Psychologists need to be 95% certain their results didn't occur by chance in order to

Answer:it would be $6

Answer:

320

Step-by-step explanation:

Answer:

320 MP3 players

Step-by-step explanation:

4/50 MP3 players are defective

Multiply by 80 to get the whole shipment

4/50 x 80 = 320/4000

No, only 21% of the seats were occupied if 117 children had seats in the stall. Yes, more than 60% of the seats were occupied if if 117 children had seats in the circles. 63% of seats were occupied.

Ratio: The numerical relationship between two numbers indicating how frequently one value contains or is included within the other.

Percentage: Whenever a quantity or ratio can be stated as a fraction of 100, it is said to be a percentage. If we need to determine a percentage of a number, multiply it by 100 and divide it by the total. So, a part per hundred is what the percentage refers to. Percent signifies for every 100. The sign "%" is used to denote it.

According to question:-

3/4 of children had seats in the stalls.

if  117 children has seats in the stalls.

Let the number of children be x, since 3/4 had seats in the stall, we have:

3/4*x = 3/4x.

The 3/4 fraction of children was 117.

= 3/4 of x = 117

= 3x/4 = 117

3x =117 x 4

3x = 468

x = 156 children in total.

117 children has seats in the stalls and 39 had seats in the circle

The ratio of the number of adults to the number of children was 5:2= 5+2=7

To find the total number of people: represent as y and use the ratio of children. Thus, we have

2/7 of y = 156

2y/7 = 156

2y = 156x7

2y= 1092

y = 546

Thus, the total number of people there are 546 and they occupy 546 seats out of 2600 seats. Thus we have:

546 / 2600 = 0.21 = 21%.

If 117 children had seats in the circle, then we have, 117 x 4 = 468 (total number of children)

Then using the ratio: 2/7 of y = 468 =     2y = 468x7

2y = 3276

y= 1,638

Thus, the total number of people there are 1,638 and they occupy 1,638 seats out of 2600 seats. Thus we have:

1638 / 2600 = 0.63 = 63%.

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Mark's sample seems to be a slightly better representation as it is closer to the expected proportions for two out of the three ingredients.

To determine which sample is a better representation of the actual population, we need to compare the proportions of peanuts, raisins, and almonds in each sample with the known proportions in the population.

Let's calculate the expected number of peanuts, raisins, and almonds in the population based on the given percentages. Out of 100 pieces of trail mix in each container, we would expect:

Now, let's compare the proportions in each sample to the expected proportions:

Comparing the proportions, we can see that neither sample perfectly matches the expected proportions in the population. However, Mark's sample is closer to the expected proportions for peanuts and almonds, while Kevin's sample is closer to the expected proportion for raisins.

Considering the overall representation of the actual population, Mark's sample seems to be a slightly better representation as it is closer to the expected proportions for two out of the three ingredients.

However, it's important to note that both samples deviate from the expected proportions, indicating some sampling variability.

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Answer: No solutions

Step-by-step explanation: If you solve the problem all the way, you get 0 = 4 which is not valid so there is simply no solution

The given equation 3(2x−1)+5=6(x+1) has no solution. Option B is correct.

The process in mathematics to operate and interpret the function to make the function or expression simple or more understandable is called simplifying and the process is called simplification.

Here,
Given equation ⇒

⇒= 3(2x−1)+5=6(x+1)

Simplify the above expression,
⇒ 6x - 3 + 5 = 6x + 1
⇒    2 ≠ 1

Thus, the given equation has no solution.

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The one that is a step used in the construction of an equilateral triangle inscribed in a circle  is:

B. draw two line segments connecting the points where the arc intersects the circle and an endpoint of the diameter

The steps to construct an equilateral triangle inscribed in a circle are:

1. Draw a point that will be the center of the circle. Label this "point O". Technically, it doesn't matter which character you use to represent a point.

2. Draw a perfect circle centered at point O using a compass.

3. Use a ruler to draw a straight vertical line through point O. Extend this line beyond the boundaries of the circle. 4) Draw a point where the line and the circle intersect. Label the bottom point "Point W" and the top point "Point X".

5) Draw a second circle. The center of this circle is point W and the radius extends to point O.

6) Mark both places where the two circles intersect. Label the left point "Point Y" and the right point "Point Z".

7) Connect the points X, Y and Z with a ruler or straightedge. 

Looking at the options, the only correct step is:

B. draw two line segments connecting the points where the arc intersects the circle and an endpoint of the diameter

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\( \fbox{(2,5)}\)

Hello, substitute all the given coordinates & see if RHS match with LHS

given equation,

y = 4x-3

First coordinate,

(x,y) = (2,5)

5= 4×2-3

5=5

Hence, first solution satisfies the given equation,

let's solve for rest other cordinates,

second coordinate,

(x,y) = (5,5)

5= 4×5-3

5 ≠ 17

does not satisfy,

third coordinate,

(x,y) = (4,5)

5= 4×4-3

5 ≠ 13

does not satisfy,

fourth coordinate,

(x,y) = (4,5)

5 = 4×3-3

5 ≠ 9

does not satisfy.

Hence the correct answer is (2,5)

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Answer:  the value of f′′′(4) is 3/256.

Step-by-step explanation:

Given the third-degree Taylor polynomial:

f(x) = (x−4)³/512 − (x−4)²/64 + (x−4)⁴/2

To find the value of f′′′(4), we need to differentiate the polynomial three times and evaluate it at x = 4.

First derivative:

f'(x) = 3(x−4)²/512 − 2(x−4)/64 + 4(x−4)³/2

Second derivative:

f''(x) = 6(x−4)/512 − 2/64 + 12(x−4)²/2

Third derivative:

f'''(x) = 6/512 + 24(x−4)/2

Now, substitute x = 4 into f'''(x):

f'''(4) = 6/512 + 24(4−4)/2

= 6/512 + 0

= 6/512

= 3/256

Therefore, the value of f′′′(4) is 3/256.

Answer:52 x 6=312

Step-by-step explanation:

Terry used 52 inches of ribbon for the same amount. He's multiplying. Hope this helped.

9514 1404 393

Answer:

  y = 14x + 10

Step-by-step explanation:

We are given two points, (x, y) = {(5, 80), (3, 52)}. The 2-point form of the equation for a line can be used to find the equation.

  y = (y2 -y1)/(x2 -x1)(x -x1) +y1

  y = (52 -80)/(3 -5)(x -5) +80 . . . . . fill in the given values

  y = (-28/-2)(x -5) +80 . . . . . simplify a bit

  y = 14x -70 +80 . . . . . eliminate parentheses; next, collect terms

  y = 14x +10

If y fluctuates inversely as x as well as x is 6 if y is 13 then x is 9.75 when y is 8.

Inverse variation is demonstrated by the following equation when two quantities, x and y, are in inverse proportion:-

x y = x1 y1

Now, if x is 6 when y is 13 and y varies inversely with x, then at y =8,

Thus,

x × 8 = 6× 13

x = (6×13)/8

x = 9.75

As a result, if y varies inversely as x as well as x is 6 if y is 13 then x is 9.75 when y is 8.

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Answer:

y = x² -8x + 16

Step-by-step explanation:

y = (x -4)^2

y = (x -4) * (x -4)

use the FOIL method

y = x*x -4x -4x +16

y = x² -8x + 16

The linear inequalities are a ≤ 2j+3 , j≥14 ,a≤35 , Therefore Option C is the correct answer.

Inequality can be defined as a mathematical statement where the algebraic expression are equated by an inequality Operator , < , > ,<> etc.

It is given in the question that

Anna is no more than 3 years older than 2 times jamie’s age.

Let Anna's age be a and Jamie's age is j

then

a ≤ 2j+3

jamie is at least 14 and anna is at most 35

j≥14

a≤35

The linear inequalities are a ≤ 2j+3 , j≥14 ,a≤35

Therefore Option C is the correct answer.

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Answer:

b

Step-by-step explanation:

The most expensive car that he can afford to buy is 4-door hatchback.

We have,

Car Price 2-door coupe $21,750

4-door hatchback $22,500

Compact sedan $23,000

Compact SUV $23,400

Sales tax = 6%

So, the most expensive car Dean can buy is the 4-door hatchback.

= 22500 x 0.06

= 13501350 + 22500

= 23850

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Answer:

x = 18\(\sqrt{2}\)

Step-by-step explanation:

Using Pythagoras' identity in the right triangle.

The square on the hypotenuse is equal to the sum of the squares on the other 2 sides, that is

x² + 9² = 27²

x² + 81 = 729 ( subtract 81 from both sides )

x² = 648 ( take the square root of both sides )

x = \(\sqrt{648}\) = 18\(\sqrt{2}\) ← exact value

x ≈ 25.5 ( to 1 dec. place )

Answer: x=99.54

Step-by-step explanation:

Answer:

94.2

Step-by-step explanation:

We are given a reference angle of 34, we are also given opposite and hypotenuse side of the triangle, following SOHCAHTOA, We know that to solve this question, we have to use sine.

sin(34) = x/178

Get x alone

178sin34 = x

178sin34 is equal to 94.17, since we are looking for one decimal, we can round to the tenths place. The number next to the tenths is seven so we round up.

Our answer is 94.2

To create a matrix whose columns are the elements of the set S in R3, we form a matrix with the vectors (0, 0, 0), (1, 1, 2h), and (3h + 1). The determinant of this matrix can be used to find the value of h.

(a) The matrix whose columns are the elements of S is:

[0 1 3h + 1

0 1 0

0 2h 0]

(b) To find the determinant of this matrix, we can expand along the first row. The determinant is calculated as:

0 * det([1 0; 2h 0]) - 1 * det([0 0; 2h 0]) + (3h + 1) * det([0 0; 1 1])

Simplifying, we have:

0 - 0 + (3h + 1) * (1 - 0) = 3h + 1

Therefore, the determinant of the matrix is 3h + 1.

By setting the determinant equal to zero and solving the equation, we can find the value of h. However, since we don't have an equation or additional information, we cannot determine the specific value of h.

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Answer:

10/2

Step-by-step explanation:

first 10/2=5

you divide 10 into 2 until you get 5 of such groups

Answer:

Step-by-step explanation:

the slope is 1/1

Answer:

\(q = 22\)

Step-by-step explanation:

The angle measure of a straight line is (180) degrees As given in the picture, line (AC) is a straight line, thus its angle measure is (180) degrees. Angles (ABD) and (DBC) make up line (AC). Therefore, one can conclude that the sum of angles (ABD) and (DBC) is (180) degrees. Form an equation, simplify and use inverse operations to solve for the unknown parameter (q).

\((<ABD) + (<DBC) = (AC)\)

Substitute for the angle measures,

\((7q-46)+(3q+6)=180\)

Simplify,

\(10q-40=180\)

Inverse operations,

\(10q-40=180\\\\10q = 220\\\\q = 22\)

Answer:

need pts

Step-by-step explanation:

The answer is simply 0 cakes. The baker has 3 eggs, and each cake takes 5 eggs, which means the baker cannot make a full cake with just 3 eggs.

Therefore, the baker cannot make any full cakes. However, if the baker is allowed to use fractions of eggs, then the baker can make partial cakes. For example, if the baker uses 2/5 of an egg per cake, then the baker can make 3/(2/5) = 7.5 cakes (where 2/5 of an egg is equal to 1 cake). However, since the baker cannot use fractions of eggs, the answer is simply 0 cakes.

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El valor que satisface D es 188.

El modelo matemático será así:

D/d = 12(resto 8)

si escribimos 8 como resto de D, entonces:

(D-8) /d=12

D-8= 12d o se puede escribir D= 12d+8

luego sustituya D= 12d+8 por D+d= 203

D+d= 203

(12d +8) +d= 203

13d= 203-8

13d= 195

re=15

sustituir d=15 en D+d= 203

D+d= 203

D+15=203

D=203-15

D=188

El modelo matemático es una forma de interpretación humana al traducir o formular problemas existentes en forma matemática, de modo que el problema pueda resolverse utilizando las matemáticas.

El uso principal de los modelos matemáticos es ayudar a las personas a comprender los problemas y simplificarlos para que puedan resolverse.

, los siguientes son algunos de los usos que se obtienen al utilizar un modelo matemático, a saber:

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To determine the number of ways the little league manager can form a 9-player batting order from a team of 12 children, we can use the concept of permutations.

Since the order of the players in the batting order matters, we need to calculate the number of permutations of selecting 9 players from a pool of 12.

The formula to calculate permutations is:

P(n, r) = n! / (n - r)!

where:

In this case, we want to find P(12, 9), which represents the number of permutations of selecting 9 players from a pool of 12.

P(12, 9) = 12! / (12 - 9)!

= 12! / 3!

Calculating the factorials:

12! = 12 * 11 * 10 * 9 * 8 * 7 * 6 * 5 * 4 * 3 * 2 * 1

3! = 3 * 2 * 1

Simplifying the calculation:

P(12, 9) = (12 * 11 * 10 * 9 * 8 * 7 * 6 * 5 * 4 * 3 * 2 * 1) / (3 * 2 * 1)

= 12 * 11 * 10 * 9 * 8 * 7 * 6 * 5 * 4

= 199,584,000

Therefore, the little league manager can form a 9-player batting order in 199,584,000 different ways.

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a.  All computer chips produced in the factory during the week of production is the population under consideration in the data set.

b. The proportion of chips with severe defects in the population is the parameter being estimated.

c. The point estimate for the parameter is  0.127

d. The name of the statistic we use to measure the uncertainty of the point estimate is the standard error of the proportion.

e.  The value from part (d) for this context is 0.024

f. The engineer may be surprised by the higher rate of defects

g. The value in part (e) after recompute is 0.022

a) The population under consideration is all computer chips produced in the factory during the week of production.

b) The parameter being estimated is the proportion of chips with severe defects in the population.

c) The point estimate for the parameter is the sample proportion of defective chips, which is calculated as:

p = x/n = 27/212 ≈ 0.127

where x is the number of defective chips in the sample and n is the sample size.

d) The standard error of the proportion is the name of the statistic we use to gauge the degree of the point estimate's uncertainty.

e) The standard error of the proportion is given by the formula:

SE(p) = sqrt[(p * (1 - p))/n] ≈ √[(0.127 * 0.873)/212] ≈ 0.024

f) The historical rate of defects is 10%, which is lower than the observed rate of 12.7% during the current week. While the engineer may be surprised by the higher rate of defects, it is important to conduct further analysis to determine if this difference is statistically significant.

g) If the true population value was found to be 10%, we can use this proportion to compute the standard error of the proportion using the same formula as in part (e):

SE(p) = sqrt[(p * (1 - p))/n] ≈ √[(0.10 * 0.90)/212] ≈ 0.022

Comparing this value to the value computed in part (e), we can see that the standard error decreases when the population proportion is closer to the point estimate. This means that the estimate is more precise when the population proportion is known with greater accuracy.

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Answer:

D. a line graph

Step-by-step explanation:

Answer:

70

Step-by-step explanation:

\(a_1\) = First term = \(\dfrac{1}{3}\)

\(d\) = Common difference = \(\dfrac{2}{3}-\dfrac{1}{3}=\dfrac{1}{3}\)

\(n\) = Number of terms = 20

Sum of arithmetic progression is given by

\(S=\dfrac{n}{2}[2a_1+(n-1)d]\\\Rightarrow S=\dfrac{20}{2}\times (2\times \dfrac{1}{3}+(20-1)\dfrac{1}{3})\\\Rightarrow S=70\)

The sum of the first 20 terms of the arithmetic sequence is 70.

The number of people structurally unemployed in the year 2020 can be determined by subtracting the number of frictionally unemployed and cyclically unemployed individuals from the total number of unemployed.

Given that the total number of employed individuals in 2020 was 1,700, and the total number of unemployed was 410, we can calculate the number of people structurally unemployed as follows:

Number of Structurally Unemployed = Total Unemployed - (Frictionally Unemployed + Cyclically Unemployed)

= 410 - (150 + 180)

= 410 - 330

= 80

Therefore, the number of people structurally unemployed in the year 2020 was 80. This represents individuals who were unemployed due to long-term structural factors, such as changes in industries or technological advancements.

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Answer:

#2. y>0 #3. -1<or=y<3 #4. 0>y>2

Step-by-step explanation:

The number of ways to plan her schedule of menus for the 20 school days is 10^20.

To calculate combinations, we will use the formula nCr = n! / r! * (n - r)!, where n represents the total number of items, and r represents the number of items being chosen at a time. To calculate a combination, you will need to calculate a factorial.

For each day, there are ten different choices for what she will cook that day. 20 decisions are made, one for each day with ten different possibilities for each choice.

The complete question is: A school cook plans her calendar for the month of February in which there are 20 school days. She plans exactly one meal per school day. Unfortunately, she only knows how to cook ten different meals.

How many ways are there for her to plan her schedule of menus for the 20 school days if there are no restrictions on the number of times she cooks a particular type of meal?

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