Answer:
The solution for y = -1.
Step-by-step explanation:
Given:
....(1)
....(2)
So, to solve for y, first we solve for x in equation (2):
⇒
Dividing both sides by 2,
⇒
Now, substituting the value of x in equation (1):
⇒
⇒
⇒
⇒
⇒
Dividing both sides by 11,
⇒
Therefore, the solution for y = -1.
The "x" intercept is found when you plug in "0" for "y"
-6x + 3(0) = 18.9
-6x = 18.9 (Divide both sides by -6)
x = - 3.15
(-3.15, 0) is your x-intercept
Now plug in "0" for the x
-6(0) + 3y = 18.9
3y = 18.9 (Divide both sides by 3)
y = 6.3
(0, 6.3) is your y - intercept
3sinx+1=sinx
2sinx+1=0
2sinx=-1
sinx=-1/2
x=sin^-1 (1/2) = 30 =
/6 (when finding the inverse, always take the positive value, ignore the negative sign)
x is therefore negative in 3rd and 4th quadrant
Therefore values of x are:
180+30=210 = 7
/6
360-3=330 = 11
/6
2.33.......ok, 2 is ur whole number....33 is ur fraction...the last digit is in the hundredths place....so put it over 100
ur mixed number is 2 33/100...and this does not reduce
Answer:
c.
Step-by-step explanation:
The following is how the p-value should be interpreted:
The probability of getting the test statistics value at least as intense as it might have been acquired during the test, assuming the null hypothesis is true, is considered as the p-value.
Null hypothesis
A student's grade level has no bearing or association on how they commute to school.
Alternative hypothesis;
There is a link between a student's grade level and the way they get to school.
The test statistic's value is 14.63, and the p-value is 0.2636.
As a result, the p-value is interpreted as that of option c in the question.
