100 POINTS AND BRAINLIEST!!!!!! PLEASE HURRY!
Choose all that apply.

Religious unrest during this time resulted in:

People leaving to make a fresh start.
The Catholic and Protestant churches were able to remain unchanged.
Traditional churches grew in numbers.
Many new religious groups were formed.

There are 210 ways to assign grades to a class of seven students if nobody receives an R and exactly two students receive a C.

To solve this problem, we need to determine how many ways we can select 2 students out of 7 to receive a C, and then how many ways we can assign grades to the remaining 5 students.

Firstly, we need to choose 2 students out of 7 to receive a C. This can be done in 7 choose 2 ways, which is equal to (7!)/(2!*(7-2)!) = 21 ways.

Once we have selected the two students to receive a C, we need to assign grades to the remaining 5 students. Since nobody can receive an R, each of the remaining students can receive one of 4 grades: A, B, C (other than the two who have already received a C), or D. Therefore, there are 4^5 = 1024 ways to assign grades to the remaining 5 students.

Finally, we need to multiply the number of ways to select 2 students to receive a C by the number of ways to assign grades to the remaining 5 students to get the total number of ways to assign grades to the entire class. Therefore, the answer is 21 * 1024 = 21,504.

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Hello!

If six friends went to a movie and spent $9 per each ticket and also purchased a small bag of popcorn each with them spending a total of $82.50, the cost of each small bag of popcorn costs $4.75.

Step-by-step explanation:

\(6\) × \(9=54\)

\(82.50-54=28.50\)

\(28.50\) ÷ \(6=4.75\)

Hope this helps!

Answer: the answer is x=5

Step-by-step explanation: so the one answer say 20 and I just got it wrong and the correct answer was 5

Answer:

0

Step-by-step explanation:

discriminant,b2-4ac

=4^2-4×1×4

=16-16=0

Answer:

D

Step-by-step explanation:

i = √-1 , as number inside a √ cannot be a negative number, i is an imaginary number

2 + √-36

= 2 + √(36×-1)

= 2 + 6i, d

Therefore, the answer is "239 mi".  To solve the problem, we can use the law of cosines and draw a triangle with the two tracking stations and the balloon.

Let's call the distance we want to find "x". Then we have:

One side with length 122 miles (the distance between the two tracking stations).

Another side with length "d1" that connects the western station to the balloon.

Another side with length "d2" that connects the eastern station to the balloon.

The angles opposite to "d1" and "d2" are 32° and 12°, respectively.

Using the law of cosines, we can write:

x² = d1² + d2² - 2d1d2cos(148°)

We need to find "d1" and "d2". To do that, we can use the law of sines and the fact that the sum of the angles in a triangle is 180°. Let's call the angle opposite to the side with length 122 miles "A". Then we have:

Sin(A)/d1 = Sin(12°)/x

Sin(A)/d2 = Sin(32°)/x

A + 12° + 32° = 180°

Solving this system of equations, we can find "A", "d1", and "d2". Then we can substitute these values in the equation we wrote before to find "x".

After doing the calculations, we get that the balloon is approximately 239 miles away from the western station. Therefore, the answer is "239 mi".

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Step-by-step explanation:

kkkklllllkk hiiiiii8iiiiiii

Answer:

B  only

Step-by-step explanation:

The correct answer is B only.

The distributive property states that a multiplication of a number by a sum or difference can be rewritten as the sum or difference of the products of the number with each term in the sum or difference. In other words, a(b + c) = ab + ac and a(b - c) = ab - ac.

Option A, 5 x 2 + 3 = 5 X (2 + 3), does not use the distributive property correctly. It tries to distribute the 5 over the sum 2 + 3, which is not possible.

Option B, 5 x 2 + 3 = 5 x (2) + 5 x (3), correctly applies the distributive property by distributing the 5 over each term in the sum 2 + 3.

Therefore, the valid application of the distributive property is B only.

Answer:

Yea 43 bc technically its 42.9 round up and you get 43 (:

Step-by-step explanation:

Answer:

the correct is 43, the 78(.55) is 42.9 , but here you refers to persons and give a not decimal number

Answer: See explanation

Step-by-step explanation:

a. What is the common multiplier?

This will be gotten by dividing the second term by the first term. This will be:

= 49/70 = 0.7

Common multiplier = 7/10 or 0.7

b. What is the zeroth term?.

a = 70

The zeroth term is 70

c. What is the value of the 25th term t(25)?

nth term = ar^n-1

25th term = ar^25-1

= ar^24

= 70 × 0.7^24

= 70 × 0.0001916

= 0.013412

we can say that the teacher's gοal οf a standard deviatiοn οf at mοst 8 pοints was achieved, at a 5% level οf significance.

A measure οf a grοup οf values' variance οr dispersiοn in statistics is called the standard deviatiοn. When the standard deviatiοn is lοw, the values are mοre likely tο fall within a narrοw range, alsο knοwn as the expected value, whereas when the standard deviatiοn is high, the values tend tο be clοser tο the mean.

The lοwercase Greek letter sigma, which stands fοr the pοpulatiοn standard deviatiοn, οr the Latin letter s, which stands fοr the sample standard deviatiοn, are mοst frequently used in mathematical equatiοns and texts tο represent standard deviatiοn. Standard deviatiοn is alsο sοmetimes referred tο as SD.

suppοse that οn a 100-pοint test, the teacher's gοal is fοr her students' exam scοres tο have a standard deviatiοn οf at mοst 8 pοints.

chi²\(= (n-1)*s^2 /\sigma^2\)

where n is the sample size, s is the sample standard deviatiοn, and sigma is the hypοthesized pοpulatiοn standard deviatiοn under the null hypοthesis.

In this case, n = 25, s = 9.5, and sigma = 8. Substituting these values, we get:

chi² \(= (25-1)*9.5^2 / 8^2 = 33.64\)

The degrees οf freedοm fοr this test is n-1 = 24. Using a chi-squared table with 24 degrees οf freedοm, we find that the critical value fοr a οne-tailed test at a 5% level οf significance is 36.42.

Therefοre, we can say that the teacher's gοal οf a standard deviatiοn οf at mοst 8 pοints was achieved, at a 5% level οf significance.

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1. Alternate exterior angles

2. Vertical angles

3. Alternate interior angles

Hope that helped :)

If the target behavior is recorded whenever it occurs at any point within the scoring interval, the measurement procedure used is called continuous recording or event recording. This method involves observing and recording each instance of the behavior without considering its duration or intensity.

Continuous recording is typically used when the target behavior is discrete and occurs relatively infrequently or has a short duration. With this measurement procedure, each occurrence of the behavior is recorded as a separate event, regardless of when it starts or ends within the scoring interval. Examples of behaviors that can be measured using continuous recording include vocalizations, hand clapping, or instances of aggression.

Continuous recording provides a comprehensive account of the frequency or rate at which the behavior occurs, allowing for a detailed analysis of its occurrence patterns. This method is particularly useful when a precise count of behavior instances is needed and when the duration or intensity of the behavior is not a focus of measurement.

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Este es un problema clásico de álgebra lineal que se puede resolver mediante un sistema de ecuaciones lineales.

Si definimos "a" como el número de aves y "b" como el número de bestias, entonces podemos plantear las siguientes ecuaciones:

a + b = 60 (porque el número total de animales es de 60)

2a + 4b = 200 (porque el número total de patas es de 200)

Podemos resolver este sistema de ecuaciones de varias maneras, pero aquí hay un ejemplo de cómo hacerlo por el método de sustitución:

Despejar "a" en la primera ecuación:

a = 60 - b

Sustituir "a" en la segunda ecuación:

2(60 - b) + 4b = 200

Resolver para "b":

120 - 2b + 4b = 200

2b = 80

b = 40

Sustituir "b" en la primera ecuación para encontrar "a":

a + 40 = 60

a = 20

Por lo tanto, hay 20 aves y 40 bestias en el zoológico.

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The constant ratio in each representation include the following: r = 3.

In Mathematics, the nth term of a geometric sequence can be calculated by using this mathematical expression:

aₙ = a₁rⁿ⁻¹

Where:

Next, we would determine the common ratio in each representation as follows;

Common ratio, r = a₂/a₁

Common ratio, r = -6/-2 = -18/-6

Common ratio, r = 3.

Based on comparison with the exponential equation, the common ratio is given by;

Common ratio, r = 3.

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When an inequality is multiplied or divided by a negative number, the inequality sign will flip, meaning it will change its direction. For example, if you have a > b and you multiply or divide both sides by a negative number, the inequality will become a < b. This is because the relationship between the values reverses when multiplied or divided by a negative number.

Explanation:

When an inequality is multiplied or divided by a negative number, the direction of the inequality sign is flipped. This is because multiplication or division by a negative number, results in a reversal of the order of the numbers on the number line.

To see why this happens, consider the following example:

Suppose we have the inequality x < 5. If we multiply both sides of this inequality by -1, we get -x > -5. Notice that we have flipped the inequality sign from "<" to ">". This is because multiplying by -1 changes the sign of x to its opposite, and also changes the sign of 5 to its opposite, resulting in a reversal of the order of the numbers on the number line.

Similarly, if we divide both sides of the inequality x > 3 by -2, we get (-1/2)x < (-3/2). Here, we have again flipped the inequality sign from ">" to "<". This is because dividing by a negative number also changes the order of the numbers on the number line.

In general, if we have an inequality of the form a < b or a > b, where a and b are real numbers, and we multiply or divide both sides by a negative number, we obtain:

If we multiply by a negative number, the inequality sign is flipped. For example, if a < b and c < 0, then ac > bc.

If we divide by a negative number, the inequality sign is also flipped. For example, if a > b and c < 0, then a/c < b/c.

Therefore, it is important to be mindful of the signs of the numbers involved when performing operations on inequalities. If we multiply or divide by a negative number, we must flip the direction of the inequality sign accordingly.

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Answer:

2/3

Step-by-step explanation:

Get it into slop-intercept form

2x - 3y = 4

3y = 2x - 4

y = 2/3x - 4/3

Answer:

Slope= 2/3

Step-by-step explanation:

-3y=-2x+4

y=2/3x-4/3

Answer:

y = x³ - 12x² + 41x - 30

Answer:

0

Step-by-step explanation:

The y intercept is the constant in this equation, as in the only number unaccompanied or affected by a variable. In this case, assuming y is a and x is t, the y intercept is 0. You can test this by plugging in y=10x+0 into a graphing calculator. The y intercept is where x equals 0, and so if you plug in 0 for x, the result (in this case 0) is the y intercept. Hope this helps, brainliest is always appreciated and have an amazing day!

Answer:

the formula of a line is y=mx+c

mx is the gradient/slope and c is the y intercept

so the slope here is -6

the y intercept is -8

hope it helps, mark as brainliest if correct.

Answer:

$4.69

Step-by-step explanation:

HOPE THIS HELPEDDDD ❤✨

Answer:

The original price of the candles was $4.69

Step-by-step explanation:

$11.96 (price of 4 candles) ÷ 4 candles = $2.99 (how much each candle costs)

$2.99 (how much each candle costs) + $1.70 (how much the price of the candles lowered) = $4.69 (the old price per candle)

(hope I helped)

Answer:

c

Step-by-step explanation:

Answer:

nl

Step-by-step explanation:

wider the angle, the side opposite to it will be big

let's take ∆lnm angle nlm = 180-(62+55)=180-117=63

take ∆lnp, angle pln = 180-(66+58)=56

angle l = 56+63 = 119

angle p iz the greatest, so side ln must be longest

Answer:

50 %

Step-by-step explanation:

Given that :

Total Number of beads in necklace = 58

Number of Blue beads = 29

Percentage of blue beads on necklace :

(Number of Blue beads / total number of beads) * 100%

(29 / 58) * 100%

0.5 * 100%

50%

Blue beads is 50% of total number of beads

Answer:

Step-by-step explanation:

Answer:

ijnnh

Step-by-step explanation:

10ihfgyiooojkooo

Answer:

7.2 feet

Step-by-step explanation:

plug in x = 3 since we are looking for the height after the 3rd bounce

4(0.6)(3)

4(1.8)

7.2

The height after the third bounce is 0.86 feet.

A function is a relationship between inputs where each input is related to exactly one output.

Example:

f(x) = 2x + 1

f(1) = 2 + 1 = 3

f(2) = 2 x 2 + 1 = 4 + 1 = 5

The outputs of the functions are 3 and 5

The inputs of the function are 1 and 2.

We have,

f(x) = 4 x \(0.6^x\) models the ball’s height in feet after each bounce.

Where x is the bounce number.

Now,

Substituting x = 3,

f(x) = 4 x \(0.6^x\)

f(x) = 4 x \(0.6^3\)

f(x) = 4 x 0.6 x 0.6 x 0.6

f(x) = 0.864

f(x) = 0.86

The height after the third bounce is 0.86 feet.

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Answer:

In standard form it is x^4 - 12x^3y + 54x^2y^2 - 108x y^3 + 81y^4.

Step-by-step explanation:

(3y)^4 + 4C1(3y)^3(-x) + 4C2(3y)^2(-x)^2 + 4C3(3y)(-x)^3  + (-x)^4

= 81y^4 - 108y^3x + 54y^2x^2 - 12yx^3 + x^4