What do you think equilateral means??

Answer: C

Step-by-step explanation:

Each term is half the previous term.

Answer:

62.832

Step-by-step explanation:

Part A: The amplitude of the wave is given by the coefficient of the cosine term, which is B = 5.90 mm.

Part B: The wavelength of the wave is the distance between two adjacent points on the wave that are in phase with each other. This corresponds to a complete cycle of the cosine function, which occurs when the argument of the cosine changes by 2π. Therefore, the wavelength λ is given by:

2πL = λ

λ = 2πL = 2π(0.29 m) ≈ 1.82 m

Part C: The frequency of the wave is the number of cycles (or wave crests) that pass a fixed point in one second. This can be found from the expression for the wave:

y(x,t) = Bcos[2π(x/L - t/τ)]

The argument of the cosine function corresponds to the phase of the wave, and changes by 2π for each cycle of the wave. Therefore, the frequency f is given by:

f = 1/τ = 1/(3.30×10−2 s) ≈ 30.3 Hz

Part D: The speed of propagation of the wave is given by the product of the wavelength and the frequency.

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In a hypothesis test, YOU presumptively believe the alternative hypothesis, a statistical hypothesis is a claim regarding a sample, If you choose to reject the null hypothesis, you can then decide whether or not the alternative hypothesis is correct.

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a. Sample space (S): {1, 2, 3, 3, 4, 4}, Probability of each sample point: P(1) = P(2) = P(3) = P(4) = 1/6, Probability of events A and B are 1/6 & 1/2. b.  events A and B are not independent. c. events A and B are not mutually exclusive. d. events A and C are not independent. e. events A and C are mutually exclusive.

a. To solve this problem, let's start by writing down the sample space, which consists of all possible outcomes when tossing the die:

Sample space (S): {1, 2, 3, 3, 4, 4}

Next, we calculate the probability of each sample point. Since the die is balanced, each outcome is equally likely. There are six possible outcomes, so the probability of each sample point is 1/6.

Probability of each sample point: P(1) = P(2) = P(3) = P(4) = 1/6

Now, let's determine the probabilities of events A, B, and C:

Event A: Observe 1

Event B: Observe an odd number

Event C: Observe an even number

To calculate the probability of an event, we sum the probabilities of the sample points that satisfy the event.

Probability of event A (P(A)): P(1) = 1/6

Probability of event B (P(B)): P(1) + P(3) + P(3) = 1/6 + 1/6 + 1/6 = 1/2

Probability of event C (P(C)): P(2) + P(4) + P(4) = 1/6 + 1/6 + 1/6 = 1/2

b. Now, let's determine whether events A and B are independent.

Two events A and B are independent if and only if the probability of their intersection is equal to the product of their individual probabilities.

P(A ∩ B) = P(A) * P(B)

The probability of event A and B both occurring is the probability of observing 1, which is 1/6. However, the product of their individual probabilities is (1/6) * (1/2) = 1/12.

Since P(A ∩ B) ≠ P(A) * P(B), events A and B are not independent.

c. Next, let's determine whether events A and B are mutually exclusive.

Two events A and B are mutually exclusive if and only if their intersection is an empty set.

A = {1}

B = {1, 3, 3}

A ∩ B = {1}

Since A ∩ B is not an empty set, events A and B are not mutually exclusive.

d. Now, let's determine whether events A and C are independent.

Two events A and C are independent if and only if the probability of their intersection is equal to the product of their individual probabilities.

P(A ∩ C) = P(A) * P(C)

The probability of event A and C both occurring is the probability of observing 1, which is 1/6. However, the product of their individual probabilities is (1/6) * (1/2) = 1/12.

Since P(A ∩ C) ≠ P(A) * P(C), events A and C are not independent.

e. Finally, let's determine whether events A and C are mutually exclusive.

Two events A and C are mutually exclusive if and only if their intersection is an empty set.

A = {1}

C = {2, 4, 4}

A ∩ C = ∅

Since A ∩ C is an empty set, events A and C are mutually exclusive.

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Answer: $119.00

Step-by-step explanation:

To calculate the pay for the day, we need to determine the number of hours worked in the morning and the number of hours worked in the afternoon.

The morning shift starts at 8:00 AM and ends at 12:15 PM, which is a total of 12:15 - 8:00 = 4 hours and 15 minutes. The afternoon shift starts at 1:00 PM and ends at 5:15 PM, which is a total of 5:15 - 1:00 = 4 hours and 15 minutes.

Since there are 60 minutes in an hour, the total number of hours worked in the morning is 4 hours + 15 minutes / 60 minutes = 4.25 hours. The total number of hours worked in the afternoon is also 4.25 hours.

The total number of hours worked on the day is 4.25 + 4.25 = 8.5 hours.

To find the pay for the day, we need to multiply the number of hours worked by the wage rate:

Pay = 8.5 hours * $14/hour = $119

Rounding this number to the nearest hundredth gives us $119.00.

Answer:

I believe the area of the circle is 254.5

Step-by-step explanation:

Solving a system of 3 equations with 3 variables using a scientific calculator can be done by using matrix operations. The method is called Gaussian elimination or Gauss-Jordan elimination. Here is an overview of the steps you can follow:

Write the system of equations in matrix form. For example, if the equations are

a₁x + b₁y + c₁z = d₁

a₂x + b₂y + c₂z = d₂

a₃x + b₃y + c₃z = d₃

the matrix form would be:

| a₁ b₁ c₁ | |x| |d₁|

| a₂ b₂ c₂ | |y| = |d₂|

| a₃ b₃ c₃ | |z| = |d₃|

Enter the matrix of coefficients (on the left side of the equations) into your calculator, usually by using the matrix function or the linear equation solver function.

Enter the constant terms of the equations (on the right side of the equations) into your calculator as a column matrix or vector.

Perform row operations to make the matrix of coefficients into an upper-triangular matrix.

Solve the system by back-substitution using the values of x, y, z in the matrix of coefficients and the matrix of constant terms.

The calculator will give you the solution of the system in terms of x, y, z.

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Answer:

5.89

Step-by-step explanation:

convert the fraction to a decimal and you get 5.375 so 5.89 is the biggest

Using the z-distribution, it is found that the sample is enough evidence that the proportion is below 51%.

At the null hypotheses, it is tested if the proportion is of 51%, that is:

\(H_0: p = 0.51\)

At the alternative hypotheses, it is tested if the proportion is less than 51%, hence:

\(H_1: p < 0.51\).

The test statistic is given by:

\(z = \frac{\overline{p} - p}{\sqrt{\frac{p(1-p)}{n}}}\)

In which:

In this problem, the parameters are given as follows:

\(p = 0.51, n = 250, \overline{p} = \frac{109}{250} = 0.436\)

Hence, the test statistic is given by:

\(z = \frac{\overline{p} - p}{\sqrt{\frac{p(1-p)}{n}}}\)

\(z = \frac{0.436 - 0.51}{\sqrt{\frac{0.51(0.49)}{250}}}\)

z = -2.34.

Considering a left-tailed test, as we are testing if the proportion is less than a value, with a standard significance level of 0.05, the critical value is of \(z^{\ast} = -1.645\).

Since the test statistic is less than the critical value for the left tailed test, we reject the null hypothesis, and find that the sample is enough evidence that the proportion is below 51%.

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Answer:

A. The cost of purchasing one pencil.

Step-by-step explanation:

The slope of the line, m, represents the rate of change in cost per pencil. In other words, it represents how much the cost increases or decreases for each additional pencil purchased. To find the slope, we can use the formula:

m = (change in cost) / (change in number of pencils)

You can calculate the slope m by using two points from the table and the formula for slope: m = (y2 - y1) / (x2 - x1), where x1 and y1 are the coordinates of the first point and x2 and y2 are the coordinates of the second point. For example, using the first two points from the table (3, 1.05) and (7, 2.45),

Using the data from the table, we can calculate:

m = ($2.45 - $1.05) / (7 - 3)

m = $1.40 / 4

m = $0.35

Therefore, the slope of the line is $0.35 per pencil.

The slope of the line represents the rate of change in cost with respect to the number of pencils. In this case, m represents the cost of purchasing one pencil.

The sample standard deviation is approximately 0.83.

Sample size \(($n$)\) = 36

Population mean \(($\mu$)\) = 50

Population standard deviation \(($\sigma$)\) = 5

The sample standard deviation, denoted as \($s$\) can be estimated using the formula:

\(\[ s = \sqrt{\frac{\sum_{i=1}^{n}(x_i - \bar{x})^2}{n-1}} \]\)

where:

\($x_i$\) represents the individual data points in the sample

\($\bar{x}$\) is the sample mean

In this case, since we don't have individual data points, we can use the population standard deviation as an estimate for the sample standard deviation when the sample size is relatively large (as in this case \($n = 36$\)). This approximation is known as the standard error of the mean.

Therefore, the sample standard deviation can be approximated as:

\(\[ s \approx \frac{\sigma}{\sqrt{n}} \]\)

Substituting the given values:

\(\[ s \approx \frac{5}{\sqrt{36}} = \frac{5}{6} \] = 0.83\)

Hence, the sample standard deviation is approximately 0.83.

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Answer:

5/11

Step-by-step explanation:

Probability that the student is a woman 0.5, the student received an A 0.09, the student is a woman or received an A 0.54 and the student did not receive an A 0.91

The table shows the probabilities associated with the problem.

(a) Find the probability that the student is a woman.

This is easy, as the probability is simply 50/100 = 0.5.

(b) Find the probability that the student received an A.

There are 4+5=9 students that received an A. So the probability that the student received an A is 9/100 = 0.09.

(c) Find the probability that the student is a woman or received an A.

This is the union of the two events.

P(A U W) = P(A) + P(W) - P(A intersect W)

We already found P(A) and P(W) so we just need to find P(A intersect W).

There are 5 women who received an A, so P(A intersect W) = 5/100.

Now we can calculate:

P(A U W) = 9/100 + 50/100 - 5/100 = 54/100 = 0.54.

(d) Find the probability that the student did not receive an A.

This is just the complement of the event that the student did receive an A. So:

P(not A) = 1 - P(A) = 1 - 0.09 = 0.91.

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Answer:

Ans: Rs 181.44.

Step-by-step explanation:

The frequency distribution of the digits indicates that the heights were reported rather than actually measured. This is because the frequency of the digits is not evenly distributed, which would be expected for a set of actual measurements.

Frequency Distribution:

Digit Frequency

0 3

1 5

2 9

3 5

4 3

5 4

6 4

7 4

8 2

9 1

From the distribution of the digits, it appears that the heights were reported rather than actually measured. This is because the frequency of the digits is not evenly distributed, which would be expected for a set of actual measurements.

The frequency distribution of the digits indicates that the heights were reported rather than actually measured. This is because the frequency of the digits is not evenly distributed, which would be expected for a set of actual measurements. For example, the frequency of the digit '2' is more than twice as high as the frequency of the digits '1' and '3', which is not likely to occur in a set of actual measurements.

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The ratio of the number of students who do bring their lunch to the number of students who do not is 300 : 600 or 1 : 2

Ratio shows the relationship that exists between values. It shows the proportion of one value in another value.

In other words, ratios says how much of one thing there is compared to another thing.

The middle school has 900 students.

1/3 of the students bring their lunch instead of buying lunch at school.

Therefore,

number of students that bring lunch instead of buying lunch = 1 / 3 × 900  = 300

Number of student that buy there lunch = 900 - 300 = 600

Hence,

The ratio of the number of students who do bring their lunch to the number of students who do not is 300 : 600 or 1 : 2

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Answer:

16/22, 24/33, and 40/55

or

72.7272...% = Percentage form

0.7272... = Decimal form

Hope this helps :)

Pls brainliest...

The steps that are used for creation of the graph of a polynomial function are listed below.

In Mathematics, the steps that are used for creation of the graph of a polynomial function are:

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Answer: =−x−14

Step-by-step explanation:

2(x−4)−3(x+2)

Distribute:

=(2)(x)+(2)(−4)+(−3)(x)+(−3)(2)

=2x+−8+−3x+−6

Combine Like Terms:

=2x+−8+−3x+−6

=(2x+−3x)+(−8+−6)

=−x+−14

Answer:

B) 18%

Step-by-step explanation:

100% - 36% - 29% - 17% = 18%

Answer:

the answer would be B) 18%

Answer:

18.76%

Step-by-step explanation:

effective interest rate = ( 1 + periodic interest rate)^m - 1

m = number of compounding = 365

Periodic interest rate = APR / number of compounding = 17.2 / 365 = 0.0471% = 0.000471

(1 + 0.000471) ^365 - 1 = 18.76%

Answer:

33,600

Step-by-step explanation:

length=20m

wide=14m

area= 28m²

1m= 28

cost = 120*28= rs33600 per m²

In order to determine which person's sampling distribution closely approximates the population distribution, we need to compare the number of students in each sample to the total population of students. Without knowing the size of the population or the characteristics of the population, it's difficult to make an exact determination.

However, we can make some generalizations based on the table.

If the number of students in each sample is relatively small compared to the total population of students, then none of the individuals' sampling distributions are likely to closely approximate the population distribution. This is because small sample sizes are more likely to produce results that deviate from the true population distribution.

On the other hand, if the number of students in each sample is relatively large compared to the total population of students, then it's more likely that one of the individuals' sampling distributions will closely approximate the population distribution.

person's sampling distribution was most likely to closely approximate the population distribution, Based on the information given in the table, it appears that Mark's sampling distribution has the largest sample sizes, which makes it more likely that his sampling distribution will closely approximate the population distribution. However, without additional information about the size and characteristics of the population, we can't say for sure which person's sampling distribution is the best approximation of the population distribution.

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Cathy takes out a $167,000 mortgage. She plans monthly payments to pay it off in 40 years. At the end of the term, Cathy will have paid $401,294.40 total. The appropriate APR formula is APR=2(12)(401,294.4) / 167,000(480+1)

The annual interest produced by a sum that is paid to investors or charged to borrowers is referred to as the annual percentage rate (APR). APR is a percentage that expresses the actual annual cost of borrowing money throughout the course of a loan or the revenue from an investment. This does not account for compounding and includes any fees or additional expenditures related to the transaction. Consumers can evaluate lenders, credit cards, or investment goods using the APR as a benchmark figure.

Given,

Mortgage = $167000

Monthly plan = 40 years

End of the term, Cathy will have paid $401,294.40 total.

APR=2nf/P(N+1)

APR=2(12)(401,294.4) / 167,000(480+1)

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Answer:

  y = -0.6x +109

Step-by-step explanation:

The slope is given by the formula ...

  m = (y2 -y1)/(x2 -x1)

  m = (88 -94)/(35 -25) = -6/10 = -0.6

The y-intercept is ...

  b = y -mx = 94 -(-0.6)(25) = 109

The equation of the line is ...

  y = mx +b

  y = -0.6x +109

Answer:

table f is the one that is proportional

Step-by-step explanation:

on the graph start at the origin (0,0) then go to the right once and then go up twice and place a point. Then go over once again and go up 2 lines again and place another. Repeat this process five times.

\(( {m}^{2} - 2mn) \div m = m - 2n\)

\( \frac{( {m}^{2} - 2mn)}{m} \)

\( = \frac{ {m}^{2} }{m} - \frac{2mn}{m} \)

\( = m - 2n\)

Step-by-step explanation:

there will be 3 greens

that is the answer