Please help me in this worksheet it’s really important

Answer:

5/4

Explanation:

coordinates given (0,0) and (8,10)

How to find unit rate?

use this formula:

(y2-y1)/(x2-x1)

using the formula:

→(10-0)/(8-0)

→ 10/8

→ 5/4

→ 1.25

Answer:

5/4 cm/s

Step-by-step explanation:

The gradient (slope) of the line is equal to the speed of the object.

Gradient = change in y ÷ change in x

Using the two given points (0, 0) and (8, 10):

⇒ speed = (10 - 0) ÷ (8 - 0) = 5/4 cm/s

The first thing we need to do is collect like terms; move all the terms in p to one side of the equation and move the rest to the other side of the equation;

We'll now divide both sides of the equation by 14, which will give us the below;

Therefore, the correct answer is option G which is -2/7 as seen in our answer.

The area under the curve between z = −2.0 and z = −1.0 is 0.1359.

We can use tables to find the area under the normal curve between two values of z.

However, tables give areas from z = 0 to z = 3.9 (beyond which there is literally no change). But as the normal curve is symmetric at z = 0, we can use it to find between any two given z values.

For example, for the area under the curve between z = −2.0 and z = −1.0, we can take values for z = 2.0 and z = 1.0; their difference will give the area between z = −2.0 and z = −1.0.

From tables for z = 1.0, we have 0.8413 and for z = 2.0, we have 0.9772 and

Hence, the Area under the curve between z = −2.0 and z = −1.0 is 0.9772−0.8413 = 0.1359.

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Answer: Unclear

Step-by-step explanation: I can't see your image/sentence, so I can't help u

Answer:

19 1/11

Explanation:

To solve this problem, we first need to convert all of the fractions to a common denominator. To do this, we find the least common multiple of the denominators, which is 55. Then, we multiply each fraction by the necessary multiple to get the fractions to have a denominator of 55:

24 1/10 - 5 9/11 = (245 + 1)/(105) - (55 + 9)/(115) = 121/50 - 29/55

Next, we can add or subtract the fractions by adding or subtracting the numerators and keeping the denominator the same:

121/50 - 29/55 = (121 - 29)/55 = 92/55

Finally, we can simplify the fraction by dividing the numerator and denominator by their greatest common divisor, which is 11:

92/55 = (92/11)/(55/11) = 8/5

The final answer is 8/5, which is equivalent to 19 1/11.

Answer:

put your  best gees

Step-by-step explanation:

Answer:

8 r 1

Step-by-step explanation:

Divide.

25 / 3

Think: 24 is the closest multiple to 25. 25-24 is 1. 1 cannot be divided by 3, so it is remainder

Answer:

12x^5+18x^2+10x^3+15

Step-by-step explanation:

first you apply the distribution property (FOIL) and you get

12x^5+18x^2+10x^3+15

Answer: √136 / 2√34

Step-by-step explanation:

√(10)squared + (6)squared= √136

The normal price of the car on the basis that the sale price of the car was £7500 is £10,000.

The fact that the normal prices are reduced by 25% means that the actual price paid eventually is 75%, which is 100% minus discount of 25%, hence, the actual price of £7500 paid eventually represents 75% of normal price

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Clark spends $ 12775 on these items which he does not need in a year (if we consider 365 days) where the average spend in a month is $35.

Clark finds that in an average month, he spends $35 on things he really doesn't need and can't afford.

Let us consider the month in consideration here to be of 30- days and ignore any months other number of days.

Thus, calculating the average, say x' , by formula, we get,

x' = (Summation of values of all observations ) / ( Number of observations)

⇒ 35 = Total spend / 30

⇒ Total spend = $ ( 35*30)

⇒ Total spend = $ 1050

Therefore, total spend on a year, that is 12 months (considering all months to be of 30- days ) = $( 1050*12) = $ 12600

But we know a year does not have 360 days. So we calculate the total spend on these 5 days where average month spend is $35 is $175.

Hence the total spend for a year with 365 days is = $( 12600 + 175 ) = $12775

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pls tell me u understand the drawing

When studying the relationship between test performance (exam score) and length of sleep (the night before), here the true population correlation is being used.

Correlation:

Correlation analysis examines relationships between variables. The purpose of correlation analysis is to find out whether there are relationships between variables that are unlikely to be caused by sampling error. The null hypothesis states that there is no relationship between the two variables. Correlation analysis provides the following information:

Direction of relationship: positive or negative - indicated by the sign of the correlation coefficient.

Strength or magnitude of relationship between two variables - indicated by the correlation coefficient, which varies from 0 (no relationship between variables) to 1 (perfect relationship between variables).

Positive Correlation:

A positive correlation indicates that high scores for one variable are associated with high scores for the other variable. Low values ​​of one variable are associated with low values ​​of the second variable. For example, in the chart below, a higher score for negative impacts corresponds to a higher score for perceived stress.

Negative Correlation:

A negative correlation indicates that high values ​​of one variable are associated with low values ​​of the other variable. This graph shows that people with higher perceived stress scores are more likely to have lower proficiency scores. The slope of the graph decreases toward the right. In the chart below, the higher the mastery score, the lower the perceived stress score.

Strength or Magnitude of Relationship

The strength of a linear relationship between two variables is measured by a statistic known as the correlation coefficient, which varies between 0 and -1 and 0 and +1. There are some correlation coefficients. The most common are Pearson's r and Spearman's rho. The strength of the relationship is interpreted as follows.

Small/Weak: r= 0.10 to 0.29

Medium/Medium: r= 0.30 to 0.49

Large/Strong: r= 0.50 to 1

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We are comparing the average gain in test scores for two different groups of girls - those assigned to coeducational chemistry classes and those assigned to single-sex chemistry classes. Since these gains are calculated from the data obtained from these specific groups of girls, they represent statistics rather than parameters.

In the given scenario:

The boldface number "12.2" represents a statistic.

The boldface number "15.1" represents a statistic.

A statistic is a numerical value that summarizes a sample of data, while a parameter is a numerical value that summarizes a population.

In this case, we are comparing the average gain in test scores for two different groups of girls - those assigned to coeducational chemistry classes and those assigned to single-sex chemistry classes. Since these gains are calculated from the data obtained from these specific groups of girls, they represent statistics rather than parameters.

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Answer:             5

Step-by-step explanation: because

The best answer that describes how the graph of f(x) = x² was transformed to create the graph of h(x) = x² - 1 is  Option C; a vertical shift down.

We have that the graph of h(x) = x² - 1 is obtained by taking the graph of f(x) = x² and shifting it downward by 1 unit.

Which can be seen by comparing the equations of f(x) and h(x).

The graph of f(x) = x² is a parabola which opens upward and passes through the point (0,0).

When we subtract 1 from the output of each point on the graph then the entire graph shifts downward by 1 unit.

The shape of the parabola remains the same, but now centered around the point (0,-1).

Therefore, A vertical shift down.

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Answer:

the first thing you learned is the base. then you can build off of it. just like math. you learn simple adding then you go onto multiplication and division.

Answer:

He used 286.73² in. of wrapping paper.

Answer:

I got 286.73

Step-by-step explanation:

I found the area of all the shapes in the thing and added them.

Pls correct me if I did the adding wrong cuz its 55+20+20+88+103.73

The equation of the hyperbola for the cross section of the cooling tower is x²/8100 - y²/9506.25 = 1.

We must take into account its characteristics in order to formulate the hyperbola's equation for the cooling tower's cross section.

Since the origin serves as the hyperbola's centre, its coordinates are (0, 0).

The left/right opening of the hyperbola indicates that the primary axis is horizontal.

The cooling tower's smallest diameter is 180 metres, which is the same length as the minor axis.

The primary axis' 195 m length and the diameter at its highest point are matched.

The hyperbola's highest point is 80 metres above the centre.

These characteristics allow us to write the hyperbola's equation in standard form:

(x - h)²/a² - (y - k)²/b² = 1

Where (h, k) represents the center of the hyperbola.

Substituting the given values:

Center: (h, k) = (0, 0)

Minor axis: 2a = 180 m, so a = 90 m

Major axis: 2b = 195 m, so b = 97.5 m

Vertical shift: c = 80 m

Now we can write the equation of the hyperbola:

x²/90² - y²/97.5² = 1

Simplifying, we have:

x²/8100 - y²/9506.25 = 1

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Step-by-step explanation:

x = 2 , y = 7

ans, y = 11 - 2x and 4x - 3y = -13

→ 7 = 11 - 2(2) → 7 = 11 - 4 → 7 = 7

→ 4(2) - 3(7) = -13 → 8 - 21 = -13 → -13 = -13

x = 5 , y = 2

→ 2x + y = 12 and x = 9 - 2y

as, 2(5) + 2 = 12 → 10 + 2 = 12 → 12 = 12

x = 9 - 2y → 5 = 9 - 2(4) → 5 = 9 - 4 → 5 = 5

x = 3 , y = 5

ans. 2x + y = 11 , x - 2y = -7

2(3) + 5 = 11 → 6 + 5 = 11 → 11 = 11

3 - 2(5) = 7 → 3 - 10 = 7 → 7 = 7

x = 7 , y = 3

ans. x + 3y = 16 and 2x - y = 11

7 + 3(3) = 16 → 7 + 9 = 16 → 16 = 16

2(7) - 3 = 11 → 14 - 3 = 11 → 11 = 11

hope this answer helps you dear....take care may u have a great day ahead!

The percentage discount on the hammers is about 21%.

The discount is the difference between the original price and the discounted price.

Discount = $12 - $9.50

subtract the numbers

= $2.50

To find the percentage discount, we divide the discount by the original price and multiply by 100

Percentage discount = ( Discount / Original price ) x 100

Substitute the values in the equation and find the percentage discount

Percentage discount = ( $2.50 / $12 ) x 100

Do the arithmetic operation

Percentage discount = 20.83%

Rounding to the nearest whole percentage, the discount is approximately equal to 21%.

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Answer:

Step-by-step explanation:

3y = x + 6

y = 1/3x + 2

slope= 1/3

Hey there!

\(Answer:\boxed{\text{Slope:}\frac{1}{3}}\)

\(Explanation:\)

Slope of \(-x+3y=6\):

\(\boxed{\text{Slope:}\frac{1}{3}}\)

Hope this helps!

\(\text{-TestedHyperr}\)

The error Alex made while simplifying the expression 7+(3x 1. 4)+5+2+(5x1. 4) is "he found the perimeter of the figure instead of the area".

The area of an object is the product of the length and width of the objects.

Alex added the dimensions of the grid instead of multiplying them.

7+(3x 1. 4)+5+2+(5x1. 4)

For instance,

Therefore, Alex found the perimeter of the figure instead of the area".

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The charge on the K+ ion is 1.6 × 10⁻¹⁹ C. This can be calculated using the force and electric field strength, which are related to the mass and acceleration of the ion.

The mass and acceleration of a K+ ion are given as 6.5 × 10⁻²³ kg and 1.7 × 10⁶ m/s², respectively.

To calculate the charge on the K+ ion, we need to use the formula:

F = ma

Where F is the force, m is the mass, and a is the acceleration.

We can rearrange the formula to solve for the force:

F = ma

F = (6.5 × 10⁻²³ kg) × (1.7 × 10⁶ m/s²)

F = 1.105 × 10⁻¹⁶ N

Next, we can use another formula to calculate the charge on the K+ ion:

F = qE

Where F is the force, q is the charge, and E is the electric field strength. We can rearrange the formula to solve for the charge:

q = F/E

We are given the acceleration of the K+ ion, which we can use to find the electric field strength:

E = a/q

We can substitute the value of acceleration a = 1.7 × 10⁶ m/s² and solve for the electric field strength:

E = a/q

q = a/E

Mass of K+ ion m = 6.5 × 10⁻²³ kg

Acceleration a = 1.7 × 10⁶ m/s²

Charge on K+ ion q = 1.6 × 10⁻¹⁹ C

The charge on the K+ ion is 1.6 × 10⁻¹⁹ C. This can be calculated using the force and electric field strength, which are related to the mass and acceleration of the ion.

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The factor of x3 5x2 2x 24 is (x - 4)(x + 2)(x + 6), which can be expanded as x3 + 2x2 - 4x2 + 6x - 8x - 24.

1. Factor out the greatest common factor (GCF) from the coefficients of the terms.

x3 5x2 2x 24

2. Factor out the GCF from each term:

x3 = x•x•x

5x2 = 5•x•x

2x = 2•x

24 = 24

3. Our factors are now:

x•x•x 5•x•x 2•x 24

4. Group the terms with common factors:

(x•x•x) (5•x•x) (2•x) (24)

5. Factor out the common factor from each group:

x•x (x•5) (2•x) (24)

6. Our factors are now:

x (x•5) (2•x) (24)

7. Factor out the common factor from each group:

x (x•5) (2•x) (24)

8. Our factors are now:

x (x + 2)(x + 6) (24)

9. Our final answer is:

(x - 4)(x + 2)(x + 6)

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- Null hypothesis (H0): The mean sales rate before and after implementing the bonus plan is the same. μ1 = μ2.
- Alternative hypothesis (Ha): The mean sales rate after implementing the bonus plan is different from the mean sales rate before the bonus plan. μ1 ≠ μ2.

To test the effect of the bonus plan on sales, the manager needs to formulate the correct set of hypotheses. In this case, we are comparing the mean sales rate before and after implementing the bonus plan.

Let's denote the mean sales rate after implementing the bonus plan as μ1 and the mean sales rate before the bonus plan as μ2.

The correct set of hypotheses would be:
- Null hypothesis (H0): The mean sales rate before and after implementing the bonus plan is the same. In other words, μ1 = μ2.
- Alternative hypothesis (Ha): The mean sales rate after implementing the bonus plan is different from the mean sales rate before the bonus plan. In other words, μ1 ≠ μ2.

In this context, the hypothesis test will determine whether the bonus plan has a significant effect on sales. By collecting data and conducting statistical analysis, the manager can make an informed decision about whether to implement the bonus plan based on the evidence provided by the hypothesis test.

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Answer:

$500

Step-by-step explanation:

if Marco gets $50 for every 2 hours and it say how much he'll have every 10 hours what your gonna do is multiply 10 by 50 so 10×50= 500 so Marco will make $500 every 10 hours

$250 will he make in 10 hours for the work that Marco has done.

When you take a single number and multiply it by several, you are multiplying. There are a number of distinct indications of amplification that people utilize. The "x" sign represents the most typical, however, other symbols like the "*" sign are also occasionally used.

The information that is provided is:

Marco made $50 for the two hours he is working for.

For one hour of the work that he is doing the amount that he will be paid is

= 50 / 2

$25

For working 10 hours Marco will earn

= 10*25

$250

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Answer:

24 words per minute

Step-by-step explanation:

96 divided by 4 = 24

Answer:

24 words per minutes.

Step-by-step explanation: