PLEASE SHOW YOUR WORK!!!!!!
Craig’s job pays him $18.75 per hour, plus overtime at
the usual rate. Last month, Craig worked the following
hours per week:
• Week 1 = 37 hours
• Week 2 = 47 hours
• Week 3 = 42 hours
• Week 4 = 39 hours

Yes, all of the conditions for inference have been met to carry out a t-test for a difference in means.

Three main conditions need to be satisfied: the random condition, the 10% condition, and the Normal/large sample condition.

The random condition is met because the real-estate agent randomly assigned the homes to be staged or empty. This ensures that the sample is representative of the population of comparable homes.

The 10% condition is met because the agent selected 10 comparable homes, and the sample of 5 staged and 5 empty homes represents less than 10% of the population of comparable homes.

The Normal/large sample condition is met because the dot plot of each sample shows no strong skewness and no outliers. Additionally, with a sample size of 5 for each group, the t-test can still be valid even if the population distributions are not exactly normal.

Therefore, all the conditions for inference have been met, allowing the real-estate agent to carry out a t-test for a difference in means and test the hypothesis regarding the selling prices of staged and empty homes.

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Answer:

16.94 cm

Step-by-step explanation:

Rearranging the equation, making h the subject of the formula, h =  v² / 2g

we rearrange equations and formulas by using inverse operations to make one variable the subject of the formula.

In order to change the subject of, or rearrange, a formula items in the formula need to be arranged so a different variable is the subject.

In our case the the formula needs to be rearrange to make h the subject of the formula.

Therefore,

v = √2gh

square both sides of the equation

v² = (√2gh)²

v² = 2gh

divide both sides by 2g

v² / 2g = 2gh / 2g

h = v² / 2g

Therefore,

h = v² / 2g

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Answer:

250 rupees

Step-by-step explanation:

The correct answers are:

They are inverses of one another

They are symmetric over the line y=x

When a number is too big or too little, exponential notation can express it as a single number and 10 increased to the power of the appropriate exponent.

The exponential form \(y=5^x\)

The logarithmic form \(y = log_5\ x\) are inverse functions of each other.

If we \(y = 5^x\), then \(x = log_5\ y\).

As long as x is a real number and y is positive, this is true for any value of x and y.

The graphs of \(y = 5^x\) and \(y = log_5\ x\) are symmetric over the line y = x.

We obtain the other graph by reflecting the first graph across this line.

Over the line y = x, the inverse functions are always symmetric.

If we swap the x and y coordinates of any point on one graph, we get a comparable position on the other graph.

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Answer:

Step-by-step explanation:

sin (B) = \(\frac{2}{5}\)

Answer:

Step-by-step explanation:

This in standard form (Ax + By = C.) In order to make this slope-intercept form, you need to isolate y.

y = -1.5x + 2.75

y=mx + b is slope intercept, where m is the slope and b is the y-intercept.

In this case, -1.5 is the slope and 2.75 is the y-intercept.

Hope this helps!!

The equation we need to find will relate the amount of remaining berries to the number of batches of jam the farmer can make is 16 = 2 1/2 + 2 1/4b (option b)

To start with, we know that the farmer picks 16 quarts of berries. Out of those, 2 1/2 quarts cannot be used, which means the farmer has 16 - 2 1/2 quarts of berries that can be used to make jam.

Now, the recipe requires 2 1/4 quarts of berries to make one batch of jam. Let's represent the number of batches of jam the farmer can make with the remaining berries as "b".

Therefore, the equation we need to find will relate the amount of remaining berries to the number of batches of jam the farmer can make is written as,

=> 16 = 2 1/2 + 2 1/4b

Hence the correct option is (b).

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The zeros and the multiplicities are

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

f(x) = (x + 6)³(x - 11)²(x - 6)(x + 5)³

The power of each factor are the multiplicities

So, we have

Zero(s) of multiplicity one:

x - 6 = 0

Zero(s) of multiplicity two:

x - 11 = 0

Zero(s) of multiplicity three:

x + 6 = 0 and x + 5 = 0

When evaluated, we have

Zero(s) of multiplicity one:

x = 6

Zero(s) of multiplicity two:

x = 11

Zero(s) of multiplicity three:

x = -6 and x = -5

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Answer:

As = 256\(\pi\) or 804.25cm

Step-by-step explanation:

By formula As = \(4\pi r^{2}\)

As = 256\(\pi\) or 804.25cm

Answer:

-80x^6y

Step-by-step explanation:

Answer:

Step-by-step explanation:

\(-8x^3(10x^3y)\\\\\mathrm{Apply\:exponent\:rule}:\quad \:a^b\times\:a^c=a^{b+c}\\\\x^3x^3=\:x^{3+3}\\\\=-8\times\:10x^{3+3}y\\\\\mathrm{Add\:the\:numbers:}\:3+3=6\\\\=-8\times\:10x^6y\\\\\mathrm{Multiply\:the\:numbers:}\:8\times\:10=80\\\\=-80x^6y\)

The "V" represents "or". It represents a disjunction.

The statement p V q is false when both p and q are false. Otherwise, p V q is true.

The order of p and q does not matter for any disjunction. So p V q is the same as q V p.

Step-by-step explanation:

Para resolver este problema, podemos utilizar el Teorema de Bayes.

Definamos los siguientes eventos:

A: El empleado seleccionado al azar tiene maestría.

B: El empleado seleccionado al azar gana más de $45,000.

Nos dan la siguiente información:

P(A) = 0.10 (probabilidad de que un empleado seleccionado al azar tenga maestría)

P(B|A) = 0.60 (probabilidad de que un empleado con maestría gane más de $45,000)

P(B|¬A) = 0.03 (probabilidad de que un empleado con licenciatura gane más de $45,000)

Queremos calcular P(A|B), es decir, la probabilidad de que el empleado seleccionado al azar tenga maestría, dado que gana más de $45,000.

Aplicando el Teorema de Bayes, tenemos:

P(A|B) = (P(B|A) * P(A)) / P(B)

Para calcular P(B), debemos considerar tanto los empleados con maestría como los empleados con licenciatura que ganan más de $45,000. Entonces:

P(B) = P(B|A) * P(A) + P(B|¬A) * P(¬A)

P(¬A) es la probabilidad de que un empleado seleccionado al azar no tenga maestría. Dado que solo hay dos opciones (tener maestría o no tener maestría), podemos calcularlo como:

P(¬A) = 1 - P(A)

Sustituyendo los valores en la fórmula:

P(B) = P(B|A) * P(A) + P(B|¬A) * (1 - P(A))

Ahora podemos calcular P(A|B):

P(A|B) = (P(B|A) * P(A)) / (P(B|A) * P(A) + P(B|¬A) * (1 - P(A)))

Sustituyendo los valores proporcionados:

P(A|B) = (0.60 * 0.10) / (0.60 * 0.10 + 0.03 * (1 - 0.10))

Simplificando la expresión:

P(A|B) = 0.06 / (0.06 + 0.03 * 0.90)

P(A|B) = 0.06 / (0.06 + 0.027)

P(A|B) = 0.06 / 0.087

P(A|B) ≈ 0.6897

Por lo tanto, la probabilidad de que el empleado seleccionado al azar tenga maestría, dado que gana más de $45,000, es aproximadamente 0.6897 o 68.97%.

Let the total sales be X.

This implies:

Hence, the total sales was $531,000

Answer:

Option 2

Step-by-step explanation:

Remember,

Complementary: The sum of the angle measures add up to 90

Supplementary: The sum of the angle measures add to 180

Using a little bit of arithmetic, 120 + 25 does not add up to 90 degrees, so option 1 is wrong. Option 2 says it has no adjacent supplementary angles. We can prove this by adding the two adjacent angles given.  120 + 25 = 145, so option 2 is correct.

Answer:

Below

Step-by-step explanation:

a) 2nd one

b) 3rd one

c) 2nd one

After answering the given query, we can state that  the parabola equation expands upwards, and the apex is (4, 4.5).

Using the equals sign (=) to indicate equivalence, a math equation links two statements. Algebraic equations prove the equality of two mathematical formulas through a mathematical assertion. The equal symbol, for example, puts a space between the numbers 3x + 5 and 14 in the equation 3x + 5 = 14. You can use a mathematical formula to understand the connection between the two lines that are printed on opposite sides of a letter. Most of the time, the emblem and the particular program match. e.g., 2x - 4 = 2 is an example.

P equals 1/2, meaning that the distance between the apex and the focus is equal to the distance between the directrix and the focus.

As a result, the parabola's equation is:

\((x - 4)^2 = 4(1/2)(y - 1.5)\\(x - 4)^2 = 2(y - 1.5)\)

The left half of the equation is expanded as follows: x2 - 8x + 16 = 2(y - \(1.5) x2 - 8x + 13 = 2y\\y = (1/2)x^2 - 4x + 13/2\)

The problem can also be expressed in vertex form by filling in the cube as follows:

\((x - 4)^2 = 2(y - 1.5)\\(x - 4)^2 = 2(y - 1.5) + 6\\(x - 4)^2 = 2(y - 4.5)\\(x - 4)^2/8 = (y - 4.5)\\\)

Therefore, the parabola expands upwards, and the apex is (4, 4.5).

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The values are 1) x = 6, y = 2√3 and 2) x = 49, y = 49√3.

Given are two right triangles we need to find the missing sides,

We will use Trigonometric ratios to find the same.

We know that,

Sin a = perpendicular / hypotenuse

Cos a = base / hypotenuse

Tan a = perpendicular / base

1) Sin 60° = x / 4√3

x = √3/2 × 4√3

x = 6

Cos 60° = y / 4√3

1/2 × 4√3 = y

y = 2√3

2) Cos 60° = x / 98

x = 1/2 × 98

x = 49

Sin 60° = y / 98

√3/2 = y / 98

y = 49√3

Hence the values are 1) x = 6, y = 2√3 and 2) x = 49, y = 49√3.

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Answer:

$50.00

Step-by-step explanation:

Answer:

y = 5x +6

Step-by-step explanation:

the slope of the given equation is 5. a slope of a line parallel has the same slope. so 5

y- -4 = 5(x - -2)

y+4 = 5x +10

y = 5x +6

People at the concession stand as input Cost of their order's output.

(1) The relation in question is a function.

(II) This function is not constant. (Each category of concession has a different order cost.)

Not a 1-1 function (iii). (Several persons arrived seeking the same sort of concession. So they all pay the same price for their order.)

A function describes the relationship between patrons' inputs at the concession stand and the cost of their order as an output. A function is a relationship between a set of possible inputs and outputs, where each input is associated to exactly one output.

The quantity of patrons at the concession stand serves as the input in this scenario, while the cost of their order serves as the output.

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Answer:

30 000

Step-by-step explanation:

30 000   if underlined digit is >= 5 round thousands up 1 ...o/w leave as is

30 000

The slope of the line is 2 / 3.

The slope of a line can be found as follows:

The slope of a line is change in y with respect to change in x.

In other words, the slope of a line is rise over run.

Therefore,

slope = y₂ - y₁ / x₂ - x₁

Using (0, 3)(-3, 1)

Hence,

x₁ = 0

x₂ = -3

y₁ = 3

y₂ = 1

Therefore,

slope = 1 - 3 / -3 - 0

slope = -2 / -3

slope = 2 / 3

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Answer:

First Find the Radius of Cake by dividing 40/2

Now Find Area of the cake of Bottom

And Then Use the Formula to calculate volume of Circle

Cross Section Area=π Square

Bole of Circle 4/3π× radius cube

Answer:

24,727.5 cm³

Step-by-step explanation:

Information to keep in mind

Formula of a cylinder

Volume (total)

(a) | BD | bisects | AC | (reason : Given)

(b) |AD| ≅ |CD| (reason: |BD| is the perpendicular bisector of segment AC).

(c) ∠ABD ≅ ∠CBD (reason: | BD |  bisects angle ABC)

(d) ∠A ≅ ∠ C (reason: complementary angles of a right triangle)

Congruent angles are the angles that have equal measure. So all the angles that have equal measure will be called congruent angles.

From the first statement, we will complete the flow chart as follows;

line BD bisects line AC (reason : Given)

line AD is congruent to line CD (reason: line BD is the perpendicular bisector of segment AC)

Angle ABD is congruent to angle CBD (reason: line BD bisects angle ABC)

Angle A is congruent to angle C (reason: angle ABD = angle CBD, and both triangles ABD and CBD are right triangles).

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Answer:

a) 129 University of California undergraduates at Berkeley.

b) (i) social-class (ordinal), (ii) money (continuous), (iii) education (ordinal) , (iv) respected job (ordinal), (v) number of candies (continuous)

c) The main question is to find the relationship between socio-economic class and unethical  behaviour

Step-by-step explanation:

a) 129 University of California undergraduates at Berkeley.

b)

i) social-class (ordinal)

ii) money (continuous)

iii) education (ordinal)

iv) respected job (ordinal)

v) number of candies (continuous)

c) The main question is to find the relationship between socio-economic class and unethical  behaviour