Answer:
D
Step-by-step explanation:
Answer:
D.) 9 − 2x − 2x2
It asks "plot the next two points but I do not understand because the table only shows until 9 years not until 10 years
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There are 10 children.
The graph shows the relationship between the radius and volume for many cones whose height is 6imches
Answer:
the 3rd one
Step-by-step explanation:
Answer:
B, C, E
Step-by-step explanation:
Leah is an administrator for a large
school district. She wants to know how
many hours students spend on
homework each week. She asks the
question to 250 randomly selected eighth
grade students. The results are shown in
the table. Which of the following
inferences about the eighth grade
students in the school district are valid?
Hours. Students
Less than 2 44
2 to less than 4 88
4 to less than 6 90
At least 6 28
A. There are more students who spend at least 4 hours per week on homework than students who spend less than 4 hours per week on homework.
B.About 11% of students in the school district spend at least 6 hours per week on homework.
C. About 50% of students who spend less than 4 hours per week on homework spend less than 2 hours per week.
D.About 1 of every 3 students who spend at least 4 hours per week on homework spend at least 6 hours per week.
Based on the data provided in the table, the valid inferences are A, B and C, while inference D cannot be confirmed.
What is a valid inference?A conclusion that is logical, rational, and backed by solid reasoning, statistical analysis, or scientific principles is considered to be a valid inference when it is derived from the available facts or evidence. It should be founded on trustworthy and pertinent data and adhere to accepted rules of statistical or scientific reasoning.
In addition to being compatible with accepted theories, guiding principles, or previous research findings, a valid inference should take into account any constraints and potential sources of mistake in the data or evidence. In other terms, a valid inference is a plausible and convincing conclusion that may be reached using acceptable statistical or scientific techniques from the relevant information or evidence.
A. Valid: There are more students who spend at least 4 hours per week on homework than students who spend less than 4 hours per week on homework.
B. Valid: Approximately 11% of students in the school district spend at least 6 hours per week on homework, based on the "At least 6" category which has 28 students out of the total 250 students surveyed.
C. Valid: About 50% of students who spend less than 4 hours per week on homework spend less than 2 hours per week, based on the total number of students in the "Less than 2" and "2 to less than 4" categories compared to the total number of students in the "Less than 4" category.
D. Not valid: The table does not provide data specifically about students who spend at least 4 hours per week on homework and their hours of homework beyond 4 hours, so this inference cannot be made.
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suppose a hypothesis test, using α = 0.05, is being conducted with the following null hypothesis: h0: μ = 2. which one of the following confidence intervals would lead to rejecting the null hypothesis
A confidence interval cannot instantly lead to rejecting the null hypothesis in a hypothesis test. In the given case the null hypothesis is either rejected or rejected based on test statistics.
α = 0.05
μ = 2
If the confidence interval is 1.0 or 2.0, then the null hypothesis value of 2 drops exceeds the interval, this makes the data contradict the null hypothesis and may reject the null hypothesis.
This alone would not be good to decline the null theory - the conclusion to reject or not reject the null hypothesis is determined by the test statistic and the alternate p-value.
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Lea wants to save money on a new computer. At the store near her, the computer she wants is listed at a regular price of $875.00. On Saturday, the store will have a sale and discount the computer by 30%. How much will Lea pay (without tax) when she buys the computer with a 30% discount? Help please this is due in 15 min thank you!! with explanation
A) $262.50
B) $350.00
C) $612.50
D) $1,137.50
Answer:
C)$612.50
Step-by-step explanation:
Plss make me BRAINLIEST
If there is 30% discount, u will pay 70%(7/10) of actual price.
70% of $871
7/10 x 871 = $612.50
Answer:
$612.50
Step-by-step explanation:
875 x 30% = 262.50
875- 262.50= $612.50
can someone help??!???!?!
Answer:
download discord
Answer:
im confused-
Step-by-step explanation:
a)
3 x a x 2 x b
b)
с^5 х с
c) 2y^4 x 5y^3
d) 3gh? x 4g^3h^3
Answer:
a)6ab
b)5c
c)
Step-by-step explanation:
a)3×2=6 and a×b=ab
then 6×ab=6ab
Write the equation of a line that contains (2,−2) and perpendicular to another line with slope −1.
Answer:
y = x - 4
Step-by-step explanation:
Perpendicular slope = 1
y + 2 = 1 (x - 2)
y + 2 = x - 2
y = x - 4
Answer:
Y= x -4 is the correct answer
Find the amount due on a $300 invoice received on June 3 and paid on June 11 if the sales terms are 3/15, n/30.
Based on the information given the amount due on a $300 invoice received on June 3 is $291.
Amount dueUsing this formula
Amount due=Invoice amount-(Invoice amount×Sales percentage)
Where:
Invoice amount=$300
Sales percentage=3%
Let plug in the formula
Amount due=$300-($300×3%)
Amount due=$300-$9
Amount due=$291
Inconclusion the amount due on a $300 invoice received on June 3 is $291.
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1 0 0 -3
a. 0 1 0 0
0 0 1 7
1 -3 0 0
b. 0 0 1 0
0 0 0 1
Suppose that the augmented matrix for a linear system has been reduced by row operations to the given row echelon form. Identify the pivot rows and columns and solve the system.
The solution is (3, 1). Hence, the system has a unique solution.
The augmented matrix of the linear system is given below:100-30001The augmented matrix is already in row echelon form. Row echelon form is a form in which the elements below the leading coefficients are all zero. In this matrix, the first non-zero element of the first row is 1, which is called a leading coefficient.
Therefore, the first row is a pivot row. The pivot column is the column in which the pivot row's leading coefficient appears.In this case, the first column is the pivot column. The second row has only one non-zero element, which is also a leading coefficient. Thus, the second row is also a pivot row.
The pivot column for the second row is the third column. Since there are two pivot rows, there will be two variables in the system. Assign x1 and x2 to the first and second columns, respectively. The linear system is: x1 - 3x2 = 0, x3 = 1x1 = 3x2 x2 = x2 x3 = 1.
The solution to this system is (3t, t, 1), where t is a free variable. The solution is a line since there is one free variable, t. The solution can be represented parametrically as a line in three dimensions. The solution can be represented as a point in two dimensions since there are two variables in the system. The solution is (3, 1). Hence, the system has a unique solution.
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PLEASE HELP ME!
I will mark brainliest AND thanks your account!
What is the slope of the line that passes through the points (-2, 1) and (5, 7)?
Answer:
The slope is 6/7
Step-by-step explanation:
The slope is equal to (y₂ - y₁)/(x₂ - x₁)
Point 1 is (-2,1)
Point 2 is (5,7)
((7) - (1))/((5) - (-2))
(7 - 1)/(5 + 2)
6/7
The slope is 6/7
What is the properties of rhombus and rectangle and square?
There are some traits that rectangles, squares, and rhombuses have in common. These are also some differences between them. Rectangles, squares, and rhombuses all have 4 sides. If a shape is a rectangle the diagonal sides will be congruent. If a shape is a square all the sides will be congruent, the shape will also have a right angle. The diaganles of a rombus are perpendicular.
(1 point) Consider the equation Ut = 16uxx, 0 < x < 1,t> 0, with boundary conditions u(0,t) = 0, u(1,t) = 0. [infinity]
Suppose u(x,0) = sin(πx) + ∑ 5/n^10 sin(2nπx). n=1 If u(x, t) represents the temperature of a rod at a position x and time t, then at time t the midpoint has the temperature U(1/2, t) = _______
Suppose u(x,0) = sin(πx) + ∑ \(5/n^{10}\) sin(2nπx). n=1 If u(x, t) represents the temperature of a rod at a position x and time t, then at time t the midpoint has the temperature U(1/2, t) = 2.718.
The solution to the given heat equation with the given initial and boundary conditions is:
u(x,t) = ∑ (2/nπ) sin(nπx) e^(-n^2π^2t/16), n=1 [infinity]
Using this solution, we can find the temperature at the midpoint x=1/2:
U(1/2, t) = ∑ (2/nπ) sin(nπ/2) e^(-n^2π^2t/16), n=1 [infinity]
Plugging in t=0, we get:
U(1/2, 0) = ∑ (2/nπ) sin(nπ/2), n=1 [infinity]
Using the identity sin(nπ/2) = 1 if n is odd, and 0 if n is even, we can simplify this expression:
U(1/2, 0) = ∑ (2/(2n-1)π), n=1 [infinity]
This is a divergent series, so we cannot find its exact value. However, we can approximate it by truncating the series at a large enough value of N:
U(1/2, 0) ≈ ∑ (2/(2n-1)π), n=1 to N
For example, if we take N=10, we get:
U(1/2, 0) ≈ 3.8197
Therefore, at time t, the midpoint of the rod has the temperature U(1/2, t) ≈ ∑ (2/nπ) sin(nπ/2) e^(-n^2π^2t/16), n=1 to N, which depends on the value of t and the number of terms included in the series approximation.
At time t, the midpoint of the rod has the temperature:
U(1/2, t) = sin(π(1/2)) * e^(-16(π^2)t) + ∑ [5/n^10 * sin(2nπ(1/2)) * e^(-16(2nπ)^2t)]. n=1 to ∞
Here, e represents the base of the natural logarithm (approximately 2.718).
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Answer Correctly Please, I NEED HELP
Answer Choices:
A. - 12,000
B. 12,000
C. 1,200
D. - 1,200
Answer:
C
Step-by-step explanation:
Answer:
C
Step-by-step explanation:
This would be my answer because of the points you can log at 3 5 and 7
For the subspace below, (a) find a b. Is for the subspace, and (b) thate the dimension.
[s -2t]
s + 1
7
s, t in R ]
(a) Find a basis for the subspace. A basis for the subspace is (Use a comrra to-separate answers as needed.) (b) State the dimension. The dimension is
Given subspace is : { [ s − 2 t] ; s + t = 7 } we need to check that it spans the subspace and is linearly independent.
Here, we are to find :
a) A basis for the subspace
b) The dimension of the subspace
a) Let's start by writing the given subspace in a vector form. We have:
s [1] + (-2)t [0] = [s − 2 t] -----------------------------(1)
s [1] + t [1] = 7 -----------------------------(2)
Rewriting (2), we get:
t [1] = 7 - s [1] -----------------------------(3)
Substituting (3) in (1), we get:
[s − 2 (7-s)/1] = [-15+3s]Let v = [-15+3s],
then we have:
v = [-15+3s] ;
s in RWe have to show that {-15+3s} is a basis for the subspace.
To do so, we need to check that it spans the subspace and is linearly independent.
1. Spanning: For any vector v in the subspace, we need to show that it can be written as a linear combination of {-15+3s}.
Let v = [s − 2 t] .
For this v, we need to find some constant c such that v = c . [-15+3s].
Therefore, we need to solve v = c . [-15+3s] => [s − 2 t] = c . [-15+3s] => (1/3) [-s+t] = -5c + c.s
Multiplying by -1 on both sides and rearranging, we get:
c.s - (1/3)s = -5c + t/3 => (c - 1/3)s = -5c + t/3 => s = (3/3-c)/(c-1/3) * t
Since s and t are independent, we can take t = 3. Then,s = (1-c)/(c-1/3) * 3
But, s + t = 7 (Given in subspace) => s = 7 - t
Now, substituting s = 7-t in above equation, we get:
t = 3(1-c) => t = 3 - 3cPutting t = 3 in s+t = 7 => s = 4
Therefore, we have :v = [s − 2 t] = [4 - 2(3-3c)] = [6c-2]v = [-15+3s] = [-15+3(4)] = [3]
So, we have :v = c . [-15+3s] = c . [3] => v is a linear combination of {-15+3s} => {-15+3s} spans the subspace.
2. Linear Independence: Let's assume that {-15+3s} is linearly dependent. Therefore, there exists some constant k such that:
k . [-15+3s] = 0 (where 0 is the zero vector) => k.3 = 0 => k = 0So, {-15+3s} is linearly independent.
Therefore, we have {-15+3s} as a basis for the subspace.
b) To find the dimension of the subspace, we count the number of elements in the basis. So, dim(subspace) = 1.
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the picture above ^^
Answer:
Step-by-step explanation:
square root of 25x^2 is 5x. square root of 36 is 6
2(5x)(6)
60x
Find the truth set of each of these predicates where the domain is the set of integers. Show all work.
P(x):x3≥1Q(x):x2=2R(x):x
The truth set of P(x):x³≥1, Q(x):x²=2 and R(x):x predicates where the domain is the set of integers is {x | x ∈ Z, x >= 1 or x <= -1}, ∅ and ∅ respectively.
P(x): x³ >= 1
The solutions to this inequality are all integers x such that x >= 1 or x <= -1. Therefore, the truth set is {x | x ∈ Z, x >= 1 or x <= -1}.
Q(x): x² = 2
There are no integer solutions to this equation, since the square of an integer is always a non-negative number, and 2 is not a perfect square. Therefore, the truth set is ∅ (the empty set).
R(x): x
This predicate is not well-defined, since there is no condition given for x to satisfy. Therefore, the truth set is also ∅ (the empty set).
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Unit 2 logic and proof homework 3 conditional statements
By engaging in these exercises, students can develop a deeper understanding of conditional statements and logical reasoning, which are essential skills for further studies in mathematics and logic.
In Unit 2 of a logic and proof course, homework 3 focuses on conditional statements.
Conditional statements are fundamental concepts in logic and mathematics, representing logical implications between two statements.
They are typically expressed in "if-then" format, where the "if" part is the hypothesis and the "then" part is the conclusion.
The homework may involve tasks such as:
Identifying conditional statements: Students are given a set of statements and asked to identify which ones are conditional statements.
They need to recognize the "if-then" structure and correctly identify the hypothesis and conclusion.
Analyzing the truth value of conditional statements:
Students may be given conditional statements and asked to determine whether they are true or false.
They need to evaluate the hypothesis and conclusion to determine if the implication holds in each case.
Writing converse, inverse, and contrapositive statements:
Students may be required to manipulate given conditional statements to form their converse, inverse, and contrapositive statements.
This involves switching the positions of the hypothesis and conclusion or negating both parts.
Applying the laws of logic:
Students may need to apply logical laws, such as the Law of Detachment or the Law of Modus Tollens, to deduce conclusions based on conditional statements.
Constructing counterexamples:
Students may be asked to provide counterexamples to disprove statements that are falsely claimed to be universally true based on a given conditional statement.
They also help students develop critical thinking and problem-solving abilities, as they have to analyze and manipulate logical structures.
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representa en una recta numérica naturales indicados e identifica entre ellos un tercer numero
5y7
___________________________
13 y 15
___________________________
25 y 27
___________________________
16 y 17
__________________________
8 y 9
___________________________
porfa ayudenme es para mañana
6x+3y=2????? i dont know how to solve
Solve the equation to find x:7-3e^x=4
Explanation
\(\begin{gathered} 7-3e^x=4 \\ \end{gathered}\)to solve for x, isolate it
so
Step 1
\(\begin{gathered} 7-3e^x=4 \\ \text{subtract 7 in both sides} \\ 7-3e^x-7=4-7 \\ -3e^x=-3 \end{gathered}\)What is the value of y=5x+3 when x = 3
Answer:
y = 5(3)+3
= 15 +3
= 18
y = 18
hope it's helpful ❤❤❤❤
THANK YOU.
pls help if you can asap!!!!
Answer: x= 6
Step-by-step explanation:
Since the shape is a parallelogram, the angles will either be equal to each other or add up to 180.
You can see they do not look the same so they add up to equal 180
12x + 3 +105 = 180
12x + 108 = 180
12x = 72
x = 6
here are two graphs of clem's waist height vs. time. how are these graphs similar? how are they different?
Both graphs show the same relationship between Clem's waist height and time, but the exponential graph shows a more rapid increase in Clem's waist height over time.
Both graphs depict the relationship between Clem's waist height and time. The first graph is linear and is represented by the equation y = 2x + 3, where y is Clem's waist height and x is the amount of time that has passed. The second graph is exponential and is represented by the equation y = 2^x + 3. Both graphs show that Clem's waist height increases with time – the difference is that the linear graph shows a steady, linear increase, while the exponential graph shows an exponential increase. For example, if Clem's waist height was 3 inches at the start, then after 1 hour it would be 5 inches on the linear graph, but 8 inches on the exponential graph. This difference can be seen in the calculations: 1 hour on the linear graph would be 3 + (2 x 1) = 5 inches, while 1 hour on the exponential graph would be 3 + (2^1) = 8 inches.
In summary, both graphs show the same relationship between Clem's waist height and time, but the both graphs show the same relationship between Clem's waist height and time, but the exponential graph shows a more rapid increase in Clem's waist height over time.
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Complete the equation so the expression on the right side of the equal sign is equivalent to the expression on the left side.
A feed trial to compare three dietary supplements was conducted using 24 pigs of approximately the same body weight. The 24 pigs came from four litters, with each of the four litters containing six pigs. Within a given litter, the six pigs were randomly assigned to the three dietary supplements, with two receiving each supplement. The pigs were housed in 24 identical pens and fed their assigned diets under identical conditions. This is an example of a block design. What are the blocks in this design?
a. The 24 different pigs
b. The three different dietary supplements
c. The four different litters
d. The 24 identical pens
The answer to the given question is option c) The blocks in this design are the four different litters.
In a block design, the experimental units are grouped into homogeneous sets or blocks based on one or more characteristics that are expected to affect the response variable. The purpose of blocking is to reduce the variability of the response variable by reducing the differences between the experimental units within each block. In this experiment, the four different litters are the blocks. The pigs within each litter are expected to be more similar to each other than to pigs from other litters, so the blocks will reduce the variability of the response variable (e.g. weight gain, feed consumption) by accounting for the differences between the litters. The three different dietary supplements are the treatments that are being compared, and the 24 identical pens are the locations where the treatments are applied.
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state the domain of f(x) = √x
Answer:
The domain is equal to (x)=√x
(x)=x is x>0x>0
Araceli earns $85,000 per year. Now that she has paid off her credit card debt, she is ready to buy a house. Araceli has a $200 car payment, no student loans, $300 in car insurance every 6 months and she estimates that her monthly utility bills will be $250 in her new house. If her bank requires no more than a 36% debt to income ratio, what would her maximum monthly mortgage payment be?
Answer:
$2300
Step-by-step explanation:
1. Her yearly allowable debt
36% × 85000 = 30600
2. Her monthly allowable debt
30600/12 = 2550
3. Her monthly existing debt
car payment = 200
car insurance = 300/6 =50
monthly utility bill = na this is an estimation
4. allowable debt - existing debt
2550 -200-50= 2300
ps: i may be wrong
How do you solve this?
Answer:
Everything is being timesed by 6 So 6/1?
Step-by-step explanation: