Question 5 of 10Which equation shows that the Pythagorean identity is true for 0 = 37?Select the equation that is in the form sin? (37) + cos² (3) = 1.22 (3п2=O A. (-1)² + 0² = 1O B. 12 + 02 = 1O c. 02 + 12 = 1n. 2112

Answer:

The answer to your problem is, D. The range is the best measure of variability, and it equals 32.

Step-by-step explanation:

We know the scores earned in a flower-growing competition are represented in the stem-and-leaf plot.

The key will equal 2|1 means 21

Which we conclude to 17, 19, 21, 25, 29, 30, 31, 32, 46, 49.

Quartile:

Median, Minimum, Maximum, & Range:

Thus the answer to your problem is, D. The range is the best measure of variability, and it equals 32.

Complete Question

The complete question is shown on the first uploaded image

Answer:

The value is \( P(k \ n \  u ) =   0.02957\)

Step-by-step explanation:

From the question we are told that

  The total number of students is  n  = 111

    The total number of senior nutrition major  k  =  19

     The total number of junior nutrition major is u =  19  

Generally the probability that a senior Nutrition major and then a junior Nutrition major are chosen at random is mathematically represented as

     \(P(k \ n \ u ) = P(k) * P(u\ | \ k)\)

Here \(P(k)\) is the probability that a senior nutrition major is selected , this is mathematically represented as

       \(P(k) =  \frac{k}{n}[\tex]

=>     \(P(k) =  \frac{ 19}{111}[\tex]

and  P( u | k) is the probability that a  junior Nutrition  major is selected  given that a senior nutrition major has already been selected and this is mathematically represented as

         \(P( u | k) = \frac{u}{n-1}\)

=>       \(P( u | k) = \frac{19}{111-1}\)

=>       \(P( u | k) = \frac{19}{110}\)

So

       \(  P(k \ n \  u ) =   \frac{ 19}{111} * \frac{19}{110} \)

=>    \(  P(k \ n \  u ) =   0.02957\)

C. Translate by directed line segment AE, which will take B to point B’. Then rotate which center E by angle B’EF. Finally, dilate with center E by scale factor 2/5



The inverse of the function f(x) = x + 4 is given as f⁻¹(x) = x - 4

An inverse function or an anti function is defined as a function, which can reverse into another function. In simple words, if any function “f” takes x to y then, the inverse of “f” will take y to x. If the function is denoted by ‘f’ or ‘F’, then the inverse function is denoted by f-1 or F-1.

In this problem, the function given is f(x) = x + 4;

We can find the inverse of the function as;

y = x + 4;

Let's switch the variables by replacing x as y and y as x;

x = y + 4

Solving for y;

y = x - 4

f⁻¹(x) = x - 4

The graph of the function is attached below

Learn more on inverse of a function here;

https://brainly.com/question/14391067

#SPJ1

Answer:

give a thanks first and then ill tell you

Step-by-step explanation:

Answer:

Maybe it's D) or c) if not i'm du.mb and sorry

Step-by-step explanation:

The proof that line n is perpendicular to both a and b is proved below using definition of right angle and perpendicular transversal theorem.

We are given that;

Line a is parallel to line b

Line m is parallel to line n.

A) We want to prove that line a is perpendicular to n.

From the image, we see that there is a right angle sign on the opposite side of ∠1 facing m.

Now, we know that by definition of a right angle that ∠1 will also be a right angle.

Since angle 1 is a right angle, then we can say the line transversal a is perpendicular to line m.

B) We want to prove that line b is perpendicular to n.

The definition of the perpendicular transversal theorem, states that if a line is perpendicular to one of two parallel lines, then it is perpendicular to the other.

Thus, b will be perpendicular to n.

Read more about Perpendicular and parallel lines at; https://brainly.com/question/13657035

#SPJ1

y = -1.25x - 3.5 is the linear equation that represents the given data,

The standard formula for a linear equation is expressed as y = mx + b

where

Using the coordinate points  (-2, 6) and (0, 3.5), the slope is expressed as:

Slope = 3.5-6/0+2
Slope = -2.5/2

Slope = -1.25

For the intercept:

b = 3.5

The required equation that represent the table will be y = -1.25x - 3.5

Learn more on linear equation here: https://brainly.com/question/12788590

#SPJ1

Answer:

DA = 25

Step-by-step explanation:

since the triangles are congruent, then corresponding sides are congruent, that is

DA = BA = 25

Answer:

0 degrees

Step-by-step explanation:

-4° (original degree) + 4° (what it increased by)  = 0°

Answer: \((-1, 4)\)

Step-by-step explanation:

Do not have time

Answer:

B

Step-by-step explanation:

Answer:

True

Explanation:

Bridget Riley was one of the most prominent artists associated with the 1960s 'Op Art' movement, which was an art movement that explored optical illusions and effects to create abstract art that played with the viewer's perception. However, there were many other artists associated with this movement, including Victor Vasarely, Richard Anuszkiewicz, and Yaacov Agam, among others.

Answer:

3x-5

Step-by-step explanation:

(6x+5)-(3x+10) = 6x+5-3x-10

                       = 3x-5

Answer:

3x-5

Step-by-step explanation:

Answer:

0.50

Step-by-step explanation:

Count figures after the decimal

it would be 4 right. if aces are 1 and you draw one card

The sequence is will always have even numbers, is hence proved.

Given, the quadratic sequence is: 44:52:64:80

Sequences with a term are known as quadratic sequences. They can be distinguished by the fact that the first differences between terms are not equal but the second differences between terms are. Utilizing the term sum in an arithmetic progression formula, the sum of even numbers formula is achieved. The equation is Sum of Even Numbers Formula = n(n+1), where n is the total number of terms in the series.

The formula is: Tₙ = 2n² ₊ 2n  ₊ 40

take 2 common

Tₙ = 2(n² ₊ n  ₊ 20)

in other words n² ₊ n  ₊ 20  = y

therefore , Tₙ = 2y

which by definition makes Tₙ an even number at all times.

Learn more about Quadratic sequences here:

brainly.com/question/7882626

#SPJ9

Answer: x intercept = 6

This is the location (6,0)

===============================================================

Explanation:

I assume you're talking about the boundary line of the inequality. The boundary line equation is 2x + 3y = 12

To find the x intercept, plug in y = 0 and solve for x

2x + 3y = 12

2x + 3(0) = 12

2x = 12

x = 12/2

x = 6

The boundary line 2x+3y = 12 crosses the x axis at x = 6.

We can say the x intercept is x = 6. This is the location (6,0).

Side note: the y intercept is y = 4, which is found by plugging in x = 0 and solving for y.

Answer:55%

Step-by-step explanation:So, first find the total number of tickets sold 374+306=680. Now, divide the number of discount tickets by the total number and multiply the result by 100% to express the result as a percentage. Percentage of discount tickets=(374/680)100%=55%. So, 55% percent of the tickets sold at the amusement park were discounted.

Answer:

15th customer

Step-by-step explanation:

to find the answer to this, you have to find the least common multiple(I think that’s what it is called). In this case, in order to find it, you can just multiply 5*3 to get 15 for the answer

Given statement solution is :- Mathematical models are extremely valuable tools in various fields, including chemistry, biology, and physics. They offer several advantages: Simplification and abstraction, Prediction and simulation, Cost and time efficiency, Insight and understanding.

Mathematical models are extremely valuable tools in various fields, including chemistry, biology, and physics. They offer several advantages:

Simplification and abstraction: Mathematical models allow complex systems or processes to be represented using simplified mathematical equations or algorithms. This simplification helps in understanding the underlying principles and relationships of the system, making it easier to analyze and predict outcomes.

Prediction and simulation: Models enable scientists to make predictions about the behavior of a system under different conditions. They can simulate scenarios that are difficult or impossible to observe in the real world, allowing researchers to explore various hypotheses and make informed decisions.

Cost and time efficiency: Models can be used to explore different scenarios and test hypotheses in a relatively quick and cost-effective manner compared to conducting real-world experiments. They can help guide experimental design by providing insights into the most relevant variables and parameters.

Insight and understanding: Mathematical models often reveal underlying patterns and relationships that may not be immediately apparent from experimental data alone. They provide a framework for organizing and interpreting data, leading to a deeper understanding of the system being studied.

However, mathematical models also have limitations and potential disadvantages:

Simplifying assumptions: Models are based on assumptions and simplifications, which may not fully capture the complexity of the real-world system. If these assumptions are incorrect or oversimplified, the model's predictions may be inaccurate or misleading.

Uncertainty and error: Models are subject to uncertainties and errors stemming from the inherent variability of the system, limitations in data availability or quality, and simplifying assumptions. It is crucial to assess and communicate the uncertainties associated with model predictions.

Validation and verification: Models need to be validated and verified against experimental data to ensure their accuracy and reliability. This process requires rigorous testing and comparison to real-world observations, which can be challenging and time-consuming.

Mathematical models are closely linked to the fields of chemistry, biology, and physics, providing valuable insights and predictions in these disciplines. Here are some examples:

Chemistry: Mathematical models are used to study chemical reactions, reaction kinetics, and molecular dynamics. One example is the use of rate equations to model the kinetics of a chemical reaction, such as the reaction between reactants A and B to form product C.

Biology: Mathematical models play a crucial role in understanding biological systems, such as population dynamics, gene regulation, and the spread of infectious diseases. For instance, epidemiological models like the SIR (Susceptible-Infectious-Recovered) model are used to simulate and predict the spread of diseases within a population.

Physics: Mathematical models are fundamental in physics to describe physical phenomena and predict outcomes. One well-known example is Newton's laws of motion, which can be mathematically modeled to predict the motion of objects under the influence of forces.

Quantum mechanics: Mathematical models, such as Schrödinger's equation, are used to describe the behavior of particles at the quantum level, providing insights into atomic and molecular structures and the behavior of subatomic particles.

Fluid dynamics: Mathematical models, such as the Navier-Stokes equations, are employed to study the behavior of fluids, including airflow, water flow, and weather patterns.

These examples demonstrate the wide range of applications for mathematical models in understanding, predicting, and simulating various phenomena in the fields of chemistry, biology, and physics.

For such more questions on Advantages of Mathematical Models

https://brainly.com/question/12653211

#SPJ8

Answer:

0.3

Step-by-step explanation:

Let x be what you need to subtract

I hope this helps!

Answer:

3/10

Step-by-step explanation:

83/10 - 3/10 = 80/10 = 8

a) To find the number of students getting more than 45 marks, we count the students whose marks are greater than 45 in the given list.

In the given list, the students with marks greater than 45 are: 50, 49, 47, 48, 49, 48, 47, 49, 48, 50, 47, 49, 48, 46, 47, 48, 47.

Counting these numbers, we find that there are 17 students who obtained more than 45 marks.

b) To find the number of students getting less than 45 marks, we count the students whose marks are less than 45 in the given list.

In the given list, the students with marks less than 45 are: 44, 44, 42, 41, 41, 42, 41, 44, 44, 42, 45, 45, 45, 44, 45.

Counting these numbers, we find that there are 15 students who obtained less than 45 marks.

c) To find the maximum number of students getting the same marks, we look for the mark that appears most frequently in the given list.

In the given list, the marks obtained by the students are: 44, 50, 44, 49, 42, 47, 45, 42, 44, 48, 49, 48, 47, 49, 47, 41, 45, 48, 41, 48, 41, 42, 47, 49, 49, 48, 50, 47, 49, 48, 46, 44, 45, 45, 46, 44, 42, 47, 48, 45.

Counting the frequency of each mark, we find that the marks 47 and 48 appear most frequently, with a count of 6 each. Therefore, the maximum number of students getting the same marks is 6.

d) To find the average marks obtained by the students in the class, we sum up all the marks and divide by the total number of students.

Total marks = 44 + 50 + 44 + 49 + 42 + 47 + 45 + 42 + 44 + 48 + 49 + 48 + 47 + 49 + 47 + 41 + 45 + 48 + 41 + 48 + 41 + 42 + 47 + 49 + 49 + 48 + 50 + 47 + 49 + 48 + 46 + 44 + 45 + 45 + 46 + 44 + 42 + 47 + 48 + 45

           = 1912

Total number of students = 40

Average marks = Total marks / Total number of students

                 = 1912 / 40

                 = 47.8

Therefore, the average marks obtained by the students in the class is 47.8.

e) To find the number of students getting more than the average marks, we count the students whose marks are greater than 47.8.

In the given list, the students with marks greater than 47.8 are: 50, 50, 49, 48, 49, 48, 49, 48, 50, 49, 49, 48, 48, 50, 49, 49, 48, 48, 47, 49, 49, 48, 50, 47,

49, 49, 48, 50, 47, 49, 49, 48, 48, 49, 48, 47, 48, 49, 49, 48, 50, 49.

Counting these numbers, we find that there are 40 students who obtained more than the average marks.

Resolviendo un sistema de ecuaciones veremos que polo hizo 170 polos.

Sabemos que por cada 12 polos que confecciona Ana, Beto hace 7.

Por cada 28 polos que confecciona Beto, Carla confecciona 15.

Y sabemos que Ana hizo 198 polos mas que Carla.

Definamos las variables:

C = polos que hizo Carla.

A = polos que hizo Ana

B = polos que hizo Beto.

Podemos escribir las ecuaciones:

A = C + 198

B = (7/19)*A

B = 28/(28 + 15)*C

Tenemos un sistema de ecuaciones, las segundas dos son las que obtenemos con los ratios que nos proporcionan.

Reemplazando la primer ecuacion en la segunda obtenemos el sistema:

B = (7/19)*(C + 198)

B = 28/(43)*C

De la segunda ecuacion podemos obtener:

C = B*(43/28)

Remplazando eso en la otra ecuacion obtenemos:

B = (7/19)*(B*(43/28)+ 198)

Ahora podemos encontrar el valor de B.

B = 0.57*B + 72.95

B - 0.57*B =  72.95

B*0.43 = 72.95

B = 72.95/0.43 = 169.6

Redondenado, B = 170, ese es el número de polos que Beto confecciono.

Aprende más sobre sistemas de ecuaciones:

https://brainly.com/question/13729904

#SPJ1

Answer:

The right one is;

\({ \rm{ \frac{1}{ \omega} x(t) \to \int X( \omega)}}\)

X(w) is the fourier transform and the FT pair identity is as below;

\({ \tt{x(t) =X( \omega) {e}^{ - (k \omega _{0}t )} \: dt }} \\ { \tt{x(t) = \int X( \omega) { e}^{ - (k\omega _{0}t)} d t}} \\ { \tt{x(t) = k\omega _{0} \{x( \omega) {e}^{ -k(\omega _{0}t) } }}\)

Assume k is 1

\({ \tt{ \frac{x(t)}{\omega _{0}} = \int x( \omega _{0}) }}\)

The time Jack left Santa Clara is 1 : 55 pm

A word problem in math is a math question written as one sentence or more. These statements are interpreted into mathematical equation or expression.

The time for Jack to walk to lose Altos is 25 min and he uses another 25mins to work to Palo alto.

Therefore, the total time he spent is

25mins + 25 mins = 50 mins

He arrived Palo at 2 :45 pm, therefore the time he left Santa Clare will be ;

2:45 pm = 14 :45

= 14:45 - 50mins

= 13:55

= 1 : 55pm

Therefore he left at 1:55 pm

learn more about word problem from

https://brainly.com/question/21405634

#SPJ1

Answer: -9x-1y-9/

Step-by-step explanation:

Answer: b

Step-by-step explanation:

I really dont like edge

Answer: an improper fraction

Step-by-step explanation:  An improper fraction is a fraction that is larger than 1 7/3 is larger than one because 7, the numerator is larger than the denominator so 7/3 is an improper fraction

Answer:

660 ft³

Step-by-step explanation:

The way I'm thinking of it, we can think of it as a triangle and then extruding out from that triangle for the length.

First, the triangle:

area = base * width / 2 = 12 * 10 / 2 = 60 ft²

volume = the triangle for the length

the length is 11 feet,

so we extrude that triangle for 11 feet to get

60 ft² * 11 ft = 660 ft³

we multiply 10 ft by 12 ft by 11 ft. there are 3 instances of ft, so the corresponding exponent is therefore ³.

another way to think of the extrusion is like a rectangular prism, the formula for a rectangular prism's volume is length * width * height. we're extruding from the bottom rectangle for the whole of the height, so we multiply the area of the bottom triangle (length * width) by height.

this might be confusing so let me know if you have any questions!

Answer  :      x= \(\sqrt{2wy}\)/ y

Step-by-step explanation:

Answer:

\(0.0197277\)

Step-by-step explanation:

Consider the random variable X 

Where X denotes the number of (success/having a correct answer)

in 10 identical and independent trials .

then

X follows the Binomial distribution with parameters 

10 and  p = p(success) = 1/4

\(p\left( X\geq 6\right) =\sum^{10}_{k=6} p\left( X=k\right)\)

               \(=\sum^{10}_{k=6} C^{k}_{10}\left( \frac{1}{4} \right)^{k} \left( \frac{3}{4} \right)^{10-k}\)

               \(=\frac{20686}{2^{20}} \\= 0.0197277\)