a researcher wants to study students to see if age of students has a positive relationship with grade point average. the researcher will get both age and grade point average from the college but not identifying individual students. grade point average appears to follow the normal curve. which test statistic would you use?

No, not all square numbers have an odd number of factors. In fact, square numbers can have either an odd or an even number of factors, depending on their prime factorization.

A square number is a number that can be expressed as the product of an integer multiplied by itself. For example, 4 is a square number because it can be written as 2 * 2.

When we analyze the factors of a square number, we find that each factor has a corresponding pair that multiplies to give the square number. For instance, the factors of 4 are 1, 2, and 4. We can see that the pairs are (1, 4) and (2, 2). Thus, 4 has an even number of factors.

However, there are square numbers that have an odd number of factors. Consider the square number 9, which is equal to 3 * 3. The factors of 9 are 1, 3, and 9. In this case, 9 has an odd number of factors.

In conclusion, while some square numbers have an odd number of factors (like 9), others have an even number of factors (like 4). The determining factor is the prime factorization of the square number.

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The recursive formula f(n+1) = f(n) + 5, you can find any term in the sequence by starting with the initial term and adding 5 repeatedly.

To represent the given arithmetic sequence where 5 is added to each term to determine each successive term, the recursive formula can be expressed as: f(n+1) = f(n) + 5

In this formula, f(n+1) represents the next term in the sequence, while f(n) represents the current term. By adding 5 to each term, we can generate the next term in the sequence.

For example, let's assume the first term of the sequence is f(1) = a. Then, the second term would be f(2) = a + 5. The third term would be f(3) = (a + 5) + 5 = a + 10, and so on.

By using the recursive formula f(n+1) = f(n) + 5, you can find any term in the sequence by starting with the initial term and adding 5 repeatedly.

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The graphs of the linear equations 10x - 12y = 14 and 5x - 6y = 7 intersect along the entire line represented by the equations.

To find the point of intersection between the graphs of the linear equations 10x - 12y = 14 and 5x - 6y = 7, we can solve the system of equations simultaneously.

First, let's solve the second equation for x:

5x - 6y = 7

5x = 6y + 7

x = (6y + 7) / 5

Next, substitute this expression for x into the first equation:

10x - 12y = 14

10((6y + 7) / 5) - 12y = 14

12y + 14 - 12y = 14

14 = 14

The equation 14 = 14 is always true. This indicates that the two equations represent the same line and are coincident. Therefore, the graphs of the two equations overlap and intersect at all points along the line defined by the equations.

In summary, the graphs of the linear equations 10x - 12y = 14 and 5x - 6y = 7 intersect along the entire line represented by the equations.

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The two column method can be used to prove that BD is congruent to CE BD ≅ CE as follows;

Statement \({}\)                                            Reasons

1. ΔABC is an isosceles triangle \({}\)       1. Given

2. AB and AC are legs of ΔABC \({}\)       2. Given

3. BD ⊥ DC   \({}\)       \({}\)       \({}\)       \({}\)       \({}\)         3. Given

CE ⊥ BE

4. ∠BDC = 90° and ∠CEB = 90° \({}\)      4. Definition of perpendicular lines

5. ∠BDC = ∠CEB  \({}\)       \({}\)       \({}\)       \({}\)       5. Substitution property

6. ∠BDC ≅ ∠CEB  \({}\)       \({}\)       \({}\)       \({}\)      6. Definition of congruency

7. ∠ABC ≅ ∠ACB \({}\)       \({}\)       \({}\)       \({}\)  7. Base angles of an isosceles triangle

8. \(\overline{BC}\) ≅ \(\overline{BC}\)  \({}\)       \({}\)       \({}\)       \({}\)       \({}\)       8. Reflexive property of congruency

9. ΔBCE ≅ ΔCBD  \({}\)       \({}\)       \({}\)       \({}\)      9. SAA congruency postulate

10. BD ≅CE \({}\)       \({}\)       \({}\)       \({}\)       \({}\)       \({}\)  10. CPCTC

Two figures are congruent if they have the same size and shape.

The properties, postulates, and theorem used in the prove that BD ≅ CE are as follows;

Perpendicular lines;

Perpendicular lines are lines that form 90° angles where they intersect.

Substitution property

The substitution property of equality states that if one quantity a = b, then b can be substituted for a in equations and expression, such that the value of the expressions and equations remain the same.

Definition of congruency

Congruent figures are figures that have the same shape and size

Base angles of an isosceles triangles

The base angles of an isosceles triangle are congruent

Reflexive property

The reflexive property of congruency states that a figure is congruent to itself

SAA congruency postulate

The Side-Angle-Angle, SAA congruency postulate states that if two angles and  the non included side of one triangle are congruent to two angles and the non included side of the other triangle, then the two triangles are congruent.

CPCTC

Corresponding Parts of Congruent Triangles are Congruent, CPCTC states that the corresponding parts of congruent triangles are also congruent.

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Answer:

the total of angle's in traingle is 180

so 85+53+c=180

c=180-138

c=42

Step-by-step explanation:

180° = m∠A + m∠B + m∠C

180° = 85° + 53° + m∠C

180° = 138° + m∠C

m∠C = 180° - 138°

= 42°

The marginal profit at a production level of 3,000 is 8. This means that if the company produces one more unit at this level, it will earn an additional profit of $8.

To find the marginal profit at a production level of 3,000, we need to first find the total revenue and total cost functions:

Total Revenue (TR) = Price (P) x Quantity (Q)

TR = (14 - 0.001x) x x

TR = 14x - 0.001x^2

Total Cost (TC) = Fixed Cost (FC) + Variable Cost (VC)

TC = 7,000 + (Cost per unit x Quantity)

TC = 7,000 + (0 x x)

TC = 7,000

Profit (π) = Total Revenue - Total Cost

π = TR - TC

π = (14x - 0.001x^2) - 7,000

π = -0.001x^2 + 14x - 7,000

Now, we can find the marginal profit at a production level of 3,000 by taking the derivative of the profit function with respect to x:

π' = -0.002x + 14

π'(3,000) = -0.002(3,000) + 14

π'(3,000) = 8

The marginal profit at a production level of 3,000 is 8. This means that if the company produces one more unit at this level, it will earn an additional profit of $8. In other words, the profit is increasing at this level of production, but at a decreasing rate since the derivative is negative. The company can use this information to determine the optimal level of production that maximizes profit.

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Answer:

If you had a 50 question test and a grade of 82% then you would have gotten 9 questions wrong and 41 correct anwsers.

Answer:

I think it was 3/5

I'm not sure

Answer:

x₁(2x₁x₂² - x₂ - 3) - 3x₂

Step-by-step explanation:

The expression you provided is a polynomial in two variables, x₁ and x₂. Let's simplify it step by step:

2x₁²x₂² - x₁x₂ - 3x₁ - 3x₂

To simplify, we can look for common terms that can be factored out:

x₁(2x₁x₂² - x₂ - 3) - 3x₂

Now let's simplify the expression inside the parentheses:

2x₁x₂² - x₂ - 3

Answer:

Step-by-step explanation:

Symbolically, we have:  27 - x ≤ 36.

We want to solve for x.  To do this add x to both sides, obtaining:

27 ≤ x + 36.

Isolate x by subtracting 36 from both sides:  -9 ≤ x  or  x ≥ -9

Please ensure that you have copied this probelme down correctly.  "minus of a number" is not correct; perhaps you meant "minus a number."

Answer:

= -1.9f - 21

Step-by-step explanation:

Let's simplify

-2. 6f+ 0.7f- 12 - 9

= - 2.6f+ 0.7 f + - 12 + - 9

Combine like terms

= - 2.6 f+ 0.7 + - 12 + - 9

= (-2.6f + 0.7f ) + ( - 12+-9)

=1.9f+ -21

The length of a string remains unchanged when the string is reversed.

And the required proof is described below.

To start, we can define the length of a string as the number of characters it contains.

Let's assume we have an initial string, let's call it "s", with a length of "n".

Now, when we reverse a string, each character is flipped in order.

Thus, the last character of "s" becomes the first character of the reversed string, the second-to-last character becomes the second character, and so on.

Since each character in "s" has a corresponding character in the reversed string, and the number of characters remains the same, the length of the reversed string will be "n" as well.

Therefore, we have proven that the length of a string is the same when it is reversed.

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Answer:

-41

Step-by-step explanation:

-++-=

answer

use a calculator

Answer:

Step-by-step explanation:

According to quadratic formula:

y = - b  ±  √ b²- 4ac / 2a

y = - (-5) ± √ -5²- 4(2x-12) / 2(2)

y = 5 ± √ 25 - 4(-24) / 4

y = 5 ± √ 25 - (-96) / 4

y = 5 ± √ 121 / 4

y = 5 ± √ (11)² / 4

y = 5 ± 11 / 4

Now either,

y = 5 + 11 / 4

y = 4

Or,

y = 5 - 11 / 4

y = -3/2 = -1.5

Answer:

Because she found it improves division.

Step-by-step explanation:

Answer: 13

Step-by-step explanation:

Take 7 to the other side and divide 91 by 7, the answer will be 13.

Step-by-step explanation:

the middle one has to be the same for both part ratios.

the best here is to bring the ratio element of B in the first part ratio to 10. we need to double the B element there

for that (as a ratio is a fraction) we also have to adapt the A element in the same way.

so, we get

4×2 : 5×2 : 9 =

= 8 : 10 : 9

and that is also shown in the graphic.

Answer:

X:Y:Z= 8:10:9

Step-by-step explanation:

Let x be the number of students in class A

Let y be the number of students in class B

Let z be the number of students in class C

x:y = 4:5

y:z= 10: 9

x:y:z = ?

Find the LCM of the y terms (5 and 10 ) which is 10

Divide 10 by the first y term (5) = 2

Divide 10 by the second y term(10) = 1

X: y = (4 x 2) :(5 x 2)= 8:10

y:z =(10 x 1) : (9:1)= 10:9

x:y:z= 8:10:9

Answer:

5/6z+15

heart if it helped!

Answer:

y = 2x2

y + 3x = 2x2 – 8

Step-by-step explanation:

The equations that are quadratic in nature are -

A quadratic equation is a equation that is of the form -

y = f{x} = ax² + bx + c.

Given are the set of equations.

A quadratic equation is a equation of degree 2. The equation with degree 2 are -

Therefore, the equations that are quadratic in nature are -

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Answer:

105

Step-by-step explanation:

0 (104) is equal to 0, so let's cross that out. 103 times 102 is definitely not equal to 105. The third one is 105. The fourth one is not 105. The last one is not 105 either.

Step-by-step explanation:

2x+3= 5 then x = 5 =5/5x

y=0

Answer:

A and the last one

Step-by-step explanation:

The equation that represents the model of the situation will be y = 2(x + 3) and y = 2 - 3x. Then the last option is correct.

A connection between a number of variables results in a linear model when a graph is displayed. The variable will have a degree of one.

The linear equation is given as,

y = mx + c

Where m is the slope of the line and c is the y-intercept of the line.

A bigger number is twofold the amount of 3 and a more modest number. The bigger number is 2 under multiple times the more modest number.

Let 'y' represent the larger number and 'x' represents the smaller number. Then the equations are given as,

y = 2(x + 3)

y = 2 - 3x

The condition that addresses the model of the circumstance will be y = 2(x + 3) and y = 2 - 3x. Then, at that point, the last choice is right.

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The actions that prove that the quadrilateral is a parallelogram are:

Quadrilaterals are polygons that have four sides and four corners

Parallelograms are quadrilaterals that have parallel and congruent opposite sides

For the quadrilateral to be a parallelogram, then the opposite sides must be congruent.

This can be proved using the distance formula

Also, for the quadrilateral to be a parallelogram, then the opposite sides must be parallel.

This can be proved using the slope formula

Hence, the possible actions are (a) and (b)

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Answer:

b =\(\frac{20}{27}\)

Step-by-step explanation:

Easy question.

Answer:

your mother

Step-by-step explanation:

you get a father

I think but not for sure

In the analysis of variance procedure (ANOVA), "factor" refers to the independent variable, which is manipulated in order to observe its effect on the dependent variable.

In the analysis of variance procedure (ANOVA), factor refers to:
b. the independent variable

In ANOVA, a factor is an independent variable that is manipulated or controlled to investigate its effect on the dependent variable. Different levels of a factor represent the variations in the independent variable being tested. The different levels of a treatment are often created by manipulating the factor.
In contrast, independent variables are not considered dependent on other variables in various experiments. [a] In this sense, some of the independent variables are time, area, density, size, flows, and some results before the affinity analysis (such as population size) to predict future outcomes (dependent variables).

In both cases it is always a variable whose variable is examined through a different input, statistically also called a regressor. Any variable in an experiment that can be assigned a value without assigning a value to another variable is called an independent variable.

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Answer:

B=100

Step-by-step explanation:

The given circle is

Consider the triangle AOB, Using the triangle sum property, we get

AOB+AOB+BOA=180

Substitute ABO=55 and BAO=45 we get

AOB+55+45=180

AOB+100=180

AOB+100-100=180-100

AOB=80

Here AOB and AOC are supplementary angles

The sum of the supplementary angles is 180 degrees.

AOB+AOC=180

Substitute AOB=80 we get

80+AOC=180

80+ AOC-80=180-80

AOC=100

Now consider the Central angle AOC  and intercepted arc AC.

mAOC=mAC

Substitute m AOC=100 and mAC=b we get

100=b

Hence the value of b is 100 degrees.

This student performed better than 68% of the other test-takers in the verbal part and better than 27% in the quantitative part.

Given,

Test-taker scored at the 68th percentile for their verbal grade and at the 27th percentile for their quantitative grade .

Now,

68% percentile : 68% scores equal or less .

27% percentile : 27^ scored equal or less .

Thus option D

This student performed better than 68% of other test taker in verbal and better than 27% in quantitative part .

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After the stock's value increases by 4.5% and then falls by the same percentage, the new value would be approximately $997.975.

Let's calculate the new value of the stock after the increase and decrease.

Starting with $1,000, a 4.5% increase in value would be calculated as (4.5/100) * 1000 = $45. This brings the value up to $1,045.

Next, a 4.5% decrease in value would be calculated as (4.5/100) * 1045 = $47.025. This amount is subtracted from the increased value of $1,045.

Subtracting $47.025 from $1,045 gives us $997.975, which is slightly less than $1,000.

Therefore, after the stock's value increases by 4.5% and then falls by the same percentage, the new value would be approximately $997.975. It's important to note that this calculation assumes a simple percentage increase and decrease without considering other factors that can affect stock market fluctuations.

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