A certain process for manufacturing integrated circuits has been in use for a period of time, and it is known that 12% of the circuits it produces are defective. A new process that is supposed to reduce the proportion of defectives is being tested. In a simple random sample of 100 circuits produced by the new process, 11 were defective.

a. If the proportion of defectives in the sample is less than 12%, it is reasonable to conclude that the new process is better.

1. True
2. False
b. If the proportion of defectives in the sample is only slightly less than 12%, the difference could be due entirely to sampling variation, and it's not reasonable to conclude that the new process is better.
1. True
2. False

c. If the proportion of defectives in the sample is a lot less than 12%, it is very unlikely that the difference is due entirely to sampling variation, so it is reasonable to conclude that the new process is better.
1. True
2. False

Answer:true

Step-by-step explanation:

Answer:

The correct option is;

False

Step-by-step explanation:

The equation of the graphs of conic sections (all of which can have axis of symmetry that can be oriented parallel to the y-axis) includes;

Circle; (x - h)² + (y - k)² = r²

Parabola; y = a·(x - h)² + k

[tex]Ellipse; \dfrac{(x - h)^2}{a^2} + \dfrac{(y - k)^2}{b^2} = 1[/tex]

[tex]Hyperbola; \dfrac{(x - h)^2}{a^2} + \dfrac{(y - k)^2}{b^2} = 1[/tex]

The graph of a quadratic equation in two variables whose axis of symmetry is parallel to the y-axis can be either a circle, a parabola, an ellipse, or an hyperbola

Therefore, the graph may not be the graph of a parabola and the statement is false

Answer:

The correct answer is True

Step-by-step explanation:

I took the quiz and got it right.

Answer:

-2 -1 0 1 are the only integer solutions

Answer:

{-2, - 1, 0, 1}

Step-by-step explanation:

The integer solutions will be {-2, - 1, 0, 1}

Answer:

Step-by-step explanation:

Rectangle

Answer:

Step-by-step explanation:

Volume formula:

Q1

Q2

Answer:

13<x<14

Step-by-step explanation:

try using your calculator using square root

i mean square root 169=13 and square root 196=14

Answer:

a. it has reflectional symmetry with 16 line of symmetry

Answer:

[tex]C[/tex] ≈ [tex]18,84[/tex]  and  [tex]A[/tex] ≈ [tex]28,26[/tex]

Step-by-step explanation:

[tex]C = 2r\pi[/tex]                    [tex]A = r^{2}\pi[/tex]

[tex]C = 2*3*\pi[/tex]             [tex]A = 3^{2} \pi[/tex]

[tex]C = 6\pi[/tex]                      [tex]A = 9\pi[/tex]

[tex]C[/tex] ≈ [tex]18,84[/tex]                  [tex]A[/tex] ≈ [tex]28,26[/tex]

Yes because 6x_____=42 hours

Answer:

C. (2,0) and (0,-4)

Step-by-step explanation:

They meet at the one of the x-intercepts and the y-intercept.

Answer: 38

Step-by-step explanation: to evaluate an expression for these variables, plug in those numbers for the variables.

Plugging in -1 for y and -19 for z gets you this:

-2(-1)^2(-19)

Now simplify according to order of operations (PEMDAS - parenthesis exponents multiplication/division addition/subtraction)

-1^2 = 1

-2(1) = -2

-2(-19) = 38

Your answer is 38

mr. John is shopping for new Apple eyes at a store all lights are on sale for 10% off sales tax is 7% which expression could mr. Jones use to calculate the total cost any wise X fun cost of the item the original price is $100 equal 100 and see what toys will give you the correct price

Answer:

the answer is 0

Step-by-step explanation:

Answer:  While I am not in your class and can not unfortunately specifically help with this I can still give you a basic overview of what you need to know in most pre algebra courses and you can hopefully then use this information in the best way possible.

Step-by-step explanation:  Some of the basic pre algebra concepts include:

Knowing your basic addition, subtraction, multiplication, and division.  I am assuming you know how to do this sort of math.  For example, I mean problems such as 5+4 or 10/5, but if you do need help with these just ask me and I can help you further.

Basic variable usage:  This means being able to solve problems such as x + 10 = 15.  I can help walk you through this sort of problem.  The variable (which is usually represented by the letter x) is used as a placeholder for an unknown number that you need to solve for.  You can think of this more simply in the example I gave as What plus 10 is equal to 15.  That might help you get the basics down if you can think of a problem that way.  As you can probably tell now the answer would be 5.  There may be also more advanced problems regarding variables but not all pre algebra classes will include this material so if you need a review in this you can ask me as well.

Another basic concept is the concept of solving equations.  This can also mean using both addition and multiplication within one equation or things of that nature.  These equations can look something like 18 - (5 + 3^2) + 7 and I can help walk you through a problem like this.  An important fact to remember is the order of operations, which is the way in which you must solve more complex equations like this or if you need to think of it another way it can mean the way you break down an equation.  You probably have heard of PEMDAS before and this is the way you can remember the order of operations.  It is an acronym with each of the letters representing an operation.  P = parenthesis E = exponents M = Multiplication D = division A = addition and S = subtraction.  Now we can use this to solve the equation!  First we should start within the parenthesis so lets only look at that portion of the problem for now to keep things simpler.  Inside the parenthesis it said 5 + 3^2  We see addition and exponents within the parenthesis so because of PEMDAS we should start with the exponent.  Exponents just mean the amount of times you need to multiply the base number by itself.  The base number is the number the exponent is "attached" to.  Our base number is 3 and the exponent is 2 which means we should do the following math 3 * 3 which equals 9  Now we can go back to our original problem inside the parenthesis.  In place of the 3^2 we can instead put 9 now as we know its the answer for that part of the problem.  What we have now is 5 + 9  and we can simply add that to get 14.  This means inside the parenthesis we can replace with just the number 14 as we have already solved everything we need for it.  The equation now looks like --> 18 - (14) + 7.  Now what we have left is addition and subtraction.  Remember on PEMDAS how multiplication and division were next to each other along with addition and subtraction?  For these 4 just because they are next to each other does not dictate the other rather when you are dealing with either just multiplication and division in a problem you work left to right and the same goes for addition and subtraction and since our resulting problem only has addition and subtraction left we will simply just work from the left of the equation to the right.  Our problem as of now is 18 - (14) + 7.  18 - 14 = 4 so we can now have the equation be 4 + 7 and after adding we get our answer which is 11!  I hope you were able to follow along with that and my explanations were satisfactory.

Hopefully at least some of this included in your module 4 but if you would elaborate more I would more than happily assist you more so please do not hesitate to reach out :)

Edit for extra information:

https://rb.gy/qslgfv

If you have anymore questions regarding this information if you would still like me to go over equations with inequalities just let me know!

Answer:

x=5 and y=9

Step-by-step explanation:

Sub 1 into 2

2x-1 - x = 4

x= 4+1

x= 5

y= 2(5)-1

y= 10-1

y= 9

Answer:

Step-by-step explanation:

Let the number by x

Sum of x and 8: x +8

(x + 8)³

Answer: the answer is c

Step-by-step explanation:

Answer:

here

Area = 170.2 M2

Area of rectangle = l *b

let l= 3.7m

170.2 = 3.7* b

b= 46m

now , perimeter = 2(l+b)

= 2( 3.7 + 46)

= 99.4 m

Answer:

1.Formula method(almighty formula）

2.Completing the square method

Step-by-step explanation:

Key features are:

1.They have coefficients

2.Roots

Answer:

3cm

Step-by-step explanation:

volume of cuboid =length × base × height

so height will be

volume divided length ×base

v=60cm^3

lenght=5cm

base=4cm

h= 60 ÷(5×4)

h= 60÷20

h= 3cm

remember that cm^3 will cancel one time with 5cm and second time 4cm and leave you with cm

Answer:

BAF and FAD

Step-by-step explanation:

Answer:

Step-by-step explanation:

HORT ANSWER Question 7 The Pew Research Center has found that 86% of people 18 through 29 years old are social media users. 1. What is the probability that you have to ask 10 people in this age group to find one that is not a social media user?​

9 apples per basket

Peter is making 8 identical fruit baskets. If the baskets are identical, that means they all have the same amount of fruit in them. If I know how many apples were used, then I can divide that by the total number of baskets (8) to find out how many apples were used per basket.

12 oranges were used per basket. There were 8 baskets. 12 x 8 = 96, so 96 oranges were used in total.

168 - 96 = 72

There were 72 apples used in total.

There were the same amount of apples in each of the 8 fruit baskets. 72/8 = 9, which means that there were 9 apples per fruit basket.

9514 1404 393

Answer:

  3. $6000 at 8%; $5000 at 5%

  4. 66 2/3 gallons of 9%; 133 1/3 gallons of 6%

Step-by-step explanation:

For many mixture problems, it works well to let a variable represent the amount of the largest contributor used in the mix.

3. Let x represent the amount invested at 8%. Then the total interest is ...

  8%x +5%(11000-x) = 730

  3%x = 730 -550

  x = 180/0.03 = 6000

$6000 was invested at 8%; $5000 was invested at 5%.

__

4. Let x represent the number of gallons of 9% content. Then the alcohol content of the mix is ...

  9%x +6%(200 -x) = 7%(200)

  3%x = 1%(200) . . . . . subtract 6%(200)

  x = 200/3 = 66 2/3 . . . . . divide by 3%

  200 -x = 133 1/3

66 2/3 gallons of 9% wine and 133 1/3 gallons of 6% wine should be used.