Answer:
Gordo's weight = 15 pounds
It is outside the healthy weight range and is in the top 5% of weights of cats.
Gordo's weight makes Gordo unhealthy.
Step-by-step explanation:
μ = mean weight = 9.5 pounds
σ = standard deviation = 1.5 pounds
This is a normal distribution problem
We first calculate the limit of the bottom 5% of weights
Let the z-score for this limit be z'
P(z < z') = 0.05
From the normal distribution table,
z' = -1.645
And the limit for the top 5% which is z" = 1.645.
The weight that corresponds to these scores are then calculated.
Standardized scores are given as
z = (x - μ)/σ
So,
z' = (limit for the bottom 5% - μ)/σ
-1.645 = (limit for the bottom 5% - 9.5)/1.5
limit of the bottom 5% = (-1.645)(1.5) + 9.5 = 7.033 pounds
z" = ( (limit for the top 5% - μ)/σ
1.645 = (limit for the top 5% - 9.5)/1.5
limit of the bottom 5% = (1.645)(1.5) + 9.5 = 11.968 pounds
Therefore the healthy weight range for cats is (7.033 < x < 9.968)
Gordo's weight = 15 pounds
It is outside the healthy weight range and is in the top 5% of weights of cats.
Gordo's weight makes the cat unhealthy.
Flaco's weight = 8 pounds
Flaco's weight lies in the healthy weight range for cats. Hence, Flaco is a healthy cat.
i am in doubt in this task... Thanks
Answer:
the answer is a
Step-by-step explanation:
Original price: $264.91
Markdown: 79%
The sale price is $
(GR.7MATH)
Can somebody plz answer all these correct in simplify form thanks!
I’m confused on how to write in simplify so can somebody plz write it in that way.
WILL MARK BRAINLIEST
Answer:
dcc
Step-by-step explanation:
aajajaja
i’ll mark brainliest
Answer:
A
Step-by-step explanation:
ok so pretend the 2.00 was just 2 so whats 8 divided by 2? 4 right so if we test that witht he other problems its the same so its A
Hope this helps!!!! :D
A plane flies at an altitude of 3.5 kilometers and then starts to descend when it is 60
kilometers from the runway. What is the angle of depression for the descent of the plane?
Round to the nearest degree.
Answer:
Angle of depression = 3.37°
Step-by-step explanation:
We are told that A plane flies at an altitude of 3.5 kilometers and then starts to descend when it is 60
kilometers from the runway.
I've attached an image of a triangle depicting this question.
From the triangle, we can find the angle of depression θ from trigonometric ratio since it's a right angle triangle.
Thus;
3.5/60 = tan θ
tan θ = 0.0583
θ = tan^(-1) 0.0583
θ = 3.37°
The Hu family goes out for lunch, and the price of the meal is $42. The sales tax on the
meal is 6%, and the family also leaves a 20% tip on the pre-tax amount. What is the
total cost of the meal?
Answer:
The total cost of the meal was $52.92.
Step-by-step explanation:
Find the amount of tax:
[tex]42 * 0.06 = 2.52[/tex]Find the amount of tip:
[tex]42 * 0.20 = 8.4[/tex]Add the cost of the meal, tax and tip to find total cost:
[tex]42 + 2.52 + 8.4 = 52.92[/tex]what is the answer to this equation ... 3 + 2c + 5c + 2 ??
Answer:
solution:7c+5
can u help me with my math
1b think
I am not sure
WHY I HHAVE FAT CHIKIN HE DO NOTHIG HE IS REALLY FAT AND HEVY HE MO LAY WGG EITHER TELL ME WHY HOW I MAKE HIM NO FAT
What is the domain of f(x) = 5x?
A. All real numbers greater than or equal to 5
B. All numbers greater than 5
C. All real numbers
D. All nonnegative real numbers
The strength of magnetic field inside a
long current carrying straight solenoid is
Answer:
Sorry i have forgotten about this, sorry i couldn't answer this
PLEASE HELP!!Choose the slope and y-intercept that
correspond with the graph.
the answer is -1/3 y-incercept= -1
Answer:
The first one
Step-by-step explanation:
It’s y intercept is 1 and the slope is 1/3 because it goes up one and to the left 3 . I know it’s negative because it’s going down to the right.
solve for p2. p1v1 = p2v2
Answer:
P₂ = [tex]\frac{P_{1} V_{1} }{V_{2} }[/tex]
Step-by-step explanation:
Given expression:
Boyle's law:
P₁ V₁ = P₂ V₂
Problem is to find P₂;
Solution:
P₁ V₁ = P₂ V₂
To solve this problem, multiply both sides by [tex]\frac{1}{V_{2} }[/tex];
P₁ V₁ x [tex]\frac{1}{V_{2} }[/tex]; = P₂ V₂ x [tex]\frac{1}{V_{2} }[/tex];
[tex]\frac{1}{V_{2} }[/tex] cancels out V₂ on the right hand side;
P₂ = [tex]\frac{P_{1} V_{1} }{V_{2} }[/tex]
if a dog can eat one thirds of a bag of food in 1/2 a week how many bags of food can the dog eat in one week
Answer:
Two thirds of a bag.
Step-by-step explanation:
1/2 * 2 = 1
1/3 * 2 = 2/3
Hope this helped!
Identify the variable(s), set up your equation(s), and solve. Richard has an elder sister who is twice his age and a younger sister who is two years younger than him. If the product of his sisters' ages is 70, how old is Richard?
Answer:
7 years
Step-by-step explanation:
Given that:
Let Richard's age = x
Elder sister's age = 2x
Youngwr sister's age = x - 2
Product of sisters ages = 70
2x * (x - 2) = 70
2x² - 4x = 70
2x² - 4x - 70 = 0
x² - 2x - 35 = 0
x² - 7x + 5x - 35 = 0
x(x - 7) +5(x - 7) = 0
(x - 7) or (x + 5) = 0
x = 7 or x = - 5
X can't be negative
Hence, x = 7
Richard is 7 years
what is the slope of (-3,-5) (-2,-2)
Answer:
m=3
Step-by-step explanation:
A college information pamphlet provides some statistics about the students and the professors to help high school seniors decide if they want to attend the college. The pamphlet lists the ratio of students to professors as 18 to 1. If there are 702 students at the college, how many professors are there?
Answer:
39
Step-by-step explanation:
Setting up your problem and solving:
In the question it says the ratio is students to professors right? So 18 to 1.
Write that down: Students to Professors is 18 to 1.
We know that there are 702 students in that college correct?
Write that down: 702 students in the college
We are trying to find how many professors there are so...let's do that.
Number 1:
Set your equation: have your fraction bar and equal sign like this: --- = ---
On the top, we have 1 so... 1/? = ?/?
On the other top we have the x...: 1/? = x/?
Why? Because we do not know the total of professors there are so that is X.
We put the number 1 on the other side because we know that there is only 1 out of 18 professors to students.
Number 2:
On the bottom, we will have 18...: 1/18 = x/?
On the other bottom we have 702...: 1/18 = x/702
Why? Because we know that there is a total number of 18 to 1 students on the ratio and a real total of 702 students.
Number 3.
Now you have your equation set up: 1/18 = x/702
The next step is yours: cross multiple, divide on the bottom or top or find the comparison.
I'm going to divide by the bottom okay? so.. 18/702
Set that up.
(702/18)
702/18 is 39!
SO in the end there is a total of 39 professors!
'x=39'
Hoped this helped! :)
Delta owns a D.C. 10 airplane that has seats for 318 people. The company flies this airplane only if there are at least 96 people on the plane. Write a compound inequality to show the possible number of people on a Delta flight. Let n represent the amount of people.
Answer: n greater than or equal to 96 or n is greater than or less than 318
Step-by-step explanation:
Brainliest plz
f/13 = 6.2 what is the value of f
Answer:
The value of f is 80.6.
Step-by-step explanation:
We are given the equation and asked to solve for f.
If we are given a fraction with a variable in the numerator, we can multiply both sides of the equation by the denominator to isolate it.
For example, if you look at this equation:
[tex]\displaystyle\frac{a}{26}=17.9[/tex]
We can multiply both sides by 26 to get the a by itself so the equation can be solved.
[tex]\displaystyle26\times\frac{a}{26}=17.9\times26\\\\a = 465.4[/tex]
Therefore, we can apply this same technique to the equation [tex]\frac{f}{13}=6.2.[/tex]
[tex]\displaystyle\frac{f}{13}=6.2\\\\13\times\frac{f}{13}=6.2\times13\\\\f = 80.6\ \text{or} \ \frac{403}{5}[/tex]
Therefore, the value of f is 80.6.
Answer:
f = 80.6
Step-by-step explanation:
Multiply both sides by 13.
f /13 =6.2
( f /13 )*(13)=(6.2)*(13)
f = 80.6
Consider the figure shown below. Find the value of BL
Answer:
BL = 2
Step-by-step explanation:
Given:
AL = 3
AC = 10
BC = 9
AL = AM = 3 (tangents drawn form am external point)
CM = AC - AM
CM = 10 - 3
CM = 7
CM = CN = 7 (tangents drawn form am external point)
BN = BC - CN
BN = 9 - 7
BN = 2
BN = BL = 2 (tangents drawn form am external point).
BL = 2
if f(x) = 4x+3, find f-1 (x)
Answer: x=1/4y + -3/4
Step-by-step explanation:
What is 100000000000000x234500000020000030040040
Answer:
234500000020000000000000000
Step-by-step explanation:
PLZ HELP ASAP 30 POINTS!!! write the equation of the line in standard form and slope-interpret form.
standard form:
slope-interpret form:
Plz help...kinda confused.....only answer if ya know....:)
-3=-v+7
v=
Answer:
-3 = -v + 7
-3 - 7 = -v
3+7 = -v
-10 = -v
10 = v
Step-by-step explanation:
this is the answer i got, using basic algebra...
i hope this helps....
have a great day ahead :)
Answer:
v = 10
Step-by-step explanation:
[tex]-3=-v+7\\\\-v+7=-3\\\\-v+7-7=-3-7\\\\-v=-10\\\\\frac{-v=-10}{-1}\\\\ \boxed{v=10}[/tex]
Hope this helps.
The members of a crew team can weigh no more than 165 pounds each. Write an INEQUALITY for the acceptable weights. Graph the solutions.
Answer:
shut up b
sorry gad will elp you
Step-by-step explanation:
Rectangle ABCD with coordinates A(1, 1), B(4, 1), C(4, 2), and D(1, 2) dilates with respect to the origin to give rectangle A'B'C'D'. If = 6, what is the scale factor of the dilation? A. 6 B. 3 C. 2 D. E. 4
Answer:
A.
Step-by-step explanation:
Answer:
Answer is C. (2)
for PLATO
Step-by-step explanation:
A'B' = 2 * AB
Therefore, the dilation factor is 2.
Educators in Michigan have been trying to raising math achievement scores for several years without success. Results from the state assessment test given in fourth grade show that 52% of all fourth graders cannot subtract when borrowing from zero (regrouping with zero in the subtrahend). Two new techniques for teaching this concept have been developed by teachers who belong to the Michigan Council of Teachers of Mathematics. It is decided that each technique be used in randomly selected classrooms throughout the state. Sixty third-grade classrooms are selected to try each of the techniques. Results from the state assessment test will then be monitored for each of the next two years to see whether either of the two techniques will be effective in teaching subtraction from zero. Sixty-three percent of the students who were taught with first technique passed the objective. Only 32% of students who were taught with the second technique passed the objective.
1. The population is:______.
A. All fourth graders in Michigan.
B. All third graders in Michigan.
C. The students who were in the 60 third-grade classrooms that used each technique.
D. All students in fourth grade who were taught with one of the techniques.
2. The sample is:______.
A. All fourth graders in Michigan.
B. All third graders in Michigan.
C. The students who were in the 60 third-grade classrooms that used each technique.
D. All students in fourth grade who were taught with one of the techniques.
3. An example of a parameter in the study is:______.
A. 63% of the students taught using technique 1 achieved the objective of subtracting from zero.
B. 32% of the students taught using technique 2 passed the state objective test.
C. 52% of all fourth graders in Michigan cannot subtract from zero.
D. 52% of all fourth graders in Michigan cannot pass the fourth-grade mathematics state assessment test.
4. An example of a statistic in the study is:_______.
a. 63% of the students taught using technique 1 achieved the objective of subtracting from zero.
b. 32% of the students taught using technique 2 passed the state objective test.
c. 52% of all fourth graders in Michigan cannot subtract from zero.
d. both a & b.
e. all of the above.
5. The dependent variable is the:______.
A. Results from the fourth-grade state assessment test in mathematics state assessment.
B. Instruction in math in third grade.
C. Two new techniques for teaching subtraction from zero.
D. Percentage of children who passed the objective subtraction from zero.
6. The independent variable is the:______.
A. Results from the fourth-grade state assessment test in mathematics state assessment.
B. Instruction in math in third grade.
C. Two new techniques for teaching subtraction from zero.
D. Percentage of children who passed the objective subtraction from zero.
Answer:
1. A. All fourth graders in Michigan.
2. C. The students who were in the 60 third-grade classrooms that used each technique.
3. C. 52% of all fourth graders in Michigan cannot subtract from zero.
4. d. both a & b.
5. D. Percentage of children who passed the objective subtraction from zero.
6. C. Two new techniques for teaching subtraction from zero.
Step-by-step explanation:
1. We can make this conclusion since an assessment test often comes after students undergo the required lessons (that is using taught the new techniques, so when they entered the fourth grade the assessment would be taken to determine their performance. Hence, the population of the study is the entire fourth-graders in Michigan.
2. The sample includes only students who made up the "60 third-grade classrooms that used each technique". In other words, they were the subject of the study.
3. Remember, a parameter often refers to numbers that summarize the entire data of a particular population. So we could say, that 52% of all fourth graders in Michigan that cannot subtract from zero make up the parameter.
4. A statistic is usually any resulting values gotten from a sample. Hence, both statements a and b are statistics from the sample.
5. Remember, the dependent variable is a variable that can be influenced by another variable; the independent variable. In other words, the percentage of children who passed the objective subtraction from zero could be affected by the independent variable.
6. The independent variable is the variable that could influence the dependent variable. In other words, the two new techniques for teaching subtraction from zero could influence "the percentage of children who passed the objective subtraction from zero."
Is it possible for two numbers to have the same LCM and GCD? Explain.
Answer: HCF and LCM of two numbers can be same only if two numbers are equal. Hence their difference will be zero
Step-by-step explanation:
Answer:
yes
Step-by-step explanation:
it just is
PLZ HELP ASAP 20 POINTS!! wrote an equation in slope-intercept (y=mx+b) form for each line.
Answer: I’m sorry I cannot explain this any other way because I can not see the answers but —> If you a point that a line passes through, and its slope, this page will show you how to find the equation of the line. ✨
Step-by-step explanation: hope it help you later on!
Answer:
Y= -4x + 3
Step-by-step explanation: because the x value goes with mx, and the y value goes with b. :)
1 pol
2. *
2. Jerome bought 6 pounds of apples for $0.99 per pound. How
much did he pay for the apples?
A $6.99
B. $5.94
C. $5.01
D. $8.15
A
B
С
D
Answer:
B. $5.94
Step-by-step explanation: