help now fast i will mark brainlest and please don't just put the answer work it out

Answer:

Blac cack

Step-by-step explanation:

Answer:

The researcher will conclude that there is a correlation between the number of hours worked out and the amount of pounds lost by people on the exercise program

Step-by-step explanation:

Here, we want to state what the conclusion of the researcher should be:

From the last part of the question, we can see that the test statistic is greater than the critical value

So what do we do in a case like this?

We can see that the researcher is trying to see if there is a correlation between hours worked out and the number of pounds lost over a specific period of time.

Now, let us form the null hypothesis;

The null hypothesis here H0 is that we do not have a correlation between number of hours spent working out and the amount of pounds lost

The alternative hypothesis here H1 is that there is a correlation between the number of hours spent working out and the amount of pounds lost

Since we have the value of the test statistic greater than the critical value, we reject the null hypothesis and accept the alternative hypothesis

So therefore, the researcher will conclude that there is a correlation between the number of hours worked out and the amount of pounds lost by people on the exercise program

Answer:

he can make 4 packages hope this helps

Answer:

is there something suggested?

Answer: -10

Step-by-step explanation:

If you put it in an equation it would be -7x=7(x+20). You would then -7x to both sides to get -14x=140. Just divide -14 on both sides to isolate x. This equates to -10. If you put -10 back into the equation then it says that 70 is 7 times larger than 10. Which it is.

Answer:

1x1 and 20x32

Step-by-step explanation:

Answer:

1/2x+3

Step-by-step explanation:

I graphed it

Answer:

y=(9a^2-1)x-6a^3+2

Step-by-step explanation:

Answer:

$1.25/€

Step-by-step explanation:

€4 = $5

Divide both sides by €4.

€4/€4 = $5/€4

1 = $5/€4 = $1.25/€

Since $1.25/€ is equal to one, multiplying a number of euros by it will not change the value of the number. It will convert it from euros to dollars.

Answer: $1.25/€

Answer:

look around for it maybe it fell under your bed, couch etc just look

Step-by-step explanation:

Answer:

you just add X=8 to 5x-6

You always have to multiply it

so its 5•8-6= 34

Answer: The answer is 34

Step-by-step explanation: all you had to do was think all of the answers below are high numbers so you most likely had to multiply so i did 5x8-6=34

Answer:

We reject H₀, with CI = 90 % we can conclude that the mean numbers of times identified with Ti-84 does not exceed that of the Ti-89 by more than 1,80

Step-by-step explanation:

Ti-89 Calculator

Sample mean     x = 31,5

Sample standard deviation   s₂  = 8,35

Sample size        n₂ = 11

Ti-84 Calculator

Sample mean     y = 46,2

Sample standard deviation   s₁  = 9,99

Sample size        n₁ = 12

t(s)  = ( y - x - d ) / √s₁²/n₁ + s₂²/n₂

t(s)  = 12,9 / √(99,8/12) + (69,72/11)

t(s)  = 12,9 / √8,32 + 6,34

t(s)  = 12,9 / 3,83

t(s) = 3,37

Test Hypothesis

Null Hypothesis               H₀      y - x > 1,80

Altenative Hypothesis       Hₐ      y - x ≤ 1,80

We have a t(s) = 3,37

We need to compare with t(c)   critical value for

t(c) α; n₁ +n₂-2            df = 12 +11 -2     df  = 21

If we choose  CI = 95 %    then  α = 5 %   α = 0,05

From t-student table

t(c) = 1,72

t(s) = 3,37

t(s) >t(c)

t(s) is in the rejection region therefore we accept Hₐ with CI = 95 %

Answer:

y=3x-1

Step-by-step explanation:

First, we must find the slope of the equation. To do that we take two ordered pairs from the graph.

(2,5) (10,29)

The equation for slope is m=y2-y1/x2-x1

m=29-5/10-2

m=24/8

m=3

Now, we will find the variable B.

5=3(2)+b

5=6+b

-1=b

That's how we get the equation!

y=3x-1

Answer:y= 3x-1

Step-by-step explanation:

m= y2-y1/ x2-x1=

29-5/10-2=3

Now,use: y-y1= m(x-x1)

y-5=3( x-2)

y= 3x-1

Answer:

ok coool

Step-by-step explanation:

i have nothing

Answer:

C

Step-by-step explanation:

If the parabola opens upward, it has a minimum.

If it opens downwards, it has a maximum.

Every quadratic function either has a maximum or minimum value is true, because the graph of a quadratic function is a parabola that either opens downwards or upwards.

A quadratic function is a polynomial function with one or more variables in which the highest exponent of the variable is two. Since the highest degree term in a quadratic function is of the second degree, therefore it is also called the polynomial of degree 2.

Three properties that are universal to all quadratic functions:

1) The graph of a quadratic function is always a parabola that either opens upward or downward (end behavior).

2) The domain of a quadratic function is all real numbers.

3) The vertex is the lowest point when the parabola opens upwards; while the vertex is the highest point when the parabola opens downwards.

According to the question

Every quadratic function either has a maximum or minimum value.

As per the properties of Quadratic Function

This statement is true as

i> the graph of a quadratic function is a parabola  

ii> The vertex is the lowest point when the parabola opens upwards or the vertex is the highest point when the parabola opens downwards.

Hence, Every quadratic function either has a maximum or minimum value is true, because the graph of a quadratic function is a parabola that either opens downwards or upwards.

To know more about Quadratic Function and its properties here:

https://brainly.com/question/2193294

#SPJ3

85 dollars each week

Answer:

I stand for simple interest.

p stands for principal amount

R Stands for Rate of interest

T stands for Time

This is the formula for simple interest.

Answer:

c )  y = –1∕4 (x – 3)2 + 2

Step-by-step explanation:

Answer:

directrix is; y= {-5}

Step-by-step explanation:

Answer:

C.FCC

Step-by-step explanation:

Answer:

C

Step-by-step explanation:

Answer

1) 2500 %

2) 1800%

3) 3500%

Step-by-step explanation:Convert the decimal to a percentage by multiplying the decimal by  100  .

Answer: B) unit analysis

This is also called dimensional analysis.

Refer to the diagram below for an example. The diagram shows why 3 feet is equal to 36 inches. The "ft" units cancel.

Answer:

unit analysis

Step-by-step explanation:

Answer: 9

Step-by-step explanation:

Answer:

I think it’s A, Good luck!

Step-by-step explanation:

Answer:

4

Step-by-step explanation:

the equation for slope: (y2-y1)/(x2-x1)

the points are (1,0), and (3,8)

we can label them

x1=1

y1=0

x2=3

y2=8

now, substitute into the equation (m=slope)

m=(8-0)/(3-1)

m=8/2

m=4

The given rule of the dilation indicates that the scale factor is 3 which is

larger than one, therefore, given an enlarged image.

The correct options are;

Please find attached the possible diagram of rectangle LMNP obtained from a similar question posted online;

L'M' = 12

LM = 4

MN = 6

The rule of the dilation of rectangle LMNP = [tex]D_{p, \, 3}[/tex]

L'M' = 3 × LM

Therefore;

The image following the dilation of the preimage LMNP, which is rectangle L'M'N'P' is larger than LMNP

Therefore;

The scale factor is the number with which the preimage dimension is multiplied to get the image, which is 3

M'N' = 3 × MN

Therefore;

Learn more about scale factor of a dilation here:

https://brainly.com/question/840682

Answer:

a. The length of line segment M'N' is 18 units.

d. The dilation is an enlargement.

f. The scale factor is 3.

Step-by-step explanation:

got it right on ed23

Answer:

-325

-125

Step-by-step explanation:

6.

Let the blank be x.

-50 + 375 + x = 0

325 + x = 0

x = -325

Answer: -325

7.

Let the blank be x.

-75 + x + 50 + 150 = 0

125 + x = 0

x = -125

Answer: -125

Answer:

150

Step-by-step explanation:

the total angle of a flat line is 180

since one side is 30 180-30 is 150