The correlation coefficient between x and f(x) is approximately 0.39. This suggests a weak positive correlation between the cost per seat and the profit the airline makes.
What is Correlation Coefficient?The precise metric used in a correlation analysis to quantify the strength of the linear relationship between two variables is the correlation coefficient.
To calculate the correlation coefficient between x and f(x), we need to calculate several quantities first:
mean of x:
[tex]$\overline{x}[/tex] = {50+35+60+65+70+75+80}{7} = {435}/{7}
= 62.14
mean of f(x):
[tex]$\overline{f(x)}[/tex]= {1,272 + 1,884.5 + 2,322 + 2,584.5 + 2,672 + 2,584.5 + 2,322}/{7}
= 2,112.86
and, standard deviation of x:
[tex]$s_x[/tex]=[tex]\sqrt{\frac{\sum_{i=1}^n (x_i - \overline{x})^2}{n-1}}[/tex]
= [tex]= \sqrt{\frac{(50-62.14)^2 + (35-62.14)^2 + (60-62.14)^2 + (65-62.14)^2 + (70-62.14)^2 + (75-62.14)^2 + (80-62.14)^2}{6}} \\\approx 17.27$[/tex]
and, standard deviation of f(x):
[tex]$s_{f(x)} = \sqrt{\frac{\sum_{i=1}^n (f(x_i) - \overline{f(x)})^2}{n-1}}[/tex]
= (1,272-2,112.86)² + (1,884.5-2,112.86)² + (2,322-2,112.86)² + (2,584.5-2,112.86)² + (2,672-2,112.86)²+ (2,584.5-2,112.86)² + (2,322-2,112.86)²}/ 6
= 385.09
Now, covariance of x and f(x):
[tex]$cov(x,f(x)) = \frac{\sum_{i=1}^n (x_i - \overline{x})(f(x_i) - \overline{f(x)})}{n-1}[/tex]
= {(50-62.14)(1,272-2,112.86) + (35-62.14)(1,884.5-2,112.86) + (60-62.14)(2,322-2,112.86) + (65-62.14)(2,584.5-2,112.86) + (70-62.14)(2,672-2,112.86) + (75-62.14)(2,584.5-2,112.86) + (80-62.14)(2,322-2,112.86)} / 6
= 762.36
Using these values, we can calculate the correlation coefficient:
[tex]$r = \frac{cov(x,f(x))}{s_x s_{f(x)}} = \frac{762.36}{17.27 \cdot 385.09} \approx 0.39$[/tex]
Therefore, the correlation coefficient between x and f(x) is approximately 0.39. This suggests a weak positive correlation between the cost per seat and the profit the airline makes.
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At a school pep rally, 208 students are
wearing purple. If there are 260 students at
the rally, what percent are wearing purple?
Answer:
80%
Step-by-step explanation:
We Know
There are 260 students at the rally.
208 students are wearing purple.
What percent are wearing purple?
We Take
208 divided by 260, time 100 = 80%
So, 80% students wearing purple.
. if the gpa for a student with a gmat score of 600 turned out to be 3.5, what would the residual be? a. 3.2 b. 3.7 c. 0.3 d. 0.2 e. 1.3
a) The predicted GPA for a student with Verbal SAT score of 500 is 2.9805.
b) The residual for this student is -0.2805.
To calculate the predicted GPA for a student with Verbal SAT score of 500, we need to plug in the value of 500 into the regression equation:
GPA = 2.0336 + 0.0018929 × VerbalSAT
Thus, the predicted GPA for a student with Verbal SAT score of 500 is
GPA = 2.0336 + 0.0018929 × 500 = 2.9805
To calculate the residual for this student, we subtract the predicted GPA from the actual GPA
Residual = Actual GPA - Predicted GPA
Residual = 2.7 - 2.9805 = -0.2805
Therefore, the residual for this student is -0.2805.
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I have solved the question in general, as the given question is incomplete.
The complete question is:
A straight line linear regression analysis was carried out, using Verbal SAT score, VerbalSAT (values can range from 0 to 800), to predict grade point average in college, GPA, for first-year BU students (GPA values can range from 0 to 4). The sample size is 345 first-year BU students. The following are the least squares estimates of the coefficients of the linear regression model and the estimates of their standard error: Variable DF Parameter Standard Estimate Error 1 2.0336 0.1621 Intercept VerbalSAT (Slope) 1 0.0018929 0.0002709 . . Calculate the predicted GPA and the residual for a student with Verbal SAT score of 500. GPA was 2.7 for this student.
