Answer:
Leta payed $37.50
Step-by-step explanation:
50% is another way of saying half. So half of 100 is 50. She is down to $50.00 If you take another 25% off then it is $37.50. This is because 25% of 50 is 12.50. If you subtract 12.5 from 50 then you get 37.50. This is how I know it is $37.50. Hope this helps! :)
The mass of Earth is 5.97 x 1024 kilograms, and the mass of Venus is 4.87 x 1024 kilograms. What is the difference between the mass of the two planets?
A 1.084 x 1025 kilograms
B 3.6 x 1025 kilograms
1.1 x 1024 kilograms
D 2.91 x 1024 kilograms
INT
Answer:
1126.4
Step-by-step explanation:
5.97 x 1024 =6113.28
4.87 x 1024= 4986.88
6113.28-4986.88 =1126.4
write two numbers that fit each description?
a. a positive number between 1 and -1 ?
b. a whole number and it's opposite between -0.5 and 0.9?
c. a decimal and a fraction between -4 and -3?
Answer:
a. 0.5
b. -0.4 and 0.4
c. -3 1/3 and -3.23
Hope this helps!
BC=6x+4, AC=52, and AB=4x+8 find BC
Answer:
i'm not sure if it is the right answer or not
Step-by-step explanation:
Let's assume AC is a straight line and B is one the line, between A and C
AC-AB=BC
52-4x-8=6x+4
10x=40
x=4
--> BC=6x+4=6.4+4=28
Here is a figure that looks like the letter A, along with several other figures. Which figures are scaled copies of the original A? Explain how you know.
Answer here
Answer:
i think 2 and 4
Step-by-step explanation:
Give a brief definition of the term descriptive statistics.
Step-by-step explanation:
what is Descriptive statistics?
Descriptive statistics involve the use of fundamental information from a dataset to make a summary, general, or overview report of the information from the given data. in descriptive statistics, results are collected from data directly without making direct inference
with descriptive statistics, you are simply describing what is or what the data shows
How important is descriptive statistics?
Descriptive statistics aids in the presentation of data in a precise, understandable manner, which allows a simpler interpretation of the data.
hence with descriptive statistics storytelling for data becomes very easy as we can visualize results and make reports through Descriptive statistic
A political action committee is interested in the proportion of all registered voters who will vote "Yes" on a measure to expand the use of solar energy. Match the vocabulary word with its corresponding example.
Answer:
f= The proportion of registered voters who will vote Yes on the measure. a= The 1000 registered voters who participated in the study. b= The proportion of the 1000 registered voters that were surveyed who will vote Yes on the measure. e= Yes or No for each registered voter. f= All registered voters in the US. d= The list of Yes and No answers that were given by the 1000 participants in the study.Step-by-step explanation:
See attached. Continuation of the question:
__________The proportion of registered voters who will vote Yes on the measure. __________The 1000 registered voters who participated in the study. __________The proportion of the 1000 registered voters that were surveyed who will vote Yes on the measure. _________Yes or No for each registered voter All registered voters in the US _________The list of Yes and No answers that were given by the 1000 participants in the study a. Sample b. Statistic c. Parameter d. Data e. Variable f. PopulationSolutionComparing definitions of the vocabulary words on the bottom of the question, we can match the examples as follows:
Parameter = The proportion of registered voters who will vote Yes on the measureSample = The 1000 registered voters who participated in the studyStatistic = The proportion of the 1000 registered voters that were surveyed who will vote Yes on the measureVariable = Yes or No for each registered voterPopulation = All registered voters in the USData = The list of Yes and No answers that were given by the 1000 participants in the studyThe Greatest Problems on Campus
Identify the reasoning process, induction or deduction. Explain your answer. The data
in the graph are from a random sample of 1200 full-time four-year undergraduate
college students on 100 campuses. The bar chart shows the percentage of students
identifying the greatest problem on campus. We can conclude that there is a high
probability that approximately 17% of all full-time four-year college students believe
that cost of education is the greatest problem on campus.
Select the correct answer below.
OA. This is an example of inductive reasoning because a specific conclusion is reached from general facts
B. This is an example of deductive reasoning because a specific conclusion is reached from general facts
OC This is an example of deductive reasoning because a general conclusion is reached based on a specific example
OD
This is an example of inductive reasoning because a general conclusion is reached based on a specific example,
Answer: D.) This is an example of inductive reasoning because a general conclusion is reached based on a specific example,
Step-by-step explanation: Inductive reasoning simply refers to making conclusion about a specific subject or topic from patterns or insights derived from related examples. In the scenario above, the conclusion reached encompasses the overall full time 4 years college student. However, this conclusion was inferred based on a specific example comprising of only a randomized sample of 1200 full time 4 years college students in 100 campuses. random. The example failed to incorporate every student, Hence, the conclusion is induced as the choice of a sample of students may not convey the choice or decision of all.
Deductive reasoning meanwhile follows that a generally established fact is used to make conclusion about a specific example.
In this exercise we have to use the knowledge of statistics to identify the alternative that best represents the calculation made, in this way we can say that it corresponds to the alternative:
Letter D
Inductive interpretation completely refers to making conclusion about a particular subject. In the scenario above, the decision attain include the overall full opportunity 4 age college student.
However, this judgment exist implicit based on a distinguishing model consist of of only a randomized sample of 1200 full occasion 4 age college person actively learning fashionable 100 campuses. haphazard.
The example be unsuccessful to include all student, Hence, the judgment exist induced as the choice of a sample of person actively learning grant permission not transport the choice or decision of all.
Deductive interpretation at the same time act in accordance with that a generally set up to endure experience is used to create end about a particular example.
See more about statistics at brainly.com/question/10951564
East High wants to estimate the number of seniors who plan to go to a 4-year college. 1) Which of the following surveys probably would best represent the entire population of seniors? a) 25 glee club members are randomly selected; 16 plan to go to a 4-year college. b) 25 honor roll students are randomly selected from the senior class; 14 plan to go to a 4-year college. c) 25 seniors are randomly selected; 13 plan to go to a 4-year college. 2) There are 650 seniors at East High. Using your answer from part (a), estimate the number of seniors who plan to go to a 4-year college.
A is probably the one that would represent most of the population since it has a bigger fraction.
And it would be around 410 seniors who would plan to go to a 4-year college.
We have to determine whether the following surveys probably would best represent the entire population of seniors.
What is the probability?
Probability is the branch of mathematics concerning numerical descriptions of how likely an event is to occur, or how likely it is that a proposition is true. The probability of an event is a number between 0 and 1, where, roughly speaking, 0 indicates the impossibility of the event and 1 indicates certainty.
Therefore, A is probably the one that would represent most of the population since it has a bigger fraction.
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An estimated 416 seniors plan to attend a 4-year college.
Now, For the number of seniors who plan to go to a 4-year college, we can use the proportion of seniors in the sample who plan to attend a 4-year college and apply it to the entire senior class.
From the sample in option a), 16 out of 25 seniors plan to attend a 4-year college.
To estimate the number of seniors who plan to attend a 4-year college, we can use the following proportion:
16/25 = x/650
Solving for x, we get:
x = (16/25) x 650
x = 416
Therefore, an estimated 416 seniors plan to attend a 4-year college.
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quadratic function vertical compression of 2/5
Answer:
f(x) = 2/5x^2.
Step-by-step explanation
Take the quadratic function x^2.
A vertical compression of 2/5 would transform it to:
f(x) = 2/5 x^2.
Between which two integers is the positive value of the square root of 55?
I believe its between the integers of 7 and 8.
Answer:
7 and 8
Step-by-step explanation:
√55 is in between 49 and 64. Get 49 and 64 squared and you will get 7 and 8.
How to find The distance between two points to the nearest 10th
The distance formula is as follows
[tex]d=\sqrt{(x_2-x_1)^2+(y_2-y_1)^2}[/tex]
If you have the coordinates of 2 points, you can plug in their values into the equation to find the distance, and then round to the nearest 10th.
Hope this helps.
頑張って!
Suppose a change of coordinates T:R2→R2 from the uv-plane to the xy-plane is given by x=e−2ucos(5v), y=e−2usin(5v). Find the absolute value of the determinant of the Jacobian for this change of coordinates.
Complete Question
The complete question is shown on the first uploaded image
Answer:
The solution is [tex]\frac{\delta (x,y)}{\delta (u, v)} | = 10e^{-4u}[/tex]
Step-by-step explanation:
From the question we are told that
[tex]x = e^{-2a} cos (5v)[/tex]
and [tex]y = e^{-2a} sin(5v)[/tex]
Generally the absolute value of the determinant of the Jacobian for this change of coordinates is mathematically evaluated as
[tex]| \frac{\delta (x,y)}{\delta (u, v)} | = | \ det \left[\begin{array}{ccc}{\frac{\delta x}{\delta u} }&{\frac{\delta x}{\delta v} }\\\frac{\delta y}{\delta u}&\frac{\delta y}{\delta v}\end{array}\right] |[/tex]
[tex]= |\ det\ \left[\begin{array}{ccc}{-2e^{-2u} cos(5v)}&{-5e^{-2u} sin(5v)}\\{-2e^{-2u} sin(5v)}&{-2e^{-2u} cos(5v)}\end{array}\right] |[/tex]
[tex]Let \ a = -2e^{-2u} cos(5v), \\ b=-2e^{-2u} sin(5v),\\c =-2e^{-2u} sin(5v),\\d=-2e^{-2u} cos(5v)[/tex]
So
[tex]\frac{\delta (x,y)}{\delta (u, v)} | = |det \left[\begin{array}{ccc}a&b\\c&d\\\end{array}\right] |[/tex]
=> [tex]\frac{\delta (x,y)}{\delta (u, v)} | = | a * b - c* d |[/tex]
substituting for a, b, c,d
=> [tex]\frac{\delta (x,y)}{\delta (u, v)} | = | -10 (e^{-2u})^2 cos^2 (5v) - 10 e^{-4u} sin^2(5v)|[/tex]
=> [tex]\frac{\delta (x,y)}{\delta (u, v)} | = | -10 e^{-4u} (cos^2 (5v) + sin^2 (5v))|[/tex]
=> [tex]\frac{\delta (x,y)}{\delta (u, v)} | = 10e^{-4u}[/tex]
Convert 0.0555 m to mm
Answer:
0.0555 meter =
55.5 millimeters
Answer:
55.5mm
Step-by-step explanation:
hellpp -4c - 9.6 +5c = 0
Answer:
c =9.6
Step-by-step explanation:
[tex]-4c - 9.6 +5c = 0\\\\\mathrm{Group\:like\:terms}\\-4c+5c-9.6=0\\\\\mathrm{Add\:similar\:elements:}\:-4c+5c=c\\c-9.6=0\\\\\mathrm{Add\:}9.6\mathrm{\:to\:both\:sides}\\c-9.6+9.6=0+9.6\\\\Simplify\\c=9.6[/tex]
Answer:
c = 9.6
Step-by-step explanation:
Let's look at our equation; - 4c - 9.6 + 5c = 0. Now we need to collect the like terms which are -4c and 5c.
- 4c - 9.6 + 5c = 0
5c - 4c - 9.6 = 0
We get: c - 9.6 = 0
Now we will add 9.6 on each side to see what c is equal to.
c - 9.6 = 0
+9.6 +9.6
c = 9.6
Yay! We got our answer! Nice job everyone!
13.845 - 10.87-
What is this
Answer:
2.975
Step-by-step explanation:
yeah i don't have an explanation I used a calculator
Answer:
2.975
Step-by-step explanation:
Need help I don’t understand
Answer:
see below
Step-by-step explanation:
(2 · x) · 6 = 2 · (x · 6) → Associative property of multiplication, this property states that (a · b) · c = a · (b · c), basically, it doesn't matter what order you multiply in, the result will always be the same.
3(3x + 2) = 9x + 6 → Distributive Property, this property states that a(b + c) = a · b + a · c.
(7 + 1) + 5 = 5 + (7 + 1) → Commutative property of addition, this property states that a + b = b + a which means that you can "flip" or "switch the positions of" the quantities being added and you will still get the same result.
(7 · x · 3) = (7 · 3 · x) → Commutative property of multiplication, just like the commutative property of addition, this states a · b = b · a, in other words, you can "flip" or "switch the positions of" the quantities being multiplied and you will get the same result.
(9 + 2) + 3 = 9 + (2 + 3) → Associative property of addition, just like the associative property of multiplication, this property states that (a + b) + c = a + (b + c), in other words, it does not matter which order you add in, the result will always be the same.
This was an accident this is not a question I pressed the wrong button Huh?
Answer:
the answer is dino nuggets
Step-by-step explanation:
Answer:
Step-by-step explanation:
Im in my mums car vroom vroom
Find the equation of a line parallel to 4x-y=-3 that contains the point (-1,-2). Write the equation in slope-intercept form.
Answer:
Step-by-step explanation:
-y = -4x - 3
y = 4x + 3
y + 2 = 4(x + 1)
y + 2 = 4x + 4
y = 4x + 2
Many unversities and colleges have instituted supplemental instruction (SI) programs, in which student facilitator meets regularly with a small group of students enrolled in the course to promote discussion of course material and enhance subject mastery. Suppose that students in a large statistics course are randomly divided into a control group group that will not participate in SI and a treatment group that will participate. At the end of the term each student’s total score in the course is determined.
A) Are the scores from the SI group a sample from an existing population? If so, what is it? If not, what is the relevant conceptual population?
B) What do you think is the advantage of randomly dividing the students into the two groups rather than letting each student choose which group to join?
C) Why didn’t the investigators put all students in the treatment group?
Answer:
Step-by-step explanation:
SUPPLEMENTAL INSTRUCTION PROGRAMS
- Students in a large statistics course are randomly divided into a control group and an experimental/treatment group. At the end of the term, each student's score in the course is examined
(A) The scores from the SI (Experimental) group are not a sample from an existing population. They are data from a group in a sample, hence the sample here is the number of students tested in this experiment and that equates to all the students in the large Statistics course/class.
- The relevant conceptual population would be all students in the university, since the general purpose or statement of this experiment is to see the effect of SI programs implemented in universities.
(B) The advantage of the random (unintentional) division of the students into control and experimental groups is that results or scores from the groups will be unbiased.
If you let each student choose a group, there is a high probability that the serious students will all join the SI group while the unserious ones will choose to be in the control group.
There is also a high probability that brilliant/pompous students will ignore the supplemental instruction program while students with low and medium intelligence quotient (IQ) will embrace it.
It is also possible that students will join whatever group their friends join.
These and other biases will defeat the aim of the experiment.
(C) The investigators didn't put all students in the sample into the experimental group because the difference or impact of the SI program needs to be known; whether positive or negative. Dividing them into the 2 groups lets the investigators know if there is a difference in the scores of students in the two groups.
PLEASE HELP! 10 POINTS! The pie chart shows the breakdown of sales for a sporting goods store. If the store made 4,560 sales, how many of them where shirts?
Answer:
≈ 502
Step-by-step explanation:
The pie chart shows that shirts made up 11% of the sales made by the sporting goods store.
The number of sales that were shirts = 11% of the total sales
Total sales made by the store is given as 4,560
Number of sales that were shirts = 11/100 × 4,560
= 0.11 × 4,560
= 501.6
Number of sales made that were shirts is approximately 502.
Answer:
502
Step-by-step explanation:
501.6 to be exat
distance is the number of units between two integers use number line to find the distance between each pair of integers
Answer:
X=1 units
Y= 5 units
Z=3 units
Step-by-step explanation:
Answer:
153 in order
Step-by-step explanation:
please i need help!! Translate these words into symbols: The sum of fifteen and a number q equals the product of six and a number q
Answer:
15 + q = 6q
Step-by-step explanation:
If the owner of a sole proprietorship is sued by a customer who slipped and fell in her store,
the sole proprietor is personally liable for damages the injured woman is awarded by the courts
the sole proprietor is not liable under any circumstance
the sole proprietor is covered by a Small Business Administration insurance policy
the sole proprietor is liable only for a small fraction of any damages
Answer:
the sole proprietor is personally liable for damages the injured woman is awarded by the courts.
Step-by-step explanation:
....................
Answer:
what's the Question???
Step-by-step explanation:
Last year, Dana grew 1/2 of an inch and her brother grew 1/8 of an inch. How much more did Dana grow than her brother?
Answer:
3/8 inch
Step-by-step explanation:
1/2 of an inch is equal to 4/8
4/8-1/8=3/8
Hope this helps :-)
The data below contain the number of defects observed on each of 250 lcd screens.0 1 2 4 5 5 3 4 3 4 4 2 2 1 0 2 1 3 4 1 4 5 1 2 2 1 4 4 2 0 3 2 1 1 1 1 1 0 0 3 5 4 1 1 5 1 5 1 5 3 2 3 3 4 1 1 0 1 0 2 1 3 0 2 5 2 3 0 2 3 4 2 2 0 4 2 1 3 3 1 2 1 5 1 0 1 1 1 1 1 3 2 0 3 5 5 1 2 5 3 1 3 1 3 4 5 1 0 3 6 1 1 1 1 1 1 1 2 1 3 5 0 1 5 3 0 4 5 3 4 3 4 2 4 3 1 3 5 2 1 5 3 2 0 4 3 1 1 1 3 5 1 3 1 1 2 1 6 1 5 4 0 4 2 4 2 4 2 1 1 4 1 4 1 1 3 5 3 4 1 1 4 1 0 5 2 2 1 2 4 1 1 4 5 3 2 1 2 0 3 3 5 6 2 1 1 1 1 0 0 1 1 4 3 1 3 1 4 5 3 3 0 6 2 6 3 1 1 1 1 0 5 1 0 2 1 1 3 2 1 3 4 3 2 2 1 1 3 6 1Required:a. What proportion of the screens have more than 4 defects? Give your answer to three decimal places.b. What propotion of the screens have at most 4 defects? Give your answer to three decimal places.c. What proportion of the screens have fewer than 4 defects? Give your answer to three decimal places.d. What proportion of the screens have exactly 4 defects? Give your answer to three decimal places.e. What proportion of the screens have at least 4 defects? Give your answer to three decimal places.
Answer:
0.128 ; 0.872 ; 0.748 ; 0.124 ; 0.252
Step-by-step explanation:
Given the data above ;
The frequency distribution generated for the number of defects observed on each of 250 lcd screens are as follows :
__number of defects___frequency
____0 _______________24
____1 _______________82
____2 _______________38
____3 _______________43
____4 _______________31
____5 _______________26
____6 _______________6
A.) . What proportion of the screens have more than 4 defects? Give your answer to three decimal places.
More than 4 defects = (number of 5 defects + 6 defects) / total number of defects)
(26 + 6) / 250 = 32 / 250 = 0.128
b. What propotion of the screens have at most 4 defects? Give your answer to three decimal places.
Number of (0 + 1 + 2 + 3 + 4) defects
= (24 + 82 + 38 + 43 + 31) / 250
= 218 / 250 = 0.872
c. What proportion of the screens have fewer than 4 defects? Give your answer to three decimal places.
Number of (0 + 1 + 2 + 3) defects
= (24 + 82 + 38 + 43) / 250
= 187 / 250 = 0.748
d. What proportion of the screens have exactly 4 defects? Give your answer to three decimal places.
Number of 4 defects = 31
= 31 / 250
= 0.124
e. What proportion of the screens have at least 4 defects? Give your answer to three decimal places.
Number of (4 + 5 + 6) defects
= (31 + 26 + 6) / 250
= 63 / 250
= 0.252
To solve n+7=15 you should first
Answer:
Collect like terms and simplifySubtract 7 from both sidesStep-by-step explanation:
METHOD 1
[tex]n+7=15\\n =15-7\\n = 8[/tex]
METHOD 2
[tex]n+7-7=15-7\\n =8[/tex]
Answer:
Subtract 7 from both sides.
Step-by-step explanation:
Step 1:
n = 15 - 7
Answer:
n = 8
Hope This Helps :)
Yosef is trying to determine whether or not he drinks enough water each day. Today, on average, he drank Two-fifths of a glass of water every hour for 10 hours. To determine how much water he had, he set up the equation, Two-fifths times 10 ?. What is the total amount of water Yosef drank?
Step-by-step explanation:
the answer would be 4 glasses of water
SUMA Y RESTA DE FRACCIONES
• Resuelve los siguientes problemas.
1.- Valentina, Camila y Hania cumplen años el mismo día. Al momento de partir el pastel a
1 / 3
Valentina le tocó 6 , a Camila 3 y a Hania partes del pastel.
6
¿Quién comió más pastel? Camila
¿Qué fracción de pastel comieron entre las tres?
¿Qué fracción de pastel sobró?
Answer:
Camila y Hania fueron las que comieron más pastelEntre las tres comieron [tex]\frac{5}{6}[/tex] de pastelSobró [tex]\frac{1}{6}[/tex] de pastelStep-by-step explanation:
La pregunta está mal formulada. Debería ser :
A Valentina le tocó 1/6 , a Camila 1/3 y a Hania 2/6 del pastel.
Para responder a la pregunta de quién comió más pastel podemos proceder de varias formas.
Una forma es expresar las fracciones de manera decimal :
Valentina : [tex]\frac{1}{6}=0.1666[/tex]
Camila : [tex]\frac{1}{3}=0.3333[/tex]
Hania : [tex]\frac{2}{6}=0.3333[/tex]
Así nos daríamos cuenta de que Camila y Hania fueron las que comieron más pastel (Vale aclarar que Camila y Hania comieron la misma cantidad).
Otra posible forma es igualando los denominadores de las fracciones y comparando sus numeradores.
Por ejemplo, [tex]\frac{1}{3}[/tex] se puede expresar como [tex]\frac{1}{3}=\frac{2}{6}[/tex] (multiplicamos por dos tanto al numerador como al denominador) ⇒ las nuevas fracciones correspondientes a lo que comió cada una son :
Valentina : [tex]\frac{1}{6}[/tex]
Camila : [tex]\frac{2}{6}[/tex]
Hania : [tex]\frac{2}{6}[/tex]
Dado que todas las fracciones tienen el mismo denominador (seis) comparamos ahora sus numeradores y nos damos cuenta de nuevo que Camila y Hania fueron las que comieron más pastel.
Con las tres fracciones con el mismo denominador (seis) procedemos a responder la segunda pregunta :
¿Qué fracción de pastel comieron entre las tres?
Para averiguarlo sumaremos las fracciones de pastel que comió cada una :
[tex]\frac{1}{6}+\frac{2}{6}+\frac{2}{6}=\frac{5}{6}[/tex]
Encontramos que entre Valentina, Camila y Hania comieron [tex]\frac{5}{6}[/tex] de pastel.
Finalmente, para averiguar que fracción de pastel sobró debemos restarle al total (uno) la fracción de pastel que comieron entre las tres :
[tex]1-\frac{5}{6}=\frac{1}{6}[/tex]
Esto se debe a que el ''uno'' representa el ciento por ciento del pastel (el total). Encontramos que sobró [tex]\frac{1}{6}[/tex] de pastel.
Camila fue quien más comió, ya que comió el doble que las demás. Entre las tres, comieron 2/3 del pastel, por lo que sobró 1/3 del mismo.
Dado que Valentina, Camila y Hania cumplen años el mismo día, y al momento de partir el pastel a Valentina le toco 1/6, a Camila 1/3 y a Hania 1/6 partes del pastel, para determinar quién comió más pastel, qué fracción de pastel comieron entre las tres y qué fracción de pastel sobró se deben realizar los siguientes cálculos:
¿Quién comió más pastel?1/6 = 0.1661/3 = 0.333Por lo tanto, Camila fue quien comió más pastel. ¿Qué fracción de pastel comieron entre las tres?1/6 + 1/6 + 1/3 = 2/6 + 1/3 = 2/3Por lo tanto, entre las tres comieron 2/3 del pastel.¿Qué fracción del pastel sobró?1 - 2/3 = 1/3Por lo tanto, sobró 1/3 del pastel.Aprende más en https://brainly.com/question/1301963
what is 2(4 – 16) – (–30)