Tanaka says "When you multiply an odd number and an even number together, you will
always get an odd number'.
Show that Tanaka is wrong.

The value of the t test is 13.36, we have to conclude that there is sufficient evidence that suggests that insurance adjustment was greater than $2400.

H0: u = 24000

H1: u > 24000

we have n = 84 homes

bar x = 27500

s = 2400

Next we have to find the test statistic

The formula for this is given as

\(t = \frac{x-u}{s/\sqrt{n} }\)

When we out in the values we would have

\(t = \frac{27500-24000}{2400/\sqrt{84} }\)

This would give us the answeer of the t test as

t test = 13. 3658

We have alpha = 0.02

the degree of freedom = 84 - 1 = 83

we have to find tα/2, df

=  ±2.0865

Given that the value of the test statistic is greater than critical value we would have to then reject the null hypothesis.

Hence the conclusion that we can make is that there is sufficient evidence that suggests that insurance adjustment was greater than $2400.

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Answer:about maybe 6 hours

Step-by-step explanation:

because movies are almost 1 to 2 hours and for all of those it would be 6 hours

Answer:

5.25 hours of movie-marathon-watching

Step-by-step explanation:

To solve this problem, you should multiply 3 times 1.75. (.75 is equal to 3/4.)

Please mark me Brainliest, I need it to move onto the next level. <3

6t

Step-by-step explanation:

The slope would be 1.33

Answer:

\(\huge\boxed{A=6x^2-11x+3;\ \text{for}\ x>1.5}\)

Step-by-step explanation:

The formula of an area of a rectangle:

\(A=a\cdot b\\\\a,\ b-\text{sides of a rectangle}\)

We have:

\(a=2x-3\\b=3x-1\)

The domain:

\(2x-3>0\ \wedge\ 3x-1>0\\\\2x-3+3>0+3\ \wedge\ 3x-1+1>0+1\\\\2x>3\ \wedge\ 3x>1\\\\\dfrac{2x}{2}>\dfrac{3}{2}\ \wedge\ \dfrac{3x}{3}>\dfrac{1}{3}\\\\x>1.5\ \wedge\ x>\dfrac{1}{3}\Rightarrow\boxed{x>1.5}\)

Substitute:

\(A=(2x-3)(3x-1)\)

use FOIL: (a + b)(c + d) = ac + ad + bc + bd

\(A= (2x)(3x)+(2x)(-1)+(-3)(3x)+(-3)(-1)\\\\A=6x^2-2x-9x+3\)

combine like terms

\(A= 6x^2+(-2x-9x)+3\\\\A=6x^2-11x+3\)

Answer:

6x² - 11x + 3

Step-by-step explanation:

To find the area of a rectangle, we multiply the length by the width.

A = l • w

length: 2x-3

width: 3x-1

A = (2x-3) • (3x-1)

To multiply these two binomials, we must FOIL (first | outer | inner | last) them.

F: 2x • 3x = 6x²

O: 2x • -1 = -2x

I: -3 • 3x = -9x

L: -3 • -1 = 3

Combine the terms.

6x² - 2x - 9x + 3

Combine like terms.

6x² - 11x + 3

This is your area.

Hope this helps!

The possible outcomes of water pollution include ecosystem disruption, public health risks, economic losses, and damage to aquatic life. However, one outcome that is unlikely to result from water pollution is the improvement of water quality and ecological balance.

Water pollution can have severe consequences for ecosystems, human health, and the economy. One possible outcome is the disruption of the ecological balance within aquatic environments. Pollutants such as industrial waste, agricultural runoff, and chemical contaminants can harm aquatic organisms and disrupt their natural habitats. This disruption can lead to the decline or extinction of certain species, affecting the overall biodiversity of the ecosystem.

Water pollution can also pose significant risks to public health. Contaminated water sources can transmit harmful pathogens, leading to waterborne diseases such as cholera, typhoid, or hepatitis. Exposure to polluted water can also result in skin irritations, respiratory problems, and other health issues, especially in communities that rely on contaminated water sources for drinking, cooking, and sanitation.

Furthermore, water pollution can have economic consequences. Contaminated water sources may become unusable for various purposes, including agriculture, industrial processes, and recreational activities. This can result in economic losses for farmers, businesses, and communities that depend on clean water for their livelihoods. Additionally, the costs associated with water treatment and pollution cleanup can be substantial, further impacting the economy.

However, one outcome that is not likely to result from water pollution is the improvement of water quality and ecological balance. Water pollution is caused by the introduction of harmful substances into water bodies, and it requires proactive measures to mitigate and prevent further pollution. Without appropriate actions and interventions, water pollution is unlikely to lead to the improvement of water quality or the restoration of ecological balance. Therefore, this outcome is not typically associated with water pollution.

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Answer:

This means that your score is lower than her score.

All of the above utility functions, u(x, y) = √xy, u(x, y) =\(x^2^y\)², u(x, y) = xy, and u(x, y) = 10√xy, represent the same preferences. While the first two functions, √xy and \(x^2^y\)², differ in their properties with the former exhibiting diminishing marginal utility and the latter showing increasing marginal utility, the latter two functions, xy and 10√xy, share the characteristic of constant elasticity of substitution (CES) utility functions.

The utility function represents an individual's preferences over different combinations of goods or commodities. In this case, we are given four utility functions: u(x, y) = √xy, u(x, y) = \(x^2^y\)², u(x, y) = xy, and u(x, y) = 10√xy. To determine if these functions represent the same preferences, we need to examine their properties.

The first two utility functions, u(x, y) = √xy and u(x, y) = \(x^2^y\)², are not equivalent. The first function exhibits diminishing marginal utility, meaning the additional utility derived from each unit of x and y decreases as more units are consumed. On the other hand, the second function demonstrates increasing marginal utility, where the additional utility gained from each unit of x and y grows with increased consumption.

However, the remaining two utility functions, u(x, y) = xy and u(x, y) = 10√xy, represent the same preferences. Both of these functions satisfy the property of constant elasticity of substitution (CES) utility functions. This property implies that the marginal rate of substitution (MRS) between x and y remains constant along the indifference curve. In other words, the rate at which an individual is willing to trade x for y remains the same regardless of the quantities consumed.

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9514 1404 393, H76, 5668 8637 469

Answer:

  a) (146 +135 +(p-8) +p)/4 = 135

  b) 3rd game: 125.5; 4th game: 133.5

Step-by-step explanation:

The average score is the sum of scores divided by the number of games.

We are told the 4th game score is p, and the third game score is p-8. So, the scores in the four games are ...

  146, 135, p-8, p

__

a) Their average is 135, so we have ...

  (146 +135 +(p-8) +p)/4 = 135 . . game average

__

b) Solving the equation, we get ...

  273 +2p = 540 . . . . . . . . . . . . . multiply by 4, collect terms

  2p = 267 . . . . . . . . . . . . . . . . . .  subtract 273

  p = 133.5 . . . . . . divide by 2

Then the third game score is p-8 = 133.5-8 = 125.5, and the fourth game score is 133.5

Pavan's scores in the 3rd and 4th games were 125.5 and 133.5, respectively.

_____

Comment on the question

Of course, these scores make no sense as bowling scores.

The p-value (0.040) is less than the significance level of 0.05, we reject the null hypothesis that the true average strength is greater than or equal to 100 MPa.

The standard deviation of the compressive strength is a measure of the variation or spread of the compressive strength values around the mean.

Let's denote the sample mean and sample standard deviation of the compressive strength by x-bar and s, respectively.
Then the test statistic is:

t = (x-bar - 100) / (s /√n)

Here, n = sample size (given, n = 10)
Using the given data, the sample mean and standard deviation:

x-bar = (112.3 + 97.0 + 92.7 + 86.0 + 102.0 + 99.2 + 95.8 + 103.5 + 89.0 + 86.7) / 10 = 96.42

s = √(((112.3-94.2)² + (97.0-94.2)² + ... + (86.7-94.2)²) / 9) = 8.26

So, the test statistic,

t = (96.42 - 100) / (8.3 / √10) = - 1.36

The degrees of freedom for the t-distribution is n - 1 = 9. Using a t-table or calculator, we find that the p-value for a one-tailed test (since we are testing for a decrease in strength) with 9 degrees of freedom and a test statistic of -1.36 is approximately 0.040.

Since the p-value (0.040) is less than the significance level of 0.05, we reject the null hypothesis that the true average strength is greater than or equal to 100 MPa. Therefore, there is evidence to suggest that the true average strength is less than 100 MPa.

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Answer:

25 candy bars

Step-by-step explanation:

Answer:

Step-by-step explanation:

You can use these ways to figure out the answer. The answer is 25 candy bars.

Hope this helped,

Kavitha Banarjee

Approximately 2.28% of the population has a diastolic blood pressure below 70.

To find the proportion of this population with diastolic blood pressure below 70, you can use the normal distribution formula to calculate the probability that a randomly selected person from this population will have a diastolic blood pressure below 70:

P(x < 70) = P((x - mean)/standard deviation < (70 - mean)/standard deviation)

Where x is the diastolic blood pressure, mean is the average diastolic blood pressure (80 in this case), and the standard deviation is the standard deviation of diastolic blood pressure readings (15 in this case).

To calculate the probability, you can use a normal distribution calculator or table to find the probability that a standard normal random variable is less than (70 - mean)/standard deviation.

Using a normal distribution calculator or table, you can find that the probability that a person from this population will have a diastolic blood pressure below 70 is approximately 0.0228. This means that approximately 2.28% of the population has a diastolic blood pressure below 70.

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Answer:

(4,19)

Step-by-step explanation:

Cuz if u substitute these values in for the x and y in the equation, the equation would be true:

1.) 19 = 7(4) - 9

2.) 9 ≠ 7(54) - 9

3.) 30 ≠ 7(-3) - 9

4.) 15 ≠ 7(2) - 9

As you can see, 1st equation is the only equation that's true.

Hope this helps!

Answer:

Step-by-step explanation: There are 8 people in the gym.

An hour later, there are double that number.

How many people are in the gym now?

1. The statement that is false is: If two figures have the same shape, then they are congruent.

2. The dashed line appears to be a line of symmetry.

When two or more shapes have their length of sides and measure of internal angles to be equal, then it can be inferred that they are congruent. But shapes can be similar, but not congruent.

A line of symmetry is a straight line drawn in such a way that it divides a given shape into two equal parts. So that a shape may have more than one line of symmetry.

From the given questions, we can deduce that;

1. If two figures are similar, they may not be congruent. So that the statement that is false among the given option is A. If two figures have the same shape, then they are congruent.

2. Considering the dashed line drawn through the shape, it appears that it is a line of symmetry.

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The expression that is equivalent to 3(x − 4) + 4(y + 2) is 3x + 4y

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

3(x − 4) + 4(y + 2)

Open the brackeys

So, we have

3x - 12 + 4y + 12

Evaluate

3x + 4y

Hence the expression is 3x + 4y

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The incorrect expressions are given as follows:

When two terms with the same base and different exponents are multiplied, we keep the base and add the exponents.

When two terms with the same base and different exponents are divided, we keep the base and subtract the exponents.

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Answer:

Step-by-step explanation:

4.3 x 10^-8

Given statement solution:- None of the expressions evaluated are equivalent to 3/16 when x=34.

Let's evaluate each expression to determine if it is equivalent to 3/16 when x=34:

2x+116:

Substituting x=34, we have: 2(34) + 116 = 68 + 116 = 184

184 is not equal to 3/16.

\(x^2\) - 616:

Substituting x=34, we have: \((34)^2\) - 616 = 1156 - 616 = 540

540 is not equal to 3/16.

\((38)^2\)÷ x:

Substituting x=34, we have:\((38)^2\) ÷ 34 = 1444 ÷ 34 = 42.47 (approx.)

42.47 is not equal to 3/16.

x - 14:

Substituting x=34, we have: 34 - 14 = 20

20 is not equal to 3/16.

2x -\(x^2\)- 34:

Substituting x=34, we have: 2(34) - \((34)^2\) - 34 = 68 - 1156 - 34 = -1122

-1122 is not equal to 3/16.

None of the expressions evaluated are equivalent to 3/16 when x=34.

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In this task, the user is asked to input ten numbers between 1 and 1000. These numbers will be stored in an array.

To complete this task, we prompt the user to provide a number between 1 and 1000. This process is repeated ten times to collect ten numbers. We store these numbers in an array, which is a data structure that allows us to hold multiple values in a single variable. By using an array, we can easily access and manipulate these numbers for further analysis or calculations.

Storing the numbers in an array provides us with a convenient way to organize and manage the data. We can iterate over the array to perform operations on each number individually or perform aggregate calculations on the entire set of numbers. This approach enables us to process the user's input efficiently and effectively.

By gathering the user's numbers and storing them in an array, we create a structured dataset that can be utilized for various purposes. Whether it's calculating statistics, sorting the numbers, or performing mathematical operations, having the numbers stored in an array allows us to work with the data more flexibly and programmatically.

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Answer:

  B.  180° about the origin

Step-by-step explanation:

You are given a figure and its image, and asked to determine the angle of rotation. All of the answer choices indicate the center of rotation is the origin.

__

You have two clues that the rotation is 180° about the origin:

__

To find the angle of rotation, you can look at the angle formed by a point, the center of rotation, and the image of the original point. Here, the angle UOU' is a straight angle, so the angle of rotation about O is 180°--the measure of that angle. (It can be convenient to use points close to the center of rotation, but any corresponding points on preimage and image will do.)

Answer:

Step-by-step explanation:

The graph of \(y=x^2\) in vertex form is \(y=(x-h)^2+k\) where h and k, the vertex, is (0, 0). If we shift the parabola right or left, or up or down, the h and k values take on that reflection. If we move up 4, k goes from a value of 0 to a value of 4; if we move right 2 units, h goes from a value of 0 to a value of 2. Putting that together in work (aka vertex) form:

\(y=(x-2)^2+4\)

The value of x from the given linear equation x/3-3=x/9+3 is 27.

What is linear equation?

A linear equation is an algebraic equation of the form y=mx+b, where m is the slope and b is the y-intercept, and only a constant and a first-order (linear) term are included.

Given equation

x/3-3=x/9+3

=> x/3-x/9=3+3

=>(3x-x)/9=6

=>2x/9=6

=> x=9*6/2

x=27.

Therefore, the value of x from the given linear equation is 27.

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The arc length is D) 3.14 meters.

What is arc length?

In mathematics, an arc is a portion of a curve that can be thought of as a segment of the curve. An arc is a connected set of points on a curve, usually a portion of a circle.

It is defined by two endpoints and all the points along the curve between them. The length of an arc is the distance along the curve between its two endpoints.

The distance along the curved line that forms the arc (a section of a circle) is measured using the arc length formula.

                                      \(A_L=\frac{\theta}{360\textdegree}2\pi r\)

Here the give circle Radius PR = 3m and θ=60°.

Now using arc length formula then,

=> Arc length \(A_L=\frac{\theta}{360\textdegree}2\pi r\)

=> \(A_L=\frac{60}{360} \times2\times3.14\times3\)

=> \(A_L=\frac{1}{6}\times2\times3.14\times3\)

=> \(A_L\) = 3.14 m.

Hence the arc length is D) 3.14 meters.

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Answer:

$38.40

Step-by-step explanation:

Answer:

204 ft²

Step-by-step explanation:

Let's split the room to make it look like there are two squares.

We can make it to where one square is 14 ft long and 10 ft wide.

The other square can be 16 ft long and 4 ft wide

Find the areas of those two squares by multiplying width and length

14 x 10 = 140

16 x 4 = 64

Add those two together

140 + 64 = 204

Answer:

a

Step-by-step explanation:

Answers:

Adam cannot buy Pair A

Adam cannot buy Pair B

Adam can buy Pair C

Adam can buy Pair D

Adam cannot buy Pair E

Explanation:

To know if Adam can buy a pair of shoes, we need to calculate the cost of each pair after the sales tax. If the cost exceeds $70, then Adam cannot buy them.

So, to calculate the cost after the sales tax, we need to calculate 6% of the initial cost. Then, for pair A, we get:

Therefore, the cost after the sales tax is:

Since 73.087 is greater than 70, Adam cannot buy pair A.

In the same way, we can calculate the cost after sales taxes for pair B as:

Therefore, Adam cannot buy pair B.

The cost after sales taxes for pair C is:

Therefore, Adam can buy pair C.

The cost after sales taxes for pair D is:

Therefore, Adam can buy pair D.

The cost after sales taxes for pair E is:

Therefore, Adam can buy pair E.

Luis wants to create a graph using PowerPoint to show how much weight he lost after starting an exercise plan over six months. The type of graph that Luis should use is a line graph.

What is a line graph?A line graph is a method of displaying data or information on a two-dimensional Cartesian plane. It is mostly used to display changes over time or trends. It is ideal for data that has a lot of numeric data or that change frequently over time.The line graph is made up of two lines, one horizontal and the other vertical, which connect the data points in a sequential order. It is best used for visual representation of data, as it provides the viewer with a simple, visual representation of the data.

The x-axis and y-axis of a line graph represent the independent and dependent variables, respectively. The x-axis is often used to represent the time or the data being analyzed, while the y-axis represents the numerical values that are being analyzed.To create a line graph using PowerPoint, you can use the Insert Chart button to add your data, then choose Line Graph as the type of chart you want to create. You can then customize the chart as you like, including changing the colors, fonts, and background.

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As a result, the bigger pipe can store 10.375π more cubic inches of water cylinder than the smaller pipe. The answer, rounded to the closest cubic inch, is 33 cubic inches.

A three-dimensional structure known as a "cylinder" is composed of curving surfaces that have circular tops and bottoms. A cylinder is a three-dimensional solid figure that has two bases that are similar circles connected by a curved surface at the height, which is determined by the distance from the centre to the bases. Examples of cylinders include wicks from toilet paper and cold beverage cans.

The volume of a cylinder is given by the formula:

V = πr²h

where V is the volume, r is the radius, h is the height (or length), and π is a constant approximately equal to 3.14.

Since the two pipes have the same diameter, they have the same radius (r = d/2 = 1.5/2 = 0.75 inches). Therefore, we can compare their volumes using only their lengths:

V₁ = π(0.75)²(23) = 40.6875π cubic inches

V₂ = π(0.75)²(30) = 51.0625π cubic inches

The larger pipe (pipe 2) can hold:

51.0625π - 40.6875π = 10.375π cubic inches

Using the approximation π ≈ 3.14, we can calculate:

10.375π ≈ 32.57 cubic inches

Rounding this to the nearest cubic inch, we get:

10.375π ≈ 33 cubic inches

Therefore, the larger pipe can hold approximately 33 cubic inches more water than the smaller pipe.

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x2 = -2.0000. In this way, we get x2, the second approximation to the root of the equation using Newton's method with an initial approximation x1 = −2.

Newton's method is one of the numerical methods used to estimate the root of a function.

The following are the steps for using Newton's method:

Let the equation f (x) = 0 be given with an initial guess x1, and let f′(x) be the derivative of f(x).

Determine the next estimate, x2, by using the formula x2 = x1 - f (x1) / f'(x1).

Therefore, the given equation is x³ + x + 6 = 0.

Let us use Newton's method to solve the given equation. We have x1 = -2, which is the initial approximation.

Therefore, f(x) = x³ + x + 6, and f'(x) = 3x² + 1.

To find x2, the second approximation to the root of the equation, we need to substitute the values of f(x), f'(x), and x1 into the formula x2 = x1 - f (x1) / f'(x1).

Substituting the given values in the above equation we get, x2 = x1 - f (x1) / f'(x1) = -2 - (-2³ - 2 + 6) / (3(-2²) + 1) = -2 - (-8 - 2 + 6) / (3(4) + 1) = -2 - (-4) / 13 = -2 + 4 / 13 = -26 / 13

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