how to cross multiply fractions with whole numbers

Step-by-step explanation:

The solutions are the points of intersection of f(x) and g(x), which are x = 0 or x = 2.

The associated number of degrees of freedom for reading the t-value is 58.

The aim is to determine an interval for the mean of a population.

The standard deviation is unknown to us. The sample consists of 59 items. The mean of the sample is determined to be 32. We need to calculate the associated number of degrees of freedom for reading the t value.

We know that the degree of freedom is one less than the number of items in the sample space.

The associated number of degrees of freedom for reading the t-value is 59-1.

The associated number of degrees of freedom for reading the t-value is 58.

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An equation of the parabola that passes through the point (3, 8) and has vertex (9, 5) is y = 1/12(x - 9)² + 5.

In this exercise, you're required to write an equation of the parabola in vertex form by using the completing the square method. Mathematically, the vertex form of a parabola is represented by this mathematical expression:

y = a(x - h)² + k

Where:

h and k represents the vertex of the equation.

Next, we would determine the value of a as follows:

8 = a(3 - 9)² + (5)

8 = a(-6)² + 5

8 = 36a + 5

36a = 8 - 5

36a = 3

a = 3/36

a = 1/12

Substituting the given parameters into the equation, we have;

y = a(x - h)² + k

y = 1/12(x - 9)² + 5

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d. The extra variability is caused by variations in the df value.

T-statistics are used to test hypotheses about the mean of a population when the standard deviation of the population is unknown and the sample size is small.

The t-distribution is similar to the standard normal distribution (z-distribution) but it has flatter tails and is more spread out. This extra spread is caused by the fact that the t-distribution is based on the sample size, which is reflected in the degrees of freedom (df) value.

The larger the sample size, the closer the t-distribution is to the standard normal distribution, and the more similar the t- and z- statistics will be.

In contrast to this, as the sample size decrease, the t-distribution becomes more spread out and t- statistics are therefore more variable than z-scores.

This increased spread means that t-statistics have a higher chance of falling into the tails of the distribution, which leads to a greater likelihood of a type I error (rejecting a true null hypothesis) or a lower power (failing to reject a false null hypothesis).

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Angles 6 and 7 are in the same correspondent quadrant, thus, are corrresponding.

We know that if the angles depend on the slopes of the lines. So, if a and b are parallel (have the same slope), then the angles formed in the intersection with line C are the same angles (in the respective quadrants).

We can see that both angles 6 and 7 are on the respective second quadrant, then we can conclude that these two angles are corresponding angles (have the same measure).

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If the sand falls at a rate of 16 cubic millimeters per second, a player would have approximately 6.25 seconds for their turn.

The rate of sand falling from the hourglass is given as 16 cubic millimeters per second. We need to find out the time available for a turn. Let's assume that the hourglass is filled with 'x' cubic millimeters of sand.

We can use the formula:

Volume = Rate x Time

Here, the volume of sand is 'x' cubic millimeters, the rate is 16 cubic millimeters per second, and we need to find the time available for a turn, which we can represent as 't' seconds.

So,

x = 16t

We can rearrange this equation to find 't':

t = x/16

This means that the time available for a turn is equal to the volume of sand in the hourglass divided by the rate at which the sand falls.

We don't know the exact volume of sand in the hourglass, but let's assume it's 100 cubic millimeters.

Then,

t = 100/16

t = 6.25 seconds

So, in this case, a player would have approximately 6.25 seconds for their turn before all of the sand falls to the bottom of the hourglass.

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In order to multiply two fractions, we can follow the steps below:

0. find the product between the two numerators; ,(3 * 7 = 21)

1. find the product between the two denominators; ,(10 * 2 = 20)

2. the product of the two fractions will be the result of step 1 (the numerator of the final result), divided by the result of step 2 (the denominator of the final result):

Therefore, the answer is:

Answer:

(x + 2)^2 + (y - 6.5)^2 = 25.25

Step-by-step explanation:

We can the equation of the circle in standard form, whose general equation is:

\((x-h)^2+(y-k)^2=r^2\), where

Step 1:  We know that the diameter is simply 2 * the radius.  Thus, we can find the radius by first finding the length of the diameter.  To do this, we'll need the distance formula, which is:

\(d=\sqrt{(x_{2}-x_{1})^2+(y_{2}-y_{1})^2 }\), where

We can allow (-7, 7) to be our (x1, y1) and (3, 6) to be our (x2, y2) point and plug these into the formula to find d, the distance between the points and the length of the diameter:

\(d=\sqrt{(3-(-7))^2+(6-7)^2} \\d=\sqrt{(3+7)^2+(-1)^2}\\ d=\sqrt{(10)^2+1}\\ d=\sqrt{100+1}\\ d=\sqrt{101}\)

Now we can multiply our diameter by 1/2 to find the length of the radius:

r = 1/2√101

Step 2:  We know that the center lies at the middle of the circle and therefore represents the midpoint of the diameter.  The midpoint formula is

\(m=(\frac{x_{1}+x_{2} }{2}),(\frac{y_{1}+y_{2} }{2})\), where

We can allow (-7, 7) to be our (x1, y1) point and (3, 6) to be our (x2, y2) point:

\(m=(\frac{-7+3}{2}),(\frac{7+6}{2})\\ m=(\frac{-4}{2}),(\frac{13}{2})\\ m=(-2,6.5)\)

Thus, the coordinate for the center are (-2, 6.5).

Step 3:  Now, we can create the equation of the circle and simplify:

(x - (-2)^2 + (y - 6.5)^2 = (1/2√101)^2

(x + 2)^2 + (y - 6.5)^2 = 25.25

The null and alternative hypotheses are:

H0: β1 = 0 (The slope is not significant.)

H1: β1 ≠ 0 (The slope is significant.)

Here,β1=0.0943seβ1=0.107α=0.05

Test the slope significance and find the t-test statistic.

We need to find the t-test statistic so that we can compare it with the t-distribution, whose distributional properties we know, to determine if we can reject or fail to reject the null hypothesis.t-test statistic is calculated by dividing the value of β1 by its standard error (seβ1) and taking the absolute value of this quotient.

t-test statistic = | β1/seβ1 | = |0.0943/0.107| = 0.881

The degrees of freedom (df) associated with this t-test are df = n - 2, where n is the sample size for the explanatory variable x.

In this problem, the decision rule and conclusion are as follows:

Decision Rule: Reject the null hypothesis if |t-test statistic| > tc where tc is the critical value obtained from the t-distribution with df degrees of freedom and a significance level of α/2 in each tail.

Conclusion: The slope is not significant if we fail to reject the null hypothesis, but the slope is significant if we reject the null hypothesis. Since the t-test statistic (0.881) is less than the critical value (1.987), we fail to reject the null hypothesis. Therefore, we conclude that the slope is not significant.

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The magnitude of the larger earthquake is about 1.3 greater than the magnitude of the smaller earthquake.

In physics, significance is defined actually as “distance or quantity.” It depicts the absolute or relative course or size wherein an object moves within the sense of motion. it's miles used to express the scale or scope of something. In physics, importance normally refers to distance or quantity.

Magnitude is described as big in size or very vital. An example of value is the depth of the Grand Canyon. An instance of importance is the dimensions of the trouble of world hunger. (geology) A measure of the amount of energy launched by using an earthquake, as indicated on the Richter scale.

The magnitude is more than a few that characterizes the relative size of an earthquake. value is primarily based on the measurement of the maximum movement recorded with the aid of a seismograph.

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Answer:

D. 150-99

Step-by-step explanation:

Difference is defined as the result of subtracting one number from another.

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Answer:

18%

Step-by-step explanation:

65 + x = 76.70

x = 11.70

11.70/65 = 0.18 or 18%

At the end of practice, the water cooler weighs 58.9 pounds. The weight of the water consumed by the soccer team is 22.05 pounds, and the initial weight of the cooler is 37.4 pounds.

The initial weight of the water cooler is 37.4 pounds. During practice, the soccer team drinks 10.5 quarts of water from the cooler. Given that 1 quart of water weighs 2.1 pounds, the weight of the water consumed is 10.5 quarts * 2.1 pounds/quart = 22.05 pounds.

To determine the weight of the water cooler at the end of practice, we add the weight of the water consumed (22.05 pounds) to the initial weight of the cooler (37.4 pounds), resulting in a total weight of 58.9 pounds. Therefore, the water cooler weighs 58.9 pounds at the end of practice.

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Answer:Yes

?=6



Step-by-step explanation:

they sare the same angle 55 and angle

Answer:

Triangle ABC is similar to triangle CDE

?=8

Step-by-step explanation:

We can set up a proportion: x/12=8/12. We can use cross multiplication to get 12x=96 which would x=8.

The triangles are similar since both of them have 55 degrees as one of the angle measures.

Answer: 3(x-3)/4-1/2=2/3  

Step-by-step explanation:

The least common denominator will be the least common multiple of 4,2,3 which is the product of the highest occurring primes of the numbers prime factorization...

4=2*2, 2=2, 3=3, so the least common denominator is 2*2*3=12

Answer:

12

Step-by-step explanation:

got it right on my quiz

Answer:

c.

Step-by-step explanation:

for this peoblem, an open dot would be used to indicate >. so in this, the arrow would be moving right to indicate a positive change in the number with the open dot to insight that it is greater than the original number.

Answer:

Step-by-step explanation:

Dont do it. Just take the detention

Answer:

8:30 a.m.

Step-by-step explanation:

The total time it takes for Lyle to reach his friend's house is 720/80 + 1 + 0.25 * 2, which is 9 + 1.5 = 10.5 hours

The latest possible time that Lyle would be able to leave his house to reach on time is 8:30 a.m.

The requried translation used to create the image is 8 units to the left.

To determine the translation used to create the image, we need to compare the corresponding vertices of the two polygons.

First, we can plot the vertices of the original polygon ABCD and the new polygon A' B' C' D' on the coordinate plane,

We can see that the new polygon A' B' C' D' is a translation of the original polygon ABCD. The corresponding vertices are:

A' is 8 units to the left from A

B' is 8 units to the left from B

C' is 8 units to the left from C

D' is 8 units to the left from D

Therefore, the translation used to create the image is 8 units to the left.

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Answer:

46

Step-by-step explanation:

You have to add 88 and 46 until you get 180. 88+46 = 134.

134+46 is 180 :D

Answer:

4 12/25,8/32,3/25,-4

Step-by-step explanation:

4 12/25,8/32,3/25,-4

According to the information, the height of the cone is 5 units.

To calculate the volume of a cone we can use the following formula:

where,

In this case, the volume is given as 80\(\pi\) and the base is given as 16\(\pi\). We can equate these values to the formula:

Simplifying, we have:

The base is given as 16\(\pi\), so the radius (r) is 8 units.

Dividing both sides of the equation by 64, we find:

According to the above the height of the cone is 3.75 units.

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Answer:

Step-by-step explanation:

For similar figures, side lengths (and any other linear measure) are proportional. Areas are proportional to the square of the scale factor for side lengths.

  Perimeter 1/Perimeter 2 = CD/EF

  21/18 = CD/6

  CD = 6(21/18)

  CD = 7 . . . cm

__

  Area 2/Area 1 = (Perimeter 2/Perimeter 1)²

  Area 2/98 = (18/21)²

  Area 2 = 98(6/7)²

  Area 2 = 72 . . . cm²

Given:

The height and radius of the first cylinder is

The height and radius of the second cylinder is

Required:

To find the ratio of the volumes of these two cylinders.

Explanation:

The formula for the volume of the cylinder is

Let V1 be the volume of the first cylinder and V2 be the volume of the second cylinder.

Now the ratio is

Final Answer:

The ratio of the volumes of these two cylinders is

Answer:

false

Step-by-step explanation:

1+2, 1/3+1/4, 2^3 * 2^2

(x+1)(x+2) (Simplify Example), 2x^2+2y a x=5, y=3 (Evaluate Example)

y=x^2+1 (Graph Example), 4x+2=2(x+6) (Solve Example)

Answer:

C

Step-by-step explanation:

This makes the most sense.

Answer:

Table 1

Step-by-step explanation:

The slope of a line (m) passing through two points A(x₁, y₁) and B(x₂, y₂) is given by:

m = (y₂ - y₁) / (x₂ - x₁)

a) From table 1, we can select two points. Let us select point (-3, 2) and point (1, 2). Hence the slope is:

\(m=\frac{2-2}{1-(-3)}=0\)

b) From table 2, we can select two points. Let us select point (-3, 3) and point (1, -1). Hence the slope is:

\(m=\frac{-1-3}{1-(-3)}=-1\)

c) The graph passes through point (0, 0) and (3,3). Hence:

\(m=\frac{3-0}{3-0}=1\)

d) The graph passes through point (-2, 4) and (-2,0). Hence:

\(m=\frac{0-4}{-2-(-2)}=\infty\)