what is the mean, mode, and median​

The key feature that is different for the two functions is (d) the slope

From the question, we have the following parameters that can be used in our computation:

Linear functions on a graph and a table

As a general rule

All linear functions have the same domain, the same range

The slope of the table is

Slope = (8 - 6)/(-8 + 4) = -1/2

The slope of the graph is

Slope = (2 + 1)/(0 - 1) = -3

This means that their slopes are different

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∠1 ≅ ∠2 ⇒ given

∠1 ≅ ∠3 ⇒ Vertical angles theorem.

∠2 ≅ ∠4 ⇒ Vertical angles theorem.

∠3 ≅ ∠4 ⇒ Transitive property of congruence

Given, ∠1 ≅ ∠2

∠2 ≅ ∠3 ⇒ Transitive property of congruence

We have to prove that ∠3 ≅ ∠4.

For that, here given the flow chart.

We have to complete the flow chart by using the given statements.

That is,

∠1 ≅ ∠2 ⇒ given

∠1 ≅ ∠3 ⇒ Vertical angles theorem.

∠2 ≅ ∠4 ⇒ Vertical angles theorem.

∠3 ≅ ∠4 ⇒ Transitive property of congruence

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The graph of the piecewise function is attached accordingly.

A piecewise-defined function in mathematics is one that is composed of several smaller functions, each of which has a certain interval of the domain it applies to.

Instead of being a property of the function itself, piecewise definition is a means to represent the function.

There are several configurations for piecewise specified functions. Their "pieces" might be entirely linear or comprise a variety of functional forms, including constant, linear, quadratic, cubic, square-root, cube-root, exponential, etc. There is no "parent function" for piecewise defined functions because of this variety.

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Full Question:

Although part of your question is missing, you might be referring to this full question: See the attached image.

The solution is :

D. π < x < 2π, over this interval is the graph of y=cos(x) strictly increasing.

Given the function

y=cos(x)

Referring to the intervals [0, 2π].

It decreases from the interval [0, π ] and then starts increasing in the interval [π, 2π ]

Proving by taking derivative:

Taking derivative of the function, y=cos(x)

dy/dx = - sinx

In the interval [π, 2π ], sinx is negative i.e. sinx < 0.

Therefore

-sinx > 0

When, the derivative of a function is positive, then the function is strictly increasing.

So, the answer is:

D. π < x < 2π

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Answer:

31

Step-by-step explanation:

Note: I'm assuming that the three values after your expression (49, 58, and 31) are the possible answers. Let me know if they're actually a part of the expression.

Following PEMDAS, we're going to have to start by evaluating the expression inside the parentheses. That expression is 16 - 9, which is equivalent to 7.

Now, we're left with this expression: 3 + 4(7). Still following PEMDAS, we're going to have to evaluate the multiplication next. 4(7) = 28, so we are now left with the simple addition problem 3 + 28, and this is equal to 31. The entire work with no explanation is shown below.

3 + 4(16 - 9) = 3 + 4(7) = 3 + 28 = 31

Hopefully, that's helpful. Let me know if you need further clarification. :)

Therefore, we can conclude that the changing cultural values have resulted in more Hispanic men grocery shopping by  -3.81 percent.

To determine if a lower proportion of Hispanic grocery shoppers are women, we need to perform a hypothesis test using the given sample data.

Let p be the true proportion of Hispanic grocery shoppers who are women. The null hypothesis is that p = 0.94, while the alternative hypothesis is that p < 0.94. We will use a one-tailed test with a significance level of α = 0.05.

The test statistic is calculated as:

z = (x - np) / √(np(1-p))

where x is the number of women in the sample (606), n is the sample size (689), and p is the null hypothesis value (0.94).

z = (606 - 6890.94) / √(6890.94*0.06)

z = -3.81

The critical value for a one-tailed test with α = 0.05 and degrees of freedom of 688 is -1.645. Since the calculated z value of -3.81 is less than the critical value of -1.645, we reject the null hypothesis and conclude that there is sufficient evidence to suggest that a lower proportion of Hispanic grocery shoppers are women.

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The four points that the homebuyers are purchasing to lower their rate from 5.05% to 4.81% will cost them D. $5,480.

The points purchased for loans are charges that the borrower pays upfront to lower their interest rates.

Each point equals a percentage of the loan amount.

For example, four points on a $137,000 loan are 4 percent of the loan amount, or $5,480.

The loan amount for the purchase of the condominium = $137,000

Fixed interest rate = 5.05%

Loan period = 15 years

Loan option rate = 4.81%

Four points = $5,480 ($137,000 x 4%)

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Answer:

10 ft

Step-by-step explanation:

Let x = the distance between the wall and ladder.

So the length of the ladder is x + 2.

Applying Pythagorean theorem:

AC² = AB² + BC² (1)

Substituting the measurements into (1)

(x+2)² = 6² + x²

x² + 4x + 4 = 6² + x²

4x + 4 = 36

x = (36 - 4)/4 = 8

So the length of the ladder is x + 2 = 8 + 2 = 10 ft

The distance from the wall is 8 feet. Using y = x + 2, we get:
y = 10
So the length of the ladder is 10 feet.

To solve this problem, we can use the Pythagorean theorem, which states that for any right-angled triangle, the square of the length of the hypotenuse (the side opposite the right angle) is equal to the sum of the squares of the lengths of the other two sides.

In this case, the ladder forms a right-angled triangle with the wall and the ground. The height at which the ladder touches the wall is 6 ft, and the distance from the wall is represented by x. Since the ladder's length is 2 ft more than its distance from the wall, the ladder's length will be x + 2.

Applying the Pythagorean theorem:

Length of ladder² = (Distance from the wall)² + (Height on wall) ²
(x + 2)² = x² + 6²
   
Expanding and simplifying the equation:

x² + 4x + 4 = x² + 36
4x = 32
x = 8

So, the distance from the wall is 8 ft, and the length of the ladder is x + 2 = 8 + 2 = 10 ft.

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Answer:

(28.8°/360°)(75) = .08(75) = 6

6 of the 75 fraternity members are Biology majors.

a) The critical value of t for a 95% confidence interval with df = 24 is approximately 2.064.

b) The critical value of t for a 98% confidence interval with df = 79 is approximately 2.626.

We have,

a) To find the critical value of t for a 95% confidence interval with

df = 24, we can use a t-table or a statistical calculator.

For a 95% confidence level and df = 24, we need to find the t-value corresponding to an alpha value of 0.05 (1 - confidence level).

Using a t-table or a statistical calculator, we find that the critical value of t for a 95% confidence interval with df = 24 is approximately 2.064.

b)

Similarly, for a 98% confidence interval with df = 79, we need to find the t-value corresponding to an alpha value of 0.02 (1 - confidence level).

Using a t-table or a statistical calculator, we find that the critical value of t for a 98% confidence interval with df = 79 is approximately 2.626.

Therefore,

a) The critical value of t for a 95% confidence interval with df = 24 is approximately 2.064.

b) The critical value of t for a 98% confidence interval with df = 79 is approximately 2.626.

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(D) If many random samples of size 15 are taken from this population, then 95% of the confidence intervals will contain the population mean.

The best interpretation of the 95% confidence interval (64.06, 66.96) for the population mean, based on a random sample of size 15, is choice (B). This interpretation correctly states that if many random samples of size 15 are taken from the same population, then 95% of the time the population mean will lie within the interval. In other words, we can be 95% confident that the true population mean falls within this range based on the sample data. It is important to note that this does not mean that 95% of the population measurements lie within the interval (choice A), nor does it mean that 95% of the sample means will lie within the interval (choice C) or that 95% of the confidence intervals will contain the population mean (choice D) or the sample mean (choice E). These options are incorrect because they either misinterpret or generalize the confidence interval beyond its intended scope. Therefore, the best interpretation is the one that accurately reflects the meaning and purpose of a confidence interval.
(D) If many random samples of size 15 are taken from this population, then 95% of the confidence intervals will contain the population mean.

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There are 4 vertices with degree 3, and 2 vertices with degree 4. So, there are a total of 6 vertices in this graph.

In a simple undirected graph with 10 edges, 2 vertices have a degree of 4 and the rest have a degree of 3. To determine the number of vertices in this graph, use the formula:

Sum of degrees = 2 * number of edges

Let x be the number of vertices with degree 3. Then:

(2 * 4) + (3 * x) = 2 * 10

8 + 3x = 20

3x = 12

x = 4

We also know that two of the vertices have a degree of 4, which means that together they contribute 8 to the sum of all vertex degrees. This leaves us with 20 - 8 = 12 degrees left to distribute among the other vertices. Since the remaining vertices all have a degree of 3, we can set up the equation 3x = 12, where x is the number of remaining vertices. Solving for x, we get x = 4. Therefore, the graph has a total of 6 vertices - two with a degree of 4 and four with a degree of 3.

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Work Shown:

Let's start things off by finding the slope.

[tex](x_1,y_1) = (-3,6) \text{ and } (x_2,y_2) = (-2,9)\\\\m = \text{slope} = \frac{\text{rise}}{\text{run}} = \frac{\text{change in y}}{\text{change in x}}\\\\m = \frac{\text{y}_{2} - \text{y}_{1}}{\text{x}_{2} - \text{x}_{1}}\\\\m = \frac{9 - 6}{-2 - (-3)}\\\\m = \frac{9 - 6}{-2 + 3}\\\\m = \frac{3}{1}\\\\m = 3\\\\[/tex]

The slope is 3.

Now use point-slope form to determine the equation.

[tex]\text{y}-\text{y}_1 = \text{m}(\text{x} - \text{x}_1)\\\\\text{y}-6 = 3(\text{x} - (-3))\\\\\boldsymbol{\textbf{y}-6 = 3(\text{x} + 3)}[/tex]

The Factor monomials of the -15[tex]y^4[/tex] = (D)(3y²) is -15[tex]y^4[/tex] = -5y² × 3y² or -15[tex]y^4[/tex] = -15y² × y², and the value of D could be 5 or -15 depending on simplification.

To factor the monomial -15[tex]y^4[/tex] as the product of two monomials, one of which is D and the other is 3y², we need to determine what constant D is.

To do this, we can divide -15[tex]y^4[/tex] by 3y², which gives us -5y². Therefore, we can write:

-15[tex]y^4[/tex] = (D)(3y²)

-5y^2 = D

So, the factored form of -15[tex]y^4[/tex] is:

-15[tex]y^4[/tex] = -5y² × 3y²

or

-15[tex]y^4[/tex] = -15y² × y²

Note that either way of writing the factored form is correct, as the order of the factors in a multiplication does not matter.

We divide the monomial by one of the factors, then use the quotient as the constant in the other factor to factor the monomial as the product of two monomials.

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The researcher makes decisions based on the results of the hypothesis test : d. The null hypothesis should not be rejected because 0.04 is greater than 0.01.

The correct decision for the researcher to make based on the results of the hypothesis test is d. The null hypothesis should not be rejected because 0.04 is greater than 0.01. The researcher's sample provides evidence that the proportion of left-handed professional golfers is less than the claimed value of 0.06, which supports rejecting the null hypothesis.

The p-value of 0.04 is greater than the significance level of 0.01, but this does not impact the decision as the decision is based on the comparison between the sample proportion and the claimed value.

The researcher should make the decision based on the comparison of the p-value with the significance level (alpha).
In this case, the significance level (alpha) is 0.01 and the p-value is 0.04.
Since the p-value (0.04) is greater than the significance level (0.01), the researcher should not reject the null hypothesis.
Therefore, the correct answer is:
d. The null hypothesis should not be rejected because 0.04 is greater than 0.01.

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The best unit of measurement to represent the diameters of Mars and the Sun is millimeters.

1 kilometer = 1,000,000 millimeters

Therefore, the Sun's diameter in millimeters can be calculated as:

1.391 × 10⁶ km × 1,000,000 mm/km = 1.391 × 10¹² mm

Sun's diameter / Mars's diameter = (1.391 × 10¹² mm) / (6.794 × 10⁹ mm)

This simplifies to:

Sun's diameter / Mars's diameter ≈ 204,474

Therefore, the Sun's diameter is approximately 204,474 times greater than Mars's diameter.

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Mr. Tuyen uses 25/8 or 3 1/8 (or 3 1/64) tanks of gas in five weeks.

As per the question,

Multiply the amount of gas used in one week (5/8 tank) by the number of weeks (5):

5/8 x 5 = 25/8 tanks of gas.

Simplify the fraction 25/8 by dividing the numerator and denominator by 8: 25/8 ÷ 8/8 = 25/64.

25/64 is an improper fraction, so we can convert it to a mixed number:

3 1/64 tanks of gas.

Alternative method:

In one week, Mr. Tuyen uses 5/8 of a tank of gas.

In five weeks, he uses 5/8 x 5 = 25/8 tanks of gas.

25/8 is an improper fraction, so we can convert it to a mixed number: 3 1/8 tanks of gas.

Therefore, Mr. Tuyen uses 25/8 or 3 1/8 (or 3 1/64) tanks of gas in five weeks.

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We can see that the experimental probability is smaller than the theoretical one.

The theoretical probability is equal to the quotient between the number of yellow marbles and the total number, so here we have:

T = 3/8 = 0.375

The experimental probability is equal to the quotient between the number of times that Mel got a yellow marble and the total number of trials, so here we have:

E = 12/40 = 0.3

So the experimental probability is smaller than the theoretical one.

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The relationship between the figure number and the number of circle is

Each figure represents the number of circles as in the pattern shown in figures 1 , 2, and 3

The pattern used in the getting the number of circles is twice the figure number minus 1. This is expressed mathematically as

2n - 1

where

n = figure number

hence we have that: figure 1, that is n = 1, such that

2n - 1

= 2 x 1 - 1

= 2 - 1

= 1

figure 2, n = 2, such that

2n - 1

= 2 x 2 - 1

= 4 - 1

= 3

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According to the Gallup poll, the proportion of American adults who believe in conspiracy theory has decreased significantly since 2001.

To test whether the proportion of Americans who believe in the conspiracy surrounding the death of President Kennedy has decreased, we need to conduct a hypothesis test. Let us assume that the null hypothesis is that the proportion of Americans who believe in the conspiracy theory has remained the same or increased, while the alternative hypothesis is that the proportion has decreased.
Let p be the true proportion of American adults who believe in the conspiracy theory, and let p0 be the proportion in 2001 (81%). The sample proportion in 2013 is 634/1039=0.61. The sample size is sufficiently large (1039>30), so we can use the z-test.
The test statistic is:
z = [tex](p - p0) / \sqrt{[p0*(1-p0)/n]}[/tex]
 = (0.61 - 0.81) / [tex]\sqrt{[0.81*(1-0.81)/1039]}[/tex]
 = -11.08
At the 1% level of significance, the critical value for a two-tailed test is z* = 2.58. Since the test statistic (z = -11.08) is much smaller than the critical value (z* = 2.58), we reject the null hypothesis in favour of the alternative hypothesis. Therefore, the data provide strong evidence that the proportion of Americans who believe in the conspiracy theory surrounding the death of President Kennedy has decreased since 2001.
In conclusion, according to the Gallup poll, the proportion of American adults who believe in conspiracy theory has decreased significantly since 2001. The sample size is sufficiently large, and the z-test was used to reach this conclusion at the 1% level of significance.

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The probability that the mean wait time for a random sample of 45 wait times is between 185.7 and 206.5 seconds is approximately 95.53%.

To calculate the probability that the mean wait time for a random sample of 45 wait times is between 185.7 and 206.5 seconds, we can use the z-score formula.

First, we need to find the standard error of the mean (SEM): SEM = standard deviation / √sample size = 29.5 / √45 ≈ 4.39 seconds.

Next, we calculate the z-scores for the lower and upper bounds:
z1 = (185.7 - 193.2) / 4.39 ≈ -1.71
z2 = (206.5 - 193.2) / 4.39 ≈ 3.03

Now, we can look up these z-scores in a standard normal table or use a calculator to find the probabilities. The probability for z1 is approximately 0.0436, and for z2, it is approximately 0.9989.

Finally, to find the probability that the mean wait time is between 185.7 and 206.5 seconds, we subtract the probabilities: 0.9989 - 0.0436 ≈ 0.9553.

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Answer:

The fact that "b varies directly with a" means that there exists a constant k such that b = ka. Since "a" and "b" are located the same distance from 0 in opposite directions, we know that a and b have the same absolute value but different signs. Therefore, we can write a = -b or b = -a.

Substituting -a for b in the equation b = ka, we get:

-a = ka

Solving for k, we get:

k = -a/a = -1

Substituting k = -1 back into the equation b = ka, we get:

b = -a

Therefore, the equation that represents the direct variation between a and b is:

b = -a

The probability of picking a tile that is the letter N as a fraction 23/50.

We know that the probability of an event is a number between 0 and 1, where, 0 indicates impossibility of the event to happen and 1 indicates certainty of the event to happen.

From the question it is said that a bag of 50 letter tiles in it and 23 of the tiles are the letter N. If you pick a letter tile at random from the​ bag, the probability that it is the letter N is 3 50. Suppose another bag has 400 letter tiles in it and 256 of the tiles are the letter N.

23/50= 0.46 or 46%

And if the bag contain 400 letter tiles in it and 256 of the tiles are the letter N.  then the probability to pick N is 256/400

256/400 =0.64 or 64%

Thus the 1st bag probability is 46% and for 2nd bag is 64%. Hence choose 2nd bag

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Answer:

To calculate the edge length, take the cube root of the total volume of the cube.

Step-by-step explanation:

hope this helps ! :)

The formula that shows the dependence of the edge length 'a' on volume V of a cube will be a = ∛V.

All the edges of the cube are congruent with each other. Suppose that: The side length of the considered cube is 'a' units. Then, we get:

Volume of that cube = a³ cubic units.

Solve the equation for 'a', then we have

V = a³

a³ = V

a = ∛V

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The product of two rational numbers can always be written as a fraction. The Option D is correct.

The product of 2 rational numbers can not be written as either irrational or whole number. This is because it will be expressed as the ratio of two integers and the product of two ratios of integers will always result in another ratio of integers.

For example, if we multiply  3/5 & 2/7 (rational numbers), we get (3/5) x (2/7) = 6/35 which is also a rational number. Therefore, the product of two rational numbers will always be a rational number or a fraction.

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Therefore, using the linear approximation, we estimate that (2.001)⁵ ≈ 32.016.

We can use the linear approximation to estimate the given number by using the following formula:

f(x + Δx) ≈ f(x) + f'(x)Δx

where Δx is a small change in x, f'(x) is the derivative of the function f(x), and f(x + Δx) is the approximate value of the function for x + Δx.

In this case, we can let f(x) = x⁵, x = 2, and Δx = 0.001. Then,

f'(x) = 5x⁴

So,

f(2.001) ≈ f(2) + f'(2)Δx

f(2.001) ≈ 2⁵ + 5(2⁴)(0.001)

f(2.001) ≈ 32.016

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The money that will be in the account at the end of six years is $8,404.5

The initial deposit = P = $7200

Rate = r = 5.5% per year

Time = 6 years ( Compounded Quarterly)

As per the question, the compound interest calculation can be used to determine how much money will be in the account after six years. Compound interest may be thought of as the addition of the loan's interest to the deposit's principal amount. As a result, it is computed using the Principal plus any prior interest.

Using, the formula for compound interest is:

A = [tex]P(1 + r/n)^(nt)[/tex]

Substituting the values -

A = [tex]7200(1 + 0.055/4)^(4 x 6)[/tex]

A = [tex]7200(1.01375)^24[/tex]

A = 7200 x 1.1657

A ≈ 8,404.5

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In order to derive the sampling distribution, it is necessary to have a solid understanding of the rules of probability and the laws of expected value and variance.

The sampling distribution refers to the distribution of a statistic, such as the mean or standard deviation, calculated from multiple samples taken from the same population. In order to calculate the probability of obtaining a certain value for the statistic, one must understand the rules of probability, such as the addition and multiplication rules. Additionally, the laws of expected value and variance provide a framework for understanding how the sampling distribution behaves, including its central tendency and variability.

Without knowledge of these concepts, it would be difficult to accurately derive and interpret the sampling distribution. Therefore, a solid understanding of the rules of probability and the laws of expected value and variance is essential for working with sampling distributions.

The answer is False.

To derive the sampling distribution, understanding the rules of probability, the laws of expected value, and variance is essential. The rules of probability help in determining the likelihood of various outcomes within a sample. The laws of expected value provide the average of all possible outcomes, weighted by their probability, while variance measures the dispersion of data points in a distribution.

Sampling refers to the process of selecting a subset of individuals from a larger population. The sampling distribution is the probability distribution of a sample statistic, such as the mean or variance, based on repeated random sampling from the same population.

To create an accurate sampling distribution, it is important to comprehend and apply the rules of probability to identify the likelihood of different sample outcomes. The laws of expected value and variance play a crucial role in summarizing the central tendency and variability of the sampling distribution, respectively.

In summary, it is false to assume that one does not need to know the rules of probability, expected value, and variance when deriving the sampling distribution. These concepts are fundamental to understanding and constructing a valid sampling distribution that reflects the properties of the larger population.

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The given scenario describes an example of a cluster sampling technique.

The responses given by the players can be considered representative of the opinions held by the entire team.

The action taken by the football coach in selecting either the varsity or junior varsity team and asking for the opinion of all players on a new logo constitutes a randomly selected sample.

This means that the coach did not specifically choose certain players or a particular group to provide feedback, but rather included all members of one of the two teams.

Therefore, the responses given by the players can be considered representative of the opinions held by the entire team.

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Answer: 12

Step-by-step explanation:

3*4=12