PLEASE HELP THIS IS DUE TODAY
Myrna wants to know about how many pairs of jeans middle school students own. She did not have time to ask all 257 middle school students, so she surveyed a random sample of 25 students. The results below display the number of pairs of jeans each surveyed student owns.

3, 4, 2, 1, 3, 1, 2, 4, 2, 3, 1, 2, 4, 2, 3, 2, 2, 6, 1, 1, 2, 4, 1, 1, 2

The mean of her data is 2.36 pairs of jeans. From the given data and the calculated mean, which inference could Myrna make?
All middle school students own jeans.
The average middle school student owns around two pairs of jeans.
Most seventh-grade students prefer cargo pants to jeans.
An average middle school student owns three or more jeans.

ANSWER

EXPLANATION

The problem represents a geometric progression.

The general form of a geometric sequence is:

where a = first term

r = common ratio

The first term from the table is the first price (for the first month). That is $80.00

To find the common ratio, we divide a term by its preceeding term.

Let us divide the price of the second month from the first.

We have:

The price after the 8th month is the value of a(n) when n = 8

So, we have that:

To answer this question, we need to perform a hypothesis test with the following null and alternative hypotheses:

- Null hypothesis: The true population mean teaching salary in the metro Atlanta area is equal to the average teaching salary in Georgia, i.e., μ = $48,553.

- Alternative hypothesis: The true population mean teaching salary in the metro Atlanta area is greater than the average teaching salary in Georgia, i.e., μ > $48,553.

We can use a one-sample t-test since we have a sample mean, sample standard deviation, and a sample size of n = 228. We can use a significance level of α = 0.05.

The test statistic for the t-test can be calculated as:

t = (sample mean - hypothesized population mean) / (sample standard deviation / sqrt(sample size))

t = (49,021 - 48,553) / (3,127 / sqrt(228))

t = 4.65

Using a t-distribution table with 227 degrees of freedom (n-1), we can find the critical value for a one-tailed test with α = 0.05, which is 1.645.

Since the calculated t-value of 4.65 is greater than the critical value of 1.645, we reject the null hypothesis.

This means that we have statistically significant evidence to conclude that the true population mean teaching salary in the metro Atlanta area is greater than the average teaching salary in Georgia.

In other words, the school districts in the metro Atlanta area do pay their teachers more than the state average.

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34. This is because you can just use a calculator

For all values of x greater than or equal to -2, the function f(x) = √(x + 2) + 2 will yield real outputs. So, x = -2.

To determine the input value at which the function f(x) = √(x + 2) + 2 begins to have real outputs, we need to find the values of x for which the expression inside the square root is non-negative. In other words, we need to solve the inequality x + 2 ≥ 0.

Subtracting 2 from both sides of the inequality, we get:

x ≥ -2

Therefore, the function f(x) = √(x + 2) + 2 will have real outputs for all values of x greater than or equal to -2.

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The table of values that represents exponential decay is (c)

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

The table of values

An exponential function is represented as

y = abˣ

Where

Rate = b

When the rate is less than 1, then the table represents a decay

i.e when y reduces as x increases

The table that has the above features is the table (c)

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\(\bold{\huge{\purple{\underline{ Solution }}}}\)

Show that,

\(\bold{\dfrac{ 2}{2x+11}}{\bold{-}}{\bold{\dfrac{ 1}{x - 4}}}{\bold{=}}{\bold{\dfrac{1}{2}}}\)

Simplifies to,

\(\bold{ 2x² + 3x - 6 = 0 }\)}

Here, We have to show that,

\(\bold{\blue{\dfrac{ 2}{2x+11}}}{\bold{\blue{-}}}{\bold{\blue{\dfrac{ 1}{x - 4}}}}{\bold{\blue{ = }}}{\bold{\blue{\dfrac{1}{2}}}}{\bold{\blue{= 2x² + 3x - 6 = 0}}}\)

\(\bold{\dfrac{ 2}{2x+11}}{\bold{-}}{\bold{\dfrac{ 1}{x - 4}}}{\bold{=}}{\bold{\dfrac{1}{2}}}\)

\(\sf{\dfrac{ 2(x-4) - 1(2x + 11)}{(2x+11)(x-4)}}{\sf{=}}{\sf{\dfrac{1}{2}}}\)

\(\sf{\dfrac{ 2x - 8 - 2x - 11)}{2x(x-4)+11(x - 4)}}{\sf{=}}{\sf{\dfrac{1}{2}}}\)

\(\sf{\dfrac{ - 19 }{2x² -8x + 11x - 44}}{\sf{=}}{\sf{\dfrac{1 }{2}}}\)

\(\sf{\dfrac{ - 19 }{2x² + 3x - 44}}{\sf{= }}{\sf{\dfrac{1}{2}}}\)

\(\sf{ - 19 × 2 = 2x² + 3x - 44}\)

\(\sf{ - 38 = 2x² + 3x - 44 }\)

\(\sf{ 0 = 2x² + 3x - 44 + 38}\)

\(\bold{ 2x² + 3x - 6 = 0 }\)

Hence, It is proved

\(\bold{\dfrac{ 2}{2x+11}}{\bold{-}}{\bold{\dfrac{ 1}{x - 4}}}{\bold{ = }}{\bold{\dfrac{1}{2}}}{\bold{= 2x² + 3x - 6 = 0 }}\).

The required equation has been proved as shown

We are to show that 2/(2x+11) - 1/(x-4) = 1/2

Find the LCM of the expression

\(\frac{2(x-4)-(2x+11)}{(2x+11)(x-4)}=\frac{1}{2}\\ \frac{2x-8-2x-11}{(2x+11)(x-4)}=\frac{1}{2}\\\)

Cross multiply

(2x+11)(x-4) = -19(2)

2x^2 -8x + 11x - 44 = -38

2x^2 + 3x = -38 + 44

2x^2 + 3x = 6

2x^2 + 3x - 6 = 0 (prove)

The required equation has been proved

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Answer: 5.7 (rounded)

Step-by-step explanation: The formula to find the diagonal of a square is \(\sqrt{2\) * a, where a is a side length on the square. Since we are solving for half of a diagonal, we use this formula and divide our result by two. We start by multiplying root 2 by 8 and we get 11.31371, next we divide by two and we get 5.656855 which is 5.7 when rounded.

Answer: Your answer is going to be 32

Step-by-step explanation:

Answer:

32

Step-by-step explanation:

1/8 is nothing but 0.125

4/.125 = 32

.125 goes into four 32 times.

Complete Question:

Michael's family was traveling to visit prospective colleges. They drove to the closest college that interested him, took a tour, and then drove to another college a little farther from home. The graph shown represents the situation.

Part A:

Enter a number in search box to complete the domain and range.

Domain ___ ≤ x ≤ ___

Range ___ ≤ y ≤ ___

Part B:

Is the statement, "the graph is continuous", true or false?

Answer:

Part A:

Domain: 0 ≤ x ≤ 5

Range: 0 ≤ y ≤ 300

Part B: True

Step-by-step Explanation:

Part A:

The domain of the function represented on the graph includes all values x plotted in the x-axis, which represents the time (hrs) travelled during the tour.

The domain is [0, 5]. The journey started at 0 mins and ends at 5 mins.

Domain can be represented as 0 ≤ x ≤ 5

The range of the function includes all values on the y-axis of the function that are plotted on the graph. The range is the set of distance covered from from during the tour.

Range is [0, 300].

This can be represented as 0 ≤ y ≤ 300.

The maximum point is at the point on the graph, when x = 5, and y = 300. This implies that it took them 5 mins to cover 300 miles during the tour.

Part B:

The graph is continuous because the line of the graph has no breaking point from start to finish.

The statement is true.

The height of the rectangular pyramid is 10.5 m.

Given that;

A rectangular pyramid has the following parameters;

The volume of the rectangular pyramid ( v ) = 560 m³

The base length of the rectangular pyramid ( l ) = 16 m

The width of the same rectangular pyramid ( w ) = 10 m

We were asked to find out the height ( h ) of the rectangular pyramid, to get it we need to use the given formula;

v = l * w * h / 3

From the above equation;

h = 3 * v / l * w

h = 3 * 560 / 16 * 10

h = 10.5 m

Therefore, the height of the rectangular pyramid is 10.5 m

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Answer1: for every 5 kids there are 9  parents

2 part a: the for every 4 cookies for every 9 sodas that are sold

2 part b:the ratio of cookies to soda is 9:4

3.the ratio of pencils to erasers is 15:7

3: for every 15 pencils there are 7 erasers.

4.The first blank is 2eyes there Are4 legs

Step-by-step explanation:

Answer:

hope this helps :)

Step-by-step explanation:

5 to 9

the number of cookies sold to sodas sold id 9:4

the ratio of erasers to pencils is 15:7

Mathematical modeling of surfaces is the representation of two-dimensional manifolds using mathematical techniques, particularly in the context of Digital Terrain Modeling (DTM) where surfaces refer to the Earth's terrain or physical objects.

Mathematical modeling of surfaces plays a crucial role in various fields, including computer graphics, engineering, and geosciences. Surfaces are fundamental objects that can be represented and analyzed using mathematical techniques.

In this section, we will delve into the concept of surfaces, particularly in the context of Digital Terrain Modeling (DTM). Additionally, we will explore the distinction between 3D and 2D DTM.

1. The Concept of Surfaces:

In the realm of mathematics, a surface is defined as a two-dimensional manifold, meaning it is a topological space that locally resembles Euclidean space.

In simpler terms, a surface is a geometrical entity that can be thought of as a continuous collection of points, forming a boundary between a solid and its surrounding space. In the context of DTM, surfaces typically refer to the representation of the Earth's terrain or any other physical object using mathematical models.

2. Digital Terrain Modeling:

Digital Terrain Modeling involves the creation of digital representations of the Earth's surface or any specific region using computer algorithms. It serves as a crucial tool in various applications, such as urban planning, environmental analysis, and military simulations. DTM utilizes mathematical models to represent the terrain accurately, allowing for detailed analysis and visualization.

3. 3D Digital Terrain Models:

A 3D Digital Terrain Model (DTM) is a representation of the Earth's surface that captures three-dimensional information. It provides a detailed depiction of the terrain, including elevation data, contours, and topographical features.

3D DTMs are typically generated using techniques such as LiDAR (Light Detection and Ranging) or photogrammetry. These models enable precise analysis of the landscape, volumetric calculations, and visualization from different perspectives.

4. 2D Digital Terrain Models:

In contrast to 3D DTMs, 2D Digital Terrain Models represent the Earth's surface in two dimensions. They provide a simplified view of the terrain, focusing primarily on elevation data and contour lines. 2D DTMs are commonly used in cartography, where the terrain is represented on a flat surface, such as a map or a computer screen. While they lack the depth information of 3D DTMs, 2D models are still valuable for many applications, including geographic information systems (GIS) and land surveying.

5. Differences between 3D and 2D Digital Terrain Models:

The main distinction between 3D and 2D DTMs lies in the level of detail and the dimensionality of the representation. 3D DTMs provide a more comprehensive and realistic view of the terrain, capturing not only the elevation but also the shape, slopes, and other three-dimensional features. These models are highly suitable for applications that require a precise understanding of the terrain's topography, such as hydrological analysis or landscape design.

On the other hand, 2D DTMs offer a simplified representation of the terrain, primarily focusing on elevation data and contour lines. They are more commonly used for general visualization and analysis purposes where the third dimension is not critical. 2D DTMs are easier to create and process, making them more accessible for applications that do not require intricate three-dimensional modeling.

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Answer:

3,410,000

Step-by-step explanation:

3.41 * 10^6 = 3.41 * 1,000,000 = 3,410,000

Answer:

3,410,000

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-4 is the absolute value of -3.5 and three fifths.

An expression is combination of variables, numbers and operators.

negative absolute value of negative three fifths.

−3.5-3/5

Three fifths means three by five

-3.5-3/5

(-5(3.5)-3)/5

Minus seventeen point five minus three divided by five

-17.5-3/5

Minus twenty point five divided by five

-20.5/5

Minus four point one

-4.1

-4

Hence -4 is the absolute value of -3.5 and three fifths.

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Answer:

29 degrees

Step-by-step explanation:

If I read your question correctly, your degree measures were

35, 52, and 3(x+2).

We know that all triangle angles measure up to 180 degrees, so we can add all of the given degree values to 180.

35+52+3(x+2)=180

Now, we can solve for x.

87+3x+6=180

93+3x=180

3x=87

x=29

In the above case, the possible point system will be:

1st choice vote: 4 points

2nd choice vote: 2 points

In arranging for the turtle to win in this point framework, the point values relegated for 1st choice and 2nd choice votes have to be meet the taking after criteria:

Lets say:

1st choice vote: 4 points

2nd choice vote: 2 points

Thus by the use of these point values, the turtle would have the next chance of winning since 1st choice votes would be worth more point (4 point ) compared to 2nd choice votes (3 point ). This would push individuals to select the turtle as their 1st choice, because it would allow the turtle a better add up to point gains and increase its chances of winning.

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The McNemar's Test can be thought of as the chi-square type equivalent to the paired t-test.

The McNemar's Test is a non-parametric statistical method used to analyze the differences between paired or matched categorical data, such as repeated measurements on a single group. Like the paired t-test, which is used to compare continuous data, the McNemar's Test evaluates the changes in the proportions of success or failure between the paired observations.

This test is particularly useful when dealing with small sample sizes or when the assumptions of normality and homogeneity of variances required for the paired t-test are not met. By using the chi-square distribution, McNemar's Test provides a way to determine the significance of the differences between paired categorical data, while accounting for the dependency between the observations.

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Approximately, there is a 6.75% chance that the number 6 will appear more than 40 times when a fair die is tossed 180 times. This estimation is based on the normal distribution approximation to the binomial distribution.

To solve this problem, we can approximate the probability using the normal distribution approximation to the binomial distribution.

Let X be the number of times the number 6 is obtained in 180 tosses of the fair die. X follows a binomial distribution with parameters n = 180 (number of trials) and p = 1/6 (probability of getting a 6 on each trial).

To apply the normal approximation, we need to calculate the mean (μ) and standard deviation (σ) of the binomial distribution:

μ = n * p = 180 * 1/6 = 30

σ = sqrt(n * p * (1 - p)) = sqrt(180 * 1/6 * 5/6) ≈ 6.71

Now we can use the normal approximation to estimate the probability of getting more than 40 6's:

P(X > 40) = P((X - μ) / σ > (40 - 30) / 6.71) = P(Z > 1.49)

Looking up the Z-score of 1.49 in the standard normal distribution table or using a calculator, we find that the probability is approximately 0.0675.

Therefore, the approximate probability that the number 6 is obtained more than 40 times is 0.0675, or about 6.75%.

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Answer: 16

Step-by-step explanation: your welcome

Answer:

39

Step-by-step explanation:

15 students study Geography and 24 study history.

15+24=39

Given inequality equation is -2x - 3.7 < 6.3

The answer is x >-5

Add 3.5 to both sides

-2x - 3.7 < 6.3

-2x - 3.7+3.7 < 6.3+3.7

Simplify

-2x < 6.3+3.7

-2x < 10

Divide both sides by the same factor and flip the relation because the factor is negative

-2x < 10

\(\frac{-2x}{-2} < \frac{10}{-2}\)

Now, Simplify by cancelling the terms that are in both the numerator and denominator

= \(x > \frac{10}{-2}\)

Divide the numbers

= x > -5

Hence the answer is, the inequality of the equation -2x - 3.7 < 6.3 is

x > -5

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The player with a 39-inch vertical leap has a hang time of approximately 0.9014 seconds.

To determine the hang time of a player with a 39-inch vertical leap, we'll use the hang-time function, which relates vertical leap to hang time.

Step 1: Convert inches to feet by dividing the vertical leap by 12 (since there are 12 inches in a foot).
39 inches ÷ 12 = 3.25 feet

Step 2: Use the hang-time function formula, which is: Hang Time = √(8 × Vertical Leap ÷ Gravity), where gravity is approximately 32 feet per second².
Hang Time = √(8 × 3.25 ÷ 32)

Step 3: Calculate the hang time.
Hang Time = √(26 ÷ 32) ≈ √(0.8125) ≈ 0.9014 seconds

The player with a 39-inch vertical leap has a hang time of approximately 0.9014 seconds.

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D. The graph of g(x) is translated 5 units to the left compared to the graph of f(x).

Step-by-step explanation:

i hope i have been useful buddy.

good luck ♥️♥️♥️♥️♥️.

In other words, no two elements of the domain are paired with the same element of the range.

Given, f(x) be a one-to-one function with f-1(10) = 9 and f-1(16) = 5(a) What is f(9)?\

Let y = f(9)We know that

f-1(10)

= 9

⇒ f(9)

= 10Again,

f-1(16) = 5

⇒ f(5)

= 16(b)

Let y = f(5)We know that f-1(16)

= 5

⇒ f(5)

= 16

Therefore, the answer is,

f(9) = 10f(5)

= 16

Note: A one-to-one function is also known as an injective function or a bijective function. A function is one-to-one when each element in the domain of the function is paired with a unique element in the range of the function.

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Therefore, the rank of matrix 'a' in this case would be 5.

To find the rank of a matrix, we need to perform row reduction to obtain its row echelon form (REF) or reduced row echelon form (RREF). However, since the matrix 'a' is not provided, I cannot perform the calculations or determine its rank.

The rank of a matrix is equal to the number of non-zero rows in its row echelon form or reduced row echelon form. If the system of equations 'ax = 0' has a two-dimensional solution space, it means that the rank of matrix 'a' is less than the number of columns (6) but greater than 4 (since the solution space is two-dimensional).

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Answer:

12

Step-by-step explanation:

Assuming that the 2  actually represents square, the equation is
\(f(x) = 12(x-2)^2 + 18\)

\((x-2)^2 = x^2 - 4x + 4\\\\12(x-2)^2 + 18 = 12( x^2 - 4x + 4) + 18 = 12x^2 -48x + 48 + 18 = 12x^2 -48x + 66\\\)

This equation is of the form
\(ax^2 + bx + c\)

\(a = 12, b = -48, c = 66\)

Note

Since the question is only asking for the a value which is the coefficient of x² it is clear that 12 is the coefficient without expanding (x-2)² but it is always better to proceed as above in case you are asked for b and c values also

Value of the function at x=a is \(12a^{2} -240a +1218\).

Given function f(x)=\(12(x-10)^{2} +18\)

We have to find the value of function at x=a.

For this we have to just put x=a in the function f(x)=\(12(x-10)^{2}+18\)

f(a)=12\((a-10)^{2} +18\)

we have to expand (x-10) to the power 2  to get the value of  function.

f(a)=\(12(a^{2} +10^{2} -20a)+18\)

=\(12a^{2}+1200-240a+18\\\)

=\(12a^{2} -240a+1218\)

Hence the value of function at x=a is \(12a^{2} -240a+1218\) means f(a)=\(12a^{2} -240a+1218\).

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Step-by-step explanation:

6x3 (3 is because it's half of 6) =18 to find the area of I triangle, I now divide it by 2. 18÷2=9. there are 8 separate triangles so 9x8=72. now the square. 6x6=36. now add 72 + 36=108 in.

For a standard normal distribution, a negative value of z indicates that the observed value is below the mean of the distribution.

In a standard normal distribution, which has a mean of 0 and a standard deviation of 1, a negative value of z indicates that the observed value is located below the mean. The z-score represents the number of standard deviations a data point is away from the mean.

A negative z-score means that the observed value is lower than the mean, indicating that it falls to the left of the center of the distribution. This means that the data point is relatively lower compared to the average and can provide information about its position within the distribution and its deviation from the mean.

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Answer:

Q' = ( -10 , 6 )

Step-by-step explanation:

P' - P = ( 18-12, -6-(-4)) = ( 6 , -2)

That is, the PQ line segment has moved 6 units to the right and 2 units to the bottom.

Q' - Q = ( 6 , -2 ) → Q' = ( 6 , -2 ) + ( -16 , 8 ) = ( -10 , 6 )