Selena Gomez is a youth basketball coach, and she is trying to teach her players to move the ball. Selena Gomez records the number of passes that her team makes on each possession for an entire game, and draws this plot on the chalkboard in the locker room.


a) Give the mean of the data, and explain how the mean summarizes the data.

b) Give the median of the data, and explain how the median summarizes the data.

c) Give the range of the data, and explain what the range says about the data.

d) Why do you think Selena Gomez draws the scale from zero to ten?

Answer:

Step-by-step explanation:

your answer would be b

Answer:

= 8√15

Step-by-step explanation:

Steps

2√3 x 4√5

Apply radical rule: √a√b=√ab.

√3 √5 = √3x 5

=2√3x 5 x 4

Multiply the numbers: 3 x 5= 15

=2√15 x 4

Multiply the numbers: 2 x 4 =8

= 8√15

2√3 x 4√5 = 8√15 (Decimal: 30.98386..)

The centre line of a control chart is calculated by computing the average (mean) of the data for every period.

In control chart analysis, the centre line represents the central tendency or average value of the process being monitored. It is typically obtained by calculating the mean of the data points collected over a specific period. The purpose of the centre line is to provide a reference point against which the process performance can be compared. Any data points falling within acceptable limits around the centre line indicate that the process is stable and under control.

The calculation of the centre line involves summing up the values of the data points and dividing it by the number of data points. This average is then plotted on the control chart as the centre line. By monitoring subsequent data points and their distance from the centre line, deviations and trends in the process can be identified. Deviations beyond the control limits may indicate special causes of variation that require investigation and corrective action. Therefore, the centre line is a critical element in control chart analysis for understanding the baseline performance of a process and detecting any shifts or changes over time.

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Therefore, the Jacobian matrix for the transformation is:

J =

[2u + v u]

[7v^2 14uv]

To find the Jacobian for the given transformation, we need to compute the partial derivatives of the new variables (x and y) with respect to the original variables (u and v).

Given:x = u^2 + uv

y = 7uv^2

We calculate the partial derivatives as follows:

∂x/∂u = 2u + v (partial derivative of x with respect to u)

∂x/∂v = u (partial derivative of x with respect to v)

∂y/∂u = 7v^2 (partial derivative of y with respect to u)

∂y/∂v = 14uv (partial derivative of y with respect to v)

The Jacobian matrix J is formed by arranging these partial derivatives:

J = [∂x/∂u ∂x/∂v]

[∂y/∂u ∂y/∂v]

Substituting the values we calculated, the Jacobian matrix J is:

J = [2u + v u]

[7v^2 14uv]

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Answer:

A.

Step-by-step explanation:

IM GUEssing that thi sis it

Answer:

If Sharon has 300 channels with her cable service, then her monthly cost is calculated as follows:

300 channels × $0.20 per channel = $60

This means that Sharon's current cable bill is $60 per month. If she switches to Great Vista Satellite, her monthly cost will be $180, which is $120 more than her current bill. This increase in cost can be represented by the equation:

$120 = 300 channels × $0.20 per channel × m

where "m" is the number of months Sharon has to subscribe to the satellite service to break even.

Simplifying the equation, we get:

m = $120 ÷ ($0.20 × 300 channels) = 2

Therefore, Sharon will have to subscribe to the satellite service for 2 months to break even. After that, she will start saving $0.20 per channel per month compared to her cable service.

Answer:

480 millimeters.

step-by-step explaination:

well 48cm is 100 millimeters i believe so its 480 mm

Answer:

the number is 9

Step-by-step explanation:

Ok, so

If there's a proportional relationship, there should be a ratio between the quantity of popcorn and the time it takes to make it.

So, we can write this as:

As there is not a ratio, there is not a proportional relationship.

\(a(1) = 240 \\ a(2) = a(1) + d = 240 + 24 = 264 \\ a(3) = a(2) + d = 264 + 24 = 288 \\ a(4) = a(3) + d = 288 + 24 = 312 \\ a(5) = a(4) + d = 312 + 24 = 336 \\ a(6) = a(5) + d = 336 + 24 = 360\)

a) The central 95% of all copper contents would be bounded by the values of 26.02 and 35.58.

b) The distribution of the sample mean copper content follows an approximately normal distribution with a mean of 30.8 and a standard error of \($\frac{2.45}{\sqrt{16}}\) =0.6125.

c) If we were to randomly sample 16 brake pads from this distribution, the bounding values for the central 95% of possible means would be (29.6, 32)

a) Since the copper content in sintered brake pads follows an approximately normal distribution with a mean of 30.8 and a standard deviation of 2.45, we can use the standard normal distribution to find the values that bound the central 95% of all copper contents. The 95% confidence interval corresponds to z=1.96 in the standard normal distribution. Thus, the values that bound the central 95% of all copper contents are given by:

30.8−1.96×2.45=26.02,30.8+1.96×2.45=35.58

b) The sample mean of copper content for a sample of 16 pads is also normally distributed with a mean of 30.8 and a standard deviation of \($\frac{2.45}{\sqrt{16}}=0.6125$\), which is called the standard error. The distribution of the sample mean is given by:

c) The bounding values for the central 95% of possible means can be found by using the formula:

where \($\sigma$\) is the population standard deviation, n is the sample size and \($z^*$\)is the critical value of the standard normal distribution that corresponds to a 95% confidence interval. Substituting the values, we get:

Therefore, the bounding values for the central 95% of possible means are given by:

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The general vertex form of a quadratic equation is:

where the point (h,k) is the vertex

In the case of

the vertex is located at (3,-2). Also, we can see that a = 2, which is greater than 0, this means that the curve opens up

Step-by-step explanation:

Out of a total of ( 18+13+9+12 = 52) toys  18 were noodles

  or   18/52    which is  9/26 ths  were noodles

      What is 9/26 ths of 20 ?

9/26 * 20 = 6.92 =  ~ 7 noodles

The number of silver coins Lily initially had is 28.

A ratio is described as a comparing two quantities with the same unit to determine the amount of each quantity is existent in the other. Ratios are divided into two types.

Now according to the question;

Let 'x' be the share of silver coin of Lily.

Let 'y' be the share of silver coin of Nada.

Lily and Nada share silver coins in the ratio 7:3

Thus, x/y = 7/3

Cross-multiplying

3x = 7y (equation 1)

Now, if Lily gives 3 silver coins to Nada, the ratio becomes 5:3.

(x - 3)/(y + 3) = 5/3

cross multiplying;

3x - 9 = 5y + 15

Simplifying;

3x  = 5y + 24 (equation 2)

Comparing equation 1 and 2.

7y = 5y + 24

2y = 24

y = 12 (Nada's share)

Substitute the value of y in equation 1;

3x = 7y

3x = 7×12

x = 28

Therefore, the initial share if Lily was 28.

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Given: 15 different shirts with 5 different colours

To Determine: The bar chart represent the different colours

Solution

Let us get the frequecy table representing the number of the different colors

Answer:

9) x=58

10) r=4

11) m=4

12) p=3

13) x=6

14) x=-3

15) s=400

Step-by-step explanation:

9) x+2/5=12

    x5  x5

x+2=60

 -2  -2

x=58

10) 7r + 14 - 3r =30

    -14         -14

7r-3r=16

4r=16

÷4 ÷4

r=4

11) \(\frac{4}{5}\)m+2=6

    -2  -2

\(\frac{4}{5}\)m=4

÷\(\frac{4}{5}\)  ÷\(\frac{4}{5}\)

m=4

12) 2(5p+9)=48

10p+18=48

     -18  -18

10p=30

÷10  ÷10

p=3

13) 5(2x-8)=20

10x-40=20

    +40 +40

10x=60

÷10  ÷10

x=6

14)6(3-2x)=54

18-12x=54

-18       -18

-12x=36

÷-12  ÷-12

x=-3

15) \(\frac{2s}{5}\)-\(\frac{s}{2}\)=40

x5   x5

2s-\(\frac{s}{2}\)=200

    x2 x2

2s-1s=400

1s=400

÷1  ÷1

s=400

Answer:

see below

Step-by-step explanation:

9)  x = 22

10) r = 4

11)  m = 5

12) p = 3

13) x = 6

14)  x = -3

15)  s = -400

Answer:

B. 40 - (12 - 5) n

Step-by-step explanation:

Answer:

55

Step-by-step explanation:

the value of the expression 5y² + 4x when x = 2.5 and y = 3 will be 55.

Mathematical expressions consist of at least two numbers or variables, at least one arithmetic operation, and a statement. It's possible to multiply, divide, add, or subtract with this mathematical operation.

Given an expression 5y² + 4x

To calculate the value of expression at x = 2.5 and y = 3

Substitute the value of x and y in the expression:

=> 5y² + 4x

=> 5* 9 + 4 * 2.5

=> 45 + 10

=> 55

therefore, 55 is the value of the expression 5y² + 4x when x = 2.5 and y = 3.

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Answer:

1.) \(slope=2\)

2.) \(slope=-3\)

3.) \(slope=\frac{1}{4}\)

4.) \(slope=-\frac{4}{5}\)

Step-by-step explanation:

The unit rate is also known as slope. Slope is the change in the y values over the change in the x values:

\((x_{1},y_{1})\\\\(x_{2},y_{2})\\\\\frac{y_{2}-y_{1}}{x_{2}-x_{1}}=slope\)

However, with certain graphs, the slope can be found in a simpler manner.

Answer:

(A) Acute Angle

Step-by-step explanation:

An acute angle is any angle less than 90 degrees,

an obtuse angle is any angle more than 90 degrees,

a right angle is exactly 90 degrees,

and a straight angle is 180 degrees.

I hope this helps!

Step-by-step explanation:

the slope intercept form is

y = ax + b

the slope (a) is always the factor of x in such a normalized form. and we know a = 1.

since we have the slope and a point we can start with the point-slope form

y - y1 = a(x - x1)

where (x1, y1) is a point on the line

and then transform :

y - -6 = 1×(x - -9)

y + 6 = x + 9

y = x + 3

Answer:

\(y=x+3\)

Step-by-step explanation:

Answer:

ok

Step-by-step explanation:

Answer:

y=5/2x+5

Step-by-step explanation:

y=mx+b

m=slope=rise/run=5/2

b=y-intercept=5

Answer:

Step-by-step explanation:

The given probability of having six girls in a six-child family is 0.015625. To determine the method used to compute this probability, we need to analyze the information provided.

The Classical method is based on theoretical assumptions and probabilities calculated using mathematical principles. It assumes equally likely outcomes and relies on counting favorable outcomes over the total number of possible outcomes.

The Empirical method involves gathering data from observations or experiments to estimate probabilities. It relies on observed frequencies and relative frequencies to compute probabilities. However, the given probability does not suggest a sample or data collection, making it unlikely that the Empirical method was used.

The Subjective method involves assigning probabilities based on personal judgment or opinions. Individuals subjectively evaluate the likelihood of an event based on their own beliefs or knowledge.

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The partial fraction expansion of the Laplace transform of (s - 2) / [(s + 2)(s + 3)] is 2 / (s + 2) - 1 / (s + 3).

To find the partial fraction expansion of the given Laplace transform, we need to decompose the fraction into simpler fractions. The expression is:

(s - 2) / [(s + 2)(s + 3)]

To decompose this, we assume that the fraction can be expressed as the sum of two terms:

(s - 2) / [(s + 2)(s + 3)] = A / (s + 2) + B / (s + 3)

Now, we need to find the values of A and B. To do this, we can multiply both sides of the equation by the denominator (s + 2)(s + 3):

(s - 2) = A(s + 3) + B(s + 2)

Expanding and equating the coefficients of the corresponding powers of s:

s - 2 = (A + B) s + (3A + 2B)

By comparing the coefficients, we get the following system of equations:

1 = A + B (coefficient of s)

-2 = 3A + 2B (constant coefficient)

Solving this system of equations, we find A = 2 and B = -1.

Therefore, the partial fraction expansion of the given Laplace transform is: (s - 2) / [(s + 2)(s + 3)] = 2 / (s + 2) - 1 / (s + 3)

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In a paired design, each pair of observations does not necessarily consist of measuring the same individual twice. Instead, a paired design involves matching pairs of individuals or units based on certain criteria or characteristics and then measuring each individual in the pair under different conditions or at different time points.

This design is often used to compare the effects of different treatments or interventions within the same individuals or to control for individual-specific factors. In a paired design, the pairing could be based on various factors such as age, gender, pre-existing conditions, or other relevant characteristics. For example, in a study evaluating the effectiveness of a new medication, researchers may pair individuals with similar characteristics (e.g., age, gender, severity of the condition) and then administer the new medication to one individual in each pair while providing a placebo to the other individual. By measuring the outcomes within each pair, the researchers can directly compare the effects of the medication and the placebo within the same individuals.

The key aspect of a paired design is that the pairs are matched based on certain criteria, and each pair represents a unique combination of individuals. This allows for a more controlled comparison within the pairs and helps minimize the influence of individual-specific factors on the outcomes of interest.

In summary, a paired design involves matching pairs of individuals based on certain characteristics and comparing the outcomes within each pair. It does not require measuring the same individual twice but rather focuses on comparing different conditions or treatments within matched pairs of individuals.

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The percentage of scores that are less than 144 is 85.31%, given the normal distribution.

In the question, we are given that scores on a test are normally distributed with a mean of 123 and a standard deviation of 20.

We are asked to find the percent of scores that are less than 144.

Thus, we have:

Mean, μ = 123,

Standard Deviation, σ = 20.

The value to check, x = 144.

To find the percentage score, we will use the Z-Score table, with the formula, z = (x - μ)/σ.

We are asked to calculate the percentage of scores less than 144, that is,

P(X < 144)

= P(Z < (144 - 123)/20)

= P(Z < 21/20)

= P(Z < 1.05)

= 0.8531 {From the table}

= 85.31%.

Thus, The percentage of scores that are less than 144 is 85.31%, given the normal distribution.

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