Write 4–6 sentences explaining why it is important to have precise definitions in mathematics.

Answers

Answer 1
Mathematics can be tricky so precise definitions are important. Without them there can be confusion which more often then not will generate a wrong answer. With clear precise definitions it is easier to understand the topic. Therefore, it is easier to get the correct answer.

Related Questions

i will rate you brainliest

Answers

Answer:

D. Factoring trinomials

Step-by-step explanation:

The factoring trinomials method is the best way to factor the expression, since it is in the standard trinomial form ax² + bx + c

In this method, you can factor the expression by finding 2 factors of c that add up to b.

The expression is not in the simplest form, and difference of squares cannot be used because there are no perfect squares. Prime factorization is also not used for factoring expressions with variables.

So, D is the right answer.

PLEASE ANSWER ASAP!!


Question is in the picture as well as the answer choices




any unrelated answers will be reported​

Answers

Answer:

c

Step-by-step explanation

The scale on a scale drawing is 1 : 30. What should you do with each measurement on the drawing to get the actual dimensions? Provide an example of a drawing that uses this scale. Include both the original and new dimensions.

Answers

Answer:

see below

Step-by-step explanation:

For the first question, you should multiply the scale dimension by 30 to get the actual dimension. This is because the scale is 1:30 where the scale dimension is the 1 and the actual dimension is 30, so therefore, the scale dimension is 1/30th of the actual dimension, so to get the actual dimension, we can multiply the scale dimension by 30. I'm not totally sure how to attach pictures from my phone on my computer (sorry) but an example of a drawing could be two rectangles, the first (this is the scale drawing) having dimensions of 1 by 2 units and the second (this is the actual drawing) having dimensions of 30 by 60 units. I hope this helps!

In a random sample of 380 cars driven at low altitudes, 42 of them exceeded a standard of 10 grams of particulate pollution per gallon of fuel consumed. In an independent random sample of 90 cars driven at high altitudes, 24 of them exceeded the standard. Compute the test statistic for testing if the proportion of high-altitude vehicles exceeding the standard is greater than the proportion of low-altitude vehicles exceeding the standard.

Answers

Answer:

The test statistic for testing if the proportion of high-altitude vehicles exceeding the standard is greater than the proportion of low-altitude vehicles exceeding the standard is 3.234.

Step-by-step explanation:

We are given that in a random sample of 380 cars driven at low altitudes, 42 of them exceeded a standard of 10 grams of particulate pollution per gallon of fuel consumed.

In an independent random sample of 90 cars driven at high altitudes, 24 of them exceeded the standard.

Let [tex]p_1[/tex] = population proportion of cars driven at high altitudes who exceeded a standard of 10 grams.

[tex]p_2[/tex] = population proportion of cars driven at low altitudes who exceeded a standard of 10 grams.

So, Null Hypothesis, [tex]H_0[/tex] : [tex]p_1\leq p_2[/tex]      {means that the proportion of high-altitude vehicles exceeding the standard is smaller than or equal to the proportion of low-altitude vehicles exceeding the standard}

Alternate Hypothesis, [tex]H_A[/tex] : [tex]p_1>p_2[/tex]      {means that the proportion of high-altitude vehicles exceeding the standard is greater than the proportion of low-altitude vehicles exceeding the standard}

The test statistics that will be used here is Two-sample z-test statistics for proportions;

                             T.S.  =  [tex]\frac{(\hat p_1-\hat p_2)-(p_1-p_2)}{\sqrt{\frac{\hat p_1(1-\hat p_1)}{n_1}+\frac{\hat p_2(1-\hat p_2)}{n_2} } }[/tex]  ~  N(0,1)

where, [tex]\hat p_1[/tex] = sample proportion of cars driven at high altitudes who exceeded a standard of 10 grams = [tex]\frac{24}{90}[/tex] = 0.27

[tex]\hat p_2[/tex] = sample proportion of cars driven at low altitudes who exceeded a standard of 10 grams = [tex]\frac{42}{380}[/tex] = 0.11

[tex]n_1[/tex] = sample of cars driven at high altitudes = 90

[tex]n_2[/tex] = sample of cars driven at low altitudes = 380

So, the test statistics =  [tex]\frac{(0.27-0.11)-(0)}{\sqrt{\frac{0.27(1-0.27)}{90}+\frac{0.11(1-0.11)}{380} } }[/tex]      

                                   =  3.234

The value of z-test statistics is 3.234.

A market research firm supplies manufacturers with estimates of the retail sales of their products from samples of retail stores. Marketing managers are prone to look at the estimate and ignore sampling error. A random sample of 36 stores this year shows mean sales of 83 units of a small appliance with a standard deviation of 5 units. During the same point in time last year, a random sample of 49 stores had mean sales of 78 units with standard deviation 3 units.Required:Construct a 95 percent confidence interval for the difference in population means.

Answers

Answer:

The 95% confidence interval for the difference in population means is (−26.325175  , 36.325175)

Step-by-step explanation:

Given that :

sample size n₁ = 36

sample mean [tex]\over\ x[/tex]₁ = 83

standard deviation [tex]\sigma[/tex]₁ = 5

sample size n₂ = 49

sample mean [tex]\over\ x[/tex]₂= 78

standard deviation [tex]\sigma[/tex]₂ = 3

The objective is to construct a 95% confidence interval for the difference in the population means

Let the population means be [tex]\mu_1[/tex]  and  [tex]\mu_2[/tex]

The 95% confidence interval or the difference in population means can be calculated by using the formula;

[tex](\overline{x_1} - \overline{x_2}) \pm t_{\alpha /2} \ \times s_{p}[/tex]

where;

the pooled standard deviation  [tex]s_{p} = \dfrac{(n_1-1)s_1^2+(n_2-1)s^2_2}{n_1+n_2-2}[/tex]

[tex]s_{p} = \dfrac{(36-1)5^2+(49-1)3^2}{36+49-2}[/tex]

[tex]s_{p} = \dfrac{(35)25+(48)9}{83}[/tex]

[tex]s_{p} = \dfrac{875+432}{83}[/tex]

[tex]s_{p} = \dfrac{1307}{83}[/tex]

[tex]s_p[/tex] = 15.75

degree of freedom = [tex]n_1 +n_2 -2[/tex]

degree of freedom = 36+49 -2

degree of freedom = 85 - 2

degree of freedom = 83

The Critical t- value 95% CI at df = 83 is

t  critical = T.INV.2T(0.05, 83) = 1.9889

Therefore, for the population mean , we have:

= (83 - 78) ± (1.9889 × 15.75)

= 5 ± 31.325175

= 5  - 31.325175 , 5 + 31.325175

= (−26.325175  , 36.325175)

Which statement best describes a sequence? a.All sequences have a common difference. b.A sequence is always infinite. c.A sequence is an ordered list. d.A sequence is always arithmetic or geometric.

Answers

Answer:

C

Step-by-step explanation:

A sequence is defined as a list of numbers or objects in a special order.

They may be arithmetic or geometric or neither.

For example

0, 1, 4, 9, 16, 25, ..... ← is the sequence of square numbers.

Note it is neither arithmetic or geometric.

Commuting times for employees of a local company have a mean of 63 minutes and a standard deviation of 3 minutes. What does Chebyshev's Theorem say about the percentage of employees with commuting times between 54 minutes and 72minutes?

Answers

Answer: At-least 89% of employees with commuting times between 54 minutes and 72 minutes .

Step-by-step explanation:

Given: Commuting times for employees of a local company have a mean of 63 minutes and a standard deviation of 3 minutes.

Now, 54 minutes = (63 - 9) minutes

= (63 -3(3)) minutes

= Mean - 3 standard deviation

72 minutes =  (63 + 9) minutes

=63 +3(3) minutes

= Mean + 3 standard deviation

According to Chebyshev's theorem, at least [tex]\dfrac{8}{9}[/tex] of the data lie within 3 standard deviations of the mean.

i.e. The percentage of employees with commuting times between 54 minutes and 72 minutes = [tex]\dfrac{8}{9}\times100\approx89\%[/tex]

Hence, at-least 89% of employees with commuting times between 54 minutes and 72 minutes .

What is the following simplified product? Assume x greater-than-or-equal-to 0 (StartRoot 10 x Superscript 4 Baseline EndRoot minus x StarRoot 5 x squared EndRoot) (2 StartRoot 15 x Superscript 4 Baseline EndRoot + StartRoot 3 x cubed EndRoot) 10 x Superscript 4 Baseline StartRoot 6 EndRoot + x cubed StartRoot 30 x EndRoot minus 10 x Superscript 4 Baseline StartRoot 3 EndRoot + x squared StartRoot 15 x EndRoot 11 x Superscript 4 Baseline StartRoot 6 EndRoot + x cubed StartRoot 30 x EndRoot minus x Superscript 4 Baseline StartRoot 75 EndRoot + x squared StartRoot 15 EndRoot 10 x Superscript 4 Baseline StartRoot 6 EndRoot + x cubed StartRoot 30 x EndRoot minus 10 x Superscript 4 Baseline StartRoot 3 EndRoot minus x squared StartRoot 15 EndRoot 11 x Superscript 4 Baseline StartRoot 6 EndRoot + x cubed StartRoot 30 x EndRoot minus 10 x Superscript 4 Baseline StartRoot 3 EndRoot minus x cubed StartRoot 15 x EndRoot

Answers

Answer:

[tex]\bold{10x^4\sqrt{6}+x^3\sqrt{30x}-10x^4\sqrt{3}-x^3\sqrt{15x}}[/tex]

Step-by-step explanation:

To find:

Simplified product of:

[tex](\sqrt{10x^4}-x\sqrt{5x^2})(2\sqrt{15x^4}+\sqrt{3x^3})[/tex]

Solution:

First of all, let us have a look at some of the formula:

1. [tex](a+b) (c+d) = ac+bc+ad+bd[/tex]

2. [tex]a^b\times a^c =a^{b+c }[/tex]

3. [tex]\sqrt{a^{2b}} = \sqrt{a^b.a^b}=a^b[/tex]

4. [tex]\sqrt a \times \sqrt b = \sqrt{a\times b}[/tex]

Now, let us apply the above formula to solve the given expression.

[tex](\sqrt{10x^4}-x\sqrt{5x^2})(2\sqrt{15x^4}+\sqrt{3x^3})\\\\\Rightarrow(\sqrt{10x^4})(2\sqrt{15x^4})+(\sqrt{10x^4})(\sqrt{3x^3})-(x\sqrt{5x^2})(2\sqrt{15x^4})-(x\sqrt{5x^2})(\sqrt{3x^3})\\\\\Rightarrow2\sqrt{150x^8}+\sqrt{30x^7}-2x\sqrt{75x^6}-x\sqrt{15x^5}\\\\\Rightarrow\bold{10x^4\sqrt{6}+x^3\sqrt{30x}-10x^4\sqrt{3}-x^3\sqrt{15x}}[/tex]

The answer is:

[tex]\bold{10x^4\sqrt{6}+x^3\sqrt{30x}-10x^4\sqrt{3}-x^3\sqrt{15x}}[/tex]

Answer:

Its D

Step-by-step explanation:

Two cards are dealt at random from a standard 52 card deck (without replacement). (Ace, King, Queen, Jack are face cards.)

Required:
a. Find the probability that the first card is a face card and the second is NOT a face card.
b. Find the probability that they are both face cards.
c. Find the probability that the second is a face card given the first is NOT a face card.

Answers

Answer:

The answer is below

Step-by-step explanation:

There are 52 cards in a deck, 12 of these cards are face cards (4 kings, 4 queens and 4 jacks) and 40 are not face cards

a. Find the probability that the first card is a face card and the second is NOT a face card.

There are 12 first card, the probability that the first card is a face card is 12/52.

Since there are no replacement, after picking 1 face card the number of cards remaining is 51, the probability of the second card not being a face card = 40/51. Therefore:

The probability that the first card is a face card and the second is NOT a face card = P(first is face card) × P(second is not face card)  = 12/52 × 40/51 = 40/221

b) Find the probability that they are both face cards.

The probability that the first card is a face card is 12/52.

Since there are no replacement, after picking 1 face card the number of cards remaining is 51 and the number of face card remaining is 11, the probability of the second card is a face card = 11/51. Therefore:

The probability that they are both face cards = P(first is face card) × P(second is face card)  = 12/52 × 11/51 = 11/221

c) Find the probability that the second is a face card given the first is NOT a face card.

The probability that the first card is not a face card = 40/52

Since there are no replacement, after picking the first card the number of cards remaining is, the probability of the second card is a face card = 12/51. Therefore:

The probability that the second is a face card given the first is NOT a face card = P(first is not a face card) × P(second is face card)  = 40/52 × 12/51 = 40/221

2
Select the correct answer.
which number is the additive Inverse of -10 ?
O A 10 1
Ос. о
OD. -41
Reset
Next

Answers

Answer:

[tex]\boxed{\sf 10}[/tex]

Step-by-step explanation:

The additive number of any number is the number when added to the number gives a result of zero.

So, if we add 10 to -10 we get a result of zero.

=> -10+10

=> Zero

Determine the number that will complete the square to solve the equation after the constant term has been written on the right side. Do not solve the equation.
x2+3x−18=0

Answers

Answer:

Step-by-step explanation:

Hello, "the constant term has been written on the right side", it means that we add 18 to both sides to get.

[tex]x^2+3x-18=0\\\\x^2+3x=18\\\\\text{We can see the beginning of } (x+\dfrac{3}{2})^2 \\\\x^2+3x=(x+\dfrac{3}{2})^2-\dfrac{3^3}{2^2}=18\\\\(x+\dfrac{3}{2})^2=18+\dfrac{9}{4}=\dfrac{18*4+9}{4}=\dfrac{81}{4}[/tex]

Hope this helps.

Thank you.

Answer:

2.25.

Step-by-step explanation:

x^2 + 3x - 18 = 0

First, we need to write the constant on the right of the equation. So, we add 18 to both sides.

x^2 + 3x = 18.

Now, we find the number that will complete the square. It will be [tex](\frac{b}{2} )^2[/tex].

In this case, b = 3.

[tex](\frac{3}{2} )^2[/tex]

= (1.5)^2

= 2.25.

So, the number that will complete the square to solve the equation is 2.25, or 2 and 1/4, or 9/4.

Hope this helps!

Which is a perfect square? 6 Superscript 1 6 squared 6 cubed 6 Superscript 5 What is the length of the hypotenuse, x, if (20, 21, x) is a Pythagorean triple

Answers

Answer:

Step-by-step explanation:

Hello, by definition a perfect square can be written as [tex]a^2[/tex] where a in a positive integer.

So, to answer the first question, [tex]6^2[/tex] is a perfect square.

(a,b,c) is a Pythagorean triple means the following

[tex]a^2+b^2=c^2[/tex]

Here, it means that

[tex]x^2=20^2+21^2=841=29^2 \ \ \ so\\\\x=29[/tex]

Thank you.

Answer:

Its B

Step-by-step explanation:

Should I read Fruit's Basket? I need something to keep me busy.

Answers

Answer: Yes

Explanation: Yes because, sometimes you need to do stuff to get things of your head

y=mx+6 , solve for m

Answers

Answer:

m = [tex]\frac{y-6}{x}[/tex]

Step-by-step explanation:

Given

y = mx + 6 ( subtract 6 from both sides )

y - 6 = mx ( divide both sides by x )

[tex]\frac{y-6}{x}[/tex] = m

Find the number c that satisfies the conclusion of the Mean Value Theorem on the given interval. (Enter your answers as a comma-separated list. If an answer does not exist, enter DNE.) f(x) = x , [0, 16]

Answers

Answer:

C = 4

Step-by-step explanation:

solution:

f(x) can be differentiated on (0,16)

