The hypotheses pair for the test of significance for the given situation is given as:
[tex]H_0: p \geq 0.25\\H_1: p < 0.25[/tex]
How to form the hypotheses?There are two hypotheses. First one is called null hypothesis and it is chosen such that it predicts nullity or no change in a thing. It is usually the hypothesis against which we do the test. The hypothesis which we put against null hypothesis is alternate hypothesis.
Null hypothesis is the one which researchers try to disprove.
For the given case, the test is being done to check if there is significance or not.
The null hypothesis would assume that the score is not significantly less than 25%, as null hypothesis stays with nullity or denial of what is being prominently tested, which is the fact that students performed significantly less than 25%
Thus, we get null hypothesis as: [tex]H_0 : p \geq 25\% = 0.25[/tex] (not significantly less than 0.25, so either proportion is 0.25 or bigger than 0.25)
Alternate hypothesis is the hypothesis statement we want to test, which is the statement that students performed significantly less than 25%.
or
Alternate hypothesis: [tex]H_1 : p < 0.25[/tex]
Thus, the pair of hypotheses for the given situation is given as: [tex]H_0: p \geq 0.25\\H_1: p < 0.25[/tex]
Learn more about null and alternate hypothesis here:
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The area of a rectangle is 350 square meters. Find its width if its length is 50 meters
Step-by-step explanation:
For a given rectangle,the area(A) is the product of its length and width
A=lw, given A=350m² and l=50m
transposing the equation for w gives w=A/l
w=350m²/50m=7m
That's it
PLEAASE help asap plzz <3 the question is in the file/attachment :) its 60 points <3
Answer:
Step-by-step explanation:
y=1/2x+1
y=mx+b where m=slope and b=y-intercept
in this case, m=1/2, b=1
y-intercept: (0, 1)
---------------------------------
y=-x+4
y=mx+b where m=slope and b=y-intercept
in this case, m=-1, b=4
y-intercept: (0, 4)
------------------------------------
1/2x+1=-x+4
1/2x-(-x)+1=4
1/2x+x=4-1
1/2x+2/2x=3
3/2x=3
x=3/(3/2)
x=(3/1)(2/3)
x=6/3
x=2
substitute x=2, into y=1/2x+1
y=1/2(2)+1=1+1=2
x=2, y=2.
The lines intersect at point (2, 2).
answer:
Y=1/2x+1 M=1/2 and B=1 Y internsept is 1
Y=-x+4 M=-1 and B=4 Y-internsept is 4
Lines will internsept at (2,2)
In the equation 2r - 7 = 15, what value of r makes this equation true?
Answer:
11
Step-by-step explanation:
2r - 7 = 15
2r = 15 + 7
2r = 22
r = 22 / 2
r = 11
Find f(3) for f(x)=1/2(4)^x.
O A. 32
O B. 64
O c. 6
6
O D. 8
Answer:
A) 32
Step-by-step explanation:
f(3)=1/2(4)^(3)
A marble is drawn from the pictured bag and then returned. Find the probability of the event
Answer:
There's no pictured bag so I'll have to say 1/2 or 1/12
Step-by-step explanation:
Please help me with this :)
What is the value of b on the number line below?
There _____________ with angle measures of 30°, 70°, and 80°
.A.is no triangle
B.is exactly 1 triangle
C.are exactly 2 triangles
D.are more than 2 triangles
need correct answer and no link then i will give you brainiest and b is wrong just saying..
Answer:
more than 2 triangles
Step-by-step explanation:
well, all triangles have angles add up to 180 degrees, so it is an infinite amount
In the figure below, the areas of rectangles A, B, and C are 12, 24, and 40, respectively. Find the area of rectangle D.
Answer:
In the figure below, the areas of rectangles A, B, and C are 12, 24, and 40, respectively. Find the area of rectangle D.
Step-by-step explanation:
here is the picture:
What is (+12) – (-8)?
Answer:
+12+8＝+20
Step-by-step explanation:
Hope it helps you!
Answer:
[tex]{\huge\red{\fbox{{࿐αɴѕωєя࿐}}}}[/tex]
[tex]( + 12) - ( - 8) \\ = 12 + 8 \\ = + 20[/tex]
[tex]{\boxed{\boxed{\tt { Note :-}}}} \ [/tex]
[tex] - + - = + [/tex]
plz solve it CORRECTLY step by step
Answer:
[tex]\dfrac{6}{10}ab[/tex]
Step-by-step explanation:
Given that,
The first number is [tex]\dfrac{-3a}{7}[/tex]
The second number is [tex]\dfrac{-21b}{15}[/tex]
We need to find the product of the first number and second number. Product means we need to multiply i.e.
[tex]\dfrac{-3a}{7}\times \dfrac{-21b}{15}=0.6ab\\\\=\dfrac{6}{10}ab[/tex]
Hence, the product of the given numbers is equal to [tex]\dfrac{6}{10}ab[/tex].
Lily makes regular deposits to a savings account to save
money for retirement. She deposits $1000 to the account
and didn't add any additional money. The account offers
compound interest annually at a rate of 4%. How much
money does Lily have in her account in 2 years?
Step 1:
What is the Pr?
Pis ris
A=P(1+
tis
Step 2
Totalmolol is
(final answer)
1% 1+100
1/100
4% 4 +100 4100
92 9 +1000/100
1102.4
1081.6
O 1020.8
O 1108.6
Answer:
Step-by-step explanation:
jus needed the points lolz
QUESTION 4 · 1 POINT
The roof pictured below has a rise of 10 feet and a run of 15 feet.
Run= 15 feet
Rise = 10 feet
What is its slope?
In a metal alloy, the ratio of zinc to copper is 3 to 19 . If there are .437 lb of copper, how much zinc is there?
The amount of zinc is
Answer:
2.768
Step-by-step explanation:
3/19=.437/x
3x=8.303
x=2.768
I need help with this ASAP please help
Problem 7
Answer: 60-----------------------
Explanation:
Let's say we only worried about the colors and the sizes. We have 3 colors and 4 sizes, giving 3*4 = 12 different combos. Think of a table that's 3 rows and 4 columns. We'd have 12 inner cells. Each cell represents a different combo.
This idea extends out to not just two factors, but we can have as many as we want. In short, we simply multiply the values given to us: 3*4*5 = 12*5 = 60 different t-shirts. Your math textbook or your teacher may refer to this method as the counting principle, though they may use another term.
========================================================
Problem 8
Answer: 224-----------------------
Explanation:
We use the same idea as problem 7.
4*7*8 = 28*8 = 224 different coats
As an alternative, you can draw out a tree diagram. However, these types of drawings can get very cluttered.
========================================================
Problem 9
Answer: 5040-----------------------
Explanation:
We'll use the same idea as before.
We have 10 choices for the first slot (0 through 9)
Once the first digit is selected, then we have 10-1 = 9 choices left for slot two
Then slot three has 9-1 = 8 choices, and so on.
We have this countdown: 10, 9, 8, 7
The countdown stops once we filled out the four slots. Multiply these values to get the final answer: 10*9*8*7 = 5040. The multiplication step is where we refer to the ideas mentioned in problems 7 and 8 earlier.
Keep in mind that this allows for 0 to be in the first slot. So a number like "0179" is one possibility here. If 0 is not allowed for the first digit, then you'll compute the answer like so:
9*9*8*7 = 4536
This is because we have 9 choices for the first digit, then 9 for the next, and so on. I would ask your teacher for clarification on this one.
nicole is flying two kites. she has 104 feet of string out to one kite and 110 feet out to the other kite. the angle formed by the two strings is 26 as shown in the figure below. find the distance between the kites.
Answer:
48.49 feet
Step-by-step explanation:
The diagrammatic sketch of the information provided in the question was attached in the image below.
From the image below, the distance between the two kites is denoted by (c) and can be determined by using the cosine angle rule which is expressed as:
[tex]c^2 = a^2 + b^2 -2ab cos \ C[/tex]
where;
a = 110
b = 104
Cos C = 26°
Then;
[tex]c^2 = 110^2 + 104^2 -2(110)(104) cos \ 26 \\ \\ c^2 = 12100 + 10816- 22880 ( 0.8988) \\ \\ c^2 = 22916- 20564.544 \\ \\ c^2 = 2351.456 \\ \\ c= \sqrt{2351.456} \\ \\ \mathbf{ c = 48.49 \ feet}[/tex]
Each year the admissions committee at a top business school receives a large number of applications for admission to the MBA program and they have to decide on the number of offers to make. Since some of the admitted students may decide to pursue other opportunities, the committee typically admits more students than the ideal class size of 720 students. You were asked to help the admission committee estimate the appropriate number of people who should be offered admission. It is estimated that in the coming year the number of people who will not accept the admission is normally distributed with mean 50 and standard deviation 21. Suppose for now that the school does not maintain a waiting list, that is, all students arc accepted or rejected. a. Suppose 750 students are admitted. What is the probability that the class size will be at least 720 students'
Answer:
0.1711 = 17.11% probability that the class size will be at least 720 students
Step-by-step explanation:
Normal Probability Distribution:
Problems of normal distributions can be solved using the z-score formula.
In a set with mean [tex]\mu[/tex] and standard deviation [tex]\sigma[/tex], the z-score of a measure X is given by:
[tex]Z = \frac{X - \mu}{\sigma}[/tex]
The Z-score measures how many standard deviations the measure is from the mean. After finding the Z-score, we look at the z-score table and find the p-value associated with this z-score. This p-value is the probability that the value of the measure is smaller than X, that is, the percentile of X. Subtracting 1 by the p-value, we get the probability that the value of the measure is greater than X.
In this question:
Our random variable X is the number of students not taking admission, which has mean [tex]\mu = 50[/tex] and standard deviation [tex]\sigma = 21[/tex]
a. Suppose 750 students are admitted. What is the probability that the class size will be at least 720 students?
30 or less students do not take admission, which means that this is the pvalue of Z when X = 30.
[tex]Z = \frac{X - \mu}{\sigma}[/tex]
[tex]Z = \frac{30 - 50}{21}[/tex]
[tex]Z = -0.95[/tex]
[tex]Z = -0.95[/tex] has a pvalue of -0.1711
0.1711 = 17.11% probability that the class size will be at least 720 students
One urn contains one blue ball (labeled B1) and three red balls (labeled R1, R2, and R3). A second urn contains two red balls (R4 and R5) and two blue balls (B2 and B3). An experiment is performed in which one of the two urns is chosen at random and then two balls are randomly chosen from it, one after the other without replacement. a. Construct the possibility tree showing all possible outcomes of this experiment. b. What is the total number of outcomes of this experiment
Answer:
(a) See attachment for tree diagram
(b) 24 possible outcomes
Step-by-step explanation:
Given
[tex]Urn\ 1 = \{B_1, R_1, R_2, R_3\}[/tex]
[tex]Urn\ 2 = \{R_4, R_5, B_2, B_3\}[/tex]
Solving (a): A possibility tree
If urn 1 is selected, the following selection exists:
[tex]B_1 \to [R_1, R_2, R_3]; R_1 \to [B_1, R_2, R_3]; R_2 \to [B_1, R_1, R_3]; R_3 \to [B_1, R_1, R_2][/tex]
If urn 2 is selected, the following selection exists:
[tex]B_2 \to [B_3, R_4, R_5]; B_3 \to [B_2, R_4, R_5]; R_4 \to [B_2, B_3, R_5]; R_5 \to [B_2, B_3, R_4][/tex]
See attachment for possibility tree
Solving (b): The total number of outcome
For urn 1
There are 4 balls in urn 1
[tex]n = \{B_1,R_1,R_2,R_3\}[/tex]
Each of the balls has 3 subsets. i.e.
[tex]B_1 \to [R_1, R_2, R_3]; R_1 \to [B_1, R_2, R_3]; R_2 \to [B_1, R_1, R_3]; R_3 \to [B_1, R_1, R_2][/tex]
So, the selection is:
[tex]Urn\ 1 = 4 * 3[/tex]
[tex]Urn\ 1 = 12[/tex]
For urn 2
There are 4 balls in urn 2
[tex]n = \{B_2,B_3,R_4,R_5\}[/tex]
Each of the balls has 3 subsets. i.e.
[tex]B_2 \to [B_3, R_4, R_5]; B_3 \to [B_2, R_4, R_5]; R_4 \to [B_2, B_3, R_5]; R_5 \to [B_2, B_3, R_4][/tex]
So, the selection is:
[tex]Urn\ 2 = 4 * 3[/tex]
[tex]Urn\ 2 = 12[/tex]
Total number of outcomes is:
[tex]Total = Urn\ 1 + Urn\ 2[/tex]
[tex]Total = 12 + 12[/tex]
[tex]Total = 24[/tex]
if a number is added to it's square, the result is six. Find the number
Answer:
is the number 2?
Step-by-step explanation:
Answer:
The number could be
1 1/2 or -2
explanation:
From the data, taking the number to be x, we write:
2x^2 + x =6
Subtract 6 from both sides.
2x^2 + x - 6 = 0
Factorise.
2x^2 + 4x - 3x - 6 = 0
2x(x + 2) - 3(x + 2) = 0
(2x - 3)(x + 2) = 0
2x - 3 = 0 or x +2 = -2
x = 3/2 = 1 1/2 or x = -2
Jasmine made a new line plot for the lengths of another set of strings that the art teacher gave her for a new project. Two line plots are given. 1st line plot named as ALTDCString Lengths for Craft ProjectALTDC shows a number line from 6 to 14. The number line is divided into 4 equal parts. 1 cross on 6, 2 crosses on 8, 4 crosses on 12 and 1 cross on 14 is given. 2nd line plot named as ALTDCString Lengths for New ProjectALTDC shows a number line from 6 to 14. The number line is divided into 4 equal parts. 2 crosses on 8, 3 crosses on 10 and 3 crosses on 12 is given. Which of the following statements are true about the string lengths for the first craft project and the new project? Select all that apply. A. There are half as many 12-inch strings for the new project as for the craft project. B. There are twice as many 8-inch strings for the craft project as for the new project. C. Jasmine has the same number of strings for the new project as for the craft project. D. The total length of the strings for the craft project is greater than the total length for the new project. E. The length of the longest string is the same for both projects.
Answer:
C - Jasmine has the same number of strings for the new project as for the craft project
D - The total length of the strings for the craft project is greater than the total length for the new project.
The length of all the strings combined is 84 inches, while the length of the smallest string is 6 inches.
What is a line plot?A line plot is a graph that shows the frequency of each value by displaying data as points or checkmarks above a number line.
here, we have,
In the given line plot, if we consider each of the options with the plot given to us, we will get to know which of the options are true or not.
A.) A. The difference between the longest length and shortest length is 14 inches.
As given in the plot, the longest string is 14 units while the smallest is 6 units, therefore, the first option is incorrect.
B.) I have twice as many 12-inch strings as I do 8-inch strings.
In the plot since the number of dots represents the number of strings of a particular length, therefore, the number of strings of length 12-inches is 4 and the number of strings of length 8-inches is 2. Thus, the given options are correct.
C.) The total length of string that I have is 84 inches.
As per the plot, the number of strings of length 6 inches is 1, the number of strings of length 8 inches is 2, the strings of length 12inches is 4, and the number of strings of length 14 inches is 1. Thus, the sum of the length of all the strings is 84 inches.
Hence, the statement is correct.
D.) I cannot determine what the shortest string is by looking at my line plot.
As given in the plot, the length of the smallest string is 6 inches, thus, the statement is incorrect.
E.) Since I need 100 total inches of string for my project, I have enough string.
As the length of all the strings combined is just 84 inches, thus, the statement is incorrect.
Hence, the only option that is correct is 'B' and 'C'.
Learn more about Line plot:
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Solve the inequality. graph the solution given below
2 < -y/5
Answer: Inequality Form: y<-10 or Interval Notation: (-∞,-10)
Answer:
y<-10
Step-by-step explanation:
to remove the fraction then set to 0 and solve
square root 30 times square root 10
Answer:
10[tex]\sqrt{3}[/tex]
Step-by-step explanation:
solve for x what is the answer?
Answer:
x=12
Step-by-step explanation:
The side lengths on the big polygon are just the side lengths of the small one by 4.
53.333 as a mixed number
Answer:
53 1/3
Step-by-step explanation:
Because 53 and then .3333333333 as fraction
Answer: 5333/10000
Step-by-step explanation:
53.33/100 = (53.33 x 100)/(100 x 100) = 5333/10000
Question 6
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>
Find the equation of the line through the points (-4,6) and (1,-9). Write your answer in the form
y = mx + b.
Answer:
m=Y2–Y1/X2–X1
[tex]m = \frac{ - 9 - (6)}{1 - ( - 4)} \\ m = \frac{ - 15}{5} = - 3 \\ y = mx + b \\ y = - 3x + b[/tex]
Answer: y = -5x - 14
Step-by-step explanation:
first find the difference between the x variables x1 = 1 and x2=-4 to find the slope(m)
-4 - 1 = -5
next find the difference between the y variables to find b
-9 - 6 = -14
Helpppp Meeeee Plzzz
h=3 cause 3x30=90 ig loo
I really need help!!!!
Answer:its b(second one)
Step-by-step explanation:
The force F (in pounds) needed on a wrench handle to loosen a certain bolt varies inversely with the length L (in inches) of the handle. A force of 30 pounds is needed when the handle is 4 inches long. If a person needs 25 pounds of force to loosen the bolt, estimate the length of the wrench handle. Round answer to two decimal places if necessary.
____ inches
Step-by-step explanation:
See the photo for the method
Please help meeeeeeeeeee
Answer:
x=72
y=54
Step-by-step explanation:
1st question. y=54 because it is a bisector of the 108 degree angles. (a polygon's interior angles add to number of sides minus 2 times 180)
There are two ys, so they add up to 108. A triangle's interior angles add to 180. 180-108 =72 x=72
2nd question, x is 72 ( it says x is the same measure) so 180-72=2y.
y still equals 54
Answer:
this is so easy
Step-by-step explanation:
3000* (15) (300) divided by 20 x 60 100ft divided by 40
find the volume of each rectangular prism 10in, 24in, & 4.5in
9514 1404 393
Answer:
1080 in³
Step-by-step explanation:
The volume of a rectangular prism is given by the formula ...
V = LWH
Fill in the given numbers and do the arithmetic.
V = (10 in)(24 in)(4.5 in) = 1080 in³