The null hypothesis is that the proportion of students who have traveled abroad is still 12%, while the alternative hypothesis is that the proportion has increased and is now greater than 12%.
The appropriate null hypothesis is that the proportion of students at UW-Platteville who have traveled abroad remains the same as before the implementation of the study abroad program. The alternative hypothesis is that the proportion of students who have traveled abroad has increased after the implementation of the program.
Mathematically:
H0: p = 0.12
Ha: p > 0.12
where p is the true proportion of students at UW-Platteville who have traveled abroad.
To test this hypothesis, we can use a one-tailed z-test for proportions. Using the given sample information, we can calculate the test statistic as:
z = (0.35 - 0.12) / sqrt((0.12 * 0.88) / 100) = 3.87
where 0.88 is the complement of 0.12, and sqrt denotes the square root. The critical value for a one-tailed test at the 0.05 level of significance is 1.645.
Since the test statistic (3.87) is greater than the critical value (1.645), we reject the null hypothesis and conclude that there is sufficient evidence at the 0.05 level to support the claim that the proportion of students who have traveled abroad has increased after the implementation of the study abroad program.
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Determine the value for c and the covariance and correlation for the joint probability mass function fXY(x,y) = c(x + y) for x = 1, 2, 3 and y = 1, 2, 3
The first step is to determine the value for c. We know that the joint probability mass function must sum to 1 over all possible values of X and Y. So, we can write:
∑∑ [tex]f_{xy}[/tex](x,y) = 1
Substituting the given function [tex]f_{xy}[/tex](x,y) = c(x + y) for each combination of x and y, we have:
c(1+1) + c(1+2) + c(1+3) + c(2+1) + c(2+2) + c(2+3) + c(3+1) + c(3+2) + c(3+3) = 1
Simplifying this equation, we get:
12c = 1
Therefore, the value of c is 1/12
Now, we can use this value to calculate the covariance between X and Y. The covariance measures the degree to which two random variables vary together. It is defined as
cov(X,Y) = E[XY] - E[X]E[Y]
where E[XY] is the expected value of the product of X and Y, and E[X] and E[Y] are the expected values of X and Y, respectively.
To calculate E[XY], we use the joint probability mass function:
E[XY] = ∑∑ xy [tex]f_{xy}[/tex](x,y)
Substituting the given function [tex]f_{xy}[/tex](x,y) = c(x + y) for each combination of x and y, we have,
E[XY] = c(1+1) + 2c(1+2+2+3) + 3c(1+3+3+2)
Simplifying this equation, we get,
E[XY] = 28/12
To calculate E[X] and E[Y], we use the marginal probability mass functions:
fx(x) = ∑y [tex]f_{xy}[/tex](x,y)
fy(y) = ∑x [tex]f_{xy}[/tex](x,y)
Substituting the given function [tex]f_{xy}[/tex](x,y) = c(x + y) for each combination of x and y, we have:
fx₁ = 2c
fx₂ = 4c
fx₃ = 6c
fy₁ = 2c
fy₂ = 4c
fy₃= 6c
Using these marginal probability mass functions, we can calculate E[X] and E[Y]:
E[X] = ∑x x fx(x) = 2c + 8c + 18c = 28/12
E[Y] = ∑y y fy(y) = 2c + 8c + 18c = 28/12
Therefore, the covariance between X and Y is:
cov(X,Y) = E[XY] - E[X]E[Y] = 28/12 - (28/12)(28/12) = -4/144
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Probability basics!!
I really need help on how to do this please
Answers must be fraction or original decimal
The probability that the student picked at random from the graduating class will be a male would be = 0.51
The probability that the student picked at random from the graduating class will be receiving an education degree = 0.3.
How to calculate the probability of the given variables?To calculate the probability of the given variables, the formula given below is used.
Probability = Possible outcome/sample space.
For question 1.)
Possible outcome = 4057
sample space = 7909
probability = 4057/7909 = 0.51
For question 2.)
Possible outcome = 2700
sample space =7909
probability = 2700/7909= 0.3
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The length of ribbons found at a seamstress are listed.
