Which of the following statements is false

The probability of a bill exceeding $300 is 0.0091.

A probability distribution that is symmetric about the mean is the normal distribution, also referred to as the Gaussian distribution. It demonstrates that data that are close to the mean occur more frequently than data that are far from the mean. The normal distribution appears as a "bell curve" on a graph.

For normal distribution z score = (X-μ)/σ

here mean= μ = 196

std deviation  = σ = 44.0000

probability of a bill exceeding

$300  = P(X>300)

          =P(Z>(300-196)/44)  

          =P(Z>2.36)

          =0.0091

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Answer: it is 3/2x x + 0

Step-by-step explanation:

you do rise over run which is 3 up and 2 over in this case. and the 0 is the y intercept but its at the center also known as the origin so its 0

Answer:

Step-by-step explanation:

Answer:

a.

Step-by-step explanation:

well, just put the parameters into the expression and do the calculations :

(((2+h)² + 2(2+h) - 1) - (2² + 2×2 - 1))/h

(((4 + 4h + h²) + 4 + 2h - 1) - 4 - 4 + 1)/h

(h² + 6h)/h = h + 6

The nurse should run the pump at 111.1 ml/hr.

To infuse a 1000ml bag of lactated ringers over 9 hours, the nurse must determine the hourly rate at which the fluid should be infused. This can be done by dividing the total volume of the fluid (1000 ml) by the number of hours it will take to infuse it (9 hours).

So, the hourly rate would be:

1000 ml ÷ 9 hours = 111.1 ml/hr.

Therefore, the nurse should run the pump at 111.1 ml/hr in order to infuse the 1000ml bag of lactated ringers over 9 hours.

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Answer:

m∠D+m∠F=180

y+70=180

y=110°

m∠E+m∠G=180

117+z=180

z=63°

---------------------

B) y=110,z=63

--------------------

hope it helps...

have a great day!

Answer:

6

Step-by-step explanation:

\(\frac{3}{4}*\frac{8}{1} = \frac{24}{4} = \frac{6}{1} = 6\)

Answer:

6

Step-by-step explanation:

3/4x8/1 simply we can change 8/1 to just 8 because 1 goes into 8 8 times sowe can multiply 3/4 by 8 to get 24/4and 4 goes into 24 6 times so the answer is 6/1 or 6

Some important concept before solving answer :-

\( \\ \)

When ever there is three dimensional figure remember, where one figure is related to other then there's always relation with volume.

So it may get pretty difficult to understand therefore I am dividing into small parts for better understanding.

\( \\ \)

\( \pmb{ \bf \dag\cal{Part \ One:}}\)

As we know there will be relation of volume, so let's find volume of the cone first.

\( \\ \)

Given :-

⭑Height = 10 cm

⭑radius = 3cm

\( \\ \)

To find :

⭑volume of cone

\( \\ \)

Let represent :-

⭑Height as : h

⭑radius as : r

⭑volume of cone as : v

\( \\ \\ \)

Formula to find volume of cone :-

\( \\\)

\( \bigstar\boxed{ \rm v = \pi {r}^{2} \times \frac{h}{3} }\)

\( \\ \)

So let's find v!

\( \\ \)

\( \dashrightarrow\sf v = \pi {r}^{2} \times \dfrac{h}{3} \)

\( \\ \\ \)

\( \dashrightarrow\sf v = \dfrac{22}{7} \times {3}^{2} \times \dfrac{10}{3} \)

\( \\ \\ \)

\( \dashrightarrow\sf v = \dfrac{22}{7} \times {3} \times 3\times \dfrac{10}{3} \)

\( \\ \\ \)

\( \dashrightarrow\sf v = \dfrac{22}{7} \times {\cancel3} \times 3\times \dfrac{10}{\cancel3} \)

\( \\ \\ \)

\( \dashrightarrow\sf v = \dfrac{22}{7}\times 3\times \dfrac{10}{1} \)

\( \\ \)

\( \dashrightarrow\sf v = \dfrac{22}{7}\times 3\times10\)

\( \\ \\ \)

\( \dashrightarrow\sf v = \dfrac{22\times 3\times10}{7}\)

\( \\ \\ \)

\( \dashrightarrow\sf v = \dfrac{22\times 30}{7}\)

\( \\ \\ \)

\( \dashrightarrow\sf v = \dfrac{660}{7}\)

\( \\ \\ \)

\( \dashrightarrow\bf v =94.3 {cm}^{3} \)

\( \\ \\ \)

\( \pmb{ \bf \dag\cal{Part \: \: Two:}}\)

So remember that cone filled with water is equal to volume of cone.

volume of water filled in cone = volume of water in cuboid.

So you probably thinking that above sentence is wrong , cause they haven't told volumes of cuboid and cone are equal, but we have to find depth of water filled not depth of cuboid.

\( \\ \\ \)

Given :-

⭑Volume of cuboid = 94.3 cm³

⭑Length of cuboid = 5cm

⭑Width of cuboid = 3cm

\( \\ \)

To find :-

⭑Depth of water in cuboid

\( \\ \)

Let represent:-

⭑Volume of cuboid as : V'

⭑Length of cuboid as : L

⭑Width of cuboid as : W

⭑Depth of water in cuboid as : D

\( \\ \\ \)

Formula to find volume of cuboid :-

\( \\ \\ \)

\( \bigstar\boxed{ \rm V'= W \times L \times D }\)

By using this formula we can find depth of cuboid.

\( \\ \\ \)

\( : \implies \sf V'= W \times L \times D \)

\( \\ \\ \)

\( : \implies \sf 94.3= D \times 3 \times 5\)

\( \\ \\ \)

\( : \implies \sf \dfrac{943}{10\times 3 \times 5} = D \)

\( \\ \\ \)

\( : \implies \sf \dfrac{943}{10 \times 15} = D \)

\( \\ \\ \)

\( : \implies \sf \dfrac{943}{150} = D \)

\( \\ \\ \)

\( : \implies \sf D = \dfrac{943}{150} \)

\( \\ \\ \)

\( : \implies \bf D = 6.3cm\)

\( \\ \\ \)

Required Answer:-

Depth = 6.3 cm

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Step-by-step explanation:

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You did it please don't delete

Answer:

39 lang po

Step-by-step explanation:

samatolong sana lag Yan nyo po Ng brainlest

\(\huge\bold{Given :}\)

Angle ABC = 81°

Angle BAC = a°

Angle BCA = 62°

\(\huge\bold{To\:find :}\)

The measure of a.

\(\large\mathfrak{{\pmb{\underline{\orange{Solution}}{\orange{:}}}}}\)

\(\longrightarrow{\green{a.\:37°}}\) 

\(\large\mathfrak{{\pmb{\underline{\red{Step-by-step\:explanation}}{\red{:}}}}}\)

We know that,

\(\sf\pink{Sum\:of\:angles\:of\:a\:triangle\:=\:180°}\)

➪ ∠ ABC + ∠ BAC + ∠ BCA = 180°

➪ 81° + a° + 62° = 180°

➪ a° + 143° = 180°

➪ a° = 180° - 143°

➪ a° = 37°

Therefore, the measure of a is 37°.

Now, the three angles of the triangle are 81°, 37° and 62°.

\(\large\mathfrak{{\pmb{\underline{\blue{To\:verify}}{\blue{:}}}}}\)

∠ ABC + ∠ BAC + ∠ BCA = 180°

✒ 81° + 37° + 62° = 180°

✒ 180° = 180°

✒ L. H. S. = R. H. S.

\(\boxed{Hence\:verified.}\)

( Note: Kindly refer to the attached file. )

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the mean score for all students is 79.

we need to take into account the number of students in each class. We can do this by finding the weighted average of the two means.
To do this, we need to multiply the mean score of each class by the number of students in that class, add those products together, and then divide by the total number of students.
So, for the first class with 50 students and a mean score of 76, we have 50 × 76 = 3,800.
For the second class with 30 students and a mean score of 84, we have 30 × 84 = 2,520.
Adding these two products together, we get 3,800 + 2,520 = 6,320.
The total number of students is 50 + 30 = 80.
Dividing the total product by the total number of students, we get 6,320 / 80 = 79.

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a =  2t+32=c

b= 2*10=20+32=52oz of coffee

I think this is right

Answer: The reflection is across x = 6.

Step-by-step explanation:

As you look at the reflection, you can see there is a shadowing with the two points on this graph. Point X1 is on (6, -1) and Point X is on (6, -7)

When looking at the graph, you can easily eliminate the x-axis and y-axis for an answer is because neither Point X1 nor Point X has a relationship to the axis.

Since the coordinates are precisely 6 units from each other, there is a reflection across x = 6.

Therefore, the reflection is across x = 6. Hope this helps!

-From a 5th Grade Honors Student

Answer:-3

Step-by-step explanation: -7 -4

Answer: it would be 54

Step-by-step explanation:

I took the QUIZ and i got it CORRECT

The area of the interior  is  mathematically given as

\(3 \pi/8\)

This is further explained below.

Generally, the equation for the curve  is  mathematically given as

\(x^{2/3} + y^{2/3}=1\)

parametrizing of  the curve, Where

\((cos^3t)^{2/3}+(sin^3t)^{2/3}=1\)

\((cos^2t)+(sin^2t)=1\)........for 0<=t<=2pi

\(dx=-3cos^2t*(sint) dt\)

\(dy=3sin^2t cost \ dt\)

1/2* ∫(-ydx+xdy) over C

\(=1/2* \int ^{2 \pi}_0 (-sin^3t(-3cos^2t*(sint))+cos^3t(3sin^2t* cost)) dt\\\\=1/2*\int^{2\pi}_0 (3sin^4t* cos^2t+3cos^4t*sin^2t) dt\\\\=3/8*\int ^{2 \pi}_0 [sin^2(2t)]dt\)

Hence

We substitute (1-cos(4t))/2 in for sin^2(2t)dt in the equation above

\(=3/8* \int^2_0[(1-cos(4t))/2]dt\)

and hence solving further we find

Area=3/16*[2 π]

Considering that sin(8π)=0 we simplify the above equation to have

Area=(3π)/8

In conclusion, the area of the interior of the curve is

A=\(3 \pi/8\)

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A measurable part of a line that consists of two points, called endpoints, and all of the points between them are called Line sigments.

Geometry is a branch of mathematics that deals with how objects can be expressed as relationships of points, lines, planes, surfaces, and dimensions. When we draw lines in geometry, we use an arrow at each end to show that it expands infinitely. A line is a path between two points that can be measured. Since line segments have a defined length, they can form the sides of any polygon. The figure below shows the line AB, where the length of the line AB is related to the distance between its endpoints, A and B. The symbol for the line is named after its two endpoints, e.g.

\( \bar{AB}\)

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The height of the pole is 20 feet (to the nearest foot).

Hence, option (B) is the correct answer.

Given that Marci, who is 5 feet tall, stands so that her lines of sight to the top and bottom of the pole form a 90° angle.

.Let the height of the pole be x feet

Now, using similar triangles, we can say that:

`5/x = x/h`

Where h is the distance between Marci and the pole.

Hence, we can write:

`h^2 = x^2 + 5^2`or`h^2 = x^2 + 25`

Now, using the given data, we know that `h = x + 5`

Thus, substituting h in the second equation, we get:

`(x+5)^2 = x^2 + 25`

Expanding the terms, we get:`

x^2 + 10x + 25 = x^2 + 25`

Simplifying the terms, we get:

`10x = 0x = 0`

Thus, the height of the pole is:

`x = h - 5`

But we know that h = x + 5

Hence, `x = h - 5 = (x+5) - 5 = x`

Therefore, the height of the pole is:x = 20 feet

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Using linear regression, the function that best fits the data in the scatter-plot is given by:

f(x) = 1/2x + 1.

To find the regression equation, also called line of best fit or least squares regression equation, we need to insert the points (x,y) in the calculator. These points are given on a table or in a scatter plot in the context of the problem.

The scatter-plot in this problem contains these following points:

(-16, -7), (-9, -5), (-3, -3), (1, 2), (5, 4), (8, 3) and (14,6).

Inserting these points into a calculator, the equation is given by:

f(x) = 0.46835x + 1.

Approximating the slope to 1/2 considering the given options, the function is given by:

f(x) = 1/2x + 1.

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Answer:

\(y = -8x + 3\)

Step-by-step explanation:

When lines are parallel to one another, their slopes are the same.  But they have different y-intercepts. To explain further, slope is the angle of measure of a line from a horizontal standpoint and knowing that parallel angles must have the same angle, it can be concluded that parallel lines would have the same slope or in other words, an equal slope.

Now solving, use algebraic concepts:

11 = -8(-1) +b    (Now solve for b)

11 = 8 + b     (Subtract 8 from both sides) (Use the "Right" to "Left")

-8   -8

3 = b  (Switch terms)

b = 3

Now let's write the equation with only slope and y-intercept.

Getting the result of:

y = -8x + 3

Answer:

fiydy8dy8d8ydy8ddiydy8dyr68d8yd8yd86dy8d8yd86d86f8yf8yfiyfi6dy8f86fi6di6di6f58yfiigdfyifigfuditit8yd58dityofc8568d68r96r69d has been in H2g2g2hh2 for a year wtfor subscribing to the

Answer:

20 cm

Step-by-step explanation:

the square root of 400 is 20

since all 4 sides are equal and the formula is area = L X B

20 x 20 is 400

Answer:

B

Step-by-step explanation:

To find the slope between any two points, we can use the slope formula:

\(\displaystyle m=\frac{y_2-y_1}{x_2-x_1}\)

Where (x₁, y₁) and (x₂, y₂) are our two points.

So, let’s let (5, 2) be (x₁, y₁) and let (6, 10) be (x₂, y₂).

Substitute them into the slope formula to acquire:

\(\displaystyle m=\frac{10-2}{6-5}\)

Subtract and simplify:

\(\displaystyle m=\frac{8}{1}=8\)

Therefore, our slope is 8.

So, our answer is B.

Answer:

2^3

Step-by-step explanation:

you subtract the exponents if they have the same coefficient when dividing them.

9-6=3

Answer:

the answer is true

Step-by-step explanation:

Answer:

True

Step-by-step explanation:

The test said it is right

To solve the system of equations using elimination by pivoting, we will first identify the coefficients of the variables in each equation and write them in a matrix form. Then, we will use pivoting to eliminate the off-diagonal elements and solve for the variables.

For example, let's consider the system of equations:

2x + 3y - z = 7
3x - 4y + 2z = -8
x + y - z = 3

We can write this system in matrix form as:

[ 2  3 -1 |  7 ]
[ 3 -4  2 | -8 ]
[ 1  1 -1 |  3 ]

To eliminate the off-diagonal elements, we will use pivoting. We will pivot on the entry (2, 1), then on (3, 2), and finally on (1, 3). This means we will swap rows and/or columns to make the pivot element (the one we want to eliminate) the largest in absolute value.

First, we will pivot on (2, 1). We swap rows 1 and 2 to make the pivot element the largest in the first column:

[ 3 -4  2 | -8 ]
[ 2  3 -1 |  7 ]
[ 1  1 -1 |  3 ]

Next, we will pivot on (3, 2). We swap rows 2 and 3 to make the pivot element the largest in the second column:

[ 3 -4  2 | -8 ]
[ 2  3 -1 |  7 ]
[ 1 -1 -1 | -1 ]

Finally, we will pivot on (1, 3). We swap columns 2 and 3 to make the pivot element the largest in the third column:

[ 3  2 -4 | -8 ]
[ 2 -1  3 |  7 ]
[ 1 -1  1 | -1 ]

Now we have a matrix in row echelon form. We can solve for the variables by back substitution. Starting with the last equation, we get:

z = -1

Substituting this value into the second equation, we get:

-1y + 3x = 10

Solving for y, we get:

y = -3x + 10

Substituting the values of z and y into the first equation, we get:

3x + 2(-3x + 10) - 4(-1) = -8

Solving for x, we get:

x = 2

Therefore, the solution to the system of equations is:

x = 2
y = 4
z = -1

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Answer:

this might help

Step-by-step explanation:

2-2=0

integers

From the hypothesis test conducted, the calculated t-statistic of -3.57 is less than the lower critical t-value of -2.064. This tells us that the observed sample mean of 87% is significantly different from the claimed population mean of 92% at the 0.05 significance level. Therefore, the null hypothesis can be rejected and conclusions can be made that that there is enough evidence to suggest that the average grade of the students in the Algebra 2 class this year is not equal to the average grade of the same students in the Algebra 1 class two years ago.

To determine whether there is enough evidence to reject the teacher's claim, we can conduct a hypothesis test. A one-sample t-test will be us to compare sample mean.

Here are the sample statistics:

Sample size (n) = 25

Sample mean (X) = 87%

Sample standard deviation (s) = 7%

A significance level (α) of 0.05, wil be used

We first calculate the t-statistic, with  (X - μ) / (s/√n),

t = (87 - 92) / (7/√25) = -5 / (7/5) = -3.57

Then, we check this value against the critical t-value for a two-tailed test with 24 degrees of freedom (n-1), and α = 0.05.

The critical t-values for a two-tailed test at α = 0.05 and df = 24 are approximately -2.064 and +2.064.

-3.57 t-test is less than the lower critical t-value of -2.064. This means that the observed sample mean of 87% is significantly different from the claimed population mean of 92% at the 0.05 significance level.

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Use main properties of powers

(a^m)^n=a^{m\cdot n};(am)n=am⋅n;

\dfrac{1}{a^n}=a^{-n}an1=a−n

to simplify given equation.

1.

4^x=(2^2)^x=2^{2x}.4x=(22)x=22x.

2.

\left(\dfrac{1}{8}\right)^{x+5}=\left(\dfrac{1}{2^3}\right)^{x+5}=(2^{-3})^{x+5}=2^{-3x-15}.(81)x+5=(231)x+5=(2−3)x+5=2−3x−15.

3. Then the equation is

2^{2x}=2^{-3x-15}.22x=2−3x−15.

The bases are the same, so equate the powers:

2x=-3x-15,

2x+3x=-15,

5x=-15,

x=-3.

Answer: for x=-3.

Answer

Explanation

Given:

To determine whether the relation defines y as a function of x, we get the domain first.

Based on the given relation, when we plug in x=0, the value would be undefined. So the function domain is x<0 or x>0.

Hence, the interval notation is:

We can use vertical line test to determine if it is a function as shown in the graph below:

As we can see, there's only one point of intersection so the relation defines y as a function of x. Therefore, the answer is:

Function; domain

We can determine the probability of the compound event by multiplying the probabilities of individual events and dividing by the total number of possible outcomes of the combined events.

Given: You spin the spinner, flip a coin, then spin the spinner again. Find the probability of the compound event.Find: Probability of the compound event.

The probability of the compound event can be calculated as follows;Let's say the spinner has m equal sections and the coin has 2 equal sides.Let A be the event of spinner landing on the desired section.Let B be the event of the coin landing on the desired side.

Let C be the event of the spinner landing on the desired section on the second spin.The probability of spinner landing on the desired section A = P(A) = number of desired outcomes/total number of outcomes.

The probability of the coin landing on the desired side B = P(B) = number of desired outcomes/total number of outcomes.The probability of the spinner landing on the desired section on the second spin C = P(C) = number of desired outcomes/total number of outcomes.  

Now, to find the probability of the compound event, we use the formula:P(A and B and C) = P(A) * P(B) * P(C)That is, the probability of all three events A and B and C occurring together is equal to the product of their individual probabilities.

Substituting the given values in the above formula, we have:P(A and B and C) = P(A) * P(B) * P(C) = (number of desired outcomes on spinner 1/m) * (number of desired outcomes on coin /2) * (number of desired outcomes on spinner 2/m)

Therefore, the probability of the compound event can be calculated as:P(A and B and C) = (number of desired outcomes on spinner 1 × number of desired outcomes on coin × number of desired outcomes on spinner 2) / (2 × m × m)

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Using it's definition, the probabilities are given as follows:

The probability of an event in an experiment is calculated as the number of desired outcomes in the context of the experiment divided by the number of total outcomes in the context of the experiment.

The total number of bulbs in this problem is given as follows:

6 + 9 + 5 = 20.

Six of them are red, hence the probability of a red bulb is:

p = 6/20 = 0.3 = 30%.

Nine of them are blue, hence the probability of a blue bulb is:

p = 9/20 = 0.45 = 45%.

Five of them are green, hence the probability of a green bulb is:

p = 5/20 = 0.25 = 25%.

The probability of a red or blue bulb is:

p = 0.3 + 0.45 = 0.75.

The probability of a blue or green bulb is:

p = 0.45 + 0.25 = 0.6.

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