By mean value theorem

= f(16) = 4

= f(0) = 0

= f(b) - f(a)/b - a

= f(4) - f(0)/ f(16) - f(0)

= f'(c) = 1/2√C

= 1/2√C = 4/16

= 1/2√C = 1/4

= 4 = 2√C

= √C = 4/2

we make c the subject of the formula and also eliminate the square root

= √C = 2

= C = 2²

= C = 4

Please answer this correctly without making mistakes

Answers

Answer:

so to get a third you divide it by 3

first convert it to fraction

so it is 26/3

so do 26/3 divided by 3

so we do keep switch flip

26/3*1/3

so answer is 26/9 or 2 8/9

Step-by-step explanation:

Answer:

[tex]\large \boxed{\mathrm{2 \ 8/9 \ tablespoons \ of \ red \ chilies }}[/tex]

Step-by-step explanation:

8 2/3 tablespoons of red chilies is required for a recipe.

One-third of the original recipe would mean that the quantity of red chilies will be also one-third.

8 2/3 × 1/3

Convert to an improper fraction.

26/3 × 1/3

Multiply the fractions.

26/(3 × 3) = 26/9

Convert to a mixed fraction.

26/9 = 2 8/9

Use the graph showing Debra's account balance to answer the question that follows. ^

About how long will it take for Debra's account balance to equal $60?

A - 6 months

B - 6 years

C - 3 months

D - 3 years

Answers

Answer: 2 years

Step-by-step explanation:

In the given graph, we have

Account Balance ($) on y-axis

Time (years) on x-axis.

To know the time taken to get a balance of $60 , we check the point corresponding to 60 at y-axis and then join it to the line of the function and stop.

Then from there we drop a line to x-axis.

We get x=2.

That is it will take 2 years to get $60 balance in Debra's account.

So the correct answer is 2 years.

Beginning 177 miles directly north of the city of Morristown, a van travels due west. If the van is travelling at a speed of 31 miles per hour, determine the rate of change of the distance between Morristown and the van when the van has been travelling for 71 miles. (Do not include units in your answer, and round to the nearest hundredth.)

Answers

Answer:

Step-by-step explanation:

From the given information;

let the hypotenuse be a , the opposite which is the north direction be b and the west direction which is the adjacent be c

SO, using the Pythagoras theorem

a² = c² + 177²

By taking the differentiation of both sides with respect to time t , we have

[tex]2a \dfrac{da}{dt} = 2c \dfrac{dc}{dt} + 0[/tex]

[tex]\dfrac{da}{dt} = \dfrac{c}{a} \dfrac{dc}{dt}[/tex]

At c = 71 miles,[tex]a = \sqrt{ (71)^2 +(177)^2}[/tex]

[tex]a = \sqrt{ 5041+31329}[/tex]

[tex]a = \sqrt{ 36370}[/tex]

a = 190.71

SImilarly, [tex]\dfrac{dc}{dt} = \ 31 miles \ / hr[/tex]

Thus, the rate of change of the distance between Morristown and the van when the van has been travelling for 71 miles can be calculate as:

[tex]\dfrac{da}{dt} = \dfrac{c}{a} \dfrac{dc}{dt}[/tex]

[tex]\dfrac{da}{dt} = \dfrac{71}{190.71} \times 31[/tex]

[tex]\dfrac{da}{dt} = 0.37229 \times 31[/tex]

[tex]\mathbf{\dfrac{da}{dt} = 11.54}[/tex]  to the nearest hundredth.

Graph: y < 3x + 1 please help me

Answers

Answer:

Using a graphing calc.

Step-by-step explanation:

which graph shows a reflection across the line Y = X​

Answers

Answer:

B

Step-by-step explanation:

"A" is not a reflection, it looks like a translation.

"C" is not a reflection, it is a rotation.

So, B is a reflection.

Answer:

[tex]\large \boxed{\mathrm{Graph \ C}}[/tex]

Step-by-step explanation:

The reflection is across the line y = x.

All options show reflection. Option C shows reflection across the line y = x.

In the reflection, the points on the triangle will also be reflected.

Point S is reflected across the line y=x, the reflected point is S’.

Point R is reflected across the line y=x, the reflected point is R’.

Point Q is reflected across the line y=x, the reflected point is Q’.

One model of the length LACL of a person's anterior cruciate ligament, or ACL, relates it to the person's height h with the linear function LACL=0.04606h−(41.29 mm) This relationship does not change significantly with age, gender, or weight. If a basketball player has a height of 2.13 m, approximately how long is his ACL?

Answers

Answer:

The [tex]L_{ACL}[/tex] of the player is  [tex]L_{ACL} = 56.82 \ mm[/tex]

Step-by-step explanation:

From the question we are told that

       The relationship between the length [tex]L_{ACL}[/tex] to the height is  

            [tex]L_{ACL} = 0.04606h - (41.29 \ mm)[/tex]

       The height of the basketball player  is  [tex]h = 2.13 \ m = 2130 \ mm[/tex]

Substituting the value of height of the basket ball player in to the model we have the [tex]L_{ACL}[/tex] of the player is

          [tex]L_{ACL} = 0.04606 (2130) - (41.29 ) \ mm[/tex]

         [tex]L_{ACL} = 56.82 \ mm[/tex]

       

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Answers

Answer:

Option (2)

Step-by-step explanation:

In an arithmetic progression,

[tex]a_1,a_2,a_3.........a_{n-1},a_n[/tex]

First term of the progression,

a = [tex]a_1[/tex]

Common difference 'd' = [tex](a_2-a_1)[/tex]

Recursive formula for the sequence,

a = [tex]a_1[/tex]

[tex]a_n=a_{n-1}+d[/tex]

By applying these rules in the recursive formula,

[tex]a_1=\frac{4}{5}[/tex]

[tex]a_n=a_{n-1}+\frac{3}{2}[/tex]

Common difference 'd' = [tex]\frac{3}{2}[/tex]

Therefore, Option (2) will be the answer.

Is the quotient of two rational numbers always a rational number? Explain.

Answers

Answer:

Yes,

Step-by-step explananation

The quotient of two rational numbers is always rational, and the reason for this lies in the fact that the product of two integers is always an rational number.

The Quotient of two Rational Numbers is a Rational Number if and only if Numerator and Denominator are Multiples.

From Algebra, we know that a Rational Number is a Real Number of the form:

[tex]x = \frac{a}{b}[/tex], [tex]a, b\in \mathbb{N}[/tex], [tex]x \in \mathbb{R}[/tex] (1)

Where:

[tex]a[/tex] - Numerator.[tex]b[/tex] - Denominator.[tex]x[/tex] - Quotient.

The Quotient can be an Integer or not. In the first case, all Quotients have their equivalent Rational Numbers.

Now, if we divide a Rational Number by another Rational Number, then we have the following expression:

[tex]x' = \frac{x_{1}}{x_{2}}[/tex]

If [tex]x'[/tex] is a Rational Number, then it must also an Integer and if [tex]x'[/tex] is an Integer, then [tex]x_{1}[/tex] and [tex]x_{2}[/tex] must be Multiples of each other.

The Quotient of two Rational Numbers is a Rational Number if and only if Numerator and Denominator are Multiples.

Please see this question related to Rational Numbers: https://brainly.com/question/24398433

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Answers

Answer:

d. The graph of g(x) is the graph of f(x) reflected over the x-axis.

Step-by-step explanation:

The standard transformation

g(x) = - f(x)

is a simple reflection about the x-axis.

So the answer is the last option.

Answer:

Last one

Step-by-step explanation:

The function we are interested in are g(x) and f(x).

● g(x)= (-1/x)

● f(x)= 1/x

Notice what happens when we input the same values in both functions.

● g(1) = -1/1 = -1

● f(x) = 1/1 = 1

●g(2) = -1/2 = -0.5

● f(2) = 1/2 = 0.5

Notice that we get opposite values by imputing the same number.

Wich means:

●f(x) = -g(x)

So the graph of g(x) is the graph of f(x) reflected over the x axis.

p-value problem. Suppose the director of manufacturing at a clothing factory needs to determine wheteher a new machine is producing a particulcar type of cloth according to the manufacturer s specification which indicate that the cloth should have mean breaking strength of 70 pounds and a standard deviation of 3.5 pounds. A sample of 49 pieces reveals a sample mean of 69.1 pounds. THe p value for this hypothesis testing scenario is

Answers

Answer:

The P-Value is  0.07186  

Step-by-step explanation:

GIven that :

Mean = 70

standard deviation = 3.5

sample size n = 49

sample mean = 69.1

The null hypothesis and the alternative hypothesis can be computed as follows;

[tex]H_o : \mu = 70 \\ \\ H_1 : \mu \neq 70[/tex]

The standard z score formula can be expressed as follows;

[tex]\mathtt{z = \dfrac{\overline X - \mu}{\dfrac{\sigma}{\sqrt{n}}}}[/tex]

[tex]\mathtt{z = \dfrac{69.1 - 70}{\dfrac{3.5}{\sqrt{49}}}}[/tex]

[tex]\mathtt{z = \dfrac{-0.9}{\dfrac{3.5}{7}}}[/tex]

z = -1.8

Since the test is two tailed and using the Level of significance = 0.05

P- value = 2 × P( Z< - 1.8)

From normal tables

P- value = 2 × (0.03593)

The P-Value is  0.07186  

if the nth term is , then the (n+1)st is: Sorry if formatting is off, check the image to see the equation better!

Answers

Answer:

5

----------

( n+1)(n+2)

Step-by-step explanation:

5

----------

n ( n+1)

Replace n with n+1

5

----------

(n+1) ( n+1+1)

5

----------

( n+1)(n+2)

Answer: Choice A

We replace every 'n' with n+1 and simplify

[tex]\frac{5}{(n+1)(n+1+1)} = \frac{5}{(n+1)(n+2)}[/tex]

Find the interquartile range of the data in the dot plot below. players blob:mo-extension://5f64da0e-f444-4fa8-b754-95

Answers

Answer:

[tex]IQR=Q_{3}-Q_{1}[/tex]

Step-by-step explanation:

The inter-quartile range is a measure of dispersion of a data set.

It is the difference between the third and the first quartile.

[tex]IQR=Q_{3}-Q_{1}[/tex]

The 1st quartile (Q₁) is well defined as the mid-value amid the minimum figure and the median of the data set. The 2nd quartile (Q₂) is the median of the data. The 3rd quartile (Q₃) is the mid-value amid the median and the maximum figure of the data set.

Choose the situation that represents a function.

A) The number of raisins in an oatmeal raisin cookie is a function of the diameter of the cookie.

B) The inches of rainfall is a function of the day’s average temperature.

C) The time it takes to cook a turkey is a function of the turkey’s weight.

D) The number of sit-ups a student can do in a minute is a function of the student’s age.

Answers

Answer:c

Step-by-step explanation:

Answer: The answer is C.

Hope this helps you!

solve the following equations for x (3x-6)=18

Answers

Answer:

x = 8

Step-by-step explanation:

Hello!

What we do to one side of the equation we have to do to the other side.

3x - 6 = 18

Add 6 to both sides

3x = 24

Divide both sides by 3

x = 8

The answer is 8

Hope this helps!

Answer:

x=8

Step-by-step explanation:

(3x-6)=18

Add 6 to each side

(3x-6+6)=18+6

3x= 24

Divide by 3

3x/3 = 24/3

x = 8

Find the length of a square with a perimeter of 48cmeter

Answers

Answer:

12

Step-by-step explanation:

Perimeter of a square:

4(L)

L = Length

=> 4(L) = 48

=> 4L = 48

=> 4L/4 = 48/4

=> L = 12

The length of the square is 12 cm.

Answer:

12

Step-by-step explanation:

Since the lengths of the sides of a square are equal, divide the perimeter by 4

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