The scatter plot shows the number of strawberries picked during the month of February

The same person also took a midterm in their marketing course and the class mean for this exam was 77 with a standard deviation of 4.7. The z-score for the score on this exam is 1.9. Calculate the actual score this person received for the marketing exam (to 2 decimal places).

Here is how we can calculate the actual score this person received for the marketing exam. First, we know that the Z score is given by the formula:

Z = (X - μ)/ σ

where X = actual score, μ = Mean, σ = Standard Deviation

Given that the Z score is 1.9, i.e., Z = 1.9

Hence,X = μ + Zσ

On substituting the given values, we get: X = 77 + 1.9 * 4.7X = 86.13 (approx.)

Therefore, the actual score that this person received for the marketing exam is 86.13 (to 2 decimal places).Note that the score is rounded to 2 decimal places as required by the question.

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Answer:

Step-by-step explanation:

Based on this sample, we can say with 90% confidence that the average amount of money spent on food by adults in Washington State is likely to be between $264.30 and $282.92 per month.

a) To determine if the requirements to build a confidence interval are met, we need to check if the following conditions are satisfied:

Random Sampling: The problem states that a random sample of 120 adults in Washington State was polled, which satisfies the random sampling condition.

Independence: It is assumed that the individuals in the sample are independent of each other, meaning that one person's response does not affect another person's response.

This assumption is reasonable for this situation.

Sample Size: The sample size is 120, which is greater than 30. When the sample size is large, the Central Limit Theorem applies, allowing us to use a normal distribution for the sampling distribution of the sample mean.

Normality: In order to use the normal distribution, the population distribution needs to be approximately normal or the sample size needs to be large. Since the population distribution is not specified, we will assume that the sample size of 120 is large enough for the Central Limit Theorem to apply.

b) The critical value for a 90% confidence interval can be obtained from the standard normal distribution table or a statistical software. For a 90% confidence level, the critical value is 1.645.

c) To compute the 90% confidence interval, we will use the following formula:

Confidence Interval = sample mean ± (critical value x standard deviation / sqrt(sample size))

Confidence Interval = $273.61 ± (1.645 x $61.59 / sqrt(120))

Confidence Interval = $273.61 ± (1.645 x $61.59 / 10.954)

Confidence Interval = $273.61 ± $9.31

The 90% confidence interval is approximately $264.30 to $282.92.

d) The 90% confidence interval for the amount of money spent on food by adults in Washington State ranges from approximately $264.30 to $282.92.

This means that we are 90% confident that the true population mean falls within this range. In other words, if we were to repeat this sampling process multiple times and construct 90% confidence intervals, we would expect about 90% of those intervals to contain the true population mean.

Therefore, based on this sample, we can say with 90% confidence that the average amount of money spent on food by adults in Washington State is likely to be between $264.30 and $282.92 per month.

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The volume of the cube formed by using all 27 small cubes is 216,000 cubic millimeters (mm³).

If the boy builds a big cube out of all 27 small cubes, he must set them up in a 3x3x3 arrangement, with three small cubes on each side.

Each small cube has an edge length of 20 mm, so the big cube created by arranging these small cubes has an edge length that is three times that of the small cube, or 3 × 20 mm, or 60 mm.

A cube's volume is determined by cubing each edge's length. As a result, the big cube's volume can be calculated as follows:

Volume = a³

Volume = (60 mm)³

Volume = 60 mm × 60 mm × 60 mm

Volume = 216,000 mm³

Therefore, the volume of the cube formed by using all 27 small cubes is 216,000 cubic millimeters (mm³).

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Answer:

$25.50

Step-by-step explanation:

35 - 9.5 = x

25.5 = x

Answer:

Step-by-step explanation:

Let p=pop corn and x=tickets.

Because they have $9.50 on popcorn you should subtract 9.50 from 35. This gives you $25.50 dollars.

Because you know that they used the rest of the money to but tickets, they spent $25.50 on tickets

Therefore the equation should be 35-9.50=x or x=35-9.50

a)  47 girls would be considered significantly low.

b)  5 girls would be considered significantly high.

c)   26 and 23 girls would be considered neither significantly low nor significantly high.

