Answer:
yes
Step-by-step explanation:
We are to determine if 6 yards is enough t to go round the perimeter of the window
The length is not given, so we have to determine the length from the area
Area of a rectangle = length x breadth
19.25 = 3.5 x length
length = 5.5 feet
Perimeter = 2 x ( length + breadth )
2 x (5.5 + 3.5) = 18 feet
We need to convert the string to foot
1 yard = 3 foot
6 x 3 = 18 foot
the string and the perimeter are equal, so it is enough
(1-x)²-(-x-2)×(2x+3)
can someone explain how to solve this step by step please
2(x - 3) = 4x - 1
i need the solution to get the x value!
ILL GIVE BRAINLIEST
Describe a quadrillateral and a hexagon by the number of vertices it has.
The main difference between Hexagon and Quadrilateral is that the Hexagon is a polygon with six sides and Quadrilateral is a polygon with four sides. In geometry, a hexagon (from Greek ἕξ hex, "six" and γωνία, gonía, "corner, angle") is a six sided polygon or 6-gon.
five new medicines (flugone, sneezab, medic, recflu, and fevir) were studied for treating the flu. 25 flu patients were randomly assigned into one of the five groups and received the assigned medication. their recovery times from the flu were recorded. how many degrees of freedom for treatment are there?
The number of degrees of freedom for treatment are 4.
Degrees of freedom is a statistical term that refers to the number of values in a calculation that are free to vary. It is a common concept in statistical inference. In general, degrees of freedom represent the number of observations in a statistical analysis that are free to vary.To find the degrees of freedom for treatment, the formula is (k - 1), where k is the number of treatment groups. In this case, there were 5 treatment groups, so the degrees of freedom for treatment would be (5 - 1) = 4.
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In ΔJKL, the measure of ∠L=90°, the measure of ∠J=33°, and KL = 25 feet. Find the length of LJ to the nearest tenth of a foot.
Answer:
38.5
Step-by-step explanation:
I WILL GIVE YOU BRAINLYEST!! PLSS HELP ME ASAP!!
The dot plot below represents how long it takes students in an 8th grade math class
to get to school every morning.
Minutes
How many students are in the class?
Answer:
18
Step-by-step explanation:
It is 18. Just simply count the dots and sum them all up together, and you get 18. Unless there is a specific thing needed.
Isabel and Jonah had 2 pies. Isabel wrote the equation ½ + ⅙ = 4/6 and Jonah wrote 3/6 + 1/6 = 4/6 to represent combining the pie pieces. Explain why both equations are correct.
PLEASE JUST TYPE THE ANSWER AND DON’T LEAD TO ANY LINKS
For the linear operator T- 1-23 T Y = x + 4y - 22 3.0 + 2y -x + 4y + 32 on R3, (a) find a basis for the null-space N(T); (b) find a basis for the range R(T).
(a) The basis for the null-space N(T) is any vector Y that equals -1
(b) The basis for the range R(T) is the set {-10/23, -20/23}.
The basis for the null-space N(T) of the linear operator T, we need to solve the equation T(Y) = 0. Let's express this equation and find its solutions
1 - 23T(Y) = X + 4Y - 22 × 3.0 + 2Y - X + 4Y + 32
Simplifying the equation, we get:
-23T(Y) = 10Y + 10
Dividing both sides by -23, we have:
T(Y) = (-10/23)Y - (10/23)
To find the null-space, we set T(Y) equal to zero:
(-10/23)Y - (10/23) = 0
Simplifying further, we get:
(-10/23)Y = (10/23)
Multiplying both sides by -23/10, we obtain:
Y = -1
Therefore, any vector Y that equals -1 will satisfy the equation T(Y) = 0.
Now, let's find the basis for the range R(T) of the linear operator T. The range is the set of all possible values that T(Y) can take. To find this, we need to consider all possible values for Y and calculate T(Y) for each value.
Let's choose two arbitrary values for Y and calculate T(Y):
For Y = 0
T(0) = -10/23 × 0 - 10/23
T(0) = -10/23
For Y = 1
T(1) = -10/23 × 1 - 10/23
T(1) = -20/23
Therefore, the range R(T) consists of the values -10/23 and -20/23.
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In the diagram, AABC ~ ADEF. Find the value of x.
A
12
B
CO
9
C C
D
36
24
E
27
F
The value of x is
what’s the value of x?
Answer:
B
Step-by-step explanation:
bdeehvdvjwjkwkwwjehheeh
If you dont know the anwser its always B
1 - Which expression is equivalent -2(x + 4) - (3x + 8)?
(50 Points)
5x + 16
5x - 16
-5x + 16
-5x - 16
Answer:
-5x-16
Step-by-step explanation:
Combine like terms
Step-by-step explanation:
If you want to multiply a parenthesis by a number, you simply distribute the number to all the terms in the parenthesis.
So, if you want to multiply the parenthesis
(3x−7) by 5, you need to multiply by 5
both 3x and −7.
We have that 5⋅(3x)=5⋅(3⋅x)=(5⋅3)⋅x=15x and −7⋅5=−35
So, 5(3x−7)=15x−35
A 3-cup container of disinfectant costs $1.92. What is the price per fluid ounce?
Answer:
Its cost about 1.5625
if you rounded its 1.56 :)
Step-by-step explanation:
Consider this situation: A school publicizes that the proportion of attending students who are involved in at least one extracurricular activity is 70% Would we employ a two-tailed test or a one-tailed test to test the claim about the proportion of students involved in extracurricular activities? Chi-squared (one tailed) two-tailed test O Chi-squared (two tailed) One-tailed
After considering the given data we conclude that one tailed test can be utilised for this claim.
To test the claim about the proportion of students involved in extracurricular activities, we would employ a one-tailed test.
A one-tailed test is applied when the alternative hypothesis is directional, which projects the it predicts the direction of the difference between the sample proportion and the claimed proportion. For the given case, the alternative hypothesis will be that the proportion of attending students involved in at least one extracurricular activity is greater than 70%.
Hence, we would use a one-tailed test to test this claim.
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The green area of the figure above is grass.
The blue is a sidewalk. What is the area of the
sidewalk? Help ASAP
Answer:
80
Step-by-step explanation:
the answer is 80 because 8×10=80
Answer:
116
Step-by-step explanation:
Area of whole thing is 196 and area of grass is 80 so you do 196-80 to get 116.
(a) For the same data and null hypothesis, is the P-value of a one-tailed test (right or left) larger or smaller than that of a two-tailed test? Explain.
The P-value for a one-tailed test is larger because the two-tailed test includes the area in both tails. The P-value for a one-tailed test is smaller because the two-tailed test includes the area in only one tail. The P-value for a one-tailed test is smaller because the two-tailed test includes the area in both tails. The P-value for a one-tailed test is larger because the two-tailed test includes the area in only one tail.
The P-value of a one-tailed test is generally smaller than that of a two-tailed test when testing the same null hypothesis and using the same level of significance.
The P-value of a one-tailed test is generally smaller than that of a two-tailed test when testing the same null hypothesis and using the same level of significance. This is because a one-tailed test focuses on a specific direction of the hypothesis, while a two-tailed test considers both directions.
In a one-tailed test, the null hypothesis is rejected only if the test statistic falls in the critical region in one direction. For example, if the null hypothesis is that a mean is less than or equal to a certain value, the critical region will be in the lower tail of the distribution. Therefore, the probability of obtaining a test statistic in the critical region is smaller compared to a two-tailed test, where the critical region is split between both tails of the distribution.
As a result, the P-value of a one-tailed test is smaller than that of a two-tailed test, given the same null hypothesis and level of significance. However, it's important to note that the choice between a one-tailed or two-tailed test should be based on the specific research question, rather than the desire for a smaller P-value.
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QR Factorization is a useful technique when the normal equations
for a least squares problem are
ill-conditioned. What does ill-conditioned
mean?
(Limit your answer to 25 words of less.)
Ill-conditioned means that the problem or system being considered is sensitive to small changes in the input or data, leading to unstable or inaccurate results.
When solving a least squares problem using the normal equations, ill-conditioning refers to situations where the matrix involved is nearly singular or has a high condition number.
This means that small perturbations or errors in the data can result in large changes in the computed solution.
In the context of QR factorization, if the normal equations for a least squares problem are ill-conditioned, it implies that the matrix being decomposed using QR factorization is close to being singular or has a high condition number. QR factorization can help in such cases by providing a more stable and accurate solution compared to directly solving the normal equations.
QR factorization decomposes a matrix into the product of an orthogonal matrix Q and an upper triangular matrix R. This factorization can help mitigate the effects of ill-conditioning by providing a numerically stable way to solve the least squares problem.
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104) Determine the sum of - -5 3 - 269 -243 1 -3 +9-. I'II ) E
The sum of - -5, 3, -269, -243, 1, -3 and +9 is -507.
Integers are all whole numbers, either positive, negative or zero. In other words, integers are numbers that don’t have any fractional part. Integers can be represented as follows: {...-3, -2, -1, 0, 1, 2, 3...}
To add integers: Keep the sign of the number that is farthest from zero.
Perform the indicated operation for the rest of the numbers.
Addition of integers is easy.
When adding two integers with different signs, subtract the smaller absolute value from the larger absolute value.
The sign of the answer is the same as the sign of the integer with the larger absolute value.
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A parallelogram has four sides that are the same length.is a it square ?
Answer:
I'm pretty sure no because a square always has 4 right angles and all sides are the same length
the parallelogram could possibly be a rectangle tho
I could be completely wrong but I hope this helps
Convert 55% to a fraction in lowest terms.
Help it my last question on this thing
Answer:
11/20
Step-by-step explanation:
55% = 55/100
55/100 = 11/20
Lucy’s house is located at the point shown on the coordinate grid. Ainsley’s house is located 2 units right and 3 units down from Lucy’s house. Plot a point on the coordinate grid to represent the location of Ainsley’s house. What ordered pair represents the location of Lucy’s house
Answer: 3,3
Step-by-step explanation:
an icecube has a mass of 18g and a volume of 20cm3 what is the density
Answer:
.9 g/cm^3
Step-by-step explanation:
density formula is mass divided by volume.
d=m/v
d=18g/20cm^3
d=0.9
UNIT 6: CEREAL BOX PROJECT / PORTFOLIO
A company has released the following possible designs for a new cereal box. The cost of production depends upon the cost of materials, which is determined by how much material is used. The amount of material used is equal to the surface area of the package plus some overlap. The amount of product contained in the package is the volume of the packaging.
Find the surface area and volume of the following possible cereal boxes. Determine the cost of making the cereal box assuming that cardboard costs $0.05 per square inch.
Answer:
DO you go to a connexus school? I do and i have this same project im trying to find answers to!
Step-by-step explanation:
For the first box the volume, surface area, and cost of materials are 180 cubic inches, 258 square inches, and $12.9, for the second box 192 cubic inches, 224.4 square inches, and $11.22 for the third box 235.61 cubic inches, 227.76 square inches, and $11.38.
What is volume?It is defined as a three-dimensional space enclosed by an object or thing.
For the first cereal box:
Volume = L×W×H
Here L = 7.5 in, W = 2 in, and H = 12 in
Volume = 7.5×2×12 = 180 cubic inches
Surface area = 2(L×B+B×H+H×L)
= 2(7.5×2+2×12+12×7.5)
= 2(15+24+90)
= 258 square inches
Cost for this cereal box = 258×0.05 = $12.9
For the second cereal box:
[tex]\rm Volume = \frac{1}{3} bh[/tex]
b is the area and h, is the height of the pyramid.
b = 8×6 = 48 square inches, h = 12 inches
[tex]\rm Volume = \frac{1}{3} \times48\times12[/tex]
Volume = 192 cubic inches
[tex]\rm Surface \ area = b+\frac{1}{2} ps[/tex]
p is the perimeter of the base = 2(8+6) = 28 in
Slant height s = 12.6 in
[tex]\rm Surface \ area = 48+\frac{1}{2} (28)(12.6)[/tex] = 224.4 square inches
Cost of this cereal box = 224.2×0.05 = $11.22
For the third box:
Volume = πr²h
r = 2.5 in and h = 12 in
Volume = π(2.5)²(12) = 235.61 cubic inches
Surface area = 2πr(h+r) = 2π(2.5)(12+2.5) = 227.76 square inches
Cost of this cereal box = 227.76×0.05 = $11.38
Thus, for the first box the volume, surface area, and cost of materials are 180 cubic inches, 258 square inches, and $12.9, for the second box 192 cubic inches, 224.4 square inches, and $11.22 for the third box 235.61 cubic inches, 227.76 square inches, and $11.38.
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Please look at the picture for the answer options.
Is the mean age at which American children first read now equal to four years? If the population of all American children has a mean age of 4 years until they begin to read, which of the following null and alternative hypotheses would be tested to answer this question?
The null hypothesis (H0): μ = 4 and alternative hypothesis (Ha): μ ≠ 4. The correct option is C.
The null hypothesis states that the mean age at which American children first read is equal to 4 years. The alternative hypothesis states that the mean age is not equal to 4 years.
In this case, the researcher is interested in whether the mean age has changed from 4 years. Therefore, the alternative hypothesis is two-tailed, meaning that the mean age could be either greater than or less than 4 years.
The null hypothesis is always tested against the alternative hypothesis. If the null hypothesis is rejected, then the researcher can conclude that there is evidence to support the alternative hypothesis. In this case, if the null hypothesis is rejected, then the researcher can conclude that the mean age at which American children first read has changed from 4 years.(Option-c)
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Recall: Sampling Distributions Consider any population. Then for any n ,the sampling distribution of the sample mean will have mean Mg = Hy and standard deviation of a Consider a population that is N(Hz, Ox). Then for any n, the sampling distribution of the sample mean is normally distributed with mean Hz = Hly and standard deviation of x • . Central Limit Theorem (CLT): Consider any population with mean My and standard deviation Oy. Then for n large (n 2 30), the sampling distribution of the sample mean is approximately normal with mean Hz = Hly and standard deviation ох x √n = 3. 1) A company making electronic equipment experiences a production stoppage on average of one time per month. Assume the number of stoppages per month can be modeled according to a random variable X- ~ POIS (1) a) Complete the following table for this random variable. PARAMETERS Notation Numerical Value Mean Variance Standard Deviation
The Poisson distribution with a parameter λ = 1 accurately models the production stoppages, where on average, the company experiences one stoppage per month with a relatively small amount of variability.
The scenario describes a company's production stoppages, which can be modeled using a Poisson distribution with a parameter (mean) of λ = 1. In a Poisson distribution, the mean, variance, and standard deviation are all equal.
The mean (μ) represents the average number of stoppages per month, which in this case is 1. This means that, on average, the company experiences one production stoppage per month.
The variance (σ^2) also has a value of 1 in a Poisson distribution. It measures the spread or variability of the data around the mean. In this case, the variance of 1 indicates that there is some fluctuation in the number of stoppages, but it is relatively small.
The standard deviation (σ) is equal to the square root of the variance, which is also 1 in this scenario. It represents the average amount of deviation from the mean. A standard deviation of 1 suggests that most of the observations will be within one unit of the mean.
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331 student went on a field trip. Six bises were filled and 7 students traveled in cars. How many students were in each bus?
Answer:
54 students
Step-by-step explanation:
if 7 of 331 students did not go on buses then 331 - 7 = 324 went on buses.
324 divided by 6 = 54 students
Slove the system of linear equations by graphing y=-x+7 y=x-1
Answer:
no
Step-by-step explanation:
Three friends shared one-fourth of a large pizza equally among themselves. Enter the fraction of a pizza that each person gets.
