The triangle with side lengths 4, 4, and 5 would be

Answer:

There are nine female students, and twenty-two male students.

Step-by-step explanation:

We're told that the total number of male and female students is 31:

\(m + f = 31\)

We're also told that there are 13 more male than female students:

\(m = f + 13\)

So we can substitute the latter piece of information into the former, which will tell us how many female students there are:

\(m + f = 31\\(f + 13) + f = 31\\f + f = 31 - 13\\2f = 18\\f = 9\)

So there are nine female students.  We can now take either of the initial tow equations, and plug the resulting f value to find m:

\(m = f + 31\\m + 9 = 31\\m = 31 - 9\\m = 22\)

So there are nine female students, and twenty-two male students.

The answer is 12 cubic feet

Answer:

c

Step-by-step explanation:

Answer:

c

Step-by-step explanation:

Answer:

Answer:

12

Step-by-step explanation:

a coin has two possibilities: Head and Tales

a die has six possibilities: 1, 2, 3, 4, 5, 6

2x6=12

Answer:

25 MP3 downloads

Step-by-step explanation:

If he starts off with $50 then these are the steps

$50 - $1.50 = $48.50 for 1 MP3

$48.50 - $1.50 = $47.00 for 2

$48.50 - $1.50 = $45.50 for 3

then repeat that until we have $12

it doesnt give us exactly $12 but it gives us $12.50 reminder

So he can but 25 MP3 downloads and still have at least $12 remining

Hope this helps plz give me brainliest I worked really hard

Answer:

A

Step-by-step explanation:

oh, I think you mean

16a⁶ - 25b²

then A is the correct answer.

(4a³ + 5b)(4a³ - 5b) = 16a⁶ - 20a³b + 20a³b - 25b² =

= 16a⁶ - 25b²

correct.

The term 5 in 5x is known as the coefficient of the expression.

A coefficient is defined as a term or a number which is multiplied by a variable. This constant terms generally precedes the variable term.

A coefficient is a generally a multiplicative factor in a polynomial series, or in an  equation.

Expressions are mathematical statements which are composed of two terms in which at least one contain variables, numbers, or both. These terms are either numbers or variables or numbers and variables multiplying each other. These expressions are a combination of numbers with mathematical ,operators are used to separate them.

Eg, 2x - 90 =45

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Below are just a few examples of demographic variables that can be measured at the interval level i.e. age, income, years of education, time spent, rating scale.

At the interval level of measurement, variables are measured on a scale with equal intervals between values, but without a true zero point. Several demographic variables can be measured at the interval level. Here are some examples:

Age: Age can be measured at the interval level, as the difference between two ages is meaningful (e.g., the difference between 20 and 30 is the same as the difference between 40 and 50).

Income: Income can be measured at the interval level, as the differences between income brackets or salary ranges are meaningful. However, it's important to note that income often has a skewed distribution and may be better analyzed using logarithmic transformations or categorized into income groups.

Years of Education: The number of years of education can be measured at the interval level. It represents the difference between educational levels (e.g., the difference between 10 years of education and 12 years of education).

Time Spent: Variables related to time spent on activities, such as time spent watching television per day or time spent exercising per week, can be measured at the interval level. The differences in time intervals are meaningful.

Rating Scales: Likert-type scales, where respondents rate their agreement or disagreement on a statement using a scale (e.g., strongly agree, agree, neutral, disagree, strongly disagree), can be considered as interval level measurements. Although the individual responses are ordinal, the overall scale can be treated as interval when analyzing data.

It's worth noting that some of these variables, although measured at the interval level, may be treated differently in statistical analysis depending on the specific research question and context.

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Answer:

The larger number is 68 and the small number is 25

Step-by-step explanation:

Large number y

small number is x

y=2x+18

x+y=93

Answer:

$21.25

Step-by-step explanation:

Multiplying 0.85 by 25 gives 21.25

\(8^{3} \cdot 8^{-7} =8^{-4}=\boxed{\frac{1}{8^4}}\)

Answer:

17

Step-by-step explanation:

Well you have to get x by itself so....

subtract 8 from both sides

25 -8 = 17 there is your answer

Hey there!

x + 8 = 25

SUBTRACT 8 to BOTH SIDES

x + 8 - 8 = 25 - 8

SIMPLIFY IT!

x = 25 - 8

x = 17

Therefore, the answer should be: x = 17

Good luck on your assignment & enjoy your day!

~Amphitrite1040:)

The recursive formula for Lindsey's scores is aₙ = aₙ₋₁ \(\times\) r, and the explicit formula is aₙ \(= 67 \times r^{(n-1).\)

To find the recursive and explicit formulas for the given geometric sequence, let's analyze the pattern of Lindsey's scores.

From the given information, we can observe that Lindsey's scores are increasing at the same rate.

This suggests that the scores form a geometric sequence, where each term is obtained by multiplying the previous term by a common ratio.

Let's denote the first term as a₁ = 67 and the common ratio as r.

Recursive Formula:

In a geometric sequence, the recursive formula is used to find each term based on the previous term. In this case, we can write the recursive formula as:

aₙ = aₙ₋₁ \(\times\) r

For Lindsey's scores, the recursive formula would be:

aₙ = aₙ₋₁ \(\times\) r

Explicit Formula:

The explicit formula is used to directly calculate any term of a geometric sequence without the need to calculate the previous terms.

The explicit formula for a geometric sequence is:

aₙ = a₁ \(\times r^{(n-1)\)

For Lindsey's scores, the explicit formula would be:

aₙ \(= 67 \times r^{(n-1)\)

In both formulas, 'aₙ' represents the nth term of the sequence, 'aₙ₋₁' represents the previous term, 'a₁' represents the first term, 'r' represents the common ratio, and 'n' represents the term number.

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Answer:

95°

Step-by-step explanation:

Here we have angles of 30° and 55°, so the remaining angle is:

1. The mean of a dataset represents the average value of the entire set of numbers. It is calculated by adding up all the values and dividing by the number of values in the dataset. Knowing the standard deviation of a dataset adds information about how much the values deviate from the mean.

A high standard deviation indicates that the values are more spread out from the mean, while a low standard deviation indicates that the values are closer to the mean. It can help to identify outliers and the overall variability of the dataset.

2. A p-value is a statistical measure that helps to determine whether the null hypothesis (there is no significant difference between two groups) is true or false.

It is the probability of obtaining a result as extreme or more extreme than the observed result, assuming that the null hypothesis is true. A p-value of less than 0.05 (typically) is considered statistically significant, which means that there is strong evidence to reject the null hypothesis and accept the alternative hypothesis (there is a significant difference between the two groups).

3. Alpha is the level of significance that is set to determine whether a p-value is statistically significant or not. It is typically set at 0.05, which means that if the p-value is less than 0.05, then the result is considered statistically significant and the null hypothesis is rejected.

If the p-value is greater than 0.05, then the result is not statistically significant and the null hypothesis cannot be rejected. In summary, alpha and p-value are related because alpha sets the threshold for determining whether a p-value is statistically significant or not.

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The first, second, and third numbers will be 28, 72, and 18 respectively.

Determine the known quantities and designate the unknown quantity as a variable while trying to set up or construct a linear equation to fit a real-world application.

In other words, an equation is a set of variables that are constrained through a situation or case.

Let's say

The first, second, and third numbers are x, y, and z respectively.

Given that

The sum of the three numbers is 118

x + y + z = 118

The second number is 4 times the third.

y = 4z

The third number is 10 less than the first.

z = x - 10

Substitute 3rd into 2nd

y = 4x - 40

Substitute this into first and instant of z put x - 10

x + 4x - 40 + x - 10 = 118

x = 28

Substitute into y = 4x - 40

y = 72

Substitute into y = 4z

z = 18

Hence all three numbers will be 28, 72, and 18.

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Answer:

Quotient: 6x+4

Remainder: 4

Step-by-step explanation:

Hope this helps!

The given number is,

On solving, we have,

Answer:

Option (2)

Step-by-step explanation:

x = 1 is represented by a solid point on a number line.

x > 1 is represented by an arrow starting from x = 1 towards infinity

If we mix both the properties, x ≥ will be represented by an arrow starting from a solid point at x = 1 and moving towards the values greater than one.

From the options given,

Arrow mentioned in Option (2) will be the correct representation of the inequality.

-4(-2)^2+10

answer:

-6

The test score representing the 3rd decile is 67. So the option a is correct.

In the given question, an achievement exam was given to a population of 1,000 students.

However, a sample of only seven of student scores is listed along with their respective z score and percentile rank in the following table.

TEST SCORE      42        57        67        72        77        87        97

z score              -1.50     -0.75    -0.25     0        0.25     0.75     1.25

percentile rank  10         25        30       45        50       75        95

Using the table information, we have to find the test score representing the 3rd decile.

As we know that the 3rd decile is equal to the 30th percentile.

So that the 3rd decile have the percentile rank = 30

The test score equivalent to percentile rank 30 is 67.

So, the test score representing the 3rd decile is 67. So the option a is correct.

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Answer:

snow = 3.2"/hr * x hrs

Step-by-step explanation:

snow = 3.2"/hr * x hrs

Answer:

i really wish i could help but i dont  know ether i'm

sry maybe some one else could help

Answer: 12(x-5)

Step-by-step explanation:

A zero vertical asymptote removable discontinuity means that there is a zero of the function at the input value where the vertical asymptote would occur,

A zero of a function occurs when the value of the function is zero. A vertical asymptote of a function occurs when the value of the function becomes unbounded (either positive or negative) as the input approaches a certain value.

A removable discontinuity of a function occurs when there is a hole in the graph of the function at a certain input value, but the function can be made continuous at that point by defining its value at that input.

In the case of a zero vertical asymptote removable discontinuity, this means that there is a zero of the function at the input value where the vertical asymptote would occur, and the function can be made continuous at that input value by defining its value to be the value of the function at that input.

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To solve the problem of a vibrating string with damping using numerical methods and time steps, follow these steps:

1. Discretize the string into a set of points along its length.

2. Use a finite difference method, such as the central difference method, to approximate the derivatives in the equation.

3. Apply the difference equation to each point on the string, considering the damping force and given parameters.

4. Set up the initial conditions for the string's displacement and velocity at each point.

5. Iterate over time steps to update the displacements and velocities at each point using the finite difference equation.

6. Compute and store the values of the solution at selected points for analysis.

7. Compare the numerical solution with the analytical solution, if available, to assess accuracy.

8. Plot the results to visualize the behavior of the vibrating string over time.

9. If using MATLAB, write a script to implement the numerical method and generate plots.

Note: The specific equation and initial conditions are missing from the given question, so adapt the steps accordingly.

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The correct answer is (a) $160.

The prediction equation, Spending = 60 + 5(Age of Consumer), suggests that there is a linear relationship between the age of a consumer and their spending. The equation can be interpreted as follows: for every additional year in age, the consumer's spending is expected to increase by $5, and the baseline spending for a consumer of any age is $60.

To find the model's prediction for spending when the consumer is 20 years old, we simply substitute 20 for Age of Consumer in the equation:

Spending = 60 + 5(20) = 60 + 100 = $160

Therefore, the correct answer is (a) $160.

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Answer:

y = -5

Step-by-step explanation:

Step 1: Translate

"Sum" is addition

"a number y" is y

"-3" is -3

"is -8" means equal to -8

Step 2: Set up equation

y + -3 = -8

Step 3: Solve for y