how do I write an equation in standard form with the points (3,3) (0,-3) (2,-3)
At a school, there are 120 athletes. The ratio of boy athletes to giri athletes is 3:5. How many of the athletes are girls?
А
75
B
45
с
24
D 5
Answer:
a
Step-by-step explanation:
because there are over half girls and half of 120 is 60 and 75 is over half
Playing golf, Mike got a + 2on the first hole and - 2 on the second hole. What is his combined score for the first two holes?
Answer:
0
Step-by-step explanation:
he had a score of 2 on the first hole and then he go a birdie i think and it subtracted 2 from that leaving 0
HELP ASAP IT'S AN EMERGENCY
What is the opposite of the opposite of -1.4?
Answer:
-1.4
Step-by-step explanation:
opposite of -1.4 = 1.4
opposite of the opposite of -1.4 = the opposite of 1.4 = -1.4
Please help with this easy fraction problem <3
18 + 7/9
14 + 7/8
First, rewrite each fraction in terms of a common denominator. 8 and 9 don't share a common multiple until 8 * 9 = 72, so we have
7/9 = (7/9) • (8/8) = (7 • 8)/(9 • 8) = 56/72
7/8 = (7/8) • (9/9) = (7 • 9)/(8 • 9) = 63/72
Next, write each whole number in terms of fractions with the same denominator. We have
18 • 72 = 1296 ==> 18 = 1296/72
14 • 72 = 1008 ==> 14 = 1008/72
Write each mixed number as an improper fraction:
18 + 7/9 = 1296/72 + 56/72 = (1296 + 56)/72 = 1352/72
14 + 7/8 = 1008/72 + 63/72 = (1008 + 63)/72 = 1071/72
If the backpack and book together weigh 18 + 7/9 pounds, and the backpack without the book weighs 14 + 7/8 pounds, then the book alone weighs the difference, call it b :
b = (18 + 7/9) - (14 + 7/8)
b = 1352/72 - 1071/72
b = (1352 - 1071)/72
b = 281/72
Convert this to a mixed number. 72 • 4 = 288, so 72 • 4 - 7 = 281:
b = (72 • 4 - 7)/72
b = (72 • 4)/72 - 7/72
b = 4 - 7/72
b = (3 + 1) - 7/72
b = 3 + (1 - 7/72)
b = 3 + 65/72
Which of the following is a true statement about the triangles shown on the graph?
The slope of the smaller triangle is smaller than the slope of the larger triangle
The slope of the larger triangle is larger than the slope of the smaller triangle.
The triangles are congruent triangles.
The slopes of the two triangles are the same.
The correct statement about the triangles shown in the graph is given as follows:
The slopes of the two triangles are the same.
How to obtain the slope?Considering a graph, a slope is calculated as the division of the vertical change by the horizontal change.
For the smaller triangle, we have that:
The vertical change is of 2.The horizontal change is of 2.Hence the slope is of:
m = 2/2
m = 1.
For the larger triangle, we have that:
The vertical change is of 3.The horizontal change is of 3.Hence the slope is of:
m = 3/3.
m = 1.
Meaning that they have the same slope.
More can be learned about slope at https://brainly.com/question/24808124
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The price of a technology stock was $9.71 yesterday today the price rose to $9.84 find the percentage increase round your answer to the nearest 10th of a percent
Answer:
1.34%
Step-by-step explanation:
In order to find the percentage increase between these two prices, we must first find the difference in price. We calculate this by subtracting the final price by the initial price like so...
$9.84 - 9.71 = 0.13
Now we divide the difference by the initial price to find what percentage of the initial price this difference is, since this percentage difference was added to the initial price to get the new and final price point.
0.13 / 9.71 = 0.013388 ... multiply by 100 to get percent value
0.013388 * 100 = 1.3388% or 1.34% rounded.
Help with this one please
Answer:
(3x - 14) (2x - 7)
I hope this helps!
The mean and standard deviation of a random sample of n measurements are equal to and , respectively. a. Find a % confidence interval for if n. b. Find a % confidence interval for if n. c. Find the widths of the confidence intervals found in parts a and b. What is the effect on the width of a confidence interval of quadrupling the sample size while holding the confidence coefficient fixed?
Complete Question
The complete question is shown on the first uploaded image
Answer:
a
[tex]33.55 < \mu < 35.5[/tex]
b
[tex]34.03 < \mu < 34.969 [/tex]
c
Generally the width at n = 49 is mathematically represented as
[tex]w = 2 * E[/tex]
[tex]w = 2 * 0.952 [/tex]
[tex]w = 1.904 [/tex]
Generally the width at n = 196 is mathematically represented as
[tex]w = 2 * E[/tex]
[tex]w = 2 * 0.4687 [/tex]
[tex]w = 0.9374 [/tex]
d
The correct option is E
Step-by-step explanation:
From the question we are told that
The sample mean is [tex]\= x = 34.5[/tex]
The standard deviation is [tex]s = 3.4[/tex]
Generally given that the confidence level is 95% then the level of significance is
[tex]\alpha = (100 - 95)\%[/tex]
=> [tex]\alpha = 0.05 [/tex]
Generally from the normal distribution table the critical value of [tex]\frac{\alpha }{2}[/tex] is
[tex]Z_{\frac{\alpha }{2} } = 1.96[/tex]
Considering question a
From the question n = 49
Generally the margin of error is mathematically represented as
[tex]E = Z_{\frac{\alpha }{2} } * \frac{s }{\sqrt{n} }[/tex]
=> [tex]E = 1.96* \frac{ 3.4 }{\sqrt{49} }[/tex]
=> [tex]E = 0.952 [/tex]
Generally 95% confidence interval is mathematically represented as
[tex]\= x -E < p < \=x +E[/tex]
[tex]34.5 -0.952 < p < 34.5 + 0.952[/tex]
=> [tex]33.55 < \mu < 35.5[/tex]
Considering question b
From the question n = 196
Generally the margin of error is mathematically represented as
[tex]E = Z_{\frac{\alpha }{2} } * \frac{s }{\sqrt{n} }[/tex]
=> [tex]E = 1.96* \frac{ 3.4 }{\sqrt{196} }[/tex]
=> [tex]E = 0.4687 [/tex]
Generally 95% confidence interval is mathematically represented as
[tex]\= x -E < p < \=x +E[/tex]
[tex]34.5 -0.4687 < p < 34.5 +0.4687[/tex]
=> [tex]34.03 < \mu < 34.969 [/tex]
Considering question c
Generally the width at n = 49 is mathematically represented as
[tex]w = 2 * E[/tex]
[tex]w = 2 * 0.952 [/tex]
[tex]w = 1.904 [/tex]
Generally the width at n = 196 is mathematically represented as
[tex]w = 2 * E[/tex]
[tex]w = 2 * 0.4687 [/tex]
[tex]w = 0.9374 [/tex]
Now when the sample size is quadrupled i.e from n = 49 to n = 196
The width of the confidence interval decrease by 2 from 1.904 to 0.9374
Paul and Seth know that one point on the line
Answer:
what
Step-by-step explanation:
the first 5 multiples of 18 after 0 are?
Answer:
18,36,54,72,90 are first five multiples of 18
Step-by-step explanation:
Answer:
18,36,54,72,90
Step-by-step explanation:
Why do we study?give me reason
Answer:
Simple to help us improve our lives
Answer:
To do good in school
Step-by-step explanation:
the thing is teachers want us to study so we remember whatever is on the test for an example and that is good but not alt of people always study.
if a number contains decimal places then it is an irrational number
Answer:
sometimes true
Step-by-step explanation:
I need to do this assignment but I need help on how to draw it and answer the questions because I am confused on how to do these things. Thank you
1) The domain is [0,300]. The range is [0,250]
2) The slope for the initial climb is 3.57. The equation of the line is
3) The rate of change of the second hill is -1.4
4) The rate of change of the third hill is -2.1
5) The blue hill is steeper
6) It is not a function
Step-by-step explanation:
1)
The domain of a function is the set of values of x (the input) for which the function itself is defined.
Instead, the range of a function is the set of values of y (the output) that the function can take.
To find the domain, we have to look at the x-axis and see for which values of x the function is defined. By looking at the graph, we see that the function is defined between
x = 0 and x = 300
So, the domain is [0,300].
To find the range, we have to look at the y-axis and see for which values of y the function has an output. By looking at the graph, we see that the function has values of y between
y = 0 and x = 250
So, the range is [0,250].
2)
The slope of a function in a certain range is given by
where
is the change in the y-coordinate
is the change in the x-coordinate
For the initial climb (pink line), we have:
Therefore, the slope in this part is
We can now write the equation of the line in the form
y = mx + b
where b is the y-intercept: since it is zero, the line has simply the form
3)
Again, to calculate the slope of the hill, we use:
where
is the change in the y-coordinate
is the change in the x-coordinate
For the green hill, we have:
So the rate of change is
4)
As before, the rate of change of the hill is
For the blue hill, we have:
So the rate of change is
5)
To know which hill is steeper, we need to compare the magnitude of their rate of change.
In fact, both hills have rate of change negative - because we are going down along the slope. Therefore, we have to consider the magnitude of their slope.
For the green hill:
For the blue hill:
We see that the blue hill has a greater slope (in magnitude): therefore, the blue hill is steeper.
6)
A function is defined as a mapping (operation between two sets of variables) in which to one value of x (the input) corresponds one and only one value of y (the output).
This means that a function cannot have multiple values of y for the same x (the input).
By looking at the graph, we see that this function does not respect this criterium: in fact, we see that certain values of x give multiple values of the output, y (for instance, at x=300 the function has two values). So, this is not a function.
The sum of three times a number and seven is 22
Answer:
3x+7=22
Step-by-step explanation:
three times a number is
[tex]3\times x=3x[/tex]
so the sum of 3x and 7 is 22
[tex]3x+7=22\\\\3x=15\\\\x=5[/tex]
you can leave it here
[tex]3x+7=22[/tex]
if you need the value of x
then
[tex]x=5[/tex]
The set A = {1, 3, 5}. What is a larger set this might be a subset of?
Answer:
Step-by-step explanation:
A larger set that a particular set can be a subset of is a Universal set. A universal set is parent where all other sets are derived from.
For example, given a universal set U = {1,2,3,4,5}, a set A = {1, 3, 5} is said to be a subset of the set U because the elements of set B are contained in the Universal set U.
Also, sets like {1, 4,5} and {3,4,5} can also be regarded as the subset of U since all the elements of the sets can be found in the Universal set U. Hence the correct name of the set is a UNIVERSAL SET
So, the number of maximum subsets we can create from the given set is 8.
Subsets:The subsets of any set consists of all possible sets including its elements and the null set. Let us understand with the help of an example.
Example: Find all the subsets of set A = {1,2,3,4}
Solution: Given, A = {1,2,3,4}
Subsets =
The subsets of any set consisting of all possible sets including its elements and the null set. Let us understand with the help of an example.
Example: Find all the subsets of set A = {1,2,3,4}
{}
{1}, {2}, {3}, {4},
{1,2}, {1,3}, {1,4}, {2,3},{2,4}, {3,4},
{1,2,3}, {2,3,4}, {1,3,4}, {1,2,4}
{1,2,3,4}
So, the formula is [tex]2^n[/tex].
The given set is,
[tex]A = \{1, 3, 5\}[/tex]
Here the number of an element is 3.
So, the maximum number of subsets we can create is,
[tex]2^n=2^3=8[/tex]
Learn more about the topic Subsets:
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Please help me with this problem please ;(
9514 1404 393
Answer:
-2
Step-by-step explanation:
The average rate of change on the interval [3, 9] is ...
(f(9) -f(3))/(9 -3) = (41 -53)/(9 -3) = -12/6 = -2
15 tens 7 ones what is the answer?
Answer:
157
Step-by-step explanation:
Answer: 15 tens and 7 ones in standard form would be 157. If you have 15 tens this means that you are adding 10, 15 times or multiplying 10 by 15, which gives you 150.
Step-by-step explanation: Hopefully this helped!
3x - 5 = 2x + 10
What’s the value of x
Answer:
x = 3
Step-by-step explanation:
braniest pls
Answer:
x=3
Step-by-step explanation:
-5 +10
+5=15
+5=0
3x, 2x
+2 -2
5x=15
_ _
x=3
You are buying fruit to make fruit baskets. Apples come in bags of 20. Oranges come in bags of 16, and bananas come in bags of 32. You have one bag of each fruit. Each fruit basket must be identical. What is the greatest number of fruit baskets that you can make using all of the fruit? *
Answer:
4 fruit baskets.
Step-by-step explanation:
Use GCF to find the answer. 20 divided by 4 is 5, 16 divided by 4 is 4, and 32 divided by 4 is 8.
The temperature at 6 a.m. was −12°F. At 11 a.m. the temperature was 0°F. Which of the following shows the temperature change from 6 a.m. to 11 am?
Answer:
+12 degrees
Step-by-step explanation:
You never showed a picture, but im pretty sure this is correct
I hope this helped, please mark Brainliest, thank you!
In which number is the digit 7 ten times larger than it is in the number 175?
A) 379
B) 607
C) 730
D) 7,513
Answer:
c 730
Step-by-step explanation:
because the 7 in 730 is one digit to the left
Answer:
C. 730
Step-by-step explanation:
The 7 in the original number is in the tens place. So if you multiply that by 10, the seven moves into the hundreds place.
A journalist interviews 123 people after they leave a restaurant and asks them how confident they are that the food is safe.
Answer:
what do I need to do to answer
Step-by-step explanation:
Which of the following expressions is equal to 4+3(x-2)?
Answer:
i believe it is "3x+2"
Explanation:
first you distribute the 3 to the expression in the parenthesis and you get "3x-6" and add the +4 to the end of that expression and you get "3x-6+4" add "-6+4" and you get "-2" and then you get "3x--2"since a subtraction sign and a negative sign make it be addition you get the expression "3x+2"
1. Let the test statistics Z have a standard normal distribution when H0 is true. Find the p-value for each of the following situations:
a) H1:μ>μ0,z=1.88
b) H1:μ<μ0,z=−2.75
c) H1:μ≠μ0,z=2.88
2. Let the test statistics T have t distribution when H0 is true. Find the p-value for each of the following situations (provide an interval if the exact one cannot be found using a table):
a) H1:μ>μ0,n=16,t=3.733
b) H1:μ<μ0,df=23,t=−2.500
c) H1:μ≠μ0,n=7,t=−2.250
Answer:
1 a [tex]p -value = 0.030054[/tex]
1b [tex]p -value = 0.0029798[/tex]
1c [tex]p -value = 0.0039768[/tex]
2a [tex]p-value = 0.00099966[/tex]
2b [tex]p-value = 0.00999706[/tex]
2c [tex]p-value = 0.0654412[/tex]
Step-by-step explanation:
Considering question a
The alternative hypothesis is H1:μ>μ0
The test statistics is z =1.88
Generally from the z-table the probability of z =1.88 for a right tailed test is
[tex]p -value = P(Z > 1.88) = 0.030054[/tex]
Considering question b
The alternative hypothesis is H1:μ<μ0
The test statistics is z=−2.75
Generally from the z-table the probability of z=−2.75 for a left tailed test is
[tex]p -value = P(Z < -2.75) = 0.0029798[/tex]
Considering question c
The alternative hypothesis is H1:μ≠μ0
The test statistics is z=2.88
Generally from the z-table the probability of z=2.88 for a right tailed test is
[tex]p -value = P(Z >2.88) = 0.0019884[/tex]
Generally the p-value for the two-tailed test is
[tex]p -value = 2 * P(Z >2.88) = 2 * 0.0019884[/tex]
=> [tex]p -value = 0.0039768[/tex]
Considering question 2a
The alternative hypothesis is H1:μ>μ0
The sample size is n=16
The test statistic is t = 3.733
Generally the degree of freedom is mathematically represented as
[tex]df = n - 1[/tex]
=> [tex]df = 16 - 1[/tex]
=> [tex]df = 15[/tex]
Generally from the t distribution table the probability of t = 3.733 at a degree of freedom of [tex]df = 15[/tex] for a right tailed test is
[tex]p-value = t_{3.733 , 15} = 0.00099966[/tex]
Considering question 2b
The alternative hypothesis is H1:μ<μ0
The degree of freedom is df=23
The test statistic is ,t= −2.500
Generally from the t distribution table the probability of t= −2.500 at a degree of freedom of df=23 for a left tailed test is
[tex]p-value = t_{-2.500 , 23} = 0.00999706[/tex]
Considering question 2c
The alternative hypothesis is H1:μ≠μ0
The sample size is n= 7
The test statistic is ,t= −2.2500
Generally the degree of freedom is mathematically represented as
[tex]df = n - 1[/tex]
=> [tex]df = 7 - 1[/tex]
=> [tex]df = 6[/tex]
Generally from the t distribution table the probability of t= −2.2500 at a degree of freedom of [tex]df = 6[/tex] for a left tailed test is
[tex]t_{-2.2500 , 6} = 0.03272060[/tex]
Generally the p-value for t= −2.2500 for a two tailed test is
[tex]p-value = 2 * 0.03272060 = 0.0654412[/tex]
PLEASE HELP
For spirit week at a local high school, students were encouraged to wear their school colors of green and white. 1,200 students wore their school colors while 300 students did not wear green and white. What percent of the school population did NOT wear their school colors?
Here are the answer choices
A.
15%
B.
20%
C.
25%
D.
33%
Answer:
C. 25% The correct answer is C. 300 divided by 1200 equals 25%.
Step-by-step explanation:
Answer:
B.) 20%
Step-by-step explanation:
First, add 1,200 and 300. That gives you 1,500. You want to find how much percent of 1,500 equals 300, and that is 20%.
What value of a will make the following equation true?
Answer:
a=16
Step-by-step explanation:
Answer:
A=4
Step-by-step explanation:
Point V is on line segment UW. Given VW = 5x - 4, UV = 2x, and
UW = 52, determine the numerical length of VW.
Answer:
VW = 36
Step-by-step explanation:
From the question, we are given:
VW = 5x - 4, UV = 2x,
UW = 52
Hence,
UV + VW= UW
2x + 5x - 4 = 52
7x = 52 + 4
7x = 56
x = 56/7
x = 8
VW = 5x - 4,
VW = 5(8) - 4
VW = 40 - 4
VW = 36
How can you use the order of operation to explain why you cannot combine the variable terms before using the distributive property when solving the equation 7(x+5)-x=42
Answer:
Step-by-step explanation:
The Order of Operations is very important when simplifying expressions and equations. The Order of Operations is a standard that defines the order in which you should simplify different operations such as addition, subtraction, multiplication and division.
This standard is critical to simplifying and solving different algebra problems. Without it, two different people may interpret an equation or expression in different ways and come up with different answers. The Order of Operations is shown below.
Parentheses and Brackets -- Simplify the inside of parentheses and brackets before you deal with the exponent (if any) of the set of parentheses or remove the parentheses.
Exponents -- Simplify the exponent of a number or of a set of parentheses before you multiply, divide, add, or subtract it.
Multiplication and Division -- Simplify multiplication and division in the order that they appear from left to right.
Addition and Subtraction -- Simplify addition and subtraction in the order that they appear from left to right.
Before we begin simplifying problems using the Order of Operations, let's examine how failure to use the Order of Operations can result in a wrong answer to a problem.
Without the Order of Operations one might decide to simplify the problem working left to right. He or she would add two and five to get seven, then multiply seven by x to get a final answer of 7x. Another person might decide to make the problem a little easier by multiplying first. He or she would have first multiplied 5 by x to get 5x and then found that you can't add 2 and 5x so his or her final answer would be 2 + 5x. Without a standard like the Order of Operations, a problem can be interpreted many different ways
We cannot combine the variable terms before using the distributive property when solving the equation as it will results in wrong answer.
What is distributive property of multiplication over addition ?
If we multiply a number by the sum of more than two, we use the distributive property of multiplication over addition.
Here the expression given is :
7(x+5)-x=42
The Order of Operations is very important when simplifying expressions and equations. The Order of Operations is a standard that defines the order in which you should simplify different operations such as addition, subtraction, multiplication and division.
Parentheses and Brackets -- Simplify the inside of parentheses and brackets before you deal with the exponent (if any) of the set of parentheses or remove the parentheses.
Exponents -- Simplify the exponent of a number or of a set of parentheses before you multiply, divide, add, or subtract it.
Multiplication and Division -- Simplify multiplication and division in the order that they appear from left to right.
Addition and Subtraction -- Simplify addition and subtraction in the order that they appear from left to right.
Without the Order of Operations one might decide to simplify the problem working left to right. He or she would add two and five to get seven, then multiply seven by x to get a final answer of 7x. Another person might decide to make the problem a little easier by multiplying first. He or she would have first multiplied 5 by x to get 5x and then found that you can't add 2 and 5x so his or her final answer would be 2 + 5x. Without a standard like the Order of Operations, a problem can be interpreted many different ways.
Read more about property of multiplication here :
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