Answer: 38 feet
Step-by-step explanation:
Based on the dimensions of the garden, we can infer that it a rectangular garden because one side is longer than the other.
The perimeter of a rectangle is calculated as:
= (2 * length) + (2 * width)
= (2 * 15) + (2 * 4)
= 30 + 8
= 38 feet
Find the volume of the solid that is created when you rotate the figure around the line: round to the nearest hundredth (two decimal places)
Answer:5
Step-by-step explanation:
HELP PLZZZ IF YOUR JUST SCROLLING HELP MEE ITS IT A OR B
Find the square roots of the following numbers. Give the steps correctly.
\sqrt {19.9 }
Please give me the answer .
Answer:
the sqare root of 19.9 is 4.46094160464
PLEASE ANSWER!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
A passenger and a freight train start toward each other at the same time from
two points 300 miles apart. If the rate of the passenger train exceeds the rate
of the freight train by 15 miles per hour, and they meet after 4 hours, what
must the rate of each be?
The rate of the passenger train must be 45 miles per hour, and the rate of the freight train must be 30 miles per hour.
Let's denote the rate of the passenger train as "P" and the rate of the freight train as "F". We are given that the passenger train's rate exceeds the freight train's rate by 15 miles per hour. Therefore, we can write the following equation:
P = F + 15
We are also given that the two trains start from points that are 300 miles apart and meet after 4 hours. We can use the formula distance = rate × time to set up two equations:
Distance covered by the passenger train: P × 4
Distance covered by the freight train: F × 4
Since they meet each other, the sum of their distances should add up to 300 miles:
P × 4 + F × 4 = 300
Substituting P = F + 15 into the equation, we can solve for F:
(F + 15) × 4 + F × 4 = 300
4F + 60 + 4F = 300
8F = 240
F = 30
Now that we have the rate of the freight train, we can substitute it back into the equation P = F + 15 to find the rate of the passenger train:
P = 30 + 15
P = 45
Therefore, the rate of the passenger train must be 45 miles per hour, and the rate of the freight train must be 30 miles per hour.
For such more questions Train Rates
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NEED HELP ASAP
Approximately how many cups of aquarium salt mix should David use for 30 gallons of purified water? Round your answer to the nearest cup.
16 cups
17 cups
17 cups
16 cups
Answer:
16.8 cups
Step-by-step explanation:
3.5 percent of 30 gallons
if y=4x what does m equal
Answer:
m equals 4
Step-by-step explanation:
m represents the slope of the line.
The line equation is y = mx + b, which means that m = 4 and b = 0
Joey will randomly select one dairy, one fruit, and one topping choice, There are 2 dairy choices, 3 fruit choices, and 2 topping choices. What is the probability that Joey’s shake will be made with ice cream, pineapple, and granola?
Answer:
1/12
1 out of 12
1:12
0.08333333333333333333333333333333333333333333(repeating forever)
8.33333333333333333333333333333333%
about 8.3%
depends on the format you want but probably the first one
Step-by-step explanation:
the individual probabilities are 1/2 ice cream, 1/3 pineapple, 1/2 granola
so multiply them to see what the probability of getting them all is
1/2 * 1/3 * 1/2 = 1/12
Hope this helps! :)
Answer:
1/12 is the answer
Step-by-step explanation:
I don't know how to explain it that's just the answer I got
Fifteen students from Poppy High School were accepted at Branch University. Of those students, six were offered academic scholarships and nine were not. Mrs. Bergen believes Branch University may be accepting students with lower ACT scores if they have an academic scholarship. The newly accepted student ACT scores are shown here.
Academic scholarship: 25, 24, 23, 21, 22, 20
No academic scholarship: 23, 25, 30, 32, 29, 26, 27, 29, 27
Part A: Do these data provide convincing evidence of a difference in ACT scores between students with and without an academic scholarship? Carry out an appropriate test at the α = 0.02 significance level. (5 points)
Part B: Create and interpret a 98% confidence interval for the difference in the ACT scores between students with and without an academic scholarship. (5 points)
Answer:
See below for answers and explanations
Step-by-step explanation:
Part A:
Given:
Pooled sample size: [tex]n=15[/tex]
Sample size (with academic scholarships): [tex]n_1=6[/tex]
Sample size (no academic scholarships): [tex]n_2=9[/tex]
Population standard deviations: Unknown
Sample mean (with academic scholarships): [tex]\bar{x}=\frac{25+24+23+21+22+20}{6}=22.5[/tex]
Sample mean (no academic scholarship):[tex]\bar{x}=\frac{23+25+30+32+29+26+27+29+27}{9}=27.\bar{5}[/tex]
Sample standard deviation (with academic scholarships): [tex]s_1=1.7078[/tex]
Sample standard deviation (no academic scholarships): [tex]s_2=2.5868[/tex]
Degrees of freedom: [tex]df=n-2=15-2=13[/tex]
Significance level: [tex]\alpha =0.02[/tex]
Decide which test is most appropriate to conduct:
Therefore, we will conduct a 2-sample t-test assuming our conditions are satisfied.
List null and alternate hypotheses:
[tex]H_o:\mu_1=\mu_2[/tex] -> There's no difference in ACT scores between students with and without an academic scholarship
[tex]H_a:\mu}_1\neq\mu_2[/tex] -> There's a difference in ACT scores between students with and without an academic scholarship (it's two-sided)
Determine the value of the test statistic:
We will use the formula [tex]t=\frac{\bar{x}_1-\bar{x}_2}{\sqrt{\frac{s_1^2}{n_1}+\frac{s_2^2}{n_2} } }[/tex] to compute the test statistic [tex]t[/tex]. Therefore, the test statistic is [tex]t=\frac{\bar{x}_1-\bar{x}_2}{\sqrt{\frac{s_1^2}{n_1}+\frac{s_2^2}{n_2} } }=\frac{27.\bar{5}-22.5}{\sqrt{\frac{1.7078^2}{6}+\frac{2.5868^2}{9} } }=4.5592[/tex]
Calculate the p-value:
Because the test is two-sided, [tex]p=2tcdf(4.5592,1e99,13)=2(0.0003)=0.0006[/tex]
Interpret p-value and conclude test:
Given our significance level is [tex]\alpha =0.02[/tex], since [tex]p<\alpha[/tex], we reject the null hypothesis and conclude that there is significant evidence that suggests that there is a difference in ACT scores between students with and without an academic scholarship (it's more likely that the alternate hypothesis is true)
Part B:
The formula for a confidence interval for the difference in 2 population means is [tex]CI=(\bar{x}_1-\bar{x}_2)\pm t^*\sqrt{\frac{s_1^2}{n_1}+\frac{s_2^2}{n_2}}}[/tex] where [tex]\bar{x}_1-\bar{x}_2[/tex] is the difference of the 2 sample means and [tex]t^*[/tex] is the critical score for the desired confidence level.
The critical score for our 98% confidence interval would be [tex]t^*=invT(0.99,13)=2.6503[/tex]
Therefore, our 98% confidence interval for the difference in the ACT scores between students with and without an academic scholarship is [tex]CI=(27.\bar{5}-22)\pm 2.6503\sqrt{\frac{1.7078^2}{6}+\frac{2.5868^2}{9}}}=[2.6167,8.4944][/tex]
This means that we are 98% confident that the true difference in the ACT scores between students with and without an academic scholarship is contained within the interval [tex][2.6167,8.4944][/tex]
The evaluation of sub-parts results in:
Part A: Yes, the data provides convincing evidence of a difference in A at CT scores between students with and without an academic scholarship at α = 0.02
Part B: The 98% confidence interval for the difference in the ACT scores between students with and without an academic scholarship is evaluated to be [tex]CI \approx [-7.00, -2.14][/tex]
How to perform two sample t-test?If the sample sizes < 30, and we want to test the difference between the sample means, then we perform t-test.
Let we have:
[tex]\overline{x}_1[/tex] = mean of first sample[tex]\overline{x}_2[/tex] = mean of second sample[tex]s_1[/tex] = standard deviation of first sample[tex]s_2[/tex] = standard deviation of second sample.Then, the value of t-test statistic is obtained as:
[tex]t = \dfrac{\overline{x}_1 - \overline{x}_2}{\sqrt{\dfrac{s_1^2}{n_1} + \dfrac{s_2^2}{n_2}}}[/tex]
If the level of significance is [tex]\alpha[/tex], then as we have:
the degree of freedom (d.f) = [tex]n_1 + n_2 - 2[/tex], the critical value of t is found to be [tex]t_{\alpha/2}[/tex], then if we get:
[tex]|t| < t_{\alpha/2}[/tex]null hypothesis
and if we get [tex]|t| > t_{\alpha/2}[/tex] null hypothesis, and thus, accept the alternate hypothesis.
For this case, we want to test if there is
Thus, we form the hypotheses as:
Null hypothesis: There's no difference in ACT scores between students with and without an academic scholarship
or: [tex]H_0: \mu_1 = \mu_2[/tex]
Alternative hypothesis: There's a difference in ACT scores between students with and without an academic scholarship (it's two-sided)
or [tex]H_1: \mu_1 \neq \mu_2[/tex]
where we have:
[tex]\mu_1[/tex] = population mean score of ACT of students having academic scholarship[tex]\mu_2[/tex] = population mean score of ACT of students having no academic scholarshipFor this case, we evaluate the mean and standard deviation as:
Sample 1: Academic scholarship: 25, 24, 23, 21, 22, 20Sample size = [tex]n_1 = 6[/tex]
Mean = sum of all observation/ number of observations = 135/6 =22.5
Thus, standard deviation = [tex]s_1 = \sqrt{\dfrac{1}{n}\sum{(x_i - \overline{x_1})^2}} = \sqrt{\dfrac{17.5}{6}} \approx1.71[/tex]
Sample 2: No academic scholarship: 23, 25, 30, 32, 29, 26, 27, 29, 27Sample size = [tex]n_2 = 9[/tex]
Mean = sum of all observation/ number of observations = 248/9 ≈27.56
Thus, standard deviation = [tex]s_2 = \sqrt{\dfrac{1}{n}\sum{(x_i - \overline{x_2})^2}} \approx \sqrt{\dfrac{60.22}{9}} \approx 2.59[/tex]
The t-test statistic is evaluated as:
[tex]t = \dfrac{\overline{x}_1 - \overline{x}_2}{\sqrt{\dfrac{s_1^2}{n_1} + \dfrac{s_2^2}{n_1}}} = \dfrac{22.5 -27.56}{\sqrt{\dfrac{2.92}{6} + \dfrac{6.69}{9}}} \approx -4.56[/tex]
Degree of freedom = [tex]n_1 + n_2 - 2 = 6 + 9 - 2 = 13[/tex]
Level of significance = 0.02 = 2%
The critical value of t is found to be [tex]t_{0.02/2} =2.65[/tex]
Thus, we get: [tex]|t| \approx 4.56 > 2.65 =t_{\alpha/2}[/tex]
Thus, we may reject the null hypothesis.
That means, there is enough evidence of a difference in ACT scores between students with and without an academic scholarship at 0.02 level of significance.
Now, the 98% confidence interval for the difference in the ACT scores between students with and without an academic scholarship is calculated as:
[tex]CI = (\overline{x}_1 - \overline{x}_2) \pm t_{\alpha/2}\sqrt{\dfrac{s_1^2}{n_1} + \dfrac{s_2^2}{n_1}}\\\\CI = -5.06 \pm 2.65(\sqrt{\dfrac{2.92}{6} + \dfrac{6.69}{9}})\\\\CI \approx -5.06 \pm 2.65 \times 1.11\\CI \approx -5.06 \pm 2.94\\CI \approx [-5.06 - 2.94, -5.06 + 2.94] = [-7.00, -2.14][/tex]
Thus, the evaluation of sub-parts results in:
Part A: Yes, the data provides convincing evidence of a difference in A at CT scores between students with and without an academic scholarship at α = 0.02
Part B: The 98% confidence interval for the difference in the ACT scores between students with and without an academic scholarship is evaluated to be [tex]CI \approx [-7.00, -2.14][/tex]
Learn more about two sample t-test here:
https://brainly.com/question/16285453
Zoe the goat is tied by a rope to one corner of a 15 by 25 meter rectangular barn in the middle of a large, grassy field. Over what area of the field can Zoe graze if the rope is 10 meters
Answer: [tex]78.55\ m^2[/tex]
Step-by-step explanation:
Given
The goat is tied by a rope to one corner of a rectangular field with length of rope 10 m.
Zoe can graze in an area equal to quadrant of circle with radius 10 m
Area of grazing is
[tex]\Rightarrow \dfrac{1}{4}\times \pi r^2\\\\\Rightarrow \dfrac{\pi r^2}{4}\\\\\Rightarrow \dfrac{\pi \times 10^2}{4}=78.55\ m^2[/tex]
Solve graphically: 2x - y = 7 and x - 2y = 5.
Answer:
(3, - 1)
Step-by-step explanation:
We want to solve the system of equations:
2*x - y = 7
x - 2*y = 5
graphically.
To do it, we need to graph both lines, it will be easier if we rewrite both lines in a more general way, like in the slope-intercept form:
y = -7 + 2*x
y = -(5/2) + x/2
Now, a solution of the system is a point (x, y) such that the point is a solution to both equations, then, when we graph the lines, as that point belongs to both equations, we should see that both lines pass through that point.
Then to find the solution of the system, we just need to graph the lines and find the point where the lines intersect.
Below, you can see a graph of the lines, and is easy to see that the lines do intersect at the point (3, - 1)
Advertising expenses are a significant component of the cost of goods sold. Listed below is a frequency distribution showing the advertising expenditures for 63 manufacturing companies located in the Southwest. The mean expense is $50.63 million and the standard deviation is $11.48 million. Is it reasonable to conclude the sample data are from a population that follows a normal probability distribution?
Answer:hi
Step-by-step explanation:
Hi
THIS TOO GOD I NEED HELP SO BAD I DONT UNDERSTAND
Answer:
54.7
Step-by-step explanation:
16.7 + 11 + 11 + 8 + 8 = 54.7
Note
I don't know how you are wrong but I showed my work and I got the same answer which is weird.
Please helplpppppp!!
Answer:
D
Step-by-step explanation:
"x" represents the hours.
so 8 is the fee for the hours, rather than insurance.
6 is the insurance fee.
if the cost per hours is doubled, it'll now be 16.
the answer is "6 + 16x" (D)
Please help me, I’ve literally been trying for so long.
Let the cosecutive numbers be like this :
2n + 1 , 2n + 2 , 2n + 3 , 2n + 4 , 2n + 5
Odd , Even , Odd , Even , Odd
______________________________
So we have :
(2n+1)+(2n+3)+(2n+5)=(2n+2)+(2n+4) + 39
6n + 9 = 4n + 6 + 39
6n + 9 = 4n + 45
Subtract both sides 9
6n + 9 - 9 = 4n + 45 - 9
6n + 0 = 4n + 36
6n = 4n + 36
Subtract both sides 4n
6n - 4n = 4n - 4n + 36
2n = 0 + 36
2n = 36
Divide both sides by 2
2n ÷ 2 = 36 ÷ 2
n = 18
______________________________
So the numbers are :
2(18)+1 , 2(18)+2 , 2(18)+3 , 2(18)+4 , 2(18)+5
36 + 1 , 36 + 2 , 36 + 3 , 36 + 4 , 36 + 5
37 , 38 , 39 , 40 , 41
As u can see the Odd numbers are :
37 , 39 , 41
And we're done ...
A stove can be bought on hire purchase by making a deposit of $650 and 12 monthly instalments of $195 each. Calculate the hire purchase price of the stove.
Answer:
$2,990?
Step-by-step explanation:
Can someone please check if this is correct?
Answer:
Just two corrections! See attached image.
Step-by-step explanation:
The product of 8 and b taken from 10 means begin with 10 and subtract 8b from it.
8 times the difference of 10 and b means find 10 - b first, then multiply by 8.
I’ll mark as brainliest.
Answer:
12 feet
Step-by-step explanation:
48 divided by 4 is 12 and 48 is the total area
Answer:
12 sq. ft.
Step-by-step explanation:
To find the area of a square (or rectangle) you multiply the length by the width.
To find the length of one side, when you have the area and one side, you divide the area by the side you have.
48 divided by 4 equals 12.
Hope this helps :)
Does (8,4) make the equation y = x true?
Answer:
false
Step-by-step explanation:
(8,8) or (4,4)
7. George has some quarters and some dimes. He has 6 more dimes than quarters and all of
the coins he has are worth $3.05. How many dimes and quarters does George have?
Answer:
the answer will be 18 ohkay but they will eill have more dimes than quarters
Answer:
Please the answer from the other user is completely wrong, the real answer is 7 quarters and 13 dimes
Step-by-step explanation:
0.1 (x+6) + 0.25x = 3.05
0.35x = 2.45
x = 7
therefore,
7 quarters
x+6 dimes = 13 dimes
PLEASE GIVE BRAINLIEST
Find the value of x.
2x
20°
A. 80
B. 10
C. 35
O D. 45
Answer:
x = 10
Step-by-step explanation:
2x = 20°
x = 20/2
x =10
Answer:ccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccc
Step-by-step explanation:
help pls i suck at algebra
What is the surface area? 17 ft 16 ft 17 ft 19 ft 15 ft
Answer:
1,317,840
17×17=289×16=4,624×19=87,856×15=1,317,840
solve for 5 + 6f > 8f -7
linear inequalities
Answer:
5+6f>8f-7
5+7>8f-6f
12>2f
6>f
f<6
Step-by-step explanation:
which number line shows the solution to fx-5 > 3?
9 10 11
12
13
14 15
9 10 11
12 13
14 15
+++
-6 -5 -4
-3
-2
-1
-6
-5
-4
-3
-2 -1
Dorie
Answer:
8
Step-by-step explanation:
send the -5 to where the +3 is then you can now add the value together.
A cone with a height of 15 yards has a volume of 475.17yd find the diameter of the cone
Answer:
11......................
Volume = (1/3) . π . r² . h
475.17 = (1/3) . π . r² . 15
475.17 = 5πr²
r² = 475.17/5π
r² = 30.25
r = √30.25 = 5.5
Diameter = 2r = 2 × 5.5 = 11 yd
11/3 as a decimal pls help
Answer:
3.7 rounded
Step-by-step explanation:
Just divide 11/3
What is the understood index of
[tex] \sqrt{9} [/tex]
[tex]_____________________________________[/tex]
ANSWER:[tex]\tt \sqrt{9} \\ = \tt \sqrt{ {3}^{2} } \\ = \large\boxed{\tt{\green{3}}}[/tex]
Correct me if im wrong because im not good in english guys T^T[tex]_____________________________________[/tex]
꧁____YunaKoharuChan____꧂A moving company charges $22.50 per hour plus a flat rate of $180 to help a person move from one house to another.
Joel would like to spend less than $315 to move.
How much time should Joel's move take to make sure the total cost is below $315?
Solve for X. Round to the nearest tenth.
Answer:
Step-by-step explanation:
take 18 degree as reference angle
using cos rule
cos 18=adjacent/hypotenuse
0.95=20/x
x=20/0.95
x=21.05
x=21.2
Everyone learns differently. Some people like to use models and tools to help them learn math concepts. Many people like to use a combination of these strategies. What tools and strategies do you use to help yourself learn new ideas in math?
Answer:
Kindly check explanation
Step-by-step explanation:
Learning could be explained as a process of acquiring knowledge about a certain subject, trade or other aspects of life. In terms of learning about certain school subjects, a student needs to discover him or herself in other to make acquiring knowledge easy and less tedious for him or her. Now, there are designated tools more than evwr which could aid learning. A very important recommendation which could aid acquiring matematicka knowledge is the use of models to gain an insight to the fundamentals of a mathematical problem and thus seeing how it works. After this one can then break down the mathematical procedure embedded or used it aid the model manually in other to grasp the full concept of the principle.