5, 8, 10, 12, 12, 19
What is the appropriate measure of variability for the data shown, and what is its value?
The range is the best measure of variability and equals 14.
The IQR is the best measure of variability and equals 4.
The mean is the best measure of variability and equals 11.
The median is the best measure of variability and equals 11.
The most appropriate measure of variability which can be used for the data given is IQR and the measure is 4.
Given data set is,
5, 8, 10, 12, 12, 19
Mean and median are the measures of central tendency and not variability.
So they are not appropriate.
Remaining options are Range and IQR.
Range is the difference of the maximum value and the minimum value.
Here, range = 19 - 5 = 14
But range will be affected by the outliers and is not an appropriate measure of variability.
Remaining is IQR, which is the measure of the spread of middle 50% of the data.
IQR = Third quartile - First quartile.
Third quartile = 12 and the first quartile = 8
IQR = 12 - 8 = 4
Hence the appropriate measure is IQR.
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for the integer data set containing 11, 13, 15, 17, x, and y, the unique mode, median, and mean form an increasing arithmetic sequence, in that order. what is the greatest possible value of y?
Given the integer data set containing 11, 13, 15, 17, x, and y, we know that the mode, median, and mean form an increasing arithmetic sequence.
Since the mode is the unique number that appears most frequently, either x or y must be equal to one of the existing numbers (11, 13, 15, or 17). Let's assume x is the mode. For the sequence to be increasing, the mode must be the smallest, so x = 11.
The median of the data set is the average of the two middle numbers when they are arranged in ascending order. With x = 11, the sorted sequence will be 11, 11, 13, 15, 17, and y. The median will be the average of 11 and 13, which is 12.
For the mean, we have (11+11+13+15+17+y)/6. We know the mean is greater than the median, which is 12. If we increase the mean to 13, we can solve for y:
(11+11+13+15+17+y)/6 = 13
67 + y = 78
y = 11
However, this would make the mode 11 as well, so it doesn't meet the unique requirement. Let's increase the mean to 14 and solve for y:
(11+11+13+15+17+y)/6 = 14
67 + y = 84
y = 17
Now, the mode, median, and mean are unique and form an increasing arithmetic sequence (11, 12, 14). Therefore, the greatest possible value of y is 17.
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Exponential Logarithmic Equations
8^2x-1=2^4x-4
The solution to the exponential logarithmic equations 8²ˣ⁻¹ = 2⁴ˣ⁻⁴ is x = -1/2.
What is the solution to the exponential logarithmic equations?Given the exponential logarithmic equations in the question:
8²ˣ⁻¹ = 2⁴ˣ⁻⁴
To solve the logarithmic equations.
Create the equivalent expression in the equation that all have equal bases.
Since 8 is the same as 2³
8²ˣ⁻¹ = 2⁴ˣ⁻⁴
2³⁽²ˣ⁻¹⁾ = 2⁴ˣ⁻⁴
Since, the bases are the same, the expression is equal.
Hence:
3( 2x - 1 ) = 4x - 4
Solve for x
6x - 3 = 4x - 4
6x - 4x = -4 + 3
2x = -1
x = -1/2
Therefore, the value of x is -1/2.
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Which situation would yield the highest amount in the account? A) Depositing $400 in an account the earns 3% interest compounded annually B) Depositing $200 in an account the earns 5% interest compounded annually for two years. C) Depositing $200 in an account the earns 5% simple interest for two years. D) Depositing $400 in an account the earns 3% simple interest for two years.
Situation (A) "$400 deposited in a savings account earning 3% yearly compound interest" would yield us the highest amount in the account.
What is compounding interest?Compound interest, also known as interest on principal and interest, is the practice of adding interest to the principal amount of a loan or deposit.
The interest you earn on interest is known as compound interest.
Simple math may be used to demonstrate this: if you have $100 and it generates 5% interest annually, you will have $105 at the end of the first year.
You will wind up with $110.25 at the conclusion of the second year.
So, we know that anytime compound interest will make us more money than simple interest so options (C) and (D) would be wrong.
So, in option (B) we deposit $200 which is compounded for 2 years at 5%.
In option (A) we deposit $400 which is compounded at the rate of 3% and time is not given so we will assume that it will keep compounding for years and hence it will make us the most amount of money.
Therefore, situation (A) "$400 deposited in a savings account earning 3% yearly compound interest" would yield us the highest amount in the account.
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During the 1999 and 2000 baseball seasons, there was much speculation that the unusually large number of home runs that were hit was due at least in part to a livelier ball. One way to test the "liveliness" of a baseball is to launch the ball at a vertical surface with a known velocity and measure the ratio of the outgoing velocity of the ball to. The ratio is called the coefficient of restitution. Following are measurements of the coefficient of restitution for 40 randomly selected baseballs.
The balls were thrown from a pitching machine at an oak surface.
0. 6248 0. 6237 0. 6118 0. 6159 0. 6298 0. 6192 0. 6520 0. 6368 0. 6220 0. 6151 0. 6121 0. 6548 0. 6226 0. 6280 0. 6096 0. 6300 0. 6107 0. 6392 0. 6230 0. 6131 0. 6223 0. 6297 0. 6435 0. 5978 0. 6351 0. 6275 0. 6261 0. 6262 0. 6262 0. 6314 0. 6128 0. 6403 0. 6521 0. 6049 0. 6170 0. 6134 0. 6310 0. 6065 0. 6214 0. 6141
Suppose that any baseball that has a coefficient of restitution that exceeds 0. 630 is considered too lively.
Based on the available data, what proportion of the baseballs in the sampled population are too lively?
Find a 95% lower confidence bound on this proportion. Assume population is approximately normally distributed
Approximately 30% of the sampled baseballs are too lively based on a cutoff coefficient of restitution of 0.630. The 95% lower confidence bound on this proportion is 0.154.
To find the proportion of the baseballs in the sampled population that are too lively, we need to count the number of baseballs in the sample that have a coefficient of restitution greater than 0.630 and divide by the total sample size
Number of baseballs with coefficient of restitution > 0.630 = 12
Total sample size = 40
Proportion of baseballs in the sample that are too lively = 12/40 = 0.3 = 30%
To find a 95% lower confidence bound on this proportion, we can use the formula
lower bound = p - zsqrt(p(1-p)/n)
where p is the sample proportion, z is the z-score associated with the desired confidence level (95% confidence level has a z-score of 1.96), and n is the sample size.
Substituting the values, we get:
lower bound = 0.3 - 1.96sqrt(0.3(1-0.3)/40) ≈ 0.154
Therefore, we can be 95% confident interval that at least 15.4% of the baseballs in the population are too lively.
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a first-grade teacher is reviewing expanded form with her students and is using the number 74 as an example. she explains to students that since the value of the 7 is actually 70, the expanded form of 74 is 70 4. she notices that several students seem confused. what step could she take to improve students' understanding of expanded form?
The first-grade teacher could take several steps to improve her students' understanding of expanded form. she could use manipulatives to help students visualize the concept of place value.
For example, she could use base-ten blocks or colored chips to represent the value of each digit in a number. This would help students see that the value of the 7 in 74 is actually 7 tens or 70.
Second, she could provide more examples and practice problems that gradually increase in difficulty. This would help students build their understanding of expanded form and allow them to apply the concept to a variety of numbers.
Third, she could use real-world examples that students can relate to, such as money or counting objects in a classroom. This would make the concept of expanded form more meaningful and engaging for students.
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Kayla fills her yogurt bowl with 7/8 cup of Greek yogurt, 1 1/4 cup of blueberries, and the rest with granola. If the bowl contains a total of 3 1/2 cups, how much of the bowl is made up of granola?
11/8 cup of the bowl is made up of granola..
What is fraction?
A fraction represents a part of a whole, and it is written in the form of one integer written above another, separated by a horizontal line. The integer on top is called the numerator, and the integer on the bottom is called the denominator.
The numerator represents the number of parts being considered, while the denominator represents the total number of equal parts that make up the whole. For example, the fraction 3/4 represents three parts out of a total of four equal parts.
