[tex](\stackrel{x_1}{2}~,~\stackrel{y_1}{19})\hspace{10em} \stackrel{slope}{m} ~=~ 7 \\\\\\ \begin{array}{|c|ll} \cline{1-1} \textit{point-slope form}\\ \cline{1-1} \\ y-y_1=m(x-x_1) \\\\ \cline{1-1} \end{array}\implies y-\stackrel{y_1}{19}=\stackrel{m}{ 7}(x-\stackrel{x_1}{2}) \\\\\\ y-19=7x-14\implies {\Large \begin{array}{llll} y=7x+5 \end{array}}[/tex]
Please answer this question for me
A counterexample to the statement given in this problem is:
Three colinear points.
How to obtain the counter example on this problem?The statement for this problem is given as follows:
You can connect any three points to form a triangle.
This statement is false, as for example, three points on a line do not form a function.
The counterexample is the statement that proves that a conjecture(another statement) is false, hence the first option is the correct option in the context of this problem.
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Find the equation of the line that passes through (-3,1) and is parallel to y=4-3x
The equation of the line that passes through (-3,1) and is parallel to y=4-3x is y = -3x -8.
What is a slope?In mathematics, a line's slope, also known as its gradient, is a numerical representation of the line's steepness and direction.
Given:
An equation y = 4 - 3x
The slope of a line that is parallel to y = 4 - 3x is,
= -3
The equation of the line that passes through (-3,1) and is parallel to y=4-3x,
y - 1 = -3(x + 3)
y - 1 = -3x -9
y = -3x -8
Therefore, y = -3x -8 is the required equation.
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The lengths of the sides of triangle XYZ are written in terms of the variable m, where m ≥ 6.
Triangle X Y Z is shown. The length of side X Y is m + 8, the length of side Y Z is 2 m + 3, the length of side Z X is m minus 3.
Which is correct regarding the angles of the triangle?
mAngleX < mAngleZ < mAngleY
mAngleY < mAngleZ < mAngleX
mAngleY < mAngleX < mAngleZ
mAngleZ < mAngleY < mAngleX
The correct arrangement regarding the angles of the triangle is;
m∠Y < m∠Z < m∠X
What are the missing angles of the triangle?In triangle XYZ, the lengths of sides are;
XY = m + 8
YZ = 2m + 3
ZX = m - 3
If m ≥ 6, then;
m + 8 ≥ 14
2m + 3 ≥ 15
m - 3 ≥ 3
Thus;
m - 3 ≤ m + 8 ≤ 2m + 3
The greatest angle is opposite to the greatest side, the smallest angle is opposite to the smallest side, so;
the greatest side is YZ = 2m + 3- the greatest angle is ∠X
the smallest side is ZX = m - 3 - the smallest angle is ∠Y
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Problem 1)
a) What is the possible number of microstates associated with tossing a coin N times and having it come up H times heads and T times tails?
b) For a series of 1000 tosses, what is the total number of microstates associated with 50% heads and 50% tails?
c) How less probable is the outcome that the coin will land 40% heads and 60% tails?
a) The number of microstates associated with tossing a coin N times and having it come up H times heads and T times tails is given by the binomial coefficient "N choose H" (or "N choose T", as H+T=N), which is equal to N!/(H! * T!)
b) For a series of 1000 tosses, with 50% heads and 50% tails, there are a total of "1000 choose 500" microstates. This is approximately 2.07*10²⁵ microstates.
c) The probability of getting a specific outcome when tossing a coin is given by the binomial probability mass function. The probability of getting 40% heads and 60% tails in 1000 tosses is given by (1000 choose 400)(0.4⁴⁰⁰)(0.6⁶⁰⁰) which is very less probable.
Coin Toss Microstates Probabilitya) The number of microstates associated with a coin flip can be determined using combinatorics. The coin flip can have two possible outcomes: heads or tails. To calculate the number of microstates for N coin flips with H heads and T tails, we use the binomial coefficient formula "N choose H" (or "N choose T", as H+T=N), which is equal to N!/(H! * T!) where ! denotes factorial. This formula gives the number of ways to choose H heads out of N coin flips.
b) To calculate the total number of microstates for a series of 1000 tosses with 50% heads and 50% tails, we use the binomial coefficient formula "1000 choose 500". This is equivalent to (1000!/(500!500!)) which is approximately 2.0710²⁵ microstates.
c) The probability of getting a specific outcome when tossing a coin is given by the binomial probability mass function. The probability of getting 40% heads and 60% tails in 1000 tosses is given by (1000 choose 400)(0.4⁴⁰⁰)(0.6⁶⁰⁰) which is very less probable. We can calculate this using the binomial probability mass function which is ( n choose k ) * p^k * (1-p)^(n-k) where n is the number of trials, k is the number of successful outcomes, p is the probability of success in one trial, 1-p is the probability of failure in one trial.
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From a 15-inch by 15-inch piece of metal, squares are cut out of the four corners so that the sides can be folded up to make a box. Let x represent the length of the sides of the squares, in inches, that are to be cut out. Express the volume of the box as a function of x.
By applying the formula of cuboid volume, the volume of the box can be expressed as 225x - 60x² + 4x³.
Cuboid is a 3-D shape formed by three pairs of rectangles (6 sides), 12 edges, and 8 vertices.
The volume of a cuboid can be calculated as follows:
Volume = length * width * height
Initially, we have a 15 x 15-inch piece of metal, then we cut out the four corners so that the sides can be folded up to make a box.
Now we have a shape as the attached image, where x represents the length of the sides of the squares that are to be cut out.
Thus, after the cutting, the length of the new side is 15 - 2x.
This value also represents the length and width of the box, whilst the height is x.
Now we can calculate the volume of the box:
Volume = length * width * height
= (15 - 2x) * (15 - 2x) * x
= (225 - 60x + 4x²) * x
= 225x - 60x² + 4x³
Thus, the volume of the box can be expressed as 225x - 60x² + 4x³.
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write the measure in degrees 11pi/6
well, we know that π is 180°, so what's 11π/6?
[tex]\begin{array}{ccll} radians°rees\\ \cline{1-2} \pi &180\\\\ \frac{11\pi }{6}&x \end{array}\implies \cfrac{\pi }{ ~~ \frac{11\pi }{6} ~~ }~~ = ~~\cfrac{180}{x}\implies \cfrac{ ~~ \frac{\pi}{1} ~~ }{\frac{11\pi }{6}}~~ = ~~\cfrac{180}{x} \\\\\\ \cfrac{6\pi }{11\pi }=\cfrac{180}{x}\implies \cfrac{6 }{11 }=\cfrac{180}{x}\implies 6x=1980\implies x=\cfrac{1980}{6}\implies x=330[/tex]
A store sells oranges and apples. Oranges cost $1.00 each and apples cost $2.00 each. In the first sale of the day, 15 fruits were sold in total, and the price was $25. How many of each type of frust was sold? show it in a graphhhhhh!!! THANK YOU!!!!
Answer: We can use a system of equations to solve this problem. Let x be the number of oranges sold and y be the number of apples sold. Then we know that:
x + y = 15 (the total number of fruits sold)
1x + 2y = 25 (the total cost of the fruits sold)
We can use the first equation to solve for one variable in terms of the other.
For example, we can solve for x:
x = 15 - y
Now we can substitute this expression into the second equation:
1(15 - y) + 2y = 25
15 - y + 2y = 25
3y = 10
y = 10/3 = 3.333
We can round it to 3 apples sold
So we have 3 apples and 12 oranges sold.
This can be represented in a graph with a point (12,3)
Alternatively, we can solve for y:
y = 15 - x
Now we can substitute this expression into the second equation:
1x + 2(15 - x) = 25
1x + 30 - 2x = 25
-x = -5
x = 5
So we have 5 oranges and 10 apples sold.
This can be represented in a graph with a point (5,10)
Both solutions represent the same values, the number of oranges and apples sold, but represented in a different way.
Step-by-step explanation:
A student is standing 20 ft away from the base of a tree. He looks up to the top of the tree at a 50° angle of elevation. His eyes are 5ft above the ground. What is the height of the tree to the nearest foot?
The height of the tree is 29 feet.
What is an angle of elevation?A measure of an angle formed which an object is viewed above the horizontal plane is termed angle of elevation.
Let the distance from the top of the tree to the student's eyes be represented by x. Thus, applying the required trigonometric function;
Tan θ = opposite/ adjacent
Tan 50 = x/ 20
x = 20*Tan 50
= 23.8351
x = 24 ft
So that;
the height of the tree = 24 + 5
= 29 feet
Therefore, the height of the tree is 29 feet.
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For each of the following subsets of R3 determine whether it is a vector subspace of R3 or not. Justify your answer.
So, b) and e) are subspaces of R3, and a), c), and d) are not.
a) {(x,y,z) ∈R3 : x = 0} is not a subspace of R3, because it doesn't contain the zero vector (0,0,0) which is a requirement for a subspace. It's also not closed under scalar multiplication.
b) {(x,y,z) ∈R3: x + y = 0} is a subspace of R3, because it's closed under scalar multiplication and addition and it contains the zero vector (0,0,0).
c) {(x,y,z) ∈R3 : xz = 0} is not a subspace of R3, because it's not closed under scalar multiplication and it's not closed under addition
d) {(x,y,z) ∈ R3: y ≥0} is not a subspace of R3, because it's not closed under addition, it doesn't contain the zero vector (0,0,0) and it's not closed under scalar multiplication.
e) {(x,y,z) ∈ R3: x = y = z} is a subspace of R3 because it satisfies all the properties of a subspace, it is closed under addition, scalar multiplication, it contains the zero vector (0,0,0) and the negative of any vector in the set is also in the set. This set contains all the vectors that are multiples of (1,1,1) which forms a subspace.
So, b) and e) are subspaces of R3, and a), c), and d) are not.
Complete Question: For each of the following subsets of R3 determine whether it is a vector subspace of R3 or not. Justify your answer.
a) {(x,y,z) ∈R3 : x = 0}
b) {(x,y,z) ∈R3: x + y = 0}
c) {(x,y,z) ∈R3 : xz = 0}
d) {(x,y,z) ∈ R3: y ≥0}
e) {(x,y,z) ∈ R3: x = y = z}
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enter the correct 4 digit code
Answer:
DCBA
Step-by-step explanation:
It's just reverse look closely and you'll notice
Given that 5 x : 9 = 8 : 3 Calculate the value of x . Give your answer in its simplest form.
according to the law of large numbers
Answer:
In probability and statistics, the law of big numbers holds that as a sample size increases, its mean gets closer to the average of the entire population. This is because as the sample size increases, the sample becomes more representative of the population.
According to the law of large numbers, a large entity that is expanding quickly cannot continue doing so indefinitely. Often used as instances of this phenomenon are the largest blue chips, with market values in the hundreds of billions.
Two distinct subjects can be covered by the law of huge numbers. First, there are many topics to which the law of large numbers can be applied in statistical analysis. In order to acquire the necessary amount of data, it may not be practical to survey every member of a given population, but every additional data point has the potential to raise the probability that the result is an accurate representation of the mean.
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Over what interval is the function increasing? x (x, y) −4 −8 (−4, −8) −2 −2 (−2, −2) 0 0 (0, 0) 2 −2 (2, −2) 4 −8 (4, −8)
The increasing and decreasing function is discussed above.
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 function f(x).
Increasing and decreasing functions are functions in calculus for which the value of f(x) increases and decreases respectively with the increase in the value of x. We can write -
Increasing Function - A function f(x) is said to be increasing on an interval I if for any two numbers x and y in I such that x < y, we have f(x) ≤ f(y).Decreasing Function - A function f(x) is said to be decreasing on an interval I if for any two numbers x and y in I such that x < y, we have f(x) ≥ f(y).Strictly Increasing Function - A function f(x) is said to be strictly increasing on an interval I if for any two numbers x and y in I such that x < y, we have f(x) < f(y).Strictly Decreasing Function - A function f(x) is said to be strictly decreasing on an interval I if for any two numbers x and y in I such that x < y, we have f(x) > f(y).Properties of increasing or decreasing functions If the functions f and g are increasing functions on an open interval I, then the sum of the functions f + g is also increasing on this interval.If the functions f and g are decreasing functions on an open interval I, then the sum of the functions f + g is also decreasing on this interval.If the function f is an increasing function on an open interval I, then the opposite function -f is decreasing on this interval.If the function f is a decreasing function on an open interval I, then the opposite function -f is increasing on this interval.If the function f is an increasing function on an open interval I, then the inverse function 1/f is decreasing on this interval.If the function f is a decreasing function on an open interval I, then the inverse function 1/f is increasing on this interval.If the functions f and g are increasing functions on an open interval I and f, g ≥ 0 on I, then the product of the functions fg is also increasing on this interval.If the functions f and g are decreasing functions on an open interval I and f, g ≥ 0 on I, then the product of the functions fg is also decreasing on this interval.Therefore, the increasing and decreasing function is discussed above.
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The figure shows a rectangular box in three-dimensional space that contains several vectors. (The vector c is in the xz-plane, and the vector e is in the xy-plane.)
Are the following statements true or false?
1. e = a - b
2. g = f + a
3. a = d
4. d = g - c
5. c = f
6. a = -b
The statement 2( g = f + a) and 5(c = f) are true where as statement 3(a = d), 4(d = g - c), and 6(a = -b) are false.
The statement a = d is FALSE because they have opposite directions, a is in the direction of positive x, while d is in the direction of negative x axis.The statement c= f is TRUE because they have the same directions, in the direction of positive z axis and same length, the height of the rectangular box.The statement d=g−c is FALSE because by the triangle rule c=d+g=> d=−g+c≠g−cThe statement g=f+a is TRUE because the reference vector of f (given by the vector with the initial point at the origin and direction in the positive direction of z), added with the vector a satisfies the triangle rule to obtain the vector g:g=f+aThe statement a=− b is FALSE because their directions are not parallel, they are perpendicular.To learn more about the triangle, visit:
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please help don't ignore :(
Answer:
Its either .5 or 5
Step-by-step explanation:
im not sure which one though lol
:)
Events A and B are mutually exclusive. Events B and C are non-mutually exclusive. which Venn diagram could represent this description?
The Venn diagram that represents the description on Events A and B would be the A. First Diagram.
What does mutually exclusive mean ?A statistical term used to describe events that cannot occur concurrently is "mutually exclusive." It is frequently used to refer to circumstances in which the occurrence of one event takes precedence over the other.
This means that Events A and B cannot happen at the same time and therefore cannot share circles on the Venn diagram.
Events B and C are non - mutually exclusive however and so will share a circle on the Venn Diagram as shown below.
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Answer: D
last one
Step-by-step explanation: just did the test
Recall that the side length of the square was 14 units long. What is the base area of the prism?
Diameter of cylinder base - 19.8
base area of cylinder - 307.8
volume of cylinder - 9.234
Answer:
56
Step-by-step explanation:
The base area will be 4 times the side length
56 units
help me will mark BRAINLIEST
The measure of angle Y is given as follows:
m < Y = 90º.
How to obtain the measure of angle y?The sum of the measures of the internal angles of a triangle is of 180º.
For the larger triangle, the measures are given as follows:
2 x 25 = 50º.x = z.Hence the measures of angles x and z are given as follows:
x + z + 50 = 180º
2x = 130
x = 130/2
x = z = 65º.
Then for the smaller triangle, the measures are:
y.25.65.Meaning that the measure of angle y is given as follows:
y + 25 + 65 = 180
y + 90 = 180
y = 90º.
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Benita buys 2 shirts for the same price s the sales tax rate is 6.5
Write an expression to represent the total cost of the shirt in two different ways .
The required total cost of the two shirts after 6.5% of the tax is given as 2.13s.
What are equation models?The equation model is defined as the model of the given situation in the form of an equation using variables and constants.
Here,
Benita buys 2 shirts for the same price s the sales tax rate is 6.5%
1 way, paid the cost of 2 shirts jointly
The total cost of the two shirts becomes,
Total cost = 2[ s + 0.065s]
Total cost = 2.13s
2nd way paid the cost of two shirts individually,
total cost = s + 0.065s + s + 0.065s
= 2.13s
Thus, the required total cost of the two shirts after 6.5% of the tax is given as 2.13s.
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Distribute to create an equivalent expression with the fewest symbols possible.
\dfrac15(15+10k) =
5
1
(15+10k)=start fraction, 1, divided by, 5, end fraction, left parenthesis, 15, plus, 10, k, right parenthesis, equals
The expression when distributed is 3 + 2k
How to create an equivalent expressionFrom the question, we have the following parameters that can be used in our computation:
1/5(15 + 10k)
The distribution property states that
a(b + c) = ab + ac
using the above as a guide, we have the following:
1/5(15 + 10k) = 1/5 * 15 + 1/5 * 10k
Evaluate the products
1/5(15 + 10k) = 3 + 2k
Hence, the equivalent expression is 3 + 2k
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not even sure where to start with this, all help is appreciated
[tex]\sqrt{tan^2y} + \sqrt{y^2}[/tex] for y ∈ ([tex]\frac{\pi }{2},\pi[/tex])
A function is what happens even if [tex]$f(-x)=f(x)$[/tex] for all [tex]$x \in \mathbb{R}$[/tex] and A function is what happens odd if [tex]$f(-x)=-f(x)$[/tex] for all [tex]$x \in \mathbb{R}$[/tex] .
What do you mean parity?Parity of [tex]$\sqrt{\tan ^2(y)}+\sqrt{y^2}, \frac{\pi}{2} < y < \pi$[/tex] : Even .
Defining parity
A function is what happens even if. [tex]$f(-x)=f(x)$[/tex] [tex]for all $x \in \mathbb{R}$[/tex] A function is what happens odd if [tex]$f(-x)=-f(x)$[/tex] for all [tex]$x \in \mathbb{R}$[/tex]
[tex]$$\begin{aligned}& f(-y): \quad \sqrt{y^2}+\sqrt{\tan ^2(y)} \\& -f(y): \quad-\sqrt{\tan ^2(y)}-\sqrt{y^2}\end{aligned}$$[/tex]
Check parity of [tex]$\sqrt{\tan ^2(y)}+\sqrt{y^2}$[/tex]
Equal or equivalentness, as a trait or state. Women have battled for equal pay to males in the workplace, or the equivalent of a commodity's price in one currency to that in another.
An integer's evenness or oddness is defined by its parity. In light of the fact that both 6 and 14 are even, it can be claimed that their parities are the same, but 7 and 12 have the opposite parity (since 7 is odd and 12 is even). the state of equality, particularly the state of equal pay or status Prison guards are want pay parity with the police. Women still lack balance in many occupations, especially at the top levels.
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The plant manager of a company that makes pillows claims that only 8 percent of the pillows made have a stitching defect. The quality control director thought that the percent might be different from 8 percent and selected a random sample of pillows to test. The director tested the hypotheses H_0:p=0.08H0:p=0.08 versus H_a:p\ne0.08Ha:p=0.08 at the significance level of \alpha=0.08α=0.08 .The p-value of the test was 0.03. Assuming all conditions for inference were met, which of the following is the correct conclusion?
The correct conclusion should be that the null hypothesis is rejected because of smaller p-value, and the true proportion of stitching defect is not equal to 0.08.
