Answer:
$15
Step-by-step explanation:
Answer:15
Step-by-step explanation:
Why can prime number be a multiple of any other number except itself
Answer:
the factors of prime numbers are only 1 and itself
Answer:
A factor number can only be divided by itself or 1 meaning it cant be a factor anything more than that.
Step-by-step explanation:
A $250 suede jacket is on sale for 20%off how much should you pay for the jacket
Answer: $ 200
Step-by-step explanation:250 * 0.20 = $50 sale
250 - 50 = $200
Ise9urgyobrhrstbydfdsfwefwefsdfewfds
MArking people as BRAINLIST only answer if you know
Answer:
Quad 4!
Hope I helped!
~PumpkinSPice1
Write the null and alternative hypotheses in words and then symbols for each of the following situations.
a. A tutoring company would like to understand if most students tend to improve their grades (or not) after they use their services. They sample 200 of the students who used their service in the past year and ask them if their grades have improved or declined from the previous year.
b. Employers at a firm are worried about the effect of March Madness, a basketball championship held each spring in the US, on employee productivity. They estimate that on a regular business day employees spend on average 15 minutes of company time checking personal email, making personal phone calls, etc. They also collect data on how much company time employees spend on such non-business activities during March Madness. They want to determine if these data provide convincing evidence that employee productivity changed during March Madness.
Answer:
A) the hypothesis in words and symbols are;
Null hypothesis: Grades have not improved for most students
Alternative hypothesis: Grades have improved for most students
Null hypothesis; H0: p^ = 0.5
Alternative hypothesis; Ha: p^ > 0.5
B) Null hypothesis: During march madness, employees averaged 15 minutes per day on non - business activities
Alternative hypothesis: During march madness, employees averaged more than 15 minutes per day on non-business activities
Null hypothesis; H0: μ = 15
Alternative hypothesis; Ha: μ > 15
Step-by-step explanation:
A) We are told that they sampled 200 of the students who used their service in the past year and ask them if their grades have improved or declined from the previous year. Thus, there will be a 50% chance of success for their grades to have improved and a 50% chance for it to remain the same.
Thus; p^ = 0.5
So the hypothesis in words and symbols are;
Null hypothesis: Grades have not improved for most students
Alternative hypothesis: Grades have improved for most students
Null hypothesis; H0: p = 0.5
Alternative hypothesis; Ha: p > 0.5
B) We are told that they estimate that on a regular business day employees spend on average 15 minutes of company time checking personal email, making personal phone calls, etc
Also, They also collect data on how much company time employees spend on such non-business activities during March Madness.
The hypotheses in words and symbols are;
Null hypothesis: During march madness, employees averaged 15 minutes per day on non - business activities
Alternative hypothesis: During march madness, employees averaged more than 15 minutes per day on non-business activities
Null hypothesis; H0: μ = 15
Alternative hypothesis; Ha: μ > 15
The Null hypothesis is the initial truth which we would like to counter using the alternative hypothesis. The Null and Alternative hypothesis for the given situation are :
1.)
Null hypothesis : There have been no change in the grade obtained by the students.
Alternative hypothesis : The grade obtained by the students have improved as students now attain better grades after attending the tutoring class
Using symbol :
[tex] H_{0} : \hat {p} = 0.5 [/tex][tex] H_{1} : \hat {p} > 0.5 [/tex]2.)
Null hypothesis : There is no change in the productivity of employees during the period as the amount of time spent on non-business activities remains the same.
Alternative hypothesis : There is a change in productivity has employees spend more than 15 minutes engaging on non-business activities.
Using symbol :
[tex] H_{0} : μ ≤ 15 [/tex][tex] H_{1} : μ > 15 [/tex]Learn more : https://brainly.com/question/16819441
PLEASEEE HRLPPPPPHELPPP PLEASEE :(((
Answer:
it's either the 1st choice or 4th
PLEASE HELP!
Identify the y-intercept and zeros of
y = x^4 - 9x^2 - 36
Algebraically
Answer:
Our y-intercept is (0, -36).
Our real zeros are: (-2√3, 0) and (2√3, 0)
And our imaginary zeros are: (i√3, 0) and (-i√3, 0)
Step-by-step explanation:
We have the function:
[tex]y=x^4-9x^2-36[/tex]
Let's identify the y- and x-intercepts.
