Answers
Answer:
A.) negatively skewed
B.) Symmetric
C.) Positively skewed
Step-by-step explanation:
The shape of a distribution can be described in terms of the tail and peak of the distribution as Symmetric, left tailed or right tailed.
In the first graph; distribution is left tailed as we have a longer tail to the left Than to the right side of the distribution and the peak Hence, slightly shifting to the right.
The second graph on the other hand sees the peak being centered, at the centre of the distribution and the tails being even. Hence, we have a Symmetric or normal distribution.
The third is the opposite of the first with the tail being to the right and peak slightly shifting to the left to give a positive skew or right tailed distribution.
Related Questions
Help me out with these please!
No links to suspicious sites!
Answers
Answer:
1) N = 2. 2) -7/3
Step-by-step explanation:
1)
6 = 3n
6/3 = n
2 = n
n = 2
2)
-3 = 3t + 4
3t + 4 = -3
3t = -3 - 4
3t = -7
T = -7/3
here is my answer mate,
1)18
2)4
One integer is 5 less than another. The sum of their squares is 277
Answers
The equation is x² + y² = 277 and the value of x and y is 9 and 14 respectively
What is an Equation?Equations are mathematical statements with two algebraic expressions flanking the equals (=) sign on either side.
It demonstrates the equality of the relationship between the expressions printed on the left and right sides.
Coefficients, variables, operators, constants, terms, expressions, and the equal to sign are some of the components of an equation. The "=" sign and terms on both sides must always be present when writing an equation.
Given data ,
Let the equation be represented as A
Now , the value of A is
Let the two number be x and y
One integer is 5 less than another
So , x = y - 5
x - y = -5 be equation (1)
And , sum of their squares is 277
So , x² + y² = 277 be equation (2)
On simplifying the equation , we get
( x - y )² = x² + y² - 2xy
Substituting the values in the equation , we get
( -5 )² = 277 - 2xy
2xy = 277 - 25
2xy = 252
And , ( x + y )² = x² + y² + 2xy
Substituting the values in the equation , we get
( x + y )² = 277 + 252
( x + y )² = 529
( x + y ) = 23 be equation (3)
Adding equation (1) and equation (3) , we get
2x = 18
x = 9
So , y = 14
Therefore , the value of x and y is 9 and 14 respectively
Hence , the equations are solved
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can anyone help me out with this question
Answers
Answer:
[tex] \sf \: b) \: 45[/tex]
Step-by-step explanation:
The values given are,
→ u = 7
→ d = 10
→ e = 3.2
Now the expression is,
→ 15(d - u)
Evaluating the expression,
→ 15(d - u)
→ 15(10 - 7)
→ 15 × 3
→ 45
Hence, option (b) is correct.
Answer:45
Step-by-step explanation:
15(10-7)
15(3)
multiply and get 45
Which statement best describes the definition of x^m/n and explains why it makes sense?
Answers
As there are certain steps are there which describes, the definition of f x^m/n re, by taking the mth root of a number is the same as taking the reciprocal of the exponent, and raising that reciprocality to the power of n is equivalent to raising the original number to the power of n/m.
What is the statement?Statements are sentences that expressage a fact, idea, or legal opinion. Statements do not ask questions, make requests or give speech act. They are also not utterances.
As there is a second step that follows,
2. This can also be written as x^(mn/m^2) = x^(n/m) which is the same as x to the power of (n/m)
3. This can also be written as x^(mn/m^2) = x^(n/m) which is the same as x to the power of (n/m)
4. The expression (x^(m/n))^(n/m) is the definition of x^mn, which is the mth root of x raised to the power of n. It makes sense because taking the mth root of a number is the same as taking the reciprocal of the exponent, and raising that reciprocal to the power of n is equivalent to raising the original number to the power of n/m.
Therefore, As a result, the complete definition of x^m/n, are as follows in the above statement.
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The complete statement was.
The expression (x^(m/n))^(n/m) is the definition of x^mn, which is the mth root of x raised to the power of n. It makes sense because taking the mth root of a number is the same as taking the reciprocal of the exponent, and raising that reciprocal to the power of n is equivalent to raising the original number to the power of n/m.
6 18 years ago Chris was 5 vears old. How old
will he be in 16 years time?
Answers
Answer:
he should be 39 y/o
Step-by-step explanation:
you would add the 18 and 5 to get him age now, and then add the 16 years, so his age would be 39. hope this helps
What are the features of the quadratic function ƒ(x) = (x – 3)(x + 7)?
Answers
Answer:
See below
Step-by-step explanation:
I guess if you look at the zeroes/x-intercepts, we got (3,0) and (-7,0) as zeroes.
Additionally, we can calculate the minimum by expanding the function:
[tex](x-3)(x+7)=x^2+4x-21[/tex]
[tex]\displaystyle x=-\frac{b}{2a}=-\frac{4}{2(1)}=-2\\\\f(-2)=(-2)^2+4(2)-21=4+8-21=12-21=-9[/tex]
So the minimum of the function is (-2,-9)
Also, our y-intercept is (0,-21)
Which of the followinkg is a rational number that is not an integer?
-2
-0.5
0
4
Answers
Please define the following: Revenue, Cost and Profit VS
Marginal Revenue, Marginal Cost and Marginal Profit.
Answers
The additional expense brought on by reducing the quantity is known as the cost. An additional expense "at the margin" is another name for this. The extra income that results from raising the supply is known as the marginal revenue.
What is Cost and Profit?
Profit is defined as the difference of revenue and cost (determined by deducting cost from revenue. when revenue exceeds operational expenses, the difference between them is called the operating profit.
The additional money "at the margin" is another name for this.The money left over after a corporation pays its bills and expenses is known as its profit. Costs are the out-of-pocket expenditures comes to making, producing, and marketing the company's goods and services.
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what is the length of the line?
A. Square root 11
B. Square root 61
C.8
D.11
Answers
Answer:
C
Step-by-step explanation:
Hope this helps
Need help solving this please
Answers
Answer:
30 students
Step-by-step explanation:
First, we need to find exactly how many students went to school by car and how many went on the bus.
To do this, we simply multiply the fraction of students that used each transportation method by the total number of students.
[tex]\# \textrm{ of students by car} = \dfrac{3}{8} \times 240 = \dfrac{3 \times 240}{8} = \dfrac{720}{8} = 90 \textrm{ students}[/tex]
So, 90 students went to school by car.
[tex]\# \textrm{ of students on bus} = \dfrac{6}{12} \times 240 = \dfrac{1}{2} \times 240 = \dfrac{240}{2} = 120 \textrm{ students}[/tex]
So, 120 students went to school on the bus.
The number of students that walked to school is the same as the number of students who didn't go in a car or on the bus, so to find the number of students that walked to school, we can subtract the number of students that went by car and on the bus from the total number of students.
[tex]\# \textrm{ of students that walked} = 240 - 90 - 120 = 30 \textrm{ students}[/tex]
Please help meeeeee!!!!!!!
Answers
Answer:
g
Step-by-step explanation:
3x+1<2+4x
-1<x
Answer:
x > -1
Step-by-step explanation:
3x + 1 < 2 + 4x
-x < 1
x > -1
What is the point of intersection when the system of equations below is graphed on the coordinate plane?
(1, –3)
(–1, 3)
(1, 3)
(–1, –3)
Answers
The point of intersection is (–3.5, 0.5) when the system of equations below is graphed on the coordinate plane.
What is the equation?The equation is defined as a mathematical statement that has a minimum of two terms containing variables or numbers that are equal.
The system of equations below
-x + y = 4,
6x + y = -3
As per the given question, the required graph has been attached below.
The point of intersection when the system of equations is graphed on the coordinate plane is (–3.5, 0.5).
This is the point where the two lines cross each other.
Hence, the correct answer would be an option (D).
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The question seems to be incomplete the correct question would be:
What is the point of intersection when the system of equations below is graphed on the coordinate plane? -x+y=4, 6x+y= -3
A. (1, –3)
B. (–1, 3)
C. (1, 3)
D. (–3.5, 0.5)
3p-3p+2s-6s+2q-3q+8r-7r
Is it ok to not put the p in this equation as the 3p is minus
Answers
Answer:
- 4s - q + r
Step-by-step explanation:
that's right. You do not put the p since 3p and -3p cancel out to give zero. I'll solve the question for you:-
⇒3p-3p+2s-6s+2q-3q+8r-7r
add or subtract the like terms(terms having same variables), then out of the two like terms, put the sign of the greater number, for e.g. 2q-3q = -1q
⇒0 - 4s - 1q + 1r
⇒- 4s - q + r Answer
hope that helps...
I am lost and need help asap!
Answers
Answer:
<CED = 58°
Step-by-step explanation:
Let <CED = x
We can obtain the value of x as illustrated below:
<CED + 122 = 180 (angles on a straight line)
x + 122 = 180
Collect like terms
x = 180 – 122
x = 58°
<CED = x
x = 58°
Thus,
<CED = 58°
On a scale, drawing inches equals 10 miles if the length of the road on the scale is 4 inches which of the following could be used to find the length of the road
Answers
On solving the provided question, we can say that - here in equation 10x + =4 = 2
What is equation?An equation is a formula in mathematics that joins two statements with the equal symbol = to represent equality. The definition of an equation in algebra is a mathematical statement proving the equality of two mathematical expressions. In the equation 3x + 5 = 14, for instance, the terms 3x + 5 and 14 are separated by an equal sign. The link between two phrases on either side of a letter is expressed mathematically. There is often only one variable, which is also the symbol. instance: 2x - 4 Equals 2.
here,
the equation we have is = 10x + =4 = 2
10x = -2
x = -1/5
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За – 29 = 3(a – 3).
Answers
Answer:
No Solutions
Step-by-step explanation:
Hello!
We can solve for a by isolating the variable.
Solve for a:Distribute: 3a - 29 = 3(a) - 3(3)Simplify: 3a - 29 = 3a - 9Subtract 3a from both sides: -29 = -9Since -29 cannot be equal to -9, there are no solutions for this equation.
Work out
1/8
+
3/4
Give your answer in its simplest form.
Answers
1/8 + 6/8= 7/8
7 and 8 have no common factors, therefore it is in its simplest term
Consider the graph of the function /() = 24
y
5-
4-
3-
2-
1
-3
21
0
2
3
4
5
-1-
-2
-3
-49
-5-
Match each transformation of function fto a feature of the transformed function.
asymptote of y = 2
y-intercept at (0,4)
y-intercept at (0,2)
function decreases as x increases
Answers
9514 1404 393
Answer:
function decreases(0, 2)y = 2(0, 4)Step-by-step explanation:
-f(x) reflects the graph over the x-axis. Instead of increasing everywhere, it decreases everywhere.
__
2f(x) stretches the graph vertically by a factor of 2. The y-intercept of (0, 1) gets moved to (0, 2)
__
f(x) +2 shifts the graph up 2 units. The horizontal asymptote moves from y=0 to y=2.
__
f(x+2) shifts the graph left 2 units. The point (2, 4) on the original graph gets translated to the y-axis to become the new y-intercept (0, 4).
A trapezoid has interior angle measures of 95°, 97", 85° and X degrees. Find the measure of angle X in the trapezoid. Enter only the number of degrees in the answer
box.
The solution i:
Answers
As a result, you are turning the entire trapezium figure 90 degrees clockwise in order to change the trapezoid LMNQ into L′M′NQ′.
The trapezoid is what?In American and Canadian English, a trapezoid is a quadrilateral with at least one set of parallel sides. In British and other versions of English, the word is a trapezium. A trapezoid is always a convex quadrilateral in Euclidean geometry. The parallel sides of the trapezoid are referred to as its bases.
Given: When (-7,-2) to L, L becomes L' (-2,7)
You will often obtain a rotation of 90 degrees clockwise or 270 degrees counterclockwise around the origin (0,0), as well as a reflection across the x-axis and across the line of symmetry of the image, if you have (x,y) and it becomes (y,-x).
The entire graphic is therefore rotated 90 degrees in a clockwise orientation.
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Consider the function f (x) = StartLayout Enlarged left-brace first row negative StartFraction x + 5 Over x + 3 EndFraction, x less-than negative 2 second row x cubed + 6, x greater-than-or-equal-to negative 2 EndLayout.
Which statement describes whether the function is continuous at x = –2?
The function is continuous at x = –2 because f(–2) exists.
The function is continuous at x = –2 because Limit as x approaches negative 2 plus f(x) = f(–2).
The function is not continuous at x = –2 because Limit as x approaches negative 2 f(x) ≠ f(–2).
The function is not continuous at x = –2 because Limit as x approaches negative 2 f(x) does not exist.
Answers
Answer:
D
Step-by-step explanation:
Edge
Write an expression for "3 more than x."
Answers
Answer:
The expression is x + 3 or 3 + x
Step-by-step explanation:
Answer:
The answer is 3>x or x<3
Step-by-step explanation:
hope this helps
Is this correct, If not tell me what is the correct answer.
Answers
Answer:
its correct
Step-by-step explanation:
A store is having a sale on almonds and jelly beans. For 5 pounds of almonds and 2 pounds of jelly beans, the total cost is $12. For 3 pounds of almonds and 8 pounds of jelly beans, the total cost is $31. Find the cost for each pound of almonds and each pound of jelly beans.
Answers
To find the cost of each pound of almonds, we need to find the difference in the cost of the almonds between the two purchases and divide it by the difference in the number of pounds of almonds. In this case, the difference in the cost of the almonds is $31 - $12 = $19 and the difference in the number of pounds of almonds is 3 - 5 = -2 pounds. Dividing the difference in the cost by the difference in the number of pounds gives us $19/-2 = $-9.50 per pound. This means that the cost of each pound of almonds is $-9.50.
To find the cost of each pound of jelly beans, we can use a similar process. In this case, the difference in the cost of the jelly beans is $31 - $12 = $19 and the difference in the number of pounds of jelly beans is 8 - 2 = 6 pounds. Dividing the difference in the cost by the difference in the number of pounds gives us $19/6 = $3.17 per pound. This means that the cost of each pound of jelly beans is $3.17.
In the diagram for this problem, lines BE and CF are congruent. Arc AB = 48 degrees. Arc BC = 42 degrees. Which measure is the greatest?
Answers
Answer:
arc AB
Step-by-step explanation:
uhhhh 48 is greater than 42
please help
log(8)10 - log(8) -3x = 1
Answers
Answer: x=2.375937.... sorry I give you the wrong one but here the steps O here x=2.96423 will it can be any one of the two answer I give you now.
Step-by-step explanation: Hope this help :D
Answer:
2.4?
Step-by-step explanation:
To make an apron, Jaylen’s mother bought 3.9 yards of cloth. If a yard of cloth costs $9.50, how much did Jaylen’s mother spend?
Answers
Answer:
She spent 37.05
Step-by-step explanation:
multiply both values
x/4 = 12
Please help
Answers
least common number
( sorry i forgot what its called )
of 598 and 45
Answers
The least common multiple of 598 and 45 is 26, 910
How to find the least common multiple ?To find the least common multiple of 598 and 45, you can use the prime factorization method. This involves finding the prime factors of both 598 and 45 and then multiplying these prime factors when they are in their highest power.
This gives:
598 prime factorization :
2 x 13 x 23 = 598
45 prime factorization :
3 x 3 x 5 = 45
The least common multiple is;
= 2 x 13 x 23 x 3 x 3 x 5
= 26, 910
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50 POINTS !!
PLEASE HELP !! ILL GIVE BRAINLIEST TO THE RIGHT ANSWERS.
Answers
Answer: 7.6
Use a caculator for next time so you don't have to waste your points.
What is the value of the expression below when x=2?
8x^2 +6x-8
8x
2
+6x−8
Answers
When we evaluate the expression 8x² + 6x - 8 in x = 2, we will get the value 36.
What is the value of the expression when x = 2?Here we need to evaluate the following expression:
8x² + 6x - 8
in x = 2.
Evaluating means that we need to replace the variable by the given number. Replacing the "x" by 2, we will get:
8*2² + 6*2 - 8
8*4 + 12 - 8
8*3 + 12
24 + 12 = 36
When x = 2, the expression is equal to 36.
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