Given information:
The plant manager of a company that makes pillows claims that only 8 percent of the pillows made have a stitching defect.
The director tested the hypotheses H.
p=0.08
[tex]\alpha =\\[/tex]0.05
p-value of of the test is found to be 0.03 which is smaller than the significance level of [tex]\alpha =0.05\\[/tex]
Now, for smaller value of p-value, the null hypothesis is ignored.
Therefore, the correct conclusion should be that the null hypothesis is reject because of smaller p-value, and the true proportion of stitching defect is not equal to 0.08.
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The correct conclusion should be that the null hypothesis is rejected because of smaller p-value, and the true proportion of stitching defect is not equal to 0.08.
Given information:
The plant manager of a company that makes pillows claims that only 8 percent of the pillows made have a stitching defect.
The director tested the hypotheses H.
p=0.08
α =0.05
p-value of of the test is found to be 0.03 which is smaller than the significance level of α =0.05
Now, for smaller value of p-value, the null hypothesis is ignored.
Therefore, the correct conclusion should be that the null hypothesis is reject because of smaller p-value, and the true proportion of stitching defect is not equal to 0.08.
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Find the exact value of sin(x + y), given sin(x) = Negative one-half, cos(y) = Negative one-third, x is an angle in quadrant III, and y is an angle in quadrant II.
StartFraction 2 minus StartRoot 5 EndRoot Over 6 EndFraction
StartFraction 1 minus 2 StartRoot 6 EndRoot Over 6 EndFraction
StartFraction 6 minus StartRoot 5 EndRoot Over 6 EndFraction
StartFraction StartRoot 3 EndRoot minus StartRoot 5 EndRoot Over 6 EndFraction
The exact value of sin(x + y) is (1 - 2√6) /6. The 2nd option is the answer.
How to find the exact value of sin(x + y)?We have sin(x) = -1/2 and cos(y) = -1/3
x is an angle in quadrant III, and y is an angle in quadrant II
For x:
Using trigonometric ratio
sin(x) = -1/2 (sin = opposite/hypotenuse)
adjacent = √(2²-(-1)²) = √3
cos(x) = (-√3)/2 (cos = adjacent/hypotenuse)
Note: adjacent in quadrant III is negative
For y:
Using trigonometric ratio
cos(y) = -1/3 (cos = adjacent/hypotenuse)
opposite = √(3²-(-1)²) = √8 = 2√2
sin(y) = (2√2)/3 (sin = opposite/hypotenuse)
Using trigonometric identity:
sin (x + y) = sin (x)·cos(y) + cos (x)·sin (y)
sin (x + y) = -1/2·(-1/3) + [(-√3)/2]·[(2√2)/3]
sin (x + y) = 1/6 - (√6)/3
sin (x + y) = (1 - 2√6) /6
Thus, the exact value of sin(x + y) is (1 - 2√6) /6
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PLEASE HELP I NEED TO FINISH MY HW TODAY SO I WONT HAVE TO DO IT ON MY BDAY TOMORROW!!!
Michael took out a loan at an annual
compound interest rate of 30%.
After 2 years, he owes a total of £9126.
What was the original amount that Michael
borrowed?
Give your answer to the nearest £1.
Answer:
Start: 400
After 1 Year: 7020
Step-by-step explanation:
You will have a good b-day tmrw
HAPPY EARLY BIRTHDAY!!!!
enter a formula in cell b3 using the vlookup function to find the meaning for the medical abbreviation listed in cell a3. use the name abbreviation for the lookup table. the item names are located in column 2 of the lookup table. be sure to require an exact match.
The formula in cell B3 using the VLOOKUP function to find the meaning for the medical abbreviation listed in cell A3, using the "abbreviation" lookup table, would be: =VLOOKUP(A3, "abbreviation", 2, FALSE).
A3 is the cell that contains the medical abbreviation we want to find the meaning for.
"abbreviation" is the name of the lookup table that contains the item names and meanings.
2 is the column number of the lookup table where the meanings are located.