Y-Intercept:
To determine the y-intercept, we will substitute 0 for x and solve for y. So:
[tex]y=(0)^4-9(0)^2-36[/tex]
Evaluate:
[tex]y=-36[/tex]
Therefore, our y-intercept is at (0, -36).
X-Intercepts:
To determine our x-intercepts, we need to substitute 0 for y and solve for x. So:
[tex]0=x^4-9x^2-36[/tex]
Now, we can factor. Before doing so, we can make the factored easier to see by converting this into quadratic form. Let's let u=x². Then:
[tex]0=(u^2)^2-9(x^2)-36[/tex]
Substitute:
[tex]0=u^2-9u-36[/tex]
Now, let's factor. We can use -12 and 3. So:
[tex]0=u^2+3u-12u-36 \\ 0=(u(u+3)-12(u+3)) \\ 0=(u-12)(u+3)[/tex]
Now, we can substitute back u:
[tex]0=(x^2-12)(x^2+3)[/tex]
Zero Product Property:
[tex]x^2-12=0\text{ or } x^2+3=0[/tex]
Solve for x in each case:
[tex]x^2=12 \text{ or } x^2=-3[/tex]
Take the square root of both sides. Since we're taking an even root, we will need plus/minus. Therefore:
[tex]x=\pm\sqrt{12}=\pm2\sqrt{3}\text{ or } x=\pm\sqrt{-3}=\pm i\sqrt{3}[/tex]
Therefore, our zeros (both real and imaginary) are: (2√3, 0), (-2√3, 0), (i√3, 0), and (-i√3, 0)
The use of performance materiality should:_____________.A. reduce the probability that the sum of immaterial and/or undetected misstatements in the financial statements is greater than materiality for the financial statements as a whole.B. increase the probability that the sum of immaterial and/or undetected misstatements in the financial statements is greater than materiality for the financial statements as a whole.C. reduce the probability that the sum of immaterial and/or undetected misstatements in the financial statements is less than materiality for the financial statements as a whole.D. increase the probability that the sum of immaterial and/or undetected misstatements in the financial statements is less than materiality for the financial statements
Answer:
C. reduce the probability that the sum of immaterial and/or undetected misstatements in the financial statements is less than materiality for the financial statements as a whole.
Step-by-step explanation:
This is the likely answer going by the relationship between the undetected misstatement and the materiality for the financial statements.
What is the remainder when 19x^2 + 15x + 12 is divided by x - 2?
Answer:
R = 118
Step-by-step explanation:
Given
Represent the polynomial with P and the divisor with D
[tex]P = 19x^2 + 15x + 12[/tex]
[tex]D = x -2[/tex]
Required
Determine the remainder
We start by equating the divisor to 0
i.e.
[tex]D = 0[/tex]
[tex]x - 2 = 0[/tex]
[tex]x = 2[/tex]
Substitute 2 for x in the polynomial.
This gives remainder (R)
[tex]R = 19*2^2 + 15*2 + 12[/tex]
[tex]R = 19*4 + 15*2 + 12[/tex]
[tex]R = 76 + 30 + 12[/tex]
[tex]R = 118[/tex]
Hence, the remainder is 118
In timed pls help
To find this product, Julissa first multiplied 83 x 49.
0.83 x 0.49 = 4067
Where should she place a decimal point in the final product
O Before the 4
O after the 4
O after the 0
O before the 7
Answer:
that guys answer is right thx and have a god day :)
Step-by-step explanation:
Erica makes $27 an hour how much does ahe make in 140 hours
Answer:
$3,780
Step-by-step explanation:
27*140=3780
Set up an equation and solve for x
Answer:
x=22
Step-by-step explanation:
3x+3+27+x+3+2x+18=180
6x+48=180
6x=132
x=22
What is the length of segment DF?
B
4/28
1
68°
C
2
А A
2
3
8
4
68°
28°
F
5
Type your answer.
Answer:
DF = 17.12
Step-by-step explanation:
From the picture attached,
From ΔABC and ΔEFD,
m∠ABC = m∠EFD = 28°
m∠BAC = m∠EDF = 68°
By AA property of similarity, ΔABC and ΔEFD will be similar.
