1. Solve: -3.9 + 2.7

a. The sampling distribution of p is normal distribution. b. The probability of obtaining x = 790 or more individuals with the characteristic is 0.0.

a. The sampling distribution of p is approximately normal distribution with a mean of p = 0.76 and a standard deviation of sqrt((p(1-p))/n) = sqrt((0.76(1-0.76))/1000) = 0.0184.

b. To find the probability of obtaining x = 790 or more individuals with the characteristic, we need to calculate the z-score and look up the corresponding probability in the standard normal distribution table.

z = (790 - np) / sqrt(np(1-p)) = (790 - 1000(0.76)) / sqrt(1000(0.76)(1-0.76)) = -6.52

Looking up the z-score of -6.52 in the standard normal distribution table, we find that the probability is extremely low, approximately 0.0.

Therefore, the exact probability of obtaining x = 790 or more individuals with the characteristic is essentially 0.0.

Note: The question is incomplete. The complete question probably is: Suppose a simple random sample of size n = 1000 is obtained from a population whose size is N = 1,000,000 and whose population proportion with a specified characteristic is p = 0.76. a. Describe the sampling distribution of p. b. What is the probability of obtaining x = 790 or more individuals with the characteristic?

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Answer:

k- 1

Step-by-step explanation:

Answer:

a) (2,2)

Step-by-step explanation:

as X=2 and y=2

y=x

Answer:

Step-by-step explanation:

Solving like terms

-4a + 22b

The expected number of failures in 1 year is 8.9948.

The authors calculate a failure rate for PVC pipe of 0.0081 per 100 miles of pipe per day in 2008. Think of a 100-mile section of this pipe.

(I)

Given;

Mean failures per day = 0.0081

So,

Expected number of failures in 1 year = 0.0081 * 365

                                                               = 8.9948

(II)

Poisson Distribution with λ = 8.9948 is given by:

\(P(x) =\frac{e^-^8^.^9^9^4^8 8.9948^0}{x!}\)

             ⇒ for x = 0, 1, 2,. . . .

P(At least 1 failure) = 1- P(X=0);

\(P(x) = \frac{e^-^8^.^9^9^4^8 8.9948^0}{0!} = \frac{0.00012*1}{1}\)

        = 0.00012    

So,

P(At least 1 failure) = 1 - 0.00012 = 0.99988

Hence, the expected number of failures in 1 year is 8.9948.

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Answer:

\( \huge{ \boxed{ \sf{ \frac{1}{2} }}}\)

Step-by-step explanation:

\( \star{ \text{ \: Let the points be A and B}}\)

\( \star{ \text{ \: Let A( 8 , 7 ) be ( x1 , y 1) and B ( 4 , 5 ) be ( x2 \: , y2 )}}\)

\( \boxed{ \sf{ \: Slope = \frac{y2 - y1}{x2 - x1} }}\)

\( \mapsto{ \sf{Slope = \frac{5 - 7}{4 - 8} }}\)

\( \underline{ \text{Remember!}} : \)The negative and positive integers are always subtracted but posses the sign of the bigger integer

\( \mapsto{ \sf{Slope = \frac{ - 2}{ - 4}}} \)

\( \mapsto{ \sf{Slope = \frac{1}{2} }}\)

\( \text{Hope \: I \: helped!}\)

\( \text{Best \: wishes!}\)

~\( \text{TheAnimeGirl}\)

Answer:

∠ A ≈ 75.7°

Step-by-step explanation:

Given

\(\frac{sinA}{8}\) = \(\frac{sin58}{7}\) ( cross- multiply )

7 × sinA = 8 × sin58° ( divide both sides by 7 )

sinA = \(\frac{8sin58}{7}\) , then

∠ A = \(sin^{-1}\) (\(\frac{8sin58}{7}\) ) ≈ 75.7° ( to the nearest tenth )

Answer:

A

Step-by-step explanation:

A is biased because those people at the grocery store will most likely like that grocery store, since they went there to shop in the first place.

B, C, and D are not biased because there is no correlation between the grocery store and the survey questions.

Option b) going to grocery store and asking people what type of food is their favourite

384,000 bacteria would be present at the end of 7 hours if it doubles itself every hour.

Initial number of bacteria=3000

Number of bacteria at the end = initial number of bacteria * (base)ⁿ

where, n= number of hours

Number of bacteria at the end=3000*2⁷

                                                    =3000*128

                                                     =384,000

Therefore, there will be 384000 bacteria at the end of seven hour if the bacteria doubles itself every hour.

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In random survey, Boys like rock music more than girls like rap music Option D) is correct.

Based on the information provided in the bar graph from Parker's random survey at the mall, it's important to note that  gender preferences for specific music genres since the survey only accounts for the number of songs downloaded by 40 students. In order to make valid inferences about the general population of students, a larger sample size and information about the students' gender would be needed.

However, we can infer that certain music genres may be more popular among the students surveyed than others. For example, if the bar graph shows a higher number of songs downloaded in the rock genre compared to the country genre, then we could infer that rock music may be more popular among these students. Again, it's crucial to remember that this inference cannot be extended to the entire student population without a larger, more representative sample.

In conclusion, while the survey results may provide some insight into the music preferences of the 40 students surveyed, .

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Parker conducted a random survey at the mall to determine the number of songs in each genre that were downloaded by 40 students. The results are shown in the bar graph.

Based on the information in the graph, which inference about the general population of students is valid?

A) Girls like country music more than all other genres combined.

B) More girls than boys like rock music.

C) Boys like country music more than rock music.

D) Boys like rock music more than girls like rap music.

Answer:

x= -3

Step-by-step explanation:

3(x-4)= -21

x - 4 = -7( to get this divide both sides of the equation by 3 )

x = -7 + 4 ( add 4 to both sides of the equation)

x = -3 ( then add -7 and 4 to get -3)

So clearly x = -3

HOPE THIS HELPED

The mathematician who lent his name to a test often mentioned in NYT crossword puzzles is Emil Post.

Emil Post was an influential mathematician who lived from 1897 to 1954. He made significant contributions to the field of mathematical logic, particularly in the area of formal systems and decision problems. One of his notable contributions is the development of the Post's Correspondence Problem, also known as the Post's Test.

The Post's Test is a problem in theoretical computer science that involves finding a solution to a sequence matching problem. It deals with determining whether there is a sequence of strings that can be concatenated in different ways to form identical sequences. This problem has important implications in the study of formal languages and computational complexity.

Due to the relevance and popularity of the Post's Test in the field of mathematical logic and computer science, Emil Post's name became associated with this problem. As a result, his name often appears in crossword puzzles, including those featured in the New York Times (NYT) crossword, which often includes clues related to various fields of knowledge, including mathematics and science.

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Without more information, it is not possible to determine the name of the mathematician who lent his name to a test in the New York Times crossword.

The question is asking for the name of a mathematician who lent his name to a test in the New York Times crossword. Unfortunately, without any specific clues or context, it is difficult to determine which mathematician is being referred to. There have been several mathematicians who have had tests or concepts named after them, such as the Pythagorean theorem named after Pythagoras or the Fibonacci sequence named after Leonardo Fibonacci. However, without more information, it is not possible to provide a specific answer.

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Frank cannot recover the reward because he was unaware of the reward being offered by Emma.

In order to claim the reward, one typically needs to have knowledge of the reward prior to finding and returning the lost item or fulfilling the specified condition. Since Frank was unaware of the reward, he would not have had the opportunity to intentionally seek the dog with the expectation of receiving the reward. As a result, Emma is not obligated to provide the reward to Frank in this situation.

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Step-by-step explanation:

the most usual firm of line equation is

y = ax + b

a is the slope of the line and is expressed as the ratio

y coordinate change / x coordinate change

when going from one point to the other.

b is the y-interception (the bake of y when x = 0).

once we have the slope, we get b by using the coordinates of one of the given points as x and y in the equation and solve for b.

the slope a :

x changes by +3 (from 3 to 6)

y changes by +8 (from -1 to 7)

so, the slope is +8/+3 = 8/3

our line equation now looks like

y = (8/3)x + b

let's simply use the first point

-1 = (8/3)×3 + b

-1 = 24/3 + b = 8 + b

-9 = b

and the full line equation is

y = (8/3)x - 9

There are 2 tablespoons in an ounce. So for 2 ounces, you will need 4 tablespoons, for 4 ounces 8 tablespoons, and so on.

A tablespoon is a unit of volume measurement in United States, and some other countries. It is equal to approximately 15 milliliters (0.51 fluid ounces). One tablespoon can be further divided into three teaspoons, meaning that one tablespoon is equal to three teaspoons.

In the United States, one tablespoon is equal to 0.5 ounce, which is equal to 14.3 grams. This is slightly different in the UK, where one tablespoon is equal to 0.6 ounces (which is equal to 17.7 grams). To convert tablespoons to ounces, you can use the following formula is 1 tablespoon = 0.5 ounces.

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The statement that It is sufficient to test an analogy by asking what are its relevant similarities is false.

Analogy refers to the process of comparison of two or more items such that it explains some idea, or classification or familiarity and representativeness. Studying the analogies helps in enhancing, strengthening and reinforcing the skills in areas such as reading comprehension, homophones, deductive reasoning and logic.

Testing an analogy only by relevant similarities will produce partial results which might not be suitable to fully explain the reason. Hence, both relevant similarities and differences are to be considered for more detailed review. Different kind of analogies used to explain the differences or similarities are synonym and antonym, symbol and reference, degree of differences.

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The probability that a person arriving to use the machine will find it idle is 1/3 or 0.3333. Option a is correct.

Use the concept of an M/M/1 queue to calculate the probability, which models a single-server queue with exponential interarrival times and exponential service times.

In this case, the interarrival time follows an exponential distribution with a rate parameter of λ = 5 persons per hour (or 1/12 persons per minute). The service time (copying time) also follows an exponential distribution with a rate parameter of μ = 1/8 persons per minute (since each person uses the machine for an average of 8 minutes).

In an M/M/1 queue, the probability that the system is idle (no person is being served) can be calculated as:

P_idle = ρ⁰ × (1 - ρ), where ρ is the traffic intensity, defined as the ratio of the arrival rate to the service rate. In this case, ρ = λ/μ.

Plugging in the values, we have:

ρ = (1/12) / (1/8) = 2/3

P_idle = (2/3)⁰ × (1 - 2/3) = 1/3

Therefore, the probability is 1/3 or approximately 0.3333.

Thus, option (A) is the correct answer.

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Among rectangles, rhombuses, and squares, all three of these shapes are parallelograms that have specific properties.

A rectangle is a parallelogram with four right angles. Its opposite sides are equal and parallel, and it has diagonals that are equal in length and bisect each other.

A rhombus, on the other hand, is a parallelogram with all four sides being equal in length. Like a rectangle, its opposite sides are parallel, but it does not necessarily have right angles. The diagonals of a rhombus are perpendicular bisectors of each other, meaning they intersect at a 90-degree angle and divide each other into two equal parts.

Finally, a square is a special type of parallelogram that combines the properties of both rectangles and rhombuses. It has four equal sides and four right angles, making it a unique shape. The diagonals of a square are equal in length, bisect each other, and are also perpendicular bisectors.

In conclusion, rectangles, rhombuses, and squares are all parallelograms with distinct properties. Rectangles have right angles and equal opposite sides, rhombuses have equal sides and diagonals that are perpendicular bisectors, and squares possess all the properties of both rectangles and rhombuses.

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The solution of the equation 3z minus 2 is equal to 46 is 16.

The given equation '3z minus 2 is equal to 46' can be written as

    3z - 2  =   46

Now solving for z because the value of z will give the required solution of the given equation. So now finding the z from the equation:

   3z = 46  + 2

   3z =  48

   z = 48/3

   z = 16

The value of the z is 16 which represents the solution of the given equation i.e 3z minus 2 is equal to 46.

