The average number of beads that the girls have is 63
Let's start by using algebra to represent the given information:
Let b be the number of beads that Sally has.
Then, Kelly has 3/4 times as many beads as Sally, which can be expressed as (3/4)b.
Also, we know that Kelly has 18 more beads than Sally, which can be expressed as (b + 18).
Putting these together, we can write the equation:
(3/4)b = b + 18
Solving for b, we get:
b = 72
So, Sally has 72 beads, and Kelly has (3/4) × 72 = 54 beads.
The average number of beads that the girls have is (72 + 54)/2 = 63 beads
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I tried it for about half an hour and I don't know I just don't get it
Answer: Try $44.81
Step-by-step explanation:
equation
30(1+.059)^t
t=7
Don't forget to account for the value you already have that is represented at 1 in the equation so then you don't have to add 30 afterwards.
eight less than the product of a number N and 1/7 is no more than 98
A translation of the sentence "Eight less than the product of a number N and 1/7 is no more than 98" is N/7 - 8 ≤ 98.
How to translate a word sentence into an algebraic expression?In order to translate a word sentence into an algebraic expression, we would have to assign a variable to the unknown number:
Let the variable N represent the unknown number.
By translating the word sentence into an algebraic expression, we have the following;
The product of a number N and 1/7 is N × 1/7 = N/7
Eight less than the above expression is N/7 - 8.
The inequality symbol for no more than is ≤. Therefore, we have the following:
N/7 - 8 ≤ 98.
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x : y = 4:3 andy: z = 5:2
Write the ratio of x:y: z
The combined ratio of x : y : z from x ; y = 4 : 3 and y : z = 5 ; 2 is x:y:z = 20:15:6
How to determine the combined ratioGiven the following ratios
x ; y = 4 : 3
y : z = 5 ; 2
To find the ratio of x:y:z, we need to combine the two given ratios and simplify:
x:y = 4:3
y:z = 5:2
To combine these ratios, we need to have a common term for y.
We can do this by multiplying the first ratio by 5 and the second ratio by 3:
5(x:y) = 5(4:3) = 20:15
3(y:z) = 3(5:2) = 15:6
Now we have a common term of 15 for y, so we can combine the ratios:
x:y:z = 20:15:6
Therefore, the ratio of x:y:z is 20:15:6
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What is a name for the angle below? Do not include the angle symbol in your answer.
a figure is rotated 270 clockwise about the origin. which statement is true about the rotated figure?
A. x, y --> (-y, x)
B. x, y --> (-x, y)
C. x, y --> (-x, -y)
D. x, y --> (x, -y)
PLEASE HELPPPP
The statement that is true about the rotated figure in the question is (x,y) → (y,−x) .
Which statement is true about the rotated figure?A rotation of 270 degrees clockwise about the origin means that each point in the figure is moved around the origin in a circular path, traveling 270 degrees in the clockwise direction (which is equivalent to 90 degrees in the counterclockwise direction).
Now, let's consider the transformation (x, y) → (y, -x).
This transformation corresponds to a rotation of 90 degrees counterclockwise about the origin.
Therefore, the correct answer is A: x, y → (y, -x).
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Assume that x and y are both differentiable functions of t and find the required values of dy/dt and dx/dt.x2+y2=100a) Find dy/dt when x=6, y=8 given that dx/dt=4.b) Find dx/dt when x=8, y=6 given that dy/dt=-2.
x and y are both differentiable functions of t and find the required values of [tex]dy/dt[/tex] and Given that [tex]x2+y2=100[/tex] and that [tex]dx/dt = 4[/tex] and [tex]dy/dt = -2[/tex], So the required values of [tex]dy/dt[/tex] and [tex]dx/dt.[/tex] are y = 8 and x = 8.
