Please solve this problem.

Btw I don’t need an explanation I just need an answer

Answer:

Step-by-step explanation:

Both are correct.

(2 *3) * 4 = 6 * 4 = 24

2 * (3*4) = 2 * 12 = 24

Reason: Associative property of multiplication.

Answer:

3

Step-by-step explanation:

5 × 3 -15 = 15 - 15 = 0

Answer:

Runner C

Step-by-step explanation:

Tell me if I'm wrong but 100% sure I'm right

The linear regression for the best fit of the data to identify the runner that kept the most consistent pace is Runner C

The connection between the independent (x) and dependent (y) variables in the graph can be graphically represented using regression lines.

In a linear model, the terms are added rather than multiplied, divided, or provided as a non-algebraic function, as has been the case thus far in this section. Analysis of experimental, monetary, and biological data as well as complex system prediction are both possible using linear modelling.

A statistical technique used to build a linear model is called linear regression. The model explains how one or more independent variables Xi relate to a dependent variable y (also known as the response) (called the predictors). The distance between each data point and the regression line is called a residual.

Given data ,

Three runners competed in a race data were collected at each mile mark for each runner

And , If the runner ran at a constant paste the data would be linear

Now , a  linear a regression line was fitted to their data

And , In linear regression, consistent data refers to a set of data points that fall in a linear pattern with a small amount of scatter around the line of best fit. The data is said to be consistent if the residuals (the vertical distances between the observed data points and the predicted values on the line of best fit) are relatively small and do not exhibit any patterns or trends.

So , the runner C has the most consistent pace among the three runners

Hence , runner C is the best fit for the regression line

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Answer:

proportion: 3/2 roses = 38.70, (3/2)/38.70 = 1/x, x = 25.80 dollars I believe

Step-by-step explanation:

Answer:

Number 1 can form a right triangle. Numbers 2 & 3 cannot.

Step-by-step explanation:

To check if the sides are a right triangle, check if the sum of the squares of the two smaller sides equals the length of the square of the longest side. In other words, do the Pythagorean Theorem.

5² + 12² = 13²

25 + 144 = 169

169 = 169

They are equal therefore Number 1 can form a right triangle.

5² + 7² = 9²

25 + 49 = 81

74 = 81

They are not equal, therefore Number 2 can't form a right triangle.

10² + 12² = 30²

100 + 144 = 900

244 = 900

They are not equal, therefore Number 3 can't form a right triangle.

Answer:

Hey mate......

Step-by-step explanation:

This is ur answer.....

= 90 - 18

= 72

--> 72° is the complement angle of 18°

Hope it helps!

mark me brainliest pls.....

Follow me!

Answer:

10 10 and 20

Step-by-step explanation:

.......ur welcome........

Answer:

D The null hypothesis is not rejected because 0.25 > 0.05. There is not sufficient evidence to suggest that there is a linear relationship between a wheat stalk's height and its yield.

Step-by-step explanation:

Given the hypothesis :

H0 : β1 = 0

Ha : β1 ≠ 0

The Pvalue = 0.25 ; α = 0.05

Decision region :

Reject H0 ; if Pvalue < α

Comparing the Pvalue and α - value

0.25 > 0.05

Here, the Pvalue is > α ; hence, we fail to reject the Null, H0

Hence, there is no significant evidence to suggest that there is a linear relationship between what's stalk height and its yield.

Answer:

It’s B maybe not 100%

sure

Step-by-step explanation:

lol tell me if I’m correct

Question:

How does the mean and median change from plot 1 to plot 2?

A.The mean and median remain the same.

B.The mean decreases, and the median remains the same.

C.The mean remains the same, and the median decreases.

D.The mean and median decrease.

Answer:

B.The mean decreases, and the median remains the same.

Answer:

90 percent

Step-by-step explanation:

Answer:

The correct option is the first:

∃ an integer d such that 6d is an integer and d ≠ 3

Step-by-step explanation:

If 6d is an integer, then d = 3

Let's divide the statement into two:

Let "If 6d is an integer" be p and "then d = 3" be q.

The statement is a conditional statement. Therefore, we have

p ⇒ q

The negation of p ⇒q, ¬(p ⇒ q) ≡ p ∧ ¬q

I have attached an image proving the above.

Using this: ¬(p ⇒ q) ≡ p ∧ ¬q

Then, we leave p as it is and negate q.

P is "if 6d is an integer"

q is "then d = 3," hence ¬q is "then d ≠ 3."

Therefore, the negation of "If 6d is an integer, then d = 3" is "If 6d is an integer, then d ≠ 3."

The correct option is the first:

∃ an integer d such that 6d is an integer and d ≠ 3

Answer:

Step-by-step explanation:

404 not found

Answer:

5/5

Step-by-step explanation:

Answer:

354.330709 (depending on instructions you may need to round)

rounded to tenths - 354.3

rounded to hundredths - 354.33

Step-by-step explanation:

9 x 100 = 900

900/2.54 = 354.330709

Answer: NO

Step-by-step explanation:

Answer:

{}

Step-by-step explanation:

Answer:

27

Step-by-step explanation:

The madian is gis

Answer:

answer is 7.51 so round to 7.5

Answer: Multiply

2 * 1 5/6

Convert 1 5/6 into an improper fraction:

2 * 11/5

Multiply:

22/5

Convert to mixed number:

4 2/5

So 22/5 or 4 2/5 of a pan of brownies was left.

Answer:

1/5

Step-by-step explanation:

Answer:

Explanation:

√8², 3² and √17² satisfy a²+b²=c²

√8²+3² = √17²

8+9=17

Answer:

39

Step-by-step explanation:

8(4) + 11 -2(2)

32 + 11 - 4

43 - 4

39

Step-by-step explanation:

Lets convert 1 1/3 into improper fraction.

[tex]1 \frac{1}{3} = \frac{1 \times 3 + 1}{3} \\ = \frac{4}{3} [/tex]

Since Randy studied half the above time,

Randy Studied:

[tex] \frac{1}{2} \times \frac{4}{3} \\ = \frac{1 \times 4}{2 \times 3} \\ = \frac{4 \div 2}{6 \div 2} \\ = \frac{2}{3} hours[/tex]

Answer:

The answer is B and C

Step-by-step explanation:

1 Meter is equal to 0.001 Kilometer

1 Centimeter is equal to 0.01 Meters

The unit conversions which has the true measurements are

a) 7 cm = 0.07 m

b) 7,000 m = 7 km

In order to translate measurements of a particular amount between different units, a mathematical conversion factor is usually used. This modifies the measurement of the quantity without altering its effects.

The particular circumstances or the intended result control the conversion process. This may be governed by law, a contract, a list of technical specifications, or other publicly available standards.

A precise conversion from one system to another is necessary for some measures in order to maintain the precision of both the original measurement and the conversion.

Based on the connection between a particular pair of original units and a particular pair of target units, each conversion factor is chosen.

Given data ,

Let the unit conversion be represented as A

Let the first measurement be p

where the value of p is

p = 7 cm

From the unit conversion , 1 m = 100 cm

So , 7 cm = 0.07 m

And , let the second measurement be q = 7,000 m

From the unit conversion , 1 km = 1,000 m

7,000 m = 7 km

Hence , the unit conversions are solved

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Answer:

These type of questions are super tricky b/c you have to remember all the different versions of the identities, and then they put the question in some odd form,  I feel like this should land math professors in jail , for dishonesty , b/c it's really a form of "how tricky can I make a question and still have a way to solve it"   anyway,

Step-by-step explanation:

a)

next the question asks   1-cos 2A   and this is total abuse of notation.   the way this should be written is   1- cos( 2A)  so we know that the A is part of the cosine functions input... btw.. in any computer program,  it would never ever let you get away with that top form of the expression.  :/   anyway... I keep ranting.. huh... sorry  :P

1-cos(2A) is an odd form of the identity  1/2(1-cos(2A) = [tex]sin^{2}[/tex](A)  the 1/2 is missing but we can add that pretty easy, we just have to remember to take it out too. I usually forget to do that. and my professor marks me off completely,  totally wrong, but I just miss one small thing  :/  anyway....

our 1-cos(2A) needs the 1/2 added to it.  or if we move that 1/2 to the other side it looks like  2*[tex]sin^{2}[/tex](A)  = 1-cos(2A)  and this is that "odd" from of the identity that I was talking about.  

next let's deal with sin(2A)  it has an identity of  2 sin(A)cos(A) which is really nice for us b/c it will cancel out the 2 in then numerator for us, nice !

now our fraction looks like  [2* [tex]sin^{2}[/tex](A)] / 2 sin(A)cos(A)

so cancel out one of the sines

2*sin(A) / 2 cos(A)

cancel the 2s

Sin(A) / Cos(A) = Tan(A)

nice  it worked out  :P

b)

by the above that we just worked out, then

Tan(15) = Sin(15) / Cos(15)

I had to look up what sin of 15 is b/c it's not one of those special angles but it does have an exact form of

Sin(15) = (√3 - 1) / 2√2

Cos(A) = (√3 + 1) / 2√2

you can use rule of Cos(A-B) = Cos(A)Cos(B)+Sin(A)Sin(B) to get the above and a similar rule for Sin(A-B)

back to our problem,  the 2√2 will cancel out

then we have

Tan(15) =  (√3 - 1) /(√3 + 1)

in the form that is above that's exact, the roots could be approximated but i'll just leave that in the form that is exact.  Most math professors like that form.  

Answer:

12 hours

Step-by-step explanation:

36 divide that by 12 and she has 12 hours to write on 36 pages

Answer:

15 + 18i

Step-by-step explanation:

(3 + 10i) - (-12 - 8i) = 3 + 10i - 12*(-1) - 8i*(-1)

                            = 3 + 10i +12 + 8i

                            = 3 + 12 + 10i + 8i  {Combine like terms}

                            = 15 + 18i

Answer:

C

Step-by-step explanation:

3x-9+30+24=180

3x+45=180

3x=135

x=45