Answer: 1/12
Step-by-step explanation:
Consider the function f(x) = 25 - x ^ 2
(a) Use a Riemann sum to estimate the area under the graph of between x = - 3 and x = 5 Divide the interval [-3, 5] into 4 subintervals each of the same length by using left-hand and midpoint approximation. Sketch the 4 rectangles that approximates the area under the curve.
(b) Use the limit of a Riemann sum to find the exact area of the region between the curve
y= f(x) and the x-axis on the interval [-3,5].
(a) The area under the curve is 154 square units.
(b) The exact area of the region between the curve y= f(x) and the x-axis is (118 / 3) square units.
(a) The given function is f(x) = 25 - x² .
We need to estimate the area under the graph between x = - 3 and x = 5 by dividing the interval [-3, 5] into 4 subintervals each of the same length by using left-hand and midpoint approximation and sketch the 4 rectangles that approximates the area under the curve.
The width of each rectangle is given by Δx, where Δx = (b - a) / n = (5 - (-3)) / 4 = 2.
The height of each rectangle is determined by either left-hand approximation or midpoint approximation.
1. Left-hand approximation: In the left-hand approximation method, the height of each rectangle is taken from the left endpoint of each subinterval. We have:
Left endpoint of the 1st subinterval is x₁ = -3 Left endpoint of the 2nd subinterval is x₂ = -1 Left endpoint of the 3rd subinterval is x₃ = 1 Left endpoint of the 4th subinterval is x₄ = 3
Thus, the heights of the four rectangles are: f(x₁) = f(-3) = 16f(x₂) = f(-1) = 24f(x₃) = f(1) = 24f(x₄) = f(3) = 16
We sketch the four rectangles as follows:
The total area of the four rectangles is the sum of the individual areas of the rectangles.
We have: Area ≈ [f(-3) + f(-1) + f(1) + f(3)] Δx= [16 + 24 + 24 + 16] × 2= 80 square units.2.
Midpoint approximation: In the midpoint approximation method, the height of each rectangle is taken from the midpoint of each subinterval.
We have: Midpoint of the 1st subinterval is x₁* = -2 Midpoint of the 2nd subinterval is x₂* = 0 Midpoint of the 3rd subinterval is x₃* = 2 Midpoint of the 4th subinterval is x₄* = 4
Thus, the heights of the four rectangles are: f(x₁*) = f(-2) = 21f(x₂*) = f(0) = 25f(x₃*) = f(2) = 21f(x₄*) = f(4) = 9
We sketch the four rectangles as follows:
The total area of the four rectangles is the sum of the individual areas of the rectangles.
We have:
Area ≈ [f(-2) + f(0) + f(2) + f(4)] Δx= [21 + 25 + 21 + 9] × 2= 154 square units.
(b) The exact area of the region between the curve y = f(x) and the x-axis on the interval [-3, 5] is given by the limit of a Riemann sum as the number of subintervals n approaches infinity.
We have:
Area = ∫[(-3, 5)] f(x) dx= ∫[-3, 5] (25 - x²) dx
= [25x - (x³ / 3)]|[-3, 5]
= [125 - (125 / 3)] - [-75 + (27 / 3)]
= (100 / 3) + (18 / 3)
= (118 / 3) square units.
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Who is taller: Randall who stands 68 inches tall or Javier who stands 6 feet tall?
Explain your reasoning. Use the sentence frames below to help you.
Note: 1 foot is equal to 12 inches.
Answer: javier is taller
Step-by-step explanation:
68inches=5' 8"
-3(w+1)+8(w-3)=-5w+9+6w
PLEASE HURRY AND ANSWER
How many books recommended by the book reading club would you actually buy? Which book was first recommended to be read by the book club during the summer break? Who wrote a statistical question and why?
Answer:
7
Step-by-step explanation:
njshhtb jahhhdvjsjjbvgshh shhkakhgsv jjjjgfe