The p-value is greater than the level of significance (0.05). Therefore, we fail to reject the null hypothesis. There is not enough evidence to suggest that the mean time to complete a four-year college degree varies based on gender. The conclusion is that there is no difference between the mean number of years for men and women to complete a four-year college degree.
The null hypothesis in the given data set is there is no difference between the mean number of years for men and women to complete a four-year college degree. The null hypothesis is a statement that describes the population parameter being tested. It is usually given the symbol H0. The null hypothesis is that the population parameter is equal to some value.
The null hypothesis is what is assumed to be true if no evidence is available to contradict it. It can be accepted or rejected based on the results of a statistical test. The degrees of freedom is the number of independent observations in a statistical test. It is usually represented by the symbol df. The degrees of freedom is used to calculate the t-value for a statistical test.
It is calculated as n - 1, where n is the sample size. In this problem, the degrees of freedom is 10 (12 - 2).The t-test is a statistical test used to determine if there is a significant difference between two groups. It is used when the population standard deviation is not known. The t-test uses the t-distribution to determine the p-value. The p-value is the probability of observing the data if the null hypothesis is true.
If the p-value is less than the level of significance, the null hypothesis is rejected. In this problem, the null hypothesis is that there is no difference between the mean number of years for men and women to complete a four-year college degree. To test this hypothesis, we will use a two-sample t-test.
The formula for a two-sample t-test is:t = (x1 - x2) / (s1^2/n1 + s2^2/n2)^(1/2)where x1 is the sample mean for group 1, x2 is the sample mean for group 2, s1 is the sample standard deviation for group 1, s2 is the sample standard deviation for group 2, n1 is the sample size for group 1, n2 is the sample size for group 2, and t is the t-value.
Men: (4 + 5 + 4 + 6 + 4 + 5) / 6 = 28 / 6 = 4.67Women: (6 + 4 + 7 + 5 + 3) / 5 = 25 / 5 = 5The sample mean for men is 4.67 years, and the sample mean for women is 5 years. The pooled variance is a weighted average of the variances of two independent samples. It is used to estimate the population variance when the population variances are assumed to be equal.
The formula for the pooled variance is:s^2 = [(n1 - 1)s1^2 + (n2 - 1)s2^2] / (n1 + n2 - 2)where s1 is the sample standard deviation for group 1, s2 is the sample standard deviation for group 2, n1 is the sample size for group 1, n2 is the sample size for group 2, and s^2 is the pooled variance.s1 = [(4 - 4.67)^2 + (5 - 4.67)^2 + (4 - 4.67)^2 + (6 - 4.67)^2 + (4 - 4.67)^2 + (5 - 4.67)^2] / (6 - 1)^(1/2) = 0.763s2 = [(6 - 5)^2 + (4 - 5)^2 + (7 - 5)^2 + (5 - 5)^2 + (3 - 5)^2] / (5 - 1)^(1/2) = 1.87s^2 = [(6 - 1)0.763^2 + (5 - 1)1.87^2] / (6 + 5 - 2) = 1.243
The t-value is calculated using the formula: t = (x1 - x2) / (s1^2/n1 + s2^2/n2)^(1/2)t = (4.67 - 5) / (1.243/6 + 1.243/5)^(1/2)t = -0.555 The p-value is the probability of observing the data if the null hypothesis is true. The p-value is calculated using a t-table or a t-distribution calculator. The p-value for a two-tailed test with 10 degrees of freedom and a t-value of 0.555 is 0.593.
The p-value is greater than the level of significance (0.05). Therefore, we fail to reject the null hypothesis. There is not enough evidence to suggest that the mean time to complete a four-year college degree varies based on gender. The conclusion is that there is no difference between the mean number of years for men and women to complete a four-year college degree.
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Write the percent as a decimal.
95%
Answer:
9.5 decimal
espero y te ayude
Find the value of X.
Numbers1,3,4,5,8,9
The value of x for each circle is calculated as follows:
1. x = 148°
3. x = 82°
4. x = 135°
5. x = 7
8. x = 6
9. x = 13
Define the term Circle identities?The Circle identities refer to a set of fundamental identities in trigonometry that relate the six trigonometric functions of an angle in a right-angled triangle.
1. Given, SR = ST
then, arcSR = arcST = x°
and arcRT = 64°
Sum of arc,
x + x +64 =360
x = 148°
3. Given, JK=LM
then, arcJK=arcLM
So, x=82°
4. Given, BA=AC =9
Then, arcBA = arcAC = x°
and arcBC = 90°
Sum of arc,
x + x +90 =360
x = 135°
5. Given, arc are equal then side also equal
2x+4=18
x=7
8. Given that, Circle M similar to circle P, and arc are equal so, side also equal
2x+24=6x
x=6
9. Given that, Circle V similar to circle W,
arcYZ + 198 =360
arcYZ = 162°
Now, arcTU=arcYZ
Then, 9x-78 = 3x
So, x=13
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What is the median of the following data set? 5, 9, 6, 6, 7, 5, 8, 7, 6 A 6 B 9 C 7 D 5
Answer: The median is 6
Step-by-step explanation: The median is the data value separating the upper half of a data set from the lower half.
Arrange data values from lowest to highest value
The median is the data value in the middle of the set
If there are 2 data values in the middle the median is the mean of those 2 values.
PLEASE HELP ME!
i have no clue what to do
Answer:
Step-by-step explanation:
you are going to give more info ?????
Megan's standard pay is £17.70 per hour. She gets paid 1.5 times this rate for working overtime. How much will Megan get paid for working 11 hours of overtime? Give your answer to the nearest pound.
Answer:
Step-by-step explanation:
Overtime Rate = [tex]17.70 \times 1\frac{1}{2}[/tex]
[tex]= 17.70 \times \frac{3}{2}[/tex]
[tex]=\frac{53.10}{2}[/tex]
[tex]=\pounds26.55[/tex]
Pay [tex]=11*26.55=\pounds 292.05[/tex] (I assume you can use a calculator for this)
Solution: [tex]\pounds 292[/tex]
Use the table to answer the following question. The table shows pairs of values for a linear function. A different function is defined by the equation y = 4x. Which of the following statements is TRUE? The functions both have a slope of 4. The functions are both proportional. The functions have opposite slopes. The functions both have a y-intercept of 4.
A statement which is true include the following: C. The functions have opposite slopes.
What is the slope-intercept form?In Mathematics, the slope-intercept form of the equation of a straight line is represented by this mathematical expression;
y = mx + c
Where:
m represent the gradient, slope, or rate of change.x and y represent the data points.c represent the vertical intercept, y-intercept or initial number.Based on the information provided above, an equation that models one of the function is given by;
y = 4x
mx = 4x
Slope, m = 4.
For the other function, the slope can be calculated as follows;
Slope (m) = (y₂ - y₁)/(x₂ - x₁)
Slope (m) = (0 - 4)/(1 - 0)
Slope (m) = -4/1
Slope (m) = -4.
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Ill give brainliest for the answer
Answer:
x = 20
Step-by-step explanation:
if a line is parallel to a side of a triangle and intersects the other two sides, it divides those sides proportionally.
QR is parallel to ST and intersects the other two sides of the triangle, then
[tex]\frac{PQ}{QS}[/tex] = [tex]\frac{PR}{RT}[/tex] ( substitute values )
[tex]\frac{x}{45-x}[/tex] = [tex]\frac{16}{30-16}[/tex]
[tex]\frac{x}{45-x}[/tex] = [tex]\frac{16}{20}[/tex] ( cross- multiply )
20x = 16(45 - x)
20x = 720 - 16x ( add 16x to both sides )
36x = 720 ( divide both sides by 36 )
x = 20
Pls solve 60 points if you do
Answer:
Cos2a - cot2a/sin2a - tan2a
Step-by-step explanation:
in triangle abc, the length of side ab is 16 inches and the length of side bc is 24 inches. which of the following could be the length of side ac?
We have triangle ABC, the length of side AB is 16 inches and the length of side BC is 24 inches, the possible length of the side AC is less than 40 inches
To find the possible length of side AC, we need to use the triangle inequality theorem, which states that the sum of any two sides of a triangle must be greater than the third side, that is, a + b > c, b + c > a, c + a > b.
