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2 years ago

Easy one - giving brainly - show work.

Mathematics

2 answers:

Hitman42 [59]2 years ago

7 0

Answer:

22 students

Step-by-step explanation:

There is two ways to do this problem.

1: since 80% of her class has a calculator you know that 20% does not because 100% - 80% = 20%, then from there you can multiply 110 by 0.2 (20% converted into a decimal) and get 22

2: or you could multiply 110 by 0.8 (80% as a decimal), then take that value (88) and subtract it from 110, (110 - 88 = 22)

Fynjy0 [20]2 years ago

6 0

Answer:

22 students do now have their own calculators

Step-by-step explanation:

80% of 110 is 88

you can find this by multiplying 110 by 0.8

110 - 88 = 22

22 students do now have their own calculators

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Determine the measure of each segment then indicate whether the statements are true or false

kupik [55]

Answer:

$d_{AB}\ne d_{JK}$

$d_{AB}\ne \:d_{GH}$

$d_{GH}\ne \:d_{JK}$

Therefore,

Option (A) is false

Option (B) is false

Option (C) is false

Step-by-step explanation:

Considering the graph

Given the vertices of the segment AB

A(-4, 4)

B(2, 5)

Finding the length of AB using the formula

$d_{AB}\:=\:\sqrt{\left(x_2-x_1\right)^2+\left(y_2-y_1\right)^2}$

$=\sqrt{\left(2-\left(-4\right)\right)^2+\left(5-4\right)^2}$

$=\sqrt{\left(2+4\right)^2+\left(5-4\right)^2}$

$=\sqrt{6^2+1}$

$=\sqrt{36+1}$

$=\sqrt{37}$

$d_{AB}\:=\sqrt{37}$

$d_{AB}=6.08$ units

Given the vertices of the segment JK

J(2, 2)

K(7, 2)

From the graph, it is clear that the length of JK = 5 units

$d_{JK}=5$ units

Given the vertices of the segment GH

G(-5, -2)

H(-2, -2)

Finding the length of GH using the formula

$d_{GH}\:=\:\sqrt{\left(x_2-x_1\right)^2+\left(y_2-y_1\right)^2}$

$=\sqrt{\left(-2-\left(-5\right)\right)^2+\left(-2-\left(-2\right)\right)^2}$

$=\sqrt{\left(5-2\right)^2+\left(2-2\right)^2}$

$=\sqrt{3^2+0}$

$=\sqrt{3^2}$

$\mathrm{Apply\:radical\:rule\:}\sqrt[n]{a^n}=a,\:\quad \mathrm{\:assuming\:}a\ge 0$

$d_{GH}\:=\:3$ units

Thus, from the calculations, it is clear that:

$d_{AB}=6.08$

$d_{JK}=5$

$d_{GH}\:=\:3$

Thus,

$d_{AB}\ne d_{JK}$

$d_{AB}\ne \:d_{GH}$

$d_{GH}\ne \:d_{JK}$

Therefore,

Option (A) is false

Option (B) is false

Option (C) is false

8 0

2 years ago

High school students across the nation compete in a financial capability challenge each year by taking a National Financial Capa

zalisa [80]

Answer:

The students have to score 0.74 standard deviations above the mean to be publicly recognized.

Step-by-step explanation:

A random variable X is said to have a normal distribution with parameters µ (mean) and σ² (variance).

If $X \sim N (\mu, \sigma^{2})$ , then $z=\frac{X-\mu}{\sigma}$ , is a standard normal variate with mean, E (Z) = 0 and Var (Z) = 1. That is, $Z \sim N (0, 1)$ .

The distribution of these z-scores is known as the standard normal distribution.

The z-score is a standardized form of the raw score, X. It is a numerical measurement of the relationship between a value (X) and the mean (µ) in terms of the standard deviation (σ). A z-score of -1 implies that the data value is 1 standard deviation below the mean. And a z-score of 1 implies that the data value is 1 standard deviation above the mean.

Let X be defined as the scores of students at the National Financial Capability Challenge Exam.

It is provided that the students who score in the top 23% are recognized publicly for their achievement by the Department of the Treasury.

That is, P (X > x) = 0.23.

⇒ $P(\frac{X-\mu}{\sigma}>\frac{x-\mu}{\sigma})=0.23$

⇒

$P(Z>z)=0.23\\1-P(Z$

The value of z for this probability value is:

z = 0.74.

*Use a z-table.

Thus, the students have to score 0.74 standard deviations above the mean to be publicly recognized.

8 0

2 years ago

Experts/ace/trusted helpers/geniuses helpp mee plz

sertanlavr [38]

The answer is the THIRD option "C"

Im in collage.

8 0

2 years ago

Explain why a square can be classified as a rectangle

sergeinik [125]

You know how a puppy is a kind of dog, but not all dogs are puppies? Well, the same thing is true for lots of other categories of things, including squares and rectangles.