Select the statements that are true.

1. Correlation coefficients must be between 0 and 1
2. Correlation coefficients must be between-1 and 1
3. A correlation coefficient of r-0.92 indicates a strong positive correlation.
4. A correlation coefficient of r -0.01 means there is no significant correlation.
5. A correlation coefficient of r--0.17 indicates a strong, negative correlation.
6. Correlation coefficient is a numeric measure of the strength and the direction between two quantative variables.

Answer:

45

Step-by-step explanation:

The surface area of the square pyramid, square prism, and total surface area will be 103 square mm, 429 square mm, and 532 square mm, respectively.

The area of a two-dimensional figure is the area that its perimeter encloses. The quantity of unit squares that occupy a closed figure's surface is its region.

The surface area of the square pyramid is calculated as,

SA of pyramid = 4 x 1/2 x 5 x 10.3

SA of pyramid = 103 square mm

The surface area of the rectangular prism is calculated as,

SA of prism = 4(13 x 5) + 13 x 13

SA of prism = 429 square mm

The total surface area of the composite figure is calculated as,

TSA = 103 + 429

TSA = 532 square mm

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Answer:

23 Girls

Step-by-step explanation:

23 plus 13 equals 36 and 23 is 10 more than 13.

Answer:

the number of girls in the class is 23

Step-by-step ex

23 +13=36

Let x = cost of the dishwasher.

The amounts the children are paying are:

Mark =20% = 1/5, so  1/5x

Sorin = 75

Raymond = 1/4x

Stephanie = 75

Kristin = 1/3x

Add them together:

x = 1/5x + 1/4x + 1/3x + 75 + 75

x - ( 1/5x + 1/4x + 1/3x ) = 150

Rewrite fractions with common denominator:

x - ( 12/60x + 15/60x + 20/60x ) = 150

60/60x - 47/60x = 150

13/60x = 150

x = 150/1 • 60/13

x = 9000/13

x = 692.31

The total cost of the dishwasher is $692.31

Now calculate the amount each child pays:

Mark = 1/5 x = 692.31/ 5 = $138.46

Sorin = $75.00

Raymond = 1/4 x = 692.31 / 4 = $173.08

Stephanie = $75.00

Kristin =  1/3 x = 692.31 / 3 = $230.77

Answer:

[tex]F(x)=\left \{ {{-\frac{1}{2}+1, x<0 } \atop {2x-2, x\geq0}} \right.[/tex]

Step-by-step explanation:

There are 2 linear equations, one with an open circle and one with a closed one. Depending on where the circle is, that will tell you your start. Both circles start at 0 on the graph. The open circle means that the first equation will be   x < 0. The second equation has a closed circle so it will be [tex]x\geq 0[/tex] because the linear equation is increasing positively.

Now you need to the start point of both equations.

[tex]x<0[/tex]   start point is 1 on the y-axis

[tex]x\geq 0[/tex]   start point is 2 on the y-axis

Now you have to find the slope for the two equations

[tex]x<0[/tex]  the equation goes up 1 and and over 2

[tex]x\geq 0[/tex]  the equation goes up 2 and over 1

Now put together the equations

[tex]x<0[/tex] [tex]\frac{-1}{2} + 1[/tex]

[tex]x\geq 0[/tex]  [tex]2x - 2[/tex]

Answer:

2

Step-by-step explanation:

Answer:

Option C.

Step-by-step explanation:

Number of purple markers = 2

Number of black marker = 1

Number of red markers = 3

Number of yellow markers = 2

Number of blue markers = 2

Total number of markers = 10

Probability to select randomly a red marker = [tex]\frac{\text{Number of red markers}}{\text{Total number of markers}}[/tex]

                                                                         = [tex]P(red)=\frac{3}{10}[/tex]

Now we keep with us and randomly select a marker again.

So remaining markers with us = (10 - 1) = 9

Probability of the randomly selected marker to be yellow P(yellow)

= [tex]\frac{\text{Number of yellow markers}}{\text{Number of remaining markers}}[/tex]

= [tex]\frac{2}{9}[/tex]

Probability of both the events (selecting red AND yellow) = P(red) × P(yellow)

= [tex]\frac{3}{10}\times \frac{2}{9}[/tex]

= [tex]\frac{6}{90}[/tex]

= [tex]\frac{1}{15}[/tex]

Therefore,Option (C) will be the answer.

Answer:

I disagree with Marty!

Step-by-step explanation:

If Marty would have -$5 it would mean he owns that person $5. If you don't have money you don't owe anything.

For example:

Isaiah has $20 and then he spends $18 and he only has $2 left.

Isaiah doesn't have enough money for anything else or should've not bought anything to save his allowance.

As you can see Isaiah has spent 18 dollars. Therefore, if the person has to ask for the money back, he would have to own those $18.

Back to the problem, Marty would rather have -$5 than $0. If he would rather have -$5 it means he has to own the person.

Therefore Marty would rather have $0.

Sample Response: I disagree with Marty’s statement because negative numbers are less than 0, so having −$5 would mean I would owe $5 to someone.

Answer:

im notm sure sorry

Step-by-step explanation:

Answer:

answer : 10

Step-by-step explanation:

Answer:

8 hours

Step-by-step explanation:

In this case, the speed would be given by the garbage collection / hour, therefore the two together, that is to say from the sum of both, would be 1/6 the speed and for the small truck it would be 1/24

So to calculate the speed of the big truck it would be:

1/24 + 1 / x = 1/6

1 / x = 1/6 - 1/24

1 / x = 0.125

x = 1 / 0.125

x = 8

Which means that only the big truck would take only 8 hours

The large garbage truck, when working alone, can collect all the garbage in 8 hours. This is found by setting up equations for the combined rate of work of both trucks and the rate of work of the small truck alone, then solving for the large truck's rate of work.

The problem describes a work rate scenario where two garbage trucks work together and individually to complete a task. To solve for the amount of time the large truck would take to collect all the garbage by itself, we can use the rate of work formula which is Work = Rate * Time. When both trucks work together, their combined rate multiplied by 6 hours results in the work being completed. When the small truck works alone, its rate times 24 hours completes the work. We can set up equations to represent these scenarios.

Let, 1 represent the total work (collecting all the garbage), S be the small truck's rate of work, and L be the large truck's rate of work.

From the provided information, we have:

Substituting S from the second equation into the first equation, we get:

L + 1/24 = 1/6

Therefore, L = 1/6 - 1/24

After finding a common denominator and subtracting, we find:

L = 4/24 - 1/24

L = 3/24

L = 1/8

So, the large truck's rate of work is 1/8, meaning the large truck can collect all the garbage in 8 hours working alone.

Answer:

102

Step-by-step explanation:

Each triangle will have a perimeter of 3. When joined, the outside triangles will have 2 sides showing, or 2 inches. The middle 98 will only have one free side, or one inch. This means that 98*1 + 2*2 = 102

To calculate the perimeter of 100 equilateral triangles joined side to side, each with a side of one inch, use the formula P = 2s + (n - 1)s. With s = 1 inch and n = 100, the perimeter is 101 inches.

To find the perimeter of a train of 100 equilateral triangles, we start by acknowledging that each triangle contributes two sides to the perimeter since they are joined side to side. An individual equilateral triangle has three sides of equal length; however, when joined in a train, the shared side does not contribute to the perimeter. Therefore, the equation to determine the perimeter (P) of the triangle train with 100 triangles, each with a side length (s) of one inch, would be:

P = 2s + (n - 1)s

Where n is the number of triangles in the train. Plugging in the values, we get:

P = 2(1 inch) + (100 - 1)(1 inch) = 2 inches + 99 inches = 101 inches.

This calculation shows that the perimeter of a train of 100 equilateral triangles, each with sides of one inch, is 101 inches.

Answer:

sin 56 = 0.8290

cos 23 =0.9205

Step-by-step explanation:

you can literally find this by typing: sin 56 deg in google.

or use a calculator.

Answer:

$ 32.63

Step-by-step explanation:

$3200 -$ 2156 = $ 1044

Therefore $ 1044 divided by 32 equal $ 32.625.Round it to the nearest hundreth and you get $ 32.63.

Each student have to pay $32.625.

Division method is used to distributing a group of things into equal parts. Division is just opposite of multiplications. For example, dividing 20 by 2 means splitting 20 into 2 equal groups of 10.

Given that;

A group of 32 students have raised money to help pay for a field trip to the Outer Banks Research Park.

The trip will cost $3,200 and they have raised $2,156.

Now,

Since, The trip will cost $3,200 and they have raised $2,156.

Hence, The remaining cost to pay by students = $3,200 - $2,156

                                                                        = $1,044

So, The cost pay by each students = $1,044/32

                                                      = $32.625

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The pre-image of A' is (-4,-4), and the correct option is D.

A scale factor in math is the ratio between corresponding measurements of an object and a representation of that object.

The image is shown and a scale factor of 1/2 to find the pre-image.

[tex]\rm Scale\ factor = \dfrac{Dimension\ of\ New \ Shape}{Dimension\ of \ Original \ Shape}\\\\Dimension\ of\ New \ Shape= Scale\ factor \times Dimension\ of \ Original \ Shape\\\\A' =\dfrac{1}{2}(-8, \ -8)\\\\A' =(-4,-4)[/tex]

Hence, the pre-image of A' is (-4,-4), and the correct option is D.

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The final part of the question is asking;

How much did all (99.7%) of the students spend on textbooks in a semester

Answer:

almost all (99.7%) of the students spent between $165 and $315 on textbooks in a semester.

Step-by-step explanation:

The standard deviation rule describes to us that for distributions that have the normal shape, approximately 99.7% of the observations fall within 3 standard deviations of the mean.

In this question, we are given that; Mean = 240 and Standard deviation= 25

So, 3 standard deviation below the mean = Mean - 3(standard deviation)

= 240 - (3 × 25)

= 240 - 75 = 165

Now, 3 standard deviation above the mean = Mean + 3 standard deviation = 240 + (3 × 25)

= 240 + 75 = 315

So, almost all (99.7%) of the students spent between $165 and $315 on textbooks in a semester.

Answer:

3077.2

Step-by-step explanation:

A circle's mass is found by

Pie times R^2

7^2 is 49, times 3.14 is 153.86

then you Multiply 153.86 by 20 which gives you 3077.2

Answer:

The answer is option 2.

Step-by-step explanation:

It is given that she work for 7.5 hours at a rate of $15.75 per hours. In order to calculate how much she earned, you have to multiply it :

$15.75 = 1 hour

$ x = 7.5 hours

x = 7.5×$15.75

x = $118.13 (2d.p)

Answer:

On my test i just took it was a total of 30.

Step-by-step explanation:

Answer:

Calculate the area of the base (which is a circle) by using the equation πr² where r is the radius of the circle. Then, multiply the area of the base by the height of the cylinder to find the volume.

Step-by-step explanation:

Answer:

cylinder volume formula

v = (π * r²) * h

Step-by-step explanation:

To calculate the volume of a cylinder we have to multiply the height by the area of ​​the circle that is the base

The area of ​​a circle is calculated with this formula (a = π * r²)

Let's do an example where the radius is 5.5ft  and the height is 13ft  to see how to calculate the volume

To calculate the volume of a cylinder we have to use the following formula:

v = volume

h = height = 13ft

π = 3.14

r = radius = 5.5ft

v = (π * r²) * h

we replace the unknowns with the values we know

v = (3.14 * (5.5ft)²) * 13ft

v = (3.14 * 30.25ft²) * 13ft

v = 94.985ft² * 13ft

v = 1234.805ft³

The volume of the cylinder is 1234.805ft³

Step-by-step explanation:

Step 1:  Subtract 18 from both sides

[tex]12 = 18 + 6b[/tex]

[tex]12 - 18 = 18 - 18 + 6b[/tex]

[tex]-6 = 6b[/tex]

Step 2:  Divide both sides by 6

[tex]-6 / 6 = 6b / 6[/tex]

[tex]-1 = b[/tex]

Answer: [tex]b = -1[/tex]

Answer:

11

Step-by-step explanation:

[tex] \sqrt{121} = \sqrt{11 \times 11} = 11 \\ [/tex]

Answer:

what is the radius given?

Step-by-step explanation:

With a height of 16 feet and a base radius of 5 feet, the volume of the cone is approximately 418.67 cubic feet, rounded to the nearest tenth.

To find the volume  V  of a cone, we use the formula:

[tex]\[ V = \frac{1}{3} \pi r^2 h \][/tex]

Where:

[tex]- \( \pi \)[/tex] is approximately 3.14

-  r is the radius of the base of the cone

-  h is the height of the cone

Given that the height h is 16 feet and the radius r is 5 feet, we substitute these values into the formula:

[tex]\[ V = \frac{1}{3} \times 3.14 \times (5)^2 \times 16 \]\[ V = \frac{1}{3} \times 3.14 \times 25 \times 16 \]\[ V = \frac{1}{3} \times 3.14 \times 400 \]\[ V = \frac{1256}{3} \]\[ V \approx 418.67 \][/tex]

So, the volume of the cone is approximately 418.67 cubic feet.

Complete question : Using 3.14 for pi, what is the volume, to the nearest tenth, of a cone that has a height of 16 feet and a base with radius of 5 feet.

Step-by-step explanation:

Step 1:  Find the angle a

All triangles add up to 180 degrees

81 + 62 + a = 180

143 + a = 180

a = 180 - 143

a = 37

Answer:  Option A, 37

Answer:

Since AB || QR and PR is a transversal.

∠QRP=∠ABP=100 o

       [Corresponding angles]

Step-by-step explanation:

Answer:

-2

Step-by-step explanation:

[tex]2 (\sqrt{\frac{80}{5} }-5)[/tex]

[tex]2(\sqrt{16}-5)[/tex]

[tex]2(4 - 5)[/tex]

[tex]2(-1)[/tex]

[tex]-2[/tex]

Answer:

Area = 31.5 (I think)

Step-by-step explanation:

Split into 3 parts:

Rectangle: 7 · 3 = 21

Triangle 1: 3 · 3.5= 10.5

10.5 ÷ 2 = 5.25

Triangles(they are the same): 5.25 · 2 = 10.5

Area: 10.5 + 21 = 31.5

Area = 31.5

The solution of given equation 6−by=19 is [tex]y = \frac{-13}{b}[/tex].

To find the value of y in the equation 6−by=19, subtract 6 from both sides, then divide by -b to isolate y as -13/b.

The variable y in the equation 6−by=19 can be solved for as follows:

6 -by =  19

Subtract 6 from both sides:

-by = 19 - 6

-by = 13

Divide by -b to isolate y is

[tex]y = \frac{13}{-b} = -\frac{13}{b}[/tex]

Therefore, y equals -13 divided by b.

Answer:

74

Step-by-step explanation:

74

Answer:

Rearrange the equation by subtracting what is to the right of the equal sign from both sides of the equation :

                    11/15-(w-8/15)=0  

Step by step solution :

Step  1  :

            8

Simplify   ——

           15

Equation at the end of step  1  :

 11           8

 —— -  (w -  ——)  = 0  

 15          15

Step  2  :

Rewriting the whole as an Equivalent Fraction :

2.1   Subtracting a fraction from a whole

Rewrite the whole as a fraction using  15  as the denominator :

         w     w • 15

    w =  —  =  ——————

         1       15  

Equivalent fraction : The fraction thus generated looks different but has the same value as the whole

Common denominator : The equivalent fraction and the other fraction involved in the calculation share the same denominator

Adding fractions that have a common denominator :

2.2       Adding up the two equivalent fractions

Add the two equivalent fractions which now have a common denominator

Combine the numerators together, put the sum or difference over the common denominator then reduce to lowest terms if possible:

w • 15 - (8)     15w - 8

————————————  =  ———————

     15            15    

Equation at the end of step  2  :

 11    (15w - 8)

 —— -  —————————  = 0  

 15       15    

Step  3  :

           11

Simplify   ——

           15

Equation at the end of step  3  :

 11    (15w - 8)

 —— -  —————————  = 0  

 15       15    

Step  4  :

Adding fractions which have a common denominator :

4.1       Adding fractions which have a common denominator

Combine the numerators together, put the sum or difference over the common denominator then reduce to lowest terms if possible:

11 - ((15w-8))     19 - 15w

——————————————  =  ————————

      15              15    

Equation at the end of step  4  :

 19 - 15w

 ————————  = 0  

    15    

Step  5  :

When a fraction equals zero :

5.1    When a fraction equals zero ...

Where a fraction equals zero, its numerator, the part which is above the fraction line, must equal zero.

Now,to get rid of the denominator, Tiger multiplys both sides of the equation by the denominator.

Here's how:

 19-15w

 —————— • 15 = 0 • 15

   15  

Now, on the left hand side, the  15  cancels out the denominator, while, on the right hand side, zero times anything is still zero.

The equation now takes the shape :

  19-15w  = 0

Solving a Single Variable Equation :

5.2      Solve  :    -15w+19 = 0  

Subtract  19  from both sides of the equation :  

                     -15w = -19

Multiply both sides of the equation by (-1) :  15w = 19

Divide both sides of the equation by 15:

                    w = 19/15 = 1.267

One solution was found :

                  w = 19/15 = 1.267

Step-by-step explanation: