does someone mind helping me with this problem? Thank you!

Answer:

10

Step-by-step explanation:

for E abs F its 2 possible. For the penny also two possible. And 6 for the spinner. Since you would count all the slices from the first two and add a 2 for the penny.

The recommended approach when choosing between one-tailed and two-tailed tests is to use a two-tailed test only.

The choice between a one-tailed or two-tailed test should be based on the research hypothesis and the specific question being investigated.

If you have a convincing reason for not predicting a direction, and use the one that is most likely to produce significant results.

If the research hypothesis or question does not make a clear directional prediction, then a two-tailed test would be appropriate.

This is because a two-tailed test will consider the possibility of significant results in both directions of the distribution.

And is more conservative in its estimation of significance.

If the research hypothesis or question does make a clear directional prediction, then a one-tailed test would be appropriate.

This is because a one-tailed test will only consider the possibility of significant results in one direction of the distribution.

And is more powerful in detecting significant results in that specific direction.

Therefore, the answer is to use a two-tailed test only if you have a convincing reason for not predicting a direction, and use the one that is most likely to produce significant results.

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Answer:

x+y−6=0

Step-by-step explanation:

Explanation:

You can find the line by the following formula:

y

−

y

1

y

2

−

y

1

=

x

−

x

1

x

2

−

x

1

where

(

x

1

;

y

1

)

and

(

x

2

;

y

2

)

are the given points.

Then the line is:

y

−

4

8

−

4

=

x

−

2

−

2

−

2

y

−

4

4

=

x

−

2

−

4

y

−

4

=

−

x

+

2

x

+

y

−

6

=

0

Answer:

70

Step-by-step explanation:

We have 7 blue marbles, and 20 total marbles. As a result, if we randomly chose one marble from the bag, the probability would be (number of favorable outcomes)/(number of total outcomes) = 7/20.

This means that for each 20 trials, we would expect to pull out a blue marble 7 times, as the probability does not change over time (because we put the marbles back, there are the same amount of each marble). Over 200 trials, we can simply make it out of 200 instead of 20. We can thus multiply 7/20 by 10/10 (10/10 is equal to 1, keeping the proportions equal) to get 70/200, so we can expect 70 blue marbles out of 200.

Answer:

y=27

Step-by-step explanation:

Hello There!

The shown angles are alternate exterior angles

Alternate exterior angles are congruent so

3y+53=7y-55

step 1 add 55 to each side

-55+55 cancels out

53+55=108

now we have

3y+108=7y

step 2 subtract 3y from each side

7y-3y=4y

now we have

4y=108

step 3 divide each side by 4

4/4y=y

108/4=27

we're left with y = 27

Answer:

y = 27

Step-by-step explanation:

The two lines cut by a transversal are parallel, so alternate exterior angles are congruent.

7y - 55 = 3y + 53

4y = 108

y = 27

9514 1404 393

Answer:

  b) x < -4

Step-by-step explanation:

Eliminate parentheses and you have ...

  4x +4 > 16 +7x

  -12 > 3x . . . . . . . . subtract 4x+16

  -4 > x . . . . . . . . divide by 3

The number line will have an open circle at -4 and be shaded to the left. The pictures are a bit fuzzy, but we think choice B has that description.

The growing animal gained a weight of +1 pound.

A positive signed number is used to represent a gain or increase in something, while a negative signed number is used to represent a loss or decrease. In this case, the growing animal gained weight, so a positive signed number should be used to represent the weight change.

The number +1 is a positive number that represents an increase of 1 unit. Therefore, +1 pound would be the appropriate signed number to represent the weight change of the growing animal.

It's important to note that the plus sign is not always necessary when writing a positive number, as the positive sign is implied when no sign is present. However, in cases where the signed number might be confused with a different quantity (such as a weight), it can be helpful to include the plus sign to make the meaning clear.

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Using the equations for trapezoids:

VW = 1/2(RS + UT)

3x+5 = 1/2(2x+15 + 6x-37)

Do inside parenthesis first:

3x+5 = 1/2(8x -22)

Multiply inside the parenthesis by 1/2:

3x+5 = 4x-11

Add 11 to both sides:

3x +16 = 4x

Subtract 3x from both sides:

16 = x

Now you know x = 16 solve for RS:

2(16) + 15 = 32 +15 = 47

RS = 47

Step 1

Remove full rotations of 360 degrees until the angle is between 0 and 360 degrees

Step 2

Hence, we find sin 120 using reference angles in the first quadrant

Therefore,

Answer sin 480 =(√3)/2

Alice paid $25 for her pair of jeans, and Jeff paid $4 for the steaks.

Let's calculate the final amount paid by Alice and Jeff for their purchases.

Alice:

Jeff:

So, Alice paid $25 for her pair of jeans, and Jeff paid $4 for the steaks.

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f′(x)=ex,g′(x)=cosx,h′(x)=2x, thus, the result is esinx2⋅cosx2⋅2x.

Using differentiated education in your classroom has a lot of advantages. With consideration for each student's unique needs, differentiation aims to maximize learning for all children. Following that thought, the following are some benefits of differentiation in the classroom:

It accommodates diversity. For instance, it's crucial that students with disabilities in your class feel included and supported on an equal basis with everyone else. This can entail modifying your classroom's design, giving them modified resources, and making sure everyone can participate in activities.

Students have more energy for learning. Every youngster is different, with their own passions and interests. Why not benefit from that? Additionally, differentiation.

According to our question-

Use the chain rule,

(f(g(x))′=f′(g(x))g′(x)

For three functions,

(f(g(h(x))))′=f′(g(h(x)))g′(h(x))h′(x)

Set f(x)=ex,g(x)=sinx,h(x)=x2

if this e is the well-known Euler' constant then lne=1 and you get

y′=2xcos(x2)esin(x2)

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.

Answer:

15/4 in or 3.75 in

Step-by-step explanation:

Find your equations:

L = 4w + 9 in

A = L*w = 90 in^2

Substitute L:

L*w = 90 in^2  <--  L = 4w + 9

(4w + 9in)w = 90 in^2  

4w^2 in^2 + 9w in = 90in^2

Solve Simultaneously:

w = -6 in, 15/4 in

Width is positive so it is 15/4 in or 3.75 in.

Double check:

(4w + 9in)w = 90 in^2  

(4*3.75in + 9in)(3.75in) = 90 in^2

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Following is a description of the proportionate relationship in the table:

The number of hours spent exercising determines the quantity of calories expended. 190 calories are burned after a one-hour workout, and 380 calories are burned during a two-hour workout.

The definition of a proportionate relationship is as follows:

y = kx.

where k is the proportionality constant.

The following are the factors for this issue:

Number of hours to enter.

Calorie burned as an output.

Because of this, the constant is stated as k = 570/3 = 380/2 = 190/1 = 190 calories burned per hour.

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The complete question is:

The table shows a proportional relationship.

Workout (hours) 1 2 3

Calories Burned 190 380 570

Create a description in words for the table.

The number of calories burned is dependent on the number of hours working out. For every 190-hour workout, there is 1 calorie burned, and for every 380-hour workout, there are 2 calories burned.

The number of calories burned is dependent on the number of hours working out. For a one-hour workout, there are 190 calories burned, and for a two-hour workout, there are 380 calories burned.

The number of hours working out is dependent on the number of calories burned. For every 190-hour workout, there is 1 calorie burned, and for every 380-hour workout, there are 2 calories burned.

The number of hours working out is dependent on the number of calories burned. For a one-hour workout, there are 190 calories burned, and for a two-hour workout, there

Answer:

2

Step-by-step explanation:

The base of a shape can be found by measuring the width of the cross section. In the example you provided, the base of the plank is 2 feet.

Answer:

\(2(z+3)\)

Step-by-step explanation:

We are given that  the expression

\(z+(z+6)\)

We have to find the expression which is equivalent to given expression.

\(z+z+6\)

To find the equivalent expression we will combine like terms

Now, combine like terms we get

\((z+z)+6\)

\(2z+6\)

By using the property

\(a+a+..+a(n times)=na\)

Therefore, the expression we get

\(2z+6\)

Now, taking common 2

\(2(z+3)\)

Hence, the expression which is equivalent to given expression is given by

\(2(z+3)\)

Answer:

(2,4)

Step-by-step explanation:

Because

3(2) - 2=4

Answer:

440

Step-by-step explanation:

Answer:440

Step-by-step explanation:

According to the Americans with Disabilities Act (ADA), when a parking lot or facility provides 25 or more total parking spaces, at least one of those spaces must be designated as a handicap parking space.

If the total number of spaces provided in the lot or facility falls between 26 and 50, then two of those spaces must be designated as handicap parking. For facilities with 51 to 75 total parking spaces, three handicap spaces are required. And so on, with the requirement increasing by one additional handicap parking space for every additional increment of 25 total parking spaces provided. It's important for businesses and organizations to adhere to these regulations in order to ensure accessibility for individuals with disabilities.

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Answer: 0.2

Step-by-step explanation:

The first hundred natural numbers are 1 to 100.

Now, the numbers that are multiples of 5 are the numbers that end in 5 or 0, so we have:

5, 10, 15, 20, 25, 30, 35, 40, 45, 50, 55, 60, 65, 70, 75, 80, 85, 90, 95, 100

So in the range, we have 20 multiples of 5.

Now, when we select at random, each number has the same probability of being selected, then the probability of randomly selecting a multiple of 5 is equal to the number of multiples of 5 divided the total number of options in the set.

we have 20 multiples of 5, and in the set we have a total of 100 numbers, then the probability is:

P = 20/100 = 0.2

Answer:

Hi!

The x-axis is the line that goes horizontal (from left to right) and the y-axis is the line that goes vertical (up and down). Intercepts are points that meet or intersect the axis. The x-intercept is (-40,0). The y-intercept is (0,15).

Hope this helps!

xx gloriouspurpose xx

Answer:

\(\frac{1}{36}\)

Step-by-step explanation:

The probability of rolling a 4 is 1/6.

Using the multiplication rule, the required probability is \((1/6)^2=\frac{1}{36}\).

Adding and subtracting polynomials worksheets assist pupils in becoming acquainted with the idea of polynomial addition and subtraction.

Adding and subtracting polynomial worksheets provide pupils with a platform to access a variety of well-structured problems. Because these worksheets progress in complexity, they are simple to use and allow pupils to reinforce their concepts.

Children must study in accordance with their learning curve, and these worksheets are designed to allow young brains to work at their own speed. These math worksheets also address the logical and reasoning aspects of arithmetic, assisting pupils in real-life situations.

Students may have a better grasp and explore these worksheets more quickly with the aid of pictures. These worksheets' step-by-step approach helps pupils better comprehend ideas and reinforce their comprehension.

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The volume of the cylinder depends on its radius and height. The volume of the cylinder is 49806.05 ft3.

The volume of the cylinder is defined as the three-dimensional space occupied by a cylinder.

Given that the height h of the cylinder is 22 1/4 ft. The diameter d of the cylinder is 2 2/5 times its height.

h = 22 1\4 ft = 89/4 ft

The diameter of the cylinder is calculated as given below.

\(d = \dfrac {12}{5} \times h\)

\(d = \dfrac {12}{5} \times \dfrac {89}{4}\)

\(d = 53.4 \;\rm ft\)

The radius of the cylinder is given below.

\(r = \dfrac {d}{2}\)

\(r = \dfrac { 53.4}{2}\)

\(r = 26.7 \;\rm ft\)

The volume of the cylinder is calculated as given below.

\(V = \pi r^2 h\)

\(V = 3.14 \times (26.7)^2 \times \dfrac {89}{4}\)

\(V = 49806.05 \;\rm ft^3\)

Hence we can conclude that the volume of the cylinder is 49806.05 ft3.

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Given data,

The law of formation is 2(n - 1)², in which N is a number is natural bigger then 1.

So,

We can write,

                           2(n - 1)² ≤ n!

True when n=1,

since                  2^0 ≤ 1^1 (1=1)

Assume true for n

That is,                 2^(n-1) ≤ n!

When n increases to n+1 then L.H.S.

                                 = 2^n

                                 = 2.2^(n-1)

          ≤2.n! (using our assumption)

and 2.n! is smaller than (n+1)!

That is,                    2^n ≤ (n+1)!

So,

If it works for n also works for n+1.

But it works for 1 so must work for 2 and hence for 3 etc. Must work for all n.

Therefore,

The law of formation is 2(n - 1)²  ≤ n! is True.    

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Answer:

0

Step-by-step explanation:

To find the number of integer solutions there are to the inequality, we need to  separate \(x\) so it is on its own.

\(17<5x-8 < 22\) (given inequality)

\(25 < 5x < 30\) (add \(8\) )

\(5 < x < 6\) (divide by \(5\) )

Since there are no integers between \(5\) and \(6\), it means there are 0 integer solutions for the inequality \(17 < 5x - 8 < 22\).

Hope this helps :)

Answer:

Option (C).

Step-by-step explanation:

To check a graph whether it's a function or not we use a vertical line test. In this test first we draw a vertical line on the given graph. If this line intersects the graph at more than one point, the graph is not a function.

In the given parabola, opening upwards passes the vertical line test.

Therefore, this graph shows a function.

Option (C) will be the answer.

Option  (c) Yes; the graph passes the vertical line test. And

(d) Yes; there are no y-values that have more than one x-value are correct options. Hence, a given graph is a function.

This is a graph of \(y = x^2\)

Which is a graph of parabola.

To determine the given graph is a function or not, we do a vertical line test.

The vertical line test says that if a vertical line intersects a graph more than once, then that graph is not a function. And in this case, y-values have more than one x-values.

Let’s draw a vertical line in the given graph  (attached below)

We see that the vertical line touches the graph only at once. That’s why it is a function, and so there are no y-values that have more than one x-value.

Hence, the given graph is a function and option (3) and (4) are correct options.

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Answer:5/6

Step-by-step explanation:

simplify