christina, a javelin thrower, has a sample throw mean of 62.3 meters from 29 throws. christina still claims that her average throw is 57 meters, and the high average can be attributed to chance. at the 2% significance level, does the data provide sufficient evidence to conclude that christina's mean throw is greater than 57 meters? given the sample data below, accept or reject the hypothesis.

The dimensions of Noah's Ark in feet are 450 feet by 75 feet if the dimensions of Noah's Ark is 3.0 × 102 cubits by 5.0 × 101 cubits.

Noah's Ark is said to have dimensions of 3.0 × 10^2 cubits by 5.0 × 10^1 cubits. To convert these measurements to feet, we can use the conversion factor of 1 cubit = 1.5 feet.

First, we need to convert the length of the ark from cubits to feet. To do this, we multiply the length of the ark in cubits (3.0 × 10^2) by the conversion factor of 1.5 feet/cubit. This gives us a length of

3.0 × 10^2 cubits x 1.5 feet/cubit = 450 feet

Similarly, we can convert the width of the ark from cubits to feet by multiplying the width in cubits (5.0 × 10^1) by the conversion factor of 1.5 feet/cubit. This gives us a width of:

5.0 × 10^1 cubits x 1.5 feet/cubit = 75 feet

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First, you have to divide the candles by 5.

225/5 = 45

That's it, so you get your answer 45!!!!

More than 50% of students who took the box plot into consideration received a test score of 60% or higher.

The position, dispersion, and skewness groups of quartiles of numerical data are shown visually in a box plot or boxplot.

Five things can be learned from a data set's box and whisker plot:

The median score for this problem's scores, as shown by the box plot, is 72.5%, which signifies that:

Since the quartiles are missing, the only conclusion that can be drawn is that a percentage of students more than 50% received a test score of at least 60%.

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Answer:

68 words

Step-by-step explanation:

To find how many words Gordon types per minute :

1972 ÷ 29 = 68 #

The leading coefficient of a polynomial is the coefficient of the term with the highest degree. It can tell us a lot about the graph of the polynomial, it can mainly tell us whether the graph is in a downward direction or upward direction.

If the leading coefficient is positive, then the graph will start at the origin and will extend upwards, with the degree of the polynomial determining how steep the graph is. If the leading coefficient is negative, then the graph will start at the origin and extend downwards.

If the leading coefficient is 0, then the graph will be a horizontal line. The leading coefficient can also tell us about the end behavior of the graph. If the degree of the polynomial is even, then the end behavior will be a horizontal line. If the degree of the polynomial is odd, then the end behavior will be a vertical line. Knowing the leading coefficient of a polynomial gives us a basic idea of what the graph of the polynomial will look like.

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Here are the ages of the generations in 2022:

Baby Boomer Generation: Born between 1946 and 1964, so in 2022, they will be between 58 and 76 years old.

Generation X: Born between 1965 and 1980, so in 2022, they will be between 42 and 57 years old.

Millennials or Generation Y: Born between 1981 and 1996, so in 2022, they will be between 26 and 41 years old.

Generation Z: Born between 1997 and 2012, so in 2022, they will be between 10 and 25 years old.

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Answer:

third one

Step-by-step explanation:

the third one should be the answer

step 4 came out becoz of taking the common factor(x+1) and combining x2 and (-16)

Step 5 came out becoz of the theory of (a^2-b^2) = (a+b)(a-b)

ps 16 here is equal to 4^2

Answer:

f=-5/3 or -1.6repeating or -1 2/3

Step-by-step explanation:

Answer:

The answer is F = -5/3

Step-by-step explanation:

pls vote brainliest

Answer:

Two triangles are said to be congruent if they are exactly identical. We know that a triangle has three angles and three sides. So, two triangles have six angles and six sides. If we can prove the any corresponding three of them of both triangles equal under certain rules, the triangles are congruent to each other. These rules are called axioms.

The method you will use depends on the information you are given about the triangles.

--> SSS(Side-Side-Side): If you know that all three sides of a triangle are congruent to the corresponding sides of another triangle, then the two triangles are congruent.

--> SAS(Side-Angle-Side): If you know that two sides and the angle between those sides are equal to the another corresponding two sides and the angle between the two sides of another triangle, then you say that the triangles are congruent by SAS axiom.

--> ASA(Angle-Side-Angle): If you know that the two angles and the side between them are equal to the two corresponding angles and the side between those angles of another triangle are equal, you may say that the triangles are congruent by ASA axiom.
--> AAS(Angle-Angle-Side): This method is similar to the ASA axiom, but they are not same. In AAS axiom also you need to have two corresponding angles and a side of a triangle equal, but they should be in angle-angle-side order.

--> RHS(Right-Hypotenuse-Side) or HL(Hypotenuse-Leg): If hypotenuses and any two sides of two right triangles are equal, the triangles are said to be congruent by RHS axiom. You can only test this rule for the right triangles.

Answer:

So, there are four ways to figure out if two triangles are the same shape and size. One way is called SSS, which means all three sides of one triangle match up with the corresponding sides on the other triangle. Another way is called AAS, where two angles and one side of one triangle match two angles and one side of the other triangle. Then there's SAS, where two sides and the angle between them match up with the same parts on the other triangle. Finally, there's ASA, where two angles and a side in between them match up with the same parts on the other triangle.

Answer:

See below

Step-by-step explanation:

You can always plug in x's and solve for y.

Answer:

The answer is 4. have a nice day!

Hello.

In order to find \(\mathrm{\displaystyle\frac{1}{8} }\) of 32, we need to divide 32 by 8:

\(\mathrm{32:8}\\\mathrm{4}\)

Therefore, the final answer is

\(4\).

I hope this helps you.

Have a nice day.

\(\boxed{imperturbability}\)

Answer:

22 +22 - 8=0

=

-2 +6

=

2

-2 +4+32

2.

=

= = =

I = -4; = 2

x = -13

TI

-2 = 36

2

-2 +(2) – 4(1)(-8)

2 (1)

2

= r = -1 -3: x = -1 +3 = sin   \theta  

Step-by-step explanation:

The radical form of the number √ ( - 27 ) is given by the equation A = 3i√3

What is an Equation?

Equations are mathematical statements with two algebraic expressions flanking the equals (=) sign on either side.

It demonstrates the equality of the relationship between the expressions printed on the left and right sides.

Coefficients, variables, operators, constants, terms, expressions, and the equal to sign are some of the components of an equation. The "=" sign and terms on both sides must always be present when writing an equation.

Given data ,

Let the equation be represented as A

Now , the value of A is

Let the number be represented as n

The value of n = √( -27 )

Now , the value -1 can be represented as the complex number i

where i² = 1

So , the number n can be written as

A = √ ( 3i )² 3

A = √9i² (3)

A = √27i²

A = √-27

On simplifying the equation , we get

A = 3i√3

Therefore , the value of A is A = 3i√3

Hence , the equation is A = 3i√3

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The Linnaean class system provides a framework for understanding the diversity of life on Earth by grouping similar organisms together based on shared characteristics.

By comparing and contrasting the definitions of each class, we can see how different groups of animals are related to each other and how they differ in terms of their biological traits.

The Linnaean class system is a way of organizing living things based on shared characteristics. Let's compare and contrast the definitions of the Linnaean classes using a Venn diagram.

First, we have the class Mammalia, which includes all animals that have hair or fur, produce milk to feed their young, and have specialized teeth. This class overlaps with the class Aves, which includes all birds, because some birds have specialized beaks and feathers that are similar to mammalian hair and teeth. However, birds do not produce milk.

Next, we have the class Reptilia, which includes animals that are cold-blooded, lay eggs, and have scales or plates on their skin. This class overlaps with both Mammalia and Aves in terms of species that lay eggs, such as monotremes (platypus and echidnas) and some birds (ostriches and emus). However, reptiles lack specialized teeth and do not produce milk.

Finally, we have the class Amphibia, which includes animals that are cold-blooded, breathe through their skin, and undergo metamorphosis from a water-dwelling larval stage to a land-dwelling adult stage. This class overlaps with Reptilia in terms of some shared characteristics, but Amphibia also lacks specialized teeth and does not lay eggs with hard shells like reptiles.

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Answer: C. 10

Step-by-step explanation:

Ms. Lewis is driving 50mph and is driving a distance of 900 miles. 900/50 is 18, making her total drive 18 hours long. She wants to bring her total driving time down by 3 hours, making it 15 hours. To solve this, divide 900 by 15 (900/15), and you'll get 60. Finally, subtract 60 and 50 (60 - 50), and your answer is 10. Hope this helps.

She should drive 10 miles faster to to reduce her total driving time by 3 hours.

Speed is defined as the distance covered per unit time taken.

Given is that Ms. Lewis plans to drive 900 miles to her vacation destination, driving an average of 50 miles per hour.

Initial time taken to cover the distance -

t{i} = 900/50 = 18 hr

For time taken to be (18 - 3)hrs or 15 hrs, we can write the speed as -

s{f} = 900/15

s{f} = 60 mph

Therefore, She should drive 10 miles faster to to reduce her total driving time by 3 hours.

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Answer:

see explanation

Step-by-step explanation:

using the formula V = lwh , then

(a)

volume of first box = 3x × x × 2x = 6x³ units³

(b)

volume of second box = 4x × 2x  × x = 8x³ units³

(c)

volume of 2 boxes = 6x³ + 8x³ = 14x³

(d)

if x = 6 , then

volume of 2 boxes = 14x³ = 14(6)³ = 14 × 216 = 3024 units³

According to the given statement using the Change of Base Formula and a calculator, we found that x is approximately 1.2 when solving the equation log₉ x = log₆15

To solve the equation log₉ x = log₆15 using the Change of Base Formula, we need to convert both logarithms to the same base. Let's convert them to the base 10 using the formula:

logₐb = logₓb / logₓa

Using this formula, we can rewrite the equation as:

log(x) / log(9) = log(15) / log(6)

Now, let's use a calculator to evaluate the logarithms:

log(x) ≈ 1.17609 (rounded to the nearest hundredth)
log(9) ≈ 0.95424 (rounded to the nearest hundredth)
log(15) ≈ 1.17609 (rounded to the nearest hundredth)
log(6) ≈ 0.77815 (rounded to the nearest hundredth)

Substituting these values into the equation, we get:

1.17609 / 0.95424 ≈ 1.17609 / 0.77815

Simplifying the right side of the equation gives us:

1.23120 ≈ x

Therefore, x is approximately 1.2 (rounded to the nearest tenth).

In conclusion, using the Change of Base Formula and a calculator, we found that x is approximately 1.2 when solving the equation log₉ x = log₆15.

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Answer:

I believe the answer is IQR

Step-by-step explanation:

Answer:

She should expect 165 jewelry pieces to be damaged.

Step-by-step explanation:

5,500/500 = 11

11 x 15 = 165

Answer: B. 2∛3

Step-by-step explanation:

\(24^\frac{1}{3}\) is equivalent to ∛24. This can actually be simplified. We can use prime factorization to simplify the cubed root.

                                                               24

                                                               /  \

                                                              2  12

                                                                  /  \

                                                                2    6

                                                                      /  \

                                                                    2    3  

From this prime factorization tree, we want to find a group of 3. The same number that appears 3 times.

We see that there are 3 2's. They are bolded above. Since there is a group of 3, we can pull the 2 out of the cubed root, as we are left with a 3 inside (underlined above).

Our final answer is 2∛3.

The HCF of 360, 450, and 696 by factorization method is 90.

To find the HCF (highest common factor) of 360, 450, and 696 by factorization method.

We need to first prime factorize each number:

360 = 2^3 × 3^2 × 5

450 = 2 × 3^2 × 5^2

696 = 2^3 × 3 × 29

Next, we identify the common factors and their smallest exponents in all three factorizations:

2^1, 3^2, 5^1

To find the HCF, we multiply the common factors with their smallest exponents together:

HCF = 2^1 × 3^2 × 5^1

HCF = 2 × 9 × 5

HCF = 90

Therefore, the HCF of 360, 450, and 696 is 90.

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To find the standard normal-curve area between z = -1.3 and z = -0.4, we need to use a standard normal distribution table or a calculator with a normal distribution function.

The area under the curve represents the probability that a random variable falls within that range of values.

Alternatively, we can use a calculator with a normal distribution function. Using the formula for the standard normal distribution, we can find the area between z = -1.3 and z = -0.4 as:

P(-1.3 ≤ Z ≤ -0.4) = Φ(-0.4) - Φ(-1.3)
where Φ is the standard normal cumulative distribution function. Using a calculator, we can find:
Φ(-0.4) = 0.3446
Φ(-1.3) = 0.0968

So the standard normal-curve area between z = -1.3 and z = -0.4 is approximately 0.1824 or 0.2478, depending on whether you used a table or a calculator.

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Answer:

3.9m x 4.8m

Step-by-step explanation:

1 cm = 1.5m

→ Multiply both sides by 2.6

2.6 cm = 3.9m

→ Multiply from the original statement, both sides by 3.2

3.2 cm = 4.8 m

→ Combine them

3.9m x 4.8m

The given statement "y = -2 is included in the range of this rational function." is true because the function has a horizontal asymptote of y = -2, which means that as x approaches infinity or negative infinity, the function's output approaches -2.

Therefore, there exists a value of x such that f(x) = -2, making -2 an element of the function's range.In general, the range of a rational function is all real numbers except for the values that make the denominator zero, as those values would result in division by zero, which is undefined.

However, this particular function has a vertical asymptote at x = -3 and a horizontal asymptote at y = -2, and therefore, its range is limited to values above or equal to y = -2.

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Answer:

We have the relation:

aₙ = 10 + 2*(n - 1)

And we want to write this in fuction form:

y = f(n)

first we have:

aₙ = y =  10 + 2*(n - 1)

We can rewrite this as:

y = 10 + 2*n - 2

y = 2*n + (10 - 2)

y = 2*n + 8

Now we want to find the y-intercept, this is the value of the function when the variable is equal to zero.

Then if we take n = 0, we get:

y = 2*0 + 8

y = 8

The y-intercept is 8.

Answer:

A, B, D, E

Step-by-step explanation:

Given expression:

When multiplying decimals, multiply as if there are no decimal points:

\(\implies 6 \times 154 = 924\)

Count the number of digits after the decimal in each factor:

Therefore, there is a total of 5 digits.

Put the same number of total digits after the decimal point in the product:

\(\implies (0.06) \cdot (0.154)=0.00924\)

-----------------------------------------------------------------------------------------------

Answer option A

\(\boxed{6 \cdot \dfrac{1}{100} \cdot 154 \cdot \dfrac{1}{1000}}\)

When dividing by multiples of 10 (e.g. 10, 100, 1000 etc.), move the decimal point to the left the same number of places as the number of zeros.

Therefore:

\(\implies 6 \cdot \dfrac{1}{100} \cdot 154 \cdot \dfrac{1}{1000}=(0.06) \cdot (0.154)\)

Therefore, this is a valid answer option.

Answer option B

\(\boxed{6 \cdot 154 \cdot \dfrac{1}{100000}}\)

Multiply the numbers 6 and 154:

\(\implies 6 \times 154 = 924\)

Divide by 100,000 by moving the decimal point to the left 5 places (since 100,000 has 5 zeros).

\(\implies 6 \cdot 154 \cdot \dfrac{1}{100000}=0.00924\)

Therefore, this is a valid answer option.

Answer option C

\(\boxed{6 \cdot (0.1) \cdot 154 \cdot (0.01)}\)

Again, employ the technique of multiplying decimals by first multiplying the numbers 6 and 154:

\(\implies 6 \cdot 154 = 924\)

Count the number of digits after the decimal in each factor:

Therefore, there is a total of 3 digits.

Put the same number of digits after the decimal point in the product:

\(\implies 0.924\)

Therefore, as (0.06) · (0.154) = 0.00924, this answer option does not equal the given expression.

Answer option D

\(\boxed{6 \cdot 154 \cdot (0.00001)}\)

Again, employing the technique of multiplying decimals.

As there are a total of 5 digits after the decimals:

\(\implies 6 \cdot 154 \cdot (0.00001)=0.00924\)

Therefore, this is a valid answer option.

Answer option E

\(\boxed{0.00924}\)

As we have already calculated, (0.06) · (0.154) = 0.00924.

Therefore, this is a valid answer option.

Step-by-step explanation:

A parenthesis is used when the number next to it is NOT part of the solution set

   like :   all numbers up to but not including 3 .    

  Parens are always next to  infinity  when it is part of the solution set .

  A bracket is used when the number next to it is included in the solution set.