R is the midpoint of HS, N is the midpoint of RS, and RN= 5 cm. What is the length of HS?

The dilated triangle R'S'T' has the following vertices R' (0, 6), S' (6, 3) and T' (3, 3)

The scale factor for dilation is 3/4

The new coordinates of the vertices after dilation:

Vertex R: (0, 8)

New coordinates:

x-coordinate: (3/4)× 0 = 0

y-coordinate: (3/4) × 8 = 6

So, the new coordinates for vertex R after dilation are (0, 6).

Vertex S: (8, 4)

New coordinates:

x-coordinate: (3/4) × 8 = 6

y-coordinate: (3/4) ×4 = 3

So, the new coordinates for vertex S after dilation are (6, 3).

Vertex T: (4, 4)

New coordinates:

x-coordinate: (3/4) ×4 = 3

y-coordinate: (3/4) ×4 = 3

So, the new coordinates for vertex T after dilation are (3, 3).

Hence, the dilated triangle R'S'T' has the following vertices R' (0, 6), S' (6, 3) and T' (3, 3)

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Answer:

3/5

Step-by-step explanation:

Sin is opp/hyp so it would be 30/50 in lowest form it would become 3/5

Answer:

c. 3/5

Sin C = Perpendicular/ Hypotenuse

= 30 / 50

= 3/5

The sun would more frequently be reaching the ground at a high angle at latitude 0° (the equator). Option A is correct.

What is latitude?

Latitude is the angle north or south of the equator and extends horizontally over the globe. Longitude, on the other hand, runs from east to east and runs vertically across the globe.

On any given day, only points on Earth's surface that are located along a single line of latitude can experience sunlight at a 90-degree angle. Lower levels of sunshine are present everywhere else. The sun's beams are typically strongest at the equator and weakest at the poles.

Option A is correct,0° (the equator).

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Answer:

y = 7

z = 1

Step-by-step explanation:

If the triangles are congruent

AB = QR

y+ 34 = 41

Subtract 34 from each side

y = 41-34

y = 7

and QP = BC

38 = z+37

Subtract 37 from each side

38-37 = z

1 =z

Answer:

y = 7

z = 1

Step-by-step explanation:

The triangles are congruent, the length of the sides are equal.

y + 34 = 41

y = 41 - 34

y = 7

z + 37 = 38

z = 38 - 37

z = 1

A lifeline in a sequence diagram is a line that is used to represent an active object, such as a class, interface, or object, and is typically identified by a solid line.

A lifeline in a sequence diagram is a graphical element used to depict the active objects in an interaction or sequence diagram. The lifeline is typically represented as a solid line running from the top of the diagram to the bottom, which represents the object's lifetime. The lifeline is used to show the messages that are sent and received between objects, as well as the sequence in which they occur. Additionally, the lifeline is often used to represent any changes of state in the objects, such as method calls, data values, and more. By depicting the lifelines of the active objects in a sequence diagram, it is possible to gain a better understanding of the interactions between the objects, and how they are related.

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Answer:

Step-by-step explanation:

To find the experimental probability of a student in Homeroom 203 taking a certain number of minutes to get to school, we need to divide the number of students who take that amount of time by the total number of students in the homeroom.

The total number of students in the homeroom is:

3 + 5 + 10 + 7 + 2 + 3 = 30

The probability of a student taking less than 10 minutes to get to school is:

3/30 = 0.1 or 10%

The probability of a student taking 10-19 minutes to get to school is:

5/30 = 0.166 or 16.6%

The probability of a student taking 20-29 minutes to get to school is:

10/30 = 0.333 or 33.3%

The probability of a student taking 30-39 minutes to get to school is:

7/30 = 0.233 or 23.3%

The probability of a student taking 40-49 minutes to get to school is:

2/30 = 0.066 or 6.6%

The probability of a student taking 50 minutes or more to get to school is:

3/30 = 0.1 or 10%

To make a probability distribution, we can list the possible outcomes (in this case, the time it takes to get to school) and their corresponding probabilities:

Time (min) Probability

Less than 10 0.1

10-19 0.166

20-29 0.333

30-39 0.233

40-49 0.066

50 or more 0.1

Note that the probabilities add up to 1, which is what we expect for a probability distribution.

Answer:

'y' must be at least one more than 'x'

Step-by-step explanation:

example:  let 'x' equal 4

in order for '4 - y' to be less than zero (a negative value) then the value of 'y' must 5 or less

4 - 5 = -1

Answer:

Y is a negative number that has a value greater than the opposite of X

Step-by-step explanation:

The statement "Zeroes between two numbers are significant" is NOT part of the rules for determining significant figures.

Significant figures are a set of rules used to determine the precision and accuracy of measured or calculated values. They help communicate the degree of certainty in a given number. The rules for determining significant figures include:

1. Non-zero digits are always significant.
2. Trailing zeroes at the end of a number, after an implied decimal point, are significant.
3. Zeroes to the left of the first non-zero digit are not significant; they only serve as placeholders.
4. Trailing zeroes at the end of a number, before an implied decimal point, are ambiguous and should be clarified using scientific notation or by explicitly stating the number of significant figures.

In the provided statements, the one that does not align with the rules is "Zeroes between two numbers are significant." This statement implies that zeroes between non-zero digits would be significant, which is incorrect. Zeros between significant digits are considered placeholders and are not counted as significant figures. Therefore, this statement is not part of the rules for determining significant figures.

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the minimum number of subjects needed for a research study regarding the proportion of respondents who reported a history of diabetes using the following criteria is 384.12, which can be rounded up to 385.

The minimum number of subjects needed for a research study regarding the proportion of respondents who reported a history of diabetes using the following criteria is as follows:

95% confidence, within 5 percentage points, and a previous estimate of 0.25.

The formula to calculate the sample size required for the study to determine the proportion is given by:

`n = Z²pq / E²`

Where n = sample size

Z = z-value (1.96 at 95% confidence interval)

E = margin of error

p = estimated proportion of the population

q = 1 - pp

q = estimated proportion of population without the condition (1 - 0.25 = 0.75)

Given,

Z = 1.96E = 0.05p = 0.25q = 0.75

Substituting these values in the above formula, we get;

`n = (1.96)²(0.25)(0.75) / (0.05)²``n = 384.16`

Therefore, the minimum number of subjects needed for a research study regarding the proportion of respondents who reported a history of diabetes using the following criteria is 384.12, which can be rounded up to 385.

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The factorisation of xm - 2pq + xq - 2pm is (m + q)(x - 2p).

Factorization is the process of breaking down an expression or number into its constituent parts, such that the product of these parts equals the original expression or number.

With respect to our question above, we can begin by grouping the first two terms and the last two terms together:

xm - 2pq + xq - 2pm

= x(m + q) - 2p(q - m)

Now we can see that we have a common factor of (q - m):

= x(m + q) - 2p(q - m)

= x(m + q) - 2p(q - m)

= (m + q)(x - 2p)

So the factorization of xm - 2pq + xq - 2pm is (m + q)(x - 2p).

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The p-value associated with the null hypothesis = 0.05

Fail to reject the null hypothesis. The​ P-value is greater than the level of significance.

Candice should reject the null hypothesis as the 50% confidence interval does not contain 10 hours

Small p-values offer proof that the null hypothesis is false. The stronger the evidence is against the null hypothesis, the smaller (closer to 0) the p-value. The null hypothesis is rejected if the p-value is less than or equal to the chosen significance level; otherwise, it is not.

You have the Hypothesis that "students study less than 10 hours, on average, per week"

Symbolically:

H₀:μ≥10hours

H₁:μ<10hours

The significant level for this case study is 50% - 0.05. If the results gotten is less than the significance level, we reject the null hypothesis, but if greater, we fail to reject the null hypothesis.

The p-value of 0.05 is one of the most often used numbers. When the calculated p-values are less than 0.05, the faulty hypothesis is considered to be fraudulent or invalid (subsequently the name invalid theory). Additionally, the faulty theory is taken into consideration to be clear if the value is greater than 0.05.

The edge for that likelihood in our model is 0.05, and it represents the probability that our results will be similar to the invalid speculation. Therefore, if the calculated p-value is less than 0.05, it actually means that there is a very little likelihood that we would have the same results as the flawed hypothesis. Additionally, if the p-value is greater than 0.05, there is a very strong probability that the results will be similar to the flawed speculation, leading us to conclude that it is legitimate.

Therefore,

Fail to reject the null hypothesis. The​ P-value is greater than the level of significance.

The p-value associated with the null hypothesis = 0.05

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The right side of an ordered pair is y.

What is meaning of solution of a linear equation?

A specific point on the graph represents the solution of a linear equation in two variables, ax + by = c, where the total of these two values will equal c when the x-coordinate is multiplied by a and the y-coordinate by b.

The coordinates of one point in the coordinate system are included in an ordered pair. An ordered pair of the form of a point's name is (x, y). The x-coordinate is represented by the first integer, and the y-coordinate by the second.

The first element of the ordered pair (x,y) is x which lies on the left side of the ordered pair.

The second element of the ordered pair (x,y) is y which lies on the right side of the ordered pair.

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Answer:

6.45 calls

Step-by-step explanation:

129×％5＝6.45 calls

According to the study, economists are not more self-centered than persons in other classes because 51% of the envelopes returned from economics classes and 36% from other classes.

Simply put, probability measures how probable something is to occur. We can discuss the probabilities of various outcomes, or how likely they are, whenever we are unsure of how an event will turn out. Statistics is the study of events subject to probability.

At one classroom for economics and another for other topics, they dumped 122 stamped envelopes with addresses and $20 bills inside each.

Let the money returned = R

economics classes = E

other classes = O

a). The following gives the probability statement for the overall percentage of the money returned: 100.P (R)

b). The probability statement that the percentage of money recovered from economics classes is 100.P(R|E)

c). The probability statement that displays the percentage of money returned from the other classes is 100.P(R|O).

d). No, because P(R) is not equal to P(R|E), the money returned is not independent of the classes.

e).  According to the study, economists are not more self-centered than persons in other classes because 51% of the envelopes returned from economics classes and 36% from other classes.

The complete question is:

Three professors at George Washington University did an experiment to determine if economists are more selfish than other people. They dropped 122 stamped, addressed envelopes with $20 cash in two different classrooms (one economics, one not) on the George Washington campus. Of these, 42% were returned overall. From the economics class 51% of the envelopes were returned. From the other class 36% were returned.

From

the business, psychology, and history classes 31% were returned.

Let: R = money returned; E = economics classes; O = other classes

a. Write a probability statement for the overall percent of money returned.

b. Write a probability statement for the percent of money returned out of the economics classes.

c. Write a probability statement for the percent of money returned out of the other classes.

d. Is money being returned independent of the class? Justify your answer numerically and explain it.

e. Based upon this study, do you think that economists are more selfish than other people? Explain why or why not. Include numbers to justify your answer.

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Answer:

b. 3/2

Step-by-step explanation:

lmk if im correct

Answer:

i think it is d

Step-by-step explanation:

Answer:

2 and 5

Step-by-step explanation:

10x + 2y = 30

x = 2

y = 5

10(2)+2(5) = 30

20+10 = 30

30=30

-Gage Millar, Algebra 2 tutor

Answer:

B

Step-by-step explanation:

took the assignment

The ellipse is obtained by slicing the cone at an angle. Then the correct option is B.

A shape made up of a surface and a round cone intersecting. A conic section is sometimes a circle, an ellipse, a parabola, or a hyperbola, based on the direction of the surface with regard to the conical.

The ellipse is obtained by slicing the cone at an angle that passes through the surface of the cone.

Then the correct option is B.

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The amount of net working capital for the fixed assets of $27,730 and short term $16,920 is equal to option d) $4,935.

Fixed assets is equal to $27,730.

Long term debt is equal to $34,780

Short term = $16,920

Stockholder equity = $5,875

To calculate the net working capital,

we need to subtract current liabilities from current assets.

Current assets = Note-payables (short-term) + Stockholder equity

⇒Current assets = $16,920 + $5,875

⇒Current assets = $22,795

Current liabilities = Note-payables (short-term)

⇒Current liabilities = $16,920

Net working capital

= $27,730 - $22,795

= $4,935

Therefore, the amount of net working capital is option d) $4,935.

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Answer:

The mode is 71 and the median is 70.5.

Step-by-step explanation:

The mode is the most occurring number, meaning that 71 (occurring 3 times) is the mode. For median, you have to order the numbers least to greatest (52, 54, 54, 68, 70, 71, 71, 71, 79, 81) and find the number(s) that are in the middle. The two numbers in the middle of the set are 70 and 71. The number in between 70 and 71 is 70.5, getting you your median. I hope this helps! :)

Answer:

See below ~

Step-by-step explanation:

Given data :

68, 79, 71, 52, 71, 54, 71, 81, 54, 70

=============================================================

Place in ascending order :

⇒ 52, 54, 54, 68, 70, 71, 71, 71, 79, 81

=============================================================

Finding the mode :

⇒ The mode is the number which is most prevalent in the set

⇒ The mode is 71

============================================================

Finding the median :

⇒ Take the mean of the middle 2 terms (as there are even number of terms)

⇒ Median = 70 + 71 / 2

⇒ Median = 70.5

Answer:

The answer is X= 4.

We are given the expression:

We, simply replace the values of solution given and then determine in which it is not a solution, but we can see that when we replace x = 0, we will get:

So, this proves that the function is not an identity.

In a one-sample t-test, the higher the sample size (n), the more likely it is to reject the null hypothesis, provided that both researchers have the same effect size.

Therefore, Daniel, who has an n of 412, is more likely to reject the null hypothesis than Elise, who has an n of 355.

A one-sample t-test is a statistical method for evaluating whether a population mean is equal to a specified value. It is a type of inferential statistics used to assess whether a sample data is representative of a specific population, whether the sample's mean is different from the population's mean, and whether the difference between the sample mean and the population mean is statistically significant.

The following are the steps involved in performing a one-sample t-test:

Step 1: Define the null hypothesis

Step 2: Determine the level of significance

Step 3: Collect sample data

Step 4: Calculate the test statistic (t-value)

Step 5: Determine the p-value

Step 6: Compare the p-value with the level of significance

Step 7: Interpret the results

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One fourth of m minus six is equal to two times the sum of m and 9:

This is self-explanatory, please comment if something is unclear.

Drew has 50 marbles; red, green and blue.

Equation for this:

He has six more red marbles than blue marbles:

Equation for this:

He has four fewer green marbles than blue marbles:

Equation for this:

Substitute r and g into first equation and solve for b:

Drew has 16 blue marbles.

Julie used 15% of the available time, which means she used 0.15x time. The amount of computer time available before Julie worked is 0.

The term "amount" is a general and broad term that refers to a quantity or numerical value. It is used to describe the quantity or extent of something, such as the total, sum, or measurement of a particular entity or concept.

Amount can refer to the quantity or number of items, objects, or units. For example, the amount of apples in a basket, the amount of money in a bank account, or the amount of time spent on a task.

Let x be the amount of computer time available before Julie worked. Julie used 15% of the available time, which means she used 0.15x time. At that point, 60% of the time was left.

This means that 40% of the time was used by Julie.

Therefore,0.4x = 0.15x + time used by Julie

0.25x = time used by Julie

We can write the equation as 0.25x = 0.15x + time used by Julie.

Since we know the time used by Julie, we can substitute the value in the equation to find the value of x.

0.25x = 0.15x + time used by Julie

0.25x = 0.15x + 0.25x

0.25x = 0.4x

0.25x - 0.4x = 0-0.15x = 0x = 0/-0.15x = 0

Therefore, the amount of computer time available before Julie worked is 0. Answer: 0

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Answer:

y = \(\frac{1}{2}\) x + 1

Step-by-step explanation:

The equation of a line in slope- intercept form is

y = mx + c ( m is the slope and c the y- intercept )

y = - 2x + 2 ← is in slope- intercept form

with slope m = - 2

Given a line with slope m then the slope of a line perpendicular to it is

\(m_{perpendicular}\) = - \(\frac{1}{m}\) = - \(\frac{1}{-2}\) = \(\frac{1}{2}\)

The line crosses the y- axis at (0, 1) ⇒ c = 1

y = \(\frac{1}{2}\) x + 1 ← equation of line

Answer:

6x^3-12x^2+3x-3

Step-by-step explanation:

Answer:

6x³ - 12x² + 3x - 3

Step-by-step explanation:

f(x)      -        g(x)

= (6x³ - 3x² + 4x - 4) - (9x² + x - 1)

= 6x³ - 3x² + 4x - 4 - 9x² - x + 1

= 6x³ - 3x² - 9x² + 4x - x - 4 + 1

= 6x³ - 12x² + 3x - 3  

R.I.P you can get the answer her

its 3

a. Using the vertical angles theorem, m∠7 = 47°.

b. Based on the definition of linear pair, the equation that can be used to solve for x is: 2x - 5 + 47 = 180.

c. x = 69

A linear pair is two angles whose sum equals 180°.

Given the image, where:

m∠5 = 47°

a. ∠5 and ∠7 are vertical angles. Since verticl angles are congurent, therefore:

m∠7 = m∠5 = 47°

m∠7 = 47°

b. m∠6 = (2x - 5)°

m∠6 + m∠5 = 180° (linear pair)

Substitute

2x - 5 + 47 = 180 (equation that can be used to solve x)

c. 2x - 5 + 47 = 180

2x + 42 = 180

2x = 180 - 42

2x = 138

x = 138/2

x = 69

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Answer:

(x+7)(x+6)

Step-by-step explanation:

x²+13x+42

x²+6x+7x+42

x(x+6)+7(x+6)

(x+6)(x+7)

Answer:

a) (x+7) (x+6)

Step-by-step explanation:

That is the correct answer because you get it when you factor the current equation.

Hope it helps