Solve and graph –7 < w – 4 < 2

Answer:

hey is this from ncert textbook well.i know it

so question is y²-(-5y²)

it will be. y²+5y² (minus minus will become plus)

it will be then 1y²+5y² (y² will be 1y²)

so total will be 6y²

thanks pls give me brainliest I need it to upgrade the rank

The data in the plot is Right skewed.

Therefore , Option A is the right answer

A right skewed distribution means most of the data lies to the right side of the graph's peak.

A dot plot is given and observing the data it can be seen that peak is towards the right side of the graph.

Thus the data in the plot is Right skewed.

Therefore , Option A is the right answer.

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Answer:

n³ - 7

Step-by-step explanation:

number = n

because 7 is less then the number cubed it's being subtracted by n³

Answer:

m=10

Step-by-step explanation:

Answer:

m=10

Step-by-step explanation:

9(m+5)−3(m−2)=8m+31

Step 1: Simplify both sides of the equation.

9(m+5)−3(m−2)=8m+31

9m+45+−3m+6=8m+31

(9m+−3m)+(45+6)=8m+31(Combine Like Terms)

6m+51=8m+31

Step 2: Subtract 8m from both sides.

6m+51−8m=8m+31−8m

−2m+51=31

Step 3: Subtract 51 from both sides.

−2m+51−51=31−51

−2m=−20

Step 4: Divide both sides by -2.

m=10

Hope this helps girly!!

According to the Chebyshev inequality, the probability of Z being greater than or equal to 0.95 is less than or equal to pi. The actual probability is approximately 0.1587.

According to Chebyshev's inequality, for any random variable X with expected value E(X) and standard deviation sigma, the probability of X deviating from its expected value by more than k standard deviations is at most 1/k^2. Mathematically,

P(|X - E(X)| >= k * sigma) <= 1/k^2

In this case, we have a standard normal variable Z with E(Z) = 0 and sigma = 1. We want to find the probability of Z being greater than or equal to 0.95, which is equivalent to finding P(Z >= 0.95).

We can use Chebyshev's inequality with k = 2 to bound this probability as follows:

P(Z >= 0.95) = P(Z - 0 >= 0.95 - 0) = P(|Z - E(Z)| >= 0.95) <= 1/2^2 = 1/4

So, we have P(Z >= 0.95) <= 1/4. However, this is a very conservative bound and we can get a better estimate of the probability by using the standard normal distribution table or a calculator.

Using a calculator or a software, we get P(Z >= 0.95) = 0.1587 (rounded to four decimal places), which is much smaller than the upper bound of 1/4 given by Chebyshev's inequality.

Therefore, we can conclude that P(Z >= 0.95) <= pi (approximately 3.1416) according to Chebyshev's inequality, but the actual probability is approximately 0.1587.

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For simulated data from a right-skewed population, as the sample size increases:
a. The mean will be closer to the true population mean. When the sample size is 1, the mean will be very susceptible to outliers and might not represent the population well.
b. The standard deviation will generally decrease with larger sample sizes.

a. When the sample size is 1, the mean of the simulated data will be the same as the mean of the original population, since there is only one data point in the sample. Therefore, the mean will be the same as the population mean.

b. When the sample size is 10, the mean of the simulated data will still be slightly skewed to the right, but it will be closer to the population mean compared to the sample size of 1. This is because the larger sample size allows for a more representative sample of the population.

c. When the sample size is 30, the mean of the simulated data will be even closer to the population mean, and the skewness will be even less noticeable. This is because with a larger sample size, the random variation in the sample means tends to decrease, resulting in more stable estimates of the population mean.

f. When the sample size is 1, the standard deviation of the simulated data will be equal to the standard deviation of the original population, since there is only one data point in the sample.

g. When the sample size is 10, the standard deviation of the simulated data will be smaller compared to the sample size of 1, due to the larger sample size providing more representative data.

h. When the sample size is 30, the standard deviation of the simulated data will be even smaller compared to the sample size of 10, due to the larger sample size providing even more representative data.

