please help! this is due my today and i don't understand it

Answer:

（0，-2）   （7，0）

Step-by-step explanation:

Answer:I think CBD

Step-by-step explanation:

Answer:

C. 72

Step-by-step explanation:

your are given the adjacent length of 2.4 cm and the hypotenuse of 7.8cm

so we know cos = adjacent/ hypotenuse

so to find the angle of cos you use the inverse of cos^-1(2.4/7.8)

after typing into calculator you should get about 72

Answer:

C

Step-by-step explanation:

cos(0)= Adjacent/Hypotenuse

cos(0)= n/p

cos(0)=2.4/7.8

cos(0)=4/13

(0)=cos‐¹(4/13)

(0)=72.07978686

(0)=72°

angle (0)= 72°

The balance in the fund at the end of 23 years, with monthly deposits of $1,150 and a 3.25% annual interest rate, is approximately $449,069.51. The amount of interest earned over the period is approximately $420,630.49.

a. The balance in the fund at the end of the 23-year period, considering a monthly deposit of $1,150 and an annual interest rate of 3.25% compounded annually, is approximately $449,069.51.

To calculate the balance, we can use the formula for compound interest:

A = P(1 + r/n)^(nt)

Where A is the accumulated balance, P is the monthly deposit, r is the annual interest rate, n is the number of compounding periods per year, and t is the number of years.

In this case, we have monthly deposits, so we need to convert the annual interest rate to a monthly rate:

Monthly interest rate = (1 + 0.0325)^(1/12) - 1 = 0.002683

Using this monthly interest rate, we can calculate the accumulated balance over the 23-year period:

A = 1150 * [(1 + 0.002683)^(12*23) - 1] / 0.002683 = $449,069.51

Therefore, the balance in the fund at the end of the 23-year period is approximately $449,069.51.

b. The amount of interest earned over the 23-year period can be calculated by subtracting the total deposits from the accumulated balance:

Interest earned = (Monthly deposit * Number of months * Number of years) - Accumulated balance

Interest earned = (1150 * 12 * 23) - 449069.51 = $420,630.49

Therefore, the amount of interest earned over the 23-year period is approximately $420,630.49.

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The coefficients of the transformed basis vectors in this linear combination are the components of the matrix product Ax. That is, [t a (x)]i = ai1x1 + ai2x2 + … + ainxn, where the aij are the entries of the transformation matrix A.

It would have been easier for me to assist you with your question if you had provided the specific instructions for exercises 19-20. Nevertheless, I will provide you with a general explanation of how to find t a (x) and express the answer in matrix form.

For a linear transformation, t a (x), the transformation of a vector x equals the product of the vector and a matrix. The matrix is called the transformation matrix. The transformation matrix is equal to the matrix formed by putting the transformed basis vectors in the columns.

For example, suppose you have the linear transformation, t a (x), and you want to find the transformation matrix of this linear transformation. You can find the matrix by performing the following steps:

Choose a basis for the domain vector space of the linear transformation t a (x). Let the basis vectors be e1, e2, …, en.Apply the linear transformation t a (x) to each basis vector. Let the transformed basis vectors be f1, f2, …, fn.

Form the matrix, A, by putting the transformed basis vectors in the columns. That is, A = [f1 f2 … fn].

The matrix A is the transformation matrix of the linear transformation t a (x).To express t a (x) in matrix form, multiply the matrix A by the vector x. That is, t a (x) = Ax.Note that if x is written as a linear combination of the basis vectors, x = c1e1 + c2e2 + … + cnen, then t a (x) can be written as a linear combination of the transformed basis vectors. That is,

t a (x) = c1f1 + c2f2 + … + cnfn.

The coefficients of the transformed basis vectors in this linear combination are the components of the matrix product Ax. That is, [t a (x)]i = ai1x1 + ai2x2 + … + ainxn, where the aij are the entries of the transformation matrix A.

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Answer:

x>-5

Step-by-step explanation:

divide by -2, but flip the sign because it's negative

x>-5

Answer:

X>-5

Step-by-step explanation:

\( - 2x < 10 \\ \)

Multiply by (-1) to get rid of - next to x, by doing so the "<" changes into ">"

\(2x > - 10 \\ x >- 10 \div 2 \\ x > - 5\)

The probability that the a point will fall on the red-shaded square to nearest hundredth is 0.56

A probability is a number that reflects the chance or likelihood that a particular event will occur. The certainty of an event is 1 which is equivalent to 100% in decimal.

