Han ran 10 m in 2.7 seconds. Priya Ran 10 m in 2.4 seconds Who ran faster ?

Answer:

10

Step-by-step explanation:

It 10 bucks each ticket

Answer:

think its 4 and 6

Step-by-step explanation:

Please open each section so i can answer

Option A. The only graph that could represent the function with the zeros of -2 and 4 is the graph is : A parabola declines from (negative 3 point 1, 10) through (negative 3, 8), (negative 2, 0), (negative 1, negative 4), (1, negative) and rises through (2, negative 8), (3, negative 4), (4, 0), (5, negative 6), and (5 point 5, 10).

The zeros of a quadratic function are the x-values where the function equals zero (where it crosses the x-axis). In this case, you mentioned that the zeros of the function are -2 and 4.

Looking at the provided options:

A. This graph crosses the x-axis at (-2, 0) and (4, 0), which are indeed the zeros of the function. Therefore, this could be a possible representation of the function.

B. This graph crosses the x-axis at (-4, 0) and (2, 0). These are not the zeros given for the function (-2 and 4), so this graph is not a possible representation of the function.

C. This graph crosses the x-axis at (-4, 0), but it never crosses at x=4. Instead, it crosses at x=2. Therefore, this is not a possible representation of the function.

D. This graph crosses the x-axis at (2, 0), but does not cross the x-axis at x=-2. Therefore, this is not a possible representation of the function.

So, the only graph that could represent the function with the zeros of -2 and 4 is the graph provided in Option A.

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Answer:

The interpretation is that we are 90% sure that the true average salary of the district is in this interval.

Step-by-step explanation:

x% confidence interval:

A confidence interval is built from a sample, has bounds a and b, and has a confidence level of x%. It means that we are x% confident that the population mean is between a and b.

In this question:

The 90% confidence interval for the average salary of the district is  [41500,49750].

This means that we are 90% sure that the true average salary of the district is in this interval.

Answer:

First option

Step-by-step explanation:

-4,-3,-2,-1

Answer:

a 10 by 10 grid is a grid with 100 squares in it.

40 % is 40 squares out of 100 squares

Answer:

b) 20, a) 14, c) 28, d)10

Step-by-step explanation:

b) 2a +3b ; a=7 and b=2

   2(7) + 3(2)

  14 +6

  20

a) ab

   (7)(2)

   14

c)2ab

  2(7)(2)

   14(2)

   28

d) (a-b)2

   2a-2b

   2(7)-2(2)

   14-4

   10

I was a bit confused at the question, but those were the answers that I got and the work that follow. Hope this helps! Good luck.

Answer

8 (19/14) = 9 (5/14)

Explanation

8 (19/14)

Hope this Helps!!!

Answer: your answer should be 33.00/B

Step-by-step explanation:

Because u need to divide 15 by 2 = 7.5

Then Times that my 4.40

U get 33 dollar

The length of PQ is 20 units

From the given triangle PQ = 2ST

Given the following parameters

PQ = -4x + 32

ST = 37 - 9x

Equate both expression:

-4x + 32 = 2(37 - 9x)

-4x + 32 = 74 - 18x

14x = 74 - 32

14x= 42

x = 3

Get the length of PQ
PQ = -4x + 32

PQ = -4(3) + 32

PQ = 20

Hence the length of PQ is 20 units

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While Piaget, Vygotsky, and Bruner have different perspectives on how learning occurs, they all emphasize the active role of the learner in constructing knowledge and the importance of social interaction and cultural influences in the learning process.

Here's a three-column table evaluating how learning takes place according to Piaget, Vygotsky, and Bruner:

Theorist Approach to Learning Key Concepts

Piaget Constructivism 1. Schema: Individuals actively construct their knowledge through assimilation and accommodation, organizing information into mental structures called schemas. 2. Stages of Development: Learning occurs through cognitive development stages, from sensorimotor to formal operational, where individuals progressively acquire more complex mental abilities. 3. Active Exploration: Children learn best through hands-on exploration and interactions with the physical world.

Vygotsky Sociocultural Theory 1. Zone of Proximal Development (ZPD): Learning takes place within the gap between a learner's actual developmental level and their potential level with guidance from a more knowledgeable other. 2. Social Interaction: Learning is facilitated through social interactions with peers and adults, such as cooperative learning and scaffolding. 3. Cultural Tools: The use of language, symbols, and cultural artifacts plays a central role in cognitive development and learning.

Bruner Constructivism 1. Scaffolding: Instruction should provide support and guidance tailored to the learner's current abilities to help them progress to higher levels of understanding. 2. Discovery Learning: Learners construct knowledge by actively exploring and discovering concepts and relationships on their own. 3. Spiral Curriculum: Learning is organized in a spiral manner, revisiting key concepts and building upon previous knowledge in a progressive and interconnected way.

While Piaget, Vygotsky, and Bruner have different perspectives on how learning occurs, they all emphasize the active role of the learner in constructing knowledge and the importance of social interaction and cultural influences in the learning process.

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Answer:

To get the Angle

Cos=46/59

tita=

\( {cos}^{ - 1} \)

46/59

tita=37.667

tita=38°

Step-by-step explanation:

The total number of students who collected 12 or more bottles

The number in an expanded form is 700,000 + 182 + 0.009

The number is given as:

seven hundred thousand one hundred eighty-two and nine thousandths

Next, we split the numbers:

seven hundred thousand = 700,000

one hundred eighty-two = 182

and nine thousandths = 0.009

Next, we add the numbers

700,000 + 182 + 0.009

Hence, the number in an expanded form is 700,000 + 182 + 0.009

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The correct statement is;

False,  because x = \(cos^-^1({\frac{-1}{2} )\) is in the interval \(( -\frac{\pi }{2} , \frac{\pi }{2} )\) that is, \(cos^-^1({\frac{-1}{2} )\) = \(\frac{2\pi }{3}\). So all solutions of cos x = -1/2 will be  x = 2π/3 + 2nx and x = 4π/3 + 2nx.

Option D

From the information given, we have that;

All solutions are cos x = -1/2 are given by x = 4x/2 + 2πx

There are multiple solutions to the equation cos x = -1/2, and they are denoted by the values x = 2π/3 + 2nx and x = 4π/3 + 2nx

Such that n is an integer.

This is so because the cosine function repeats itself every 2π, or its period. We therefore multiply the general answer by multiples of 2 to obtain all solutions.

The formula x = 4x/2 + 2πx implies that each solution can be reached by x being multiplied by 4/2 and 2πx being added.

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Answer:

is that the question because I'm not sure

Answer:

whats the full question

Step-by-step explanation:

Answer:

  94.3

Step-by-step explanation:

You want to know how to fill in the proportion associated with the question, "What is 115% of 82?"

The diagram is intended to help you match parts of the question to parts of the proportion. The attachment shows the intended relation.

The solution is found by multiplying both sides by 82:

  (x/82)·82 = (115/100)·82

  x = 94.3

The question can also be written as a statement:

  "what" is 115% of 82

When written as an equation, "is" means "equals", and "of" means "times":

  what = 115% × 82

Of course, you can use any variable name of your choosing in place of "what". In your diagram, that is "x". And, you know how to write a percentage as a fraction or decimal, so this becomes ...

  x = 115/100 × 82 = 1.15 × 82

All that remains is to evaluate this expression.

  x = 1.15 × 82 = 94.3

So, the answer to the question is ...

  94.3 is 115% of 82.

1. Number of athletes did not own any of the three items = 259 - 228

= 31.

2. Number of athletes own a convertible and a TV but not a store = 44 - 9

= 35.

3. Number of athletes own a convertible or a TV = 110 + 91 - 44

= 157.

4. Number of athletes owned exactly one type of item = 60 + 13 + 71 = 144.

5. Number of athletes owned at least one type of item = 259 - 31

= 228

6. Number of athletes own a TV or a store, but not a convertible = 13 + 34 +71

= 118.

The number of athletes did not own any of the three items need to subtract the number of athletes who own at least one item from the total number of athletes surveyed.

Total number of athletes surveyed = 259

Number of athletes own at least one item = 110 + 91 + 120 - 15 - 43 - 44 + 9 = 228

Number of athletes who did not own any of the three items = 259 - 228 = 31.

The number of athletes who owned a convertible and a TV but not a store need to subtract the number of athletes who own all three items from the number of athletes who own a convertible and a TV.

Number of athletes who own a convertible and a TV = 44

Number of athletes who own all three items = 9

Number of athletes who own a convertible and a TV but not a store = 44 - 9 = 35

The number of athletes who owned a convertible, or a TV need to add the number of athletes who own a convertible to the number of athletes who own a TV and then subtract the number of athletes own both a convertible and a TV.

Number of athletes who own a convertible or a TV = 110 + 91 - 44

= 157.

The number of athletes owned exactly one type of item need to add up the number of athletes who own a convertible only the number of athletes own a TV only and the number of athletes who own a store only.

Number of athletes own a convertible only = 110 - 15 - 9 = 86

Number of athletes own a TV only = 91 - 44 - 9 = 38

Number of athletes own a store only = 120 - 15 - 43 - 9 = 53

Number of athletes owned exactly one type of item = 60 + 13 + 71 = 144.

The number of athletes who owned at least one type of item can use the result from part (1).

Number of athletes who owned at least one type of item = 259 - 31

= 228

The number of athletes who owned a TV or a store but not a convertible need to subtract the number of athletes who own all three items, and the number of athletes own a convertible and a TV from the number of athletes own a TV or a store.

Number of athletes own a TV or a store = 91 + 120 - 43 - 9 = 159

Number of athletes own a TV or a store not a convertible = 13 + 34 +71

= 118.

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Answer:

1: -9, 2: 7.7, 3: -36.5, 4: 0.06

Step-by-step explanation:

They make you do a warm up? poor kid...

just multiply to solve

Answer:

it not

Step-by-step explanation:

The null hypothesis is that there is no discernible difference among the 5 treatments. The alternative hypothesis is that there is a discernible difference among the 5 treatments

Degree of freedom between groups is nothing but the number of treatments-1 i.e. 5-1=4 and degree of freedom within groups is nothing but total number of subjects- number of treatments i.e. 5*10-5=50-5=45

Mean squares between groups is calculated as follows:

Mean squares between groups= Sum of squares between groups/degrees of freedom between groups= 232/4=58

Mean squares within groups is calculated as follows:

Mean squares within groups= Sum of squares within groups/degrees of freedom within groups= 400/45= 8.89 rounded off to two decimal places

F ratio is calculated as follows:

F= Mean squares between groups/Mean squares within groups

= 58/8.89

= 6.524184477

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Answer: $72

Step-by-step explanation:

x = money M had before he bought the hat

0.25x = 18

x = 18/.25 = 72

Answer:

on the second equation, the answer for (4 - 17) should be -13, not just 13.

On the 3rd equation, she forgot to put x next to the 8.

correct answer is 1/2

Answer:

6 to the power of 3 =396 x 36=6 to the power of 2

Step-by-step explanation:

answer =14256

mark me brainliest plzzzzzzzark

Answer:

x = 18

y = 54°

Step-by-step explanation:

m<MON = 90° (given)

m<MOA = 72° (given)

m<AON + m<MOA = m<MON (Angle Addition Postulate)

m<AON + 72° = 90° (Substitution)

Subtract 72° from each side

m<AON = 90° - 72°

m<AON = 18°

m<AOD = 18° + 2x

m<BOC = 3x

m<AOD = m<BOC (vertical angles)

18 + 2x = 3x (Substitution)

Subtract 2x from each side

18 = 3x - 2x

18 = x

x = 18.

72° + y + 3x = 180° (angles on a straight line)

Plug in the value of x

72 + y + 3(18) = 180

72 + y + 54 = 180

126 + y = 180

Subtract 126 from both sides

y = 54

Answer:

8

Step-by-step explanation:

its simple math matebfnfjf

Answer:

:)

Step-by-step explanation:

ih

Solving for y

y=5/2 + 3x/2

Solving for x

x=-5/3 + 2y/3

Answer:

2 quarts = 64 oz. or 8 cups

So to find the price per cup simply divide the price by 8

664 ÷ 8 = 83

So the answer is: 83 cents per cup

Answer:

Since the Confidence is 0.90 or 90%, the value of \(\alpha=0.1\) and \(\alpha/2 =0.05\), and the critical value would be \(t_{\alpha/2}=1.669\)

And replacing we got

\(17.5-1.669\frac{4.2}{\sqrt{65}}=16.63\)    

\(17.5+1.669\frac{4.2}{\sqrt{65}}=18.37\)    

For the 95% confidence the critical value is \(t_{\alpha/2}=1.998\)

\(17.5-1.998\frac{4.2}{\sqrt{65}}=16.46\)    

\(17.5+1.998\frac{4.2}{\sqrt{65}}=18.54\)    

Step-by-step explanation:

Information given

\(\bar X¿ 17.5\) represent the sample mean

\(\mu\) population mean (variable of interest)

s¿4.2 represent the sample standard deviation

n¿65 represent the sample size  

Confidence interval

The confidence interval for the mean is given by the following formula:

\(\bar X \pm t_{\alpha/2}\frac{s}{\sqrt{n}}\)   (1)

The degrees of freedom are given by:

\(df=n-1=65-1=64\)

Since the Confidence is 0.90 or 90%, the value of \(\alpha=0.1\) and \(\alpha/2 =0.05\), and the critical value would be \(t_{\alpha/2}=1.669\)

And replacing we got

\(17.5-1.669\frac{4.2}{\sqrt{65}}=16.63\)    

\(17.5+1.669\frac{4.2}{\sqrt{65}}=18.37\)    

For the 95% confidence the critical value is \(t_{\alpha/2}=1.998\)

\(17.5-1.998\frac{4.2}{\sqrt{65}}=16.46\)    

\(17.5+1.998\frac{4.2}{\sqrt{65}}=18.54\)    

The reason why it is useful to factor polynomial expressions for a given scenario is to solve or simplify the equation.

Factoring polynomial expressions is useful in a variety of mathematical scenarios because it can simplify complex expressions and make them easier to work with. By factoring polynomials, you can find the roots of an equation, which are the values that make the equation equal to zero.

In conclusion, factoring polynomial expressions can be a powerful tool in simplifying complex mathematical expressions, solving equations, understanding relationships between expressions, and finding common solutions.

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