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enyata [817]
3 years ago
12

If one burger uses one fourth of a pound of turkey how many pounds of turkey do 10 burgers use between what two whole numbers do

es your answer lie
Mathematics
1 answer:
Makovka662 [10]3 years ago
7 0

\frac{1}{4}*10=2.5

The answer lies between 2 and 3.

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Esearchers believed that an increase in lean body mass is associated with an increase in maximal oxygen uptake. A scatterplot of
Dovator [93]

Answer:

The correct option is (D).

Step-by-step explanation:

The <em>p</em>-value is well defined as per the probability, [under the null hypothesis (<em>H₀</em>)], of attaining a result equivalent to or more extreme than what was truly observed.

A small <em>p</em>-value (typically ≤ 0.05) specifies solid proof against the null hypothesis (<em>H₀</em>), so you discard <em>H₀</em>.

A large <em>p</em>-value (> 0.05) specifies fragile proof against the <em>H₀</em>, so you fail to discard <em>H₀</em>.

The hypothesis is defined as follows:

<em>H₀</em>: The slope of the regression line is 0, i.e. <em>β </em>= 0.

<em>Hₐ</em>: The slope of the regression line is greater than 0, i.e. <em>β </em>> 0.

A scatter-plot of the measurements taken from 18 randomly selected college athletes displayed a strong positive linear relationship between the two variables; lean body mass and maximal oxygen uptake.

The significance level of the test is, <em>α</em> = 0.05.

The <em>p</em>-value of the test is, <em>p</em>-value = 0.04

As the <em>p</em>-value = 0.04 < <em>α</em> = 0.05, we reject the null hypothesis.

So, it can be concluded that there is a statistical evidence of a relationship between lean body mass and maximal oxygen uptake for college athletes.

Since the scatter-plot shows a strong positive linear relationship, it implies that as the an increase in lean body mass causes an increase in maximal oxygen uptake for college athletes.

Thus, the correct option is (D).

7 0
3 years ago
Victor borrowed money at 5.25 percent simple annual interest. At the end of the year, the interest on the loan is $255.94. What
11Alexandr11 [23.1K]

Answer: 4,875.05

Step-by-step explanation:

I took the quiz

3 0
4 years ago
Read 2 more answers
1. Which of the following is a quadratic function?
kotykmax [81]

Answer:

Number 3 and 2

Step-by-step explanation:

you can use desmos to check ur answers

6 0
3 years ago
I need help with angles and the measure of them i have abc a is 65 and b is (3x-10) and c is (2x) find the value of x
Leona [35]
<h3>Answer: x = 25</h3>

Explanation:

The rule is that for any triangle, the three angles always add to 180 degrees

So A+B+C = 180

Replace A with 65, replace B with 3x-10 and replace C with 2x to get this new updated equation:  65 + 3x-10 + 2x = 180

Now let's isolate x

65 + 3x - 10 + 2x = 180

5x + 55 = 180  .................... combine like terms

5x + 55 - 55 = 180 - 55 ..... subtract 55 from both sides

5x = 125

5x/5 = 125/5 ..................... divide both sides by 5

x = 25

We can stop here since your teacher only wants to know the value of x.

-----------

If you're curious how to find the other angles, then replace x with 25 and compute

Angle B = 3x - 10 = 3*25 - 10 = 75 - 10 = 65 degrees

Angle C = 2*x = 2*25 = 50 degrees

Therefore, the three angles of the triangle are A = 65, B = 65, C = 50. As a check, they should add to 180. It turns out they do since A+B+C = 65+65+50 = 130 + 50 = 180. Therefore, the answer is confirmed.

note: since angles A and B are both the same at 65 degrees, this means the triangle is isosceles (the sides opposite the congruent angles are congruent sides). We do not have enough info to actually find the length of any of the three sides.

6 0
4 years ago
Read 2 more answers
3/4 - 4z + 5/4z- 1/2 + 1/2z
NeX [460]
<span> 3/4-4z+5/4z-1/2+1/2z </span>Final result : 1 - 9z —————— 4

Step by step solution :<span>Step  1  :</span> 1 Simplify — 2 Skip Ad
<span>Equation at the end of step  1  :</span> 3 5 1 1 (((—-4z)+(—•z))-—)+(—•z) 4 4 2 2 <span>Step  2  :</span> 1 Simplify — 2 <span>Equation at the end of step  2  :</span> 3 5 1 z (((—-4z)+(—•z))-—)+— 4 4 2 2 <span>Step  3  :</span> 5 Simplify — 4 <span>Equation at the end of step  3  :</span> 3 5 1 z (((—-4z)+(—•z))-—)+— 4 4 2 2 <span>Step  4  :</span> 3 Simplify — 4 <span>Equation at the end of step  4  :</span> 3 5z 1 z (((— - 4z) + ——) - —) + — 4 4 2 2 <span>Step  5  :</span>Rewriting the whole as an Equivalent Fraction :

<span> 5.1 </span>  Subtracting a whole from a fraction 

Rewrite the whole as a fraction using <span> 4 </span> as the denominator :

<span> 4z 4z • 4 4z = —— = —————— 1 4 </span>
3 0
4 years ago
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