There are 14 elements in both M and N.
A set is the mathematical model for a collection of different things; a set contains elements or members, which can be mathematical objects of any kind: numbers, symbols, points in space, lines.
An element (or member) of a set is any one of the distinct objects that belong to that set. Writing means that the elements of the set A are the numbers 1, 2, 3 and 4. Sets of elements of A, for example , are subsets of A.
The principle of inclusion and exclusion (PIE) is a counting technique that computes the number of elements that satisfy at least one of several properties while guaranteeing that elements satisfying more than one property are not counted twice.
We can use the inclusion-exclusion principle to find the number of elements in both M and N.
n(MUN) = n(M) + n(N) - n(M∩N)
Substituting the given values, we have:
35 = 31 + 18 - n(M∩N)
Simplifying this equation, we get:
n(M∩N) = 14
Therefore, there are 14 elements in both M and N.
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x = -3y - 17 2x + 3y = -7
Answer:
x = 10
y = -9
Step-by-step explanation:
x = -3y - 17
2x + 3y = -7
Plug in x
2 (-3y - 17) + 3y = -7
-6y - 34 + 3y = -7
-3y = 27
y = -9
Plug in the value you got for y back into the equation to find the x value
x = -3(-9) - 17
x = 10
The steps for drawing a bearing of 065° from a point, X, are shown below. Put the steps in the correct order.
Answer:
The correct order to draw 65 agle would be:
C
A
B
D
state the null hypothesis and alternative hypothesis, in notation, for the individual t-test for testing the slope coefficient associated with?
The null hypothesis and alternative hypothesis in the notation for the individual t-test for testing the slope coefficient associated with a simple linear regression are given below:
Null hypothesis: H₀: β₁ = 0
Alternative hypothesis: Hₐ : β₁ ≠ 0
The hypothesis test is used to determine whether or not there is sufficient evidence to support the alternative hypothesis that the slope of the regression line is not equal to zero. The null hypothesis is that the slope of the regression line is equal to zero.
Therefore, we will use the individual t-test for the slope coefficient to test the hypothesis regarding the slope of the regression line. The formula for the t-test for the slope coefficient is given below:
t = (b₁– β₁) / SEb₁
Where b₁ is the sample slope coefficient β₁ is the hypothesized value of the slope coefficient (i.e., 0) SEb₁ is the standard error of the slope coefficient.
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Audrey and Harper are selling fruit for a band fundraiser. Customers can buy small crates of apples and large containers of peaches. Audrey sold 3 small crates of apples and 10 large containers of peaches for a total of $116. Harper sold 11 small crates of apples and 20 large containers of peaches for a total of $292. Find the cost each of one small crate of apples and one large container of peaches. A) Define your variables. Write a system of equations to represent the situation. Solve using any method. Show all of your work. Andrew decides he wants to help the band as well. He sells 7 small crates of apples and 5 larges containers of peaches. How much money does he raise for the band?
The cost of one small crate of apples is $12 and the cost of one large crate of peaches is $8. The cost of 7 small cates of apples and 5 large containers of peach is $126.
What is the cost of 7 small crates and 5 large containers?The system of equations that describe the question is:
3s + 10l = 116 equation 1
11s + 20l = 292 equation 2
Where:
s = cost of one small crate of apples
l = cost of one large crate of peaches
The elimination method would be used to determine the values of s and l.
Multiply equation 1 by 2
6s + 20l = 232 equation 3
Subtract equation 3 from equation 2:
5s = 60
Divide both sides of the equation by 5
s = 60 / 5
s = $12
Substitute for s in equation 1:
3(12) + 10l = 116
36 + 10l = 116
10l = 116 - 36
10l = 80
l = 80 / 10
l = 8
Cost of 7 small crates of apples and 5 large containers of peaches = (7 x 12) + (8 x 5) = $124
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This table shows values that represent an exponential function.
X
0
1
23456
y
1
2
4
8
16
32
64
What is the average rate of change for this function for the interval from x = 3
to x = 5?
The average rate of change for the exponential function over the interval from x = 3 to x = 5 is 12.
Calculating the average rate of changeThe average rate of change for an exponential function can be found by dividing the change in y-values over the change in x-values for the given interval.
For the interval from x = 3 to x = 5, the change in x-values is 5 - 3 = 2.
The corresponding y-values for x = 3 and x = 5 are
y = 8 and y = 32, respectively.
Therefore, the change in y-values over the interval is 32 - 8 = 24.
The average rate of change for the exponential function over the interval from x = 3 to x = 5 is:
Average rate of change = Change in y-values / Change in x-values
Average rate of change = 24 / 2
Average rate of change = 12
Hence, the average rate of change for the exponential function over the interval is 12
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4. (5pts each) Given f(x) = 6x² +1and g(x) = 11x +7 determine the following:
a (fog)(x)\
b. (fog)(-3)
=6XTI
Answer:
(fog)(x) = 726x^2 + 924x + 295, and (fog)(-3) = 6,817.
Of first-time college students who matriculate to a certain university, the odds in favor of having graduated in the top 25 percent of their high school class are 2.06 to 1. Of transfer students who matriculate to the same university, 0.666666666666667 proportion graduated in the top 25 percent of their high school class.
(a) For first-time college students, what is the proportion who graduated in the top 25 percent of their high school class (rounded to three decimal places)?
(b) For transfer students, what is the ratio in favor of having graduated in the top 25 percent of their high school class?
Odds and Probability:
Odds in favor of an event is expressed as a ratio:
O
(
f
)
=
favorable cases
:
unfavourable cases
Similarly odds against are expressed as:
O
(
a
)
=
unfavorable cases
:
favourable cases
.
Odds and probability are closely related, as the probability in favor of an even is computed as:
P
=
favorable cases
favorable cases+unfavorable cases
The answers to the questions (a) the proportion who graduated in the top 25 percent of their high school class will be 0.672 and (b) the ratio in favor of having graduated in the top 25 percent of their high school class is 2:3.
(a) For first-time college students, the proportion who graduated in the top 25 percent of their high school class (rounded to three decimal places) is 0.672.
(b) For transfer students, the ratio in favor of having graduated in the top 25 percent of their high school class is 0.67:1. It is said that 0.666666666666667 proportion graduated in the top 25 percent of their high school class. This can be simplified as follows:0.666666666666667=20/30=10/15=2/3. Therefore, the ratio in favor of having graduated in the top 25 percent of their high school class is 2:3.
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Consumer Reports magazine presented the following data on the number of calories in a hot dog for each of 17 brands of meat hot dogs:
173 191 182 190 172 147 146 139 175 136 179 153 107 195 135 140 138 Fill in the blanks as the data for the five-number summary:
Min = [min] Q1 = [Q1] M = [Median] Q3 = [Q3] Max = [Max]
The five-number summary for the given data is Min = 107, Q1 = 138, M = 175, Q3 = 190, and Max = 195.
How to find the minimum, maximum?In statistics, the five-number summary is a set of descriptive statistics that provide a summary of the distribution of a dataset. The five-number summary consists of the minimum value, the first quartile (Q1), the median (M), the third quartile (Q3), and the maximum value.
To find the five-number summary for the given data on the number of calories in a hot dog for each of 17 brands of meat hot dogs, we need to order the data from smallest to largest.
107 135 136 138 139 146 147 153 172 173 175 179 182 190 191 195
The minimum value is the smallest value in the dataset, which is 107.
The first quartile (Q1) is the value that is greater than or equal to 25% of the data and less than or equal to 75% of the data. To find Q1, we take the median of the lower half of the data:
Q1 = median(107, 135, 136, 138, 139, 146, 147, 153) = 138
The median (M) is the value that is in the middle of the dataset when the data is ordered from smallest to largest. For the given data, there are 17 values, so the median is the 9th value:
M = median(107, 135, 136, 138, 139, 146, 147, 153, 172, 173, 175, 179, 182, 190, 191, 195) = 175
The third quartile (Q3) is the value that is greater than or equal to 75% of the data and less than or equal to 25% of the data. To find Q3, we take the median of the upper half of the data:
Q3 = median(172, 173, 175, 179, 182, 190, 191, 195) = 190
The maximum value is the largest value in the dataset, which is 195.
Therefore, the five-number summary for the given data is Min = 107, Q1 = 138, M = 175, Q3 = 190, and Max = 195.
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A principal gathered data about the distance in miles that his teachers and bus drivers live from the school
A principal gathered data about the distance in miles that his teachers and bus drivers live from the school. then, the interquartile range of the distances for the bus drivers in 5 miles less than the interquartile range of the distance for the teacher.
Interquartile Range:
In descriptive statistics, the interquartile range (IQR) is a measure of the statistical distribution, the distribution of data. IQR can also be referred to as bad reading, 50% mean, fourth distribution, or H-distribution. It is defined as the difference between the 75th and 25th percentile of the data. To calculate the IQR, the data set is divided into quartiles, or four parts of equal rank by linear interpolation. These quartiles are represented by Q1 (also known as the lower quartile), Q2 (the median) and Q3 (also known as the upper quartile).
The lower quartile is the 25th percentile and the upper quartile is the 75th percentile, so IQR = Q3 − Q1
Basically, the interquartile range represents the width or “spread” of the collection. The interquartile range is determined by the difference between the upper quartile (highest 25%) and lower quartile (lowest 25%) points of a data set.
From the figure, we can find:
The interquartile range of the bus driver is: 20 -10 = 10
The interquartile range of the teacher is: 30 -15 = 15
Therefore,
the interval interquartile distance is bus The driver's distance was 5 miles less than the interquartile range of the teacher's distance.
Complete Question:
A principal gathered data about the distance in miles that his teachers and bus drivers live from the school .The box plots below show these data.
(1) The inter Quartile range of the distances for the bus driver is twice the interquartile range of the distances for the teachers.
(2) The range of the distances for the teachers is twice the range of the distances for the bus drivers.
(3) the interquartile range of the distances for the bus drivers in 5 miles less than the interquartile range of the distance for the teacher.
(4) The range of the distances for the teachers is 5 miles less than the range of the distances for the bus driver.
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Answer: C. The interquartile range of the distances for the bus drivers is 5 miles less than the interquartile range of the distances for the teachers.
the pattern continues, on what day will Jackie see a total of 81 clovers?
Jackie would see a total of 81 clovers on the ninth day.
Describe Algebra?Algebra is a branch of mathematics that deals with mathematical symbols and the rules for manipulating these symbols. It involves the use of letters or symbols to represent unknown values or variables, and the use of mathematical operations such as addition, subtraction, multiplication, and division to manipulate these variables and solve equations.
Algebra is used to solve a wide variety of problems in many fields, including science, engineering, economics, and finance. It is also a fundamental tool in mathematics education, providing a basis for higher-level math courses such as calculus and linear algebra.
In algebra, equations are used to represent relationships between variables, and the goal is to find the values of the variables that satisfy the equation. Algebraic expressions, which are made up of variables and mathematical operations, can be simplified using various techniques such as factoring, combining like terms, and using the distributive property.
On the fifth day, Jackie would see nine new clovers (7 + 2) for a total of 25 three-leaf clovers. On the sixth day, she would see 11 new clovers (9 + 2) for a total of 36 three-leaf clovers. On the seventh day, she would see 13 new clovers (11 + 2) for a total of 49 three-leaf clovers. On the eighth day, she would see 15 new clovers (13 + 2) for a total of 64 three-leaf clovers. On the ninth day, she would see 17 new clovers (15 + 2) for a total of 81 three-leaf clovers. Therefore, Jackie would see a total of 81 clovers on the ninth day.
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Nine percent of men are color blind. Researchers need at least 60 men with this trait, so they randomly select 700 men. Estimate the probability that at least 60 color-blind men are in the sample. Use a TI-83, TI-83 plus, or TI-84 calculator to find the probability. Round your answer to four decimal places. Provide your answer below:
The estimated probability is 0.9537 (rounded to four decimal places).Hence, the answer is 0.9537.
Question: Nine percent of men are color blind. Researchers need at least 60 men with this trait, so they randomly select 700 men. Estimate the probability that at least 60 color-blind men are in the sample. Use a TI-83, TI-83 plus, or TI-84 calculator to find the probability. Round your answer to four decimal places. Provide your answer below:
Solution:
Let the probability of the man having the trait of color blindness be p. Then, p = 0.09, and the sample size is n = 700.Mean and Variance of Binomial Distribution are:μ = np and σ² = np(1 − p)Here, p = 0.09, n = 700μ = np = 700(0.09) = 63Andσ² = np(1-p) = 700(0.09)(0.91) = 5.679Now we need to find the probability that at least 60 color-blind men are in the sample.i.e., P(X≥60)By using the Central Limit Theorem, we can approximate this binomial distribution as a normal distribution with mean μ = 63 and variance σ² = 5.679.P(X≥60) can be calculated using the following formula:P(Z≥((60-63)/√(5.679))) = P(Z≥(-1.684))Now we need to look at the z-table or use the calculator to find the value of P(Z≥(-1.684))P(Z≥(-1.684)) = 0.9537 (rounded to four decimal places)Therefore, the estimated probability is 0.9537 (rounded to four decimal places).Hence, the answer is 0.9537.
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Complete the table. In the row with X as the input write the rule as an algebraic expression for the output then complete the last row of the table using the rule. Express the values in your answers as decimals
The last two rows of the table should be completed as follows:
Input Output
8 22.80
10 28.50
What is algebraic expression?An algebraic expression is a mathematical phrase that contains numbers, variables, and operations. It is used to represent a single quantity or value, and can be written in terms of one or more variables.
The rule given is an algebraic expression, x, which is the input, multiplied by 2.85, which is the output. Using this information, we can determine the cost of 10 muffins.
To find the cost of 10 muffins, we can use the algebraic expression given. First, we will multiply 10, the number of muffins, by 2.85, the cost of one muffin. This gives us a total of 28.50. Therefore, the cost of 10 muffins is 28.50.
Using this same rule and process, we can also determine the cost of any number of muffins. For example, if we want to know the cost of 15 muffins, we can simply multiply 15 by 2.85, giving us a total of 42.75.
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Which expression is equivalent to (4−2x)(4+2x)
The expression that is equivalent to (4 - 2x)(4 + 2x) is equal to 16 - 4x^2 approximately.
To simplify the expression (4 - 2x)(4 + 2x), we can use the FOIL method, which stands for First, Outer, Inner, Last. This method involves multiplying each term in the first factor by each term in the second factor and then combining like terms.
Using the FOIL method, we get:
(4 - 2x)(4 + 2x) = 4 × 4 + 4 × 2x - 2x × 4 - 2x × 2x
Simplifying the expression, we get:
16 + 8x - 8x - 4x^2
The two middle terms cancel each other out, leaving us with:
16 - 4x^2
We can also check our answer by factoring the simplified expression back to the original expression. If we factor 16 - 4x^2, we get:
16 - 4x^2 = 4(4 - x^2)
We can then use the difference of squares formula, which states that a^2 - b^2 = (a + b)(a - b), to factor further:
4(4 - x^2) = 4(2 + x)(2 - x)
This gives us back the original expression, (4 - 2x)(4 + 2x), confirming that 16 - 4x^2 is equivalent to (4 - 2x)(4 + 2x).
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Which of the following statements are true?(Choose all correct answers)Methods cannot be written with parameters.Parameter values can never be used within the method code block.Methods can be written with any number of parameters.Methods can never be written with more than four parameters.Parameter values can be used within the method code block
The true statement is, Parameter values can be used within the method code block. (option e).
In computer programming, methods are used to group a set of instructions together that can be executed repeatedly. Parameters are used to pass values to a method so that the method can perform specific actions based on the values passed. Let's discuss the given statements one by one to determine which ones are true.
Parameter values can be used within the method code block.
This statement is true. Parameter values can be used within the method code block to perform specific actions. The parameter values can be manipulated or combined with other values to produce the desired result.
In summary, methods can be written with any number of parameters, and parameter values can be used within the method code block to perform specific actions. The number of parameters needed will depend on the specific task the method is designed to perform.
Hence the option (e) is correct.
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Laura invierte en un pagaré $12,000. 00 a 7 días cuál es la ganancia en pesos?
As per the promissory note record, the profit in pesos is 0.098%
To do this, we'll need to use a number line to help us understand the relationship between time and the interest rate.
Let's say, that the interest rate on Laura's promissory note is 5% per year. We can represent this on a number line by dividing the line into 365 equal segments, one for each day of the year.
Each segment would represent 1/365th of the total interest rate, or approximately 0.014% (5%/365).
Now, we can mark off the first 7 segments on the number line to represent the 7 days that Laura is holding the investment. The total interest she'd earn over those 7 days would be equal to the sum of the values of those 7 segments.
In this case, that would be 7 x 0.014%, or approximately 0.098%.
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Complete Question:
Laura invests $12,000 in a promissory note. 00 to 7 days what is the profit in pesos?
If Jacob spent 45$ on dinner and wanted to top the waitress 15%, which of the following would be a good estimate for the tip?
Answer: 6.75
Step-by-step explanation:
45 x 0.15= 6.75
calculator may be used to determine the final numeric value, but show all steps in solving without a calculator up to the final calculation. the surface area a and volume v of a spherical balloon are related by the equationA³ - 36πV² where A is in square inches and Vis in cubic inches. If a balloon is being inflated with gas at the rate of 18 cubic inches per second, find the rate at which the surface area of the balloon is increasing at the instant the area is 153.24 square inches and the volume is 178.37 cubic inches.
The rate at which the surface area of the balloon is increasing at the instant the area is 153.24 square inches and the volume is 178.37 cubic inches is 4.96 square inches per second.
The surface area of a spherical balloon and the volume of the balloon are related by the equation [tex]A³ - 36πV²[/tex], where A is in square inches and V is in cubic inches. To find the rate at which the surface area of the balloon is increasing, we can use derivatives. We start by taking the derivative of the equation [tex]A³ - 36πV²[/tex] with respect to time (t).
[tex]d/dt[A³ - 36πV²] = 3A²dA/dt - 72πVdV/dt[/tex]
Given the rate at which the balloon is being inflated with gas (dV/dt) and the area and volume of the balloon (A, V) at the given instant, we can solve for the rate at which the area is increasing (dA/dt).
[tex]dA/dt = (3A² - 72πV)dV/dt / 36πV[/tex]
Plugging in the given values for A, V, and [tex]dV/dt,[/tex]we can calculate dA/dt:
[tex]dA/dt = (3(153.24)² - 72π(178.37))(18)/(36π(178.37)) ≈ 4.96[/tex]
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If 6 cans of tomatoes cost $9, how much would it cost to buy 8 cans?
Answer:
$12
Step-by-step explanation:
Cans : Dollars
6 cans : 9 dollars
DIVIDE BY 3
2 cans : 3 dollars
MULTIPLY BY 4
8 cans : 12 dollars
Hope this helps :)
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The tires on Mavis’ car will have to be replaced when they each have 160 000 km of wear on them. If new tires cost $140.00 each, what is the total cost of the wear on Mavis’ tires for a year in which she drives 25 000 km?
Answer:
If the tires on Mavis’ car have to be replaced when they each have 160 000 km of wear, then the total distance Mavis can drive on a set of tires is:
4 tires * 160,000 km = 640,000 km
If Mavis drives 25,000 km in a year, she will need to replace her tires after:
640,000 km ÷ 25,000 km/year = 25.6 years
Since Mavis will need to replace her tires once every 25.6 years, the cost of the wear on her tires for a single year is:
$140.00/tire * 4 tires = $560.00
So the total cost of the wear on Mavis’ tires for a year in which she drives 25,000 km is $560.00.
Step-by-step explanation:
source: trust me bro
Alexander uses cupric chloride to etch circuit boards. He recorded the room temperature, in °C, and the etching
jim
rate, in
of the cupric chloride.
min
After plotting his results, Alexander noticed that the relationship between the two variables was fairly linear, so
he used the data to calculate the following least squares regression equation for predicting the etching rate from
the room temperature:
= 2 + 5
1
-2
What is the residual if the room temperature was 25°C and the cupric chloride had an etching rate of 5
min
The residual if the room temperature was 25°C and the cupric chloride had an etching rate of 5 μm/min is equals to the -2 μm/min.
The residual for each observation in statistics is the difference between predicted values of y (dependent variable) and observed values of y. That is Residual= observed y value − predicted y.
Here, cupric chloride is used to etch circuit boards. The linear regression equation is, y = 2 + (1/5)x
where, x = temperature in °C
y = etching rate in μm/min
Observed value of etching rate of cupric chloride = 5 μm/min for 25°C
To determine the estimated or predicted value of etching rate of cupric chloride, we substite x = 25, in the above linear equation, y = 2 + (1/5)x
=> y = 2 + (1/5)× 25
=> y = 7
So, Predicted Value = 7 μm/min
Observed Value = 5 μm/min.
Residual = Observed Value - Predicted
= 5 - 7 = -2
Hence, required value is -2 μm/min.
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Complete question:
Calculating and interpreting residuals You might need: Calculator Alexander uses cupric chloride to etch circuit boards. He recorded the room temperature, in °C, and the etching rate, in μm/min of the cupric chloride. After plotting his results, Alexander noticed that the relationship between the two variables was fairly linear, so he used the data to calculate the following least squares regression equation for predicting the etching rate from the room temperature: y = 2 + 5/x, What is the residual if the room temperature was 25°C and the cupric chloride had an etching rate of 5 μm/min. ? Show Calculator
in a group of 100 students 50 like online class and 70 loke physical class .represent in venn diagram and how many students like bith type pf classes
Answer:
Step-by-step explanation:
100 students all together.
50+70=120....so 20 must like both.
A space probe near Neptune communicates with Earth using bit strings. Suppose that in its transmissions it sends a 1 one-third of the time and a 0 two-thirds of the time. When a 0 is sent, the probability that it is received correctly is 0.8 and the probability that it is received incorrectly (as a 1) is 0.2. When a 1 is sent the probability that it is received correctly is 0.8 and the probability that it is received incorrectly (as a 0) is 0.2.
Find the probability that a 0 is received. (Enter the value of the probability in decimal format and round the final answer to one decimal place.)
P(0 received correctly) = P(0 sent) × P(0 received correctly | 0 sent)= [tex](2/3) × 0.8= 0.5333[/tex] (rounded to 1 decimal place)Thus, the probability that a 0 is received is 0.5333 (rounded to 1 decimal place).
0.5333
A space probe near Neptune communicates with Earth using bit strings. Suppose that in its transmissions it sends a 1 one-third of the time and a 0 two-thirds of the time. When a 0 is sent, the probability that it is received correctly is 0.8 and the probability that it is received incorrectly (as a 1) is 0.2. When a 1 is sent the probability that it is received correctly is 0.8 and the probability that it is received incorrectly (as a 0) is 0.2.The probability that a 0 is received correctly is given in the problem as 0.8, and the probability that a 0 is sent is 2/3. Therefore, the probability that a 0 is received correctly
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The _________ method is equivalent to a lottery system in which all the available names are placed in a container, the container is shaken, and the names of the "winners" or participants are then drawn out in an unbiased manner.- Non probability sampling- Systematic sampling- Simple random sampling - Stratified sampling
The Simple random sampling method is equivalent to a lottery system in which all the available names are placed in a container, the container is shaken, and the names of the "winners" or participants are then drawn out in an unbiased manner.
What is Simple random sampling?
The Simple random sampling is a sampling technique in which every member of the population has an equal chance of being chosen as a sample. The samples are chosen randomly, without any specific criterion. In this method, the selection of individuals for the sample is done without any specific pattern. This means that each member of the population is equally likely to be selected as a sample.In Simple random sampling, each member of the population is assigned a number, and the samples are selected using a random number generator or drawing names out of a hat. The selected samples are then analyzed to make predictions about the entire population.For example, if a researcher wanted to know the average age of students in a school, they might use Simple random sampling to choose a sample of 50 students. The researcher would assign each student a number and then use a random number generator to select the samples.There are some advantages and disadvantages of Simple random sampling, which are listed below:Advantages of Simple random sampling It is easy to understand and conduct the process.Each member of the population has an equal chance of being selected as a sample.It ensures that the sample is representative of the entire population.Disadvantages of Simple random sampling It can be time-consuming to select the samples.There may be a chance of human error when selecting samples.The sample size may not be large enough to draw meaningful conclusions.
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Katie's car averages 32 miles per hour. She has marked her distance traveled after 12, 13, and 14 hours. List the elements in the range of the function that would be used to determine how far Katie has traveled at each mark. Separate each elements from least to element with a comma and write the
greatest.
Pls hurry
To determine the distance traveled by Katie at different marks, we can use the formula Distance = Rate × Time.
Explanation:To determine how far Katie has traveled at each mark, we can use the formula:
Distance = Rate × Time
So, the elements in the range of the function that would be used to determine how far Katie has traveled at each mark are 384 miles, 416 miles, and 448 miles.
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in which of the following numbers is the value of the 5 digit 10 times it value in the number 4,597
According to the question the value of the 5 digit in 4,597 is 9.
What is digit?Digit is a numerical symbol used to represent numbers in the decimal system. It is a single symbol used to represent a number ranging from 0 to 9. Digits are used to represent numbers in all forms of mathematical calculations and equations. The most common digits used in calculations are 0, 1, 2, 3, 4, 5, 6, 7, 8 and 9. Each digit has an associated numerical value, which can be used to create larger numbers or to perform complex mathematical operations.
The answer is D) 9. The value of the 5 digit in 4,597 is 5. To find the 10 times its value, you must multiply 5 by 10, which equals 50. Therefore, the value of the 5 digit in 4,597 is 9.
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What is the next number in the sequence 3, 4, 7, 12, 19
Answer:28
Step-by-step explanation:
Answer: 28
Explanation: Look for a pattern or reason for the following number in the sequence. In this case 3+1=4, 4+3=7, 7+5=12, 12+7=19, so the probable answer is to add the following odd number to the last one in the line to get the next. (19+9=28)
In Exercise 5.12 , we were given the following joint probability density function for the random variables Y1 and Y2, which were the proportions of two components in a sample from a mixture of insecticide: f(y1,y2)={2,0,0≤y1≤1,0≤y2≤1,0≤y1+y2≤1 elsewhere
Are Y1 and Y2 independent?
The conclude that the Y1 and Y2 are not independent.
The joint probability density function for the random variables Y1 and Y2 for a mixture of insecticide isf(y1,y2)={2,0,0≤y1≤1,0≤y2≤1,0≤y1+y2≤1 elsewhereTo verify if the Y1 and Y2 are independent, we need to check if f(y1,y2) is equal to the product of the marginal probabilities of Y1 and Y2.Therefore, we need to find the marginal density functions of Y1 and Y2.Probability Density Function:We know that for a given joint probability density function, the probability density function of Y1 is given by integrating over all possible values of Y2, and vice versa.Mathematically,P(Y1)=∫0∫1f(y1,y2)dy2... (1)P(Y2)=∫0∫1f(y1,y2)dy1... (2)Using equation (1) to calculate P(Y1), we get, P(Y1)=∫0∫1f(y1,y2)dy2=∫0∫1(2)dy2=2... (3)Similarly, we can use equation (2) to calculate P(Y2) as follows:P(Y2)=∫0∫1f(y1,y2)dy1=∫0∫1(2)dy1=2... (4)Product of marginal density functions:Now we can find the product of marginal density functions as follows:P(Y1)P(Y2)=2×2=4... (5)Thus, to verify if the Y1 and Y2 are independent, we need to check if f(y1,y2) is equal to the product of the marginal probabilities of Y1 and Y2.Since 2 ≠ 4, Y1 and Y2 are not independent. Hence, we can conclude that the Y1 and Y2 are not independent.
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The sum of the base and the height of a triangle is 22 cm. Find the dimensions for which the area is a maximum. The triangle with maximum area has a height of_____cm and a base of cm_____.
The dimensions of the triangle with maximum area are a base of 11 cm and a height of 11 cm.
We are given that the sum of the base and height of a triangle is 22 cm. Let's call the base of the triangle "b" and the height "h". Then we have the equation:
b + h = 22
We want to find the dimensions of the triangle that will give us the maximum area.
The formula for the area of a triangle is A = (1/2)bh.
We can use the equation b + h = 22 to solve for one of the variables in terms of the other.
we can solve for h:
h = 22 - b
Substituting this into the formula for the area, we get:
A = (1/2)b(22 - b)
The equation 0 = 11b - (1/2)b² can be rearranged to:
(1/2)b² - 11b = 0
We can then use the quadratic formula to solve for "b"
b = 11 ± 11
So the value of b that gives us the maximum area is b = 11 cm. Substituting this back into the equation h = 22 - b, we get:
h = 22 - 11 = 11 cm
Triangle has a base of 11 cm and a height of 11 cm.
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Help me solve it I need to show my work please help
Step-by-step explanation:
5x - 30 = 3x
2x = 30
x = 15
that's the answer
(a) describe the relationship between distance and travel time. (select all that apply.) positive negative moderate weak linear nonlinear
The relationship between distance and travel time. It is not excessively strong or weak. In other words, the rate of change in journey time is moderate and constant with respect to distance.
positive negative moderate weak linear nonlinear relationship between distance and travel time can be described as follows:•
Positive• Linear• Moderate
Explain as we move from point A to point B, the distance covered and the travel time it takes to get there are positively correlated. As the distance increases, the travel time required to reach the destination also increases, resulting in a positive correlation.
The relationship between distance and travel time is linear because the rate at which distance is covered remains constant, resulting in a straight-line relationship on a graph. It means that if distance doubles, the travel time will also double, indicating a linear relationship.
Hence, the linear relationship is also referred to as a direct relationship. On a graph, the line that represents the relationship between distance and travel time is moderate. This implies that the slope of the line is neither too steep nor too gentle.
Thus, it is neither too strong nor too weak. In other words, the rate of change in travel time is consistent as distance changes, making it moderate.
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