Answer:
Quadratic
Step-by-step explanation:
Took a test and got it right
Answer:
quadratic
Step-by-step explanation:
2x+3y=41 and 5x+4y=85
Answer:
5x+4y=85-
Slope = -2.500/2.000 = -1.250
x-intercept = 85/5 = 17
y-intercept = 85/4 = 21.25000
2x+3y=41-
Slope = -1.333/2.000 = -0.667
x-intercept = 41/2 = 20.50000
y-intercept = 41/3 = 13.66667
An educational psychologist wants to test whether a new teaching method negatively affects reading comprehension scores. She randomly selects 38 6th grade students that were taught under the new teaching method and finds that their mean score on a standardized reading comprehension test equals 87.8. Scores on the standardized test in the general population of 6th graders are distributed normally with a mean equal to 90.1 and a standard deviation equal to 17.3 . Is there sufficient evidence to conclude that the new teaching method negatively affects reading comprehension scores
Answer:
[tex]z=\frac{87.8-90.1}{\frac{17.3}{\sqrt{38}}}=-0.820[/tex]
The p value for this case would be given by:
[tex]p_v =2*P(z<-0.820)=0.412[/tex]
Since the p value is very high ant any significance level we will have enough evidence to FAIL to reject the null hypothesis, so then we can conclude that the true mean is not significantly different from 90.1 and the method not shows a significantly effect in the scores.
Step-by-step explanation:
Information provided
[tex]\bar X=87.8[/tex] represent the sample mean for the scores on the standardized test in the general population of 6th graders
[tex]\sigma=17.3[/tex] represent the population standard deviation
[tex]n=38[/tex] sample size
[tex]\mu_o =90.1[/tex] represent the value that we want to verify
z would represent the statistic
[tex]p_v[/tex] represent the p value for the test
System of hypothesis
We want to verify if the new teaching method negatively affects reading comprehension scores, so then the system of hypothesis for this case are:
Null hypothesis:[tex]\mu =90.1[/tex]
Alternative hypothesis:[tex]\mu \neq 90.1[/tex]
Since we know the population deviation the statistic would be:
[tex]z=\frac{\bar X-\mu_o}{\frac{\sigma}{\sqrt{n}}}[/tex] (1)
Replacing the info given we got:
[tex]z=\frac{87.8-90.1}{\frac{17.3}{\sqrt{38}}}=-0.820[/tex]
The p value for this case would be given by:
[tex]p_v =2*P(z<-0.820)=0.412[/tex]
Since the p value is very high ant any significance level we will have enough evidence to FAIL to reject the null hypothesis, so then we can conclude that the true mean is not significantly different from 90.1 and the method not shows a significantly effect in the scores.
Answer:
Step-by-step explanation:
We would set up the hypothesis test. This is a test of a single population mean since we are dealing with mean
For the null hypothesis,
µ = 90.1
For the alternative hypothesis,
µ < 90.1
Since the population standard deviation is given, z score would be determined from the normal distribution table. The formula is
z = (x - µ)/(σ/√n)
Where
x = sample mean
µ = population mean
σ = population standard deviation
n = number of samples
From the information given,
µ = 90.1
x = 87.8
σ = 17.3
n = 38
z = (87.8 - 90.1)/(17.3/√38) = - 0.82
Looking at the normal distribution table, the probability corresponding to the z score is 0.21
Assume significant level = 0.05
Since alpha, 0.05 < than the p value, 0.21, then we would fail to reject the null hypothesis. Therefore, At a 5% level of significance, there is not enough evidence to conclude that the new teaching method negatively affects reading comprehension scores.
Operations on Rational and Irrational Numbers
Multiply.
Answer as a fraction. Do not include spaces in your answer.
1.9 x (1/4) = ?
Answer:
19/40
Step-by-step explanation:
Answer: 19/40
Step-by-step explanation:
Which phrase is a description of s - 12?
Answer:
12 less than a number s
Step-by-step explanation:
less than means after
A model rocket is launched with an initial upward velocity of 195 ft/s. The rocket's height h (in feet) after t seconds is given
by the following
h= 1951 - 1612
Find all values of 1 for which the rocket's height is 87 feet.
