Astudent was asked to find a 99% confidence interval for the proportion of students who take notes using data from a random sample of size n - 83. Which of the following is a correct interpretation of the interval 0.14 « p<0.342?

Answer:

the answer is b

Step-by-step explanation:

the answer would be b because you add 12+12 then 5+5 and if you add those together it would be 34 then you would add the diagonal lines together which would be 20 so then you would add 34 plus 26 and then you would get 60 which is b

IF I'M WRONG I APOLOGIZE BUT I'M ALMOST 100% SURE THAT'S THE ANSWER

Answer:

8n+15p+11

Step-by-step explanation:

just combine like terms

Answer:

Step-by-step explanation:

-1/5(3x-7)=18

-3x/5 + 7/5=18

-3x+7 /5=18

by cross multiplying,

-3x+7=18×5

-3x+7=90

-3x=90-7

-3x=83

x=83/-3

hope it helps it

Answer:

The correct option would be D: -110 feet / 10 minutes

The measure is 5.

From the question, we have

E is the circumcenter. The distance from circumcenter to all of their vertices from that triangle are the same, so

NE =EP

⇒13x -28 = 6x +7

⇒13x -6x = 28 +7

⇒7x = 35

⇒x= 5

Subtraction:

Subtraction represents the operation of removing objects from a collection. The minus sign signifies subtraction −. For example, there are nine oranges arranged as a stack (as shown in the above figure), out of which four oranges are transferred to a basket, then there will be 9 – 4 oranges left in the stack, i.e. five oranges. Therefore, the difference between 9 and 4 is 5, i.e., 9 − 4 = 5. Subtraction is not only applied to natural numbers but also can be incorporated for different types of numbers.

The letter "-" stands for subtraction. Minuend, subtrahend, and difference are the three numerical components that make up the subtraction operation. A minuend is the first number in a subtraction process and is the number from which we subtract another integer in a subtraction phrase.

Complete question: Find value of x, measure of NE,MD?

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Answer:

x=2y+2

Step-by-step explanation:

Answer:

2y + 2 = x

Step-by-step explanation:

Treat is like a normal equation and solve with inverse operations:

2y + 4 = x + 2

    -2         -2

2y + 2 = x

Answer:

3x + 4y = 16

Step-by-step explanation:

please mark this answer as the brainliest

the  y=   equation shows how... b/c we can just plug y into the 2nd equation and eliminate y and have one variable, x , to solve for  :)

Answer:

4x^3+8x^2

Step-by-step explanation:

Multiply each term:

4x^3+8x^2

PLZ MARK ME BRAINLIEST

Answer: the expanded form of 2(x + 3) is 2x + 6.

Step-by-step explanation:

Expanding the expression 2(x + 3) involves distributing the 2 to each term within the parentheses.

2(x + 3) = 2 * x + 2 * 3

This simplifies to:

2x + 6

Answer:

(x + 2)^2 + (y - 6.5)^2 = 25.25

Step-by-step explanation:

We can the equation of the circle in standard form, whose general equation is:

\((x-h)^2+(y-k)^2=r^2\), where

Step 1:  We know that the diameter is simply 2 * the radius.  Thus, we can find the radius by first finding the length of the diameter.  To do this, we'll need the distance formula, which is:

\(d=\sqrt{(x_{2}-x_{1})^2+(y_{2}-y_{1})^2 }\), where

We can allow (-7, 7) to be our (x1, y1) and (3, 6) to be our (x2, y2) point and plug these into the formula to find d, the distance between the points and the length of the diameter:

\(d=\sqrt{(3-(-7))^2+(6-7)^2} \\d=\sqrt{(3+7)^2+(-1)^2}\\ d=\sqrt{(10)^2+1}\\ d=\sqrt{100+1}\\ d=\sqrt{101}\)

Now we can multiply our diameter by 1/2 to find the length of the radius:

r = 1/2√101

Step 2:  We know that the center lies at the middle of the circle and therefore represents the midpoint of the diameter.  The midpoint formula is

\(m=(\frac{x_{1}+x_{2} }{2}),(\frac{y_{1}+y_{2} }{2})\), where

We can allow (-7, 7) to be our (x1, y1) point and (3, 6) to be our (x2, y2) point:

\(m=(\frac{-7+3}{2}),(\frac{7+6}{2})\\ m=(\frac{-4}{2}),(\frac{13}{2})\\ m=(-2,6.5)\)

Thus, the coordinate for the center are (-2, 6.5).

Step 3:  Now, we can create the equation of the circle and simplify:

(x - (-2)^2 + (y - 6.5)^2 = (1/2√101)^2

(x + 2)^2 + (y - 6.5)^2 = 25.25

Answer:

13.75

Step-by-step explanation:

The expected value of the hourly wage is the sum of the probabilities (percentage of time spent on each job) multiplied by the payoff (money earned) from each possible occurrence (job):

(0.6 × 11) + (0.25 × 19) + (0.15 × 16) = $13.75.

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Question 2

1) \(\overline{PR} \perp\overline{QS}, \overline{PQ} \cong \overline{PS}\) (given)

2) \(\overline{PR} \cong \overline{PR}\) (reflexive property)

3) \(\angle PRQ, \angle PRS\) are right angles (perpendicular lines form right angles)

4) \(\triangle PRQ, \triangle PRS\) are right triangles (a triangle with a right angle is a right triangle)

5) \(\triangle PRQ \cong \triangle PRS\) (HL)

Question 3

1) \(\angle C\) is a right angle, \(\overline{AC} \cong \overline{AE}, \overline{DE} \perp \overline{AB}\) (given)

2) \(\angle DEA\) is a right angle (perpendicular lines form right angles)

3) \(\triangle ACD, \triangle DAE\) are right triangles (a triangle with a right triangle is a right angle)

4) \(\overline{AD} \cong \overline{AD}\) (reflexive property)

5) \(\triangle ACD \cong \triangle AED\) (HL)

6) \(\angle CAD \cong \angle DAE\) (CPCTC)

7) \(\overline{AD}\) bisects \(\angle BAC\) (if a segment splits an angle into two congruent parts, it is an angle bisector)

The expression that will help Eshaal determine the length of segment BC is: BC = DE - AB

Since segments DE and AB are parallel, we can use the following expression to calculate the length of segment BC: BC = DE - AB. This expression states that the length of BC is equal to the length of DE minus the length of AB.

If segments DE and AB are parallel, we can use a simple expression to find the length of segment BC. This expression is: BC = DE - AB. This expression states that the length of BC is equal to the difference of the length of DE and the length of AB. In other words, if we know the lengths of segments DE and AB, we can calculate the length of segment BC by subtracting the length of segment AB from the length of segment DE. This expression is a useful tool for finding the length of segment BC when we know the lengths of segments DE and AB. It is a simple and efficient way to calculate the length of segment BC without having to measure it directly.

the complete question is : If segments DE and AB are parallel, which of the following expressions will help Eshaal determine the length of segment BC?If segments DE and AB are parallel, what expression can Eshaal use to determine the length of segment BC?

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Answer:

1.50 liter/hr

Step-by-step explanation:

using;

\( \frac{6 - 3}{4 - 2} \)

=3/2= 1.50 liter/hr

Answer: its b

Step-by-step explanation: all coins have a heads and tails so that takes out c.

d is just for jokes

a.  a coin in a school problem is not gonna be wieghted.

The answer to the problem is 1843.

To solve the equation ? − 1529 = 314,

Let the unknown be x

we need to isolate the variable on one side of the equation.

Adding 1529 to both sides, we get:

x − 1529 + 1529 = 314 + 1529

Simplifying, we get:

x = 1843

Therefore, the answer is x = 1843.

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Answer:

the last one

Step-by-step explanation:

The y-intercept of the line is (b) -41/9

From the question, we have the following parameters that can be used in our computation:

Point (4, -5)

Slope = -1/9

The equation of a parallel line is represented as

y = mx + c

Where

m = Slope = -1/9

using the above as a guide, we have the following:

y = -x/9 + c

So, we have

-5 = -4/9 + c

Add 4/9 to both sides

c = -5 + 4/9

Evaluate

c = -41/9

Hence, the y-intercept of the line is (b) -41/9

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Answer: x^6+6x^4+8x^2+2

Step-by-step explanation:

Since g comes after f then you will take g's equation and plug it into the f equation so it would turn out to be if you plugged it in

(x^2+2)^3-4(x^2+2)+2 which would equal x^6+6x^4+8x^2+2

These real-world applications help young learners see the practical applications of geometry and develop a deeper understanding of geometric concepts while making learning more engaging and meaningful.

Relevance: Connecting math to real-world applications helps students see the practical value and relevance of the concepts they are learning. It provides a meaningful context and motivation for learning.

Engagement: Real-world applications make math more interesting and engaging for students. It brings concepts to life and helps students see how math is used in everyday life.

Deep understanding: By applying math concepts to real-world situations, students develop a deeper understanding of the concepts and their connections. It promotes critical thinking, problem-solving skills, and the ability to apply mathematical knowledge in different contexts.

Transferability: Real-world applications help students see how math concepts can be transferred and applied to various situations. It promotes the ability to apply learned concepts to new and unfamiliar problems.

Some real-world applications of geometry that would be appropriate for young learners include:

Measurement: Young learners can apply geometric concepts to measure and compare the lengths, areas, and volumes of objects in their environment. For example, measuring the length of a room, comparing the sizes of different shapes, or estimating the volume of a container.

Navigation and Maps: Young learners can use geometry to understand maps, directions, and spatial relationships. They can learn about reading maps, understanding coordinates, and finding distances between locations.

Architecture and Construction: Exploring geometric shapes, angles, and symmetry can help young learners understand the principles of architecture and construction. They can design and build simple structures using different shapes and understand the importance of stability and balance.

Art and Design: Geometry plays a significant role in art and design. Young learners can explore symmetry, patterns, and shapes in various art forms. They can create tessellations, explore rotational symmetry, or design patterns using geometric shapes.

Everyday Objects: Geometry is present in everyday objects around us. Young learners can identify and classify shapes in their environment, such as identifying spheres, cubes, cylinders, and cones in objects like balls, boxes, cups, and ice cream cones.

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9.81 m/s².

Given that the pendulum is 70 cm long and its period is 1.68 s, we can use the formula for the period of a simple pendulum to find the value of g at the location of the pendulum:

T = 2π√(L/g)

Where T is the period (1.68 s), L is the length of the pendulum (0.7 m), and g is the acceleration due to gravity. We can rearrange the formula to solve for g:

g = 4π²L/T²

Substituting the given values:

g = 4π²(0.7 m) / (1.68 s)²
g ≈ 9.81 m/s²

The value of g at the location of the pendulum is approximately 9.81 m/s².

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Answer:

y³

Step-by-step explanation:

the answer should be three as 27÷3 is 9 the end product..

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Answer:

60

Step-by-step explanation:

m(ADB) + m(BDC) = 90°

(3x+9) + (2x -4) = 90°

5x + 5 = 90°

5x = 85

5x/5 = 85/5

x = 17

m(ADB) = 3x + 9

3.17 + 9 = 51 + 9 = 60

Hope this helps ^-^

Answer: 60°

Step-by-step explanation:

Looking at the figure, we know that the angles add up to 90°. We add both equations and solve for x.

3x+9+2x-4=90          [combine like terms]

5x+5=90                    [subtract both sides by 5]

5x=85                        [divide both sides by 5]

x=17

Now that we know x, we can plug it into ADB to find the angle.

3(17)+9                      [multiply]

51+9                          [add]

60

Now, we know that ADB is 60°.

Answer:

x = 30

y = 5

Step-by-step explanation:

Because the top triangle shows 3 congruent angles, we know it's an equilateral.

Therefore 8y = 40

y = 5

______________

Now we have two sides of the triangle: 40 and 80.

The lower left angle of the whole triangle must be 90 degrees because if the hypotenuse is twice the adjacent side, it must be a 30-60-90 triangle.

So, the larger angle containing angle x must be 90 degrees. And because we know that the adjacent angle (equilateral triangle) is 60 degrees, angle x must be 30.

Answer:

-1

Step-by-step explanation:

Answer:

Slope = difference in y / difference in x

slope = 0 - 2 / 2 -0

slope = -2 / 2

slope -1

Step-by-step explanation:

If the degree of p equals the degree of q, the equation representing the horizontal asymptotes of f(x) = p(x)/q(x) is either y = 0 or y = a/b, depending on whether the leading coefficient of p is less than or equal to the leading coefficient of q.

If the degree of polynomial p is equal to the degree of polynomial q in the rational function f(x) = p(x)/q(x), then the equation representing the horizontal asymptotes of f can be determined by comparing the degrees and coefficients of the leading terms of p and q.

Let's assume the degree of p and q is d. In this case, the horizontal asymptotes can be determined based on the ratio of the leading coefficients of p and q. There are three possible scenarios:

1. If the leading coefficient of p is greater than the leading coefficient of q (let's denote them as a and b, respectively), then there is no horizontal asymptote. The function f(x) approaches positive infinity as x approaches positive infinity and approaches negative infinity as x approaches negative infinity.

2. If the leading coefficient of p is less than the leading coefficient of q (a < b), then the horizontal asymptote is y = 0 (the x-axis). The function f(x) approaches zero as x approaches positive or negative infinity.

3. If the leading coefficients of p and q are equal (a = b), then the horizontal asymptote is a horizontal line defined by the ratio of the leading coefficients. In this case, the horizontal asymptote is y = a/b.

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For a two-tailed test, the p-value is the probability of obtaining a value for the test statistic at least as unlikely as or more unlikely than that provided by the sample.

What is two tailed test ?

In statistics, a two-tailed test is a procedure that determines whether a sample is greater than or less than a specific range of values by using the critical area of a distribution that is two-sided.

Main body:

Hence the p-value is the probability of obtaining a value for the test statistic at least as unlikely as or more unlikely than that provided by the sample.

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Answer:

\((a)\ \frac{6^7}{6^4} = \frac{6*6*6*6*6*6*6}{6*6*6*6}\) --- expanded form

\((b)\ \frac{6^7}{6^4} = 6*6*6\) --- Divide common factor

(c) The exponent of the simplified power is 3

Step-by-step explanation:

The original question is:

\(\frac{6^7}{6^4}\)

Required

- Express the exponents in expanded form

- Divide common factors

We have:

\(\frac{6^7}{6^4}\)

In indices:

\(x^2 = x * x\)

So, the above expression becomes:

\(\frac{6^7}{6^4} = \frac{6*6*6*6*6*6*6}{6*6*6*6}\)

Divide the common factors, to give:

\(\frac{6^7}{6^4} = 6*6*6\)

Express as an exponent

In indices;

\(x * x * x = x^3\)

So, we have:

\(\frac{6^7}{6^4} = 6^3\)

The simplified power is \(6^3\) and 3 is the exponent