Anyone can help me ?

9514 1404 393

Answer:

  (a)  -1215/32

Step-by-step explanation:

The sequence is apparently geometric. The common ratio is ...

  (-135/2)/90 = -135/180 = -3/4

Then the next term is ...

  (405/8)(-3/4) = -1215/32

Answer:

abcdefg omlllfffg

Step-by-step explanation:

Step-by-step explanation:

For the first one, you have the -2 step right, but now we're at

f(x) -2 = x³

We have to take the cube root of each side to solve for x, which looks like

∛(f(x)-2) = x or (f(x)-2)^(1/3) = x. This makes our inverse function ∛(x-2) Putting a 3 to the side multiplies the value by 3, and doesn't cube root it.

For your next incorrect answer, you simply need to plug the inverse function that I just gave in.

For the one after that, the question is asking to plug in f(x). We know that our inverse is ∛(x-2) , and the question is asking to plug f(x) in for x here. Thus, in the box, simply put down x³+2

For the last incorrect answer, we need to find the cube root of something, and by plugging in f(x) into the previous one, we are left with ∛(x³+2-2). Therefore, in the box, simply put down x³ as that is what's left

Answer:

I don’t know what type of figure you are talking about. But if there is supposed to be a picture attached, we see nothing

Step-by-step explanation:

You could repost this question though, I’ll be glad to help on that other question!

Answer:

option : b, c

Step-by-step explanation:

1 meter = 100 centimeters

45 meters = 4500 centimeters

1000 meter = 1 kilometer

 [tex]45 \ meters = \ \frac{45}{1000} = 0.045 \ kilometers[/tex]

1 meter = 1000 millimeters

45 meters = 45, 000 millimeters

Answer:

acute triangle

Step-by-step explanation:

First find the other angle

The sum of the angles is 180

x+65+60  = 180

x + 125 = 180

x = 180-125

x = 55

All three angles are different so all three side lengths are different

All the angles are less than 90 so all the angles are acute

This is an acute scalene triangle

Answer:

im is 55 so the only correct option is c

Step-by-step explanation:

hope this helps! have a great day!!

Answer:

Tips or taxes add money to a bill. This is the same as a markup. Markdowns are the same as discounts.Step-by-step explanation:

Answer:

ans: 37/ 32

Step-by-step explanation:

(33/8 + 1/2 ) / ( 4/5 ×2)

= { ( 33 + 4) / 8} / ( 8 / 2)

= 37/ (4×8)

= 37 / 32

Answer:

$325.50, mentioned methods below.

Step-by-step explanation:

55% means it increases by 55%.  an increase of 50% is basically taking half of the original amount .  So a 50% increase of 4 would be 4 + .5*4 = 4+2 = 6

So for 210 that's 210 + .55*210 = 325.50

You could also factor to make it a little simpler.

210 + .55*210 = 325.50

210(1 + .55) = 325.50

210*1.55 = 325.50

.55 = 55/100 = 11/20

Answer:

C. L LAM = L LBM

Step-by-step explanation:

__________

Answer: 1.345714286

Step-by-step explanation:

This is the full answer, if you want to round it up. Then your welcome to do so.

Answer:

11, 12, 13, 21, 22 and 23

Step-by-step explanation:

Given

[tex]Procedures = 2[/tex]

[tex]1 \to[/tex] Step 1

[tex]2 \to[/tex] Step 2

[tex]3 \to[/tex] Step 3

Required

List all possible experimental outcomes

From the question, we understand that:

[tex]Procedure\ 1 = 3\ steps[/tex]

[tex]Procedure\ 2 = 2\ steps[/tex]

So, the total possible steps (n) are:

[tex]n=Procedure\ 1 * Procedure\ 2[/tex]

[tex]n = 3 * 2[/tex]

[tex]n = 6\ steps[/tex]

Such that the 2nd steps cannot take the value of 3.

So, the outcomes are: 11, 12, 13, 21, 22 and 23

9514 1404 393

Answer:

  (c)  x = 10

Step-by-step explanation:

The diagonals of a square cross at right angles, so the measure of angle KNJ is 90°.

  90 = 10x -10

  100 = 10x . . . . . add 10

  10 = x . . . . . . . . divide by 10

The value of x is 10.

Answer:

[tex]{ \boxed{ \bf{formular : } \: \tt{perimeter = 2(length + width)}}} \\ perimeter = 2((4x + 14) + (2x - 9)) \\ perimeter = 2(6x + 5) \\ perimeter = 12x + 10 \\ \\ { \tt{expression : 12x + 10}} \\ \\ { \underline{ \blue{ \tt{becker \: jnr}}}}[/tex]

Answer:

For eleven, it had the same two numbers. For twelve, it continues up by even numbers. For thirteen, it's the same as twelve but by odd numbers. For fourteen, it's a little difficult but they have a pattern for every five multiples of fourteen. For fifteen, the numbers add by five but also counting up.

Step-by-step explanation:

Examples for the table of eleven would be: 11 × 3 = 33 or 11 × 6 = 66.

Table twelve would be (as examples): 12 × 2 = 24 and 12 × 3 = 36.

Table thirteen have numbers/answers like: 13 × 7 = 91 and 13 × 8 = 104.

Table fourteen as examples: 14 × 3 = 42 or 14 × 4 = 56.

Table fifteen would be like: 15 × 6 = 90 and 15 × 7 = 105.

Answer:

a. H0: μ<14

H1: μ≥14

Step-by-step explanation:

Mean symbol:

The mean symbol is given by [tex]\mu[/tex]

A cereal company claims that the mean weight of the cereal in its packets is at least 14 oz.

At the null hypothesis, we test if the proportion is of less than 14 oz, that is:

[tex]H_0: \mu < 14[/tex]

At the alternative hypothesis, we test if this proportion is of at least 14 oz, that is:

[tex]H_1: \mu \geq 14[/tex]

So the correct answer is given by option a.

The  probability that she buys fruit or buys a CD is 1.3.

The  probability that she buys fruit and buys a CD is 0.42.

Probability determines the chances that an event would happen. The probability the event occurs is 1 and the probability that the event does not occur is 0.

The  probability that she buys fruit or buys a CD = 0.7 + 0.6 = 1.3

The  probability that she buys fruit and buys a CD = 0.7 X 0.6 = 0.42

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Answer:

I think the answer is the sequence is arithmetic because the term have a common difference

The correct option is The sequence is not arithmetic because the terms do not have a common difference.

An arithmetic sequence is a sequence where each term increases by adding/subtracting some constant k.

This is in contrast to a geometric sequence where each term increases by dividing/multiplying some constant k called the common difference.

Given is graph, we need to conclude the true about the graph,

Finding the common difference,

4-1 = 3    

9-4 = 5

16-9 = 7

25-16 = 9

Clearly from the set of values that are given in the graph we could observe that the function that is formed using these set of values is:

y=f(n)=n² where n=1,2,3,4,5,.....

That mean, the following sequence is not an arithmetic sequence as the common difference is different.

Hence, the correct option is The sequence is not arithmetic because the terms do not have a common difference.

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Option B:-  x = -3/2 or x = 2

Answer:

please write the question in english than I may help you

A Plane does not have one dimensions.

A plane is a doubly ruled surface in two dimensions that is spanned by two linearly independent vectors. A hyperplane is a generalisation of the plane to higher dimensions. The dihedral angle is the angle formed by two intersecting planes.

A plane doesn't only have one dimension, though. The two dimensions of a plane.

A plane is a flat, infinitesimally long two-dimensional surface.

The plane can occasionally be extended into three dimensions.

Consequently, a plane has more than one dimension.

Learn more about Plane here:

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Answer:

(x-3) * (x-2

Step-by-step explanation:

Answer:

1. The correct option is:

B. H0: The distribution of working hours for private practice doctors is the same as the distribution of working hours for hospital doctors.

Ha: The distribution of working hours for private practice doctors is not the same as the distribution of working hours for hospital doctors.

2. The test statistic is -0.97.

3. The correct option is E. We fail to reject the null hypothesis. There is not enough evidence to show that the distribution of working hours for private practice doctors is not the same as the distribution of working hours for hospital doctors.

Step-by-step explanation:

Note: This question is not complete and it contains some inconsistency errors in thee data. The correct complete question is therefore provided before answering the question. See the attached pdf for the correct complete question.

The explanation of the answer is now provided as follows:

1. State the null and alternative hypotheses.

Since we are trying to examine whether private practice doctors and hospital doctors have the same distribution of working hours, this implies that the correct option is:

B. H0: The distribution of working hours for private practice doctors is the same as the distribution of working hours for hospital doctors.

Ha: The distribution of working hours for private practice doctors is not the same as the distribution of working hours for hospital doctors.

2. What is the test statistic?

Note: See the attached excel file for the calculation of total of (f1 * x), total of (f2 * x), total of (f1 * x^2) and total of (f2 * x^2).

From the attached excel file, we have:

N2 = Total of f2 = Sample size of Hospital = 150

M1 = Mean of Private-Practice = Total of (f1 * x) / N1 = 38.40

M2 = Mean of Hospital = Total of (f2 * x) / N2 = 43.60

S1^2 = Variance of Private-Practice = Total of (f1 * x^2) / N1 = 1,541.00

S2^2 = Variance of Hospital = Total of (f2 * x^2) / N2 = 1,975.67

Therefore, we have:

t = (M1 - M2) / ((S1^2 / N1) + (S2^2 / N2))^0.5 = (38.40 - 43.60) / ((1,541 / 100) + (1,975.67 / 150))^0.5 = -0.97

Therefore, the test statistic is -0.97.

3. What can you conclude at the 5% significance level?

At 5% significance level, the test statistic from the Z distribution table known as t-tab is 1.96.

Since our calculated test statistic is -0.9727 is less than 1.96, this implies that we fail to reject the null hypothesis (H0).

Again, since we are trying to examine whether private practice doctors and hospital doctors have the same distribution of working hours, this implies that the correct option is E. We fail to reject the null hypothesis. There is not enough evidence to show that the distribution of working hours for private practice doctors is not the same as the distribution of working hours for hospital doctors.

Answer:

2 rooms

Step-by-step explanation:

Let; 4 7/10 = 47/10

9 2/5=47/5

So; if each room(1) = 47/10

47/5 should be x rooms

47/10 = 1

47/5 = x

cross multiplying

47/10x = 47/5

L.C.M = 10

10×47/10x = 10× 47/5

47x = 47 × 2

x = 47 × 2/47

x = 2

Therefore x being 9 2/5 rolls of wire will wire 2 rooms

Consider, we need to find the expanded form of the given expression.

Given:

The expression is:

[tex]\left(a+b\right)^2[/tex]

To find:

The expanded form of the given expression.

Solution:

We have,

[tex]\left(a+b\right)^2[/tex]

It can be written as:

[tex]\left(a+b\right)^2=(a+b)(a+b)[/tex]

Using distributive property of multiplication over addition, we get

[tex]\left(a+b\right)^2=a(a+b)+b(a+b)[/tex]

[tex]\left(a+b\right)^2=a(a)+a(b)+b(a)+b(b)[/tex]

[tex]\left(a+b\right)^2=a^2+ab+ab+b^2[/tex]

[tex]\left(a+b\right)^2=a^2+2ab+b^2[/tex]

Therefore, the expanded form of the given expression is [tex]a^2+2ab+b^2[/tex].

sorry, I can help with this question but the question is cut off on the right, reply to me with the full question and id be happy to help :)

Answer:

Treatment variable = Teaching methods

Confounding variable = Teacher's teaching prowess

Step-by-step explanation:

The treatment variable here is that variable which is applied on the student in other to ovtujba measure of the dependent or response variable, the response variable here is the test score, while the treatment variable is the independent variable, which are the teaching methods.

The confounding variable is that variable which is capable of causing a spurious association in our measurement and also has an effect on the test score. However, this variable isn't taken into account during our experiment. One possible confounding variable could be the Teacher's individual teaching prowess regardless of the teaching method. This could cause the student to get a better grasp of what is being taught by one teacher than the other.

Answer:Treatment variable = Teaching methods

Confounding variable = Teacher's teaching prowess

Step-by-step explanation:

Answer:

[tex]P(Penny\ and\ Dime) = \frac{9}{116}[/tex]

Step-by-step explanation:

Given

[tex]Pennies = 22[/tex]

[tex]Dimes = 27[/tex]

[tex]Nickels = 9[/tex]

[tex]Quarters = 30[/tex]

Required

[tex]P(Penny\ and\ Dime)[/tex]

This is calculated as:

[tex]P(Penny\ and\ Dime) = P(Penny) * P(Dime)[/tex]

Since it is a selection without replacement, the computation is:

[tex]P(Penny\ and\ Dime) = \frac{Penny}{Total} * \frac{Dime}{Total-1}[/tex]

So, we have:

[tex]P(Penny\ and\ Dime) = \frac{22}{22+27+9+30} * \frac{Dime}{22+27+9+30-1}[/tex]

[tex]P(Penny\ and\ Dime) = \frac{22}{88} * \frac{27}{87}[/tex]

[tex]P(Penny\ and\ Dime) = \frac{1}{4} * \frac{9}{29}[/tex]

[tex]P(Penny\ and\ Dime) = \frac{9}{116}[/tex]