Hiro painted his room. After 3 hours of painting at a rate of 8 square meters per hour, he had 28 square meters left to paint. Let y represent the area (in square meters) left to paint after x hours.

To test the given hypothesis : average time to deliver goods, once the order is placed over phone, is more than 30 minutes in the population, the T-test or T statistical test should be performed.

A parametric statistical test makes assumptions about the population parameters and data distributions. T-tests, z-tests, linear regression, and anova tests are examples of these tests, which assume data from a normal distribution.

As we all know, a statistical test known as a t-test is used to compare the means of two groups. It is frequently used in hypothesis testing to determine whether a procedure or treatment truly affects the population of interest or whether two groups differ.

Thus,The T-test or T statistical test should be performed to test the given hypothesis.

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Answer:A conductor is mapping a trip and records the distance the train travels over certain time intervals. time (hours) Distance (miles) 0.5 22.5 1 45 1.5 67.545 The train travels at a constant speed. What is its speed in miles per hour?

Step-by-step explanation:

do not uses this site i got all my answers wrong going here

Parallel lines have equal slopes, so the slope of the line is then put in slope-intercept form.

First, put the equation of the line given into slope-intercept form by solving for y. You get [tex]y=-2x+5[/tex], so the slope is –2. Parallel lines have equal slopes, so the slope of the line we want to find is [tex]-2[/tex]. Plugging in the point given into the equation [tex]y=-2x+b[/tex] and solving for b, we get [tex]b=5[/tex].

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Answer:

5 letters

Step-by-step explanation:

let x = # of packages

x+2 = # of letters

$0.37(x+2) + $0.88x = $4.49

.37x + .74 + .88x = 4.493

1.25x + .74 = 4.49

1.25x = 3.75

x = 3.75/1.25 = 3 = # of packages

# of letters = x+2 = 3+2 = 5

The Length of the tank is 19.28 cm

What is Surface area and volume ?

For each three-dimensional geometrical shape, surface area and volume are determined. The area or region that an object's surface occupies is known as its surface area. Volume, on the other hand, refers to how much room an object has.

According to question

We know that,

Volume of cuboid =Length × Breadth × Height

Now,

Volume of each brick

= 12×10×8 = 960 cm³

The ratio of the volume of water in the tank to the volume of the 6 brick = 9 : 8

Let the volume of water in the tank = x

Volume of the 6 brick = 6 × 960 cm³

= 5760 cm³

Therefore:

The volume of water in the tank / The volume of the 6 bricks  = 9/8

x/5760 = 9/8

x = 9/8 ×5760

x = 6480

Hence, the volume of water in the tank is 6480 cm³

Total Volume of the water tank = The volume of water in the tank  +  The volume of the 6 bricks

= 6480 + 960

= 7440 cm³

The base of the tank was square in shape

Length = Breadth

Therefore:

We know that,

Volume of cuboid

Length×Breadth×Height  =7440 cm³

Length×Length×Height = 7440

(Length)2 × 20 =7440

(Length)2 = 7440/20

(Length)2 = 372

Length = 3721/2

Length = 19.28 cm

Hence, length of tank = 19.287301… cm

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The last box 2/37.5 = 4/75 = 0.8/15 have same proportional relationship.

what is proportional relationship?

When two variables are correlated in a manner that their ratios are equal, this is known as a proportional relationship. In a proportional connection, one variable is always a constant value multiplied by the other, which is another way to think of them. The "constant of proportionality" is the term used to describe that constant.

Given x and y will have a proportional relationship if the ratio of x to y will be equal for all given values.

9/8 ≠ 12/8

16/28 = 4/7 ≠6/10.5

12/32= 3/8 ≠8/20

1.5/8 = 3/16 ≠4/18

2/37.5 = 4/75 = 0.8/15

Hence the last box have same proportional relationship.

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The slope of the line that passes through the points (-2,5) and (1,4) is -1/3.

The slope of a line can be defined as the measure of the steepness of that particular line. If we were to define it mathematically, we would define it as the change in y-intercepts divided by the change in x-intercepts.

We know that the formula for finding the slope of a line is -

= m =  y₂-y₁/x₂-x₁ (i)

The given values are = x₁ = -2 ; x₂= 1 ; y₁= 5 ; y₂= 4

We use the given values and (i) to find -

= m = 4-5 / 1-(-2)

= m = -1/3

Hence, the slope of this line is -1/3.

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No, 1 is not a perfect square. A perfect square is a number that is the result of multiplying an integer by itself.

A perfect square is a number that is the result of multiplying an integer by itself. Therefore, 1 does not meet this criteria.A perfect square is a number that is the result of multiplying an integer by itself.

For example, 4 is a perfect square because it can be expressed as 2 x 2. Similarly, 9 is a perfect square because it can be expressed as 3 x 3. However, 1 does not meet this criteria as it is not the result of multiplying an integer by itself.

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when two non-vertical lines are in the same plane and have the same slope,  they are said to be parallel lines. whereas the non-vertical lines are in the same plane and intersect at an angle of 90, they are said to be perpendicular.

A parallel lines is when two lines have the same slope, meaning they will never intersect. This is represented by the same "rise over run" ratio in the equation of the line. The perpendicular lines  is when two lines have a slope that is the opposite reciprocal of each other. This means that the lines will intersect at a 90-degree angle and can be represented by the equation y = -1/m * x + b, where m is the slope of one of the lines. Both of these concepts are important for understanding the basics of linear equations, as well as for determining the lines of best fit in graphs.

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The values of a and b are 6.83 and 1.17 respectively rounded to the nearest hundredth.

A numerical expression is a mathematical statement written in the form of numbers and unknown variables. We can form numerical expressions from statements.

Let the numbers be a and b.

Given, (a + b) = 8..(i) and ab = 8.

Now,

(a + b)² = a² + 2ab + b².

64 = a² + b² + 16.

a² + b² = 48.

Now,

(a - b)² = a² + b² - 2ab.

(a - b)² = 48 - 16.

(a - b)² = 32.

(a - b) = 5.66...(ii)

Adding (i) and (ii) we get 2a = 13.66 ⇒ a = 6.83 and b = 8 - 6.83 ⇒ b = 1.17.

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The two consecutive even numbers are 4 and 6.

A numerical expression is a mathematical statement written in the form of numbers and unknown variables. We can form numerical expressions from statements.

Integers are numbers that have a denominator of 1. Integers are of two types one is a negative integer and another is a positive integer.

Let the two consecutive even integers be n and (n + 2).

Given, Three times the larger of two consecutive even integers is ten more than the smaller which can be numerically expressed as,

3(n + 2) = n + 10.

3n + 6 = n + 10.

3n - 2n = 10 - 6.

n = 4 and hence (n + 2) = 6.

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Answer:

She spend on fruit:

60%

Step-by-step explanation:

27/45 = 0.6

0.6 * 100 = 60%

Answer:

x = 4, y = –5

Step-by-step explanation:

2x = 18 --------(1)

x-5y = 29. -------(2)

x = 5y + 29 -----(3)

just substitute for x in equation 1

2( 5y + 29) = 18

10y + 58 = 18

10y = 18 – 58

10y = –50

y = –5

since y = –5 we will just substitute for y in equation (2)

x = 5(–5) + 29

x = –25 + 29

x = + 4

Let's check if our answer is correct

x – 5y = 29

4 – 5(–5) = 29

4 + 25 = 29

29 = 29

LHS = RHS

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Answer: x =24

Step-by-step explanation:

3(2x-5)-4x=33

6x - 15 -4x = 33

2x - 15 = 33

2x = 48

x = 24

Answer:

x = 24

Step-by-step explanation:

Step 1: Simplify both sides of the equation.

3(2x−5)−4x=33

(3)(2x)+(3)(−5)+−4x=33(Distribute)

6x+−15+−4x=33

(6x+−4x)+(−15)=33(Combine Like Terms)

2x+−15=33

2x−15=33

Step 2: Add 15 to both sides.

2x−15+15=33+15

2x=48

Step 3: Divide both sides by 2.

2x/2 = 48/2

x = 24

Smith Family MAD = 16.1 Jones Family MAD = 14.4

Smith Family Range = 43 Jones Family Range = 44

The average distance between each data point and the mean is known as the mean absolute deviation of a dataset. It offers us a sense of how variable a dataset is.

The mean absolute deviation can be calculated as shown below.

First, determine the mean.

Step 2: Determine the positive distances between each data point and the mean. Absolute deviations are those.

Step 3: Combine those deviations.

Step 4. Divide the sum by the quantity of data points.

MAD=∑([tex]\frac{mod(xi-x)}{n}[/tex])

Range is the difference of top most element and least element of the data set

Smiths Family:

Mean=[tex]\frac{45+43+13+11+5}{5}[/tex]=23.4

MAD=[tex]\frac{(45-23.4)+(43-23.4)+(13-23.4)+(11-23.4)+(5-23.4)+(2-23.4)}{5}[/tex]=16.1

Range=45-2=43

Jones Family:

Mean=[tex]\frac{45+39+17+16+4}{5}[/tex]=24.2

MAD=[tex]\frac{(45-24.2)+(39-24.2)+(17-24.2)+(16-24.2)+(4-24.2)}{5}[/tex]=14.4

Range=45-4=41

Smith Family MAD = 16.1 Jones Family MAD = 14.4

Smith Family Range = 43 Jones Family Range = 44

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A Function Calculator is a free online tool that displays the graph of the given function.

Function Calculator

The calculator will try to find the domain, range, x-intercepts, y-intercepts, derivative, integral, asymptotes, intervals of increase and decrease, critical (stationary) points, extrema (minimum and maximum, local, relative, absolute, and global) points, intervals of concavity, inflection points, limit, Taylor polynomial, and graph of the single-variable function. The interval can be specified. Parity will also be determined.

It's able to do simple arithmetic, which includes addition, subtraction, multiplication, and division.

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the graph will contain all the plane which is less than or equal to 7

What is inequality?

Inequalities are mathematical expressions where neither side is equal. In inequality, as opposed to equations, we compare two values. Less than (or less than or equal to), greater than (or greater than or equal to), or not equal to signs are used in place of the equal sign in between. Sometimes it can be about a "not equal to" relationship, where one thing is more than the other or less than. In mathematics, an inequality is a relationship that results in a non-equal comparison between two numbers or other mathematical expressions.

The given inequality is k−7≤0

k ≤ 7

Hence the graph will contain all the plane which is less than or equal to 7.

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The required additional combinations would this allow is 770.

Mathematical technique that decides the quantity of potential game plans in an assortment of things where the request for the choice doesn't make any difference. In mixes, you can choose the things in any request. Combinations can be mistaken for changes.

Right now there are ¹⁰C₅ possible combinations. With any number x from 1 to 9, the quantity of ways of picking a bunch of x buttons is ∑₁⁹ ¹⁰Cₐ

Using identity,

∑ⁿₐ ⁿCₐ = 2ⁿ

So the quantity of extra combinations is simply,

2¹⁰ - ¹⁰C₀ - ¹⁰C₁₀ - ¹⁰C₅

1024 - 1 - 1 - 252 = 770

Thus, possible combinations are 770.

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The equation of a line that passes through (1/3, 2) is y = 6x – 4 with slope.

1. To solve for the equation of the line, we need to use the point-slope form.

2. The point-slope form is y-y1=m(x-x1).

3. We are given the point (1/3, 2). We can plug this into the equation as x1=1/3 and y1=2.

4. To find the slope (m), we need to calculate the rise over run. We can use the point (1/3, 2) and another point to calculate the slope.

5. Let's choose the point (0,0). The rise is 2 and the run is 1/3. So the slope (m) is 6.

6. Now we can plug our values into the point-slope form and solve for y.

7. y-2=6(x-1/3).

8. We can simplify this equation by subtracting 2 from both sides.

9. y=6x-4.

10. This is the equation of the line that passes through (1/3, 2).

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It is not a right triangle.

What is pythagorus theorem?

The relationship between the three sides of a right-angled triangle is explained by the Pythagoras theorem, commonly known as the Pythagorean theorem. The Pythagoras theorem states that the square of a triangle's hypotenuse is equal to the sum of its other two sides' squares. Let's study more about the Pythagoras theorem, its equations, and derivations before moving on to instances with solutions using squares and triangles.

given sides 9ft,20ft and 14ft.

if a triangle is a right triangle then it should be follow the pythagorus theorem

[tex]h^{2} =p^{2} + b^{2}[/tex]

where h is hypotenuse, p is perpendicular side and b is base side.

[tex]20^{2} =9^{2} +14^{2} \\400=81+196\\400\neq 277[/tex]

hence it is not a right triangle

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The length of the diagonal is 11.7 feet in the rectangular garden.

The two shorter sides of the rectangle have lengths of 10 feet and 6 feet, and the hypotenuse is the diagonal of the rectangle.

So, we can use the Pythagorean theorem to find the length of the diagonal as follows:

a² + b² = c²

where a and b are the lengths of the shorter sides of the rectangle (10 feet and 6 feet), and c is the length of the diagonal.

Substituting the values for a, b, and c, we get:

10² + 6² = c²

100 + 36 = c²

136 = c²

c = √136

c = 11.7

Therefore, the length of the diagonal is 11.7 feet in the rectangular garden.

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∠A = ∠C  by congruent parts of congruent sides

Corresponding parts of congruent triangles is referred to as CPCT. According to the CPCT theorem, if two or more triangles are taken that are congruent to one another, then the corresponding angles and sides of the triangles are likewise congruent to one another.

According to the given Information

Given

AB = CB

DB bisects ∠ABC

∠ABD = ∠CBD

Proof

In Δ ABD and Δ CBD

         AB = CB ( given )

   ∠ABD = ∠CBD  ( given )

        BD = BD ( Common Side )

So

  Δ ABD ≅ Δ CBD ( SAS congruence )

           ∠A = ∠C ( CPCT )

Congruent Parts of Congruent Sides

Hence

∠A = ∠C  by congruent parts of congruent sides

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Step-by-step explanation:

the middle one has to be the same for both part ratios.

the best here is to bring the ratio element of B in the first part ratio to 10. we need to double the B element there

for that (as a ratio is a fraction) we also have to adapt the A element in the same way.

so, we get

4×2 : 5×2 : 9 =

= 8 : 10 : 9

and that is also shown in the graphic.

Answer:

X:Y:Z= 8:10:9

Step-by-step explanation:

Let x be the number of students in class A

Let y be the number of students in class B

Let z be the number of students in class C

x:y = 4:5

y:z= 10: 9

x:y:z = ?

Find the LCM of the y terms (5 and 10 ) which is 10

Divide 10 by the first y term (5) = 2

Divide 10 by the second y term(10) = 1

X: y = (4 x 2) :(5 x 2)= 8:10

y:z =(10 x 1) : (9:1)= 10:9

x:y:z= 8:10:9

Answer: 4

Step-by-step explanation:

2+2=4

Answer:

2 + 2 = 4

Step-by-step explanation:

If u just started to learn how to sum, you can use sticks

II + II = IIII

the estimator with both high bias and high variability is is approximately equal to 2

What is frequency distribution?

The gathered data is arranged in tables based on frequency distribution. The information could consist of test results, local weather information, volleyball match results, student grades, etc. Data must be presented meaningfully for understanding after data gathering. A frequency distribution graph is a different approach to displaying data that has been represented graphically.

if the actual value of the population parameter is 888,

since the center of it is approximately equal to 2 and the spread of the data values is also not far from center value 2 than Statistic B.

Hence the estimator with both high bias and high variability is is approximately equal to 2

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Answer:

The answer is in the screenshot.

Step-by-step explanation:

Option C is correct, the set of side measurements that could be used to form a right-angle triangle is 5,12, and 13.

The side length of the triangle is shown in the option:

As we know,

Pythagoras' theorem is the square of the hypotenuse in a right-angled triangle is equal to the sum of the squares of the other two sides.

Using Pythagoras' theorem:

From option(C):

5, 12 and 13

= (5) ² + (12) ² = (13) ²

= 25 + 144 = 169 (True)

Thus, the set of side measurements that could be used to form a right triangle is 5, 12, and 13 option (C) is correct.

An imperative theorem is a Pythagorean theorem, which states in any right triangle, the rectangle of the duration of the hypotenuse equals the sum of the squares of the lengths of the two different facets. If the hypotenuse has period c, and the legs have lengths a and b, then the theorem states that a² + b² =c²

The converse is real: if the lengths of the sides of a triangle satisfy the above equation, then the triangle has a right angle opposite side c.

some other facts about right triangles:

the acute angles of a right triangle are complementary.

= a + b+ 90°=180°

= a + b=90°

= a = 90° - b.

If the legs of a right triangle have the identical period, then the angles opposite those legs have the identical measure. considering those angles are complementary, it follows that every measure has 45 stages. via the Pythagorean theorem, the duration of the hypotenuse is the length of a leg times √2.

In a right triangle with acute angles measuring 30 and 60 degrees, the hypotenuse is two times the length of the shorter facet, and the longer side is the same as the length of the shorter side times √3:

= c = 2a

= b = a x √3.

All triangles, angles, and facets are related with the aid of the regulation of cosines and regulation of sines (additionally called the cosine rule and sine rule).

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The correct option for the area of the figure formed by a triangle and a parallelogram is 32 square millimeters.

To get the area of the figure, we solve for the area of the triangle and that of the parallelogram, and then add our results together.

area of a triangle is half the product of its base and height

area of parallelogram is the base multiplied by its height

the triangle has base = 8mm and height = 3mm

so

area of the triangle = (8mm × 3mm)/2

area of the triangle = 24mm²/2

area of the triangle = 12mm²

the parallelogram has base = 5mm and height = 4mm

so

area of the parallelogram = 5mm × 4mm

area of the parallelogram = 20mm²

Therefore, the area of the figure which is the sum of the area of the triangle and the area of the parallelogram is;

12mm + 20mm² = 32mm² or 32 square millimeters

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Answer:

36

Step-by-step explanation:

because 12×3=36, hope that helps.

About 3 necklace and bracelet sets can be made by Tomika using the given wire length.

A division is an action of dividing a sum into equal pieces. In division, a number being divided is referred to as the dividend, and the number being divided by it is referred to as the divisor. The quotient is the result of the division.

In mixed fractions, this is written as [tex]\text{quotient}\frac{\text{remainder}}{\text{divisor}}=Q\frac{R}{D}[/tex].

Given the inch of wire required to make a necklace is [tex]6\frac{1}{9}[/tex].

The inch of wire required to make a bracelet is [tex]3\frac{1}{3}[/tex].

The total inch of wire available is [tex]28\frac{1}{3}=\frac{85}{3}[/tex].

Then, the total inch of wire required to make a set of necklaces and bracelets is

[tex]\begin{aligned}6\frac{1}{9}+3\frac{1}{3}&=\frac{55}{9}+\frac{10}{3}\\&=\frac{55+30}{9}\\&=\frac{85}{9}\end{aligned}[/tex]

To find the number of sets made from the given wire is,

[tex]\begin{aligned}\text{number of sets}&=\frac{\text{total wire length available}}{\text{required length of wire}}\\&=\frac{\frac{85}{3}}{\frac{85}{9}}\\&=3\end{aligned}[/tex]

The answer is 3 sets.

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