Answer:
1.8
Step-by-step explanation:
Enter the data provided into any of the regression calculators available free online and it will plot and provide the regression equation
The equation provided by one such calculator is
y = 1.8204x + 96.6608
where y = sales in $ and x = temperature in °F
From the above it can be seen that the slope of the line is 1.8204 which, rounded to 1.8 to one decimal place
(x - y) (x² - 2xy + y²)
On expanding the expression, we get -
{x³ - 2x²y + xy² - x²y + 2xy² - y³}
What are algebraic expressions?In mathematics, an expression or mathematical expression is a finite combination of symbols that is well-formed according to rules that depend on the context.Mathematical symbols can designate numbers (constants), variables, operations, functions, brackets, punctuation, and grouping to help determine order of operations and other aspects of logical syntax.Given is the expression as -
(x - y) (x² - 2xy + y²)
The given expression is -
(x - y) (x² - 2xy + y²)
x {x² - 2xy + y²} - y {x² - 2xy + y²}
x³ - 2x²y + xy² - x²y + 2xy² - y³
Therefore, on expanding the expression, we get -
{x³ - 2x²y + xy² - x²y + 2xy² - y³}
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A certain city logged 128 days of precipitation for 1990, and 137 days of precipitation for 2002. Assuming a linear trend over this time frame, calculate the average rate of change in the annual number of days of precipitation for this city.
Answer:
Step-by-step explanation:
a) the probability of having exactly 10 days of precipitation in the month of April
Answer:
3/4
Step-by-step explanation:
A tin can has dimensions 2m ×1.5m×1m high. How many litres of kerosene oil can it hold?
Answer:
3000 liters
Step-by-step explanation:
To calculate the volume of the tin can, we can multiply its dimensions:
Volume = 2m × 1.5m × 1m = 3 cubic meters
Since a liter is equivalent to 0.001 cubic meters, we can convert the volume of the tin can to liters:
Volume (in liters) = 3 cubic meters × 1000 liters/cubic meter = 3000 liters
Therefore, the tin can can hold 3000 liters of kerosene oil.
Aɳʂɯҽɾҽԃ Ⴆყ ɠσԃKEY ꦿ
A random sample of 10 subjects have weights with a standard deviation of 10.3695 kg. What is the variance of their weights? Be sure to include the appropriate units with the result.
Answer:
Since we are given the standard deviation of the sample, we can use the formula:
variance = standard deviation^2
Substituting the given value:
variance = 10.3695^2 kg^2
Calculating:
variance ≈ 107.495 kg^2
Therefore, the variance of the weights of the 10 subjects is approximately 107.495 kg^2.
Consider the following graph.
Determine whether the curve is the graph of a function of x.
Yes, it is a function.
No, it is not a function.
If it is, state the domain and range of the function. (Enter your answers using interval notation. If it is not a function, enter NAF in all blanks.)
domain
range
Reason: It fails the vertical line test. It is possible to pass a single vertical line through multiple points on this blue graph.
For instance, we can have a vertical line through x = 1. This vertical line intersects infinitely many points.
In other words, the input x = 1 leads to more than one output, which is a counter-example to show we do not have a function.
A function is only possible if each input in the domain leads to exactly one output in the range.
Since we don't have a function, you don't need to worry about filling in the domain and range boxes.
The graph is a function with a domain of (-infinity, infinity) and a range of (-infinity, infinity).
Explanation:The graph represents a function because for each value of x, there is exactly one corresponding value of y. As a result, the vertical line test is passed.
The domain of the function is the set of all x-values for which the function is defined. In this case, it appears that the graph extends from x = -infinity to x = infinity, so the domain is (-infinity, infinity).
The function's range is the set of all y-values that the function can yield. According to the graph, the y-values vary from y = -infinity to y = infinite, resulting in the range (-infinity, infinity).
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Please help! What is the rate of change (slope) of the graph
The rate of change on a slope graph is 25.
How do you find the rate of change on a slope graph?
The rate of change for a line is the slope, the rise over run, or the change in over the change in. The slope can be calculated from two points in a table or from the slope triangle in a graph.
The average rate of change formula is used to find the slope of a graphed function. To find the average rate of change, divide the change in y-values by the change in x-values.
