144 students enter a spelling bee, but only \frac{1}{6}
​6
​
​1
​​ of the group will make into the semi-final round, and only \frac{2}{3}
​3
​
​2
​​ that group will make into the final round. How many students will enter the final round of the spelling bee?

Answer:

For two triangles to be congruent, SAS theorem requires two sides and the included angle of the first triangle to be congruent to the corresponding two sides and included angle of the second triangle. If the congruent angles are not between the corresponding congruent sides, then such triangles could be different.

hope that helps

Step-by-step explanation:

Answer:

Rosie is 10 years old

Step-by-step explanation:

A)

Rosie is x years old

Rosie's age (R) = x

R = x

Eva is 2 years older

Eva's age (E) = x + 2

E = x + 2

Jack is twice Rosie’s age

Jack's age (J) = 2x

J = 2x

B)

R + E + J = 42

x + (x + 2) + (2x) = 42

x + x + 2 + 2x = 42

4x + 2 = 42

4x = 42 - 2

4x = 40

\(x = \frac{40}{4} \\\\x = 10\)

Rosie is 10 years old

The correct answer is: III only. Variance investigation is typically based on a cost-benefit analysis.

Statement I is incorrect because the relative size of a variance, in comparison to other variances, can be important in understanding its significance.

Statement II is incorrect because variance investigation does not focus solely on unfavorable variances. Both favorable and unfavorable variances are considered during the investigation.

Statement III is true. Variance investigation is typically based on a cost-benefit analysis, where the potential benefits of investigating and addressing variances are weighed against the associated costs.

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The prime factorization of the number 21 is:

21 = 3*7

We want to write the prime factorization of 21.

To do so, we just need to divide the number by prime numbers.

The first prime number we can try is 2, if we divide by 2 we get:

21/2 = 10.5

This is not an integer, so 2 is not a factor.

The next one is 3:

21/3 = 7

Now we can rewrite:

21 = 3*7

Where 3 and 7 are prime numbers, so that is the prime factorization.

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The probability that a randomly selected passenger has a waiting time greater than 1.25 minutes is 0.792.

The waiting times are uniformly distributed between 0 and 6 minutes. To find the probability of a waiting time greater than 1.25 minutes, we need to consider the remaining time in the interval, which is 6 - 1.25 = 4.75 minutes.

Since the total waiting time is uniformly distributed over 6 minutes, the probability of a waiting time greater than 1.25 minutes is the ratio of the remaining time to the total time. So, the probability is:

P(waiting time > 1.25) = (4.75 minutes) / (6 minutes) = 0.7917

Rounded to three decimal places, the probability is 0.792.

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A significance test at the 5% level of significance allows us to reject the null hypothesis in favor of an alternative hypothesis, while a significance test at the 1% level of significance requires stronger evidence to reject the null hypothesis and reduces the chance of making a Type I error.

When conducting a significance test, the 5% level of significance is commonly used to determine whether to reject or fail to reject the null hypothesis. This level of significance means that there is a 5% chance of making a Type I error, which is the incorrect rejection of the null hypothesis. In other words, there is a 5% chance that we will conclude that there is a significant difference between groups when in reality there is no difference.
Now, if we lower the level of significance to 1%, we are reducing the chance of making a Type I error to 1%. This means that we are becoming more stringent in our decision-making process and requiring stronger evidence to reject the null hypothesis. Therefore, if we reject the null hypothesis at the 1% level of significance, we can be more confident that our results are statistically significant and not due to chance.
It is important to note that reducing the level of significance also increases the risk of making a Type II error, which is the failure to reject the null hypothesis when it is actually false. Therefore, when choosing a level of significance, it is important to consider the potential consequences of both types of errors and weigh the risks accordingly.
In summary, a significance test at the 5% level of significance allows us to reject the null hypothesis in favor of an alternative hypothesis, while a significance test at the 1% level of significance requires stronger evidence to reject the null hypothesis and reduces the chance of making a Type I error.

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Answer: 68

Step-by-step explanation: do 75+37 which equals 112 then subtract 180 by 112 which equals 68

hope this helps

Answer:

A

Step-by-step explanation:

the sum of the 3 angles in a triangle = 180° , then

x + 37° + 75° = 180° , that is

x + 112° = 180° ( subtract 112° from both sides )

x = 68°

Answer:the slope and unit rate are 4/5

Step-by-step explanatrise is 4

Answer:

2) 67.8°

3) 46.8°

4) 56.0°

Step-by-step explanation:

Use the right triangle trig functions

sine, cosine, or tangent and take the inverses to find the angle

According to Brinson and Lee, a culturally responsive group leader must be aware of his or her cultural values, assumptions, and biases in order to understand how they might impact the group process.

This is essential for creating an inclusive and respectful environment for all group members.

By recognizing and acknowledging their own cultural perspectives and potential biases, leaders can better understand how these factors might influence their interactions with group members who have different cultural backgrounds. Being aware of these aspects allows leaders to challenge their own assumptions and be open to different perspectives.

This helps to foster a climate of trust and respect within the group, where diverse voices are valued and everyone feels heard and understood. It is important for leaders to continuously reflect on their own cultural values, assumptions, and biases, as well as seek feedback from group members, in order to effectively address and minimize any negative impact on the group process.

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Answer:

-10c

Step-by-step explanation:

-4(c+2d)-2(3c-4d) = (-4c-8d) + (-6c+8d)

Multiply (-4) to both terms in the first bracket and multiply (-2) to both terms in the second bracket.

(-4c-8d) + (-6c+8d) = -4c-8d-6c+8d

Evaluate like terms.

-4c-8d-6c+8d = -10c

Answer: A reflection over the line x=0 followed by a reflection over the line y=0

Step-by-step explanation:

Answer:

Rounded to the nearest tenth, 7.4 feet long.

Step-by-step explanation:

Tyrone has a rectangular storage unit. We are given the width and the diagonal length.

So we can use Pythagorean Theorem.

3^2 + b^2 = 8^2

9 + b^2 = 64

subtract 9 from both sides

b^2 = 55

b = sqrt55

b is around 7.4161984871, so b rounded to the nearest tenth is 7.4 feet long.

Answer:

Part A 70x+50=250

Part B(75x + 35) = 250 - 5x

Step-by-step explanation:

Here to form an equation you must add all the money that she earned and subtract the money that she had to spend We dont know how many car washes she did, so we must represent it with a variable, or x.

Answer:

Step-by-step explanation:

Part A: Rhett washed 3 cars and earned $50 in tips. y=70x+50

Part B: $75 - $5 = $70 (this is the amount charged minus the amount needed to get the job done per car wash)

the +35 is the tips extra/ constant that will be added after the jobs are done.

x is the number of car washes done

y would be the profit received.

so y = 70x + 35 (profit = value of car wash * number of cars washed + tips)

Based on the formula of the quadratic function y=-x^2+6x-5, we know that its graph is a downward-facing parabola that opens wide, with a vertex at (3,-14), and an axis of symmetry at x=3.

Based on the formula of the quadratic function y=-x^2+6x-5, we can determine several properties of its graph, including its shape, vertex, and axis of symmetry.

First, the negative coefficient of the x-squared term (-1) tells us that the graph will be a downward-facing parabola. The leading coefficient also tells us whether the parabola is narrow or wide. Since the coefficient is -1, the parabola will be wide.

Next, we can find the vertex using the formula:

Vertex = (-b/2a, f(-b/2a))

where a is the coefficient of the x-squared term, b is the coefficient of the x term, and f(x) is the quadratic function. Plugging in the values for our function, we get:

Vertex = (-b/2a, f(-b/2a))

= (-6/(2*-1), f(6/(2*-1)))

= (3, -14)

So the vertex of the parabola is at the point (3,-14).

Finally, we know that the axis of symmetry is a vertical line passing through the vertex. In this case, it is the line x=3.

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Answer:

8.1,9.81, 0.891, 0.01​

Step-by-step explanation:

YESSIr

Thus, the total surface area of cylinder is found to be 480π sq. cm.

A cylinder's surface area is made up of its two congruent, parallel circular sides added together with its curved surface area. You must determine the Base Area (B) and Curved Surface Area in order to determine the surface area of a cylinder (CSA).

As a result, the base area multiplied by two and the area of a curved surface add up to the surface area or total surface of a cylinder.

Given data:

radius r = 8 cm

Height h = 22 cm

Total surface area of cylinder = 2*area of circle + area of curved cylinder

TSA = 2πr² + 2πrh

TSA = 2π(8)² + 2π(8)(22)

TSA = 2π(64) + 2π(176)

TSA = 128π + 352π

TSA = 480π sq. cm.

Thus, the total surface area of cylinder is found to be 480π sq. cm.

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Complete question-

Find the surface area of the cylinder with radius of 8 cm and height of 22 cm. write the answer in terms of pi and round the answer to the nearest hundredths place.

Answer:

x = -4

y = -4

Step-by-step explanation:

Since y = x, we can say:

x = 2x + 4

-x = 4

x = -4

And now we can substitute -4 in for x, in the equation y = x

y = -4

Hope this helps!

Answer:

(-4,-4)

Step-by-step explanation:

set 2x + 4 and x equal to each other since they both equal 'y'

2x+4 = x

subtract 2x from each side to get:

4 = -x

divide by -1 so the variable becomes positive

-4 = x

if x=-4 and y=x then y=-4 also (you can check this by graphing each equation)

Answer:

D) The independent variable is time, and the dependent variable is gallons of water.

Step-by-step explanation:

I did the USA Test prep assignment.

Answer:

-8 1/5<-8.21,<-8 2/9,<8.23

Step-by-step explanation:

-8 1/5<-8.21,<-8 2/9,<8.23

Answer:

option c

Step-by-step explanation:

because the y intercept is -3

Answer:

answer is x=14

Step-by-step explanation:

40% of 70 =x

30% of 80=280%

280/100%×100%

=28/2×100

=14

a. The average speed for the first part ≈ 2.067 meters per second.

b. The average speed for the second part ≈ 3.011 meters per second.

c. The average speed for the entire trip ≈ 2.374 meters per second.

d. The magnitude of the average velocity for the entire trip ≈  0.425 meters per second.

To solve this problem, we'll use the formulas for average speed and average velocity.

a. Average speed for the first part:

Average speed is calculated by dividing the total distance traveled by the total time taken.

In this case, the dog runs 18.4 meters in 8.90 seconds, so the average speed for the first part is:

Average speed = distance / time

Average speed = 18.4 meters / 8.90 seconds

Average speed ≈ 2.067 meters per second

b. Average speed for the second part:

Similarly, for the second part of the motion, the dog runs 12.8 meters in 4.25 seconds.

The average speed for the second part is:

Average speed = distance / time

Average speed = 12.8 meters / 4.25 seconds

Average speed ≈ 3.011 meters per second

c. Average speed for the entire trip:

To calculate the average speed for the entire trip, we need to consider the total distance and total time taken for both parts of the motion.

The total distance is the sum of the distances traveled in each part, and the total time is the sum of the times taken in each part.

Total distance = 18.4 meters + 12.8 meters = 31.2 meters

Total time = 8.90 seconds + 4.25 seconds = 13.15 seconds

Average speed = total distance / total time

Average speed = 31.2 meters / 13.15 seconds

Average speed ≈ 2.374 meters per second

d. Average velocity for the entire trip:

Average velocity takes into account both the magnitude and direction of the motion.

Since the dog runs in opposite directions for the two parts, its displacement for the entire trip is the difference between the two distances traveled.

The magnitude of average velocity is calculated by dividing the displacement by the total time taken.

Displacement = distance traveled in the first part - distance traveled in the second part

Displacement = 18.4 meters - 12.8 meters = 5.6 meters

Average velocity = displacement / total time

Average velocity = 5.6 meters / 13.15 seconds

Average velocity ≈ 0.425 meters per second

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Answer:

6+5=11

Step-by-step explanation:

6*5=30

Lowest numbers possible

EXPLANATION:

1.First we have to find the linear combination of the two matrices.

2.The two matrices are 3 x 2 rows.

3.Then we must multiply each number by each of the matrices.

4.Finally we must subtract the results of each matrix

Now we will solve the exercise by following the steps already mentioned;

Answer:

150 + 10n

Step-by-step explanation:

Step 1: Write expression

10(15 + n)

Step 2: Distribute (Distributive Property)

150 + 10n

We simply distribute the 10 to both terms in the parenthesis.

Answer:

Expected Payoff ⇒ $ 1.50 ; Type in 1.50

Step-by-step explanation:

Considering that 1 out of the 100 tickets will have a probability of winning a 150 dollar prize, take a proportionality into account;

\(100 - Number of Tickets,\\1 - Number of Tickets You Can Enter,\\1 / 100 - Probability of Winning,\\$ 150 - Money Won,\\Proportionality - 1 / 100 = x / 150, where x - " Expected Payoff "\\\\1 / 100 = x / 150,\\100 * x = 150,\\\\Conclusion ; x = 1.5 dollars\)

Thus, Solution ; Expected Payoff ⇒ $ 1.50

Bob continues his research because even though there is no linear equation relationship between the number of bedrooms and selling price, there could be another type of relationship.

Bob continues his research because even though the correlation value he calculated between the number of bedrooms and the selling price was only 0.05, this does not necessarily mean that there is no relationship of any kind between these two variables. It simply means that there is no linear relationship between the two. There could still be other types of relationships between the two variables, such as an exponential or quadratic relationship. It is possible that further analysis and exploration of the data set would reveal such a relationship and allow Bob to uncover the relationship between the two variables. Additionally, even if the correlation value is low, it does not necessarily mean that there is no relationship between the two variables. It simply means that the relationship is weak. Therefore, Bob should continue his research in order to uncover any potential relationships between the number of bedrooms and selling price.

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