Identify the pair of angles shown in the figure. Linear pair Vertical Supplementary Complementary

Step-by-step explanation:

what is Descriptive statistics?

Descriptive statistics involve the use of fundamental information from a dataset to make a summary, general, or overview report of the information from the given data. in descriptive statistics, results are collected from data directly without making direct inference

with descriptive statistics, you are simply describing what is or what the data shows

How important is descriptive statistics?

Descriptive statistics aids in the presentation of data in a precise, understandable manner, which allows a simpler interpretation of the data.

hence with descriptive statistics storytelling for data   becomes very easy as we can visualize results and make reports through Descriptive statistic

Answer:

the sole proprietor is personally liable for damages the injured woman is awarded by the courts.

Step-by-step explanation:

Answer:

1126.4

Step-by-step explanation:

5.97 x 1024 =6113.28

4.87 x 1024=  4986.88

6113.28-4986.88 =1126.4

Answer:

the answer is dino nuggets

Step-by-step explanation:

Answer:

Step-by-step explanation:

Im in my mums car vroom vroom

Answer:

i think 2 and 4

Step-by-step explanation:

Answer:

see below

Step-by-step explanation:

(2 · x) · 6 = 2 · (x · 6) → Associative property of multiplication, this property states that (a · b) · c = a · (b · c), basically, it doesn't matter what order you multiply in, the result will always be the same.

3(3x + 2) = 9x + 6 → Distributive Property, this property states that a(b + c) = a · b + a · c.

(7 + 1) + 5 = 5 + (7 + 1) → Commutative property of addition, this property states that a + b = b + a which means that you can "flip" or "switch the positions of" the quantities being added and you will still get the same result.

(7 · x · 3) = (7 · 3 · x) → Commutative property of multiplication, just like the commutative property of addition, this states a · b = b · a, in other words, you can "flip" or "switch the positions of" the quantities being multiplied and you will get the same result.

(9 + 2) + 3 = 9 + (2 + 3) → Associative property of addition, just like the associative property of multiplication, this property states that (a + b) + c = a + (b + c), in other words, it does not matter which order you add in, the result will always be the same.

Answer: D.) This is an example of inductive reasoning because a general conclusion is reached based on a specific example,

Step-by-step explanation: Inductive reasoning simply refers to making conclusion about a specific subject or topic from patterns or insights derived from related examples. In the scenario above, the conclusion reached encompasses the overall full time 4 years college student. However, this conclusion was inferred based on a specific example comprising of only a randomized sample of 1200 full time 4 years college students in 100 campuses. random. The example failed to incorporate every student, Hence, the conclusion is induced as the choice of a sample of students may not convey the choice or decision of all.

Deductive reasoning meanwhile follows that a generally established fact is used to make conclusion about a specific example.

In this exercise we have to use the knowledge of statistics to identify the alternative that best represents the calculation made, in this way we can say that it corresponds to the alternative:

Letter D

Inductive interpretation completely refers to making conclusion about a particular subject. In the scenario above, the decision attain include the overall full opportunity 4 age college student.

However, this judgment exist implicit based on a distinguishing model consist of of only a randomized sample of 1200 full occasion 4 age college person actively learning fashionable 100 campuses. haphazard.

The example be unsuccessful to include all student, Hence, the judgment exist induced as the choice of a sample of person actively learning grant permission not transport the choice or decision of all.

Deductive interpretation at the same time act in accordance with that a generally set up to endure experience is used to create end about a particular example.

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Answer:

3.16 square units

Step-by-step explanation:

Find the area of the triangle with vertices: Q(-5,5,-3), R(-6,8,-4), S(-8,2,-4).

Step 1

We find QR and QS

QR = R - Q

= R(-6,8,-4) - Q(-5,5,-3)

= (-1, 3, -1)

QS = S - Q

= S(-8,2,-4) - Q(-5,5,-3)

= (-3, -3, -1)

Step 2

QR × QS

(-1, 3, -1) × (-3, -3, -1)

Using the formula:

a x b = (a2b3 – a3b2)i + (a3b1 – a1b3)j + (a1b2 – a2b1)k

Where a = (a1, a2, a3)

b = (b1, b2, b3)

QR = a

QS = b

(-1, 3, -1) × (-3, -3, -1)

a x b = (a2b3 – a3b2)i + (a3b1 – a1b3)j + (a1b2 – a2b1)k

= ((3 × -1) – (-1×-3))i + ((-1)×-3) – (-1) × -1)j + (-1 × -3) – (3×-3)k

= (-3 - 3)i + (3 – 1)j + (3 – 9)k

= 0i + 2j - 6k = (0,2,-6)

QR × QS = (0,2,-6)

Area of the triangle = √0² + 2² + 6²/ 2

= √0 + 4 + 36/2

= √40/2

= 6.324555320336759 /2

3.1622776602 square units

Approximately = 3.16 square units

Answer:

X=1 units

Y= 5 units

Z=3 units

Step-by-step explanation:

Answer:

153 in order

Step-by-step explanation:

Answer:

a. 0.5

b. -0.4 and 0.4

c. -3 1/3 and -3.23

Hope this helps!