FALSE is used to require an exact match for the abbreviation in cell A3, so that the correct meaning is returned.
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de matics class into equal groups 2,5,6 without leaving any learner out what is the smallest possible answer in the class?
the smallest possible answer in the class is 30.
What are mathematical operations?The term "operation" in mathematics refers to the process of computing a value utilizing operands and a math operator. For the specified operands or integers, the math operator's symbol has predetermined rules that must be followed. In mathematics, there are five basic operations: addition, subtraction, multiplication, division, and modular forms.
Given, Mr. Abraham’s is able to divide the learners in his Mathematics class into equal groups of 2, 5 or 6 members without leaving any learners out.
You just need to find the smallest number that can be divided by 2 or 5 or 6 evenly
The Least Common Multiple
there are various ways to do this
start with 5
multiples of 5 are 5 10 15 20 25 30 35 etc.
see any number in there that is also divisible by 2 and 6
Therefore, 30 is the smallest possible answer in the class.
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Complete question:
Mr. Abraham’s is able to divide the learners in his Mathematics class into equal groups of 2, 5 or 6 members without leaving any learners out. What is the smallest possible number of learners in the class?
lian's truck has a 25 gallon tank and uses 0.05 gallon of gas for every mile driven.when creating a table for the function y=-0.05x + 25 ,lian argues that he can only use positive rational numbers for the input .is lian correct? justify your answer
Since it is possible to drive a fraction of a mile, so it will be appropriate to use fractions; however, it is not possible to drive a negative number of miles, so only positive rational numbers are appropriate.
How to interpret Linear equations?A rational number is said to be positive if its numerator and denominator are both positive.
Now, we are told that lian's truck uses 0.05 gallon of gas for every mile driven. Thus;
Rate of consumption of gas = 0.05 gallons per mile
The function for number of gallons is;
y = -0.05x + 25
where;
x is number of miles
y is number of gallons
We can use a fraction for the number of miles because it is possible but then the number of miles must be positive rational numbers because number of miles cannot be negative.
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Problem 3: A city ballot includes a local initiative that would legalize gambling. The issue is hotly contested, and two groups decide to conduct polls to predict the outcome. The local newspaper finds that 53% of 1200 randomly selected voters plan to vote "yes," while a college Statistics class finds 54% of 450 randomly selected voters in support. Both groups will create 95% confidence intervals.
a) Without finding the confidence intervals, explain which one will have the larger margin of error.
b) Find both confidence intervals.
c) Which group concludes that the outcome is "too close to call"? Explain.
a. Without finding the confidence intervals, the larger margin of error will be the statistics class.
b. The confidence interval is (50.5%, 55.5%)
c. The group that concludes that the outcome is "too close to call is the statistics class.
.
How to calculate the interval?It should be noted that the Without finding the confidence intervals, the larger margin of error will be the statistics class. This is because of the smaller sample size.
The group that concludes that the outcome is "too close to call is the statistics class. This is because the intervals that are obtained contains 50%.
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James got a 75/100 and James teacher wants to convert that mark over 100 into ?/40 how much will James mark be now out of 40
Help asap!
Will mark brainiest!
The net surface area of rectangular prism is 242.2 meters square.
What is the net surface area?A rectangular prism is a three-dimensional shape with two top and bottom faces and four lateral faces. A rectangular prism seems to be a solid three-dimensional shape with six faces and rectangular bases. A rectangular prism seems to be a cuboid, and a cuboid and a rectangular prism both have the same cross-section.
This rectangular prism's surface area = l x b
We have provided
4 rectangular areas
A₁ = 4.3m x 10m
= 43 m²
2 rectangular areas
A₂ = 6.75m x 5.2m
= 35.1 m²
As a result, the rectangular prism's surface area is:
S.A. = 4A₁ + 2A₂
S.A. = 4(43) + 2(35.1)
= 172+ 70.2
= 242.2 meter square
As a result, the net surface area of the rectangular prism is 242.2 meters square.
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