100 POINTS PLEASE ANSWER QUICK
Use the box plot below to answer the questions.

Part A: Estimate the IQR for the male data.

Part B: Estimate the difference between the median values of each data set.

Part C: Describe the distribution of the data and if the mean or median would be a better measure of center for each.

The data points from table A and table B have been plotted in the graph shown below.

In this scenario, the time (in hours) would be plotted on the x-axis (x-coordinate) of the scatter plot while the energy (kWh) would be plotted on the y-axis (y-coordinate) of the scatter plot through the use of Microsoft Excel.

On the Excel worksheet, you should right click on any data point on the scatter plot, select format trend line, and then tick the box to display an equation for the line of best fit (trend line) on the scatter plot.

For table A, we have:

Time (in hours)         Energy (kWh)

0                                  0.0

1                                   0.3

2                                  0.5

3                                  0.7

4                                  0.9

For table B, we have:

Time (in hours)         Energy (kWh)

0                                  0.0

1                                   0.1

2                                  0.2

3                                  0.3

4                                  0.4

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The within-treatments sum of squares is sometimes referred to as the "error sum of squares" because it represents the amount of variability in the data that is not accounted for by the treatment effect. In other words, it represents the variability that is due to random error or chance factors that are not related to the treatment. The error sum of squares is used to estimate the variance of the population from which the samples were drawn. The F-ratio is then calculated by comparing the treatment mean square to the error mean square. If the treatment effect is significant, then the treatment mean square will be larger than the error mean square, resulting in a larger F-ratio and a rejection of the null hypothesis. Therefore, the error sum of squares is an important component of the ANOVA table as it helps to determine whether the treatment effect is significant or not.

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A) Completing the table to show the results of the survey is as follows:

                   How do you feel about a longer school year?

                  Very Happy    Unhappy   Neutral   Happy   Very Happy   Total

6th Grade           18                23              20         24               8               93

7th Grade            5                22               14          15               5                61          

8th Grade          24               25               22         12               8                91      

Total                  47                70               56         51              21             245

B) Combining the Very Happy and Unhappy categories into Dislike and the Happy and Very Happy categories into Like to form a new two-way table is as follows:

    How do you feel about a longer school year?

                  Dislikes    Likes

6th Grade      41           32

7th Grade      27          20

8th Grade     49          20

Total             117          72

A two-way table is a frequency table that shows the relative frequency of survey results with two columns.

From the two-way table, the number or frequency of Dislikes or Likes of the longer school year can be easily determined.

To compute the frequency table, the very unhappy and unhappy categories are combined (by addition) just as the very happy and happy categories, while the neutral category was eliminated.

    How do you feel about a longer school year?

                  Dislikes   Neutral   Likes   Total

6th Grade      41             20         32        93

7th Grade      27             14         20         61

8th Grade     49             22        20         91

Total             117             56         72     245

                   How do you feel about a longer school year?

                  Very Happy    Unhappy   Neutral   Happy   Very Happy   Total

6th Grade         18                 23              20         24               8               93

7th Grade            5                22              14          15               5                61          

8th Grade          24               25              22         12               8                91      

Total                  47                70              56        51               21             245

                                    = (23+22+25)                              = 21 (245 - 224)

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Answer:

3. 8÷ x² is the correct answer.

Answer:

(a)Food-12%

9b)Transportation-17%

Step-by-step explanation:

In the Year 2000

Therefore:

(a)Percentage of the average household income in 2000 was spent on food

\(=\dfrac{5158}{44649} \times 100\\\\=11.55\%\\\\\approx 12\% $(to the nearest percent.)\)

(b)Percentage of the average household income in 2000 was spent on transportation

\(=\dfrac{7,417}{44649} \times 100\\\\=16.6\%\\\\\approx 17\% $(to the nearest percent.)\)

Answer:

Top right

Step-by-step explanation:

Answer:

.25x + .10x + 2 = 5.50

Step-by-step explanation:

Answer:

6.63 ft

Step-by-step explanation:

10² + h² = 12²

h² = 12² - 10²

h² = 144 - 100

h = √(44)

h = 2√11

6.63325 ft

Using substitution, the determination of equivalent expressions are is as follows:

Equivalent:

-6x+7-2x-3 and 4(-2x + 1)

10x-4(x-6)-3 and 11+ 2(x + 5) + 4x

Not Equivalent:

-3(x+1)-12 and -3(x-15).

Equivalent expressions are algebraic expressions that have the same value when the same value is used to substitute the variable.

To determine whether two expressions are equivalent, we can use 1 or 0:

1) -6x+7-2x-3 and 4(-2x + 1)

When x = 0

-6(0)+7-2(0)-3 = 7-3 = 4

When x = 0, 4(-2x + 1) becomes:

4(-2(0) + 1) = 4(1)  = 4

Thus, -6x+7-2x-3  and 4(-2x + 1) are equivalent expressions.

2) -3(x+1)-12 and -3(x-15)

When x = 0, -3(x+1)-12 becomes:

-3(0+1)-12 = -3-12 = -15

When x = 0, -3(x-15) becomes:

-3(0-15) = -3(-15)  = 45

Since -3(x+1)-12 and -3(x-15) give different results when x = 0, they are not equivalent expressions.

3) 10x-4(x-6)-3 and 11+ 2(x + 5) + 4x

When x = 0, 10x-4(x-6)-3 becomes:

10(0)-4(0-6)-3 = 24-3 = 21

When x = 0, 11+ 2(x + 5) + 4x becomes:

11+ 2(0 + 5) + 4(0) = 11+10  = 21

Since  10x-4(x-6)-3 and 11+ 2(x + 5) + 4x give the same result when x = 0, they are equivalent expressions.

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Answer:

Hello! answer: there are 7 quarters which are worth 25 cents each 6 dimes which are worth 10 cents each

there are 5 nickels which are worth 5 cents each and there are 8 pennies which are worth 1 cent each

the total value off all of these together is $2.68

1. Number of athletes did not own any of the three items = 259 - 228

= 31.

2. Number of athletes own a convertible and a TV but not a store = 44 - 9

= 35.

3. Number of athletes own a convertible or a TV = 110 + 91 - 44

= 157.

4. Number of athletes owned exactly one type of item = 60 + 13 + 71 = 144.

5. Number of athletes owned at least one type of item = 259 - 31

= 228

6. Number of athletes own a TV or a store, but not a convertible = 13 + 34 +71

= 118.

The number of athletes did not own any of the three items need to subtract the number of athletes who own at least one item from the total number of athletes surveyed.

Total number of athletes surveyed = 259

Number of athletes own at least one item = 110 + 91 + 120 - 15 - 43 - 44 + 9 = 228

Number of athletes who did not own any of the three items = 259 - 228 = 31.

The number of athletes who owned a convertible and a TV but not a store need to subtract the number of athletes who own all three items from the number of athletes who own a convertible and a TV.

Number of athletes who own a convertible and a TV = 44

Number of athletes who own all three items = 9

Number of athletes who own a convertible and a TV but not a store = 44 - 9 = 35

The number of athletes who owned a convertible, or a TV need to add the number of athletes who own a convertible to the number of athletes who own a TV and then subtract the number of athletes own both a convertible and a TV.

Number of athletes who own a convertible or a TV = 110 + 91 - 44

= 157.

The number of athletes owned exactly one type of item need to add up the number of athletes who own a convertible only the number of athletes own a TV only and the number of athletes who own a store only.

Number of athletes own a convertible only = 110 - 15 - 9 = 86

Number of athletes own a TV only = 91 - 44 - 9 = 38

Number of athletes own a store only = 120 - 15 - 43 - 9 = 53

Number of athletes owned exactly one type of item = 60 + 13 + 71 = 144.

The number of athletes who owned at least one type of item can use the result from part (1).

Number of athletes who owned at least one type of item = 259 - 31

= 228

The number of athletes who owned a TV or a store but not a convertible need to subtract the number of athletes who own all three items, and the number of athletes own a convertible and a TV from the number of athletes own a TV or a store.

Number of athletes own a TV or a store = 91 + 120 - 43 - 9 = 159

Number of athletes own a TV or a store not a convertible = 13 + 34 +71

= 118.