Fractions can be used to represent values that are not whole numbers, such as halves, thirds, quarters, etc. They are commonly used in everyday life, such as when measuring ingredients in cooking, dividing up a pizza or a cake, or expressing a probability.
To find the amount of granola in the bowl, we need to subtract the total amount of yogurt and blueberries from the total volume of the bowl.
First, let's add up the yogurt and blueberries:
7/8 cup Greek yogurt + 1 1/4 cup blueberries
= 7/8 + 5/4 (we need to find a common denominator)
= 14/16 + 20/16
= 34/16
Next, let's convert the total volume of the bowl to a fraction with a common denominator of 16:
3 1/2 = 7/2 = 56/16
Now we can find the amount of granola:
Amount of granola = Total volume of bowl - Amount of yogurt - Amount of blueberries
= 56/16 - 34/16
= 22/16
Simplifying the fraction, we get:
Amount of granola = 11/8
Therefore, 11/8 cup of the bowl is made up of granola.
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gif a stock with a beta of 1.3 is expected to return 18% when treasury bills yield 7%, what is the expected return on the market portfolio? enter your answer as a percent rounded to two decimal places?
The expected return on the market portfolio is 15.46.
How to get expected return on the market portfolio?To calculate the expected return on the market portfolio, we can use the Capital Asset Pricing Model (CAPM) formula, which is: Expected Return = Risk-free rate + Beta * (Market return - Risk-free rate)
In this case, the risk-free rate is given as 7% (treasury bills yield), and the beta of the stock is 1.3. We are also given the expected return on the stock as 18%.
Substituting these values into the CAPM formula, we get:
18% = 7% + 1.3 * (Market return - 7%)
Simplifying the equation, we get:
Market return - 7% = (18% - 7%) / 1.3
Market return - 7% = 8.46%
Market return = 7% + 8.46%
Market return = 15.46%
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Solve for x. Round your answer to the nearest tenth and type it in the blank without "x=".
Answer:
2.66 round 2.7
Step-by-step explanation:
the triangles are similar, therefore with the measures in proportion
6 : 8 = 2 : x
x = 2 x 8 : 6
x = 16 : 6
x = 2.66 round 2.7
What are the restrictions on the domain of x^2+3x-5/x^2+6x+9
The only restriction on the domain of the expression is that x cannot be equal to -3. In interval notation, the domain is:
(-∞, -3) U (-3, ∞)
What is domain?In mathematics, the domain of a function is the set of all possible input values (often x-values) for which the function is defined. It is the set of values that can be plugged into the function to produce a valid output (often y-values).
According to given information:The expression [tex](x^2 + 3x - 5) / (x^2 + 6x + 9)[/tex] can be simplified as:
[tex](x^2 + 3x - 5) / (x + 3)^2[/tex]
The denominator is [tex](x + 3)^2[/tex], which is always positive. Therefore, the expression is defined for all real values of x except when the denominator is zero, which occurs when:
x + 3 = 0
Solving for x, we get:
x = -3
Therefore, the only restriction on the domain of the expression is that x cannot be equal to -3. In interval notation, the domain is:
(-∞, -3) U (-3, ∞)
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marvin is trying to get to his friend's house. he walks 4 blocks north to the park, then turns right and walks 3 blocks. finally he turns right and walks 4 blocks. how far from his starting point does he wind up?
Answer: Marvin walks a total of 4 + 3 + 4 = 11 blocks.
To find how far he is from his starting point, we need to use the Pythagorean theorem, which states that in a right triangle, the square of the hypotenuse (the longest side) is equal to the sum of the squares of the other two sides.
In this case, the 4 blocks north and 3 blocks east form the legs of a right triangle, and the distance Marvin is from his starting point is the hypotenuse.
So we can calculate it as follows:
distance = sqrt(4^2 + 3^2) = sqrt(16 + 9) = sqrt(25) = 5
Therefore, Marvin is 5 blocks from his starting point.
Step-by-step explanation:
............................... help
Answer:
Based on the given options, the correct answer is A.
