what is the probability distribution that has a mean of 1 and a standard deviation of 0?

The distance of the satellite from station A is approximately 47 miles

The satellite is approximately 911 miles above ground

Let the distance from station A to the satellite be a and the distance from the station B to the satellite be a + 48

Using trigonometry

tan 87 degrees = height of the satellite above the ground, h / a

tan 87 degrees = h / a

h = a * tan 87

while

tan 84 degrees = h / a + 48

h = (a + 48) tan 84

substituting for h

a * tan 87 = (a + 48) tan 84

a (tan 87 - tan 84) = 48 tan 84

a (9.567) = 48 tan 84

a = 48 tan 84 / 9.567

a = 47.436

The distance of the satellite from station A is approximately 47 miles

The height above ground

h = a * tan 87

h = 47.436 * tan 87

h = 910.857 miles

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Given statement solution is :- Math Proficiency conceptual knowledge involves understanding the fundamental concept of division and its relationship to fractions, enabling flexibility in solving division problems with different fractions. Procedural knowledge, on the other hand, focuses on following a specific set of steps to achieve a correct solution without necessarily comprehending the underlying concept.

3.1 Activity: Procedural and Conceptual Understanding in Action

Content Area: Fractions

Problem: Comparing Fractions

Objective: Students will demonstrate both procedural and conceptual understanding of comparing fractions.

Activity Steps:

Begin by introducing the concept of fractions and reviewing the basic procedures for comparing fractions (e.g., finding a common denominator, cross-multiplying).

Provide students with a set of fraction comparison problems (e.g., 2/3 vs. 3/4, 5/8 vs. 7/12) and ask them to solve the problems using the traditional procedural approach.

After students have solved the problems procedurally, engage them in a group discussion to explore the underlying concepts and relationships between fractions. Ask questions such as:

What does it mean for one fraction to be greater than or less than another?

Can you explain why we need a common denominator when comparing fractions?

How can you visually represent and compare fractions to better understand their relative sizes?

Introduce visual aids, such as fraction bars or manipulatives, to help students visualize the fractions and compare them conceptually. Encourage students to reason and explain their thinking.

Have students revisit the fraction comparison problems and solve them again, this time using the conceptual understanding gained from the group discussion and visual aids.

Compare the students' procedural solutions with their conceptual solutions, and discuss the similarities and differences.

Conclude the activity by emphasizing the importance of both procedural and conceptual understanding in solving fraction comparison problems effectively.

By incorporating both procedural and conceptual approaches, this activity allows students to develop a deeper understanding of comparing fractions. The procedural approach provides them with the necessary steps to solve problems efficiently, while the conceptual approach helps them grasp the underlying principles and relationships involved in fraction comparison.

3.2 Example: Conceptual Knowledge vs. Procedural Knowledge

Conceptual knowledge refers to the understanding of underlying concepts, principles, and relationships within a domain, whereas procedural knowledge focuses on knowing the specific steps or procedures to perform a task without necessarily understanding the underlying concepts.

Example: Division of Fractions

Conceptual Knowledge: Understanding the concept of division as the inverse operation of multiplication, and recognizing that dividing fractions is equivalent to multiplying by the reciprocal of the divisor. This understanding allows for generalization and application of division concepts to various fractions.

Procedural Knowledge: Following the specific steps to divide fractions, such as "invert the divisor and multiply" or "keep-change-flip" method. This knowledge involves applying the procedure without necessarily grasping the underlying concept or reasoning behind it.

In this example, Math Proficiency conceptual knowledge involves understanding the fundamental concept of division and its relationship to fractions, enabling flexibility in solving division problems with different fractions. Procedural knowledge, on the other hand, focuses on following a specific set of steps to achieve a correct solution without necessarily comprehending the underlying concept.

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Answer:

Function B

Step-by-step explanation:

Using any two pairs from the table of values given, say, (0, 1) and (4, 2):

Rate of change =  

Rate of change for function A = ¼ = 0.25

✍️Rate of change for Function B:

Equation for Function B is given in the slope-intercept format, y = mx + b.

m = slope = rate of change.

Therefore, the function, y = 0.75x - 2 has a rate of change of 0.75.

Rate of change of Function B = 0.75.

✅0.75 if greater than 0.25, therefore, Function B has the greater rate of change.

The difference between the number of miles travelled on train and car is 110 miles

From the question, we have the following parameters that can be used in our computation:

The difference between the distance covered can be calculated as

Distance difference = The difference of the product of speed and time

Substitute the known values in the above equation, so, we have the following representation

Distance difference = 70 * 3 - 50 * 2

Evaluate the products

This gives

Distance difference = 210 - 100

Evaluate the

Distance difference = 110 miles

Hence, the distance difference is 110 miles

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Answer:

A is the answer when graphed the asym-ptote is y=0 so the the horizontal asym-ptote is y=0  

Step-by-step explanation:

Answer:

A.  There is a horizontal asymptote at y=0

Step-by-step explanation:

Answer:

Step-by-step explanatmkjion:

The Correct statements is \((\sqrt[m]{x^a})^b = \sqrt[m]{x^{ab}} \\\).

To determine which statement is true, let's evaluate each statement one by one:

\(\sqrt[m]{x} * \sqrt[m]{y} = 2\sqrt[m]{xy}\)

This statement is false. The correct product of two nth roots (\(\sqrt[m]{x}\) and \(\sqrt[m]{y}\)) is \(\sqrt[m]{x*y}\), not 2\(\sqrt[m]{x*y}\).

\((\sqrt[m]{x^a})^b = \sqrt[m]{x^{ab}} \\\).

This statement is true. When raising an nth root to a power, you can simply multiply the exponents. So, \((\sqrt[m]{x^a})^b = \sqrt[m]{x^{ab}} \\\)..

\(a \sqrt[n]{x}+ b \sqrt[n]{x} = ab \sqrt[n]{x}\)

This statement is false. The correct result of adding two nth roots is not the product of the coefficients. It's simply (a + b) \(\sqrt[n]{x}\).

\(\sqrt[m]{x} /\sqrt[m]{y} = \sqrt[m]{xy}\)

This statement is false. The correct division of two nth roots (\(\sqrt[m]{x}\) divided by \(\sqrt[m]{y}\)) is not equal to the product of the roots. The correct division is:

\(\sqrt[m]{x} /\sqrt[m]{y} = \sqrt[m]{x/y}\)

So, \(\sqrt[m]{x} /\sqrt[m]{y}\) is equal to \(\sqrt[m]{x/y}\), not \(\sqrt[m]{xy}\).

Correct statements:

\((\sqrt[m]{x^a})^b = \sqrt[m]{x^{ab}} \\\)

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Answer:

proportional

Step-by-step explanation:

y= -7x

The set of Measurement for the scatter plot will be

1. x-year from 19701 In five year increments and y Medicare expenditures.

2. x- average temperature leach month and y-average temperature ("each month in San Francisco, California

3. x-chest girth mandy shoulder tom for a sample of men

Concept:

Set- A is incorrect since the graph would show that there is a lot of rainfall throughout the summer if the x and y axes in the description were applied, making the description incoherent.

Set- B is incorrect because, if the x axis represents the months of the year and the y axis represents the average temperature, the graph would indicate that the hottest months of the year are December and January. The description is contradictory with December because it falls during the winter season. Furthermore, a typical temperature graph would resemble a bell curve rather than an annual temperature curve that increases consistently.

Set-C is correct because the scatter plot would indicate that mediocre costs grow over time if the x axis represented the months in a year and the y axis represented the mediocre cost, which is consistent with the description.

The plotted points in Set-D would be incorrect because Celsius and Fahrenheit have a uniform difference and usually show a consistent plotted points rather than being scattered, even though the scatter plot would be consistent with the relationship between Celsius and Fahrenheit where as one increases, so does the other. For example ,

Celsius = 0, Fahrenheit = 32

Celsius = 1, Fahrenheit = 33.8

Celsius = 2, Fahrenheit = 35.6 and so on.