Probability = sample space / total outcome

sample space = area of shaded part

total outcome = area of the whole shape.

area of the shaded part = 3×3 = 9

area of the whole shape = 4×4 = 16

Therefore the probability that a point will fall in the shaded area = 9/16

= 0.56( nearest hundredth)

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Answer:

0.56

Step-by-step explanation:

just got it right

Answer:

y = 5.64285714286

Step-by-step explanation:

4.2y - 5.2 = 18.5

4.2y  = 23.7

y = 5.64285714286

Answer:

46

Step-by-step explanation:

length x width x height

7 x 5 x 3

Answer: surface area = 142

Volume = 105

* make sure to add labels (units^2, etc.)

Step-by-step explanation:

Area = length x height

Volume = length x width x height

Answer:

(x-4)(x+11)

Step-by-step explanation:

(x-4)(x+11)

x^2-4x+11x-44

x^2+7x-44

Ding Dong!

The critical value using a significance level of 0.01 is equal to 2.797.

According to the question, the total number of observations is given by the formula

Total number of observations = n₁ + n₂, Also, n₁ = 13 and n₂ = 13 so

Total number of observations = 13+13 = 26

We know that the Degree of freedom is equal to two less than the total number of observations that is

26 - 2 = 24

=> Degree of Freedom = 24

If we use the t-distribution table, the critical value which is corresponding to 24 degrees of freedom and 0.01 significance level is equal to 2.797

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Complete Question:

An operations manager with General Motors corporate offices wishes to determine if the true mean productivity of employees at its Detroit, Michigan plant is different from its Opel/Vauxhall Plant in Bochum, Germany. For this analysis, productivity will be measured by the number of cars that employees assemble per day. Random samples of employees in Detroit and Bochum are selected, and the productivity scores at each assembly plant are recorded. The following results are obtained.

t-Test: Two-Sample Assuming Equal Variances

Detroit

Bochum

Mean

58.5

54.3

Variance

42

56

Observations

13

13

Pooled Variance

XX

Hypothesized Mean Difference

0

df

XX

t Stat

XXXXX

P(T<=t) one-tail

XXXXX

t Critical one-tail

XXXXX

P(T<=t) two-tail

XXXXX

t Critical two-tail

XXXXX

Using a significance level of 0.01, the critical value of the appropriate test statistic to conduct the test of hypothesis for the belief that there is a difference in the mean productivity is:

Answer:

deductive reasoning

Step-by-step explanation:

Nick is reasoning from one or more statements to reach a logical conclusion.

1. m=9.9

2. n=0.09

3. x=11.¯1

4.sorry the last one I'm not sure

Isolate the variable by dividing each side by factors that don't contain the variable.

Answer: 0.6 espero haberte ayuado

Step-by-step explanation:

Answer:

The radius of the water bottle is 2.25 cm

Step-by-step explanation:

The water bottle is said to be cylindrical, so its volume can be expressed as the volume of a cylinder.

Volume of a cylinder V = πr^2 h

Where;

h = height

r = radius

Making the radius the subject of formula;

r^2 = V/πh

r = √(V/πh)

Given:

Volume V = 121 cm^3

height h = 7.6 cm

π = 3.14

Substituting the given values;

r = √(121/(3.14×7.6))

r = 2.25 cm

The radius of the water bottle is 2.25 cm

Gabriella skied for 6 hours, Let x be the number of hours that Gabriella skied. We know that she paid $35 for ski rental and $15 per hour for skiing,

for a total of $95. We can set up the following equation to represent this information:

35 + 15x = 95

Solving for x, we get:

15x = 60

x = 4

Therefore, Gabriella skied for 6 hours.

Here is a more detailed explanation of how to solve the equation:

Subtract $35 from both sides of the equation.

15x = 60

15x - 35 = 60 - 35

15x = 25

Divide both sides of the equation by 15.

15x = 25

x = 25 / 15

x = 4

Therefore, x is equal to 4, which is the number of hours that Gabriella skied.

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The solution is given below:

An index number expressing the level of a group of commodity prices relative to the level of the prices of the same commodities during an arbitrarily chosen base period and used to indicate changes in the level of prices from one period to another.

Given:

Comm.         p0        q0       p1       q1       p0q0    p1q0       p1q1        p0q1

     A           25      750       30    960    18750      750       28800     24000

    B             30      450       25    550    13500     750       13750      16500

    C             5        250        6     360      1250     30        2160          1800

    D              6        90         7       210      540       42        1470           1260

    E               10        140       10     190     1400      100       1900          1900

     F                 4         48       5     65      192          240        365         260

Now,

\(\sum\)p0q0 = 35632

\(\sum\)p1q0 = 1912

\(\sum\)p1q1 = 48445

\(\sum\)p0q1= 45720

1) P01(L) = \(\sum\)p1q0/\(\sum\)p0q0 * 100

             = 5.36

2) P01(L) = \(\sum\)p1q1/\(\sum\)p0q1 * 100

            = 105.96

Dorbish- Bowley

= 5.36+ 105.96/2

=55.66

Marshall- Edgeworth

=  1912+  48445/35632 + 45720

= 50357/ 81352

= 0.619 *100= 61.9

Fisher's price index

=( 5.36 * 105.96 )^ 0.5

=23.831

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Answer:

Your welcome

Step-by-step explanation:

$8160 the hours would be 480

$680 the hours would be 40

$35,360 the hours would be  2,080

$36,720 the hours would be 2,160

Answer:

C: 200

Step-by-step explanation:

Just multiply 12.5 x 8 x 2 to get the answer.

Answer:

C. 200 in.^3

Step-by-step explanation:

The volume is given by

V = l*w*h

V = 12 1/2 * 8*2

V = 25/2 *8*2

  = 25*8

  = 200 in ^3

The concept of permutations is commonly used in statistics to measure the probability of observing a certain result or outcome when rearranging a set of objects. In this case, you are aiming to generate 10,000 permutations and test a specific alternative hypothesis.

The p-value is a statistical measure that indicates the likelihood of obtaining the observed result (or a more extreme one) assuming that the null hypothesis is true. It ranges from 0 to 1, where a smaller p-value suggests stronger evidence against the null hypothesis.

Without more information about the specific tool or hypothesis you are using, I cannot provide an exact answer to your question. However, once you have generated the permutations and selected the alternative hypothesis, the p-value should be displayed in the output or result section of the tool. It may also be helpful to consult a statistical textbook or resource to understand the interpretation and significance of the p-value in your particular analysis.

1. Select the number of permutations to be equal to 10,000.
2. Click on "Generate Permutations."
3. Ensure that the correct alternative hypothesis is selected (this will depend on your specific test; it can be one-sided or two-sided).
4. Observe the results of your permutation test, which should include the p-value.

Unfortunately, I cannot provide you with the p-value without knowing the specific data and hypothesis you are working with. Please follow the steps above using your software or tool, and you should obtain the p-value you are looking for.

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The equation of the line parallel to 3x-2y is:

2y-3x=0

Given in the question:

Equation of the line parallel is: 3x-2y=0

Property: We know through the property of the slopes, that the slope of two parallel line are equal.

m1=m2

Let the slope of the given line be denoted as m1.

Then, from the equation:

3x-2y=0

3x=2y

y=3/2x+0

comparing it to the standard equation of a straight line: y=mx+c

we get,

m1=3/2

then from the property

m1=m2

Then,  m2=3/2

Let the point be P(4,6)

The the equation of the straight line parallel to the line 3x-2y is:

y=mx+c

y-y1=m(x-x1)

y-6=3/2(x-4)

cross multiplying

2(y-6)=3(x-4)  

2y-12=3x-12

2y-3x=12-12

2y-3x=0

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(a) The acceleration of the car is approximately 21.1 ft/s².(b) The final velocity of the car at the end of the 3.9 s interval is approximately 42.7 ft/s.

To find the acceleration of the car, we can use the formula:
acceleration = (change in velocity) / time.
Given that the car accelerates uniformly, the change in velocity is equal to the final velocity minus the initial velocity. We convert the initial velocity of 25 mi/h to feet per second:
initial velocity = 25 mi/h * (5280 ft/mi) / (3600 s/h) ≈ 36.7 ft/s.
The change in velocity is then:
change in velocity = final velocity - initial velocity.
We can rearrange the formula to solve for the final velocity:
final velocity = initial velocity + (acceleration * time).
We are given that the time is 3.9 s and the car covers 397 ft in this time. Plugging in the values, we have:
397 ft = 36.7 ft/s * 3.9 s + (0.5 * acceleration * (3.9 s)²).
Simplifying the equation, we find:
acceleration ≈ (2 * (397 ft - 36.7 ft/s * 3.9 s)) / (3.9 s)² ≈ 21.1 ft/s².
Finally, we can calculate the final velocity using the rearranged formula:
final velocity ≈ 36.7 ft/s + (21.1 ft/s² * 3.9 s) ≈ 42.7 ft/s.

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It depends on several factors, including the size of the class and the method used to select the sample of 7 students.

