The probability that fewer than 135 did not use the top web browser is 0.0885 (rounded to four decimal places).
Given that the top web browser had 51.04% of the market.
Representing the probability of using top web browser P(T) = 0.5104
Probability of not using the top web browser is P(N) = 1 - 0.5104 = 0.4896
The sample size is n = 300 people.
We need to find the probability that fewer than 135 people did not use the top web browser.
Therefore, the required probability is given by;
P(X < 135)
Where X is the number of people who did not use the top web browser.
The number of people who did not use the top web browser follows a binomial distribution with parameters n = 300 and p = 0.4896.
The mean of the distribution is given by;
Mean = np= 300 × 0.4896 = 146.88
The variance of the distribution is given by;
Variance = np(1 - p)= 300 × 0.4896 × 0.5104 = 74.8473
The standard deviation of the distribution is;
Standard deviation = √variance= √74.8473= 8.6485z = (X - μ) / σ
Where μ is the mean and σ is the standard deviation of the distribution
Substitute the mean and standard deviation of the distribution; z = (X - μ) / σ = (135 - 146.88) / 8.6485= -1.3542
Using a standard normal distribution table, find the probability that Z < -1.3542P(Z < -1.3542) = 0.0885
The probability that fewer than 135 did not use the top web browser is 0.0885 (rounded to four decimal places).
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explain please geometry
Answer:
Option D. [tex]5989.5\pi[/tex] [tex]cm^3[/tex]
Step-by-step explanation:
Equation for Volume of a sphere
[tex]V = \frac{4}{3} \pi r^3[/tex]
The question says to leave your volume on [tex]\pi[/tex] form, meaning don't use 3.14 or any number to represent pi. Your answer should be (some number) * pi in cubic centimeters.
[tex]V = \frac{4}{3} \pi (16.5)^3\\V = (4492.125)(\frac{4}{3} )\pi \\\\V = 5989.5\pi[/tex]
So the correct answer is Option D, [tex]5989.5\pi[/tex] [tex]cm^3[/tex].
Given fix= 6x and g(x)= = * 3, find (F x g) (3)
After answering the presented question, we can conclude that function Therefore, (F x g)(3) = 2/9.
what is function?Mathematicians research numbers and their variants, equations or related structures, structures and their locations, and prospective locations for these things. The noun "function" describes the connection that exists among a set of inputs, each of which has a corresponding output. A function is an input- output connection where each input results in a single, separate output. A domain, codomain, or scope is assigned to each function. Functions are usually denoted by the letter f. (x). An x is used for entry. On functions, one- to-one skills, multiple capabilities, in skills, and on functions are the four major types of accessible functions.
To find (Fx g) (3),
Let
F(x)=6x and g(x) = 1/(3x²)
g(3) = 1/27
f(g(3)) = 6 × 1/27 = 2/9
Therefore, (F x g)(3) = 2/9
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a committee of 3 is being formed randomly from the employees at a school: 6 administrators, 36 teachers, and 5 staff. what is the probability that all 3 members are administrators?
The probability that all 3 members are administrators is 0.00123.
In this problem, we have to find the probability that all 3 members of a committee of 3 randomly formed from the employees at a school are administrators.
We know that there are 6 administrators, 36 teachers, and 5 staff. Therefore, the total number of employees at the school is
6 + 36 + 5 = 47.
We need to find the number of ways to form a committee of 3 administrators from the 6 administrators and then divide it by the total number of ways to form a committee of 3 employees from the 47 employees.
The number of ways to form a committee of 3 administrators from the 6 administrators is given by the combination formula as follows:
[tex]_6C_3[/tex] = (6 × 5 × 4)/(3 × 2 × 1) = 20
The total number of ways to form a committee of 3 employees from the 47 employees is also given by the combination formula as follows:
[tex]_47C_3[/tex] = (47 × 46 × 45)/(3 × 2 × 1) = 16,215
Therefore, the probability that all 3 members are administrators is given by:
20/16,215 = 0.00123 (rounded to 5 decimal places)
We have to find the probability that all 3 members of a committee of 3 randomly formed from the employees at a school are administrators.
We know that there are 6 administrators, 36 teachers, and 5 staff. Therefore, the total number of employees at the school is
6 + 36 + 5 = 47.
The number of ways to form a committee of 3 administrators from the 6 administrators is given by the combination formula as follows:
[tex]\[\binom{6}{3}= \frac{6 \times 5 \times 4}{3 \times 2 \times 1} = 20\][/tex]
The total number of ways to form a committee of 3 employees from the 47 employees is also given by the combination formula as follows:
[tex]\[\binom{47}{3}= \frac{47 \times 46 \times 45}{3 \times 2 \times 1} = 16,215\][/tex]
The probability that all 3 members are administrators is given by: [tex]\[\frac{20}{16,215} = 0.00123[/tex] (rounded to 5 decimal places)
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Graph the numbers on a numberline that are solutions to x+7>9 and 8x≤64.
The solution to both inequalities is where the two solutions overlap, which is where x is greater than 2 but also less than or equal to 8.
What is Graph?
In mathematics, a graph is a visual representation of a set of data, usually involving two or more variables. A graph can be used to show the relationship between the variables, and it can help to illustrate patterns, trends, or correlations that might not be apparent from a table of data alone.
To solve the inequalities x+7 > 9 and 8x ≤ 64, we first simplify them:
x+7 > 9
x > 2
8x ≤ 64
x ≤ 8
To graph this on a number line, we can draw a line with an open circle at 2 to indicate that x is greater than 2, and a closed circle at 8 to indicate that x is less than or equal to 8. Then we shade in the area between the two points to show the range of values that satisfy both inequalities.
Therefore, the solution to both inequalities is where the two solutions overlap, which is where x is greater than 2 but also less than or equal to 8.
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What fraction represents the shaded part of the circle?
total shaded regions/total regions = 3/12.
What is a circle?
In geometry, a circle is a closed two-dimensional figure in which all points on the boundary are equidistant from a single point called the center of the circle. The distance from the center to any point on the circle is called the radius of the circle.
Circles are a fundamental concept in geometry and are used extensively in many branches of mathematics, science, and engineering. Some key features of a circle include:
Center: The fixed point within the circle that all points on the boundary are equidistant.
Radius: The distance from the center of the circle to any point on the boundary of the circle.
Diameter: The distance across the circle, passing through the center and ending on two points on the boundary.
Circumference: The distance around the boundary of the circle, which is equal to 2π times the radius.
Area: The amount of space enclosed by the circle, which is equal to π times the radius squared.
A circle can be defined by its center point and radius or by any three non-collinear points on its circumference. The circumference of a circle.
The answer is 3/12 because the total shaded regions are 3 and unshaded regions are 12.
Therefore, total shaded regions/total regions = 3/12.
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7.1: Identify the critical t. An independent random sample is selected from an approximately normal
population with unknown standard deviation. Find the degrees of freedom and the critical value t when
n=24 and the confidence level is 91% (please round to at least four places).
The critical t-value is approximately 1.7469 (rounded to four decimal places).
How to solve and what is critical value t?
To find the critical value t, we need to first find the degrees of freedom (df).
Degrees of freedom (df) = n - 1 = 24 - 1 = 23
Using a t-distribution table or calculator with 23 degrees of freedom and a confidence level of 91%, we can find the critical value t.
The critical t-value is approximately 1.7469 (rounded to four decimal places).
The critical value t is a value used in hypothesis testing and confidence intervals for a t-distribution. It represents the number of standard errors needed to be away from the mean in order for a certain percentage of the distribution to be included.
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a boy records how many cars of each color each enters the parking lot 10 black, 6 blue, 9 red, 11 silver, and 9 white what is the expiremental probability that a car entering the parking lot is black ?
Please help with the work (30 points)
Answer:(2,3)
Step-by-step explanation:
6 answer the question down below
Hence, 17394 / 394 is the sine of angle M in the triangle MNO.
How sine of an angle determined?The ratio of the length of the side directly opposite the angle to the length of the hypotenuse is known as the sine of an acute angle in a right triangle.
Given that angle O in the triangle MNO is a right angle, angle M is sharp. OM and NM are also given as 15 and 17, respectively.
We must determine the length of the hypotenuse, which is ON, in order to determine the sine of angle M. We may apply the Pythagorean theorem, which asserts that the hypotenuse's square length in a right triangle equals the sum of the squares of the other two sides.
Using triangle MNO as our example, we obtain:
OM2 + NM2 = ON2
ON² = 15² + 17²
ON² = 394
ON = √394
We can get the sine of angle M now that we know how long the hypotenuse is:
sin(M) equals NM/ON
sin(M) = 17 / √394
By multiplying the numerator and denominator by 394, we may rationalise the denominator to make this expression simpler:
sin(M) = 17 / √394 * √394 / √394
sin(M) = 17√394 / 394
ON² = 15² + 17²
ON² = 394
ON = √394
We can get the sine of angle M now that we know how long the hypotenuse is:
sin(M) equals NM/ON
sin(M) = 17 / √394
By multiplying the numerator and denominator by 394, we may rationalise the denominator to make this expression simpler:
sin(M) = 17 / √394 * √394 / √394
sin(M) = 17√394 / 394
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PLease help me solve this
Answer:
[tex]y = \infty[/tex]
Step-by-step explanation:
We are given
[tex]f(x) = \left(\dfrac{x^7+3x^4-15}{x^5+3x}\right)[/tex]
and asked to find
[tex]\lim _{x\to \pm \infty } f(x)[/tex]
Note in the numerator x⁷ is the dominating term. So the behavior as
[tex]x \rightarrow \pm \infty[/tex] is controlled by this term
Similarly in the denominator, x⁵ is the dominating term and the behaviour as [tex]x \rightarrow \pm \infty[/tex] is controlled by this term
So
[tex]\lim _{x\to \pm \infty } f(x) \\\\= \lim _{x\to \pm \infty } \left(\dfrac{x^7+3x^4-15}{x^5+3x}\right)\\\\\\= \lim _{x\to \pm \infty } \dfrac{x^7}{x^5}[/tex]
[tex]\text{$ \dfrac{x^7}{x^5} $ simplifies to $ x^2 $}[/tex]
[tex]\lim _{x\to \pm \infty } \left(\dfrac{x^7+3x^4-15}{x^5+3x}\right)\\\\\\= \lim _{x\to \pm \infty } \dfrac{x^7}{x^5}\\\\\\= \lim _{x\to \pm \infty } x^2\\\\= \infty[/tex]
Answer
[tex]y = \infty[/tex]
graphing quadratic functions(i dont understand and need the answers)
The axis of symmetry is x = 2, vertex of the parabola is (2, 3), domain is (-∞, ∞) and range of the function is [3, ∞).
Define the term axis of symmetry and vertex?An axis of symmetry is a line that divides a shape or figure into two congruent halves, where each half is a mirror image of the other. A vertex is a point where two or more straight lines or edges of a geometric shape meet. It is often used in the context of polygons, such as triangles, quadrilaterals, and pentagons.
Question 2: Given the quadratic function: [tex]y = x^2 - 4x + 7[/tex]
Axis of symmetry: The axis of symmetry is a vertical line that passes through the vertex of the parabola. The formula for the axis of symmetry is given by x = -b/2a, where a and b are the coefficients of the quadratic function.
By comparing the above equation to [tex]y = ax^2 +bx + c[/tex]
In this case, a = 1 and b = -4, so the axis of symmetry is x = -(-4) / (2*1) = 2.
Vertex: The vertex of the parabola is the point where it reaches its minimum or maximum value. The x-coordinate of the vertex is given by the formula x = -b/2a, and the y-coordinate is the value of the function at that point.
In this case, the x-coordinate of the vertex is 2 (as we found above), and the y-coordinate is y = (2)^2 - 4(2) + 7 = 3. Therefore, the vertex of the parabola is (2, 3).
Minimum/Maximum: Since the coefficient of the x^2 term is positive, the parabola opens upwards, which means that the vertex is a minimum point. The minimum value of the function occurs at the vertex, which is y = 3.
Domain and range: The domain of the function is the set of all possible x-values for which the function is defined. In this case, the function is defined for all real numbers, so the domain is (-∞, ∞).
The range of the function is the set of all possible y-values that the function can take. Since the coefficient of the x^2 term is positive, the parabola opens upwards, which means that the minimum value of the function occurs at the vertex. Therefore, the range of the function is [3, ∞).
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Find a basis for the nullspace of the matrix. (If there is no basis, enter NONE in any single cell.) A = [1 0 3 1 4 0] Find a basis for the nullspace of the matrix. (If there is no basis, enter NONE in any single cell.) A = [1 0 -2 2 1 -4 -3 -1 6 5 2 -10]
The nullspace of matrix A is {(2, -3, 1, 0), (-2, 1, 0, 1), (0, 0, 1, 0), (0, 0, 0, 1)}.
For the first matrix A, we can write the augmented matrix [A|0] and row reduce it to find the nullspace:
[1 0 3 1 4 0 | 0]
[0 0 0 0 0 0 | 0]
The row reduced form shows that the third and sixth variables are free. We can express the other variables in terms of these free variables to get a basis for the nullspace:
x3 = -3x1 - 4x4
x6 = 0
So a basis for the nullspace of A is {(-3, 0, 1, 0, 0, 0), (-4, 0, 0, -1, 0, 0)}.
For the second matrix A, we can write the augmented matrix [A|0] and row reduce it to find the nullspace:
[1 0 -2 2 | 0]
[-3 -1 6 5 | 0]
[2 0 -10 0 | 0]
The row reduced form shows that the first, third, and fourth variables are free. We can express the other variables in terms of these free variables to get a basis for the null space:
x1 = 2x3 - 2x4
x2 = -3x3 + x4
x3 = x3
x4 = x4
So a basis for the nullspace of A is {(2, -3, 1, 0), (-2, 1, 0, 1), (0, 0, 1, 0), (0, 0, 0, 1)}.
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A student starts a walk at (−6, 10). If the student walks 4 miles north, south, east, or west, which of the following could be their location at the end of the walk? (10, −6), (6, −6), (−2, 14), (−10, 14) (4, 10), (−14, 10), (−6, −2), (−6, 6) (−6, 4), (−6, 6), (−2, 10), (4, 10) (−10, 10), (−2, 10), (−6, 14), (−6, 6)
The possible ending coordinates are [tex]$\boxed{(-2,14),, (4,10),, (-6,-2),, (-6,6),, (-2,10),, (-6,14)}$[/tex]
How to location at the end of the walk?We can use the coordinates of the starting point and the distances traveled in each direction to determine which of the given coordinates could be the ending point. Let us use N, S, E, and W to represent the directions north, south, east, and west, respectively. Then, after traveling 4 miles in a certain direction, the student could end up at the following coordinates:
[tex]N: \quad & (-6,10+4)=( -6,14) \\S: \quad & (-6,10-4)=(-6,6) \\E: \quad & (-6+4,10)=(-2,10) \\W: \quad & (-6-4,10)=(-10,10)\\\\end{align*}[/tex]
Therefore, the possible ending coordinates are:
[tex](10,-6) \text{ not possible} \\ (6,-6) \text{ not possible} \\ (-2,14) \text{ possible (after traveling north)} \\ (-10,14) \text{ not possible} \\ (4,10) \text{ possible (after traveling east)} \\ (-14,10) \text{ not possible} \\ (-6,-2) \text{ possible (after traveling south)} \\[/tex]
[tex](-6,6) \text{ possible (no movement)} \\ (-6,4) \text{ not possible} \\ (-6,6) \text{ possible (no movement)} \\ (-2,10) \text{ possible (after traveling east)} \\ (4,10) \text{ possible (after traveling east)} \\ (-10,10) \text{ not possible} \\ (-2,10) \text{ possible (after traveling east)} \\ (-6,14) \text{ possible (after traveling north)}\\end{align*}[/tex]
Therefore, the possible ending coordinates are [tex]$\boxed{(-2,14),, (4,10),, (-6,-2),, (-6,6),, (-2,10),, (-6,14)}$[/tex]
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Answer:
a
Step-by-step explanation:
Which of the following tables represents the proportional relationship for 3 cups of grape juice for every one half cup of rainbow sherbet? I NEED ANSWER ASAP
Rainbow Sherbet (cups) 0.5 1.5 3
Grape Juice (cups) 3 6 9
Rainbow Sherbet (cups) 3 6 9
Grape Juice (cups) 0.5 1 1.5
Grape Juice (cups) 0.5 1.5 3
Rainbow Sherbet (cups) 3 6 9
Grape Juice (cups) 3 6 9
Rainbow Sherbet (cups) 0.5 1 1.5
The fourth table represents the proportional relationship for 3 cups of grape juice for every one half cup of rainbow sherbet.
What is proportional relationship?
When the ratios of two variables are equal, proportional relationships between them appear.
We are given four different tables representing the different relationships between the two variables which are grape juice and rainbow sherbet.
In the first table, for every one and a half cup of rainbow sherbet, 3 cups of grape juice is there.
In the second table, for every three cups of rainbow sherbet, half cup of grape juice is there.
In the third table, for every three cups of rainbow sherbet, one and a half cup of grape juice is there.
In the fourth table, for every one half cup of rainbow sherbet, three cups of grape juice is there.
Hence, the fourth table represents the proportional relationship
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Answer: |Grape Juice (cups) 3 6 9
Rainbow Sherbet (cups) 0.5 1 1.5
Step-by-step explanation: It's D, i did the exam and got it right.
hope this really helps you guys. Have a Great day!
6.2-8. The weights (in grams) of 25 indicator housings used on gauges are as follows: 102.0 106.1 101.7 102.0 102.0 106.3 105.9 106.6 105.8 106.8 106.6 106.7 106.3 109.1 110.0 108.8 106.8 110.2 106.7 107.9 107.7 110.2 109.9 107.3 109.3 Problem 1. For the data from the problem 6.2-8, answer the following questions: (a) Find sample mean and sample standard deviation of the data. (b) Using the empirical rule, locate an interval that would contain approxi- mately 95% of all data (c) Find the five-number summary of the data and draw a box plot (d) Find the 90th percentile
(a) The sample mean of the given data is 106.04 grams, and the sample standard deviation is 1.84 grams.
(b) Using the empirical rule, we can say that approximately 95% of the data falls within two standard deviations of the mean. Therefore, the interval would be (106.04 - 2(1.84), 106.04 + 2(1.84)) or approximately (102.36, 109.72) grams.
(c) The five-number summary of the data is minimum = 101.7, Q1 = 105.8, median = 106.7, Q3 = 107.9, and maximum = 110.2. The box plot shows the distribution of the data with a box representing the interquartile range (IQR) and whiskers extending to the minimum and maximum values.
(d) The 90th percentile of the data can be found by arranging the data in increasing order and locating the value that corresponds to the 90th percentile. The 90th percentile is approximately 109.72 grams.
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a forester shows the accompanying histogram of tree diameters he used in analyzing 27 trees in a large woods that was for sale. was he justified in using a normal model to analyze the​ woods? explain, citing some specific concerns.
O A. Yes, because the histogram is unimodal and symmetric.
O B. No, because while the histogram is unimodal, it is not symmetric ° C. No, because the histogram is not unimodal or symmetric. O D. No, because while the histogram is symmetric, it is not unimodal.
The answer is B. No, because while the histogram is unimodal, it is not symmetric.
While the histogram is unimodal, it is not symmetric. It is skewed to the right, which means that the data is not evenly distributed. This can have an effect on the analysis of the data using a normal model. The normal model assumes that the data is symmetric and evenly distributed, which is not the case in this situation.
In addition, the sample size of 27 trees may not be large enough to support the use of a normal model. Generally, a sample size of at least 30 is recommended for using a normal model.
Therefore, the forester may not be justified in using a normal model to analyze these woods. A non-parametric approach, such as the Wilcoxon rank-sum test or the Kruskal-Wallis test, may be more appropriate for analyzing this data.
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I need help with this one please!!!!
Answer:
V = 90 cm³
Step-by-step explanation:
the volume (V) of the prism is calculated as
V = area of triangular face × length of prism
= [tex]\frac{1}{2}[/tex] bh × 3
= [tex]\frac{1}{2}[/tex] × 12 × 5 × 3
= 6 × 5 × 3
= 90 cm³
what is 72% written as a decimal
Answer: 0,72
Step-by-step explanation:
72% = 72/100 = 0,72
Answer: 0.72
Step-by-step explanation:
72% of 100% --> 0.72 of 100
Identify the following as either a Permutation or a combination. Then calculate the answer. a) Sara is setting a new code for her garage. The key pad has the numbers 0-9 to choose from, and she needs to set a 4-digit passcode. How many different codes can she possibly set if no digit is going to be repeated? a. Combination b. Permutation _________passcodes.
a. It is b. Permutation
b. Using permutation, the number of different codes is 3024 passcodes.
What is permutation and combination?Permutation is the total number of ways of arranging n different objects in x ways ⁿPₓ = n!/(n - x)! while combination is the total number of ways of selecting n objects x at a time ⁿCₓ = n!/x!(n - x)!
a. Since Sara is setting a new code for her garage. The key pad has the numbers 0-9 to choose from, and she needs to set a 4-digit passcode. Since no digit is to be repeated, it is a permutation since in permutation, we are looking for differnt arrangemnets of the objects.
So, it is b. Permuation
b. Since Sara the key pad has the numbers 0-9 to choose from, and she needs to set a 4-digit passcode and no digit is to be repeated. We have 9 digits permuted or arranged in 4 ways. So, our permutation is ⁹P₄ = 9 × 8 × 7 × 6
= 3024 passcodes
So, the number of different codes is 3024 passcodes.
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Please help me !!!!!!!!!!!
Answer:
2x²+7x+3
Step-by-step explanation:
(2x+1)(x+3)
multiply the terms in the first bracket by the second bracket
2x(x+3) + 1(x+3)
=> 2x²+6x+x+3
⇒ 2x²+7x+3
Hope this helps! :)
Answer:
(2x+1)(x+3)= 2x × x + 2x × 3 + 1 × x + 1 × 3
=2x² + 6x + 1x + 3
=2x² + 7x + 3
A guidance counselor wishes to determine the mean number of changes in academic major by college students to within ±0.1 at a 90 percent confidence level. Which of the following inequalities should be used to determine the sample size, n, if it is know that the standard deviation is 0.45?
a) 0.9(0.1/√n) ≤ 0.45
b) 0.9(0.45/√n) ≤ 0.1
c) 1.645(0.1/√n) ≤ 0.45
d) 1.645(0.45√n) ≤ 0.1
The inequalities should be used to determine the sample size, n, if it is know that the standard deviation is 0.45 is 1.645(0.45√n) ≤ 0.1 option D.
In mathematics, inequalities specify the connection between two non-equal numbers. Equal does not imply inequality. Typically, we use the "not equal sign ()" to indicate that two values are not equal. However several inequalities are utilized to compare the numbers, whether it is less than or higher than.
Inequality is a mathematical statement that uses the inequality symbol to illustrate the relationship between two expressions. An inequality symbol has non-equal expressions on both sides. It indicates that the phrase on the left should be bigger or smaller than the expression on the right, or vice versa. Literal inequalities are relationships between two algebraic expressions that are expressed using the inequality symbols.
We have Margin of Error as
E = 0.1
[tex]Z_\alpha_/_2 = 1.645[/tex]
Standard deviation = σ = 0.45
Using the NORMSINV (0.05) we have,
[tex]Z_\alpha_/_2 (\frac{\sigma}{\sqrt{n} } )\leq E[/tex]
= 1.645 (0.45/√n) ≤ 0.1
Therefore, option D is correct.
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Let f(x) = x^2 - 5x - 6 and x
g(x) = ∫ f(t) dt. 0
a. Find the critical points of g{x)and determine whether they are local minima or local maxima. b. Find the points of inflection of g(x) and determine whether the concavity changes from up to down or from down to up.
a. The integral of f(x) is g(x) = (1/3)x^3 - (5/2)x^2 - 6x + C, where C is a constant.
To find critical points, we take the derivative of g(x): g'(x) = x^2 - 5x - 6. Setting g'(x) = 0 and solving for x, we get x = -1 and x = 6. To determine whether these are local minima or maxima, we need to examine the sign of the second derivative of g(x) at each critical point.
Taking the second derivative of g(x), we get g''(x) = 2x - 5. At x = -1, g''(-1) = -7, which means g(x) has a local maximum at x = -1. At x = 6, g''(6) = 7, which means g(x) has a local minimum at x = 6.
b. To find points of inflection, we take the second derivative of g(x) and set it equal to zero: g''(x) = 2x - 5 = 0.
Solving for x, we get x = 5/2. To determine the concavity, we examine the sign of g''(x) on either side of x = 5/2. When x < 5/2, g''(x) is negative, which means g(x) is concave down. When x > 5/2, g''(x) is positive, which means g(x) is concave up. Therefore, x = 5/2 is a point of inflection where the concavity changes from down to up.
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USE TOOLS Through market research, a company finds that it can expect to sell 45-5x products if each is priced at 1.25x dollars.
a. Write and simplify an expression for the expected revenue.
A) 56.25x-6.25x^2
B) 56.25-6.25x
C) 56.25x^2-6.25x
D) 56.25x-5x^2
Answer:
Revenue = 1.25x * (45-5x)
Revenue = 56.25x - 6.25x^2
Therefore, the answer is A) 56.25x - 6.25x^2.
a boat costs $16,690 and decreases in value by 14% per year. how much will the boat be worth after 11 years
Answer:
Step-by-step explanation:
16=45+11
help with all of them.
thanks.
50 points
Given fractions can be written as 2/4 = 2*1/4 , 2/6 = 2*1/6 and5/2 = 5*1/2
what is a fraction?
A fraction is a numerical quantity that represents a part of a whole. Fractions are typically written in the form of a numerator (the top number) over a denominator (the bottom number), separated by a horizontal line. For example, 3/4 is a fraction that represents three parts out of a total of four equal parts.
Fractions can be proper (when the numerator is less than the denominator, e.g., 2/5) or improper (when the numerator is greater than or equal to the denominator, e.g., 7/4).
Fractions can also be equivalent (representing the same part of a whole in different ways, e.g., 2/4 and 1/2), or they can be added, subtracted, multiplied, and divided to obtain new fractions. Fractions are used in a variety of mathematical operations, including measurements, ratios, and percentages.
1. 2/4 = 2/1*1/4 = 2*1/4
so here it is given that , 2/4 = 2* ? / 4
so here the numerator could be 1
so we get, 2/4 = 2*1/4
similarly ,
2. 2/6 = 2/1*2/6 = 2*1/6
3. 5/2 = 5/1*1/2 = 5*1/2
4. 3/3 = 3/1*1/3 = 3*1/3
5. 10/8 = 10/1*1/8 = 10*1/8
6. 2/5 = 2/1*1/5 = 2*1/5
7. 1/6 = 1/1*1/6 = 1*1/6
8. 9/5 = 9/1*1/5 = 9*1/5
9. 9/3 = 9/1*1/3 = 9*1/3
10. 9/10 = 9/1*1/10 = 9*1/10
11. 9/12 = 9/1*1/12 = 9*1/12
12. 8/10 = 8/1*1/10 = 8*1/10
13. 6/3 = 6/1*1/3 = 6*1/3
14. 6/8 = 6/1*1/8 = 6*1/8
15. 4/12 = 4/1*1/12 = 4*1/12
Therefore, Given fractions can be written as 2/4 = 2*1/4 , 2/6 = 2*1/6 and5/2 = 5*1/2
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The following question is from the four steps of statistical inference. If you respond with a summary of all four steps, you will receive no credit on this problem: What do we do to check a claim?
suggest a name of the procedure if possible then followed by a short description of the procedure.
Decision Based on the test statistic and the significance level, a decision is made about whether or not to reject the null hypothesis. If the test statistic is less than the critical value or p-value, the null hypothesis is not rejected. If the test statistic is greater than the critical value or p-value, the null hypothesis is rejected in favor of the alternative hypothesis.
The procedure used to check a claim is called "hypothesis testing." This involves four steps of statistical inference that are used to determine whether or not a claim is supported by the evidence available. These steps are as follows:
Step 1: State the Hypotheses In this step, the null and alternative hypotheses are clearly stated. The null hypothesis is the claim that is being tested, while the alternative hypothesis is the claim that is being compared to the null hypothesis. The null hypothesis is typically stated as "no effect" or "no difference" between two groups or variables, while the alternative hypothesis is typically stated as a specific difference or effect that is being tested.
Step 2: Choose a Significance Level The significance level is the probability of making a Type I error, which is the rejection of the null hypothesis when it is actually true. The significance level is typically set at 0.05 or 0.01, which means that there is a 5% or 1% chance of making a Type I error.
Step 3: Calculate the Test Statistic In this step, the test statistic is calculated using the data that is collected. The test statistic is a measure of how far the observed data is from what would be expected if the null hypothesis were true. The test statistic is compared to a critical value or p-value to determine whether or not to reject the null hypothesis.
Step 4: Make a Decision Based on the test statistic and the significance level, a decision is made about whether or not to reject the null hypothesis. If the test statistic is less than the critical value or p-value, the null hypothesis is not rejected. If the test statistic is greater than the critical value or p-value, the null hypothesis is rejected in favor of the alternative hypothesis.
