Please Asap, its my Final and i dont know what im doing

Answer:

3*2 = 6+9 = 15

Step-by-step explanation:

The required number is 2.

Expressions in maths are mathematical statements that have a minimum of two terms containing numbers or variables, or both, connected by an operator in between.

Given that, nine more than three times a number is fifteen

Let the number be a

Converting the statement into mathematical expression,

9+3a = 15

3a = 6

a = 2

Hence, The required number is 2.

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The common ratio is -1/3 and the initial term is -4, then the formula is:

A(n) = -4*(-1/3)^(n - 1)

Remember that in a geometric sequence, to get the next term we need to multiply the previous term by the common ratio.

To get the common ratio, take the quotient between two consecutive terms.

We will get:

(4/3)/(-4) = -1/3

Then the n-th term of the geometric sequence is:

A(n) = -4*(-1/3)^(n - 1)

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Answer:

\((-4)\left(\frac{1}{3}\right)^{n-1}\)

Step-by-step explanation:

The common ratio between any two terms in a geometric sequence is constant. Let this ratio be denoted by r. Then, we have:

\(r = \frac{\frac{4}{3}}{-4} = \frac{-\frac{4}{9}}{\frac{4}{3}} = \frac{\frac{4}{27}}{-\frac{4}{9}} = \frac{1}{3}\)

Using this value of r, we can write the formula for the nth term an as:

\(an=\)\((-4)\left(\frac{1}{3}\right)^{n-1}\)

Answer:

x+1=115.6

Step-by-step explanation:

an unknown x

plus a number imagine 1

so x+1=115.6

Answer:

c

Step-by-step explanation:

you want to take your total amount of points and divide it by the number of games

Type of Attention Impact on Encoding Process

1. Sustained attention Facilitates thorough encoding of information.

2. Selective attention Enhances encoding of attended stimuli while filtering out irrelevant information.

3. Divided attention Impairs encoding by dividing attentional resources among multiple tasks.

4. Exogenous attention Captures attention involuntarily, potentially interrupting the encoding process.

5. Endogenous attention Voluntarily directed attention that can prioritize specific information for encoding.

1. Sustained attention: Sustained attention refers to the ability to maintain focus over an extended period. It has a positive impact on the encoding process as it allows for thorough and comprehensive encoding of information.

2. Selective attention: Selective attention involves focusing on specific stimuli while filtering out irrelevant information. It enhances the encoding process by directing attention to the relevant stimuli, promoting their effective encoding.

3. Divided attention: Divided attention refers to the attempt to allocate attention to multiple tasks simultaneously. Dividing attention among multiple tasks impairs the encoding process as attentional resources become fragmented, leading to less effective encoding of information.

4. Exogenous attention: Exogenous attention is captured involuntarily by external stimuli, potentially interrupting the encoding process. It can divert attention away from the intended encoding task, resulting in a negative impact on encoding.

5. Endogenous attention: Endogenous attention is voluntarily directed attention that allows individuals to prioritize specific information for encoding. It enhances the encoding process by selectively focusing on relevant stimuli and allocating cognitive resources accordingly.

Different types of attention have varying impacts on the encoding process. Sustained attention and selective attention positively influence encoding, while divided attention and exogenous attention have negative effects. Endogenous attention, on the other hand, can enhance encoding by prioritizing specific information.

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The  ratio of goldfish to perch to sticklebacks in this pond in its simplest form is 11 : 6 : 3.

Ratio is defined as the relationship between two quantities where it tells how much one quantity is contained in the other.

The ratio of a and b is denoted as a : b.

Given that,

55% of the fish in a pond are goldfish.

Fraction of fish that are goldfish = 55/100

                                                     = 11/20

That is, 11 fishes out of 20 fishes are goldfish.

Fraction of fish that are perch = 3/10 = (3 × 2) / (10 × 2) = 6/20

6 out of 20 fishes are perch.

Rest of the fishes = 20 - (11 + 6) = 3

Fraction of fish that are sticklebacks = 3/20

Ratio of goldfish to perch to sticklebacks = 11 : 6 : 3

Hence the required ratio is 11 : 6 : 3.

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Your question is confusing. The complete question is given below.

55% of the fish in a pond are goldfish. 3/10 of the fish are perch and the rest of the fish are sticklebacks.

Write the ratio of goldfish to perch to sticklebacks in this pond in its simplest form.

The theorem states that if T is a translation along a line l, then T is also a translation along any line l' that is parallel to l.

To prove the theorem, let's consider a translation T along a line l. By definition, a translation preserves distances and directions. Now, let's consider a line l' that is parallel to l.

Since l' is parallel to l, any point on l' will have the same distance and direction from the corresponding point on l. In other words, for any point P on l', there exists a corresponding point Q on l such that the distance and direction between P and Q are the same.

Now, when we apply the translation T along l, it will move every point on l by the same distance and in the same direction. Since l' is parallel to l, the corresponding points on l' will also be moved by the same distance and in the same direction. Therefore, T is also a translation along l'.

Hence, we have proved that if T is a translation along a line l, then T is also a translation along any line l' that is parallel to l.

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Answer:

13 square units

Step-by-step explanation:

The composite figure can be decomposed into

2 semicircles each of diameter 3

1 rectangle of height 1 and length 5

1 square of side 1

Radius of each semicircle = 3/2 = 1.5 units
Area of a semicircle of radius r = 1/2 area of circle of radius r = 1/2 x π x r²
Two semicircles make a circle

So area of the two semicircles = 2 x (1/2 x π x r²) = πr² = π x 1.5²
= 2.25π = 7.07

= 7 square units rounded to nearest whole number

Area of the rectangle = width x length = 1 x 5 = 5 square units

Area of square of side 1 = 1 x 1 = 1 square unit

Total area of shaded area = 7 + 5 + 1 = 13 square units

The equation AP = PD when solved for A is A = P⁻¹PD and it is not necessarily true that A = D

Given the equation

AP = PD

Such that

To solve for A, we can multiply both sides of the equation AP = PD by P⁻¹ to get:

APP⁻¹ = P⁻¹PD

Multiplying out P⁻¹PD, we get:

A = P⁻¹PD

This also means that

It is not necessarily true that A = D.

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the first one is: The value of 1 in carmen's number is 3 times the value the value of the 1 in michelles's number

and the second is:

Answer:

26 : 63

Step-by-step explanation:

Answer:

26 over 63

i think i hope

Step-by-step explanation:

With Alpha set to .05, increasing the sample size would not directly reduce the probability of a Type I error. The probability of a Type I error is determined by the significance level (Alpha) and remains constant regardless of the sample size.

However, increasing the sample size can indirectly affect the probability of a Type I error by increasing the statistical power of the test. With a larger sample size, it becomes easier to detect a statistically significant difference between groups, reducing the likelihood of falsely rejecting the null hypothesis (Type I error).

Increasing the sample size generally decreases the probability of a Type II error, which is failing to reject a false null hypothesis. With a larger sample size, the test becomes more sensitive and has a higher likelihood of detecting a true effect if one exists, reducing the likelihood of a Type II error. However, it's important to note that other factors such as the effect size, variability, and statistical power also play a role in determining the probability of a Type II error.

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Answer:

what is the question?

Step-by-step explanation:

ok ok ok ok ok ok ok ok ok ok ok ok ok ok ok ok ok ok ok ok ok ok ok ok ok ok ok ok ok ok ok ok

Solution: B. 1/2

Analysis

We are transforming triangle ABC to DFE. If we see the graph, we can see the measures of each side of the triangle, decrease by half. According to that, it would be 1/2 of the original measure.

The decimal representation of \($\frac{n}{475}$\)terminates for one value of n between 1 and 474 inclusive:\($n=475$\). This is because \($475$\) is the only number between 1 and 474 that is divisible by 475.

To determine for how many integer values of n between 1 and 474 inclusive does the decimal representation of\($\frac{n}{475}$\) terminate, we must find out which values of n between 1 and 474 are divisible by 475. We can do this by dividing each number between 1 and 474 by 475 and checking if the remainder is 0. If the remainder is 0, then the number is divisible by 475 and the decimal representation of

\($\frac{n}{475}$\)

will terminate. We find that the only number between 1 and 474 that is divisible by 475 is

\($n=475$\),

so the decimal representation of

\($\frac{n}{475}$\)

terminates for only one value of n between 1 and 474 inclusive: \($n=475$.\)

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Answer:

145.038 psi

Step-by-step explanation:

One mega pascal is equal to 145.038 psi. (please give a heart)

1 MPa is equal to 145.038 PSI, in unit of measurement.

A predetermined, legally recognised, and frequently used magnitude of a quantity serves as the basis for comparing it to other quantities of the same kind. Any extra quantity of that type can be expressed as a multiple of the measurement unit.

Length is an illustration of a physical quantity. The word "metre," which starts with the letter "M," is a measurement that stands in for a specific, predetermined length. When the term "10 metres" is used, it refers to a length that is 10 times the exact, predetermined length known as "metre" (or 10 m).

From ancient times to the present, human endeavour has depended on the definition, acceptance, and practical application of units of measurement.

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Answer:

10

Step-by-step explanation:

Answer:

The answer would be 10

Step-by-step explanation:

First, you need to turn the mixed number to an improper fraction.

do keep, change flip

(Keep the first number, change the division sign to multiplication sign, flip the last fraction)

New problem, 12/1*5/6

12 times 5=60

1 times 6=6

60 divided by 6

Hope I helped!! :)

Brainliest?!

The range of the function on the graph is all the real numbers greater than or equal to 0. Option B is the correct answer.

The graph of the function is a parabola that opens upwards, which means that the range of the function is all the real numbers greater than or equal to 0. The function can never take on a value less than 0, because the parabola never touches or crosses the x-axis.

The other answer choices are incorrect because they do not include all the possible values of the function. For example, the answer choice O. all the real numbers is incorrect because the function can never take on a negative value.

The answer choice O. all the real numbers greater than or equal to 2 is incorrect because the function can take on values greater than 2, such as 3, 4, and so on.

The answer choice O. all the real numbers greater than or equal to -3 is incorrect because the function can take on values greater than -3, such as 0, 1, and so on.

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Answer: .416666667

Step-by-step explanation: Take 80 and divide it by 192.0= .416666667

Answer:

Step-by-step explanation:

PLEASE HELP EMERGENCY!!

Given f(x) = x2 – 10x + k, and the remainder

when f(x) is divided by x + 2 is 32, then what is

the value of k?

Answer:

256

Step-by-step explanation:

23:9      

9x8=72

23x9=184

184+72

It says in total

Answer:

500 minutes= 8.33 hr

Step-by-step explanation:

The number of hours that he works will be 8 hours and 20 minutes.

Algebra is the study of abstract symbols, while logic is the manipulation of all those ideas.

The acronym PEMDAS stands for Parenthesis, Exponent, Multiplication, Division, Addition, and Subtraction. This approach is used to answer the problem correctly and completely.

Jude arrived at work at 7:55 am and left at 4:15 pm.

Convert the time into 24 hours system. Then we have

4:15 pm = 16: 15

7:55 am = 7: 55

Then the number of hours is given as,

    16: 15

  -  7: 55

     8: 20

Then the number of hours that he works will be 8 hours and 20 minutes.

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Answer:

C

Step-by-step explanation:

Answer:

320

Step-by-step explanation:

multiples of -4

Answer:

320

Step-by-step explanation:

it looks as if it is multiplied by -4 every time.

-5 x -4 = 20

20 x -4 = -80

-80 x -4 = 320

Answer:

x l 0 2 4 6

Step-by-step explanation:

Answer:

The financial incentive had a significant effect on the proportion of individuals who quit smoking

Step-by-step explanation:

To determine if the financial incentive had a significant effect on the proportion of individuals who quit smoking, we can conduct a hypothesis test.

Null hypothesis: The proportion of individuals who quit smoking in the financial rewards group is the same as the proportion who quit smoking in the traditional group.

Alternative hypothesis: The proportion of individuals who quit smoking in the financial rewards group is greater than the proportion who quit smoking in the traditional group.

We can use a one-tailed z-test for proportions to test this hypothesis, with a significance level of 0.05.

First, we calculate the pooled proportion of individuals who quit smoking:

p = (number of individuals who quit smoking in financial rewards group + number of individuals who quit smoking in traditional group) / (total number of individuals in both groups)

p = \(\frac{(0.15 * 439 + 0.05 * 439)}{878}\)

p = 0.1

Next, we calculate the standard error of the difference between the two proportions:

SE = \(\sqrt{(p(1-p) * ((1/n1) + (1/n2)))}\)

where n1 is the sample size of the financial rewards group (439) and n2 is the sample size of the traditional group (439).

SE = \(\sqrt{(0.1 * 0.9 * ((1/439) + (1/439)))\)

SE = 0.022

Finally, we calculate the test statistic:

z = (p1 - p2) / SE

where p1 is the proportion of individuals who quit smoking in the financial rewards group (0.15) and p2 is the proportion of individuals who quit smoking in the traditional group (0.05).

z = (0.15 - 0.05) / 0.022

z = 4.55

The critical z-value for a one-tailed test with a significance level of 0.05 is 1.645.

Since our calculated z-value is greater than the critical z-value, we reject the null hypothesis and conclude that the proportion of individuals who quit smoking in the financial rewards group is significantly greater than the proportion who quit smoking in the traditional group.

Therefore, we can say that the financial incentive had a significant effect on the proportion of individuals who quit smoking.

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