-3/4 cubed as a fractoin

The most appropriate inference procedure for the researchers to use is this:

The best inference to use for the scenario described in the text is a matched pair t-interval for a mean difference. This form of testing is used in order to determine the differences between variables that occur within a specific subject.

So, in this instance, we are measuring the timed differences between the mice and associating this with their learned behavior. The matched pairs t-interval will help the researcher to accurately identify any changes with respect to time.

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Answer:

Point Q

Step-by-step explanation:

Point Q corresponds to Point V, because if you turn the green triangle around, it matches almost exactly the same.

(a) The vertex of ∠1 is B.

(b) The sides of ∠ABC are BA and BC.

(c) Two other names for ∠2 are ∠CBD and  ∠DBC

In geometry, the vertex of an angle is the common endpoint of the two rays that form the angle. The rays that form the angle are called the sides of the angle.

In the figure, the point B is the vertex of the angle ∠ABC (angle ∠ABC is equal to ∠1). The sides of the angle are BA and BC.

Thus, the vertex of ∠1 is B.

The sides of ∠ABC are BA and BC.

Two other names for ∠2 are ∠CBD and  ∠DBC

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Check the picture below.

Answer:

The value of l is 48. The formula to calculate volume (V) is V = l * w * h, so we can rearrange the equation to solve for l, or l = V/(w * h). In this case, l = 120/(5 * 4) = 48.

Answer:

125

Step-by-step explanation:

w

Rounding this to the nearest foot, we get that the length of the guy wire is approximately 19 feet.

Units of length may have historically been determined by the lengths of human body parts, the distance traversed in a specified number of paces, the distance between well-known sites or locations on Earth, or randomly by the length of a well-known object.

The Pythagorean theorem can be used to resolve this issue. The guy wire is the hypotenuse of a right triangle made up of the guy wire, the pole, and the ground. The formula is as follows:

Guy wire length = stake to pole length + pole length to tower length

By entering the specified values, we obtain:

Guy wire length two equals two plus nineteen, or 365.

Guy wire length = 365 + 19.10 + guy wire length

If we round this number to the next foot, the guy wire's length is roughly 19 feet.

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Therefore , the solution of the given problem of percentage comes out to be  the original price of the hammer is $23, and the customer saved $5.75 with the discount code.

In mathematics, a percentage is any value that can be represented as a fraction of 100. There are also sporadic uses of the abbreviations "pct.," "pct," or "pc." Nonetheless, it is typically denoted by the "%" symbol. The proportional amount is flat and lacks any dimensions. As percentages have a numerator of 100, they can be thought of as fractions. The percent symbol (%) must come after a number to denote that it is a percentage. .

Here,

Let x be the original price of the hammer.

With the 25% discount, the customer pays 75% of the original price:

0.75x

And since there is free shipping, the customer pays only the price of the hammer:

0.75x = 17.25

Solving for x, we have:

x = 17.25 / 0.75 = 23

Therefore, the original price of the hammer is $23, and the customer saved $5.75 with the discount code.

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The solution to the inequality  is [-∝, -6]

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

2/3x + 9 ≤ -2/3x + 1

Using the above as a guide, we have the following:

Evaluate the like terms

4/3x ≤ -8

Cross multiply

4x ≤ -24

Divide by 4

x ≤ -6

As an interval notation, we have

[-∝, -6]

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5 - 1/4 in simplest form is 19/4.

The phrase "expressing a number, fraction, or statement in its simplest form" has a mathematical meaning. This signifies that further simplification or reduction of the result would cause a change in the result's value.

By dividing the numerator and denominator by their 4 greatest common factors, for instance, the fraction 4/8 can be made simpler. In its simplest form, this gives us 1/2. A different number, such as 0.5, which is not in its simplest form, results from additional simplification.

To simplify 5 - 1/4, we need to find a common denominator and combine the terms. The common denominator is 4, so we can write:

5 - 1/4 = 20/4 - 1/4

= (20 - 1)/4

= 19/4

Therefore, 5 - 1/4 in simplest form is 19/4.

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Both Student A and Student B's representations of the expression 9/y³ⁿ are incorrect.

In mathematics, an expression is a combination of numbers, symbols, and/or variables that are arranged in a meaningful way. An expression can represent a value, a quantity, a function, or some other mathematical object. Expressions can be made up of one or more terms. A term is a group of numbers, symbols, and/or variables that are separated by a plus or minus sign. Expressions can also include mathematical operations, such as addition, subtraction, multiplication, and division, as well as exponents and parentheses. Expressions are used in various areas of mathematics, including algebra, calculus, and statistics, to represent mathematical relationships and to solve problems.

Here,

Student A represents the expression as the product of 9 and y times the product of 3 and t, which can be written as: 9 * y * 3 * t = 27yt.

This representation is incorrect because it does not include the exponent 3 in the denominator. The correct representation of the expression is: 9 / y^3t.

Student B represents the expression as the quotient of 9 and y times the sum of 3 and t, which can be written as: 9 / y * (3 + t) = (27 + 9t) / y.

This representation is also incorrect because it incorrectly combines the sum of 3 and t in the denominator. The correct representation of the expression is: 9 / y^3t.

To represent the expression correctly, we need to include the exponent 3 in the denominator, indicating that y is being raised to the power of 3, and include t as a separate factor in the denominator. Therefore, the correct representation of the expression is: 9 / (y^3 * t).

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Answer:

Student A says prodact of Tandy, but 9 is 9 y so it's quotient.

Step-by-step explanation:

The baseball team won 87.5% of their games in that month.

In mathematics, an equation is a statement that asserts the equality of two expressions. An equation contains one or more variables, which are unknown values that can vary or change. The variables are usually represented by letters such as x, y, or z. The expressions on either side of the equals sign can be constants, variables, or functions of variables.

The simplest form of an equation is a linear equation, which can be represented as ax + b = c, where a, b, and c are constants and x is a variable. To solve a linear equation, we need to find the value of the variable that makes the equation true. This is done by performing arithmetic operations on both sides of the equals sign to isolate the variable.

Equations can also be more complex, involving multiple variables, powers, and functions. In such cases, algebraic techniques such as factoring, substitution, and solving systems of equations may be required to find the solution.

Equations are used to describe relationships between variables in many fields of study, including physics, chemistry, economics, and engineering. They are also used in everyday life, such as in calculating the cost of a purchase after applying a discount, or determining the amount of time it takes to travel a certain distance

To find the percentage of games won, we need to divide the number of games won by the total number of games played and multiply by 100%:

percentage of games won = (number of games won / total games played) x 100%

total games played = number of games won + number of games lost = 21 + 3 = 24

percentage of games won = (21 / 24) x 100%

percentage of games won = 87.5%

Therefore, the baseball team won 87.5% of their games in that month.

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Answer:

C

Step-by-step explanation:

The probability mass function for the random variable would be 0.38742049.

In probability and statistics, a probability mass function is a function that gives the probability that a discrete random variable is exactly equal to some value.

Probability mass function is the probability distribution of a discrete random variable, and provides the possible values and their associated probabilities. It is the function [tex]{\displaystyle p:\mathbb {R} \to [0,1]}[/tex] defined by -

[tex]${\displaystyle p_{X}(x)=P(X=x)}[/tex].

Given is that the probability of corrosion is 0.1 under specific values of half-cell potential and concrete resistivity. the risk of corrosion in five independent grids of a building with these values of half-cell potential and concrete resistivity is investigated now.

We can write the

[tex]$f(x;n,p) = \frac{n!}{x!(n-x)!}\; p^{x} \;(1-p)^{n-x}[/tex]

where -

{x} = number of successes

{n} = number of trials

{p} = probability of a successful outcome

Substituting the values, we get -

[tex]$f(1;10,0.1) = \frac{10!}{1!(10-1)!}\; (0.1)^{x} \;(1-0.1)^{10-1}[/tex]

[tex]$f(1;10,0.1) = 0.38742049[/tex]

Therefore, the probability mass function for the random variable would be 0.38742049.

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Answer:

Step-by-step explanation:

We can represent the 5 consecutive odd integers as:

1. x

2. x + 2

3. x + 4

4. x + 6

5. x + 8

"...the sum of the first three integers", then, is

x + (x + 2) + (x + 4)

That is "the sum of the last two plus 7", which is

(x + 6) + (x + 8) + 7.

The connecting word "is" means there is an equals sign right there. Therefore,

x + (x + 2) + (x + 4) = (x + 6) + (x + 8) + 7 which simplifies down to

3x + 6 = 2x + 21 after we combine like terms.

x = 15. That means the first integer is 15, the next one is 17, the third one is 19, the fourth one is 21, and the fifth one is 23.

The solution of the equation is to the nearest ten-thousandth is x = 2.7712.

A number's natural logarithm is its logarithm to the base of the transcendental and irrational number e, which is roughly equivalent to 2.718281828459. Typically, the natural logarithm of x is expressed as ln x, loge x, or, if the base e is implicit, just log x.

The given equation is [tex]3^{x-1} = 7[/tex].

Take natural log on both sides of the equation:

[tex]\ln (3^{x-1} )=\ln( 7)[/tex]

(x - 1) ln(3) = ln(7)

x - 1 = ln(7) / ln(3)

x = 1 +  ln(7) / ln(3)

x = 2.7712

Hence, the solution of the equation is to the nearest ten-thousandth is x = 2.7712.

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The solution to  to log subscript 2 baseline (2 x cubed minus 8) minus 2 log subscript 2 baseline xx = 1x = 2x = 3x = 4 is 2 log₂ (x³ - 8) - 2 log₂ x = -2.

A logarithm expression is an expression in which the unknown value is expressed as the power to which a base number must be raised to produce a given number. For example, the equation log₂ 8 = 3 can be expressed as 2³ = 8.

A logarithm function is a type of mathematical function that calculates the logarithm of a given number. Logarithm functions are commonly used in mathematics, engineering, and science to simplify calculations. Logarithm functions can also be used to convert between different units of measurement.

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The numbers in the set can be compared by placing them in the number line, arranging the numbers from least to greatest as follows;

[tex]|-2\frac{1}{2} |[/tex], [tex]-\frac{1}{2}[/tex], [tex]1\frac{1}{2}[/tex], [tex]|\frac{1}{2} |[/tex] |-2|, [tex]-2\frac{1}{2}[/tex]

A number line is a series of numbers placed on the a line at regular intervals that can be used to express mathematical operations.

The elements in the set includes;

|-2 1/2|, -1/2, 1 1/2, |1/2|, |-2|, -2 1/2

The numbers within the absolute sign have a positive result, therefore;

|-2 1/2| = 2 1/2

|-2| = 2

The numbers in the set can be arranged in the order from least to the greatest as follows;

The above ordered numbers indicates that the specified numbers arranged in order from least to the greatest are;

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The solution is, The volume is 1,260 in³ & The surface area is 864 in^2.

In mathematics, volume is the space taken by an object. Volume is a measure of three-dimensional space. It is often quantified numerically using SI derived units or by various imperial or US customary units. The definition of length is interrelated with volume.

here, we have,

First, let's find the volume

Volume = length × width × height

30 × 6 × 7 = 1260

The volume is 1,260 in³

Surface Area:

Small squares: 84

(7 × 6) · 2

Smaller rectangles: 360

(30 × 6) · 2

Bigger rectangles: 420

(30 × 7) · 2

Now, let's add all

84 + 360 + 420 = 864

The surface area is 864 in^2.

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Answer:

if Hassan got 48/50 and scored an overall 5.7/6.0, and Emily got 32/40, her overall score would be approximately 5.6/6.0 (rounded to one decimal place).

Step-by-step explanation:

If Hassan got 48/50 and scored an overall 5.7/6.0, what would Emily's overall score be is she got 32/40?​

To determine Emily's overall score, we can use a proportion:

Hassan's score / Hassan's total = Emily's score / Emily's total

Substituting the given values, we get:

48/50 = 32/Emily's total

To solve for Emily's total, we can cross-multiply:

48/50 * Emily's total = 32

Simplifying the left-hand side, we get:

0.96 * Emily's total = 32

Dividing both sides by 0.96, we get:

Emily's total = 33.33 (rounded to two decimal places)

Now, we can use another proportion to find Emily's overall score:

Emily's score / Emily's total = 5.7/6.0

Substituting the value of Emily's total that we just found, we get:

Emily's score / 33.33 = 5.7/6.0

Solving for Emily's score, we get:

Emily's score = 31.4 (rounded to one decimal place)

Therefore, if Hassan got 48/50 and scored an overall 5.7/6.0, and Emily got 32/40, her overall score would be approximately 5.6/6.0 (rounded to one decimal place).

The midpoint M of the given line segment with end points (−8,−11) and (2,5) is (-3,-3).

What is meant by the midpoint of a line segment?

A line segment in geometry is a section of a straight line that is enclosed by two clearly defined endpoints and contains all of the points on the line that lies inside those endpoints. The difference between a line and a line segment is that a line has no endpoints and can go on forever in either direction. The centre of a line segment is known as the midpoint. It is the centroid of the segment and of the endpoints, and it is equally distant from both of them. It cuts the section in half.

Given a line segment with endpoints A and B.

   A = (−8,−11) = (x₁ , y₁)

  B = (2,5) = (x₂, y₂)

W asked to find the midpoint. Let the midpoint be M.

M = ( (x₁ + x₂) /2  , (y₁ + y₂) / 2)

(x₁ + x₂) /2  =  (-8 + 2) /2 =  -  6/2 = -3

(y₁ + y₂) / 2 =  (-11 + 5) /2  = -6/2 = -3

Therefore the midpoint M of the given line segment with end points (−8,−11) and (2,5) is (-3,-3).

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Answer:

[tex]z = -2.1875[/tex]

Step-by-step explanation:

The z score is given by the formula
[tex]z = \dfrac{x - \mu}{\sigma}[/tex]

where

[tex]z =[/tex] standard score

[tex]x[/tex] = data point = 45 for this problem
[tex]\mu[/tex] = mean = 52 for this problem
[tex]\sigma =[/tex] standard deviation = 3.2 for this problem

Therefore
[tex]z = \dfrac{45 - 52}{3.2} = -2.1875[/tex]

Answer:

Step-by-step explanation:

When trying to determine the probability of rain on a given day, there are a variety of methods that could potentially be used, depending on the data available and the specific context. In the case of Anna and Sean's Senior Class Picnic, the probability of rain is stated to be 60%, which suggests that some kind of statistical analysis was used to arrive at this figure. The question asks which of the following methods was most likely used to determine this probability.

Option a suggests that the probability of rain is based on the frequency of rain on the same date each year. This method might be used if there is a long-term historical record of weather conditions on this particular date, which could be used to estimate the probability of rain. However, the question does not provide any information to suggest that this is the case. Additionally, even if there is historical data for this date, it may not be particularly relevant if the local climate has changed over time or if the weather patterns for this particular year are unusual.

Option b suggests that the probability of rain is based on historical data for days with similar meteorological conditions as today. This method might be used if there is a large database of weather information that can be used to identify patterns in weather conditions and predict the likelihood of rain based on those patterns. However, the question does not specify what kinds of meteorological conditions are being considered, so it is unclear whether this is a valid method for the current situation.

Option c suggests that the probability of rain is based on the historical frequency of rain during this month. This method might be used if there is a reliable historical record of weather conditions for this month, which can be used to estimate the likelihood of rain. However, this method does not take into account the specific conditions of the current day, which could be very different from the average conditions for the month.

Option d suggests that the probability of rain is based on historical data for days with similar meteorological conditions to the current day, in the specific area where Anna and Sean are located. This method is the most plausible option, as it takes into account the local climate and weather patterns, as well as the specific conditions of the current day. This type of analysis might involve looking at historical data for temperature, humidity, air pressure, and other relevant factors, and using that information to predict the likelihood of rain.

In summary, based on the information provided in the question, option d seems to be the most likely method for determining the probability of rain on the day of Anna and Sean's Senior Class Picnic.

Answer:

18√8 = 3√2 * 3√2

Step-by-step explanation:

I factored the square root of 8 into the square root of 2 times the square root of 2, because I believe that the square root of 8 was supposed to be factored based upon the hint provided.

This resulted in the expression 3√2 * 3√2, which is equivalent to 3*3*sqrt(2) * sqrt(2).

Based on the distance formula, when the total distance is 7 miles and the average speed is 7 miles per hour, the time taken is 1 hour.

Distance refers to the length from one point to another.

To compute the distance, we need to know the speed and the time taken.

Distance formula is:

Distance = Time x Speed

When the distance is given, the time or average speed can be obtained as the quotient of distance and average speed or time, as the case may be.

Thus, using the distance, time, and speed formulas, the time taken to cover a distance of 7 miles at an average speed of 7 miles per hour is 1 hour.

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As a result, option B is the equation that finds the equation of the line: y/x = 2/3.

An equation is a mathematical statement that indicates that two expressions are equal. It is a statement of equality that contains one or more variables, which are usually represented by letters. An equation consists of two sides separated by an equal sign (=). The left-hand side (LHS) and the right-hand side (RHS) of the equation may contain different expressions, which may include numbers, variables, and mathematical operations such as addition, subtraction, multiplication, and division.

Here,

To find the equation of the line that passes through the points (0,0) and (6,4), we can use the slope-intercept form of the equation of a line, which is y = mx + b, where m is the slope of the line and b is the y-intercept.

The slope of a line is given by the rise over run, or the change in y divided by the change in x, between any two points on the line.

We can use the coordinates (0,0) and (6,4) to find the slope of the line:

slope = (change in y) / (change in x)

= (4 - 0) / (6 - 0)

= 4/6

= 2/3

Therefore, the slope of the line is 2/3.

To find the equation of the line, we can use the point-slope form of the equation of a line, which is:

y - y1 = m(x - x1)

where (x1, y1) is any point on the line. We can use the point (0,0), so the equation becomes:

y - 0 = (2/3)(x - 0)

Simplifying, we get:

y = (2/3)x

Therefore, the expression that finds the equation of the line is option B: y/x = 2/3.

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Answer:

Step-by-step explanation:

Let's assume that the amount invested at 10% is x, and the amount invested at 5% is (60000 - x), since the total investment is $60,000.

The interest earned on the 10% investment after one year would be 0.10x, and the interest earned on the 5% investment after one year would be 0.05(60000 - x).

We are given that the interest earned by the two accounts is equal, so we can set up an equation:

0.10x = 0.05(60000 - x)

Simplifying this equation, we get:

0.10x = 3000 - 0.05x

Adding 0.05x to both sides, we get:

0.15x = 3000

Dividing both sides by 0.15, we get:

x = 20000

Therefore, the amount invested at 10% is $20,000, and the amount invested at 5% is ($60,000 - $20,000) = $40,000.

To check that the interest earned is equal for both investments, we can calculate:

Interest earned on 10% investment = 0.10($20,000) = $2,000

Interest earned on 5% investment = 0.05($40,000) = $2,000

As expected, the interest earned on both investments is equal.

what u need help with

80 cubic inches is the volume of the given prism'

The given figure is made of triangular prisms. The formula for calculating the volume of rectangular prism is expressed as:

Volume = length * width * height

The given composite figure is made of 2 prisms. The volume is calculated as:

V = (5*1*6) + (2*5*5)

V = 30. + 50

V = 80 cubic inches

Hence the required volume of the figure is 80 cubic inches

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