Consider the following data points, where the first coordinate corresponds to x and the second coordinate corresponds to y: (0,0) (1,0) (2,0) (3.2) Observe there is a missing value (?). It is known that the Adjusted r Squared is 0.4 and the mean residual sum of squares is 9.6 Compute the t-statistic used to test the null hypothesis: slope of regression equal to -2 (minus 2). (Enter your answer to two decimal places. For "0.98", you would write 0.98). If your result is negative, introduce the minus sign. Use as many decimals as possible in your intermediate computations.
Answers
The t-statistic is 0 based on regression equation.
To compute the missing value, we need to use the regression equation: y = mx + b. We know that the adjusted r squared is 0.4, so the coefficient of determination is 0.4. This means that 40% of the variation in y can be explained by the variation in x.
We also know that the mean residual sum of squares is 9.6, which is the average of the squared differences between the predicted values and the actual values.
Using these values, we can find the regression equation:
y = mx + b
0.4 =\(slope of regression^2 * variance of x / variance of y\)
Since the variance of x is 1.67 and the variance of y is unknown, we can solve for the slope of regression:
slope of regression = \(\sqrt{(0.4 * variance of y / 1.67) }\)
Next, we can use the slope of regression to find the missing value:
y = mx + b
0 = slope of regression * 0 + b
b = 0
Therefore, the regression equation is:
y = slope of regression * x
Using the remaining data points, we can find the slope of regression:
(0,0) -> (1,0): slope = 0 / 1 = 0
(1,0) -> (2,0): slope = 0 / 1 = 0
(2,0) -> (3,-?): slope = (-?) / 1 = -slope of regression
Since we know that the slope of regression is -2, we can solve for the missing value:
(-?) / 1 = 2
-? = 2
? = -2
Therefore, the missing value is -2.
To find the t-statistic used to test the null hypothesis that the slope of regression is equal to -2, we need to use the following formula:
t = (slope of regression - hypothesized slope of regression) / standard error of slope
The standard error of slope is given by:
SE = \(\sqrt{(mean residual sum of squares / (n - 2) / variance of x) }\)
Using the values given in the problem:
SE = \(\sqrt{(9.6 / (3 - 2) / 1.67)} = \sqrt{(9.6 / 1.67)}\) = 2.57
Therefore, the t-statistic is:
t = (-2 - (-2)) / 2.57 = 0
The t-statistic is 0.
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Related Questions
11 = -5x - 2 what is x
Answers
Answer: -9/5 or -1 4/5
Step-by-step explanation:
11= -5x+2
subtract 2 on each sides
9 = -5x
divide by 5
9/5=-x
so x = -9/5 or -1 4/5
What equation represents this sentence?
5 less than a number is 12.
5=n-12
n-5=12
5-n=12
5=12-n
ill give brainliest its due at 11:59 its 8pm
Answers
Answer:
I'm sure its 5=n-12 :))))
What is an equation of the following line?
Answers
Answer:
y = 5
Step-by-step explanation:
The equation of a horizontal line parallel to the x- axis is
y = c
where c is the value of the y- coordinates the line passes through.
The line passes through all points with a y- coordinate of 5 , then
y = 5 ← equation of line
Could. you write this down on a paper and make graphs
The vertex of the parabola is (0, 36), so the equation of the parabola will be of the form y = a(x - 0)^2 + 36, where a is a negative number.
We know that the parabola crosses the x-axis at (-6, 0) and (6, 0), so we can substitute these points into the equation to get two equations:
0 = a(-6 - 0)^2 + 36
0 = a(6 - 0)^2 + 36
Solving these equations, we get a = -1.
Therefore, the equation of the rainbow parabola is y = -(x^2) + 36.
Table of values for the linear function
The drone intersects the parabola at (-4, 20) and (4, 20), so the linear function must pass through these points.
Let's call the linear function f(x). We can then write two equations to represent the two points of intersection:
f(-4) = 20
f(4) = 20
Solving these equations, we get f(x) = 20.
A table of values for f(x) is shown below:
x | f(x)
---|---
-4 | 20
-3 | 18
-2 | 16
-1 | 14
0 | 12
1 | 10
2 | 8
3 | 6
4 | 4
Answers
Tip:
I don't wish to make the graph but here is some advice,
Parabola:
The equation of the parabola is y = -(x^2) + 36. The vertex of the parabola is at (0, 36), and it opens downward. The parabola crosses the x-axis at (-6, 0) and (6, 0).
Linear Function:
The linear function is represented by f(x) = 20. It is a horizontal line passing through the points (-4, 20) and (4, 20).
Please note that the parabola and linear function intersect at the points (-4, 20) and (4, 20). The linear function remains constant at y = 20 for all other x-values.
The first five terms of an arithmetic sequence are 8, 13/2, 5, 7/2, and 2. Which function, f(x), could be used to describe the xth term of the sequence?
Answers
Answer:
f(x) = 8 - 1.5x
Step-by-step explanation:
Here, we want to write a function that can be used to describe the x th term of the sequence
Mathematically, this can be calculated by looking at the numbers in the sequence
The difference between each successive term
is -1.5 ( 6.5-8, 3.5 -5)
So the formula for then x th term will be;
f(x) = 8 - 1.5x
where x refers to the number of the term , for example the 4th term
Answer:
-1.5x+9.5
Step-by-step explanation:
-1.5(1)+9.5=8
-1.5(2)+9.5=6.5
-1.5(3)+9.5=5
and so on....
TIME REMAINING
58:16
Which tables could be used to verify that the functions they represent are inverses of each other? Select two
options
х
y
-120
27
-110-100
2 27
-95 -90
227627
UN
Х
у
-120
2
-110
27
-100
27
-95 -90
227627
X
у
-120
627
-110
227
-100
27
-95 -90
2 27
х
O
627
-120
227
-110
27
100
2
-95
27
-90
y
o
Х
y
627
-90
227 27
1-110-100
2 27
-110-120
Next
Submit
Save and Exit
Mark this and return
Answers
Answer:
Im want to quit this job
Step-by-step explanation:
HELPPPPPPPP!! loook at pic>>>>>>>>
Answers
The vertex form of the function is f(x) = -2(x-4)^2 + 2
Vertex form of a functionThe standard vertex form of a function is expressed according to the expression;
f(x) = a(x-h)^2+k
where
a is a constant = -2
(h, k) is the vertex = (4, 2)
Substitute
f(x) = -2(x-4))^2+2
f(x) = -2(x-4)^2 + 2
Hence the vertex form of the function is f(x) = -2(x-4)^2 + 2
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Determine the point t* at which the integral function 2π f(t) (3+ sin(s))ds -2)² defined for 0
Answers
Simplifying the equation and solving for \(\(\frac{d}{dt} \left(2\pi f(t) \int_{0}^{t} (3+\sin(s))ds - 2\right)\)\),
we can find the critical points. t = arcsin(7 - 2√7)
To find the point t* where the integral function reaches its maximum or minimum, we need to find the critical points of the function. The critical points occur when the derivative of the function with respect to t is equal to zero or is undefined.
Differentiating the integral function with respect to t, we get:
\(\[\frac{d}{dt} \left(2\pi f(t) \int_{0}^{t} (3+\sin(s))ds - 2\right)^2\]\)
To find the extremum, we need to solve the Euler-Lagrange equation for I(t). The Euler-Lagrange equation is given by:
d/dt (dL/df') - dL/df = 0
where L is the Lagrangian, defined as:
L = f(t) (3 + sin(s)) - 2)²
and f' represents the derivative of f(t) with respect to t.
Let's differentiate L with respect to f(t) and f'(t):
dL/df = (3 + sin(s)) - 2)²
dL/df' = 0 (since f' does not appear in the Lagrangian)
Now, let's substitute these derivatives into the Euler-Lagrange equation:
d/dt (dL/df') - dL/df = 0
d/dt (0) - (3 + sin(s)) - 2)² = 0
(3 + sin(t)) - 2)² = 0
Expanding the square and simplifying:
(3 + sin(t))² - 4(3 + sin(t)) + 4 = 0
9 - 6sin(t) - sin²(t) - 12 - 8sin(t) + 4 + 4 = 0
sin²(t) - 14sin(t) - 21 = 0
This is a quadratic equation in sin(t). Solving for sin(t) using the quadratic formula:
sin(t) = (-(-14) ± √((-14)² - 4(-1)(-21))) / (2(-1))
sin(t) = (14 ± √(196 - 84)) / 2
sin(t) = (14 ± √112) / 2
sin(t) = (14 ± 4√7) / 2
sin(t) = 7 ± 2√7
Since the range of the sine function is [-1, 1], sin(t) cannot equal 7 + 2√7, so we can only have:
sin(t) = 7 - 2√7
To find the corresponding value of t, we take the inverse sine:
t = arcsin(7 - 2√7)
Please note that the exact value of t* depends on the specific function f(t) and cannot be determined without further information about f(t). The above solution provides the expression for t* based on the given integral function.
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Determine if the lower bound theorem identifies -2 as a lower bound for the real zeros of f(x). 56)=x +17x² +11x+23 Part: 0/2 Part 1 of 2 (a) The upper bound theorem (Choose one) 3 as an upper bound for the real zeros of (x). X
Answers
The answer is the lower bound theorem identifies -2 as a lower bound for the real zeros of f(x). The upper bound theorem does not specify any upper bound for the real zeros of (x)
The Lower bound theorem states that "If the terms of a polynomial are arranged in descending order of their degrees, then the absolute value of the quotient of the constant term and the coefficient of the term of the highest degree gives a lower bound for the absolute value of its zeros." Let's examine whether the lower bound theorem identifies -2 as a lower bound for the real zeros of f(x) and whether 3 is an upper bound for the real zeros of (x).
As f(x) = 56 = x + 17x² + 11x + 23Since f(x) is not arranged in descending order of their degrees, we have to rearrange it as follows. 17x² + 11x + x + 23 + 56 = 17x² + 12x + 79 on rearranging the equation we have: 17x² + 12x + 79 = 0Hence the constant term is 79 and the coefficient of the term of the highest degree is 17. Thus, using the lower bound theorem, we can evaluate that a lower bound for the absolute value of the zeros of the polynomial is 79/17 ≈ 4.65 Since -2 is less than the calculated lower bound of 4.65, it is indeed a lower bound for the real zeros of f(x). Now, for (x), the constant term is 0, and the coefficient of the term of the highest degree is 1. Thus, using the upper bound theorem, we can evaluate that an upper bound for the absolute value of the zeros of the polynomial is 1/0, which is equal to infinity. Since infinity is not a number, 3 cannot be an upper bound for the real zeros of (x).
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Determine if a quadrilateral with the given vertices is an isosceles trapezoid. Show and explain all steps to prove or disprove.
A(-5,0) B(5,0) C(-3, 4) D(3, 4)
Answers
Answer:
Step-by-step explanation:
What is the probability that a dart thrown at random will land in the purple section?
a
1/4
b
1/3
c
1/2
d
18/72
Answers
The probability that a d.a.r.t thrown at random will land in the p.u.r.p.l.e section is 1/2 ( optionC)
What is probability?A probability is a number that reflects the chance or likelihood that a particular event will occur. Probabilities can be expressed as proportions that range from 0 to 1.
Probability = sample space/ total outcome
The sample space her is the area of the purple in the chart, and the total outcome is the total area of the chart.
Area of the p.u.r.p.l.e = 6× 6 = 36 in²
Area of the p.u.r.p.l.e = 9× 8 = 72 in²
Therefore,the probability that a d.a.r.t thrown at random will land in the p.u.r.p.l.e section
= 36/72
= 1/2
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statistics the art and science of learning from data 4th edition
Answers
"Statistics: The Art and Science of Learning from Data" (4th edition) is a valuable resource for understanding and applying statistical principles, providing insights into data analysis and decision-making processes.
Statistics is the art and science of learning from data. It involves collecting, organizing, analyzing, interpreting, and presenting data to gain insights and make informed decisions. In the 4th edition of the book "Statistics: The Art and Science of Learning from Data," you can expect to find a comprehensive exploration of these topics.
This edition may cover important concepts such as descriptive statistics, which involve summarizing and displaying data using measures like mean, median, and standard deviation. It may also delve into inferential statistics, which involve making inferences and drawing conclusions about a population based on a sample.
Additionally, the book may discuss various statistical techniques such as hypothesis testing, regression analysis, and analysis of variance (ANOVA). It may also provide real-world examples and case studies to illustrate the application of statistical methods.
When using information from the book, it is important to properly cite and reference it to avoid plagiarism. Be sure to consult the specific edition and follow the guidelines provided by your instructor or institution.
In summary, "Statistics: The Art and Science of Learning from Data" (4th edition) is a valuable resource for understanding and applying statistical principles, providing insights into data analysis and decision-making processes.
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An angle measures 61.2° more than the measure of its complementary angle. What is the measure of each angle?
Answers
Answer: 75.6, 14.4
Step-by-step explanation:
Note 2 angles are complementary if they adds up to 90 degrees. Lets set x to be the first angle.
x - (x - 61.2) = 90
Then we can know:
2x = 90 + 61.2;
2x = 151.2;
x = 75.6
Now we know the first angle is 75.6, we know the second angle is 75.6 - 61.2 = 14.4. Hope you find this helpful!
All numbered streets runs parallel to each other. Both 3rd and 4th streets are intersected by king ave. As shown
Answers
Answer:
(a)
∠(a) = 105°
(b) ∠(b) = 75°
(c)
∠(c) = 105°
Step-by-step explanation:
Complete Question
1. All numbered streets runs parallel to each other. Both 3rd and 4th Streets are intersected by King Ave. as shown:
(a) Suppose a car is traveling west on 4th Street and turns onto King Avenue heading south. What is the measure of the angle created by the car's turning? Explain your answer.
(b) Suppose a car is traveling southwest on King Avenue and turns right onto 3rd Street. What is the measure of the angle created by the car's turning? Explain your answer.
(c) Suppose a car is traveling northeast on King Avenue and turns right onto 4th Street. What is the measure of the angle created by the car's turning? Explain your answer
Also find the attachment
Solution
(a)
∠(a) + 75° = 180°
∠(a) = 180° - 75°
∠(a) = 105°
(b) As we can see the 3rd and 4th street are parallel thus the corresponding angle will be equal
Thus, ∠(b) = 75°
(c)
∠(c) + 75° = 180°
∠(c) = 180° - 75°
∠(c) = 105°
Let's see what it would take to win that trip to Hawaii.
Remember that you think you'll respond to 12 questions and hope to score 600 points to win,
although it's possible to score even more points or many fewer (including negative scores!) on
the show.
Here are the equations you wrote to model your winning scenario:
x+y=12
100x - 200y = 600
Are the boundaries of the first equation viable in the second equation? What does this
suggest about your plan to score 600 points?
Select the two correct statements.
Answers
Answer:
A and D choices (Plato)
Step-by-step explanation:
The upper boundary of the first equation is at x = 12, y = 0. With these values, this is the second equation:
100(12) − 200(0) = 1,200.
The lower boundary of the first equation is at x = 0, y = 12. With these values, this is the second equation:
100(0) − 200(12) = -2,400.
Both of these scores are possible in the game, so they are both viable.
Because the upper boundary is greater than 600, it suggests that you can still score 600 points and win the game even if you get one or two of the questions incorrect.
In fact, you could give 10 correct and 2 incorrect answers to score 600 points and still beat the champion, Kimberly, assuming she answers 15 correct and 5 incorrect to score 500 points.
How many sides does a polygon have if the interior angle is 175.5 degrees?
The polygon has blank
sides.
Answers
HELP ASAP 40 POINTS
What is the equation for the nth term of the sequence
And what is the 52nd term of the sequence. -8,-12,-16
Answers
Given:
The sequence is -8, -12, -16.
To find:
The nth and 52th term of the given sequence.
Solution:
We have,
-8, -12, -16
It is an AP because the difference between consecutive terms are equal. Here, first term is -8 and the common difference is
\(r=a_2-a_1\)
\(r=-12-(-8)\)
\(r=-12+8\)
\(r=-4\)
The nth term of an AP is
\(a_n=a+(n-1)d\)
Where, a is first term and d is common difference.
Putting a=-8 and d=-4, we get
\(a_n=-8+(n-1)(-4)\)
\(a_n=-8-4n+4\)
\(a_n=-4-4n\)
Putting n=52, we get
\(a_{52}=-4-4(52)\)
\(a_{52}=-4-208\)
\(a_{52}=-212\)
Therefore, the equation for the nth term of the given sequence is \(a_n=-4-4n\) and the 52nd term of the sequence is -212.
Which expression simplifies to 2/15 ??
A /17
B /19
C /30
D /60
Answers
The expression that simplifies to 2/15 is 4/30.
Option C is the correct answer.
We have,
To find the expression that simplifies to 2/15, we need to simplify each option and see which one equals 2/15.
Let's simplify each option:
A) 4/17: This expression cannot be simplified further. It does not equal 2/15.
B) 6/19: This expression cannot be simplified further. It does not equal 2/15.
C) 4/30: We can simplify this expression by dividing both the numerator and denominator by their greatest common divisor, which is 2. Simplifying gives us 2/15, so option C equals 2/15.
D) 12/60: We can also simplify this expression by dividing both the numerator and denominator by their greatest common divisor, which is 12. Simplifying gives us 1/5, not 2/15.
Therefore,
The expression that simplifies to 2/15 is 4/30.
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The complete question:
Which expression simplifies to 2/15 ??
A 4/17
B 6/19
C 4/30
D 12/60
What is the area of AABC?
Area =
Answers
Step-by-step explanation:
answer is 28 sq units ... height comes out to be 4 and base be 14 ..then area of triangle = 1/2 x base x height = 1/2 x 4 x 14 so area is 28 sq units
I NEED HELP!!!!!!!
A student needed to find the measure of angle b. HeHe incorrectly said m angle b equals 132 degreesm∠b=132°. Find the correct measure of angle b. What mistake did hehe likely make I NEED THE RIGHT AWNSER ALL YALL AWNSERING THE WRONG AWNSERS LIKE................ANYWAYS HELPPPPPPPPPP
Answers
To find the correct measure of angle b, we need to use the fact that the angles in a triangle add up to 180 degrees. Since angle b is one of the angles in the triangle, we can use this information to set up an equation:
angle a + angle b + angle c = 180 degrees
We know that angle a is 47 degrees (from the diagram), and we were given that the student incorrectly said angle b was 132 degrees. So we can plug these values into the equation and solve for angle c:
47 + 132 + angle c = 180
179 + angle c = 180
angle c = 180 - 179
angle c = 1 degree
Now that we know angle c is 1 degree, we can use the fact that the angles in a straight line add up to 180 degrees to find the correct measure of angle b:
angle b + angle c = 180
angle b + 1 = 180
angle b = 179 degrees
So the correct measure of angle b is 179 degrees. As for the mistake that the student likely made, it's possible that they simply added the wrong numbers or made a calculation error. It's also possible that they misunderstood the question or diagram. Regardless of the mistake, it's important to double-check your work and make sure you understand what you're being asked to do.
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The time it takes to travel a fixed distance varies inversely with the speed
traveled. If it takes Pam 40 minutes to bike to her fishing spot at 9 miles per
hour, how long will it take her if she rides at 12 miles per hour?
O
30 mins
0 53 mins
22.5 mins
O 2.7 hours
Answers
Answer:
53 mins
Step-by-step explanation:
What is the parent function of g(x)=-3f(x+2). NEED HELP ASAP.
Answers
Answer:
f ( x ) = x
Step-by-step explanation:
The parent function is the simplest form of the type of function given
If I leave home at time t, I'll be at the bus stop at f(t)=t+17 min. The bus leaves at 9:25. What does f-1 (9:25) represent? 10. Jack is running a marathon and his distance from the start line (measured in feet) in terms of time elapsed (measured in seconds) is modeled by the relationship (t) = + 4t +2. a) Compute his average speed over the interval (2,6). b) Julie walks at a constant speed over the same interval (2,6). Her speed is equal to the average speed of Jack above. She walks the whole marathon at this constant speed. Complete the definition of her distance in terms of time by giving a rule for the function: g(t) = _
Answers
f-1(9:25) represents the time at which the person left home in order to arrive at the bus stop at 9:25. It is the inverse function of f(t), which gives the time elapsed since leaving home.
a) Jack's distance at time t is given by s(t) = 4t + 2. Therefore, his distance at t=2 seconds is s(2) = 4(2) + 2 = 10 feet, and his distance at t=6 seconds is s(6) = 4(6) + 2 = 26 feet. His average speed over the interval (2,6) is the change in distance divided by the change in time, or (26-10)/(6-2) = 4 feet per second.
b) Since Julie walks at the same speed as Jack's average speed over the interval (2,6), her speed is also 4 feet per second. Therefore, her distance in terms of time is given by the function g(t) = 4t, where t is measured in seconds. This function represents the distance Julie has walked from the start line at any given time t.
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if m FGK= 5w+7 and m FGH= 114, find W
Answers
Answer:
w = 21.4
Step-by-step explanation:
the quadrilateral is a trapezoid. what is the value of x? a) 4. b) 5. c) 48. d) 25.
Answers
The quadrilateral is a trapezoid. The value of x is 5 by applying midsegment theorem for trapezoids.
The midsegment of a trapezoid is parallel to each base and its length is one half the sum of the lengths of the bases.
The side with length 21 units and 27 units are parallel to each other.
From the given diagram, the expression below is true:
5x-1 = (21 + 27)/2
2(5x - 1) = 21 + 27
10x - 2 = 48
10x = 48 + 2
10x = 50
Divide both sides by 10
x = 50/10
x = 5
Hence the value of x is 5
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The image of this question is probably this.
Given f(2) = 1093 (92) and g(2) = 30 . Find and simplify (fog) (2)
Refer to image
Given \( f(x)=\log _{3}(9 x) \) and \( g(x)=3^{x} \). Find and simplify \( (f o g)(x) \) \( 2 x \) \( 27^{x} \) \( 2+x \) None of these.
Answers
The simplified expression for (f ∘ g)(x) is 2 + x (option d).
To find and simplify (f ∘ g)(x), we need to substitute the expression for g(x) into f(x) and simplify.
Given:
f(x) = log₃(9x)
g(x) = \(3^x\)
Substituting g(x) into f(x):
(f ∘ g)(x) = f(g(x)) = log₃\((9 * 3^x)\)
Now, we simplify the expression:
log₃\((9 * 3^x)\) = log₃(9) + log₃\((3^x)\)
Since logₓ(a * b) = logₓ(a) + logₓ(b), we have:
log₃(9) + log₃\((3^x)\) = log₃\((3^2)\) + x
Using the property logₓ\((x^a)\) = a * logₓ(x), we get:
log₃\((3^2)\) + x = 2 * log₃(3) + x
Since logₓ\((x^a)\) = a, where x is the base, we have:
2 * log₃(3) + x = 2 + x
Therefore, (f ∘ g)(x) simplifies to:
(f ∘ g)(x) = 2 + x
So, the correct answer is (d) 2 + x.
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Complete Question:
Given f(x)=log₃(9x) and g(x)=\(3^x\). Find and simplify (f ∘ g)(x)
(a) 2x
(b) x
(c) \(27^x\)
(d) 2+x
(e) None of these.
Click on the length of the pencil
Answers
Answer:
2 and 3/4
Step-by-step explanation:
The tiny lines between each inch is worth 1/4.
The answers would be 2.75 or 2 and 3/4 :)
The difference between the mean outcome of those who are treated and those who are untreated when the assignment of treatments is random is a good estimate of the A. Average treatment effect (ATE) but not the Treatment on the treated (TT) B. Selection bias C. Treatment on the treated but not the average treatment effect D. Average treatment effect which is equal to the treatment on the treated E. Sum of treatment on the treated and selection bias
Answers
The difference between the mean outcome of those who are treated and those who are untreated when the assignment of treatments is random is a good estimate of the Average Treatment Effect (ATE). (C)
The ATE is the average effect of treatment on the population, i.e., the difference in the mean outcomes of the treated group and the untreated group. If the assignment of treatments is random, the ATE is an unbiased estimate of the population average treatment effect.
On the other hand, the Treatment on the Treated (TT) is the average treatment effect on only those individuals who received the treatment. It represents the effect of the treatment on those who actually received it, and is not a good estimate of the population average treatment effect.
The TT can be biased if the treated and untreated groups differ in important ways that are not related to the treatment. The Selection bias refers to the systematic difference in the outcome between the treated and untreated groups due to factors other than the treatment.
It occurs when the assignment of treatment is not random, and can affect both the ATE and TT estimates.
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At what age do many children have the ability to do simple arithmetic problems?
a. Early childhood
b. Middle childhood
c. Infancy
d. Toddler
Answers
Many children develop the ability to do simple arithmetic problems during their early childhood years, typically between the ages of 4 and 6. Correct option is a).
During this time, children start to understand basic mathematical concepts such as counting, addition, and subtraction. They may also begin to recognize and name numbers and use basic math vocabulary. However, it's important to note that every child develops at their own pace and some may show these skills earlier or later than others. It's also important for parents and caregivers to provide opportunities for children to practice and reinforce these skills through activities such as counting objects, playing number games, and solving simple math problems.
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Find the Area! Need help asap
Answers
Answer:
5.6ft squared
Step-by-step explanation:
4x7 = 28 divided by 5 which is 5.6