The tens digit in the sum of 2374 and 3567 is

Answer:

A) 7

B) (47.5,54.5)

Step-by-step explanation:

a) The margin of error is half the length of the confidence interval, so the length of the confidence interval is 2 times the margin of error:

Length of confidence interval = 2 x 3.5 = 7.

b) If the sample mean is 51 and the margin of error is 3.5, then the confidence interval can be calculated as follows:

Lower bound = sample mean - margin of error = 51 - 3.5 = 47.5

Upper bound = sample mean + margin of error = 51 + 3.5 = 54.5

Therefore, the 95% confidence interval for the population mean is (47.5, 54.5).

In a test of significance, assuming the null hypothesis is true, the probability of observing the test statistic extreme or more extreme than the observed test statistic (in the way of the alternative hypothesis) is called the p-value.

This value helps us determine whether to reject or fail to reject the null hypothesis. If the p-value is less than or equal to the level of significance, we reject the null hypothesis. If the p-value is greater than the level of significance, we fail to reject the null hypothesis.

Therefore, the correct answer is "the probability the null hypothesis is true."

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If 1.4 g of chemical A is used, the amount of chemical B needed to balance the chemical reaction is 1.6 g.

The mass of chemical B needed is calculated by reading off their corresponding values from the graph as shown below;

If 1.4 g of chemical A is used, the amount of chemical B needed to balance the chemical reaction must be taken from the graphed values by tracing the value of chemical A from the horizontal axis to the corresponding value of chemical B on vertical axis.

Chemical A = 1.4 g

Chemical B = 1.6 g (this value is obtained by tracing the intersection of 1.4 g on the curve to the y-axis).

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The statement is False for cells. A counterexample is statement VI = 3, y = 4. In this case, we have:

Z(c > y) = {c ∈ Z | c > y}

         = {3, 4, 5, ...}

And:

22 > y^2 = 22 > 16 = 6

So, Z(c > y) is not equal to (22 > y^2). To make the statement true, we can change the inequality symbol from ">" to ">=":

VI, y ∈ Z(c >= y) = (22 >= y^2)

Let's consider the following two-coloring of the tiles:

[red][green][red][green]

[green][red][green][red]

[red][green][red][green]

[green][red][green][red]

Each square tile covers one red and one green cell. Therefore, any combination of square tiles placed on the board will cover an equal number of red and green cells.

However, the total number of red cells on the board is odd (9), and the total number of green cells is even (8).

This means that it is impossible to cover the board with square tiles, and hence we have a contradiction. Therefore, the given tiles cannot be put together to make a perfect square.

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To find the minimum score required for the scholarship, we need to find the score that corresponds to the top 8% of the distribution. So, the minimum score required for the scholarship is 651.

First, we need to find the z-score corresponding to the top 8% of the distribution. We can do this using a standard normal distribution table or a calculator. The z-score corresponding to the top 8% is approximately 1.41.
Next, we can use the formula for z-score to find the corresponding SAT score:
z = (x - mean) / standard deviation
1.41 = (x - 497) / 109
Solving for x, we get:
x = 642.69
Rounding to the nearest whole number, the minimum SAT score required for the scholarship is 643.
Therefore, any student who scores 643 or above on the SAT writing test will be eligible for the scholarship.

To find the minimum score required for the scholarship, we need to determine the cutoff point for the top 8% of SAT writing scores. Since the scores are normally distributed, we can use the mean and standard deviation to calculate this value.
Step 1: Find the z-score corresponding to the top 8%.
To find the z-score, we will use a z-table or a calculator that provides the inverse of the cumulative distribution function. We want the z-score for the 92nd percentile (since we are looking for the top 8%, 100% - 8% = 92%).
Using a z-table or calculator, the z-score for the 92nd percentile is approximately 1.41.
Step 2: Calculate the minimum score using the z-score, mean, and standard deviation.
Now, we'll use the following formula to find the minimum score:
Minimum Score = Mean + (z-score * Standard Deviation)
Minimum Score = 497 + (1.41 * 109)
Minimum Score = 497 + 153.69
Minimum Score ≈ 650.69
Step 3: Round the result to the nearest whole number.
Minimum Score = 651
So, the minimum score required for the scholarship is 651.

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The measure of the angle x will be 57°.

The angle of an arc in a circle is defined as the angle subtended by the arc at the centre of the circle. The angle of the arc is measured in degrees or radians.

There is a theorem related to the angle of an arc in a circle called the central angle theorem. This theorem states that the angle subtended by an arc at the centre of a circle is equal to double the angle subtended by the same arc at any point on the circumference of the circle.

The measure of the angle x is,

x = ( 360 - 123 - 123 ) / 2

x = 57°

Hence, the value of an angle x is 57°.

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L<1, the series is absolutely convergent by the Ratio Test.

What is ratio test?

The ratio test is a convergence test used to determine whether an infinite series converges or diverges. It is based on the idea that if the ratio of successive terms in a series approaches a limit L as n approaches infinity, then the series converges absolutely if L < 1, diverges if L > 1, and inconclusive if L = 1.

More formally, given a series [tex]\sum_{n=1}^\infty a_n[/tex], we consider the limit

[tex]L = \lim_{n\to\infty} \left|\frac{a_{n+1}}{a_n}\right|[/tex]

If L < 1, then the series converges absolutely. If L > 1, then the series diverges. If L = 1, then the ratio test is inconclusive and we may need to use other tests to determine convergence or divergence.

Using the ratio test, we have:

[tex]\lim_{n\to\infty} \left|\frac{a_{n+1}}{a_n}\right| &= \lim_{n\to\infty} \left|\frac{(-1)^{n+1}\frac{(n+1)^3 3^{n+1}}{(n+1)!}}{(-1)^n\frac{n^3 3^n}{n!}}\right|\\\&=\lim_{n\to\infty} \left|\frac{(n+1)^3 3}{n^3}\right|\&=\lim_{n\to\infty} \left|\frac{n^3+3n^2+3n+1}{n^3}\cdot 3\right|\\&=\lim_{n\to\infty} \left(3+\frac{3}{n}+\frac{3}{n^2}+\frac{1}{n^3}\right)\\&=3[/tex]

Since L<1, the series is absolutely convergent by the Ratio Test.

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To calculate the weighted mean of student 11's exam scores when exam 4 is weighted three times that of the other 3 exams, we need to first multiply the score of exam 4 for student 11 by 3, and then add up all four exam scores for student 11, multiplied by their respective weights.

Let's denote the exam scores for student 11 as follows: E1, E2, E3, E4 (where E4 is the score for exam 4). The weights for each exam are given in the second sheet of the spreadsheet. Let's denote these weights as W1, W2, W3, W
The weighted mean for student 11 can be calculated as follows:

Weighted Mean = (W1*E1 + W2*E2 + W3*E3 + 3*W4*E4) / (W1 + W2 + W3 + 3*W4)
We plug in the values or student 11 from the spreadsheet to get:

Weighted Mean = (0.15*86 + 0.2*93 + 0.25*78 + 3*0.4*89) / (0.15 + 0.2 + 0.25 + 3*0.4)
Weighted Mean = 243.9 / 1.45
Weighted Mean = 168.28

Therefore, the weighted mean of student 11's exam scores when exam 4 is weighted three times that of the other 3 exams is 168.28.
To calculate the weighted mean of student 11's exam scores with exam 4 weighted three times that of the other 3 exams, you should follow these steps:

1. Locate student 11's scores for exams 1, 2, 3, and 4 in the second sheet of the spreadsheet.
2. Assign the weights: 1 for exams 1, 2, and 3, and 3 for exam 4.
3. Multiply each exam score by its corresponding weight.
4. Add the weighted scores together.
5. Divide the sum by the total sum of weights (1 + 1 + 1 + 3 = 6).

Weighted mean = (Exam1 * 1 + Exam2 * 1 + Exam3 * 1 + Exam4 * 3) / 6
Please note that without the actual spreadsheet and data, I cannot provide you with a specific answer. Once you have the data, follow these steps to calculate the weighted mean for student 11.

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The value of the integral is (cos(1) - 1)/2. To reverse the order of integration, we need to write the limits of integration as a function of y first, then as a function of x.

The limits of y are from 0 to 1, and the limits of x are from y to 1.
So, we can write the integral as:
∫ from 0 to 1 ∫ from y to 1 y cos(x^2) dxdy
Now, we can reverse the order of integration by integrating with respect to x first, then with respect to y.
So, the integral becomes:
∫ from 0 to 1 ∫ from y to 1 y cos(x^2) dx dy
Integrating with respect to x, we get:
∫ from 0 to 1 [sin(x^2)]/2y from y to 1 dy
Now, integrating with respect to y, we get:
∫ from 0 to 1 [(sin(1) - sin(y^2))/2y] dy
Simplifying, we get:
[cos(1) - 1]/2
Therefore, the value of the integral is (cos(1) - 1)/2.

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The polynomial of the can not be factored over set of real numbers is x²+4x+5

A polynomial is an expression consisting of variable and coefficient involved mathematical operations like addition and subtraction e.t.c

A quadratic expression is derived by the formula;

x² - (alpha+beta)x + (alpha)(beta)

Where alpha and beta are the roots of the expression.

For a quadratic expression to a real numbers as root, b = (alpha+beta)

c = (alpha)(beta)

For the expression x² +4x+5

there are no factors of 5 that their sum will give 4. Therefore the polynomial that can not be factored by real number is x²+4x+5

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Using the concept of sine rule, the missing side of the triangle is: 12.05 units

Sine rule is one in geometry that is used to show the relationship between the sides and angles of a triangle. It is given as:

a/sinA = b/sinB = c/sinC

Where:

A, B, C are the angles and a, b and c are the opposite sides to the angles.

The sum of angles in a triangle is 180 degrees.

Thus:

Missing angle of triangle = 180 - (70 + 61)

Missing angle = 49°

Using sine rule, we can easily say that let the missing side be x and as such we have:

x/sin 49 = 15/sin 70

x = (15 * sin 49)/sin 70

x = 12.05 units

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The final expression for f(t) in terms of the unit step function is: f(t) = -2 * u_3(t) + 4 * u_5(t) - 1 * u_7(t). Each term in the piecewise function corresponds to a different "step" in the function's value, which is why we can express it in terms of the unit step function uc(t).

A. Here is a sketch of the graph of the given function f(t):
 2  |
     |            __
     |       __/  
     |  __/      
     |/          
   0-|---|---|---|---|---|---|---|---|---|-> t
         0   3   5   7
B. To express f(t) in terms of the unit step function, we can define a piecewise function using the unit step function uc(t):
   f(t) = 0uc(t) + (-2)uc(t-3) + 2uc(t-5) + uc(t-7)
This means that the function f(t) takes on the value 0 when t is less than 0 (i.e. before the step function is activated), takes on the value -2 between t=3 and t=5 (i.e. when the step function jumps up from 0 to 1), takes on the value 2 between t=5 and t=7 (i.e. when the step function jumps up from 1 to 2), and takes on the value 1 when t is greater than or equal to 7 (i.e. when the step function is fully activated at 2).
Each term in the piecewise function corresponds to a different "step" in the function's value, which is why we can express it in terms of the unit step function uc(t).
First, let's define the unit step function u_c(t), which is a function that takes the value 0 for t < c and the value 1 for t ≥ c. Now, let's express f(t) in terms of u_c(t) and provide a step-by-step explanation.
f(t) is a piecewise function defined as follows:
1. f(t) = 0 for 0 ≤ t < 3
2. f(t) = -2 for 3 ≤ t < 5
3. f(t) = 2 for 5 ≤ t < 7
4. f(t) = 1 for t ≥ 7
We can express f(t) using the unit step function as follows:
Step 1: Write the individual segments of f(t) in terms of u_c(t).
- f1(t) = 0 * u_0(t)
- f2(t) = -2 * u_3(t)
- f3(t) = 2 * u_5(t)
- f4(t) = 1 * u_7(t)
Step 2: Combine the segments by subtracting the previous segments' contributions.
- f(t) = f1(t) + (f2(t) - f1(t)) * u_3(t) + (f3(t) - f2(t)) * u_5(t) + (f4(t) - f3(t)) * u_7(t)
Step 3: Simplify the expression.
- f(t) = 0 * u_0(t) + (-2 - 0) * u_3(t) + (2 - (-2)) * u_5(t) + (1 - 2) * u_7(t)
- f(t) = -2 * u_3(t) + 4 * u_5(t) - 1 * u_7(t)
So, the final expression for f(t) in terms of the unit step function is:
f(t) = -2 * u_3(t) + 4 * u_5(t) - 1 * u_7(t)

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The graph of functions are shown in image.

Now, We have to given that;

Compare the graph to the graph of

⇒ f (x) = x².

And, Functions are,

(5.) g(x) = 6x²

(7.) h(x) = 1/4x²

(9.) m(x) = -2x²

(11.) A(x)= -0.2x²

(13) n(x) = (2x)²

(15.) c(x)=(-1/3x)²

Now, We can draw all the graphs as shown in image.

Thus, By graph we get some of the graph are compressed and some are dispersed through the graph of function f (x) = x².

Therefore,  The graph of functions are shown in image.

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The data collection method in this scenario can best be described as "random sampling." The student randomly draws 200 marbles from a bag of 800 total marbles, which helps ensure an unbiased representation of the overall population.

The data collection method used by the student can be best described as a random sampling. This is because the student selected a sample of 200 marbles from the bag randomly, without any predetermined pattern or bias. This sample was then used to make an inference about the entire bag of marbles, without having to count all 800 marbles individually. The statistics obtained from the sample (73 red marbles out of 200) can then be used to estimate the proportion of red marbles in the entire bag (which would be 300/800 or 0.375). By analyzing the proportion of red marbles in the sample (73 out of 200), they can estimate the number of red marbles in the entire bag using statistics.

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Kylie has to try at most 3,024 different combinations in order to call Katerina if she does not dial repetitive phone numbers.

Kylie only recalls the first six numbers of Katerina's phone number, so she must guess the last four. Because she cannot repeat any of the numbers she has already successfully predicted, the first remaining digit has just nine viable alternatives (all digits from 0 to 9 except the one she already knows). Similarly, the second remaining digit has just eight options, the third has seven, and the fourth has six.

Therefore, the total number of possible combinations is:

9 x 8 x 7 x 6 = 3,024

This implies Kylie will have to try at most 3,024 different combinations to reach Katerina, provided she gets it right on the last try.

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The volume of the prism is 96 cm³.

To calculate the volume of the prism, we need to multiply the cross-sectional area by the length of the prism. Given that the cross-sectional area is 24 cm² and the length is 4 cm, we can use the formula:

Volume = Cross-sectional area * Length

Volume = 24 cm² * 4 cm

Volume = 96 cm³

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The total number of ways is the product of these combinations: C(100, 10) * C(90, 10) * C(80, 10) * ... * C(20, 10). To divide one hundred people into ten discussion groups with ten people in each group, we can use the concept of combinations.

A combination represents the number of ways to choose items from a larger set, without considering the order of the items. In this case, we can use the formula:

C(n, r) = n! / (r!(n-r)!)

where C(n, r) represents the number of combinations, n is the total number of items, r is the number of items to be chosen, and ! represents the factorial.

For your problem, we'll divide the people into groups sequentially. First, we choose 10 people out of 100 for the first group, then 10 out of the remaining 90 for the second group, and so on. So the total number of ways is the product of these combinations:

C(100, 10) * C(90, 10) * C(80, 10) * ... * C(20, 10)

Calculating these combinations and multiplying them together, we get the total number of ways to divide one hundred people into ten discussion groups of ten people each.

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The percentage of students who travel are :

Walk = 50%, Cycle = 8.33%, Car = 25% and bus = 16.67%.

Given that,

Total number of students surveyed = 60

Number of students who travel by walk = 30

Percentage of students who walk = 30/60 × 100 = 50%

Number of students who travel by cycle = 5

Percentage of students who cycle = 5/60 × 100 = 8.33%

Number of students who travel by car = 15

Percentage of students who car = 15/60 × 100 = 25%

Number of students who travel by bus = 10

Percentage of students who bus = 10/60 × 100 = 16.67%

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The complete question is given below.

60 students are asked the following question in a survey :

How do you travel to school?

Here are the results:

Travel method   No of students

Walk                   30

Cycle                   5

Car                      15

Bus                      10

Complete the pie chart to show this information.

Answer:

see below

Step-by-step explanation:

add ALL angles together =360 & solve for x

net net 38x + 18 =360

x = 9

C = 15x-1 =15*9 -1 =134

To evaluate the principal value of the integral 00 dx / (x^2 + 2), we need to find the limit of the integral as the limits of integration approach 0 from both the positive and negative sides. The Principal value of the integral = arctan(x / sqrt(2)) + C.

Evaluate the principal value of the integral ∫(1 / (x^2 + 2)) dx
Here is a step-by-step explanation to solve this integral:
Step 1: Identify the function to integrate
The given function is f(x) = 1 / (x^2 + 2).
Step 2: Perform substitution
We can perform a trigonometric substitution to make integration easier. Let x = sqrt(2) * tan(u), so dx = sqrt(2) * sec^2(u) du.
Step 3: Rewrite the integral with substitution
The integral becomes ∫(sqrt(2) * sec^2(u) du / (2*tan^2(u) + 2)).
Step 4: Simplify the integrand
Simplify the expression inside the integral to get ∫(sec^2(u) du / (sec^2(u))).
Step 5: Integrate the simplified expression
Since the numerator and denominator are the same, the integrand simplifies to 1. Now, we just need to integrate ∫1 du. The result is the integral of 1 with respect to u, which is simply u + C, where C is the constant of integration.
Step 6: Replace u with the original variable
Recall that we set x = sqrt(2) * tan(u), so u = arctan(x / sqrt(2)). Therefore, the final answer is:
Principal value of the integral = arctan(x / sqrt(2)) + C

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The derivative of the natural logarithm function, ln(x), is simply the reciprocal of x i.e. d/dx ln(x) = 1/x.

The derivative of ln(x) with respect to x, denoted as d/dx ln(x), can be found using the logarithmic differentiation technique. First, we express ln(x) as the natural logarithm of e raised to the power of ln(x):
ln(x) = ln(e^(ln(x)))
Using the chain rule, we can then find the derivative of ln(x) as:
d/dx ln(x) = d/dx ln(e^(ln(x)))
          = 1/x

Therefore, the derivative of ln(x) with respect to x is simply 1/x. This result can be useful in solving problems involving exponential and logarithmic functions, particularly when finding the slopes of tangent lines or rates of change.

In the context of exponentials and logs, "d/dx ln(x)" refers to finding the derivative of the natural logarithm function, ln(x), with respect to x. The natural logarithm is the inverse of the exponential function with base e (approximately equal to 2.718).
The derivative of ln(x) with respect to x is given by:
d/dx ln(x) = 1/x

So, the derivative of the natural logarithm function, ln(x), is simply the reciprocal of x.

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Answer:

64

Hope this helps!

Step-by-step explanation:

1, 4 ( 1 × 4 ), 16 ( 4 × 4 ), 64 ( 16 × 4 ), 256 ( 64 × 4 ), etc.

The simplest type of statistical analysis that would be appropriate to analyze this data is a two-sample t-test or a chi-square test of probability.

These tests can help determine if there is a significant difference in blood pressure between males and females in the sample population. However, it is important to note that correlation does not necessarily imply causation, and other factors such as age, lifestyle, and genetics may also influence blood pressure. The tests mentioned can provide statistical evidence to determine if there is a significant difference in blood pressure between males and females in the sample population. If the p-value of the test is less than the significance level (usually 0.05), we can conclude that there is a significant difference in blood pressure between males and females.

However, it is important to keep in mind that correlation does not necessarily imply causation. Just because there is a significant difference in blood pressure between males and females does not necessarily mean that being male or female is the cause of the difference in blood pressure. Other factors such as age, lifestyle, and genetics may also play a role in determining blood pressure levels.

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The latest time Jane and her family can start hiking is 3:19 p.m.

The latest time Jane and her family can start hiking is as follows:

1. First, find the total time needed for hiking and setting up camp: 1 hour and 36 minutes for hiking, plus 57 minutes for setting up camp.

2. Convert the hours and minutes to minutes only: 1 hour = 60 minutes, so 1 hour and 36 minutes = 60 + 36 = 96 minutes.

3. Add the hiking time (96 minutes) to the camp setup time (57 minutes): 96 + 57 = 153 minutes.

4. Convert 153 minutes back to hours and minutes: 153 minutes = 2 hours and 33 minutes.

5. Subtract the total time needed (2 hours and 33 minutes) from the sunset time (5:52 p.m.): 5:52 p.m. - 2 hours and 33 minutes.

6. The latest time Jane and her family can start hiking is 3:19 p.m.

Your answer: The latest time Jane and her family can start hiking is 3:19 p.m.

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Vivian paid $17.36 for 3.5 pounds.

Given that, one pound of sirloin steak costs $4.95, Vivian bought 3.5 pounds of the sirloin steak for a church cookout,

We need to find the total she paid for 3.5 pounds,

So,

if 1 pound = 4.96

so, 3.5 = 4.96×3.5

= 17.36

Hence, Vivian paid $17.36 for 3.5 pounds.

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The recurrence relation for the number of ways to form postage of n cents with 4-cent, 6-cent, and 10-cent stamps, with order mattering, is P(n) = P(n-4) + P(n-6) + P(n-10), with initial conditions P(0) = 1 and P(n) = 0 for n < 0.

To form postage of n cents, we can use either a 4-cent stamp, a 6-cent stamp, or a 10-cent stamp.

Therefore, the number of ways to form postage of n cents can be calculated by considering the number of ways to form postage of (n-4) cents, (n-6) cents, and (n-10) cents.

Let P(n) denote the number of ways to form postage of n cents with these stamps.

Then we have:

P(n) = P(n-4) + P(n-6) + P(n-10)

This is a recurrence relation for P(n).

The initial conditions for this recurrence relation are:

P(0) = 1 (There is one way to form postage of 0 cents, by using no stamps.)

P(n) = 0 for n < 0 (There are no ways to form negative postage.)

We can also find P(4), P(6), and P(10) directly:

P(4) = 1 (We can use one 4-cent stamp.)

P(6) = 2 (We can use one 6-cent stamp, or two 4-cent stamps.)

P(10) = 4 (We can use one 10-cent stamp, or one 6-cent stamp and one 4-cent stamp, or two 4-cent stamps and one 2-cent stamp, or four 2-cent stamps.)

Using these initial conditions and the recurrence relation, we can calculate P(n) for any positive integer n.

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The highest free throw of 82% has an average bowling score of 108

This ordered pair represents the ordered pair of the highest x value in the graph

From the graph, the ordered pair is (82, 108)

It means that the student with the highest free throw of 82% has an average bowling score of 108

This ordered pair represents the ordered pair of the highest y value in the graph

From the graph, the ordered pair is (80, 112)

It means that the student with the highest free throw of 80% has an average bowling score of 112

From the graph, we can see that the association is a positive linear association

This is because as the free throw percents increases, the average bowling score is also expected to increase

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Complete question

The members of a school basketball team went bowling for a season ending party. They made this scatter plot to compare their free throw percents for the season and their average bowling score for 3 games.

Part A:

What ordered pair represents the student with the highest free throw percent? Explain the meaning of each coordinate in the ordered pair.

Part B:

What ordered pair represents the student with the highest bowling average? Explain the meaning of each coordinate in the ordered pair.

Part C:

Is the association between free throw percent and bowling average linear or nonlinear? If it is linear, is the relationship positive, negative, or neither? State the association, if any, in terms of the variables.

Answer:

[tex] \sqrt{72 {m}^{5} {n}^{2} } [/tex]

[tex] \sqrt{2 \times 36 \times {m}^{4} \times m \times {n}^{2} } [/tex]

[tex]6 {m}^{2} n \sqrt{2m} [/tex]

C is the correct answer.