Option A states that the price in the year 2012 is $18,000, which describes a point on a graph or chart that represents a data point for the year 2012 and a value of $18,000. This is a common way to describe a data point on a graph or chart.
Option B is not a logical description of a point and does not provide a clear indication of the relationship between the year and the price.
Option C describes a different price point for the year 2012 than option A.
Option D describes a point in the year 2010, not 2012 as specified in the question stem.
Option E describes a different price point for the year 2010 than option D and does not specify the price in 2012.
Answer:
In the year 2012, the price is 18000
Step-by-step explanation:
The x coordinate is 2012
The y coordinate is 18000
The price is 18000 and the year is 2012.
In the year 2012, the price is 18000.
7 Sandeep buys some flowers.
He has 5000 rupees to spend.
He buys 6 carnations at 220 rupees each.
He also buys some roses at 295 rupees each.
Sandeep should receive 140 rupees in change from his 5000 rupees
Work out how many roses Sandeep buys.
..............................
Answer:
below
Step-by-step explanation:
1.
[tex] \sqrt{80 } = 4 \sqrt5[/tex]
[tex]5 \sqrt{45} = 15 \sqrt{5} [/tex]
[tex]4 \sqrt{5} + 15 \sqrt{5} = 19 \sqrt{5} [/tex]
2.
[tex]2 \sqrt{72} = 12 \sqrt{2} [/tex]
[tex]3 \sqrt{50} = 15 \sqrt{2} [/tex]
[tex]12 \sqrt{2} - 15 \sqrt{2} = - 3 \sqrt{2} [/tex]
can someone help me pls!!!! Imma give u brainliest
Answer:
sin0= 9/15
cos0= 12/15
tan0 = 9/12
Can you pls help? This is geometry
The equation of the circle with a center at the origin and a diameter of 8 is x² + y² = 16
Define circleA circle is a two-dimensional shape that is defined as a set of points that are equidistant from a fixed point called the center. The radius of a circle is the separation between its centre and any other point on the circle. Another way to think of a circle is as the collection of all points (locus) at a certain radius from the centre.
If the center of the circle is at the origin, then the equation of the circle can be written in the form of:
x² + y² = r²
where r denotes the circle's radius.
Since the diameter of the circle is 8, the radius is half of that, or 4. Consequently, the circle's equation is as follows:
x² + y² = 4²
x² + y² = 16
So the equation of the circle with a center at the origin and a diameter of 8 is x² + y² = 16.
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Surface area of rectangular pyramid 2(½ ×w×h)+2(½×l×h)+(l×w)
The first term represents area of the two triangular faces having base of pyramid, second term represents area of two triangular faces having length of the rectangle, third term represents area of rectangular base.
A rectangular pyramid is a solid figure with a rectangular base and four triangular faces that meet at a single point, known as the apex. To find the surface area of a rectangular pyramid, we need to calculate the area of each face and add them together.
The formula for the surface area of a rectangular pyramid is:
Surface area = 2(1/2 x base x height) + 2(1/2 x length x height) + (length x base)
The first term, 2(1/2 x base x height), represents the area of the two triangular faces that share the base of the pyramid. The second term, 2(1/2 x length x height), represents the area of the two triangular faces that share the length of the rectangle. The third term, (length x base), represents the area of the rectangular base.
By multiplying each term by its appropriate values and adding them together, we can find the total surface area of the rectangular pyramid.
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Complete question is:
Surface area = 2(1/2 x base x height) + 2(1/2 x length x height) + (length x base). Explain what each term represents?
i need help with this math hw
The situation that represents a proportional relationship is " Renting a movie for $5 per day"
What is proportion relationship?Proportional relationships are relationships between two variables where their ratios are equivalent.
For example, A student reads 5 novels per 2days is a statement that shows the relationship between the Novels read and the number of days. This means that 10 novels will be read in 4 days.
In general a proportion relationship should obey,
change in y/ change in x= constant. The constant is the slope.
Therefore the statement that best explain a proportional relationship is " Renting a movie for $5 per day"
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Find the exact value: tan 13pi/12
(Use the fact that 13pi/12 = 3pi/4 + pi/3
Thanks in advance!
Answer: the exact value of tan(13π/12) is √3 + 2.
Step-by-step explanation: The trigonometric equation demonstrating the equality between the tangent of 13π/12 and the tangent of 3π/4 added to π/3 may be expressed in the formal and technical tone often employed in academic writing as follows: tan(13π/12) = tan(3π/4 + π/3).
Through utilization of the identity, tan(a+b) = (tan(a) + tan(b)) / (1 - tan(a)*tan(b)), the given expression may be rendered more concise.
The trigonometric expression tan(13π/12) can be represented as (tan(3π/4) + tan(π/3)) divided by (1 - tan(3π/4) multiplied by tan(π/3)).
It is established that:
it can be observed that the value of the trigonometric function of tan(3π/4) is -1.
The mathematical expression "tan(π/3) = √3" signifies that the trigonometric tangent function of the angle π/3 is equivalent to the square root of three.
Upon substitution of the aforementioned values, the resulting output is obtained.
The trigonometric function of tan(13π/12) can be expressed as a quotient between two real numbers. Specifically, it can be represented in the form (-1 + √3) / (1 + (-1) * √3).
By utilizing the conjugate of the denominator and performing the operation of multiplication on both the numerator and denominator, the resulting expression is obtained:
The trigonometric function of tangent evaluated at 13π/12 is expressed as the product of two fractions. The numerator of the first fraction is comprised of the difference of the values -1 and the positive square root of 3, while the denominator is the sum of the value 1 and the product of -1 and the square root of 3. The numerator of the second fraction is the sum of the values 1 and the positive square root of 3, while the denominator is the sum of the same values.
The trigonometric identity expressed as tan(13π/12) has been rendered in symbolic form, wherein the numerator is the summation of -1, √3, √3, and -3. The denominator is the product of (1 + √3) and (1 - √3).
The mathematical expression tan(13π/12) can be represented as (-2√3 - 4) / (-2).
The mathematical expression tan(13π/12) is equivalent to the value of √3 + 2.
2 ft 3 in =______ in
Answer:
27 inches
Step-by-step explanation:
1 ft = 12 inches, therefore 2 ft = 24 inches because (12)(2)=24. Then you need to add the other 3 inches to 24, and 24 + 3 = 27 in.
For each equation, decide whether the line it represents is parallel to p, perpendicular to p, or
neither of these.
y=-3x + 10 is _____
y − 5 = − 1/3(x + 2) is _____
y = 1/3x is ______
-3x + y = 1 is _____
y=-3x + 10 is neither of these.
y − 5 = − 1/3(x + 2) is perpendicular to p
y = 1/3x is neither of these.
-3x + y = 1 is parallel to p
What are parallel lines?
Parallel lines are coplanar infinite straight lines in geometry that never intersect. In the same three-dimensional space, parallel planes are any planes that never cross. Curves with a fixed minimum distance between them and no contact or intersection are said to be parallel.
The line p passes through the points (2,2) and (-1,1).
The slope of the line is m = (-1-2) /(1-2)= 3.
Now compare the y=-3x + 10 with y = mx +c:
m₁ = -3, c=10
The slope of the line y=-3x + 10 is -3.
The product m and m₁ is 3 ×(-3) = -9
y=-3x + 10 is neither of these.
Rewrite the equation y − 5 = − 1/3(x + 2)
y = (− 1/3)x - (2/3) + 5
Now compare they = (− 1/3)x - (2/3) + 5 with y = mx +c:
m₂ = − 1/3, c=10
The product m and m₂ is 3 ×( − 1/3) = -1
Thus y − 5 = − 1/3(x + 2) is perpendicular to p.
Now compare the y=1/3x with y = mx +c:
m₃ = 1/3, c=0
The slope of the line y=1/3x + 10 is 1/3.
m₃≠m and mm₃ ≠ -1 , thus y=1/3x is neither of these.
Rewrite the equation -3x + y = 1
y= 3x +1
Now compare the y= 3x +1 with y = mx +c:
m₄ =3, c=1
Since m₄ = m. thus -3x + y = 1 is parallel to p.
