The value of j is equal to -9.
How to calculate or determine the slope of a line?In Mathematics and Geometry, the slope of any straight line can be determined by using the following mathematical equation;
Slope (m) = (Change in y-axis, Δy)/(Change in x-axis, Δx)
Slope (m) = rise/run
Slope (m) = (y₂ - y₁)/(x₂ - x₁)
By substituting the given data points into the formula for the slope of a line, we have the following;
10 = (-5 - 5)/(-10 - j)
10(-10 - j) = -10
(-10 - j) = -1
j = -10 + 1
j = -9
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Complete Question:
A line with a slope of 10 passes through the points (j, 5) and (-10,-5). What is the value of j?
please helpppp ASAPPPPPP I NEED A ANSWERRR NOWWWWW
The given graph in the figure is a graph of compound interest as the graph of simple interest is a straight line whereas the graph of compound interest is a smooth curve.
When we plot the amount of money accumulated over time for both compound interest and simple interest on a graph, we can see that the graph for compound interest grows at a much faster rate than that of simple interest. This is because the effect of compounding interest leads to an exponential increase in the amount of money accumulated over time. In contrast, the growth rate of simple interest is linear and does not increase over time.
In summary, the main difference between the graphs of compound interest and simple interest is the rate at which the interest grows over time, with the former growing at an increasing rate due to the effect of compounding interest, while the latter grows at a constant rate.
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the cost of producing smartphones has fallen over the past decade. consider some implications of this change.show the effect of falling production costs on the market for smartphones.
As the cost of producing smartphones has fallen over the past decade, several implications and effects on the market for smartphones can be observed:
1. Lower prices: Falling production costs have led to lower prices for consumers, making smartphones more affordable and accessible to a broader population.
2. Increased demand: Lower prices have also resulted in increased demand for smartphones, as more people can now afford them. This has led to a higher sales volume in the market.
3. Market expansion: The accessibility and affordability of smartphones have led to market expansion, as smartphones become more prevalent in both developed and developing countries.
4. Greater competition: The lower production costs have enabled more companies to enter the smartphone market, increasing competition and leading to more product variety for consumers.
5. Innovation and improvement: Due to the increased competition, companies are constantly seeking ways to differentiate their products through innovative features, improved design, and better performance.
Overall, the falling production costs of smartphones have positively impacted the market by lowering prices, increasing demand, and driving innovation and competition.
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The claim is a mean is 126 and you want to prove it is less.
Test the hypothesis within a 1% level of significance. Your sample
of 101 had a mean of 120.96 and standard deviation of 21.42.
We have sufficient evidence to conclude that the mean is less than 126 at the 1% level of significance.
The null hypothesis is that the mean is equal to 126.
H0: μ = 126
The alternative hypothesis is that the mean is less than 126.
Ha: μ < 126
We will use a one-tailed t-test for this problem, with a significance level of 0.01 and 100 degrees of freedom (n-1).
a) State the hypotheses.
H0: μ = 126
Ha: μ < 126
b) Calculate the test statistic.
t = (x - μ) / (s / √n)
where x is the sample mean, μ is the hypothesized population mean, s is the sample standard deviation, and n is the sample size.
Plugging in the values given, we get:
t = (120.96 - 126) / (21.42 / √101) = -2.96
c) State the rejection criterion for the null hypothesis.
We will reject the null hypothesis if the test statistic is less than the critical value from the t-distribution with 100 degrees of freedom and a one-tailed test at a significance level of 0.01.
Using a t-table or a calculator, we find the critical value to be -2.364.
d) Draw your conclusion.
Since our test statistic (-2.96) is less than the critical value (-2.364), we reject the null hypothesis. We have sufficient evidence to conclude that the mean is less than 126 at the 1% level of significance.
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. (3 points) for a simple linear regression, if the sum of squares for error (sse) is 40 and the sum of squares due to the model (ssm) is 60, what is ? (a) 1.50 (b) 0.40 (c) 0.60 (d)
If the sum of squares for error (SSE) is 40 and the sum of squares due to the model (SSM) is 60, therefore, the answer is (c) 0.60.
Based on your question, the coefficient of determination (R²) for a simple linear regression, given the sum of squares for error (SSE) is 40 and the sum of squares due to the model (SSM) is 60.
To calculate R², follow these steps:
1. Calculate the total sum of squares (SST): SST = SSE + SSM
2. Divide SSM by SST: R² = SSM / SST
Now, let's apply the values from your question:
To calculate, we use the formula:
= SSM / SSM + SSE)
Plugging in the given values, we get:
= 60 / (60 + 40) = 0.6
SST = SSE + SSM = 40 + 60 = 100
R² = SSM / SST = 60 / 100 = 0.60
So, the coefficient of determination (R²) is 0.60, which corresponds to option (c).
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Water Temperature if the variance of the water temperature in a lake is 27% how many days should the researcher select to measure the temperature to estimate the true mean within 4 with 90% confidence?
The researcher needs a sample of at least_____ days.
The researcher needs a sample of at least 46 days.
We have,
To estimate the true mean water temperature within 4 with 90% confidence, given that the variance is 27%, we need to use the formula for sample size in a confidence interval estimation:
n = (Z² x σ²) / E²
where n is the required sample size, Z is the Z-score corresponding to the desired confidence level (90%), σ^2 is the variance (27%), and E is the margin of error (4).
We can find the Z-score for a 90% confidence level using a standard normal table, which is 1.645.
Now we can plug the values into the formula:
n = (1.645² x 0.27) / 4²
n = (2.706025 x 0.27) / 16
n = 0.729625 / 16
n = 0.0456015625
Since we cannot have a fraction of a day, we need to round up to the nearest whole number to ensure the desired accuracy.
Therefore, the researcher needs a sample of at least 46 days to estimate the true mean water temperature within 4 with 90% confidence.
Thus,
The researcher needs a sample of at least 46 days.
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Sami wants to find the measurements of the sides and angles of the parallelogram shown. Which tools can she use to find these measurements? Select all that apply.
A.
protractor
B.
scale
C.
ruler
D.
compass
In a case whereby Sami wants to find the measurements of the sides and angles of the parallelogram shown the tools she can use to find these measurements are;
A.protractorC.rulerWhat is the function of the selected tool in making a parallelogram?The protractor serves as one of the tools that can be used in making the parallelogram whih which be used in the mearement of the angles of the paralleolgram.
The ruler is also useful in the creation of the parallelogram because it can be used to meausre the lenght of the fiqure, hence the first as well as the third option is right
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what is the distance between the points (-21,-29) and (0,0)
The distance between the points (-21,-29) and (0,0) is approximately 35.80 units.
To find the distance between two points in a coordinate plane, we can use the distance formula. The distance formula is based on the Pythagorean theorem and can be written as follows:
d = √((x₂ - x₁)² + (y₂ - y₁)²)
Where d is the distance between the two points, and (x₁, y₁) and (x₂, y₂) are the coordinates of the two points.
Using this formula, we can find the distance between the points (-21,-29) and (0,0) as follows:
d = √((0 - (-21))² + (0 - (-29))²)
= √(21² + 29²)
= √(441 + 841)
= √1282
≈ 35.80
This distance represents the length of a straight line segment connecting the two points in the coordinate plane.
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determine whether this argument, taken from kalish and mon- tague [kamo64], is valid. if superman were able and willing to prevent evil, he would do so. if superman were unable to prevent evil, he would be impotent; if he were unwilling to prevent evil, he would be malevolent. superman does not prevent evil. if superman exists, he is neither impotent nor malevolent. therefore, superman does not exist
Answer: i think it b
Step-by-step explanation:
b
The argument is not valid.
The argument commits a fallacy known as the false dilemma or false dichotomy, which presents only two options when there may be more. In this case, the argument assumes that if Superman does not prevent evil, then he must either be impotent or malevolent.
However, there could be other reasons why Superman does not prevent evil, such as a lack of knowledge or resources.
Furthermore, the argument assumes that if Superman exists, then he must either prevent evil or be impotent/malevolent, but this assumption is not necessarily true. It is possible for Superman to exist and not have the ability or inclination to prevent all evil.
Therefore, the conclusion that Superman does not exist does not necessarily follow from the premises. The argument is not valid.
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This rectaglular frame is made from 5 straight pieces of metal the weight
The metal in the frame weighs 70.5 kg in total. If a rectangular frame measuring 5 metres in length and 12 metres in width is constructed from five straight pieces of metal.
Get the diagonal
d² = 52 + 122
d² = 25+ 144
d² = 169
d = 13m
Get the perimeter of the rectangular frame:
Perimeter of the frame = 2(5+12) + 13
Perimeter of the frame = 2(17) + 13
Perimeter of the frame = 34 + 13
Perimeter of the frame = 47m
If the weight of the metal is 1.5 kg per metre, the total weight will be expressed as:
Total weight = 47×1.5
Total weight = 70.5kg
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The complete question is
This rectangular frame is made from 5 straight pieces of metal.
5 m
12 m
The weight of the metal is 1.5 kg per metre.
Work out the total weight of the metal in the frame.
If a normal distribution has a mean of 62 and a standard deviation of 12, what
is the z-score for a value of 86?
OA. 0.5
OB. 1.5
O C. 1
2
OD.
Answer:
The z-score is calculated as follows:
z = (x - μ) / σ
where x is the value of interest, μ is the mean, and σ is the standard deviation.
Plugging in the values given, we get:
z = (86 - 62) / 12 = 2
Therefore, the z-score for a value of 86 is 2.
The answer is (C) 2.
Step-by-step explanation:
Write the standard equation of the circle with center (-10,-5) that passes through the point (-5,5).
Answer:
(x+10)² + (y+5)² = 125
Step-by-step explanation:
Pre-SolvingWe are given that a circle has a center (-10,-5), and passes through the point (-5,5).
We want to write the equation of this circle in the standard equation. The standard equation is (x-h)² + (y-k)² = r² where (h,k) is the center and r is the radius.
Solving
As we are already given the center point, we can substitute its values into the equation.
Reminder: the equation uses negative values, and we have negative numbers.
(x--10)² + (y--5)² = r²
This can be simplified to:
(x+10)² + (y+5)² = r²
Now, we need to find r².
As the point passes through (-5,5), we can use its values to solve for r².
Substitute -5 as x and 5 as y.
(-5+10)² + (5+5)² = r²
(5)² + (10)² = r²
25 + 100 = r²
125=r²
The radius is 125
Substitute 125 as r².
(x+10)² + (y+5)² = 125
Concert tickets go on sale for $34. 00 each
The required amount will be earn is $3400.
This calculation only takes into account the revenue earned from ticket sales and does not include any additional revenue streams such as merchandise sales or sponsorships.
The total earnings will depend on various factors such as ticket pricing strategy, marketing efforts, and concert attendance.
Here given concert tickets are selling for $34.00 each and it is also given a total number of 100 tickets are sold.
the total earnings will be calculated by multiplying the ticket price by the number of tickets sold.
So,total amount earn = $34×100 = $3400.
This is a problem of Multiplication.
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Correct question is " Concert tickets go on sale for $34. 00 each . Now total number of sold tickets are 100 . Count how many money will earn ."
Find the value of x
Help please and show work!
Answer:
since 41° is vertically opposite to 2x+1 they are equal
so 2x+1=40 , 1 turns negative crossing the equals sign so 2x=40 so x=20
"Hi,
please can give some information about this subject and with
examples"
Applied Maximum and Minimum Problems
The goal of an optimization problem is to find the maximum or minimum value of an objective function given certain constraints. In this case, the goal of a business owner is often to maximum profit.
The objective function is a method for maximising (or decreasing) something. This something has a monetary value. In the real world, it could be the cost of a project, the quantity of goods produced, the profit value, or even the materials saved as a result of a streamlined process. The objective function is used to try to achieve a target for output, profit, resource use, and so on. We must examine the connections between constraints and any limitations within the business itself. These can include production capacity constraints, resource availability, and even technological limitations.
For instance, from the values of maximum and minimum speed of a train, an engineer will be able to decide on the materials required to withstand the speed, to manufacture brakes for the train to run smoothly. The maximum and minimum value of thyroid in the bloodstream enables the doctor to prescribe the appropriate medicine for the patients to bring down the thyroid levels.
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Discuss the relative "weakness" of categorical variables (including measures on nominal and ordinal scales), and continuous variables (including measures on interval and ratio scales) with respect to the type of information statistics on them yield.
Categorical variables, such as nominal and ordinal scales, are weaker than continuous variables, such as interval and ratio scales, in terms of the type of information statistics on them yield. Categorical variables only provide limited information and are not as precise as continuous variables. Categorical variables have weaknesses related to limited statistical analysis and potential loss of information, while continuous variables can be sensitive to outliers and require more advanced statistical techniques for analysis. Both types of variables provide valuable information but have limitations when analyzing statistics.
Let's discuss the relative weakness of categorical and continuous variables with respect to the type of information statistics on them yield.
Categorical variables are those that can be divided into categories, and they include nominal and ordinal scales. Nominal variables have no inherent order (e.g., hair color), while ordinal variables have a clear order (e.g., educational level).
Weakness:
1. Limited statistical analysis: Since categorical variables have no numerical value, certain statistical measures, such as mean and standard deviation, cannot be applied to them.
2. Loss of information: Categorical variables can sometimes oversimplify data, leading to a loss of information when grouping continuous data into categories.
Continuous variables are those that can take any value within a defined range, and they include interval and ratio scales. Interval variables have a constant distance between values but no absolute zero (e.g., temperature in Celsius), while ratio variables have a constant distance and an absolute zero (e.g., height).
Weakness:
1. Susceptibility to outliers: Continuous variables are more sensitive to extreme values (outliers), which can significantly affect the statistics derived from them, such as the mean.
2. Data complexity: Continuous variables often require more advanced statistical techniques for analysis, which may be challenging for those without a strong background in statistics.
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Each of Exercises 7-12 gives the first term or two of a sequence along with a recursion formula for the remaining terms. Write out the first ten terms of the sequence.
7. A_1 = 1, a_(n + 1) = a_n + (1/2^n)
The first 10 terms of the sequence using the recursion formula are 1, 1.5, 1..75, 1.875, 1.9375, 1.96875, 1.984375, 1.9921875, 1.99609375, 1.998046875
Here we have the first term of the sequence as
A₁ = 1
The recursion relation is given by
aₙ₊₁ = aₙ + 0.5ⁿ
Now here since we have
A₁ = 1, where n = 1
A₂ = A₁ + 0.5
= 1 + 0.5 = 1.5
Hence,
A₃ = A₂ + 0.5²
= 1.75
A₄ = A₃ + 0.5³
= 1.875
A₅ = A₄ + 0.5⁴
= 1.9375
A₆ = A₅ + 0.5⁵
= 1.96875
A₇ = A₆ + 0.5⁶
=1.984375
A₈ = A₇ + 0.5⁷
= 1.9921875
A₉ = A₈ + 0.5⁸
1.99609375
A₁₀ = A₉ + 0.5⁹
= 1.998046875
Hence, the first 10 terms of the sequence using the recursion formula are 1, 1.5, 1..75, 1.875, 1.9375, 1.96875, 1.984375, 1.9921875, 1.99609375, 1.998046875
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from a deck of 52 cards, one card is selected. what is the probability that it is a red card or a king
Answer:
1/2
Step-by-step explanation:
The probability of a random card being red is 1/2 since half the cards are red and half are black
The probability of selecting a red card or a king from a deck of 52 cards is 28/52, which can be simplified to 7/13.
To find the probability of selecting a red card or a king from a deck of 52 cards, follow these steps:
1. Determine the total number of red cards in the deck. There are 26 red cards, as there are 13 cards of each red suit (hearts and diamonds).
2. Determine the total number of kings in the deck. There are 4 kings, one from each suit.
3. Determine the overlap between red cards and kings. There are 2 red kings (king of hearts and king of diamonds).
4. Use the principle of inclusion-exclusion to account for the overlap. This means we'll add the probabilities of the two individual events and subtract the probability of their intersection (overlap).
5. Calculate the probability of each event and their intersection:
- Probability of a red card: 26/52 (number of red cards / total cards)
- Probability of a king: 4/52 (number of kings / total cards)
- Probability of a red king: 2/52 (number of red kings / total cards)
6. Apply the inclusion-exclusion principle:
- Probability of a red card or a king = (Probability of a red card) + (Probability of a king) - (Probability of a red king)
- Probability = (26/52) + (4/52) - (2/52) = 28/52
So, the probability of selecting a red card or a king from a deck of 52 cards is 28/52, which can be simplified to 7/13.
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12x^2-22x-5=-5x use the quadratic formula to solve express your answer in simplest form
The solutions to the equation 12x²-22x-5=-5x using the quadratic formula are x = 5/4 and x = -1/3.
The given equation is a quadratic equation in standard form, ax² + bx + c = 0, where a = 12, b = -22, and c = -5 + 5 = 0. We can use the quadratic formula to solve for x:
x = (-b ± √(b² - 4ac)) / 2a
Substituting the values of a, b, and c, we get:
x = (22 ± √(22² - 4(12)(0))) / 2(12)
Simplifying under the square root, we get:
x = (22 ± √484) / 24
x = (22 ± 22) / 24
Simplifying further, we get:
x = 44/24 or x = 0/24
Reducing the first fraction, we get:
x = 11/6 or x = 0
However, we need to check if x = 0 satisfies the given equation or not. Substituting x = 0, we get:
12(0)² - 22(0) - 5 = -5(0)
-5 = 0
This is not true, so x = 0 is an extraneous solution and should be discarded. Therefore, the solutions to the given equation are:
x = 5/4 and x = -1/3.
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find the sum by adding each term together. use the summation capabilities of a graphing utility to verify your result. 6 k
To find the sum of 6k by adding each term together, we can simply add 6k + 6k + 6k + 6k + 6k + 6k which gives us a total of 36k.
To verify this result using the summation capabilities of a graphing utility, we can use the sigma notation (Σ) to represent the sum. The sigma notation is defined as Σ6k where k starts at 1 and goes up to 6. This means we are adding 6k, six times.
To input this into a graphing utility, we can use the summation feature. For example, on a TI-84 calculator, we can press the "Math" button, select "1:sum(", and enter the expression "6k" followed by a comma and then the values of k that we want to sum from (1) and to (6). This gives us the result of 36k, which matches our previous calculation.
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Graph g(x)=−|x+3|−2.
Use the ray tool and select two points to graph each ray.
The graph of g(x) is a V-shaped graph centered at x = -3, with the vertex at (-3, -2), and opening downward.
We have,
The graph of the function g(x) = -|x+3| - 2 can be obtained by first graphing the function f(x) = |x| and then transforming the graph.
The function f(x) = |x| is a V-shaped graph that passes through the origin and has a slope of 1 on either side of the origin.
The function -|x| is the reflection of f(x) about the x-axis and has the same shape, but opens downwards.
To obtain the graph of g(x) = -|x+3| - 2, we first shift the graph of -|x| three units to the left to get the graph of -|x+3|.
This means that the V-shape of the graph is centered at x = -3.
Then we shift the entire graph downward by 2 units to get the final graph of g(x).
Therefore,
The graph of g(x) is a V-shaped graph centered at x = -3, with the vertex at (-3, -2), and opening downward.
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True or false? If the central bank raises the discount rate, then commercial banks will reduce their borrowing of reserves from the Fed, and instead call in loans to replace those reserves.
It is true that When the central bank raises the discount rate, commercial banks are likely to reduce their borrowing of reserves from the Fed.
The discount rate is the interest rate at which commercial banks can borrow reserves from the central bank, such as the Federal Reserve in the United States. An increase in the discount rate makes borrowing from the Fed more expensive for commercial banks.
As a result, commercial banks may choose to call in loans to replace the reserves they would have otherwise borrowed from the central bank. Calling in loans refers to the process of demanding the repayment of outstanding loans from borrowers, which allows the bank to obtain funds to maintain their required reserve levels. By calling in loans, banks can avoid the higher cost of borrowing from the Fed due to the increased discount rate.
Overall, a higher discount rate can encourage commercial banks to reduce their borrowing of reserves from the central bank and instead call in loans to maintain their reserve requirements. This can lead to tighter credit conditions in the economy, as banks may be less willing to extend new loans to borrowers, potentially slowing down economic growth.
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language course decreases exponentially over time. This data can be modelled by the function
N(t) = axb-t + 450,
where a and b are positive constants, and t is the time in years since a student completed the French
language course.
Immediately after completion, a student remembers 4200 French words.
a) Find the value of a.
After 4 years a student remembers only 1600 French words.
b) Find the value of b, rounded to 2 decimal places.
The number of French words a student remembers never decreases below a certain number of words, n.
c) Write down the value of n.
The value of a in the expression will be 3750.
The value of b, rounded to 2 decimal places will be (75/23)^1/4
The value of n is 450.
How to calculate the valueAn expression consists of one or more numbers or variables along with one more operation.
The value of a in the expression will be:
= 4200 - 450
= 3750.
The number of French words a student remembers never decreases below a certain number of words, n which is 450.
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Number graph ranging from negative two to ten on the x and y axes. A line labeled y equals begin fraction three over two end fraction times x is drawn on the graph. A second line, labeled y equals begin fraction negative one over two end fraction x plus four, is drawn on the graph. What is the solution to the system of equations represented by these two lines? Responses (2, 0) (2, 0) (0, 4) (0, 4) (4, 2) (4, 2) (2, 3)
Answer:
Step-by-step explanation:
To find the solution to the system of equations represented by the two lines, we need to find the point where they intersect on the graph.
First, let's find the coordinates of the intersection point by solving the system of equations. We have:
y = (3/2)x (Equation 1)
y = (-1/2)x + 4 (Equation 2)
To find the intersection point, we need to set the two equations equal to each other:
(3/2)x = (-1/2)x + 4
Simplifying this equation, we get:
2x = 8
x = 4
Now that we know x = 4, we can substitute this value into either Equation 1 or Equation 2 to find the corresponding value of y:
y = (3/2)x
y = (3/2)(4)
y = 6
Therefore, the solution to the system of equations represented by the two lines is (4, 6).
Homework 3 area of composite figure
Answer:
Area of shaded region:
[tex]\pi {(4 \sqrt{2} )}^{2} - {8}^{2} [/tex]
[tex]32\pi - 64 = 32(\pi - 2)[/tex]
The graph of y = f(x) is shown below.
Draw the graph of y = f(-x).
A graph of the transformed function y = f(-x) is shown in the image attached below.
What is a reflection over the y-axis?In Mathematics and Geometry, a reflection over or across the y-axis or line x = 0 is represented and modeled by this transformation rule (x, y) → (-x, y).
This ultimately implies that, a reflection over or across the y-axis would maintain the same y-coordinate (y-axis) while the sign of the x-coordinate (x-axis) would change from positive to negative or negative to positive.
In this context, we can reasonably infer and logically deduce that the graph of the absolute value function y = f(-x) can be created by reflecting the parent absolute value function y = f(x) over or across the y-axis;
f(x) = |x - 4|
g(x) = y = f(-x) = |-x - 4|
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Tally's teacher divides her class of 16 students into 4 equally sized teams: red team, yellow team, green team and the blue team. She assigns a students to each team. What is the probability that Tally is on the red team? Enter your answer as a simplified fraction.
The probability that Tally is on the red team is 1/4.
We have,
Total students = 16
Students in each group = 16/4 = 4
Total Teams = Red, Yellow, Green and Blue.
So, the probability that Tally is on the red team
= 4 / 16
= 1/4
Thus, the probability is 1/4.
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if -4, -2, & 1 are the roots, what is the equation
Answer:
x^3 + 5x^2 + 2x - 8.
Step-by-step explanation:
To find the equation of a polynomial function, we need to know the roots and the degree of the function. We are given the roots -4, -2, and 1.
Since these are the roots, we know that the factors of the polynomial are (x + 4), (x + 2), and (x - 1). We can find the equation by multiplying these factors together:
(x + 4)(x + 2)(x - 1)
To simplify this expression, we can use FOIL (First, Outer, Inner, Last) method:
(x + 4)(x + 2)(x - 1) = (x^2 + 2x + 4x + 8)(x - 1) = (x^2 + 6x + 8)(x - 1)
Expanding further, we get:
(x^2 + 6x + 8)(x - 1) = x^3 + 6x^2 + 8x - x^2 - 6x - 8 = x^3 + 5x^2 + 2x - 8
Therefore, the equation is:
x^3 + 5x^2 + 2x - 8.
The table below shows the number of hours ten students spent studying for a test and their scores.
Hours Spent Studying(x):0,1,2,4,4,4,6,6,7,8
Test Scores(y):35,40,46,47,70,82,88,82,95
Write the linear regression equation for this data set. Round all values to the nearest hundredth.
State the correlation coefficient of this line, to the nearest hundredth.
Explain what the correlation coefficient suggests in the context of the problem.
The correlation coefficient of 0.88 reveals that there is an intense linear connection between the two variables.
How to explain the correlationIt should be noted that to ascertain the correlation coefficient, we can utilize the formula:
r = (nΣxy - ΣxΣy) / sqrt[(nΣx^2 - (Σx)^2)(nΣy^2 - (Σy)^2)]
Retaining the same numeric values from before, we can compute:
r = (9(976) - (36)(605)) / sqrt[(9(182) - (36)^2)(9(11681) - (605)^2)] ≈ 0.88
Therefore, the correlation coefficient is fairly close to 0.88.
The correlation coefficient implies a strong positive relationship between hours expended studying and test outcomes. As the quantity of hours committed to studying increases, the test scores will tend to keep up accordingly. A correlation coefficient of 0.88 reveals that there is an intense linear connection between the two variables, and the line of best fit serves as a desirable standard representation of the data.
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Answer:
y = 34.27 + 7.79xr = 0.98Strong positive correlation: The more hours of studying for a test a student does, the higher their test score.Step-by-step explanation:
It appears there is an error in the table. The correct table is:
[tex]\begin{array}{|l|c|c|c|c|c|c|c|c|c|c|c|}\cline{1-11}\vphantom{\dfrac12}\textsf{Hours spent studying $(x)$}&0&1&2&4&4&4&6&6&7&8\\\cline{1-11}\vphantom{\dfrac12}\textsf{Test score $(y)$}&35&40&46&65&67&70&82&88&82&95\\\cline{1-11}\end{array}[/tex]
The simplest method to find the linear regression equation and the correlation coefficient for this data set is to use a statistical calculator.
After entering the data into a statistical calculator we get:
a = 34.272727...b = 7.79220779...r = 0.981574157...The regression line of y on x is y = a + bx.
Therefore, substitute the found values of a and b into the formula to write the linear regression equation for the given data set:
[tex]\boxed{y=34.27+7.79x}[/tex]
The correlation coefficient is the value of r, so r = 0.98 to the nearest hundredth.
The correlation coefficient, r, measures the strength of the linear correlation between two variables. |t is always between +1 and -1.
Values close to +1 mean a strong positive correlation.Values close to -1 mean a strong negative correlation.Values of r close to zero mean there is only a weak correlation.If r = 0, the variables aren't correlated.As r = 0.98, there is a very strong positive correlation.
In context, this suggests that the more hours of studying for a test a student does, the higher their test score.
Write the first three terms of the sequence.
a_n = 2n-1/n^2+5
Answer:
2a - 1/a^2 +5
The first three terms of the sequence a_n = 2n-1/n²+5 are 1/6, 1/3, and 5/14.
In mathematics, a sequence is an enumerated collection of objects in which repetitions are allowed and order matters. Like a set, it contains members. The number of elements is called the length of the sequence.
A sequence is an ordered list of numbers. The three dots mean to continue forward in the pattern established. Each number in the sequence is called a term.
The first three terms of the sequence a_n = 2n-1/n²+5 are:
1. For n=1, a_1 = (2(1)-1)/(1²+5) = 1/6
2. For n=2, a_2 = (2(2)-1)/(2²+5) = 3/9 = 1/3
3. For n=3, a_3 = (2(3)-1)/(3²+5) = 5/14
So, the first three terms of the sequence are 1/6, 1/3, and 5/14.
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Various temperature measurements are recorded at different times for a particular city. The mean of 20 degree C a for 60 temperatures on 60 different days. Assuming that sigma = 1. 5 degree C, test the claim that the population mean is 22 degree C. Use a 0. 05 significance level
As we see, p-value is less than the significance level, so null hypothesis rejected and there is no evidence to support the claim that population mean is 22 degree C.
The population mean can be calculated by the sum of all values in the given data/population divided by a total number of values. We have various temperature measurements are recorded at different times for a particular city.
Sample Mean, [tex]\bar X [/tex] = 20°C
Standard deviations,[tex]\sigma [/tex]= 1.5° C
Level of significance, = 0.05
We have to test that population mean is 22 degree C. Consider the hypothesis testing, the null and alternative hypothesis are [tex]H_0 : \mu = 22 [/tex].
[tex]H_a : \mu ≠ 22 [/tex].
Consider the test statistic, z test for mean formula, [tex]z = \frac{\bar x - \mu }{\frac{\sigma}{\sqrt{n}}}[/tex].
=> [tex]z = \frac{20 - 22}{\frac {1.5}{\sqrt{60}}}[/tex].
= - 10.32
Now, using distribution table, the p-value for z = - 10.32 is less than to 0.001. So,
p-value < 0.05, so null hypothesis is rejected.
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