What are the real and imaginary parts of the complex number? −6−i Enter your answers in the boxes. The real part: The imaginary part:

The distance between any two points on a number line is the absolute value of the difference of the coordinates.

Number lines are the horizontal straight lines in which the integers are placed in equal intervals. All the numbers in a sequence can be represented in a number line. This line extends indefinitely at both ends.

Since,the difference of the coordinates between any two points on a number line is the distance between the coordinates,

Let two points a and b on the number line, we define the distance between these two points as

|a−b|

where |…| is the absolute value function. As we can see, the distance between two points is always non-negative.

So, the absolute value of the difference of the coordinates between any two points on a number line is always positive.

Hence,The distance between any two points on a number line is the absolute value of the difference of the coordinates.

To learn more about absolute value:

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By calculating the volume of each ball bearing and considering the box's capacity, we determine that a box can theoretically hold 17,276 ball bearings. However, accounting for random packing efficiency, a box can actually hold approximately 11,059 ball bearings.

To determine how many ball bearings can fit in a box, we need to calculate the volume each ball bearing occupies and then see how many of these volumes can fit into the box's total capacity.

Additionally, taking into account the closest random packing efficiency of approximately 0.64 for loose ball bearings:

Answer:

The correct option is A.

Step-by-step explanation:

The given is a isosceles trapezium because the length of two non-parallel sides are equal.

An isosceles trapezium has a axis of symmetry which divides the trapezium in two equal and symmetric parts.

The axis of symmetry intersecting the parallel line at their midpoint.

From the below figure we can say that the sides AB and CD are parallel and y=-3 is the axis of symmetry.

So, when we respect the figure across y= -3, then we get the same figure.

Rotation 108 degree across any point will never maps the figure onto itself.

Therefore the reflection across the line y = -3 maps the figure onto itself and option A is correct.

To find Milo's age given Westley's age and the fact that Westley is 3 years younger than Milo, we can set up a subtraction equation and solve for Milo's age.

To find out how old Milo is, we can use the given information that Westley is 9 years old and 3 years younger than Milo. We can set up a subtraction equation by subtracting 3 from Westley's age.

Let's represent Milo's age as 'x'. The equation would be:

Westley's age - 3 = Milo's age

Substituting Westley's age of 9 into the equation:

9 - 3 = x

Simplifying the equation:

x = 6

Therefore, Milo is 6 years old.

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Answer: 4 1/5

Step-by-step explanation:

Subtract 8 1/5 - 4 2/5

Simplify answer

Write as mixed number

8-4 = 4

1/5 - 2/5 = 4 1/5

Answer:

[tex]y=25[/tex]

Step-by-step explanation:

We have been given that y varies inversely as x and [tex]y=50[/tex], when [tex]x=10[/tex].

We know that when y varies inversely with x, then the equation is: [tex]y=\frac{k}{x}[/tex], where, k represents constant of variation.

First of all, we will find constant of variation using point [tex]y=50[/tex], and [tex]x=10[/tex] as shown below:

[tex]50=\frac{k}{10}[/tex]

[tex]50*10=\frac{k}{10}*10[/tex]

[tex]500=k[/tex]

Upon substituting [tex]k=500[/tex] in inversely proportion we will get:

[tex]y=\frac{500}{x}[/tex]

To find the value of y, we will substitute [tex]x=20[/tex] in above equation as:

[tex]y=\frac{500}{20}[/tex]

[tex]y=\frac{50}{2}[/tex]

[tex]y=25[/tex]

Therefore, the value of y is 25.

1. x= 11.7  μ = 7

2. z11.7= 1.3

3. Is 11.7 within a z-score of 3?

a. Yes because z11.7 < 3.

4. Which statement is true of z11.7?

b. z11.7 is between 1 and 2 standard deviations of the mean.

The value of the z-score is 1.33.

The z-score is defined as the mean (average) values, measured in terms of standard deviations from the mean.

The formula is used to calculate z-score is;

Z-score = X-μ / σ

= 11.7-7 / 3.52

= 4.7/3.52

= 1.33

Hence, the value of the z-score is 1.33.

To know more about z-score click the link is given below.

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Answer:

3

Step-by-step explanation:

Because i said so

Final answer:

To find the three consecutive odd integers whose sum is between 27 and 51, set up an inequality with n representing the smallest integer. Solve the inequality to find the possible values for n, which are then used to derive the consecutive integers.

Explanation:

To find three consecutive odd integers whose sum lies between 27 and 51, we need to establish variables for the integers and then solve for them. Let's call the smallest integer n, the next integer will then be n+2 (since odd numbers are two units apart), and the largest integer will be n+4. The equation will be n + (n+2) + (n+4), which simplifies to 3n + 6.

Since their sum must be between 27 and 51, our inequalities are:
27 < 3n + 6 < 51
Subtract 6 from all parts of the inequality:
21 < 3n < 45
Now, divide everything by 3:
7 < n < 15

Since n must be an odd integer, we have the options 9, 11, or 13 for n. Therefore, our sets of three consecutive odd integers could be:
(9, 11, 13), (11, 13, 15), or (13, 15, 17).

Answer and step-by-step explanation:

Yes, it does have practical significance.

If the method was ineffective, the chance of an increase this large was 3/10, or 30%.  This means with an ineffective teaching method, there was a 100-30 = 70% chance of not seeing a score increase this large.

Since we did see a result this large, and 30% is not a very large chance, we can say that the method was most likely effective.

The difference in SAT scores is statistically significant because there's only a 3/10 chance of observing such an increase by chance. However, it might lack practical significance because a 6-point increase, although positive, is relatively small and may not have a meaningful impact in real-world terms.

The question you're asking relates to the concept of statistical significance and practical significance in Mathematics. Statistical significance means that the difference in results (in this case, the increase in SAT scores from 475 to 481) isn't likely due to chance. You've mentioned that there's a 3 in 10 chance of observing such an increase, so statistically, the new teaching method seems to have a significant effect.

However, practical significance refers to whether the difference is meaningful in real-world terms. This depends on context and judgement. In this case, a 6-point increase in the SAT score is a positive change, but it's relatively small and might not make a substantial difference to university admissions or student's mathematical competence. Therefore, one could argue that while the result is statistically significant, it may lack practical significance.

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I am 100% positive this is from a certain place called Odyssey-ware, so the answers r both negative exponents and zero exponents XD

These fractions can be easier when we put a 1 under the 14

Lets set up our fractions like this.

[tex] \frac{14}{1} * \frac{2}{7} [/tex]

Now solve across.

14 x 2 = 28

  1 x 7 = 7

Now we have this fraction.

[tex] \frac{28}{7} [/tex]

Now this also means

28 ÷ 7 = 4

So the answer to your fractions is 4.

Good Luck! <3

Answer:

0.26 repeating as a fraction is [tex]\frac{4}{15}[/tex]  

Step-by-step explanation:

Given : Expression 0.26 repeating.

To find : What is expression as a fraction?

Solution :

Let [tex]x=0.26666[/tex] ....(1)

Multiply both side by 10,

[tex]10x=2.666...[/tex] .....(2)

Subtract (1) and (2),

[tex]10x-x=(2.666...)-(0.2666...)[/tex]

[tex]9x=2.4[/tex]

[tex]x=\frac{2.4}{9}[/tex]

[tex]x=\frac{24}{90}[/tex]

[tex]x=\frac{4}{15}[/tex]

Therefore, 0.26 repeating as a fraction is [tex]\frac{4}{15}[/tex]