If m 8 =22, m 7=31, and m EAD=102 find m 9

We need a sample size of at least 665 drivers to estimate the proportion of all drivers exceeding the legal speed limit on the certain stretch of road between Los Angeles and Bakersfield with a margin of error of 0.04 and a 99% confidence level.

To estimate the proportion of all drivers exceeding the legal speed limit on a certain stretch of road between Los Angeles and Bakersfield with a margin of error of 0.04 and a 99% confidence level, we need to use the following formula:

\(n = (Z^2 * p * (1 - p)) / E^2\)

where n is the sample size, Z is the Z-score for the desired confidence level (2.576 for 99% confidence level), p is the estimated proportion of drivers exceeding the speed limit (we don't have an estimate, so we'll use 0.5 for maximum variability), and E is the margin of error we want (0.04).

Plugging in the values, we get:

\(n = (2.576^2 * 0.5 * (1 - 0.5)) / 0.04^2\)

n = 664.92

Therefore, we need a sample size of at least 665 drivers to estimate the proportion of all drivers exceeding the legal speed limit on the certain stretch of road between Los Angeles and Bakersfield with a margin of error of 0.04 and a 99% confidence level.

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the rectangular coordinates corresponding to the polar coordinates (5, π/6) are approximately (4.33, 2.5).

To convert polar coordinates to rectangular coordinates, you can use the following formulas:

Given polar coordinates (r, θ), where r represents the distance from the origin (or pole) to the point, and θ represents the angle between the positive x-axis and the line connecting the origin to the point:

Rectangular coordinate x = r * cos(θ)

Rectangular coordinate y = r * sin(θ)

Here's a step-by-step process for converting polar coordinates to rectangular coordinates:

1. Identify the given polar coordinates (r, θ).

2. Use the formula x = r * cos(θ) to calculate the rectangular coordinate x.

3. Use the formula y = r * sin(θ) to calculate the rectangular coordinate y.

4. The rectangular coordinates (x, y) represent the equivalent representation of the given polar coordinates.

For example, let's say we have polar coordinates (r, θ) = (5, π/6). To convert these to rectangular coordinates:

x = 5 * cos(π/6) = 5 * (√3/2) = 5√3/2 ≈ 4.33

y = 5 * sin(π/6) = 5 * (1/2) = 5/2 = 2.5

So, the rectangular coordinates corresponding to the polar coordinates (5, π/6) are approximately (4.33, 2.5).

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The break-even point is 54,000 units given the cost function and revenue function.

The break-even point is the moment at which a product's sales revenue equals its production costs. There is currently neither a gain nor a loss.

This problem's cost function is C(x) = 0.75x + 63,180, where x is the total number of created units. R(x) = 1.92x, where x is the quantity of units sold, is the revenue function.

We must set the revenue equal to the expense in order to determine the break-even point:

R(x) = C(x) (x)

1.92x = 0.75x + 63,180

1.17x = 63,180

x = 54,000

Thus, 54,000 units are needed to break even.

This means that the money earned will be equivalent to the cost of creating the product if the company produces and sells 54,000 units of it. The corporation will make money on any units sold over this threshold while losing money on any units sold below it.

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Answer:

95

Step-by-step explanation:

I hope this help

(-19)×(-5)

Answer:

B) one function has a higher rate of change

Step-by-step explanation:

I used process of elimination

A) one function is linear are the other is non linear:

False, because they are both lines.

C) one function has a higher starting value

False, because they both start at 0

D) they are both the same function

False, because one has a steeper slope than the other one

The given paragraph states that a stationery shop has been running for 10 years near campus in Jakarta.

Students like the asker often visit this store to purchase stationery, markers, rulers, and photocopiers.

The word "been" is a past participle of the verb "be." It is used to show the completion of an action in the past.

In this case, it implies that the stationery shop has been operating for the past 10 years near the campus.

The sentence can be rewritten as follows to make use of the word "been":

"The stationery shop has been providing stationery, markers, rulers, and photocopiers to students near the campus for 10 years."

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Answer:

250 is the answer

Step-by-step explanation:

200 to start and 50 for monthly and its one month so 250

Answer:

the time spent

Step-by-step explanation:

The required Ratio of purple cars to red cars in the car park is 0.63 : 1.

The ratio of purple cars to red cars in a car park is given as 89:53. We need to rewrite this ratio in an equivalent ratio of the form n:1.In order to do this,

we first need to find a common factor for both numbers.89 and 53 don't share any factors other than 1, so the easiest approach is to add them together: 89 + 53 = 142.

Then, we can use this common factor to write the equivalent ratio as follows:89:53 = (89/142):(53/142)To write this ratio in the form n:1, we need to multiply both parts by the same number.

We'll use 1/(53/142) as our multiplier, since this will make the second part of the ratio equal to 1:89/53 ÷ 142/53 = 89/142:1

So the equivalent ratio of the given ratio of purple cars to red cars, in the form n:1, is 89/142:1.

Rounded to two decimal places, this is approximately 0.63:1.

Therefore, the required ratio of purple cars to red cars in the car park is 0.63 : 1.

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The triengle ABC and XZY are proved to be congruent by SAS.

Congruence of triangles: Two triangles are supposed to be harmonious assuming each of the three comparing sides are equivalent and every one of the three relating angle are equivalent in measure. These triangles can be slides, pivoted, flipped and went to be seemed to be indistinguishable.

By the rule of SAS which means, Two sides are equal thhen the angle between the two sides is also equal (SAS: side, angle, side)

Here in he given triangle,

BC=YZ

AC=XZ

∠ACB=∠XZY

By SAS ΔABC≅ΔXYZ

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Monte Carlo and Historical simulation are widely used tools for risk measurement, generating random inputs based on probability distribution functions. Proper probability distributions are crucial for risk analysis, while statistics aids in risk management by obtaining probabilities and assessing results.

a) Monte Carlo and Historical simulation are the most extensively used tools for measuring risk. The significant difference between these two tools lies in their inputs. Monte Carlo simulation is based on generating random inputs based on a set of probability distribution functions. While Historical simulation, on the other hand, simulates based on the prior actual data inputs.\

b) In risk analysis, the right choice of probability distribution that explains the risk factor's values is of paramount importance as it can give rise to critical decision making and management of financial risks. Probability distributions such as the Normal distribution are used when modeling the return of an asset, or its log-returns. Normal distribution in financial modeling is essential because it best describes the distribution of price movements of liquid and high-frequency assets. Nonetheless, selecting the wrong distribution can lead to wrong decisions, which can be quite catastrophic for the organization.

c) Statistics are used in Risk Management to assist in decision-making by helping to obtain the probabilities of potential risks and assessing the results. Statistics can provide valuable insights and an objective evaluation of risks and help us quantify risks by considering the variability and uncertainty in all situations. With statistics, risks can be easily identified and properly evaluated, and it assists in making better decisions.

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The exponential function that best represents the relationship between f(t) and t is f(t) = 180(0.5)^t.In an exponential function, the general form is given by f(t) = a(b)^t,

where a is the initial amount and b is the growth/decay factor. In this case, the initial amount is 180 (the amount at t=0), and the growth/decay factor is 0.5. By examining the given data, we can see that the amount of radioactive material is halving every hour. This indicates exponential decay, where the material is decreasing over time. The growth/decay factor is less than 1, reflecting the decay behavior. When we plug in the values from the table into the function f(t) = 180(0.5)^t, we can verify that it matches the given data points. For t=0, f(t) = 180(0.5)^0 = 180, which matches the initial amount. For t=1, f(t) = 180(0.5)^1 = 90, which matches the amount after 1 hour. Similarly, for t=2, f(t) = 180(0.5)^2 = 45, which matches the amount after 2 hours. Therefore, f(t) = 180(0.5)^t is the exponential function that best represents the relationship between f(t) and t based on the given data. It accurately models the exponential decay behavior of the radioactive material as it decreases over time.

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Answer:

101

Step-by-step explanation:

Since the total number of cheeseburgers was twice the number of hamburgers, let the number of sold hamburgers be h

Twice of h = 2(h)

Hence,

2(h) + h = 303

2h + h = 303

3h = 303

Divide both sides by the coefficient of h

h = 101

Therefore, the total number of hamburgers sold was 101

Answer:

-9/2

Step-by-step explanation:

Find the slope of the line first then it's negative reciprocal will be what you're looking for.

m=8-6/6--3=2/9

Perpendicular slope=-1/2/9=-9/2

The solution to the given inequality as represented in the task content are; z < - 1.00485413 OR z > 1.00485413.

It follows from the task content that the solution of the given inequality; ( 29 / 289z ) < ( 16 / 161 ) z is to be determined.

Since the given inequality is;

( 29 / 289z ) < ( 16 / 161 ) z

By cross multiplication; we have;

161 × 29 < ( 16z × 289z )

( 161 × 29 ) / ( 16 × 289 ) < z²

1.00973183 < z²

Therefore;

1.00485413 < z. OR. -1.00485413 > z.

Ultimately, z < - 1.00485413 OR z > 1.00485413.

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Answer:

Step-by-step explanation:

6,000-7,500 liters (1,500-2,000 gallons) of blood daily. The average adult body contains about five quarts of blood, which continually circulates throughout the body. Hope this helps!

Answer:

h=48

Step-by-step explanation:

You should create an even proportion. So you could do seconds over heartbeats or the other way around. I decided to do the other way around. Since yu want to see h in m minutes and in a minute there are 60 seconds, I did 8/10 = h/60. Instead of cross multiplying, I saw that 10 times 6 is 60 so 8 x 6=h. 8 x 6 = 48 so h=48.

Answer:

26

Step-by-step explanation:

w = 5 so 7w is 7 x 5 = 35 and x = 9 so it’s 35 - 9 which is 26

The histogram, time series, box plot, stem and leaf, and frequency polygon.

Dot plots, stem and leaf graphs, histograms, box plots, ogive graphs, and scatter plots are all used to graph numerical data. The dot plot: Stem and leaf: The stem represents the first digit of the number in these graphs, while the leaf/leaves indicate the second digit (s). A histogram or a polygon graph should be used for scores that fall on an interval or ratio scale. A bar is centered above each score (or interval) in a histogram, with the height corresponding to the frequency of that score or interval and the width according to the true boundaries of that score or period.

Scatterplot. Scatter plots are effective for displaying accurate, dense data visualizations, relationships, and groupings between variables.

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To create a nested formula using the AVERAGE and ROUND functions to find the average number of a range and round the answer to 0 digits, you can follow these steps:

1. Start by typing the following formula in the desired cell:

  =ROUND(AVERAGE(range),0)

2. Replace "range" with the actual range of numbers for which you want to calculate the average. For example, if you want to find the average of numbers in cells A1 to A10, the formula would be:

  =ROUND(AVERAGE(A1:A10),0)

3. The AVERAGE function calculates the average of the numbers in the specified range.

4. The ROUND function is nested within the AVERAGE function and rounds the result to the specified number of digits. In this case, we use 0 as the second argument of the ROUND function to round to 0 digits, effectively rounding to the nearest whole number.

5. Press Enter to calculate the result. The nested formula will return the average of the range, rounded to 0 digits.

Note: You can adjust the range and the number of digits to round according to your specific needs.

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The answer is B: As the sample size increases, the sample mean approaches the population mean, which is a key principle of the law of large numbers.

The law of large numbers states that as the sample size increases, the sample mean of a random variable will converge to the population mean. This means that as we collect more data and increase the sample size, the average of the sample will become more accurate and closer to the true population mean. In this context, as the sample size increases from 10 to 100 to 999, the sample means calculated from each sample become more precise estimates of the population mean of 10.

The larger the sample size, the less variability there is in the sample mean, leading to a better approximation of the population mean. Therefore, option B is the correct choice as it reflects the concept of the law of large numbers.

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The maple syrup level is increasing at a rate of approximately 0.0143 feet per minute when the syrup is 5 feet deep.

To find the rate at which the maple syrup level is increasing when the syrup is 5 feet deep, we can use the concept of related rates and the formula for the volume of a cone.

The volume of a cone is given by the formula V = (1/3) * π * r^2 * h, where r is the radius of the cone's base and h is the height.

In this case, the radius of the cone is 20 feet, and the height is changing with time. Let's denote the changing height as dh/dt (the rate at which the height is changing over time).

We are given that the syrup is being pumped into the vat at a rate of 6 cubic feet per minute, which means the volume is changing at a rate of dV/dt = 6 cubic feet per minute.

We want to find dh/dt when the syrup is 5 feet deep. At this point, the height of the cone is h = 5 feet.

Using the formula for the volume of a cone, we have V = (1/3) * π * r^2 * h. Taking the derivative of both sides with respect to time, we get:

dV/dt = (1/3) * π * r^2 * (dh/dt).

Substituting the given values and solving for dh/dt, we have:

6 = (1/3) * π * (20^2) * (dh/dt).

Simplifying the equation, we find:

dh/dt = 6 / [(1/3) * π * (20^2)].

Evaluating this expression, we can find the rate at which the maple syrup level is increasing when the syrup is 5 feet deep.

dh/dt = 6 / [(1/3) * 3.14 * 400] ≈ 6 / (0.3333 * 1256) ≈ 6 / 418.9 ≈ 0.0143 feet per minute.

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Answer:

The correct answer is: A. $250

Step-by-step explanation:

I took the test online at k12 and when I reviewed it, it said this was the correct answer. Pls mark me brainliest!:)

Hope this helped!!

Have a wonderful day!!:)

Answer:

65

Step-by-step explanation:

ghjthergsfadfghjyujt

Answer:

3x+5y = -13

Step-by-step explanation:

Since there are two variables, you must solve for one of them first. One way we can do that is through elimination.

X seems the easiest to eliminate.

We can subtract the two equations.

 x - 4y = -10
- 2x+9y = -3

If we subtract it like this, it wouldn't eliminate any variables. So, let's multiply the first equation by 2 so both equations have 2x.

 2x - 8y = -20
- 2x+9y = -3
Now, subtract the equations.

-17y = -17

We can solve for y now.

y = 1

Since we have y's value, we can solve for x. Plug y back into one of the equations.

x - 4(1) = -10

x - 4 = -10

x = -6

Now that we have both the x and y values, simply plug it into 3x+5y.

3(-6) + 5(1)

-18 + 5
-13

So the answer is -13

The area of the triangle is 26 feet's squared.

area of a triangle = 1 / 2 bh

where

Therefore,

height = 4 ft

base = 13 ft

Therefore,

area of a triangle = 1 / 2 × 13 × 4

area of a triangle = 52 / 2

area of a triangle = 26 ft²

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Answer:

£23

Step-by-step explanation:

£12 + £20 = £23

or

£20 - £12 = £8 difference.

The upper control limit (UCL) is approximately 2.0018 litres, and the lower control limit (LCL) is approximately 1.9982 litres, which would include roughly 95.5 percent of the sample means.

Now let's check if the process is in control using the given sample means:

To determine the upper and lower control limits for the sample means, we can use the formula:

Upper Control Limit (UCL) = Mean + (Z * Standard Deviation / sqrt(n))

Lower Control Limit (LCL) = Mean - (Z * Standard Deviation / sqrt(n))

In this case, we want to include roughly 95.5 percent of the sample means, which corresponds to a two-sided confidence level of 0.955. To find the appropriate Z-value for this confidence level, we can refer to the standard normal distribution table or use a calculator.

For a two-sided confidence level of 0.955, the Z-value is approximately 1.96.

Given:

Mean = 2.0 litres

Standard Deviation = 0.01 litres

Sample size (n) = 5

Using the formula, we can calculate the upper and lower control limits:

UCL = 2.0 + (1.96 * 0.01 / sqrt(5))

LCL = 2.0 - (1.96 * 0.01 / sqrt(5))

Calculating the values:

UCL ≈ 2.0018 litres

LCL ≈ 1.9982 litres

Therefore, the upper control limit (UCL) is approximately 2.0018 litres, and the lower control limit (LCL) is approximately 1.9982 litres, which would include roughly 95.5 percent of the sample means.

Now let's check if the process is in control using the given sample means:

Mean of the sample means = (2.005 + 2.001 + 1.998 + 2.002 + 1.995 + 1.999) / 6 ≈ 1.9997

Since the mean of the sample means falls within the control limits (between UCL and LCL), we can conclude that the process is in control.

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At a significance level of 0.01, we can confidently state that the student's claim is true.

The hypothesis in this question can be stated as follows:

Null Hypothesis: H0: μ1 = μ2 (There is no difference between the mean of four-year college enrollment and two-year college enrollment.)

Alternative Hypothesis: H1: μ1 > μ2 (Mean enrollment of four-year colleges is greater than the mean enrollment of two-year colleges in the United States.)

The significance level (α) is given as 0.01, which represents the probability of rejecting the null hypothesis when it is actually true.

To calculate the test statistic, we can use the formula:

z = ((X1 - X2) - (μ1 - μ2)) / √((σ1² / n1) + (σ2²  / n2))

Substituting the given values:

z = ((6193 - 4305) - (0)) / √((598²  / 35) + (572²  / 35))

z = 10.33

Since this is a right-tailed test, we need to compare the test statistic with the critical value. At a significance level of 0.01, the critical value is 2.33.

The calculated test statistic (10.33) is greater than the critical value (2.33). Therefore, we reject the null hypothesis and conclude that there is enough evidence to support the claim that the mean enrollment at four-year colleges is higher than at two-year colleges in the United States.

In conclusion, at a significance level of 0.01, we can confidently state that the student's claim is true. The mean enrollment at four-year colleges is higher than at two-year colleges in the United States.

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