For simulated data from a right-skewed population, as the sample size increases:

a. The mean will be closer to the true population mean. When the sample size is 1, the mean will be very susceptible to outliers and might not represent the population well. As the sample size increases to 10 and 30, the sample mean will more closely approximate the true population mean.

b. The standard deviation will generally decrease with larger sample sizes. This is because larger samples better represent the population, so the variation within the sample tends to decrease. When the sample size is 1, the standard deviation may be quite large. As the sample size increases to 10 and 30, the standard deviation will likely decrease.

Keep in mind that these are general trends and each simulation might produce slightly different outcomes. The overall pattern, however, should remain consistent.

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Answer:

5 /12

Step-by-step explanation:

The relative frequency of an 8th grader that has a cell phone but no tablet is given as follows:

0.21.

The parameters that are needed to calculate a probability are listed as follows:

Then the probability is then calculated as the division of the number of desired outcomes by the number of total outcomes.

The relative frequency of an event is equals to the probability of the event.

Out of 100 8th graders, 21 have a cellphone but no tablet, hence the relative frequency is given as follows:

21/100 = 0.21.

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The government's purchase of new weapons systems has a ripple effect that stimulates economic growth. When the government buys weapons systems from manufacturers, it injects money into the industry, enabling manufacturers to pay their employees.

These employees then spend their earnings on various goods and services, which benefits other businesses. As a result, those businesses can hire more employees and contribute to the expansion of the local economy.

This process can be understood through the concept of the multiplier effect. The initial government spending on weapons systems creates a chain reaction of increased economic activity. The manufacturers, upon receiving payment, allocate those funds to employee salaries, thereby boosting the income and purchasing power of their workers.

These employees, in turn, utilize their income to make purchases from different firms, such as grocery stores, restaurants, or service providers. Consequently, these businesses experience a rise in demand, allowing them to hire more employees to meet the increased consumer needs. This cycle continues, leading to a broader expansion of the local economy as money circulates and creates additional income and employment opportunities.

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At the 0.1 level of significance, the conclusion we come up with is to reject the null hypothesis.

we are given that a random sample of 150 people was taken. 98 of the people in the sample favored the candidate, were it to determine whether or not the proportion of the population in favor of candidate a is significantly more than 57%.So we need to find the test statistic, which is 1.98  determined from the z score, here the rejection region is the number more than 1.28, and 1.98 is greater than 1.28, so it is better to simply reject the null hypothesis.

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Caesars should use variables such as weather, season, holidays, local events, and occupancy rate to predict check-ins.

1. Weather: The weather conditions on a given day can impact the number of check-ins, as people may be less likely to travel or spend time outdoors in inclement weather.

2. Season: The time of year can also play a role in the number of check-ins, as some seasons may be busier than others due to holidays or peak travel times.

3. Holidays: Holidays can have a significant impact on the number of check-ins, as people may travel more during these times for vacation or to visit family.

4. Local events: Any local events taking place near the Caesars property, such as concerts or sporting events, could also impact the number of check-ins.

5. Occupancy rate: The occupancy rate of the Caesars property on previous days can also provide insight into the expected number of check-ins for a given day, as it can indicate trends or patterns in customer behavior.

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There are 6 pairwise comparisons that need to be made in order to gain a complete understanding of which treatment effects differ significantly from others.

In order to determine which treatment effects differ significantly from others, we need to make pairwise comparisons between all possible pairs of treatment groups. Let's consider an example with four treatment groups labeled A, B, C, and D.

To determine which treatment effects differ significantly from others, we need to compare the mean scores of each treatment group with the mean scores of every other treatment group. This means we need to make the following pairwise comparisons:

A vs B

A vs C

A vs D

B vs C

B vs D

C vs D

Therefore, there are 6 pairwise comparisons that need to be made in order to gain a complete understanding of which treatment effects differ significantly from others.

It's worth noting that when making multiple pairwise comparisons, there is an increased risk of making a Type I error (i.e., rejecting the null hypothesis when it is actually true) due to the multiple testing problem. To control for this, researchers may choose to adjust the significance level or use methods such as the Bonferroni correction to adjust the p-values of the individual tests.

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Answer:

x=7

Step-by-step explanation:

5x+55=90

5x+55−55=90−55

5x=35

x=7

Answer:

1808

Step-by-step explanation:

Answer:

1808

Step-by-step explanation:

Step 1: 8 to the power of 3 = 8x8x8= 512

Step 2: 6 to the power of 4= 6x6x6x6= 1296

Step 3: 512+1296= 1808

The probability that this whole shipment will be accepted if a particular shipment of thousands of ibuprofen tablets actually has a 4% rate of defects is 0.9660

This problem can be solved by permutations and combinations. This can also be solved using binomial probability experiment.

Let, then we could reasonably assume that follows a binomial distribution.

Given P = 0.01 and n = 29

P(x) = nCx.px.(1-p)^(n-x)

nCx = n! [x!-(n-x)!]

P = P(X<=1).

X<=1, if X = 0 and X = 1,

P(0) + P(1)

P(0) = 1.(0.01)^(0).(0.99)^(29) = 0.74717

P(1) = 29C1.(0.01)^(1).(1-0.01)^(29-1)

P(1) = 0.21887

P = P(0) + P(1)

P = 0.74717+0.21887 = 0.9660

So, therefore the probability that this whole shipment will be accepted if a particular shipment of thousands of ibuprofen tablets actually has a 4% rate of defects is 0.9660

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Answer:

\(5^{15}\) × 120 = 30,517,578,125 × 120

Step-by-step explanation:

The value  of x in the figure of similar triangles is

13.5

This is a term used in geometry to mean that the respective sides of the triangles are proportional and the corresponding angles of the triangles are congruent

Examining the figure shows that pair of proportional sides are

22 and 11, then 27 and x

The solution is worked out below

22 / 11 = 27 / x

22x =11 * 27

x = 11 * 27 / 22

x = 13.5

hence  side x = 13.5

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Answer:

20 cm is the side of the bigger square.

Step-by-step explanation:

Let one square's side be x,

Then another squares side will be ( x + 5 )

Total area:

So one square's side is 15 cm

Then the bigger square has:

Let the length of each side of the smaller square be \(x\). Then area of the square is \(x^2\).

The length of each side of the larger square will be \(x+5\).

Then the area of the square will be \((x+5)^2\)

As per the question the area of the larger square is four times the square of the smaller square.

Therefore \((x+5)^2 = 4x x^2\)

\(→ x^2 +10x +25 = 4x^2\)

\(→ 3x^2 -10x -25 = 0\)

\(→ 3x^2 +5x-15x - 25 = 0\)

\(→ (3x + 5)(x-5) = 0\)

We get \(x=5\), and \(x=-\frac{5}{3}\)

Considering the positive value we get \(x+5=5+5=10\)

Therefore the side of the squares are \(5\) cms and \(10\)cm.

A) 0.86, 6.8, 8.6

B) 5.07, 7.005, 7.05

hope this is helpful!

In Deborah's next meeting with the parents of Devon, it would be advisable for her to approach the situation with empathy, understanding, and a collaborative mindset.

Here are some pieces of advice to guide her:

Create an open and non-confrontational atmosphere, Deborah should aim to create a safe and welcoming environment where the parents feel comfortable expressing their concerns and opinions. Active listening and acknowledging their perspective can help in fostering open communication.

Focus on a balanced discussion, Deborah should emphasize the positive aspects of Devon's achievements while addressing the disruptive behavior during class. By highlighting Devon's strengths and accomplishments, Deborah can show that she recognizes and values his potential, but also wants to work together to address the disruptive behavior.

Seek parental input and involvement, Inviting the parents to share their insights, concerns, and suggestions regarding Devon's behavior can make them feel valued and involved in the process. This collaborative approach can foster a sense of partnership between the teacher and the parents in supporting Devon's overall development.

Offer specific observations and solutions, Deborah should provide specific examples of Devon's disruptive behavior and its impact on the learning environment. Additionally, she can suggest strategies or interventions that could help address the behavior and improve Devon's classroom experience. This shows that she is proactive and invested in finding solutions.

Consider additional support or resources, If necessary, Deborah can discuss the possibility of involving other professionals, such as school counselors or psychologists, to provide additional support and insights into Devon's behavior. This collaborative approach can lead to a more comprehensive understanding of the situation and better support for Devon's needs.

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First, write the equation of the line.

Let's find the y-intercept.

Now, let's find the slope.

Finding the slope:

Our equation: y = -3x + 5

Now, let's change the sign to "≤" because that will tell us the area of the gray region. If we were using the sign "≥", that would find the area of the blue region.

Linear inequality = y ≤ -3x + 5

Option B is correct.

Hey there!

m^3

= -8^3

= -8 * -8 * -8

= 64 * -8

= -512

Therefore, your answer is: -512

Good luck on your assignment and enjoy your day!

~Amphitrite1040:)

The equation of one slope and y-intercept is 14x - y + 2 = 0.

What is slope?

What does the y-intercept stand for in word problems?

Given:

y-intercept = 2

Gradient / Slope = 14

The straight line equation for intercept and slope is y = mx +c

Substitute the values in given formulae:

y = mx+ c

y = 14x + 2

14x - y + 2 = 0

Hence, the equation of one slope and y-intercept is 14x - y + 2 = 0.

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Answer:

27

Step-by-step explanation:

Answer:   4

Step-by-step explanation:

Answer:

yep

Step-by-step explanation:

Answer: Yeah-     I

..................................I

Answer: she spent 126 hours on her math and science homework together

Step-by-step explanation: because i rounded.

Did you misspell it? or did she legit spend 125 HOURS not minutes because if its minutes the answer would be 2hrs 50 min if not it would be 5 days 5hrs and 45 min

If Morgan read 1 book in 2 months. then Morgan can read 1/2 book in one month.

A ratio is an ordered pair of numbers a and b, written a / b where b does not equal 0.

Given that,

Morgan read 1 book in 2 months.

We need to find how many books can morgan read with a constant rate in one month.

To find this let us formulate an equation.

Let us consider x as books read by morgan in one month.

1/2=x/1

Apply Cross multiplication

1=2x

Divide both sides by 2.

1/2=x

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Answer:

4/9 has the greatest value.

Explanation:

To know which of the given rational numbers has the greatest value, first rewrite them as:

4.9% = 0.049

0.42

-.83 = -0.83

4/9 = 0.444

With these, see that

0.444 > 0.43 > 0.049 > -0.83

Therefore, 4/9 has the greatest value.

The curve of the given vector equation is shown below: It can be seen that the arrow points towards the positive x-axis, which is in the direction of increasing t.

To sketch curve of the given vector equation, r(t) = < t , 2 - t , 2t >, and indicate with an arrow the direction in which t increases, we need to follow some steps.

Step 1: Create a table for the vector. We need to create a table and fill in the values for t, x, y, and z. Let's do it below:

\(tt (time)xx (position)x(t)x(t)(2−t)(2−t)2t2t\)

Step 2: Plotting the points. We can plot the points by simply taking the x, y and z values from the table created above. The curve will pass through these points. The curve will be three-dimensional.

Step 3: Indicate the direction of t. To indicate the direction of t, we use an arrow on the curve. The arrow is drawn such that it starts from the initial point and points in the direction in which the parameter (in this case, t) increases. In this problem, since t increases in a positive direction, we take the arrow pointing towards the positive x-axis.

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Answer:

1. false

2. true

3. false

4. true

Step-by-step explanation:

4. 1/9 rational + 2 irrational= 8 irrational