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The correct proof of the equation is cos3θ =cos(2θ + θ) =  cos²θ - 3cosθsin²θ (Proved)

Given the trigonometry identity below:

cos3∅=cos²∅-3cos∅sin²∅

We are to prove that both sides of the equation are equal.

cos 3θ = cos(2θ + θ)

Using the double angle formula for cosine, we can expand the first term:

cos(2θ + θ) = cos2θ cos θ - sin2θ sinθ

Since cos2θ = cos²θ - sin²θ

cos(2θ + θ) =  cos²θ - sin²θ - 2cosθsinθsinθ

cos(2θ + θ) = cos²θ - sin²θ - 2cosθsin²θ

On simplifying, we can see that;

cos3θ =cos(2θ + θ) =  cos²θ - 3cosθsin²θ (Proved)

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The measure of angle is θ cannot determine the statements that are true about its reference angle.

There are two issues with the given statement.

First, it does not specify the measure of angle θ.

Second, the statement cos(0)=-3/10 is not related to the reference angle of θ.

The reference angle of θ is the acute angle between the terminal side of θ and the x-axis.

It is always positive and its measure is between 0 and 90 degrees or between 0 and π/2 radians.

The measure of the reference angle of θ is denoted by θ'.

To determine the reference angle of θ, we need to know the quadrant in which θ lies.

The reference angle of θ in standard position is the acute angle between the terminal side of θ and the x-axis.

If θ is in the first quadrant, then θ' = θ.

If θ is in the second quadrant, then θ' = π - θ.

If θ is in the third quadrant, then θ' = θ - π.

If θ is in the fourth quadrant, then θ' = 2π - θ.

The measure of angle θ, we can determine its reference angle using the above rules.

The statement cos(0)=-3/10 is not related to the reference angle of θ.

It is the value of the cosine function at 0 radians or 0 degrees.

This value does not correspond to any angle that has a reference angle.

The measure of angle θ cannot determine the statements that are true about its reference angle.

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Answer:

(a)

Number of cars with defective turn signals = 65

Number of cars with no defective turn signals = 410 - 65 = 345

Required probability:

(b)

Number of cars with defects = 65 + 35 = 100

Number of cars with no defects = 410 - 100 = 310

Required probability:

Answer:

a)     \(7x-15=20\)

b)   \(\frac{20+15}{7}\)

c)  5

Step-by-step explanation:

326 divided by 0.24 to the nearest hundredth is 1358.33

To divide 326 by 0.24 and round the result to the nearest hundredth, we can perform the following calculation:

326 ÷ 0.24 = 1358.3333

Rounding to the nearest hundredth means we need to look at the third decimal place.

So 326 divided by 0.24 to the nearest hundredth is 1358.33.

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Answer: Half of them are even and half of them are odd.

Step-by-step explanation:

The even numbers are 6, 12, 18, 24, and 30. An even number is defined as a number that is divisible by 2, meaning it has no remainder when divided by 2. For example, 6 divided by 2 equals 3 with no remainder, so 6 is even.

The odd numbers are 3, 9, 15, 21, and 27. An odd number is defined as a number that is not divisible by 2, meaning it has a remainder of 1 when divided by 2. For example, 9 divided by 2 equals 4 with a remainder of 1, so 9 is odd.

Therefore, out of the given numbers, half of them are even and half of them are odd.

________________________________________________________

Answer:

605

Step-by-step explanation:

11x55=605

The simplified equation is (π2 / 2) * ∫[0, ∞] (x(2x-1) * e(-x) / (Γ(x) * Γ(1 - x)) DX

a. To prove B(x+1, y) = x * B(x, y), proceed as follows.

Start with B(x+1, y) = [(x+1)! * y!] / ((x+y+2)!) (using the definition of B(x, y)).

Rewrite 1 / (x+1) to (x+y+2 - (y+1)) / (x+y+2) .

Using the formula above, express B(x+1, y) as (x+y+2) / (x+y+2) * [(x+1)! to rewrite. * y!] / ((x+y+2)!) - (y+1) / (x+y+2) * [(x+1)! * y!] / ((x+y+2) !).

Simplify the formula to (x+y+2) / (x+y+2) * B(x, y) - (y+1) / (x+y+2) * B(x, y) increase.

Simplify further to B(x, y) - (y+1) / (x+y+2) * B(x, y).

Note that B(x, y) can be expressed as (x / (x+y+1)) * B(x, y) .

Substitute this formula in the previous step to get,

x * B(x, y) - (y+1) / (x+y+2) * x * B(x, y).

x * B(x, y) - (y+1) / (x+y+2) * x * B(x, y)

= x * B(x, y)

You have now proved B(x+1, y) = x * B(x, y).

b. We wish to prove the identity Γ(2x) = ((2sin(πx))) * Γ(x) * Γ(x + 1/2).

Integrate ∫[0, ∞] (x(2x-1) * Start with dx.

Evaluating this integral using the permutation u = du is obtained.

Simplify the integral to (1/2) * Γ(x + 1/2).

Express sin(πx) as π / (Γ(x) * Γ(1 - x)).

Let the original integral be π * (2(2x-1) / π) * ∫[0, ∞] (x(2x-1) * e(-x) * (1/sin( πx) Rewrite.)) DX.

Substituting the equations,

The integral, π * (2(2x-1) / π) * ∫[0, ∞] (x(2x-1) *

We get * (π / (Γ(x) * Γ(1 - x)))) dx.

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Answer:

Of what???? what question?

Answer:

2

Step-by-step explanation:

1+9+2 = 12

12/3= 4

Answer:2

Step-by-step explanation:9+2+1=12

So 12/3=4

ANSWER=2

Answer:

8 1/10

Step-by-step explanation:

mark brainliest if correct

Answer:

Step-byHow do I calculate the mean?

The mean can be calculated only for numeric variables, no matter if they are discrete or continuous. It's obtained by simply dividing the sum of all values in a data set by the number of value

-step explanation:

46+57+66+63+49+52+61+68= 462/8 the total number of observation

the answer 57

Answer:

Draw a box and split it into four pieces. Write 4 in each of those pieces. Put a "{" or "}" around 3 of them. Next to it write. 4 x 3 OR 4 + 4 + 4 = 12

Step-by-step explanation:

Draw a box and split it into four pieces. Write 4 in each of those pieces. Put a "{" or "}" around 3 of them. Next to it write. 4 x 3 OR 4 + 4 + 4 = 12

Hope that helps!

The point at (-3, 4) is at a distance of 5 units from the point (0, 0).

For two points (x₁, y₁) and (x₂, y₂), the distance between them is given by the formula:

distance = √( (x₁ - x₂)² + (y₁ - y₂)²)

In this case, we want to get the distance between (-3, 4) and (0, 0), using the above formula we will see that the distance is:

distance = √( (-3 - 0)² + (4 - 0)²) = √25 = 5

The distance is 5 units.

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Answer:

Step-by-step explanation:Angle from hour hand to minute hand at 1:15

At 1:15, the hour hand has moved 75 out of 720 possible times from the top of the clock. 75 times 0.5 degrees is 37.5 degrees.

At 1:15, the minute hand has moved 15 out of 60 possible times from the top of the clock. 15 times 6 degrees is 90 degrees.

90 - 37.5 = 52.5 degrees

Angle from minute hand to hour hand at 1:15

The angle from the minute hand to the hour hand is simply 360 degrees minus the degrees from the hour hand to minute hand that we calculated above.

360 - 52.5 = 307.5 degrees.

Now you know how to calculate the degrees of the two angles created by the hour hand and minute hand on a 12-hour clock at 1:15. Again, the two angles created by the hour hand and minute hand at one-fifteen are 52.5 degrees and 307.5 degrees.

Clock Angle Calculator

The angle made by the hour hand and minute hand on a clock at 1:15 is not all we have calculated. We have calculated the clock angles for every minute of the 12-hour clock. Get the degrees for another time here!

Angle between hour and minute hand at 1:16

Here is the next time on our clock that we have calculated the angles for. Check it out!

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