HELP!Find each percent change. Use a calculator and round answer to the nearest tenth as needed. State if it is an increase or decrease. 88 to 20

A.22.7% decrease

B.14.2% decrease

C.77.3% decrease

D.340% decrease

Since the chance that the interval contains the actual value of the population parameter is what we put the confidence level 1 - alpha near to 1 when creating confidence intervals for parameters. false

Parameters are a value or set of values that can be used to define or characterize a certain system, model, or process. It is a variable that can be changed to affect how the system or process to which it is connected functions. In mathematics, a parameter is a variable that is used to describe the overall properties of a function or equation. In computer programming, it refers to a value or variable that is passed to a function or procedure. The function or method can then use these parameters to perform a specific operation or calculation.A parameter in statistics is a number that characterizes a population or a sample of data. They help to specify the characteristics.

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n = the numerator of the fraction

[tex]\cfrac{p}{p-2}~~ = ~~\cfrac{n}{4-p^2}\implies \cfrac{p(4-p^2)}{p-2}~~ = ~~n\implies \cfrac{p(-1)(p^2-4)}{p-2}=n \\\\\\ \stackrel{ \textit{difference of squares} }{\cfrac{p(-1)(p^2-2^2)}{p-2}}=n\implies \cfrac{-p(p-2)(p+2)}{p-2}=n \\\\\\ \boxed{-p(p+2)=n}\hspace{5em}\cfrac{-p(p+2)}{4-p^2}[/tex]

In a normal distribution, the mean and the 'median' are equal.

In a normal distribution, the mean represents the central tendency of the data, while the median represents the middle value. In a perfectly symmetrical normal distribution, the mean and median are exactly the same value. This is because the normal distribution is a bell-shaped curve that is symmetric around the mean. However, in skewed distributions, the mean and median can differ, with the mean being pulled towards the tail of the distribution. Overall, the equality of the mean and median in a normal distribution is a reflection of the symmetry of the data.

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The equation for the perimeter will be (4/5)d + 18d = 282. The value of d is 15.

The perimeter of any two-dimensional figure is defined as the sum of all the sides of the figure. For a trapezoid, the perimeter will be the sum of all the sides of the trapezoid.

Given that the four sides of the figure are,

12d + 4

4/5d -9

2d

4d - 6

The perimeter of the figure is 271. The equation can be written as:-

(4/5)d - 9 +12d + 4 + 4d - 6 + 2d = 271

(4/5)d + 12 d + 4d + 2d -15 + 4 = 271

(4/5)d + 18d = 282

94d = 282 x 5

d = 15

Therefore, the perimeter will be calculated as (4/5)d + (18d) = 282. D has a value of 15.

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The currect option is (b) H0: p = 0.5; Ha: p > 0.5

p represents the population proportion.

A null hypothesis is a statement from the population parameter which is either rejected or accepted (fail to reject) upon testing. It is expressed using the equality sign.

An alternate hypothesis is also a statement from the population parameter which negates the null hypothesis and is accepted if the null hypothesis is rejected. It is expressed using any of the inequality signs.

An opinion poll asks a random sample of adults whether they favor banning ownership of handguns by private citizens. a commentator believes that more than half of all adults favor such a ban. the null and alternative hypotheses you would use to test this claim are

a) H0:p^=0.5;Ha:p^>0.5

(b) H0:p=0.5;Ha:p>0.5

(c) H0:p=0.5;Ha:p<0.5

(d) H0:p=0.5;Ha:p≠0.5

(e) H0:p>0.5;Ha:p=0.5

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the angle BAD is 75 degrees and  we used the properties of angles in a circle and the tangent-secant theorem to find angle BAD .

To work out angle BAD, we need to use the properties of angles in a circle and the tangent-secant theorem. Here are the steps to solve the problem:

Identify the relevant angles First, we need to draw a diagram to visualize the problem. We have a circle with center O, points A, B, C, and D on the circumference, and tangent ED. Angle ODB is given as 25 degrees. We need to find angle BAD. We can label the angles in the diagram as follows:

Angle AOB = 2x (angle at the center is twice the angle at the circumference)

Angle BCD = x (angles in the same segment are equal)

Angle OBD = 90 degrees (tangent and radius are perpendicular)

Angle OED = 90 degrees (tangent and radius are perpendicular)

Angle ABD = y (we need to find this angle)

Angle BAD = z (we need to find this angle)

Use the sum of angles in a triangle

We notice that triangle ABD is a right triangle, with right angle at B. Therefore, angles ABD and BAD are complementary. That is, ABD + BAD = 90 degrees. Use the tangent-secant theorem

We can use the tangent-secant theorem to find the value of angle ABD. The tangent-secant theorem states that if a tangent and a secant intersect at a point on a circle, then the angle between the tangent and the secant is equal to the half the difference of the intercepted arcs. In our diagram, ED is a tangent, and BD is a secant. Therefore, angle ODB = 25 degrees is half the difference of the intercepted arcs AD and AB. That is, angle ABD = (2x - x)/2 = x/2.

Solve for x

To find x, we can use the fact that the angles in a triangle add up to 180 degrees. Therefore, x + 2x + 90 = 180 (sum of angles in triangle AOB). Solving for x, we get x = 30 degrees.

Find angle ABD and angle BAD

Using the result from step 3, we get ABD = x/2 = 15 degrees. Using the result from step 2, we get BAD = 90 - ABD = 75 degrees.

Therefore, the angle BAD is 75 degrees. In summary, we used the properties of angles in a circle and the tangent-secant theorem to find angle BAD. We noticed that ABD and BAD are complementary, and we used the tangent-secant theorem to find ABD. Then, we solved for x using the fact that the angles in a triangle add up to 180 degrees. Finally, we used the results from steps 2 and 3 to find BAD.

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The upper quartile score on the final exam is 83.

Upper quartile, represented as Q₃, also known as third quartile is the value in a data set such that 75% of the points in the data set are below this value, after arranging in an ascending order.

Given data set is the scores for the final exam in an 8th grade math class.

58, 72, 74, 92, 84, 40, 74, 81, 76, 83.

First arrange the data in an ascending order.

40, 58, 72, 74, 74, 76, 81, 83, 84, 92.

Median is the middle element.

Median = (74 + 76) / 2 = 75

Upper quartile is the median of the second half.

Consider the second half.

76, 81, 83, 84, 92.

Median = 83

Third quartile = 83

Hence 83 is the upper quartile score on the final exam.

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Answer: $14.20

Step-by-step explanation:

the 42.60 has to be given to three people equally, (two makers and yourself).

42.60/3 = $14.20/person

Answer: $14.20

Step-by-step explanation:

Since you share with 2 other people, there are 3 people (including yourself) that are entitled to the tip.

∴ $42.60/3= $14.20 each.

You get $14.20

Hope this helps :)

Answer:160

Step-by-step explanation:

A man brought some glasses at 12 each and 5 broke so he sold remaining at 16 each and made profit of rupees 160. Find number of glasses he bought

Dr. Raynor is 95% confident that the true population proportion of students with concerning behaviors that impact their performance in the classroom is between 10.2% and 14.6%.

The 12.4% calculation made by Dr. Raynor is referred to as a confidence interval. A confidence interval is a range of numbers that is likely to contain a population parameter. In this case, the population parameter is the percentage of students in the school with concerning behaviors that impact their performance in the classroom. To calculate the confidence interval, Dr. Raynor first determined the sample proportion, which is 12.4%. Then, she used the following formula to calculate the confidence interval:

Confidence Interval = (Sample Proportion ± Margin of Error)

In this case, the margin of error was 2.2%, which is calculated by multiplying the sample proportion by 1.96 (1.96 being the critical value for a 95% confidence interval). Thus, the confidence interval of 10.2% to 14.6% was determined. This confidence interval means that Dr. Raynor is 95% confident that the true population proportion of students with concerning behaviors that impact their performance in the classroom is between 10.2% and 14.6%.

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Answer:

Step-by-step explanation:

The exchange rate between the South African Rand (ZAR) and the Kenyan Shilling (KES) fluctuates daily. As of my training data cut off in 2021, the exchange rate was approximately 1 ZAR = 10.87 KES.

So, 30 South African Rand would be equivalent to approximately 329.10 Kenyan Shillings. However, it is important to note that exchange rates can change over time, so it is always a good idea to check a reliable source for the most up-to-date conversion rate before making any currency exchanges.

The horizontal and vertical translations applied to ΔABC:

A horizontal translation of 4 units right and a vertical translation of 7 units down has been applied to ΔABC.

It is possible to represent linear transformations and solve systems of linear equations using matrices, which are collections of numbers arranged into a predetermined number of rows and columns. A matrix is a rectangular array of letters, numbers, or expressions in mathematics that are arranged in rows and columns. As well as in the sciences like physics, engineering, and economics, matrices are frequently used in computer graphics, image processing, and data analysis. Data manipulation and analysis can be done using well-defined matrix operations like addition, subtraction, multiplication, and inversion.

Given that,

[tex]\left[\begin{array}{ccc}1&1&4\\4&1&1\\\end{array}\right] + \left[\begin{array}{ccc}-7\\4\end{array}\right] * \left[\begin{array}{ccc}1&1&1\\\\\end{array}\right][/tex]   = ?

After using matrix operation it can be further solved as,

[tex]\left[\begin{array}{ccc}5&5&8\\-3&-6&-6\\\end{array}\right][/tex]

Hence, A horizontal translation of 4 units right and a vertical translation of 7 units down has been applied to ΔABC.

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The value of the trigonometric relation cos ∠O = 0.849

Trigonometry is the study of the relationships between the angles and the lengths of the sides of triangles

The six trigonometric functions are sin , cos , tan , cosec , sec and cot

Let the angle be θ , such that

sin θ = opposite / hypotenuse

cos θ = adjacent / hypotenuse

tan θ = opposite / adjacent

tan θ = sin θ / cos θ

cosec θ = 1/sin θ

sec θ = 1/cos θ

cot θ = 1/tan θ

Given data ,

Let the triangle be represented as ΔPQR

Now , the measure of ∠PQR = 90° and it is a right triangle

The measure of the hypotenuse PO = 53

The measure of adjacent side OQ = 45

The measure of opposite side QP = 28

Now , from the trigonometric relations ,

cos θ = adjacent / hypotenuse

cos θ = OQ / PO

Substituting the values in the equation , we get

cos θ = 45 / 53

cos θ = 0.849

Therefore , the value of cos ∠O is 0.849

Hence , the trigonometric relation cos θ = 0.849

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Answer: [tex]5x^{2} +6x[/tex][tex]-4[/tex]

Step-by-step explanation:

Synthetic division

The Mean Value Theorem is satisfied for c = 3 on the closed interval [0,3]. This can be expressed as:

The Mean Value Theorem (MVT) of differential calculus states that for any differentiable function f(x) on the closed interval [a,b], there exists a point c between a and b such that the slope of the tangent at c is equal to the average rate of change of f(x) over [a,b]. Mathematically, this can be expressed as:

f'(c) = [f(b) - f(a)] / (b - a)

In the given function f(x) = x^3 - 3x^2, we need to find all values of c that satisfy the conclusion of the MVT on the closed interval [0,3].

First, we need to find the derivative of f(x):

f'(x) = 3x^2 - 6x

Then, we need to evaluate the average rate of change of f(x) over [0,3]:

[f(3) - f(0)] / (3 - 0) = (27 - 0) / 3 = 9

Therefore, we need to find all values of c between 0 and 3 such that f'(c) = 9.

Setting f'(c) = 9, we get:

3c^2 - 6c = 9

c^2 - 2c - 3 = 0

(c - 3)(c + 1) = 0

Thus, the two possible values of c that satisfy the conclusion of the MVT are c = 3 and c = -1. However, we need to check if these values actually lie in the closed interval [0,3]. Since -1 is not in [0,3], the only value of c that satisfies the conclusion of the MVT on [0,3] is c = 3.

Therefore, the conclusion of the Mean Value Theorem is satisfied for c = 3 on the closed interval [0,3]. This means that there exists a point c between 0 and 3 where the slope of the tangent to the graph of f(x) is equal to the average rate of change of f(x) over [0,3].

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According to the above statement, she has a 1/6 chance of rolling a 7 on the dice.

A possibility is a ratio that expresses the possibility or likely that a specific event will take place. Probabilities can be stated as proportions with a range of 0 to 1, or as percentages with a range of 0% to 100%.

When using two six-sided dice, there are 36 possibilities that might occur.

By using two dice, there are six ways to arrive to the sum of 7: (1, 6), (2, 5), (3, 4), (4, 3), (5, 2), & (6, 1).

The likelihood of rolling a 7 is thus 6/36 = 1/6.

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Using petid as a primary key in the pet relation is generally a good way to uniquely identify each data record in the relation. However, in some cases, it may be necessary to include personid as part of the primary key of the pet relation.

This is because each pet should have a unique identifier, and petid is specifically designed to serve this purpose. This would be the case if a person can have more than one pet in the database, and if the same petid value is used for more than one pet (which would violate the uniqueness requirement of a primary key).

By including personid as part of the primary key of the pet relation, we ensure that each pet in the database has a unique identifier (i.e., a unique combination of petid and personid). This allows us to avoid any confusion that might arise if two or more pets in the database had the same petid value. It also allows us to link each pet to its owner via the personid attribute, which can be useful for querying and reporting on the data.

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The required value of the x to the nearest tenth is given as x = 8.8. Option C is correct.

The triangle is a geometric shape that includes 3 sides and the sum of the interior angle should equal 180°

Here,
Since the question seems to be incomplete, the complete question has been attached at the last of the solution,

Now, A triangle is shown in the image attached,

To evaluate the measure of x, we apply the sine rule,
8.2/(sin(180-126-28)) = x/sin28
8.2/sin26 = x/sin28
x = 8.2sin28/sin26
x = 8.8

Thus, the required value of the x to the nearest tenth is given as x = 8.8. Option C is correct.

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Answer:

3√10

Step-by-step explanation:

[tex]GM=\sqrt{(3\sqrt{5})(6\sqrt{5})}=\sqrt{18*5}=\sqrt{90}=3\sqrt{10}[/tex]

Answer:   [tex]3\sqrt{10}[/tex]

Work Shown:

Part 1

[tex]g = \text{geometric mean of x and y}\\\\g = \sqrt{\text{x}\text{y}}\\\\g = \sqrt{3\sqrt{5}*6\sqrt{5}}\\\\g = \sqrt{(3*6)*(\sqrt{5}*\sqrt{5})}\\\\g = \sqrt{18\sqrt{5*5}}\\\\g = \sqrt{18\sqrt{5^2}}\\\\g = \sqrt{18*5}\\\\g = \sqrt{90}\\\\[/tex]

Part 2

[tex]g = \sqrt{90}\\\\g = \sqrt{9*10}\\\\g = \sqrt{9}*\sqrt{10}\\\\g = 3\sqrt{10}\\\\[/tex]

The rationalized form of the surd is;

1) 25/13

2) 144/3

3) 36

We have to note that the term surd would have to refer to an irrational number as we know it.

1) The conjugate of the surd is;

5/4 + √3

Rationalizing we have;

5/4 -  √3 * 5/4 + √3

25/16 + 4√3 - 4√3 -3

25/13

2) The conjugate is √7 - 2

Rationalizing we have;

12/√7 + 2  * 12/√7 - 2

144/7 -2√7 + 2√7 -4

144/3

3) The conjugate of the surd is √2 + √3

Rationalizing we have;

6/ √2 -  √3  * 6/ √2 + √3

36/4 +√6 - √6 - 3

36/1 = 36

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Answer:

40%/100×20=8

the answer is $8

Answer:

The solution is (x = 6, y = -3)

Step-by-step explanation:

[tex]\sf \frac{x}{y + 1} = - 3 \: \: ........(1) \\ \\ \sf \frac{y}{x - 3} = - 1 \: \: ........(2) \\ \\ - - - - - - - - - \\ \\ \sf x + 3y = - 3 \: ........(1) \\ \\ \sf x + y = 3 \: \: \: \: \: \: ........(2) \\ \\ - - - - - - - - - \\ \\ \: \: \: \sf x + 3y = - 3 \: \: \: \: \: | \\ \\ \: \: \: \: \: \: \: \: \: \: \: \: \: \sf x + y = 3 \: \: \: \:\: \: \: \: | \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: [/tex]

There is only one pair of solution to the given system.

Given is the system of equations as graphed.

Therefore, there is only one pair of solution to the given system which is (1, 4).

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The initial number of points earned when signing up is 30 and earned per pair of shoes purchased is 15.

Let the equation of the line pass through (x₁, y₁) and (x₂, y₂). Then the equation of the line is given as,

[tex]\rm (y - y_2) = \left (\dfrac{y_2 - y_1}{x_2 - x_1} \right ) (x - x_2)[/tex]

Let 'x' be the number of shoes purchased and 'y' be the total points earned.

From the graph, the two points are (2, 60) and (4, 90). Then the equation is given as,

[tex]\rm (y - 60) = \left (\dfrac{90 - 60}{4 - 2} \right) (x - 2)[/tex]

y - 60 = 15(x - 2)

y - 60 = 15x - 30

y = 15x + 30

The initial number of points earned when signing up is 30 and earned per pair of shoes purchased is 15.

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The right triangle ABC with right angle at vertex B has the length of the segment is; 4√2 unit.

The Pythagorean theorem state that in any right triangle, the square of the hypotenuse (the longest side) is equal to the sum of the squares of the two shorter sides. In this case, side AC is the hypotenuse and side AB and BC are the two shorter sides.

We can find the lengths of all three sides using the Pythagorean theorem and the information given. Side AB is equal to the square root of the sum of the squares of sides AC and BC. Since we are given that angle ABC is a right angle, we can find that side BC is equal to the length of side AB.

The side lengths are 8/2 = 4

Now, Another side length that is x

So , the equation formed is;

xcos45 = 4

x/√2 = 4

x = 4√2

Hence the length of the segment is; 4√2 unit.

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The baseball field takes up 3/8 or 37.5% of Hannah’s school playground. This means that the remaining 62.5% of the playground is taken up by other materials and the grassy area not occupied by the baseball field.

Hannah’s school playground is divided into two parts, with the majority of it being covered in grass. Specifically, 3/5 of the playground is grassy and the remaining 2/5 is taken up by other materials such as pavement or gravel. Of the grassy area, 5/8 is taken up by the baseball field. This means that the baseball field occupies a total of 15/40 or 3/8 of the entire playground.

In terms of proportions, if we consider the entire playground to be 100%, then the amount of the playground taken up by the baseball field is 3/8, or 37.5%. This means that 62.5% of the playground is taken up by the other materials and the remaining grassy area not occupied by the baseball field.In terms of area, the total size of the playground can be determined by multiplying the length of the playground by its width. If we assume that the length and width are equal, then the area of the playground can be calculated as the length squared. The area of the baseball field can then be calculated by multiplying 3/8 by the total area of the playground. This will give us the total area of the baseball field.

Overall, the baseball field takes up 3/8 or 37.5% of Hannah’s school playground. This means that the remaining 62.5% of the playground is taken up by other materials and the grassy area not occupied by the baseball field.

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The function with a greater stretch factor is the function graphed and the value is 3 times greater

The function with a greater stretch factor is the function which has a greater number multiplying the function

The given equation is a(x) = 1/3 x³ while the function graphed is b(x) = x³+ 2

The stretch factor is determined by the coefficients which are

a(x): 1/3 and b(x): 1

comparing this numbers

= b(x) / a(x)

= 1 / 1/3

= 3

this shows that b(x) which is 1 is greater by 3 times.

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