Answer:
.048
Step-by-step explanation:
6 thousandths = 0.006
So, 0.006 times 8 would be...
.006
x 8
.048
Hope this helps you out! I'm not exactly sure how to explain how to multiply, but if you're confused, you can always ask someone for help...have a great day :)
Linear Algebra, show steps please.
If x is in the nullspace of A, then Ax = 0. Consider the augmented matrix
[tex]\left[\begin{array}{ccc|c}1&-1&2&0\\0&1&-3&0\end{array}\right][/tex]
Add row 2 to row 1 to get this into reduced-row echelon form:
[tex]\left[\begin{array}{ccc|c}1&0&-1&0\\0&1&-3&0\end{array}\right][/tex]
Then x = [x₁, x₂, x₃]ᵀ such that
x₁ - x₃ = 0
x₂ - 3 x₃ = 0
If you let x₃ = 1, you end up with x₁ = 1 and x₂ = 3, so x = [1, 3, 1]ᵀ.
More generally, if you let x₃ = y, then any vector of the form [y, 3y, y]ᵀ would belong to the nullspace.
Check that this is orthogonal to the rows of A :
[1, -1, 2] • [1, 3, 1]ᵀ = 1•1 + (-1)•3 + 2•1 = 1 - 3 + 2 = 0
[0, 1, -3] • [1, 3, 1]ᵀ = 0•1 + 1•3 + (-3)•1 = 0 + 3 - 3 = 0
In spring 2014, faculty from the City University of New York (CUNY) reported on a randomized controlled trial they conducted. The goal of the experiment was to determine whether community college students who assess into elementary algebra could be successful if they were placed directly into college-level statistics (with extra support). The experiment was conducted at three urban CUNY community colleges. At the time of their recruitment into the experiment, participants did not plan to major in a subject requiring college algebra. Students who assessed into elementary algebra and agreed to participate in the study were randomly assigned to one of three treatments: 1) traditional elementary algebra, 2) traditional elementary algebra with extra support in a weekly workshop, or 3) college-level statistics with extra support in a weekly workshop. To control for teacher effects, each faculty member in the study taught one section associated with each of the 3 treatments. All of the instructors were full-time math faculty, and at each of the three colleges, there were four sections of each treatment for a total of 36 sections across the colleges with 721 student participants. In a comparison of course pass rates (C or better), students placed directly into college-level statistics outperformed both elementary algebra treatment groups.
What is the explanatory variable? what is the response variable? what is the confounding variable? is this an experiment or an observational study?
Answer:
A) explanatory variable is "The extra support given by faculties"
B) the response variable is;
"How successful students who were placed directly into college - level statistics were able to outperform both elementary algebra treatment groups."
C) Confounding Variable is "ability of students to be successful or pass"
D) Experiment
Step-by-step explanation:
A) An explanatory variable is simply a type of independent variable used to explain the changes that occur in another variable. Furthermore, it can be manipulated by the researcher and is also used to predict differences in the response variable.
Now, from the question, we see that the variable "extra support by the faculties" is used to determine how successful community college students who were placed directly into college - level statistics were in outperforming both elementary algebra treatment groups.
Thus, the explanatory variable is "The extra support given by faculties"
B) In answer A above, we saw that the explanatory variable is used to predict the response variable.
We saw that the explanatory variable predicted how successful community college students who were placed directly into college - level statistics were in outperforming both elementary algebra treatment groups.
Thus, the response variable is;
"How successful students who were placed directly into college - level statistics were able to outperform both elementary algebra treatment groups."
C) A confounding variable is one that influences or changes the effect of the dependent & independent variable. It is therefore used to influence the result/outcome of an experiment/research.
From the question, it's clear that the ability of the students to pass or be successful is what influences the effect of the support by the faculties.
Thus, the Confounding Variable is "ability of students to be successful or pass"
D) The question portrays an experiment because it is being used to check if an hypothesis statement is true or false.
Solve the following inequalities graphically on the set of axes below state the coordinates of a point in the solution set
Answer:
A solution point is (2,2)
Step-by-step explanation:
Graph the lines. If it is just greater that or less than, use dashed lines. I fits greater than or equal too, or other symbols like that, use a solid line
Use the test point (0,0). If it satisfies the inequality, shade the side of the graph with that point (you can use any test point, not just (0,0)). If it doesn't satisfy, then shade the other side
The Shaded area shared by both lines is the area of the solution
(a + 1)(a + 8) = 0
How to solve
5jx(4628j+92759375738.845647398k)/8664386847j+9464h
Answer:
7657897vhbhjgiyfutvbvgj .jhvbjh76567
Step-by-step explanation:
ilyvlkvlhv8nkbh;k.h
:)
Jim is showing his work in simplifying (−8.5 + 6.1) − 1.3.
Step 1: (6.1 − 8.5) − 1.3
Step 2: 6.1 − (8.5 + 1.3)
Step 3: 6.1 − (9.8)
Step 4: 1.1
Which statement is true?
In step 1, Jim used the associative property.
In step 2, Jim used the distributive property.
In step 3, Jim used the commutative property.
In step 4, Jim's answer is incorrect.
Answer: -3.7
Step-by-step explanation:
Step 4 is wrong 6.1 - 9.8 = -3.7
help help help help help help
Answer:
no, its an acute triangle
Step-by-step explanation:
Answer:
This is not a right triangle
Step-by-step explanation:
The reason as to why this is a right triangle is because I used the equation a2 + b2 = c2. * = 2
24* + 42*= 2340
26*= 676
2340 is not the same as 676
Therefore the triangle is not a right triangle
which number line represents the solution to -2X equals 4
Answer:
It is B
Step-by-step explanation:
The regular price of a color tv is 559.45. during a sale, hill tv is selling the tv for 457.41. Determine the percent decrease in the price of the tv.
Answer:
478
Step-by-step explanation:
559.45-457.41=102.04
102.04/559.45*100
approximately 478
Rename 3/10 and 2/3 using the least common denominator.
Answer:
LCD = 30
3/10 = 9/30
2/3 = 20/30
Step-by-step explanation:
This is the answer because:
1) First, the least common denominator is 30 because 10 x 3 is 30 and 3 x 10 is 30
2) Next, multiply the numerators with the same number you multiplied with the denominator
3 x 3 = 9
2 x 10 = 20
3) Therefore, the answers are:
3/10 = 9/30
2/3 = 20/30
Hope this helps!
Identify the function family to which g(x) belongs. (g(x) x 3 + 5
The volume of the triangular prism is 54 cubic units
What is the value of x ?
3
5
7
9
845001 rounded to nearest ten thousands
y = 6 sin(x) y = 6 cos(x) 0 ≤ x ≤ π/4 about y = −1
are you speaking another language
what is the answer? 5
points who says the right answer.
thank you.
Answer:
1/4 of the jar is left to fill.
Multiply.
338⋅413
718
1218
1438
1458
The value of the product calculated by multiplication is 139594 .
A product is the result of multiplication or an expression that lists the factors to be multiplied.
According to the commutative law of multiplication, the outcome is unaffected by whether real or complex numbers are multiplied in a particular order.Usually, the order of the factors determines the outcome of a multiplication of matrices or the constituents of other associative algebras.For instance, multiplication in general and in matrices are non-commutative operations in other algebras.The product of multiplication of two complex numbers can also be a complex number.When two integers are multiplied we always get an integer .The given numbers are 338 and 413.
∴338 × 413 = 139594
Hence after multiplying the numbers we get 139594.
To learn more about multiplication visit:
https://brainly.com/question/1281499
#SPJ1
Answer:
14 5/8
to help others know the answer make sure to correct copy and paste and put a slash forward were they are shown in the question on your quiz and can you give brainiest?
The.diagram.shows a window in the shape of a square. Each side of the square measures 8(square root sign) 5 centimeters, and the area of.the square is 32x square centimeter, what is the value of x? A.) 5 B.) 10 C.) 20 D.) 40
Answer:
hey you ever find the answer?
Step-by-step explanation:
Answer:
im stuck on the same question.
Step-by-step explanation:
PA-CYBER SUCKS!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
Write the expression in simplest form
50 - 62c +38-43c I’m confused on how to solve this problem need help ASAP
Answer:
88 - 105c
Step-by-step explanation:
Hey there!
Step 1: Collect like terms.
(50 + 38) + (-62c - 43c)
Step 2: Simplify.
88 - 105c
~I hope I helped you! :)~
Answer: 88-105c
Step-by-step explanation:
Combine like terms
The scale on a map is 2 cm = 15 miles. Dave measures the distance to the next town at 7 cm. how may miles away is the next town?
Answer:
15x3.5 = 52.5
Step-by-step explanation:
Answer:
52.5
Step-by-step explanation:
Multiplication method
Given the system of linear inequalities below Choose the point that represents a solution to the system
Answer:
listen to the song acquaintances by the weeknd its amazing
Find the area of the geometric figure.
Square
9.5
Answer:
90.25
Step-by-step explanation:
multiply 9.5×9.5
or
9.5²
help pls will mark brainliest
Answer:
The answer is C,
Step-by-step explanation:
Answer:
3+(-9) = -6 because -6 is 9 units to the left of 3.
Step by step explanation:
Kelvin LOSES 9 points in the 2nd round. This implies that we have to go to the left on the number line because he loses points. The point K is at the number 3 in the number line. When we go 9 units to the left, we get 3-9 = -6.
What is the 9th term in a geometric sequence with a common ratio of 2 and a first term of 3
Answer: 768
Step-by-step explanation:
Just multiply 2 by the first term (3) until u get to the 9th term
So 1.. 3*2= 6
2.. 6*2=12
3.. 12*2= 24
& so forth
So the 9th term is 768
what is the tenth term in the sequence 25, 43, 61, 79, 97,....? a)187, b)151, c)133, d)115
Answer:
The tenth term would be: 187
Step-by-step explanation:
Best to make a table and apply the rule being used in order to find the pattern. The rule in this case is:
25 --- 43 --- 61 --- 79 --- 97--- ___ --- ___ --- ___ and so on
First we must find how 25 gets to 43, 61 to 79, and so on.
25 + 18 = 43
43 + 18 = 61
61 + 18 = 79
97 + 18 = 115
And you may continue this till you get to the tenth term!
6) 115
7) 133
8) 151
9) 169
10) 187
This is your answer!
A)
Answer:
A.187
Step-by-step explanation:
What the answer and how
Jeremiah wants to set aside enough money for lunch during the coming year. How much money will he need to save assuming he eats four days a week for 32 weeks and spends $3 per lunch? $
nothing
Answer:
$384
Step-by-step explanation:
4 days a week multiplied by 32 weeks is 128 days.
128 days multpiplied by 3 is 384.
Meaning Jeremiah will need $384 for the school year.
The string is 30 centermeters long how long is string in inches
Answer:
11.811 inches
Step-by-step explanation:
every inch is 2.54 centimeters
Answer:
11.811 inches
Step-by-step explanation:
divide the length value by 2.54
Mark was thinking of a number Mark added 11 to it then doubles it and gets a answer of 40.5
Answer:
9.25
Step-by-step explanation:
Mark doubled the number so we can divide 40.5 by 2 which is 20.25
Then we can subtract 11 from 20.25 because Mark added 11 to the number.
Find the common difference of the arithmetic sequence -14,-5,4,...
Answer:
It goes up by 9 every time hope this helped <3
Answer:
9
Step-by-step explanation:
sin θ=√5/3, cos θ=2/3
3/2
2√5/5
√5/2
3√5/5
9514 1404 393
Answer:
cos θ = 2/3
Step-by-step explanation:
We presume you want the value of the cosine for
sin θ = √5/3 ≈ 0.745356
__
There are several possible approaches you can take to this problem.
1) Using the trig identity:
cos = √(1 -sin²)
cos θ = √(1 -(√5/3)²) = √(1 -5/9) = √(4/9)
cos θ = 2/3
__
2) Another approach you can take is to use a calculator to find the angle, then use the calculator to find the cosine of the angle.
cos θ = cos(arcsin(√5/3)) = cos(arcsin(0.745356)) = cos(48.19°) ≈ 0.666667
cos θ = 2/3
__
3) Yet another approach is to check the answer choices for reasonableness.
You are given sin θ = 0.745356. This is more than 0.707107, the value where sine and cosine are equal, so the cosine value must be less than 0.707. The answer choices are ...
2/3 ≈ 0.667
3/2 . . . greater than 1; not a viable cosine value
2√5/5 ≈ 0.894 . . . too large
√5/2 . . . greater than 1; not a viable cosine value
3√5/5 . . . greater than 1; not a viable cosine value
So, just looking at the values of the offered answer choices, you can choose the correct one. It is the only value with the appropriate magnitude.
cos θ = 2/3