There are 3 seniors who take Math and Spanish, but not Physics.
What is Venn Diagram?
A diagram representing mathematical or logical sets pictorially as circles or closed curves within an enclosing rectangle (the universal set), common elements of the sets being represented by the areas of overlap among the circles.
To solve this problem, we can use a Venn diagram to organize the information given about the students.
First, we know that there are 150 seniors in total, so we can label the outer rectangle of the Venn diagram as having a total of 150 students.
Next, we can label the three circles as Math, Spanish, and Physics, with the numbers given in the problem:
80 seniors take Math, so we label the Math circle with 80.
41 seniors take Spanish, so we label the Spanish circle with 41.
54 seniors take Physics, so we label the Physics circle with 54.
We also know that 10 seniors take Math and Spanish, 19 take Math and Physics, 12 take Physics and Spanish, and 7 take all three. We can label these overlaps in the Venn diagram as follows:
The overlap of Math and Spanish is 10.
The overlap of Math and Physics is 19.
The overlap of Physics and Spanish is 12.
The overlap of all three is 7.
To find the number of seniors who take Math and Spanish, but not Physics, we need to subtract the number of seniors who take all three (because they are counted in all three circles) and the number of seniors who take Math, Spanish, and Physics (because they are counted in the overlap of all three circles). Then we add the number of seniors who take only Math and Spanish (because they are not counted in the Physics circle).
Using the formula for the number of elements in the union of three sets, we have:
Math or Spanish or Physics = Math + Spanish + Physics - (Math and Spanish) - (Math and Physics) - (Spanish and Physics) + (Math and Spanish and Physics)
So, the number of seniors who take Math and Spanish, but not Physics is:
Math and Spanish - (Math and Spanish and Physics) + (Math or Spanish or Physics - (Math + Spanish + Physics) + (Math and Spanish and Physics))
= 10 - 7 + (80 + 41 + 54 - 2(10) - 2(19) - 2(12) + 7)
= 3
Therefore, there are 3 seniors who take Math and Spanish, but not Physics.
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list all symmetry groups that are the symmetry groups of quadrilaterals and for each group sketch a quadrilateral
The quadrilaterals which have both line and rotational symmetry of order more than 1 are square, and rhombus
Symmetry is a fundamental concept in mathematics and geometry. It refers to the property of a shape that remains unchanged when it is transformed in a certain way.
Now, let's talk about quadrilaterals that have both line and rotational symmetry of order more than 1. One example of such a quadrilateral is a square.
Another example of a quadrilateral with both line and rotational symmetry of order more than 1 is a rhombus. A rhombus is a type of quadrilateral where all four sides are equal in length, and opposite angles are equal.
In summary, a square and a rhombus are examples of quadrilaterals that have both line and rotational symmetry of order more than 1.
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Complete Question:
Name the quadrilaterals which have both line and rotational symmetry of order more than 1.
A spinner with 10 equally sized slices has 5 red slices, 3 yellow slices, and 2 blue slices. Ann spun the dial 25 times. It landed on red 12 times, landed on yellow 10 times, and landed on blue 3 times. From Ann's results, compute the experimental probability of landing on blue or yellow
Answer:
0.600 or 600, 0.500 or 500, select option 2
Step-by-step explanation:
From the given graph, how many students worked at least 10 hours per week?
Answer:
39.
Step-by-step explanation:
From the group of 10-14 hours worked per week, 8 students.
From the group of 15-19 hours worked per week, 4 students.
From the group of 20-24 hours worked per week, 12 students.
From the group of 25-29 hours worked per week, 8 students.
From the group of 30-34 hours worked per week, 4 students.
And finally, from the group of 35+ hours worked per week, 3 students.
So, 8+4+12+8+4+3 = 39 students.
Consider the following algebraic statements and determine the values of x for which each statement is true.
8=-|x|
Answer:
This is false.
Step-by-step explanation:
Since absolute value bars change negatives into positives and positive into themselves (positives) we can put the example:
[tex]-|8|\\[/tex]
When we remove the absolute value bars, 8 will still equal 8. But, we have a negative, therefore the 8 has a negative after being simplified with absolute value.
x = -8, not positive 8.
Answer:
Ther are no values of x that would make this statement true. There is no solution.
Step-by-step explanation:
A salesperson earns 4% commission on furnace sales.
What is the commission that the salesperson earns on the sale of $33,000 worth of furnaces.
The commission earned 4 percentage on the salesperson on the sale of furnaces is $1320.
What is percentage?In mathematics, a percentage is a number or ratio that can be expressed as a fraction of 100. If we need to calculate a percentage of a number, we should divide it by its entirety and then multiply it by 100. The percentage therefore refers to a part per hundred. The word per cent means per 100. The letter "%" stands for it. The term "percentage" was adapted from the Latin word "per centum", which means "by the hundred". Percentages are fractions with 100 as the denominator.
by the question.
the commission that the salesperson earns on the sale of $33,000 worth of furnaces= 4% of 33,000 = 4× 330 = $1320
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Is this figure a polygon dont answer if you don’t know the answer
Polygon - a plane figure with at least three straight sides and angles, and typically five or more.
Answer:
No
Step-by-step explanation:
Since a polygon has straight sides, with 3 or more, it cannot be a polygon since one side is curved.
Need help please!
Thank you so much!!
The graph repeats itself every 32 units hοrizοntally. [ The graph is attached belοw ]
What is an interactive widget in graphs:An interactive widget in a graph is a tοοl that allοws the user tο manipulate different elements οf the graph using their mοuse οr tοuch screen.
Interactive widgets can be used tο explοre the behaviοr οf a functiοn οr dataset in a mοre dynamic and engaging way than a static graph.
Sοme cοmmοn examples οf interactive widgets in graphs include sliders, buttοns, checkbοxes, and drοpdοwn menus.
Here we have
y = -5 cοs (π/16 x) - 4
Represents a periοdic functiοn with a cοsine wave shape that is shifted dοwnwards by 4 units.
The cοsine functiοn οscillates between -1 and 1, sο multiplying it by -5 stretches the wave vertically by a factοr οf 5 and reflects it acrοss the x-axis.
The cοefficient οf x, π/16, cοntrοls the periοd οf the functiοn, which is the distance between twο cοnsecutive peaks οr trοughs οf the wave.
Specifically, the periοd οf this functiοn is 32 units, since the cοsine functiοn has a periοd οf 2π and 2π/(π/16) = 32.
Therefοre,
The graph repeats itself every 32 units hοrizοntally. [ The graph is attached belοw ]
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PLEASE ANSWER THIS QUESTION, 20 POINTS!!
Answer:
∠1 = 50
∠2 = 50
∠3 = 80
∠4 = 130
∠5 = 130
Step-by-step explanation:
∠1 = 180 - 130 = 50
∠2 = ∠1 = 50
∠3 = 180 - ∠1 - ∠2 = 180 - 50 - 50 = 80
∠4 = 180 - ∠2 = 180 - 50 = 130
∠5 = ∠4 = 130
Graph the function.
f(x) = 3/5x -5
Use the Line tool and select two points to graph.
Answer:
see attached
Step-by-step explanation:
You want to graph the function f(x) = 3/5x -5.
GraphFor graphing purposes, it is convenient to choose values of x that result in integer values of y. In this case, the multiplier of x (the slope) has a denominator of 5, so it is convenient to choose x-values that are multiples of 5.
For x = 0, y = 3/5·0 -5 = -5
For x = 5, y = 3/5·5 -5 = 3 -5 = -2
Suitable points for your plot are (0, -5) and (5, -2). These are shown in the attachment.
A photographer needs a frame for an 5x7 inch picture, such that the total area is 80in^2.Calculate the width of the frame.
Answer:
The width of the frame is 10 inches.
5x7 = 35
80-35 = 45
45/7 = 6.4
5 + 6.4 = 11.4
11.4 rounded down = 11
11 - 5 = 10
Width of the frame = 10 inches
CAN SOMEONE PLEASE HELP thank you so so much please!!!
Step-by-step explanation:
try this option, all the details are in the attachment.
Part A
Use GeoGebra to graph points A, B, and C to the locations shown by the ordered pairs in the table. Then join each pair of
points using the segment tool. Record the length of each side and the measure of each angle for the resulting triangle.
Location
A(3,4), B(1,1).
C(5.1)
A(4.5), B(2.1).
C(7.3)
—————-
AB=
BC=
AC=
Answer:
Step-by-step explanation:
Answer:
[tex]\begin{array}{|c|c|c|c|}\cline{1-4}\vphantom{\dfrac12}\sf Location&AB&BC&AC\\\cline{1-4}\vphantom{\dfrac12} A(3,4),\;B(1,1),\;C(5,1)&3.61&4&3.61\\\cline{1-4}\vphantom{\dfrac12} A(4,5),\;B(2,1),\;C(7,3)&4.47&5.39&3.61\\\cline{1-4}\end{array}[/tex]
[tex]\begin{array}{|c|c|c|c|}\cline{1-4}\vphantom{\dfrac12}\sf Location&m \angle A&m \angle B&m \angle C\\\cline{1-4}\vphantom{\dfrac12} A(3,4),\;B(1,1),\;C(5,1)&67.38^{\circ}&56.31^{\circ}&56.31^{\circ}\\\cline{1-4}\vphantom{\dfrac12} A(4,5),\;B(2,1),\;C(7,3)&82.87^{\circ}&41.63^{\circ}&55.49^{\circ}\\\cline{1-4}\end{array}[/tex]
Step-by-step explanation:
Step 1Place points A, B and C on the coordinate grid.
Alternatively, type the following into the input field as 3 separate inputs:
Triangle 1
A = (3, 4)B = (1, 1)C = (5, 1)Triangle 2
A = (4, 5)B = (2, 1)C = (7, 3)Step 2Use the Segment tool to join each pair of points.
Alternatively, type Segment( <Point>, <Point> ) into the input field (replacing <Point> with the letter name of the point) to create a segment between two points.
Record the length of each side.
[tex]\begin{array}{|c|c|c|c|}\cline{1-4}\vphantom{\dfrac12}\sf Location&AB&BC&AC\\\cline{1-4}\vphantom{\dfrac12} A(3,4),\;B(1,1),\;C(5,1)&3.61&4&3.61\\\cline{1-4}\vphantom{\dfrac12} A(4,5),\;B(2,1),\;C(7,3)&4.47&5.39&3.61\\\cline{1-4}\end{array}[/tex]
Step 3Use the Angle tool to measure each angle in the resulting triangle.
Alternatively, type Angle(Polygon(A, B, C)) into the input field to create all interior angles.
Record the measure of each angle.
[tex]\begin{array}{|c|c|c|c|}\cline{1-4}\vphantom{\dfrac12}\sf Location&m \angle A&m \angle B&m \angle C\\\cline{1-4}\vphantom{\dfrac12} A(3,4),\;B(1,1),\;C(5,1)&67.38^{\circ}&56.31^{\circ}&56.31^{\circ}\\\cline{1-4}\vphantom{\dfrac12} A(4,5),\;B(2,1),\;C(7,3)&82.87^{\circ}&41.63^{\circ}&55.49^{\circ}\\\cline{1-4}\end{array}[/tex]
Note: All measurements have been given to the nearest hundredth (2 decimal places).
Help please! Appreciate the help
For the given statements for domain and range, option 3 and option 4 are correct answers.
What is domain and range?The sets of all the x-coordinates and all the y-coordinates of ordered pairs, respectively, are the domain and range of a relation. With functions, we enter various numbers, and the output is a new set of numbers. The two essential characteristics of functions are domain and range. A function's domain and range are its constituent parts.
The domain of the function are all the input values while the range are the output values of the function for the given input.
In the given options, option 3 and 4 are correct as the functions have the same input but not the same output.
That is, they have the same domain, all real numbers, but not the same range.
Hence, for the given statements for domain and range, option 3 and option 4 are correct answers.
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Which operation do you use to simplify a ratio after finding the greatest common factor (GCF)?
division
addition
multiplication
subtraction
Answer:
hey baby
Step-by-step explanation:
hi thwrw honey i love you lol
The operation we use to simplify a ratio after finding the greatest common factor (GCF) is division.
Option A is the correct answer.
What is an expression?An expression contains one or more terms with addition, subtraction, multiplication, and division.
We always combine the like terms in an expression when we simplify.
We also keep all the like terms on one side of the expression if we are dealing with two sides of an expression.
Example:
1 + 3x + 4y = 7 is an expression.
3 + 4 is an expression.
2 x 4 + 6 x 7 – 9 is an expression.
33 + 77 – 88 is an expression.
We have,
To simplify a ratio after finding the greatest common factor (GCF), we use division.
We divide both terms of the ratio by the GCF.
This reduces the ratio to its simplest form.
Thus,
The operation we use to simplify a ratio after finding the greatest common factor (GCF) is division.
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Can someone actually see if I got this answer correct please
Instead of 2.00 as mentioned in the question, the semester GPA is 1.38. Please double-check your calculations or provide more details if you made an error when reporting your grades or computing your GPA.
How many credit hours are there in three?Students must devote approximately 135 hours (45 x 3) of class, instructional, and independent time to a three credit unit course. Students who enroll in a course for four credit hours must dedicate around 180 (45 x 4) hours to it, split between in-class and out-of-class work.
You must first translate each letter grade using the common 4.0 scale into its equivalent numerical number before you can determine your semester GPA:
A = 4.0
B = 3.0
C = 2.0
D = 1.0
F = 0.0
E = 0.0 (equivalent to F)
Then, you can use the formula:
(Total grade points) / GPA (total credit hours)
Using this formula, we can calculate your semester GPA as follows:
FYE 105: F (0.0) x 3 credit hours = 0.0 grade points
MAT 150: E (0.0) x 3 credit hours = 0.0 grade points
ENG 101: D (1.0) x 3 credit hours = 3.0 grade points
BIO 112: A (4.0) x 3 credit hours = 12.0 grade points
BIO 113: B (3.0) x 1 credit hour = 3.0 grade points
Total grade points = 0.0 + 0.0 + 3.0 + 12.0 + 3.0 = 18.0
Total credits earned is 13 (3 + 3 + 3 + 3 + 1)
GPA = 18.0 / 13 = 1.3846
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Simplify without calculator: (-5) (7)+4×5 (Show all calculations)
Step-by-step explanation:
this is the answerrr
without calculator
Given two points (x1, y1) and (x2, y2) in the cartesian plane, show that the slope
m of a line is of the form
m =y2 − y1÷x2 − x1
assuming that x2≠ x1
therefore, we have shown that: [tex]m= (y_{2} -y_{1} )/(x_{2}-x_{1})[/tex] assuming that x2 ≠ x1.
What is slope?Slope refers to the measure of steepness of a line or a curve. In mathematics, slope is usually denoted by the letter "m" and is defined as the ratio of the change in the y-coordinate to the change in the x-coordinate between two points on a line.
The formula for calculating the slope between two points (x1, y1) and (x2, y2) on a line is:
[tex]m= (y_{2} -y_{1} )/(x_{2}-x_{1})[/tex]
by the question.
To finds the slope of a line passing through two points (x1, y1) and (x2, y2), we use the slope formula:
[tex]m= (y_{2} -y_{1} )/(x_{2}-x_{1})[/tex]
This formula represents the change in y divided by the change in x between the two points.
Now, assuming that x2 ≠ x1, we can simplify the formula as follows:
[tex]m= (y_{2} -y_{1} )/(x_{2}-x_{1})*(1/1)[/tex]
Multiplying the numerator and denominator by 1, which in this case is (x2 - x1) / (x2 - x1), we get:
[tex]m= (y_{2} -y_{1} )/(x_{2}-x_{1})*(x_{2}-x_{1})/(x_{2}-x_{1})[/tex]
Simplifying the numerator, we have:
[tex]m= (y_{2} -y_{1} )/(x_{2}-x_{1})/[(x_{2}-x_{1})*1][/tex]
The term (x2 - x1) cancels out, leaving us with:
[tex]m=(y_{2}-y_{1} /1[/tex]
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A quadrilateral has two angles that measure 235° and 40°. The other two angles are in a ratio of 5:12. What are the measures of those two angles?
Answer: Let's denote the two unknown angles as x and y.
We know that the sum of the angles in any quadrilateral is 360°, so we can set up an equation using this fact:
235° + 40° + x + y = 360°
Simplifying this equation, we get:
x + y = 85° (equation 1)
We also know that the other two angles are in a ratio of 5:12. This means that:
x/y = 5/12
Multiplying both sides by y, we get:
x = (5/12)y (equation 2)
Now we can substitute equation 2 into equation 1 and solve for y:
(5/12)y + y = 85°
(17/12)y = 85°
y = (12/17) * 85°
y = 60°
Substituting y = 60° into equation 2, we can solve for x:
x = (5/12) * 60°
x = 25°
Therefore, the two angles that are in a ratio of 5:12 measure 25° and 60°, respectively.
Step-by-step explanation:
Convert each number to scientific notation and perform the indicated operations. Express the result in ordinary decimal notation.
The result of the division in ordinary decimal notation is 300.
Scientific notation, also known as standard form or exponential notation, is a method of expressing very large or very small numbers in a compact and standardized way.
To perform the indicated operation, we need to divide 0.00036 by 0.0000012.
First, let's express both numbers in scientific notation
0.00036 = 3.6 x 10^(-4)
0.0000012 = 1.2 x 10^(-6)
Now we can divide the two numbers and simplify
3.6 x 10^(-4) / 1.2 x 10^(-6) = (3.6 / 1.2) x 10^(-4-(-6)) = 3 x 10^(2)
Finally, we can convert this result back to ordinary decimal notation
3 x 10^(2) = 300
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The given question is incomplete, the complete question is:
Convert each number to scientific notation and perform the indicated operations. Express the result in ordinary decimal notation. 0.00036/0.0000012
Complete the recursive formula of the arithmetic s -17,-8, 1, 10, .... a(1) = -17 a(n) = a(n − 1)+
Answer:
The common difference between consecutive terms in the sequence is 8 (since -17 + 8 = -9, -9 + 8 = -1, -1 + 8 = 7, and so on). Therefore, the recursive formula for this arithmetic sequence is:
a(1) = -17
a(n) = a(n-1) + 8 for n >= 2
This formula says that the first term in the sequence is -17, and each subsequent term is found by adding 8 to the previous term.
(please mark my answer as brainliest)
Thomas bought 120 whistles, 168 yo-yos and 192 tops . He packed an equal amount of items in each bag.
a) What is the maximum number of bag that he can get?
Answer:
To find the maximum number of bags that Thomas can pack, we need to find the greatest common divisor (GCD) of 120, 168, and 192.
Prime factorizing the three numbers:
120 = 2^3 x 3 x 5
168 = 2^3 x 3 x 7
192 = 2^6 x 3
The GCD is the product of the common prime factors with the lowest exponents, which is 2^3 x 3 = 24.
So, Thomas can pack the items into 24 bags, each containing an equal number of whistles, yo-yos, and tops.
Answer:
Step-by-step explanation:
To find the maximum number of bags that Thomas can pack, we need to find the greatest common divisor (GCD) of 120, 168, and 192.
We can start by finding the prime factorization of each number:
120 = 2^3 × 3 × 5
168 = 2^3 × 3 × 7
192 = 2^6 × 3
Then we can find the GCD by taking the product of the smallest power of each common prime factor:
GCD = 2^3 × 3 = 24
Therefore, Thomas can pack a maximum of 24 bags.
change these fractions to decimals 1/35
Answer:
Step-by-step explanation:
Find the distance from Link to the Octorok so Link can attack
The distance from Link to the Octorok is 10.63 units.
How to find the distance?We know that the distance between two points (x₁, y₁) and (x₂, y₂) is given by the formula below:
distance = √( (x₂ - x₁)² + (y₂ - y₁)²)
Here we want to find the distance from Link to the Octorok so Link can attack, so we need to get the distance between the points (-4, -5) and (3, 3).
The distance will be:
distance = √( (3 + 4)² + (3 + 5)²)
distance = √( (7)² + (8)²)
distance = √113
distance = 10.63
The distance is 10.63 units.
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a. show that the properties of a probability distribution for a discrete random variable are satisfied.
To show that the properties of a probability distribution for a discrete random variable are satisfied, we need to verify that the probability distribution function (PDF) satisfies, The PDF must be non-negative for all values of the random variable and The sum of the probabilities for all possible values of the random variable must be equal to 1.
Let X be a discrete random variable taking values x1, x2, ..., xn, and let P(X) be the probability distribution function for X, such that P(X = xi) = pi for all i.
The PDF must be non-negative for all values of the random variable. This means that for any value xi of the random variable, the probability pi must be greater than or equal to zero. That is,
pi ≥ 0 for all i.
This property ensures that probabilities are never negative, which is a necessary condition for a valid probability distribution.
The sum of the probabilities for all possible values of the random variable must be equal to 1. That is,
∑ pi = 1 for all i.
This property ensures that the total probability of all possible outcomes is equal to 1, which is a necessary condition for a valid probability distribution.
Therefore, if the PDF satisfies these two properties, we can conclude that it represents a valid probability distribution for the given discrete random variable.
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HELP ME ASAP!!! YOU WILL BE BRAINLIEST
We can conclude that Maya's experimental probabilities fluctuate around the theoretical probability, but over a larger number of trials, the experimental probabilities should converge towards the theoretical probability.
What is probability?
Probability is simply how likely something is to happen. Whenever we're unsure about the outcome of an event, we can talk about the probabilities of certain outcomes—how likely they are. The analysis of events governed by probability is called statistics.
The theoretical probability of rolling a 5 on a fair die is 1/6, which means that if the die is rolled many times, we would expect to see a 5 about 1/6 of the time.
For the first 100 trials, Maya rolled a 5 on 25 of those trials. The experimental probability of rolling a 5 in this case is:
experimental probability = number of 5's rolled / number of trials
experimental probability = 25/100
experimental probability = 0.25
So, in the first 100 trials, Maya's experimental probability of rolling a 5 was 0.25.
For the first 200 trials, Maya rolled a 5 on 30 of those trials. The experimental probability of rolling a 5 in this case is:
experimental probability = number of 5's rolled / number of trials
experimental probability = 30/200
experimental probability = 0.15
So, in the first 200 trials, Maya's experimental probability of rolling a 5 was 0.15.
Comparing these experimental probabilities to the theoretical probability, we see that after 100 trials, Maya's experimental probability of rolling a 5 (0.25) is higher than the theoretical probability (1/6 ≈ 0.167). This suggests that Maya's sample of 100 trials was somewhat biased in favor of rolling a 5.
On the other hand, after 200 trials, Maya's experimental probability of rolling a 5 (0.15) is lower than the theoretical probability (1/6 ≈ 0.167). This suggests that Maya's sample of 200 trials was somewhat biased against rolling a 5.
Overall, we can conclude that Maya's experimental probabilities fluctuate around the theoretical probability, but over a larger number of trials, the experimental probabilities should converge towards the theoretical probability. This is known as the law of large numbers, which states that as the number of trials or observations increases, the experimental probability will tend to approach the theoretical probability.
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We might say that Maya's experimental probabilities oscillate about the theoretical probability, but after more trials, the experimental probabilities ought to converge to the theoretical probability.
What is probability?
Simply put, probability is the likelihood that something will occur. When we don't know how an event will turn out, we can discuss the likelihood or likelihood of several outcomes. Statistics is the study of events that follow a probability distribution.
A fair die has a theoretical probability of rolling a 5 of 1/6, therefore if the die is rolled several times, we can anticipate seeing a 5 roughly 1/6 of the time.
For the first 100 trials, Maya rolled a 5 on 25 of those trials. The experimental probability of rolling a 5 in this case is:
experimental probability = number of 5's rolled / number of trials
experimental probability = 25/100
experimental probability = 0.25
So, in the first 100 trials, Maya's experimental probability of rolling a 5 was 0.25.
For the first 200 trials, Maya rolled a 5 on 30 of those trials. The experimental probability of rolling a 5 in this case is:
experimental probability = number of 5's rolled / number of trials
experimental probability = 30/200
experimental probability = 0.15
So, in the first 200 trials, Maya's experimental probability of rolling a 5 was 0.15.
Comparing these experimental probabilities to the theoretical probability, we see that after 100 trials, Maya's experimental probability of rolling a 5 (0.25) is higher than the theoretical probability (1/6 ≈ 0.167). This suggests that Maya's sample of 100 trials was somewhat biased in favor of rolling a 5.
On the other hand, after 200 trials, Maya's experimental probability of rolling a 5 (0.15) is lower than the theoretical probability (1/6 ≈ 0.167). This suggests that Maya's sample of 200 trials was somewhat biased against rolling a 5.
Overall, we can conclude that Maya's experimental probabilities fluctuate around the theoretical probability, but over a larger number of trials, the experimental probabilities should converge towards the theoretical probability. This is known as the law of large numbers, which states that as the number of trials or observations increases, the experimental probability will tend to approach the theoretical probability.
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can you help me to solve this question?
The asymptotes of the function f(x) = (2x² - 5x + 3)/(x - 2) are given as follows:
Vertical asymptote at x = 2.Oblique asymptote at: y = 2x - 3/2.How to obtain the asymptotes of the function?The function for this problem is defined as follows:
f(x) = (2x² - 5x + 3)/(x - 2)
The vertical asymptote is the value of x for which the function is not defined, hence it is at the zero of the denominator, and thus it is given as follows:
x - 2 = 0
x = 2.
The oblique asymptote is at the quotient of the two functions, hence:
(mx + b)(x - 2) = 2x² - 5x + 3
mx² + (b - 2m) - 2b = 2x² - 5x + 3.
Hence the values of m and b are given as follows:
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A test consists of 30 multiple choice questions, each with five possible answers, only one of which is correct. find the mean and the standard deviation of the number of correct answers. round the answers to the nearest hundredth.
The mean and standard deviation for 30 multiple-choice questions for the number of correct answers is Mean(μ) = 6 and Standard deviation(σ) = 2.19.
What is mean?
A collection of values are averaged to form the mean. The total points were divided by the total scores. When population samples are tiny, the mean is sensitive to extreme scores. For example, if two students in a class of 20 earned significantly higher than the rest, the mean will be skewed higher than the other students' scores might suggest. When using means, larger sample sizes are preferable.
Define standard deviation.
In statistics, a measure of variability known as the standard deviation ( standard deviation ) is frequently used. It demonstrates how different things are from the norm. (mean). When the SD is low, the data tend to be close to the mean, while when it is high, the data are dispersed over a wide variety of values.
Given: number of questions(n) = 30, p = [tex]\frac{1}{5}[/tex], q = [tex]\frac{4}{5}[/tex]
Mean μ = n*p
= 30 *[tex]\frac{1}{5}[/tex]
μ = 6
Standard deviation σ = [tex]\sqrt{n*p*q}[/tex]
= [tex]\sqrt{30*\frac{1}{5}*\frac{4}{5}}[/tex]
= [tex]\sqrt{4.8}[/tex]
σ = 2.19
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Please help I-readyyyyyy
I need help with this
Angle PLE is measured at 90°. The options supplied do not contain the solution.
What measurement of an angle does not equal 90?The acute angle is defined as being less than 90 degrees. Right angles are 90 degrees in length. Angles that are obtuse have a greater angle than 90 degrees. Discover the various sorts of angles and examples of each.
As complementary angles, ZPLA and ZELA, we can infer that:
ZPLA + ZELA = 90°
Using the following expressions in place of ZPLA and ZELA, we obtain:
5x-2 + x+8 = 90
When we simplify the equation, we obtain:
6x + 6 = 90
6 is subtracted from both sides to yield:
6x = 84
Dividing by 6, we get:
x = 14
With the knowledge of x, we can determine the dimensions of ZPLA and ZELA:
ZPLA = 5x-2 = 5(14)-2 = 68°
ZELA = x+8 = 14+8 = 22°
Therefore, we can find the measure of angle PLE by subtracting the measures of ZPLA and ZELA from 180°:
PLE = 180 - ZPLA - ZELA
PLE = 180 - 68 - 22
PLE = 90
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16) Critique the sample method and the survey used by the guild. You’ll want to use some of the following words in your critique: sample, bias, random, response-bias, undercoverage, non-response, voluntary response.
Answer:
The critique of the sample method and survey used by the guild is as follows:
Sample: The sample used in the survey is not representative of the entire population. The survey was conducted only among the guild members, and hence it does not represent the views of non-members. This type of bias is called undercoverage bias.Bias: The survey seems to suffer from selection bias, where the participants who responded may not represent the entire population. This type of bias is known as response bias. It is possible that the members who chose to participate in the survey have different views from those who did not respond. Furthermore, the survey did not specify how the participants were selected, and hence there may be other types of bias present in the survey.Randomness: The survey did not use random sampling, which is a fundamental principle of survey research. A random sample ensures that every member of the population has an equal chance of being selected, which increases the representativeness of the sample.Non-Response: The survey did not address the issue of non-response bias, where participants who choose not to respond may have different views from those who respond. The survey did not specify the response rate, and hence it is unclear how many members chose to participate in the survey.Voluntary response: The survey seems to be a voluntary response survey, where members chose to participate voluntarily. This type of survey is known to suffer from bias because participants who respond are usually more motivated or have stronger opinions than those who do not respond.In summary, the survey used by the guild suffers from various types of bias, which may affect the validity and generalizability of the results. To improve the validity and reliability of the survey, the guild should use random sampling and address issues such as non-response and response bias.
