Based on this finding, the following conclusion can be drawn:
On average, students who spent more time studying performed worse on the test.
The correlation coefficient only accounts for the relationship between the two variables and not the variance,
so we cannot say that study time accounted for 65% of the variance in test performance.
From the student question, a Pearson's correlation of -0.65 was found between the number of minutes studying for a test and test performance in a sample of 300 students.
Based on this finding, the following conclusion can be drawn:
On average, students who spent more time studying performed worse on the test.
This is because the Pearson's correlation of -0.65 indicates a moderate negative relationship between study time and test performance.
However, it's important to note that correlation does not imply causation, so we cannot conclude that spending more time studying causes students to perform more poorly.
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i need equivalent expressions
To fill up the blanks such that each rectangle has the same area, we could assign the following numbers:
1. First two upper boxes in the first rectangle 2 and 4. The side box, 3.
2. For the two upper boxes in the second rectangle, we could assign the numbers, 10 and 8.
How to find the area of a rectangleTo find the area of a rectangle, you should multiply the length of the rectangle by its width. So, for the first rectangle, the sum of the length will be 6 and this will be multiplied by the width, which is 3.
Also, for the second rectangle, we could sum up the length to be 10 + 8 which is 18. If multiplied by 1, the result of the area will be 18.
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The graph of the linear function passes through the points (4, 24) and (6,30).
What is the equation of the function?
Answer:
To find the equation of the linear function, we need to first determine its slope, which is the rate of change of the function with respect to its input. We can use the slope formula: slope = (change in y) / (change in x) Using the two given points, we have: slope = (30 - 24) / (6 - 4) = 3 Now that we know the slope, we can use the point-slope form of the equation of a line to find the equation of the function: y - y1 = m(x - x1) where m is the slope, and (x1, y1) is one of the given points. Let's use the point (4, 24): y - 24 = 3(x - 4) Expanding and simplifying, we get: y = 3x -
In the figure above, what is the area of the shaded region? PLEASE HELP ASAP TIMED
With little knowledge of the square shape, we know that the area of the shaded region is (B) x² - 2y².
What is a square?A square is a regular quadrilateral in Euclidean geometry, which means that it has four equal sides and four equal angles.
It can alternatively be explained as a rectangle with two neighboring sides that are of equal length.
As we previously stated, a square is nothing more than a rectangle with equally long neighboring sides.
The area of a rectangle is therefore expressed as Area = Length Breadth.
So, according to the given figure:
The area of the shaded region would be:
x² - y²
But as we know that 2 triangles make up 1 small square, so the formula can be molded as:
x² - 2y²
Therefore, with little knowledge of the square shape, we know that the area of the shaded region is (B) x² - 2y².
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which describes the relationship between a tangent line to a circle and the radius of the circle drawn to the point of tangency?
A. The tangent line and the radius are parallel
B. The tangent line and the radius are perpendicular
C. The tangent line is the perpendicular bisector of the radius
D. The radius is the perpendicular bisector of the tangent line.
Solve for x. Assume that lines which appear tangent are tangent.
A. 8
B. 10
C. 7
D. 9
The tangent line and the radius are perpendicular. and the value of x is 8
Describing the relationshipThe correct answer is B. The tangent line and the radius are perpendicular.
In a circle, the tangent line at a point on the circle is perpendicular to the radius drawn to that point. This is a fundamental property of circles.
Calculating the value of xThe value of x is calculated as
9 * x = 12 * 6
So, we have
9x = 72
Divide
x = 8
Hence, the value of x is 8
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?
What is the domain of the function f (x) = 2
O A.
O B.
O C.
O D.
all real number except 9
all real numbers except 3 and -3
all positive real numbers
all real numbers except 5 and 9
The domain of a function refers to the set of all values of the independent variable (usually denoted by x) for which the function is defined.
For the function f(x) = 2, the expression is defined for all real values of x. Therefore, the domain of f(x) is all real numbers.
If the function was f(x) = 2 / (x - 9), then the expression is undefined for x = 9. Therefore, the domain of f(x) would be all real numbers except 9.
If the function was f(x) = 2 / (x - 3)(x + 3), then the expression is undefined for x = 3 and x = -3. Therefore, the domain of f(x) would be all real numbers except 3 and -3.
If the function was f(x) = sqrt(2x - 5), then the expression is only defined for values of x that make the argument of the square root non-negative. Therefore, the domain of f(x) would be all real numbers such that 2x - 5 >= 0, which simplifies to x >= 5/2.
