help i will mark brainliest if u help me :))) i think i got the first part but the second one im not sure about and tell me if i got the first part wrong

Answer:

1/10

Step-by-step

Answer:

14

Step-by-step explanation:

2+7+5

Answer:

14 total marbles.

Step-by-step explanation:

I'm pretty sure we are supposed to use addition, so

2 red marbles + 7 blue marbles + 5 green marbles = 14 marbles

Hope this helps!

A sphere thrown upward at a 45-degree angle to the horizontal in a classroom elastically bounces off the ceiling while still rising

At time t = 0, a sphere is launched with an initial velocity at a 45-degree angle to the horizontal in a classroom. The sphere follows a parabolic trajectory as it rises due to the upward component of its initial velocity and experiences the downward pull of gravity. While the sphere is still ascending, it reaches the ceiling and collides with it.

During the elastic collision, the sphere's motion is reversed. It rebounds off the ceiling, changing its direction but maintaining its kinetic energy. As a result, the sphere starts descending with the same speed it had before the collision but in the opposite direction. The angle of descent will also be 45 degrees to the horizontal, mirroring the angle of the initial launch.

Throughout the entire process, neglecting air resistance, the total mechanical energy of the sphere is conserved since the collision with the ceiling is elastic.

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The required demand function for the marginal revenue function is P = 0.02x² - 0.025x.

Marginal Revenue is the revenue that is gained from the sale of an additional unit. It is the revenue that a company can generate for each additional unit sold; there is a marginal cost attached to it, which must be accounted for.

The marginal revenue function, find the demand capability is P = 0.02x² - 0.025x + 138 when R'(x) = 0.06x² - 0.05x + 138 .

Considering that,

We need to find for the peripheral income capability, find the interest capability.

Recollect that the pay is zero assuming no things are sold:

R'(x) = 0.06x² - 0.05x + 138

p(x) is what.

That's what we know,

MR = dTR/dx = 0.06x² - 0.05x + 138

Incorporating the marginal revenue function , we get complete income capability,

MR = TR

= (0.06x²⁺¹)/(2+1) - (0.05x¹⁺¹)/(1+1) + 138x

= (0.06x³)/3 - (0.05x²)/2 + 138 x

TR = 0.02 x³ - 0.025 x² + 138 x

TR = (P)(Q) = (P)(x) = 0.02 x³ - 0.025 x² + 138 x

P = ( 0.02 x³ - 0.025 x² + 138 x)/x

P = 0.02x² - 0.025x + 138

In this manner, The marginal revenue function, find the interest capability is P = 0.02x² - 0.025x + 138 when R'(x) = 0.06x² - 0.05x + 138 .

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The level of measurement for the data collected in the study, which is "annual income", is Ratio.

Ratio measurements have a true zero point, which means that they can be compared using ratios. For example, if one person's annual income is $50,000 and another person's annual income is $100,000, we can say that the second person's income is twice as much as the first person's income.

This type of measurement is the most precise and is used for variables such as annual income, height, weight, and time. Considering this, we can state that the correct answer to the question is: ratio.

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Answer:

Side-Angle-Side

Explanation:

In the two triangles:

• Side: ,AB is congruent to EF (side length 1.4).

• Angle: ,B is congruent to F (angle 107.9 degrees).

• Side: ,BC is congruent to FG (side length 2.2).

Therefore, triangle ABC is congruent to triangle EFG by the Side-Angle-Side congruence postulate.

Answer:

20 Yellow Counters

Step-by-step explanation:

You can see the clues with how the ratio changes.

To change from (1:4) => (5:1) is not because any were taken away from the value that is the Yellow counters, it is purely because the amount added to the blue counters was so large that they simply simplified the ratio.

The real value of the ratio if reverted back to it's original state would be:

=> (20:4)

95 blue counters is equivalent to 19 in the ratio. We know this because it increased from 1 to 20.

95/19 => 5

Each Ratio in the original one presented is equal to 5.

