Answer:
33
Step-by-step explanation:
Pls vote my answer as brainliest
The calculation of the expression “four times as large as 124+645” end up in 1141.
<u>Step-by-step explanation:</u>
- The question is asked to Express the calculation “four times as large as 124+645”.
- The given statement can be written in the expression form to perform the calculations.
Here, the phrase 'four times' represents the multiplication of 4.
⇒ “four times as large as 124+645” = 4(124) + 645
So, the first step is to multiply 4 with 124.
⇒ 4 × 124
⇒ 496
The expression is now modified as “496+645"
We know that, the final result is the addition of the two numbers 496 and 645 which is calculated as
⇒ 496+645
⇒ 1141
Therefore, the calculation of the expression “four times as large as 124+645” end up in 1141.
Answer:
Step-by-step explanation:
Let many universities and colleges have conducted supplemental instruction(SI) programs. In that a student facilitator he meets the students group regularly who are enrolled in the course to promote discussion of course material and enhance subject mastery.
Here the students in a large statistics group are classified into two groups:
1). Control group: This group will not participate in SI and
2). Treatment group: This group will participate in SI.
a)Suppose they are samples from an existing population, Then it would be the population of students who are taking the course in question and who had supplemental instruction. And this would be same as the sample. Here we can guess that this is a conceptual population - The students who might take the class and get SI.
b)Some students might be more motivated, and they might spend the extra time in the SI sessions and do better. Here they have done better anyway because of their motivation. There is other possibility that some students have weak background and know it and take the exam, But still do not do as well as the others. Here we cannot separate out the effect of the SI from a lot of possibilities if you allow students to choose.
The random assignment guarantees ‘Unbiased’ results - good students and bad are just as likely to get the SI or control.
c)There wouldn't be any basis for comparison otherwise.
Answer:
They are not similar.
Step-by-step explanation:
In triangle ABC, the angle we are given is in between the two defined sides(AB and BC with angle B). If these triangles were similar, we would see this with the SAS postulate.
In triangle KLJ, the angle is not in between the two sides, so they are not similar according to any of these two postulates.
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