Therefore, without more information about the function, it is impossible to determine its domain.
For what values of x and y are the triangles to the right congruent by HL?
Based on the Hypotenuse-Length Theorem of Congruence (HL), the values of x and y that will make both right triangles congruent are:
x = 8 and y = 4
Two triangles are said to be congruent if the three sides and three angles are equal in all directions.
Two right triangles are congruent to each other by the Hypotenuse-Length Congruence Theorem (HL) if the hypotenuse length and one leg of a right triangle are congruent to the hypotenuse length and leg of the other right triangle.
Thus, for both right triangles to be congruent, it means that their hypotenuse and one of their corresponding legs must be equal to each other.
Use this to create two equations and solve them to get the value of x and y.
Equal Hypotenuse:
x + y = 3y
⇒ x +4 -4 = 3y -4
⇒ x = 3y -4 ------------------------ (1)
Equal legs:
x = y +4 _______________ (2)
Find the value of y, by substituting x = (y + 4) into eqn. 1.
y + 4 = 3y - 4
⇒ -2y = -8
⇒ y = 4
Find the value of x, by substituting y = 4 into eqn. 2.
x = y + 4
⇒ x = 4 +4
⇒ x = 8
Therefore, based on the Hypotenuse-Length Theorem of Congruence (HL), the values of x and y that will make both right triangles congruent are: x = 8 and y = 4.
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an international calling plan charges 45 cents per minute or fraction of a minute for each call. what is the cost for making a 5 minute call?
The cost of making a 5-minute international call using the given international calling plan is $2.25.
To calculate the cost of making a 5-minute call using unitary method, we need to determine the cost per minute of the call, and then multiply it by the number of minutes.
Given that the international calling plan charges 45 cents per minute or fraction of a minute, we can say that the cost per minute is 45 cents.
Using the unitary method, we can determine the cost of 1 minute of the call as follows
1 minute = 45 cents
5 minutes = 5 x 45 cents = 225 cents
= $2.25
Therefore, the cost of making a 5-minute call is $2.25
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What is the product of (3a 2)(4a2 – 2a + 9)?a. 12a3 − 2a + 18b. 12a3 + 6a + 9c. 12a3 − 6a2 + 23a + 18d. 12a3 + 2a2 + 23a + 18
Answer:
12a^3 +2a^2+23a+18
Step-by-step explanation:
A movie theater wanted to determine the average rate that their diet soda is purchased. An employee gathered data
on the amount of diet soda remaining in the machine, y, for several hours after the machine is filled, x. The following
scatter plot and line of fit was created to display the data.
Soda Machine
Amount of Diet Soda
Find the y-intercept of the line of fit and explain its meaning in the context of the data.
The y-intercept is -4.8. The machine starts with 4.8 ounces of diet soda.
O The y-intercept is -4.8. The machine loses about 4.8 fluid ounces of diet soda each hour.
O The y-intercept is 40.98. The machine starts with 40.98 ounces of diet soda.
O The y-intercept is 40.98. The machine loses about 40.98 fluid ounces of diet soda each hour.
Option D is incorrect because it gives a value that is not consistent with the scatter plot and the line of fit. The correct answer is: The y-intercept is 40.98. The machine starts with 40.98 ounces of diet soda.
What is y-intercept?In the context of a graph, the y-intercept is the point where a straight line or curve intersects the y-axis. It is the value of the dependent variable (y) when the independent variable (x) is equal to zero. Mathematically, it is the value of y when x = 0 in the equation of the line or curve. The y-intercept is also known as the initial value or starting point of the graph. It is often denoted as (0, b), where b is the y-coordinate of the intercept point.
The y-intercept of the line of fit represents the starting point of the relationship between the two variables, in this case, the amount of diet soda in the machine and the time after the machine is filled. Therefore, the y-intercept value of 40.98 means that the machine starts with 40.98 ounces of diet soda when it is filled.
Option A is incorrect because the y-intercept is a starting value, and it does not represent a rate of change.
Option B is also incorrect because it suggests that the machine loses 4.8 fluid ounces of diet soda every hour, which is not what the y-intercept represents.
Option D is incorrect because it gives a value that is not consistent with the scatter plot and the line of fit.
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What is the equation of the circle in standard form?
(x-4)² + (y− 1)² = 3
(x-4)² + (y - 1)² = 9
(x + 4)² + (y + 1)² = 3
(x+4)² + (y + 1)² – 9
The calculated value of the equation of the circle in standard form is: (x - 4)^2 + (y - 1)^2 = 9
What is the equation of the circle in standard form?The equation of a circle with center (h, k) and radius r is given by:
(x - h)^2 + (y - k)^2 = r^2
In this case, the center of the circle is (4, 1) and the radius is 3.
So we can plug in these values to get:
(x - 4)^2 + (y - 1)^2 = 3^2
Simplifying and expanding, we get:
(x - 4)^2 + (y - 1)^2 = 9
So the equation of the circle in standard form is: (x - 4)^2 + (y - 1)^2 = 9
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A certain Midwestern University claims that 90% of their football players complete the degree in five years. The NCAA investigates his claim by selecting a random sample of 20 football players, that have been part of the program within the past 5 years. 14 of these players received their degree, while 6 did not receive their degree. If you were the investigator, what would you conclude about the universities claim? Explain your reasoning with probability.
We can conclude that 10% of the football players complete their degree in five years.
How to investigate the university's claim?
To investigate the university's claim, we can set up a hypothesis test.
Null hypothesis: The proportion of football players who complete their degree in five years is 0.9.
Alternative hypothesis: The proportion of football players who complete their degree in five years is less than 0.9.
We can use a one-tailed binomial test to test this hypothesis. The test statistic is the number of football players who received their degree in our sample of 20. Under the null hypothesis, this follows a binomial distribution with n=20 and p=0.9.
We can calculate the probability of observing 14 or fewer football players receiving their degree if the true proportion is 0.9:
P(X ≤ 14) = Σ P(X = i) for i = 0 to 14
= binom.cdf(14, n=20, p=0.9)
≈ 0.001
This means that the probability of observing 14 or fewer football players receiving their degree in a random sample of 20, if the true proportion is 0.9, is only 0.001.
If we use a significance level of 0.05, this means we reject the null hypothesis if the p-value is less than 0.05. Since our p-value is much smaller than 0.05, we can reject the null hypothesis and conclude that the proportion of football players who complete their degree in five years is less than 0.9.
Therefore, based on the given sample, we cannot conclude that 90% of the football players complete their degree in five years.
So, we can conclude that 10% of the football players complete their degree in five years.
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We can conclude that 10% of the football players complete their degree in five years.
How to investigate the university's claim?To investigate the university's claim, we can set up a hypothesis test.
Null hypothesis: The proportion of football players who complete their degree in five years is 0.9.
Alternative hypothesis: The proportion of football players who complete their degree in five years is less than 0.9.
We can use a one-tailed binomial test to test this hypothesis. The test statistic is the number of football players who received their degree in our sample of 20. Under the null hypothesis, this follows a binomial distribution with n=20 and p=0.9.
We can calculate the probability of observing 14 or fewer football players receiving their degree if the true proportion is 0.9:
P(X ≤ 14) = Σ P(X = i) for i = 0 to 14
= binom.cdf(14, n=20, p=0.9)
≈ 0.001
This means that the probability of observing 14 or fewer football players receiving their degree in a random sample of 20, if the true proportion is 0.9, is only 0.001.
If we use a significance level of 0.05, this means we reject the null hypothesis if the p-value is less than 0.05. Since our p-value is much smaller than 0.05, we can reject the null hypothesis and conclude that the proportion of football players who complete their degree in five years is less than 0.9.
Therefore, based on the given sample, we cannot conclude that 90% of the football players complete their degree in five years.
So, we can conclude that 10% of the football players complete their degree in five years.
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Solve the problem by finding m angle C
Answer:
angleC = 35°
Step-by-step explanation:
Because AC is the diameter of the circle, angle B = 90°
Then we can use the idea that there are 180° in a triangle to find angle C.
55 + 90 + c = 180
145 + c = 180
c = 35
The measure of angleC = 35°
Estimate the area of the rectangle.
Responses
A 8 square units8 square units
B 20 square units20 square units
C 14 square units14 square units
D 10 square units
The area of the rectangle is [tex]$\sqrt{20} \times \sqrt{5} = \sqrt{100} = 10$[/tex] square units. Thus, the answer is option D: 10 square units.
What is area of rectangle?
The area of a rectangle is the measure of the region enclosed by its sides, and is calculated by multiplying the length and the width of the rectangle. The unit of area is typically expressed in square units, such as square meters (m²) or square feet (ft²).
The area of rectangle can be calculated using the distance formula to find the length and width of the rectangle, and then multiplying them. Let A(2,1), B(1,3), C(5,5), and D(6,3) be the coordinates of the rectangle's vertices.
