Can someone plz help plz

Ill edit this later to answer the question, but what is the question???

Answer: 18 minutes: 27 minutes

Here the steps see attachment

Answer:

The interval is (.0817, .118).

Step-by-step explanation:

Let's make this interval! The easy way is to go to STAT->TEST->A, 1-prop z-int, but I will show the long way.

1. Conditions

First we must check the conditions.

Randomization condition: The sample is given to be random, so we can assume independence.

Success/failure condition: Both np>10 and nq>10 must be met.

10% condition: The sample cannot be greater than 10% of the population.

All conditions are met, so we can use a 1-proportion z-interval to represent the data.

2. Mechanics

Find [tex]\hat{p}[/tex], the sample proportion.

103/1030 = .1

[tex]\hat{q}[/tex], then, the probability of not p, is 1 - .1 = .9

Find z* (z star), the critical z-value.

You can do this on your calculator using 2nd->VARS->3 (or you can memorize it - it's 1.96. Winky face.) This is called the invNorm function, that takes the left side area under the normal curve. But what do we plug in to the invNorm function?

invNorm(.975) = 1.96

Plug values into the equation.

[tex]\hat{p}[/tex] ± z*[tex]\sqrt{\frac{\hat{p}\hat{q}}{n} }[/tex]

.1 ± 1.96[tex]\sqrt{\frac{.1*.9}{1030} }[/tex]

.1 ± 1.96(.00935)

.1 - .0183 = .0817

.1 + .0183 = .118

(.0817, .118)

3. Conclusion

Based on this sample, we are 95% confident that the proportion of people the company contacts who may buy something is between .0817 and .118. That isn't very likely, but maybe they'll make a little profit!

Answer:

6644.7 cubic meters

Step-by-step explanation:

[tex]\text {Fomula for volume of a cube: } V=s^3\\s-\text {Side Measure}[/tex]

The side measure is 18.8m.

[tex]V=18.8^3\\V= 18.8*18.8*18.8\\\boxed{V=6644.672}[/tex]

6644.672 ≈ 6644.7

The volume of the cube should be 6644.7 cubic meters.

Brainilest Appreciated.

Answer:Oop

Step-by-step explanation:

Answer:

√33 ≈ 5.7

Step-by-step explanation:

The length of the bottom diagonal is given by pythagoras, let's call it d:

[tex]d =\sqrt{5^2+2^2}[/tex]

Then, the length of the diagonal through the box is also given by pythagoras as:

[tex]\sqrt{d^2 + 2^2}[/tex]

In total, that is:

[tex]\sqrt{5^2 + 2^2 + 2^2} = \sqrt{33} \approx 5.7[/tex]

Answer:

(SA - π r^2)/πr = s

Step-by-step explanation:

SA = πrs + π r^2

Subtract  π r^2 from each side

SA - π r^2 = πrs + π r^2-π r^2

SA - π r^2 = πrs

Divide each side by  πr

(SA - π r^2)/πr = πrs/πr

(SA - π r^2)/πr = s

Answer:

D

Step-by-step explanation:

SA = πrs + πr²

SA - πr² = πrs

s = (SA - πr²)/πr

Did you ever figure this out. I need the answer for a test.

Answer:

Difference in the volume = 512 cm³ (Approx)

Step-by-step explanation:

Given:

Radius of cylinder A (r1) = 4 cm

Height of cylinder A (h1) = 18 cm

Radius of cylinder B (r2) = 5 cm

Height of cylinder B (h2) = 5 cm

Find:

Difference in the volume.

Computation:

Difference in the volume = Volume of cylinder A - Volume of cylinder B

[tex]Difference\ in\ the\ volume = \pi (r1)^2(h1)- \pi (r2)^2(h2)\\\\Difference\ in\ the\ volume = \pi (4)^2(18)- \pi (5)^2(5)\\\\Difference\ in\ the\ volume = \pi (16)(18)- \pi (25)(5)\\\\Difference\ in\ the\ volume =905.3-392.5\\\\Difference\ in\ the\ volume = 512.8[/tex]

Difference in the volume = 512 cm³ (Approx)

Answer:

[tex]k-m=b[/tex]

[tex]b-m=diff[/tex]

Step-by-step explanation:

If there are total of k students in a class, and m of those students are girls, the total amount of boys would be:

[tex]k-m=b[/tex]

(Where k, m, b are variables that represent the total number of students, the amount of girls and the amount of boys respectively)

As the amount of girls subtracted from the total amount would leave you with the amount of boys.

There would be:

[tex]b-m[/tex] more boys than girls.

If there were 10 total students in the class and 3 of those students were girls, lets use our above equations to see if they are correct - and if we get the expected amounts of:

7 boys in the class, and 4 more boys than there are girls.

[tex]k-m=b\\10-3=7\\7=7[/tex]

This is correct, as we expected this amount.

[tex]b-m=diff\\7-3=4[/tex]

The difference between them is 4, so this is correct.

Answer:

A8

B 0

F 5

Step-by-step explanation:

x+22<32

Subtract 22 from each side

x+22-22 <32-22

x < 10

8 is less than 10

0 is less than 10

5 is less than 10

Answer:

1/3

Step-by-step explanation:

The total number of marbles

10+4+7 = 21

P(blue) = blue marbles / total marbles

            = 7 / 21

            = 1/3

Answer:

the middle term = 70x⁴y⁴

Step-by-step explanation:

Given;

(x+y)⁸

This expression can be expanded as follows, using Paschal triangle;

                                                 1      1

                                               1    2     1

                                             1     3      3      1

                                         1     4       6      4     1

                                    1       5     10    10       5    1

                            1           6      15     20     15     6        1

                    1            7         21      35     35      21     7          1

        1                 8          28        56     70     56    28       8         1

At level 8, the middle coefficient is 70

Also the power of x and y will be equal in the middle term = A(xⁿ yⁿ)

A = 70 ,

n +n = 8

n = 4

Thus, the middle term = 70x⁴y⁴

Answer:

175

Step-by-step explanation:

Answer:

on what

Step-by-step explanation: normaly you have a button that you can have certain characters

Greetings, Brianna!

In this problem, we need to figure out how many grams of pepper Manuel has left after subtracting or taking away 0.7 grams from his original amount of 7.8 grams.

1. First of all, when subtracting decimals, the easiest thing to do is make sure your equations are lined up nicely. For example, if one number has a decimal point but the other doesn't we need to make it so the one that doesn't have a decimal point gets one. We can do this by adding .0, so we don't change the value, but rather make the subtraction process easier. Additionally, having a whole number and a decimal that is less than 1 can be tricky to subtract when lining up, so we could add a zero before the decimal. As you can see, there is no change we could make (similar to my examples), so the numbers are ready to subtract.

2. Because we know Manuel is taking the smaller number from the larger number, we will line it up as so:

7.8

-0.7

3. From there, it's quite simple: we subtract just as if it were a normal (vertical) subtraction problem, from right to left, top to bottom. Pretend the decimals aren't there (refer to text below with the matching asterisk)*.

[tex]8 - 7 = 1[/tex]

[tex]7 - 0 = 7[/tex]

7.8

-0.7

 71

4. Surely that's impossible; getting 71 grams as your answer. Heck, we never started anywhere close to that! But we're not done there!

Now we have to add our decimal point. Because you are subtracting, put it in the same place as the numbers before.  If you prefer just adding it as you go, refer to step #3. Place the decimal in the under the answer bar,  directly underneath the other points. Don't pay much attention to it.

*Important: This is different for other operations, but when it comes to adding and subtracting decimals, the decimal will be in the same place. That's why it is important we line up the numbers exactly!

 7.8

-0.7

 7.1

Therefore, our answer is 7.1 grams. Manuel has 7.1 grams of pepper left.

Please let me know if this helped! Tell me if you have any questions, and if you wouldn't mind, I'd be so grateful if you could rate me.

Multiplication is the process of multiplying. The amount of cereal that John will eat in 15 days is 50 ounces.

Multiplication is the process of multiplying, therefore, adding a number to itself for the number of times stated. For example, 3 × 4 means 3 is added to itself 4 times, and vice versa for the other number.

Given that John eats 20 ounces of cereal every 6 days. Therefore, the amount of cereal that John eats every 6 days is,

Amount of cereal in a day = 20 ounces / 6 days

                                           = (20/6) ounces in a day

Now, the amount of cereal that John will eat in 15 days is,

Amount of cereal in 15 days = 15 days × (20/6) ounces in a day

                                               = 50 ounces

Hence, the amount of cereal that John will eat in 15 days is 50 ounces.

Learn more about Multiplication here:

https://brainly.com/question/14059007

#SPJ2

Answer:

GH 1533

Step-by-step explanation:

Let Dauda's share of the money=x

Patricia had twice as much  as Dauda, therefore:

Patricia's share=2x

Luca had GH 600.00 more than Dauda, therefore:

Luca's Share =x+600

If Patricia had GH 2,000.00

Then: 2x=2000

x=1000

Therefore:

Next, we determine the average share.

[tex]\text{Average Share=}\dfrac{1000+2000+1600}{3}\\=\dfrac{4600}{3}\\\\=$GH 1533.33\\\text{Average Share} \approx $GH 1533 (to the nearest GH)[/tex]

Answer:

  $3217.50

Step-by-step explanation:

The tax is computed as ...

  ($132,000)(1/2)(48.75/1000) = 66·48.75 = 3217.50

The real estate tax on the Perry's house is $3217.50.

Answer:

AD, DA, ED, DE

Step-by-step explanation:

Answer:

x = sqrt(13) - 4 or x = -4 - sqrt(13)

Step-by-step explanation:

Solve for x:

x^2 + 8 x + 3 = 0

Hint: | Solve the quadratic equation by completing the square.

Subtract 3 from both sides:

x^2 + 8 x = -3

Hint: | Take one half of the coefficient of x and square it, then add it to both sides.

Add 16 to both sides:

x^2 + 8 x + 16 = 13

Hint: | Factor the left hand side.

Write the left hand side as a square:

(x + 4)^2 = 13

Hint: | Eliminate the exponent on the left hand side.

Take the square root of both sides:

x + 4 = sqrt(13) or x + 4 = -sqrt(13)

Hint: | Look at the first equation: Solve for x.

Subtract 4 from both sides:

x = sqrt(13) - 4 or x + 4 = -sqrt(13)

Hint: | Look at the second equation: Solve for x.

Subtract 4 from both sides:

Answer: x = sqrt(13) - 4 or x = -4 - sqrt(13)

Answer:

~ x = 12 centimeters of the route on map ~

Step-by-step explanation:

Let us plan out our steps, and solve for each:

1. We can see that we have to determine the cm of the route on the map, so let us convert the 1.8 kilometers ⇒ centimeters:

1.8 km = 180,000 cm

2. Given the information, let us create a proportionality as such:

      1       =           15,000      ⇒   x - centimeters of the route on the map

      x                   180,000

3. Now let us cross multiply, and solve through simple algebra for x:

15,000 * x = 180,000,

x = 12 centimeters of the route on map

Answer:

Null Hypothesis, [tex]H_0[/tex] : [tex]\mu[/tex] = 4.73  

Alternate Hypothesis, [tex]H_A[/tex] : [tex]\mu\neq[/tex] 4.73

Step-by-step explanation:

We are given that a group of 75 college students from a liberal arts college were randomly sampled and asked about the number of alcoholic drinks they have in a typical week.

In particular, the dean of students, who initiated this study, would like to check whether the mean number of alcoholic drinks that students at his college have in a typical week differs from the mean of U.S. college students in general, which is estimated to be 4.73.

Let [tex]\mu[/tex] = mean number of alcoholic beverages that students in the college drink in a typical week.

So, Null Hypothesis, [tex]H_0[/tex] : [tex]\mu[/tex] = 4.73      {means that the mean number of alcoholic drinks that students at his college have in a typical week does not differs from the mean of U.S. college students in general}

Alternate Hypothesis, [tex]H_A[/tex] : [tex]\mu\neq[/tex] 4.73     {means that the mean number of alcoholic drinks that students at his college have in a typical week differs from the mean of U.S. college students in general}

The test statistics that can be used here is One-sample t test statistics or One-sample z test statistics depending on whether population standard deviation is given or not.

Hence, this is the hypothesis that are being tested in this problem.

Answer:

  [tex]\dfrac{\left(\dfrac{13}{3}\right)}{\left(-\dfrac{5}{6}\right)}[/tex]

Step-by-step explanation:

The first step is to convert the mixed number to an improper fraction.

  [tex]\dfrac{4\frac{1}{3}}{\left(-\dfrac{5}{6}\right)}=\boxed{\dfrac{\left(\dfrac{13}{3}\right)}{\left(-\dfrac{5}{6}\right)}}[/tex]

Answer:

it's a

Step-by-step explanation:it's what the guy above me said

Answer:

C6 greeting cards for $23.40

Step-by-step explanation:

A. 13.5/3=4.5

B. 38.25/9=4.25

C. 23.4/6=3.9

d. 32.8/8=4.1

Answer:

[tex](f*g)(x)=-42x^2-74x-24[/tex]

[tex](f*g)(-1)=8[/tex]

Step-by-step explanation:

[tex]f(x)=7x+3\\ g(x)=-6x-8[/tex]

[tex](f*g)(x)=(7x+3)(-6x-8)\\(f*g)(x)=-42x^2-56x-18x-24\\(f*g)(x)=-42x^2-74x-24[/tex]

Now;

[tex](f*g)(-1)=-42x^2-74x-24\\(f*g)(-1)=-42(-1)^2-74(-1)-24\\(f*g)(-1)=-42(1)+74-24\\(f*g)(-1)=-42+50\\(f*g)(-1)=8[/tex]

Answer:

  C.  4x - 3

Step-by-step explanation:

The factor could be (x -3/4). Apparently, you're expected to show the factor as 4 times this, or ...

  4x -3 . . . . . matches choice C

___

If r is a root, then (x -r) is a factor. As here, factors containing fractional roots can be multiplied by the denominator to make the coefficients be integers.

Answer:

A. 36, -36

Step-by-step explanation:

y = x^2 - 12x - 5

steps to complete the square

add a 5 to both sides to move the constant

x^2 - 12x = 5

Then take -12, the coefficient of the variable and divide by 2 and square.

12/2 = 6, 6^2 = 36

Then add 36 to both sides.

x^2 - 12x + 36 = 5 + 36

Then subtract the 5 and 36 from both sides.

x^2 - 12x + 36 - 36 - 5

Answer:

Check the explanation

Step-by-step explanation:

Kindly check the attached image below to see the step by step explanation to the question above.