And their corresponding sides will be proportional.
[tex]\frac{AB}{EF}=\frac{BC}{DF}=\frac{AC}{ED}[/tex]
[tex]\frac{4}{EF}=\frac{BC}{DF}=\frac{2}{8}[/tex]
[tex]\frac{4}{EF}=\frac{1}{4}[/tex]
EF = 16
Now by applying cosine rule in ΔDEF,
DF² = ED² + EF² - 2(ED)(EF)cos(E)
DF² = 8² + (16)² - 2(8)(16)cos(84)°
DF² = 320 - 26.76
DF = √(293.24)
DF = 17.12
x-intercept=? y-intercept=? What is the slope?
Answer: x=1 y=-3
just look where the line touches mane
pls help me with long division
86÷3 =
*The divisor is 3 and the dividend is 86
First step: How many 3's can fit into 8? (8÷3)
8÷3 = 2 r 2
Second step: add a 2 above the eight in the tens place of the answer.
86÷3 = 2_
Third step: multiply 3 x 2; 3 x 2 = 6;
In this step, we put a 6 underneath the 8.
Fourth step: Subtract.
In this step, we subtract 8-6 (=2)
Fifth step: bring down the next number. In this case, it is 6.
In this step, we now have the number 26.
Sixth step: How many 3's can fit into 26? (26÷3)
26÷3 = 8 r 2
Last step: Now put an 8 in the one's place and now we have a remaining 2. That is called the remainder. We put the remainder and represent it as "r". We put r2.
I hope this was easy for you to understand!
Answer:
Step-by-step explanation:
2 8 R2
3[tex]\sqrt{86[/tex]
- 6
-------------
26
- 24
-----------
0 2
Sharise Brody folds and glues corrugated cardboard boxes at the rate of $0.57 per box. If she averages 40 boxes per hourhow much is her average hourly pay?
Answer:
she makes $22.80 a day
Step-by-step explanation:
since she makes $0.57 per box and averages at 40 boxes a day, we multiply 40 and 0.57. 40 x 0.57 = 22.8, or $22.80.
hope this helped!
The rate of 225 mi in 7 hr written as a unit rate
Answer:
32.14 an hour
Step-by-step explanation:
Answer:
32.142857 miles per hour
Step-by-step explanation:
This is the answer because:
This is a fraction equal to
225 miles ÷ 7 hours
We want a unit rate where 1 is in the denominator, so we divide top and bottom by 7 .
225/7 = 225/7 and 7/7 = 32.142857/1
Therefore, the answer is 32.142857 miles per hour.
Hope this helps!
A school district wants to find out why dropout rates were lower at some schools rather than others. What statistical approach would be most appropriate?A) A regression with dropout rates as the independent variableB) A regression with dropout rates as the dependent variableC) A hypothesis test with a null hypothesis that the dropout rate is more than the highest dropout rateD) A confidence interval with the expected dropout rate as the meanE) A hypothesis test with a null hypothesis that the dropout rate is less than or equal to the highest dropout rate
Answer:
E) A hypothesis test with a null hypothesis that the dropout rate is less than or equal to the highest dropout rate
Step-by-step explanation:
The hypothesis test is the type of test that helped a scientist to determine the relationship between two variables-one constant independent variable and an dependent variable. For the dropout rates in the different schools, it would be better to use the hypothesis test for the evaluation.
in alana's math class there are 12 boys to 13 girls what is the ratio of boys to girls
Answer:
12:13
Step-by-step explanation:
The ratio of x to y is x:y
12 boys : 13 girls = 12:13
PLS GIVE BRAINLIEST
Find the area of each square. Each grid square represents 1 square unit.
1. If 27.4578 is increased by 9.3456, what is the answer?
A. 36.8124
B. 35.8024
C. 36.8034
D. 35.8124
Answer:
36.8034
not sure.....
A group of 10 friends are in line to see a movie. It cost $15 for 3 people to see a movie. How much will the group pay?
Answer:
50
Step-by-step explanation:
15/3=5
5*10=50
Please help someone last one
Answer:
a in table → b on number line
b in table → c on number line
c in table → a on number line
Step-by-step explanation:
Here, we see the points are square roots. A square root of a number is a value, that when multiplied by itself, gives the number. For example, 4 × 4 = 16, so the square root of 16 is 4.
We can apply this logic easily by simplifying the square root, or multiplying integers with each other (aka "squaring" the integers) and seeing which result is closest to the value inside the square root.
Simplifying the square root won't help here, if we don't know basic values such as √3 or √2. So, we can just multiply an integer with itself and see if that value is closer to the value inside the square root.
For point a, we see the number inside the root is 27. We can start multiplying:
1×1 = 12×2 = 43×3 = 94×4 = 165×5 = 256×6 = 3625 is the closest value to 27 here. So, we know the point is somewhere around 5, and since 27 is slightly larger than 25, the point is slightly larger than 5. So, point a in the table is most likely point b on the number line.
For point b, we see the number inside the root is 32. We can start multiplying:
1×1 = 12×2 = 43×3 = 94×4 = 165×5 = 256×6 = 3636 is the closest value to 32 here. So, we know the point is somewhere around 6, and since 32 is smaller than 36, the point is lesser than 6. So, point b in the table is most likely point c on the number line.
For point c, we see the number inside the root is 16. We can start multiplying:
1×1 = 12×2 = 43×3 = 94×4 = 1616 is right on the dot! That means that the square root of 16 is 4, which leaves us with point a on the number line.
9y - 36 simplified or expanded
Answer:
simplified
Step-by-step explanation:
look this is mad easy the answer is simplified because since there is no equal sign you dont need to find the value of y.
Margaret prepared and cooked the food
for their Thanksgiving feast for 5 hours and
25 minutes. She started at the time shown
below. What time did she finish
If a quadratic polynomial has an absolute minimum at (-3,-5), what is the range of the polynomial?
Answer:
range: (-5, ∞)
domain: (-∞, ∞)
Step-by-step explanation:
given vertex, absolute minimum: (-3, -5)
Range look at y-value
(minimum, maximum) the -5 will be on the left of the comma b/c its the min
If this was a max, you would put the y-value on the right side of the comma
Which set of statements explains how to plot a point at the location
(-33.-2)
Start at the origin. Move 3 units right because the x-coordinate is - 3
3.
-3-3
is between 3 and 4. Move 2 units dow
A because the y-coordinate is -2.
Start at the origin. Move 3 units down because the x-coordinate is 3.1.-3 is between -3 and -4. Move 2 units
left because the y-coordinate is -2.
O Start at the origin. Move 3 units down because the x-coordinate is -3
-3.7.-3
2 is between -3 and -4. Move 2 units
right because the y-coordinate is -2.
Start at the origin. Move 3 units left because the x-coordinate is -3
-35-3 is between -3 and -4. Move 2 units
down because the y-coordinate is -2.
Answer:
last one or d
Step-by-step explanation:
Lets test these statements. 1 is incorrect. 2 is incorrect 3 is incorrect 4 is correct.
The answer is the last one
8.91 divided by 5 dividing with decimal
Answer:
1.782
Step-by-step explanation:
8.91 ÷ 5= 1.782
Answer: 1.782
Step-by-step explanation:
Divide 8.91 by 5
1.782
Helpppppp please due today
Answer:
Y=-2x+5 (3 or C)
Step-by-step explanation:
Replace the value of x
Y= -2x(-1)+5
Solve
Y= 2+5
Y= 7
If an object moves in a straight line with position function s = f(t), then the average velocity between t = a and t = b is
f(b) − f(a)/b − a
and the velocity at t = c is f '(c). Thus the Mean Value Theorem tells us that at some time t = c between a and b the instantaneous velocity f '(c) is equal to the average velocity. For instance, if a car traveled 150 km in 2 hours, then the speedometer must have read km/h at least once.
In general, the Mean Value Theorem can be interpreted as saying that there is a number at which the instantaneous rate of change is equal to the average rate of change over an interval.
Answer:
75 km/hr
Step-by-step explanation:
So, if a car travels 150 km in 2hours.
Then;
f(t=0) = 0
f(t = 2 hours) = 150 km
Therefore;
f'(c) (speedometer reading) = f(t=2)-f(t=0)/(2-0)
f'(c) (speedometer reading) = 150/2 km/hr
f'(c) (speedometer reading) = 75 km/hr