can anybody help me with this

The requried side length of the square is approximately 9.695 units.

To find the side length of a square with an area of 94 square units, we need to take the square root of the area.

a² = 94
a = √94

a ≈ 9.695

Therefore, the side length of the square is approximately 9.695 units.

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Answer:

it just 20

Step-by-step explanation:

Answer:

4

Step-by-step explanation:

Answer:

32

Step-by-step explanation:

x          

 (— -  6) -  2  = 0

  4          

6     6 • 4

   6 =  —  =  —————

        1       4

x - (6 • 4)     x - 24

———————————  =  ——————

     4            4

 (x - 24)    

 ———————— -  2  = 0

    4        

        2     2 • 4

   2 =  —  =  —————

        1       4

(x-24) - (2 • 4)     x - 32

————————————————  =  ——————

       4               4

 x - 32

 ——————  = 0

   4  

x-32

 ———— • 4 = 0 • 4

  4  

x-32

Answer:

none of the above is best andwer

20 students are selected at random from each grade level, of random sampling within each stratum.

A random sample from each grade level, the survey plan ensures that each grade level is represented in the sample, and that the sample is likely to be representative of the entire school population.

The survey plan described in the question is a combination of two different sampling techniques:

stratified sampling and random sampling.

Stratified sampling involves dividing the population into subgroups, or strata, based on certain characteristics that are relevant to the research question.

The population is divided by grade level, which is likely to be a relevant factor when it comes to determining student support for the student-council president.

The purpose of stratified sampling is to ensure that each subgroup is represented in the sample in proportion to its size in the population.

This helps to minimize sampling bias and increase the precision of the estimates obtained from the sample.

Once the population is divided into subgroups, random sampling is used to select a sample from each stratum.

Random sampling involves selecting individuals from the population in such a way that each individual has an equal chance of being selected.

This helps to ensure that the sample is representative of the population and that any estimates obtained from the sample are unbiased.

In this survey plan, 20 students are selected at random from each grade level, which is an example of random sampling within each stratum.

By selecting a random sample from each grade level, the survey plan ensures that each grade level is represented in the sample, and that the sample is likely to be representative of the entire school population.

Overall, the survey plan described in the question is a good example of how different sampling techniques can be combined to obtain a representative sample of a population.

By using stratified sampling to divide the population into subgroups and random sampling to select individuals from each subgroup, the survey plan helps to minimize sampling bias and increase the precision of the estimates obtained from the sample.

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Answer:

7

Step-by-step explanation:

answer is in photo above

The required length of each piece is 18 inches.

How to find HCF?

The highest common factor (HCF) is found by listing all the common factors of two numbers and choosing the highest one. The required length of each piece is 18 inches.

Given that,

Length of red ribbon spool = 22,608 in

Length of blue ribbon spool = 10,206

To find the required length of each piece we should find the highest common factor (HCF) of the length of a piece of both ribbons.

22, 608 = 1,2,3,4,5,6,8,9,12,16,18,24,36,48,72 .....

10,206 = 1,2,3,6,7,9,14,18,21,27,42,54,63 .......

Common factors are 1,2,3,6,9,18

Therefore, HCF = 18

Hence, the required length of each piece is 18 inches.

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Answer:

21.9 is the answer rounded to the nearest hundred.

The solution to the equation 9 × (3 ÷ x) = 26 is x = 1.038.

To solve the equation 9 × (3 ÷ x) = 26 for x, we can follow these steps:

Simplify the expression on the left side of the equation:

9 × (3 ÷ x) = 26

27 ÷ x = 26

Multiply both sides of the equation by x to eliminate the division:

(27 ÷ x) × x = 26 × x

27 = 26x

Divide both sides of the equation by 26 to solve for x:

27 ÷ 26 = (26x) ÷ 26

1.038 = x

As a result, x = 1.038 is the answer to the equation 9 (3 x) = 26.

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Answer: answer is \(\frac{x}{y}\)  =  931/100

Step-by-step explanation:

Answer:

Step-by-step explanation:

if 2x-7=3

2x=3+7

2x=10

x=5

then

3(5)+1=16

Answer:

\(x=1,-5\)

Step-by-step explanation:

\(We\ are\ given\ that,\\4x+5=x(x+8)\\Hence\ by\ expanding\ the\ terms,\\4x+5=x^2+8x\\Hence\ by\ moving\ 4x\ and\ 5 to\ the\ RHS\ ,\\0=x^2+8x-4x-5\\Hence\ by\ simplifying\ the\ RHS,\\0=x^2+4x-5\\Now,\\We\ take\ a\ closer\ look\ at\ the\ RHS,\\x^2+4x-5\ can\ also\ be\ written\ as:\\=x^2+5x-x-5\\Now, By\ factorizing,\\x(x+5)-1(x+5)\\=(x-1)(x+5)\\Hence,\\(x-1)(x+5)=0\\Now,\\To\ nullify\ the\ LHS\ to\ 0,\ either\ the\ term\ (x-1)\ or/and\ (x+5)\ should\ equate\ to\ 0.\\Hence,\\x-1=0\\\)\(x=1\ is\ our\ first\ solution\\(x+5)=0\\x=-5\ is\ our\ second\ solution\\Hence,\\x=1,-5\)

The appropriate "Null-Hypothesis" would be (a) population proportion is equal to 0.60.

In hypothesis testing, the null-hypothesis (H₀) represents the default assumption or claim that is being tested. It is generally stated as an equality or a specific value that is being tested against an alternative hypothesis (H₁).

In this case, the null-hypothesis is stating that the population proportion is equal to a specific value of 0.60. The alternative hypothesis, which is not provided in the options, would state a different relationship or inequality, such as the population proportion being greater than or less than 0.60.

The other options (b) the population proportion is not equal to 0.60 and (c) the sample-proportion is equal to 0.60, are not appropriate null hypotheses because they do not directly test population proportion.

Therefore, the correct option is (a).

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The given question is incomplete, the complete question is

Which of the following would be appropriate null hypothesis?

(a) the population proportion is equal to 0.60

(b) the population proportion is not equal to 0.60

(c) the sample proportion is equal to 0.60

(d) all these choices are true.

The appropriate null hypothesis would be a. The population proportion is equal to 0.60.

In hypothesis testing, the null hypothesis is a statement that assumes there is no significant difference or relationship between variables. It is often denoted as H0. The null hypothesis is typically the opposite of the alternative hypothesis, which suggests that there is a significant difference or relationship.

For the given options:

Based on the given options, the appropriate null hypothesis would be:

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#SPJ11a. The population proportion is equal to 0.60.

Answer:

B.

A' (-4,-2), B' (-1,-1), C' (-2,-2

Step-by-step explanation:

Slope is  $0.15 of the equation of cost  C=$0.15t+$35.00.

The slope of the line is the ratio of the rise to the run, or rise divided by the run. It describes the steepness of line in the coordinate plane.

The slope intercept form of a line is y=mx+b, where m is slope and b is the y intercept.

The slope of line passing through two points (x₁, y₁) and (x₂, y₂) is

m=y₂-y₁/x₂-x₁

Given that A cell phone company uses the equation C=$0.15t+$35.00

C is the total cost for a month of service.

t is the number of text messages.

We have to find the slope of the equation.

slope is 0.15 and 35.00 is the y intercept of the equation given.

Hence, slope is  $0.15 of the equation of cost  C=$0.15t+$35.00.

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Look up "Everything You Need To Know About Math In One Big Fat Notebook pdf." It's the best thing I've ever been given, I have it with me in math class all the time and I've aced every test.

Answer:

Hello!!

32 to the power of 5 is

33554432

Hope this helps!!

32 to the power of 5 is 33554432

Answer:

x < −5

Step-by-step explanation:

32 < −5x+7

Step 1: Flip the equation.

−5x+7 > 32

Step 2: Subtract 7 from both sides.

−5x + 7 − 7 > 32 − 7

−5x > 25

Step 3: Divide both sides by -5.

-5x / 5 > 25 / -5

x < −5

for the number line, the point would not be shaded, the point would be at -5 and the arrow would go to the right.

sorry if it doesn't help

Answer:

FALSE, (2, 9) is not a solution to the set of inequalities given.

Step-by-step explanation:

Simply replace x by 2 and y by 9 in the inequalities and see if the inequality is true or not:

irst inequality:

\(y\geq 4x\\9\geq 4\,(2)\\9\geq 8\)

so thi inequality is verified as true since 9 is larger or equal than 8

Now the second inequality:

\(y<x+2\\9<(2)+2\\9<4\)

This is FALSE since 9 is larger than 4 (not smaller)

Therefore the answer to the question is FALSE, (2, 9) is not a solution to the set of inequalities given.

In the context of your question, over the positively sloped portion of the short-run average total cost (ATC) curve, the effect of diminishing marginal returns dominates the effect of economies of scale. Over the positively sloped portion of the short-run average total cost (ATC) curve, the effect of diminishing marginal returns dominates the effect of economies of scale.

Diminishing marginal returns occur when the marginal product of a variable input decreases as more units of that input are added, while keeping all other inputs constant. This means that as a firm produces more output, the cost of producing each additional unit of output increases, resulting in a positively sloped ATC curve. The law of diminishing marginal returns is an important concept in economics and is often used to explain why firms experience increasing costs in the short run.



In conclusion, over the positively sloped portion of the short-run ATC curve, the effect of diminishing marginal returns dominates the effect of economies of scale. This is an important concept for understanding short-run production decisions for firms, as they must balance the benefits of economies of scale with the costs associated with diminishing marginal returns.

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Answer:

x^2x+1^3

(im not sure)

1) Coordinates are (2,-6) and (1,-1)

2) Points are (1,2) and (2,8).

You do the reverse to determine a point's coordinates in a coordinate system. Start at the point, then move up or down a vertical line until you reach the x-axis. Your x-coordinate is shown there. To get the y-coordinate, repeat the previous step while adhering to a horizontal line.

A coordinate system in geometry is a method for determining the precise location of points or other geometrical objects on a manifold, such as Euclidean space, using one or more numbers, or coordinates.

Given,

Function:

1) f(x) = -x² - 2x + 2

Let x be 1

y = -(1)² - 2(1) +2

y = -1 -2 + 2

y = -1

Points are (1, -1)

Let x be 2

y = -(2)² - 2(2) + 2

y = -4 -4 + 2

y = -6

Points are (2,-6)

2) f(x) = -2x²

Let x be 1

y = 2(1)²

y = 2

Let x be 2

y = 2(2)²

y = 8

So,

Coordinates are (1,2) and (2,8)

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Therefore , a result A(x) = 23 is the answer to the function issue that was presented.

Quantities and their variants, equations and associated structures, shapes and their positions, and locations where they are found are all included in the study of mathematics. The link between a collection of inputs, each of which has a corresponding output, is referred to as a "function." A function is a dynamic relationship between inputs and outputs in which each input produces a single, unique result. Each function has a designated area and only needs a tiny area, or scope.

Here,

As a result, h(x) = x2-10x+21 A(x) =y/x =-1 x 10 A(x)=?

A(x) = y/x =h(x-g)-h(x)/g

=> g = Xmax - Xmin

=> g = 10-(-1)

=>  10+1 =g

=> 11 =g

=>(x-11)² - 10*(x − 11) + 21 − (x² - 10x+21) /11 = A(x)

=>  x²- 22x+121-10x + 110 + 21 - x² + 10x -21/11 =A(x)

=>A(x) = 21+ 2

=>A(x) = 23

As a result, A(x) = 23 is the answer to the function issue that was presented.

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The relations in this problem are classified as functions or not as follows:

1. Not a function.

2. Function.

3. Not a function.

4. Function.

5. Function.

A relation represents a function if each value of the input is mapped to only one value of the output.

Hence, a graph will represent a function if, and only if, it contains no vertically aligned points, that is, if there isn't a vertical line that will cross the graph of the relation in more than one point.

Then the graphs that are not functions in this problem are given as follows:

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The initial amount and rate of change given a table for a linear function are $850 and $65, respectively

The table of linear function represents the given parameter

On the table, we have the following points

(x, y) = (6, 460) and (10, 200)

The rate of change is calculated as

Rate = (y2 - y1)/(x2 - x1)

So, we have

Rate = (200 - 460)/(10 - 6)

Evaluate

Rate = -65

This means that the rate of change is -$65

The initial amount is calculated as

y = m(x - x1) + y1

Where

m = -65

So, we have

y = -65(x - x1) + y1

Using one of the points, we have

y = -65(x - 10) + 200

Set x = 0

So, we have

y = -65(0 - 10) + 200

Evaluate

y = 850

Hence, the initial amount and rate of change given a table for a linear function are $850 and $65, respectively

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Answer:

Following are the answer to this question:

In question, a) ordinal.

In question, b) ratio .

In question, c) true.

Step-by-step explanation:

For its "ordained" existence, regular data is used to conduct surveys and questionnaires. To identify respondents into different categories, a quantitative methodology is employed to sufficient excess.

Its ratio data is defined as a statistical method with the same features as continuous variables, that recognize the proportion of each data to an absolute null as its source. In many other words, the meaning of the line graph may not be positive.

Its newest program gives the gap between exits data.

Explanation:

Step 1. We have a piecewise function defined for certain x value intervals.

for x values between -4 and -1, the definition is:

To graph this, we compare it with the general line function

where m is the slope (the rate of change of the line) and b is the y-intercept. In this case, for f(x)=x+6, the slope is m=1, and the y-intercept is 6, if we were to graph this line in the whole plane, it would look as follows:

But since this is just the definition of the function for the values between -4 and -1, the result is:

Step 3. Now we consider the second definition of the function:

Comparing it with the general line function

where m is the slope (the rate of change of the line) and b is the y-intercept.

Here in f(x)=-2x+7, the slope is m=-2, and the y-intercept is b=7, which means that the line is decreasing at a rate of -2, and that it crosses the y-axis at 7.

If we were to graph this line in the whole plane, it will look as follows (in blue):

But since that is the definition of the function only for the interval from -1 to 5, we only consider the line for that specific x-interval, we represent the point at -1 with an open circle and at 5 with a filled circle to represent that 5 is included in the segment:

Answer: