Find the cube of 20 easy​

Answer:

9 times 9 times 4 times 4 times 4=5184

Answer:

Step-by-step explanation:

Here is the answer

The correlation coefficient measures the strength of the linear relationship between two variables, and it ranges from -1 to 1. A correlation coefficient of -1 indicates a perfect negative linear relationship between the variables, which means that as one variable increases, the other decreases at a constant rate.

To find the value of A in this scenario, we need to look for a perfect negative linear relationship between the two variables, time (x) and distance from destination (y). The table shows that as time increases, the distance from the destination decreases, but we need to find the exact rate of change.

We can calculate the rate of change by finding the slope of the line that represents the relationship between time and distance. We can use the formula for the slope of a line, which is:

slope = (change in y) / (change in x)

If we choose the first and last points in the table, we get:

slope = (690 - 1060) / (7 - 1) = -70

This means that for every hour of time that passes, the distance from the destination decreases by 70 miles. Therefore, if the correlation coefficient is -1, we should see a perfect negative linear relationship between time and distance, with a slope of -70.

To check if A is the correct value, we can use the formula for the equation of a line in slope-intercept form:

y = mx + b

where m is the slope and b is the y-intercept. We can plug in the values of m and b and solve for A:

y = -70x + b

If we use the first point in the table, where x = 4 and y = 1000, we get:

1000 = -70(4) + b

b = 1220

So the equation of the line is:

y = -70x + 1220

If we plug in the values of x for the remaining points in the table, we get:

y = 1030 when x = 0

y = 880 when x = 2

y = 800 when x = 3

y = A when x = 5

y = 760 when x = 6

To find the value of A, we can plug in the corresponding value of y and solve for A:

1030 = -70(0) + 1220

880 = -70(2) + 1220

800 = -70(3) + 1220

760 = -70(6) + 1220

A = -70(5) + 1220 = 850

Therefore, the value of A should be 850 if the correlation coefficient for the data shown in the table is -1.

The equation of the line is, 4 x + 5 y = 25

From the question, we have

The points are (0,5) and (5,1).

The equation of the line is, 4 x + 5 y = 25

Slope of the Line, m = -0.8

A line's slope, expressed in m, indicates how steep it is. A line's gradient is also referred to as its slope occasionally. The y-coordinate of the point where the line's graph crosses the y-axis is known as the y-intercept of a line.

Slope of a Line :

In mathematics, a line's slope is defined as the ratio of the change in the y coordinate to the change in the x coordinate.

The net change in the y-coordinate and the net change in the x-coordinate are denoted by the letters Y and X, respectively.

Since the slope of a line is indicated by "m," the formula for the change in y-coordinate with regard to the change in x-coordinate is m = change in y/change in x = y/x.

The slope, intercept, and y-intercept values on the graph of the equation y = mx + c are all equal to m. M and C are real integer numbers in the slope-intercept version of the linear equation.

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where width ?

...................

Answer:

f(-1) means value of f when x = -1

From the above table we can say when x =-1

value of f i.e f(-1) = 2

f(x) =2

when x =0, -2

The number of adult tickets that were sold would be = 435 tickets.

A ticket is an official document that gives an individual access to an event.

The cost of adult tickets = $8

The cost for student tickets = $4

The number of students tickets sold = X

The number of adults tickets sold = X +30

The told number of tickets sold = 840

To find X;

X + X + 30 = 840

2x + 30 = 840

2x = 840-30

2x = 810

X = 810/2

X = 405

Therefore, the number of tickets sold for adults = 405 +30 = 435 tickets.

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A. The 90% confidence interval for the difference in the proportions of Texans and New Yorkers who favor the new Green initiative is (0.078, 0.161).

B. According to the confidence interval, with 90% confidence, the proportion of Texans who support the initiative is estimated to be larger by 7.8 to 16.1 percentage points compared to New Yorkers. This means that the percentage of Texans in favor of the initiative is likely higher than the percentage of New Yorkers, with a difference ranging from 7.8% to 16.1%.

It is important to note that the confidence interval is open-ended, indicating that the true difference in proportions could be even larger than the upper bound or smaller than the lower bound. However, based on the given data, we can conclude that there is a significant difference between the two populations in terms of their support for the new Green initiative, with Texans showing a higher proportion of support compared to New Yorkers.

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Answer:

the graph represents a function.

Step-by-step explanation:

The vertical line test is a test to check if a graph represents a function.

To proceed, draw (imaginary) vertical lines through the entire domain of the graph.  If any of the line intersects the graph at any value of x, then the graph does not represent a function.

Here it is not possible to draw a vertical line to intersect the red curve at any point, therefore the graph represents a function.

Answer:

Yes, the graph represents a function.

Step-by-step explanation:

The vertical line test is a test you can do to determine if a graph is a function. Basically, you draw straight vertical lines, and if it intersects with the line more than once, the graph is not a function.

This is because in a function, each input can only have one output.

So, we can draw vertical lines through the graph, and you'll find that each line will only intersect with the line once.

Based on this, the given graph would represent a function.

The sum of the opposite angles of a cyclic quadrilateral is \(180^{\circ}\).

Therefore

\(3x^{\circ}+63^{\circ}=180^{\circ}\\3x^{\circ}=117^{\circ}\\x^{\circ}=39^{\circ}\\\\(4y-1)^{\circ}+65^{\circ}=180^{\circ}\\4y^{\circ}=116^{\circ}\\y^{\circ}=29^{\circ}\)

Answer:

D

since 45027/3 is is 15009 and 804597/3 is 268199

(i) Conclusion: Reject H0 or fail to reject H0.

(ii) Meaning about the parameter being tested: "There is no evidence that..." or "There is evidence that..."

(iii) Test statistic and critical value: What you see in the test statistic and critical value that leads to this conclusion.

For the situation where H0: μ (null hypothesis is that the population mean is equal to a specific value):

(i) Conclusion: If the test statistic falls in the critical region, we reject H0. If the test statistic does not fall in the critical region, we fail to reject H0.

(ii) Meaning about the parameter being tested: If we reject H0, it means that there is evidence to suggest that the population mean is not equal to the specific value. If we fail to reject H0, it means that there is no evidence to suggest that the population mean is different from the specific value.

(iii) Test statistic and critical value: In this case, we compare the test statistic (calculated from the sample data) to the critical value (based on the chosen significance level and the distribution of the test statistic). If the test statistic falls in the critical region (i.e., it is more extreme than the critical value), we reject H0. If the test statistic falls outside the critical region, we fail to reject H0.

To summarize, for the situation where H0: μ, we determine the conclusion based on whether the test statistic falls in the critical region or not. This conclusion provides evidence or lack of evidence regarding whether the population mean is equal to the specific value stated in the null hypothesis.

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We have

(a + bx) / (a - bx) = (b + cx) / (b - cx)

==>   (a + bx) (b - cx) = (a - bx) (b + cx)

==>   ab + (b ² - ac) x - bcx ² = ab + (ac - b ²) x - bcx ²

==>   (b ² - ac) x = (ac - b ²) x

==>   b ² - ac = ac - b ²

==>   2b ² = 2ac

==>   b ² = ac … … … [1]

Similarly, you would find

(a + bx) / (a - bx) = (c + dx) / (c - dx)

==>   ad = bc … … … [2]

and

(b + cx) / (b - cx) = (c + dx) / (c - dx)

==>   c ² = bd … … … [3]

Now:

c ² = bd   ==>   b = c ² / d

b ² = ac   ==>   c = b ² / a

ad = bc   ==>   d = bc / a

and we find

d / c = (bc / a) / (b ² / a) = c / b

and

c / b = (b ² / a) / (c ² / d) = (b ² d) / (a c ²) = b / a

which is to say, the ratio between d and c is equal to the ratio between c and b, and also equal to the ratio between b and a. Therefore (a, b, c, d) are in a geometric progression.

Answer:

A is next answer cos 12+8=20 and 20 dots in a

tan(41π/36) can be written in terms of the tangent of a positive acute angle as (tan((1/9)π) + tan((37/36)π)) / (1 - tan((1/9)π)tan((37/36)π))

To express tan(41π/36) in terms of the tangent of a positive acute angle, we need to find an angle within the range of 0 to π/2 that has the same tangent value.

First, let's simplify 41π/36 to its equivalent angle within one full revolution (2π):

41π/36 = 40π/36 + π/36 = (10/9)π + (1/36)π

Now, we can rewrite the angle as:

tan(41π/36) = tan((10/9)π + (1/36)π)

Next, we'll use the tangent addition formula, which states that:

tan(A + B) = (tan(A) + tan(B)) / (1 - tan(A)tan(B))

In this case, A = (10/9)π and B = (1/36)π.

tan(41π/36) = tan((10/9)π + (1/36)π) = (tan((10/9)π) + tan((1/36)π)) / (1 - tan((10/9)π)tan((1/36)π))

Now, we need to find the tangent values of (10/9)π and (1/36)π. Since tangent has a periodicity of π, we can subtract or add multiples of π to get equivalent angles within the range of 0 to π/2.

For (10/9)π, we can subtract π to get an equivalent angle within the range:

(10/9)π - π = (1/9)π

Similarly, for (1/36)π, we can add π to get an equivalent angle:

(1/36)π + π = (37/36)π

Now, we can rewrite the expression as:

tan(41π/36) = (tan((1/9)π) + tan((37/36)π)) / (1 - tan((1/9)π)tan((37/36)π))

Since we are looking for an angle within the range of 0 to π/2, we can further simplify the expression as:

tan(41π/36) = (tan((1/9)π) + tan((37/36)π)) / (1 - tan((1/9)π)tan((37/36)π))

Therefore, tan(41π/36) can be written in terms of the tangent of a positive acute angle as the expression given above.

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Answer:

\(\frac{1}{3}\)

Step-by-step explanation:

The equation of the line is;

2(x - 3) - 6y = 10

Placing the line in slope intercept form we get;

6y = 2x - 6 - 10

6y = 2x - 16

Dividing throughout by 6 we get;

y = \(\frac{2}{6}\)x - \(\frac{16}{6}\)

Simplifying gives;

y = \(\frac{1}{3} x +2 \frac{2}{3}\)

So the slope of this line = \(\frac{1}{3}\)

There are two main methods to determine if it is a rainy day at a given location: measuring rainfall using weather instruments, and using radar and satellite imagery.

Measuring rainfall using weather instruments involves setting up a rain gauge, an instrument that measures the amount of rainfall in a specific location. These instruments measure the amount of rainfall at a given time and provide more accurate readings than radar or satellite imagery.

Using radar and satellite imagery is another way to measure if it is a rainy day at a given location. Radar and satellite imagery show precipitation patterns, cloud types, and the movement of the clouds. These images can help identify where it is raining and how much rainfall is expected in the near future.

Both methods are useful for predicting rain or other types of precipitation. Rainfall measurements from weather instruments provide more accurate data, while radar and satellite imagery offer a bigger picture of the overall weather patterns in a given area.

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Answer:

Step-by-step explanation:

If Susana runs 2 3/4 miles per 1/4 hour

in one hour

2 3/4=11/4

1h=11/4 *4=11 miles

11 miles/hour

The teacher could use a hypothesis test for a population mean in the following situation:

The teacher wants to determine if computer-based instruction has a statistically significant effect on the average test scores of students in the class. The teacher can collect a sample of test scores from students who received computer-based instruction and a sample of test scores from students who did not receive computer-based instruction. Then, the teacher can use a hypothesis test for the population mean to compare the mean test scores of the two groups and determine if the difference is statistically significant.

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Complete question:

teacher is experimenting with computer-based instruction In which situation could the teacher use a hypothesis test for a ifference in two population means?

O The teacher uses a combination of treditional methods and computer based instruction She asks students # they lked computer based instruction better She wants to determine if the maorty prete the computer-based instruction

O She gives each student a pretest Then she teaches a lesson using a computer program Afterwards, she gives each student a postest The teacher wants to see f the difference in scores willshow an improvement 。

She ran om y d des the class into t goups One gup ecerves computer based instruction The other group recen es tradit na n rete wit t copters Ahe rst eten een student ha to solve a single problem. The teachers wants to compare the proportion of each group who can solve the problem 。She gives each student a pretest he then randomly dvides the class mto two groups.

Ο e group receves compte based i struct . The other go p eceves tradtind rst cto with t computers After instruction each student takes a post test. The teacher compares the improvement in scores (post test minus pretest) in the two groups

The number of triangles that can be constructed from the given conditions are:

0 triangles can be constructed from the lengths of 4 cm, 2 cm, and 7 cm as they do not satisfy the triangle inequality theorem.

1 triangle can be constructed from the measures of two angles, 30° and 60°, and the length of the included side, 12 inches, using the sine rule to calculate the length of the other side.

Infinitely many triangles can be constructed from the measures of the three angles, 45°, 75°, and 60°, as long as the sum of the angles is 180°. This is because the sides can be varied in length and still satisfy the given angle measurements.


Triangle Inequality Theorem states that the sum of the lengths of any two sides of a triangle must be greater than the length of the third side. In the given conditions, the lengths of 4 cm, 2 cm, and 7 cm do not satisfy this theorem. Therefore, no triangle can be constructed from these lengths.

For the measures of two angles, 30° and 60°, and the length of the included side, 12 inches, we can use the sine rule to calculate the length of the other side. We know that the ratio of the length of a side to the sine of the opposite angle is constant for all sides of a triangle. Therefore, we can use the sine rule to calculate the length of the third side. Since we have two angles and one side, there is only one possible triangle that can be constructed from these conditions.

For the measures of the three angles, 45°, 75°, and 60°, we can construct infinitely many triangles as long as the sum of the angles is 180°. This is because the sides can be varied in length and still satisfy the given angle measurements. Therefore, we can construct infinitely many triangles with these given conditions.

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Thus, the probability that it will rain on exactly one of the five days during the Hiking Club's camping trip in the State park is approximately 4.38%.

We can use the binomial probability formula to calculate the probability of rain on exactly one of the five days during the Hiking Club's camping trip in the State park. The formula is:

P(X = k) = C(n, k) * p^k * (1 - p)^(n - k)

where:
- P(X = k) is the probability of k successes (rain) in n trials (days)
- C(n, k) is the number of combinations of n items taken k at a time
- p is the probability of success (rain) on any given day (66% or 0.66)
- n is the number of trials (5 days)
- k is the number of successes (1 day with rain)

Plugging the values into the formula, we get:

P(X = 1) = C(5, 1) * 0.66^1 * (1 - 0.66)^(5 - 1)

First, we find the number of combinations C(5, 1) which is 5.

Next, we calculate the probabilities:
0.66^1 = 0.66
(1 - 0.66)^4 = 0.34^4 = 0.0133

Now, we multiply everything together:

P(X = 1) = 5 * 0.66 * 0.0133 ≈ 0.0438

So, the probability that it will rain on exactly one of the five days during the Hiking Club's camping trip in the State park is approximately 4.38%.

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The approximate volume of a cone with the same diameter and height as the cylinder is 131.95 cm³.

In Mathematics and Geometry, the volume of a cylinder can be calculated by using this formula:

Volume of a cylinder, V = πr²h

Where:

Radius = diameter/2 = 6/2 = 3 cm.

By substituting the given parameters into the volume of a cylinder formula, we have the following;

Volume of cylinder, V = π × 3² × 14

Volume of cylinder, V = π × 9 × 14

Volume of cylinder, V = 395.8 cm³.

For the volume of this cone, we have:

Volume of cone, V = 1/3 × πr²h

Volume of cone, V = 1/3 × 395.8

Volume of cone, V = 131.95 cm³.

