*(1+0.035)^{7}[/tex] = around 1272.28
Find the area of a traingle given that the base is 19.5cm and height is 8 4/5cm.
Whoever that answers I will mark you as brilliant
Answer:
85.6cm
Step-by-step explanation:
Area of a triangle =1/2*b*h
Where base=19.5cm while the height is 8 4/5 = 8.8
Area = 1/2 * 19.5cm * 8.8cm
Area = 171.6cm/2
Area=85.6cm
Can someone help me again pleaseeee :')
The answer is I because S is at -2 and T is at 4.
To evaluate the effectiveness of a treatment, researchers often measure individuals before and after treatment, and record the amount of difference between the two scores. If the differences average around zero, it is an indication that the treatment has no effect. However, if the differences are consistently positive (or consistently negative), it suggests that the treatment does have an effect. For example, Kerr, Walsh, and Baxter (2003) evaluated the effectiveness of acupuncture treatment by measuring pain for a group of participants before and after a 6-week treatment program. Hypothetical data, similar to the results of the study, are as follows. Note that each score measures the difference in pain level after treatment compared to the pain level before treatment. A positive score indicates more pain before treatment than after.
+4, +5, +2, 0, +7, +4, +3, +3, +2, -2, +1, +6, 0, +4, +7, -1, +3, +5, +4, +2
Required:
a. Compute the mean for the sample of n=20 scores.
b. Does it appear the treatment has an effect? How do you know?
Answer:
Step-by-step explanation:
researchers often measure individuals before and after treatment, and record the amount of difference between the two scores.
If the differences average around zero, it is an indication that the treatment has no effect.
However, if the differences are consistently positive (or consistently negative), it suggests that the treatment does have an effect.
A positive score indicates more pain before treatment than after.
a. The mean of the sample for n = 20 scores is
+4, +5, +2, 0, +7, +4, +3, +3, +2, -2, +1, +6, 0, +4, +7, -1, +3, +5, +4, +2
4 + 5 + 2 + 0 + 7 + 4 + 3 + 3 + 2 + (-2) + 1 + 6 + 0 + 4 + (-1) + 3 + 5 + 4 + 2
= 55-3 / 20
= 52/20 = +2.6
b. An average of +2.6 was estimated thus, it appears the treatment has an effect as a positive sign indicates more pain before treatment than after.
1) Classify the following attributes as binary, discrete, or continuous. Also classify them as qualitative (nominal or ordinal) or quantitative (interval or ratio). Some cases may have more than one interpretation, so briefly indicate your reasoning if you think there may be some ambiguity.
Example: Age in years.
Answer: Discrete, quantitative, ratio
a) Time in terms of AM or PM.
b) Brightness as measured by a light meter.
c) Brightness as measured by people's judgments.
d) Angles as measured in degrees between 0 and 360.
e) Bronze, Silver, and Gold medals as awarded at the Olympics.
f) Height above sea level.
Answer:
a) Time in terms of AM or PM: Binary, qualitative and nominal (binary attributes are considered nominal)
b) Brightness as measured by a light meter: Ratio, quantitative and continuous.
c) Brightness as measured by people's judgments: Discrete, qualitative and ordinal (assuming they're chosen discretely)
d) Angles as measured in degrees between 0 and 360: Ratio, quantitative and continuous.
e) Bronze, Silver, and Gold medals as awarded at the Olympics: Qualitative, discrete and ordinal.
f) Height above sea level: Quantitative, continuous, ratio/interval (depending if it's seen as an arbitrary origin).
PLS HELP
f(1) = -6
f(2) = -4
f(n) = f(n - 2) + f(n - 1)
f(3) =
Answer:
f(1) = -6
f(2) = -4
f(n) = f(n - 2) + f(n - 1)
=> f(3) = f(2) + f(1) = -6 + (-4) = -10
Hope this helps!
:)
Answer:
f(3)=-10
Step-by-step explanation:
Khan
Sayid is buying a frame to go around the perimeter of a painting his daughter made. Each inch of framing costs $0.40. What is the total cost of the framing for the painting? . What is the first step you need to do? What is the answer to the first step? Write an equation to show your work. Choose the correct first step below.
Answer:
The total cost of the framing for the painting is $0.40·P
Step-by-step explanation:
The first step to be done is to measure the length of the perimeter of the painting
Whereby the perimeter of the painting is p inches long, then the total cost of the framing will be found to be as follows
Total cost of framing = Cost per inch of framing × Perimeter of painting
∴ Total cost of framing = $0.40 × p
The total cost of the framing for the painting = $0.40·P.
What is the rectangular equivalence to the parametric equations?
x(θ)=3cosθ+2,y(θ)=2sinθ−1 , where 0≤θ<2π .
Answer:
[tex]\left(\frac{x-2}{3} \right)^{2}+\left(\frac{y+1}{2} \right)^{2} = 1[/tex] (An ellipse)
Step-by-step explanation:
Let consider the following trigonometric identity:
[tex]\sin^{2}\theta + \cos^{2}\theta = 1[/tex]
Each trigonometric function is cleared respectively in given parametric equations:
[tex]\cos \theta = \frac{x-2}{3}[/tex] and [tex]\sin \theta = \frac{y + 1}{2}[/tex]
The equivalent expression in rectangular form is:
[tex]\left(\frac{x-2}{3} \right)^{2}+\left(\frac{y+1}{2} \right)^{2} = 1[/tex]
Which represents an ellipse.
A region R is shown. Decide whether to use polar coordinates or rectangular coordinates and write
Writing the integral in polar coordinates is less taxing:
[tex]\displaystyle\iint_Rf(x,y)\,\mathrm dA=\iiint_Rrf(r\cos\theta,r\sin\theta)\,\mathrm dr\,\mathrm d\theta[/tex]
The region R is captured by the set of points (in polar, of course)
[tex]R=\left\{(r,\theta)\mid1\le r\le3\land\dfrac{5\pi}4\le\theta\le2\pi\right\}[/tex]
so that the integral is
[tex]\displaystyle\int_{5\pi/4}^{2\pi}\int_1^3rf(r\cos\theta,r\sin\theta)\,\mathrm dr\,\mathrm d\theta[/tex]
In rectangular coordinates, we have to split up the region so that
[tex]R=R_1\cup R_2\cup R_3[/tex]
where
[tex]R_1=\left\{(x,y)\mid-\dfrac3{\sqrt2}\le x\le-\dfrac1{\sqrt2}\land-\sqrt{9-x^2}\le y\le x\right\}[/tex]
[tex]R_2=\left\{(x,y)\mid-\dfrac1{\sqrt2}\le x\le1\land-\sqrt{9-x^2}\le y\le -\sqrt{1-x^2}\right\}[/tex]
[tex]R_3=\left\{(x,y)\mid1\le x\le3\land-\sqrt{9-x^2}\le y\le0\right\}[/tex]
and the integral is split into 3 over these regions,
[tex]\displaystyle\iint_Rf(x,y)\,\mathrm dA=\sum_{n=1}^3\iint_{R_n}f(x,y)\,\mathrm dx\,\mathrm dy[/tex]
Convert the equations into slope intercept form,
then identify the slope and y-intercept.
1. -x + y = 3
m=
b=
2. -4x + 2y = 6
m=
b=
3. 2x + =3
m=
b=
Answer:
1. -x + y = 3
m= 1
b= 3
2. -4x + 2y = 6
m= 2
b= 3
Step-by-step explanation:
Slope intercept is form to write equation for straight line.
It is represented as y = mx+ b
where m is the slope of line
B is the y intercept (pint on y axis where the line crosses y axis)
________________________________________________
Given
1. -x + y = 3
we need to convert this line in form of y = mx+ b
-x + y = 3
to do this we have to move - x from LHS to RHS
it can be done by adding both side +x which will eleminate -x from LHS
-x + y + x = 3 + X
=>y = 3 + x
=> y = x +c
Thus comparing it with slope form line: y = mx+ b
m =1
b = 3
__________________________________________________
Given
1. -4x + 2y = 6
we need to convert this line in form of y = mx+ b
-4x + 2y = 6
to do this we have to move + 4x from LHS to RHS
it can be done by adding both side +4x which will eleminate -4x from LHS
-4x + 2y + 4x= 6 +4x
=>2y =6 +4x
Now we have to remove 2 from 2y =6 +4x
To do this we divide both side by 2 . now we have equation
=> 2y/2 =(6 +4x)/ 2 = 6/2 + 4x/2
=> y = 3 + 2x
Thus comparing it with slope form line: y = mx+ b
m = 2
b = 3
__________________________________
Third part has 2x + =3 has y missing
it can be solved similarly.
say in place of y we have my where m is coefficient of y
2x + my =3
to do this we have to move + 2x from LHS to RHS
it can be done by subtracting -2x from both side which will eleminate 2x from LHS
2x + my -2x =3 -2x
=>my =3 -2x
Now we have to remove m from my =3 -2x
To do this we divide both side by m . now we have equation
=> my/m =(3 -2x)/ m = 3/m -2x/m
=> y = 3/m - 2x/m
Thus comparing it with slope form line: y = mx+ b
m = -2/m
b = 3/m
What is the equation of a line that is perpendicular to x = 6 and passes through the point (2, 3)?
Answer:
Step-by-step explanation:
The equation of any line perpendicular to a line with an equation of x= (vertical line) will have the form y= (horizontal line). In this case, since this line passes through the y value of 3, that means that the equation is y=3.
PLEASE HELP?
In a bad news message, the reasons for the decision
A: should be long and roundabout to cushion the negative aspects.
B: are so obvious that you don't need to mention them.
C: come directly after the buffer and follow naturally from it.
D: should be glossed over quickly.
Help due soon plss!!!!
Answer:
Cube=150cm^2
Triangular Prism=228ft^2
Step-by-step explanation:
Cube
[tex]A=6a^2=6*5^2=150cm^2[/tex]
Triangular prism
Using these formulas
[tex]A=2A_{B}+(a+b+c)h\\A_{B} =\sqrt{s(s*a)(s*b)(s*c)} \\s=\frac{a+b+c}{2}[/tex]
Solving for A
[tex]A=ah+bh+ch+\frac{1}{2} \sqrt{-a^4+2(ab)^2+2(ac)^2-b^4+2(bc)^2-c^4} \\=6.5*11+5*11+6.5*11+\frac{1}{2} *\sqrt{-6.5^4+2*(6.5*5)^2+2*(6.5*6.5)^2-5^4+2*(5*6.5)^2-6.5^4} \\=228ft^2[/tex]
Female athletes receive 25
Help me please.. Also look in comments
Answer:
D
Step-by-step explanation:
Answer:
D
Step-by-step explanation:
the the shape is going to end up in the third quadrant.the squadron only includes both negative X values and negative y values meaning that both X and y will be negative.
can someone help me please
Answer:
y = (-1/80)x^2 +2x
Step-by-step explanation:
The graph of the equation for the arch will go through the points ...
(0, 0), (160, 0), (80, 80)
We can start by making use of the zeros to write the function ...
y = a(x -0)(x -160)
To make the graph go through the point (80, 80), we must have ...
80 = a(80 -0)(80 -160) = (-80^2)a
-1/80 = a . . . . . . divide by the coefficient of "a"
So, our equation is ...
y = (-1/80)x(x -160)
y = (-1/80)x^2 +2x
URGENT
A kite flying at a height of 65 m is attached to a string inclined at 31° to the ground. What is the length of the string? (please show work)
For the given data, (a) find the test statistic, (b) find the standardized test statistic, (c) decide whether the standardized test statistic is in the rejection region, and (d) decide whether you should reject or fail to reject the null hypothesis. The samples are random and independent.
Claim: μ1 < μ2, α = 0.01. Sample statistics: x^-1 = 1240, n1 = 40, x^-2 = 1200 and n2 = 80. Population statistics: σ1 = 65 and σ2 = 110.
(a) The test statistic for μ1 - μ2 is _________.
(b) The standardized test statistic for μ1 - μ2 is __________. (Round to two decimal places as needed.)
(c) Is the standardized test statistic in the rejection region?
O Yes Ο Nο
(d) Should you reject or fail to reject the null hypothesis?
Complete Question
The complete question is shown on the first uploaded image
Answer:
a
The test statistic for μ1 - μ2 is [tex]\= x_1 - \= x_2 = 40[/tex]
b
The standardized test statistic for μ1 - μ2 is [tex]z = 2.5[/tex]
c
No
d
Fail to reject null hypothesis [tex]H_O : \mu_1 \ge \mu_2 ; H_a : \mu_1 < \mu_2[/tex] At the 1% significance level , there is insufficient evidence to support the claim
Step-by-step explanation:
From the question we are told that
The given data is
[tex]\= x_1 = 1240[/tex]
[tex]\= x_2 = 1200[/tex]
[tex]n_1 = 40[/tex]
[tex]\alpha = 0.01.[/tex]
[tex]n_2 = 80.[/tex]
[tex]\sigma 1 = 65 \ and\ \sigma2 = 110.[/tex]
Now the test statistic is mathematically evaluated as
[tex]\= x_1 - \= x_2 = 1240 -1200[/tex]
[tex]\= x_1 - \= x_2 = 40[/tex]
The standardized test statistic is mathematically represented as
[tex]z = \frac{\= x_1 - \= x_2}{\sqrt{\frac{\sigma_1^2}{n_1} } + \frac{\sigma_2^2}{n_2} }[/tex]
substituting values
[tex]z = \frac{\= 1240 - \= 1200}{\sqrt{\frac{65^2}{40} } + \frac{110^2}{80} }[/tex]
[tex]z = 2.5[/tex]
Now the standardized test statistic is not in the rejection region because the z value of [tex]\alpha[/tex] is 2.33 and the standardized test statistic is greater than that hence it is not in the rejection region
This implies that the test statisties failed to reject the null hypothesis at significance level of 0.01 , there insufficient evidence to support the claim
The equation of a function is y = 10 – 9x.Find the value of x when
y = -8,
y = -26
Answer:
x = 2, x = 4
Step-by-step explanation:
The equation y = 10 - 9x is a linear equation and the value of either y or x can be found by substituting the given values of either y or x.
given that y = -8, and substituting this into equation y = 10 - 9x,
we have, -8 = 10 - 9x
10 + 8 = 9x
9x = 18; dividing both sides by 9
x = 2
given that y = -26, and substituting this into equation y = 10 - 9x,
we have, -26 = 10 - 9x
10 + 26 = 9x
9x = 36; dividing both sides by 9
x = 4