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One baseball team played 15 games throughout the season. If this baseball team won 9 of those games, what percent of the games did they win?
Answer:
The baseball team won 60% of the games they played.
Step-by-step explanation:
To find the percentage of games the baseball team won, we can use the following formula:
percentage = (wins / total games) x 100
where wins is the number of games won and total games is the total number of games played.
Substituting the given values, we get:
percentage = (9 / 15) x 100
percentage = 0.6 x 100
percentage = 60%
Therefore, the baseball team won 60% of the games they played.
Answer:
60%
Step-by-step explanation:
9 out of 15, written in *fraction form* is 9/15, when reduced down, 9/15 becomes 3/5. When you insert 3/5 into a calculator you get 0.6 . Since percentage is based off a x/100, you move the decimal point of 0.6 over 2 units to the right, you get 60, so it would in final would be 60/100 which equals 60%
* ( Ex. 1 out of 3 = 1/3 )
Happy Mathing <3
-J
Identify which of the following statements are true or false:
Statement A: Hitting the bull's eye is reliability.
Statement B: Hitting the same spot again and again is validity.
In a long run, if a company becomes absolete what does it do to the LRATC?
In the long run, if a company becomes obsolete and cannot compete effectively in the market, it will eventually exit the market.
This will lead to a reduction in the overall level of industry output and a shift in the market supply curve. As a result, the long-run average total cost (LRATC) of the remaining firms in the market may increase or decrease depending on the specifics of the situation.
If the exiting company had high production costs, its exit may lead to a decrease in the industry's LRATC as the remaining firms may experience a reduction in input prices or an increase in market share. However, if the exiting firm was a low-cost producer, its exit may lead to an increase in the industry's LRATC due to the loss of economies of scale or increased competition.
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if £1=9.60DKK, how much is 55p in DKK. Answer to 2d.p.
Answer:3
Step-by-step explanation:
1+2=3
Mason County plans to dig a rectangular landfill. The county has set aside a tract of land that measures 50 meters by 80 meters for the dig. How deep must the workers dig for the landfill to hold 250,000 cubic meters of garbage?
Answer:62.5
Step-by-step explanation:
67. A new operation,
is defined this way:= p¤q - q. What is the value of 4¤(5¤6)
by solving the following equation we can conclude that the value of 4¤(5¤6) is 72.
what is expression ?Mathematical operations including multiplication, division, addition, and subtraction are possible. The construction of an expression looks like this: Expression, number, and mathematical operator Numbers, variables, and functions are the elements of a mathematical expression (such as addition, subtraction, multiplication, and division, etc.). Expressions and phrases can be contrasted. Expressions are any equations that comprise numbers, variables, and an arithmetic operation. They are occasionally referred to as algebraic expressions. For instance, the value of m in the computation of 4m + 5 is the same as the word m in the provided equation, which has been separated from the figures 4m and 5 by the mathematical symbol +.
given,
To find the value of 4¤(5¤6), we need to evaluate the expression from the inside out, following the order of operations.
We must first determine the worth of 5¤6. Using the given operation, we have:
5¤6 = 5*6 - 6 = 24
Now we can substitute this value into 4¤(5¤6) and evaluate:
4¤(5¤6) = 4¤24 = 4*24 - 24 = 96 - 24 = 72
Therefore, the value of 4¤(5¤6) is 72.
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Write one thing you are going to do next year to improve your grades. Write at least one
paragraph?!?!?!?!?!?!?!?!?!?!??????!??????
Enhance your academic performance by formulating specific, attainable objectives.
How to improve school grades?This includes identifying a mark for every course, simplifying complex projects into feasible assignments, and devising a timetable that incorporates allocated intervals for homework, test review, and preparation.
Furthermore, seeking assistance from educators or tutors, remaining organized, and practicing sound time management techniques can all augment one's grades.
It must be emphasized, however, that measurable progress is the result of patience and diligence, but with unwavering dedication, anyone can surmount their scholastic aspirations.
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