We can explain that x and y are both differentiable functions of t is,
a) To find [tex]dy/dt[/tex]when x=6 and y=8, we first solve the equation for y:
[tex]y2 = 100-x2[/tex]
[tex]y2 = 100-62[/tex]
[tex]y2 = 100-36[/tex]
y = √(100-36)
y = √64
y = 8
Therefore, [tex]dy/dt = 4.[/tex]
Now, for,
b) To find [tex]dx/dt[/tex] when x=8 and y=6, we again solve the equation for x:
[tex]x2 = 100-y2[/tex]
[tex]x2 = 100-62[/tex]
[tex]x2 = 100-36[/tex]
x = √(100-36)
x = √64
x = 8
Therefore, [tex]dx/dt=-2.[/tex]
the required values of [tex]dy/dt[/tex] and [tex]dx/dt[/tex]. with given conditions are y = 8 and x = 8.
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Gail averages 153 points per bowling game with a standard deviation of 14.5 points. Suppose Gail's points per bowling game are normally distributed. Let X= the number of points per bowling game. Then X∼N(153, 14.5). z-score when x=108 is _____. The mean is 153. The z-score tell you that x=108 is _____ standard deviations to the left of the mean.
The z-score when x=108 is 3.1034. The z-score tells you that x=108 is 3.1034 standard deviations to the left of the mean.
Z-score is used in statistics to compare a score to a normal distribution. The z-score is a measure of how far away from the mean a value is in standard deviation units.
To find the z-score when x = 108, we use the formula:
z = (x - μ) / σ
where x = 108, μ = 153, and σ = 14.5.
Substituting these values, we get:
z = (108 - 153) / 14.5 = -3.1034
So the z-score when x = 108 is -3.1034.
The z-score tells us how many standard deviations away from the mean a particular value is. In this case, since the z-score is negative, we know that x = 108 is to the left of the mean.
The absolute value of the z-score tells us how many standard deviations away from the mean the value is. In this case, the absolute value of the z-score is approximately 3.1034, which means that x = 108 is approximately 3.1034 standard deviations to the left of the mean.
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3. any time you are presented with data or statistics are many things you should consider. list two examples of things you need to consider when evaluating a data set or statistics. why do you need to consider them?
When evaluating a data set or statistics, the things to consider are sample size and data quality. It's important to consider these things because they provide insight into the validity of the data and the accuracy of the statistics that are being used.
When presented with a dataset or statistics, there are several things to consider.
Here are two examples of what you need to consider when evaluating a dataset or statistics:
1. Sample size: It's important to consider the sample size because small sample sizes are more likely to be biased. For example, a small sample size might be unrepresentative of a larger population. A sample size of 30 is commonly used to distinguish between small and large samples in statistics. Larger sample sizes are often more representative of the population and produce more reliable statistics.
2. Data quality: The quality of the data is also an important consideration. When evaluating statistics, you must ensure that the data is accurate, relevant, and up-to-date. This is important because using incorrect or outdated data can lead to incorrect conclusions. Additionally, if the data is missing or incomplete, you may not be able to get an accurate picture of the population that the dataset is supposed to represent. This can skew the results, making them less reliable or even completely useless. Therefore, data quality is an important consideration when evaluating statistics.
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in august 2012, tropical storm isaac formed in the caribbean and was headed for the gulf of mexico. there was an initial probability of .69 that isaac would become a hurricane by the time it reached the gulf of mexico (national hurricane center website, august 21, 2012). a. what was the probability that isaac would not become a hurricane but remain a tropical storm when it reached the gulf of mexico (to 2 decimals)? b. two days later, the national hurricane center projected the path of isaac would pass directly over cuba before reaching the gulf of mexico. hurricanes that reach the gulf of mexico have a .08 probability of having passed over cuba. tropical storms that reach the gulf of mexico have a .20 probability of having passed over cuba. how did passing over cuba alter the probability that isaac would become a hurricane by the time it reached the gulf of mexico? use the above probabilities to answer this question. p(c|h) (to 2 decimals) p(c|t) (to 2 decimals) p(h|c) (to 4 decimals) c. what happens to the probability of becoming a hurricane when a tropical storm passes over a landmass such as cuba? select (to 2 decimals) to (to 4 decimals).\
By using Bayes' theorem in probability.
a) The probability that isaac would not become a hurricane but remain a tropical storm when it reached the gulf of mexico is 0.31.
b) P(H|c) = 0.4493
c) It can be observed that the likelihood of a tropical storm developing into a hurricane decreases slightly when it passes over Cuba. This can be inferred from the fact that the conditional probability of a hurricane forming given that the storm has passed over Cuba (P(H|c) = 0.4493) is lower than the initial probability of 0.69.
a) The probability that Isaac would not become a hurricane but remain a tropical storm when it reached the Gulf of Mexico is:
P(not hurricane) = 1 - P(hurricane) = 1 - 0.69 = 0.31
So the probability is 0.31 (to 2 decimals).
b) We need to use Bayes' theorem to calculate the probabilities:
P(c|H) = P(H|c) * P(c) / P(H)
P(c|T) = P(T|c) * P(c) / P(T)
where c denotes passing over Cuba, H denotes becoming a hurricane, and T denotes remaining a tropical storm.
From the problem, we have:
P(H) = 0.69
P(T) = 1 - P(H) = 0.31
P(c|H) = 0.08
P(c|T) = 0.20
To calculate P(c), we need to use the law of total probability:
P(c) = P(c|H) * P(H) + P(c|T) * P(T)
= 0.08 * 0.69 + 0.20 * 0.31
= 0.1228
Now we can calculate P(c|H) and P(c|T):
P(c|H) = 0.08 * 0.69 / 0.1228
= 0.4493 (to 2 decimals)
P(c|T) = 0.20 * 0.31 / 0.1228
= 0.5065 (to 2 decimals)
To calculate P(H|c), we use Bayes' theorem again:
P(H|c) = P(c|H) * P(H) / P(c)
= 0.08 * 0.69 / 0.1228
= 0.4493 (to 4 decimals)
c) Passing over a landmass such as Cuba can alter the probability of becoming a hurricane because it can either enhance or weaken the storm. In this case, we can see that the probability of becoming a hurricane is actually slightly lower when a tropical storm passes over Cuba, as P(H|c) = 0.4493 is lower than the initial probability of 0.69. However, it is important to note that this is just one example and the effect of passing over a landmass can vary depending on many factors.
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Find D
write your answer as a whole number or decimal. Do not round.
Answer:
ex9wjsxswhciwebwec938129389038092
Step-by-step explanation:
gte betterv
suppose we have a fair spinner with the numbers 1, 2, and 3 on it. let x be the number of spins until the first 3 occurs. assuming that the spins are independent, the pmf of x is
The answer of the given question based on the assuming that the spins are independent, the pmf of x is P(x = k) = (2/3)^(k-1) * (1/3).
What is Probability?Probability is a measure of likelihood or chance that specific event will occur. It is branch of mathematics that deals with study of random events and their associated outcomes.
In probability theory, events are typically represented as sets of possible outcomes, and probabilities are assigned to these events based on likelihood of their occurrence. The probability of event is number between 0 and 1, where 0 represents impossible event and 1 represents certain event.
Let's denote the probability of getting a 3 on any given spin as p. Since the spinner only has three numbers, the probability of getting a 3 on any given spin is 1/3.
Now, let's consider the probability distribution of x, the number of spins until the first 3 occurs. The probability that x = 1 is simply the probability of getting a 3 on the first spin, which is p = 1/3.
The probability that x = 2 is the probability of not getting a 3 on the first spin (which is 2/3), multiplied by the probability of getting a 3 on the second spin (which is p = 1/3). So:
P(x = 2) = (2/3) * (1/3) = 2/9
Similarly, the probability that x = 3 is the probability of not getting a 3 on the first two spins (which is (2/3)^2), multiplied by the probability of getting a 3 on the third spin (which is p = 1/3). So:
P(x = 3) = (2/3)²* (1/3) = 4/27
In general, the probability that x = k (where k is a positive integer greater than or equal to 1) is the probability of not getting a 3 on the first k-1 spins (which is (2/3)^(k-1)), multiplied by the probability of getting a 3 on the kth spin (which is p = 1/3). So:
P(x = k) = (2/3)^(k-1) * (1/3)
This is the pmf (probability mass function) of x, the number of spins until the first 3 occurs.
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The answer of the given question based on the assuming that the spins are independent, the pmf of x is P(x = k) =[tex](2/3)^{k-1}[/tex] × (1/3).
What is Probability?Probability is a measure of likelihood or chance that specific event will occur. It is branch of mathematics that deals with study of random events and their associated outcomes.
In probability theory, events are typically represented as sets of possible outcomes, and probabilities are assigned to these events based on likelihood of their occurrence. The probability of event is number between 0 and 1, where 0 represents impossible event and 1 represents certain event.
Let's denote the probability of getting a 3 on any given spin as p. Since the spinner only has three numbers, the probability of getting a 3 on any given spin is 1/3.
Now, let's consider the probability distribution of x, the number of spins until the first 3 occurs. The probability that x = 1 is simply the probability of getting a 3 on the first spin, which is p = 1/3.
The probability that x = 2 is the probability of not getting a 3 on the first spin (which is 2/3), multiplied by the probability of getting a 3 on the second spin (which is p = 1/3). So:
P(x = 2) = (2/3) × (1/3) = 2/9
Similarly, the probability that x = 3 is the probability of not getting a 3 on the first two spins (which is (2/3)^2), multiplied by the probability of getting a 3 on the third spin (which is p = 1/3). So:
P(x = 3) = (2/3)² × (1/3)
= 4/27
In general, the probability that x = k (where k is a positive integer greater than or equal to 1) is the probability of not getting a 3 on the first k-1 spins (which is [tex](2/3)^{k-1}[/tex]), multiplied by the probability of getting a 3 on the kth spin (which is p = 1/3). So:
P(x = k) = [tex](2/3)^{k-1}[/tex] × (1/3).
This is the pmf (probability mass function) of x, the number of spins until the first 3 occurs.
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Which property is (n · p) · q = n · (p · q)
The associative characteristic of multiplication is what the equation (n · p) · q = n · (p · q) represents.
what is equation ?A mathematical assertion that establishes the equality of two expressions is known as an equation. It usually consists of two sides, divided by an equal sign (=), with one or more terms on each side, which could be variables, constants, or both. The objective of equation solving is to identify the value(s) of the variable(s) necessary to make the equation correct. There are many mathematical methods for solving equations, including factoring, simplification, substitution, and the quadratic formula.
given
The associative characteristic of multiplication is what the equation (n · p) · q = n · (p · q) represents.
According to this characteristic, a multiplication expression's outcome is unaffected by the way its factors are organized.
In other words, you can arrange the variables however you like and still arrive at the same conclusion.
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A wire first bent into the shape of a rectangle with width 5cm and lenth 11 cm.then the wire is unbent and reshaped into a square what is the length kf a side of the square
The length of a side of the square is 8 cm.
What do you mean by perimeter of a rectangle and square?
When a wire is bent into the shape of a rectangle, its length becomes the perimeter of the rectangle. Similarly, when the wire is reshaped into a square, its length becomes the perimeter of the square.
The perimeter of a rectangle is given by the formula [tex]P=2(l+w)[/tex] , where [tex]l[/tex] is the length and [tex]w[/tex] is the width.
The perimeter of a square is given by the formula [tex]P=4s[/tex] , where [tex]s[/tex] is the length of a side.
Calculating the length of a side of the square:
The length of the rectangle is 11 cm and the width is 5 cm.
Therefore, the perimeter of the rectangle is [tex]P=2(11+5)=32[/tex] cm.
Since the wire is reshaped into a square, the perimeter of the square is also 32 cm.
Using the formula [tex]P=4s[/tex], we can solve for the length of a side of the square:
[tex]32 = 4s[/tex]
[tex]s = 32/4[/tex]
[tex]s = 8[/tex]
Therefore, the length of a side of the square is 8 cm.
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Find the value of x to the nearest tenth.
Answer: "x" is 4.5
Step-by-step explanation:
first lets find the leg of the first right triangle using the given leg of 6 and the hypoteneuse of 9 using Pythagorean theorem a^2 + b^2 = c^2.
6^2 + b^2 = 9^2
36 + b^2 = 81
subtract 36 from both sides to isolate b
36 - 36 + b^2 = 81 - 36
simplify
b^2 = 45
take square root of both sides
[tex]\sqrt{b^{2} }[/tex] = [tex]\sqrt{45}[/tex]
b = 6.7
Now we can find x of the 2nd right triangle using the know hypoteneuse of 6.7 and the known leg of 5
a^2 + b^2 = c^2
5^2 = b^2 = 6.7^2
25 + b^2 = 44.9
subtract 25 from both sides to isolate b
25 - 25 + b^2 = 44.9 - 25
b^2 = 19.9
take square root of both sides
[tex]\sqrt{b^2}[/tex] = [tex]\sqrt{19.9}[/tex]
b= 4.5
so your answer to what is "x" is 4.5
help, please!
how do i complete the cumulative frequency table?
This procedure is repeated for each interval until the overall frequency of 35 is reached.
what is frequency distribution?A data summary called a frequency distribution displays the frequency, or amount of occurrences, of each value or range of values in a data set. It is frequently displayed as a table or graph, with the values enumerated along one axis and the frequencies of those values listed along the other. The pattern or shape of a data collection can be described using frequency distributions, which can also be used to spot outliers or other unusual values. They can also shed light on the data's central trend and variability.
given
To complete a cumulative frequency table:
Class interval Frequency Cumulative frequency
0-10 5 5
10-20 8 13
20-30 12 25
30-40 7 32
40-50 3 35
Total 35 35
The number of the first class interval is 5.
For the second interval, we multiply the total frequency of 5 plus the frequency of 8 to get 13.
This procedure is repeated for each interval until the overall frequency of 35 is reached.
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The missing value in the cumulative table is 36.
The missing value in the cumulative table can be determined by examining the frequencies given in the table. Let's analyze the frequencies step by step:
1. The frequency for scores less than 145 is given as 16.
2. The frequency for scores less than 150 is given as 26.
3. The frequency for scores less than 155 is given as 36.
4. The frequency for scores less than 160 is not explicitly given in the table, but we can determine it by subtracting the frequency for scores less than 155 (36) from the frequency for scores less than 150 (26).
This gives us a value of [tex]26 - 36 = -10.[/tex]
Since a frequency cannot be negative, we can conclude that there is an error in the given table. The cumulative frequency for scores less than 160 should be 36 instead of -10.
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Be nice and help thankss
Value of angle x is 41 degree.
Define straight lineA straight line is a one-dimensional geometric object that extends infinitely in both directions. It can be defined as the shortest path between two points in a plane, and it has a constant slope (i.e., rate of change) between any two points on the line.
The standard equation for a straight line in slope-intercept form is y = mx + b, where m is the slope of the line and b is the y-intercept (the point where the line intersects the y-axis). Another commonly used form is the point-slope form, which is y - y1 = m(x - x1), where (x1, y1) is a point on the line.
Given, total angle=236°
236°=76°+119°+x
x=236°-76°-119°
x=41°
Hence, Value of angle x is 41 degree.
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if x < y < z and all three are consecutive non-zero integers, then which of the following must be a positive odd integer?
Option (A) x+1 is a positive odd integer.
Given that, x < y < z and all three are consecutive non-zero integers.Let the first number be x, then the other two consecutive non-zero integers will be (x+1) and (x+2).To find out the positive odd integer among these, let us take each of them and verify if they are positive odd integers.∴ x+1 is odd, x+2 is even∴ x+1 is the only positive odd integer out of the three.
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F left parenthesis x right parenthesis space equals space 1 half left parenthesis 3 right parenthesis to the power of x space plus space 2 end exponent minus space 2 , negative 1 space less or equal than space x space less or equal than space 3
Your answer:
119 over 4
30
60
119 over 2
The conversion of the statement of the expression into inequality form in terms of x is given by 1/2 × 3^x + 2^(2 - x) - 2 ≤ x ≤ 3
Using the details of the inequality,
1 half left parenthesis 3 right parenthesis to the power of x is,
1/2 × 3^x
Plus space 2 end exponent minus space 2 , negative 1 space is written as ,
+ 2^(2 - x) - 2
less or equal than space x space less or equal than space 3
≤ x ≤ 3
Now, combine all to get the required inequality,
1/2 × 3^x + 2^(2 - x) - 2 ≤ x ≤ 3
Therefore, the required inequality for the given expression is equal to
1/2 × 3^x + 2^(2 - x) - 2 ≤ x ≤ 3
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The given question is incomplete, I answer the question in general according to my knowledge:
If left parenthesis x right parenthesis space equals space 1 half left parenthesis 3 right parenthesis to the power of x space plus space 2 end exponent minus space 2 , negative 1 space less or equal than space x space less or equal than space 3.
Represent the expression in the inequality form of x.
Simplify 650 – 0.394 + 18. 77
If you answer on 10 minutes i will mark you as the brainliest
Answer:
668.376
Step-by-step explanation:
Please hit brainliest if this was helpful!
To simplify 650 – 0.394 + 18.77, we can first add 650 and 18.77 since they're both whole numbers:
650 + 18.77 = 668.77
Then, we can subtract 0.394 from 668.77:668.77 - 0.394 = 668.376
Therefore, 650 – 0.394 + 18.77 simplifies to 668.376.
-An antique diamond engagement ring was purchased many years ago for $500. If the
ring has grown in value 8.7% annually and has a current value of $28,262, how old is the
ring?
a researcher tests the hypothesis that men and women differ in the amount of time (number of hours) they spend exercising weekly. which statiscal test might the researcher use assuming a re
A researcher testing the hypothesis that men and women differ in the amount of time they spend exercising weekly may use the Repeated Measures ANOVA (Analysis of Variance).
A researcher tests the hypothesis that men and women differ in the amount of time (number of hours) they spend exercising weekly. What statistical test might the researcher use assuming a repeated-measures design?
The repeated measures ANOVA is a statistical test that can be used to assess the significance of the differences between the group means when there is a within-subjects factor in a study. The researcher can also use a t-test to compare the means of two independent groups.
The repeated measures ANOVA requires the following assumptions:
Independence of observations: There should be no relationship between the observations.
Independent variable is categorical and dependent variable is continuous. The data should be normally distributed. Homogeneity of variance: The variances of each group should be the same.
Therefore, a researcher testing the hypothesis that men and women differ in the amount of time they spend exercising weekly may use the Repeated Measures ANOVA (Analysis of Variance).
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Can someone help me with this
The number of bicycles they need to sell to make equal money is 5. The amount they would make is $500.
What is fixed and variable cost?In contrast to variable costs, which change depending on the volume of production or sales, fixed costs are expenses that remain constant. Rent, insurance, and salary are examples of fixed costs that are constant regardless of the volume of output or sales. Materials, labour, and shipping expenses are examples of variable costs that change according to the volume of output or sales.
Let us suppose the number of bicycle sold = x.
Then the equation for Jimmy is:
$250 + 50x
The equation for Tom is:
$400 + 20x
To make the same amount we equate the two equations as follows:
250 + 50x = 400 + 20x
30x = 150
x = 5
Substituting the value of x in equation 1 we have:
J = 250 + 50(5)
J = 250 + 250
J = 500
Hence, the number of bicycles they need to sell to make equal money is 5. The amount they would make is $500.
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MCAT scores follow a Normal distribution with mean µ = 500 and standard deviation σ = 12. You take a sample of 40 students who take the MCAT.
(a) Give the distribution of MCAT averages of samples of size 25.
(b) Find the probability that any individual student scores between 497 and 503.
(c) Find the probability that the average of your sample of 25 students is between 497 and 503.
We have that, based on the MCAT scores with a normal distribution, we are going to obtain as answers
a) It is a normal distribution with mean 500 and standard deviation 2.4b) The probability that any individual student will score between 497 and 503 is 0.4238c) The probability that the average of your sample of 25 students is between 497 and 503 is 0.4238How do we work with distributions?(a) The distribution of MCAT means of samples of size 25 is a normal distribution with sample mean equal to the population mean, which is 500, and standard deviation equal to the population standard deviation divided by the square root of the sample size: 12/ √25 = 2.4. Therefore, the distribution of the MCAT means of samples of size 25 is a normal distribution with mean 500 and standard deviation 2.4.
(b) The probability that any individual student will score between 497 and 503 is equal to the probability that a score is less than 1 standard deviation above the mean and less than 1 standard deviation below the mean. This is because the normal distribution is symmetric about the mean, and the distance from the mean to 1 standard deviation in each direction is 1/3. So:
[tex]P(Z < -1/3) + P(Z > 1/3) = 0.2119 + 0.2119 = 0.4238.[/tex]
(c) The probability that the mean of your sample of 25 students is between 497 and 503 is equal to the probability that the mean score is less than 1 standard deviation above the mean and less than 1 standard deviation below average. The sample mean is equal to the population mean, which is 500, and the sample standard deviation is equal to the population standard deviation divided by the square root of the sample size, which is 12/√25 = 2.4. So:
[tex]P(Z < -1/3) + P(Z > 1/3) = 0.2119 + 0.2119 = 0.4238.[/tex]
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The supervisor at vector control wants your report of how the mosquito population is growing. Do you think your report is better supported by the table above or by a graph of the growth function as show below? WHY? Explain the reasoning behind your conclusion.
As a result, utilizing the graph of the growth function is preferable for describing the growth of the mosquito population .
what is vector ?A vector is a mathematical concept that possesses both magnitude (or length) and direction. In physics, engineering, and other sciences, physical quantities with both a size and a direction, such as velocity, force, and acceleration, are frequently represented by vectors. In geometry, vectors can be represented as arrows, with the direction of the arrow indicating the vector's magnitude and the length of the arrow indicating its magnitude. In addition to being able to represent points in space and describe curves and surfaces, vectors may also be added, subtracted, and multiplied by scalars to create new vectors.
given
Based on the provided table and the growth function graph, I would argue that the report on the growth of the mosquito population is better supported by the graph.
On the other hand, there is no visual representation of the growth of the mosquito population in the table; it merely displays the data in a tabular format.
Although the table contains the same data as the graph, it is more difficult to understand and evaluate.
As a result, utilizing the graph of the growth function is preferable for describing the growth of the mosquito population .
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sweet 'n low answer 1 choose... splenda answer 2 choose... can cause diarrhea answer 3 choose... oldest non-nutritive sweetener answer 4 choose... made from amino acids - used in cold products answer 5 choose... 7,000 times sweeter than sugar answer 6 choose... made from modified sugar answer 7 choose... 600 times sweeter than sugar answer 8 choose... made from the stevia plant
The Stevia is a low-calorie alternative to sugar and is a good option for people who are trying to reduce their sugar intake.
Sweet 'n Low - Modified SugarSweet 'n Low is an artificial sweetener that is made from modified sugar. Sweet 'n Low is not as sweet as some other artificial sweeteners like Splenda and Truvia. However, Sweet 'n Low is still used in many products like gum, candy, and other sweet treats. Sweet 'n Low has been around since the 1950s and is still used today as a low-calorie alternative to sugar.Splenda - 600 times sweeter than sugarSplenda is a popular artificial sweetener that is around 600 times sweeter than sugar. Splenda is often used in diet drinks, desserts, and other sweet products. Splenda is made from sugar but is modified to be much sweeter. Splenda is a low-calorie alternative to sugar and can be used by people who are trying to reduce their sugar intake.Stevia - Made from the Stevia PlantStevia is an artificial sweetener that is made from the Stevia plant. Stevia is a natural sweetener and is often used in tea and other drinks. Stevia is not as sweet as some other artificial sweeteners, but it is still a popular alternative to sugar. Stevia is also used in some foods and desserts. Stevia is a low-calorie alternative to sugar and is a good option for people who are trying to reduce their sugar intake.
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The distance from school to Regina's house is 4. 2 kilometers. After school, Regina stops at a grocery store on her way home. If the distance from the school to the grocery store is 1. 4 kilometers, how much farther in meters does Regina need to get home?
meters
Regina needs to travel an additional 5,600 meters to get home.
The total distance Regina travels from school to the grocery store and then to her house is
4.2 km + 1.4 km = 5.6 km
To find out how much farther Regina needs to get home, we need to subtract the distance from the grocery store to her house (which we don't know yet) from the total distance she travels.
Let's say the distance from the grocery store to Regina's house is x kilometers. Then we can set up an equation
5.6 km - x km = the distance Regina needs to get home
To solve for x, we can isolate it on one side of the equation by subtracting the distance Regina needs to get home from both sides
5.6 km - (the distance Regina needs to get home) = x km
We know that Regina needs to get home, so we can substitute that into the equation
5.6 km - 0 km = x km
Simplifying, we get
x = 5.6 km
Now we know that the distance from the grocery store to Regina's house is 5.6 km. We need to convert this to meters to find out how much farther Regina needs to get home
5.6 km = 5,600 meters
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For which equation would x = 4 be a solution?
28 – 5.25 x = 2.75
4.25 x + 7 = 24
4.25 x ÷ 8 = 9
7 + 3.25 x = 29
Answer:
4.25 x + 7 = 24
Second choice
Step-by-step explanation:
Plug in x = 4 into each equation and see which one is consistent
The correct answer is 4.25x + 7 = 24
Left side = 4.25(4) + 7
= 17 + 7
=24
which matches the right side 24
in a certain population, 40% of the adults experience hypertension at some point of their lives. suppose 20 adults are randomly chosen from this population. what is the probability that at most 5 of them would have experienced hypertension?
We can solve the given problem by using the binomial probability formula. The binomial probability formula is given as[tex]P (X = k) = n C k * p k * q n - k[/tex] where n is the total number of trials, p is the probability of success, q is the probability of failure, k is the number of successes, and nCk is the binomial coefficient. Given that the population of adults experiences hypertension at some point in their lives with a probability of 40%. The probability of success, p = 0.40The probability of failure, q = 1 - p = 0.60The sample size, n = 20We are required to find the probability that at most 5 of them would have experienced hypertension.
At most 5 is equivalent to less than or equal to 5. Therefore, we need to find the probability of
X ≤ 5P (X ≤ 5) = P (X = 0) + P (X = 1) + P (X = 2) + P (X = 3) + P (X = 4) + P (X = 5)P (X ≤ 5)
= Σ n C k * p k * q n - k k=0 to 5P (X ≤ 5)
= Σ n C k * p k * q n - k k=0
to 5= (20 C 0 * 0.40 0 * 0.60 20 ) + (20 C 1 * 0.40 1 * 0.60 19 ) + (20 C 2 * 0.40 2 * 0.60 18 ) + (20 C 3 * 0.40 3 * 0.60 17 ) + (20 C 4 * 0.40 4 * 0.60 16 ) + (20 C 5 * 0.40 5 * 0.60 15 )
= (1 * 1 * 0.60 20 ) + (20 * 0.40 * 0.60 19 ) + (190 * 0.40 2 * 0.60 18 ) + (1140 * 0.40 3 * 0.60 17 ) + (4845 * 0.40 4 * 0.60 16 ) + (15504 * 0.40 5 * 0.60 15 )= 0.000000 + 0.000000 + 0.000003 + 0.000460 + 0.015223 + 0.135072= 0.150758Therefore, the probability that at most 5 of them would have experienced hypertension is 0.150758 (approx).
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rotate M(-3,5) to 270 degrees
Answer:
Clockwise it would be (3,-5)
Step-by-step explanation:
Counterclockwise it would be (-3,-5)
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how would you classify ĀĒ?
AE is classified as a chord.
What is a chord?A chord can be thought of as a piece of the circle that connects two points on the circle. The length of a chord depends on the distance between the two points it connects, as well as the size of the circle itself. The longest possible chord in a circle is the diameter, which is a chord that passes through the center of the circle and divides it into two equal halves.
What is a Tangent?A tangent line to a circle is a straight line that intersects the circle at exactly one point. This point of intersection is called the point of tangency. The tangent line is perpendicular to the radius of the circle at the point of tangency, and it lies in the same plane as the circle.
In the given question,
AE is passing through two points of the circumference of the circle and is also the diameter.
Hence, AE is the longest forming chord of the circle.
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