Jacquie used an app to simulate a coin flip 40 times. The
app shows that the coin lands on heads 22 times.
Based on Jacquie's results, which of the predictions below
is correct?

The best way or method that can ensure a random sample is selected to feed the animals would be simple random sampling method.

The simple random sampling is a sampling method when all the members of s population data set is given an equal opportunity to be selected for a research work.

This type of sampling method is usually carried out when there are large group of people to choose few from with respect to a research to be conducted.

Therefore, the 9 individuals that would be selected for the feeding of animals will require the use of simple random sampling.

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The equation for generating x, given the random number r, in the context of the function f(x) = x/3, is X = 3r.

To generate a value of x using a random number r, you can multiply the random number by 3. This is because the function f(x) = x/3 gives the relationship between x and its corresponding value in the function. In this case, x can be obtained by multiplying r by 3. The function f(x) = x/3 describes the relationship between x and its corresponding output value. In this case, it indicates that the value of x is divided by 3 to obtain the output value.

To generate x using a random number r, we need to reverse this process. Instead of dividing x by 3, we need to multiply a given random number r by 3 to obtain x. This is because we are undoing the division operation performed in the original function. Therefore, the correct equation for generating x, given the random number r, is X = 3r. By multiplying the random number r by 3, we obtain the corresponding value of x that satisfies the function f(x) = x/3.

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i. π is an irrational number while 22/7 is a rational number.

ii) 22/7 is a rational number since it can be written in the form p/q and π is an irrational number because its values are continuous after the decimal point.

In Mathematics and Geometry, there are six (6) common types of numbers and these include the following:

Part i.

In Mathematics and Geometry, a rational number is a type of number which comprises fractions, integers, terminating or repeating decimals such as the 22/7, 0.12345678901234567890.

Additionally, an irrational number is a type of number which comprises non-terminating or non-repeating decimals such as the square root of 11 or √11.

Part ii.

22/7 should be classified as a rational number because it can be written in the form p/q and π is an irrational number because its values are non-terminating or non-repeating, after the decimal point.

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About 11.90% of students scored 59.99 or lower on the exam and failed the course (since this is a proportion, we can multiply it by 100 to get the percentage).

To determine the percentage of students who failed the course, we need to find the proportion of students who scored 59.99 or lower on the exam, and then convert this proportion to a percentage.
First, we need to standardize the cutoff score of 59.99 using the formula:
z = (x - μ) / σ
where x is the cutoff score, μ is the mean, and σ is the standard deviation.
Plugging in the values given in the question, we get:
z = (59.99 - 73) / 11 = -1.18
Next, we look up the proportion of scores below a z-score of -1.18 in a standard normal distribution table (or use a calculator or software). This proportion is approximately 0.1190.
Therefore, about 11.90% of students scored 59.99 or lower on the exam and failed the course (since this is a proportion, we can multiply it by 100 to get the percentage).
In other words, roughly 12% of the students failed the course based on the given criteria.

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To perform the indicated operations for the expression (2a+6)/(a^2+6a+9) + 1/(a+3), we first need to find a common denominator. The denominators of the two fractions are (a^2+6a+9) and (a+3). To get a common denominator, we can multiply the first fraction by (a+3)/(a+3), which gives:

(2a+6)/(a^2+6a+9) * (a+3)/(a+3) + 1/(a+3)

= (2a+6)(a+3)/(a+3)(a^2+6a+9) + (a^2+6a+9)/(a+3)(a^2+6a+9)

= (2a^2+12a+18+a^2+6a+9)/(a^2+6a+9)(a+3)

= (3a^2+18a+27)/(a+3)(a^2+6a+9)

= 3(a+3)(a+3)/(a+3)(a+3)(a+1)

= 3/(a+1)

Therefore, the simplified form of the expression is 3/(a+1).

Therefore, the force the glove exerts on the ball during the collision can be calculated by measuring the change in momentum of the ball and dividing it by the time of the collision.

The equation used to calculate the force the glove exerts on the ball during the collision is the impulse-momentum equation. This equation states that the force applied to an object is equal to the change in momentum of the object over time. Therefore, the force the glove exerts on the ball during the collision can be calculated by measuring the change in momentum of the ball and dividing it by the time of the collision.

To calculate the force the glove exerts on the ball during the collision, you can use Newton's second law of motion, which states:

Force (F) = Mass (m) × Acceleration (a)

In this scenario, the mass (m) refers to the mass of the baseball, and the acceleration (a) is the change in the baseball's velocity divided by the time it takes for the collision to occur. Keep in mind that the acceleration will have a negative value, as the ball is decelerating during the collision.

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The number of students that leave by bus or car is given as follows:

5801 students.

The union and intersection sets of multiple sets are defined as follows:

The or operation is equivalent to the union operation, meaning that we add the number of students that leave by bus to the number of students that leave by car.

Hence the number of students that leave by bus or car is given as follows:

3232 + 2549 = 5801 students.

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When two sides of a triangle measure 18 meters and 13 meters, the measures that could represent the perimeter of the triangle is B. 37 meters

The perimeter of a triangle is the sum of the lengths of its three sides. So, if two sides of a triangle measure 18 meters and 13 meters, the third side must be less than 18 meters + 13 meters = 31 meters.

Therefore, the perimeter of the triangle must be less than 31 meters + 31 meters = 62 meters. Only 37 meters is less than 62 meters, so the answer is (b).

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47 is an odd number and 458, 15280, 1600 are even numbers.

We know,

An even number is a number that can be divided by 2 without a remainder, while an odd number cannot be divided evenly by 2.

I) 47 is an odd number because it can't be divisible evenly by 2. 47 is only divisible by 1 and itself, and when divided by 2, the quotient is not a whole number.

So, 47 is an odd number.

II) 458 is an even number because it can be divided evenly by 2. When divided by 2, the quotient is a whole number which means it is an even number.

III) 15280 is an even number because it can be divided evenly by 2. When divided by 2, the quotient is a whole number, which means it is an even number.

IV) 1600 is an even number because it can be divided evenly by 2. When divided by 2, the quotient is a whole number, which means it is an even number.

So, 47 is an odd number and 458, 15280, 1600 are even numbers.

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Correct question is "Classify the following into odd and even numbers

I) 47. II) 458 II) 15280 Iv) 100"

The measure of the angle m∠LJK subtended by the arc LK at the circumference is equal to 42°

The angle subtended by an arc of a circle at it's center is twice the angle it substends anywhere on the circles circumference. Also the arc measure and the angle it subtends at the center of the circle are directly proportional.

arc LK = 2(m∠LJK)

Also arc LK = 84°

2(m∠LJK) = 84°

m∠LJK = 84/2 {divide through by 2}

m∠LJK = 42°

Therefore, the measure of the angle m∠LJK subtended by the arc LK at the circumference is equal to 27°

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Answer: -4 and 10

Step-by-step explanation:

Rounding off the solution obtained by solving an integer programming problem as a linear programming problem can provide a feasible solution, but it does not guarantee optimality and may require additional analysis

When solving an integer programming problem, we must consider that the decision variables can only take on integer values. However, solving an integer programming problem directly can be computationally challenging. One approach is to first solve the problem as a linear programming problem, which allows for non-integer values of the decision variables. Then, the solution can be rounded off to obtain integer values.

However, rounding off the solution obtained by solving the problem as a linear programming problem does not guarantee optimality. In fact, the values of decision variables obtained by rounding off may be sub-optimal or might violate some constraints. Therefore, it is important to carefully check the feasibility of the rounded off solution before using it in practice.

In summary, rounding off the solution obtained by solving an integer programming problem as a linear programming problem can provide a feasible solution, but it does not guarantee optimality and may require additional analysis.

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The equation representing the situation is 20(3 cups) - p(2 cups) = 36 cups, where p represents the number of pots knocked over.

The initial amount of soil in the pots is given by 20 pots multiplied by 3 cups per pot, which gives 20(3 cups). The number of pots knocked over is represented by p, and each knocked-over pot loses 2 cups of soil.

Therefore, the total soil lost due to knocked-over pots is p(2 cups). Subtracting this from the initial amount of soil, we get 20(3 cups) - p(2 cups). The result should be equal to the remaining soil, which is 36 cups. Hence, the equation representing this situation is 20(3 cups) - p(2 cups) = 36 cups. This equation relates the number of pots knocked over (p) to the remaining soil (36 cups).

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Answer:

0.75, or 3/4, or 75%

They’re all the same, in different formats

Step-by-step explanation:

You can’t actually see the line plot in your answer.

9 1/2 minus 8 3/4 is 3/4.

Step-by-step explanation:

An equation with a variable is a mathematical statement that asserts that two expressions are equal. The variable in the equation represents an unknown quantity that needs to be determined. For example, the equation "2x + 3 = 7" asserts that the expression "2x + 3" is equal to the expression "7", and the variable "x" represents the value that makes this equation true.

An inequality with a variable is a mathematical statement that asserts that one expression is greater than, less than, or equal to another expression. The variable in the inequality represents an unknown quantity that needs to be determined. For example, the inequality "2x + 3 < 7" asserts that the expression "2x + 3" is less than the expression "7", and the variable "x" represents the values that satisfy this inequality.

In summary, the main difference between an equation and an inequality is that an equation asserts that two expressions are equal, while an inequality asserts that one expression is greater than, less than, or equal to another expression.

Answer:

The measure of the other angle is 135 degrees.

Step-by-step explanation:

If two angles are supplementary, then their sum is 180 degrees.

Let x be the measure of the other angle.

We have:

x + 45 = 180

Subtracting 45 from both sides:

x = 180 - 45

x = 135

Therefore, the measure of the other angle is 135 degrees.

Answer: x = 135

Step-by-step explanation:Supplementary angles are two angles that add up to 180 degrees. Given that one angle measures 45 degrees, we can use the fact that supplementary angles add up to 180 degrees to find the measure of the other angle.

Let x be the measure of the other angle. Then we have:

x + 45 = 180

Subtracting 45 from both sides, we get :

x=135

The accuracy of any estimate of the mean high temperature will depend on the quality and quantity of data available, as well as the methods used to analyze and interpret this data.

To estimate the mean high temperature with a value of 797687, we need to first understand what this value represents. Assuming that this value represents the high temperature for a certain area or region, we can use statistical methods to estimate the mean high temperature for this area.

One way to estimate the mean high temperature is to take a sample of high temperature data for this area, and then calculate the average of this sample. This sample should be large enough to provide a representative estimate of the population mean, but not so large as to be impractical or expensive.

Another way to estimate the mean high temperature is to use historical data or climate models to predict future high temperatures. This method requires knowledge of past trends and patterns in temperature data, as well as an understanding of the factors that influence high temperatures in this area.

It is important to use sound statistical techniques and to be aware of potential sources of bias or error when making any estimates of this nature.

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The general antiderivative of x^(-2/3) is 3x^(1/3) + C, where C is the constant of integration.

To find the antiderivative of x^(-2/3), we can use the power rule of integration, which states that the antiderivative of x^n is (x^(n+1))/(n+1) + C, where C is the constant of integration. Applying this rule with n=-2/3, we get the antiderivative as (x^(-2/3+1))/(-2/3+1) + C, which simplifies to 3x^(1/3) + C. Therefore, the general antiderivative of x^(-2/3) is 3x^(1/3) + C, where C is the constant of integration.

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The relationship between b (the number of years since the start of the study) and y (the mass of the sample in milligrams) using the exponential function:

y = 750(0.955)ᵇ

The rate of decay is given as 4.5% per year, which means that after one year, the sample will have decayed to 95.5% of its original mass.

After two years, it will have decayed to 95.5% of that amount, and so on. We can express this relationship between b (the number of years since the start of the study) and y (the mass of the sample in milligrams) using the exponential function:

y = 750(0.955)ᵇ

Here, the initial mass of the sample is 750 milligrams, and the factor of 0.955 represents the proportion of the original mass that remains after one year.

Taking this factor to the power of b gives us the proportion of the original mass that remains after t years, which we can multiply by the initial mass to get the current mass of the sample in milligrams.

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To find the area of the surface z=y within the cylinder x^2 + y^2 = 4, we first need to visualize the shape of the surface.

This surface is a parabolic cylinder that is oriented along the y-axis and opens upward. The intersection of this surface with the cylinder x^2 + y^2 = 4 is a circular ring with an inner radius 0 and outer radius 2.

To find the area of this circular ring, we can use the formula for the area of a circle, A = πr^2, and subtract the area of the inner circle from the area of the outer circle. The radius of the outer circle is 2, and the radius of the inner circle is 0, so the area of the circular ring is:

A = π(2^2) - π(0^2) = 4π

Therefore, the area of the surface z=y within the cylinder x^2 + y^2 = 4 is 4π to two decimals.

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Each of these possible roots using Synthetic division or long division, we find that none of them are actually roots of the Polynomial function F(x). Therefore, none of the options A, B, C, or D is a possible root of the function.

The rational root theorem is a method used to identify possible rational roots of a polynomial function with integer coefficients. The theorem states that if a polynomial function has a rational root, then it must be of the form p/q, where p is a factor of the constant term and q is a factor of the leading coefficient.

For the polynomial function F(x) = 3x³ - x² + 4x + 5, the constant term is 5 and the leading coefficient is 3. Therefore, the possible rational roots are of the form p/q, where p is a factor of 5 and q is a factor of 3.

The factors of 5 are ±1 and ±5, and the factors of 3 are ±1 and ±3. Therefore, the possible rational roots are ±1/3, ±5/3, ±1, and ±5.

Checking each of these possible roots using synthetic division or long division, we find that none of them are actually roots of the polynomial function F(x). Therefore, none of the options A, B, C, or D is a possible root of the function.

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3) The height is 5.1 inches after 15 hours.

4) The weight is 166 lbs. after 24 weeks.

Depending on the details, there are various ways to express a line's equation. The slope-intercept form and point-slope form are the two most typical forms.

3) It is obvious;

The graph's slope is;

m = 6 - 10/12 - 0

= -4/12 = -0.33

The line's equation is then;

y = -0.33x + 10

If we have 15 hours today, then;

y = -0.33(15) + 10

= 5.1 inch

4) Once more, the slope is;

m = 235 - 238/2 -1

m = -3

y = -3x + 238

24 weeks later, we have that;

y = -3(24) + 238

= 166 ibs

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The fee for a private vehicle, v, is $2.

We have,

Let's set up the equation to find v, the fee for a private vehicle.

The given information states that during peak visiting time, the total earnings from entrance fees and reservations is $115,200, which is 3,600 times the sum of $30, and v.

We can write the equation as:

3,600(30 + v) = 115,200

To solve for v, we can begin by simplifying the equation:

108,000 + 3,600v = 115,200

Next, we isolate the term with v by subtracting 108,000 from both sides of the equation:

3,600v = 115,200 - 108,000

3,600v = 7,200

Finally, we solve for v by dividing both sides of the equation by 3,600:

v = 7,200 / 3,600

v = 2

Therefore,

The fee for a private vehicle, v, is $2.

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Based on the given information , the appropriate hypothesis test for this scenario would be an independent samples t-test.

The independent samples t-test is used to compare the means of two independent groups.

To determine if there is a significant difference between them.

In this case, the two groups are women who smoked during pregnancy and women who did not smoke during pregnancy.

The variable of interest is the bone mineral content of healthy newborns.

The null hypothesis (H₀) would state that ,

There is no significant difference in the mean bone mineral content between,

newborns of women who smoked during pregnancy and newborns of women who did not smoke during pregnancy.

The alternative hypothesis (Hₐ) would state that there is a significant difference in the mean bone mineral content between the two groups.

To conduct the independent samples t-test,

We would calculate the t-statistic using the sample means, sample sizes, and standard deviations of the two groups.

The t-statistic is then compared to a critical value from the t-distribution with appropriate degrees of freedom.

To determine if the difference in means is statistically significant.

Assumption of normality and equal variances between the groups, should be checked before conducting the t-test.

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y-7=-5(x+2) is the equation of line in point slope form passing through point (-2,7)

The given equation of the line p is 5x-25y=19

We have to find the equation of a line perpendicular to line p that passes through (-2, 7)

Convert equation to slope intercept form 5x-25y=19

-25y=19-5x

25y=5x-19

Divide both sides by 25

y=1/5x - 19/25

So slope is 1/5

Now the slope of perpendicular line is -5

equation of line in point slope form passing through point (-2, 7)

y-7 = -5(x-(-2))

y-7=-5(x+2)

Hence, y-7=-5(x+2) is the equation of line in point slope form passing through point (-2,7)

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Answer:

it would be -7 because 6 and up round up once now 5 and down go down

Step-by-step explanation:

Answer:45846.32

Step-by-step explanation:

to get the total price first we will do 44083 times 4/100 which give us the amount of 1763.32 which will be added to 44083 as it the sales tax which will give us total answer of 45846.32 and the currency

Answer:

45846.32

Explain how you got your answer:

The p-value for a test concerning a mean is 0.064.

What is p-value?

A p-value, also known as a probability value, is a numerical representation of the likelihood that your data would have occurred under the null hypothesis of your statistical test.

As per question given,

This is two tail list then z = 1.85.

p (z > 1.85) = 1 - p (z < 1.85)

                  = 1 - 0.9678

                  = 0.0322

Thus, the p-value is

p-value = 2 × 0.0322

            = 0.064

Hence, the p-value for a test concerning a mean is 0.064.

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If the total degrees of freedom (dftotal) in an analysis of variance comparing three treatment conditions is 32, the group size for each condition needs to be determined.



To determine the number of individuals in each group, we need to divide the total number of individuals (dftotal) by the number of treatment conditions (groups).

Given that dftotal = 32 and there are three treatment conditions (groups), we can divide dftotal by the number of treatment conditions to find the number of individuals in each group.

Number of individuals in each group = dftotal / number of treatment conditions

Number of individuals in each group = 32 / 3

Number of individuals in each group ≈ 10.67

Since the groups must have the same size, we need to round the result to the nearest whole number. Therefore, there are approximately 11 individuals in each group.

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