The distance formula is as follows

[tex]d=\sqrt{(x_2-x_1)^2+(y_2-y_1)^2}[/tex]

If you have the coordinates of 2 points, you can plug in their values into the equation to find the distance, and then round to the nearest 10th.

Hope this helps.

頑張って!

A is probably the one that would represent most of the population since it has a bigger fraction.

And it would be around 410 seniors who would plan to go to a 4-year college.

We have to determine whether the following surveys probably would best represent the entire population of seniors.

Probability is the branch of mathematics concerning numerical descriptions of how likely an event is to occur, or how likely it is that a proposition is true. The probability of an event is a number between 0 and 1, where, roughly speaking, 0 indicates the impossibility of the event and 1 indicates certainty.

Therefore, A is probably the one that would represent most of the population since it has a bigger fraction.

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An estimated 416 seniors plan to attend a 4-year college.

Now, For  the number of seniors who plan to go to a 4-year college, we can use the proportion of seniors in the sample who plan to attend a 4-year college and apply it to the entire senior class.

From the sample in option a), 16 out of 25 seniors plan to attend a 4-year college.

To estimate the number of seniors who plan to attend a 4-year college, we can use the following proportion:

16/25 = x/650

Solving for x, we get:

x = (16/25) x 650

x = 416

Therefore, an estimated 416 seniors plan to attend a 4-year college.

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Complete Question

The complete question is shown on the first uploaded image

Answer:

The solution is  [tex]\frac{\delta  (x,y)}{\delta (u, v)} | = 10e^{-4u}[/tex]

Step-by-step explanation:

From the question we are told that

        [tex]x =  e^{-2a} cos (5v)[/tex]

and  [tex]y  =  e^{-2a} sin(5v)[/tex]

Generally the absolute value of the determinant of the Jacobian for this change of coordinates is mathematically evaluated as

     [tex]| \frac{\delta  (x,y)}{\delta (u, v)} | =  | \ det \left[\begin{array}{ccc}{\frac{\delta x}{\delta u} }&{\frac{\delta x}{\delta v} }\\\frac{\delta y}{\delta u}&\frac{\delta y}{\delta v}\end{array}\right] |[/tex]

        [tex]= |\ det\ \left[\begin{array}{ccc}{-2e^{-2u} cos(5v)}&{-5e^{-2u} sin(5v)}\\{-2e^{-2u} sin(5v)}&{-2e^{-2u} cos(5v)}\end{array}\right]  |[/tex]

[tex]Let \   a =  -2e^{-2u} cos(5v),  \\ b=-2e^{-2u} sin(5v),\\c =-2e^{-2u} sin(5v),\\d=-2e^{-2u} cos(5v)[/tex]

So

     [tex]\frac{\delta  (x,y)}{\delta (u, v)} | = |det  \left[\begin{array}{ccc}a&b\\c&d\\\end{array}\right] |[/tex]

=>    [tex]\frac{\delta  (x,y)}{\delta (u, v)} | = | a *  b  - c* d |[/tex]

substituting for a, b, c,d

=>    [tex]\frac{\delta  (x,y)}{\delta (u, v)} | =  | -10 (e^{-2u})^2 cos^2 (5v) - 10 e^{-4u} sin^2(5v)|[/tex]

=>   [tex]\frac{\delta  (x,y)}{\delta (u, v)} | =  | -10 e^{-4u} (cos^2 (5v)   + sin^2 (5v))|[/tex]

=>  [tex]\frac{\delta  (x,y)}{\delta (u, v)} | = 10e^{-4u}[/tex]

Answer:

3/8 inch

Step-by-step explanation:

1/2 of an inch is equal to 4/8

4/8-1/8=3/8

Hope this helps :-)

Answer:

what's the Question???