Now, for the given triangle ABC:
a = AB = 16 inches
b = BC = 24 inches
c = AC
We know that a + b > c (using the triangle inequality theorem)
16 + 24 > cc < 40
Therefore, By using the triangle inequality theorem, the possible length of the side AC is less than 40 inches.
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Environment An accident at an oil drilling platform is causing a circular oil slick. The slick is 0.08 foot thick, and when the radius of the slick is 150 feet, the radius is increasing at the rate of 0.5 foot per minute. At what rate (in cubic feet per minute) is oil flowing from the site of the accident?
The rate of oil flowing from the site of the accident is 47123.74 cubic feet per minute.
To find the rate at which oil is flowing from the site of the accident, we need to determine the rate of change of the volume of oil in the slick with respect to time.
We know that the slick is circular with a thickness of 0.08 feet and a radius that is increasing at a rate of 0.5 feet per minute. Let's call the radius of the slick at time t "r" and the volume of oil in the slick at time t "V".
The volume of a cylinder (which the slick approximates) is given by the formula V = πr^2h, where π is the constant pi and h is the height or thickness of the cylinder.
Differentiating both sides with respect to time, we get:
dV/dt = 2πrh(dr/dt) + πr^2(dh/dt)
We know that the thickness of the slick is constant at 0.08 feet, so dh/dt = 0. We also know that the radius is increasing at a rate of 0.5 feet per minute, so dr/dt = 0.5. Finally, we know that the radius of the slick is currently 150 feet, so r = 150.
Substituting these values into the formula, we get:
dV/dt = 2π(150)(0.5) + π(150)^2(0)
dV/dt = 47123.74 cubic feet per minute
Therefore, the rate at which oil is flowing from the site of the accident is approximately 47123.74 cubic feet per minute.
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graph of 12x+6y=432 & 9x+3y=270
The line [tex]12x + 6y = 432[/tex] is represented by the red line, and the line equation [tex]9x + 3y = 270[/tex]is represented by the blue line. The point where these two lines intersect is (36,0).
What is equation?In mathematics, an equation is an assertion that affirms the equivalence of two factors. An algebraic equation (=) separates two sides of an equation. For instance, the assertion [tex]"2x + 3 = 9"[/tex]states that the word "2x + 3" corresponds to the number "9". The goal of solution solving is to figure out which variable(s) must still be adjusted for the equations to be true. It is possible to have simple or intricate equations, recurring or complex equations, and equations with one or more components. For example, in the equations" [tex]x^2 + 2x - 3 = 0[/tex]," the variable x is lifted to the powercell. Lines are utilised in many areas of mathematics, include algebra, arithmetic, and geometry.
To plot these lines on a graph, we first need to solve for y in terms of x for each equation.
can plot these lines
[tex]12x+6y 4326y=-12x+432y = -2x+729x+3y=2703y=9x+270y=-3x+90[/tex]
[tex]|100|_ | . | . 90|_ . | . | .80|_ . | . | .70|_ . | . | .60 |___________________________________________ 0 30 60 90 120 150 180 210 240 270 300[/tex]
The line[tex]12x + 6y = 432[/tex]is represented by the red line, and the line 9x + 3y = 270 is represented by the blue line. The point where these two lines intersect is (36,0).
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What method could have been used to collect the data
The method used to collect data will depend on the specific research question being asked and the resources available to the researcher.
One common method for collecting data is through experimentation. This involves designing a controlled experiment that allows researchers to manipulate one or more variables while keeping all other factors constant.
Observational data can be particularly useful when it is not possible or ethical to manipulate variables in an experiment.
Surveys and questionnaires are another way to collect data. These methods involve asking people to provide information about their attitudes, beliefs, and behaviors.
Other methods for collecting data include case studies, in which researchers closely examine a single individual or group, and archival research, in which data is collected from existing records, such as census data or medical records.
By carefully selecting the right method for their research, scientists can gather accurate and reliable data that can help to advance our understanding of the world around us.
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leila is on her way home in her car. She has driven 30 miles so far, which is one-third of the way home. what is the total length of her drive.
