Elias and niko are polishing the silver at the heritage museum. elias could polish all the silver himself in 40 minutes. that task would take niko 50 minutes to complete alone. which table is filled in correctly and could be used to determine how long it would take if elias and niko polished the silver together? a table showing rate in part per minute, time in minutes, and part of silver polished. the first row shows elias, and has startfraction 1 over 40 endfraction, t, and startfraction 1 over 40 endfraction t. the second row shows niko and has, startfraction 1 over 50 endfraction, t, and startfraction 1 over 50 endfraction t. a table showing rate in part per minute, time in minutes, and part of silver polished. the first row shows elias, and has r, startfraction 1 over 40 endfraction, and startfraction 1 over 40 endfraction r. the second row shows niko and has, r, startfraction 1 over 50 endfraction, and startfraction 1 over 50 endfraction r. a table showing rate in part per minute, time in minutes, and part of silver polished. the first row shows elias, and has 40, t, and 40 t. the second row shows niko and has, 50, t, and 50 t . a table showing rate in part per minute, time in minutes, and part of silver polished. the first row shows elias, and has r, 40, and 40 r. the second row shows niko and has, r 50, and 50 r .

A one-way ANOVA is best used when comparing more than two levels of a single independent variable.

It is a statistical test that allows us to determine whether there are significant differences between the means of three or more groups. The independent variable, also known as the factor, has multiple levels or categories. The one-way ANOVA analyzes the variability between these groups and compares it to the variability within the groups. By comparing the ratio of between-group variability to within-group variability, the test determines whether there are significant differences among the group means. This helps researchers assess the impact of the independent variable on the dependent variable across multiple levels or categories. Therefore, A one-way ANOVA is best used when comparing more than two levels of a single independent variable.

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Answer:

∠x = 78

Step-by-step explanation:

∠y + ∠1 = 180

=> 125 + ∠1 = 180

=> ∠1 = 180 - 125

=> ∠1 = 55

∠z + ∠2 = 360

=> 313 + ∠2 = 360

=> ∠2 = 360-313

=> ∠2 = 47

∠1 + ∠2 + ∠x = 180

=> 55 + 47 + ∠x = 180

=> ∠x = 180 - 55 - 47

=> ∠x = 78

Answer:

\(x=78\)

Step-by-step explanation:

Skills needed: Exterior Angle Theorem, Triangle Geometry:

1) We need to solve for \(x\) and there are 2 methods to do it. I will go over the fastest way (since it's better).

2) In order to use this theorem, we need to solve for the angle near \(z\). This angle would be \(360-z\), which is \(360-313\) (since \(z=313\)).

\(360-313\) = \(47\)

3) Then, we can use the fact that \(y=x+47\) (47 is the measure of the angle we just solved for.)

\(y=125\), so \(125=x+47\)

Subtract 47 from both sides, and get \(x=78\)

Hope you understood and have a nice day! :D

Note: I have attached one image that shows my work, and another image that shows the exterior angle theorem (which I created on a whiteboard). Hope you get it! If you have any questions, comment and I can answer it ASAP!

1325.5

im not too sure, but i think that is the answer.

Answer:

Area   = 2 x Sqrt (2) x r^2

Area = 2 x sqrt(2) x 20^2

Area = 2 x 1.414  x 400

Area = 1131.37

Step-by-step explanation:

A scaled copy of polygon with the scaled factor of 2 is Scale factor is defined as

It is a growing organism that falls between (0, infinity). According to the scale factor, an original figure might be either raised or decreased.

Consider two circles that appear to be the same. The word "identical" does not guarantee that both circles are of similar size. They could have various radii. One figure would be the other figure scaled down.

The ideas of ratio and proportion are intimately related to scale considerations. A given amount is multiplied or divided in ratio and proportions to create a new quantity.

A Scaled copy involves multiplying the lengths in the original figure by scale factor.

Here scale factor = 2,

Since the scale factor > 1, so there is an enlargement.

So, the scale copy's sides are 2 times of the sides of figure A.

Take the reference of grid:

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Answer:

x = 11

Step-by-step explanation:

Perimeter of a triangle = the sum of the three sides.

In an isosceles triangle there is a base and two equal legs

Perimeter = (x)  + (5x - 5) = (5x - 5)

            111 = 11x -10

           111 + 10 = 11x

            121 = 11x

            \(\frac{121}{11} =\frac{11x}{11}\)

               x = 11

Answer:

Step-by-step explanation:

Answer:

A. SSS

Step-by-step explanation:

Triangle ADT and triangle TDE are congruent triangles by SSS postulate.

Sides DE and DA, sides TE and TA are congruent (DT is common side).

So the answer is A. SSS

According to the characteristics of ticket sales and the resulting system of linear equations we find that 122 children bought each one a ticket on Sunday.

In this question we have a word problem, whose information must be translated into algebraic expressions to find a solution. Let be x and y the number of children and adults that went to the movie theatre, respectively.

We need two linear equations, one for the number of people assisting to the theatre and another for the total sales:

x - 4 · y = 0     (1)

6.30 · x + 9.50 · y = 1063.20     (2)

By algebraic procedures the solution to this system is: x = 122.559, y = 30.639. Since the number of tickets sold are integers, then we truncate each result: x = 122, y = 30.

According to the characteristics of ticket sales and the resulting system of linear equations we find that 122 children bought each one a ticket on Sunday.

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At most, they can wash 96 cars and mow 96 lawns.

To determine the maximum number of cars they can wash and lawns they can mow, we need to consider the work rates of each person and the total number of hours they work.

Huey can wash 6 cars or mow 3 lawns in one hour, so in 8 hours, he can wash 6 \(\times\) 8 = 48 cars or mow 3 \(\times\) 8 = 24 lawns.

Dewey can wash 3 cars or mow 3 lawns in one hour, so in 8 hours, he can wash 3 \(\times\) 8 = 24 cars or mow 3 \(\times\) 8 = 24 lawns.

Louie can wash 3 cars or mow 6 lawns in one hour, so in 8 hours, he can wash 3 \(\times\) 8 = 24 cars or mow 6 \(\times\) 8 = 48 lawns.

Since two of them wash cars and one mows lawns, the maximum number of cars they can wash is the sum of the maximum cars each person can wash, which is 48 + 24 + 24 = 96 cars.

The maximum number of lawns they can mow is the sum of the maximum lawns each person can mow, which is 24 + 24 + 48 = 96 lawns.

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The required negative function h(x) with a y-intercept at "-4" with one solution is x + 4

The y-intercept of an equation is the pint where the x-value of the function is 0, that is;

f(-4) = 0

Since the solution has one solution, hence it will be linear in nature

h(x) = x + 4

This gives the required negative function h(x) with a y-intercept at "-4" with one solution

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Answer -rational numbers and irrational numbers

Using number sets, it is found that the set of dense numbers is composed of rational and irrational numbers. Therefore, option C is the correct answer.

From options, we need to check which answer describes the type of numbers that are dense.

Numbers are an integral part of our everyday lives, right from the number of hours we sleep at night to the number of rounds we run around the racing track and much more. In math, numbers can be even and odd numbers, prime and composite numbers, decimals, fractions, rational and irrational numbers, natural numbers, integers, real numbers, rational numbers, irrational numbers, and whole numbers.

Numbers can be classified as:

Whole numbers: All positive numbers and 0, so: {0,1,2,...}

Integer numbers: Positive or negative, not decimal so: {...,-2,-1,0,1,2,....}

Rational numbers: Integer plus decimals that can be represented by fractions, that is, they either have a pattern or have a finite number of decimal digits, for example, 0, 2, 0,45(finite number of decimal digits), 0.3333(3 repeating is the pattern), 0.32344594459 (4459 repeating is the pattern).

Irrational numbers: Decimal numbers that are not represented by patterns, that is, for example, 0.1033430290339, which can be approximated to the rational 0.1.

Real numbers: Rational plus irrational.

A subset is dense of the rational numbers if all numbers can be approximated to rational numbers, and thus, rational and irrational numbers are dense.

Therefore, option C is the correct answer.

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The correct option is the first one:

The theoretical probability, P(gold), is 25%, and the experimental probability is 27.5%.

The experimental probability is equal to the quotient between the number of times that a gold block was taken and the total number of trials, so it is:

E = 11/40 = 0.275

Multiply this by 100% to get the percentage:

0.275*100% = 27.5%

For the theoretical probability, take the quotient between the number of gold blocks and the total number:

T = 10/40 = 0.25

And multiply it by 100%

100%*0.25 = 25%

Then the correct option is The theoretical probability, P(gold), is 25%, and the experimental probability is 27.5%.

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9514 1404 393

Answer:

  (C)

Step-by-step explanation:

The law of sines tells you ...

  AB/sin(C) = AC/sin(B)

  AB = AC·sin(C)/sin(B)

The area of the triangle in terms of sides and angles is ...

  Area = (1/2)AB·AC·sin(A)

Using the above expression for AB and filling in values, we get ...

  Area = (1/2)AC·sin(C)/sin(B)·AC·sin(A)

  Area = 15·sin(67°)/(2·sin(65°))·15·sin(48°) . . . . . . matches choice C

Marshall is wondering whether he can participate in the LLP again next year. The statement that is true is "He can participate in the LLP again, but only to the extent that his existing LLP balance is less than $20,000.

The Lifelong Learning Plan is a program that helps Canadian residents finance their post-secondary education through their registered retirement savings plans (RRSP). If an individual is attending school full-time, they can withdraw up to $10,000 a year from their RRSP under the program, or up to $20,000 in total. There are certain rules that must be followed by an individual participating in the LLP. For example, withdrawals must be made within four years of enrolling in an eligible educational program, and repayments must begin within the same period.

Here are the statements: Provided he repays his LLP balance in full by the end of this year, Marshall can participate in the LLP again next year.Marshall can only participate in the LLP once over his lifetime. However, his wife can make a LLP withdrawal from her RRSP on his behalf. He can participate in the LLP again, but only to the extent that his existing LLP balance is less than $20,000. He can only participate in the LLP a second time if he repays his LLP balance in full and waits 5 years before he returns to school.The correct statement is: He can participate in the LLP again, but only to the extent that his existing LLP balance is less than $20,000.

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Mary is shipping her makeup kits in boxes with dimensions of 1/2 ft x 1/2 ft x 1/2 ft. The shipping box dimensions are 1 1/2 ft wide, 3 ft long, and 2 ft high.

To determine how many makeup kit boxes can fit in each shipping box, we need to find the volume of both boxes and divide the volume of the shipping box by the volume of the makeup kit box.

First, we'll find the volume of the makeup kit box:

\(Volume = length × width × height = (1/2 ft) × (1/2 ft) × (1/2 ft) = 1/8 cubic feet\)

Next, we'll find the volume of the shipping box:

\(Volume = length × width × height\)

= (3 ft) × (1 1/2 ft) × (2 ft) = 3 ft × 3/2 ft × 2 ft = 9 cubic feet

Now, we'll divide the volume of the shipping box by the volume of the makeup kit box:

\(Number of makeup kit boxes = Volume of shipping box ÷ Volume of makeup kit box\)

= 9 cubic feet ÷ 1/8 cubic feet = 72

Therefore, Mary can ship 72 makeup kit boxes in each shipping box.

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500 miles = 248 + 62(m/h)• Time

then Time T is = ( 500 - 248)/ 62 = 4.1 hours

1/3 is a repeating number and 3/10 is 3 divided by 10.

1) Because those two numbers when divided generate those quotients:

1/3 is an irrational number a repeating one also represented as 3/9 while 3/10 is three divided by 10.

2) So, 1/3 is a repeating number and 3/10 is 3 divided by 10.

Answer:

f = -16

Step-by-step explanation:

f/4-5= -9

Add 5 to each side

f/4-5+5= -9+5

f/4 = -4

Multiply each side by 4

f/4 *4 = -4 *4

f = -16

Answer:

f= -16

Step-by-step explanation:

\(f/4-5= -9\\\\\frac{f}{4}-5=-9\\\\\mathrm{Add\:}5\mathrm{\:to\:both\:sides}\\\\\frac{f}{4}-5+5=-9+5\\\\Simplify\\\\\frac{f}{4}=-4\\\\\mathrm{Multiply\:both\:sides\:by\:}4\\\frac{4f}{4}=4\left(-4\right)\\\\Simplify\\f=-16\)

Answer:

HERE YOU GO have a nice day

The expression shows the height, in meters, of the sail is 2(sin 40°) (option A)

One way to approach this problem is to use the sine function.

We know that sin(40 degrees) is equal to the length of the side opposite angle 40 degrees divided by the length of the hypotenuse. In other words, sin(40 degrees) = b/c.

We want to find the length of the segment that drops from the top of the sail to side a, which we will call h.

This segment is the side adjacent to angle 40 degrees, so we can use the cosine function to relate it to the length of side b. Specifically, cos(40 degrees) = h/b. Solving for h, we get

h = 2 x sin(40 degrees) = 2(sin 40°)

Hence the option (A) is correct.

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Answer

\( \boxed{10p}\)

Step by step explanation

\( \mathsf{ - 4p + (- 6p)}\)

When there is a ( + ) in front of an expression in parentheses, the expression remains the same

\( \mathsf{ - 4p - 6p}\)

Collect like terms

\( \mathsf{ - 10p}\)

Hope I helped!

Best regards!

Answer:

11388

Step-by-step explanation:

Answer:

The answer to this question is 11,388

Matrix-vector multiplication is a linear operation because it satisfies the properties of scalar multiplication and vector addition, which are a(u+v) = au + av and a(cu) = cau, where a is a scalar and u and v are vectors.

Matrix-vector multiplication is a fundamental operation in linear algebra, where a matrix is multiplied by a vector to produce another vector. This operation is considered linear because it adheres to certain properties.

The first property is scalar multiplication, which states that multiplying a vector u by a scalar a and adding it to another vector v (a(u+v)) is equivalent to multiplying u by a (au) and v by a (av) separately and then adding the results (au + av). In other words, the operation distributes over vector addition.

The second property is the distributive property of scalar multiplication, which states that multiplying a vector u by a scalar c and then multiplying the resulting vector (cu) by another scalar a is equivalent to multiplying u by the product of the two scalars (cau). This property allows the scalar multiplication to be distributed over scalar multiplication.

These properties ensure that matrix-vector multiplication preserves the linearity of the underlying vector space. They enable the manipulation and analysis of systems of linear equations, transformations, and other mathematical operations involving matrices and vectors.

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The P-value for this test is the probability of observing a z-score as extreme or more extreme than 22.75, assuming the null hypothesis is true.

To conduct this hypothesis test, we can use the normal distribution as an approximation to the binomial distribution. Since the sample size is large (963 babies), we can assume that the sampling distribution of the sample proportion of girls is approximately normal. The sample proportion of girls is 873/963=0.906, which is the point estimate of the population proportion of girls born to parents using the new method.

To calculate the test statistic, we need to determine the standard error of the sample proportion.

Where p is the hypothesized population proportion (0.5 for boys and 0.5 for girls), and n is the sample size (963).

Using this formula, we get SEp=√[(0. 5x (1-0.5))/963]=0.016.

The z-score can be calculated as:

z=(p-p)/SEp

where p is the sample proportion and p is the hypothesized population proportion (0.5).

Using the values from the sample, we get z=(0.906-0.5)/0.016=22.75.

This can be calculated using a standard normal distribution table or a statistical software such as Statcrunch. The P-value turns out to be very small, much less than the chosen significance level of 0.01.

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Answer:

at the top

Step-by-step explanation:

the largest class interval is placed on the top on a frequency distribution

Answer:

3. 16800

4. 42

Step-by-step explanation:

3. 400*42 = 16800

4. h = \(\frac{336-840}{-12}\) = 42

The correct way to measure the zone of inhibition is to place a known amount of an antimicrobial agent on a solid medium.

Area is a quantity that measures the size of a two-dimensional surface or shape. It is expressed in square units such as square centimetres (cm2), square metres (m2) or square kilometres (km2). Area is used to describe the size of a garden, a house, a room, a city and much more. It can also be used to calculate the amount of material required for a project, such as paint, carpet or tiles. Knowing the area of a shape can help to calculate costs, and to make sure that enough materials are ordered.

The zone of inhibition is then measured as the area surrounding the antimicrobial agent where microbial growth has been inhibited. This area is typically measured in millimeters. To accurately measure the zone of inhibition, it is important to ensure that the size of the inoculum and the amount of antimicrobial agent used remain constant. Additionally, it is important to consider the type of organism being studied, as different organisms can have different levels of susceptibility to the antimicrobial agent. Finally, the medium used should be appropriate for the organism being studied, as different media can produce different results.

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Answer:

90

Step-by-step explanation: