The correct inequality which is true when the value of x is -15 is,
⇒ x - 6 < - 1
⇒ - x - 6 > - 1
We have to given that;
To find inequality which is true when the value of x is -15.
Hence, Substitute x = - 15 in the inequality and find correct inequality as;
⇒ x - 6 > - 1
⇒ - 15 - 6 > - 1
⇒ - 21 > - 1
Which is not true.
⇒ - x - 6 < 1
⇒ - (- 15) - 6 < 1
⇒ 15 - 6 < 1
⇒ 9 < 1
Which is not true.
⇒ x - 6 < - 1
⇒ - 15 - 6 < - 1
⇒ - 12 < - 1
Which is true.
⇒ - x - 6 > - 1
⇒ - (- 15) - 6 > - 1
⇒ 15 - 6 > - 1
⇒ 9 > - 1
Which is true.
Thus, The correct inequality which is true when the value of x is -15 is,
⇒ x - 6 < - 1
⇒ - x - 6 > - 1
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List the multiples of 6 between 6 and 54 in order from least to greatest
6 x 1 = 6
6 x 2 = 12
6 x 3 = 18
6 x 4 = 24
6 x 5 = 30
6 x 6 = 36
6 x 7 = 42
6 x 8 = 48
6 x 9 = 54
So, 12, 18, 24, 30, 36, 42, and 48.
I assume "between" means we aren't including 6 and 54.
the computations for the p-value of a hypothesis test about a population mean rely on the mathematical properties of
The computations for the p-value of a hypothesis test about a population mean rely on the mathematical properties of the t-distribution and the sample statistics.
What is a p-value?The p-value in statistics is the probability that the null hypothesis will be rejected if it is true. In hypothesis testing, p-values are utilized to determine whether or not the null hypothesis should be rejected. The p-value is calculated utilizing a test statistic that is based on the sample statistics and the assumptions of the null hypothesis.
The significance level, alpha, is usually set at 0.05 or 0.01 in hypothesis testing.A p-value of less than or equal to the significance level (alpha) indicates that the null hypothesis should be rejected
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2. A coach formed teams of 8 from all the players in a soccer league. There are 14 teams. How many players are in the league? y = 14 +8 Y 8 1 = 14 y = 14 y = 14.8 y =
Answer:112 players
Step-by-step explanation:
To solve the problem, we can use the formula:
Total number of players = Number of teams × Number of players per team
Since there are 14 teams with 8 players each, we have:
Total number of players = 14 × 8 = 112
Therefore, there are 112 players in the soccer league.
Choose the INCORRECT statement below.
Answer:4 is incorrect
Step-by-step explanation:
Answer:
4 is incorrect
Step-by-step explanation:
.
Let P(x,y) be a point on the graph of y=√x
Express the distance d from P to the point (0,0)(0,0) as a function of x
(a) d=√x2+x
(b) d=x2+x
(c) d=√x2+3x+1
(d) d=x2+3x+1
(e) None of the above.
The distance d from P to the point (0,0) is √x²+x.
What is the distance formula?
The d-distance between two places is calculated using the distance formula. The distance formula determines how far apart two areas are from one another. The dimensions of these points are unlimited.
Here, we have
Given: Let P(x,y) be a point on the graph of y=√x.
We have to find the distance d from P to the point (0,0)(0,0) as a function of x.
Since P = (x,y) is on the graph of y =√x,
P can be expressed as (x,√x).
Now, we apply the distance formula and we get
d = √[(x - 0)² + (√x - 0)²]
d = √x²+x
Hence, the distance d from P to the point (0,0) is √x²+x.
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find the area of the part of the plane 5x + 2y + z = 10 that lies in the first octant.
The area of the part of the plane 5x + 2y + z = 10 that lies in the first octant is 5 square units.
To find the area of the part of the plane 5x + 2y + z = 10 that lies in the first octant, we need to first find the coordinates of the three points where the plane intersects the coordinate axes.
Setting x = 0, we get 2y + z = 10, so the plane intersects the y-axis at the point (0, 5, 0).
Setting y = 0, we get 5x + z = 10, so the plane intersects the x-axis at the point (2, 0, 0).
Setting z = 0, we get 5x + 2y = 10, so the plane intersects the z-axis at the point (0, 0, 5).
We can see that the triangle formed by these three points lies entirely in the first octant.
To find the area of this triangle, we can use the formula for the area of a triangle given its vertices:
A = 1/2 * |x1(y2 - y3) + x2(y3 - y1) + x3(y1 - y2)|
Plugging in the coordinates of the three points, we get:
A = 1/2 * |(0)(5 - 0) + (2)(0 - 5) + (0)(0 - 0)| = 1/2 * |-10| = 5
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an irs representative claims that the average deduction for medical care is $ 1250. a taxpayer who believes that the real figure is lower samples 32 random families and comes up with a sample mean of $934 and a sample standard deviation of $619. what null and alternative hypothesis would you use to test this claim?
These tests would allow us to determine if the observed sample mean of $934 is significantly different from the claimed average of $1250, providing evidence to support or reject the alternative hypothesis.
To test the claim made by the IRS representative that the average deduction for medical care is $1250, we can formulate the null and alternative hypotheses as follows:
Null Hypothesis (H0): The average deduction for medical care is $1250.
Alternative Hypothesis (H1): The average deduction for medical care is lower than $1250.
In this case, the taxpayer who believes that the real figure is lower has collected a sample of 32 random families. The sample mean is $934, and the sample standard deviation is $619. The null hypothesis assumes that the average deduction is $1250, while the alternative hypothesis suggests that it is lower than $1250.
To statistically test these hypotheses, we can use a one-sample t-test or a z-test, depending on the sample size and whether the population standard deviation is known.
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A student claims that statistics students at her school spend, on average, an hour doing statistics homework each night. In an attempt to substantiate this claim, she selects a random sample of 6 of the 62 students that are taking statistics currently and asks them how much time they spend completing statistics homework each night. Here are the data (in hours): 0.75, 0.75, 0.75, 0.5, 1, 1.25. She would like to know if the data provide convincing statistical evidence that the true mean amount of time that statistics students spend doing statistics homework each night is less than one hour. The student plans to test the hypotheses, H0: μ = 1 versus Ha: μ < 1, where μ = the true mean amount of time that statistics students spend doing statistics homework each night. Are the conditions for inference met?
Answer: Yes, all conditions for inference are met.
Answer:
0.1 is the correct answer of this questions
Simplify.
410 x 45 ÷ 49 = 4[?]
Hello !!
kᵃ x kᵇ = kᵃ⁺ᵇ
kᵃ ÷ kᵇ = kᵃ⁻ᵇ
4¹⁰ x 4⁵ ÷ 4⁹
= 4¹⁰⁺⁵ ÷ 4⁹
= 4¹⁵ ÷ 4⁹
= 4¹⁵⁻⁹
= 4⁶
Match each graph of a solution set to its corresponding inequality. Write one inequality from the
given answer choices in each box.
Inequality for number line 1: x ≤ -15
Inequality for number line 2: ≥ 15
Inequality for number line 3: x ≥ 10
Inequality for number line 4: x ≤ -10
For the given number lines
We know that,
Inequalities specify the connection between two non-equal numbers. Equal does not imply inequality.
Typically, we use the "not equal symbol" to indicate that two values are not equal.
But several inequalities are utilized to compare the numbers, whether it is less than or higher than.
For number line 1:
Since the line is starting from -15 and tending toward infinity of negative
So inequality be x ≤ -15
For number line 2:
Since the line is starting from 15 and tending toward infinity of positive
So inequality be x ≥ 15
For number line 3:
Since the line is starting from 10 and tending toward infinity of positive
So inequality be x ≥ 10
For number line 4:
Since the line is starting from 10 and tending toward infinity of positive
So inequality be x ≤ -10
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PLS HELP FAST
The half-life of a radioactive isotope is the time it takes for a quantity of the isotope to be reduced to half its initial mass. Starting with 195 grams of a radioactive isotope, how much will be left after 3 half-lives?
Use the calculator provided and round your answer to the nearest gram.
SHOW YOUR WORK
YOU GET THE BRAINLIEST
Answer:
24 grams
Step-by-step explanation:
You want the amount remaining of 195 grams of an isotope after 3 half-lives.
Half-lifeEach half-life leaves 1/2 of the amount there was at the beginning of that time period. After 3 half-lives, the amount is (1/2)(1/2)(1/2) = 1/2³ = 1/8 of the original amount.
(195 g)(1/8) = 24.375 g ≈ 24 g
About 24 grams of the isotope will remain after 3 half-lives.
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the radius of a circle is increasing at a constant rate of 2/3 inches per second. at what rate in inches squared per seconnd is the area of the circle increasing at the moemnet when the circumfrence of the circle is 27/2 inches
The rate at which the area of the circle is increasing at the moment when the circumference of the circle is 27/2 inches is 9 inches squared per second.
derivative of the circle's area with respect to time.
The area of a circle is given by the formula A = πr^2, where r is the radius of the circle.
Given that the radius is increasing at a constant rate of 2/3 inches per second, we can express this as dr/dt = 2/3.
We are also given that the circumference of the circle is 27/2 inches. The formula for the circumference of a circle is C = 2πr.
Plugging in the given circumference value, we have 27/2 = 2πr. Solving for r, we get r = (27/4π) inches.
Now, we can differentiate the area formula with respect to time:
dA/dt = d/dt (πr^2)
= 2πr(dr/dt)
Substituting the values, we have:
dA/dt = 2π(27/4π)(2/3)
= (27/2)(2/3)
= 9 inches squared per second
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in a randomly selected 100 students in a large college, 20 of them had at least one sibling. does this provide strong evidence that more than 15% of college students in america have at least one sibling? when you test using what type of error might you have committed?
a) Yes, this provide strong evidence that more than 15% of college students in America have at least one sibling
b) Type of error might you have committed is type 1 error.
We can use the sample proportion of students with at least one sibling (20/100 = 0.2) to calculate a test statistic, which measures how far the sample proportion is from the null hypothesis. In this case, we can use a one-sample proportion z-test to calculate the test statistic:
z = (p1 - p) / √(p * (1 - p) / n)
where p1 is the sample proportion, p is the null hypothesis proportion, and n is the sample size.
Using the values from your question, we get:
z = (0.2 - 0.15) / √(0.15 * 0.85 / 100) ≈ 1.18
We can use a standard normal distribution to find the p-value, which is the probability of getting a test statistic as extreme as the one we observed, assuming the null hypothesis is true. The p-value can be calculated as:
p-value = P(Z > z)
where Z is a standard normal random variable.
Using a calculator or a table of standard normal probabilities, we can find that the p-value is approximately 0.12.
To make a decision about whether to reject or fail to reject the null hypothesis, we compare the p-value to a significance level, which is a threshold that we set to determine how much evidence we need to reject the null hypothesis.
The most common significance level is 0.05, which means that we are willing to accept a 5% chance of rejecting the null hypothesis when it is actually true.
In this case, the p-value (0.12) is greater than the significance level (0.05), so we fail to reject the null hypothesis. This means that we do not have strong evidence to conclude that more than 15% of college students in America have at least one sibling based on this sample.
Now, let's talk about the type of error that we might have committed when testing the hypothesis. In hypothesis testing, there are two types of errors: type I error and type II error.
A type I error occurs when we reject a true null hypothesis, and a type II error occurs when we fail to reject a false null hypothesis.
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If sin 27° = t express 153° in terms of t
We can begin by noting that 153° is the supplement of 27°, meaning that the sum of the two angles is 180°.
From this, we can use the fact that the sine function has a period of 360° to express the sine of 153° in terms of the sine of 27°. Specifically, we know that the sine of an angle and its supplement are equal, but the sine of an angle and its complement are not. Therefore, we can write: sin 153° = sin(180° - 27°) = sin 27°So we can say that sin 153° = t, since we were given that sin 27° = t. This result allows us to express the sine of 153° in terms of t, which was the goal of the problem. In summary, we used the fact that 153° is the supplement of 27°, and the periodicity of the sine function, to express sin 153° in terms of sin 27° = t. This led us to the solution sin 153° = t, which provides a way of expressing the value of 153° in terms of t.
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suppose that 70% of ucf students will vote in the presidential election. in a random sample of 1250 ucf students, let represent the proportion who will vote in the presidential election. what is the probability that more than 72% of the sampled students will vote in the presidential election? give your answer as a decimal with 4 decimal places as needed.
The probability that more than 72% of the sampled UCF students will vote in the presidential election is approximately 0.0475 or 4.75%.
To calculate the probability that more than 72% of the sampled UCF students will vote in the presidential election, we need to use the normal distribution approximation since the sample size is large.
First, we find the mean (μ) and standard deviation (σ) of the sampling distribution using the given population proportion (p) of 0.70 and the sample size (n) of 1250:
μ = p = 0.70
σ = √(p(1-p)/n) = √(0.70 * 0.30 / 1250) ≈ 0.012
Next, we need to standardize the desired proportion of more than 72% (0.72) using the z-score formula:
z = (x - μ) / σ
z = (0.72 - 0.70) / 0.012 ≈ 1.67
Now, we can find the probability using the standard normal distribution table or calculator. The probability that more than 72% of the sampled students will vote in the presidential election is the area under the curve to the right of the z-score of 1.67.
Using the standard normal distribution table or calculator, we find that the probability is approximately 0.0475.
Therefore, the probability that more than 72% of the sampled UCF students will vote in the presidential election is approximately 0.0475 or 4.75%.
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what is the probability that you will be dealt a poker hand that is a full house(three cards of the same rank a pair in another rank) and includes the ace of hearts?
Thus, the probability of being dealt a full house with an Ace of Hearts is 0.0457% (rounded to 4 decimal places).
To calculate the probability of being dealt a full house with an Ace of Hearts in a standard 52-card deck, we can use the following formula:
=(number of ways to get a full house with an Ace of Hearts) / (total number of 5-card poker hands)
The total number of 5-card poker hands is C(52,5) = 2,598,960.
To count the number of ways to get a full house with an Ace of Hearts, we need to consider the following:
We choose 2 of the remaining 3 Aces from the deck: C(3,2) = 3
We choose 2 of the 12 remaining ranks for the other 2 cards: C(12,2) = 66
For each rank, we need to choose 2 cards from the 4 of that rank: C(4,2) = 6
Therefore, the number of ways to get a full house with an Ace of Hearts is 3 x 66 x 6 = 1,188.
Thus, the probability of being dealt a full house with an Ace of Hearts is:
1,188 / 2,598,960 ≈ 0.000457 = 0.0457% (rounded to 4 decimal places)
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the ratio of the surface areas of two similar right cylinders is 36:121. what is the ratio of their volumes?
To find the ratio of the volumes of two similar right cylinders, we need to know the ratio of their heights and radii. We can use the fact that the ratio of their surface areas is 36:121 to determine this. So, the ratio of the volumes of the two right cylinders is 216:1331.
Let the height and radius of the first cylinder be h1 and r1, respectively, and the height and radius of the second cylinder be h2 and r2, respectively. Then, we can write:
(2πr1h1)/(2πr2h2) = 36/121
Simplifying this equation, we get:
r1h1/r2h2 = 18/121
Since the cylinders are similar, we know that their ratios of heights and radii are equal. So, we can write:
r1/r2 = h1/h2 = x
Substituting this into our equation above, we get:
x^2 = 18/121
x = √(18/121) = 3/11
Therefore, the ratio of the volumes of the two cylinders is:
(r1^2h1)/(r2^2h2) = (r1/r2)^2(h1/h2) = (3/11)^2 = 9/121
In other words, the volume of the second cylinder is 121/9 times the volume of the first cylinder. Answer more than 100 words.
The ratio of the surface areas of two similar right cylinders is 36:121. To find the ratio of their volumes, we can use the fact that when two similar solids have a ratio of their surface areas (A1:A2), the ratio of their volumes (V1:V2) is the cube of the ratio of their corresponding linear dimensions (L1:L2).
First, let's find the ratio of the linear dimensions:
√(A1/A2) = √(36/121) = 6/11
Now, cube the ratio of the linear dimensions to find the ratio of their volumes:
(6/11)^3 = (6^3)/(11^3) = 216/1331
So, the ratio of the volumes of the two right cylinders is 216:1331.
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Literally don’t know the answer to this question can y’all help?
Answer: 12.3 cm
Step-by-step explanation:
We are given the perimeter and all but one of the missing side lengths. The perimeter is equal to all of the side lengths added together. Using this information, we can create an equation to solve for the missing length, ?.
? = 65.9 cm - (9.2 cm + 4.7 cm + 4.7 cm + 2.2 cm + 9.2 cm + 2.2 cm + 12 cm + 4.7 cm + 4.7 cm)
? = 65.9 cm - 53.6 cm
? = 12.3 cm
An arc of length 80 inches is subtended by an angle of 3.2 radians . What is the length of the diameter of the circle ?
The length of the diameter of the circle is 50 inches.To find the length of the diameter of the circle, we can use the formula that relates the length of an arc to the angle it subtends and the radius of the circle.
The formula is: arc length = radius * angle
In this case, we are given that the arc length is 80 inches and the angle is 3.2 radians. Let's assume the radius of the circle is 'r'.
Plugging in the given values, we have:
80 = r * 3.2
To solve for 'r', we divide both sides of the equation by 3.2:
r = 80 / 3.2 = 25
So, the radius of the circle is 25 inches.The diameter of a circle is twice the radius, so:
Diameter = 2 * radius = 2 * 25 = 50 inches.
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A historian wants to estimate the average age at which men married in the United States in 1956. He locates marriage records for 1956 in his state's archives and records his findings. What step of the data analysis process is he using?
The historian is engaged in the process of data collection, which is the first step in the data analysis process. In this case, the historian is collecting marriage records from the archives to estimate the average age at which men married in the United States in 1956.
Once the historian has collected the data, he will move on to the next steps in the data analysis process, which include data preparation, data analysis, and interpretation of results. In data preparation, the historian will clean, transform, and organize the data so that it is ready for analysis. In data analysis, he will use statistical methods to analyze the data and answer his research question. Finally, in interpretation of results, he will draw conclusions from the analysis and communicate his findings.
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The historian is engaged in the process of data collection, which is the first step in the data analysis process. In this case, the historian is collecting marriage records from the archives to estimate the average age at which men married in the United States in 1956.
Once the historian has collected the data, he will move on to the next steps in the data analysis process, which include data preparation, data analysis, and interpretation of results. In data preparation, the historian will clean, transform, and organize the data so that it is ready for analysis. In data analysis, he will use statistical methods to analyze the data and answer his research question. Finally, in interpretation of results, he will draw conclusions from the analysis and communicate his findings.
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Isla has 225 trading cards and Lily has 180 trading cards. a) Calculate the number of Isla's trading cards as a percentage of the number of Lily's trading cards. b) Calculate the number of Lily's trading cards as a percentage of the number of Isla's trading cards. Give your answers to the nearest 1%.
(a) Isla's trading cards are 125% of Lily's trading cards.
(b) Lily's trading cards are 80% of Isla's trading cards.
Given that,
There are 225 trading cards and Lily has 180 trading cards.
To calculate the percentage of Isla's trading cards compared to Lily's,
We can use this formula:
⇒ Isla's trading cards / Lily's trading cards x 100%
Plugging in the values we get:
⇒ (225 / 180) x 100% = 125%
Therefore,
Isla's trading cards are 125% of Lily's trading cards.
b) To calculate the percentage of Lily's trading cards compared to Isla's, we can use the formula:
⇒ Lily's trading cards / Isla's trading cards x 100%
Plugging in the values we get:
(180 / 225) x 100% = 80%
Therefore,
Lily's trading cards are 80% of Isla's trading cards.
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A circle is centered on point B. Points A, C and D lie on its
circumference.
If
Answer:
122°-------------------
∠ADC and ∠ABC subtend the same arc AC, hence ∠ABC is double the measure of ∠ADC:
m∠ABC = 2*m∠ADCm∠ABC = 2*61°m∠ABC = 122°Assume the average amount of caffeine consumed daily by adults is normally distributed with a mean of 240 mg and a standard deviation of 49 mg. Determine the percent of adults who consume less than 240 mg of caffeine daily. Click here to view page 1 of the standard normal distribution table. LOADING. Click here to view page 2 of the standard normal distribution table. LOADING. Question content area bottom
Part 1
enter your response here% of adults consume less than 240 mg of caffeine daily. (Round to two decimal places as needed. )
We need to convert the normal distribution of caffeine consumption to a standard normal distribution using the z-score formula. We can then look up the corresponding area under the standard normal distribution curve using a z-table.
Explanation:
To convert the normal distribution of caffeine consumption to a standard normal distribution, we use the z-score formula:
z = (x - μ) / σ
where x is the value we want to convert to a z-score, μ is the mean of the normal distribution, and σ is the standard deviation of the normal distribution.
In this case, we want to find the z-score for x = 240, μ = 240, and σ = 49:
z = (240 - 240) / 49 = 0
Since the z-score is 0, we can look up the area to the left of z = 0 in the standard normal distribution table. This area represents the percentage of adults who consume less than 240 mg of caffeine daily.
From the standard normal distribution table, we can see that the area to the left of z = 0 is 0.5000. Therefore, approximately 50% of adults consume less than 240 mg of caffeine daily.
So, the percent of adults who consume less than 240 mg of caffeine daily is 50%.
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if y is a positive integer, for how many different values of y is a whole number?
A positive integer y is a whole number by definition, so we are essentially being asked how many positive integers there are. There are infinitely many positive integers, so the answer to the question is also infinity.
A positive integer y is a whole number if it isn't a bit or a numeric. In other words, it's a number that can be expressed without using fragments or numbers, and can be written as a finite sum of positive integers. For illustration, 2, 5, and 10 are whole figures, but3/4,1.5, and √ 2 are not. To determine how numerous different values of y are whole figures, we need to understand the parcels of whole figures.
Whole figures have two main parcels they're closed under addition and addition. This means that when you add or multiply two whole figures, the result is always a whole number. For illustration, 2 3 = 5 and 2 × 3 = 6, both of which are whole figures. To find how numerous different values of y are whole figures, we can start with the lowest possible value of y, which is 1.
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a furniture store is having a weekend sale and is offering a 20% discount on patio chairs and tables. the sales tax on furniture is 6.25%. using function composition how can you represent the total amount, A, that you would need to pay for furniture that costs X dollars?
well, we know the store is having a 20% off sale, so if you go and buy a few items and the total cost is X, well, since the items are on sale, you won't be paying 100% of X, you'll be paying only 100% - 20% = 80% of X, hmmm how much is 80% of X anyway?
[tex]\begin{array}{|c|ll} \cline{1-1} \textit{\textit{\LARGE a}\% of \textit{\LARGE b}}\\ \cline{1-1} \\ \left( \cfrac{\textit{\LARGE a}}{100} \right)\cdot \textit{\LARGE b} \\\\ \cline{1-1} \end{array}~\hspace{5em}\stackrel{\textit{80\% of X}}{\left( \cfrac{80}{100} \right)X}\implies 0.80X \\\\[-0.35em] ~\dotfill\\\\ ~\hspace{12em}\stackrel{ \textit{total amount} }{A}~~ = ~~0.80X[/tex]
a program is divided into 3 blocks that are being compiled on 1 computer. each block takes an exponential amount of time, 5 minutes on the average, independently of other blocks. the program is completed when all three blocks are compiled. let t represent the time the program is completed. what distribution does t follow?
