Reflect this figure over the x-axis:

From the given below solution the value of m EF is 25%.

A circle graph, also known as a pie chart, is a type of data visualization that displays data as a circular graph, divided into sectors that represent numerical proportions.

Each sector of the circle represents a percentage or proportion of the total data set, and the size of each sector is proportional to its corresponding value.

To find m EF, we need to add the percentages of participation in sports E and F:

m EF = percentage of participation in sports E + percentage of participation in sports F

m EF = 11% + 14%

m EF = 25%

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Answer:

2/8

Step-by-step explanation:

I think this is subtraction (if not just tell me i'll edit)

6/8 - 2/4 = 6/8 - 4/8 = 2/8

Answer:

4/8

Step-by-step explanation:

2/4 is equivalent to 4/8

She was 2/8 left over btw

The functions we found estimate will take 8 months for the test scores to fall below 84%, rounded to the nearest month. The correct option is (c) y = 86.37 (0.9966)*: 8 months.

Given :

n = 5

Let y = \(A(B)^{x}\)

ln y = ln \(A(B)^{x}\)

ln y = ln A + ln \(B^x\)

ln y = ln A + \(x\)ln B

↓         ↓          ↓

y         c          b

y = c + bx

∑\(x = 15\)

∑\(x^{2} = 55\)

∑\(xy = 66.6936761\)

∑\(y = 22.2451514\)

b = [\(n\)∑\(xy\)- ∑\(x\)∑\(y\)] / (\(n\)∑\(x^{2}\) - (∑\(x\))^2)]

b = [5 x 66.6936761 - 15 x 22.2451514]

               5 x 55 - 15 x 15

b = - 0.00338893

c = (∑\(y\) - \(b\)∑\(x\))/n

c = 22.2451514 + 0.00338893

                  5

c = 4.45867116

A = \(e^c = 86.3726574\)

B = \(e^b = 0.996616806\)

y = \(86.3726574\) (0.996616806)^x

when y≤84%

\(86.3726574\) (0.996616806)^x ≤84%

x≥8.219

x≈8 months

Function, y = 86.37(0.9966)^x

t = x = 8 months.

It will take 8 months time to take for the test scores to fall below 84%. The correct option is (c) y = 86.37 (0.9966)*: 8 months.

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Answer: the fraction is 4over 12

Step-by-step explanation:

first you multiply the top and bottom number then u divide the number by the bottom.

Answer:

1/2

Step-by-step explanation:

If you were to multiply 1/2 by -50 you would get -25, which is greater than -50.

The same goes for 1/5, if you were to multiply 1/5 by -50, you would get -10.

Another example is 1/10 times -50, that would be -5.

Answer:

120 miles

Step-by-step explanation:

2.7 times 2 is 4.5, so 60 times 2 is 120 (you're basically doubling both.)

Answer:

-7+(12)-(-8)-(9)+(-12)-(-10)+(-5)= -3

Step-by-step explanation:

Answer:

The answer is -3

Step-by-step explanation:

−7+12−(−8)−9−12−(−10)−5

=5−(−8)−9−12−(−10)−5

=13−9−12−(−10)−5

=4−12−(−10)−5

=−8−(−10)−5

=2−5

=−3

Answer:

-18 if youre asking about simple subtraction

Step-by-step explanation:

Answer:

-18

Step-by-step explanation:

its like saying (-45)+27.

you have to add the 27 to 45 to get to 0 and them see how much you have left

Answer:

Step-by-step explanation:

In the Intermediate Phase of mathematics education, one topic that demonstrates a hierarchical and logical progression in patterns, functions, and algebra is the concept of "Linear Equations."

The topic of Linear Equations in the Intermediate Phase builds upon the foundation laid in earlier grades and serves as a stepping stone towards more advanced algebraic concepts. Here is an overview of the topic sequence and content area spread for Linear Equations:

Introduction to Variables and Expressions:

Students are introduced to the concept of variables and expressions, learning to represent unknown quantities using letters or symbols. They understand the difference between constants and variables and learn to evaluate expressions.

Solving One-Step Equations:

Students learn how to solve simple one-step equations involving addition, subtraction, multiplication, and division. They develop the skills to isolate the variable and find its value.

Solving Two-Step Equations:

Building upon the previous knowledge, students progress to solving two-step equations. They learn to perform multiple operations to isolate the variable and find its value.

Writing and Graphing Linear Equations:

Students explore the relationship between variables and learn to write linear equations in slope-intercept form (y = mx + b). They understand the meaning of slope and y-intercept and how they relate to the graph of a line.

Systems of Linear Equations:

Students are introduced to the concept of systems of linear equations, where multiple equations are solved simultaneously. They learn various methods such as substitution, elimination, and graphing to find the solution to the system.

Word Problems and Applications:

Students apply their understanding of linear equations to solve real-life word problems and situations. They learn to translate verbal descriptions into algebraic equations and solve them to find the unknown quantities.

The content area spread for Linear Equations includes concepts such as variables, expressions, equations, operations, graphing, slope, y-intercept, systems, and real-world applications. The progression from simple one-step equations to more complex systems of equations reflects a logical sequence that builds upon prior knowledge and skills.

By following this hierarchical progression, students develop a solid foundation in algebraic thinking and problem-solving skills. They learn to apply mathematical concepts and procedures in a systematic and logical manner, paving the way for further exploration of patterns, functions, and advanced algebraic topics in later phases of mathematics education.

Answer:

The margin of error in a confidence interval depends on the sample size, the standard deviation of the population (which is not given in the problem), and the level of confidence. Since the standard deviation is not given, we cannot calculate the margin of error exactly. However, we can estimate the margin of error using a standard deviation of 1 (which is a common assumption) and a level of confidence of 95%, which corresponds to a z-score of 1.96.

The formula for the margin of error for a 95% confidence interval is:

Margin of error = z * (standard deviation / sqrt(sample size))

Assuming a standard deviation of 1 and a sample size of 1 (since we are talking about the average time of a single child), we get:

Margin of error = 1.96 * (1 / sqrt(1)) ≈ 1.96

Therefore, we can estimate the margin of error in the report to be around 1.96 minutes. This means that the true average time a 10-year-old American child spends playing outdoors per day is likely to be within 1.96 minutes of the reported average, with a 95% level of confidence.

Step-by-step explanation:

Based on the number of times Johnny performs the experiment, the order from the largest difference in relative frequency and actual prob. to the smallest is:

The difference between absolute probability and relative frequency will be larger if the number of experiments performed is smaller.

This is why the largest difference was seen when Johnny performed the experiment 20 times and the smallest difference was seen when the experiment was done 75 times.

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The volume of figure B that is similar to figure A is: 44 cu. ft.

If the volumes of two figures are A and B respectively, and their radius is a and b respectively, then, Volume of A/volume of B = a³/b³.

Given that figures A and B are similar, we would have the following ratio:

352/volume of B = 4³/2³

352/volume of B = 64/8

352/volume of B = 8

Volume of B = 352/8

Volume of B = 44 cu. ft.

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Answer:

740 cm

Step-by-step explanation:

Answer: 740 centimeters

Step-by-step explanation:

All you have to do is multiply the length value by 100 giving you 740.

Answer: acute equilateral

Step-by-step explanation:

Answer:

(5,6)

Step-by-step explanation:

Here,

P(-2,8)=(x1,y1)

Q(12,6)=(x2,y2)

R(5,4)=(x3,y3)

Now,

G(x,y)=[x1+x2+x3|3,y1+y2+y3|3]

=[-2+12+5|3,8+6+4|3]

=[15|3,18|3]

=(5,6)

Answer:

x=12

Step-by-step explanation:

(4x + 7) + 35 = 90

(4x+7)=90-35
4x+7=55
4x=55-7
4x=48

x=12

Answer:

x=12

Step-by-step explanation:

it just is.,...........

Answer:

An example of an invertebrate are insects, crabs, spiders....

Step-by-step explanation:

Invertebrate Are animals that their legs are jointed.

Answer:

the snail

Step-by-step explanation:

Answer: Let's first calculate the number of users after one year:

Number of users after one year = 16 lakh + 50% of 16 lakh

= 16 lakh + 8 lakh

= 24 lakh

Now, we can calculate the number of users after two years by applying the same growth rate:

Number of users after two years = 24 lakh + 50% of 24 lakh

= 24 lakh + 12 lakh

= 36 lakh

Therefore, two years from now, it is expected that 36 lakh (3.6 million) students in India will be using Khan Academy.

Step-by-step explanation:

Answer:

36 Iakh Students

Step-by-step explanation:

Answer:

  B.  a line segment

Step-by-step explanation:

The wording "straight path" tells you the figure is a line or part of a line. The description "two endpoints" tells you the part of the line is bounded, hence must be ...

  a line segment

A. A circle has no end points is not a straight path

C. An angle is the space between two rays. Those have one common endpoint.

D. A ray is part of a line with one end point.

Answer:

Step-by-step explanation:

Distance traveled  using a gallon = 10 2/3 miles

Distance traveled using 5 1/2 gallons =

  = \(10 \dfrac{2}{3}* 5\dfrac{1}{2}\)

  \(= \dfrac{32}{3}* \dfrac{11}{2}\\\\= \dfrac{16}{3}* \dfrac{11}{1}\\\\= \dfrac{176}{3}\\\\= 58 \dfrac{2}{3} \ miles\)

When viewed through the magnifying glass, the termite appears to be approximately 1.58 mm in length.

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The probability is closer to one than zero.

Probability theory is used to analyze and predict the likelihood of events happening in various fields such as statistics, gambling, physics, finance, and more. It allows us to make informed decisions based on the likelihood of different outcomes. In probability theory, the total number of possible outcomes is important to determine the probability of a single event occurring. By comparing the favorable outcomes to the total outcomes, we can calculate the probability of an event happening.

Probability is a measure of the likelihood of an event to occur. Many events cannot be predicted with total certainty. We can predict only the chance of an event to occur i.e., how likely they are going to happen, using it. Probability can range from 0 to 1, where 0 means the event to be an impossible one and 1 indicates a certain event. Probability for Class 10 is an important topic for the students which explains all the basic concepts of this topic. The probability of all the events in a sample space adds up to 1.For example, when we toss a coin, either we get Head OR Tail, only two possible outcomes are possible (H, T). But when two coins are tossed then there will be four possible outcomes,  i.e {(H, H), (H, T), (T, H), (T, T)}.

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The reason why none of the methods match the probability of landing on the B section of the spinner exactly is due to various assumptions, limitations, and uncertainties involved in the measurement and calculation process.

We have,

When Andre measures the spinner and finds that the B section takes up 1/4 of the circle, it means that the B section has an angle measure of 90 degrees out of a total of 360 degrees in a circle.

Now, if we try to calculate the probability of landing on the B section using different methods, we might get slightly different results for several reasons.

Firstly,

The probability of landing on a certain section of the spinner depends on the assumption that the spinner is perfectly balanced and that all sections have an equal chance of being landed on.

However,

In reality, the spinner might not be perfectly balanced, or there might be other factors that affect the outcome, such as air resistance or the force with which the spinner is spun.

Secondly,

Different methods of calculating the probability might make different assumptions or use different techniques that can affect the result.

For example, if we use the classical probability approach, we assume that all outcomes are equally likely, but in the case of a spinner, this might not be the case due to factors such as the weight or shape of the sections.

On the other hand, if we use the relative frequency approach, we base the probability on past data or observations, which might not necessarily reflect the current situation or the true underlying probabilities.

Therefore,

While the probability of landing on the B section might be close to 1/4, none of the methods will match this probability exactly due to various assumptions, limitations, and uncertainties involved in the measurement and calculation process.

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50% of the data values are greater than 45, it is calculated using the concept of box-whisker plot.

In a box-whisker plot as shown it is given in the picture ,

A rectangular shaped box with two lines with a vertical mark which denotes the minimum, first quartile, median , third quartile and  maximum quartile.

It is used in descriptive statistics.

So as per the given question box-whisker plot represents some data set .There is a number 45 just corresponding to it there is a vertical line which shows that 45 is the median of the data and here 45 is the 50th percentile,

It means that there is 50 % values are greater than 45 and 50% values are greater than 45.

By this method we can quickly find out the percentage of data  for which data the value is greater or lesser. It helps in analyzing the data and interpreting the results.

Hence 50% values are greater than 45.

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Answer:

Step-by-step explanation:
Between each quartile is 25%

of the data

Between each quartile is 25% of the data

Highlighted Interval

= 25%

Highlighted Interval=25%

Answer:

easy

Step-by-step explanation:

For any numbers x, a and b, we aply the following rules:

and

Therefore, we got:

Answer:

the product of the decimal equivalents of all discount in the series