5 * 4 = 20 Yellow Counters

Answer:

sorry I don't Know ·ω·

Step-by-step explanation:

An equation in slope-intercept form of the line that passes through (-3, 2) and (-2, - 5) is: C. y = -7x - 19.

In Mathematics and Geometry, the point-slope form of a straight line can be calculated by using the following mathematical equation:

y - y₁ = m(x - x₁)

Where:

First of all, we would determine the slope of this line;

Slope (m) = (y₂ - y₁)/(x₂ - x₁)

Slope (m) = (-5 - 2)/(-2 + 3)

Slope (m) = -7/1

Slope (m) = -7

At data point (-3, 2), a linear equation in slope-intercept form for this line can be calculated as follows:

y - y₁ = m(x - x₁)

y - 2 = -7(x + 3)

y = -7x - 21 + 2

y = -7x - 19

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To recap, as long as the sampling size is large enough, the distribution of the means will be essentially normal. This discovery is most likely the most important result offered in beginning statistics courses. It is known technically as the Theorem of Central Limits.

When we use sample means to establish inferences about a population mean, we will repeatedly rely on the Central Limit Theorem. We now know that we can do it even if the population distribution is not regular.

How large a sample size do we need to assume that group means will be normally distributed? As we showed in the simulation, it all depends on the population demographics. The general rule

Generally, samples of size 30 or higher will have a fairly normal distribution, regardless of the shape of the variable's distribution in the population.

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Answer:

75%

Step-by-step explanation:

minimum data point to 1st quartile contains 25% of data

1st quartile to median contains 50% of data

median to 3rd quartile contains 75% of data

3rd quartile to maximum data point represents all of the data

Given the expression;

We can find the solution by simplifying the expression and factorizing the simplified expression to get the solutions.

We then factorize the quadratic expression above;

Therefore the solutions would give;

ANSWER: X=1 gives yes, x=-4 gives yes, the rest gives no

Answer:

g'(0) = 0

General Formulas and Concepts:

Pre-Algebra

Order of Operations: BPEMDAS

Algebra I

Pre-Calculus

Calculus

Step-by-step explanation:

Step 1: Define

g(x) = 8 - 10cos(x)

x = 0

Step 2: Differentiate

Step 3: Evaluate

Answer:   cot x

Step-by-step explanation:

(sec x + csc x)(sin x + cos x) - 2 - tan x          >simplify to sin/cos

\(=(\frac{1}{cos x } +\frac{1}{sin x}) (sin x + cosx) -2-\frac{sinx}{cosx}\)           >find common denominator

                                                                       for first parenthesis

\(=(\frac{sinx+cosx}{sin xcos x }) (sin x + cosx) -2-\frac{sinx}{cosx}\)              >Multiply the first 2

                                                                            parenthesis

\(=(\frac{sin^{2} x+2sin x cos x+cos^{2} x}{sin xcos x }) -2-\frac{sinx}{cosx}\)                 >Use identity sin²x+cos²x=1

\(=(\frac{1 +2sin x cos x}{sin xcos x }) -2-\frac{sinx}{cosx}\)                                >Combine all fractions with

                                                                          common denominator

\(=\frac{1 +2sin x cos x-2sinxcosx -sin^{2}x }{sin xcos x }\)                             >Simplify

\(=\frac{1 -sin^{2}x }{sin xcos x }\)                                                          >Use identity sin²x=1-cos²x

\(=\frac{1 -(1-cos^{2}x) }{sin xcos x }\)                                                     >Distribute negative

\(=\frac{1 -1+cos^{2}x }{sin xcos x }\)                                                        >simplify 1-1

\(=\frac{cos^{2}x }{sin xcos x }\)                                                           >simplify cos/cos

\(=\frac{cosx }{sin x }\)                                                                 >Use identity cot=cos/sin

= cot x

Answer:

Option B, cotangent x or cot x

Step-by-step explanation:

First, I set up some shorthand based how each trig function operates in order to set up some conversion factors. You can also use trig identities if you are more familiar with those as the other answer suggests. That way is easier but it requires you to know the trig identities. If not, using the basic principles from angles of a right triangle can help:
Sine of x is the opposite leg over hypotenuse so we say S = O / H
Cosine of x is adjacent leg over hypotenuse so we say C = A / H
Tangent of x is opposite over hypotenuse so T = O / A
Cosecant of x is hypotenuse over opposite so csc = H / O
Secant of x is hypotenuse over adjacent so sec = H / A
Cotangent of x is adjacent over opposite so cot = A / O

For this first portion we are going to not think about the - 2 - tan x portion of the equation because we must FOIL the first part.

(sec x + csc x)(sin x + cos x)
FOIL stands for First, Outsides, Insides, and Lasts, marking what terms are multiply together in order to make an equation so:
Firsts: sec (sin x)
Outsides: sec (cos x)
Insides: csc (sin x)
Lasts csc (cos x)

So the new equation is:
sec (sin x) + sec (cos x) + csc (sin x) + csc (cos x)

Now we use our conversion factors to change each multiplication set:
\(\frac{H}{A}(\frac{O}{H}) + \frac{H}{A} (\frac{A}{H}) + \frac{H}{O}(\frac{O}{H}) + \frac{H}{O}(\frac{A}{H})\)
Use your knowledge of multiplying fractions and how variables in the numerator and denominator can cancel each other out. You simplify to:
\(\frac{O}{A} + 1 + 1 + \frac{A}{O}\)
Now use the conversion factors again to convert what is left into trig functions. O / A is tan x. A / O is cot x.

tan x + 2 + cot x.

NOW, bring back the portion we neglected earlier, simplify and solve.
tan x + 2 + cot x - 2 - tan x
tan x - tan x + 2 - 2 + cot x
0 + 0 + cot x
0 + cot x
cot x, option B

The equation of the parabola is x² - 8x + 16 = 0

To find the equation of the parabola with focus (4, -3) and directrix y = -3, we can use the definition of a parabola.

A parabola is the set of all points that are equidistant to the focus and the directrix.

The distance from a point (x, y) to the directrix y = -3 is simply the vertical distance between the point and the line, which is |y - (-3)| = |y + 3|.

The distance from a point (x, y) to the focus (4, -3) can be found using the distance formula:

d = √[(x - 4)² + (y + 3)²]

Since the point is equidistant to the focus and the directrix, we have:

d = |y + 3|

Squaring both sides, we get:

(x - 4)² + (y + 3)² = (y + 3)²

Simplifying, we get:

(x - 4)² = 0

Thus, the equation of the parabola is simply:

x² - 4x - 4x + 16 = 0

x² - 8x + 16 = 0

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Answer:

(-1.5, 1)

Step-by-step explanation:

3x - 3y = -7.5

x + 2y = 0.5

Use system of equations to eliminate variable (In this case, it'll be substitution.)

x = -2y + 0.5

3x - 3y = -7.5

Substitute the first equation in for x

3(-2y + 0.5) - 3y = -7.5

-6y + 1.5 - 3y = -7.5

-9y + 1.5 = -7.5

-9y = -9

y = 1

Substitute y in for one of the equations to get x

x + 2y = 0.5

x + 2 = 0.5

x = -1.5

(-1.5, 1)

\(A^{(-1)\) exists and is unique, x is also unique. Therefore, the equation ax=b has a unique solution.

a collection of numbers lined up in rows and columns to form a rectangular array is called a matrix. The elements, or entries, of the matrix are the integers. In addition to numerous mathematical disciplines, matrices find extensive use in the fields of engineering, physics, economics, and statistics.

True.

Since the matrix A is invertible, it has a unique inverse denoted by \(A^{(-1)}\). Therefore, we can solve the equation ax=b as follows:

\(ax = b\)

\(A^{(-1)} ax = A^{(-1)} b\\Ix = A^{(-1)} b\\x = A^{(-1)} b\)

∵ x is unique.

As a result, there is only one solution to the equation ax=b.

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T test is used to compute the confidence interval, when the mean and standard deviation is given.

What is Standard Deviation?

