Use the ANOVA analysis tool Base on the given data uploaded, will you conclude that the number of bathroom of houses is a significant factor for house price? I your answer is affirmative, then explain how the house price is influenced by the number of bathroom?

Considering the definition of combination, if no meal is repeated, 210 different meal arrangements are possible.

Combinations of m elements taken from n to n (m≥n) are called all the possible groupings that can be made with the m elements in such a way that not all the elements enter; the order does not matter and the elements are not repeated.

To calculate the number of combinations, the following formula is applied:

[tex]C=\frac{m!}{n!(m-n)!}[/tex]

The term "n!" is called the "factorial of n" and is the multiplication of all numbers from "n" to 1.

Joseph is planning dinners for the next 4 nights. There are 10 meals to choose from and no meal is repeated.

So, you know that:

Replacing in the definition of combination:

[tex]C=\frac{10!}{4!(10-4)!}[/tex]

Solving:

[tex]C=\frac{10!}{4!6!}[/tex]

[tex]C=\frac{3,628,800}{24x720}[/tex]

[tex]C=\frac{3,628,800}{17,280}[/tex]

C= 210

Finally, if no meal is repeated, 210 different meal arrangements are possible.

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The two triangles exist congruent if they contain two congruent corresponding sides and their contained angles exist congruent.

Let [tex]$&\overline{A B} \cong \overline{D E} \\[/tex] and [tex]$&\overline{A C} \cong \overline{D F}[/tex]

Angle between [tex]$\overline{A B}$[/tex] and [tex]$\overline{A C}$[/tex] exists [tex]$\angle A$[/tex].

Angle between [tex]$\overline{D E}$[/tex] and [tex]$\overline{D F}$[/tex] exists [tex]$\angle D$[/tex].

Therefore, [tex]$\triangle A B C \cong \triangle D E F$[/tex] by SAS, if [tex]$\angle A \cong \angle D$$[/tex].

Given:

[tex]$&\overline{A B} \cong \overline{D E} \\[/tex] and

[tex]$&\overline{A C} \cong \overline{D F}[/tex]

According to the SAS congruence property, two triangles exist congruent if they contain two congruent corresponding sides and their contained angles exist congruent.

Let [tex]$&\overline{A B} \cong \overline{D E} \\[/tex] and [tex]$&\overline{A C} \cong \overline{D F}[/tex]

Angle between [tex]$\overline{A B}$[/tex] and [tex]$\overline{A C}$[/tex] exists [tex]$\angle A$[/tex].

Angle between [tex]$\overline{D E}$[/tex] and [tex]$\overline{D F}$[/tex] exists [tex]$\angle D$[/tex].

Therefore, [tex]$\triangle A B C \cong \triangle D E F$[/tex] by SAS, if [tex]$\angle A \cong \angle D$$[/tex].

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0.1 or 10%

The numbers between 1 and 50 that end in 6 are as follows:

6, 16, 26, 36, 46

There are therefore 5 numbers between 1 and 50 that end in 6.

This means there are 5 out of 50, or 5/50.

5/50 is 0.1 as a decimal, or 10% in percentage form.

Answer:

There are 5 ways to find if two triangles are congruent.

SSS- {Side Side Side Congruence.}

This law of congruence states that if we have two triangles, each with the same measures on each 3 sides it deems the triangles congruent.

SAS- {Side Angle Side Congruence.}

This law of congruence states that if we have two triangles, with 2 equal sides and one angle which is common among them; the triangles are congruent.

ASA- {Angle Side Angle Congruence.}

This law of congruence states that if we have two triangles, with 2 congruent angle measures and 1 congruent side; the triangles are indeed congruent.

AAS- {Angle Angle Side Congruence.}

You may be wondering how this law of congruence differs from the previous one. ASA refers to any two angles and the included side, whereas AAS refers to the two corresponding angles and the non-included side.

HL- {Hypotenuse Leg Congruence.}

This law of congruence states that if we have two triangles, with a common (congruent) leg and hypotenuse; the triangles are congruent.

I really hoped this helped, if it didn't leave a comment I am always open to feedback. If it did let me know, brainiest is always appreciated!

Hope you have a great rest of your day.

Answer:

Step-by-step explanation:

for completeness, here is the answer again:

1 Given is correct

2 Definition of right angle is correct

3 should be sum of interior angles in a triangle

4 is substitution

5 subtracting 90degree from left and right hand side

6 is definition of complementary angles

The area below the mean compares to the area above the mean in a normal distribution as the areas are always equal regardless of the mean. Option A This is further explained below.

Generally, The normal distribution, also known as the Gaussian distribution, is a kind of probability distribution that is symmetric around the mean. This means that it demonstrates that data that are closer to the mean are more likely to occur than data that are farther away from the mean. When represented graphically, the normal distribution takes the shape of a "bell curve."

In conclusion, In a normal distribution, the area below the mean is compared to the area above the mean since the areas are always equal regardless of the mean. This is true even if the mean is different.

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Complete Question

How does the area below the mean compare to the area above the mean in a normal distribution?

A. the areas are always equal regardless of the mean

B. the areas are sometimes equal depending upon the standard deviation of the distribution

C. the area above the mean is larger since the values are larger as you move above the mean

D. the areas are sometimes equal depending upon the value of the mean

Answer:

4x + 3 just take away rhe values

Put the equation in standard linear form.

[tex]x'(t) + \dfrac{x(t)}{t + 5} = 5e^{5t}[/tex]

Find the integrating factor.

[tex]\mu = \exp\left(\displaystyle \int \frac{dt}{t+5}\right) = e^{\ln|t+5|} = t+5[/tex]

Multiply both sides by [tex]\mu[/tex].

[tex](t+5) x'(t) + x(t) = 5(t+5)e^{5t}[/tex]

Now the left side the derivative of a product,

[tex]\bigg((t+5) x(t)\bigg)' = 5(t+5)e^{5t}[/tex]

Integrate both sides.

[tex](t+5) x(t) = \displaystyle 5 \int (t+5) e^{5t} \, dt[/tex]

On the right side, integrate by parts.

[tex](t+5) x(t) = \dfrac15 (5t+24) e^{5t} + C[/tex]

Solve for [tex]x(t)[/tex].

[tex]\boxed{x(t) = \dfrac{5t+24}{5t+25} e^{5t} + \dfrac C{t+5}}[/tex]

The linear equations are y - 25 = 0.89(x - 20) and y  = 0.89x + 7.2

The complete question is added as an attachment

The two points from the graph are (20, 25) and (38, 41)

The slope of the line is calculated using

m = (y2 - y1)/(x2 - x1)

Substitute the known values in the above equation

m = (41 - 25)/(38 - 20)

Evaluate

m =0.89

This is calculated as:

y - y1 = m(x - x1)

Substitute the known values in the above equation

y - 25 = 0.89 * (x - 20)

Evaluate

y - 25 = 0.89(x - 20)

We have:

y - 25 = 0.89(x - 20)

Expand

y - 25 = 0.89x - 17.8

Add 25 to both sides

y  = 0.89x + 7.2

Hence, the linear equations are y - 25 = 0.89(x - 20) and y  = 0.89x + 7.2

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Answer:

All Real Numbers

Step-by-step explanation:

The domain is all the x values for a function. As this function is not restricted in any way, the domain is all real numbers. You can put any number in for x and plot it on the graph.

Answer: B

Step-by-step explanation:

The domain of a function is the set of x-values.

The volume of the rectangular prism aquarium = 17 1/16 ft.

Volume of a rectangular prism = (l)(w)(h), where:

The aquarium is a rectangular prism. Its dimensions are given as:

Length (l) = 3 1/4 ft

Width (w) = 3 ft

Height (h) = 1 3/4 ft

Substitute

Volume of the rectangular prism aquarium = (3 1/4)(3)(1 3/4)

Volume of the rectangular prism aquarium = (13/4)(3)(7/4)

Volume of the rectangular prism aquarium = (13 × 3 × 7)/(4 × 4)

Volume of the rectangular prism aquarium = (273)/(16)

Volume of the rectangular prism aquarium = 17 1/16 ft.

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Answer:

We lend 100% - 9.2% and this will equal 90.8%, then we will make this percentage of 42,600 which will give us 38,680 and we will add the 42,600 and this will give us a total of 81,460 copies.

Mike's speed driving to his office is 45 miles/hour, which is 10 miles less than his average speed driving back.

Speed is an average value of a scalar measurement of the distance covered over the time taken.

Speed is the equation,  r = d/Δt, where r = speed or rate, d = distance, and Δt is the change in time.

Thus, when the distance covered by a traveler is divided by the time consumed, one can determine the average speed for the travel.

Distance from Mike's home to his office = 40 miles

Distance to and from = 80 miles (40 miles x 2)

Hours covered from office = 1.6 hours

Average speed for the trip = 50 miles/hour (80/1.6)

Average speed to return home = 55 miles/hour

Average speed to office = 45 miles/hour (55 - 10)

Thus, Mike's speed of driving to his office is 45 miles/hour.

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What is Mike's speed driving to his office?

Answer:

2 × 4 - 2 / -3

8-2/-3

6/-3

-2

Answer: 7 1/16  and 1 9/16

Step-by-step explanation:  1 3/8 x 1.5 is 1 3/8 x 1 5/10  11/8 x 15/10 which is 165/80. We divide it by 5/5 to get 33/16. This as a mixed number is 2 1/16.  We add 5 to get 7 1/16.

5/8 divided by 0.4 is 5/8 divided by 2/5. We divide this by first finding the reciprocal of 2/5 which is 5/2. 5/8 x 5/2 = 25/16. This as a mixed number is 1 9/16.

The value of c such that the function f is a probability density function is 2

The density function is given as:

f(x) = cxe^(−x^2) if x ≥ 0

f(x) = 0 if x < 0.

We start by integrating the function f(x)

∫f(x) = 1

This gives

∫ cxe^(−x^2) = 1

Next, we integrate the function using a graphing calculator.

From the graphing calculator, we have:

c/2 * (0 + 1) = 1

Evaluate the sum

c/2 * 1 = 1

Evaluate the product

c/2 = 1

Multiply both sides of the equation by 2

c = 2

Hence, the value of c such that the function f is a probability density function is 2

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Answer:

A

Step-by-step explanation:

given the points

(0, 0 ) , (2, 4 ) , (4, 8 )

note that the y- coordinate is twice the value of the x- coordinate , so

y = 2x

The difference of squares is:

(x+i√3)(x-i√3)

So the correct option is the last one, D.

For a complex number:

[tex]Z = a + b*i[/tex]

We define the complex conjugate of Z as:

[tex]Z' = a - b*i[/tex]

Such that the product between the complex number and its complex conjugate gives:

[tex]Z*Z' = a^2 + b^2[/tex]

Now, of you look at option D, you can see we have the product of a number and its conjugate, then we can write the product and use the above rule to get:

[tex](x + i\sqrt{3} )*(x - i\sqrt{3} ) = x^2 + (\sqrt{3} )^2 = x^2 + 3[/tex]

Which is what we wanted to get, so that is the correct option.

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The number of tiles used is 300 tiles.

According to the statement

We have given that:

The tiles are 20 cm by 30 cm. And the dark room floor is 6 meters by 3 meters.

And we have to find that the number of tiles used to prepare the dark room.

So, For this purpose we have to find the area of the room floor.

The area of the floor is 6 *3.

The area of the floor is 18 meter per square.

The area of the tile is 0.2*0.3

The area of the tile is 0.06 meter per square.

Now,

The number of tiles used is 18/0.06

The number of tiles used is 300.

So, The number of tiles used is 300 tiles.

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The height of the container be so as to minimize cost will be 1.20. inches.

The volume of the box will be:

= 2x × 3x × h

= 6x²h

Volume = 6x²h

12 = 6x²h

h = 2x²

The cost function will be:

C = 2.60(2)(6x²) + 4.30(12x)h

C = 31.2x² + 51.6xh

Taking the derivative

62.4x + 51.6h

h = 1.20

Therefore, the height of the container be so as to minimize cost will be 1.20 inches.

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Considering the definition of probability, 12 of the 48 students surveyed were in favor of the new dress code.

Probability is the greater or lesser chance that a given event will occur.

In other words, the probability establishes a relationship between the number of favorable events and the total number of possible events.

Then, the probability of any event A is defined as the ratio between the number of favorable cases (number of cases in which event A may or may not occur) and the total number of possible cases. This is called Laplace's Law.

P(A)=number of favorable events÷ number of total events

In this case, you know:

Replacing in the definition of probability:

P(A)=225 students÷ 900 students

Solving:

P(A)= 0.25

Expressed as a percentage:

P(A)= 25%

In this case, you know:

Replacing in the definition of probability:

0.25=students in favor of the new dress code÷ 48 students

Solving:

students in favor of the new dress code= 0.25×48 students

students in favor of the new dress code= 12 students

Finally, 12 of the 48 students surveyed were in favor of the new dress code.

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The sum of normally distributed random variables is also a normally distributed random variable.

Given [tex]n[/tex] random variables with [tex]X_i\sim\mathrm{Normal}(\mu_i,\sigma_i^2)[/tex], their sum is

[tex]\displaystyle\sum_{i=1}^n X_i \sim \mathrm{Normal}\left(\sum_{i=1}^n \mu_i, \sum_{i=1}^n \sigma_i^2\right)[/tex]

i.e. normally distributed with mean and variance equal to the sums of the means and variances of the [tex]X_i[/tex].

In this case, each of [tex]X_1,X_2,X_3[/tex] are normally distributed with [tex]\mu=4[/tex] and [tex]\sigma^2[/tex] = ... I'm not sure what you meant for the variance, so I'll keep it symbolic. Then

[tex]V = X_1+X_2+X_3 \sim \mathrm{Normal}(12, 3\sigma^2)[/tex]

Answer: 60

Step-by-step explanation:

Almost everything in this picture is irrelevant to finding the measure of x.

x = 180 - 90 - 30 = 60

In order to compare and contrast the steps of two different constructions using a compass, we simply take a note of the different steps followed in both the constructions.

How to compare and contrast the steps?

For both the constructions, observe the corresponding steps steps that have been performed in order.

Then, note down what similarity you find while constructing the two different constructions in the first step.

Once you know the the similarities, you can further trace down the differences in the procedure of the two constructions by observing the first step. This is how you can compare and contrast the first step of two different constructions using a compass.

This process can be followed for all the steps for comparing and contrasting two different constructions.

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We can write the integration domain as

[tex]D = \left\{(x,y) \mid -1 \le y \le 1 \text{ and } 2y-2 \le x \le -y+1\right\}[/tex]

so that the integral is

[tex]\displaystyle \iint_D -\sin(y+x) \, dA = \int_{-1}^1 \int_{2y-2}^{-y+1} -\sin(y+x) \, dx \, dy[/tex]

Compute the integral with respect to [tex]x[/tex].

[tex]\displaystyle \int_{2y-2}^{-y+1} -\sin(y+x) \, dx = \cos(y+x)\bigg|_{x=2y-2}^{x=-y+1} \\\\ ~~~~~~~~ = \cos(y+(2y-2)) - \cos(y+(-y+1)) \\\\ ~~~~~~~~ = \cos(3y-2) - \cos(1)[/tex]

Compute the remaining integral.

[tex]\displaystyle \int_{-1}^1 (\cos(3y-2) - \cos(1)) \, dy = \left(\frac13 \sin(3y-2) - \cos(1) y\right) \bigg|_{y=-1}^{y=1} \\\\ ~~~~~~~~ = \left(\frac13 \sin(3-2) - \cos(1)\right) - \left(\frac13 \sin(-3-2) + \cos(1)\right) \\\\ ~~~~~~~~ = \boxed{\frac13 \sin(1) - 2 \cos(1) + \frac13 \sin(5)}[/tex]

Answer:

  (f•g)(x) = 4x² -7x -11

Step-by-step explanation:

The product of the two functions is the product of their respective definitions.

(f•g)(x) = f(x)•g(x) = (x+1)•(4x -11)

  = x(4x -11) +1(4x -11) . . . . . use the distributive property

  = 4x² -11x +4x -11 . . . . . . . and again

(f•g)(x) = 4x² -7x -11 . . . . . collect terms

Answer:

The original number is 72.

Step-by-step explanation:

Let the number by

[A][B]

The reverse number is

[B][A]

Original number:

A = B + 5

[A][B] - 2[B][A] = [A][B]/4

10A + B - 20B - 2A = (10A + B)/4

8A - 19B = (10A + B)/4

32A - 76B = 10A + B

22A - 77B = 0

22(B + 5) - 77B = 0

22B + 110 - 77B = 0

-55B = -110

B = 2

A = B + 5 = 2 + 5 = 7

The original number is 72.

The reverse is 27.

Let's check.

"the tens digit of a 2 digit number is 5 greater than the units digit"

7 is 5 greater than 2,so 72 looks good so far.

"if you subtract twice the reverse number the result is one fourth the original"

The reverse number is 27. Twice 27 is 2 × 27 = 54.

Subtract 54 from 72: 72 - 54 = 18

18 is 1/4 of 72. It works.

Answer: the original number is 72

Answer: 16

Step-by-step explanation:

1.5x = 24

24/1.5 = 16 students.

In matrix form, the system is given by

[tex]\begin{bmatrix} -1 & 1 & -1 \\ 2 & -1 & 1 \\ 3 & 2 & 1 \end{bmatrix} \begin{bmatrix} x \\ y \\ z \end{bmatrix} = \begin{bmatrix} -20 \\ 29 \\ 29 \end{bmatrix}[/tex]

I'll use G-J elimination. Consider the augmented matrix

[tex]\left[ \begin{array}{ccc|c} -1 & 1 & -1 & -20 \\ 2 & -1 & 1 & 29 \\ 3 & 2 & 1 & 29 \end{array} \right][/tex]

• Multiply through row 1 by -1.

[tex]\left[ \begin{array}{ccc|c} 1 & -1 & 1 & 20 \\ 2 & -1 & 1 & 29 \\ 3 & 2 & 1 & 29 \end{array} \right][/tex]

• Eliminate the entries in the first column of the second and third rows. Combine -2 (row 1) with row 2, and -3 (row 1) with row 3.

[tex]\left[ \begin{array}{ccc|c} 1 & -1 & 1 & 20 \\ 0 & 1 & -1 & -11 \\ 0 & 5 & -2 & -31 \end{array} \right][/tex]

• Eliminate the entry in the second column of the third row. Combine -5 (row 2) with row 3.

[tex]\left[ \begin{array}{ccc|c} 1 & -1 & 1 & 20 \\ 0 & 1 & -1 & -11 \\ 0 & 0 & 3 & 24 \end{array} \right][/tex]

• Multiply row 3 by 1/3.

[tex]\left[ \begin{array}{ccc|c} 1 & -1 & 1 & 20 \\ 0 & 1 & -1 & -11 \\ 0 & 0 & 1 & 8 \end{array} \right][/tex]

• Eliminate the entry in the third column of the second row. Combine row 2 with row 3.

[tex]\left[ \begin{array}{ccc|c} 1 & -1 & 1 & 20 \\ 0 & 1 & 0 & -3 \\ 0 & 0 & 1 & 8 \end{array} \right][/tex]

• Eliminate the entries in the second and third columns of the first row. Combine row 1 with row 2 and -1 (row 3).

[tex]\left[ \begin{array}{ccc|c} 1 & 0 & 0 & 9 \\ 0 & 1 & 0 & -3 \\ 0 & 0 & 1 & 8 \end{array} \right][/tex]

Then the solution to the system is

[tex]\boxed{x=9, y=-3, z=8}[/tex]

If you want to use G elimination and substitution, you'd stop at the step with the augmented matrix

[tex]\left[ \begin{array}{ccc|c} 1 & -1 & 1 & 20 \\ 0 & 1 & -1 & -11 \\ 0 & 0 & 1 & 8 \end{array} \right][/tex]

The third row tells us that [tex]z=8[/tex]. Then in the second row,

[tex]y-z = -11 \implies y=-11 + 8 = -3[/tex]

and in the first row,

[tex]x-y+z=20 \implies x=20 + (-3) - 8 = 9[/tex]