suppose people end up tossing 10% of what they buy at the grocery store. assume this is the true population proportion and that you plan to take a sample survey of 90 grocery shoppers to further investigate their behavior. 4. calculate the probability that your survey will provide a sample proportion within 0.05 of the population proportion. (i.e., /- 0.05).

Answer:

[tex]\frac{1}{35}=0.029[/tex]

Step-by-step explanation:

Each marble has a probability  [tex]\frac{1}{7}[/tex]  of being pulled out of the bag.

We need to pull out green, blue, red or yellow in the first pull.

That is mean we have a  [tex]\frac{4}{7}[/tex] probability to choose one of these. (Let it be green marble)

In secend pull we have 6 marbles in the bag and 3 of them we need to pull out. That is meean we have a probability [tex]\frac{3}{6}[/tex] to choose one of these (Let it be blue marble).

In third pull we have 5 marbles in the bag and 2 of them we need to pull out. That is meean we have a probability [tex]\frac{2}{5}[/tex] to choose one of these (Let it be red marble).

In last pull we have 4 marbles in the bag and we need to pull out last one (yellow). That is meean we have a probability  [tex]\frac{1}{4}[/tex].

[tex]\frac{4}{7} *\frac{3}{6} *\frac{2}{5}* \frac{1}{4} =\frac{4}{7} *\frac{1}{2} *\frac{2}{5} *\frac{1}{4} =\frac{1}{35}= 0.029[/tex]

The reflection's rule is described below. The right response is x-axis (x, y) = (x, -y).

When we gaze at our own reflection in a mirror, we naturally think of a reflection as a mirror image.

In maths, the concept of reflection and a mirror image are comparable.

The rules for reflection across the y-axis and x-axis are fundamental transformations in geometry. The rule for reflection across the y-axis is (x, y) → (-x, y), which means that every point's x-coordinate is negated while the y-coordinate remains the same. This transformation has the effect of reflecting the object or figure across the y-axis.    

Similarly, the rule for reflection across the x-axis is (x, y) → (x, -y), which means that every point's y-coordinate is negated while the x-coordinate remains the same. This transformation has the effect of reflecting the object or figure across the x-axis. These transformations are important in many areas of mathematics and science, including computer graphics and physics.

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This is not a line of best fit because it does not pass through two of the data points. Option D

The line of best fit is a straight line that is used to represent the general trend in a scatter plot or a set of data points. It is also known as the regression line, as it is often used in regression analysis to model the relationship between two variables.

The line of best fit is chosen to minimize the distance between the line and the data points, typically by minimizing the sum of the squared errors (the differences between the actual y-values and the predicted y-values on the line).

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A mathematical process called subtraction reflects the elimination of items from a collection. There are 14 pupils that enjoy pink polka dots.

A mathematical process called subtraction reflects the elimination of items from a collection.

Subtraction is symbolised by the negative sign.

Considering that there were 50 students in the sample as a whole, the number of pupils who enjoy pink polka dots is as follows:

50 students divided by (4+9+11+9+3) yields 14 students.

Thus, there are 14 students that enjoy pink polka dots.

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The complete question is:

A sample of 50 11th graders was asked to select a favorite pattern out of 6 choices. the following display shows what their favorite color patterns were.

blue on grey 4

green 9

pink polka dots?

purple 11

red and orange stripes 9

yellow 3

The counts have been recorded in the accompanying table according to pattern and the number of students who selected the pattern. what is the missing value in the table?

Thus, the equation of line  parallel to given line and with passing points (-6, -4) is: y = -1/6 x - 10.

The slopes for perpendicular lines are the opposite reciprocals of the slopes of parallel lines, which are equal. It's a worked example of identifying the parallel or perpendicular nature of given lines.

The standard slope intercept form:

y = mx + c  ..eq 1

slope m and y intercept is c.

Given equation:

y = -1/6 x + 2 ..eq 2 on comparing eq 2 with eq 1

m = -1/6 and c is 2

Now, slope of two parallel lines are same.

Passing point = (-6, -4)

Equation of line:

y - y1 = m (x - x1)

y + 4 = -1/6( x + 6)

y = -1/6 x - 10

Thus, the equation of line  parallel to given line and with passing points (-6, -4) is: y = -1/6 x - 10.

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Answer:

height ≈ 17.0 m

Step-by-step explanation:

consider the right triangle with angle 29° , opposite side x and adjacent side of 28 m

using the tangent ratio in the right triangle

tan29° =[tex]\frac{opposite}{adjacent}[/tex] = [tex]\frac{x}{28}[/tex] ( multiply both sides by 28 )

28 × tan29° = x , then

x ≈ 15.5 m ( to the nearest tenth )

now add on the 1.5 m

height of tree = 15.5 + 1.5 = 17.0 m

The probability that at least 50 respondents of a random sample of 100 Mississippi residents do not identify themselves as conservative is 0.9989, or approximately 99.89%.

What is binomial distribution?

A binomial distribution is a type of distribution distinct from a continuous distribution in which every trial has an equal chance of reaching a given value and is independent of every other trial. The binary distribution has only two possible outcomes.

This is a binomial distribution problem with n = 100 (sample size) and p = 0.4278 (the probability of not identifying as conservative, which is 1 - 0.572).

The probability of at least 50 respondents not identifying themselves as conservative can be calculated using the cumulative distribution function (CDF) of the binomial distribution:

P(X ≥ 50) = 1 - P(X < 50)

Using a binomial calculator or software, we can find that P(X < 50) = 0.0011.

Therefore,

P(X ≥ 50) = 1 - P(X < 50) = 1 - 0.0011 = 0.9989

So, the probability that at least 50 respondents of a random sample of 100 Mississippi residents do not identify themselves as conservative is 0.9989, or approximately 99.89%.

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If a shoe size of 8 is added to the data, the IQR is affected in the following way: C. the IQR remains a 2.

In Mathematics, interquartile range (IQR) is the difference between quartile 1 (Q₁) and quartile 3 (Q₃):

IQR = Q₃ - Q₁

Based on the given data set, we can logically deduce the following interquartile ranges:

Quartile 3 (Q₃) = 8

Quartile 1 (Q₁) = 6

Now, the interquartile range (IQR) can be calculated as follows:

Interquartile range (IQR) = Q₃ - Q₁

Interquartile range (IQR) = 8 - 2

Interquartile range (IQR) = 2

Based on the 1.5 × IQR rule for outliers, we have:

1.5 × IQR = 1.5 × 2 = 3

Therefore, the shoe size will be 3 points below Q₁ and 3 points above Q₃:

Lower shoe size = 6 - 3 = 3

Upper shoe size = 8 + 3 = 11.

In conclusion, we can reasonably infer and logically deduce that the interquartile range (IQR) would remain at 2.

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there are 9 office suites in company C and the total number of office suites in the three companies is 75.   To solve this problem, we first need to find out how many office suites company A and company B have. Let's represent the total number of office suites in the three companies as x.

Company A has 1/3 of the computers, which means they have 1/3 of the office suites as well. So the number of office suites in company A is:

1/3 * x = x/3

Company B has 2/5 of the computers, which means they have 2/5 of the office suites as well. So the number of office suites in company B is:

2/5 * x = 2x/5

To find out how many office suites are in company C, we can use the fact that the total number of office suites is 60. So we can write an equation:

x/3 + 2x/5 + C = 60

We can simplify this equation by finding a common denominator for the first two terms:

5x/15 + 6x/15 + C = 60

11x/15 + C = 60

Now we can solve for C by isolating it on one side of the equation:

C = 60 - 11x/15

To find the value of x, we can use the fact that the total number of office suites is 60:

x/3 + 2x/5 + (60 - 11x/15) = 60

Multiplying both sides by 15 to eliminate the denominator, we get:

5x + 6x + 900 - 11x = 900

Simplifying, we get:

x = 75

So the total number of office suites in the three companies is 75. To find out how many are in company C, we can substitute x into the equation we found for C:

C = 60 - 11x/15 = 60 - 11(75)/15 = 9

Therefore, there are 9 office suites in company C.

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There are 60 office suites company a has 1/3 of computers company b has 2/5 of computers how many are in company c buildingservice the computers?

. Company A services the computers at 1/3 of the office suites A.16

. Company B services the computers at 2/5 of the office suites B.20

. Company C services the computers at x of the office suites C. 24

D. 28

so, they are not equally likely. Thus, P(spade) = 13/52 or 1/4, and P(heart) = 13/52 or 1/4, but P(spade) ≠ P(heart).

Probability is a measure of the likelihood of an event occurring. It is a number between 0 and 1, with 0 indicating that an event is impossible and 1 indicating that an event is certain to occur. The probability of an event is calculated by dividing the number of ways an event can occur by the total number of possible outcomes.

The true statements are:

P(ace) = 4/52 or 1/13

P(jack) = 4/13

P(ace) > P(king)

The false statements are:

P (numbered card) > P (face card) - this is not true since there are 12 face cards (4 jacks, 4 queens, 4 kings) and 40 numbered cards (2-10), so P(face card) = 12/52 or 3/13, and P (numbered card) = 40/52 or 10/13, which means that P (numbered card) > P (face card).

P(spade) = P(heart) - this is not true either, since there are 13 cards of each suit, but the spades and hearts are different suits, so they are not equally likely. Thus, P(spade) = 13/52 or 1/4, and P(heart) = 13/52 or 1/4, but P(spade) ≠ P(heart).

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The percentage of students who do not wear glasses is 30%.

Thirty-five out of 50 students in a class wear glasses. The percentage of students in the class who do not wear glasses is: 30%.Explanation:Given data: The total number of students in the class = 50Number of students who wear glasses = 35. We have to calculate the percentage of students who do not wear glasses.Total students = 50Number of students who wear glasses = 35.

So, the number of students who do not wear glasses = Total students - Number of students who wear glasses= 50 - 35 = 15Percentage of students who do not wear glasses = (Number of students who do not wear glasses / Total students) x 100= (15 / 50) x 100= 0.3 x 100= 30%.

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Henry had 35/6 gallons of juice, which is equivalent to 5 and 5/6 gallons.

To convert quarts to gallons, we need to know that there are 4 quarts in 1 gallon. So, we divide the number of quarts by 4 to get the number of gallons.

In this problem, we're given that Henry had 23 1/3 quarts of juice. To convert this amount to gallons, we first need to convert the mixed number to an improper fraction. We can do this by multiplying the whole number by the denominator of the fraction and then adding the numerator. This gives us:

23 1/3 = (23 × 3 + 1) / 3 = 70 / 3

Now we can divide 70/3 by 4 to get the amount of juice in gallons:

70/3 ÷ 4 = 70/3 × 1/4 = 70/12

We can simplify this fraction by dividing both the numerator and denominator by their greatest common factor, which is 2 in this case. This gives us:

70/12 ÷ 2/2 = 35/6

So, Henry had 35/6 gallons of juice in total.

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The rectangle ABCD have measures of angle a and b derived to be 69° and 138° respectively to the nearest degree.

Considering the right triangle ADC,

tan ACD = 6/16 {opposite/adjacent}

ACD = tan⁻¹(6/16)

ACD = 20.5560

ACD = 21° to the nearest degree

Angle ACD = Angle ABD, and ABD and a are complementary angles, so;

a + ABD = 90°

a + 21 = 90°

a = 90 - 21

a = 69

The angle b forms an isosceles triangle with the angles C and D, so;

b = 180 - 2(21) {sum of interior angles of a triangle}

b = 180 - 42

b = 138°

Therefore, the rectangle ABCD have measures of angle a and b derived to be 69° and 138° respectively to the nearest degree.

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The inequality that models the story is n ≥ 8

An inequality is a mathematical statement that compares two values or expressions using inequality symbols such as "<" (less than), ">" (greater than), "<=" (less than or equal to), ">=" (greater than or equal to), or "≠" (not equal to)

The number of charms Aaliyah might add to the necklace is represented by n. Since she plans to put at least as many charms on the necklace as the bracelet, we can use the inequality symbol "≥" to indicate this relationship.

So, the inequality that models the story is

n ≥ 8

This inequality states that the number of charms added to the necklace (n) must be greater than or equal to 8, which is the number of charms Aaliyah added to the bracelet.

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The length of the edge of the square is increasing at a rate of 12/13 cm/min when the area is 169 cm^2, given that the area of the square is increasing at a rate of 24 cm^2/min.

Let's assume that the side length of the square is represented by "x" and the area of square is represented by "A". Then we have:

A = x^2

Differentiating both sides with respect to time "t", we get:

dA/dt = 2x(dx/dt)

Given that dA/dt = 24 cm^2/min, we can find dx/dt when A = 169 cm^2 (which is the area of a square with side length of 13 cm):

24 = 2(13)(dx/dt)

Simplifying this expression, we get:

dx/dt = 24/(26) = 12/13

Therefore, the length of the edge of the square is increasing at a rate of 12/13 cm/min when the area is 169 cm^2.

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_____The given question is incomplete, the complete question is given below:

The area of a square is increasing at a rate of 24 cm^2/min

How fast is the length of the edge increasing when the area = 64 cm^2

Answer:

apples - $0,55 per pound

oranges - $0,45 per pound

Step-by-step explanation:

Let's assume, that apples cost x dollars per pound and oranges cost y dollars per pound.

Let's write 2 equations according to the given information and put them in a system:

{3x + 4y = 3,45,

{4x + 2y = 3,10;

Let's make x the subject from the 1st equation:

3x = 3,45 - 4y / : 3

x = 1,15 - 1 1/3y

Let's replace x in the 2nd equation:

[tex]4 \times(1.15 - 1 \frac{1}{3} y) + 2y = 3.10[/tex]

[tex]4.6 - \frac{16}{3} y + 2y = 3.10[/tex]

[tex] - \frac{10}{3} y = 3.10- 4.6[/tex]

[tex] - \frac{10}{3} y = - 1.5[/tex]

[tex]y = 0.45[/tex]

[tex]x = 1.15 - 1 \frac{1}{3} \times 0.45 = 0.55[/tex]

The 55 in the expression represents the speed of the family’s car in miles per hour.

What is called distance?

The complete length of the path between any two points is called distance.

The expression 245-55t represents the distance, in miles, the family still needs to drive after t hours.

A camp counselor starts from home and drives to a campground.

The expression 245-55t represents the distance, in miles, the counselor still needs to drive after t hours.

Now, in expression 245 is the distance in miles between his home to the campground.

And 55 is the rate at which the distance 245 miles is reducing per hour.

The 55 in the expression represents the speed of the family’s car in miles per hour.

If the speed of the camp counselor is 55 miles per hour, then we can use the formula distance = speed × time

 Find out  long it will take for the counselor to reach the campground?

Let’s set distance = 0 and solve for t:

245-5t = 0

55t = 245

t =  4.45hours

Therefore, it will take approximately 4.45 hours for the camp counselor to reach the campground.

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The height of the main cable 20 meters from the center is 16 meters above the road.

To find the equation of the parabola, we need to use the information given about the height of the cables at the towers and the center of the bridge. We know that the main cables are 20 meters above the road at the towers, so we can use this information to find the distance between the towers, which is

distance between towers = 80 meters - 2(20 meters) = 40 meters

We also know that the main cables are 4 meters above the road at the center, so we can use this information to find the height of the vertex of the parabola, which is

vertex height = 4 meters + 20 meters = 24 meters

We can now use the vertex form of a parabola to write the equation

y = a(x - h)^2 + k

where (h, k) is the vertex and a is a constant that determines the shape of the parabola.

Substituting the values we found for the vertex height and the distance between the towers, we get

y = a(x - 40)^2 + 24

We now need to find the value of a. To do this, we can use the fact that the vertical cables are spaced every 10 meters. This means that the distance between the vertex of the parabola and a point on the main cable 10 meters from the center of the bridge is

distance = 10 meters

Substituting x = 50 (since the center of the bridge is at x = 40 + 10 = 50) and y = 14 (since the cable is 4 meters above the road at this point), we get

14 = a(50 - 40)^2 + 24

-10 = 100a

a = -0.1

Substituting this value of a into the equation we found earlier, we get

y = -0.1(x - 40)^2 + 24

To find the height of the main cable 20 meters from the center, we can substitute x = 60 (since the center of the bridge is at x = 50 and we want to go 20 meters to the right) into the equation

y = -0.1(60 - 40)^2 + 24

y = -0.1(20)^2 + 24

y = -0.1(400) + 24

y = -40 + 24

y = -16

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Answer:

Since the equation of the circle is:

[tex](x-3)^2 +(y-1)^2 = 100[/tex]

we can conclude that:

1. The center has coordinates (3, 1)

2. The new circle has a center with coordinates (3,5)

3. The new circle has an equation of:

[tex](x -3)^2 +(y - 5)^2 = 100[/tex]

Observational errors, Random errors, Systematic errors, Instrumental limitations and Personal factors are the causes for measurement error.

The difference between measured value and true value is known as error. Causes for measurement error are as follows:

Errors in the experiment can be due to various reasons like observational errors, random errors, systematic errors, errors due to instrumental limitations, and errors due to personal factors.

The difference between measured value and true value is known as error.

The following are the causes of measurement error:

Observational Errors

Observational errors are errors that occur during observation. These errors may occur due to factors such as lack of attention, inadequate experience, and poor eyesight.

Random Errors

Random errors are caused by factors that are unpredictable or random. These errors cannot be removed from the data because they are the result of random fluctuations. For example, when a thermometer is being used, the thermometer might display different temperatures for different readings.

Systematic Errors

Systematic errors are those errors that are caused by a defect in the measuring instrument or an improper calibration of the instrument. These errors can be removed by carefully calibrating the instrument and then performing the measurement.

Instrumental Limitations

Instrumental limitations are caused by the limitations of the measuring instrument. These errors can be minimized by selecting the appropriate instrument for the measurement task.

Personal Factors

Personal factors are errors that are caused by the individual performing the measurement. These errors can be minimized by providing proper training and ensuring that the individual is experienced in the field of measurement.

The above causes lead to the errors in the experiment. Hence, care must be taken to minimize these errors so that the results obtained are accurate.

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The solution to each of these recurrence relations with the given initial conditions are a) an = 1+1+2+3+4+5.....+n and b) an = n.n-1.n-2 = 2.5 = (n!)5

In the field of mathematics, a recurrent equation is a formula that determines the nth value of a sequence of numbers based on a combination of previous values. Typically, the equation only involves k past values of the sequence, where k is a constant parameter independent of n; this k is known as the recurrence order. These equations, also known as difference equations, describe a sequence or array in terms of itself through recursion. They establish a relationship between the dependent variable and the differences of various orders of the variable. Recurrent equations can be utilized to model the runtime of recursive programs by distinguishing between recursive and non-recursive operations.

a) an = an-1 + n, ao = 1

a1 = a0 +1 = 1+1

a2 = a1+2 = 1+1+2

a3= a2+3 = 1+1+2+3

an = 1+1+2+3+4+5.....+n

1+n(n+1)/2 = n2+n+2/2

e) an = n an-1, ao = 5

a1 = ao = 5

a2 = 2 a1 = 2.5

a3 = 3 a2 = 3.2.5

an = n.n-1.n-2 = 2.5 = (n!)5

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a.  the equation showing the relationship between s and r:

6s + 2r = 21

b.  the equation that shows the rearrangement of r as a function of s:

r = (21/2) - 3s

c. If it takes Diego 1.2 seconds to spin around each time, the total time he spends spinning is r = 5.7 seconds

The equation showing the relationship between s and r: 6s + 2r = 21

The equation that shows the rearrangement of r as a function of s:

2r = 21 - 6s

r = (21/2) - 3s

c., the total time Diego spends spinning is:

6s = 6(1.2) = 7.2 seconds

Applying the equation in part (b), we can find the time he spends running:

r = (21/2) - 3s

r = (21/2) - 3(1.2)

r = 5.7 seconds

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The reasons that completes the proof to show that WX ≅ ZY are:

2. Given; 3. Alternate Interior Angles Theorem 4. Reflexive Property of Congruence 5. AAS 6. CPCTC.

Given that WX║ZY and <X ≅ <Z, we can prove that WX ≅ ZY as shown below in the proof.

Statements                        Reasons                                          

1. WX║ZY                          1. Given

2. <X ≅ <Z                         2. Given

3. <XWY ≅ <ZYW              3.  Alternate Interior Angles Theorem

4. WY ≅ WY                      4. Reflexive Property of Congruence

5. ΔWZY ≅ ΔYXW            5. AAS

6. WX ≅ ZY                       6. CPCTC

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Answer: $21.15

Step-by-step explanation:

The new location of Point A is (3, 5). This is because the x-coordinate remains unchanged, while the y-coordinate is inverted, making it positive.

Point A is located at (3, -5). To reflect this point over the x-axis, we need to calculate the new coordinates. First, we will note that the x-coordinate remains unchanged. This means that the new x-coordinate is 3. Secondly, we will note that the y-coordinate needs to be flipped, meaning it will become positive. To do this, we will take the opposite of the original y-coordinate. Since the original y-coordinate is -5, the new y-coordinate will be 5. Therefore, the new location of Point A is (3, 5).

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Answer:

-7

Step-by-step explanation:

We dont know the starting temperature so we will just put x for the starting temperature

The temp is first doubled so x*2

Then the temp drops by 10 so 2x-10

After that the temp increases by 40 so 2x-10+40

2x-10+40=16

2x+30=16

2x=16-30

2x=-14

x= -14/2

x=-7

Answer: x = 1 In4

Step-by-step explanation:

Sorry if I’m wrong

Step-by-step explanation:

100 - 9 = 91   seats for seven student groups

91 / 7 = 13  seats in each student group

   each student group receives   13 - 9 = 4 more seats than the roped off section

5(7+y)*z

y = 0.4 and z = 1.6

5(7+y)*z

(35 + 5y)*1.6

[35 + 5(0.4)]*(1.6)

(35 + 2)*1.6

37 * 1.6

59.2

Thus, the answer is a) 59.2

The direct variation equation that shows the relationship between x and y, where y = 20 when x = 5, is y = 4x.

In a direct variation, the relationship between two variables can be described by the equation y = kx, where y and x are the variables and k is the constant of variation. This equation indicates that y varies directly with x, which means that as x increases or decreases, y also increases or decreases proportionally.

To find the constant of variation, we need to use the given information about the values of y and x. In this case, we are told that when x = 5, y = 20. We can substitute these values into the direct variation equation:

y = kx

20 = k(5)

To solve for k, we divide both sides by 5:

k = 20/5

Simplifying this expression, we get:

k = 4

Therefore, the direct variation equation that shows the relationship between x and y is:

y = 4x

This equation means that for any value of x, if we multiply it by 4, we will get the corresponding value of y. For example, if x = 2, then y = 4(2) = 8. If x = 10, then y = 4(10) = 40. In other words, y is always four times the value of x in a direct variation relationship.

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