The distribution that t follows is the maximum of three independent exponential distributions with a mean of 5 minutes each.
Each block takes an exponential amount of time with a mean of 5 minutes, which means that the time it takes to compile each block follows an exponential distribution with a rate parameter of 1/5. Since the blocks are being compiled independently of each other, the time it takes to compile all three blocks is the maximum of the three independent exponential distributions.
This distribution is known as the maximum of exponential distributions or the generalized extreme value distribution with a shape parameter of 0 and scale parameter of 5 minutes. Therefore, t follows a generalized extreme value distribution with a shape parameter of 0 and scale parameter of 5 minutes.
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for an independent-measures t statistic, what is the effect of increasing the number of scores in the samples?
Increasing the number of scores in the samples for an independent-measures t-statistic has the effect of increasing the likelihood of rejecting the null hypothesis while having little or no effect on measures of effect size.
As the sample-size increases, the t-statistic becomes more robust and accurate, which leads to a more precise estimate of the population parameter. This increased precision reduces the variability in t-statistic, which makes it easier to detect small differences between the means of the independent groups.
With a larger sample size, the t-statistic's sampling distribution approaches a normal-distribution, allowing for more reliable statistical inference. This results in a narrower confidence interval and a smaller p-value, increasing the likelihood of rejecting the null hypothesis when there is a true difference between the groups.
Therefore, increasing number of scores in samples enhances power of independent-measures t-statistic.
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Find the surface area of each cylinder. Round to the tenth place.
SA=
9m
15 m
sq. m.
The surface area of each cylinder would be = 777.15m²
How to calculate the surface area of the given cylinder?To calculate the surface area of the given cylinder, the formula that should be use will be written below. That is;
Surface area of cylinder = 2πr²+2πrh
Where;
radius = diameter/2 = 15/2 = 7.5m
height = 9m
Surface area= 2×3.14×7.5×7.5+2×3.14×7.5×9
= 353.25+ 423.9
= 777.15m²
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A survey was conducted with high school students in each grade to see how many prefer math or science. Some of the data are shown below.
A 6-column table with 3 rows. The first column has no label with entries math, science, total. The second column is labeled 9 with entries blank, 40, 63. The third column is labeled 10 with entries 18, blank, 26. The fourth column is labeled 11 with entries blank, 15, 29. The fifth column is labeled 12 with entries blank, 32, 67. The sixth column is labeled total with entries 90, 95, 185.
Which statement is true about the joint frequencies in this table?
Twenty-three 9th graders and fifteen 11th graders prefer math.
Fourteen 11th graders prefer math and eight 10th graders prefer science.
Thirty-five 12th graders prefer math and nine 10th graders prefer science.
Twenty-three 9th graders and thirty-two 12th graders prefer math.
The true statement is,
⇒ The joint frequencies is that twenty-three 9th graders and fifteen 11th graders prefer math.
Now, Based on the given table, the statement that is true about the joint frequencies is that twenty-three 9th graders and fifteen 11th graders prefer math.
Since, The given table shows that in the first column, under the ninth grade row, there are 18 students who prefer math and in the third column, under the 11th grade row, there are 15 students who prefer science.
Hence, There are no joint frequencies given that add up to 23, so the only true statement among the options is the first one.
Thus, The true statement is,
⇒ The joint frequencies is that twenty-three 9th graders and fifteen 11th graders prefer math.
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Answer answer is b dont trust the otha dude
Step-by-step explanation:
x^4+13x^2+36=4x^3+36
Answer:
Step-by-step explanation:
x^4+13^x^2+36=4x^3+36
4x+26x+36=4x^3+36
30x+36=12x+36
30x=12x
so,x=1