Answer:
90 miles
Step-by-step explanation:
We know
She has driven 30 miles so far, which is one-third of the way home.
What is the total length of her drive?
We Take
30 x 3 = 90 miles
So, the total length of her drive is 90 miles.
Write a formula for f(t) as a sum of Heaviside functions. Type uc for the Heaviside function that jumps at c (don't type uc(t) ). F(t) = t, 0 ≤ t ≤ 3 2t−3, 3 < t ≤ 4 5, 4 < t
The formula for f(t) as a sum of Heaviside functions is f(t) = tuc(t) - tuc(t-3) + (2t-3)uc(t-3) - (2t-3)uc(t-4) + 5uc(t-4).
To express f(t) as a sum of Heaviside functions, we break down the function into its respective intervals and use the unit step function or Heaviside function to represent the function in each interval.
f(t) = t, 0 ≤ t ≤ 3
f(t) = 2t - 3, 3 < t ≤ 4
f(t) = 5, 4 < t
Using the Heaviside function uc for the jump at c, we can represent each interval as follows:
f(t) = tuc(t) - tuc(t-3), 0 ≤ t ≤ 3
f(t) = (2t-3)uc(t-3) - (2t-3)uc(t-4), 3 < t ≤ 4
f(t) = 5uc(t-4), 4 < t
Therefore, the formula is f(t) = tuc(t) - tuc(t-3) + (2t-3)uc(t-3) - (2t-3)uc(t-4) + 5uc(t-4)
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A farmer has a rectangular field with an area of 3/4 square mile. The field is 1/2 mile wide. What is the length of the field?
A. 2/3
B. 1 1/3
C. 2 2/3
D. 3/8
Answer:
L-O-V-E-E-E and affection
Write the equation of the line that passes through the points (- 9, - 9) and (- 8, 1) Put your answer in fully simplified point-slope form, unless it is a vertical or horizontal line
The point-slope form of the line equation that passes through the points (- 9, - 9) and (- 8, 1) is equals to the y= 10x + 81.
The standard equation of a line is, y = mx + b where m is the slope and b is the y-intercept. This is a very useful form of the linear equation when comparing lines. We have to determine the equation of the line that passes through the points (- 9, - 9) and (- 8, 1). First we determine the value of slope of line. The formula for slope of line that passing through the points (x₁,y₁),(x₂,y₂) is [tex]m = \frac{y_2 - y_1}{x_2- x_1} [/tex]
here, x₁ = -9, y₁ = -9 , x₂ = -8, y₂ = 1, so
[tex]m = \frac{1-(-9)}{-8-(-9)} = \frac{10}{1} = 10[/tex]
The point-slope form for line passing through points (x₁,y₁),(x₂,y₂) is y − y₁ = m(x − x₁)
=> y - (-9) = 10( x -(-9))
=> y + 9 = 10( x + 9)
=> y + 9 = 10x + 90
=> y = 10x + 81
Hence required equation is y = 10x + 81.
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Armando opened a new savings account with an initial deposit if $250. Which combination will result in a zero balance in armandos account?
A zero balance in Armando's account can be achieved by subtracting $250 from the account balance. This can be done through a combination of withdrawals and/or transfers out of the account.
What is subtracting?Subtracting is a mathematical operation that involves taking one number away from another. It is the inverse of addition, and is represented by the minus sign (-). Subtracting is used to determine the difference between two numbers, or to reduce a number by a given amount. In algebraic terms, subtracting is represented by the equation: a - b = c, where a is the starting number, b is the number to be subtracted, and c is the resulting difference. Subtracting can also be used on fractions, decimals, and other forms of numbers.
For example, Armando could make a $250 withdrawal from the account or transfer $250 to another bank account.
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There are 30 students in Mr. Hall class. 1/3 of the students are traveling somewhere this summer. Of those traveling, 1/5 are going out of the country. How many students are traveling out of the country?
The number of students traveling are 2 students out of the 30 who are traveling out of the country this summer. If 1/3 of the students are traveling somewhere this summer, then we can calculate the number of students who are traveling by multiplying the total number of students by 1/3:
Number of students traveling = 30 x 1/3 = 10
Now, we need to find out how many of these 10 students are traveling out of the country. We know that 1/5 of the students who are traveling are going out of the country, so we can find the number of students who are traveling out of the country by multiplying the total number of traveling students by 1/5:
Number of students traveling out of the country = 10 x 1/5 = 2
Therefore, there are 2 students out of the 30 who are traveling out of the country this summer.
It's important to note that fractions can be converted to decimals or percentages to make them easier to work with. For example, 1/3 can be written as 0.33 or 33%, and 1/5 can be written as 0.20 or 20%. This can be particularly useful when dealing with more complex problems or when working with larger numbers.
In summary, by using the information given, we can determine that out of the 30 students in Mr. Hall's class, 10 are traveling somewhere this summer, and out of those 10 students, 2 are going out of the country. This type of problem-solving helps build math skills that are applicable in real-world scenarios, such as budgeting and planning for travel.
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If staff salaries were $44,000/month last year and $53,000/month this year, what is the approximate labor cost Increase in percentage?
A: 3%
B: 7%
C: 10%
D: 21%
The approximate labor cost increase in percentage is approximately 21%, which is closest to option D.
To calculate the approximate labor cost increase in percentage, we can use the following formula:
Labor cost increase percentage = ((new labor cost - old labor cost) / old labor cost) x 100%
Plugging in the given values, we get:
Labor cost increase percentage = ((53,000 - 44,000) / 44,000) x 100%
Labor cost increase percentage = (9,000 / 44,000) x 100%
Labor cost increase percentage = 0.2045 x 100%
Labor cost increase percentage ≈ 20.45%
Therefore, the approximate labor cost increase in percentage is approximately 21%, which is closest to option D.
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I need help with these 2 answers
Answers:
1.2x10
2.72 cubic cm
Suppose you have a certain amount of money in a savings account that earns compound monthly interest, and you want to calculate the amount that you will have after a specific number of months. The formula is as follows: f=p*(1 + i)^t f is the future value of the account after the specified time period. p is the present value of the account. i is the monthly interest rate. t is the number of months. Write a program that takes the account's present value, monthly interest rate, and the number of months that the money will be left in the account as three inputs from the user. The program should pass these values to a function that returns the future value of the account, after the specified number of months. the program should print the account's future value. SAMPLE RUN #2: python3 FutureValue.py None Show Highlighted Only Interactive Session Hide Invisibles Highlight: Enter current bank. balance: 35.72 Enter.interest rate:0 Enter the amount of time that passes: 100 35.7
Answer:
Step-by-step explanation:
Hi there! Just multiply by x and find the value of f=p. Good luck!
Can someone pass help!!:(
Answer:
proofs attached to answer
Step-by-step explanation:
proofs attached to answer
Suppose a product's revenue function is given by R(q) = - 7q + 600qr. Find an expression for the marginal revenue function, simplify it, and record your result in the box below. Be sure to use the proper variable in your answer. (Use the preview button to check your syntax before submitting your answer.) Answer: MR(q) =
The expression for the marginal revenue function is MR(q) = 600r - 7.
The given product's revenue function is R(q) = - 7q + 600qr.
To find an expression for the marginal revenue function, we can use the following steps:
Step 1: Take the first derivative of the revenue function with respect to q to obtain the marginal revenue function MR(q).
Step 2: Simplify the expression for MR(q) to record the final result.
In other words, the marginal revenue function MR(q) is the derivative of the revenue function R(q) with respect to q. Here, R(q) = - 7q + 600qr.
So, we have to differentiate R(q) with respect to q to get MR(q).
The derivative of - 7q with respect to q is - 7.
The derivative of 600qr with respect to q is 600r because the derivative of q with respect to q is 1.
MR(q) = dR(q) / dq
= (d/dq)(- 7q + 600r)
= (- 7) + (600r)
= 600r - 7
The equation that represents the marginal revenue function is MR(q) = 600r - 7.
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which statement about systematic errors is true? a.) they can occur when a selection bias is present. b.) they can be corrected by using a larger sample size. c.) they can be challenging to notice. d.) they can be eliminated if observations are repeated.
The statement about systematic errors that is true is: They can occur when a selection bias is present.
Systematic errors can be defined as a type of error that affects the accuracy of the results of an experiment or study. It is mostly caused by the tools, materials, or a particular problem with the instrument used in the experiment. A systematic error can be of different types, including the following:
Scale Error: Scale errors occur due to calibration issues. They can occur due to a problem with the measuring instruments, which may not provide accurate readings during an experiment.
Selection Bias: It occurs when a researcher deliberately selects a certain group of individuals or data that are not representative of the general population. This can lead to inaccurate results for the study.
Resolution Error: This error is common when researchers do not choose the correct measurement tools to measure the variables of interest.
Therefore, option A is correct. This is because systematic errors can occur when a selection bias is present.
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Lucia and Maria are business women who decided to invest money by buying farm land in Brazil. Lucia bought
11
1111 hectares of land in the first month, and each month afterwards she buys
5
55 additional hectares. Maria bought
6
66 hectares of land in the first month, and each month afterward her total number of hectares increases by a factor of
1. 4
1. 41, point, 4. They started their investments at the same time, and they both buy the additional land at the beginning of each month. What is the first month in which Maria's amount of land exceeds Lucia's amount of land?
Maria's amount of land first exceeds Lucia's amount of land after 3 months.
To solve this problem, we need to find out when Maria's total amount of land first exceeds Lucia's total amount of land. Let's start by writing out the formulas for the amount of land each woman has after n months
Lucia's land after n months = 11 + 5n
Maria's land after n months = 6 × 1.4^n
Now we want to find the month, n, when Maria's amount of land first exceeds Lucia's amount of land. So we need to solve the following inequality
6 × 1.4^n > 11 + 5n
We can solve this inequality by using a trial-and-error approach or by using a graphing calculator. Here's one way to solve it using trial-and-error
Let's start by plugging in n = 1 and see if Maria's land is greater than Lucia's land:
6 × 1.4^1 = 8.4
11 + 5 × 1 = 16
Since 8.4 < 16, we know that Maria's land is not greater than Lucia's land after 1 month.
Now let's try n = 2
6 × 1.4^2 = 11.76
11 + 5 × 2 = 21
Since 11.76 < 21, we know that Maria's land is still not greater than Lucia's land after 2 months.
Let's keep trying larger values of n until we find the first month when Maria's land is greater than Lucia's land:
n = 3
6 × 1.4^3 = 16.384
11 + 5 × 3 = 26
Since 16.384 > 26, we know that Maria's land is greater than Lucia's land after 3 months.
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The given question is incomplete, the complete question is:
Lucia and Maria are business women who decided to invest their money by buying farmland in Brazil. They started their investments at the same time, and each month they buy more land. Lucia bought 11 hectares of land in the first month, and each month afterwards she buys 5 additional hectares. Maria bought 6 hectares of land in the first month, and each month afterward her total number of hectares increases by a factor of 1.4. In which month will Maria's amount of land first exceed Lucia's amount of land?
$20 dollars needs to be split between Jack and Jill. Jill gets to make an initial offer. Jack can respond by either accepting Jill’s initial offer or offering a counter offer. Finally, Jill can respond by either accepting Jacks offer or making a final offer. If Jake does not accept Jill’s final offer both Jack and Jill get nothing. Jack discounts the future at 10% i. E. Future earnings are with 10% less than current earnings while Jill discounts the future at 20%. Calculate the best deal of this problem
The best deal for Jack and Jill would be for Jill to offer Jack $10, and for Jack to accept this offer. This would give Jack $9.09 in the future after discounting, and it would give Jill $10 in the future after discounting.
Jack will accept anything positive.
Jill offers: $20 to herself, $0 to JackJill is indifferent between $20 in one year and $16 today (she discounts the future at 20%).
Jack offers: $16 to Jill and $4 to HimselfJack is indifferent between $4 in one year and $3.60 today (he discounts the future at 10%). Note that $16.40 is preferred by Jill to $16 in one year.
Jill offers: $16.40 to herself, $3.60 to JackDiscount refers to the process of reducing the value of future benefits or costs, based on the assumption that people generally prefer immediate benefits to delayed ones. This means that the further into the future a benefit or cost occurs, the less valuable it is considered to be in the present.
Discounting is commonly used in economics, finance, and environmental analysis, where it plays a significant role in determining the present value of future cash flows, investments, and environmental damages. The concept is also used in decision-making, as individuals and organizations often make choices based on their perception of the present value of future outcomes.
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Find the rate of change over the interval 2 < x < 5; f(x)= 2x^2+5 (use this function).
Answer: The correct answer to this problem would be C, or 32/3.
Step-by-step explanation:
The average rate of change in a function is the rate at which one value changes with respect to another value.
Given function: f(x) = 2x² + x + 5 on interval [-2, 2]
Therefore,
Average rate of change = f(2)-f(-2)/2-(-2)
f(2) = 2(2)² + 2 + 5
f(2) = 15
f(-2) = 2(-2)² - 2 + 5
f(2) = 11
Substitute the values,
Average rate = 5-11/2+2
Average rate = 4/4
Average rate = 1
So, the average rate of change is
Leading me to believe option C is correct.
3) Jiya walks 6 km due east and then 8 km due north. How far is she from her
starting place?
6 km
8 km
Answer:
10km
Step-by-step explanation:
Pythagoras
Formula=[tex]a^2+b^2=c^2[/tex]
[tex]6^{2} +8^{2} =c^2\\c^2=100\\c=\sqrt{100} \\c=10km[/tex]
ASA, SSS, SAS
Define each postulate and give a well written and visual example of each term.
Include as much detail as possible
Answer:
In geometry, postulates are statements that are accepted as true without proof. The three postulates for congruent triangles are ASA, SSS, and SAS. These postulates are used to prove that two triangles are congruent.
ASA Postulate:
ASA stands for "Angle, Side, Angle." This postulate states that if two angles and the included side of one triangle are congruent to two angles and the included side of another triangle, then the two triangles are congruent.
Visual example:
In the above image, ΔABC and ΔDEF have ∠A ≅ ∠D, ∠B ≅ ∠E, and AB ≅ DE. Therefore, we can conclude that ΔABC ≅ ΔDEF by ASA postulate.
SSS Postulate:
SSS stands for "Side, Side, Side." This postulate states that if the three sides of one triangle are congruent to the three sides of another triangle, then the two triangles are congruent.
Visual example:
In the above image, ΔABC and ΔDEF have AB ≅ DE, BC ≅ EF, and AC ≅ DF. Therefore, we can conclude that ΔABC ≅ ΔDEF by SSS postulate.
SAS Postulate:
SAS stands for "Side, Angle, Side." This postulate states that if two sides and the included angle of one triangle are congruent to two sides and the included angle of another triangle, then the two triangles are congruent.
Visual example:
In the above image, ΔABC and ΔDEF have AB ≅ DE, BC ≅ EF, and ∠B ≅ ∠E. Therefore, we can conclude that ΔABC ≅ ΔDEF by SAS postulate.
Overall, the ASA, SSS, and SAS postulates are important tools in proving the congruence of triangles in geometry. They allow us to make logical deductions about the properties of triangles based on their corresponding angles and sides.
Answer:
They are different because ASA means that the two triangles have two angles and the side between the angles congruent. SAS means that two sides and the angle in between them are congruent
Step-by-step explanation:
and sss If all the three sides of one triangle are equivalent to the corresponding three sides of the second triangle, then the two triangles are said to be congruent by SSS rule.
The coordinates below represent points that were translated.Draw a line to connect the coordinates with the correct description and algebraic representation of the translation.
(x-11, y+14) = (-4-7, 7+7) = (-11,14) which matches the new coordinates T(-11,14).
The coordinates' meaning is unclear?In this sense, coordinates are the points where a grid system intersects. GPS coordinates are typically created by combining latitude and longitude. The distance of north and the south from the equator, which is 0 degrees iof north and south, is measured by lines of latitude.
COORDINATES DESCRIPTION ALGEBRAIC REPRESENTATION8. T (-4,7) 7 units right, 7 units up (x-11, y+14)
9. U (3,-4) 7 units left, 7 units up (x+7, y+7)
10. V (-2,-10) 7 units right, 7 units down (x+7, y-7)
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