Therefore it is concluded that the solution of the equation 3z minus 2 is equal to 46 is 16.

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The rate of change in enrollment from 2010 to 2020 is -53 students per year.

Interpretation:

A negative rate of change (-53 students per year) means that the enrollment in the school decreased over the 10-year period from 2010 to 2020. On average, the school lost 53 students per year during this time frame. This decline in enrollment may have implications for the school's resources, budget, and programs, as it indicates a reduction in the student population over the given period.

Here, we have,

To find the rate of change in enrollment from 2010 to 2020, we can use the formula for calculating the rate of change:

Rate of change = (Change in enrollment) / (Time interval)

Where:

Change in enrollment = Enrollment in 2020 - Enrollment in 2010

Time interval = Year in 2020 - Year in 2010

Let's calculate the rate of change:

Change in enrollment = 715 - 1245 = -530

Time interval = 2020 - 2010 = 10 years

Rate of change = (-530) / 10 = -53

The rate of change in enrollment from 2010 to 2020 is -53 students per year.

Interpretation:

A negative rate of change (-53 students per year) means that the enrollment in the school decreased over the 10-year period from 2010 to 2020. On average, the school lost 53 students per year during this time frame. This decline in enrollment may have implications for the school's resources, budget, and programs, as it indicates a reduction in the student population over the given period.

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The equation can be used to find the number of pie he need to sell to break event.

c. 5x + 30 = 12x

Given :Mrs. Ramirez is making pies to sell at the local farmer’s market. It costs her $5 to make each pie, plus a one-time cost of $30 for baking supplies. She plans to sell the pies for $12 each.

To Find: Which equation can be used to find the number of pies she needs to sell to break even.

Solution:

Let no. of pies be x

It cost her $5 to make each pie

So, cost of making x pies = 5x

Since there is a one-time cost of $30 for baking supplies.

So, total cost for her is 5x+30

If she sells each pie for $12

Then cost of pies = 12x

Now,

The equation can be used to find the number of pies she needs to sell to break even:

c) 5x+30=12x

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The solution to the inequality -2x + 4 < 16 is x > -6.

To solve the inequality -2x + 4 < 16, you can follow these steps:

Start by isolating the variable term. In this case, the variable term is -2x. Move the constant term, which is +4, to the other side of the inequality by subtracting 4 from both sides:

-2x + 4 - 4 < 16 - 4

-2x < 12

Next, divide both sides of the inequality by the coefficient of x, which is -2. It's important to note that when you divide or multiply an inequality by a negative number, you need to reverse the direction of the inequality sign:

(-2x) / -2 > 12 / -2

x > -6

The solution to the inequality is x > -6. This means that any value of x greater than -6 would satisfy the original inequality. Graphically, this represents all the numbers to the right of -6 on the number line.

So, the solution to the inequality -2x + 4 < 16 is x > -6.

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The circumference of the paper plate is approximately 73.39 cm.

The formula for the circumference of a circle is C = 2πr, where C represents the circumference and r represents the radius of the circle. In this case, the radius of the paper plate is given as 11.7 cm.

To calculate the circumference, we can substitute the value of the radius into the formula: C = 2π(11.7). Using the approximation of π as 3.14 (as suggested by the "z" button on the calculator), we can simplify the equation: C ≈ 2(3.14)(11.7).

Evaluating this expression, we find that the circumference is approximately equal to 73.39 cm when rounded to the nearest hundredth.

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Answer:

87

Step-by-step explanation:

9 + [ 6 x (9 + 4) ]

= 9 +  [6 x 13]

= 9 + 78

= 87

So, the answer is 87

Answer:

87

Step-by-step explanation:

9 + [ 6 x (9 + 4) ]

= 9 +  [6 x 13]

= 9 + 78

= 87

Your Best Friend s183960!

Don't Forget To Rate!

Answer:

Step-by-step explanation:

False

Answer:

false

Step-by-step explanation:

you can't do that to any number

Answer:

Yes

Step-by-step explanation:

The given line is an average of the data points.