The distance between A and B is [tex]\sqrt{(1-2)^2 + (3-1)^2} = \sqrt{1+4} = \sqrt{5}$.[/tex]
The distance between B and C is [tex]\sqrt{(5-1)^2 + (5-3)^2} = \sqrt{16+4} = \sqrt{20}$.[/tex]
So, the length of the rectangle is [tex]\sqrt{20}$ units.[/tex]
The distance between A and D is [tex]\sqrt{(6-2)^2 + (3-1)^2} = \sqrt{16+4} = \sqrt{20}$.[/tex]
The distance between C and D is [tex]\sqrt{(6-5)^2 + (3-5)^2} = \sqrt{1+4} = \sqrt{5}$.[/tex]
Therefore, the width of the rectangle is [tex]\sqrt{5}$ units.[/tex]
Hence, the area of the rectangle is [tex]$\sqrt{20} \times \sqrt{5} = \sqrt{100} = 10$[/tex] square units. Thus, the answer is option D: 10 square units.
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of the respondents, 517 support same-sex marriage. what is the 95 % confidence interval for the proportion of all american adults who support same-sex marriage?
The 95% confidence interval for the proportion of all American adults who support same-sex marriage is 0.485 to 0.549.
The following formula is used to calculate a confidence interval for the proportion of all American adults who support same-sex marriage
KI = p ± z*(√(p*(1-p)/n))
where:
p = percentage of respondents who support same-sex marriage
n = sample size (total number of respondents)
z = z-score for the desired confidence level
substitute all the values in the above formula,
CI = 0.517 ± 1.96*(√(0.517*(1-0.517)/n))
To compute confidence intervals, we need to know the sample size (n). the sample size is large, so we can use the normal distribution.
the random sample size of 1000 is taken as no sample size is specified.
For n = 1000,
CI = 0.517 ± 1.96*(√(0.517*(1-0.517)/1000))
= 0.517 ± 0.032
Therefore, the 95% confidence interval for the proportion of all American adults who support same-sex marriage is 0.485 to 0.549.
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HELPPPPPPP ME PLS IM BEING TIMED ALSO PLS EXPLAIN HOW YOU FIGURE IT OUT STEP BY STEP PLSSS
Answer:
I think second one is the answer
Step-by-step explanation:
if a number is raised to a negative power u put 1 as the numerator and the number with a positive power and for p3 it stays the same
Answer:
[tex]\frac{p^3}{n^6}[/tex]
Step-by-step explanation:
using the rule of exponents
[tex]a^{-m}[/tex] = [tex]\frac{1}{a^{m} }[/tex]
given
[tex]n^{-6}[/tex] p³
= [tex]\frac{1}{n^{6} }[/tex] × p³
= [tex]\frac{p^3}{n^6}[/tex] ( with positive exponents )
After watching the Quest Kickoff video, which examines the work of an astronomer who searches for life on planets outside our solar system, think about the qualities that make for a skilled astronomer. What scientific attitudes are important to the work of an astronomer such as the one in the video? Record your thoughts.
NOTEBOOK
A deep appreciation for the natural world and a desire to contribute to advancing scientific knowledge is essential for pursuing a career in astronomy.
Astronomers require a combination of scientific attitudes to excel in their work. To begin with, they need to be curious and passionate about exploring the unknown universe. They should also have a strong sense of patience, persistence, and attention to detail, given that astronomical observations can take a long time to produce results. A capacity for critical thinking, creativity, and problem-solving is also crucial in analyzing and interpreting data, developing theories, and testing hypotheses. Additionally, astronomers must be skilled in communication, as they often collaborate with colleagues, present their findings to the scientific community and the public, and engage in public outreach and education efforts.
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Please answer this test is due in 30 mins please help meeee
The value of x from the given triangle is 55°.
What is an exterior angle?
The angle between any side of a shape and a line that extends from the next side is known as the exterior angle. the angle formed by a shape's side and a line that extends from another side.
Here, we have
Given: A side of the triangle below has been extended to form an exterior angle of 125°.
We have to find the value of x.
From the given figure, the exterior angle of the triangle is 125° and x is the exterior angle to that.
Now, 125°+x=180°
x=180°-125°
x=55°
Hence, the value of x from the given triangle is 55°.
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Which expressions are equivalent to the one below? Check all that apply.
5x
A. 15^x/3
B. 5.5^x+1
C. (15/3)^x
D. 5^x
E. 5.5x-1
F.15^x/3^x
Answer:
C and D
Step-by-step explanation:
The expression 5x cannot be simplified further, but we can check which expressions are equivalent to it.The expressions that are equivalent to 5x are:
C. (15/3)^x = 5^xD. 5^xTherefore, the expressions that are equivalent to 5x are C. (15/3)^x and D. 5^x.None of the other expressions listed are equivalent to 5x.
A. 15^x/3 = (3*5)^x/3 = 3^x * 5^x/3, which is not equivalent to 5x.B. 5.5^(x+1) = 5.5^x * 5.5^1 = 5.5^x * 5.5, which is not equivalent to 5x.E. 5.5x-1 = 5x * 5^-1 = 5x/5, which is not equivalent to 5x.F. 15^x/3^x = (3*5)^x/3^x = 3^x * 5^x/3^x, which is not equivalent to 5x.Graph the inequality h_< 46.
Open circle and move to the left.
A cube-shaped box has a volume of 64 cubic inches. If the box is packed full of cubes with edge lengths of 1 inch, how many cubes can fit along one side of the box?
A) 2 cubes
B) 4 cubes
C) 8 cubes
D)16 cubes
Answer:
B) 4 cubes
Step-by-step explanation:
V = s³
[tex] s = \sqrt[3]{V} [/tex]
[tex] s = \sqrt[3]{64} [/tex]
[tex] s = 4 [/tex]
Kody and Josh rode bikes. Kody rode 35 miles in 80 minutes. Josh rode 102 minutes at a faster rate per mile than Kody. Find Kody's unit rate in minutes per mile. Then,
explain how you could use it to find a possible unit rate for Josh.
The unit rate for Kody is minutes per mile.
The possible unit rate for Josh is 2.91 minutes per mile. However, keep in mind that this is just one possible rate and there could be other values that satisfy the conditions given in the problem.
What is unit rate?Unit rate is a rate that is simplified to have a denominator of 1.
In other words, it is a ratio that compares two measurements with one of the measurements set to 1.
For example, if a car travels 100 miles in 2 hours, the unit rate for the car's speed would be 50 miles per hour.
Kody's unit rate can be found by dividing the time taken by the distance covered:
Unit rate = Time / Distance = 80 minutes / 35 miles = 2.29 minutes per mile (rounded to two decimal places).
To find a possible unit rate for Josh, we can use the fact that he rode at a faster rate per mile than Kody. Let's say that Josh's unit rate is x minutes per mile. Since he rode for 102 minutes, we can set up the following equation:
35 miles x (minutes per mile) = 102 minutes
Solving for x, we get:
x = 102 minutes / 35 miles = 2.91 minutes per mile
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What are the coordinates of each point after quadrilateral EFGH is translated 3 units right and 2 units down?
Point E: (7, 3), Point F: (1, 3), Point G: (1, -2) and Point H: (7, -2) are the coordinates of each point.
To translate a point in the (x, y) coordinate plane, we add the translation distances to the x-coordinate and the y-coordinate of the point.
For each point in the quadrilateral EFGH, we can apply this translation as follows:
Point E: (4, 5) + (3, -2) = (7, 3)
Point F: (-2, 5) + (3, -2) = (1, 3)
Point G: (-2, 0) + (3, -2) = (1, -2)
Point H: (4, 0) + (3, -2) = (7, -2)
Therefore, after the translation of 3 units right and 2 units down, the coordinates of the points in quadrilateral EFGH are:
Point E: (7, 3)
Point F: (1, 3)
Point G: (1, -2)
Point H: (7, -2)
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help asap!!!!!!!!!!!!!!!
Factorize quadratic expressions x-x+6
Thus, the two factors of quadratic expressions found after factorization are 2 and 3.
Explain about the factorization:Factorization is the technique of expressing a given statement as the product between two or more components. The sum of the greatest common factors of the integer coefficients and the same letters with the smallest powers yields the greatest common factor for two or more monomials.
Factorization in mathematics is the process of dividing a large number into smaller ones that, when multiplied together, gives you the original number. Factorization is the division of a number in with its factors or divisors. The factorization of the integer 12, for instance, might appear as 3 times 4.Given quadratic expressions:
= x² - 5x + 6
To factorize the expression, find the factors of 6 such that on addition it becomes -5.
= x² - 3x - 2x + 6
Taking x common from first two terms and -2 from last two terms.
= x(x -3) -2(x - 3)
Taking (x - 3) common.
= (x - 3)(x - 2)
x -3 = 0
x = 3
and, x - 2 = 0
x = 2
Thus, the two factors of quadratic expressions found after factorization are 2 and 3.
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Complete question:
Factorize quadratic expressions: x² - 5x + 6
Step-by-step explanation:
Perhaps you entered your question incorrectly
maybe you meant
x^2 -x + 6 THIS factors to
(x-3)(x+2) <=====if you multiply this out, you will see = x^2 -x+6
Are you familiar with the Quadratic Formula ?
for this Quadrtatic a = 1 b = -1 c = 6
if you plug these numbers into the Quadratic Formula you get the roots:
x = 3 and x = -2
then you know the quadratic is (x-3)(x+2)
The expression -8(2t2-3t) represents the height, in feet, of a soccer ball after it is kicked. Which value represents the initial
velocity of the soccer ball?
Answer: 5
Step-by-step explanation:
how many lists of length 3 can be made from the letters u, v, w, x, y, z if repetitions are not allowed, and each list has a w or u in the second entry?
If repeats are forbidden, the provided letters u, v, w, x, y, and z can be used to create 8 lists of length 3, each of which has a w or u in the second entry.
We can apply the inclusion-exclusion concept to resolve this issue.
First, let's determine how many total lists of length three can be created using the provided letters without any limitations. There are six options for the first submission, five for the second (since it must be either w or u), and four for the third (since no characters can be repeated). Thus, there are a total of the following lists:
6 × 5 × 4 = 120
Next, let's count the number of lists of length 3 that do not have a w or u in the second entry. We have 6 choices for the first entry, 4 choices for the second entry (since we can't choose w or u), and 4 choices for the third entry (since we can't repeat any letters). Thus, the total number of such lists is:
6 × 4 × 4 = 96
Similarly, we can tally the number of lists of length 3 lacking a w or u in the first entry as well as the number of lists of length 3 lacking a w or u in either the first or second entry. Which are:
4 × 5 × 4 = 80 (no w or u in first entry)
4 × 4 × 4 = 64 (no w or u in first or second entry)
Finally, we can use the principle of inclusion-exclusion to count the number of lists that have a w or u in the second entry. This is:
120 - 96 - 80 + 64 = 8
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#1 Original price: $50
Discount: 30%
What is the sale price?
To find the sale price, we need to apply the discount to the original price:
Discount = 30% = 0.30
Original price = $50
Discount amount = Discount x Original price
= 0.30 x $50
= $15
Sale price = Original price - Discount amount
= $50 - $15
= $35
Therefore, the sale price after a 30% discount on an original price of $50 is $35.
Answer:
$35
Step-by-step explanation:
70% of 50 is 35
A rectangular prism is 4 meters long, 5 meters wide, and has a height of 7 meters. What is its surface area?
Answer:The surface area of rectangular prism is 166 m².
Step-by-step explanation:
Given that,
length l= 4 m
Width b= 5 m
Height h=7 m
Using the formula of surface area of rectangular prism
We substitute the value into formula
Hence, The surface area of rectangular prism is 166 m².
Ernesto takes a sheet of paper and makes a diagonal cut from one corner to the opposite corner, making two triangles. The cut he makes is 20 inches long and the width of the paper is 16 inches. What is the paper's length?
Answer:
3`1
Step-by-step explanation:
Answer: 12 inches
Step-by-step explanation:
The 20 inches is the hypotenuse whereas 16 inches is the height of the triangle respectively.
So,
let keep the paper's length as x inches.
20² = 16² + x²
x² = 20² - 16²
x = [tex]\sqrt{20^{2}-16^{2} }[/tex]
x = 12
I am not sure if this is right because i have never done a sum in inches before but I hope this helps sorry if it is not right.
brown v board of education was passed in 1954. six years later in 1960, what was the percentage of black students attending integrated schools in the south? group of answer choices 2% 40% 20% 60%
In 1960, the percentage of black students attending integrated schools in the South was approximately 2%.
Brown v Board of Education was a landmark decision in 1954 that declared segregation in public schools unconstitutional. However, it took several years for this decision to be implemented in Southern states, and in 1960, only 2% of black students in the South attended integrated schools. This highlights the resistance to desegregation in Southern states and the slow pace of change. It also underscores the ongoing struggles for civil rights and the continued efforts to address systemic racism in education and other aspects of American society.
Learn more about percentage here: brainly.com/question/28269290
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