Round your answer(s) to the nearest hundredth.
(If there is more than one answer, use the "or" button.)
1 =
seconds
x
5
?
ground
Answer:
0.46 seconds or 11.72 seconds
Step-by-step explanation:
Putting 87 for h in the height equation gives ...
87 = -16t^2 +195t
Dividing by -16 puts this in a little nicer form for finding solutions.
t^2 -(195/16)t = -87/16
To "complete the square", we can add the square of half the coefficient of t:
t^2 -(195/16)t + (195/32)^2 = (195/32)^2 -87/16
(t -195/32)^2 = 32457/1024
Taking the square root, we have ...
t -195/32 = ±(1/32)√32457
t = (195 ±√32457)/32 ≈ 0.4638 or 11.7237
The rocket is at a height of 87 feet after 0.46 seconds, and again after 11.72 seconds.
"Jason is with a large group of friends at the movie theater. He plans on buying a
few popcorns and drinks for his friends. Each popcorn cost $4 and each drink cost
$3. He only has $24 with him."
What would be an appropriate set of inequalities to represent how many popcorns
and drinks that Jason could purchase (p = number of popcorns, d = number of
drinks)?
Answer: p*$4 + d*$3 ≥ $24
Step-by-step explanation:
The price P of popcorn is P = $4, the pricec of a drink is D = $3
He only has $24
The equation that represents the number of popcorns and drinks he can buy us:
p*$4 + d*$3 ≥ $24
This means that the maximum amount of money he can spend is $24.
In this equation you can give the value of p or d, and then find the maximum possible value for the other variable.
When the average price of an item increases from p1 to p2 over a period of n years, the annual rate of inflation r (in decimal form) is given by r=(p2p1)1/n−1. The average price of a gallon of milk increased from $0.36 in 1913 to $3.53 in 2013. What was the annual rate of inflation r? Write your answer in decimal form to the nearest thousandth.
Answer:
the annual rate of inflation r is 0.023
Step-by-step explanation:
Given by the expression:
[tex]r=(\frac{p_2}{p_1})^{1/n}-1[/tex]
The average price of a gallon of milk increased from $0.36 in 1913 to $3.53 in 2013.
Let [tex]p_1 = 0.36[/tex]
[tex]p_2 = 3.53[/tex]
n = 2013 - 1913 = 100
replacing our values into the given equation; then the annual rate of inflation r is as follows:
[tex]r=(\frac{3.53}{0.36})^{1/100}-1[/tex]
r = 0.023
Hence, the annual rate of inflation r is 0.023
The annual rate of inflation for the period 1913 to 2013 is approximately 2.3%.
To find the annual rate of inflation, we use the formula: r = [tex](\frac{p_{2} }{p_{1} } )^{\frac{1}{n} }[/tex] - 1
Given:⇒ p₁ = $0.36 (price in 1913)
⇒ p₂ = $3.53 (price in 2013)
⇒ n = 2013 - 1913 = 100 years
We substitute the values into the formula:Calculate the ratio p₂ ÷ p₁:⇒ 3.53 ÷ 0.36 = 9.8056
Take the nth root ([tex]\frac{1}{100}[/tex]) of 9.8056:⇒ [tex]9.8056^{\frac{1}{100} }[/tex] ≈ 1.023
Subtract 1 from the result:⇒ 1.023 - 1 = 0.023
Thus, the annual rate of inflation r is approximately 0.023, or 2.3% when converted to a percentage.
Complete question:
When the average price of an item increases from p₁ to p₂ over a period of n years, the annual rate of inflation r (in decimal form) is given by r = [tex](\frac{p_{2} }{p_{1} } )^{\frac{1}{n} }[/tex] − 1. The average price of a gallon of milk increased from $0.36 in 1913 to $3.53 in 2013. What was the annual rate of inflation r? Write your answer in decimal form to the nearest thousandth.
i need the answer for this plsss
Answer:
-3/4
Step-by-step explanation:
(3 - 0)/(1 - 5) =
3/-4 =
-3/4
Answer:
-3/4
Step-by-step explanation:
This question is actually quite easy and can be done through the process of elimination. We are going from x=1 to x=5, so we are going right. We are going from y=3 to y=0, so we are going down. Because we are going down as we move right, the slope must be negative.
The actual equation for slope is:
(y2-y1)/(x2-x1) for (x1, y1), (x2, y2)
True or false all quadrilaterals are parallelograms
Answer:
False
Step-by-step explanation:
Trapizoids may have one pair of parallel sides, but parrallelograms must have 2 parallel pairs of sides.
False, all quadrilaterals are not parallelograms.
ParallelogramA four-sided polygon with four edges and four corners is known as a quadrilateral.
A parallelogram is a basic quadrilateral with two parallel sides.
Because the opposite sides of a kite are not always parallel, not every kite is a parallelogram.
False, all quadrilaterals are not parallelograms.
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Find the linearization Upper L (x comma y )of the function f (x comma y )at Upper P 0. Then find an upper bound for the magnitude StartAbsoluteValue Upper E EndAbsoluteValue of the error in the approximation f (x comma y )almost equalsUpper L (x comma y )over the rectangle R. f (x comma y )equals3 ln x plus 5 ln y at Upper P 0 (1 comma 1 )R: StartAbsoluteValue x minus 1 EndAbsoluteValue less than or equals 0.4, StartAbsoluteValue y minus 1 EndAbsoluteValue less than or equals 0.3
Answer:
I E I ≤ 0.0522
Step-by-step explanation:
See attached image file
Anisha invested $8000 in an account that earns 10% interest. How much money will she have in 15 years if the interest is compounded continuously?
Answer:
Anisha will have approximately $33,417.98 in 15 years with interest compounded annually.
Explanation:
We can use the formula for compound interest:
[tex]\[ A = P \times \left(1 + \frac{r}{n}\right)^{nt} \][/tex]
where:
- [tex]\( A \)[/tex] is the amount of money accumulated after [tex]\( t \)[/tex] years, including interest
- [tex]\( P \)[/tex] is the principal amount (the initial investment)
- [tex]\( r \)[/tex] is the annual interest rate (in decimal)
- [tex]\( n \)[/tex] is the number of times that interest is compounded per year
- [tex]\( t \)[/tex] is the time the money is invested for (in years)
Given:
- [tex]\( P = \$8000 \)[/tex]
- [tex]\( r = 0.10 \)[/tex] (10% expressed as a decimal)
- [tex]\( n = 1 \)[/tex] (interest compounded annually)
- [tex]\( t = 15 \)[/tex] years
Substitute the values into the formula:
[tex]\[ A = 8000 \times \left(1 + \frac{0.10}{1}\right)^{1 \times 15} \][/tex]
[tex]\[ A = 8000 \times (1 + 0.10)^{15} \][/tex]
[tex]\[ A = 8000 \times (1.10)^{15} \][/tex]
Now, we can calculate:
[tex]\[ A \approx 8000 \times 4.177248 \][/tex]
[tex]\[ A \approx 33417.98 \][/tex]
Two students taking a multiple choice exam with 20 questions and four choices for each question have the same incorrect answer on eight of the problems. The probability that student B guesses the same incorrect answer as student A on a particular question is 1/4. If the student is guessing, it is reasonable to assume guesses for different problems are independent. The instructor for the class suspects the students exchanged answers. The teacher decides to present a statistical argument to substantiate the accusation. A possible model for the number of incorrect questions that agree is:
Final answer:
The possible model for the number of incorrect questions that agree is a binomial distribution. The teacher can use this model to calculate the probability of observing 8 or more agreed-upon answers.
Explanation:
The possible model for the number of incorrect questions that agree is a binomial distribution because there are a fixed number of trials (the number of questions) and each trial has two possible outcomes (agree or disagree).
The probability that student B guesses the same incorrect answer as student A on a particular question is 1/4, so the probability of agreeing on a particular question is 1/4. Since there are 20 questions, the probability that they agree on exactly 8 questions is given by the binomial probability formula: P(x = 8) = C(20, 8) * (1/4)^8 * (3/4)^12.
The teacher can use this model to calculate the probability of observing 8 or more agreed-upon answers by summing the probabilities of all possible outcomes with 8 or more agreed-upon answers: P(x ≥ 8) = P(x = 8) + P(x = 9) + ... + P(x = 20).
Sally is planning a trip for 225 students.
Place
She asks a sample of 30 students where
Theme Park
they want to go.
Theatre
Each student chooses one place.
Sports Centre
The table shows information about
her results.
Seaside
(i) Work out how many of the 225 students
you think will want to go to the Theme Park.
Answer:
Number of students want to go to Theme Park = 75
Step-by-step explanation:
Note: The given question is incomplete. Complete question is as follow.
Given:
Number of sample student = 30
Place Number of students want to go
Theme Park 10
Theater 5
Sports Center 8
Seaside 7
Find:
How many students want to go to Theme Park.
Computation:
⇒ Probability for students want to go to Theme Park = 10 / 30
⇒ Probability for students want to go to Theme Park = 1 / 3
⇒ Number of students want to go to Theme Park = [1 / 3]225
⇒ Number of students want to go to Theme Park = 75
Final answer:
Using a sample proportion, if 12 out of 30 students chose the Theme Park, we estimate that 90 out of 225 students will want to go to the Theme Park.
Explanation:
To estimate how many of the 225 students will want to go to the Theme Park, we use the results from Sally's sample of 30 students. First, we need to know the number of students in the sample who chose the Theme Park. Suppose, for instance, that 12 out of the 30 sampled students chose the Theme Park. We can set up a proportion to find the estimated number of students out of 225 who would choose the same.
Here's the proportion based on the sample data:
Number of students who chose Theme Park in the sample / Total number of students in the sample = Estimated number of students who will choose Theme Park / Total number of students planning to go
In our example, this is 12/30 = x/225, where x is the estimated total.
We cross-multiply to solve for x:
12 × 225 = 30 × x
x = (12 × 225) / 30
x = 90
Thus, we estimate that 90 out of the 225 students will prefer to go to the Theme Park.
What algebraic expression must be subtracted from the sum of y2+5y−1
y
2
+
5
y
−
1
and 3y2−2y+4
3
y
2
−
2
y
+
4
to give 2y2+7y−2
2
y
2
+
7
y
−
2
as the result?
Answer:
2y² -4y +5
Step-by-step explanation:
First you need to find the sum of y²+5y-1 and 3y²-2y+4
(y²+5y-1) + (3y²-2y+4) => y²+3y²+5y-2y-1+4
=4y²+3y+3
Next is to subtract 2y²+7y-2 from the sum calculated above in order to find the algebraic expression asked in the exercise
4y²+3y+3 -(2y²+7y-2) => 4y²-2y²+3y-7y+3+2
=2y² -4y +5
Therefore, the algebraic expression asked must be 2y² -4y +5
g Which one of the following statements is INCORRECT about ANOVA test? Group of answer choices An F value is a ratio of between-group mean square to within-group mean square. An ANOVA test is an appropriate test for comparing three or more groups in a continuous variable. The range of the F value is (-[infinity], +[infinity]) A significant ANOVA test result means that means in comparison are not all equal.
Answer:
INCORRECT: The range of the F value is (-[infinity], +[infinity])
Step-by-step explanation:
While it's true that there is no maximum value to an F value, you cannot have a negative F statistic and the lowest value you can have is zero.
The incorrect statement about ANOVA test is that the range of F value is (-∞, ∞).
What is ANOVA test?ANOVA test is abbreviated for Analysis of Variance. This test is used to find whether there is a significant difference between the means of certain number of groups using variance.
Null hypothesis in an ANOVA test is that there is no difference in the mean of groups. Alternate hypothesis of ANOVA test is that at least one of the group has different mean than others.
In ANOVA test, an F value is the ratio of variation between sample means to the variation within sample means. So the first statement which says F value as a ratio of between-group mean square to within-group mean square is correct.
We have ANOVA test is an appropriate test for comparing three or more independent groups in a continuous variable. Second statement is also correct.
The value of F will always be positive. The range of F starts from 0. So the statement that range of F value is (-∞, ∞) is incorrect.
By the definition of ANOVA test itself, we can say that a significant test result in ANOVA means that means are not all equal. So fourth statement is also correct.
Hence the statement range of F value is (-∞, ∞) is incorrect.
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Solve for x. 8/9x=32 Enter your answer in the box. x =
Answer:
x = 36
Step-by-step explanation:
Given;
(8/9)x = 32
Solving for x
Multiply through by 9
(8/9)×9 ×x = 32×9
8x = 32×9
Divide through by 8
8x/8 = 32×9/8
x = 36
One more than one-
fourth the square of a
number x is y
Answer:
y = 1 + ¼x²
Step-by-step explanation:
Given
One more than one-fourth the square of a number x is y
Required
Represent algebraically
We start by analysing the expression one after the other.
First, the two numbers to compare are represented by x and y.
Where y is the resulting number.
So, we start with y =;
Then we move backwards
- "the square of a number, x" can be represented with x²
- one-fourth "the square of a number, x".
The expression in quote has already been represented by x².
So, we can replace this expression with x².
This will give us: one-fourth of x²
One-fourth means ¼
Hence, one-fourth of x² = ¼ * x²
- "One more than" means 1 has to be added to the previous expression to give y.
In other words; 1 + ¼ * x²
Finally, we'll bring the expressions together to give
y = 1 + ¼ * x²
y = 1 + ¼x²
Hence, "One more than one-fourth the square of a number x is y" is represented in algebra by y = 1 + ¼x²
Regan sold 14 necklace and made a total of $210 if each necklace cost the same amount how much did one necklace cost 20 per necklace
We have been given that Regan sold 14 necklace and made a total of $210. Each necklace cost the same amount. We are asked to find the cost of one necklace.
To find the cost of one necklace, we will divide total cost by total number of necklaces as:
[tex]\text{Cost of one necklace}=\frac{\text{Total cost}}{\text{Total necklaces}}[/tex]
[tex]\text{Cost of one necklace}=\frac{\$210}{14}[/tex]
[tex]\text{Cost of one necklace}=\$15[/tex]
Therefore, the cost of one necklace is $15.
4.7 ft
4.3 ft
Find the volume of the cylinder. Round your answer to the nearest hundredth.
A 30.33 ft
B 20.0543
Answer:B. 68.25
Step-by-step explanation:
A school will give its baseball teams less than $840 to buy new helmets. Each helmet costs $20. The maximum number of helmets, c, they can purchase is represented by the inequality 20c < 840. Select the maximum number of helmets they can buy.
Answer: C
Step-by-step explanation:
42 x 20 Is 840
The closest to 42 is 41 so the answer is C
The school can buy a maximum of 41 baseball helmets with the available funds, given each helmet costs $20. Moreover, the bat and ball problem is a classic example of a common misconception; the ball actually costs $0.05, not $0.10.
The question asks for the maximum number of helmets a school can buy with less than $840, given each helmet costs $20. This is expressed by the inequality 20c < 840. To find c, the maximum number of helmets, we divide both sides of the inequality by 20:
c < 840 / 20
⇒ c < 42
This means the school can buy a maximum of 41 helmets, as c must be less than 42 and we can only buy whole numbers of helmets.
The student also asked a seemingly unrelated question about the cost of a bat and a ball together totaling $1.10, with the bat costing $1.00 more than the ball. Correctly solving this puzzle requires setting up an equation where x represents the cost of the ball: x + (x + 1.00) = 1.10. Simplifying and solving for x reveals that the ball costs $0.05 and the bat costs $1.05, totaling $1.10 as stated.
What is the measure of Zc
Answer: 56 degrees
Step-by-step explanation:
We know that angle between b and c is 90 degrees. Because there is a line dividing angles a and b from 124 and c, we also know that each side is 180 degrees (a and b add to 180, and 124 and c add to 180).
124 and c are supplementary angles. We can represent this in an equation to solve for c:
[tex]124 + c = 180\\\\c = 56[/tex]
The box plot suggests that about 50\%50%50, percent of high schools in Orange County have more than what number of band members? Choose 1 answer 80,90,105,115,130
Answer: 105
Step-by-step explanation:
Answer:
105
Step-by-step explanation:
C
(Sec. 8.4) In a sample of 165 students at an Australian university that introduced the use of plagiarism-detection software in a number of courses, 55 students indicated a belief that such software unfairly targets students. Does this suggest that a majority of students at the university do not believe that it unfairly targets them? Test the appropriate hypotheses at the 5% significance level.
Answer:
[tex]z=\frac{0.667 -0.5}{\sqrt{\frac{0.5(1-0.5)}{165}}}=4.29[/tex]
The p value for this case is given by:
[tex]p_v =P(z>4.29)=8.93x10^{-6}[/tex]
Since the p value is lower than the significance level we have enough evidence to conclude that the true proportion is significantly higher than 0.5 at 5% of significance.
Step-by-step explanation:
Information given
n=165 represent the random sample selected
55 represent the students indicated a belief that such software unfairly targets students
X =165-55= 110 represent students who NOT belief that such software unfairly targets students
[tex]\hat p=\frac{110}{165}=0.667[/tex] estimated proportion of students who NOT belief that such software unfairly targets students
[tex]p_o=0.5[/tex] is the value that we want to check
[tex]\alpha=0.05[/tex] represent the significance level
z would represent the statistic
[tex]p_v[/tex] represent the p value
System of hypothesis
We want to check if the majority of students at the university do not believe that it unfairly targets them, and the system of hypothesis are:
Null hypothesis:[tex]p\leq 0.5[/tex]
Alternative hypothesis:[tex]p > 0.5[/tex]
The statistic for this case is given by:
[tex]z=\frac{\hat p -p_o}{\sqrt{\frac{p_o (1-p_o)}{n}}}[/tex] (1)
After replace we got:
[tex]z=\frac{0.667 -0.5}{\sqrt{\frac{0.5(1-0.5)}{165}}}=4.29[/tex]
The p value for this case is given by:
[tex]p_v =P(z>4.29)=8.93x10^{-6}[/tex]
Since the p value is lower than the significance level we have enough evidence to conclude that the true proportion is significantly higher than 0.5 at 5% of significance.
Figure CDEF is a parallelogram.
Parallelogram C D E F is shown. The length of F C is 10 r minus 20, the length of C D is 2 r + 12, and the length of D E is 6 r.
What is the value of r?
2
3
4
5
Answer:
5
Step-by-step explanation:
We know that FC = 10r - 20 and that DE = 6r. They can make an equation together since they are parallel and congruent. That gives us the equation
10r - 20 = 6r
-20 = -4r
5 = r
OR
10r - 20 = 6r
10 = 6r + 20
4r = 20
r = 5
Either way, you still get the answer of r = 5.
The value of r in the given parallelogram is: D. 5.
What is a Parallelogram?A parallelogram has two pairs of sides opposite each other that are congruent to each other.
Thus:
DE = FC (congruent sides)
Substitute
6r = 10r - 20
Combine like terms
6r - 10r = -20
-4r = -20
r = 5
Thus, the value of r in the given parallelogram is: D. 5.
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What is the equation of this line in slope intercept form (-1, 5) and (1, -3)
Answer: y= -4x + 1
Step-by-step explanation:
(-1,5) (1,-3)
5-(-3)=8
-1-1=-2
8/-2=-4 negative 4 is the slope. Now find the y-intercept using the formula y=mx + b where b is the y intercept.
so we will plot the y and x values plus the slope to find the y-intercept.
5=-4(-1) + b solve for b
5=4 + b
b=1
so now will write the equation y = -4x +1
What is the prime factorization of 45?
A 23 x 5
32 x 5
52 X 3
52 X 9
Answer:45=3x3x5
Step-by-step explanation:
prime factorization of 45
45 ➗ 3=15
15 ➗ 3=5
5 ➗ 5=1
45=3x3x5
Final answer:
The prime factorization of 45 is found by dividing it into prime numbers, leading to the result of 3² x 5.
Explanation:
The prime factorization of 45 is the process of breaking down the number 45 into a product of prime numbers.
To find the prime factorization, we can start by dividing 45 by the smallest prime number 2, but since 45 is not even, we move to the next prime number, which is 3. We find that 45 is divisible by 3 (45 ÷ 3 = 15).
We continue the process with the quotient. Since 15 is also divisible by 3 (15 ÷ 3 = 5), we divide it by 3 again.
Finally, we are left with the number 5, which is a prime number.
Therefore, the prime factorization of 45 is 3² x 5.
Melanie is making necklaces in four different lengths. In each necklace, the ratio of blue beads to orange beads remains the same
Complete Question
Melanie is making necklaces in four different lengths. n each necklace, the ratio of blue beads to orange beads remains the same. How many orange beads will Melanie need for a necklace of 50 beads?
Answer:
Melanie will need a total of 25 orange beads for a necklace of 50 beads
Step-by-step explanation:
Given
Ratio of blue beads to orange beads is the same.
This can be represented as 1:1
Required
Number of orange beads needed for a necklace of 50 beads.
From the given data, we have that the ratio of blue beads to orange beads is the same.
i.e. Blue:Orange = 1:1
To calculate the number of orange beads needed,
First, we have to convert the ratio to fraction.
This is done as follows;
Fraction of orange beads = Ratio of orange beads divided by Total Ratio
Ratio of orange beads = 1
Total Ratio = 1 + 1 = 2
Hence,
Fraction of orange beads = [tex]\frac{1}{2}[/tex]
This fraction will then be multiplied by the total number of beads to give the number of orange beads needed.
Number of orange beads needed = [tex]\frac{1}{2} * 50[/tex]
Number of orange beads needed = [tex]\frac{50}{2}[/tex]
Number of orange beads needed = [tex]25[/tex]
Hence, Melanie will need a total of 25 orange beads for a necklace of 50 beads
HELP! I NEED THIS ANWSERED NOW PLS! Which of the following terminating decimals is equivalent to Negative 1 and three-fourths?
–1.75
–0.75
0.75
1.75
Answer:
A. -1.75
Step-by-step explanation:
- means negative, so -1. 1 quarter of 1 would be .25, 2 quarters would be .50, 3 quarters would be .75, and 4 quarters would be 1.0.
Answer:
-1.75
Step-by-step explanation:
i did it earlier
−1.75 − 22/20
plz hlep
...and put as an exact decimal or simplified fraction
Answer:
-2.85
Step-by-step explanation:
I looked it up tbh
Answer:
-2.85
Step-by-step explanation:
Google it or Edge it or Firefox it
g In 2017 the average credit score for mortgage loans purchased by Fannie Mae was 745. Recently a sample of 20 mortgages were randomly selected and it was found that the average credit score was 750 with a sample standard deviation of 25. Assume the data was normally distributed. Compute a 95% confidence interval for the average credit score.
Answer:
The 95% confidence interval for the average credit score is between 697.675 and 802.325
Step-by-step explanation:
We are in posession of the sample standard deviation, so the t-distribution is used to solve this question.
The first step to solve this problem is finding how many degrees of freedom, we have. This is the sample size subtracted by 1. So
df = 20 - 1 = 19
95% confidence interval
Now, we have to find a value of T, which is found looking at the t table, with 19 degrees of freedom(y-axis) and a confidence level of [tex]1 - \frac{1 - 0.95}{2} = 0.975[/tex]. So we have T = 2.093
The margin of error is:
M = T*s = 2.093*25 = 52.325
In which s is the standard deviation of the sample.
The lower end of the interval is the sample mean subtracted by M. So it is 750 - 52.325 = 697.675
The upper end of the interval is the sample mean added to M. So it is 750 - 52.325 = 802.325
The 95% confidence interval for the average credit score is between 697.675 and 802.325
The 95% confidence interval for the average credit score given the sample mean of 750, standard deviation of 25 and sample size of 20 is from 741.28 to 758.72.
Explanation:To calculate a 95% confidence interval for the given information, we can use the formula: x ± Z * (s / √n), where x is the sample mean, Z is the Z-score for a 95% confidence interval, s is the standard deviation, and n is the size of the sample.
Here, the sample mean (x) is 750, the sample standard deviation (s) is 25, the Z-score for a 95% confidence interval is approximately 1.96, and the number of mortgages in the sample (n) is 20.
By plugging in these values into the formula, we get:750 ± 1.96 * (25/√20), which equals 750 ± 8.72.
Therefore, the 95% confidence interval for the average credit score is from 741.28 to 758.72.
Learn more about Confidence Interval here:https://brainly.com/question/34700241
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