how to dilate with a scale factor of 1/3 with orgin point on graph

We compare the calculated F-statistic with the critical value from the F-distribution table for the desired significance level and degrees of freedom.

To test the null hypothesis regarding the equality of variances between two populations, we use the F-test. The F-statistic is calculated as the ratio of the sample variances.

Given the following information:

Population A:

Sample size (n1) = 24

Sample variance (S21) = 130.1

Population B:

Sample size (n2) = 24

Sample variance (S22) = 114.8

The F-statistic is calculated as:

F = S21 / S22

Plugging in the values:

F = 130.1 / 114.8 ≈ 1.133

To test the null hypothesis, we compare the calculated F-statistic with the critical value from the F-distribution table for the desired significance level and degrees of freedom.

Based on the provided information, the F-statistic is approximately 1.133. To determine whether the null hypothesis can be rejected or not, we need the critical value from the F-distribution table or the p-value associated with this F-statistic.

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Answer:

Y < 3x+2

Step-by-step explanation:

Alright so if you ever get stuck on something like this, Go on demos and put in (0,2) and then add in (-3,-7) and then add in the other answers to see if they match.

So your answer is:

y>3x+2

What is the question?

Price for one binder: 1.5

Answer:

Step-by-step explanation:

Without specific information about the blood pressure levels of the twenty selected members before and after the program, it is impossible to say whether or not the program was successful in reducing the average systolic blood pressure level.

Based on the information given, the staff member at UF's wellness center selected twenty people to participate in a new stress reduction program in order to see if it would lower their high systolic blood pressure levels. The blood pressure levels of each member were measured before the program began, and again one month after it ended.
To determine whether the program reduced the average systolic blood pressure level, the staff member would need to compare the average systolic blood pressure level before the program to the average level after the program. If the average systolic blood pressure level decreased after the program, it could be inferred that the program was successful in reducing blood pressure levels.

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To find the surface area of a cone using a net, calculate the area of the base and the lateral surface area, then add them together.

To find the surface area of a cone, you need to calculate the area of the base and the lateral surface area. The base of a cone is a circle, so the area can be found using the formula \(A = \pi r^2\), where r is the radius. The lateral surface area can be calculated using the formula A = πrl, where r is the radius and l is the slant height.

To find the slant height, you can use the Pythagorean theorem: \(l^2 = r^2 + h^2\), where h is the height of the cone. Once you have the base area and the lateral surface area, add them together to find the total surface area of the cone. Round the answer to the nearest square centimeter.

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Answer:

arc WVY = 265.4°

Step-by-step explanation:

arc XY = arc WX                because ZY = WZ

360° - 47.3° - 47.3° = 265.4°

Answer:

lemmme thinkkkkkk

Step-by-step explanation:

Answer:

A possible solution is she should by 6 bags of popcorn and 10 drinks

Step-by-step explanation:

The price of each bag of popcorn = $7.50

The price of each drink = $4.50

The amount Sarah has to spend = $90

The number of bags of popcorn and drinks Sarah must buy = 16 bags of popcorn and drinks

Let the number of bags of popcorn purchased be represented by x and the number of drinks purchased be represented by y

Therefore, we have;

x + y ≥ 16.....(1)

x × 7.5 + y × 4.5  ≤ 90

Which gives;

7.5·x + 4.5·y ≤ 90....(2)

Rewriting the inequalities as a function of y, gives;

From inequality (1), x + y ≥ 16, we have;

y = ≥ 16 - x

From inequality (2), 7.5·x + 4.5·y ≤ 90, we have;

7.5·x + 4.5·y ≤ 90

4.5·y ≤ 90 - 7.5·x

y ≤ 90/4.5 - 7.5/4.5·x

y ≤ 20 - 5/3·x

Please find attached, the plot of the inequalities

A possible solution is given as the value of x = 6, where y = 10

Therefore, she should by 6 bags of popcorn and 10 drinks.

The dimensions of the box that maximize the volume are x = √700 and h = 100 / √700.

To find the largest possible volume of the box, we need to optimize the dimensions of the box. Let's denote the length of each side of the square base as x and the height of the box as h.

The surface area of the box consists of the area of the square base (x^2) and the four sides of the box (4xh). Since the box has an open top, we do not consider the top surface. The total surface area is given as 2100 square centimeters, so we have:

x^2 + 4xh = 2100

To maximize the volume, we need to express the volume of the box (V) in terms of a single variable. The volume of a rectangular prism is given by V = x^2h.

We can rewrite the equation for the surface area to solve for h:

h = (2100 - x^2) / (4x)

Now we can substitute this expression for h in the volume equation:

V = x^2 * [(2100 - x^2) / (4x)]

Simplifying, we have:

V = (1/4) * (2100x - x^3)

To find the maximum volume, we need to find the critical points of this function. We take the derivative of V with respect to x and set it equal to zero:

dV/dx = 2100/4 - (3/4)x^2 = 0

Solving this equation, we find:

2100/4 = (3/4)x^2

x^2 = 700

x = √700

Substituting this value back into the equation for h, we find:

h = (2100 - 700) / (4 * √700) = 1400 / (4 * √700) = 100 / √700

Therefore, the largest possible volume of the box is:

V = (1/4) * (2100 * √700 - 700 * √700) = 350√700 cubic centimeters.

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Answer:

c. The mode

Step-by-step explanation:

The mode is the one that tells what is the most (model) preferred in a group. The most popular is the mode because there are more answers in the survey that prefer a certain model.

Answer:

C

Step-by-step explanation:

It has the most votes

Answer:

Isosceles Triangle

Step-by-step explanation:

Answer:

x = 6

Step-by-step explanation:

<GHA + <AHI = <GHI

(8x + 2) + (13x + 9) = 137

8x + 13x + 2 + 9 = 137

21x= 137 - 11

x = 126/21

x = 6

Answer:

5/35 both or 14.285%

Step-by-step explanation:

15/35 honor students

10/35 athletes

5/35 both or 14.285%

I could be wrong.

Answer:

The number of integers that can't be expressed as a difference between the squares of two integers is 250.

Step-by-step explanation:

Answer:

7 Kids like cats

Step-by-step explanation:

To generate the overall equation A → 2C, should be B → 2C added to  

A → B gives the equation A + B → B + 2C.  

In mathematics, an equation is a method that expresses the equality of two expressions, by using connecting them with the equals signal =. The phrase equation and its cognates in other languages may also have subtly exclusive meanings; for example, in French, an equation is described as containing one or more variables, at the same time as in English, any nicely shaped formula together with expressions associated with an equal’s signal is an equation.

Solving an equation containing variables includes determining which values of the variables make the equality actual. The variables for which the equation must be solved are also known as unknowns, and the values of the unknowns that satisfy the equality are referred to as solutions of the equation. Equations come in two varieties: identities and conditional equations. An identification is actual for all values of the variables. A conditional equation is handiest genuine for unique values of the variables.

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A sector is a part of a circle bounded by two radii and an arc. So then, constructing a line that would represent all points equidistant from MN and MP implies the angle bisector of angle NMP.

The line which represents all points equidistant from MN and MP is an angle bisector of NMP. An angle bisector is a straight line that divides a given angle into two equal parts.

The steps required to construct the line are:

ii. Reflection is the process of turning a given shape or figure about a point or line. The reflection of the figure across the line (angle bisector) would not map the figure onto itself. This is because of the change in the orientation of the points N and P.

The construction to this question is attached to this answer for more clarifications.

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Answer:

1) 12 (option b)

2) 41, 9, 40 (option a)

Step-by-step explanation:

Pythagorean Theorem: a² + b² = c²

1) Let the unknown leg be x cm long. Thus,

5² + x² = 13²

Simplify and solve.

25 + x² = 169

x² = 144

x = 12

2) Apply the Pythagorean Theorem.

9² + 40² = 41² = 81 + 1600 = 1681

1681 = 1681

a is true.

Just in case, let's check the other options.

5² + 8² = 9² = 25 + 64 = 81

89 = 81, false

b is false

10² + 11² = 12² = 100 + 121 = 144

221 = 144, false

c is false

3² + 4² = 6² = 9 + 16 = 36

25 = 36, false

d is false

Thus, a is the answer.

Answer:

327 inches³

Step-by-step explanation:

Planter A volume = (14 × 3 × 4) inches

= 168 inches³

Planter B volume = (9 × 3 × 3) inches

= 31 inches³

Planter C volume = (3 × 3 × 13) inches

= 78 inches³

Total volume = (168 + 81 + 78) inches

= 327 inches³

Hope this helps and have a nice day

The constant term in the expression is 3.

The expression is 4x ₋ 2y ₊ 3.

Here in this equation we have variables and constants.

variables = x and y whose coefficients are 4 and ₋2 respectively.

A variable is anything whose value can change and is not fixed. Typically, the letters x, y, z, etc. are used to indicate variables.

The above equation is in the form ax ₊ by ₊ c

An object with a fixed value in a circumstance is said to be a constant. We are aware that the constant is fixed, even though we do not know its exact value. In general, constants are represented by the letters a, b, c, p, q, etc. if their values are unknown or not given, and by particular numerical values) if their values are known.

Hence we get the constant term as 3.

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For each of the given models, we will calculate the long-run effect of a one-time, one unit jump in xt​ on y.

a) The long-run effect of xt​ on y in Model 3a is 1.2.

b) The long-run effect of xt​ on y in Model 3b is 0.6.

c) The long-run effect of xt​ on y in Model 3c is not directly identifiable.

In Model 3a, the coefficient of xt​ is 1.2. This means that a one unit increase in xt​ leads to a 1.2 unit increase in y in the long run. The coefficient represents the long-run effect because it captures the average change in y when xt​ changes by one unit, holding other variables constant.

In Model 3b, the coefficient of xt​ is 0.6. This means that a one unit increase in xt​ leads to a 0.6 unit increase in y in the long run. The presence of the lagged variable xt−1​ suggests that there might be some dynamics at play, but in the long run, the effect of the current value of xt​ on y is 0.6.

In Model 3c, there is a feedback loop as yt−1​ appears on the right-hand side. This makes it difficult to isolate the direct long-run effect of xt​ on y. The coefficient of xt​, which is 0.6, represents the contemporaneous effect, but it does not capture the long-run effect alone. To quantify the long-run effect, additional techniques such as dynamic simulations or instrumental variable approaches may be required.

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Answer:

the slope would be -1/2

Step-by-step explanation:

-5 - 4

= -1/2

-2 - 4

Answer:

x)45

y)45

z)135

Step-by-step explanation:

The conversion of a fraction number with denominator 5 and numerator 2 , 2/5 in decimals is equals to the 0.4 value.

A decimal number can be defined as a number whose whole number part and fractional part are separated by a decimal point. Writing 2/5 as a decimal number by converting the denominator to powers of 10. We multiply the numerator and denominator by a number so that the denominator is a power of 10.

2/5 = (2 × 2) / (5 × 2) = 4/10

Now move the decimal point to the left as many places as there are zeros in the denominator, which is a power of 10.

The decimal moved one place to the left because the denominator was 10. Therefore, 4/10 = 0.4. Hence, required value is 0.4.

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6 students can be seated in a row of 6 chairs in 121 ways.

Given,

Number of students = 6

Number of chairs = 6

We have to find the number of ways the students can be seated in a row.

Here,

Jack insists on sitting in the first chair.

So, 1 way of sitting for jack.

Next,

5 students and 5 chairs are there.

So they can sit in;

5! = 120 ways

Therefore,

Total number of way of sitting is 120 + 1 = 121 ways.

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Answer: 4c+32

Step-by-step explanation: