A researcher was once criticized for falsifying data. Among his data were figures obtained from 6 groups of
subjects, with 5 individual subjects in each group. These values were given for the percentage of successes in
each group: 53%, 58%, 63%, 46%, 48%, 67%. What's wrong with those values?
Choose the correct answer below.
ICODI
A. All percentages of success should be multiples of 5. The given percentages cannot be correct.
B. All percentages of success should be multiples of 10. The given percentages cannot be correct.
C. All percentages of success should be multiples of 6. The given percentages cannot be correct.
D. All percentages of success should be multiples of 20. The given percentages cannot be correct.

Answer:

39 units^2

Step-by-step explanation:

Since the polygon is not a regular polygon, but a composite polygon, we can split the polygon up and solve the area of each part and add them up.

We can split the polygon into three shapes as shown in the picture below.

And we solve for the area of each shape.
Top left triangle:

[tex]Area=\frac{1*3}{2} \\Area=\frac{3}{2}\\Area=1.5[/tex]

Lower left triangle:

[tex]Area=\frac{3*5}{2} \\Area=\frac{15}{2}\\Area=7.5[/tex]

Rectangle:

[tex]Area=5*6\\Area=30[/tex]

Finally, add the areas up:

[tex]Area=1.5+7.5+30\\Area=39[/tex]

The dimension of the shipping box is : 6 , 7 and 2 ft.

Now, According to the question:

The given information is:

Width of shipping box is x

Length of shipping box is x+1

Height of shipping box is x-4

The volume is 84 cubic ft.

To find the dimensions of the box in feet.

The volume of a box is = width × length × height.

Plug all the values in above formula:

84 cubic ft. = x(x + 1) (x - 4)

84 cubic ft. = (x)(x+1)(x-4) = [tex](x)[/tex][tex](x^2-3x-4)[/tex] = [tex]x^3 - 3x^2 - 4x.[/tex]

Next, think of the factors of 84. 1, 2, 3, 4, 6, 7, 12, 14, 21, 28, 42, and 84.

The value is x = 6.

Put the value x = 6

(6)(6+1)(6-4) = (6)(7)(2) = 84 cubic ft.

Hence, The dimension of the shipping box is : 6 , 7 and 2 ft.

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The complete question is this:

The dimensions in inches of a shipping box can be expressed as width x, length x+1, and height x-4. The volume is 84 cubic ft. Find the dimensions of the box in feet.

The graph that represents a function is the one that does not have any vertically aligned points.

A relation represents a function when each input value is mapped to a single output value.

On a graph, it means that a vertical line traced on the function would never cross the graph more than once, which means that the graph does not contain any vertically aligned points.

The problem is incomplete, hence the procedure to verify if a graph represents a function is presented.

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Answer:I believe B

Step-by-step explanation:

The linear equation that models the distance as a function of time is:

y = -65mi/h*x + 420mi

A general linear equation can be written as:

y = a*x + b

Where y is the distance, x is the number of hours, x is the slope or rate of change, and b is the y-intercept.

Here we know that the family traves at a constant rate of 65 mi/h, then that will be the value of the slope.

And the y-intercept will be equal to the initial distance that they need to travel, which is 420 miles, then the linear equation that represents the distance as a function of time is:

y = -65mi/h*x + 420mi

The negative sign in the first term is because the distance decreases as time passes.

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Of 800 students in a university, 360, or 45%, live in dormitories. the 800 is an example of population size. Population size is a number that represents the total quantity of a particular group of items or people.

In this case, the population size is 800 students in a university. This population size is used to calculate the percentage of students who live in the dormitories. In this example, the percentage of students who live in the dormitories is 45% or 360 students.   Population size can be used to analyze different trends or patterns within a group of people.

For example, if the university wanted to determine the number of students who commute from home, they could use the population size of 800 students to calculate the percentage of students who commute from home. Similarly, the university could use the population size to calculate the percentage of students who live off-campus.   Population size can also be used to track changes over time.

For example, if the university wanted to determine if the number of students living in the dormitories had increased or decreased since last year, they could compare the current population size of 800 students with the population size from the previous year.

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The area of a circular fenced-in section for some of his animals is 240.625 square meter. So the option 1 is correct.

In the given question, we have to find the approximate area, in square meters, of the section.

Sam built a circular fenced-in section for some of his animals.

The section has a circumference of 55 meters.

As we know that, the circumference of circle = 2πr. So,

2πr = 55

Now putting, π = 22/7

2 × [tex]\frac{22}{7}[/tex] × r = 55

Multiply by 7 on both side, we get

44 × r = 385

Divide by 44 on both side, we get

r = 8.75

The area of circle = π[tex]r^2[/tex]

Now putting the value of r.

The area of circle = [tex]\frac{22}{7}\times(8.75)^2[/tex]

The area of circle = [tex]\frac{22}{7}[/tex] × 76.563

The area of circle = 240.625 square meter

Hence, the area of a circular fenced-in section for some of his animals is 240.625 square meter. So the option 1 is correct.

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The complete question is:

Sam built a circular fenced-in section for some of his animals. The section has a circumference of 55 meters. What is the approximate area, in square meters, of the section? Use 22/7 for pi

1. 240.625 square m

2. 962.5 square m

3. 2,376.79 square m

4. 240.8 square m

The reaction time for Joyce is given by the equation J = -0.1 seconds

The reaction time for Felix is given by the equation F = -0.4 seconds or 0.2 seconds

Equations are mathematical statements with two algebraic expressions flanking the equals (=) sign on either side.

It demonstrates the equality of the relationship between the expressions printed on the left and right sides.

Coefficients, variables, operators, constants, terms, expressions, and the equal to sign are some of the components of an equation. The "=" sign and terms on both sides must always be present when writing an equation.

Given data ,

Let the reaction time for Joyce is given by the equation J

Let the reaction time for Felix is given by the equation F

The average reaction time = 0 seconds

Now , the value of J = 0.1 seconds below the average reaction time

So , substituting the values in the equation , we get

The reaction time for Joyce J = 0 - 0.1 = -0.1 seconds

And ,

The difference between the reaction time of Joyce and Felix = 0.3 seconds

So , substituting the values in the equation , we get

J - F = 0.3

-0.1 - F = 0.3

Adding F on both sides of the equation , we get

F + 0.3 = -0.1

Subtracting 0.3 on both sides of the equation , we get

F = -0.4 seconds

And , F - J = 0.3

So , F - ( -0.1 ) = 0.3

F = 0.2 seconds

Hence , the reaction time for Felix is -0.4 seconds or 0.2 seconds

The graph is plotted below

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25 rounded to the nearest tenth would be rounded up to 30. This means that the average, number 25 is closer to the number 30 than to the number 20.

Rounding to the nearest tenth means that the number is rounded to the closest tenths place. In this case, 25 would be rounded average up to 30. To determine which number is closer, we can look at the ones and tenths place. 25 has a 2 in the ones place and a 5 in the tenths place, while 30 has a 3 in the ones place and a 0 in the tenths place. Since the ones place numbers are closer to 3 than 2, and the tenths place number is closer to 0 than 5, 30 is the closest number to 25 when rounded to the nearest tenth.

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Equation for that line slope 12.

If we know the slope between two points on a line, we may use that information to solve for the y-intercept in the slope-intercept equation y=mx+b, which will then allow us to formulate an equation for that line. Writing an equation for the line passing through the points (-1,6) and (5,-4).

Standard form, slope-intercept form, and point-slope form are the three main types of linear equations.

If we know the slope between two points on a line, we may use that information to solve for the y-intercept in the slope-intercept equation y=mx+b, which will then allow us to formulate an equation for that line.

Explanation:

F(x) = 4(3) = 12.

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-1/3 is the multiplicative inverse of -2 1 3

The multiplicative inverse of a number is the number that, when multiplied by the original number, equals 1. This concept is also sometimes referred to as the reciprocal of a number.

For example, the number 2 has a multiplicative inverse of 1/2 because 2 * (1/2) = 1. Similarly, the number 3 has a multiplicative inverse of 1/3 because 3 * (1/3) = 1.

It's important to note that not all numbers have a multiplicative inverse. For example, 0 does not have a multiplicative inverse because any number multiplied by 0 is 0.

In the case of -2 1 3, its multiplicative inverse is -1/3. This can be verified by multiplying -2 1 3 by -1/3:

(-2 1 3) * (-1/3) = - (2/3) = -2/3 + 1/3 + 2/3 = 1

So, -1/3 is the multiplicative inverse of -2 1 3

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Answer:

To find the exact value of csc(theta) in simplest radical form, we first need to determine the coordinates of the point on the terminal side of the angle in standard position.

Since the terminal side passes through the point (-2,1), we know that the point is on the line y = 1. To find the exact value of csc(theta), we need to find the distance between the point (-2,1) and the origin (0,0). This distance is given by the expression sqrt((-2)^2 + 1^2) = sqrt(5).

Therefore, csc(theta) = 1/sin(theta) = 1/sqrt(5)

Step-by-step explanation:

Ways to do better math:

1. Double check

2. Before you start a question, think if this is the simplest way to do it for you

3. Don't rush or panic, it will make you more likely to get things wrong

4. If you don't understand the math, try reading your textbook again

5. You can also ask others for help or hints, to lead you to the answer

Answer:

y=4x+5

mark brainliest

Step-by-step explanation:

the slope is 4 (y increases by 4 for every increase of 1 of x)

the b value is the y intercept which is 5

The value of x is 1 and value of y is 7

Two or more expressions with an Equal sign is called as Equation.

The given equations are 5x-4y=-23...(1)

-5x-y=-12...(2)

Add equation 1 and 2

5x-4y-5x-y=-23-12

-5y=-35

Divide both sides by 5

y=7

Now plug in value of y in equation (1)

5x-28=-23

add 28 on both sides

5x=5

Divide both sides by 5

x=1

Hence, the value of x is 1 and value of y is 7

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Answer:nswer:56 ft.Step-by-step explanation:hope it helps you and thanks for the points

Step-by-step explanation:

Answer:

50505

Step-by-step explanation:

this is the answer you can use calculator

There is a population of 334,476 in the city next year.

In this case we find the case of a city, whose population reports an exponential growth. Exponential growth model is now described:

p' = p · (1 + r / 100)ⁿ

Where:

If we know that p = 326,000, r = 2.6 and n = 1, then the final population of the city is:

p' = 326,000 · (1 + 2.6 / 100)¹

p' = 334,476

The population of the city next year is 334,476.

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The inequality that is represented by the given graph is; y ≥ 2x - 5

The formula for equation of a line in slope intercept form is;

y = mx + c

where;

m is slope

c is y-intercept

From the given linear graph, we see that the y-intercept is at y = -5

The slope is gotten by using two coordinates (3, 1) and (4,3) using the formula;

Slope = (y₂ - y₁)/(x₂ - x₁)

Slope = (3 - 1)/(4 - 3)

Slope = 2

Since the Inequalities that use ≤ or ≥ symbols are plotted with a solid line to show that the line is included in the region, then this is ≤ or ≥ .

Now, the graph is shaded above the solid line which indicates greater sign and as such, the inequality is;

y ≥ 2x - 5

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The measure of side EF of the trapezoid DEFG which was dilated by a scale factor 2 /3 and form trapezoid D'E'F'G' with slide measure of E'F' 32 is equal to 48 units.

As given in the question,

Given trapezoid DEFG ,

DEFG dilated using scale factor 2 /3.

After dilation trapezoid DEFG is  D'E'F'G'

Measure of side E'F' = 32 units

Relation between EF and E'F' is given by :

Measure of EF × ( 2 / 3 ) = E'F'

⇒Measure of EF  =  E'F' × ( 3 / 2 )

⇒ Measure of EF = 32 × ( 3 / 2 )

⇒Measure of EF = 48 units

Therefore, the measure of side EF in the given trapezoid DEFG after dilation of scale factor ( 2 / 3 ) is equal to 48 units.

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Therefore , the solution of the given problem of linear equation comes out to be n value is 5.

A linear regression curve is built on the equation y=mx+b. The y-intercept is m, and the slope is B. The previous sentence is sometimes referred as a "mathematical equation merging multiple variables," even if y or y are independent parts. The only variables in bivariate linear equations are two. There are no known solutions to application issues involving linear equations. Y=mx+b, also written as mx+b.

Here,

Given :

=> 15.95 = 3.19n

To solve for n :

=> n = 15.95/3.19

=> n = 5

Thus , n value is 5.

Therefore , the solution of the given problem of linear equation comes out to be n value is 5.

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The number of hours it will take for both candles to be at the same height if the two candles were lit at the same time is 20 hours.

let

Number of hours = x

Candle A:

11 - 0.45x

Candle B:

7 - 0.25x

Equate both expressions

11 - 0.45x = 7 - 0.25x

11 - 7 = -0.25x + 0.45x

4 = 0.20x

divide both sides by 0.20

x = 4/0.20

x = 20 hours

Hence, both candles will be at equal height at 20 hours.

