PLEASE HELP ASAP, I WILL GIVE 40 POINTS IF THE RIGHT ANSWER, AND BRAINLEST, ASAP

Applying the subtraction property of equality, the number that belongs in the green box is of 9.

When we subtract an amount from one side of the equality, the same amount has to be subtracted from the other side of the equality.

In this problem, we have that;

Thus, the number that belongs in the green box is of 9.

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Answer:

36.66

Step-by-step explanation:

Basically you just find the tip 4.782 and add it to 31.88 the total. 36.662 and then round to to get 36.66.

Answer:

36.66

Step-by-step explanation:

Basically you just find the tip 4.782 and add it to 31.88 the total. 36.662 and then round to to get 36.66.

The hypotheses for the test are H₀: σ₁² = σ₂² and H₁: σ₁² ≠ σ₂². This is a two-tailed test to assess if there is a difference in the standard deviations of sound levels between the areas designated as "casualty doors" and operating theaters. The claim being investigated is whether or not there is a difference in the standard deviations.

The hypotheses for the test are:

H₀: σ₁² = σ₂² (There is no difference in the standard deviations of the sound levels between the areas designated as "casualty doors" and operating theaters.)

H₁: σ₁² ≠ σ₂² (There is a difference in the standard deviations of the sound levels between the areas designated as "casualty doors" and operating theaters.)

This hypothesis test is a two-tailed test because the alternative hypothesis is not specifying a direction of difference.

To substantiate the claim that there is a difference in the standard deviations, we will conduct a two-sample F-test at a significance level of 0.10, comparing the variances of the two groups.

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Coating the seed typically improves seed quality and germination rates, so the same seeding rate can be maintained even with coated seed.

To convert mass-based seeding rates to population-based establishment rates, we need to consider the area conversion factors provided:

a. Given a seeding rate of 60 lbs/acre for cereal rye, we can convert it to seeds per square foot by using the conversion factor of 1 acre = 43,560 square feet.

b. Given a seeding rate of 15 kg/ha for crimson clover, we can convert it to seeds per square meter using the conversion factor of 1 hectare = 10,000 square meters.

To convert population-based seeding rates to mass-based seeding rates, we can use the given area conversion factors:

a. Given a seeding rate of 30 plants/square foot for oats, we can convert it to pounds of seed per acre.

b. Given a seeding rate of 20 plants/square meter for hairy vetch, we can convert it to kilograms of seed per hectare.

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The highway accident evidence to reject the null hypothesis that the population proportion is equal to 77%.

No, these data do not indicate that the population proportion of driver fatalities related to alcohol is less than 77% in Kit Carson County.

The sample proportion of 15 out of 27 is 56.25%, which is not significantly different from the population proportion of 77%.

The p value for this test is 0.788, which is greater than the alpha level of 0.01.

The p value of this test indicates that the sample proportion of 15 out of 27 (56.25%) is not significantly different from the population proportion of 77%.

This means that there is not enough evidence to reject the null hypothesis that the population proportion is equal to 77%.

The p value of 0.788 is greater than the alpha level of 0.01, meaning that the results of this test are not statistically significant enough to support the alternative hypothesis that the population proportion is less than 77%.

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Answer:

it would take 63 weeks to save that much money

Step-by-step explanation:

divide 25 by 9 and get 2.7 then multiply 2.7 by 63 to get 175

Answer:

Simple interest formula

#1

18 months = 1.5 years

The difference in the amount of interest:

#2

#3

#4

Answer:

one unit

Step-by-step explanation:

the best way to visual this is to convert the standard form equations into slope form (y = mx + b), and compare the y-intercepts

2x + 4y = 8

4y = -2x + 8

y = (-2/4)x + 2

y = (-1/2)x + 2

3x + 6y = 18

6y = -3x + 18

y = (-3/6)x + 3

y = (-1/2)x + 3

since 2 and 3 are only one unit away, the distance is one unit.

Answer:

1/10

Step-by-step explanation:

630/6300 = 0.1

0.1*100 = 10

10% a.k.a 1/10

Hope this helped!

The values of x that are solutions to the equation 10x²-64 36+6x² are x = 5, x = -5, x = -10, and x = 10.

Equation is a statement of equality between two expressions that states that they have the same value. Equations can be used to solve problems, model real world situations and describe relationships between different quantities. Equations can be expressed in many different forms, such as linear equations, quadratic equations, exponential equations and more. Equations are a powerful tool for understanding and describing the world around us.

The solutions to the equation 10x²-64 36+6x² are B. x = 5, C. x = -5, E. x=-10, and F. x= 10. These values represent the x-coordinates of the points in which the equation cuts the x-axis. The equation does not have a solution for x= -√√5 or x = √√√5, so these answers are incorrect.

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Answer:

n = 45

Step-by-step explanation:

Step 1: Cross-multiply.

Step 2: Divide both sides by 11.

it's,

HHH, TTT, HTT

Step-by-step explanation:

If 3 coins are tossed, then the possible sample space can be : HHH, HHT, HTH, THH, TTH, THT, HTT, TTT

where H=heads,T=tails

 hi!

lets try and further analyze this.

The integer -2 would be graphed directly on the "-2" point on the line. also marking positive 2 (2) as for that's its opposite. Positive 3 (3) would be marked on the 3 and so would -3. Then -5 and positive 5 (5) and lastly -1 and positive 1 (1).

hope this helps!

side note: for actually graphing the point just use a filled in dot indicating where you mark it.

There is no elementary matrix e such that ea = b for this pair of matrices.

To find an elementary matrix e such that ea = b, we need to perform the same elementary row operation on a that was performed on the identity matrix to obtain e. We can then multiply e by a to obtain b.

1. a = [1 3; 2 4], b = [4 10; 2 4]

To get from the identity matrix to a, we need to subtract 2 times the first row from the second row. The elementary matrix e is therefore:

e = [1 0; -2 1]

We can check that ea = b:

e * a = [1 0; -2 1] * [1 3; 2 4] = [1 -3; 0 -2]

ea = [1 -3; 0 -2] = b

2. a = [2 1; 3 2], b = [4 3; 5 3]

To get from the identity matrix to a, we need to subtract 3 times the first row from the second row. The elementary matrix e is therefore:

e = [1 0; -3 1]

We can check that ea = b:

e * a = [1 0; -3 1] * [2 1; 3 2] = [2 1; 0 1]

ea = [2 1; 0 1] = b

3. a = [1 0; 0 -1], b = [-1 0; 0 1]

To get from the identity matrix to a, we need to multiply the second row by -1. The elementary matrix e is therefore:

e = [1 0; 0 -1]

We can check that ea = b:

e * a = [1 0; 0 -1] * [1 0; 0 -1] = [1 0; 0 1]

ea = [1 0; 0 1] ≠ b, so there is no elementary matrix e such that ea = b for this pair of matrices.

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Answer: 43:100

Step-by-step explanation:

Percentage of bicycles that are blue = 32%

Percentage of bicycles that are red = 25%

Percentage of bicycles that are green = 25%

Percentage of bicycles that are black = 18%

Percentage of bicycles that are red or black = 25% + 18% = 43%

Therefore, 43% will be written in ratio form as 43:100

By using volume of right circular cone, we find that the height of the pile is increasing at a rate of approximately 0.128 feet per minute when the pile is 25 feet high.

Let's begin by recalling the formula for the volume of right circular cone:

V = (1/3)πr^2h

where r is the radius of the base and h is the height of the cone.

Since the pile is being formed at a rate of 20 cubic feet per minute, we can say that:

dV/dt = 20

We want to find dh/dt, the rate at which the height of the pile is increasing when the pile is 25 feet high.

To relate dh/dt to dV/dt, we need to find a relationship between h, r, and V. Since we know that the base diameter and height are always the same, we can say that the radius of the base is equal to half the height, or r = h/2.

Substituting this expression for r into the formula for V, we get:

V = (1/3)π(h/2)^2h = (1/12)πh^3

Taking the derivative of both sides with respect to time, we get:

dV/dt = (1/4)πh^2dh/dt

Substituting dV/dt = 20 and h = 25, we can solve for dh/dt:

20 = (1/4)π(25)^2dh/dt

dh/dt = 20 / [(1/4)π(25)^2]

dh/dt ≈ 0.128 feet per minute

Therefore, the height of the pile is approximately 0.128 feet per minute.

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Answer:

x ≤ -15

x ≥ -8

Step-by-step explanation:

filled line is either ≤ or ≥

≤ - line to the left

≥ - line to the right

An arithmetic sequence calculator is a tool or program that can be used to find the terms of an arithmetic sequence, given the first term and the common difference. The "nth term" of an arithmetic sequence refers to the term in the sequence that is in the nth position.

An arithmetic sequence calculator is a tool or program that can be used to find the terms of an arithmetic sequence, given the first term and the common difference. The common difference is the value that is added to each term in the sequence to obtain the next term. Given these two values, the calculator can generate the entire sequence of terms. Some calculators may also be able to find the first term and common difference from a given set of terms, as well as other properties of an arithmetic sequence, such as the sum of the terms, the nth term, etc. The "nth term" of an arithmetic sequence refers to the term in the sequence that is in the nth position. In other words, it is the term that corresponds to the number n in the sequence. The nth term can be calculated using the formula for the nth term of an arithmetic sequence, which is given by: a_n = a_1 + (n-1)d. where a_1 is the first term of the sequence, d is the common difference, and n is the position of the term that we want to find. For example, if the first term of an arithmetic sequence is 3, and the common difference is 2, then the nth term can be found by plugging in the values of a_1, d, and n into the formula.

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Complete Question

What is Arithmetic sequences calculator and what is nth term?

Answer:

No because opinions and social values may lead to bis

Step-by-step explanation:

Answer:

the answer is B

Step-by-step explanation:

The correct statements are:

The area of the whole pie is 78.5 in.² (true)

The problem is asking for the area of a fractional piece of the pie (true)

The solution is 68.7 in.² (true)

To find the area of the pie that is left after Adrianna cuts and eats a slice, we first need to calculate the area of the whole pie.

The formula for the area of a circle is A = πr², where A represents the area and r is the radius. Given that the diameter of the pie is 10 inches, the radius is half of that, which is 5 inches.

Substituting the values into the formula, we have:

A = 3.14 * (5 inches)²

≈ 3.14 * 25 square inches

≈ 78.5 square inches

Therefore, the area of the whole pie is 78.5 square inches.

Since Adrianna cuts the pie into 8 equal slices, each slice represents 1/8th of the whole pie.

To find the area of one slice, we divide the total area by the number of slices:

Area of one slice = (78.5 square inches) / 8

≈ 9.8 square inches

Therefore, the area of one slice of the pie is approximately 9.8 square inches.

Since Adrianna eats one slice, we subtract the area of one slice from the total area of the pie to find the remaining area:

Remaining area = Total area - Area of one slice

= 78.5 square inches - 9.8 square inches

≈ 68.7 square inches

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Marshall is wondering whether he can participate in the LLP again next year. The statement that is true is "He can participate in the LLP again, but only to the extent that his existing LLP balance is less than $20,000.

The Lifelong Learning Plan is a program that helps Canadian residents finance their post-secondary education through their registered retirement savings plans (RRSP). If an individual is attending school full-time, they can withdraw up to $10,000 a year from their RRSP under the program, or up to $20,000 in total. There are certain rules that must be followed by an individual participating in the LLP. For example, withdrawals must be made within four years of enrolling in an eligible educational program, and repayments must begin within the same period.

Here are the statements: Provided he repays his LLP balance in full by the end of this year, Marshall can participate in the LLP again next year.Marshall can only participate in the LLP once over his lifetime. However, his wife can make a LLP withdrawal from her RRSP on his behalf. He can participate in the LLP again, but only to the extent that his existing LLP balance is less than $20,000. He can only participate in the LLP a second time if he repays his LLP balance in full and waits 5 years before he returns to school.The correct statement is: He can participate in the LLP again, but only to the extent that his existing LLP balance is less than $20,000.

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The values of a, h and k on the function are given as follows:

The meaning of the transformations is given as follows:

A translation happens when either a figure or a function is moved horizontally or vertically on the coordinate plane.

The four translation rules for functions are defined as follows:

The parent function in this problem is given as follows:

y = 1/x.

Hence the meaning of the transformations is given as follows:

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Age will be 40 years old.

R, in beats per minute, can be approximated by the formulas, where a represents the person's age.

where R= 143 - 0.65a for women.... (1)

and R= 165 - 0.75a for men,..... (2)

So by implementing these two equation we get a = 40

If the sum of ages is X and Y, and the ratio of their ages is p:q, then the age of Y can be calculated using the formula shown below: Y's age = Y's ratio/Sum of ratios x sum of ages The age dependency ratio is the ratio of dependents (people under the age of 15 or over the age of 64) to the working-age population (people between the ages of 15 and 64). The proportion of dependents per 100 working-age population is shown in the data.

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Answer:

To multiply the mixed numbers 1 3/4 and 2 1/2, you can convert them to improper fractions, then multiply the numerators and denominators. Here's the step-by-step process:

1 3/4 = (4 * 1 + 3) / 4 = 7/4

2 1/2 = (2 * 2 + 1) / 2 = 5/2

Now, multiply the numerators and denominators:

(7/4) * (5/2) = (7 * 5) / (4 * 2) = 35/8

Therefore, 1 3/4 multiplied by 2 1/2 is equal to the simplified fraction 35/8.

Answer:

y = 4/3 x + 10

Step-by-step explanation:

gradient of perdicular line 4/3

equation of the line will be y = 4/3 x + 10

Jerry's cost of going to college is $29,000.

Jerry's cost of going to college is $29,000. The cost of going to college is a major concern for many students. As a result, making a sound financial plan is essential when considering post-secondary education. It is important to weigh the costs of going to college against the benefits of obtaining a degree. Jerry has to make a choice between going to college or working in a store. If he chooses to go to college, he will have to spend $15,000 on tuition, $12,000 on room and board, and $2,000 on books. Therefore, his total cost of attending college is

$29,000 ($15,000 + $12,000 + $2,000).

If he decides not to go to college, Jerry will earn $27,000 by working in a store and spend $10,000 on room and board. By adding up his earnings and expenses, he will have a total of

$17,000 ($27,000 - $10,000)

In this case, it is less expensive for Jerry not to go to college. He will have $12,000 more in his pocket ($17,000 - $29,000) if he does not go to college. Therefore, Jerry's cost of going to college is $29,000.

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Thus the probability that a randomly selected woman from this university is 67.5 inches or taller is 0.16

Let x be the height of the woman. Mean height of women μ = 65 inches

Standard deviation σ = 2.5 inches

By theorem if X ~ N( 65 , 2.5² )

then normal distribution Z = X - μ / σ ~ N(0,1)

68% of women have a height that falls within 1 standard deviation of the mean. That is P ( 62.5 ≤X ≤ 67.5) = 0.68

From symmetry and using probability, we can find the area under the bell-shaped curve for this interval. This area to the right of 67.5 under the bell-shaped curve ultimately gives us that the probability a randomly selected woman from the university is 67.5 inches or taller. This probability = 0.16

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