Can someone help me ASAP it’s due tomorrow. I will give brainliest if it’s all done correctly. Show work.
Answer:
[tex]\frac{1}{8}[/tex]
Step-by-step explanation:
Since there are four answer choices for question one, the chance of picking the correct answer is [tex]\frac{1}{4}[/tex]. However, there is also another question. That question is a true-or-false question, meaning that there is only two options. Therefore, the probability of picking the correct answer is [tex]\frac{1}{2}[/tex]. To find the probability of picking both correctly, you multiply the two together. [tex]\frac{1}{4} * \frac{1}{2} = \frac{1}{8}[/tex], so the answer is [tex]\frac{1}{8}[/tex].
the time it takes to assemble an electronic component is normally distributed with a mean of 17.2 minutes and a standard deviation of 3.1 minutes. the probability is 90% that it will take at least how long to assemble a component?
For the probability of 90% that it will take at least 68.195 minutes long to assemble an electronic component.
As we have the time it takes to assemble an electronic component is normally distributed.
Mean time, [tex] \mu[/tex] = 17.2 minutes
Standard deviations, [tex] \sigma[/tex]
= 3.1 minutes
We have to determine probability is 90% that it will take at least how long to assemble a component. Now, from the standard normal distribution table value of Z - score for 90% is equals to the 1.645.
Using the Z- score formula in normal distribution, [tex]Z = \frac{ X - \mu}{\sigma }[/tex]
=> 1.645 = ( X - 17.2 )/3.1
=> X - 17.2 = 31 × 1.645
=> X = 17.2 + 50.995
=> X = 68.195
Hence, the required at least the long to assemble a component is equals to the 68.195.
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Help meeeee pleaseee!
For the situations below, define a random variable X for the situation and then decide if they follow a binomial distribution model by commenting on the four requirements.
1. You roll a DnD dice (20-sided), 20 times and record the number that shows on the dice.
2. A basketball player can make 60% of their free throws. The coach plans on having a free throw shooting competition and the player will be shooting 100 shots.
3. From a standard deck of cards, you pull out a card, record the suit, put it back and reshuffle. You continue until you get two spades in a row.
4. You are conducting a survey at your school to see how many students own smartphones. The probability that a student will own a smartphone is 0.85. You plan on having 200 students participate in your survey.
By answering the presented question, we may conclude that Because the likelihood of a student possessing a smartphone is the same for each participant, the trials are similar.
What is a Variable?A variable is something that may be changed in the context of a mathematical problem or experiment. A variable is often indicated by a single letter. Variables are commonly represented by the letters x, y, and z. A variable is a property that can be measured and has a large range of values. A few examples of criteria are size, age, affluence, location of birth, academic status, and kind of dwelling. Variables may be classified into two basic groups using both category and numerical methods.
X is a random variable that represents the amount of times a given number is rolled in 20 rolls of a 20-sided dice. This circumstance does not fit the binomial distribution model because the following four conditions are not met:
The trials are not independent since the outcome of each dice roll influences the odds of the succeeding rolls.
The success probability is not set since it is determined by the number chosen to count as a success.
Because the possibilities of each event are not equal, the trials are not similar.
The number of trials is predetermined.
X is a random variable that represents the number of successful free throws out of 100. Because the four prerequisites are satisfied, this scenario follows a binomial distribution model:
Because the outcome of one free throw does not impact the outcome of another, the trials are independent.
The success probability is set at 0.6.
Because the probability of making a free throw is the same for each shot, the trials are similar.
The trial count is set at 100.
X is a random variable that represents the number of cards drawn before receiving two spades in a row. This circumstance does not fit the binomial distribution model because the following four conditions are not met:
The trials are not independent since the outcome of each draw influences the likelihood of subsequent pulls.
The likelihood of success is not fixed because it is determined by the outcome of the prior pull (s).
Because the possibilities of each event are not equal, the trials are not similar.
The number of trials is not predetermined.
X is a random variable that represents the number of students out of 200 who own smartphones. Because the four prerequisites are satisfied, this scenario follows a binomial distribution model:
The trials are independent since one student's possession of a smartphone has no bearing on the outcome of another student.
The success probability is set at 0.85.
Because the likelihood of a student possessing a smartphone is the same for each participant, the trials are similar.
The trial count is set at 200.
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The frequency of grades earned on a Spanish test are displayed in the histogram.
Which of the following best describes the shape of the data, and why?
The data is symmetric because the average test grade falls in the middle of the data.
The data is not symmetric because the grades are spread out in each of the intervals.
The data is skewed because there is a large amount of data, showing the average grade in the middle.
The data is bimodal because there is a low amount of data in the first and last intervals, showing that many students had low grades.
The histogram provided displays the frequency of grades earned on a Spanish test.
Which of the below best illustrates the data's shape and why?
Based on the given information, the shape of the data is not symmetric because the grades are not evenly distributed in each of the intervals.
The data appears to be skewed to the left because there are fewer students who received higher grades than those who received lower grades. Additionally, the mode of the data is in the 71-80 interval, which is the highest point in the histogram.
Therefore, the correct answer is:
"Because there is a large amount of data, the data is skewed, with the average grade being in the middle i.e, option c"
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an automotive manufacturer removes the friction linings from the clutch plates of drag race cars following test runs. a sampling of 10 linings for wear show the following values (in mm): 204.5, 231.1, 157.5, 190.5, 261.6, 127.0, 216.6, 172.7, 243.8, and 291.0. estimate the average wear and its variance. based on this sample, how many clutch plates out of a large set will be expected to show wear of more than 203 mm?
We can estimate the expected number of clutch plates with
wear of more than 203 mm as:
[tex]0.7 \times \text{total number of clutch plates}[/tex]
To estimate the average wear and variance, we first calculate the sample
mean and sample variance:
Sample mean:
[tex]\bar{x} = \frac{1}{n}\sum_{i=1}^{n}[/tex]
[tex]x_i = \frac{204.5 + 231.1 + 157.5 + 190.5 + 261.6 + 127.0 + 216.6 + 172.7 + 243.8 + 291.0}{10} = 213.3[/tex]
Sample variance:
[tex]s^2 = \frac{1}{n-1}\sum_{i=1}^{n}[/tex]
[tex](x_i - \bar{x})^2 = \frac{(204.5 - 213.3)^2 + (231.1 - 213.3)^2 + ... + (291.0 - 213.3)^2}{9} = 3415.5[/tex]
To estimate the proportion of clutch plates with wear of more than 203
mm, we first need to calculate the sample proportion:
[tex]{number of linings with wear more than 203 mm}{\text{total number of linings}} = \frac{7}{10} = 0.7[/tex]
To estimate the proportion for a large set of clutch plates, we assume
that the sample proportion is equal to the population proportion.
Therefore, we can estimate the expected number of clutch plates with
wear of more than 203 mm as:
[tex]0.7 \times \text{total number of clutch plates}[/tex]
However, we don't know the total number of clutch plates in the
population, so we cannot provide a specific estimate.
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10^2 x 10^6 x 10 using single exponent
Step-by-step explanation:
10^2 + 10^6 + 10^1 = 10 ^(2+6+1) = 10 ^9
Two main sources of income are regular income, such as from a full-time job, and side income, which is any money earned outside a regular job. Active income and passive income can provide enough money to replace a regular job. Discuss some of the effects of various income sources on the economy, both for individuals (microeconomics) and the population as a whole (macroeconomics). Select one of the prompts. In your response, explain your reasoning and be sure to discuss specific types of income.
Prompt 1
Individuals: What happens if someone with lots of side income loses their main job? What if someone without a lot of side income loses their main job?
Population: What would happen if everyone built side income? How might that affect the economy on a larger scale?
Prompt 2
Individuals: Some people work multiple part-time jobs to make ends meet. Others have a large salary but work over 50 hours per week. Many people have physical or other challenges. With these considerations, who has the time and money to invest in building side income? Who might not? Are there other situations that make it harder or easier to build side income?
Population: Is side income a viable solution to poverty?
Answer:
Prompt 1:
Individuals: If someone with lots of side income loses their main job, they will likely have a financial cushion to fall back on. This can help them weather the storm until they find a new job. On the other hand, if someone without a lot of side income loses their main job, they may be more financially vulnerable and may struggle to make ends meet. They may have to dip into their savings or take on debt to cover their expenses until they find a new source of income.
Population: If everyone built side income, it could have a significant impact on the economy. More people would have additional income streams, which could lead to increased consumer spending and investment. This could, in turn, drive economic growth and create more jobs. However, there could also be downsides to this. If everyone were to focus on building side income, it could lead to a shortage of labor in traditional full-time jobs. This could make it difficult for some businesses to find qualified employees, which could slow down economic growth.
Prompt 2:
Individuals: Building side income can be challenging for people who are already working multiple part-time jobs or who have physical or other challenges. They may not have the time or energy to invest in building a side business or pursuing other opportunities. On the other hand, people with a high salary but who work long hours may have less time to dedicate to side income pursuits, even if they have the financial resources to do so. There may be other situations that make it easier or harder to build side income, such as access to capital, knowledge and skills, and support networks.
Population: While side income can help individuals increase their income, it may not be a viable solution to poverty on a large scale. Some people may not have the resources, knowledge, or opportunities to build side income streams, especially if they are already working long hours or struggling with physical or other challenges. To address poverty, it may be necessary to focus on creating more full-time jobs that provide livable wages and benefits. However, side income can still be a valuable supplement to a regular income, especially for those who have the time and resources to invest in building additional income streams.
Step-by-step explanation:
In addition, it's important to note that side income alone may not be enough to lift people out of poverty. In many cases, people living in poverty face systemic barriers such as lack of access to education, healthcare, and affordable housing. Addressing these issues requires more comprehensive solutions that go beyond income supplementation.
Furthermore, it's worth considering the impact of side income on income inequality. While side income can help some individuals increase their income, it may not be a viable solution for everyone. The ability to generate side income may be influenced by factors such as access to education, social networks, and financial resources. Therefore, promoting side income as a solution to poverty without addressing these underlying issues could potentially widen the gap between the rich and the poor.
In conclusion, while side income can provide financial benefits for individuals and potentially stimulate economic growth on a larger scale, it's important to consider the nuances and limitations of this income source. As with any economic issue, there are no easy solutions, and it's necessary to take a comprehensive and nuanced approach to address poverty and promote economic prosperity.
Diversifying income streams can give individuals financial stability and the economy can potentially benefit from increased consumer spending. However, building side income may not be feasible for everyone and while it could be part of poverty alleviation, it can't be the sole solution.
Explanation:Effects of Diverse Income SourcesIn the domain of microeconomics, individuals with significant side income may have financial security even if they lose their main job. This is because their side income can serve as a bridge, mitigating the possible financial strain of job loss. In contrast, those without much side income may face financial hardships if they lose their main job. It is therefore important for individuals to diversify income sources when possible.
From a macroeconomics perspective, if everyone developed side income, it could stimulate economic activity as income levels increase. Increased disposable income could lead to higher consumer spending, igniting broader economic stimulation. However, it might also lead to intensification of work, reducing leisure time and possibly impacting worker mental health and productivity.
Building Side Income - Whom Might It Suit?Those who work multiple part-time jobs or have sizeable primary-job commitments might find it difficult to secure time for side-income-generating activities. On the other hand, individuals with higher salaries and flexible work schedules might have both the funding and time to establish and nurture a robust side income.
Side Income and Poverty Alleviation
Side income could be a viable solution to poverty if it was accessible to everyone. This would require educational and entrepreneurial initiatives to equip individuals with the skills and opportunities necessary to generate extra income. However, side income alone is not a magic bullet and should be part of a suite of strategies to eradicate poverty.
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A table of values is shown.
X
0
1
2
3
4
Y
y =
-2
-10
-50
- 250
- 1250
Write the equation for the function shown in the table
by typing values in the blank spaces.
)x
The function is an exponential function of the form y = a * b^x, where "a" is the initial value and "b" is the common ratio.
Using the given table, we can see that:
- The initial value is y(0) = -2, so a = -2.
- To find the common ratio, we can divide any term by the previous term. For example:
- b = y(1)/y(0) = (-10)/(-2) = 5
- b = y(2)/y(1) = (-50)/(-10) = 5
- and so on.
Since we get the same value of b for all the ratios, we can conclude that the common ratio is b = 5.
Therefore, the equation for the function shown in the table is: y = -2 * 5^x.
find the degree measures of the angle which is imdicate by various assume that O is the center of the circle
Answer:
Using the inscribed angle theorem, we know that the measure of an inscribed angle is equal to half the measure of the central angle that intercepts the same arc. So, we need to find the central angle measure for each of the inscribed angles.
For angle a, the central angle measure is 80°, so the measure of angle a is (1/2)*80° = 40°.
For angle b, the central angle measure is 120°, so the measure of angle b is (1/2)*120° = 60°.
For angle c, the central angle measure is 40°, so the measure of angle c is (1/2)*40° = 20°.
For angle d, the central angle measure is 140°, so the measure of angle d is (1/2)*140° = 70°.
For angle e, the central angle measure is 80°, so the measure of angle e is (1/2)*80° = 40°.
For angle f, the central angle measure is 60°, so the measure of angle f is (1/2)*60° = 30°.
Therefore, the degree measures of the angles are:
a = 40°
b = 60°
c = 20°
d = 70°
e = 40°
f = 30°
Step-by-step explanation: Did try my best
mindy is saving money. she started with $0. after 6 weeks, she had $900 saved. mindy is not sure exactly how much money she saved each week. she assumes that saved money at a constant rate when she started saving money through week 6. Part A: create a graph that can be used to model the number of dollars,y, mindy saves in x weeks. Part B: explain what the slope of the line you drew represents. Part C: describe how you can use the line to predict the number of weeks it will take Mindy to save $150
It will take Mindy 1 week tο save $150.
What is Slοpe?The slοpe οf a line is the measure οf its steepness, defined as the ratiο οf the vertical change (rise) οver the hοrizοntal change (run) between any twο pοints οn the line.
Part A:
Tο create a graph that can be used tο mοdel the number οf dοllars Mindy saves in x weeks, we can use a linear equatiοn in slοpe-intercept fοrm:
y = mx + b
where y is the tοtal amοunt saved after x weeks, m is the slοpe (the cοnstant rate at which Mindy saves mοney), and b is the initial amοunt saved (which is 0 in this case).
Using the infοrmatiοn given, we can find the slοpe οf the line as fοllοws:
m = (change in y) / (change in x)
m = ($900 - $0) / (6 weeks - 0 weeks)
m = $150 per week
Sο the equatiοn fοr the line is:
y = $150x
We can graph this line by plοtting the pοints (0,0) and (6, $900), and then drawing a straight line cοnnecting them.
Part B:
The slοpe οf the line represents the cοnstant rate at which Mindy saves mοney each week. In this case, the slοpe is $150 per week, which means that Mindy is saving $150 every week.
Part C:
Tο use the line tο predict the number οf weeks it will take Mindy tο save $150, we can plug in the value fοr y (which is $150) intο the equatiοn and sοlve fοr x:
$150 = $150x
x = 1
Sο it will take Mindy 1 week tο save $150.
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in project 8, the out-of-sample results are expected to track closely with, exceed, or come close to the results of the theoretically optimal solution (tos). true or false?
The answer of the given question based on the theoretically optimal solution is ,False.
What is Model?A model refers to a simplified representation of a real-world system or phenomenon that is used to gain insights, make predictions, or solve problems. Models in math can take many forms, including mathematical equations, geometric shapes, graphs, or diagrams.
Mathematical models are often used in various fields like physics, engineering, economics, and biology to represent and analyze complex phenomena. These models are constructed using mathematical principles and are based on assumptions and simplifications of the real-world system they represent.
False.
In project 8, the out-of-sample results are expected to provide an estimate of how well the model is expected to perform on new, unseen data. The out-of-sample results are not necessarily expected to the track closely with or exceed results of theoretically optimal solution (TOS), as TOS is based on training data and may not generalize well to new data. The goal is to find a model that performs well on both the training data and new, unseen data, so the out-of-sample results are used to evaluate the generalization performance of the model.
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Use point-slope form to write the equation of a line that passes through the point (12,19) with slope -2/3.
By answering the presented question, we may conclude that So, the equation of the line that passes through the point ([tex]12,19[/tex]) with slope [tex]-2/3[/tex] is: [tex]y = (-2/3)x + 27[/tex]
what is slope?
In mathematics, slope is the steepness of a line or curve. It is a measure of how much a function's y-value fluctuates when the x-value changes. A line's slope is commonly symbolised by the letter m and may be computed as follows: [tex]m = (y2 - y1) / (x2 - x1) (x1, y1)[/tex] and [tex](x2, y2)[/tex] are any two points on the line. The slope of a line might be positive, negative, zero, or unknown. A positive slope means the line ascends from left to right, whereas a negative slope means the line drops from left to right.
The point-slope form
[tex]y-y1=m(x-x1)[/tex]
[tex]y-19=(-2/3)(x-12)[/tex]
[tex]y-19=(-2/3)x+8\\y=(-2/3)x+27[/tex]
So, the equation of the line that passes through the point [tex](12,19)[/tex] with slope [tex]-2/3[/tex] is:
[tex]y = (-2/3)x + 27[/tex]
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the following data set shows population of the united states (in million) since 1790, year 1790 1800 1810 1820 1830 1840 1850 1860 1870 1880 1890 1900 population 3.9 5.3 7.2 9.6 12.9 17.1 23.2 31.4 38.6 50.2 63.0 76.2 year 1910 1920 1930 1940 1950 1960 1970 1980 1990 2000 2010 population 92.2 106.0 123.2 132.2 151.3 179.3 203.3 226.5 248.7 281.4 308.7 construct a time plot for the u.s. population. what kind of trend do you see? what information can be extracted from this plot? these data are available in data set populationusa.
In the given information, we can see that the populace of the United States has expanded consistently over time, with a few variances.
Here is a chronological chart of the US population data:
Year Population (millions)
1790 3.9
1800 5.3
1810 7.2
1820 9.6
1830 12.9
1840 17.1
1850 23.2
1860 31.4
1870 38.6
1880 50.2
1890 63.0
1900 76.2
1910 92.2
1920 106.0
1930 123.2
1940 132.2
1950 151.3
1960 179.3
1970 203.3
1980 226.5
1990 248.7
2000 281.4
2010 308.7
From the time chart, we can see that the populace of the United States has expanded consistently over time, with a few variances.
The slant is up, with the populace developing quicker in later a long time.
The time chart moreover permits us to see the rate of populace development over time. We can see that the population has expanded from less than 4 million in 1790 to more than 300 million in 2010.
We are able moreover to see the rate of populace development over diverse periods, such as fast populace development. within the middle of the twentieth century.
In general, the time chart of US populace information gives a visual representation of statistic patterns over time and permits us to effortlessly distinguish designs and changes within the populace.
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the coefficient of determination: group of answer choices indicates whether the correlation coefficient is significant. is a measure of the amount of variability in one variable that is shared or accounted for by the other. is the square root of the variance. is the square root of the correlation coefficient.
The coefficient of determination is not the square root of the correlation coefficient.
The coefficient of determination refers to the proportion of the variance in the dependent variable that is accounted for by the independent variable.
It is the square of the correlation coefficient and ranges between 0 and 1, with 0 indicating no correlation, while 1
indicates a perfect correlation.
The coefficient of determination is a measure of how much variation exists between two variables, with a higher value
indicating a stronger relationship between the two variables.
Additionally, the group of answer choices can indicate whether the correlation coefficient is significant, and the
coefficient of determination is not the square root of the correlation coefficient.
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Use elimination to solve the system of equations.
y = x2 – 3x + 16
y = 9x – 20
The solution to the system of equations is x = 6, y = 22.
What is solution?
We can start by setting the two expressions for y equal to each other:
x² - 3x + 16 = 9x - 20
Next, we can rearrange the equation into standard quadratic form:
x² - 12x + 36 = 0
Now we can factor the quadratic:
(x - 6)² = 0
This equation has only one solution, x = 6. To find the corresponding value of y, we can substitute x = 6 into either of the original equations:
y = 6² - 3(6) + 16 = 22
Therefore, the solution to the system of equations is x = 6, y = 22.
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Select 2 quadratic
functions whose graphs
pass through (-2,0) and
(4,0).
joe rolls a die six times and rolls a four twice. is this unusual? why or why not? what about if he rolled a four three times?(order matters)
1. It is not unusual for Joe to roll a four twice in six attempts because a die has 6 sides, so the probability of rolling a four is 1/6 (one in six).
2. If Joe rolled a four three times in six attempts, it would still not be considered unusual because when the probability of rolling a four three times is slightly lower than rolling it twice, it is still not considered a very low probability or unusual occurrence.
It is not unusual for Joe to roll a four twice in six attempts. Here's why:
1. A die has 6 sides, so the probability of rolling a four is 1/6 (one in six).
2. When rolling the die six times, the probability of rolling a four twice can be calculated using the binomial probability
formula:[tex]P(X=k) = (nCk) * (p^k) * (q^(n-k)),[/tex]
where n is the number of trials,
k is the number of successful outcomes,
p is the probability of success, and q is the probability of failure (1-p).
3. In this case, n=6, k=2, p=1/6, and q=5/6.
So, [tex]P(X=2) = (6C2) * (1/6)^2 * (5/6)^4[/tex] ≈ 0.2009 or 20.09%.
4. Since 20.09% is not a low probability, it is not unusual for Joe to roll a four twice in six attempts.
If Joe rolled a four three times in six attempts, it would still not be considered unusual. Here's why:
1. Using the same binomial probability formula as before, we now have k=3.
2. [tex]P(X=3) = (6C3) * (1/6)^3 * (5/6)^3[/tex] ≈ 0.1550 or 15.50%.
3. While the probability of rolling a four three times is slightly lower than rolling it twice, it is still not considered a very low probability or unusual occurrence.
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The area of a parallelogram is 40 square inches. The base of the parallelogram is 5 inches. What is the height of the parallelogram?
Answer: 8
Step-by-step explanation: 5x8=40
Using the order of operations, which operation should you perform last to evaluate this expression? 8 + {[( 14 divided by 2 x ( 3 - 1)} - 1} * 1 point A. Addition B. Division C. Multiplication D. Subtraction
Answer:
A addition
Step-by-step explanation:
You would simply everything in the parentheses first and then multiply that by 1. Lastly, you would add 8.
Helping in the name of Jesus.
When hungry, two puppies can eat a bowl of kibble in 9 seconds. How long do they take individually to eat the same bowl of kibble if one puppy takes 24 seconds longer than the other?
What is the mean of the given distribution, and which type of skew does it exhibit?
Since 3 has the highest frequency, the mode is 3.Now, the curve is positively skewed if mean is bigger than mean.
Describe total number?Total number is a term used to refer to the sum of two or more individual elements. It is commonly used in the context of mathematics and can refer to the result of addition, subtraction, multiplication, or division. For example, the total number of apples in a basket could be five, the total number of days in a week could be seven, and the total number of people in a family could be four. In any case, the total number is the sum of all the individual elements that are being considered.
Presented to us is a distribution:
{4.5, 3, 1, 2, 4, 3, 6, 4.5, 4, 5, 2, 1, 3, 4, 3, 2}
We must determine the mean.
Mean is equal to the sum of all observations divided by the total number of observations.
Mean = 52/16
Mean = 3.25
We now determine the mode, which is the observation with the highest frequency, or how frequently it has occurred.
observations per unit of time
4.5 2
3 4
1 2
2 3
4 3
6 1
5 1
Since 3 has the highest frequency, the mode is 3.
Now, the curve is positively skewed if mean is bigger than mean.
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Complete questions as follows-
What is the mean of the given distribution, and which type of skew does it exhibit?
{4.5, 3, 1, 2, 4, 3, 6, 4.5, 4, 5, 2, 1, 3, 4, 3, 2}
WHAT IS THE MEAN? and WHAT TYPE OF SKEW EXHIBITS? negative, positive, symmetric, zero etc..
your school football team has 10 scheduled games for the season. you want to attend at least 4 games. how many different combinations of games can you attend?
There are 848 different combinations of games that you can attend if you want to go to at least 4 games out of the 10 scheduled games.
If you want to attend at least 4 games out of the 10 scheduled games, there are several different combinations that you can attend.
To calculate the total number of combinations, we can use the combination formula
nCr = n! / r! × (n-r)!
where n is the total number of games (10), and r is the number of games you want to attend (4).
First, let's calculate the number of combinations of attending exactly 4 games
10C4 = 10! / 4! × (10-4)! = 210
This means that there are 210 different combinations of attending exactly 4 games out of the 10 scheduled games.
Next, let's calculate the number of combinations of attending 5, 6, 7, 8, 9, or all 10 games
10C5 = 10! / 5! × (10-5)! = 252
10C6 = 10! / 6! × (10-6)! = 210
10C7 = 10! / 7! × (10-7)! = 120
10C8 = 10! / 8! × (10-8)! = 45
10C9 = 10! / 9! × (10-9)! = 10
10C10 = 10! / 10! × (10-10)! = 1
So the total number of different combinations of attending at least 4 games is
210 + 252 + 210 + 120 + 45 + 10 + 1 = 848
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3
Ten children played arcade games. The table shows the amount of time each child played and the number of tokens each child used in that time.
Child Child Child Child Child Child Child Child Child Child
1
2
3
4
5
6
7
8
9
10
Time
Played
(minutes)
Tokens
Used
1
5
3
5
S 15
12 1 24
S
18
එය
20
1
30
15
35
39
35 S
The correlation coefficient is 0.363 for these data.
Which statement is the best interpretation of the correlation coefficient?
There is a strong negative association between the number of minutes played and the number of tokens used.
There is a weak negative association between the number of minutes played and the number of tokens used.
There is a strong positive association between the number of minutes played and the number of tokens used.
There is a weak positive association between the number of minutes played and the number of tokens used.
The best interpretation of the correlation coefficient is:
There is a weak positive association between the number of minutes played and the number of tokens used.
What is the correlation coefficient?
A correlation coefficient is a number between -1 and 1 that tells you the strength and direction of a relationship between variables.
The correlation coefficient is 0.363 for these data. Since the correlation coefficient is positive,
we know that there is a positive association between the number of minutes played and the number of tokens used.
However, since the correlation coefficient is less than 0.5, we can conclude that the association is weak.
Therefore, the best interpretation of the correlation coefficient is:
There is a weak positive association between the number of minutes played and the number of tokens used.
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PLEASE HELP ILL GIVE BRAINLIEST
Please help me with this will reward branilyist
Answer:
I can’t see it
Step-by-step explanation:
the height of a golf ball after it is hit can be modeled by the equation where represents the number of seconds after the ball is hit, and represents the golf ball height, in feet. a) what is the height of the golf ball at the instant it is hit? feet b) what is the height of the golf ball 2.8 seconds after it is hit? feet c) how long does it take the ball to hit the ground after it is hit? (round answer to three decimal places.) seconds submit question question 3
a. The height of the golf ball at the instant it is hit is 0 feet.
b. The height of the golf ball 2.8 seconds after it is hit is approximately 62.72 feet.
c. It takes 4 seconds for the golf ball to hit the ground after it is hit.
a) To find the height of the golf ball at the instant it is hit, we need to evaluate the function h when t = 0.
Substituting t = 0 into the given equation, we get:
h = -16(0)² + 64(0) = 0
Therefore, the height of the golf ball at the instant it is hit is 0 feet.
b) To find the height of the golf ball 2.8 seconds after it is hit, we need to evaluate the function h when t = 2.8.
Substituting t = 2.8 into the given equation, we get:
h = -16(2.8)² + 64(2.8) ≈ 62.72
Therefore, the height of the golf ball 2.8 seconds after it is hit is approximately 62.72 feet.
c) To find how long it takes the ball to hit the ground after it is hit, we need to find the value of t when the height is 0.
Setting h = 0 in the given equation, we get:
0 = -16t² + 64t
0 = t(-16t + 64)
t = 0 or t = 4
Since the golf ball was hit upwards, we are only interested in the positive value of t, which is t = 4.
Therefore, it takes 4 seconds for the golf ball to hit the ground after it is hit.
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The question is -
The height in feet of a golf ball hit into the air is given by h = − 16t² + 64t, where t is the number of seconds elapsed since the ball was hit, and represents the golf ball height, in feet.
a) what is the height of the golf ball at the instant it is hit?
b) what is the height of the golf ball 2.8 seconds after it is hit?
c) how long does it take the ball to hit the ground after it is hit?
please help with this geometry hmw
The triangle DAE and FCE is congruent by the vertical angle theorem property.
What is congruency ?
Congruence of triangles is a term used in geometry to describe the relationship between two triangles that have exactly the same size and shape. In other words, if two triangles are congruent, all of their corresponding sides and angles are equal. When two triangles are congruent, they can be superimposed on each other, and all parts of one triangle will coincide with the corresponding parts of the other triangle.
The concept of congruence is essential in geometry, as it allows us to prove various theorems and make deductions about the properties of triangles. Two triangles can be shown to be congruent if any of the following conditions are met:
Side-Side-Side (SSS) Congruence: If the three sides of one triangle are equal to the three sides of another triangle, then the triangles are congruent.
Side-Angle-Side (SAS) Congruence: If two sides and the included angle of one triangle are equal to two sides and the included angle of another triangle, then the triangles are congruent.
Angle-Side-Angle (ASA) Congruence: If two angles and the included side of one triangle are equal to two angles and the included side of another triangle, then the triangles are congruent.
Angle-Angle-Side (AAS) Congruence: If two angles and a non-included side of one triangle are equal to two angles and the corresponding non-included side of another triangle, then the triangles are congruent.
Knowing these congruence criteria, we can use them to prove theorems and solve problems in geometry involving triangles.
The reflexive property is a fundamental concept in mathematics, and it applies to many different areas of study, including geometry. In the context of geometry, the reflexive property is related to congruence of triangles.
The reflexive property of congruence states that any geometric figure is congruent to itself. In the case of triangles, this means that any triangle is congruent to itself. In other words, every triangle is identical to itself, and all of its corresponding sides and angles are equal.
The reflexive property of triangles is used frequently in proofs and demonstrations in geometry. For example, if we want to show that a given triangle is congruent to another triangle, we can use the reflexive property to show that the two triangles are congruent to themselves. Then, we can use other methods, such as the SSS or SAS criteria, to show that the two triangles are congruent to each other.
Overall, the reflexive property is a key concept in geometry that allows us to reason about congruence and to prove various theorems and results related to triangles and other geometric figures.
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