PLEASE HELP ITS 6TH GRADE MATHDrag numbers to the table so it shows a proportional relationship between x and y.

Answer:

C: Melanie is correct.

Step-by-step explanation:

Answer:

It's also 52  If I got it wrong I'm so sorry but I'm good at angles

Step-by-step explanation:

Answer:

youre answer will be the opiton apple juice

According to the information provided by the graph, it can be inferred that in town A there is a lower percentage (20%) than the national percentage of bicycles with off-road wheels, while in town B the percentage is higher (45%).

To calculate the percentage of bicycles with off-road wheels in each town, we must perform the following mathematical operation.

First we must add the number of bicycles of each type to know the total number of bicycles in the town:

Now we must calculate what percentage is equivalent to 3 bicycles with off-road wheels from town A and what percentage is equivalent to 9 bicycles with off-road wheels from town B.

15 ÷ 100 = 0.15

0.15 × 20 = 3

So, 3 bicycles with off-road wheels from town A are equivalent to 20% of the total number of bicycles.

Then the 9 bicycles with off-road wheels in town B are equivalent to 45% of the total number of bicycles.

According to the above, 20% of the bicycles in town A have off-road wheels, while 45% of the bicycles in town B have off-road wheels.

Note: This question is incomplete because there are some missing information. Here is the missing information.

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The angle R corresponds to the angle E.

This comes from the fact that they are alternate interior angles.

The missing number of the series is 21.

The given sequence appears to follow the pattern of the Fibonacci sequence, where each number is the sum of the two preceding numbers. The Fibonacci sequence starts with 0 and 1, and each subsequent number is obtained by adding the two previous numbers.

Using this pattern, we can determine the missing number in the sequence.

0, 1, 1, 2, 3, 5, 8, 13, -, 34, 55

Looking at the pattern, we can see that the missing number is obtained by adding 8 and 13, which gives us 21.

Therefore, the completed sequence is:

0, 1, 1, 2, 3, 5, 8, 13, 21, 34, 55.

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The missing number in the sequence 0, 1, 1, 2, 3, 5, 8, 13, -, 34, 55 is 21.

To find the missing number in the sequence 0, 1, 1, 2, 3, 5, 8, 13, -, 34, 55, we can observe that each number is the sum of the two preceding numbers. This pattern is known as the Fibonacci sequence.

The Fibonacci sequence starts with 0 and 1. To generate the next number, we add the two preceding numbers: 0 + 1 = 1. Continuing this pattern, we get:

Therefore, the missing number in the sequence is 21.

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Answer:

I got answer A

Step-by-step explanation:

If I'm wrong please tell me!

Answer:

Step-by-step explanation:

Sorry I can't explain how it is done. It is very difficult to explain on paper.

Answer:

y= -21x/19 x≠0

Step-by-step explanation:

(I just reviewed this!) Combined like terms and used Pemdas for Order of Operations. Canceled out -21x with -21 and we know that x is not equal to 0. If you need more help there are some sites like Khan Academy.

Figure (c) is a dilation of figure ABCD.

By drawing rays from point Q to each of the vertices of figure ABCD and extending them to intersect with a new figure, we may determine the dilation since figure ABCD is dilated from point Q.

Looking at the possible answers, we can see that only figure (c), with all angles and side lengths proportional to those in ABCD, has the same form as ABCD. Figure (c) shows a dilatation of Figure ABCD as a result.

As figure (c) exceeds ABCD, the dilation has a scale factor higher than 1. In other words, the ratio of the corresponding side lengths is the same for all sides, and each side length and angle in figure (c) are larger than the corresponding side length and angle in ABCD.

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The isospin ⊗ spin wavefunctions for the four different spin states of a Δ0 particle, in terms of the wavefunctions of the quarks it is composed of, are:

|3/2, 3/2⟩ = |u↑d↑⟩

|3/2, 1/2⟩ = (√3/2)|u↓d↑⟩ + (√1/2)|u↑d↓⟩

|3/2, -1/2⟩ = (√1/2)|u↓d↑⟩ - (√3/2)|u↑d↓⟩

|3/2, -3/2⟩ = |u↓d↓⟩

The Δ baryons are composed of three quarks: two down (d) quarks and one up (u) quark. The isospin of a particle represents its behavior under rotations in the isospin space, which is related to the behavior of the particle under the strong force. The spin of a particle represents its intrinsic angular momentum.

For the Δ0 particle, which has isospin 3/2, there are four different spin states. Each spin state corresponds to a different combination of up and down quark spin projections along the z axis. The isospin ⊗ spin wavefunctions represent the composite wavefunctions of the quarks that make up the Δ0 particle for each spin state.

In the first spin state, |3/2, 3/2⟩, both the up and down quarks have their spins aligned in the upward direction. In the second spin state, |3/2, 1/2⟩, the up quark has its spin aligned upward while the down quark has its spin aligned downward. The third spin state, |3/2, -1/2⟩, has the up quark with its spin aligned downward and the down quark with its spin aligned upward. Finally, in the fourth spin state, |3/2, -3/2⟩, both the up and down quarks have their spins aligned in the downward direction.

These wavefunctions provide a mathematical description of the different spin states of the Δ0 particle, taking into account the wavefunctions of the constituent quarks. They help us understand the quantum mechanical properties and behavior of the Δ0 baryon in terms of its quark composition.

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The solution to the given inequality as represented in the task content are; z < - 1.00485413 OR z > 1.00485413.

It follows from the task content that the solution of the given inequality; ( 29 / 289z ) < ( 16 / 161 ) z is to be determined.

Since the given inequality is;

( 29 / 289z ) < ( 16 / 161 ) z

By cross multiplication; we have;

161 × 29 < ( 16z × 289z )

( 161 × 29 ) / ( 16 × 289 ) < z²

1.00973183 < z²

Therefore;

1.00485413 < z. OR. -1.00485413 > z.

Ultimately, z < - 1.00485413 OR z > 1.00485413.

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Answer:

7. To perform a t-test when the sample size is small, the sample must show no evidence of strong skewness and must contain no outliers.

Step-by-step explanation:

These are the two conditions required for performing a t test

- Sample Size: A small sample size can reduce the statistical power of a t-test, making it more challenging to detect significant differences between groups. Generally, a larger sample size is desirable to obtain more reliable and representative results.

- Skewness: Skewness refers to the asymmetry of the distribution of data. In a t-test, assuming normality of the data is important for accurate results. If the data exhibits strong skewness, the assumption of normality may be violated. In such cases, alternative non-parametric tests or transformations of the data may be more appropriate.

- Outliers: Outliers are extreme values that significantly differ from the rest of the data. They can have a disproportionate impact on the results of a t-test, particularly when the sample size is small. Outliers can distort the mean and affect the assumptions of normality and homogeneity of variance.

While the presence of skewness or outliers does not prohibit the use of a t-test with a small sample size, it is important to interpret the results with caution and consider alternative approaches if necessary. Robust statistical methods, such as non-parametric tests or bootstrapping, can be useful when dealing with non-normal or outlier-prone data, especially with small sample sizes. Additionally, visual inspection of the data distribution, such as through histograms or box plots, can help identify potential skewness or outliers.

Answer: A

Step-by-step explanation:

A. Cleaning windows more often is associated with vacuuming more often. This relationship most likely reflects correlation but not causation because it is possible that these two activities are related, but not necessarily because one causes the other. For example, it is possible that the increased frequency of vacuuming is unrelated to the increased frequency of window cleaning and is actually due to other factors such as the amount of time spent at home.

The statement 'A. Cleaning windows more often is associated with vacuuming more often' most likely represents correlation but not causation, as one activity does not necessarily lead to the other.

The statement 'A. Cleaning windows more often is associated with vacuuming more often' most likely reflects a correlation but not causation. This implies that although the two activities may happen together, one does not necessarily cause the other. For instance, a person could clean the windows without necessarily vacuuming more often.

Whereas, in option B and C, having more dogs and hosting dinner parties could possibly lead to vacuuming more often due to increased dirtiness and cleanliness needs, thus indicating a probable causation.

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A circle chord exists a straight line segment with both endpoints on a circular arc.

SU goes through the center, R, so SU is a diameter.

Any straight line segment that traverses a circle's center and has ends on the circle exists said to have that circle's diameter in geometric terms. It exists even comprehended as the longest chord of the circle. Both definitions apply to the diameter of a sphere.

The line segment joining any two points on a circle's circumference exists known as the chord. A circle's diameter exists described as the lengthiest chord that passes through its center.

A circle chord exists a straight line with circular arcs at both ends. A secant line, or simply secant, is the infinite line extension of a chord. A chord exists a segment of a line that connects two points on a curve, such as an ellipse.

SU goes through the center, R, so SU is a diameter.

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Answer:

Step-by-step explanation:

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We can calculated each one out :

7 1/5 x 49 7/5 = 36/5 x 252 / 5 = 9072 / 25
49 2/10 x 7 1/5 = 980 / 10 x 36/5 = 35280 / 50 = 3528 / 5

or a much simpler way is that because both multiplication has 7 1/5 so we only have to compare the other terms, and since 49 7/5 is not equal to 49 2/10 these are not equal. and i didnt notice that till now.

The inequality that represents the number of each type of fabric that Naomi has is:

\(9x+16y \leq 53\)

Let the number of short-sleeved shirts she made be x

Let the number of long-sleeved shirts she made be y

Length of clothes used to make a short-sleeved shirt = 9 yards

Length of clothes used to make a long-sleeved shirt = 16 yards

Length of short-sleeved shirts made = 9x

Length of long-sleeved shirts made = 16y

Total length of fabric used = 53 yards

The inequality that represents the number of each type of fabric that Naomi has is:

\(9x+16y \leq 53\)

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The function f(x) = |x| + 5 undergoes horizontal shrinking by a factor of 3 to get; f(x) = |¹/₂x| + 5

There are different ways of transforming a function such as dilation, translation, reflection, stretching, shrinking e.t.c

Now, To stretch or shrink the graph in the y direction, what needs to be done is to multiply or divide the output by a constant. Now, f(2x) simply means that the function f(x) is stretched in the x direction by a factor of 2,. Meanwhile, f(¹/₂x) means that the function f(x) is shrunk in the x direction by a factor of 2 (or stretched by a factor of ¹/₂).

Now, we are told that the function f(x) = |x| + 5 undergoes horizontal shrinking by a factor of 3. Applying the above rule for shrinking gives us;

f(x) = |¹/₂x| + 5

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Answer:

see explanation

Step-by-step explanation:

(1)

5(x - 3y) + 4(4y - x) - 2(x - y) ← distribute all 3 parenthesis

= 5x - 15y + 16y - 4x - 2x + 2y ← collect like terms

= 3y - x

(2)

3 - 2(x + 2) = 6 ( subtract 3 from both sides )

- 2(x + 2) = 3 ( divide both sides by - 2 )

x + 2 = - 1.5 ( subtract 2 from both sides )

x = - 3.5

solution set = { - 3.5 }

(3)

The median is the middle value of the data in ascending order

1  4  4  7  8 ← in ascending order

       ↑ median = 4

The mean is the sum of the values divided by the count

mean = \(\frac{1+4+4+7+8}{5}\) = \(\frac{24}{5}\) = 4.8

The mode is the value which occurs most often

mode = 4

Thus the mode is equal to the median → C

(4)

Calculate the slope m using the slope formula

m = \(\frac{y_{2}-y_{1} }{x_{2}-x_{1} }\)

with (x₁, y₁ ) = (A(1 - a, b + 1 ) and (x₂, y₂ ) = B(1 + a, 1 - b )

m = \(\frac{1-b-(b+1)}{1+a-(1-a)}\)

= \(\frac{1-b-b-1}{1+a-1+a}\)

= \(\frac{-2b}{2a}\) ( cancel 2 on numerator/ denominator )

= \(\frac{-b}{a}\) → d

Answer:

d

Step-by-step explanation:

All the images from A-G are single rotated or single reflected versions of image W.

What is rotation?

The circular movement of an object about a centre is referred to as rotation. Different forms can be rotated by an angle about their central point. A rotation is a map in mathematics. The rotation group of a particular space refers to all rotations around a fixed point that form a group beneath a structure.

Figures A to G are images of W.

The figure W has coordinates (0,0), (0,4) and (-2,4).

Other images are either rotated or reflected.

Figure A has coordinates (0,0), (0,4) and (2,4).

This gives the formula as (x, y) → (-x, y).

(-x, y) is the formula for reflection over y axis.

Therefore, image W reflected over y axis forms image A.

Figure B has coordinates (0,0), (4,0) and (4,2).

This gives the formula as (x, y) → (y,-x).

(y,-x) is the formula for rotation of 90° in clockwise direction.

Therefore, image W rotated 90° clockwise forms image B.

Figure C has coordinates (0,0), (4,0) and (4,-2).

This gives the formula as (x, y) → (y, x).

(y, x) is the formula for reflection over (y = x) axis.

Therefore, image W reflected over (y = x) axis forms image C.

Figure D has coordinates (0,0), (0,-4) and (2,-4).

This gives the formula as (x, y) → (-x,-y).

(-x,-y) is the formula for rotation of 180°.

Therefore, image W rotated 180° forms image D.

Figure E has coordinates (0,0), (0,-4) and (-2,-4).

This gives the formula as (x, y) → (x, -y).

(x, -y) is the formula for reflection over x axis.

Therefore, image W reflected over x axis forms image E.

Figure F has coordinates (0,0), (-4,0) and (-4,-2).

This gives the formula as (x, y) → (-y, x).

(-y, x) is the formula for rotation of 90° in counter-clockwise direction.

Therefore, image W rotated 90° counter-clockwise forms image F.

Figure G has coordinates (0,0), (-4,0) and (-4,2).

This gives the formula as (x, y) → (-y, -x).

(-y, -x) is the formula for reflection over (y = -x) axis.

Therefore, image W reflected over (y = -x) axis forms image G.

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Answer:

3/5

Step-by-step explanation:

6 black marbles and 4 white marbles.= 10 marbles

P( black marble) = number of black marbles / total marbles

                            =6/10 = 3/5

Answer:

6/4 or 1 1/2

Step-by-step explanation:

because there is 6 black marbles and 4 white marbles

Answer:

Step-by-step explanation:

factors of 8

Answer:

F- of a 8* i think

Step-by-step explanation:

Answer:

(6 - 1)x + (7 - 2)

5x + 5

can also be written as 5(x + 1)

Answer:

x = 24

Step-by-step explanation:

What I would do is use inverse operation. First do -8 x -3 = 24. Then check your work by doing 24 divided by -3 = -8. So x = 24. I am 100% sure this is correct

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The voltage drop across each capacitor in the circuit will be 3 V, 2 V, and 1.5 V, respectively.

It is true that in a series circuit, each capacitor has the same charge, it does not mean that each branch will have the same charge.

In this specific circuit, the charge on the capacitors will be different in each branch, depending on the capacitance of the capacitor and the voltage drop across it.

The total charge on the capacitors in the circuit will be the same.

If we assume that each capacitor has a charge of 6 µC, then the total charge on the three capacitors in the circuit will be:

Q_total = 3 × 6 µC

= 18 µC

The capacitance of each capacitor, we can then calculate the voltage drop across each capacitor using the formula:

Q = CV

Q is the charge on the capacitor, C is its capacitance, and V is the voltage drop across it.

For the capacitor with a capacitance of 2 µF:

V1 = Q/C1

= 6 µC / 2 µF

= 3 V

For the capacitor with a capacitance of 3 µF:

V2 = Q/C2

= 6 µC / 3 µF

= 2 V

For the capacitor with a capacitance of 4 µF:

V3 = Q/C3

= 6 µC / 4 µF

= 1.5 V

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The general solution of the system x'(t) = Ax(t), where A is the given matrix, can be found by solving the system of linear differential equations associated with it.

To find the general solution, we need to solve the system of linear differential equations x'(t) = Ax(t), where x(t) is a vector-valued function and A is the given matrix.

The solution involves finding the eigenvalues and eigenvectors of the matrix A. The general solution will have the form x(t) = c₁v₁e^(λ₁t) + c₂v₂e^(λ₂t) + ... + cₙvₙe^(λₙt), where c₁, c₂, ..., cₙ are constants, v₁, v₂, ..., vₙ are eigenvectors, and λ₁, λ₂, ..., λₙ are eigenvalues of A.

This general solution represents a linear combination of exponential functions, where each term corresponds to an eigenvalue-eigenvector pair. The specific values of the constants are determined by initial conditions or boundary conditions provided in the problem.

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smoking weed is good vaping sucks

Step-by-step explanation:

Answer:

Smoking causes lung damage. Smoking can cause lung cancer, heart disease, strokes, emphysema, heart murmurs, insomnia, asthma, and a wide variety of other diseases. Vaping is bad for your lungs. Vaping may cause issues with teeth and gum health, and the liquid that creates the vapor is dangerous to adults and children if they swallow or inhale it or get it on their skin.

Step-by-step explanation:

we need to find 1% of 10000 first

so we divide 10000:100= 100 (that's 1%)

to find the 60% which will be accepted we multiply 100 × 60 = 6000 students accepted

of those 6000 we need to find 50% which is ½ so we basically just divide by 2, aka 6000 : 2 = 3000 people which will be enrolled

The value of the given sine function is √3/2, so the correct option is 2nd.

Given that an function Sin (-5π/3) we need to evaluate the expression,

To evaluate the trigonometric function sine of the angle (-5π/3), we can use the periodicity of the sine function.

Since the sine function has a period of 2, the sine of any given angle is equal to the sine of that angle plus or minus any multiple of 2.

To find an equal angle inside the main range (between -π and π), we can add 2 to the angle (-5/3).

Once adding 2:

(-5π/3) + 2π = (-5π/3) + (6π/3) = π/3

Now we can evaluate the sine of π/3, which is a commonly known angle. The sine of π/3 is √3/2.

Therefore, sin(-5π/3) = sin(π/3) = √3/2.

Hence the correct option is √3/2

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