The standard deviation is a statistic that expresses how much variation or dispersion there is in a set of values. While a high standard deviation suggests that the values are dispersed over a wider range, a low standard deviation suggests that the values tend to be very close to the set mean. The lower case Greek letter (sigma), again for population standard deviation, or even the Latin letter s, again for sample standard deviation, are most frequently used in mathematical texts and equations to represent standard deviation. Standard deviation may be abbreviated as SD. A random variable, specimen, statistical population, data set, as well as probability distribution's standard deviation is equal to the square root of its variance. When the number in a sample, sample mean and sample standard deviation is given, the test statistic that should be used when computing a confidence interval is t test

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When determining the size of a fact table, estimating the number of possible values for each dimension associated with the fact table is equivalent to: determining the number of possible values for each foreign key in the fact table.

The measures, metrics, or facts of a business process are contained in a fact table in data warehousing. In a star or snowflake schema, it sits in the middle, surrounded by dimension tables.

When several fact tables are employed, they are organized according to a fact constellation schema. The two types of columns that make up a fact table are typically those that hold facts and those that serve as a foreign key to dimension tables.

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The equation of line whose x-intercepts is 12 and y- intercept is 4 is

3x + y = 36.

According to the given question.

We have a equation of line.

ax + by = c.

Also, x-intercept is 12 and y intercept is 4.

As we know that,the x-intercept for any curve is the value of the x coordinate of the point where the graph cuts the x-axis and y coordinate is zero.

And, the y-intercept is the point where the graph intersects the y-axis and the x-coordinate is zero.

Therefore, we have two points (12, 0) and (0, 4).

So, the equation of line from the two point s(12, 0) and (0, 4) is given by

(  y - 0) = (4 - 0/0 - 12)(x -12)

⇒ y = 4/-12(x -12)

⇒ y = -3(x -12)

⇒ y = -3x + 36

⇒ 3x + y = 36

By comparing the given equation of line ax + by = c with the above equation we get

a = 3, b = 1 and c = 36.

Hnce, the equation of line whose x-intercepts is 12 and y- intercept is 4 is 3x + y = 36.

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Answer:

11z+ 13

Step-by-step explanation:

22z - 11z = 11z

11z+ 13

The first 3 terms of the sequence are 21, 24 and 29

From the question, we have the following parameters that can be used in our computation:

n² + 20

This means that

f(n) = n² + 20

The first 3 terms of the sequence is when n = 1, 2 and 3

So, we have

f(1) = 1² + 20 = 21

f(2) = 2² + 20 = 24

f(3) = 3² + 20 = 29

Hence, the first 3 terms of the sequence are 21, 24 and 29

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The degree measure of the largest interior angle of the given heptagon is 132.57 degrees.

The largest interior angle of the given heptagon. The degree measures of the interior angles of a heptagon are 7, with 7 sides or vertices, are $x, ~x, ~x-2, ~x-2, ~x+2, ~x+2,$ and $x+4$ degrees.

The sum of the degree measures of the interior angles of a polygon with n sides is given by $S = (n-2) \c dot 180^\circ$. The sum of the interior angles of a heptagon is given by $S = (7-2) \cdot 180^\circ = 900^\circ$.

The sum of the degree measures of the interior angles of the heptagon is equal to $x+x+x-2+x-2+x+2+x+2+x+4 = 7x+4$. To find the value of x, we will set this equation equal to the total sum of the interior angles:$7x+4 = 900^\circ$. Solving for x, we get$x = 128.57$

We may now substitute the value of x to get the degree measures of each of the angles in the heptagon:$x = 128.57^\circ$$x = 128.57^\circ$$x - 2 = 126.57^\circ$$x - 2 = 126.57^\circ$$x + 2 = 130.57^\circ$$x + 2 = 130.57^\circ$$x + 4 = 132.57^\circ$

To find the degree measure of the largest interior angle, we must look for the angle with the largest value. We can see that the largest angle measures $132.57^\circ$.

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Answer:

c

Step-by-step explanation:

because the real awnser is 57/4 but simpfly

Answer:

C) \(14\frac{1}{4}\)

explanation:

\(4\frac{5}{6} +4\frac{2}{3} +4\frac{3}{4} \\\\\frac{29}{6} +\frac{14}{3} +\frac{19}{4} \\\\\frac{58}{12} +\frac{56}{12} +\frac{57}{12} \\\\\frac{171}{12} \\\\14\frac{1}{4}\)

Answer:

150

Step-by-step explanation:

add 79+ 71 because you rounded to get that number then add :)

150

When estimating you just round off the numbers so, 78.9 becomes 79 and 71.2 becomes 71 so, 79 + 71 = 150.

Answer:

Step-by-step explanation:

okay i will answer but i dont see the question

Answer: x = 1

Step-by-step explanation: When we have this kind of setup, we want to put our variables together on one side of the equation and our numbers together on the other side of the equation.

So first, let's put our variables together on the left side

by subtracting 2x from both sides of the equation.

That gives us 3x + 9 = 12.

Now we can move our numbers to the right by

subtracting 9 from both sides and we get 3x = 3.

Now divide both sides by 3 and x = 1.

A class with n kids lines up for recess. The order in which the kids line up is random with each ordering being equally likely. Probability that Celia is at first in line is 1/n.

Probability refers to potential.

A random event's occurrence is the subject of this area of mathematics.

The range of the value is 0 to 1.

Probability of an event occurring is given by

P(E) = (No. of favourable outcomes)/ (No. of total outcomes)

Permutation: When the order of the arrangements counts, a permutation is a mathematical technique that establishes the total number of alternative arrangements in a collection.

Choosing only a few items from a collection of options in a specific sequence is a common task in arithmetic problems. Formula of permutation is given as

\(^{n}P_{r} = \frac{n !}{(n - r) !}\)

For finding probability of Celia at first position in class of n kids we will do permutation and then apply formula of probability.

Total ways of arranging n kids = n!

But is we fix Celia at first position then ways of arrangement will be (n - 1)!

\(P(E) = \frac{(n - 1)!}{n!} = \frac{1}{n}\)

n! = n (n - 1) (n - 2)

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A class with n kids lines up for recess. The order in which the kids line up is random with each ordering being equally likely. Probability that Celia is at first in line is 1/n.

Probability refers to potential.

A random event's occurrence is the subject of this area of mathematics.

The range of the value is 0 to 1.

Probability of an event occurring is given by

P(E) = (No. of favourable outcomes)/ (No. of total outcomes)

Permutation: When the order of the arrangements counts, a permutation is a mathematical technique that establishes the total number of alternative arrangements in a collection.

Choosing only a few items from a collection of options in a specific sequence is a common task in arithmetic problems. Formula of permutation is given as

\(^{n}P_{r} = \frac{n !}{(n - r) !}\)

For finding probability of Celia at first position in class of n kids we will do permutation and then apply formula of probability.

Total ways of arranging n kids = n!

But is we fix Celia at first position then ways of arrangement will be (n - 1)!

\(P(E) = \frac{(n - 1)!}{n!} = \frac{1}{n}\)

n! = n (n - 1) (n - 2)

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The difference between r and p. r represents the p represents the

Sample correlation coefficient.

Now, According to the question:

What is sample correlation coefficient?

The sample correlation coefficient (r) is a measure of the closeness of association of the points in a scatter plot to a linear regression line based on those points, as in the example above for accumulated saving over time

The sample correlation coefficient uses the sample covariance between variables and their sample standard deviations. The population correlation coefficient uses the population covariance between variables and their population standard deviations.

Hence, The correct answer is : Sample correlation coefficient.

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False, system requirements do not serve as benchmarks to measure the overall acceptability.

A system requirement is a configuration that depicts a system's ability or feature to satisfy the customers' genuine requirements.

It is regarded as a "must have" in a system for a software application to run effectively. If these conditions are not met, the system may experience installation and performance problems.

System needs are therefore seen as a requirement for pa systems to periodically access specific software. System requirements can't be used as a primary yardstick to gauge how desirable the finished system will be as a result.

Therefore, this claim is untrue.

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