what is the probability that a simple random sample of 50 ten-gram portions results in a mean of at least 3.6 insect fragments? is this result unusual? what might we conclude?

Answer:

A.) LGJ

Step-by-step explanation:

Answer:

yes

Step-by-step explanation:

Answer:

2.50 + 9.50h

Step-by-step explanation:

Sky Launch Trampoline Park charges customers $9.50 per hour they spend jumping. Each customer must also pay $2.50 for grip socks.

Let the number of hours be h.

The equation will be:

= 2.50 + (9.50 × h)

= 2.50 + 9.50h

The second term of the expression represent the total depreciation value of the laptop. Therefore, the answer is C.

Pamela purchased a new laptop for her schoolwork.  She plans to sell it sometime in the future; however, its value depreciates monthly.

The expression below shows the depreciated sales value of the laptop.

Therefore, the meaning of the second term in the expression can be calculated as follows:

Therefore,

856 = The amount she bought the laptop

The second term 17m is the total depreciation value of the laptop where m = number of months.

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The standard-form equation of the line using the coordinates of the labeled point is: B. 8x + 7y = 60.

In Mathematics and Geometry, the point-slope form of a straight line can be calculated by using the following mathematical equation (formula):

y - y₁ = m(x - x₁)

Where:

At data point (4, 4) and a slope of -8/7, a linear equation in slope-intercept form for this line can be calculated by using the point-slope form as follows:

y - y₁ = m(x - x₁)

y - 4 = -8/7(x - 4)

By multiplying all through by 7, we have:

7(y - 4) = -8(x - 4)

7y - 28 = -8x + 32

7y + 8x = 32 + 28

8x + 7y = 60.

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[3] Vertical

     ➜ These angles are opposite angles created by two intersecting lines. They are also congruent, another quality of vertical angles.

[4] Neither

     ➜ While these angles are "opposite" of each other, they are incongruent angles. Since the angles are not adjacent or vertical, they are neither.

Answer:

A.) 1 hour and 35 minutes

B.) $387.59

C.) $12.41

Step-by-step explanation:

Question 1 answer — 1 hour and 35 minutes

Question 2 answer — $387.59

Question 3 answer — $12.41

Hope my answer helps you.

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An equation of a line that is parallel to the line y=-5x-8 and passes through the point (7, -2) is y = -5x + 33.

In Mathematics and Geometry, the point-slope form of a straight line can be calculated by using the following mathematical expression:

y - y₁ = m(x - x₁)

Where:

Since the line is parallel to y=-5x-8, the slope is equal to -5.

At data point (7, -2) and a slope of -5, a linear equation for this line can be calculated by using the point-slope form as follows:

y - y₁ = m(x - x₁)

y - (-2) = -5(x - 7)  

y + 2 = -5x + 35

y = -5x + 35 - 2

y = -5x + 33

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The equation of the line that is parallel to y = -5x - 8 and passes through the point (7,-2) is y = -5x + 33, in slope intercept form.

To find an equation that is parallel to the line y = -5x - 8, we know that it must have the same slope. So the slope of the new line is -5.

Now we use the point-slope form of a linear equation to find the equation of the line passing through (7,-2) with slope -5:

y - y1 = m(x - x1)

where m is the slope and (x1, y1) is the given point.

Substituting the values we get:

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

Simplifying and solving for y, we get:

y + 2 = -5x + 35

y = -5x + 33

Therefore, the equation of the line that is parallel to y = -5x - 8 and passes through the point (7,-2) is y = -5x + 33, in slope intercept form.

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This level of granularity can be particularly useful when analyzing complex datasets or when trying to identify subtle relationships between variables.

What is a graph?

In computer science and mathematics, a graph is a collection of vertices (also known as nodes or points) connected by edges (also known as links or lines).

One advantage of being able to see each individual data point in a graph when comparing two data sets is that it allows for a more accurate and detailed analysis of the similarities and differences between the two sets. By examining the distribution and spread of the data points, it is possible to identify patterns and trends that may not be immediately apparent from a simple comparison of summary statistics, such as means or medians.

Additionally, by seeing each individual data point, it becomes possible to detect outliers or anomalies that may be skewing the data, which can lead to more informed decision-making and a deeper understanding of the underlying trends and patterns in the data. This level of granularity can be particularly useful when analyzing complex datasets or when trying to identify subtle relationships between variables.

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The position of point S after dilating will be half of the original. The dilated point S' has been shown below.

What is dilation?

Using a modification known as dilation, an object can be resized. Through dilatation, the objects can be resized or enlarged. This transformation results in a shape that is a perfect replica of the original image. The form's dimensions do vary, though. An expansion or contraction of the original form is required for a dilatation. This shift is referred to as a scale factor.

We are given a graph showing position of point S.

Now, on dilating the point by a scale factor of [tex]\frac{1}{2}[/tex], we get that the point will be located at half of the original.

The point has been located and attached in the image below.

Hence, the required solution has been obtained.

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To exclude the value [tex]$x=0$[/tex] since division by zero is not allowed.

The expression is well-defined for [tex]$x \in (0,1]$[/tex].

Expression is well-defined for [tex]$0\leq x\leq 1$[/tex].

In interval notation, we can write this as [tex]$[0,1]$[/tex].

Therefore, the expression [tex]$\frac{\sqrt{x\cdot 1} \sqrt{1 - x}}{\sqrt{x}}$[/tex] is well-defined for [tex]$ x\in [0,1]$[/tex].

Expression to be well-defined, we need to ensure that we do not perform any illegal operations.

This means that we cannot take the square root of a negative number, and we cannot divide by zero.

Let's consider each of the factors in the expression separately.

The first factor is.

[tex]$\sqrt{x\cdot 1}=\sqrt{x}$[/tex].

To ensure that this is well-defined, we need.

[tex]$x\geq 0$[/tex] since we cannot take the square root of a negative number.

The second factor is

.[tex]$\sqrt{1-x}$[/tex].

To ensure that this is well-defined, we need.

[tex]$1-x\geq 0$[/tex], or equivalently, [tex]$x\leq 1$[/tex], since we cannot take the square root of a negative number.

The denominator is.

[tex]$\sqrt{x}$[/tex].

To ensure that this is well-defined, we need.

[tex]$x\geq 0$[/tex], since we cannot divide by zero.

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The total amount of meals in dollars served by Jerome is equals to $1150.

Total amount Jerome earned this weekend = $252.50.

Jerome earned every weekend = $80.

Jerome earned cost of meals as tips by serving them = 15%

Let us consider the dollar amount of the meals that Jerome served 'x'.

Jerome earned a total of $252.50 for the weekend,

which consists of his earnings from the meals and his flat rate earnings.

Set up an equation to represent this,

x × 0.15 + 80 = 252.50

Simplifying this equation by subtracting 80 from both sides, we get,

⇒ 0.15x = 172.50

⇒ x = 1150

Therefore, the dollar amount of the meals that Jerome served was $1150.

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The above question is incomplete, the complete question is:

The weekend Jerome earned 252. 50 in all. What was the dollar amount of the meals that Jerome served? Jerome served worth meals this weekend. Jerome earns 15%percent off all the costs of meal on all meals and he earns 80 dollars every weekend

Answer:

add 2

Step-by-step explanation:

just adding 2

The volume of the solid as shown in the diagram is 540 cm².

Volume is the space occupied by a solid shape.

To calculate the volume of the of the solid, we use the formula below

Formula:

Where:

From the diagram in question,

Given:

Substitute these values into equation 1

Hence, the volume is 540 cm³.

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Answer:

x = -5/9

Step-by-step explanation:

-2(8x - 5) + 2x = 4(x + 5)

-16x + 10 + 2x = 4x + 20

-16x + 2x + 10 = 4x + 20

-14x + 10 = 4x + 20

+14x        = +14x       (Add 14 to both sides)

10 = 18x + 20

-20 =       -20      (Subtract 20 from both sides)

-10  = 18x

18   =  18          (Divide by 18)

-10/18 = x

Simplified:

-5/9 = x

Answer:

Step-by-step explanation: Distribute -2 to the parenthasis, and 4 to the other parenthasis. two double negatives make a positive. Combine like terms. get the x and regular numbers on different sides of the equal sign, and divide to find the x=

-16x +10 +2x=4x+20

-14x+10=4x+20

-14x            -20

-10x= -10

/-10    /-10

x=1

Step-by-step explanation:

+ 1.25

every new term is the previous term + 1.25.

with starting value -1.75

f(n) = 1.25n - 1.75

Answer:

1.a

2.c

3.d

4.b

Step-by-step explanation:

The slope of the line in the reduced form is 4 / 7.

The slope of a line is the change in the dependent variable with respect to the change in the independent variable.

Therefore,

slope = m = change in y / change in x

slope = m = y₂ - y₁ / x₂ - x₁

P = (2, 3)

Q = (9, 7)

x₁ = 2

x₂ = 9

y₁ = 3

y₂ = 7

Therefore,

slope = 7 - 3 / 9 - 2

slope = 4 / 7

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The solution is all values of x greater than -9.

The correct graph for the given inequality "Negative 3x - 7 < 20" is:

From negative 10 to positive 10, a number line runs. An open circle shows up at negative 9. From negative 9 to positive 10, the number line is shaded.

To chart the arrangement, we initially confine the variable by adding 7 to the two sides of the imbalance:

Negative 3x - 7 + 7 < 20 + 7

Negative 3x < 27

Next, we divide both sides by -3, remembering to flip the inequality sign since we're dividing by a negative number:

Negative 3x/-3 > 27/-3

x > -9

Therefore, the arrangement is all upsides of x more prominent than - 9. Since these are the values that satisfy the inequality, we graph this by drawing an open circle at -9 on the number line and shading all values to the right of -9.

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Based on the data provided in the table, the valid inferences are A, B and C, while inference D cannot be confirmed.

A conclusion that is logical, rational, and backed by solid reasoning, statistical analysis, or scientific principles is considered to be a valid inference when it is derived from the available facts or evidence. It should be founded on trustworthy and pertinent data and adhere to accepted rules of statistical or scientific reasoning.

In addition to being compatible with accepted theories, guiding principles, or previous research findings, a valid inference should take into account any constraints and potential sources of mistake in the data or evidence. In other terms, a valid inference is a plausible and convincing conclusion that may be reached using acceptable statistical or scientific techniques from the relevant information or evidence.

A. Valid: There are more students who spend at least 4 hours per week on homework than students who spend less than 4 hours per week on homework.

B. Valid: Approximately 11% of students in the school district spend at least 6 hours per week on homework, based on the "At least 6" category which has 28 students out of the total 250 students surveyed.

C. Valid: About 50% of students who spend less than 4 hours per week on homework spend less than 2 hours per week, based on the total number of students in the "Less than 2" and "2 to less than 4" categories compared to the total number of students in the "Less than 4" category.

D. Not valid: The table does not provide data specifically about students who spend at least 4 hours per week on homework and their hours of homework beyond 4 hours, so this inference cannot be made.

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a) The inverse function is given as follows: [tex]r = \sqrt{\frac{3v}{40\pi}}[/tex]

b) The radius of the cone with a volume of 4190 cubic inches is given as follows: r = 10 inches.

The function for this problem is defined as follows:

v(r) = 40/3πr²

We want to find the radius as a function of the volume for the inverse function, hence:

[tex]r^2 = \frac{3v}{40\pi}[/tex]

[tex]r = \sqrt{\frac{3v}{40\pi}}[/tex]

Then the radius of the cone with a volume of 4190 cubic inches is given as follows:

[tex]r = \sqrt{\frac{3 \times 4190}{40\pi}}[/tex]

r = 10 inches.

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The significance level chosen for the tests with total number of test performed as 1000 for given p-value is equal to 0.87 or 87%.

Total number of test performed = 1000

p-value is equal to 0.00013

The Bonferroni correction involves ,

Adjusting the significance level for multiple comparisons by dividing it by the number of comparisons performed.

Here, 1000 tests were performed and the resulting p-value is 0.00013.

The significance level that was chosen for the tests,

Reverse the Bonferroni correction by multiplying the p-value by the number of comparisons,

adjusted p-value = p-value / number of comparisons

number of comparisons = 1000

adjusted p-value = 0.00013

p-value = adjusted p-value x number of comparisons

⇒p-value = 0.00013 x 1000

⇒p-value = 0.13

So the original p-value before the Bonferroni correction was 0.13.

The significance level, we subtract the p-value from 1,

significance level = 1 - p-value

⇒significance level = 1 - 0.13

⇒significance level = 0.87

Therefore, the significance level chosen for the tests was 0.87 or 87%

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Answer:

249 feet

Step-by-step explanation:

Hello!

Let the missing side be x.

We can use a trigonometric ratio to solve this question. The one we are going to use is Tangent.

There are 3 trigonometric ratios: Sin (Opposite/Hypotenuse), Cos (adjacent/hypotenuse), and Tan(Opposite/Adjacent).

We need to use the ratio that involves the 2 sides, 144 and x. That would be Tan, as x is opposite to 60°, and 144 is adjacent to 60°.

The missing side is 249 feet.

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Answer:

[tex]3(6+x)=24[/tex]

[tex]3x+18=24[/tex]

[tex]3x=6[/tex]

[tex]x=2[/tex]

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Answer:

QR=8

Step-by-step explanation:

When two lines are perpendicular, they form two 90-degree angles. So:

m∠QSR = m∠QSP = 90°

We also know that the line segment PS is congruent to the line segment SR.

Lastly, by the reflexive property, QS is congruent to itself.

Thus, ΔPSQ ≅ ΔRSQ by SAS (side-angle-side).

Now that we know these triangles are congruent, we can further state that PQ is congruent to QR by CPCTC (corresponding parts of congruent triangles are congruent).

If PQ is congruent to QR, then their measures are also congruent, and we can get this equation (by using substitution and algebra):

[tex]3n-1=5n-7=\\6=2n=\\n=3[/tex]

Plug in n to the length of QR:

[tex]5n-7=\\5(3)-7=\\15-7=\\8[/tex]

So, QR=8.

There are 92,378 different assignments of pollsters to houses where two pollsters will canvas a neighborhood with 20 houses.

There are 20 houses to choose from for the first pollster, and then 19 houses remaining for the second pollster.

However, since the order in which the pollsters visit the houses does not matter, we need to divide by the number of ways of arranging the 10 houses that each pollster will visit evaluated using probability.

Therefore, the total number of different assignments of pollsters to houses is:

(20 choose 10) * (10 choose 10) / 2! = (184,756) * (1) / 2 = 92,378

So there are 92,378 different assignments of pollsters to houses.

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Buy-side order flow is the number of individual buy orders and the total number of shares that wish to buy. ​

This is a crucial metric that is used by traders, investors, and analysts to gauge the demand for a particular security or asset.

The buy-side order flow refers to the number of shares that market participants want to purchase at a given time, and it provides valuable insights into the sentiment of the market. If there are more buy orders than sell orders, then there is a higher demand for the security, which can lead to an increase in the price of the asset. On the other hand, if there are more sell orders than buy orders, then there is a higher supply of the security, which can lead to a decrease in the price of the asset.

Traders and investors use buy-side order flow data to help them make informed decisions about when to buy or sell a security. By analyzing the number of buy orders and the total number of shares that wish to buy, they can identify trends and patterns in the market, and adjust their strategies accordingly. Additionally, buy-side order flow data can be used to help identify potential support and resistance levels for a security, which can be useful in setting stop-loss orders and other risk management measures.

Overall, the buy-side order flow is an important metric that provides valuable insights into the sentiment of the market and helps traders and investors make informed decisions about their investments.

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Answer:

Y= 2m + 6

Step-by-step explanation:

The Waffleskate campaign's claim that less than 34% of registered voters wish to see her defeated is not supported by the data, as the 98% confidence interval (0.236 to 0.336) for the proportion of voters who want her to lose does not include 0.34.

To determine if the 98% confidence interval supports the Waffleskate campaign's claim that no more than 34% of registered voters wish to see her defeated, we need to construct the confidence interval and see if 34% falls within the interval.

The sample proportion of registered voters who wished to see Waffleskate lose her next election is 133/464 ≈ 0.286. To construct the 98% confidence interval for the true proportion, we can use the formula p ± Z√(pq/n), where p is the sample proportion, q is the complement of p, n is the sample size, and Z is the standard normal value corresponding to the desired confidence level.

Plugging in the values, we get:

p ± Z√(pq/n) = 0.286 ± 2.33√((0.2860.714)/464) ≈ 0.236 to 0.336

Therefore, the 98% confidence interval for the proportion of registered voters who wish to see Waffleskate lose her next election is 0.236 to 0.336. Since this interval does not include 0.34, the Waffleskate campaign's claim that no more than 34% of registered voters wish to see her defeated is not supported by the 98% confidence interval for the proportion.

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