Answer:
66
Step-by-step explanation:
If there are <em>n</em> students, then the number of pairs is 
.
With 12 students, 
pairs can be formed.
The reason the formula works is this: Each of the 12 students can be paired with 11 other students (no student is paired with him/her self). But counting 12 x 11 = 132 counts each pair <u>twice</u>. Example: student A can be paired with student B,..., student B can be paired with student A. The pair was counted two times.
See the attached image that shows pairings of 5 students. There are
5(5 - 1)/2 = 5(4)/2 = 10 pairs.
Answer:
There is sufficient evidence at the 0.05 level
Null hypothesis ; H0 : p = 0.47
Alternative hypothesis : H1 : p ≠ 0.47
Step-by-step explanation:
percentage favoring construction of adjoining community = 47%
level = 0.05
To determine if the 0.05 confidence level is enough to support the major's claim we have to state the Null and alternative hypothesis
Null hypothesis ; H0 : p = 0.47
Alternative hypothesis : H1 : p ≠ 0.47
9514 1404 393
Answer:
15
Step-by-step explanation:
In vector form, the equation of point p on the line can be written as ...
p = (-3, -4) +t(25 -(-3), 38 -(-4)) . . . . . for some scalar t
p = (-3, -4) +t(28, 42)
p = (-3, -4) +14t(2, 3)
where t takes on any value between 0 and 1.
If we let t = n/14 for some integer 0 ≤ n ≤ 14, then the coordinates of point p will be integers.
There are 15 values that n can have in the allowed range.
The caterpillar touches 15 points with integer coordinates.
Answer:
1. isosceles because two of the sides are equal
2. right because there is a right angle
Step-by-step explanation:
Step-by-step explanation:
Molly ran 1/4 of a mile in 1 minute, i.e.
1/4 mile : 1 minute
Multiply both sides by 4 to get time for one mile
1 mile : 4 minutes
Multiply by 4 again to get time for 4 miles
4 miles = 4*4 = 16 minutes.
So it takes Molly 16 minutes to run four miles.
