T/F : Span{a1,a2} contains only the line through a1 and the origin, and the line through the a2 and the origin.

Answer: the circle is not a function

the square is a function

Step-by-step explanation:

The answer is D. No, because the sample sizes are not large enough to assume the distribution of the difference in sample means is normal.

In order to perform inference with a confidence interval for the difference in population means, certain conditions need to be met. One of the conditions is that the sample sizes should be sufficiently large.

For the distribution of the difference in sample means to be approximately normal, both sample sizes should ideally be large, typically with a guideline of at least 30 observations. In this case, the sample sizes are 35 for manager A and 40 for manager B, which are relatively small compared to the guideline.

Therefore, (D) the condition of having large enough sample sizes to assume a normal distribution for the difference in sample means is not met. As a result, the conditions for inference with a confidence interval for the difference in population means have not been met.

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Answer:

tbh there are quite a lot of possibilities

I'll just name the properties but not show which angle applies to it cos that's too time consuming

Step-by-step explanation:

vertically opposite angles

interior / exterior alternate angles

corresponding angles

angles on a straight line are supplementary

Answer:

Step-by-step explanation:

a couple slices of pizza

To find a subset of vectors that forms a basis for the subspace of R4 spanned by S, we need to determine which vectors in S are linearly independent.

Let's write the vectors in S as columns of a matrix:

S = [2, 3, 3, -8; V2, V3, -5, 25; -1, 26, 2, -8; -6, 0, 0, 0]

To find the linearly independent vectors, we can perform row reduction on the matrix to obtain its row-echelon form.

After performing row reduction, we get:

[1, 0, 0, -2; 0, 1, 0, 5; 0, 0, 1, 1; 0, 0, 0, 0]

The row-echelon form shows that the first three rows are linearly independent, while the last row is a zero row. Therefore, the corresponding vectors in S form a basis for the subspace of R4 spanned by S.

The subset that forms a basis for the subspace is: { [2, 3, 3, -8], [V2, V3, -5, 25], [-1, 26, 2, -8] }

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Answer:

(-1, 0)

Step-by-step explanation:

In terms of measuring precision, the graduated cylinder is typically a more precise measuring tool compared to a balance. This can be understood by considering the concept of significant figures.

Significant figures are the digits in a number that carry meaning regarding its precision. When using a balance, the precision is determined by the readability of the scale and the accuracy of the measurements.

For example, if the balance reads to the nearest gram, the measurements will have one decimal place of precision. Therefore, the number of significant figures obtained from a balance measurement is limited by the readability of the scale.

On the other hand, a graduated cylinder is a measuring tool used for volume measurements. The graduations on the cylinder provide a greater level of precision compared to a balance.

For instance, a graduated cylinder with milliliter graduations may allow for measurements with two or three decimal places, providing a higher degree of precision in the recorded value.

To illustrate this, let's consider an example. If we are measuring the mass of an object on a balance that reads to the nearest gram, the result might be 10.0 grams.

This measurement has three significant figures. However, if we are measuring the volume of a liquid in a graduated cylinder with milliliter graduations, the measurement might be 10.00 milliliters. This measurement has four significant figures, indicating a higher precision.

Therefore, in terms of the number of significant figures, the graduated cylinder generally provides a more precise measurement compared to a balance.

However, it's important to note that precision alone does not guarantee accuracy, as the accuracy of any measurement tool depends on factors such as calibration and user technique.

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Answer:

y=-3/4x-13/2

Step-by-step explanation:

This should be the answer, I am not 100% though

I did y-4=-3/4x(x+14)

Answer:

no

Step-by-step explanation:

the arrow is between 140 and 130 so it will be 135. If it was between 140 and 150 then it could be 145 degrees.

Answer:

y=12

Step-by-step explanation:

y=2x ,so 2x=8x-x^2

x^2=8x-2x

x^2=6x

x^2/x=6x/x

x=6

y=2x ,2(6)

y=12

Answer:

6(9+7)

Step-by-step explanation:

SEE THE IMAGE FOR SOLUTION

HOPE IT HELPS

HAVE A GREAT DAY

The slope of the graph is 0.4343, and the mathematical equation relating the variables is A = 22/7 * r^2. When A = 250 cm^2, r = 10.16 cm. When r = 8.0 cm, A = 201.06 cm^2.

The table of values is shown below:

r (cm) | A (cm^2)

------- | --------

1.0 | 3.14

2.0 | 12.56

3.0 | 28.26

4.0 | 50.27

5.0 | 78.54

We can graph the data points on a millimeter sheet. The graph will be a curve that increases as r increases.

To linearize the graph, we can use a two-cycle x 2-cycle logarithmic sheet. This type of graph has a logarithmic scale on the x-axis and a linear scale on the y-axis.

When we plot the data points on a logarithmic sheet, the graph will be a straight line.

The slope of the line is 0.4343. This means that the area of a circle is 0.4343 times the square of the radius. The mathematical equation relating the variables is A = 22/7 * r^2.

We can use the equation to solve for r when A = 250 cm^2. We get r = 10.16 cm.

We can also use the equation to solve for A when r = 8.0 cm. We get A = 201.06 cm^2.

Therefore, the slope of the graph is 0.4343, and the mathematical equation relating the variables is A = 22/7 * r^2. When A = 250 cm^2, r = 10.16 cm. When r = 8.0 cm, A = 201.06 cm^2.

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Answer:

x = 4, x = 8

Step-by-step explanation:

Given

(x - 7)(x - 5) = 3 ← expand factors using FOIL

x² - 12x + 35 = 3 ( subtract 3 from both sides )

x² - 12x + 32 = 0 ← in standard form

(x - 4)(x - 8) = 0 ← in factored form

Equate each factor to zero and solve for x

x - 4 = 0 ⇒ x = 4

x - 8 = 0 ⇒ x = 8

Answer:

c

Step-by-step explanation:

because the real awnser is 57/4 but simpfly

Answer:

C) \(14\frac{1}{4}\)

explanation:

\(4\frac{5}{6} +4\frac{2}{3} +4\frac{3}{4} \\\\\frac{29}{6} +\frac{14}{3} +\frac{19}{4} \\\\\frac{58}{12} +\frac{56}{12} +\frac{57}{12} \\\\\frac{171}{12} \\\\14\frac{1}{4}\)

Answer:

B. Clyde’s work is correct because Tamara did not subtract the terms correctly.

Step-by-step explanation:

got it right on edge2020

The division gives the Quotient is x² + 5x - 2.

A polynomial function is a function in an equation that contains only   positive integer exponents or powers of a variable, such as the quadratic equation, cubic equation.

We have the Expression as,

2\(x^4\) + 7x³ - 18x² +11 x - 2  

Now, divide the above polynomial from we get 2x² -3x + 1.

First, factorizing 2\(x^4\) + 7x³ - 18x² +11 x - 2  we get

= (x - 1)(2x - 1) (x² + 5x - 2)

and, factorizing 2x² -3x + 1

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

So, (2\(x^4\) + 7x³ - 18x² +11 x - 2  )/ (2x² -3x + 1)

= (x - 1)(2x - 1) (x² + 5x - 2) / (2x- 1)(x -1)

= x² + 5x - 2

Thus, the required Quotient is x² + 5x - 2.

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Answer:

5 yard

Step-by-step explanation:

Two buddies want to know how far a creek is across. The creek is (3x² - 3x - 3) feet wide.

We know the distance of Friend A from one end of bank and distance of Friend B from another end of the bank and the distance between Friend A and B which is the distance of the rope and we have to calculate the width of the creek.

Distance of rope = Distance of friend A from the one end of the bank + width of creek + distance of Friend B from another end of the bank

6x²- x + 12 = (2x²+2x-2) + width of the creek + (x²+17)

6x²- x + 12 = width of the creek + (2x²+ 2x - 2 + x² + 17)

6x²- x + 12 = width of the creek + ( 3x² + 2x + 15)

width of the creek = 6x²- x + 12 - ( 3x² + 2x + 15)

=  6x²- x + 12 - 3x² - 2x - 15

= 3x² - 3x - 3

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(2a² + 3a - 5) - (3a² + 3a + 7)

Distributing the negative sign, we have:

2a² + 3a - 5 - 3a² - 3a - 7

Combining like terms, we get:

(2a² - 3a²) + (3a - 3a) + (-5 - 7)

= -a² - 12

The equation (x - 2)² = 13 is not equivalent because it represents a perfect square, not the original quadratic equation.

The equation (x - 2)² = 17 is also not equivalent because the constant term is different from the original equation.

The equation (x - 4)² = 13 is equivalent to the original equation because it represents a perfect square with the correct constant term.

The equation (x - 4)² = 17 is not equivalent because the constant term is different from the original equation.

(2x - 1)(3x + 4)

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Answer:

-3

Step-by-step explanation:

Step 1: Solve (-2+(-1))^2/3 3

           1. -2+(-1) = -3

           2. (-3)^2 = 9

           3. 9/3 = 3

Step 2: Solve (-4)^2-17 -1

           1. 3/-1

Step 3: Simplify 3/-1 = -3. I hope this helped and please don't hesitate to reach out with more questions!

Answer: The answer is C

Answer:

C

Step-by-step explanation:

Answer: 107.5

Step-by-step explanation:

120 x 14= 1680

90 x 10= 900

Now you add 1680+900= 2580

Then you divide the distance (2580) between the speed (14+10)

2580/24= 107.5

Reject the null hypothesis if the calculated value of the test statistic, t, is less than the critical value of negative t*. Otherwise, do not reject.

Please note that the critical value of t* depends on the significance level (alpha), degrees of freedom, and the specific hypothesis test being conducted. It is not provided in the given information and would need to be determined based on the specific context and requirements of the test.

what is critical value ?

A critical value is a specific value or threshold used in statistical hypothesis testing or confidence interval estimation. It is based on the chosen level of significance (alpha) and the distribution of the test statistic or the sampling distribution.

In hypothesis testing, critical values are used to determine whether to reject or fail to reject the null hypothesis. The test statistic is compared to the critical value to make a decision. If the test statistic falls in the critical region (beyond the critical value), the null hypothesis is rejected in favor of the alternative hypothesis.

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Answer:

The answer is True. Just trust me on this one.

Answer:

9 cm

Step-by-step explanation:

Answer:

width = 6k², length = 5k + 1

Step-by-step explanation:

Given

A = 30k³ + 6k² ← factor out 6k² from each term

   = 6k²(5k + 1)

Since area = width × length , then

width = 6k² and length = 5k + 1

Answer:

30k³ + 6k²

= 6k²(5k + 1)

because the width is equal to the greatest common monomial factor of 30k³ and 6k²

=> the width = 6k²

=> the length = 6k²(5k+1)/6k² = 5k + 1

Step-by-step explanation:

Manu asked Anna (a) about the arrival time of the train. Anna replied (b) indicating her belief that the train will be on time.

The conversation between Manu and Anna provides limited information regarding the train's arrival time. Manu's question implies that he is seeking specific information about when the train will arrive, but Anna's response only states her belief that the train will be on time without providing any specific time or estimate.

To complete the passage, we need additional information or dialogue to address the specific question asked by Manu. Without further context or response from Anna, it is not possible to determine the exact arrival time of the train or provide a complete explanation of their conversation.

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We want to find the probability that the sample mean cholesterol value falls within certain ranges. Specifically, we want to find the probability that the sample mean cholesterol value is between 145 and 165 (part a) and between 140 and 170 (part b).

The probability that the sample mean cholesterol value is between 145 and 165 can be found using the central limit theorem (CLT). Since the sample size is large (n = 16), the sample mean cholesterol value will be approximately normally distributed, regardless of the underlying population distribution. We can assume that the sample mean cholesterol value follows a normal distribution with mean μ and standard deviation σ/sqrt(n), where μ is the population mean cholesterol value and σ is the population standard deviation.

Using this assumption, we can calculate the z-score for each end of the interval:

z1 = (145 - μ) / (σ / sqrt(n))

z2 = (165 - μ) / (σ / sqrt(n))

Then, we can use a standard normal distribution table or a calculator to find the probability that the sample mean cholesterol value falls between these z-scores:

P(145 < x^- < 165) = P(z1 < Z < z2)

where Z is a standard normal random variable.

Similarly, to find the probability that the sample mean cholesterol value is between 140 and 170 (part b), we can calculate the corresponding z-scores and use the same formula.

In both cases, the assumption of normality may not be appropriate if the population distribution is strongly skewed or has heavy tails. In such cases, non-parametric methods or bootstrapping may be more appropriate.

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Answer:

Step-by-step explanation:

1

The algebraic expsession is 4 * y - 7 and the simplified expression is 4y - 7

From the question, we have the following parameters that can be used in our computation:

Take away 7 from 4 times y

Using y as the unknown number, we have

4 * y - 7

When simplified, we have

4y - 7

Hence, the simplified expression is 4y - 7

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