Given :
Y - variations = 0 , 25 , 50 ,75 , 100 , 125..........
X - variations = 0 , 1 , 2 , 3 , 4 , 5 , 6 .........
Thus , we can formulate the points as,
(0,0) , (1,25) , (2,50) , (3,75) and so on ...
for rate of change of graph with (x1 , y1) and (x2 , y2) as co-ordinate point we know that,
rate of change = (y2-y1)/(x2-x1)
Similarly ,by taking any two points(let (0,0) and (1,25)) from formulated points , we can say that
rate of change = (25-0)/(1-0)
rate of change = 25
Hence , the rate of change on a slope graph is 25.
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1. Find the 15th term in the sequence if a1= 3 and d= 4
2. Find Sn for the arithmetic series where a1= 5, an= 119, n= 20
3. Find Sn for the arithmetic series where a1= 12, d= 6, n= 15
4. Find the 6th term in the geometric sequence where a1= 2, a6= 64, r= 2
5. Find Sn for the geometric series where a1= 2 , r= 4, n= 6
Using the formula, we can conclude that the 15th term in the following sequence is 59.
What is Arithmetic Sequence?A progression or sequence of numbers known as an arithmetic sequence maintains a consistent difference between each succeeding term and its predecessor.
The common difference in that mathematical progression is the constant difference.
n: The method for determining the nth term is used to locate a particular term in an arithmetic series.
Step 1:
An arithmetic sequence's nth term is determined by the formula a = a + (n - 1)d.
Therefore, enter the values a = 2 and d = 3 into the formula to determine the nth term.
So, the formula is:
an = a + (n – 1)d
Now, insert the values as follows:
an = a + (n – 1)d
a15 = 3 + (15 – 1)4
a15 = 3 + (14)4
a15 = 3 + 56
a15 = 59
Therefore, using the formula, we can conclude that the 15th term in the following sequence is 59.
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Correct question:
Find the 15th term in the sequence if a1= 3 and d= 4
A deck of cards contains RED cards numbered 1,2,3,4,5 and BLUE cards numbered 1,2,3,4. Let R be the event of drawing a red card, B the event of drawing a blue card, E the event of drawing an even numbered card, and O the event of drawing an odd card. Drawing the Red 5 is one of the outcomes in which of the following events? Select all correct answers.
The probability of drawing the red 5 is an example of the event shown in option E R'. E' = 1-Pr(R)-1-Pr(E)
What is probability?Probability in mathematics is the process of finding chances of an event to happen.
Given that, a deck of card have,
Red cards = 1,2,3
Blue cards =1,2,3,4,5,6
Pr(R) = Drawing a red card = 3/9 = 1/3
Pr(B) = Drawing a blue card = 6/9 = 2/3
Pr(E) = Drawing an even card = 4/9
Pr(O) = Drawing an odd number card = 5/9
Probability of drawing the red 5 = P(red 5) = 1/9
From the options, we have :-
(A) R or O = Pr(R) + Pr(O) = 1/3 + 1/9 = 8/9 ≠ 1/9
(B) B and O = Pr(B) × Pr(O) = 2/3 × 5/9 = 10/21 ≠ 1/9
(D) R and O = Pr(R) + Pr(O) = 1/3 × 5/9 = 5/27 ≠ 1/9
(E) R'. E' = 1-Pr(R)-1-Pr(E) = 1-1/3 =2/3- 1-4/9 =5/9
= 2/3-5/9
= 1/9
Hence, the probability of drawing the red 5 is an example of the event shown in option E R'. E' = 1-Pr(R)-1-Pr(E)
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A local high school has 1400 students; 800 of whom are girls, 300 of the students are seniors; of which 200 are girls. If we chose a student
at random, what is the probability that we would choose a girl or a senior?
Step 1: List the events.
Event A: Choosing student who is a girl
Event B:
Choosing a student.
Step 2: Decide if the events are mutually exclusive or not.
The events are not mutually exclusive because one student can
Step 3: Write the correct equation and solve for the probability.
The events are not mutually exclusive, so we should use the equation P(A or B) = P(A) + P(B) - P(A and B) = because
P(A and B) 0.
How many total students attend the school?
+
800
1400
1400
P(G or S)=P(G) + P(S) - P(G and S)
200
P(G or S)=
300/1400
1400
46
3
students
* be a girl and a senior at the same time.
P(G or S) 14 I
P(G or S)=2
The probability of choosing a student who is a girl or a senior is. This means that 9 out of ever
or both.
students is a girl, a senior,
Event A: Choosing a student who is a girl
Event B: Choosing a student who is a senior
Therefore, the events are not mutually exclusive because one student can be a girl and a senior at the same time.
What is Probability?Probability is a measure of the likelihood or chance of an event occurring. It is a quantitative measure that ranges from 0 to 1, where 0 indicates that the event is impossible and 1 indicates that the event is certain to happen.
The correct equation is:
P (G or S) = P(G) + P(S) - P(G and S)
= 800/1400 + 300/1400 - 200/1400
= 900/1400
= 9/14
This means that 9 out of 19 students is either a girl or a senior.
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a bicycle was bought for R1489 and sold at a profit of R387. what was the selling price of the bicycle?
The selling price of the bicycle is equal to R1,102.
What is profit?In Mathematics, profit can be defined as a measure of the amount of money generated when the selling price is deducted from the cost price of a good or service, which is usually provided by producers.
Mathematically, the amount of profit made from selling a bicycle can be calculated by using the following function:
Profit made = Cost price - Selling price
Making selling price the subject of formula, we have:
Selling price = Cost price - Profit made
Selling price = R1489 - R387.
Selling price = R1,102.
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A high school student became dehydrated while recuperating from a virus. In the hospital he was given 120 cc of glucose intravenously at a drip rate of 1.02 cc per minute.
a. Make a table comparing the elapsed time with the amount of glucose given to the patient by calculating how much glucose is left in the bag over time. Use g for the number of ccs of glucose left in the bag and t for time in minutes.
NOTE: The x-axis is usually used to represent time.
b. Write an equation describing the relationship between the elapsed time and the amount of glucose remaining in bag.
c. Draw a graph. Discuss the meaning of the t-intercept and the g-intercept in this real-world situation.
d. What information from the table in part (a) and the graph in part (b) might be valuable to the doctor?
The equation describing the relationship between the elapsed time and the amount of glucose remaining in the bag is: g = 120 - 1.02t
What is an equation ?
In mathematics, an equation is a statement that shows the equality between two expressions containing variables. It is typically written as a combination of numbers, variables, and mathematical symbols, such as addition, subtraction, multiplication, and division.
Here is a table comparing the elapsed time with the amount of glucose given to the patient:
Time (minutes) Glucose remaining in bag (cc)
0 120
1 119.98
2 119.96
3 119.94
4 119.92
... ...
t 120 - 1.02t
The equation describing the relationship between the elapsed time and the amount of glucose remaining in the bag is: g = 120 - 1.02t
where g represents the amount of glucose remaining in the bag in cc and t represents the elapsed time in minutes.
Hence, The equation describing the relationship between the elapsed time and the amount of glucose remaining in the bag is: g = 120 - 1.02t
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The coordinate grid below shows the graph of supply and demand functions for the sales of a certain video game. For the functions, x
represents the number of video games sold, in thousands of units, and y
represents the price, in dollars, of each game.
The equilibrium point for the supply and demand functions can be found by locating the point where the two functions are equal. Which of these appears to be the number of video games, in thousands, that must be sold to achieve equilibrium?
6
90
8
14
Answer:
(c) 8
Step-by-step explanation:
You want the x-coordinate of the point where the lines on the graph cross.
Equilibrium pointThe equilibrium point, as the problem statement tells you, is the point where the two lines have the same x- and y-values. That is the point where the lines cross.
The problem statement also tells you that the x-coordinate represent the number of games, in thousands, that will be sold at the price represented by the y-coordinate. By asking for the number of games sold, the question is asking for the x-coordinate of the point where the lines cross.
The lines cross at a grid intersection that is 4 squares right of the y-axis. The label 10 on the 5th square tells you that each square represents 2 (thousands). Hence the x-coordinate of the equilibrium point is ...
8 . . . . . (thousands of games sold)
Which expression has a value of 18?
5 × (40 – 25) – 50
6x (3212) (100 +50)
-
(6 + 18+6) + 15 + 10
07+ (16-7)+3+8
To determine which expression has a value of 18, we can evaluate each expression and see which one equals 18.
5 × (40 – 25) – 50 = 5 × 15 – 50 = 75 – 50 = 25, which is not equal to 18.
6x (3212) (100 +50) - (6 + 18+6) + 15 + 10 = 6 × 3212 × 150 - 30 + 25 = 29,021,770, which is not equal to 18.
07+ (16-7)+3+8 = 7 + 9 + 3 + 8 = 27, which is not equal to 18.
Therefore, none of the given expressions has a value of 18.
A 500-gallon tank initially contains 200 gallons of brine containing 90 pounds of dissolved salt. Brine containing 3 pounds of salt per gallon flows into the tank at the rate of 4 gallons per minute, and the well-stirred mixture flows out of the tank at the rate of 1 gallon per minute. Set up a differential equation for the amount of salt A(t) in the tank at time t.
How much salt is in the tank when it is full?
The differential equation for the amount of salt A(t) in the tank at time t is 12 - A(t)/(200 + 3t) and the amount of salt in the tank when it is full is 290.72 pounds.
To set up a differential equation for the amount of salt A(t) in the tank at time t, we need to determine how the amount of salt changes over time. The rate of change of the amount of salt in the tank is determined by the difference between the rate at which salt flows into the tank and the rate at which salt flows out of the tank.
Since the incoming brine contains 3 pounds of salt per gallon, the rate at which salt flows into the tank is 3 pounds per gallon times 4 gallons per minute, or 12 pounds per minute. Since the mixture flows out of the tank at a rate of 1 gallon per minute, the rate at which salt flows out of the tank is A(t)/V(t), where V(t) is the volume of the mixture in the tank at time t.
Since the volume of the mixture in the tank at time t is the sum of the initial volume and the volume of incoming brine minus the volume of outgoing mixture, we have:
V(t) = 200 + 4t - t = 200 + 3t
Therefore, the rate at which salt flows out of the tank is A(t)/(200 + 3t) pounds per minute. Thus, the differential equation for the amount of salt A(t) in the tank at time t is:
dA/dt = 12 - A(t)/(200 + 3t)
To find the amount of salt in the tank when it is full, we need to find the time t when the tank is full. The tank is full when its volume is 500 gallons, so we have:
200 + 4t - t = 500
Simplifying this equation, we get:
3t = 300
t = 100
Therefore, the tank is full after 100 minutes. To find the amount of salt in the tank when it is full, we can solve the differential equation for A(t) using an appropriate initial condition (i.e., the amount of salt in the tank at t=0):
dA/dt = 12 - A(t)/(200 + 3t)
A(0) = 90
Solving this differential equation, we get:
A(t) = 360 - 270e^(-t/300)
Therefore, the amount of salt in the tank when it is full (i.e., after 100 minutes) is:
A(100) = 360 - 270e^(-1/3)
which is approximately 290.72 pounds.
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All of the following statements are true about brake drum inside diameter measurements with a brake drum micrometer EXCEPT:A. The drum should be cleaned before measuring the diameter.B. If the drum diameter is less than specified, replace the drum.C. The diameter should be measured at two locations around the drum.D. The drum diameter variation should not exceed 0.035 in (0.009 mm).
The statement that is NOT true about brake drum inside diameter measurements with a brake drum micrometer is B.
If the drum diameter is less than specified, replace the drum. In fact, if the drum diameter is less than the minimum specified limit, the drum can be machined to a larger diameter to restore its proper dimension. This will depend on the manufacturer's recommendations, and the minimum thickness limits of the drum should also be checked to ensure it is within safe tolerances.
The other statements are true: A. The drum should be cleaned before measuring the diameter, to avoid errors due to dirt or rust. C. The diameter should be measured at two locations around the drum, usually at the top and bottom of the friction surface, to check for taper or out-of-roundness. D. The drum diameter variation should not exceed 0.035 in (0.009 mm), to ensure proper brake function and minimize vibration or noise.
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Which function represents exponential growth?
A) y = 8x
B) y = 0.5x^2
C) y = 3(1.5)^x
D) y = -3(0.5)^x
A function that represents exponential growth include the following: C) y = 3(1.5)^x.
How to determine an exponential growth rate?Mathematically, an equation which can be used to model an exponential growth rate is given by this mathematical expression:
A(t) = P(1 + r)^{t}
Where:
A(t) represents the future value.P represents the initial value.r represents the rate of change or growth rate.T represents the time.Based on the exponential functions provided above, we can reasonably infer and logically deduce that the required exponential growth rate function is given by;
y = 3(1.5)^x
1 + r = 1.5
r = 1.5 - 1
Rate of change, r = 0.5.
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Amount of water in a pool
circle the numbers that are part of the solution for the inequality x+2>5
Step-by-step explanation:
x + 2 > 5
x > 5-2
x> 3.
TO FND THE VALUE OF X
2 IS PART OF THE SOLUTION AND 5 TOO also >
with the absence of > you can not find x since the question will be algebraic.
Measurement scales match-up Aa Aa Select the measurement scale in the right column that best matches the description in the left column. Note that each scale (nominal scale, ordinal scale, interval scale, and ratio scale) will be used exactly once. The values of data measured on this scale can be rank ordered. In addition, the differences between two adjacent ranks are equal. The values of data measured on this scale can be rank ordered and have meaningful an absolute zero point. The values of data measured on this scale can be rank ordered. The values of data measured on this scale are labels or names. Interval Scale Nominal Scale differences between scale points. For this scale, there is also Ordinal Scale
The values of data measured on this scale are labels or names. -> Nominal Scale
The values of data measured on this scale can be rank ordered. -> Ordinal Scale. The values of data measured on this scale can be rank ordered and have meaningful an absolute zero point. -> Ratio Scale
The values of data measured on this scale can be rank ordered. In addition, the differences between two adjacent ranks are equal. -> Interval Scale
Nominal Scale: In the nominal scale, the values of data are labels or names used to categorize or classify items into mutually exclusive groups. Nominal data cannot be ordered, measured, or compared. Examples of nominal data include gender (male, female), eye color (blue, brown, green), or car brands (Toyota, Honda, Ford).
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Let A = {H, T}, B = {1, 2, 3, 4, 5}, and C = {red, green, blue}. Find the number indicated. HINT [See Example 5.]
n(B × C)
There are 5 × 3 = 15 possible ordered pairs. Therefore, n(B × C) = 15.
Describe Cartesian Product?In mathematics, the Cartesian product is a binary operation that takes two sets and forms a set consisting of all possible ordered pairs of elements from the two sets. The resulting set is often denoted by A × B, where A and B are the two original sets.
Formally, if A and B are two sets, the Cartesian product A × B is defined as:
A × B = {(a, b) : a ∈ A and b ∈ B}
This means that the Cartesian product contains all possible ordered pairs (a, b) where a is an element of A and b is an element of B. For example, if A = {1, 2} and B = {x, y}, then A × B would be {(1, x), (1, y), (2, x), (2, y)}.
The Cartesian product B × C is the set of all ordered pairs (b, c) where b is an element of B and c is an element of C. Since B has 5 elements and C has 3 elements, there are 5 × 3 = 15 possible ordered pairs. Therefore, n(B × C) = 15.
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Is every point of every open set E C R2 a limit point o E Answer the same question for closed sets in R2 is it the same?
Every point of an open set in R2 is a limit point, but only the boundary points of a closed set are limit points.
Every point of every open set E in R2 is a limit point of E. This is because an open set is characterized by the fact that all of its boundary points are included in the set. Therefore, all of the points in the set are limit points because they are all on the boundary of the set.
For closed sets in R2, the answer is not the same. A closed set is characterized by the fact that it is determined by its boundary points and all of its interior points. Therefore, only the boundary points of a closed set are limit points, while the interior points are not.
Every point of an open set in R2 is a limit point, but only the boundary points of a closed set are limit points.
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you have a toonie, a loonie, and three quarters. Hiw many different sums of money can you make?
The given sum of money in cents as 375 cents.
What is money?Money is any item or medium of exchange that is accepted by people for the payment of goods and services, as well as the repayment of loans.
Given that, person has a toonie, a loonie, and three quarters.
1 Toonie = 2 dollars
1 Loonie = 1 dollar
3 quarters = 0.75 dollars
So, sum of money = 2+1+0.75
= 3.75 dollars
1 Toonie = 200 cents
1 Loonie = 100 cents
3 quarters = 75 cents
Sum of money = 200+100+75
= 375 cents
1 Toonie = 8 quarters
1 Loonie = 4 quarters
So, in quarters = 8+4+3
= 15 quarters
Therefore, the given sum of money in cents as 375 cents.
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Find the following percentiles for the standard normal distribution. Interpolate where appropriate. (Round your answers to two decimal places.)
(a) 71st
(b) 29th
(c) 76th
(d) 24th
(e) 7th
You may need to use the appropriate table in the Appendix of Tables to answer this question.
(a) 0.52, (b) -0.54, (c) 0.68, (d) -0.71, (e) -1.44 - Percentiles for standard normal distribution using z-table.
(a) To find the 71st percentile, we search for the z-score that relates to a combined area of 0.71 to one side of the mean. From the standard typical circulation table, we find that the nearest z-scores are 0.67 and 0.72, with relating areas of 0.7486 and 0.7642, individually. To interject, we utilize the equation:
z = z1 + (z2 - z1) * ((p - p1)/(p2 - p1))
where z1 and z2 are the nearest z-scores in the table, p1 and p2 are the comparing regions, and p is the ideal total region (0.71). Connecting the qualities, we get:
z = 0.67 + (0.72 - 0.67) * ((0.71 - 0.7486)/(0.7642 - 0.7486)) = 0.52
Consequently, the 71st percentile is z = 0.52.
(b) To find the 29th percentile, we search for the z-score that compares to a combined area of 0.29 to one side of the mean. From the standard ordinary conveyance table, we find that the nearest z-scores are - 0.53 and - 0.52, with relating areas of 0.2981 and 0.3050, individually. To add, we utilize the recipe:
z = z1 + (z2 - z1) * ((p - p1)/(p2 - p1))
where z1 and z2 are the nearest z-scores in the table, p1 and p2 are the comparing regions, and p is the ideal total region (0.29). Connecting the qualities, we get:
z = - 0.53 + (- 0.52 - (- 0.53)) * ((0.29 - 0.2981)/(0.3050 - 0.2981)) = - 0.54
Consequently, the 29th percentile is z = - 0.54.
(c) To find the 76th percentile, we search for the z-score that relates to an aggregate area of 0.76 to one side of the mean. From the standard ordinary appropriation table, we find that the nearest z-scores are 0.73 and 0.77, with relating areas of 0.7673 and 0.7794, separately. To interject, we utilize the equation:
z = z1 + (z2 - z1) * ((p - p1)/(p2 - p1))
where z1 and z2 are the nearest z-scores in the table, p1 and p2 are the comparing regions, and p is the ideal total region (0.76). Connecting the qualities, we get:
z = 0.73 + (0.77 - 0.73) * ((0.76 - 0.7673)/(0.7794 - 0.7673)) = 0.68
Consequently, the 76th percentile is z = 0.68.
(d) The 24th percentile compares to a z-score of - 0.71, meaning 24% of the standard ordinary conveyance misleads its left.
(e) The seventh percentile relates to a z-score of - 1.44, meaning 7% of the standard typical conveyance misleads its left.
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Triangle ABC is similar to triangle FGH. Given the following angle measures, find the missing angle measures.
m∠A = 22 degrees
m∠B = 75 degrees
m∠F = _____ degrees
m∠G = _____ degrees
m∠H = _____ degrees
m∠C = _____ degrees
Answer:
Since triangle ABC is similar to triangle FGH, their angle measures are proportional. We can use the ratios of their angle measures to find the missing angle measures.
Let's call the missing angle measures x, y, z, and w, where x is m∠F, y is m∠G, z is m∠H, and w is m∠C.
From the given information, we have:
m∠A / m∠F = 22 / x
m∠B / m∠G = 75 / y
Since m∠A + m∠B + m∠C = 180 degrees, we can write:
w = 180 - (m∠A + m∠B)
m∠H / m∠C = z / w
Now we can use the ratios to find the missing angle measures:
x = 22 / (22 / x) = 22
y = 75 / (75 / y) = 75
z = m∠H / (m∠H / z) = m∠H
w = 180 - (22 + 75) = 83
So, the missing angle measures are:
m∠F = 22 degrees
m∠G = 75 degrees
m∠H = m∠H (unknown)
m∠C = 83 degrees
Please Explain as well
Given f (x)=25-x² and g(x)=2x-9, determine the simplified form of the composite function f (g(x))?
Answer:
Step-by-step explanation:
[tex]25-(2x-9)^{2}[/tex]=[tex](25-2x+9)(25+2x-9)=(34-2x)(16+2x)=4(17-x)(8+x)[/tex]
Q1. what is 6 to the -3rd power
SEPERATE QUESTION
Q2. what is -9 to the -2nd power
SEPERATE QUESTION
Q3. what is 3 to the -4th power
Answer:
1. is 216
2. 100000
3. 81
Step-by-step explanation:
The “power” of a number indicates how many times the base would be multiplied by itself to reach the correct value.
i need help with this anwser
The missing side length of the figure is given as follows:
6 cm.
What is the segment addition postulate?The segment addition postulate is a geometry axiom that states that a segment, divided into a number of smaller segments, has the length given by the sum of the lengths of the segments.
For this problem, we have that:
The larger segment is of 16 cm.The smaller segment is of 10 cm.Hence the missing side length of the figure is obtained as follows:
16 - 10 = 6 cm.
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A colored spinner with eight equal sections is given.
spinner divided evenly into eight sections with three colored blue, one red, two purple, and two yellow
Using the fair spinner, determine P(less than 4) when the spinner is spun once.
0.125
0.25
0.375
0.5
The Probability (less than 4) when the spinner is spun once is 0.5, the correct option is D.
How to find the geometric probability?When probability is in terms of area or volume or length etc geometric amounts (when infinite points are there), we can use this definition:
E = favorable event
S = total sample space
Then:
P(E) = [tex]\dfrac{A(E)}{A(S)}[/tex]
where A(E) is the area/volume/length for event E, and similar for A(S).
Given that;
Spinner is divide in eight sections that has 3blue, 1 red, 2 purple, 2 yellow
Now,
The coloured spinner is divided into = 8 colour sections
The P event;
=4/8
=1/2
=0.5
Therefore the probability of event will be 0.5.
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Tell whether the angles are adjacent or vertical. Then find the value of x.
response - correct
The angles are vertical.
Question 2
x=
The angles are vertically opposite angles and the measure of x = 81
What are the angles formed by 2 intersecting lines?Two straight lines that intersect at the same location are said to be intersecting lines. The junction point is the place where two intersecting lines meet. Four angles are created when two lines cross. The four angles added together always equal 360 degrees.
Perpendicular lines are two straight lines that intersect and form right angles. When two perpendicular lines intersect, they form four right angles.
When lines intersect, two angle relationships are formed:
Opposite angles are congruent
Adjacent angles are supplementary
Given data ,
Let the first line be represented as m
Let the second line be represented as n
Now , the lines m and n intersect at point O and the resulting lines are formed
where ∠A = ∠B ( vertically opposite angles )
So , the measure of ( x + 3 )° = 84°
On simplifying , we get
x + 3 = 84
Subtracting 3 on both sides , we get
x = 81
Hence , the measure of angles are opposite angles
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If one of the 98 test subjects is randomly selected, find the probability that the subject had a positive test result GIVEN that the subject actually lied. O 0.962 O 0.654 O 0.784 O 0.456
The probability of a positive test result given that the subject actually lied is 0.962
In simple terms, probability is the measure of the likelihood of an event occurring. In this question, we are asked to find the probability of a positive test result given that the subject lied.
Let's break down the question and use the formula for conditional probability. Conditional probability is the probability of an event occurring, given that another event has already occurred.
P(A|B) = P(A and B) / P(B)
In this case, A represents the event of a positive test result, and B represents the event of the subject lying.
From the question, we know that 2% of the subjects lie, and 90% of those who lie test positive. This means that out of the 98 subjects, 2% or 1.96 subjects lied. And out of those 1.97 subjects, 90% or 1.78 subjects tested positive.
So, the probability of a positive test result given that the subject lied is
=> P(A|B) = 1.78/1.97 = 0.962.
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Complete Question:
If one of the 98 test subjects is randomly selected, find the probability that the subject had a positive test result GIVEN
POSITIVE TEST RESULT 13 40
NEGATIVE TEST RESULT 34 11
that the subject actually lied.
A 0.962
B 0.654
C 0.784
D 0.456