If Vector A is (3,0) and Vector B is (-3, 3), what is A-B?

Of the given options, the one that is NOT a voluntary response sample is B. Quiz scores from a college level statistics course are analyzed to determine student progress.

A voluntary response sample refers to a sampling method where those who are to be in the sample are asked to be in the sample. They will have a choice on accepting the offer to be in the sample.

When quiz scores from a college level statistics course are used as the sample, this is not a voluntary response sample as the students who had the scores were not consulted.

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Answer:

pyramid goes up and it's base is a triangle where as a triangular prism is long and has a rectangle base

If the function over the interval 3 ≤ x ≤ 4 then, the average rate of change, in simplest form, is 9.

What is average rate of change?

The rate of change of the function is its gradient or slope.

The formula for calculating the gradient of a function is expressed as:

m = dy/dx

m =y₂ - y₁ / x₂-x₁

The function over the interval 3 ≤ x ≤ 4.

Using the coordinate points from the table (3, 31) and (4, 22)

Here, y₂ = 22, y₁ = 31 , x₂= 4, x₁ = 3.

Substitute the coordinate into the expression:

= 22 - 31 / 4 - 3

= 9 / 1

m = 9

Hence, the function over the interval 3 ≤ x ≤ 4 ;  the average rate of change is 9.

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Answer:

y = -x + 2

Step-by-step explanation:

Answer:

a)  = 13550 paid  by end yr 3                                                                                 b) 36450 * 0. 01 = $364.5 buy down interest by 1%

Step-by-step explanation:

50000 * 0.10 = 5000 paid yr 1 = 5000 /8 = 625 per payment   45000 * 0.10 = 4500 paid yr2  40500 *0. 10 = 4050 paid 40500-4050= 36450 left to pay 50000-36450 = 13550 paid    b) 36450 * 0. 01 = $364.5 buy down interest by 1%

Answer:

22 comic books.

Step-by-step explanation:

(20 - 9) * 2 First subtract 9 from 20

11 * 2 Multiply 11 by 2

22 is the product

Answer:

280

Step-by-step explanation:

Answer:

8×35=280.

This is the best I can give to you

Answer:

0.85083 ; 0.83147 ; 0.6823 ; 0.015386

Step-by-step explanation:

Given that:

σ = 25

μ = 86

(a) x is more than 60

P(x > 60)

obtain standardized score (Zscore)

Zscore = (x - μ) / σ

Z = (60 - 86) /25

Z = - 1.04

P(Z > - 1.04) = 0.85083 (Z probability calculator)

(b) x is less than 110

P(x < 110)

obtain standardized score (Zscore)

Zscore = (x - μ) / σ

Z = (110 - 86) /25

Z = 0.96

P(Z < 0.96) = 0.83147 (Z probability calculator)

(c) x is between 60 and 110

P(x < 110) - P(x < 60)

P(Z < 0.96) - P(Z < - 1.04)

0.83147 - 0.14917

= 0.6823

(d) x is greater than 140

P(x > 140)

obtain standardized score (Zscore)

Zscore = (x - μ) / σ

Z = (140 - 86) /25

Z = 2.16

P(Z > 2.16) = 0.015386 (Z probability calculator)

The probability that a randomly selected student will like pizza but not chicken nuggets is (28n - 8)/(28n + 7), where 28n is the students who like pizza and 8 is students who like both pizza and chicken nuggets.

To find the probability that a randomly selected student will like pizza but not chicken nuggets.

Let P = the number of students who like pizza but not chicken nuggets

Then, P = the number of students who like pizza - the number of students who like both pizza and chicken nuggets

P = 28n - 8

So, the probability that a randomly selected student will like pizza but not chicken nuggets is:

P(Pizza but not nuggets) = P/(Total number of students)

We can find the total number of students who like either pizza or chicken nuggets by adding the number of students who like pizza and the number of students who like chicken nuggets, and then subtracting the number of students who like both:

Total number of students = 28n + 15 - 8 = 28n + 7

So, the probability that a randomly selected student will like pizza but not chicken nuggets is:

P(Pizza but not nuggets) = P/(Total number of students) = (28n - 8)/(28n + 7)

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Answer:

Just some background:

Congruent means that a triangle has the same angle measures and side lengths of another triangle.

SAS congruence theorem: If two sides and the angle between these two sides are congruent to the corresponding sides and angle of another triangle, then the two triangles are congruent. Congruent triangles: When two triangles have the same shape and size, they are congruent.

Let's look at A first.

The triangle on left, we know 40 and 30 degree angles. So 3 all angles together = 180, so the 3rd angle = 180-30-40 = 110.

Now look at the triangle on the right. The angle shown is 110! This angle is between the sides marked with || and ||| marks, indicating that those two sides are the same length between both triangles.

Therefore both triangles are the same by Side-Angle-Side or SAS.

Now look at B.

It's a right triangle. We are missing 1 side of each triangle.

Let's solve for the missing "leg" of the triangle on the right. The pythagorean theorem says that a^2 + b^2 = c^2 where a and b are the 'legs' or sides of the triangle and c is the hypotenuse (always the longest length opposite the right angle).

so 2^2 + b^2 = 4^2

4 + b^2 = 16

b^2 = 16-4

b^2 = 12

That missing side is the \(\sqrt{12}\).

This does NOT match the triangle on the left.

Theses two triangles are NOT congruent.

The correct answers are A) 7cm, C) 9cm and D) 12cm

The process of changing a given quantity that is expressed in one unit of measurement to another unit of measurement that is equivalent in value is referred to as conversion of units.

If every 2 cm on a scale drawing is equal to 7 feet in real life, then we can use proportions to find out which lines on the drawing would be greater than 21 feet in real life.

Let x be the length of a line on the scale drawing in centimeters. Then, we can set up the following proportion:

⇒  \(\frac{2cm}{7 feet} = \frac{x cm }{yfeet}\)

where y is the length of the line in real life. Solving for y, we get:

⇒  \(y = \frac{7 feet} {2cm} *x\)  

⇒  \(y = 3.5 x feet\)

If we put x = 2cm (given) then, y = 7 feet

For y = 21 feet, the value of x = 6cm.

Therefore, any line on the scale drawing that is greater than 6cm in length corresponds to a length greater than 21 feet in real life.

So, the lines on the drawing that are greater than 21 feet in real life are:

A) 7cm, C) 9cm, D) 12cm

Therefore, the correct answers are A) 7cm, C) 9cm and D) 12cm

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Answer:

1.) inverse proportion : 1kx = y

2) direct proportion. y = kx

Answer:The answer would be 5/10, 7/12, and then 4/6

How: What you will do is fine the common denominator between the fractions, which is 60.

5/10: Multiply numerator and denominator by 6 to get, 30/60.

7/12: Multiply numerator and denominator by 5 to get, 35/60.

4/6: Multiply numerator and denominator by 10 to get, 40/60.

HOPE THIS HELPS YOU! ^_^ ❤️

Step-by-step explanation:

Answer:The answer would be 5/10, 7/12, and then 4/6

How: What you will do is fine the common denominator between the fractions, which is 60.

5/10: Multiply numerator and denominator by 6 to get, 30/60.

7/12: Multiply numerator and denominator by 5 to get, 35/60.

4/6: Multiply numerator and denominator by 10 to get, 40/60.

HOPE THIS HELPS YOU! ^_^❤️❤️❤️

Step-by-step explanation:

The calculated measure of the angle D is (c) 32 degrees

From the question, we have the following parameters that can be used in our computation:

The triangles ABC and DEF

The triangles are similar triangles

This means that the corresponding angles are equal

Given that

A = 32 degrees

And the corresponding angle is D

We have

D = 32 degrees

Hence, the measure of the angle is (c) 32 degrees

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Answer:

20 for both

Step-by-step explanation:

hope this helps

Answer:

C

Step-by-step explanation:

trust me c is the correct answer

Answer:

  -1/2

Step-by-step explanation:

You want the slope of the line through points (8, -3) and (-6, 4) using the slope formula.

The formula for the slope of the line through points (x1, y1) and (x2, y2) is ...

  m = (y2 -y1)/(x2 -x1)

For the two given points, the slope is ...

  m = (4 -(-3))/(-6 -8) = 7/-14 = -1/2

The slope of the line is -1/2.

Answer:

-2

Step-by-step explanation:

-96 / 48 = -2

48/-24 = -2

-24/12 = -2

12 / -6 = -2

If the numbers are alternating between positive and negative, the common ratio is negative.

To find the common ratio of a geometric sequence, you divide any two terms in the sequence.

— — — — — — — — — —

In order to get the common ratio, divide any term of geometric sequence to its preceding term.

\(r = \frac{any \: term}{preceding \: term \: } \: {\bold{or}} \: \: \boxed{r = \frac{ a_{2}}{a_{1} }} \)

Substitute the given term and its preceding term to our equation, we get:

Thus, the answer in your question is -0.5 or -½.

Check the picture below.

\(\sin( \theta )=\cfrac{\stackrel{opposite}{0.5}}{\underset{hypotenuse}{0.64}} \implies \sin^{-1}(~~\sin( \theta )~~) =\sin^{-1}\left( \cfrac{0.5}{0.64} \right) \\\\\\ \theta =\sin^{-1}\left( \cfrac{0.5}{0.64} \right)\implies \theta \approx 51.4^o\)

Make sure your calculator is in Degree mode.

Answer:

me

Step-by-step explanation:

Answer:

Step-by-step explanation:

a^2=b^2-c^2

Answer:

95

Step-by-step explanation:

Explanation: PEMDAS

By adding 3 to both sides of the equation (6+3)-3=9-3, this demonstrates the addition property of equality. This results in the equation being simplified to 6+3=9.

The properties of equality describe the relationship between two sides of an equation and state that the two sides remain equal even after the same arithmetic operation is performed on each side. a = a, according to the reflexive property of equality. For example, 5 = 5, because the number's value is equal to itself.

As per the addition property of equality, when we add the same number to both sides of an equation then the two sides remain equal. This can be written as, if a = b, then a + c = b + c.

Translated question "Draw a line from each equation to the property of equality it illustrates. (6+3)−3=9−3 Addition Property of Equality"

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Using translation concepts, the equation of the graph of f(x) is given as follows:

\(f(x) = \sqrt{x - 1}\)

A translation is represented by a change in the function graph, according to operations such as multiplication or sum/subtraction in it's definition.

Function f(x) is a shift right of one unit of the square root function, hence x -> x - 1 and the equation is given by:

\(f(x) = \sqrt{x - 1}\)

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Answer:

Step-by-step explanation:

2+2=4

4+5=9

0+9=9

Answer:

4, 9 , 9 OR 4 + 9 + 9 = 22

Step-by-step explanation:

Camelle should buy a total of 4y practice jerseys for the team

From the question, the given parameters are:

Number of players in the team = y players

Number of practice jersey for each player = 4 practice jerseys for each player

The total number of practice jerseys is the product of the number of players in the team and the number of practice jersey for each player

This is represented as

Total number of practice jerseys = Number of players in the team x Number of practice jersey for each player

Substitute the known values in the above equation

So, we have the following equation

Total number of practice jerseys = y players x 4 practice jerseys for each player

Evaluate the products

Total number of practice jerseys = y x 4 practice jerseys

This gives

Total number of practice jerseys = 4y practice jerseys

Hence, the number of jerseys is 4y

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Step-by-step explanation:

\huge \pink{~} \red {τ} \green {α} \blue {v} \orange {v} \pink {u} \red {♡}

Based on the frequency table given, The option that closely matches the histogram I drew is option C but the last one suppose to be 7 and not 6.

Hours online   Frequency

5                           0-3

8                          4-7

10                         8-11

9                          12-15

7                           16-19

Note that in the image attached, you can see how the Hours online were said to be matched with the  Frequency.

So since option A and B was not shown to see which matches the option,  i can say option c is closest but if look at my own image, you can use it to find the right one.

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Step-by-step explanation:

Based on the information given, we have a diagram with two sides labeled as 13.3 mm and 5.5 mm, and another side labeled as X mm.

To find the length of X, we can use the fact that the sum of the lengths of the sides of a triangle is equal to the perimeter.

Perimeter = 13.3 mm + 5.5 mm + X mm

The perimeter is the total distance around the triangle. Since we have three sides, the perimeter is the sum of the lengths of those sides.

To find X, we can subtract the sum of the known sides from the perimeter:

X mm = Perimeter - (13.3 mm + 5.5 mm)

Since the value of X is not given, we cannot calculate it without the perimeter value. If you provide the perimeter value, I can help you find the length of X.