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Answer:

y = 3x - 6

Step-by-step explanation:

The equation is y = mx + b  

m = the slope

b = y-intercept

Slope = rise/run or (y2 - y1) / (x2 - x1)

Let's pick 2 points (0, -6) (2,0)

We see the y increase by 6 and the x increase by 2, so the slope is

m = 6/2 = 3

y-intercept located at (0, -6)

So, the equation is

y = 3x - 6

There are three basic methods of graphing linear functions. The first is by plotting points and then drawing a line through the points.

Define pre call?

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We can solve the equation:

(a - 3)/√a = -√a

To get the value of a = 1.5

Here we want to solve the following equation.

(a - 3)/√a = -√a

First, notice that the square root of a is on the denominator, then we can't have a = 0.

Now we can multiply both sides by √a to get:

(a - 3) = -√a*√a

(a - 3) = -a

Now we can write:

a - 3 = -a

a + a = 3

2a = 3

a = 3/2

a = 1.5

The value of a is 1.5

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The relationship between a condition or a variable and a particular consequence with one event leading to the other is called Casual logic.

Option(b) is the correct answer.

Causal logic is the term that refers to the relationship between the variable or the condition and also the specific consequences and it is also known as causality.

The code of ethics is one of the concepts which refers to the behavior or relationship in casual logic. It also explains the relationship between the effects and the causes.

A Causal Logic Model (CLM) is explained by a set of predicates and a set of formulas.

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Three different ways to represent the ratios is given by :

1. Using the symbol :-   ' : ' example (a : b ).

2. In fraction form :- numerator / denominator.

3. In word form :- a to b .

As given in the question,

Three different ways to represent the ratio of any number is given by :

Let the two variable to represent in ratio form be 'a' and 'b'.

Therefore, the three different way to represent the ratio of the given number is :

1. Using the symbol :-   ' : ' example (a : b ).

2. In fraction form :- numerator / denominator.

3. In word form :- a to b .

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Answer:

The slope of the line that passes through the points on the table is 2

Step-by-step explanation:

To find the slope, first pick any two points on the table and plug it into [tex]m = \frac{y2 - y1}{x2-x1}[/tex]

where m is the slope.

For example, let's use (x2, y2) as  (2, 1) and (x1, y1) as (1, -1)

[tex]m = \frac{1-(-1)}{2 -1}[/tex]

[tex]m =\frac{1+1}{1}[/tex]

[tex]m=2/1[/tex]

m = 2

So the slope is 2.

Hope this helps!

One of the fundamental aspects of geometry is the construction of angles.

A shape known as an angle is created by two rays that have a common point (called a vertex). A protractor can be used to create a variety of angles. There are also ways to construct some angles without using a protractor, including 60°, 30°, 120°, 90°, and 45°. As a result, these angles can be created using a ruler and compass.

In geometry, construction is a key topic where we learn to construct angles, lines, and various shapes. We will learn how to create angles in this post using a protractor, compass, ruler, and pencil.

To draw an angle of 15 degrees using a pair of compass and ruler, follow these steps:

Place the point of the compass on the point where you want the vertex of the angle to be.

Adjust the compass to the desired width of the angle's rays.

Draw an arc that intersects both rays of the angle.

Using the ruler, draw a line from the vertex of the angle to the point where the arc intersects one of the rays.

Repeat step 4 for the other ray.

You should now have a 15-degree angle.

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On solving the provided question we can say that by percentage 25% of 500 = 25/100 X 500 = 125 grams

A percentage in mathematics is a figure or ratio that is stated as a fraction of 100. The abbreviations "pct.," "pct," and "pc" are also occasionally used. It is frequently denoted using the percent symbol "%," though. The amount of percentages has no dimensions. With a denominator of 100, percentages are basically fractions. To show that a number is a percentage, place a percent symbol (%) next to it. For instance, if you correctly answer 75 out of 100 questions on a test (75/100), you receive a 75%. To compute percentages, divide the amount by the total and multiply the result by 100. The percentage is calculated using the formula (value/total) x 100%.

by percentage

She takes = 500 mg of Vicodin

Vicodin has a decay rate 25% per hour

25% of 500 = 25/100 X 500 = 125 grams

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1. Stanley's monthly payment will be $409.45.

2. If Stanley hadn't received the special APR financing, his monthly payment would have been $465.25.

3. Stanley saved approximately $55.80 per month by receiving the special APR financing, which amounts to a total savings of $2,020.80 over the life of the loan.

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