Can anyone help me with this question please
I’ll mark as brainliest.

slope-intercept form:

y=25

piont-slope form:

y-25 =0×(x-74)

The formula is:

y-y1=m9(x-x1)

The tire traveled approximately 13.502 meters down the hill.

To find the distance traveled by the tire, we need to calculate the circumference of the tire and multiply it by the number of rotations.

First, let's calculate the circumference of the tire. The formula to find the circumference of a circle is given by:

C = πd

where C is the circumference and d is the diameter of the circle.

Given that the diameter of the tire is 43 cm, we can substitute this value into the formula:

C = 3.14 * 43 cm

C ≈ 135.02 cm

Now, we need to convert the circumference from centimeters to meters, as the final answer is expected in meters. Since there are 100 centimeters in a meter, we can divide the circumference by 100:

C ≈ 135.02 cm / 100

C ≈ 1.3502 meters

Now that we have the circumference of the tire, we can calculate the distance traveled by multiplying it by the number of rotations. The formula is:

Distance = Circumference × Number of Rotations

Given that the tire made 10 complete rotations, we can substitute the values into the formula:

Distance = 1.3502 meters × 10

Distance = 13.502 meters

Therefore, the tire traveled approximately 13.502 meters down the hill.

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With the help of the volume and radius of the cylinder, we know that the height is 18.01 in.

A cylinder is one of the most basic curvilinear geometric shapes and has traditionally been solid in three dimensions.

In elementary geometry, it is regarded as a prism with a circle as its basis.

A cylinder can instead be described as an infinitely curved surface in a number of modern domains of geometry and topology.

So, in the given situation use the formula:

V=πr²h

Now, calculate as follows:

V=πr²h

h = V/πr²

h = 2772/π7²

h = 18.00724in

Rounding off: h = 18.01 in

Therefore, with the help of the volume and radius of the cylinder, we know that the height is 18.01 in.

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Answer:

1171 rotations

Step-by-step explanation:

Given that:

Distance cycled = 2.5km

Diameter of bike wheel, d = 68cm = 0.68m

We obtain the Circumference of the bike wheel:

Circumference, C = πd

C = 3.14 * 0.68

C = 2.1352 m

The number of rotations Bradley's wheel will make will be :

Total distance cycled / Circumference

= (2.5 *1000)m / 2.1352m

= 2500 / 2.1352

= 1170.8505

= 1171 rotations

Answer:

A rhombus is a geometric figure that lies in a plane. It is defined as a quadrilateral all of whose sides are congruent. It is a special type of parallelogram, and its properties (aside from those properties of parallelograms) include:

Its diagonals divide the figure into 4 congruent triangles.

Its diagonals are perpendicular bisectors of eachother.

If all of a rhombus' angles are right angles, then the rhombus is a square.

Answer:yes it does have perpendicular lines

Step-by-step explanation:

Answer:

is A. -16

Step-by-step explanation:

Answer: A. -16

Step-by-step explanation: −7+−9

−16

Because since its the same sign you keep it and add it.

The three greatest are -3, -4, -5

Concept: An integer is colloquially defined as a number that can be written without a fractional component. For example, 21, 4, 0, and −2048 are integers, while 9.75, 5+1/2, and √2 are not.

Inequality is the relation between two expressions that are not equal, employing a sign such as ≠ “not equal to,” > “greater than,” or < “less than.”.

Given equation: 7x < 2x - 13

Subtract 2x from each side

7x-2x < 2x-2x - 13

5x < -13

Divide by 5

5x/5 < - 13/5

x < - 2 3/5

Since x is an integer

-3 is the largest integer that fits the inequality

The three greatest are -3, -4, -5

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approximately 50 % of the values in a normal distribution will lie below the mean, and the remaining 50 % will lie above the mean.

In a normal distribution, approximately 50 % of the values lie below the mean.

A normal distribution is symmetric around its mean, with the mean located at the center. Since the distribution is symmetric, half of the values will fall below the mean and the other half will fall above the mean.

Therefore, approximately 50 % of the values in a normal distribution will lie below the mean, and the remaining 50 % will lie above the mean.

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Approximately 50% of the values lie below the mean in a normal distribution.

In a normal distribution, the mean is located at the center of the distribution. The distribution is symmetric, meaning that there are an equal number of values on both sides of the mean. To determine the percentage of values below the mean, we need to find the area under the curve to the left of the mean.

In a standard normal distribution, which has a mean of 0 and a standard deviation of 1, approximately 50% of the values lie below the mean. This means that if we were to calculate the area under the curve to the left of the mean, it would be approximately 0.5 or 50%.

It's important to note that in a normal distribution with a different mean and standard deviation, the percentage of values below the mean may vary. However, the concept remains the same - the area under the curve to the left of the mean represents the percentage of values below the mean.

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M = A + |B| is the function's highest possible value. When sin or cos x equals 1, this maximum value is reached. m = A |B| is the function's lowest possible value. If either cos x or sin x is equal to 1, this minimum will be reached.

Example :

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Answer:

I got 43.6.

Step-by-step explanation:

This is how I solved the problem:

18.6 + 3.2 = 21.8

21.8 + 21.8 = 43.6

I hope this is the right answer. Good luck!

Answer:

x=-7

Step-by-step explanation:

5x-2x+1=3x-6-x first combine like terms

3x+1=2x-6     combine like terms by subtracting 2x from both sides

x+1=-6           subtract 1 from both sides

x=-7

Answer: Answer on the bottom below

Step-by-step explanation: And p.s this is worth 18 points because it needed to divide the points in two.- Have a brilliant day mate ^_^

Answer:

V=150

l Length  

10

w Width  

5

h Height  

3

Step-by-step explanation:

hope im right!

Answer:

It is 150!

Step-by-step explanation:

Took the test!

Please mark as brainliest!

-KanaKittyKat

The P-value for the hypothesis test is approx. 0.7064.

To find the P-value for the hypothesis test, we need to perform a two-sample proportion test. The formula to calculate the test statistic for this test is given by:

\(\[ z = \frac{{(\hat{p}_1 - \hat{p}_2) - 0}}{{\sqrt{\hat{p}(1 - \hat{p})\left(\frac{1}{{n_1}} + \frac{1}{{n_2}}\right)}}} \]\)

where \(\hat{p}_1\) and \(\hat{p}_2\) are the sample proportions, \(\hat{p}\) is the combined sample proportion, \(n_1\) and \(n_2\) are the sample sizes, and 0 is the hypothesized difference in proportions.

In this case, we have \(n_1 = 50\), \(x_1 = 8\) (number of successes in sample 1), \(n_2 = 50\), and \(x_2 = 7\) (number of successes in sample 2).

First, we calculate the sample proportions:

\(\[ \hat{p}_1 = \frac{x_1}{n_1} = \frac{8}{50} = 0.16 \]\)

\(\[ \hat{p}_2 = \frac{x_2}{n_2} = \frac{7}{50} = 0.14 \]\)

Next, we calculate the combined sample proportion:

\(\[ \hat{p} = \frac{x_1 + x_2}{n_1 + n_2} = \frac{8 + 7}{50 + 50} = 0.15 \]\)

Then, we calculate the standard error:

\(\[ SE = \sqrt{\hat{p}(1 - \hat{p})\left(\frac{1}{{n_1}} + \frac{1}{{n_2}}\right)} = \sqrt{0.15(1 - 0.15)\left(\frac{1}{50} + \frac{1}{50}\right)} \approx 0.0529 \]\)

Finally, we calculate the test statistic:

\(\[ z = \frac{(\hat{p}_1 - \hat{p}_2) - 0}{SE} = \frac{(0.16 - 0.14) - 0}{0.0529} \approx 0.3772 \]\)

To find the P-value, we look up the test statistic in the standard normal distribution table. In this case, the P-value is the probability of observing a test statistic greater than 0.3772 or less than -0.3772.

Consulting the table, we find that the P-value is approximately 0.7064. Therefore, the P-value for the hypothesis test is approximately 0.7064.

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The possible individual weights of the two bags of flour are Bag 1: 4 pounds, Bag 2: 4 3/4 pounds

To find the possible individual weights of the two bags of flour, we need to consider the total weight and all the possible combinations of weights that can add up to that total.

Given that the total weight of the two bags is 8 3/4 pounds, we can consider different values for the weight of one bag and then find the corresponding weight of the other bag.

Let's start with the first combination:

Bag 1: 3 pounds, Bag 2: 5 3/4 pounds

If Bag 1 weighs 3 pounds, and the total weight is 8 3/4 pounds, we can calculate the weight of Bag 2 by subtracting Bag 1's weight from the total weight:

Bag 2 = Total weight - Bag 1's weight = 8 3/4 - 3 = 5 3/4 pounds

So, Bag 1 weighs 3 pounds and Bag 2 weighs 5 3/4 pounds. This combination satisfies the condition of having a total weight of 8 3/4 pounds.

Similarly, we can try other combinations:

2) Bag 1: 4 pounds, Bag 2: 4 3/4 pounds

Bag 1: 5 pounds, Bag 2: 3 3/4 pounds

By considering these different combinations, we find all the possible individual weights of the two bags of flour  is Bag 1: 4 pounds, Bag 2: 4 3/4 pounds

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Answer:

1.

100-yard dash

If someone is running a 100-yard dash, they have a time limit or the time they took to run it. They are also going a certain speed. This makes it so that both speed and time could be on a graph representing a 100-yard dash.

Drag racing

The same thing as an 100-yard dash. If someone is driving in a drag race, they have a time limit or the time they took to run it. They are also going a certain speed. This makes it so that both speed and time could be on a graph representing a drag race.

Golf

When someone is golfing, they don't usually keep track of their time or speed. They keep track of the amount of hits someone does over the course of the game.

Skydiving:

People don't often keep track of skydiving factors. It may be a sport, but it is not a sport you can win. No point in keeping track of speed or time.

Fishing

I guess you could keep track of how long it takes for you to catch a fish. But why would you need speed? Maybe to keep track of how fast you reel in the fish.

Final answer:

You can decide. I am only here to give reasonings.

2.

The graph has a sudden drop of speed shown. This effects to choice of a sport by showing that the speed goes down in a fast manner, you should figure out why. The time seems to stay on track. Maybe a timer is running that isn't affected by the speed.

3.

Depends on what you pick... I can give you a start

Golf

Golf is represented on the graph. The speed is based on how fast the ball is going after it was hit and the time is representing how fast it is going overtime until it stops.

Skydiving

Skydiving is represented on the graph. The speed is based on how fast the person is falling. The time is representing how long they have been falling for. The spike is due to the person opening their parachute.

Fishing

The sport of fishing is represented on the graph. The speed represents how quickly the person reels in the fish. The time is representing how long it takes for them to reel in the fish. The spike is there due to the fact that they reeled it in slower because the fish is out of water and is being pulled in on land.

100-yard dash

The 100-yard dash is represented on the graph. The speed represents how quickly the person is running the course of time shown. The time represents how long they were running for. The spike shows they skidded to a stop due to lack of stamina and had to start a slow jog or walk.

Drag racing

The sport of drag racing is represented on the graph. The speed shows how fast the automobile is going over the course of the race. The speed is how long the care was moving for. The spike represents the sudden lack of gas and the car slowing down until it reaches a complete stop at the end.

The point prevalence of brilliance at the end of Week 1 is 0.08 or 8%.

The point prevalence of brilliance at the end of Week 2 is 0.17 or 17%.

The point prevalence of brilliance at the end of Week 3 is 0.33 or 33%.

Using person-weeks as denominator, the incidence of brilliance over the course of the 10-week course is 0.017 or 1.7%

In epidemiology context, brilliance can be calculated through calculating point prevalence, cumulative incidence, and incidence rate. The provided data table can be used to determine the point prevalence, incidence, and incidence rate of brilliance among PHE 450 students. So, the calculations of point prevalence, cumulative incidence, and incidence rate based on the provided data are as follows:

The point prevalence of brilliance at the end of Week 1 can be calculated by the following formula; Point prevalence = Total number of existing cases at a given time ÷ Total population at that time

Student #8 was the only existing case of brilliance at the beginning of Week 1, so the point prevalence of brilliance at the end of Week 1 is; Point prevalence = 1 ÷ 12 = 0.08 or 8%.

The point prevalence of brilliance at the end of Week 2 can be calculated by the following formula; Point prevalence = Total number of existing cases at a given time ÷ Total population at that time

Student #3 and Student #8 were existing cases of brilliance at the beginning of Week 2, so the point prevalence of brilliance at the end of Week 2 is; Point prevalence = 2 ÷ 12 = 0.17 or 17%.

The point prevalence of brilliance at the end of Week 3 can be calculated by the following formula; Point prevalence = Total number of existing cases at a given time ÷ Total population at that time

Student #3, #4, #6, and #8 were existing cases of brilliance at the beginning of Week 3, so the point prevalence of brilliance at the end of Week 3 is; Point prevalence = 4 ÷ 12 = 0.33 or 33%.

The incidence of brilliance can be calculated by the following formula; Incidence = Total number of new cases ÷ Total person-weeks of observation

Student #5 and Student #7 developed brilliance during the 10-week course, so the incidence of brilliance over the course of the 10-week course is; Incidence = 2 ÷ 120 = 0.017 or 1.7%.

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6(8-2x)=4x

First, apply distributive property:

6 (8)+ 6 (-2x) = 4x

48-12x =4x

Move the "x" terms to the right:

48 = 4x+12x

Combine like terms

48 = 16 x

Divide both sides of the equation by 16:

48/16 = 16x/16

3 = x

x = 3

Answer:\(\frac{-11x^2+135}{5}\)

Step-by-step explanation:

Answer:

28 centimeters a year, 5.5 years until 344 centimeters

Step-by-step explanation:

I did the calculations, forgive me if I am wrong.

Proportionately, the amount of sales the salesperson needs to sell this week to earn the same amount with the two options is $21,600.

Proportion describes the equation of two ratios.

Proportional values are fractional values like ratios and can be stated in percentages and fractions.

Commission from Option A (0.05) per hour = $27

The number of hours worked at Option A = 40 hours

Total commission from Option A = $1,080 (40 x $27)

Commission from Option B per week = 5%

Proportionately, to earn the same amount with the two options, the salesperson must sell goods worth $21,600 ($1,080 ÷ 0.05) at Option B.

Thus, with sales of $21,600, the salesperson's commission will be $1,080 ($21,600 x 5%).

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Answer:

he bought three math books and four english books

Step-by-step explanation:

26x3=78 (three books)

28x4=112 (four books)

112+78=190

\( \: \)

Using for loop we can get the syntax in order to calculate this arithmetic series n is A = 0.9999.

An arithmetic collection is the sum of the phrases in an mathematics collection with a specific range of phrases. Following is a easy system for locating the sum: Formula 1: If S n represents the sum of an mathematics collection with phrases.

This system calls for the values of the primary and ultimate phrases and the range of phrases. Finite Sequence- Finite sequences have countable phrases and do now no longer cross as much as infinity. An instance of a finite mathematics collection is 2, 4, 6, 8. Infinite Sequence- Infinite arithmetic collection is the collection wherein phrases cross as much as infinity.

using while

A=0; n=1; while n<=10000     A=A+(1/(n*(n+1)));     n=n+1; end A

output

A =      0.9999

using  for loop

A=0; for n=1:10000     A=A+(1/(n*(n+1))); end A

output

A = 0.9999.

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Correct Question:

The following series can be written with a shorthand form of sigma notation (A). Use while syntax to calculate this arithmetic series:

1/(1x2) + 1/(2x3) + 1/(3x4) + ... + 1/(n x (n+1)) ......1

A = ∈ 1/(n x (n+1)); n=[1:10000]

Answer:

Step-by-step explanation:

Assuming you are asking for

85,000,000 + 2.9 x 10^5 =

8.5 x 10^7 + 2.9 x 10^5 =

10^5 ( 8.5 x10^2 + 2.9) =

10^5 ( 850+2.9) =

10^5 ( 852.9) =

10^5 x 8.529 x 10 ^2=

8.529 x 10^7

or

85,000,000 + 2.9 x 10^5 =

85,000,000 + 290,000 =

85290000 =

8.529 x 10 ^7 (because we moved 7 spots to the left)

Answer:

68.

Step-by-step explanation:

We have adjacent and hypotenuse given.

So, cosФ= adj/hpt

cos inverse=3/8

Ф=67.97=68.

Answer:

417.5

I hope this helps

Answer: A=6.5 B=12

Step-by-step explanation: if they are proportional than the base would go up by 3.5 and the height will go up by 3

Answer:

A is 9 and B 12

Step-by-step explanation:

Horizontal lines goes by 1.

Vertically goes by 3.

In terms of the differences between the two populations, if a confidence interval captures zero, that means there is no significant difference between the two populations.

      A confidence interval is a type of interval estimate that provides information on how reliable a sample estimate of a population parameter is. In statistics, a confidence interval is a range of values that is likely to contain an unknown population parameter with a specified degree of certainty. In other words, it is an estimated interval for the population parameter.

    A confidence interval is calculated from a given set of data, and it is typically expressed as a percentage (95% or 99%, for example). The width of the interval indicates the degree of confidence, with a narrower interval indicating a higher level of confidence.

     A confidence interval capturing zero means that there is no significant difference between the two groups being compared. This result could occur for a number of reasons, such as The difference between the groups being too small to be significant, The sample size being too small to detect a significant difference, or There being no real difference between the two groups being compared.

   If a confidence interval does not capture zero, that means there is a significant difference between the two groups being compared. In other words, the difference between the two groups is unlikely to have occurred by chance and is therefore statistically significant.

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