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the surface integral. s (x + y + z) ds, s is the parallelogram with parametric equations x = u + v, y = u − v, z = 1 + 2u + v is 10\(\sqrt{14}\)

The surface element is

dS = || ∂r/∂u  x  ∂r/dv || du dv

where

r (u, v) = x (u, v) i + y (u, v) j + z (u, v) k

r (u, v) = (u + v) i + (u - v) j + (1 + 2u + v) k

is the vector parameterization for the surface S.

The normal vector to the surface is

∂r/∂u  x  ∂r/dv

… = (i + j + 2 k)  x  (i - j + k)

… = 3 i + j - 2 k

and has norm

|| ∂r/∂u  x  ∂r/dv || = √(3² + 1² + (-2)²) = √(14)

Now compute the integral:

∫∫ (x + y + z) dS = √(14) ∫₀¹ ∫₀² ((u + v) + (u - v) + (1 + 2u + v)) du dv

… = √(14) ∫₀¹ ∫₀² (3u + v + 1) du dv

… = √(14) ∫₀¹ (3/2 u² + uv + u) |₀² dv

… = √(14) ∫₀¹ (8 + 2v) dv

… = √(14) (8v + 2v²) |₀¹

… = 10 √(14)

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The evaluation of the given double integral over the quarter-disk B results in 0.

To evaluate the double integral, let's express it in polar coordinates. We have:

∬B z dA = ∫₀^(π/2) ∫₀^(a) z r dr dθ,

where B represents the quarter-disk, z = 20, y ≥ 0, and z² + y² ≤ a². We are also given 2zy + 3y² ≤ 31².

The inner integral with respect to r evaluates to (1/2)r²z, and the outer integral with respect to θ evaluates to (π/2). Thus, the double integral becomes:

∬B z dA = (π/2) ∫₀^(a) (1/2)r²z dr.

Substituting z = 20 and integrating, we have:

∬B z dA = (π/2) ∫₀^(a) (1/2)r²(20) dr

          = 10π ∫₀^(a) r² dr

          = 10π [(1/3)r³]₀^(a)

          = (10π/3) a³.

Since the value of a is not specified, we cannot determine the numerical result of the integral. However, we can conclude that the double integral is equal to (10π/3) a³, where a represents the radius of the quarter-disk.

The given double integral over the quarter-disk B, defined by the conditions z = 20, y ≥ 0, and z² + y² ≤ a², results in the expression (10π/3) a³. The final numerical value depends on the specific value of the radius a, which is not provided in the given information.

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For the linear equations provided by the coordinates in the table;

The first equation of this system is y = -2x.

The second equation of this system is y = x - 3.

The solution to the system is (1, -2).

We have four points (-5,10), (-1,2), (0,0), and (11,-22) for first equation, and four points (-8,-11), (-2,-5), (1,-2), and (7,4) the second equation.

The slope (m) is given by the formula (y2 - y1) / (x2 - x1).

For the first line, we can use the points (-5,10) and (-1,2)

m1 = (2 - 10) / (-1 - (-5)) = -8/4 = -2.

the first equation is y = -2x

the second line, we can use the points (-8,-11) and (-2,-5)

m2 = (-5 - -11) / (-2 - -8) = 6/6 = 1.

the second line has a slope of 1,

the equation should have the form y = x + c.

To find c, we can use one of the points, for instance (-2,-5):

-5 = -2 + c => c = -5 + 2 = -3.

So, the second equation is y = x - 3.

the solution to the system, we need to find where the two lines intersect.

y = -2x

y = x - 3

Setting both equation equally

-2x = x - 3

=> 3x = 3

=> x = 1.

Substituting x = 1 into the first equation

y = -2(1) = -2.

the solution to the system of linear equation would be (1, -2).

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Answer:

ghjggjdjhjgj;jk;l

Step-by-step explanation:

The main answer of what should a student write as the final balanced equation for balancing the equation using the half-reaction method are given below:2Br⁻ → Br₂ + 2e⁻  (Multiply by 2)Cl₂ + 2e⁻ → 2Cl⁻ (Balanced)Add both reactions to eliminate electrons:2Br⁻ + Cl₂ → Br₂ + 2Cl⁻

The half-reaction method is used to balance an equation where the reaction is separated into two separate half-reactions: an oxidation half-reaction, which loses electrons and the reduction half-reaction, which gains electrons. This method is used for balancing redox reactions.According to the question, the two half reactions that are given are as follows:2Br⁻ → Br₂ + 2e⁻...

Equation 1Cl₂ + 2e⁻ → 2Cl⁻...Equation 2In order to balance this equation using the half-reaction method, the electrons must be eliminated from both equations. To remove the electrons from equation 1, it is multiplied by 2, and it becomes:2Br⁻ → Br₂ + 2e⁻. . .Equation 1'Now, add both the half-reactions to eliminate the electrons:2Br⁻ + Cl₂ → Br₂ + 2Cl⁻. . .Balanced EquationTherefore, the final balanced equation for the given reaction by using the half-reaction method should be 2Br⁻ + Cl₂ → Br₂ + 2Cl⁻.

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The critical number of the given function {g(t) = 3t ㏑t} is t = e⁻¹

Assume f(x) is a function with an open interval (a,b). If c is in the interval (a,b) and either f'(c) =0 or f'(c) does not exist, we say c is a critical number of f(x).

Each local minimum as well as maximum of f(x) must correspond to a critical number of f(x). The opposite is not truly the case: not all critical number of f(x) must correspond to a local maximum as well as minimum of f(x).

Now, as per the question;

It should be noted that the broadest possible domain of {g(t) = 3t ㏑t} is given in the set {t : t > 0} as ㏑t can not be defined for negative numbers of zero.

Now, differentiate the given function with respect to t.

\(g^{\prime}(t)=\frac{d}{d t}(3 t \ln t)\)

Apply the product rule of differentiation;

\(\begin{aligned}&=\left[\frac{d}{d t}(3 t)\right] \ln t+3 t \frac{d}{d t}(\ln t) \\&=3 \ln t+3 t \frac{1}{t} \\&=3 \ln t+3 \\&=3(\ln t+1)\end{aligned}\)

Now, put this value of g'(t) = 0 for finding the critical points.

0 = g'(t)

  = 3(㏑t + 1)

Divide equation by 3.

0 = ㏑t + 1

㏑t = -1

Taking anti log;

t = e⁻¹ (critical value)

Therefore, the critical value obtained for the given function is  t = e⁻¹.

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The complete question is-

how many critical numbers does {g(t) = 3t ㏑t} have? note: critical numbers must be within the domain of the function.

Number of ways 5 gymnasts participate including exactly two from Lia , Bella , Priscilla is equal to 252.

As given in the question,

Total number of gymnasts = 12

Number of gymnasts to be participates = 5

Condition:

Exactly two gymnasts from Lia , Bella , Priscilla

Number of ways 5 gymnasts participates

= ⁹C₃ × ³C₂

= ( 9!)/ ( 9 - 3)! 3! × 3!/ ( 3-2)! 2!

= [( 9× 8 ×7 × 6!)/ 6! ( 3× 2× 1)] × ( 3 × 2!)/ 2!

= [( 9× 8 ×7)/ ( 3× 2× 1)] × 3

= 252

Therefore, the number of ways 5 gymnast can participate out of 12 with the given condition is 252.

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okay first lets look at the question once again $24? 1. Taxi Fares are normally distributed with mean fare $22.27 and a standard deviation of $2.20.

A) What is the probability of a single Taxi fare being over $24? 0.2158

What is the probability that the average of a random sample of 10 taxi fares being over 'Sd=22 0068

B) Which should have a greater probability of being between $12 and $24 - the mean of 10 randomly selected taxi fares or the amount of a single randomly selected taxi fare? Why?​

So for A. its i dont know

and for B. its i dont know either