Solve for z in the proportion.
60
90
Z =
22
Z + 17
Submit

The statement "bar charts are more versatile than pie charts and line charts" is true.

The statement "bar charts are more versatile than pie charts and line charts" is true. Bar charts are versatile and can be used to compare data, show trends over time, and compare different categories or groups. They are especially useful for showing data with distinct categories, such as nominal data. In contrast, pie charts are limited in their use because they can only represent parts of a whole, while line charts are best suited for showing trends over time. Bar charts can be customized to display a wide range of information and are a valuable tool for communicating data effectively in a variety of contexts.

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So the equation that represents the function F is F(x) = 2^(x-3) + 1.

None of the above equations represent the function given in the table. To find the equation, we need to look for a pattern in the outputs (f(x)) based on the inputs (x).

Starting with x=3, we see that f(x)=9. Moving to x=4, we see that f(x) increases by 8 to equal 17. Moving to x=6, we see that f(x) increases by 48 to equal 65. Each time we move to the next input value, the output increases by double the previous increase plus 1. This pattern can be written as:

f(x) = 2^(x-3) + 1

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The quality control specialist should use a t-distribution for estimating the mean clarity rating of the new batch of glass sheets being produced using a sample of 18 sheets of glass.

The quality control specialist at a plate glass factory must estimate the mean clarity rating of a new batch of glass sheets being produced using a sample of 18 sheets of glass.

Since the actual distribution of this batch is unknown, but preliminary investigations show that a normal approximation is reasonable, the specialist should use a t-distribution.
1. The sample size (n) is 18, which is relatively small.
2. The population standard deviation (σ) is unknown.
In such cases, the t-distribution is more appropriate than the z-distribution, chi-square distribution, or f distribution.

The t-distribution is a statistical distribution that is used when the sample size is small, and the population standard deviation is unknown.
The z-distribution is used when the population standard deviation is known, and the sample size is large enough (typically, n > 30).
The chi-square distribution is used for testing the goodness-of-fit of a distribution or for testing the independence between two categorical variables.
The f distribution is used for comparing the variances of two populations.

It is not suitable for estimating the mean clarity rating in this case.
In conclusion, the quality control specialist should use a t-distribution for estimating the mean clarity rating of the new batch of glass sheets being produced using a sample of 18 sheets of glass.

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Fraction is a part of whole.Fractions are written in the form of two numbers, one on top of the other, separated by a horizontal line. The number on the top is called the numerator, and the number at the bottom is called the denominator.

What is fraction?

A fraction is a mathematical concept that represents a part of a whole or a group. It is a way of expressing a number that is less than one and greater than zero.

The numerator represents the part of the whole or group that is being referred to, and the denominator represents the total number of parts in the whole or group. For example, if we have a pizza that is cut into eight equal slices, and we eat three slices, we can represent the amount of pizza we ate as the fraction 3/8. In this case, the numerator is 3, which represents the number of slices we ate, and the denominator is 8, which represents the total number of slices in the pizza.

Fractions can be used in a variety of mathematical operations, including addition, subtraction, multiplication, and division. To add or subtract fractions, the denominators must be the same. If they are not, the fractions must be converted into equivalent fractions with the same denominator before they can be added or subtracted.

Multiplying fractions involves multiplying the numerators together and the denominators together. Dividing fractions involves multiplying the first fraction by the reciprocal of the second fraction, which is obtained by switching the numerator and denominator of the second fraction.

Fractions are commonly used in everyday life, such as when cooking or measuring ingredients, calculating percentages, and dealing with money. For example, if a store is having a sale with a discount of 20%, we can represent the sale price as the fraction 4/5, since the price after the discount is 80% of the original price.

It is important to note that fractions can also be expressed as decimals or percentages. To convert a fraction to a decimal, we divide the numerator by the denominator. To convert a fraction to a percentage, we multiply the fraction by 100.

In conclusion, fractions are an important concept in mathematics and are used in many different areas of our daily lives. They represent a part of a whole or group and are written in the form of a numerator over a denominator. Fractions can be used in a variety of mathematical operations and can be expressed as decimals or percentages.

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Correct question is "What is fraction? Write 358 words about it "

Tyler need 24 cups of vanilla for making 6 gallons of mint chocolate ice cream for a bake sale.

We know that the recipe for a gallon of mint chocolate ice cream calls for 4 fluid ounces of vanilla. Tyler is making 6 gallons of mint chocolate ice cream for a bake sale, we need to find how many cups of vanilla does he need:

therefore, first we need to find the ratio according to the statement above:

one gallon of mint chocolate : fluid ounces of vanilla = 1:4

now we need to find how many cups of vanilla does he needs for 6 gallons = 1 x 6 : 4 x 6

= 6 : 24

therefore it is clear that Tyler need 24 cups of vanilla for making 6 gallons of mint chocolate ice cream for a bake sale.

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Answer: For the triangle area you do= base*height what gives you 198in

For the rectangle area you do= side*lenght what gives you 756in

An for the shaded area you do triangle area-rectangle area, what gives you 558 in

Answer:

whitney

Step-by-step explanation:

so amir in term 2 has 40+20=60

and whitney has 55+11=66

11 because 20% of 55 is 11 and when you add that two numbers you got the answer that whitney have higher mark

10% of 55=5.5

20% = 10%×2

5.5×2=11

Answer: f(x)

Step-by-step explanation: It goes from the lowest elevation to the highest.

The correct answer is 3p² + 8mp + 3, which is different from Chen's answer of 3p² + 6m + 5.

What is a polynomial?

In mathematics, a polynomial is an expression consisting of variables (also known as indeterminates) and coefficients, which involves only the operations of addition, subtraction, and multiplication. Polynomials can have one or more terms, and each term can have one or more variables with non-negative integer exponents.

Chen's error is in the second line where they added the terms -(-2p²-mp+1) without distributing the negative sign to each term inside the bracket. The correct way to subtract a polynomial is to change the sign of each term inside the bracket and then add them to the other polynomial. So, the correct simplification would be:

P²+7mp+4-(-2p²-mp+1)

= P²+7mp+4+2p²+mp-1 (Distributing the negative sign)

= 3p²+8mp+3

Therefore, the correct answer is 3p² + 8mp + 3, which is different from Chen's answer of 3p² + 6m + 5.

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The approximate probability that more than 10% of the sample would report experiencing extreme levels of stress during the past month, assuming the true proportion is 15%, is 0.9693

To solve this problem, we will use the normal approximation to the binomial distribution. We can assume that the number of students who report experiencing extreme levels of stress follows a binomial distribution with parameters n = 160 and p = 0.15, where n is the sample size and p is the true proportion of students who have experienced extreme levels of stress in the population.

The expected value of the number of students who report experiencing extreme levels of stress in the sample is:

E(X) = np = 160 * 0.15 = 24

The variance of the number of students who report experiencing extreme levels of stress in the sample is

Var(X) = np(1-p) = 160 * 0.15 * 0.85 = 18.36

The standard deviation of the number of students who report experiencing extreme levels of stress in the sample is

SD(X) = sqrt(Var(X)) = sqrt(18.36) = 4.28

To calculate the probability that more than 10% of the sample would report experiencing extreme levels of stress during the past month, we need to convert the percentage into a number. Since the sample size is 160, 10% corresponds to 16 students. We want to find the probability that X > 16.

To standardize the distribution, we calculate the z-score

z = (16 - 24) / 4.28 = -1.87

Using a standard normal distribution table or calculator, we can find the probability that a z-score is less than -1.87, which is approximately 0.0307. Therefore, the probability that more than 10% of the sample would report experiencing extreme levels of stress during the past month is approximately 1 - 0.0307 = 0.9693

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I have solved the question in general, as the given question is incomplete.

The complete question is:

Suppose that 15%, percent of the 1750 students at a school have experienced extreme levels of stress during the past month. A high school newspaper doesn't know this figure, but they are curious what it is, so they decide to ask a simple random sample of 160 students if they have experienced extreme levels of stress during the past month. Subsequently, they find that 10, percent of the sample replied “yes” to the question.Assuming the true proportion is 15, percent, what is the approximate probability that more than 10, percent of the sample would report that they experienced extreme levels of stress during the past month?

Answer:

49.87%

Step-by-step explanation:

We know the following information:

$400 is the average weekly wage

$50 is the standard deviation (from the average wage)

To solve for the probability that a randomly-selected worker makes between $400-550, we have to solve for the standard score of each end of the range.

First, the standard score (Z) of $400:

[tex]Z = \dfrac{\text{value}-\text{average}}{\text{std deviation}}[/tex]

[tex]Z_{400} = \dfrac{400-400}{50} = 0[/tex]

The standard score of $400 is 0, since it is the average (mean) wage.

Second, the standard score of $550:

[tex]Z_{550} = \dfrac{550-400}{50} = 3[/tex]

The standard score of $550 is 3.

The probability that a worker's weekly wage is between $400 and $550 is equal to the probability that the standard score is between 0 and 3.

So, we can plug the standard scores that we just solved for into a distribution calculator to determine both probabilities.

P(0 < Z < 3) ≈ 49.87%

The value of m arc Q I=94°

a continuous section of an arc, which is a curved line that forms a portion of a circle of  circumference. a blazing passage of electricity  electrodes through between a gap in a circuit o that called a curved rout

arcs have two properties is the easiest way . They have length as a component of circumference and, based on the associated central angle, they also have a detectable curvature.

Given arc m Y S=180°,m∠Q B I=137°

We know that,

[tex]mQBI =\frac{1}{2} (m arcYS+marcQI)\\137=\frac{1}{2} (180+marcQI)\\274=180+marcQI\\marcQI=274-180\\marcQI=94[/tex]

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Answer:

2 hours

Step-by-step explanation:

[tex]\frac{5}{10}[/tex] = [tex]\frac{60}{x}[/tex]  Cross multiply and solve for x

5x = 600  Divide both sides by 5

x = 120

This is 120 minutes.  120 minutes is equal to 2 hours.

Helping in the name of Jesus.

Answer:

2 hours

Step-by-step explanation:

If 5 pages in 10 minutes and 60 pages than 60/5, which is 12.  12*10=120 minutes.  120 minutes is equivalent to 2 hours.

Ratio of surface area of one of the new spheres to surface area of original sphere is [tex]$\frac{1}{3}\sqrt[3]{3}$[/tex] when a solid metal sphere of radius 9 is melted and transformed into three identical spheres.

How to calculate the ratio of the surface area of one of these spheres to the surface area of the original sphere?

The original sphere has radius 9, so its surface area is:

[tex]$A_1 = 4\pi(9^2) = 324\pi$[/tex]

When the sphere is melted down and formed into three identical spheres, each sphere will have one-third of the original mass and one-third of the original volume. Since the spheres are identical, they will each have the same radius.

Let r be the radius of one of the new spheres. Then the volume of each new sphere is:

[tex]$V_2 = \frac{4}{3}\pi(r^3)$[/tex]

Since the original sphere has been split into three identical spheres, the total volume is:

[tex]$V_{total} = 3(\frac{4}{3}\pi(r^3)) = 4\pi(r^3)$[/tex]

Since the original sphere and the three new spheres have the same total volume, we can set their volumes equal to each other:

[tex]$4\pi(9^3) = 4\pi(r^3)$[/tex]

Simplifying, we get:

[tex]$r = \frac{9}{\sqrt[3]{3}}$[/tex]

Now we can find the surface area of one of the new spheres:

[tex]$A_2 = 4\pi(r^2) = 4\pi(\frac{9}{\sqrt[3]{3}})^2 = \frac{108\pi}{\sqrt[3]{3}}$[/tex]

Finally, we can find the ratio of the surface area of one of the new spheres to the surface area of the original sphere:

[tex]$\frac{A_2}{A_1} = \frac{\frac{108\pi}{\sqrt[3]{3}}}{324\pi} = \frac{1}{3}\sqrt[3]{3}$[/tex]

Therefore, the ratio of the surface area of one of the new spheres to the surface area of the original sphere is [tex]$\frac{1}{3}\sqrt[3]{3}$[/tex].

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The best measure of variability for the data is None of the given options is correct as the range is the best measure of variability, and it equals 7.

The best measure of variability for the given data would be the range, which is the difference between the maximum and minimum values in the dataset.

From the given line plot, we can see that the minimum value is 1 and the maximum value is 8, which gives a range of 8-1 = 7. Therefore, neither of the options that state the range as 3 or 9 is correct.

The IQR (interquartile range) is another measure of variability, which is the difference between the 75th percentile (Q3) and the 25th percentile (Q1) of the dataset. However, the line plot does not provide enough information to calculate the quartiles or the IQR. Therefore, neither of the options that mention the IQR is correct either.

Hence, the answer is: None of the given options is correct as the range is the best measure of variability, and it equals 7.

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The form of "research-data" which is likely to be used by quantitative research study than by a qualitative research study is (c) Economic data.

The Quantitative research depends on numerical data and statistical analysis to answer research questions, while

The Qualitative research depends on non-numerical data such as words, images, or observations to gain an understanding of the context of the phenomenon being studied.

The Economic data, such as data on income, expenditures, or market trends, is typically collected and analyzed using statistical methods, making it more suitable for quantitative research.

Therefore, the correct option is (c) economic data.

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The given question is incomplete, the complete question is

Which of the following forms of research or data would be more likely used by a quantitative research study than by a qualitative research study?

(a) interview data

(b) personal narrative data

(c) economic data

(d) archival data.

Answer:

Let the number of marbles in the large bag be L. Then we have: 25 : 7S = 7S : L Multiplying both sides by 7S, we get: 25(7S) = (7S)^2 : L 175S = 49S^2 : L L = (49S^2) / 175 L = (7S^2) / 25 Therefore, the number of marbles in the large bag is (7/25) times the number of marbles in the medium bag.

A regression model can be created to predict selling price based on square footage and number of bedrooms using available data. The model equation includes coefficients that can be estimated to predict the selling price of a house. The number of bedrooms is a significant predictor of selling price and should be included in the model.

To develop the regression model to predict selling price based on the square footage and number of bedrooms, the following steps can be taken:

Collect data on the selling price, square footage, and number of bedrooms for a sample of houses.

Create a scatter plot to visually inspect the relationship between selling price and square footage, and between selling price and number of bedrooms.

Use regression analysis to create a model that predicts selling price based on square footage and number of bedrooms. The model equation will be:

Selling price = b0 + b1(Square footage) + b2(Number of bedrooms)

where b0, b1, and b2 are coefficients to be estimated from the data.

To predict the selling price of a 2,000-square-foot house with three bedrooms, substitute the values into the model equation and solve for selling price:

Selling price = b0 + b1(2000) + b2(3)

Comparing the performance of this model with the models in problem 4-22. The number of bedrooms should be included in the model because it is a significant predictor of selling price. However, further analysis could be conducted to determine if other variables could improve the model's predictive power.

Overall, this regression model can provide a useful estimate of the selling price of a house based on its square footage and number of bedrooms.

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The drive-thru is able tο estimate their wait time mοre cοnsistently will be A. Burger Quick, because it has a smaller IQR.

The range οf values in the middle οf the scοres is knοwn as the interquartile range, οr IQR. The apprοpriate measure οf variability is the interquartile range when a distributiοn is skewed and the median is used instead οf the mean tο shοw a central tendency.

The cοrrect οptiοn here is Burger Quick, because it has a smaller IQR (Interquartile Range). IQR is the difference between the third quartile and the first quartile, which is represented by the bοx in the bοx plοt. In this case, the IQR fοr Burger Quick is 24 - 9.5 = 14.5, while the IQR fοr Super Fast Fοοd  is 15.5 - 8.5 = 7. A smaller IQR indicates that the data is mοre cοnsistent and less spread οut.

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Answer:

5(x - 5)(x + 2)

Step-by-step explanation:

5x² - 15x - 50

5(x² - 3x - 10)

5(x - 5)(x + 2)

The Average rate of growth is 28589 per year

The Slope of the line connecting is m = 28589 pee year.

The average rate of growth is a measure of how much a quantity or variable changes on average over a certain period of time. It is calculated by dividing the total change in the quantity by the length of the time period. The formula for the average rate of growth is:

Average Rate of Growth = (Final Value - Initial Value) / Time Interval

Average rate of growth = 1611,589-210733 / 2009-1960

= 28589 per year

Slope of the line connecting ( 1960, 210, 733) 4 (2009, 1,611, 589) will be:

m = У2 - y1 / x2 - x1

m = 28589 per year

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Answer:

1.yes it's a function

a.1,2,3,4,5

b.40,80,120,160,200

The answer is C) (9, 11) which represents the center of the circular track.

A circle is a closed, two-dimensional shape where every point in the plane is equally spaced from a central point. The line of reflection symmetry is formed by all lines that traverse the circle. Additionally, every angle has rotational symmetry around the middle.

To find the center of the circular track, we need to convert the given equation into the standard form of the equation of a circle, which is:

(x - h)² + (y - k)² = r²

where (h, k) is the center of the circle and r is the radius.

First, we need to complete the square for x and y terms:

x² - 18x + y² - 22x = -177

(x² - 18x + 81) + (y² - 22x + 121) = -177 + 81 + 121

(x - 9)² + (y - 11)² = 25

Now, we can see that the equation is in the standard form of the equation of a circle, where the center is (9, 11) and the radius is √25 = 5.

Therefore, the answer is C) (9, 11) which represents the center of the circular track.

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The quadratic equation for a function having the x-intercepts of (-2,0) and (7,0) and passing through the point (5,-42) is:

f(x) = -2(x - 7)(x + 2)

The quadratic function has x-intercepts of (-2,0) and (7,0).

The function passes through the point (5,-42).Let's try to find the quadratic equation using the above information:

Since the quadratic function has x-intercepts of (-2,0) and (7,0), the function can be written as:

f(x) = a(x + 2)(x - 7)

Since the quadratic function passes through the point (5,-42), we can substitute the x and y coordinates into the above

equation to get the value of 'a':-

42 = a(5 + 2)(5 - 7)-42 = a(7)(-2)-42 = -14a => a = 3

So, the quadratic equation for the given function is:

f(x) = 3(x + 2)(x - 7)

Simplifying the equation:

f(x) = 3(x² - 5x - 14)f(x) = 3x² - 15x - 42

Therefore, the quadratic equation for a function having the x-intercepts of (-2,0) and (7,0) and passing through the point

(5,-42) is: f(x) = -2(x - 7)(x + 2)

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Answer:

(what is your question)

The gradient of the line segment AB is -4/3.

What is the gradient?

The gradient is a measure of the steepness of a curve or surface at a particular point. It is a vector quantity that points in the direction of the greatest increase in the function value and whose magnitude gives the rate of change of the function in that direction.

The coordinates of point A are (0, 6), and the coordinates of point B are (3, 2). We can find the gradient of the line connecting these two points using the formula:

gradient = rise/run

where "rise" is the difference in the y-coordinates of the two points, and "run" is the difference in the x-coordinates.

So, we have:

rise = 2 - 6 = -4

run = 3 - 0 = 3

Plugging these values into the formula, we get:

gradient = -4 / 3

Therefore, the gradient of the line segment AB is -4/3.

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The ratio between their radii of cylinder is therefore 1:4.

The distance between a circle's or sphere's centre and its edge is referred to in geometry as its radius1. It is known as "r" and is a crucial component of spheres and circles3.

For instance, if a circle has a radius of 5 cm, that indicates that the circle's center to edge distance is 5 cm3.

When two cylinders have 1:16 ratios for their volumes and heights, it is possible to calculate their radii as follows:

Assume that one cylinder has a radius of r and a height of h. The other cylinder will have a radius of R and a height of 16h.

As the volumes of both cylinders are equal, we may write:

πr²h = πR²(16h) (16h)

r²/R² = 1/16

r/R = √(1/16) = 1/4

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Answer:

The answer would be 28.96

Step-by-step explanation:

Sorry I was'nt to explain step by step But I know the answer

Answer:

Therefore, there are 27.04 cubic feet of sand in the container.

Step-by-step explanation:

We can start by calculating the volume of the rectangular container:

Volume = length x width x height

Volume = 6.5 ft x 3.2 ft x 2 ft

Volume = 41.6 cubic feet

Since the sand fills the container to a depth of 1.3 feet, we can calculate the volume of the sand as follows:

Volume of sand = length x width x depth of sand

Volume of sand = 6.5 ft x 3.2 ft x 1.3 ft

Volume of sand = 27.04 cubic feet

Therefore, there are 27.04 cubic feet of sand in the container.