Click the arrows to choose an answer from each menu.Trey's number line model is incorrectChoose...vinegar forbecause it represents the expression. The correct equation is Choose...groups of students.Choose...Ms. Nellies has enough Ms. Nellies has 2 pints of vinegar for her students to use in a science experiment. Eachgroup of students needs/pint of vinegar. Trey draws the number line model and writesthe equation below to help Ms. Nellies figure out how many 3-pint servings of vinegarshe has. Are Trey's number line model and equation correct?什01+112+1=312اليا3N-IN

Click the arrows to choose an answer from each menu. Trey's number line model is incorrect Choose... vinegar for G because it represents the expression . The correct equation is Choose... groups of students. Choose... . Ms. Nellies has enough

Click the arrows to choose an answer from each menu. Trey's number line model is incorrect Choose... vinegar for G because it represents the expression . The correct equation is Choose... groups of students. Choose... . Ms. Nellies has enough

Algebra and Trigonometry (6th Edition)

6th Edition

ISBN:9780134463216

Author:Robert F. Blitzer

Publisher:Robert F. Blitzer

ChapterP: Prerequisites: Fundamental Concepts Of Algebra

Section: Chapter Questions

Problem 1MCCP: In Exercises 1-25, simplify the given expression or perform the indicated operation (and simplify,...

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Choose the answer that best describes the relationship between A={integers divisible by 2} and B= {integers divisible by 4} a. A C B b. B CA c. Both a and b. d. Neither a nor b.
Find the measure of AD if BE = 4, BD = 10, and CE = 4.
Jennifer runs a cafe in Boston. Her wait staff's names are Maggie, Sharon, James, and Trina. Server's sections are numbered consecutively- 1, 2, 3, 4 and each server works a different section. Each server is wearing a different color shirt- Purple, Yellow, Green, or Blue. Match each server to their section and shirt color using clues below. You must use subscripts to identify the clues that got your answer. 1. The person in section 4 is not wearing a purple shirt. 2. Maggie is in section 2 and is not wearing a yellow shirt 3. Sharon is wearing a blue shirt but is not working in section 3 or 4 4. James isn't wearing a purple shirt or a green shirt and is working in a section next to Maggie.
You will simulate shooting basketball free throws. Using any coin, let heads represent the ball going into the basket and tales represent the ball missing the basket. Each toss of the coin represents a shot at the free throw line. Simulate shooting 35 free throws. Make a chart on your paper similar to the one below to record your results. For each trial (toss), place an x in the appropriate column. Toss number 1 2 Went in (Heads) X Questions: 1. How many free throws went into the basket? 2. How many free throws missed the basket? Missed (Tails) X 3. What is the experimental probability that you will make the next free throw? 4. What is the experimental probability that you will miss the next free throw? 5. This simulation assumes that you have an equal chance of making the free throw or missing the free throw. Is this a correct assumption? Why? 6. How would you change this simulation to better predict a person's abilities at making free throws?
L1Q9.Read the table and answer the question.
Match these values of r with the accompanying scatterplots: 0.402, 0.736, -0.736, -1, and 1. Click the icon to view the scatterplots. Match the values of r to the scatterplots. Scatterplot 1, r= Scatterplot 2, r= Scatterplot 3, r= Scatterplot 4, r = Scatterplot 5, r = V ▼ Scatterplots 15- 14- 13- 12- 11- 10+ 0 8- 6- 4. 2- 0- 0 4 Scatterplot 1 . • 0.2 0.4 0.6 0.8 1 x Scatterplot 4 0.2 0.4 0.6 0.8 x • 1 Q Q Q ✔ 8 6- > 4- 2 ▬▬▬▬▬▬▬▬▬▬o 0- 0 0.2 0.4 0.6 0.8 -14 Scatterplot 2 0 • X Scatterplot 5 1 0.2 0.4 0.6 0.8 1 C Q Q ✔ Q Q > 8- 6- 4- 2 0- 0 0 · Scatterp T 0.2 0.4 0.6 X ▶ X
Q2. The following table shows the out of school children. Construct the simple bar chart and pie chart. Higher Primary Middle Secondary Secondary Education Level out of school children 15 26 11 22
Daily High Temp. The histograms describe the high temperatures in a certain city on each day of one month. The histogram on the left uses class widths of 3°F and the histogram on the right uses class widths of 6°F. Assume that temperature is measured and recorded as whole number values so that the first class would be 64°F-66°F when using a class width of 3°F. Complete parts (a) through (c) below. Daily High Temp. 64 70 76 82 88 94 Degrees Farenheit 64 70 76 82 88 94 Degrees Fareniheit a. During this month, there tends to be two types of weather. The city experiences either cool, foggy days or hot, sunny days. Which of the two histograms better reflects this? O A. The histogram with class widths of 6°F, because the histogram has larger class widths. O B. The histogram with class widths of 6°F, because there are no gaps in the histogram. OC. The histogram with class widths of 3°F, because the two distinct groups of data are separated by a gap in the histogram. O D. The histogram with…
The inspector wants you to create a blueprint for the basketball court. Using the top view of the court given in the image below, check (V the box if the colored elements marked on the court pass the vertical line test. Yellow Blue Green 000