The Avogadro constant is approximately 6.0221 x 10^23. The leftmost nonzero digit is 6.

Since there are 10 possible digits (0-9), the probability of guessing the correct leftmost nonzero digit is 1/9.

The sample space for genders from two births is:

{BB, BG, GB, GG}

(a) Significantly low: This would depend on the context, but if we assume an expected proportion of 0.5 girls per birth, then any number of girls significantly lower than 25 (i.e., 50*0.5) could be considered significantly low. Therefore, 47 girls would be considered significantly low.

(b) Significantly high: Similarly, any number of girls significantly higher than 25 could be considered significantly high. Therefore, 5 girls would be considered significantly high.

(c) Neither significantly low nor significantly high: This would be any number of girls between 32 (i.e., 500.5 rounded up) and 18 (i.e., 500.5 rounded down), inclusive. Therefore, 26 and 23 girls would be considered neither significantly low nor significantly high.

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Answer:

(675°F − 32) × 5/9 + 273.15 = 630.372K

Hope it's right if not so sorry :)

The correct answer is A. 0. As diversification increases, the total variance of a portfolio approaches zero.

As diversification increases, the total variance of a portfolio approaches 0, which means that the portfolio becomes less risky. This occurs because diversification spreads the risk across multiple assets, reducing the impact of any single asset on the portfolio's overall performance. The reduction in risk is due to the fact that some assets in the portfolio may perform well while others may not, but the negative performance of some assets is compensated by the positive performance of others, leading to a lower overall portfolio variance. Therefore, option A is the correct answer.

Diversification is an investment strategy that involves spreading an investor's portfolio across different assets, such as stocks, bonds, real estate, and commodities, with the aim of reducing overall risk.

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A sample mean of 30 pounds and a sample standard deviation of 5 pounds are obtained using a simple random sample of 27 dogs from the dogs within a county, which have approximately normally distributed weights.

A simple random sample of 27 dogs from the dogs within a county is taken. The sample mean weight is 30 pounds, and the sample standard deviation is 5 pounds.

This indicates that we have a sample with quantitative data (weights), and the sample mean and standard deviation provide estimates of the population parameters.

The weights of dogs within the county have approximately normally distributed weights.

The assumption of approximate normality is crucial for conducting a t-test. When the data follows a normal distribution, the t-test can provide valid and reliable results.

Since we have a sample mean, sample standard deviation, and the assumption of approximate normality, the given context satisfies the necessary conditions for performing a t-test.

It allows us to test hypotheses, such as comparing the sample mean to a population mean or comparing means between two groups, using appropriate statistical procedures based on the t-distribution.

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Based on the provided information of speed, A) Beth gets to San Francisco first. B) The first to arrive has to wait for 20 minutes for the second to arrive.

A) To find out who gets to San Francisco first, we need to calculate the time it takes for each of them to travel the distance of 400 miles.

For Brian, we use the formula time = distance / speed:

time = 400 miles / 50 mph = 8 hours

So Brian will arrive in San Francisco at 4:00 p.m. (8:00 a.m. + 8 hours).

For Beth, we use the same formula:

time = 400 miles / 60 mph = 6.67 hours

So Beth will arrive in San Francisco at 3:40 p.m. (9:00 a.m. + 6.67 hours).

Therefore, Beth gets to San Francisco first.

B) To find out how long the first to arrive has to wait for the second, we subtract the arrival time of the first from the arrival time of the second:

wait time = 4:00 p.m. - 3:40 p.m. = 0.33 hours = 20 minutes

So the first to arrive has to wait for 20 minutes for the second to arrive.

Note: The question is incomplete. The complete question probably is: Brian leaves Los Angeles at 8:00 a.m. to drive to San Francisco, 400 miles away. He travels at a steady speed of 50 mph. Beth leaves Los Angeles at 9:00 a.m. and drives at a steady speed of 60 mph. A) Who gets to San Francisco first? B) How long does the first to arrive have to wait for the second?

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Answer:

14 or 0.14

Step-by-step explanation:

3 1/2 ÷ 1/4

1/4 = 25

3 1/2 ÷ 25 = 0.14 or 14

This is correct answer can you mark me brainliest

Answer:

You need to add 2 to the 4

Step-by-step explanation:

You could add 2 to the 4 so it becomes 6:9 (divide by 3 and it becomes equivalent to 2:3)

the probability that the randomly chosen athlete is either a football player or a basketball player is 99%.

To find the probability that the randomly chosen athlete is either a football player or a basketball player, we need to calculate the union of the probabilities.

Let's denote the probability of being a football player as P(F) and the probability of being a basketball player as P(B). We are given the following information:

P(F) = 43% = 0.43

P(B) = 56% = 0.56

P(F ∩ B) = 4% = 0.04 (since 4% play both football and basketball)

The probability that an athlete is either a football player or a basketball player can be calculated using the formula:

P(F or B) = P(F) + P(B) - P(F ∩ B)

Plugging in the values:

P(F or B) = 0.43 + 0.56 - 0.04

          = 0.99

Therefore, the probability that the randomly chosen athlete is either a football player or a basketball player is 99%.

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The advantages of graphing calculator, It has been demonstrated that using graphing calculators effectively in the classroom may improve students' grasp of mathematical ideas, encourage them to approach problems at a higher level, and increase their test scores.

The equations can be entered into the graphing calculator in standard form or slope intercept form. Even if the intersection is a decimal, the calculator accurately locates it. You may quickly alter the window's settings to be able to view the system's answer wherever it may be.

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Liam has moved the variable 1x2 to the RHS and combined the like terms.

A straight line on the coordinate plane is represented by a linear function. As an illustration, the equation y = 3x – 2 depicts a linear function because it is a straight line in the coordinate plane.

Given, Liam is solving the equation for 'x' for the equation:

12x + 4 = 20x - 12.

Now the result of his first step is 4 = 8x - 12.

So, what he did is moved 12x to the RHS and combined the like terms which is,

4 = 20x - 12x - 12.

4 = 12x - 12.

We can also solve for 'x'  

4 = 12x - 12.

+ 12 + 4 = 12x.

16 = 12x.

x = 16/12.

x = 4/3.

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Answer:

36

Step-by-step explanation:

36-25=11

36+11=47

The tendency to perceive meaningful patterns in random sequences of outcomes often leads us to underestimate the extent to which outcomes result from CHANCE .

The word "chance" describes unpredictability or the unexpected in relation to things like events that happen without a clear reason why and without human intention.

The conclusion is that chance is the tendency of people to recognize different kinds of significant patterns in a random order or sequence in addition to evaluating any kind of outcome. Because chance can also result in an underestimating of a system's conclusion or result, it is crucial to consider it when conducting an investigation.

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The appropriate test statistic and P-value are (c) 1.896, 0.065. This is because the t-test output shows that the calculated t-statistic is 1.896 with * d.f.

The alternative hypothesis (HA) is that the mean number of larvae per stem for the control group (not spray) is greater than the mean number of larvae per stem for the treatment group (spray).

The P-value for this test is 0.065, which is greater than 0.05, the commonly used threshold for statistical significance. Therefore, we cannot reject the null hypothesis (H0) that there is no difference between the mean number of larvae per stem for the control group and the treatment group.

The appropriate test statistic and P-value are:

(d) 1.887, 0.059

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the slope is 0.1 or one tenth as a fraction.

slope equation:

change in Y divided by change in X

**underlined numbers are x values and bold numbers are y values**

(3,-5) and (-7, -6)

our two Y values looking at the coordinates are -5 and -6, since coordinates are (x,y)

our two X values are 3 and -7

now plug these into the equation:

-5 - (-6)

------------

3 - (-7)

**PAY ATTENTION TO THE SIGNS**

now the numerator is -5+6 which is 1

and the denominator is 3+7 which is 10

that makes 1/10 as a fraction -your slope

simplify it and you have:

slope = 0.1 or 1/10

i hope this helps!!

Answer:

99 and 33

Step-by-step explanation:

let x and y be the 2 numbers, with x being the larger of the 2, then

x + y = 132 → (1)

x - y = 66 → (2)

add (1) and (2) term by term to eliminate y

(x + x) + (y - y) = 132 + 66

2x + 0 = 198

2x = 198 ( divide both sides by 2 )

x = 99

substitute x = 99 into (1) and solve for y

99 + y = 132 ( subtract 99 from both sides )

y = 33

the 2 numbers are 99 and 33

68.5% of Colton's gross pay is take-home pay. To find the percentage of Colton's gross pay that is take-home pay, we need to divide his net pay by his gross pay and then multiply by 100 to convert the resulting decimal to a percentage.

To find the percentage of Colton's gross pay that is take-home pay, we need to divide his net pay by his gross pay and multiply the resulting decimal by 100 to express it as a percentage. Colton's gross pay is $1421.50 and his net pay is $973.48. Dividing the net pay by the gross pay gives a result of 0.685, or 68.5% when converted to a percentage. This means that 68.5% of Colton's gross pay is take-home pay, or the amount of money that he receives after deductions are made. Therefore, Colton's take-home pay is $973.48, which is 68.5% of his gross pay.

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The correct answer is D. 3y + 5 − 7y = 4(-y + 1) + 5.

What is the solution of the equation?

A solution of an equation is any value of the variable that satisfies the equality, that is, it makes the Left Hand Side (LHS) and the Right Hand Side (RHS) of the equation the same value. To solve an equation is to find the solution(s) for that equation.

The equation that has no solution is D. 3y + 5 − 7y = 4(-y + 1) + 5.

This is because the left-hand side is equal to -4y + 5, while the right-hand side is equal to y + 10. These two expressions are not equivalent, so there is no value of y that makes the equation true.

For equations A, B and C, we can simplify the left and right sides of the equation and see that they are equivalent and thus have solutions.

Hence, The correct answer is D. 3y + 5 − 7y = 4(-y + 1) + 5.

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The perimeter of square ABCD is 28 units.

The perimeter of a square is the sum of all its sides. In this case, we need to find the perimeter of square ABCD.

The question provides two possible answers: 28 units and 37 units. However, we can only choose one correct answer. To determine the correct answer, let's think step by step.

A square has all four sides equal in length. Therefore, if we know the length of one side, we can find the perimeter.

If the perimeter of the square is 28 units, that would mean each side is 28/4 = 7 units long. However, if the perimeter is 37 units, that would mean each side is 37/4 = 9.25 units long.

Since a side length of 9.25 units is not a whole number, it is unlikely to be the correct answer. Hence, the perimeter of square ABCD is most likely 28 units.

In conclusion, the perimeter of square ABCD is 28 units.

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The real distance between towns X and Y measuring 11.2 cm apart on a map with a scale 1: 100,000 is 11.2 km.

Given the scale = 1: 100,000, which means that 1 cm on the map represents 100,000. Thus, 11.2 cm on the map represents 11.2* 100,000 = 1,120,000cm.

We know that 1 km = 100,000cm

Therefore 1,120,000 cm = 1,120,000/100,000

= 11.2 km

Therefore, the real distance between towns X and Y is 11.2km.

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The number of pieces she can cut is 13 and the length of the leftover piece of ribbon is 1/3 feet, by basic algebra.

Given:

To find: Number of pieces of ribbon cut and length of leftover pieces.

Finding:

Let x be the number of pieces of ribbon that can be cut.

Then, according to question, by basic algebra:

2x/3 = 9

=> x = \(\frac{27}{2}=13\frac{1}{2}\)

That is, the number of pieces of ribbon that can be cut are 13

The leftover length of ribbon is then given by:

9 - 13 (2/3) = 9 - (26/3) = 1/3

That is, the leftover length of ribbon is 1/3 feet.

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Answer:

x=15

Step-by-step explanation:

crown plz

Answer:

1.

The explanatory variable is whether or not the student received tutoring. The response variable is the student's Geometry test score.

2.

The situation described is an observational study. In an observational study, the researcher does not control the variables. In this case, the researcher did not control whether or not the students received tutoring.

3.

Yes, I think the fact that the students were not required to do tutoring and signed up for it voluntarily may impact the scores. Students who are motivated enough to sign up for tutoring may be more likely to be high achievers in the first place.

4.

Some other possible variables that may explain why the Geometry test scores are higher for those who did tutoring than for those who did not do tutoring include:

5.

Based on this study, we cannot conclude that tutoring caused the students' Geometry test scores to increase. The study is observational, and there are many other possible explanations for the difference in test scores.

6.

To design an experiment that would allow us to determine if tutoring causes an increase in Geometry test scores, we would need to do the following:

If the tutoring group scores significantly higher than the control group, then we can conclude that tutoring caused the increase in test scores.

(A) Total number of points served by Samson and multiply by 100  (B) Null hypothesis(H0) and Alternative hypothesis (Ha) (C)  there would be a 24% chance of observing a difference in performance as extreme as the one observed in the data.

(D) Based on the p-value of 0.24, we do not have strong evidence to reject the null hypothesis. (E) it would be a Type II error. (F) Type II error would mean that we concluded there is no difference in Samson's performance when serving and when his opponent is serving, but in reality, there is a difference. (G) To reduce the likelihood of a Type II error occurring, we can increase the sample size (H)  No, we cannot conclude that Samson's serving is the cause of the difference in his ability to win points when serving compared to when his opponent is serving

a) The difference in the percentage of points won when serving and when the opponent is serving can be calculated by subtracting the percentage of points won when the opponent is serving from the percentage of points won when serving.  To find the percentage of points won when serving, we divide the number of points won when serving by the total number of points served by Samson and multiply by 100. Similarly, to find the percentage of points won when the opponent is serving, we divide the number of points won when the opponent is serving by the total number of points served by the opponent and multiply by 100.

b) The hypotheses we are interested in testing are:
- Null hypothesis (H0): There is no difference in Samson's performance when serving and when his opponent is serving.
- Alternative hypothesis (Ha): Samson performs better when serving compared to when his opponent is serving.

c) A p-value of 0.24 indicates that if the null hypothesis were true, there would be a 24% chance of observing a difference in performance as extreme as the one observed in the data. In other words, the p-value represents the probability of obtaining the observed difference in performance or a more extreme difference, assuming that there is no actual difference in Samson's performance when serving.

d) Based on the p-value of 0.24, we do not have strong evidence to reject the null hypothesis. This means that the data does not provide convincing evidence that Samson plays better when serving compared to when his opponent is serving.

e) If our conclusion from part d was in error, it would be a Type II error. This occurs when we fail to reject the null hypothesis even though it is false. In this case, it would mean that there is a difference in Samson's performance when serving, but we failed to detect it.

f) In the context of this question, a Type II error would mean that we concluded there is no difference in Samson's performance when serving and when his opponent is serving, but in reality, there is a difference. This could potentially lead to underestimating Samson's ability to perform better when serving.

g) To reduce the likelihood of a Type II error occurring, we can increase the sample size. By collecting more data, we can increase the power of our test and improve our ability to detect a difference in performance if it truly exists. Additionally, we can also adjust the significance level of our test (e.g., from 0.05 to 0.01) to make it more likely to detect smaller differences.

h) No, we cannot conclude that Samson's serving is the cause of the difference in his ability to win points when serving compared to when his opponent is serving. The data provided only shows an association between serving and winning points, but it does not establish a causal relationship. Other factors, such as skill, strategy, or the opponent's performance, could also contribute to the difference observed. To establish causality, further investigation and controlled experiments would be needed.

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To maximize the total area, all of the wire should go to the square. To minimize the total area, the wire should be divided into two equal pieces, each of length 12.5 m.

(a) To maximize the total area enclosed by both figures, all of the wire should go to the square. This is because a square has the largest area of any quadrilateral with a given perimeter.

(b) To minimize the total area enclosed by both figures, all of the wire should go to the circle. This is because a circle has the smallest area of any shape with a given perimeter.

However, if we are only allowed to use the wire to make a square and a circle, then the minimum area is achieved when the wire is divided into two equal pieces, each of length 12.5 m. This is because the area of a square is proportional to the square of its side length, while the area of a circle is proportional to the square of its radius. Therefore, the total area is minimized when the square and the circle have the same area.

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Hi!

Lets walk through this together.

Lets start with the top.

4-8 is -4.

what that line is- its pretty much telling you to divide.

-4 divided by 3 is -1.3~ (infinant 3's)

-1.3~ Is your answer. Hope this helps!