Answer:
35.4m below sea level
Step-by-step explanation:
172.5 - 137.1 = 35.4
The shark's location is now 35.4m below sea level.
What are Arithmetic operations?Arithmetic operations can also be specified by adding, subtracting, dividing, and multiplying built-in functions.
+ Addition operation: Adds values on either side of the operator.
For example 4 + 2 = 6
- Subtraction operation: Subtracts the right-hand operand from the left-hand operand.
For example 4 -2 = 2
Using the arithmetic operations of addition and subtraction, the shark's location is now in relation to sea level if the shark begins 172.5 meters below sea level and then swam up 137.1 meters.
Assume that distance below sea level is positive,
⇒ 172.5 - 137.1 = 35.4
Hence, the shark's location is now 35.4m below sea level.
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Find g(x), where g(x) is the translation 2 units left and 13 units up of f(x)=–7x+7.
Answer:
[tex]g(x)=-7x+6[/tex]
Step-by-step explanation:
Translations
For a > 0
[tex]f(x+a) \implies f(x) \: \textsf{translated}\:a\:\textsf{units left}[/tex]
[tex]f(x-a) \implies f(x) \: \textsf{translated}\:a\:\textsf{units right}[/tex]
[tex]f(x)+a \implies f(x) \: \textsf{translated}\:a\:\textsf{units up}[/tex]
[tex]f(x)-a \implies f(x) \: \textsf{translated}\:a\:\textsf{units down}[/tex]
Parent function:
[tex]f(x)=-7x+7[/tex]
Translation of 2 units left:
[tex]\implies f(x+2)=-7(x+2)+7[/tex]
Translation of 13 units up:
[tex]\implies f(x+2)+13=-7(x+2)+7+13[/tex]
Simplifying:
[tex]\implies g(x)=-7(x+2)+7+13[/tex]
[tex]\implies g(x)=-7x-14+7+13[/tex]
[tex]\implies g(x)=-7x+6[/tex]
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Simplify Negative 3 over 2 divided by 9 over 6. −4 −1 4 1
Answer:
Step-by-step explanation: -3/2 divided by 9/6
= -3/2 multiply (to divide fractions we multiply by their recipical) 6/9
Then, simplify
= -3/3 = 1
Answer: -1
Hope this helps lol
The simplified result is -1. The correct option is b.
Given that:
Expression, -3/2 ÷ 9/6
To solve the given expression, follow as:
Rewrite the division as multiplication by the reciprocal of the second fraction.
-3/2 ÷ 9/6 = -3/2 × (6/9)
Now, simplify the fractions:
-3/2 × (6/9) = -3/2 × (2/3)
-3/2 × (6/9) = - (3 × 2)/(2 × 3)
-3/2 × (6/9) = -6/6
Finally, the simplified expression is -6/6. However, further simplify it by dividing the numerator and denominator by their greatest common divisor, which is 6:
-6/6 = -1
So, the simplified result is -1. The correct option is b.
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Complete question:
Simplify Negative 3 over 2 divided by 9 over 6.
a. −4
b. −1
c. 4
d. 1
The width of a rectangle is 9 less than twice its length. If the area of the rectangle is 96
cm ^2 , what is the length of the diagonal?
Thee diagonal of the rectangle is 13.86 cm long.
What is the length of the diagonal of rectangle?We are given that;
Width of a rectangle is 9 less than twice its length. Thus, if length is L, then;
W = 2L - 9
Area formula for a rectangle is;
A = Length * Width
We are given area of rectangle = 96 cm²
Thus;
L(2L - 9) = 96
2L² - 9L = 96
2L² - 9L - 96 = 0
Using online quadratic equation calculator gives;
L = 9.53 cm
Thus;
W = 2(9.53) - 9
W = 19.06 - 9
W = 10.06 cm
The diagonal of the triangle will be gotten from Pythagoras theorem;
D = √(9.53² + 10.06²)
D = √192.0245
D = 13.86 cm
Thus, we conclude that the diagonal of the rectangle is 13.86 cm long.
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In a city of 56,000 people, there are 21,000 people under 25 years of age. What percent of the population is under 25 years of age?
Answer:
37.5
Step-by-step explanation:
So whenever you want to find "x" percent of a number, you just do: [tex]\frac{x}{100} * n = \text{x\% of n}[/tex]. You're essentially converting the percentage to it's decimal value by dividing by 100.
Given this information, we're solving for x, instead of x% of n. In this case n = 56,000, and x% of 56,000 is 21,000
[tex]\frac{x}{100} * 56000 = 2100[/tex]
Divide both sides by 56,000
[tex]\frac{x}{100} = \frac{21,000}{56,000}[/tex]
Multiply both sides by 100
[tex]x = 100(\frac{21,000}{56,000})[/tex]
Simplify:
[tex]x = 37.5\%[/tex]
This can be generally thought of as:
[tex]x=100(\frac{part}{whole})[/tex]
where part = partial amount, or how much is after finding what x% is of the whole amount, but in this case we know what it is, we just don't know what the "x" percent is.
ASAP help me with this question.
(6
Which shows all of the zeros of function shown on the graph
Answer: C
Step-by-step explanation:
The zeros of a graph are where the graph intersects the x-axis.
Cos(11*)cos(19*) - sin(11*) sin(19*)
Write the expression as a function of one number then find it’s exact value.
Answer:
√3/2
Step-by-step explanation:
This is compound angle of cosine
cos(11+19)
=cos(30)
=√3/2
Use the formula to find the standard error of the distribution of differences in sample means, x¯1-x¯2. Samples of size 100 from Population 1 with mean 90 and standard deviation 11 and samples of size 85 from Population 2 with mean 71 and standard deviation 15 Round your answer for the standard error to two decimal places. standard error = Enter your answer in accordance to the question statement
Using the Central Limit Theorem, the standard error of the distribution of differences in sample means is of 1.97.
What is the standard error for each sample?According to the Central Limit Theorem, it is given by the standard deviation of the sample divided by the square root of the sample size, hence:
s1 = 11/sqrt(100) = 1.1.s2 = 15/sqrt(85) = 1.63.What is the square root of the distribution of differences?It is given by the square root of the sum of the standard errors of each sample squared, hence:
s = sqrt(1.1² + 1.63²) = 1.97.
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PLEASE HELP I will give 50 points! PLEASE ANSWER CORRECTLY
In a school, 10% of the students have green eyes. Find the experimental probability that in a group of 4 students, at least one of them has green eyes. The problem has been simulated by generating random numbers. The digits 0-9 were used. Let the number "9" represent the 10% of students with green eyes. A sample of 20 random numbers is shown. 7918 7910 2546 1390 6075 2386 0793 7359 3048 1230 2816 6147 5978 5621 9732 9436 3806 5971 6173 1430 Experimental Probability = [?]% =
Answer: 45%
Step-by-step explanation:
Given:
A sample of 20 random numbers.The number "9" represents the 10% of students having green eyes.Find:
The experimental probability that in a group of 4 students, at least one of them has green eyes.The number of groups which contains 9 is 9 and the total number of groups are 20.
So,
P = 9 / 20 = 0.45 = 45%
Therefore, the experimental probability is 45%
Find the area of the kite. 9 2 3
Answer:
33 units²
Refer to the attached page
I've shown the complete calculation over there.
Answer: 33
Step-by-step explanation:
one easy way to do it is by finding the area of the 4 triangles.
because the top two and the bottom two are the same that helps a lot. The first triangle is 9 times three and then cut your answer in half. Do the same thing for the other 9 times three triangle you will end up with 27. for the top two you would multiply 3 times two to get 6 cut 6 in half to get 3. do the same or the other triangle and now you just have to add.
3 plus 3 plus 13.5 plus 13.5
to get 33
Which function has the greatest y-intercept?
Answer:
Second one from the left
Answer:
b
Step-by-step explanation:
edg 22'
Two trains leave towns 664 miles apart at the same time and travel toward each other. One train travels 16 mih faster than the other. If they meet in 4 hours, what is the rate of each train?
Answer:
I think that I am right. One train is traveling at 75 mph and the other train is traveling at 91 mph
Step-by-step explanation:
Describe in detail how you would create a number line with the following points: 1, 3.25, the opposite of 2, and – (–4fraction of one-half). Please be sure to describe on which tick marks each point is plotted and how many tick marks are between each integer. It may help for you to draw this number line by hand on a sheet of paper first.
The detail Description on how to create a number line with the above points is given below:
What is the Description?Note that we were given the following: points 4, 1, 25, and opposite of 2. The step to take to First draw on Number Line.
Since Numbers with a negative sign are known to be less than zero ( Right of zero is shown by ‘+’ sign and to the left of zero is shown by ‘–’ sign while the + sign numbers can be depicted as simply numbers)
Then:
Draw a line and select some points that is known to have an equal distance and then select and mark a point as zero on that line. The Points to the right of zero will be called positive integers and they are those marked as 1, 2, 3, etc., and also, the points to the left of zero are said to be negative integers and are known to be marked – 1, – 2, – 3, etc.Then take the line to 4 unit on right sides from Zero to depict the point 4.Then Go 3 units to the Left from zero to depict the opposite of 3Then Divide number line between 1 and 2 in four equal parts and then take to 1 part right of point 1.Lastly, divide the number line that is between 0 & -1 into two Equal parts and then take 1 part left of 0.Therefore, The detail Description on how to create a number line with the above points given above is correct:
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Once a delay or disability is diagnosed, the best thing to do is to continue to be a family’s knowledgeable and reliable partner in child care.Once a delay or disability is diagnosed, the best thing to do is to continue to be a family’s knowledgeable and reliable partner in child care.
Once you detect that there is a delay or disability, then you should continue to be the reliable partner in child care to the family so this is True.
What should be done when a delay in child development is seen?The observation and screening process can lead to a child care partner discovering a delay or disability.
When this happens, you should report to your supervisor to check if the child is eligible for federal and state programs related to their condition. Whatever the case, you should remain accessible to the family as their partner in child care.
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question in pictures
The derivatives of the functions are listed below:
(a) [tex]f'(x) = -7\cdot x^{-\frac{9}{2} }- 2\cdot x + 4 - \frac{1}{5} - 5\cdot x^{-2}[/tex]
(b) [tex]f'(x) = \frac{1}{3}\cdot (x + 3)^{-\frac{2}{3} }\cdot (x+ 5)^{\frac{1}{3} } + \frac{1}{3} \cdot (x + 5)^{-\frac{2}{3} } \cdot (x + 3)^{\frac{1}{3} }[/tex]
(c) f'(x) = [(cos x + sin x) · (x² - 1) - (sin x - cos x) · (2 · x)] / (x² - 1)²
(d) f'(x) = (5ˣ · ㏑ 5) · ㏒₅ x + 5ˣ · [1 / (x · ㏑ 5)]
(e) f'(x) = 45 · (x⁻⁵ + √3)⁻⁸ · x⁻⁶
(f) [tex]f'(x) = (\ln x + 1)\cdot [7^{x\cdot \ln x \cdot \ln 7}+7\cdot (x\cdot \ln x)^{6}][/tex]
(g) [tex]f'(x) = -2\cdot \arccos x \cdot \left(\frac{1}{\sqrt{1 - x^{2}}} \right) - \left(\frac{1}{1 + x} \right) \cdot \left(\frac{1}{2} \cdot x^{-\frac{1}{2} }\right)[/tex]
(h) f'(x) = cot x + cos (㏑ x) · (1 / x)
How to find the first derivative of a group of functions
In this question we must obtain the first derivatives of each expression by applying differentiation rules:
(a) [tex]f(x) = 2 \cdot x^{-\frac{7}{2} } - x^{2} + 4 \cdot x - \frac{x}{5} + \frac{5}{x} - \sqrt[11]{2022}[/tex]
[tex]f(x) = 2 \cdot x^{-\frac{7}{2} } - x^{2} + 4 \cdot x - \frac{x}{5} + \frac{5}{x} - \sqrt[11]{2022}[/tex] Given[tex]f(x) = 2 \cdot x^{-\frac{7}{2} } - x^{2} + 4\cdot x - \frac{x}{5} + 5 \cdot x^{-1} - \sqrt[11]{2022}[/tex] Definition of power[tex]f'(x) = -7\cdot x^{-\frac{9}{2} }- 2\cdot x + 4 - \frac{1}{5} - 5\cdot x^{-2}[/tex] Derivative of constant and power functions / Derivative of an addition of functions / Result(b) [tex]f(x) = \sqrt[3]{x + 3} \cdot \sqrt[3]{x + 5}[/tex]
[tex]f(x) = \sqrt[3]{x + 3} \cdot \sqrt[3]{x + 5}[/tex] Given[tex]f(x) = (x + 3)^{\frac{1}{3} }\cdot (x + 5)^{\frac{1}{3} }[/tex] Definition of power[tex]f'(x) = \frac{1}{3}\cdot (x + 3)^{-\frac{2}{3} }\cdot (x+ 5)^{\frac{1}{3} } + \frac{1}{3} \cdot (x + 5)^{-\frac{2}{3} } \cdot (x + 3)^{\frac{1}{3} }[/tex] Derivative of a product of functions / Derivative of power function / Rule of chain / Result(c) f(x) = (sin x - cos x) / (x² - 1)
f(x) = (sin x - cos x) / (x² - 1) Givenf'(x) = [(cos x + sin x) · (x² - 1) - (sin x - cos x) · (2 · x)] / (x² - 1)² Derivative of cosine / Derivative of sine / Derivative of power function / Derivative of a constant / Derivative of a division of functions / Result(d) f(x) = 5ˣ · ㏒₅ x
f(x) = 5ˣ · ㏒₅ x Givenf'(x) = (5ˣ · ㏑ 5) · ㏒₅ x + 5ˣ · [1 / (x · ㏑ 5)] Derivative of an exponential function / Derivative of a logarithmic function / Derivative of a product of functions / Result(e) f(x) = (x⁻⁵ + √3)⁻⁹
f(x) = (x⁻⁵ + √3)⁻⁹ Givenf'(x) = - 9 · (x⁻⁵ + √3)⁻⁸ · (- 5) · x⁻⁶ Rule of chain / Derivative of sum of functions / Derivative of power function / Derivative of constant functionf'(x) = 45 · (x⁻⁵ + √3)⁻⁸ · x⁻⁶ Associative and commutative properties / Definition of multiplication / Result(f) [tex]f(x) = 7^{x\cdot \ln x} + (x \cdot \ln x)^{7}[/tex]
[tex]f(x) = 7^{x\cdot \ln x} + (x \cdot \ln x)^{7}[/tex] Given[tex]f'(x) = 7^{x\cdot\ln x} \cdot \ln 7 \cdot (\ln x + 1) + 7\cdot (x\cdot \ln x)^{6}\cdot (\ln x + 1)[/tex] Rule of chain / Derivative of sum of functions / Derivative of multiplication of functions / Derivative of logarithmic functions / Derivative of potential functions [tex]f'(x) = (\ln x + 1)\cdot [7^{x\cdot \ln x \cdot \ln 7}+7\cdot (x\cdot \ln x)^{6}][/tex] Distributive property / Result(g) [tex]f(x) = \arccos^{2} x - \arctan (\sqrt{x})[/tex]
[tex]f(x) = \arccos^{2} x - \arctan (\sqrt{x})[/tex] Given[tex]f'(x) = -2\cdot \arccos x \cdot \left(\frac{1}{\sqrt{1 - x^{2}}} \right) - \left(\frac{1}{1 + x} \right) \cdot \left(\frac{1}{2} \cdot x^{-\frac{1}{2} }\right)[/tex] Derivative of the subtraction of functions / Derivative of arccosine / Derivative of arctangent / Rule of chain / Derivative of power functions / Result(h) f(x) = ㏑ (sin x) + sin (㏑ x)
f(x) = ㏑ (sin x) + sin (㏑ x) Givenf'(x) = (1 / sin x) · cos x + cos (㏑ x) · (1 / x) Rule of chain / Derivative of sine / Derivative of natural logarithm /Derivative of addition of functions f'(x) = cot x + cos (㏑ x) · (1 / x) cot x = cos x / sin x / ResultTo learn more on derivatives: https://brainly.com/question/23847661
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Please help me with the first question!
[tex] \qquad \qquad \bf \huge\star \: \: \large{ \underline{Answer} } \huge \: \: \star[/tex]
[tex]\qquad❖ \: \sf \: \angle C = 63 \degree[/tex]
[tex]\textsf{ \underline{\underline{Steps to solve the problem} }:}[/tex]
[tex]\qquad❖ \: \sf \:x + 4x + 12 + x=180°[/tex]
( Angle EBA= Angle DBC, and the three angles sum upto 180° due to linear pair property )
[tex]\qquad❖ \: \sf \:6x + 12 = 180[/tex]
[tex]\qquad❖ \: \sf \:6x = 180 - 12[/tex]
[tex]\qquad❖ \: \sf \:6x = 168[/tex]
[tex]\qquad❖ \: \sf \:x = 28 \degree[/tex]
Next,
[tex]\qquad❖ \: \sf \: \angle C + \angle D + x = 180°[/tex]
[tex]\qquad❖ \: \sf \: \angle C +3x + 5 + x = 180°[/tex]
[tex]\qquad❖ \: \sf \: \angle C +4x = 180 - 5[/tex]
[tex]\qquad❖ \: \sf \: \angle C +4(28) = 175[/tex]
( x = 28° )
[tex]\qquad❖ \: \sf \: \angle C +112 = 175[/tex]
[tex]\qquad❖ \: \sf \: \angle C = 175 - 112[/tex]
[tex]\qquad❖ \: \sf \: \angle C = 63 \degree[/tex]
[tex] \qquad \large \sf {Conclusion} : [/tex]
[tex]\qquad❖ \: \sf \: \angle C = 63 \degree[/tex]
HOW MANY DISTINCT ARRANGEMENTS CAN BE MADE WITH THE LETTERS IN THE
WORD CONNECTION?
There are 151200 distinct ways to arrange the letters of the word CONNECTION
How to determine the number of arrangements?The word is given as:
CONNECTION
In the above word, we have the following parameters:
Total number of characters, n = 10
The repeated letters are:
C's = 2
O's = 2
N's = 3
The number of arrangements of the letters is then calculated as:
Arrangements = n!/(C! * O! * N!)
Substitute the known values in the above equation
Arrangements = 10!/(2! * 2! * 3!)
Evaluate the expression
Arrangements = 151200
Hence, there are 151200 distinct ways to arrange the letters of the word CONNECTION
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If F(x) = 3x² - 8x + C and F(1) = -6, what is the value of C?
Answer:
The value of C will be -1.
Step-by-step explanation:
Greetings !
[tex]f(1) = - 6 \\ thus \: substitute \: in \: the \: equation \: \\ f(x) = 3x {}^{2} - 8x + c \\ - 6 = 3(1) {}^{2} - 8(1) + c \\ - 6 = 3 - 8 + c \\ - 6 = - 5 + c \\ - 1 = c \\ c = - 1 \\ therefore \: f(x) = 3x {}^{2} - 8x - 1 \\ f(1) = 3(1) {}^{2} - 8(1) - 1 \\ f(1) = 3 - 8 - 1 \\ f(1) =3 - 9 \\ f(1) = - 6[/tex]
Suppose you average 82 on your first 7 test. What must you score on the eighth test to raise your average to 84?
so hmmm on average on the last 7 test, you get 82, so hmmm we could say that on each of the 7 tests you got 82, so you got 82, 7 times.
now, let's say in the 8th test, you get a grade of "g", now, if we were to get an average of all 8 tests, that means the average will simply be (82*7) + "g", and we know that's 84, so
[tex]\cfrac{(\stackrel{\textit{sum of all first seven tests}}{82+82+82+82+82+82+82})~~ + ~~g}{8}~~ = ~~84\implies \cfrac{(82\cdot 7)~~ + ~~g}{8}~~ = ~~84 \\\\\\ \cfrac{574+g}{8}=84\implies 574+g=672\implies g=672-574\implies g=98[/tex]
You must score 98 on the eighth test to raise your average to 84.
Average = Sum of all scores / Number of scores
The average score is given as 82, so the sum of the first 7 test scores would be 82 multiplied by 7.
The average to 84, we need to find the sum of all 8 test scores. Let's represent the score we need on the eighth test as "x."
Average = Sum of all scores / Number of scores
Using this equation, we can write:
84 = (Sum of the first 7 test scores + x) / 8
Multiply both sides of the equation by 8:
8 * 84 = Sum of the first 7 test scores + x
672 = Sum of the first 7 test scores + x
Subtract:
672 - Sum of the first 7 test scores = x
Substitute the sum of the first 7 test scores (82 * 7) into the equation:
x = 672 - (82 * 7)
x = 672 - 574
x = 98
Therefore, you must score 98 on the eighth test to raise your average to 84.
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What is the answer I need help!
If the hypotenuse is c=a√2, then 6=a√2. In inches, what is the value of a?
The value of a is 3√2 inches if it is given that the hypotenuse is c = a√2 and 6 = a√2. This can be obtained by using Pythagoras' theorem.
Calculate the value of a:This question can be solved using Pythagoras' theorem,
If in a right angled triangle, hypotenuse is the longest side of the triangle and always opposite to the angle 90°, height and base are the two shorter sides which are adjacent to the angle 90°.
If hypotenuse = c, height = a and base = b then,
⇒ hypotenuse² = height² + base²
⇒ c² = a² + b²
Here in the question it is given that,
Hypotenuse of the triangle is c = a√2 6 = a√2 in inches ⇒ c = 6 Height and base is equal and both has the value of a ⇒ height = a and base = aBy using the Pythagoras' theorem we can write that,
⇒ hypotenuse² = height² + base²
⇒ 6² = a² + a²
⇒ 36 = 2a²
By dividing both sides of the equation by 2,
⇒ 18 = a²
⇒ a² = 18
By taking square on both side of the equation,
⇒ a = 3√2 inches
Hence the value of a is 3√2 inches if it is given that the hypotenuse is c = a√2 and 6 = a√2.
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the drawing plan for a new CrossFit studio shows a rectangle that is 19.5 inches by 15 inches, as shown below. The scale in the plan is 3in.:8ft. Find the length and width of the actual studio.
Answer:
Length = 52 ft
Width = 40 ft
Step-by-step explanation:
Given information:
length = 19.5 inwidth = 15 inscale = 3 in : 8 ftScale
[tex]\implies \sf 3 \: in : 8 \: ft[/tex]
[tex]\implies \sf 1 \: in : \dfrac{8}{3} \: ft[/tex]
To find the length and width of the studio in feet, multiply the length and width in inches by 8/3:
[tex]\sf Length = 19.5 \times \dfrac{8}{3}=52\:ft[/tex]
[tex]\sf Width = 15 \times \dfrac{8}{3}=40\:ft[/tex]
Therefore, the length of the actual studio is 52 ft and the width of the actual studio is 40 ft.
Scale is 3in:8ft
So
1in=8/3ftLength
19.5(8/3)ft52ftWidth
15(8/3)40ftAdd 10/12 and 6/10 as a mixed number
Answer:
1 13/30
Step-by-step explanation:
10/12 + 6/10 =
= 5/6 + 3/5
= 25/30 + 18/30
= 43/30
= 30/30 + 13/30
= 1 13/30
[tex]\huge\text{Hey there!}[/tex]
[tex]\huge\textsf{Equation:}[/tex]
[tex]\mathsf{\dfrac{10}{12} + \dfrac{6}{10}}[/tex]
[tex]\huge\textsf{Solving:}[/tex]
[tex]\mathsf{\dfrac{10}{12} + \dfrac{6}{10}}[/tex]
[tex]\mathsf{= \dfrac{10\div2}{12\div2} + \dfrac{6\div2}{10\div2}}[/tex]
[tex]\mathsf{= \dfrac{5}{6} + \dfrac{3}{5}}[/tex]
[tex]\mathsf{= \dfrac{5\times5}{6\times5} + \dfrac{3\times6}{5\times6}}[/tex]
[tex]\mathsf{= \dfrac{25}{30} + \dfrac{18}{30}}[/tex]
[tex]\mathsf{= \dfrac{25 + 18}{30-0}}[/tex]
[tex]\mathsf{= \dfrac{25 + 18}{30}}[/tex]
[tex]\mathsf{= \dfrac{43}{30}}[/tex]
[tex]\approx\mathsf{1\dfrac{13}{30}}[/tex]
[tex]\huge\textsf{Therefore, your answer should be:}[/tex]
[tex]\huge\boxed{\frak{1\dfrac{13}{30}}}\huge\checkmark[/tex]
[tex]\huge\text{Good luck on your assignment \& enjoy your day!}[/tex]
~[tex]\frak{Amphitrite1040:)}[/tex]
Find the surface area of the figure. Round to the nearest hundredth of a unit. Let a = 1.9,b = 0.1, and c = 2
Answer:
I believe its 20.8, but I may be wrong
Step-by-step explanation:
express 350 as a product of prime factors
Answer:
2^1 × 5^2 × 7^1 = 350
Step-by-step explanation:
2, 5, 7 are prime
first step is to divide the number 350 with the prime factor 2
continue dividing the number 175 by the next smallest prime factor
stop until you can't divide anymore
https://www.cuemath.com/numbers/factors-of-350/
Which statement is true about the voting results?
Answer:
11% more people voted for Candidate B than Candidate A
Step-by-step explanation:
15+6=21
9+23=32
32-21=11
The residual plot for a data set is shown below...
Based on the residual plot, which statement best explains whether the regression line is a good model for the data set and why?
A. The regression line is not a good model because there is no pattern in the residuals.
B. The regression line is a good model because the residuals are randomly distributed.
C. The regression line is not a good model because only one point in the residual plot is on the x-axis.
D. The regression line is a good model because there is one point in the residual plot on the x-axis.
Based on the residual plot given, the statement that describes if the model is good is B. The regression line is a good model because the residuals are randomly distributed.
Why is the residual line a good model?For a model to be considered ideal or good, the residuals from the model should be randomly distributed in an equal manner around the regression line.
The residual plot shows that the residuals are randomly distributed which means that the regression line is a good model.
Find out more on residuals at https://brainly.com/question/1447173.
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The function f(x)=58(1.6)x represents the possible bird population in a park x years from now. Each year, the expected number of birds is ____the number the year before.
Answer:
1.6 times or 60% more than
Step-by-step explanation:
The question seems to be asking about the growth factor in the given exponential function.
Exponential functionA generic exponential function will have the form ...
quantity = (initial value) × (growth factor)^(number of intervals)
Comparing this form to the given formula ...
f(x) = 58 × 1.6^x
we see the "growth factor" is 1.6. This is the multiplier from one interval (year) to the next.
Each year the expected number of birds is 1.6 times the number the year before.
__
Additional comment
A growth factor is sometimes expressed in terms of a growth rate, usually a percentage.
growth factor = 1 + growth rate
1.6 = 1 + 0.60 = 1 + 60%
The growth rate of this bird population is 60% per year. Each year, the population is 60% more than the year before.
Answer: 1.6
Step-by-step explanation:
A certain insecticide kills 60% of all insects in laboratory experiments. A sample of 7 insects is exposed to the insecticide in a particular experiment. What is the probability that exactly 4 insects will survive? Round your answer to four decimal places.
Step-by-step explanation:
the probability of 1 tested insect is killed is 60% or 0.6.
the probability that it is not killed is then 1-0.6 = 0.4.
when we test 7 insects and exactly 4 survive is the event that
3 insects are killed, 4 insects survive.
the probability for one such case is
0.6×0.6×0.6 × 0.4×0.4×0.4×0.4
how many such cases do we have ?
as many as ways we can select 4 insects out of the given 7.
these are 7 over 4 combinations :
7! / (4! × (7-4)!) = 7! / (4! × 3!) = 7×6×5/(3×2) = 7×5 = 35
so, the probability that exactly 4 out of 7 tested insects survive is
35 × 0.6³ × 0.4⁴ = 0.193536 ≈ 0.1935
I
. If the results of a probability experiment can be any integer from 16 to 18 and the
probability that the integer is less than 20 is 0.88, what is the probability that the
integer be 20 or more?
Using the probability concept, considering complementary probabilities, there is a 0.12 = 12% probability that the integer is of 20 or more.
What is a probability?A probability is given by the number of desired outcomes divided by the number of total outcomes.
If two events are complementary, the sum of their probabilities is of 1. In this problem, we have that an integer being less than 20 is complementary to an integer being 20 or more.
We have that:
There is a 0.88 probability that the number is less than 20.There is a x probability that the number is 20 or more.These events are complementary, hence:
0.88 + x = 1
x = 1 - 0.88
x = 0.12
There is a 0.12 = 12% probability that the integer is of 20 or more.
More can be learned about probabilities at https://brainly.com/question/14398287
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