Answer:
[tex]his \: reasoning \: is \: correct.[/tex]
Step-by-step explanation:
[tex]since \: the \: ratio \: of \: the \: glass \: to \:that \\ \: of \: the \: thermos \: is \: in \: the \: fraction : \\ \frac{2 7 0 mL }{1mL} \: which \: is \:270 mL : 1mL \\ then \: the \: keem \: is \: right.[/tex]
convert decimal number 0.25 in rational numbers
Answer:
0.25 = 25/100
=> 1/4
Therefore 1/4 is the rational form of 0.25 ,
If my answer helped, kindly mark me as the brainliest!!
Thank You!
Answer:
not sure but 1/4
Step-by-step explanation:
0.25 = 25/100
1/4
what is the answer? 5
points who says the right answer.
thank you.
Answer:
1/4 of the jar is left to fill.
Select the correct answer.
Which Triangles in the diagram are congruent?
Answer:
D. its all hope this helps :)
Step-by-step explanation:
Answer:
triangles 1 and 3 I'd say
Given the system of linear inequalities below Choose the point that represents a solution to the system
Answer:
listen to the song acquaintances by the weeknd its amazing
845001 rounded to nearest ten thousands
Write an equation that represents this comparison sentence.
24 is 4 times as many as 6
Answer:
4x6=24
Since 24 is 4 times as many as six, it means 4x6 is 24.
Justify each step.
3•(10•12)=3•(12•10)
=(3•12)•10
=36•10
=360
Answer:
3•(10•12)=3•(12•10) = 360 = True
Step-by-step explanation:
left-hand side Simplify the following:
3×10×12
10×12 = 120:
3×120
3×120 = 360:
Answer: 360
______________________
Right-hand side:
Simplify the following:
3×12×10
Hint: | Multiply 12 and 10 together.
12×10 = 120:
3×120
Hint: | Multiply 3 and 120 together.
3×120 = 360:
Answer: 360
what is the tenth term in the sequence 25, 43, 61, 79, 97,....? a)187, b)151, c)133, d)115
Answer:
The tenth term would be: 187
Step-by-step explanation:
Best to make a table and apply the rule being used in order to find the pattern. The rule in this case is:
25 --- 43 --- 61 --- 79 --- 97--- ___ --- ___ --- ___ and so on
First we must find how 25 gets to 43, 61 to 79, and so on.
25 + 18 = 43
43 + 18 = 61
61 + 18 = 79
97 + 18 = 115
And you may continue this till you get to the tenth term!
6) 115
7) 133
8) 151
9) 169
10) 187
This is your answer!
A)
Answer:
A.187
Step-by-step explanation:
Jim is showing his work in simplifying (−8.5 + 6.1) − 1.3.
Step 1: (6.1 − 8.5) − 1.3
Step 2: 6.1 − (8.5 + 1.3)
Step 3: 6.1 − (9.8)
Step 4: 1.1
Which statement is true?
In step 1, Jim used the associative property.
In step 2, Jim used the distributive property.
In step 3, Jim used the commutative property.
In step 4, Jim's answer is incorrect.
Answer: -3.7
Step-by-step explanation:
Step 4 is wrong 6.1 - 9.8 = -3.7
Multiply.
338⋅413
718
1218
1438
1458
The value of the product calculated by multiplication is 139594 .
A product is the result of multiplication or an expression that lists the factors to be multiplied.
According to the commutative law of multiplication, the outcome is unaffected by whether real or complex numbers are multiplied in a particular order.Usually, the order of the factors determines the outcome of a multiplication of matrices or the constituents of other associative algebras.For instance, multiplication in general and in matrices are non-commutative operations in other algebras.The product of multiplication of two complex numbers can also be a complex number.When two integers are multiplied we always get an integer .The given numbers are 338 and 413.
∴338 × 413 = 139594
Hence after multiplying the numbers we get 139594.
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Answer:
14 5/8
to help others know the answer make sure to correct copy and paste and put a slash forward were they are shown in the question on your quiz and can you give brainiest?
can you help me find the answer please
Answer:
Its B (4.69 * 10^8)
Step-by-step explanation:
if u add them all together thats what you get I typed it into a calculator
In five towns in the state of Idaho, a new recycling policy started. A sample of 5,000 homes found that 0.56 put out a
recycling bin each week. Using a 95% confidence level, what is the estimate of the population proportion that recycles?
between 55.65% and 56,69%
between 54.97% and 57.03%
between 54.65% and 56.35%
between 55.31% and 56.35%
Linear Algebra, show steps please.
If x is in the nullspace of A, then Ax = 0. Consider the augmented matrix
[tex]\left[\begin{array}{ccc|c}1&-1&2&0\\0&1&-3&0\end{array}\right][/tex]
Add row 2 to row 1 to get this into reduced-row echelon form:
[tex]\left[\begin{array}{ccc|c}1&0&-1&0\\0&1&-3&0\end{array}\right][/tex]
Then x = [x₁, x₂, x₃]ᵀ such that
x₁ - x₃ = 0
x₂ - 3 x₃ = 0
If you let x₃ = 1, you end up with x₁ = 1 and x₂ = 3, so x = [1, 3, 1]ᵀ.
More generally, if you let x₃ = y, then any vector of the form [y, 3y, y]ᵀ would belong to the nullspace.
Check that this is orthogonal to the rows of A :
[1, -1, 2] • [1, 3, 1]ᵀ = 1•1 + (-1)•3 + 2•1 = 1 - 3 + 2 = 0
[0, 1, -3] • [1, 3, 1]ᵀ = 0•1 + 1•3 + (-3)•1 = 0 + 3 - 3 = 0
(a + 1)(a + 8) = 0
How to solve
In spring 2014, faculty from the City University of New York (CUNY) reported on a randomized controlled trial they conducted. The goal of the experiment was to determine whether community college students who assess into elementary algebra could be successful if they were placed directly into college-level statistics (with extra support). The experiment was conducted at three urban CUNY community colleges. At the time of their recruitment into the experiment, participants did not plan to major in a subject requiring college algebra. Students who assessed into elementary algebra and agreed to participate in the study were randomly assigned to one of three treatments: 1) traditional elementary algebra, 2) traditional elementary algebra with extra support in a weekly workshop, or 3) college-level statistics with extra support in a weekly workshop. To control for teacher effects, each faculty member in the study taught one section associated with each of the 3 treatments. All of the instructors were full-time math faculty, and at each of the three colleges, there were four sections of each treatment for a total of 36 sections across the colleges with 721 student participants. In a comparison of course pass rates (C or better), students placed directly into college-level statistics outperformed both elementary algebra treatment groups.
What is the explanatory variable? what is the response variable? what is the confounding variable? is this an experiment or an observational study?
Answer:
A) explanatory variable is "The extra support given by faculties"
B) the response variable is;
"How successful students who were placed directly into college - level statistics were able to outperform both elementary algebra treatment groups."
C) Confounding Variable is "ability of students to be successful or pass"
D) Experiment
Step-by-step explanation:
A) An explanatory variable is simply a type of independent variable used to explain the changes that occur in another variable. Furthermore, it can be manipulated by the researcher and is also used to predict differences in the response variable.
Now, from the question, we see that the variable "extra support by the faculties" is used to determine how successful community college students who were placed directly into college - level statistics were in outperforming both elementary algebra treatment groups.
Thus, the explanatory variable is "The extra support given by faculties"
B) In answer A above, we saw that the explanatory variable is used to predict the response variable.
We saw that the explanatory variable predicted how successful community college students who were placed directly into college - level statistics were in outperforming both elementary algebra treatment groups.
Thus, the response variable is;
"How successful students who were placed directly into college - level statistics were able to outperform both elementary algebra treatment groups."
C) A confounding variable is one that influences or changes the effect of the dependent & independent variable. It is therefore used to influence the result/outcome of an experiment/research.
From the question, it's clear that the ability of the students to pass or be successful is what influences the effect of the support by the faculties.
Thus, the Confounding Variable is "ability of students to be successful or pass"
D) The question portrays an experiment because it is being used to check if an hypothesis statement is true or false.
Write the expression in simplest form
50 - 62c +38-43c I’m confused on how to solve this problem need help ASAP
Answer:
88 - 105c
Step-by-step explanation:
Hey there!
Step 1: Collect like terms.
(50 + 38) + (-62c - 43c)
Step 2: Simplify.
88 - 105c
~I hope I helped you! :)~
Answer: 88-105c
Step-by-step explanation:
Combine like terms
What categories does the number -3/17 belong in ?
Answer:
Irrational
Step-by-step explanation:
-3/17= -0.1764705882 and irrational numbers does not repeat
Mark was thinking of a number Mark added 11 to it then doubles it and gets a answer of 40.5
Answer:
9.25
Step-by-step explanation:
Mark doubled the number so we can divide 40.5 by 2 which is 20.25
Then we can subtract 11 from 20.25 because Mark added 11 to the number.
Solve the following inequalities graphically on the set of axes below state the coordinates of a point in the solution set
Answer:
A solution point is (2,2)
Step-by-step explanation:
Graph the lines. If it is just greater that or less than, use dashed lines. I fits greater than or equal too, or other symbols like that, use a solid line
Use the test point (0,0). If it satisfies the inequality, shade the side of the graph with that point (you can use any test point, not just (0,0)). If it doesn't satisfy, then shade the other side
The Shaded area shared by both lines is the area of the solution
The scale on a map is 2 cm = 15 miles. Dave measures the distance to the next town at 7 cm. how may miles away is the next town?
Answer:
15x3.5 = 52.5
Step-by-step explanation:
Answer:
52.5
Step-by-step explanation:
Multiplication method
Find the area of the geometric figure.
Square
9.5
Answer:
90.25
Step-by-step explanation:
multiply 9.5×9.5
or
9.5²
help pls will mark brainliest
Answer:
The answer is C,
Step-by-step explanation:
Answer:
3+(-9) = -6 because -6 is 9 units to the left of 3.
Step by step explanation:
Kelvin LOSES 9 points in the 2nd round. This implies that we have to go to the left on the number line because he loses points. The point K is at the number 3 in the number line. When we go 9 units to the left, we get 3-9 = -6.
PLZZ HELP Will give brainlist plz help its for my 9 week exam
Which statement BEST describes a situation in which opposite quantities combine to make zero?
A. Shawna made 8 cups of soup and divided the soup into 8 containers.
B. Marcos missed 4 questions on a test in which each question was worth 4 points.
C. Peter scored 2 goals in the first period of a soccer game and 2 goals in the second period.
D. Melanie deposited $10 in her savings account and later withdrew $10 from the account.
Step-by-step explanation:
i think the correct answer is d because one you combine what she had with what she withdrawed she will have $0 left
What the answer and how
Rename 3/10 and 2/3 using the least common denominator.
Answer:
LCD = 30
3/10 = 9/30
2/3 = 20/30
Step-by-step explanation:
This is the answer because:
1) First, the least common denominator is 30 because 10 x 3 is 30 and 3 x 10 is 30
2) Next, multiply the numerators with the same number you multiplied with the denominator
3 x 3 = 9
2 x 10 = 20
3) Therefore, the answers are:
3/10 = 9/30
2/3 = 20/30
Hope this helps!
The.diagram.shows a window in the shape of a square. Each side of the square measures 8(square root sign) 5 centimeters, and the area of.the square is 32x square centimeter, what is the value of x? A.) 5 B.) 10 C.) 20 D.) 40
Answer:
hey you ever find the answer?
Step-by-step explanation:
Answer:
im stuck on the same question.
Step-by-step explanation:
PA-CYBER SUCKS!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
Applying the Pythagorean Theorem
What is the value of x?
x = ?
Answer :
hyp² = base² + perp²
by putting the values we get
10² = 8² + perp²
100 = 64 + perp²
taking 64 to left side.
100 - 64 = perp²
36 = perp²
Now taking underroot on both sides we get
[tex] \sqrt{36 \: } = \sqrt{perp { }^{2} } [/tex]
therefore
6 = perp
perp is x in the above solution.
The solution is x = 6
The value of x in the triangle is x = 6
What is a Triangle?A triangle is a plane figure or polygon with three sides and three angles.
A Triangle has three vertices and the sum of the interior angles add up to 180°
Let the Triangle be ΔABC , such that
∠A + ∠B + ∠C = 180°
The area of the triangle = ( 1/2 ) x Length x Base
For a right angle triangle
From the Pythagoras Theorem , The hypotenuse² = base² + height²
Given data ,
Let the triangle be represented as ABC
Triangle ABC is a right triangle
Now , the measure of sides of the triangle are
The measure of side AB = x
The measure of side BC = 8
The measure of side AC = 10
Now , For a right angle triangle
From the Pythagoras Theorem , The hypotenuse² = base² + height²
Substituting the values in the equation , we get
AC² = AB² + BC²
10² = x² + 8²
Subtracting 8² on both sides of the equation , we get
x² = 10² - 8²
x² = 100 - 64
x² = 36
Taking square roots on both sides of the equation , we get
x = 6
Therefore , the value of x is 6
Hence , the measure of side AB of the triangle is x = 6
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y = 6 sin(x) y = 6 cos(x) 0 ≤ x ≤ π/4 about y = −1
are you speaking another language
Jeremiah wants to set aside enough money for lunch during the coming year. How much money will he need to save assuming he eats four days a week for 32 weeks and spends $3 per lunch? $
nothing
Answer:
$384
Step-by-step explanation:
4 days a week multiplied by 32 weeks is 128 days.
128 days multpiplied by 3 is 384.
Meaning Jeremiah will need $384 for the school year.
Find the common difference of the arithmetic sequence -14,-5,4,...
Answer:
It goes up by 9 every time hope this helped <3
Answer:
9
Step-by-step explanation: