Please, use ( ) around fractional coefficients:
<span>1/3x-9y, 6/5x-15y should (probably) be written as (1/3) - 9y and (6/5)x - 15 y.
The LCD here is 3(5) = 15.
Mult. </span><span>1/3x-9y and 6/5x-15y by 15, and then divide the result by 15:
</span>15 [ (1/3)x - 9y and (6/5)x - 15 y ]
---------------------------------------------
15
This simplifies to:
5x - 135y and 18x - 225y
------------ --------------
15 15
These fractions are equivalent to the original ones, but now the common denominator, 15, is evident.
Answer:
B)
Step-by-step explanation:
8 is even number which uses each of the digits exactly once.
Answer:
I believe it’s the 3rd option but I’m not completely confident
Step-by-step explanation:
who am I kidding I’m never confident lol
Answer:
Test scores of 10.2 or lower are significantly low.
Test scores of 31 or higher are significantly high
Step-by-step explanation:
Z-score:
In a set with mean
and standard deviation
, the zscore of a measure X is given by:

The Z-score measures how many standard deviations the measure is from the mean. After finding the Z-score, we look at the z-score table and find the p-value associated with this z-score. This p-value is the probability that the value of the measure is smaller than X, that is, the percentile of X. Subtracting 1 by the pvalue, we get the probability that the value of the measure is greater than X.
In this problem, we have that:

Significantly low:
Z-scores of -2 or lower
So scores of X when Z = -2 or lower




Test scores of 10.2 or lower are significantly low.
Significantly high:
Z-scores of 2 or higher
So scores of X when Z = 2 or higher




Test scores of 31 or higher are significantly high
Answer:
A and C
Step-by-step explanation:
Negative slope