The scatter plot may indicate whether there is a correlation between shoulder girth and chest girth, hence Set-E is the best choice. The positive correlation between a sample of means depicted in the graph is also conceivable. Additionally, the chest is almost often included when measuring shoulder girth, therefore an increase in the measurement of chest girth could also increase shoulder girth, but not uniformly, making the scatter plot consistent.

Set-F is also accurate due to the scatter plot's consistency with the relationship between engine displacement and fuel consumption, where the larger the engine, the more fuel it uses. The scatter plot, which almost depicts a positive association, might be used to illustrate this positive link between the two components.

In the measurement on scatter plot set C,E and F  is only applicable

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Answer:

help me understand, make answer more clear so i can answer it

Step-by-step explanation:

Answer:

first seperate the 2 and multiply

Step-by-step explanation:

Answer:

\( log_{2}(20) - log_{2}(30) \\ log_{2}(20 \div 30) \\ log_{2}(0.667) \)

hope this helps you

Brainliest appreciated

log1(20)-log2(30)

log2 (20÷30)

log2=0.667

Answer:

=√29

Distance between (4,7) and (2,2) :   =√29

Steps:

Compute the distance between (ˣ1,y1) , (ˣ2,y2) :  √ (₂-ˣ1) ² + (y₂-y₁)²

The distance between (4,7) and (2,2) is

= √ ( 2-4) ² + (2-7)²

√ ( 2-4) ² + (2-7) ² =√29

=√29

Please mark brainliest

Hope this helps.

Answer:

62.5%

Step-by-step explanation:

96 - 36 = 60

60/96

simplified = 62.5% remaining

Based on their given probabilities, e would expect the color blue or green to be spun approximately 75 times in this experiment.

To find the expected number of times the color blue or green will be spun, we first need to add their probabilities:

0.25 + 0.125 = 0.375

This means that, on average, we would expect to see blue or green spun 0.375 times for every spin. To find the expected number of times this will happen over 200 spins, we can multiply the probability by the number of spins:

0.375 x 200 = 75

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y≤−5x−10 and y>x+2 The shaded region satisfies both inequalities and represents the solution to the system of linear inequalities.

To graphically solve this system of linear inequalities, we can start by graphing each inequality on the same coordinate system:

First, let's graph the inequality y ≤ -5x - 10. We can start by graphing the line y = -5x - 10, which is the boundary line of the inequality. We can plot two points on this line, say (-2,0) and (0,-10), and draw a straight line passing through them.

Next, we need to determine which side of the line satisfies the inequality y ≤ -5x - 10. We can choose any point on one side of the line, say (0,0), and test it in the inequality. If y ≤ -5x - 10 is true for (0,0), then that side of the line satisfies the inequality. Otherwise, the other side satisfies the inequality. Testing (0,0), we have:

0 ≤ -5(0) - 10

0 ≤ -10

This is false, so the side of the line containing the origin does not satisfy the inequality. The other side of the line does.

Now, let's graph the inequality y > x + 2. We can start by graphing the line y = x + 2, which is the boundary line of the inequality. We can plot two points on this line, say (-2,0) and (0,2), and draw a straight line passing through them.

Next, we need to determine which side of the line satisfies the inequality y > x + 2. We can choose any point on one side of the line, say (0,0), and test it in the inequality. If y > x + 2 is true for (0,0), then that side of the line satisfies the inequality. Otherwise, the other side satisfies the inequality. Testing (0,0), we have:

0 > 0 + 2

This is false, so the side of the line containing the origin does not satisfy the inequality. The other side of the line does.

Now, we can shade the region that satisfies both inequalities. The shaded region is the region that is below the line y = -5x - 10 (including the line itself) and above the line y = x + 2 (excluding the line itself).

The shaded region is shown below:

Graph of y≤−5x−10 and y>x+2

The shaded region satisfies both inequalities and represents the solution to the system of linear inequalities.

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Answer:

(x-2) and (x - 4) are factors of p(x)

Step-by-step explanation:

The graph intersects the x-axis at 2 and 4, so 2 and 4 must be roots of p(x)

ANSWER:

4 units

STEP-BY-STEP EXPLANATION:

Since GH bisects CF (divides into two equal parts), we can say that CF equals twice CD. From the above we can establish the following equation:

CD length is 4 units

Answer:

Step-by-step explanation:

4 3/5 ---> 23/5

7 8/15---> 113/15

23*3/5*3=69/15

113/15+69/15=182/15---->12 2/15

A function which is represented by the graph is: reciprocal; y = 1/x

A reciprocal function can be defined as a type of function which comprises a constant on its numerator and an algebraic expression in its denominator such as: f(x) = 2/x.

In Mathematics, a reciprocal function is typically used when describing relationships that are inversely proportional to one other.

In this context, we can reasonably and logically deduce that this graph represents a reciprocal relationship with a downward slope, an undefined value at x = 0, and it is symmetric about the origin.

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Answer:

c.

314 sq. cm

Step-by-step explanation:

Surface area of sphere:

The surface area of an sphere with radius r is given by:

\(S = 4\pi r^2\)

Find the surface area of a sphere with a diameter 10 cm.

Radius is half the diameter, so \(r = \frac{10}{2} = 5\)

The surface area is:

\(S = 4\pi*5^2 = 100\pi = 314\)

314 square centimeters, and option c is the answer.

Answer:

104

Step-by-step explanation:

If is wrong i'm sorry

Answer:

y = (-1/4)x + 5

Step-by-step explanation:

y = mx + b

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

Solve for b first

6 = (-1/4)-4 + b

6 = 1 + b

6 - 1 = b

5 = b

y = (-1/4)x + 5

Answer:

y=-1/4x+5

Step-by-step explanation:

We need b also known as y intercept

slope-intercept form: y=mx+b

plug in x and y points

and we know m or slope is -1/4

(6)= -1/4 (-4) +b

we multiplied -1/4 by -4 which gave us +1

6= 1+b

6-1=b

5=b

Now we know what b is, so

y= -1/4x + 5

Step-by-step explanation:

Hey there!

After looking at the figure we can state that;

X + 53° = 105°. { the exterior angle is equal to the sum of adjacent interior angle}

X = 105° - 53°

Therefore, X = 52°

Hope it helps...

Answer:

36

Step-by-step explanation:

First you calculate the area of the rectangle. then you substract the area of the triangle.

The area of a rectangle is equal to the product of its length and breadth. In other words, if the length of a rectangle is ‘l’ and its breadth is ‘b’, then its area ‘A’ can be calculated as A = l x b= 6*8= 48

The area of a triangle can be calculated using the formula A = 0.5 x b x h where ‘b’ is the length of the base of the triangle and ‘h’ is its height. so A =0.5*8*3 = 12

Area of the figure = 48-12=36

Using the radius of the Ferris wheel and the angle between the two positions, the time spent on the ride when they're 28 meters above the ground is 12 minutes

The radius of the Ferris wheel is 30 / 2 = 15 meters.

The highest point on the Ferris wheel is 15 + 4 = 19 meters above the ground.

The time spent higher than 28 meters is the time spent between the 12 o'clock and 8 o'clock positions.

The angle between these two positions is 180 degrees.

The time spent at each position is 10 minutes / 360 degrees * 180 degrees = 6 minutes.

Therefore, the total time spent higher than 28 meters is 6 minutes * 2 = 12 minutes.

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Answer:

First always the positive is greater than the negative

Then 1/2, 2, 21/2, 2, 11/2 are greater than - 1/2

1/2=0.5

21/2=10.5

11/2=5.5

Then from lowest to greatest

-1/2,1/2,2,11/2,21/2

I hope you understand