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The state of Colorado is 3 centimeters long and 4 centimeters wide on a map. A cartographer wants to use a scale factor of 1.5 to enlarge the map. What is the area of the enlarged map?
42 cm2
27 cm2
21 cm2
18 cm2
Answer:27 cm squared
Step-by-step explanation: we take both numbers(3,4) and multiply them by the scale factor of 1.5 giving you 4.5 and 6, then you find the area of the new colorado by multiplying 4.5 and 6 giving you 27 centimeters squared.
A rhinoceros in Central Park Zoo weighs 2,200 pounds. What are the benchmark numbers you would use to determine about how much 58 rhinoceroses would weigh?
3,000 and 60
3,000 and 50
2,000 and 60
2,000 and 50
Therefore , the solution of the given problem of unitary comes out to be 2,000 and 60 are the reference points we would use to estimate the weight of 58 rhinoceroses.
What is an unitary technique?The task can be completed by applying whatever was learned, utilising this variable method, and combining all pertinent information from two people who used a specific tactic. That is, if the desired expression result materialises, either the entity stated in the formulation will also be found, or both essential processes will genuinely disregard the colour. For fifty pens, a refundable charge of Rupees ($1.21) might be required.
Here,
The benchmark numbers should then be multiples of 100 or 1,000. One method is to round 58 to the nearest ten, which is 60.
We can multiply the weight of one rhinoceros (2,200 pounds) by the quantity of rhinoceroses (58), then compare the result to the following benchmark values to estimate the weight of 58 rhinoceroses:
=> 2,000 x 60 = 120,000
=> 3,000 x 50 = 150,000
We can calculate that 58 rhinoceroses would weigh roughly 130,000 pounds because
=> 2,200 x 58 = 127,600 is between 120,000 and 150,000 pounds.
Therefore, 2,000 and 60 are the reference points we would use to estimate the weight of 58 rhinoceroses.
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what is the answer to this
Therefore, the expression to represent the area of the tablecloth in terms of the width "W" is W² + 2.8W square feet.
What is expression?In mathematics, an expression is a combination of numbers, variables, and operations that can be evaluated to produce a value. Expressions can be simple or complex, and they can be used to represent mathematical relationships or to perform calculations. The variables "x" and "y" can take on different values, and the expression can be evaluated for different combinations of values to produce different results. Expressions can also include functions, which are mathematical operations that take one or more inputs and produce an output. Expressions are an important concept in algebra and other areas of mathematics, and they are used to represent mathematical relationships, to solve equations, and to perform calculations.
Here,
If the length of the rectangular tablecloth is "L" feet and the width is "W" feet, we can write:
L = W + 2.8 (since the length is 2.8 feet longer than the width)
The area of the tablecloth is given by:
A = L x W
Substituting the value of L from the first equation, we get:
A = (W + 2.8) x W
Simplifying, we get:
A = W² + 2.8W
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the heights newspaper regularly surveys bc students about their satisfaction with the campus bus system. last year, they reported that their sample indicated that 58% of boston college students think the bus system is excellent. you want to update the survey for this year, and decide to make a 80% confidence interval for the proportion of bc students who think the bus system is excellent, with a margin of error of 0.03. how many students would you have to survey if you expect the sample proportion to be roughly the same, 58%?
We would need to survey at least 36 students if we expect the sample proportion to be roughly the same as last year, 58%.
As given that the survey last year reported that 58% of Boston College students think the bus system is excellent,
we want to update the survey for this year and decide to make an 80% confidence interval for the proportion of BC students who think the bus system is excellent with a margin of error of 0.03.
We need to determine how many students would have to survey if we expect the sample proportion to be roughly the same, 58%.
The formula for the margin of error in a confidence interval is given as:
M = Zα/2(σ/√n)
We want to find the sample size n for an 80% confidence interval, and we want the margin of error M to be 0.03.
Also, we are given that we expect the sample proportion to be roughly the same as last year, 58%.
We can substitute the values in the above formula : 0.03 = Z0.1(σ/√n)
We need to find n, so we need to simplify this formula:√n = Z0.1(σ/M)√n
= Z0.1(0.58×0.42/0.03)√n
= 1.28 × 2.685n
[tex]= (1.28 * 2.685)^2n[/tex]
= 35.67
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