Please help 50 point !!

Answer:

I'm pretty sure the answer is D.

Step-by-step explanation:

idontknow

Answer:

1 and 3

10 = 8+2

8+2=5+5

Wrong:

7-2=7+1

7-2=5

7+1=8

Answer:

the answer is the second one

There are 6 numbers in a die.

So, theoretical probability of each no. = 1/6

P(1) = 7/42 = 1/6

P(2)= 6/42 =1/7

P(3) = 14/42= 1/3

P(4)= 4/42=2/21

P(5)= 6/42= 1/7

P(6)= 5/42

For no. 1 experimental probability of rolling the number the same as the theoretical probability

Answer:

Se necesitan 15 cajas para almacenar cada alimento por separado.

Step-by-step explanation:

En este ejercicio necesitamos hallar el Máximo Común Divisor entre la cantidad disponible de alfajores y empanadas, cada una de las cuales se almacenan sin mezclar. Para ello descomponemos factorialmente cada número:

Cantidad de alfajores

[tex]450 = 2\times 3^{2}\times 5^{2}[/tex]

Cantidad de empanadas

[tex]105 = 3\times 5\times 7[/tex]

El Máximo Común Divisor consiste en el factor común de cada uno de los productos de números primos:

[tex]M.C.D. = 3\times 5[/tex]

Entonces, cada caja tiene una capacidad máxima de 7 empanadas o 30 alfajores y se necesitan 15 cajas para almacenar cada alimento por separado.

Answer:

y= 4+x

Step-by-step explanation:

she has 4 gallons already in the tank

she puts in x more

therefore the total amount in the tank is 4+x

Answer:

C. 11/21

Step-by-step explanation:

Find the probability that he scores in general, by dividing 33 by 63:

33/63

Simplify this by dividing the numerator and denominator by 3:

= 11/21

So, the probability that he will score his next shot is 11/21

The correct answer is C. 11/21

Step-by-step explanation:

The Gender Gap in STEM Fields: The Impact of the Gender Stereotype of Math and Science on Secondary Students' Career Aspirations

Elena Makarova1*, Belinda Aeschlimann2 and Walter Herzog3

1Institute for Educational Sciences, University of Basel, Basel, Switzerland

2Swiss Federal Institute for Vocational Education and Training SFIVET, Bern, Switzerland

3Institute of Educational Science, University of Bern, Bern, Switzerland

Studies have repeatedly reported that math and science are perceived as male domains, and scientists as predominantly male. However, the impact of the gender image of school science subjects on young people's career choice has not yet been analyzed. This paper investigates the impact of the masculinity image of three school subjects—chemistry, mathematics, and physics—on secondary students' career aspirations in STEM fields. The data originated from a cross-sectional study among 1'364 Swiss secondary school students who were close to obtaining their matriculation diploma. By means of a standardized survey, data on students' perception of masculinity of science school subjects were collected using semantic differentials. The results indicate that for both sexes, math has the strongest masculinity attribution, followed by physics as second, and, finally, chemistry with the lowest masculinity attribution. With respect to gender differences, our findings have shown that among female students, the attribution of masculinity to the three school subjects does not differ significantly, meaning that female students rated all subjects similarly strongly as masculine. Within the group of male students however, the attribution of masculinity to math compared to chemistry and physics differs significantly, whereas the attribution of masculinity to chemistry and physics does not. Our findings also suggest that gender-science stereotypes of math and science can potentially influence young women's and men's aspirations to enroll in a STEM major at university by showing that a less pronounced masculine image of science has the potential to increase the likelihood of STEM career aspirations. Finally, the paper discusses ways of changing the image of math and science in the context of secondary education in order to overcome the disparities between females and males in STEM.

Answer:

Step-by-step explanation:

I'm assuming that non-linear means that there is some type of association between the dots, they are just not in a straight line. Now, they definitely are NOT in a straight line, but they do appear to be falling in an exponential pattern. I would say that this is a non-liner association (exponential decay, to be specific).

Answer:

547:855

Step-by-step explanation:

Answer:

He will use about 12.375 cups of oatmeal

Step-by-step explanation:

Answer:

what's the temperature in Puerto Rico

Answer:

0.88

Step-by-step explanation:

We would consider the first case second column....

So 14/16 will be the probability that comes out be approximately 0.88.

Answer:

D

Step-by-step explanation:

Answer:

x(x^2+4)

Step-by-step explanation:

See image below:)

Answer: OOOOOKAY So I got three answers they all equal to the same thing

Step-by-step explanation:

Exact Form: x = -30/7

Decimal Form: -4.285714..

Mixed Number Form: x - 4 2/7

Answer:

Step-by-step explanation:

(m+5)(m-5)

m(m-5)+5(m-5)

m^2-5m+5m-25 (-5m and + 5m gets cancel)

m^2-25

m^2-5^2

Answer: 20 years old

Step-by-step explanation: when Zoe was six years old, Lulu would have been 12 years old since Lulu's age is twice that of Zoe's. Since Zoe is now 10 years old, Lulu would have to be 20 years old since 10 multiplied by 2 equals 20.

Hey buddy I am here to help!

write them all in brackets like this :

(1,1) (1,2) (1,3) - this is the answer too

continuation of answer - 1,4.  1,5.  1,6.  1,7.  2,1.   2,2.  2,3.   2,4.  2,5.  2,6.  2,7. 3,1.  3,2.  3,3.  3,4.  3,5.  3,6.  3,7.   4,1.  4,2.  4,3.  4,4.  4,5.  4,6.  4,7.   5,1.  5,2.  5,3.  5,4.  5,5.  5,6.  5,7.  6,1.  6,2.  6,3.  6,4.  6,5.  6,6.  6,7.  7,1.  7,2.  7,3.  7,4.  7,5.  7,6.  7,7

also write the answer like this

Sample Space { answer}

curly brackets r neecessary

plz mark my answer brainliest

Answer:

The binomial in expanded form is [tex](0.3 + q)^{5} = \frac{243}{100000} + \frac{81}{2000}\cdot q + \frac{27}{100}\cdot q^{2} + \frac{9}{10} \cdot q^{3} + \frac{3}{2}\cdot q^{4} + q^{5}[/tex].

Step-by-step explanation:

The Binomial Theorem states that a binomial of the form [tex](a + b)^{n}[/tex] can be expanded by using the following identity:

[tex](a + b)^{n} = \Sigma \limits^{n}_{k = 0}\,\frac{n!}{k!\cdot (n-k)!}\cdot a^{n-k}\cdot b^{k}[/tex] (1)

If we know that [tex]a = p = 0.3[/tex] and [tex]n = 5[/tex], then the expanded form of the binomial is:

[tex](p+q)^{n} = \frac{243}{100000} + 5\cdot \left(\frac{81}{10000} \right)\cdot q + 10\cdot \left(\frac{27}{1000})\cdot q^{2} + 10\cdot \left(\frac{9}{100} \right)\cdot q^{3} + 5\cdot \left(\frac{3}{10} \right)\cdot q^{4} + q^{5}[/tex]

[tex](0.3 + q)^{5} = \frac{243}{100000} + \frac{81}{2000}\cdot q + \frac{27}{100}\cdot q^{2} + \frac{9}{10} \cdot q^{3} + \frac{3}{2}\cdot q^{4} + q^{5}[/tex]

Answer:

∠FJG= 135

Step-by-step explanation:

∠FJG + ∠GJH = 168 so

(6x - 15) + (x + 8) = 168

7x - 7 = 168

7x = 175

x = 25

plug it in ∠FJG

6(25) - 15 = 135

Answer:

3x³ + x² + x + 1

= 3x³ - 3x² + 4x² - 4x + 5x - 5 + 6

= 3x²(x - 1) + 4x(x - 1) + 5(x - 1) + 6

= (x - 1)(3x² + 4x + 5) + 6

but 3x³ + x² + x + 1 = (x - 1).Q(x) + R

=> Q(x) = 3x² + 4x + 5

R = 6

Answer:

the directrix and focus the axis of symmetry (goes through the focus, at right angles to the directrix) the vertex (where the parabola makes its sharpest turn) is halfway between the focus and directrix.

Step-by-step explanation:

9514 1404 393

Answer:

Step-by-step explanation:

1) The given line is in "slope-intercept form."

  y = mx + b . . . . . . . . line with slope m and y-intercept b

Comparing this to the given equation, we see ...

  m = 1/2 . . . . slope of given line

__

Two lines are parallel when they have the same slope. Then the value of m that makes the second line parallel to the first is the same value of m:

  m = 1/2

_____

2) Lines with the same slope are parallel, so the value of m needs to match the coefficient of x (the slope) in the given equation.

Step-by-step explanation:

17². + 144²=x²

289 + 20736=x²

x²=21025

x =√21025

x=145

145 miles apart

50 miles apart

hope this helps

Answer:

Step-by-step explanation:

R=Q

P=2Q+R/R

P=2R+R/R

P=3R/R

P=3