Step-by-step explanation:

Answer:

c =9.6

Step-by-step explanation:

[tex]-4c - 9.6 +5c = 0\\\\\mathrm{Group\:like\:terms}\\-4c+5c-9.6=0\\\\\mathrm{Add\:similar\:elements:}\:-4c+5c=c\\c-9.6=0\\\\\mathrm{Add\:}9.6\mathrm{\:to\:both\:sides}\\c-9.6+9.6=0+9.6\\\\Simplify\\c=9.6[/tex]

Answer:

c = 9.6

Step-by-step explanation:

Let's look at our equation; - 4c - 9.6 + 5c = 0. Now we need to collect the like terms which are -4c and 5c.

- 4c - 9.6 + 5c = 0

5c - 4c - 9.6 = 0

We get: c - 9.6 = 0

Now we will add 9.6 on each side to see what c is equal to.

c - 9.6 = 0

  +9.6    +9.6

c = 9.6

Yay! We got our answer! Nice job everyone!

Answer:

2.975

Step-by-step explanation:

yeah i don't have an explanation I used a calculator

Answer:

2.975

Step-by-step explanation:

Answer:

Step-by-step explanation:

La pregunta está mal formulada. Debería ser :

A Valentina le tocó 1/6 , a Camila 1/3 y a Hania 2/6 del pastel.

Para responder a la pregunta de quién comió más pastel podemos proceder de varias formas.

Una forma es expresar las fracciones de manera decimal :

Valentina : [tex]\frac{1}{6}=0.1666[/tex]

Camila : [tex]\frac{1}{3}=0.3333[/tex]

Hania : [tex]\frac{2}{6}=0.3333[/tex]

Así nos daríamos cuenta de que Camila y Hania fueron las que comieron más pastel (Vale aclarar que Camila y Hania comieron la misma cantidad).

Otra posible forma es igualando los denominadores de las fracciones y comparando sus numeradores.

Por ejemplo, [tex]\frac{1}{3}[/tex] se puede expresar como [tex]\frac{1}{3}=\frac{2}{6}[/tex] (multiplicamos por dos tanto al numerador como al denominador) ⇒ las nuevas fracciones correspondientes a lo que comió cada una son :

Valentina : [tex]\frac{1}{6}[/tex]

Camila : [tex]\frac{2}{6}[/tex]

Hania : [tex]\frac{2}{6}[/tex]

Dado que todas las fracciones tienen el mismo denominador (seis) comparamos ahora sus numeradores y nos damos cuenta de nuevo que Camila y Hania fueron las que comieron más pastel.

Con las tres fracciones con el mismo denominador (seis) procedemos a responder la segunda pregunta :

¿Qué fracción de pastel comieron entre las tres?

Para averiguarlo sumaremos las fracciones de pastel que comió cada una :

[tex]\frac{1}{6}+\frac{2}{6}+\frac{2}{6}=\frac{5}{6}[/tex]

Encontramos que entre Valentina, Camila y Hania comieron [tex]\frac{5}{6}[/tex] de pastel.

Finalmente, para averiguar que fracción de pastel sobró debemos restarle al total (uno) la fracción de pastel que comieron entre las tres :

[tex]1-\frac{5}{6}=\frac{1}{6}[/tex]

Esto se debe a que el ''uno'' representa el ciento por ciento del pastel (el total). Encontramos que sobró [tex]\frac{1}{6}[/tex] de pastel.

Camila fue quien más comió, ya que comió el doble que las demás. Entre las tres, comieron 2/3 del pastel, por lo que sobró 1/3 del mismo.

Dado que Valentina, Camila y Hania cumplen años el mismo día, y al momento de partir el pastel a Valentina le toco 1/6, a Camila 1/3 y a Hania 1/6 partes del pastel, para determinar quién comió más pastel, qué fracción de pastel comieron entre las tres y qué fracción de pastel sobró se deben realizar los siguientes cálculos:

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Answer:

0.128 ; 0.872 ; 0.748 ; 0.124 ; 0.252

Step-by-step explanation:

Given the data above ;

The frequency distribution generated for the number of defects observed on each of 250 lcd screens are as follows :

__number of defects___frequency

____0 _______________24

____1 _______________82

____2 _______________38

____3 _______________43

____4 _______________31

____5 _______________26

____6 _______________6

A.) . What proportion of the screens have more than 4 defects? Give your answer to three decimal places.

More than 4 defects = (number of 5 defects + 6 defects) / total number of defects)

(26 + 6) / 250 = 32 / 250 = 0.128

b. What propotion of the screens have at most 4 defects? Give your answer to three decimal places.

Number of (0 + 1 + 2 + 3 + 4) defects

= (24 + 82 + 38 + 43 + 31) / 250

= 218 / 250 = 0.872

c. What proportion of the screens have fewer than 4 defects? Give your answer to three decimal places.

Number of (0 + 1 + 2 + 3) defects

= (24 + 82 + 38 + 43) / 250

= 187 / 250 = 0.748

d. What proportion of the screens have exactly 4 defects? Give your answer to three decimal places.

Number of 4 defects = 31

= 31 / 250

= 0.124

e. What proportion of the screens have at least 4 defects? Give your answer to three decimal places.

Number of (4 + 5 + 6) defects

= (31 + 26 + 6) / 250

= 63 / 250

= 0.252

Answer:

Step-by-step explanation:

-y = -4x - 3

y = 4x + 3

y + 2 = 4(x + 1)

y + 2 = 4x + 4

y = 4x + 2

Answer:

Step-by-step explanation:

See attached. Continuation of the question:

Comparing definitions of the vocabulary words on the bottom of the question, we can match the examples as follows:

I believe its between the integers of 7 and 8.

Answer:

7 and 8

Step-by-step explanation:

√55 is in between 49 and 64. Get 49 and 64 squared and you will get 7 and 8.

Answer:

Step-by-step explanation:

METHOD 1

[tex]n+7=15\\n =15-7\\n = 8[/tex]

METHOD 2

[tex]n+7-7=15-7\\n =8[/tex]

Answer:

Subtract 7 from both sides.

Step-by-step explanation:

Step 1:

n = 15 - 7

Answer:

n = 8

Hope This Helps :)

Answer:

i'm not sure if it is the right answer or not

Step-by-step explanation:

Let's assume AC is a straight line and B is one the line, between A and C

AC-AB=BC

52-4x-8=6x+4

10x=40

x=4

--> BC=6x+4=6.4+4=28

Answer:

≈ 502

Step-by-step explanation:

The pie chart shows that shirts made up 11% of the sales made by the sporting goods store.

The number of sales that were shirts = 11% of the total sales

Total sales made by the store is given as 4,560

Number of sales that were shirts = 11/100 × 4,560

= 0.11 × 4,560

= 501.6

Number of sales made that were shirts is approximately 502.

Answer:

502

Step-by-step explanation:

501.6 to be exat

Answer:

f(x) = 2/5x^2.

Step-by-step explanation

Take the quadratic function x^2.

A vertical compression of 2/5  would transform it to:

f(x) = 2/5 x^2.

Step-by-step explanation:

the answer would be 4 glasses of water

Answer:

0.0555 meter =

55.5 millimeters

Answer:

55.5mm

Step-by-step explanation:

Answer:

1. The height if the box is x.

2. The length of the box is 8 - 2x

3. The width of the box is 12 - 2x

4. The volume of the box is   4x(6 - x)(4 - x)

Step-by-step explanation:

1. Since the squares of length x are cut from the corners of the cardboard, the height of the box is the length of a square which is x.

2. Since we have 8 inch by 12 inch, its length is 8 inches and its width 12 inches.

Since squares of x length are cut from the corners of the cardboard, the length of the box is 8 - 2x

3. Since we have 8 inch by 12 inch, its length is 8 inches and its width 12 inches.

Since squares of x length are cut from the corners of the cardboard, the width of the box is 12 - 2x

4. The volume of the box is V(x) = length × width × height = (12 - 2x)(8 - 2x)x = 2 × 2x(6 - x)(4 - x) =  4x(6 - x)(4 - x)

Answer:

Step-by-step explanation:

SUPPLEMENTAL INSTRUCTION PROGRAMS

- Students in a large statistics course are randomly divided into a control group and an experimental/treatment group. At the end of the term, each student's score in the course is examined

(A) The scores from the SI (Experimental) group are not a sample from an existing population. They are data from a group in a sample, hence the sample here is the number of students tested in this experiment and that equates to all the students in the large Statistics course/class.

- The relevant conceptual population would be all students in the university, since the general purpose or statement of this experiment is to see the effect of SI programs implemented in universities.

(B) The advantage of the random (unintentional) division of the students into control and experimental groups is that results or scores from the groups will be unbiased.

If you let each student choose a group, there is a high probability that the serious students will all join the SI group while the unserious ones will choose to be in the control group.

There is also a high probability that brilliant/pompous students will ignore the supplemental instruction program while students with low and medium intelligence quotient (IQ) will embrace it.

It is also possible that students will join whatever group their friends join.

These and other biases will defeat the aim of the experiment.

(C) The investigators didn't put all students in the sample into the experimental group because the difference or impact of the SI program needs to be known; whether positive or negative. Dividing them into the 2 groups lets the investigators know if there is a difference in the scores of students in the two groups.