A) 77°
C) 109°
B) 167°
D) 150°

Answer:

The histogram of the sample incomes will follow the normal curve.

Step-by-step explanation:

According to the Central Limit Theorem if we have an unknown population with mean μ and standard deviation σ and appropriately huge random samples (n > 30) are selected from the population with replacement, then the distribution of the sample mean will be approximately normally distributed.

In this case the researches wants to determine the monthly gross incomes of drivers for a ride sharing company.

He selects a sample of n = 200 drivers and ask them their monthly salary.

As the sample selected is quite large, i.e. n = 200 > 30, the central limit theorem can be applied to approximate the sampling distribution of sample mean by the Normal distribution.

Thus, the histogram of the sample incomes will follow the normal curve.

Answer: 54 stitches

Step-by-step explanation:

12/2=6

6 stitches= 1 inch

X stitches=9 inches

X=54 stitches

Answer: The distance of  Observer A from the radio antenna is what fraction  of the distance of Observer B from the radio  antenna?​

It is 1/4.

Step-by-step explanation:

We know that the intensity of electromagnetic waves decreases with the radius squared, this means that we can write a simple relation as:

Intensity(r) = A/r^2

Observer A measures 16 the intensity of observer B.

if Ia is the intensity that observer A measures and Ib is the intensity that observer B measures, we have that:

Ia = 16Ib

A/(ra)^2 = 16*A/(rb)^2

1/(ra)^2 = 16/(rb)^2

rb^2 = 16*ra^2

and we know that 16 = 4*4 = 4^2

rb^2 = (4*ra)^2

then rb = 4*ra

this means that the distance between observer B and the antenna is equal to 4 times the distance between observer A and the antenna.

The fraction is ra = rb/4

The distance of

Observer A from the radio antenna is what fraction of the distance of Observer B from the radio antenna?​

It is 1/4.

Observer A measures the intensity of the signal to be 16 times the intensity measured by Observer B. The distance of Observer A from the radio antenna is 4 times the distance of Observer B.

Observer A measures the intensity of the signal to be 16 times the intensity measured by Observer B. Let's denote the distance of Observer A from the radio antenna as dA and the distance of Observer B as dB.

We can use the inverse square law to relate the intensity to the distance: Intensity is inversely proportional to the square of the distance.

So, we have:

IntensityA/IntensityB = (dA/dB)^2 = 16

Solving for dA/dB, we find:

dA/dB = sqrt(16) = 4

Therefore, the distance of Observer A from the radio antenna is 4 times the distance of Observer B.

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Answer:

Domain: { -3,1,6}

Step-by-step explanation:

The domain is the input values

Domain: { 6,1,-3,-3}

We usually put them in numerical order and we do not list the same value twice

Domain: { -3,1,6}

Answer:

the answer is D

Step-by-step explanation:

i guessed until it gave me the answer yw

Answer:

D

Step-by-step explanation:

Answer:-19/7

Step-by-step explanation:

f varies directly as m

f=k x m

When f=-19,m=14

-19=k x 14

k=-19/14

Relationship is f=-19m/14

When m is 2

f=(-19x2) ➗ 14

f=-38 ➗ 14

f=-19/7

Answer: 36

Step-by-step explanation:

explicit

Answer:

3

Step-by-step explanation:

Range is the difference between

Answer:

  1350 square inches

Step-by-step explanation:

The area of the end trapezoid is ...

  A = (1/2)(b1 +b2)h = (1/2)(12 +36)(5) = 120 . . . . . square inches

The perimeter of the end trapezoid is ...

  P = 13 +12 +13 + 3×12 = 74 . . . . inches

so the total area of the rectangular surfaces (including the bottom) is ...

  (74 in)(15 in) = 1110 in²

The total area of the ramp is this rectangular area plus the two trapezoidal ends:

  total area = rectangle area + 2×trapezoid area

  = 1110 in² +2×120 in²

  total area = 1350 square inches

Answer:

n=9 10 11

Step-by-step explanation:

Answer: 10

Step-by-step explanation:

Answer:

7/12 of a can

Step-by-step explanation:

Answer:

16

Step-by-step explanation:

Number = x

(3/4 of x) - (1/2 of x) = 4

3x/4 - x/2 = 4

3x - 2x / 4 = 4

x/4 = 4

x = 16

Answer:

186

Step-by-step explanation:

definition: a_n = a_1 + f × (n-1)

Common difference is 11

The sum of all numbers up through the 17th: 1666

Answer: 824

Step-by-step explanation:

This is problem on progression.

Considering the series/ sequence,

10, 21, 32, 43, 54, ........

To find the 75th term, we first of all find which of the sequence is it, is it, Arithmetic or Geometric sequence .

Now fro this, it is an AP sequence because, when the first term us subtracted from the second term and the common difference added to the second term it produces the third term and so on, . Haven't gotten this, we now apply the formula for finding the number if terms in an AP.

Tn = a + (n - 1 )d, where n = number of terms we are computing for = 75, a = first term = 10, and d = 21 - 10 = 11.

Now substitute for those values in the formula above

T75 = 10 + ( 75 - 1 )11

= 10 + 74 × 11

= 10 + 814

= 824.

Answer:

It's one infinite solutions

Step-by-step explanation:

Any number can be put in for x beings there is no set answer to the equation. if there was a set number like 3x+9+4x+x=40 for instance, there would be only one solution, but since there's not, it is infinite solutions.

Answer:

[tex]\displaystyle \frac{dy}{dx} = \frac{66}{x}[/tex]

General Formulas and Concepts:

Calculus

Differentiation

Derivative Property [Multiplied Constant]:                                                           [tex]\displaystyle \frac{d}{dx} [cf(x)] = c \cdot f'(x)[/tex]

Derivative Property [Addition/Subtraction]:                                                         [tex]\displaystyle \frac{d}{dx}[f(x) + g(x)] = \frac{d}{dx}[f(x)] + \frac{d}{dx}[g(x)][/tex]

Step-by-step explanation:

Step 1: Define

Identify

[tex]\displaystyle y = 66 \ln x + 135[/tex]

Step 2: Differentiate

Topic: AP Calculus AB/BC (Calculus I/I + II)

Unit: Differentiation

Answer: D

A is correct because when you convert 40% into a decimal the results will be .40 or .4

B is correct because 2/5 as a percent is 40%. It's like having 5 questions on a quiz and you get 2 right and 3 wrong. That means your grade is 40%.

C is correct because 40/100 means the decimal will be .4. 40÷100 will equal .4 which means 40/100 is also 40%.

D is incorrect due to the fact when you convert it to a fraction it'll be 4/25. When converting it to a percent the result will be 16%.

The number 40% in not equivalent to 0.04.

What is mean by Percentage?

A number or ratio that can be expressed as a fraction of 100 or a relative value indicating hundredth part of any quantity is called percentage.

Given that;

The number is,

⇒ 40%

Now,

Since, The number is,

⇒ 40%

Hence, It can be written as;

⇒ 40% = 40/100

           = 4/10

           = 2/5

           = 0.4

Thus, The number 40% in not equivalent to 0.04.

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Answer:

See explaination

Step-by-step explanation:

B. The equality relation on the real numbers is an equivalence relation.

This statement is true

C. If RR is a reflexive relation on a set S, then any two RR- related elements of S must also be R2R2 related.

This statement is true

F. The less than or equal relation on the real numbers fails to be an equivalence relation because it is reflexive and transitive but not symmetric

This statement is true

H. If RR is an equivalence relation, then R2

This statement is true

Answer:

1 . Total time = 1 hr 55 minutes

2 Distance = 121 km

Step-by-step explanation:

Mattew journey

stage a

Distance = 20km

Speed = 30km/h

Time = distance/speed

Time = 20/30

Time = 2/3 h

Time = 40 minutes

Stage b

Distance = 50 I'm

Speed = 100 km/h

Time = distance/speed

Time = 50/100

Time = 0.5 h

Time = 30 minutes

Stage c

Distance = 30 km

Speed = 40 km/h

Time = distance/speed

Time = 30/40

Time = 3/4 h

Time = 45 minutes.

Total time taken =( 40 + 30 + 45 ) minutes

Total time = 115 minutes

Total time = 1 hr 55 minutes

2.

Speed =60 km/h

Time= 6 minutes + x

And x = 1 hr 55 minutes

Time = 1 hr 55 minutes + 6 minutes

Time = 2 hr 1 minute

Time = 2.01666667 hr

Distance covered = speed * time

Distance = 60*2.016667

Distance = 121 km

In this exercise we have to use the knowledge of time and distance, so we have to:  

1) Total time = 1 hr 55 minutes

2) Distance = 121 km

To calculate Matthew's journey we have to use the formula of :

[tex]Time= \frac{Distance}{Speed}[/tex]

Are doing the calculations for each Stage, like this:

Stage A, we know that:

[tex]Time = 20/30\\T = 2/3 h\\Time = 40 \ minutes[/tex]

Stage B, we know that:  

[tex]Time = 50/100\\T = 0.5 h\\Time = 30\ min[/tex]

Stage C, we know that:  

[tex]Time = 30/40\\T= 3/4 h\\Time = 45\ min[/tex]

1) So using all the values ​​calculated above, let's calculate the total value of the trip that will take place by:

[tex]Total =( 40 + 30 + 45 ) minutes\\Total = 115 \ minutes\\Total = 1 \ hr \ 55 \ minutes[/tex]

2) For the second part of this question we want to calculate the total distance of travel hours so:  

[tex]x = 1 \ hr \ 55 minutes\\Time = 1 \ hr\ 55 \ minutes + 6 \ minutes = 2 \ hr \ 1 minute\\Time = 2.01666667\\Distance = speed * time\\Distance = 60*2.016667\\Distance = 121 km[/tex]

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Answer:

x=-6

Step-by-step explanation:

y=2x + 5

y= x -1

Plug in the equation for y

x-1=2x+5

Combine like terms

-1=x+5

-6=x

Hope this helps! Please mark brainliest :)

Answer:

c) Two sample t-test

Step-by-step explanation:

Given data

Golfer                          1             2                  3               4

Brand1 (x)                  93          88                112            79

Brand 2 (y)               95          86                 111            77

Mean of x =

                  [tex]\frac{93+88+112+79}{4} = 93[/tex]

            x⁻ = 93

Mean of y

                [tex]\frac{95+86+111+77}{4} = 92.25[/tex]

            y ⁻ = 92.25

Given data

Brand1 (x)         :         93            88                112            79

Brand 2 (y)       :        95             86                111             77

x- x⁻                 :        0                -5                19              -14

y -y ⁻                 :        2.75         -6.25           18.75        -15.25

(x- x⁻)²              :         0                 25             361            196

( y -y ⁻  )²         :       7.5625      39.0625      351.5625    232.5625

S² =     [tex]\frac{sum((x- x^{-} )^{2} +sum (y- y^{-} )^{2} }{n_{1}+n_{2} -2 }[/tex]

[tex]S^{2} = \frac{582+630.75}{4+4-2} = 202.125[/tex]

S = 14.21706

Null hypothesis: H₀: There is no significant difference between the means

Alternative hypothesis: H₁: There is significant difference between the means

Student's t test for difference for means

The test statistic

[tex]t = \frac{x^{-} -y^{-} }{\sqrt{S^{2}(\frac{1}{n_{1} } +\frac{1}{n_{2} } } }[/tex]

[tex]t = \frac{93 -92.25}{\sqrt{202.125(\frac{1}{4 } +\frac{1}{4 } } }[/tex]

on calculation , we get

t = 0.0746

Degrees of freedom ν = n₁ +n₂ -2 = 4+4-2 =6

[tex]t_{\frac{\alpha }{2} } = t_{\frac{0.05}{2} } = t_{0.025} = 2.447[/tex]

The calculated value t = 0.0746 < 2.447 at 0.05 level of significance

null hypothesis is accepted

Conclusion:-

There is no significant difference between the means

Final answer:

The matched pairs t-test is the correct method for analyzing the difference in golfers' scores with two different brands of clubs, as each golfer serves as their control.

Explanation:

The appropriate test to determine if the mean scores differ by brand of club is b. matched pairs t-test. Since the data consists of scores from the same golfers using two different brands of clubs in a controlled setting (meaning, the same golfer's scores are paired with each type of golf club), the analysis compares two related samples. In matched pairs designs, we test the differences by subtracting one measurement from the other. The golfers serve as their controls, eliminating variations between different individuals' performances, which could affect the scores. This is a classic scenario of a paired sample t-test, where each golfer's scores with Brand 1 are paired with their scores with Brand 2, and the difference in scores is analyzed.

Answer:

$1.50 per can

Step-by-step explanation:

6/4 = 1.5

to check your answer, do 1.50*4, and you get $6

hope this helps :)

Answer:

The unit rate is $1.50 per can.

Step-by-step explanation:

Price: $6

Number of Cans Purchased at This Price: 4

$6/4 cans=$1.50 per can

Answer:

5/8 mile is less than 1 mile

Step-by-step explanation:

in this question, one could assume a mile is 8/8

5/8<8/8

Answer:

7

Step-by-step explanation:

THe Triangle Inequality Theorem states that the sum of the two least sides of a triangle must be greater than the third side. In this case, 2 and 6 are less than 10, 3 and 6 are less than 10, 6 and 10 are greater than 16, so the only number left is 7. The sum of seven and six is greater than ten so seven would be the correct answer.

Question:

Triangle D E F. Side D F is 6 inches, side F E is 10 inches, and side E D is question mark.

Which could be a possible length of side DE?

2 in.

3 in.

7 in.

Answer:

C.) 7 in.

Step-by-step explanation:

To calculate the perimeter of a triangle, add the length of its sides. For example, if a triangle has sides a, b, and c, then the perimeter of that triangle will be P = a + b + c. Remember the formula for finding the perimeter of a triangle. For a triangle with sides a, b and c, the perimeter P is defined as: P = a + b + c. What this formula means in simpler terms is that to find the perimeter of a triangle, you just add together the lengths of each of its 3 sides. Since all the three sides of the triangle are of equal length, we can find the perimeter by multiplying the length of each side by 3. 20 + 20 + 20 = 3 × 20 = 60 cm. Thus, the perimeter of an equilateral triangle is 3 times the length of each side. Area of a two-dimensional shape is the space occupied by the shape.

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Answer:

a) The null and alternative hypothesis are:

[tex]H_0: \mu=23\\\\H_a:\mu> 23[/tex]

c) Test statistic t=1.53

P-value=0.064

d) The null hypothesis failed to be rejected.

There is not enough evidence to support the claim that students who complete the core curriculum are ready for​ college-level mathematics.  That is that the true score for the group is not significantly higher than 23.

Step-by-step explanation:

The question is incomplete:

a) State the appropriate null and alternative hypotheses.

c) Use the P-value approach at the 0.05 level of significance to test the hypotheses in part (a). ldentify the test statistic. (Round to two decimal places as needed.) Identfy the P-value. P-value (Round to three decimal places as needed.)

d) Write a conclusion based on the results. Choose the correct answer below. ? the null hypothesis and claim that there ? sufficient evidence to conclude that the population mean is ? than 20.

This is a hypothesis test for the population mean.

The claim is that students who complete the core curriculum are ready for​ college-level mathematics.

Then, the null and alternative hypothesis are:

[tex]H_0: \mu=23\\\\H_a:\mu> 23[/tex]

The significance level is assumed to be 0.05.

The sample has a size n=150.

The sample mean is M=23.4.

As the standard deviation of the population is not known, we estimate it with the sample standard deviation, that has a value of s=3.2.

The estimated standard error of the mean is computed using the formula:

[tex]s_M=\dfrac{s}{\sqrt{n}}=\dfrac{3.2}{\sqrt{150}}=0.261[/tex]

Then, we can calculate the t-statistic as:

[tex]t=\dfrac{M-\mu}{s/\sqrt{n}}=\dfrac{23.4-23}{0.261}=\dfrac{0.4}{0.261}=1.531[/tex]

The degrees of freedom for this sample size are:

[tex]df=n-1=150-1=149[/tex]

This test is a right-tailed test, with 149 degrees of freedom and t=1.531, so the P-value for this test is calculated as (using a t-table):

[tex]P-value=P(t>1.531)=0.064[/tex]

As the P-value (0.064) is bigger than the significance level (0.05), the effect is  not significant.

The null hypothesis failed to be rejected.

There is not enough evidence to support the claim that students who complete the core curriculum are ready for​ college-level mathematics.

Willy is using a systematic sampling method by selecting every tenth person entering the school to understand milk consumption habits after cereal.

When Willy selects every tenth person who enters the school to determine what percent of students drink the milk after they finish their cereal, he is using a systematic sampling method. This type of sampling involves selecting subjects at regular intervals from an ordered list.

It's a form of probability sampling where the first unit is selected randomly and the subsequent units are selected using a fixed periodic interval.

In the context of the situation provided, this method could potentially provide a more representative sample compared to methods like convenience sampling, but there could be inherent biases if there are underlying patterns in the student arrivals at school that correlate with milk drinking habits after cereal.

Answer:

5

Step-by-step explanation:

split 20 into 4 and find out how much is one portion the four

Plz mark brainliest

The required measure of the complementary angles is 82.1° and 7.9°.

Given that,
The measure of two complementary angles is 7x + 17 and 3x - 20. To find the measures of the angles.​

The angle can be defined as the one line inclined over another line.

Here,
the sum of the two complementary angles is equal to 90°. Implying
7x + 17 + 3x - 20 = 90
10x -3 = 90
10x = 93
x = 93 / 10
x = 9.3

Now,
The measure of angles
7x + 17 = 7 * 9.3 + 17
           = 82.1°  
3x - 20 = 3 * 9.3 - 20
             = 7.9°

Thus, the required measure of the complementary angles is 82.1° and 7.9°.

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Answer:

51/4

Step-by-step explanation:

To begin with you have to understand what is the distribution of the random variable. If X represents the point where the bus breaks down. That is correct.  

X~ Uniform(0,100)

Then the probability mass function is given as follows.

[tex]f(x) = P(X=x) = 1/100 \,\,\,\, \text{if} \,\,\,\, 0 \leq x \leq 100\\f(x) = P(X=x) = 0 \,\,\,\, \text{otherwise}[/tex]

Now, imagine that the D represents the distance from the break down point to the nearest station. Think about this, the first service station is 20 meters away from city A, and the second station is located  70 meters away from city A then the mid point between 20 and 70  is (70+20)/2 = 45 then we can represent D as follows

[tex]D(x) =\left\{ \begin{array}{ll} x & \mbox{if } 0\leq x \leq 20 \\ x-20 & \mbox{if } 20\leq x < 45\\ 70-x & \mbox{if } 45 \leq x \leq 70\\ x-70 & \mbox{if } 70 \leq x \leq 100\\ \end{array}\right.[/tex]

Now, as we said before X represents the random variable where the bus breaks down, then we form a new random variable [tex]Y = D(X)[/tex], [tex]Y[/tex] is a random variable as well, remember that there is a theorem that says that

[tex]E[Y] = E[D(X)] = \int\limits_{-\infty}^{\infty} D(x) f(x) \,\, dx[/tex]

Where [tex]f(x)[/tex] is the probability mass function of X. Using the information of our problem

[tex]E[Y] = \int\limits_{-\infty}^{\infty} D(x)f(x) dx \\= \frac{1}{100} \bigg[ \int\limits_{0}^{20} x dx +\int\limits_{20}^{45} (x-20) dx +\int\limits_{45}^{70} (70-x) dx +\int\limits_{70}^{100} (x-70) dx \bigg]\\= \frac{51}{4} = 12.75[/tex]

Answer:

The height of the triangle, h, is 8 m

Step-by-step explanation:

The formula for the area of a triangle of base b and height h is A = (1/2)(b)(h).

Here b = 15 m and A = 60 m^2.  We want the measure of the height, h.

First we solve the area equation (above) for h:  2A = bh, or h = 2A/b,

and then substitute the given values for b and A:

       2(60 m^2)

h = ------------------ = 8 m

          15 m

The height of the triangle, h, is 8 m

Answer:

Answer is 8 because I did the quiz on my online school.

Hope it helps

Answer:

Well all the distributive property is is just splitting up a number so you can distribute it to other numbers so you could do 2x(3x82)

Step-by-step explanation: