In a hurry, will give 40 points.

Answer:

1. the 15th term is 30

2. the 25th term is 86

3. the 18th term is 128

4. the 20th term is 220

5. the 12th term is -33

Step-by-step explanation:

Type I error would be weather remains dry, but school is needlessly canceled. Type II error would be don't cancel school, but the snow storm hits. The correct option is B.

In hypothesis testing, the null hypothesis is the default assumption that is being tested. In this case, the null hypothesis is that the weather will remain dry. The school superintendent must decide whether to reject or accept this null hypothesis based on the evidence available.

There are two types of errors that can occur in hypothesis testing: Type I and Type II errors.

Type I error occurs when the null hypothesis is rejected, even though it is actually true. In other words, the school superintendent decides to cancel school due to a snowstorm, but the weather remains dry. This can result in unnecessary school closures, which can disrupt students, teachers, and parents' schedules.

Type II error occurs when the null hypothesis is accepted, even though it is actually false. In other words, the school superintendent decides not to cancel school because of the assumption that the weather will remain dry, but a snowstorm hits. This can put students, teachers, and parents in danger as they try to commute to school in hazardous conditions.

The consequences of a Type I error and a Type II error can be significant in this scenario. The school superintendent must weigh the potential risks of making each type of error to make the best decision for the safety and well-being of the school community.

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Complete question is:

A school superintendent must make a decision whether or not to cancel school because of a threatening snow storm. What would the results be of Type I and Type II errors for the null hypothesis: The weather will remain dry?

A. Type I error: don't cancel school, but the snow storm hits.

Type II error: weather remains dry, but school is needlessly canceled.

B. Type I error: weather remains dry, but school is needlessly canceled.

Type II error: don't cancel school, but the snow storm hits.

C. Type I error: cancel school, and the storm hits.

Type II error: don't cancel school, and weather remains dry.

D. Type I error: don't cancel school, and snow storm hits.

Type II error: don't cancel school, and weather remains dry.

E. Type I error: don't cancel school, but the snow storm hits.

Type II error: cancel school, and the storm hits.

Answer:

y=2x-4

Step-by-step explanation:

sorry if I get this wrong I'm slowly understanding slope intercept form

The answers that  best explains how we check to make sure that this condition is met is: c. Make sure there is similar spread around the sample mean of y.

The equal spread condition states that the residuals (differences between the actual and predicted values of y) should have roughly equal variance at each value of x.

To check if this condition is met, we examine the residual plot, which is a scatterplot of the residuals versus the independent variable x. If the spread of residuals around the mean is roughly equal for all x, then the equal spread condition is satisfied.

Therefore the correct option is C.

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Answer:

D i think

Step-by-step explanation:

Answer:

C.

The fee for delivery is $6.00.

Step-by-step explanation:

the limit of the function as x approaches some value is a² + 3a − 1. To find the limit of the function lim (x² + 3x − 1), we can use direct substitusubstitutiontion. We

WeWe substitute the limit value of x into the function and simplify to find the result.

lim (x² + 3x − 1) = (limit as x approaches some value)

If we substitute x = a (where a is the limit value) into the function, we get:

lim (x² + 3x − 1) = a² + 3a − 1

SoSo the limit of the function as x approaches some value is a² + 3a − 1.

Note that this limit only exists if the function is continuous at the value of x. If the function is not continuous at that value, then the limit may not exist or may be infinite.

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Here, if you use the law of sines, you cannot find the measure of the required angle. But if you use the law of cosines, you will get the desired result.

The measure of the angle C of the given triangle is 43.61°

According to the law of cosine, the square of any one side of a triangle is equal to the difference between the squares of the other two sides and double the product of the other sides and cosine angle added together between them. If AB, BC, and CA are lengths of the three sides of a triangle, then using the law of cosine, we can write

AB² = BC² + CA² - 2(BC)(CA)cos C.

Here, AB = 16, BC = 22, and AC = 21.

Now, 16² = 22² + 21² - 2 * 22 * 21 * cos C

i.e. 256 = 484 + 441 - 924 * cos C

i.e. 256 - 925 = - 924 * cos C

i.e. - 669 = - 924 * cos C

i.e. cos C = 669/924 = 0.724

i.e. C = cos⁻¹(0.724) = 43.61

Therefore the measure of the angle C of the given triangle is 43.61°

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The area of the geometric figure which is the square will be 42.25.

It should be noted that a square simply means a shape that has all its sides equal. It should be noted that the area of a square will be calculated as:

= Side × Side

In this case, the side is given as 6.5. Therefore, it should be noted that the area will be:

Area of a square = Side × Side

= 6.5 × 6.5

= 42.25

Therefore, the area of the geometric figure which is the square will be 42.25.

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As Malia walks her dog 140% of the distance walked by Tiara’s, so Tiara walks her dog less as compared to Malia’s. And the distance Tiara walks her dog is 5 miles.

Let us consider the distance covered by Tiara and Malia in walking their dogs be ‘x’ and ‘y’ respectively.

we have been provided with the value of ‘y’,  i.e.

                                               y = 7 miles

Now,

            Distance walked by Malia’s dog = 140% of the distance walked by Tiara’s dog

                                                               Or

                                                            y  = 140/100 × x

                                                            7   =  140/100 × x

Therefore,                                           x   =  100/140 × 7

                                                            x   = 5 miles

Hence, the distance Tiara walked her dog was 5 miles.

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Answer:

173.77

Step-by-step explanation:

Answer:

-1.875

Step-by-step explanation:

1. Write the problem: -2(5x + 8) = 14 + 6x

2. Multiply -2 by 5 and 8 to get: -10x - 16 = 14 + 6x

3. Combine like terms: -16x - 16 = 14

4. Repeat step 3: -16x = 30

5. Divide -16 by 30 to get the answer which is -1.875.

Hope this helped!

Answer:

y + 9 = 2(x + 5): slope is 2

y - 4 = -3(x - 3): slope is -3

(12/5, 29/5)

Step-by-step explanation:

y + 9 = 2(x + 5)

y + 9 - 9 = 2(x + 5) - 9   ==> subtract both sides by 9 to isolate y

y = 2(x + 5) - 9 ==> simplify

y = 2x + 2*5 - 9  ==> distribute x and 5 by multiplying them by 2

y = 2x + 10 - 9

y = 2x + 1  ==> slope is 2

y - 4 = -3(x - 3)

y - 4 + 4 = -3(x - 3) + 4  ==> add both sides by 4 to isolate y

y = -3(x - 3) + 4

y = -3x - 3(-3) + 4  ==> multiply x and -3 by -3 by distributive property

y = -3x - (-9) + 4

y = -3x + 9 + 4  ==> simplify

y = -3x + 13  ==> slope is -3

Since y = -3x + 13 and y = 2x + 1:

2x + 1 = -3x + 13  ==> solve for x

2x + 3x + 1 = -3x + 3x + 13

5x + 1 = 13

5x + 1 - 1 = 13 - 1

5x = 12

x = 12/5

y = 2x + 1

y = 2(12/5) + 1  ==> plug in 12/5 for x

y = 24/5 + 1  ==> solve for y

y = 24/5 + 5/5

y = (24+5)/5  ==> y = 29/5   ==> (x, y) = (12/5, 29/5)

B. 2 and OD. 15 are not possible lengths for the third side of the triangle.

To determine the possible values for the length of the third side of a triangle, we need to consider the triangle inequality theorem, which states that the sum of the lengths of any two sides of a triangle must be greater than the length of the third side.

Given that two sides have lengths 6 and 9, we can analyze the possibilities:

6 + 9 > x

x > 15 - The sum of the two known sides is greater than any possible third side.

6 + x > 9

x > 3 - The length of the unknown side must be greater than the difference between the two known sides.

9 + x > 6

x > -3 - Since the length of a side cannot be negative, this inequality is always satisfied.

Based on the analysis, the possible values for the length of the third side are:

A. 7

C. 4

□E. 10

O F. 12

B. 2 and OD. 15 are not possible lengths for the third side of the triangle.

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Answer:

2 ( - x + 2 )

Step-by-step explanation:

x - 3x + 2 = - 2x + 2

- 2x = 2 * - x

2 = 2 * 1

- 2x + 2 = 2 ( - x + 2 )

Hence factorized.

Answer:

2(−x + 1)

Step-by-step explanation:

x − 3x + 2  = −2x + 2  => 2(−x+1)

Answer:

Step-by-step explanation:

1) Divide 50 by 7

2) Take that number and multiply it by 6.5 km

This works because the result of dividing 50/7 multiplied by 7 will give you 50, and if you multiple the result by 6.5 you will get your answer!

Answer:

7 Quarters

Step-by-step explanation:

Let's assume Zachary has x quarters.The total value of the quarters is 25x cents.

The total value of the dimes is 11*10 = 110 cents.Together, the total value of the coins is 25x + 110 cents. We know that this total value is at least $2.75, which is equal to 275 cents.So we can set up the following inequality:25x + 110 >= 275Solving for x, we get:25x >= 165

x >= 6.6Since x must be a whole number, the smallest possible value for x is 7.Therefore, Zachary must have at least 7 quarters.

Zachary has 11 dimes worth $1.10 and needs to make up $1.65 for a total of $2.75. He would need 7 quarters to do this, giving him a total of 18 coins.

To find out the minimum amount of quarters, one would need to understand that he only has 20 coins and $2.75 minimum. Considering a dime is worth 10 cents and Zachary has 11 dimes, they collectively amount to $1.10.

This leaves $1.65 to reach the minimum of $2.75. We know a quarter is worth 25 cents. To find the number of quarters needed to reach $1.65, we would divide 165 (representing $1.65) by 25 (a quarter's worth), which equals 6.6. However, you can't have 0.6 of a quarter, so we would round up to 7 quarters.

To check this answer, the total count of coins which is dimes and quarters should not exceed 20. Indeed, 7 quarters and 11 dimes equals 18 coins, which is less than or equal to 20. Therefore, the minimum number of quarters Zachary could have is 7.

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If you sell eight bundles of seven, which also implies you get 8 hot dogs' earnings.

Thus the above response is right.

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Answer:

fourth

Step-by-step explanation:

Angle X is the inscribed angle of the two arcs that measure 122 and 64 so

\(x = \frac{1}{2} (122 + 64)\)

\(x = \frac{1}{2} (186) = 93\)

A cyclic quadrilateral states that the opposite angles add up to 180

so

\(y = 18 0 - 83 = 97\)

The correct answer is the fourth option

1. The base pay Carter makes regardless of computer sales is $100

2. The linear relationship that shows the sales will be P = 100 + 10x

From the information given, Carter is a salesperson who sells computers at an electronics store and he makes a base pay amount each day and then is paid a commission for every computer sale he makes.

The starting salary is $100. This is the base pay.

The commission given is $10 per good sold. Therefore, the expression will be:

= 100 + 10x

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To determine figures can be shown to have the same volume using Cavalieri's principle need to consider if every plane parallel to the height intersects the figures in cross-sections with equal areas is only A and B. A.

Cavalieri's principle states that if two solids have the same height and every plane parallel to the height intersects both solids in cross-sections with equal areas, then the two solids have the same volume.

Based on the given information, we have three figures A, B, and C with the same height and the same base area.

Looking at the figures, we can observe that for any plane parallel to the height, both figures A and B will have cross-sections with equal areas because they have the same shape.

Figure C has a different shape compared to A and B, so it is not possible to find cross-sections with equal areas when considering planes parallel to the height.

Cavalieri's principle, two solids have the same volume if their heights are identical and any plane parallel to their height crosses them in cross-sections with the same area.

Using the information provided, we can create three figures with the same height and base area:

A, B, and C.

By examining the pictures, we can see that because figure A and figure B have the same form, they will both have cross-sections with equal areas for any plane parallel to the height.

When examining planes parallel to the height, it is impossible to locate cross-sections with similar areas for Figure C due to its distinct form from that of Figures A and B.

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In the context of racial and ethnic relations, ethnocentrism refers to the tendency to regard one's own culture and group as the standard, and thus superior, whereas all other groups are seen as inferior. Ethnocentrism is a belief system rooted in the notion that one's own cultural practices, values, and beliefs are superior to those of others.

It often leads to prejudice, discrimination, and the marginalization of individuals or groups who do not conform to the dominant culture. This mindset can hinder intercultural understanding and perpetuate stereotypes and biases. Ethnocentrism can manifest in various ways, such as the imposition of cultural norms on others, the dismissal or devaluation of alternative perspectives, and the reinforcement of social hierarchies based on ethnicity or race. Overcoming ethnocentrism requires open-mindedness, empathy, and a willingness to learn and appreciate different cultures and perspectives. Promoting cultural diversity, inclusivity, and intercultural dialogue can help challenge ethnocentric attitudes and foster a more inclusive and equitable society.

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Answer:

8

Step-by-step explanation:

Use the distributive property to get 6x+120=168. then minus 120 from 168 and get 48 then divide by 6 and get 8

Answer:

\( \huge{ \bold{ \boxed{ \tt{x = 8}}}}\)

Step-by-step explanation:

\( \text{6(x + 20) = 168}\)

\( \text{Step \: 1 : \: Distribute \: 6 \: through \: the \: parentheses}\)

\( \text{⇢ \: 6x + 120 = 168 }\)

\( \text{Step \: 2 : \: Move \: 120 \: to \: right \: hand \: side \: and \: change \: its \: sign.}\)

\( \text{⇢ \: 6x = 168 - 120}\)

\( \text{Step \: 3 : \: Subtract \: 120 \: from \: 168}\)

\( \text{⇢ \: 6x = 48}\)

\( \text{Step \: 4 : \: Divide \: both \: sides \: by \: 6}\)

\( \text{ \: ⇢ \: 6x \: / \: 6 \: = \: 48 \: / \: 6}\)

⇢ \(\boxed{ \text{ x = 8}}\)

Hope I helped!

Best regards! :D

~\( \text{TheAnimeGirl}\)

Answer:

??? Show screenshot.

Step-by-step explanation:

Explanation

the length of an arc is given by:

where r is the radius and theta is the angle

then

Step 1

Let

radius=13

angle=68

replace

I hope this helps you

There are 22 terms in the sum, since there is a difference of 5 between consecutive terms, and 5n + 1 = 1 for n = 0 and 5n + 1 = 106 for n = 21.

Now, if

S = 1 + 6 + 11 + … + 96 + 101 + 106

then it's also true that

S = 106 + 101 + 96 + … + 11 + 6 + 1

Notice that terms in the same position of these two copies of S add up to 107 :

1 + 106 = 107

6 + 101 = 107

11 + 96 = 107

and so on.

If we then combine S with its reverse, we get

2S = 107 + 107 + … + 107 + 107

but the right side consists of 22 terms, so

2S = 107 • 22

S = 107 • 22 / 2

S = 1177

Answer:

D)

Step-by-step explanation:

from point A, draw an arc that intersects both sides of the angle

From point A, draw an arc that intersects both sides of the angles. Thus, the correct option is D.

The inclination is the separation seen between planes or vectors that meet. Degrees are another way to indicate the slope. For a full rotation, the angle is 360°.

An angle bisector is a line or ray that divides an angle into two equal parts. The angle bisector divides the angle into two smaller angles that have the same measure.

Thus, the correct option is D.

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Answer:

28 students did not fail.

Step-by-step explanation:

Since 7 is 1/5 of the class, then 4/5 of the class 28 because 7 * 4 = 28.

Brainliest would be greatly appreciated!!! Have a nice day!

Answer:

\(a_n=4n-11\)

Step-by-step explanation:

The common difference is \(d=4\) with the first term being \(a_1=-7\), so we can generate an explicit formula for this arithmetic sequence:

\(a_n=a_1+(n-1)d\\a_n=-7+(n-1)(4)\\a_n=-7+4n-4\\a_n=4n-11\)