Evaluate m³ for m= 3/2.

Using trigonometric relations, we will see that:

sin(θ ) = -0.8

For any point (x, y), the angle between the positive x-axis and the ray that connects the origin with the point (x, y) is:

θ = Atan(y/x)

In this case, the point is (3, -4), then the angle is:

θ = Atan(-4/3) = -53.13°

Then the sine of theta is:

sin(θ  = -53.13°) = -0.8

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The critical point for the function f(x) = x(x-6) is: the correct option is (c) (3,-9).

To find the critical point of the function f(x) = x(x-6), we need to find the derivative of the function first. Using the product rule, we get:
f'(x) = x(1) + (x-6)(1) = 2x - 6

To find the critical point, we need to set the derivative equal to zero and solve for x:

2x - 6 = 0

2x = 6

x = 3

Now we need to plug in x=3 into the original function to find the y-coordinate of the critical point:

f(3) = 3(3-6) = -9

Therefore, the critical point is (3,-9). The answer is c.

For question 16, to find the critical point of the function f(x) = -3(x-2)² + 5, we again need to find the derivative of the function first. Using the chain rule and the power rule, we get:

f'(x) = -3(2)(x-2)^(2-1) = -6(x-2

To find the critical point, we need to set the derivative equal to zero and solve for x:

-6(x-2) = 0

x-2 = 0

x = 2

Now we need to plug in x=2 into the original function to find the y-coordinate of the critical point:

f(2) = -3(2-2)² + 5 = 5Therefore, the critical point is (2,5). The answer is c.

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Answer:

3 9/10

Step-by-step explanation:

2 3/5=  2 6/10

17/10= 1 3/10

6/10+3/10=9/10+2+1=3 910

Answer:

C

Lucky guess if this is wrong i am truly sorry.

Answer:

200 – 300 Mb

Step-by-step explanation:

Becuse 200-300 is in the middle of the graph its a really simple qustion

The measure of ∠WOV is 60°. You would use complementary angles that are adjacent (∠WOV, and ∠XOW)

The measure of ∠YOZ is 60°. You would use the vertical angles that are non-adjacent (∠WOV, and ∠YOZ). These two angles are congruent so they would have the same measure. These angles combined also create supplementary angles

Another way to find the measure of ∠YOZ would be to make/write an equation and solve for x. For example, (3x+30)°=60°. x would equal 10 because 10x3=30+30=60°

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The least that Qinna's arithmetic mean could be is 7.88.

The arithmetic mean, often known as the mean or average when the context is obvious, is the sum of a set of integers divided by the total number of the numbers in the set in mathematics and statistics.

We know that the mode is 7, which means that she must have scored 7 more than any other score. Therefore, the 15 days where she scored 10 cannot be the mode, and they must be some of the remaining 25 scores.

Let's consider the worst-case scenario for Qinna's scores on the other 25 days. We'll assume that she scored a 6 on all of those days. This means that her scores would look like:

15 days with a score of 10

10 days with a score of 7

10 days with a score of 6

5 days with an unknown score, which we'll call x

To find the least possible mean, we want to make x as small as possible. We know that the median is 9, so the 20th and 21st scores must be 9. We also know that there are 25 scores of 6 or higher, so the 25th score must be at least 6. Therefore, the sum of the first 24 scores plus x must be less than or equal to 25 times 6 (the sum of the lowest 25 possible scores).

24(10) + x ≤ 25(6)

240 + x ≤ 150

x ≤ -90

This means that the 5 remaining scores must add up to at most -90. Since the minimum score is 6, the maximum possible value of x is 4 times 6, or 24. Therefore, the least possible value of x is -90, which means that the 5 remaining scores must add up to 90.

To minimize the mean, we want to make these 5 scores as small as possible. If we make all 5 scores equal to 6, then the sum of all 40 scores would be:

15(10) + 10(7) + 10(6) + 5(6) = 315

The mean would be 315/40 = 7.875, which rounded to the nearest hundredth is 7.88.

Therefore, the least that Qinna's arithmetic mean could be is 7.88.

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Answer: b represents the variable and 42 represents the coefficent.

Step-by-step explanation:

The required  the  parts of the park expression 42b represent

the total price of the bolga basket , b represents the number of bolga basket and 42 represents the cost of each bolga basket.

A statement is a declarative sentence that is either true or false but not both. A statement is sometimes called a proposition. The key is that there must be no ambiguity. To be a statement, a sentence must be true or false, and it cannot be both.

Given:

Bolga baskets= $42

The expression 42b represents the total price buying b baskets.

According to given question we have

The given statement is

Let the number of bolga basket be b

So, the total price of the bolga basket =42b

The cost of each bolga basket is  $42

Therefore, the required  the  parts of the park expression 42b represent

the total price of the bolga basket , b represents the number of bolga basket and 42 represents the cost of each bolga basket.

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among the given options, the use of correlational statistics OPTION B is the most reliable indicator that a study employed a bivariate correlational design.

A bivariate correlational design is characterized by the examination of the relationship between two quantitative variables. In this context, the use of correlational statistics is a key indicator of this design. Correlational statistics, such as correlation coefficients (e.g., Pearson's r), are employed to assess the strength and direction of the relationship between the variables under investigation.

The presence of measured variables, inclusion of quantitative variables, or depiction of a bar graph are not definitive indicators of a bivariate correlational design. Measured variables can be present in various study designs, including experimental ones. Similarly, quantitative variables can be utilized in different types of studies, such as experimental, quasi-experimental, or observational designs. The depiction of a bar graph, which is commonly used to illustrate categorical data, does not inherently imply the use of a bivariate correlational design.

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Characteristics that are harmful to a species tend to decrease in frequency from generation to generation because these characteristics usually have a low survival value for the species.

Option 2.

Characteristics that are harmful to a species are numerous and some of them affect species in many ways.

Some of the harmful characteristics to species include the following;

Poor genetic diversity - species that are not diverse will not survive long the nearest future as tend to go into extinct.

Poor habitat ; species with limited habitation will not survive long.

Poor reproductive rate - this factor does not favour species wide spread and fast growth

Predators - this factor kill and reduce the number of available species

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Step-by-step explanation:

\( \large\tt\underline\blue{a} \underline\pink{n} \underline\green{s} \underline\red{w}\underline \purple{e} \underline\orange{r}\)

A geometric progression is a sequence in which any element after the first is obtained by multiplying the preceding element by a constant called the common ratio which is denoted by r.

False because descriptive statistics doesn't make any prediction, but inferential statistics make predictions about a population based on a sample of data taken from the population.

Descriptive statistics are informational coefficients that summarize a given data set, but they can't make predictions about the population based on a sample of data for the example is chart or graph.

It has differences from Inferential statistics which allow you to test a hypothesis or prediction from the data. The prediction is made by collecting the sample of data which is taken from the population such as calculating the z-score or ANOVA test.

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There is insufficient evidence to support the claim that the training technique is effective in raising the gymnasts scores.

In hypothesis testing, we often use significance levels such as 0.01 to determine whether or not there is enough evidence to support the hypothesis.

Here is the solution to the given problem.

The null hypothesis is that the training technique is not effective in raising the gymnasts' scores.

It is expressed as

H0: µd = 0.

The alternative hypothesis is that the technique is effective in raising the gymnasts' scores.

It is expressed as

Ha: µd > 0.

The significance level α = 0.01 is given.

Therefore, the given problem can be tested using a one-tailed t-test.

This is because the alternative hypothesis states that the mean difference between the two populations is greater than zero.

A t-test is appropriate because the sample sizes are less than 30.

The difference between the before and after competition scores of each gymnast should be calculated.

This gives us the difference scores, which are as follows:

0.1, 0.2, -0.02, -0.1, 0.1, 0.3, -0.2.

Next, we compute the mean and standard deviation of the differences. We have:

n = 7d

= 0.0714Sd

= 0.1466

Then we compute the t-statistic:

t = (d - µd) / (Sd / √n)

t = (0.0714 - 0) / (0.1466 / √7)

t = 1.5184

The degrees of freedom for this test are (n - 1) = 6.

Using a t-distribution table with 6 degrees of freedom and a significance level of 0.01 for a one-tailed test, we find that the critical t-value is 2.998.

For the given problem, the test statistic t = 1.5184 is less than the critical value of 2.998.

Therefore, we do not reject the null hypothesis.

There is insufficient evidence to support the claim that the training technique is effective in raising the gymnast scores.

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Answer:

8/1

Step-by-step explanation:

Since the Opposite is the other way around you flip the answer the other way around

Answer:

Anything with 2 Yellow and more than 3.5 Blue

Step-by-step explanation:

The answer is pretty obvious, but I will give a more mathimatical explanation that is easy to understand.  The ratio is saying that for every 2 units of yellow, there are 3.5 units of blue.  You can find ratios that are the same but use more/ less  amounts.  So if you use 4 units of yellow and 7 of blue it is the same ratio.  

If you multiply both parts of the ratio (or divide) by the same number you will always get the same ratio.  So if you want something more blue (or yellow) you just have to keep one the same while increasing the one you want to have more effect.  

In this case, the experimental probability is D. 0.860

First, note that Experimental probability, also known as Empirical probability, is founded on real experiments and adequate documentation of events.

In the table we can see that he rolled the cube 1000 times, and he recorded that 140 of those times he rolled a 5.

Then, the probability of rolling a 5 will be equal to:

P1 = 140/1000 = 0.14

Now, the probabilty of NOT rolling a 5, is equal to the rest of the probabilities, this is:

P2 = 1 - 0.14 = 0.86

then the correct option is D

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Full Question:

Although part of your question is missing, you might be referring to this full question:

Jimmy rolls a number cube multiple times and records the data in the table above. At the end of the experiment, he counts that he had rolled 140 fives. Find the experimental probability of not rolling a five, based in Jimmy’s experiment. Round the answer to the nearest thousandth.

A. 0.140

B. 0.167

C. 0.667

D. 0.860

Answer:

C. 16

Step-by-step explanation:

√16= 4 =2*2

pls mark me brainliest

Answer:

Step-by-step explanation:

You need to distribute out the o.1 and the 0.4 and then combine your like terms. Then the equation should be simplified

Answer:

3

Step-by-step explanation:

(48-6^2)/4

6^2 = 36

48 - 36 = 12

12/4

3

edit: I had the wrong answer, I fixed it though

Answer:

12x^3 + 19x^2 + x - 5

Step-by-step explanation:

To solve this, I set up the problem like this:

(3x^2 + x - 1)(4x + 5)

Now, just distribute everything from the first set of ( ) to the second set of ( ). Here's what you should have when you do that:

12x^3 + 15x^2 + 4x^2 + 5x - 4x - 5

Now, you would just combine like terms, which would get you to the final answer.

Hope this helps!

12x³ + 19x² + x -5

Polynomials are expressions that have multiple terms.

Breaking Apart Polynomials

When multiplying by a polynomial, we can break apart one of the polynomials, and multiply by each term individually. This means to multiply 3x² + x - 1 by 4x + 5, we can break apart the binomial into its separate terms. Instead of trying to multiply everything at once, we can multiply the trinomial by 4x and then multiply the trinomial by 5. Finally, add together the 2 products for the final answer.

Multiplying Polynomials

First, let's multiply the trinomial by 4x.

To find the product, multiply each term of the trinomial by 4x, then add them back together.

So, the first product is 12x³ + 4x²- 4x. Next, let's multiply 5(3x² + x - 1) the same way.

This means that the second product is 15x² + 5x - 5. Finally, let's add the 2 products together.

Then, simplify the expression.

This gives us our final answer. The product of 3x² + x - 1 and 4x + 5 is 12x³ + 19x² + x - 5.

Answer:

for for A,

16+7+5+12 = 40

the probability of throw the darts is 5/40

if there were 80 people doing it, an estimate of 10 people would do throw the darts

Answer:

C

4y=20

Hope this helped

Answer:

c

Step-by-step explanation:

Although the examples referenced are note given, the subject or principle of Quadratic Equations and the Quadratic formula are universal principles and hold true regardless of what examples are used.

Thus, two tings that one can learn about solving quadratic equations by using the Quadratic formula are:

In mathematics, almost every student encounters the quadratic formula, which is a popular method for determining the roots of a quadratic problem. In practice, the quadratic formula may be used to calculate the size of a place, the speed of a moving item, the value of profit earned on a product, and other things.

We've shown that a quadratic equation is a degree 2 equation. A quadratic has the standard form y = ax² + bx + c, where a, b, and c are integers and a cannot be zero. All quadratic equations graph into some form of curve. All quadratics have two solutions, although not all of them are real.

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Part A: Rebecca's credit card balance can be calculated using the equation x = (51 - 1) 0.02 if her finance charge is $51.

Part B: By making the purchase on the final day of the billing cycle rather than the first day, Rebecca will be able to avoid paying $27 in finance charges.

How do equations work?

A mathematical statement proving the equality of values between two or more mathematical expressions is called an equation.

Equation symbols (=) are used to represent equations.

A finance charge is what?

The interest and other fees levied on credit cards are included in a finance charge.

Typically, the finance charge is based on a stated APR (annual percentage rate).

The month's billing cycle lasts for 28 days.

Balance at current starting = x.

APR = 24%, or annual percentage rate.

The monthly percentage rate (MPR) equals 2% (24% divided by 12).

The final day's purchase cost $1,400.

$51 is the total finance fee for the month.

($1,400 x 2% x 1/28) = $1 finance fee for the last-minute purchase.

$50 ($51 - $1) serves as the initial balance's finance charge.

The starting balance at this time is x = $2,500 ($50 x 2%).

Current Beginning Balance Equation: x = 51 - 1 0.02

($1,400 x 2%) Equals $28 in total loan charges for the last-minute purchase.

Finance charge savings from buying on the last day equals $27 ($28 - $1).

By buying the $1,400 gift for her friend on the last day of the billing cycle rather than the first, Rebecca can avoid paying $27 in finance charges.

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Answer:

B

Step-by-step explanation:

area=1/2×32×6.1=16×6.1=97.6 yd²

Answer:

Choice B. 97.6 yd^2

Step-by-step explanation:

B×W×.5= A