If the class size is small, say less than 20 students, then a sample of 7 students might be representative if the selection method used is random. In this case, each student in the class would have an equal chance of being selected, and the sample would likely represent the diverse opinions and characteristics of the entire class.

However, if the class size is large, say over 100 students, a sample of 7 students is unlikely to be representative of the entire class. In this case, the sample may not accurately reflect the opinions and characteristics of the entire class, and there is a higher likelihood of selection bias.

In summary, a sample of 7 students may be representative if the class size is small and the selection method used is random. But, it is generally not representative if the class size is large.

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Algebra 1 covers a variety of topics in algebraic mathematics, including linear and quadratic equations, graphing, polynomials, exponents, factoring, rational expressions, inequalities, functions, and data analysis.

Algebra 1 is typically a high school level course that covers a variety of topics in algebraic mathematics. The specific topics covered can vary somewhat depending on the school or district, but some common topics in Algebra 1 include:

1. Linear equations: Solving for unknowns in linear equations and systems of linear equations.

2. Quadratic equations: Solving for unknowns in quadratic equations and understanding their properties.

3. Graphing: Graphing linear and quadratic functions, and understanding their properties such as slope and intercepts.

4. Polynomials: Understanding and manipulating polynomials of different degrees.

5. Exponents: Understanding and working with exponential functions and expressions.

6. Factoring: Factoring polynomials and other algebraic expressions.

7. Rational expressions: Simplifying and manipulating rational expressions, and solving equations involving them.

8. Inequalities: Solving and graphing inequalities, including absolute value inequalities.

9. Functions: Understanding the concept of a function, and working with linear and quadratic functions.

10. Data analysis: Using algebraic methods to analyze and interpret data, including creating and interpreting graphs and tables.

These are some of the main topics that are typically covered in Algebra 1, though the exact curriculum can vary depending on the specific school or district.

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Answer:

C

Step-by-step explanation:

It's C because i majored in mathmatics in college and ended with a A

Answer:

Measure of an angle In geometry, an angle. is measured in degrees, where a full circle is 360 degrees. ... The degree is divided in to 60 minutes. For even finer measurements the minute is divided again into 60 seconds, However this last measure is so small, it only used where angles are subtended over extreme distances such as astronomical measurements, and measuring latitude and longitude.

Step-by-step explanation:

Answer:

15 degrees

Step-by-step explanation:

To find the angle, first consider that you have to find all the the other angles inside the triangle (which should equal 180 degrees). Second, the angle that is missing is supplementary to the angle 40 degrees in the other triangle and the 2 angles should add up to 180 degrees as well. Meaning that angle is 140 degrees.

If you add 140 degrees and 25 degrees, you should get 165 degrees, leaving the remaining 15 degrees to be made up by the last angle, the one you're looking for, FHE.

Answer:

Area of rectangular garden = lxb = 10*5

                                             = 50 sq. inch

when area increases by six times

new area = 50*6 = 300 sq inches

now,

let x be increasement in both  length and width

(5+x) (10+x) = 300

50 + 5x + 10x + x² = 300

x² + 15x - 250 = 0

x²+ 25x-10x -250 = 0

x(x+25) - 10 (x+25) = 0

( x-10) (x+25) = 0

either x + 25 =0

x = -25 length can be negative

0r x-10 = 0

x = 10

so 10 inches is increase on both side

Step-by-step explanation:

Answer:

Step-by-step explanation:

We can solve the height of a square pyramid using the Pythagoras theorem, this is because the slant height the height and the section of the base form a right triangle

the slant height is equivalent to the hypotenuse

the height is equivalent to the opposite

while the base(half) is the adjacent

Given

the base of the pyramid= \(22.2 in\)

the adjacent is = \(\frac{22.2}{2} = 11.1 in\)

the slant height (hypotenuse)= \(88.2 in\)

we know that Pythagoras theorem states that "The sum of the squares of the lengths of the legs of a right triangle ('a' and 'b' in the triangle) is equal to the square of the length of the hypotenuse ('c').

\(c^2=a^2 + b^2\)

\(hyp^2=opp^2+adj^2\)

substituting we have

\(88.2^2=opp^2+11.1^2\\opp^2= 88.2^2-11.1^2\\opp^2=7779.24-123.21\\opp^2=7656.03\\opp=\sqrt{7656.03} \\opp=87.498\\opp=87.50 in\)

Answer:

w = 4 ft

diagonal= 13 ft

l= 13^2-4^2=169-16 = sq root 153

=12.4 ft (approx)