pls help it for math

As a result, 16% of the time, the sample's mean weight will be higher than 613 grammes. We calculate the answer as 613 grammes by rounding to the closest gramme.

A mathematical equation is a formula that connects two claims and uses the equals symbol (=) to denote equivalence. An equation in algebra is a mathematical statement that establishes the equivalence of two mathematical expressions. For instance, in the equation 3x + 5 = 14, the equal sign places a space between the variables 3x + 5 and 14. The relationship between the two sentences that are written on each side of a letter may be understood using a mathematical formula. The symbol and the single variable are frequently the same. as in, 2x - 4 equals 2, for instance.

According to the Central Limit Theorem, a sample of 26 fruits will have a distribution of sample means that is likewise normal, with a mean of 598 grammes and a standard deviation of 34/sqrt(26) grammes.

The z-score for the 82nd percentile may be calculated using a conventional normal distribution table or calculator and is around 0.91.

We therefore have:

0.91 = (x - 598) / (34 / sqrt(26))

After finding x, we obtain:

x = 598 + 0.91 * (34 / sqrt(26)) ≈ 613

As a result, 16% of the time, the sample's mean weight will be higher than 613 grammes. We calculate the answer as 613 grammes by rounding to the closest gramme.

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The value of x is 48 cm if the box had dimensions 25 cm, and 36 cm as the other two sides of a triangle with a diagonal length of 65 cm.

The given data is as follows:

length = 65 cm

dimensions  = 25 cm * 36 cm * x cm

We can utilize the Pythagorean theorem to solve for the value of x.

The Pythagorean theorem says that in a right-angle triangle, the square of the hypotenuse is equal to the sum of the square of lengths of the other two sides of the triangle.

So, we have the equation:

65^2 = 25^2 + 36^2 + x^2

Now, finding the value of x

x^2 = 65^2 - 25^2 - 36^2

x^2 = 4225 - 625 - 1296

x^2 = 2304

x = sqrt(2304)

x = 48 cm

Therefore we can conclude that the value of x is 48 cm

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The value of x i.e. the width of the box is 48 cm

From the question, we have the following dimensons

Height = 25 cm

Width = x

Length = 36 cm

Diagonal = 65

To calculate the value of x, we make use of the following pythagorean triples equation:

Diagonal² = Sum of the squares of the dimensions

This gives

65² = 25² + 36² + x²

Evaluate the like terms

x² = 2304

Take the square root of both sides

x = 48

Hence, the value of x is 48

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Answer:

2 cos (x + pi/2)

Step-by-step explanation:

Of the choices given, this looks like a cos curve that is shifted to the Left by pi / 2  and   multiplied to give an amplitude of 2

Answer:

54 are green

Step-by-step explanation:

2/5 are green

We have 135 jelly beans

2/5 * 135

54

54 are green

Answer:

Step-by-step explanation:

Given that,

The bag contains 135 jelly bean

2 out of 5 are green

so,

.°. There are 54 green jelly beans are in the bags.

Answer:

$150

Step-by-step explanation:

5 + 10 + 30 + 100 + 5 = 150

Step-by-step explanation:

|14- c| = 15

=> 14 - c = 15 or 14 - c = -15

=> c = -1 or c = 29.

Answer:

m=-1/2

Step-by-step explanation:

(x1,y1)=(9,4)

(x2,y2)=(3,7)

m= y2−y1  / x2−x1

= 7−4  / 3−9

= 3  / −6

m= -1/2

Brainliest

Answer:

(6,5.5)

Step-by-step explanation:

(9+3)/2,4+7/2

(12/2),(11/2)

(6,5.5)

a) For chi-squared distribution with v=3 degrees of freedom, the statistic that can be constructed using Xi's is:

X2 = Σ i=1 3 (Xi − i)2 / 3.

X2 has chi-squared distribution with 3 degrees of freedom.

b) For t-distribution with v=2 degrees of freedom, the statistic that can be constructed using Xi's is:

T = (X1 − 1) / [(X2/2)0.5].

T has t-distribution with 2 degrees of freedom.

c) For F-distribution with v1=1 and v=2 degrees of freedom, the statistic that can be constructed using Xi's is:

F = [(X1 − 1)/1] / [(Σi=2 to 3 Xi2) / 2].

F has F-distribution with 1 and 2 degrees of freedom.

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The point where marginal cost equals $15 is at the production of the 7th pizza. Therefore, the firm should produce 7 pizzas.

The firm's shut-down price is the price at which the firm is indifferent between producing and shutting down.

Using the table provided, we can calculate the missing values:

Variable Cost:

For 0 pizzas, the variable cost is $0.

For 1 pizza, the variable cost is $10.

For 2 pizzas, the variable cost is $12.

For 3 pizzas, the variable cost is $2.

For 4 pizzas, the variable cost is $1.

For 5 pizzas, the variable cost is $2.

For 6 pizzas, the variable cost is $3.

For 7 pizzas, the variable cost is $13.

For 8 pizzas, the variable cost is $16.

For 9 pizzas, the variable cost is $3.

For 10 pizzas, the variable cost is $6.

For 11 pizzas, the variable cost is $4.

Total Cost: To calculate the total cost, we simply add the variable cost and the fixed cost for each level of output. The fixed cost is not given in the table, so we cannot calculate the total cost.

Average Variable Cost:

To calculate the average variable cost, we divide the variable cost by the level of output. For example, the average variable cost for 1 pizza is $10/1 = $10.

Average Fixed Cost:To calculate the average fixed cost, we divide the fixed cost by the level of output.

Average Total Cost: To calculate the average total cost, we add the average variable cost and the average fixed cost. The firm should produce pizzas up to the point where marginal cost equals marginal revenue.

This is the point where the firm maximizes its profit. From the table, we can see that the marginal cost is increasing as output increases, while the marginal revenue remains constant at $15.

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Seventeen-year-old Simon went through a period of conflict over issues relating to his identity, but now he feels comfortable with the choices and commitment he has made. Thomas has achieved what Erik Erikson would call: integrated identity

Thomas has achieved what Erik Erikson would call "identity achievement." Erikson's theory of psychosocial development proposes that during adolescence, individuals go through a stage called identity versus role confusion.

This stage is marked by a period of conflict and exploration in which adolescents seek to establish a sense of identity and make meaningful life choices.

Identity achievement refers to the successful resolution of this conflict, where individuals have gone through a process of exploration, self-reflection, and decision-making, ultimately arriving at a clear and coherent sense of self. They have made commitments to particular values, beliefs, relationships, and life goals, and feel a sense of comfort and confidence in their choices.

In the case of seventeen-year-old Simon, who has experienced conflict but now feels comfortable with his choices and commitments, he has likely reached the stage of identity achievement according to Erikson's theory. He has successfully navigated the complexities of adolescence and emerged with a clear and solid sense of his own identity.

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Complete Question:

Seventeen-year-old Simon has gone through a period of conflict over issues relating to his identity, but now he feels comfortable with the choices and commitment he has made. Thomas has achieved what Erikson would call a(n): ___________.

Answer:

the car would use 49 gallons because you get a decimal of 49.49 so you would put got decimal to the nearest 1's place and that would be 49

The quotient is 1111. The process continues until the result is less than the divisor.

To perform the division using the restoring-division algorithm with the given divisor and dividend, follow these steps:

Step 1: Initialize the dividend and divisor

Divisor: 00011

Dividend: 1011

Step 2: Append zeros to the dividend

Divisor: 00011

Dividend: 101100

Step 3: Determine the initial guess for the quotient

Since the first two bits of the dividend (10) are greater than the divisor (00), we can guess that the quotient bit is 1.

Step 4: Subtract the divisor from the dividend

101100 - 00011 = 101001

Step 5: Determine the next quotient bit

Since the first two bits of the result (1010) are still greater than the divisor (00011), we guess that the next quotient bit is 1.

Step 6: Subtract the divisor from the result

101001 - 00011 = 100110

Step 7: Repeat steps 5 and 6 until the result is less than the divisor

Since the first two bits of the new result (1001) are still greater than the divisor (00011), we guess that the next quotient bit is 1.

100110 - 00011 = 100011

Since the first two bits of the new result (1000) are still greater than the divisor (00011), we guess that the next quotient bit is 1.

100011 - 00011 = 100001

Since the first two bits of the new result (1000) are still greater than the divisor (00011), we guess that the next quotient bit is 1.

100001 - 00011 = 011111

Since the first two bits of the new result (0111) are less than the divisor (00011), we guess that the next quotient bit is 0.

011111 - 00000 = 011111

Step 8: Remove the extra zeros from the result

Result: 1111

Therefore, the quotient is 1111.

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Answer:

The discount was \(47\frac{6}{7}\)%

Step-by-step explanation:

In order to find out the discount will have to do the following.

First find out what part of the origin price was taken of, so we create a fraction with the denominator being the original price and the numerator being the difference between the original price and the discount price. So we do.....

\(\frac{28.00-14.60}{28.00} = \frac{2800 - 1460}{2800} = \frac{1340}{2800} = \frac{67}{140}\)

Now we have to find a fraction with the same value but with the denominator being a 100, so we do.....

\(\frac{67 / 1.4}{140/1.4}= \frac{47\frac{6}{7} }{100}\)

From this we know that the the discount in percentages will be equal to \(47\frac{6}{7}\)%

Answer:

52.1428571429

Step-by-step explanation:

14.60 × 100 = 1460

1460 ÷ 28 = 52.1428571429

We can iterate through the array and compute the cumulative sum to see if there is a place in a non-empty array where the sum of the integers on one side equals the sum on the other.

To record the sum on each side, we cumulative two variables, leftSum and rightSum. RightSum is initially set to the total of the array's elements. After that, we compare the values of leftSum and rightSum and deduct each element in the array from . We return true if they are equal. After the loop, if such a location cannot be located, we return false. The temporal complexity of this approach is O(n), where n is the length of the array.

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The rate of change in the volume of the cylinder is -2399.6 cubic inches per second.

Let's use the given formula for the volume of a cylinder, which is V = πr^2h. To find the rate of change in volume, we need to differentiate this formula with respect to time t. Applying the chain rule, we get dV/dt = 2πrh(dr/dt) + πr^2(dh/dt).

Given information:

dh/dt = 3 inches per second (rate of change of height)

dr/dt = -3 inches per second (rate of change of radius)

h = 31 inches (current height)

r = 17 inches (current radius)

Substituting the given values into the derivative formula, we have:

dV/dt = 2π(17)(31)(-3) + π(17)^2(3)

Simplifying the expression, we get:

dV/dt = -3198π - 867π

dV/dt = -4065π

To find the rate of change in volume in cubic inches per second, we need to calculate the numerical value of dV/dt by substituting π ≈ 3.14159:

dV/dt ≈ -4065(3.14159)

dV/dt ≈ -12779.93335

Rounding to one decimal place, we get:

dV/dt ≈ -12779.9 cubic inches per second.

Therefore, the rate of change in the volume of the cylinder is approximately -12779.9 cubic inches per second.

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When analyzing categorical data, it is often useful to examine the relationship between two variables. Crosstabs, or contingency tables, are commonly used to display the counts of observations in each combination of the two variables. However, these raw counts can be difficult to interpret, especially if the totals for each variable are different.
By transforming the counts into percentages of row or column totals, we can better understand the patterns and relationships in the data. Percentages allow us to compare the proportions of one variable within each category of the other variable, regardless of the total number of observations. This can help us identify any trends or patterns in the data that may not be immediately apparent from the raw counts.

For example, suppose we have a crosstab of gender and favorite color. The raw counts may show that more females than males prefer blue, but it's difficult to know if this difference is meaningful without knowing the total number of males and females in the sample. By transforming the counts to percentages of row totals, we can see that 40% of females prefer blue, while only 30% of males do. This suggests that there may be a relationship between gender and favorite color.

Overall, transforming raw counts into percentages of row or column totals can help us better understand the relationship between two categorical variables, especially when the totals are different.

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Answer:

Step-by-step explanation:

(a + b + c)³ = a³ + b³ + c³ + 3a²b + 3a²c + 3ab² + 3cb² +3 ac² + 3bc² + 6abc

a = 5a  ;  b =y   ; c = z

(5x + y + z)(5z + y + z )(5z + y +z) = (5x + y +z)³

= (5x)³ + y³ +z³ + 3(5x)²y + 3(5x)²z + 3(5x)*y² + 3*z*y² + 3*5x*z² + 3*y*z² + 6*5x*y*z

= 125x³ + y³ +z³ + 3*25x²y + 3*25x²*z + 15xy² + 3zy² + 15xz² + 3yz² + 35xyz

= 125x³ + y³ + z³ + 75x²y + 75x²z + 15xy² + 3zy² + 15xz² + 3yz² + 35xyz

Answer:

Below

Step-by-step explanation:

You didn't include the picture......

each cube has a volume of  1/4 * 1/4 * 1/4 = 1/64 cm^3

     count the total number of cubes and multiply by  1/64

                                         to get volume in cm^3

The perimeter of the square ABCD is 4√37

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

The square ABCD

The side length is calculated as

Length = √(Δx² + Δy²)

So, we have

Length = √([3 - 2]² + [4 + 2]²)

Evaluate

Length = √37

Next, we have

Perimeter = 4 * √37

Evaluate

Perimeter = 4√37

Hence, the perimeter of square ABCD is 4√37

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The  true statement about the quasi-experiment is , the researcher assigns participants to conditions based on the participant's preexisting level of the independent variable.

In a quasi-experiment, the researcher assigns participants to conditions based on the participant's preexisting level of the independent variable. However, unlike a true experiment, a quasi-experiment cannot control for all possible confounding variables and may not allow for the balancing of participant variables between groups. Therefore, while a quasi-experiment can provide some evidence of causality, it may not be as accurate as a true experiment in this regard.

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In a quasi-experiment, the researcher assigns participants to conditions based on the participant’s preexisting level of the independent variable.

A quasi-experiment is a research design that lacks the control of random assignment to groups. Instead, the researcher assigns participants to conditions based on pre-existing levels of the independent variable. This means that the groups may not be equivalent at the outset, and there is a greater risk of confounding variables affecting the results.

Therefore, we cannot balance participant variables between groups in a quasi-experiment, nor can we randomly assign participants to groups. While quasi-experiments can provide valuable information, they do not allow us to infer causality more accurately than other research designs.

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Answer:

y=-6

Step-by-step explanation:

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

slope (m)= rise/run

(-6--6)/(7-3)=

0/4=

0

So plug it in.

y=(0)x+b

y=b

But what is y?

Pick either coordinate and plug the y-value into the equation y=b.

Now you have -6=b

So the final equation is y=-6.

It doesn't matter what the x value is, it's going to be multiplied by 0, the y coordinate on this line will always be -6.

Alternatively, you can plot it out, both (7,-6) and (3,-6) have the same y coordinate, therefore you can immediately see that the slope=0 because it's just a horizontal line.

Answer: 30 minutes so 1/2 hour

Step-by-step explanation:

Because 3 miles = 1 hour

1.5 times 2 = 3

divide 2 on both sides

Answer:

2 hours

Step-by-step explanation:

divide3 by 1.5 and that is how long it will take you

Answer: OPTION 3. -7

Step-by-step explanation:

Given

-52=-4x-5(-2x+2)

Distributive property (REMEMBER you need to change signs)

-52=-4x-5×(-2x)-5×2

-52=-4x+10x-10

Combine like terms (-4x and 10x)

-52=6x-10

Add 10 on both sides

-52+10=6x-10+10

-42=6x

Divide 6 on both sides

-42/6=6/6x

x=-7

Hope this helps!! :)

Please let me know if you have any question

x = -7

\(-52=-4x-5(-2x+2)\\-52=-4x+10x-10\\-52=6x-10\\-42=6x\\-7=x\)

to make sure, plug x in the equation:

\(-52=-4(-7)-5(-2(-7)+2)\\-52=28-5(14+2)\\-52=28-70-10\\-52=28-80\\-52=-52\)

To solve this problem, we need to use the formula for permutations, which is nPr = n! / (n - r)!, where n is the total number of objects and r is the number of objects we are choosing. In this case, we are choosing 5 digits from a set of 6 digits (since we can't repeat any digit), so we have:

6P5 = 6! / (6 - 5)! = 6 x 5 x 4 x 3 x 2 = 720

Therefore, there are 720 5-digit numbers that can be formed using only the digits 3, 8, 1, 2, 5, and 7, where no digit is used more than once.
To form a 5-digit number using the digits 3, 8, 1, 2, 5, and 7 without repetition, follow these steps:

1. Choose a digit for the first position: You have 6 options (3, 8, 1, 2, 5, or 7).
2. Choose a digit for the second position: You now have 5 remaining options (since you cannot repeat the digit chosen in step 1).
3. Choose a digit for the third position: You have 4 remaining options (excluding the digits chosen in steps 1 and 2).
4. Choose a digit for the fourth position: You have 3 remaining options (excluding the digits chosen in steps 1, 2, and 3).
5. Choose a digit for the fifth position: You have 2 remaining options (excluding the digits chosen in steps 1, 2, 3, and 4).

Now, multiply the number of options for each position: 6 × 5 × 4 × 3 × 2 = 720

So, there are 720 different 5-digit numbers that can be formed using the digits 3, 8, 1, 2, 5, and 7 without repetition.

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Coach Yellsalot can create 792 different starting lineups of 5 players without including both Bob and Yogi, considering the combinations and permutations of the remaining players.

To calculate the number of possible lineups, we can use combinations and permutations.

First, let's consider the combinations of 5 players out of the remaining 10 players (excluding Bob and Yogi). This can be calculated using the formula for combinations, denoted as C(n, r), where n is the total number of players and r is the number of players in the lineup. In this case, we have C(10, 5) = 252 possible combinations.

Now, since the order of players does not matter in a lineup, we need to consider the permutations of the lineup combinations. The number of permutations can be calculated using the formula for permutations, denoted as P(n, r), where n is the total number of players and r is the number of players in the lineup. In this case, we have P(10, 5) = 30240 possible permutations.

However, we need to exclude the cases where both Bob and Yogi are in the lineup. This means we need to subtract the number of lineups that include both players from the total permutations. There are P(8, 3) = 336 possible permutations of the remaining 8 players (excluding Bob and Yogi) in a lineup of 3 players.

Therefore, the total number of starting lineups without both Bob and Yogi is P(10, 5) - P(8, 3) = 30240 - 336 = 29904.

Thus, Coach Yellsalot can make 792 different starting lineups of 5 players without including both Bob and Yogi.

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When an aabbccddeeff individual is crossed with an individual with the genotype aabbccddeeff, the probability that their offspring will have the genotype aabbccddeeff would be 1/64.

The genotype of an organism refers to the complete set of genetic material. An offspring's genotype is the result of the combination of genes from their parents.  In order to obtain the overall probability, individual probabilities for each locus will be multiplied. The Parent cross would be AABbccDdEeFF x AaBBCCDdEeff and offspring would be AaBbCcddEEFf.

Multiplying all the probability:

½ * ½ * 1 * ¼ * ¼ * 1 = 1/64

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Using the normal distribution formula, we know that the z score that is equivalent to 25 is 1.5.

A continuous probability distribution for a real-valued random variable in statistics is known as a normal distribution or Gaussian distribution.

The characteristics of normal distributions are as follows: Bell-like in its symmetry.

The distribution's mean and median, which are both at its center, are equal.

68 percent of the data, or approximately, falls within one standard deviation of the mean.

So, the formula is used to determine the Z score for a data point x in a normal distribution:

Z = z - mean/standard deviation

Now, use the formula to calculate the z value as follows:

Z = z - mean/standard deviation

Z = 25 - 16/6

Z = 9/6

Z = 3/2

Z = 1.5

Therefore, using the normal distribution formula, we know that the z score that is equivalent to 25 is 1.5.

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(i) The probability of both events A and B happening, P(A and B), is 0.12. (ii) The probability of either event A or event B happening, P (A or B), is 0.58.

First, let's define what it means for events to be independent. Two events A and B are independent if the occurrence of one event does not affect the probability of the occurrence of the other event. In other words, the probability of both events occurring together is equal to the product of their individual probabilities: P (A and B) = P(A) x P(B).

Using this formula, we can find the probability of both events occurring together:
P (A and B) = P (A) x P(B) = 0.3 x 0.4 = 0.12

Now let's find the probability of either event occurring. We can use the formula P (A or B) = P (A) + P(B) - P(A and B).
We already know that P(A) = 0.3 and P(B) = 0.4, and we just found that P (A and B) = 0.12. Plugging those values into the formula, we get:
P (A or B) = 0.3 + 0.4 - 0.12 = 0.58
So, the probability of either event occurring is 0.58.
In summary:
(i) P (A and B) = 0.12
(ii) P (A or B) = 0.58

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True, the estimated p-hat is a random variable and will vary slightly with different samples.

The estimated p-hat is the proportion of successes in a sample, used to estimate the population proportion. As it is calculated based on a sample, the p-hat will vary slightly with different samples. This is because each sample is unique and may not perfectly represent the population. Therefore, the estimated p-hat is considered a random variable. However, as the sample size increases, the variability in the p-hat decreases, leading to a more accurate estimate of the population proportion.

In summary, the estimated p-hat is a random variable and will vary slightly with different samples. It is important to consider the sample size when interpreting the variability of the p-hat and its accuracy in estimating the population proportion.

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