Answer:
Step-by-step explanation:
Confidence interval is written as
Sample proportion ± margin of error
Margin of error = z × √pq/n
Where
z represents the z score corresponding to the confidence level
p = sample proportion. It also means probability of success
q = probability of failure
q = 1 - p
p = x/n
Where
n represents the number of samples
x represents the number of success
a) From the information given,
Margin of error = 0.02
p = 0.3
q = 1 - 0.3 = 0.7
To determine the z score, we subtract the confidence level from 100% to get α
α = 1 - 0.5 = 0.05
α/2 = 0.05/2 = 0.025
This is the area in each tail. Since we want the area in the middle, it becomes
1 - 0.05 = 0.975
The z score corresponding to the area on the z table is 1.96. Thus, confidence level of 95% is 1.96
Therefore,
0.02 = 1.96 × √(0.3 × 0.7)/n
0.02/1.96 = √0.21/n
0.0102 = √0.21/n
Taking square of both sides, it becomes
0.00010404 = 0.21/n
n = 0.21/0.00010404
n = 2018
Sample size = 2018
b) if n = 2018
x = 520
Then
p = 520/2018 = 0.26
Point estimate of the proportion of smokers in the population is 0.26
c) q = 1 - 0.26 = 0.74
the 95% confidence interval for the proportion of smokers in the population is
0.26 ± 1.96 × √(0.26)(0.74)/2018
= 0.26 ± 0.019
Answer:
a) n = 2017
b) Point estimate is 0.2578
c) 95% Confidence Interval is Minimum = 0.2387, Maximum 0.2769
Step-by-step explanation:
Here we have
At 95%, we have
[tex]z_{\alpha /2}[/tex] = 1.96
To determine sample size, we have
[tex]n = \frac{(z_{\alpha /2})^2 \hat p \hat q}{E^2}[/tex]
Where:
[tex]\hat p[/tex] = 0.3
[tex]\hat q[/tex] = [tex]1-\hat p[/tex] = 0.7
E = 0.02
Therefore, n = 2016.84 ≈2017
b) The point estimate is given by
[tex]\hat p =\frac{x}{n} = \frac{520}{2017}[/tex] = 0.2578
c) The confidence interval is given by;
[tex]CI=\hat{p}\pm z\times \sqrt{\frac{\hat{p}(1-\hat{p})}{n}}[/tex]
Which gives
[tex]CI=0.2578\pm 1.96\times \sqrt{\frac{0.2578(1-0.2578)}{2017}}[/tex]
Hence CI = Min = 0.2387 to Max = 0.2769
The Federal Bureau of Investigation reports state-level and national data on crimes.
An investigator compares the incidence of crime in Minnesota and in Michigan. In 2001, there were 3,584 crimes in Minnesota, compared to 4,082 in Michigan. He concludes that Minnesotans are more law- abiding. After all, Michigan includes the big bad city of Detroit. What do you say?
Answer:
a)what was concluded is spurious
b) what was concluded could betrue
Step-by-step explanation:
a) Considering the number in Michigan, there is higher number of crimes but considering the population in Minnesota, the population is much less than Michigan, considering the crime the crimes per capital with the population size, Therefore Minnesota could have more crimes than Michigan's so, The conclusion is not true.
b)There is reduction of crimes from 1991 to 2001, so it can be assumed that the population has increased over the times, therefore, the per capita number of crimes decreased.
To assess the crime comparison between Minnesota and Michigan, factors like population and crime rates per 100,000 inhabitants should be taken into account instead of raw totals, considering the FBI's data, including the Uniform Crime Reports and the incoming National Incident-Based Reporting System for enhanced data quality.
Explanation:When comparing crime rates between states like Minnesota and Michigan, simply looking at the raw numbers does not provide a sufficient analysis. The investigator's conclusion that Minnesotans are more law-abiding based on the comparison of total crimes between Minnesota and Michigan in 2001 ignores important factors that influence crime rates such as population size, demographic variations, economic conditions, educational levels, and urbanization rates. For a more accurate assessment, rates per 100,000 citizens should be calculated because they provide a comparison that accounts for population differences.
According to the Federal Bureau of Investigation (FBI), which publishes Uniform Crime Reports (UCR), there may be inconsistencies in data quality due to differences in reportage by law enforcement agencies. However, the UCR is one of the most comprehensive sources for crime data and is moving towards the National Incident-Based Reporting System (NIBRS) which will provide more detailed data, hopefully leading to better-informed discussions and effective crime prevention strategies.
To correctly interpret crime data, it is critical to consider the context, such as the presence of large cities like Detroit in Michigan, which can have higher crime rates. Nonetheless, crime patterns, such as higher auto theft rates in California and Washington as compared to New York and Wisconsin or varying homicide rates across states, suggest that regional differences can be significant. As the FBI indicates, crime types and their associated factors, like firearm access, can impact crime rates and resultant punitive measures.
What do you think makes a rule a function?
Answer:
A function is a relation where there is only one output for every input. In other words, for every value of x, there is only one value for y. Function Rule. A function rule describes how to convert an input value (x) into an output value (y) for a given function. An example of a function rule is f(x) = x^2 + 3.
Step-by-step explanation:
The concept of a function relies on the idea of a functional dependency, where the output is entirely determined by the input.
A rule is considered a function when it satisfies the fundamental condition of assigning a unique output value to each input value. In other words, for every input, there should be exactly one corresponding output.
A key aspect of a function is that it avoids ambiguity and ensures a consistent mapping between inputs and outputs. Each input value must have a specific and unambiguous output value associated with it. This property distinguishes a function from a general relation, where multiple inputs may have the same output.
Additionally, a function must be well-defined, meaning that it produces a predictable and consistent output for any given input within its domain. The rule should be defined for all valid inputs, without any gaps or exceptions.
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A culture of bacteria has an initial population of 8300 bacteria and doubles every 10 hours. Using the formula Pt=P0*2^t/d , where Pt is the population after t hours, P0 is the initial population, t is the time in hours and d is the doubling time, what is the population of bacteria in the culture after 3 hours, to the nearest whole number?
Answer:
10,219 bacteria
Step-by-step explanation:
In this question, we are asked to calculate the population of bacteria in a culture given the formula for the population increase.
From the question, we know the formula to use is
Pt=Po*2^t/d
From the parameters in the question, we identify that Pt is ?, Po is 8300 bacteria , t is 3 hours and d is 10 hours which is the doubling time. Inserting these figures we have;
Pt = 8300 * 2^(3/10)
Pt = 8300 * 2^0.3
Pt = 10,218.5
Pt = 10,219 bacteria to the nearest whole number
Answer:
10218
Step-by-step explanation:
A culture of bacteria has an initial population of 8300 bacteria and doubles every 10 hours. Using the formula P_t = P_0\cdot 2^{\frac{t}{d}}P
t
=P
0
⋅2
d
t
, where P_tP
t
is the population after t hours, P_0P
0
is the initial population, t is the time in hours and d is the doubling time, what is the population of bacteria in the culture after 3 hours, to the nearest whole number?
P_0=8300
P
0
=8300
The initial population
t=3
t=3
Time elapsed
d=10
d=10
The doubling time
P_t = P_0\cdot 2^{\frac{t}{d}}
P
t
=P
0
⋅2
d
t
P_t=8300\cdot 2^\frac{3}{10}
P
t
=8300⋅2
10
3
Plug in
P_t=10218.4986\approx10218
P
t
=10218.4986≈10218
Use parenthesis in the calculator for the exponent
10218
Solve the system 2/3x-1/2y=1
1/4x+3/4y=-1
Answer:
y=4x/3-2 x=-3y-4
Step-by-step explanation:
What is the slope of the function?
2/3
3/2
2
6
Answer:
where's the function
Step-by-step explanation:
Answer:
2/3
Step-by-step explanation:
It’s the answer on ed 2020
Archimedes knew that at 7 AM, the sunlight reaches the ground at an angle of 31, degrees. The rock beside which he slept was 5 meters tall.How far from the rock did Archimedes go to sleep?Round your final answer to the nearest hundredth. *
Answer: Archimedes go to sleep at 8.32 metres away from the rock.
Step-by-step explanation:
Given that the rock beside which he slept was 5 meters tall
Height h = 5m
Angle Ø = 31 degree
To get distance x away from the rock, we will use trigonometry function. SohCahToa
TanØ = opposite/adjacent
Tan 31 = 5/x
x = 5/tan31
x = 8.32m
To find the distance from the rock where Archimedes went to sleep, we calculate the adjacent side of a right triangle using the tangent function with the given angle of 31 degrees and the rock's height of 5 meters. The result is approximately 8.32 meters.
The student's question involves finding the distance from the rock where Archimedes slept to the point where the sunlight hit the ground at a 31-degree angle.
This scenario forms a right triangle with the rock's height as the opposite side, the distance from the rock as the adjacent side, and the Sun's angle providing information to use trigonometry—specifically, the tangent function since we have the opposite side and are looking for the adjacent side.
To calculate the distance, we use the equation tan(angle) = opposite/adjacent, which can be transformed into adjacent = opposite/tan(angle).
Plugging in the values, we get:
adjacent = 5 meters/tan(31 degrees)
adjacent = 8.32
We find that the adjacent side, which is the distance from the rock, is approximately 8.32 meters.
Therefore, Archimedes went to sleep roughly 8.32 meters away from the rock.
Describe a probability simulation for each situation
1. You guess the answers on a true/false test with 20 questions
2. One student out of 6 is randomly chosen to be the homeroom representative
Simulate a true/false test by flipping a coin for each question with heads for 'true' and tails for 'false'. To select a homeroom representative from six students, assign numbers and use a random number generator or equivalent method for random selection.
To simulate the situation where you guess the answers on a true/false test with 20 questions, you could use a coin to represent the random guessing. Flip the coin 20 times where heads represents 'true' and tails represents 'false', recording the number of correct outcomes as needed. Since each question can only have one correct answer, the probability of getting a question right is 0.50.
For the situation where one student out of 6 is randomly chosen to be the homeroom representative, you could assign each of the six students a number from 1 to 6. Then, using a random number generator, die, or drawing numbers from a hat, you select a number at random to determine the representative. The probability of any one student being selected is [tex]\frac{1}{6}[/tex] or approximately 0.17.
find the value of x round to nearest tenth
Answer:
x=88.163
Step-by-step explanation:
tan10 = x/500
x= 88.163
Answer: 88.2
Step-by-step explanation:
It’s correct don’t worry
Male African elephants have an average length of 7.5 meters. What is the combined average length, in centimeters, of five male African elephants?
Answer:
The combined average length of five male elephants is 3750cm
Step-by-step explanation:
1 elephant = 7.5m
5 elephants=?
We cross multiply.
5 * 7.5= 37.5m
So the average combined length of 5 male elephants is 37.5m
So we convert 37.5m to centimetres
Recall, 100cm = 1m
With this in mind, we convert 37.5m to cm by multiplying by 100
So, 37.5 x 100= 3750cm.
The combined average length of five male African elephants is 3750 centimeters, obtained by converting the length of one elephant to centimeters and multiplying by five.
Explanation:To calculate the combined average length, in centimeters, of five male African elephants, we start by converting the length of one elephant from meters to centimeters. Knowing that 1 meter is equivalent to 100 centimeters, we can find the length of one elephant in centimeters:
7.5 meters/elephant × 100 centimeters/meter = 750 centimeters/elephant
Now, to find the total length of five elephants:
750 centimeters/elephant × 5 elephants = 3750 centimeters
Therefore, the combined average length of five male African elephants is 3750 centimeters.
21, 14, 18, 17, 27, 23, 25
mean, median, mode
Answer:
Mean: 20.714285714286 (rounds to 21)
Median: 21
Mode: No mode
Step-by-step explanation:
14 17 18 21 23 25 27
Mean:
14+17+18+21+23+25+27 = 145
145/7 = 20.7142857143
Median:
14 17 18 21 23 25 27
21 is in the middle of the numerical list
Mode:
None of the number repeat, so there is no mode.
The volume of a cylinder is cubic units. A cone shares the same base. The height of the cone is twice the height of the cylinder. What is the volume of the cone?
Answer:
v=pi(r)^2(h/3)
Step-by-step explanation:
Answer:
v=pi(r)^2(h/3)
Step-by-step explanation:
The square of any negative number is ?
Is positive. In fact, the square of any (real) number other than 0 is always positive.
Answer:
The square of the positive number
Step-by-step explanation:
-2^2 = 4 2^2 = 4
-3^2 = 9 3^2 = 9
Why is this? Because a negative multiplied by a negative is a positive. And when you square a number you are multiplying the number by itself. So two negatives always equal a positive.
A random sample of 300 students is selected from a large group of students who use a computer-equipped classroom on a regular basis. Occasionally, students leave their USB drive in a computer. Of the 300 students questioned, 180 said that they write their name on their USB drive. Which of the following is a 98 percent confidence interval for the proportion of all students using the classroom who write their name on their USB drive?
Answer:
0.6±2.33 [sqrt](0.6)(0.4)/300
Step-by-step explanation:
Answer:
0.6±2.33 [sqrt](0.6)(0.4)/300
Step-by-step explanation:
got it right
The box plots show Lauren's chemistry scores and her biology scores. Chemistry 2 box plots. The number line goes from 50 to 100. For chemistry, the whiskers range from 55 to 90, and the box ranges from 60 to 85. A line divides the box at 80. For biology, the whiskers range from 50 to 90, and the box ranges from 60 to 80. A line divides the box at 70. Biology Lauren used the steps below to determine the differences in the medians and the interquartile ranges.
Answer:
D
Step-by-step explanation:
Just did the test
The error is in ''Step 3.''
What is an expression?Mathematical expression is defined as the collection of the numbers variables and functions by using operations like addition, subtraction, multiplication, and division.
Given that;
The box plots show Lauren's chemistry scores and her biology scores.
Now,
She should have calculated the interquartile range as,
Chemistry = 85 - 60 = 25
Biology = 80 - 60 = 20
In a box plot, The median is the point on the number line where a line divides the rectangular box.
Thus, from the information given in the question about the box plots, the median for Chemistry = 80 (this is where a line divides the box)
Median for Biology = 70
The difference in the median = 80 - 70 = 10.
Lauren didn't make any mistake in Step 1 and 2, as he equally got the same values.
⇒ The interquartile range in a box plot is simply the difference in the ranges = (Q3 - Q1).
From the given information,
The interquartile range for Chemistry = 85 - 60
= 25
And, The Interquartile range for Biology = 80 - 60
= 20
The difference in interquartile range = 25 - 20 = 5
Therefore, Lauren made an error in ''Step 3'' when calculating the interquartile range for both Chemistry and Biology, even though he arrive at the same value of the difference in the interquartile range we got as calculated above.
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The complete question is this,
The box plots show Lauren's chemistry scores and her biology scores. Chemistry 2 box plots. The number line goes from 50 to 100. For chemistry, the whiskers range from 55 to 90, and the box ranges from 60 to 85. A line divides the box at 80. For biology, the whiskers range from 50 to 90, and the box ranges from 60 to 80. A line divides the box at 70. Biology Lauren used the steps below to determine the differences in the medians and the interquartile ranges. Step 1 Find the median for chemistry: 80 Find the median for biology: 70 Step 2 Find the difference in the medians: 80 minus 70 = 10 Step 3 Find the interquartile range for chemistry: 85 minus 80 = 5 Find the interquartile range for biology: 80 minus 70 = 10 Step 4 Find the difference in the interquartile ranges: 10 minus 5 = 5 Lauren determined that the difference in the medians is greater than the difference in the interquartile ranges. Which explains Lauren's error?
An element with a mass of 630 grams decays by 30% per minute. To the nearest minute, how long will it be untill there are 30 grams of the element remaining?
Answer:
It should take somewhere between 8 to 9 minutes to decay until there are 30 grams remaining.
It will take about 8 minutes until there are 30 grams of the element remaining.
What is Percentage?percentage, a relative value indicating hundredth parts of any quantity.
we can use the formula for exponential decay:
[tex]N(t) = N_{0} e^(^-^k^t^)[/tex]
where:
N₀ is the initial quantity (in grams) of the element
N(t) is the quantity (in grams) of the element at time t
k is the decay constant
t is the time (in minutes)
We can start by finding the value of k, which is related to the percentage of decay per minute:
k = ln(1 - %/100)
= ln(1 - 30/100)
= -0.35667
Next, we can plug in the values we have and solve for t:
[tex]30 = 630.e^(^-^0^.^3^5^6^6^7^t^)[/tex]
Dividing both sides by 630, we get:
[tex]0.0476 = e^(^-^0^.^3^5^6^6^7^t^)[/tex]
Taking the natural logarithm of both sides, we get:
ln(0.0476) = -0.35667t
Solving for t, we get:
t = 7.75
Therefore, it will take about 8 minutes until there are 30 grams of the element remaining.
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A researcher wants to test how much time stay at home dads do chores and housework compared to stay at home moms in one week. The study randomly selects 30 men and 30 women who are stay at home parents with one child and analyze their time spent doing housework and childcare in a week to find the average number of hours per week for each group.Which of the following should the researcher use to determine whether there is a difference in mean number of hours spent working as stay at home parents between men and women?a two-sample t-testb z-test for the population meanc paired t-testd ANOVA
Answer:
The correct option is;
a. two-sample t-test
Step-by-step explanation:
Here, since the test involves taking samples from two different population and then comparing parameters within the statistical results obtained from the samples, the appropriate statistical hypothesis testing to be used is the two sample t-test
A two sample t- test is used in statistical hypothesis testing on data from two samples obtained from different population so as to find out if the difference in the parameters of the two population are statistical significant.
Answer:
the answer is actually
Step-by-step explanation:
1. Start with 8 negative tiles
2.Separate the tiles into 2 equal groups
3. Count the number of tiles in each group.
what is the value of c?
Answer:
jii
Step-by-step explanation:
Answer:
8.3
Step-by-step explanation:
2.1 + 4.2 = 6.3
22.9 - 6.3 =16.6
16.6 divided by 2 is 8.3.
7.281 × 100 = ____________
Answer:
728.1
Step-by-step explanation:
7.281 × 100 = 728.1
✋
Adam owns an inline skate shop. Adam wants to buy eight thousand four hundred fifty-eight inline skate wheels. Inline skate wheels sell in sets of four. A set of four skate wheels cost six dollars and forty-seven cents. How much money does Adam spend to buy eight thousand four hundred fifty-eight wheels? Adam puts eight wheels on every pair of inline skates. On how many pairs of inline skates can Adam put eight wheels? Between what two whole numbers is the number of pairs of inline skates Adam can put wheels on? Show all your mathematical thinking
Answer:
Cost: $13,680.82
Number of pairs of skates: 1057.25 / 1057-1058
Step-by-step explanation:
To find the cost of the wheels, we need to multiply the cost of a set, $6.47, by the number of wheels needed, 8458, for a quotient of 54723.26. We then divide this quotient by 4, the number of wheels in each set, to get the cost of $13,680.82.
Next, to find the number of pairs that Adam can put wheels on, we divide 8458, the number of wheels Adam has, by 8, the number of wheels Adam puts on each pair of skates. This leaves us with a quotient of 1057.25 pairs. The two whole numbers this number is between are 1057 and 1058.
Final answer:
Adam will spend $13,684.05 to purchase 2,115 sets of inline skate wheels.
He can put eight wheels on 1,057 pairs of inline skates, and the number falls between 1,057 and 1,058 pairs.
Explanation:
The student asked how much money Adam would spend to buy eight thousand four hundred fifty-eight inline skate wheels, given that skate wheels are sold in sets of four and each set cost six dollars and forty-seven cents. To find the total cost, we need to determine how many sets of four wheels are needed and then multiply by the cost per set.
First, we'll calculate the number of sets by dividing the total number of wheels by the number of wheels in a set:
Number of sets = Total wheels / Wheels in a setNumber of sets = 8,458 / 4Number of sets = 2,114.5Since you can't buy half a set, Adam needs to buy 2,115 sets of wheels.
Next, we multiply the number of sets by the cost per set to find the total cost:
Total cost = Number of sets × Cost per setTotal cost = 2,115 × $6.47Total cost = $13,684.05To determine how many pairs of inline skates Adam can equip with eight wheels, we divide the total number of wheels by eight:
Number of pairs = Total wheels / Wheels per pairNumber of pairs = 8,458 / 8Number of pairs = 1,057.25Adam can fully equip 1,057 pairs of inline skates with eight wheels, since you can't have a quarter of a pair of skates. Therefore, the number of pairs of inline skates Adam can put wheels on falls between 1,057 and 1,058.
Simplify the expression (62)4.
(62) 4 simplifies to 248 by multiplying 62 by 4, resulting in the total value of 248.
To simplify the expression (62) 4, we first need to perform the operation inside the parentheses, which is the multiplication of 62 by 4.
(62) 4 = 62 × 4
= 248
Therefore, (62) 4 simplifies to 248.
In essence, this expression represents the multiplication of the number 62 by 4. When we multiply 62 by 4, we effectively add 62 to itself 4 times, resulting in the total of 248. This process is a fundamental operation in arithmetic, involving repeated addition or counting.
In more complex mathematical contexts, such as algebra or calculus, simplifying expressions involves performing operations according to established rules or algorithms. However, in this case, the operation is straightforward, and the simplification is simply the result of performing basic arithmetic.
A roller coaster track is 3,000 meters long. It takes 100 seconds to travel once around the roller coaster. What is the average speed of the roller coaster?
Answer: The average speed of the rollercoaster is 30 meters per second.
Step-by-step explanation:
Hi, since:
Speed rate = distance /time
To answer this question we simply have to divide the length (distance) of the rollercoaster (3,000 meters) by the time spent on traveling it (100 seconds)
Mathematically speaking;
3000 meters / 100 seconds = 30 meters per second
The average speed of the rollercoaster is 30 meters per second.
Answer:
The average speed of the roller coaster is 30 m/s.
Step-by-step explanation:
The average speed of the roller coaster can be computed by the formula:
Average Speed = Total distance traveled/Total time taken
The roller coaster travels a distance of 3000 meters and takes a time of 100 seconds. So,
Average Speed = 3000 meters / 100 seconds
Average Speed = 30 meters/second
Evaluate 9 – b when b = 8 what’s
the answer
Answer:
1
Step-by-step explanation:
9-b is the same as 9-8 because b=8. 9-8=1.
The trend line passes through (10,9) and (35,0). Write an equation for the trend line.
The equation for the trend line that passes through the points (10,9) and (35,0) is calculated first by determining the slope, then the y-intercept. This results in the equation y = -0.36x + 12.6.
Explanation:
The subject matter of your question is in the realm of mathematics, specifically, the algebra of straight lines. Given the points (10,9) and (35,0) that a trend line passes through, the equation for this line can be determined using the slope and y-intercept.
First, let's compute the slope (m) which can be determined using the formula: m = (y2 - y1) / (x2 - x1). For our given points, this means: m = (0 - 9) / (35 - 10) = -9 / 25 = -0.36.
Next, we find the y-intercept (b) using the point-slope formula y - y1 = m (x - x1), substituting one of our points and the calculated slope: y - 9 = -0.36 (x - 10). Solving for y (y = -0.36x + b), we find: 9 = -0.36*10 + b which gives b = 9 + 3.6 = 12.6.
Therefore, the equation of the trend line, in the form of y = mx + b, is y = -0.36x + 12.6.
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Every year Sid uses 2 ¾ bottles of washing up liquid. His friend uses 3 ¼ bottles. How much do they use altogether? How much more washing up liquid does his friend use when compared to him?
Answer:
6 bottles , [tex]\frac{1}{2} \ bottles[/tex]
Step-by-step explanation:
Given:
Every year Sid uses 2 ¾ bottles of washing up liquid.
His friend uses 3 ¼ bottles.
Question asked:
How much do they use altogether?
How much more washing up liquid does his friend use when compared to him?
Solution:
Sid uses bottles of washing up liquid = [tex]2\frac{3}{4}[/tex]
His friend uses bottles of washing up liquid = [tex]3\frac{1}{4}[/tex]
They use bottles of washing up liquid [tex]=2\frac{3}{4}+3\frac{1}{4}[/tex]
[tex]=\frac{4\times2+3}{4} +\frac{4\times3+1}{4} \\ \\ =\frac{11}{4} +\frac{13}{4} \\ \\ =\frac{11+13}{4} \\ \\ =\frac{24}{4} \\ \\ =6\ bottles[/tex]
Thus, they use 6 bottles of washing up liquid together.
Now, to calculate that his friend uses how much more washing up liquid than Sid, we will subtract Sid uses number of bottles from his friend uses number of bottles:-
[tex]=\frac{13}{4} -\frac{11}{4} \\ \\ =\frac{13-11}{4} \\ \\ =\frac{2}{4} \\ \\ =\frac{1}{2} \ bottles\ (half\ bottles)[/tex]
Thus, his friend uses half bottles more than Sid.
PLEASE HELP!!
You can work at most 20 hours next week. You need to earn at least $92 to cover your weekly expenses. Your dog - walking job pays $7.50 per hour and your job as a car wash attendant pays $6 per hour. Write a system of linear inequalities to model the situation.
7.50x + 6y < 92. AND x + y > 20
7.50x + 6y > 92. AND. x + y < 20
7.50x + 6y ≥ 92. AND. x + y ≤ 20
7.50x + 6y ≤ 92. AND. x + y ≥ 20
Answer:
Step-by-step explanation:
7.50x + 6y ≤ 92. AND. x + y ≥ 20
Rachel received $650 for her birthday. She purchased a surfboard for $477 and some additional accessories without spending more than the money she received.
She wrote the inequality 477 + x < 650.
Is the inequality correct?
Yes, because 477 and an unknown amount is less than 650.
No, because 477 and an unknown amount is greater than 650.
No, because the inequality symbol should be less than or equal to 650.
No, because x should be subtracted from 477.
Answer:
No, because the inequality symbol should be less than or equal to 650.
Step-by-step explanation:
I don't exactly know what to put here, but I hope this helped since the other person didn't put it! <3 :3
Answer:
No, because the inequality symbol should be less than or equal to 650
(the third choice) (plus I got it right on edge)
Hope this Helps!
Three students are playing a game using the spinner above. Each student draws three boxes on a piece of paper. The spinner is spun, and each student writes the number in any one of the three boxes. The spinner is spun two more times, and each time the students write the number in a remaining empty box. The students then compare numbers, and whoever has the largest three-digit number wins the game.This game would be particularly useful in helping students' understanding of:
Answer:
Probability
Step-by-step explanation:
In this game, the players rely entirely on chance to win, rather than skill. Therefore, this game would be particularly useful in helping students' understanding of probability.
(Spoken from someone who played this exact game 2 years ago to learn about probability.)
Use the distributive property
Answer:
Step-by-step explanation:
Using the distributive property of multiplication
3( 4x - 9)
= 12x - 27
Answer:
12x - 27
Step-by-step explanation:
multiply the 3 to both 4x and -9
3 * 4x = 12x
3 * -9 = -27
combine
12x - 27
Consider a political discussion group consisting of 15 Democrats, 11 Republicans, and 8 Independents. 1. Find the number of three person subcommittees that can be made by choosing any republican, any democrat, and any independent. 2. Find the total number of possible 5 person subcommittees that can be chosen if the members can be any of the 34 people in the group. 3. Find the number of ways the Republicans can choose a subcommittee of 4 members. 4. Find the number of ways the Democrats can choose a subcommittee of 3 members. 5. Find the number of ways the Independents can choose a subcommittee of 3 members. 6. Find the number of ways the Independents can choose a Chairperson, Vice-chairperson, and Secretary, in this order. 7. Find the number of ways the Republicans can choose a Chairperson, Vice-chairperson, and Secretary, in this order. 8. Find the number of ways the Democrats can choose a Chairperson, Vice-chairperson, and Secretary, in this order.
Answer:
1) 1320 2)278256 3)330 4) 455 5)56 6)336 7) 990 8) 2730
Step-by-step explanation:
Solution:
1) Democrats = 15, Republicans = 11, Independents= 8
Total = 15+ 11+ 8 =34
Number of 3 persons committee = 15nCr 1 * 11nCr1 * 8nCr1
nCr =combination
Number of 3 persons committee that can be made by choosing any republican or democrat or independent = 15 * 11* 8 =1320
2)Total number of possible 5 person subcommittes from any 34 people = 34nCr5 = 34!/(29! * 5!)
=278256
3) Number of ways republicans choose subcomittee of 4 members = 11nCr4
= 11!/(7! * 4!)=330 ways
4) Number of ways democrats choose subcomittee of 3 members = 15nCr3
= 15!/ (12! *3!)=455 ways
5) Number of waysindependents choose subcomittee of 3 members = 8nCr3
= 8!/(5! * 3!)= 56 ways
6) Number of ways independents choose chairperson, vice chairperson and secretary:
As one picks each post the number of person decreases
= (Chairperson)* (vice chairperson) * (secretary) = 8nCr1 * 7nCr1 * 6nCr1
=336 ways
7) Number of ways republicans can choose chairperson, vice chairperson and secretary
As one picks each post the number of person decreases
= (Chairperson)* (vice chairperson) * (secretary) = 11nCr1 * 10nCr1 * 9nCr1
= 990ways
8) Number of ways Democrats can choose chairperson, vice chairperson and secretary
As one picks each post the number of person decreases
= (Chairperson)* (vice chairperson) * (secretary) = 15nCr1 * 14nCr1 * 13nCr1
= 2730 ways
Tiffany’s class recycled 3 1/2 box of paper in a month if they recycled another 6 2/5 boxes the next month was is the total amount they recycled
Answer:
9 9/10
Step-by-step explanation:
amount of them
= 3 1/2 + 6 2/5
= 7/2 + 32/5
= 35/10 + 64/10
= 99/10
= 9 9/10
Final answer:
The total amount of paper boxes recycled by Tiffany's class over two months is 9 9/10 boxes, after adding 3 1/2 boxes and 6 2/5 boxes using common denominators.
Explanation:
The student's question involves adding together two fractions to find the total amount of recycled paper boxes. Tiffany's class recycled 3 1/2 boxes one month and an additional 6 2/5 boxes the following month. To find the total, we need to add these two fractions.
First, let's convert these mixed numbers into improper fractions:
3 1/2 = 7/2 (since 3 imes 2 + 1 = 7)
6 2/5 = 32/5 (because 6 imes 5 + 2 = 32)
Next, we find a common denominator (which is 10 here) and add the two fractions:
7/2 = 35/10
32/5 = 64/10
Now, we add 35/10 + 64/10 = 99/10.
Finally, we convert the improper fraction back to a mixed number: 99/10 equals 9 whole boxes and 9/10 of a box.
So, Tiffany's class recycled a total of 9 9/10 boxes over the two months.