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To ensure that 0 is an unbiased estimator of 0, we want the expected value of the estimator to be equal to the true parameter value. In this case, the correct answer is: E(6) - 0 = 0. The correct option is A.

The property we want to be true to make sure 0 is an unbiased estimator of 0 is (A) E(6) - 0 = 0. This means that the expected value of the estimator 0 should be equal to the true value of the parameter 0.

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To find the critical value(s) and rejection region(s) for a right-tailed t-test with a significance level of α = 0.005 and a sample size of n = 21, we need to consult the t-distribution table or use statistical software.

First, let's determine the critical value. Since this is a right-tailed test, we need to find the t-value that corresponds to a cumulative probability of 1 - α = 1 - 0.005 = 0.995 and degrees of freedom (df) equal to n - 1 = 21 - 1 = 20.

Using the t-distribution table or a calculator, the critical value for a right-tailed test with 20 degrees of freedom and a cumulative probability of 0.995 is approximately 2.845.

Therefore, the critical value for this test is 2.845.

Next, let's determine the rejection region. In a right-tailed test, we reject the null hypothesis if the t-statistic is greater than the critical value.

The rejection region can be expressed as t > 2.845.

In summary:

The critical value for the right-tailed test is 2.845.

The rejection region is t > 2.845.

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Answer:

N = 6.8181. and m= 15

Step-by-step explanation:

33n-135=360

33n = 360-135

33n =225

n = 6.8281.

18m+90=360

18m=360-90

18m =270

m= 15

So, when the sample size is n = 400, the mean of the sample proportion P is 0.75.

The correct formula for the mean of the sample proportion P (with a hat on top) is:

P = p

In this case, the population proportion of successes is p = 0.75. The mean of the sample proportion P is equal to the population proportion p because, in an ideal scenario, a random sample is expected to accurately represent the population. Therefore, the mean of the sample proportion is equal to the population proportion.

However, it's important to note that in practice, the sample proportion may vary slightly from the population proportion due to sampling variability. In such cases, we estimate the population proportion using the sample proportion and account for the uncertainty by calculating the confidence interval or conducting hypothesis tests.

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Order (B) 5 × 6 of the matrix can be multiplied by matrix a to create matrix ab.

To find the order of matrix:

To prove:

Therefore, order (B) 5 × 6 of the matrix can be multiplied by matrix a to create matrix ab.

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Answer:

-0.125 or -1/8

Step-by-step explanation:

Wawawawawawaaa

Answer:

B = 53 degrees

Step-by-step explanation:

37+90=127

180-127=53

If the measure of the angle ∠A is 37°. Then the measure of the angle ∠B will be 53°.

It's a form of a triangle with one 90-degree angle that follows Pythagoras' theorem and can be solved using the trigonometry function.

Complementary angle - Two angles are said to be complementary angles if their sum is 90 degrees.

In the right triangle ΔABC, the measure of the angle ∠A is 37°.

Angle A and angle B are complementary angles. Then the equation is given as,

∠A + ∠B = 90°

37° + ∠B = 90°

∠B = 90° - 37°

∠B = 53°

If the measure of the angle ∠A is 37°. Then the measure of the angle ∠B will be 53°.

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The volume of the given triangular prism is 315 cm³.

The volume of a triangular prism, we need to multiply the base area of the triangular base by the height of the prism.

The triangular base has a base length of 5 cm and a height of 7 cm, and the height of the prism is 9 cm.

Calculate the area of the triangular base.

The area of a triangle can be calculated using the formula:

Area = (base length × height) / 2

Plugging in the values, we have:

Area = (5 cm × 7 cm) / 2

Area = 35 cm²

Calculate the volume of the prism.

The volume of a prism can be calculated by multiplying the base area by the height of the prism.

Volume = Base area × Height

Volume = 35 cm² × 9 cm

Volume = 315 cm³

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Answer:

{-2,-1,0,1,2}

Step-by-step explanation:

When we are talking of the range, we are referring to the possible y-values the relation can take

Hence, a set of y-values will represent the range of the relation

we have this as:

{2, 1 , 0, -1 , -2}

Arranging in order, we have ;

{-2,-1,0,1,2}

Answer:

\(2\sqrt{10}\)  or dec. form / 6.32455532......

Step-by-step explanation:

The correct diagram/process/simulation that demonstrates the Central Limit Theorem as presented in the lecture is option (a) Monday, 2011 SOM 1000 n=100 .

n=10 Mx Х.

The Central Limit Theorem states that if we have a population with a finite mean and a finite standard deviation and take sufficiently large random samples from the population with replacement, then the distribution of the sample means approximates a normal distribution regardless of the population distribution.

The theorem is the basis of statistical inference.

It can be observed that option (a) Monday, 2011 SOM 1000 n=100 .

n=10 Mx

Х depicts the sampling distribution of sample means as approximately normal which is as stated in the Central Limit Theorem.

Therefore, option (a) demonstrates the Central Limit Theorem correctly.

Option (b) and (d) do not depict the normal distribution pattern.

Option (c) does not represent the Central Limit Theorem as it shows a uniform distribution of sample means.

Option (e) is not correct as none of the diagrams/processes/simulations is correct.

Thus, option (f) is also incorrect.

Therefore, The correct diagram/process/simulation that demonstrates the Central Limit Theorem as presented in the lecture is option (a) Monday, 2011 SOM 1000 n=100 .

n=10 Mx Х.

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The probability that a student's score is less than 81 points on the reading ability test is 0.9772. We would expect approximately 489 students to earn a score less than 81 points if 500 students took the reading ability test. The probability of randomly selecting 35 students (all from the same class) that have a sample mean reading ability test score between 66 and 68 is approximately 0.2190.

To find the probability that a student's score is less than 81 points, we need to standardize the score using the z-score formula:

z = (x - μ) / σ

where x is the student's score, μ is the mean score, and σ is the standard deviation. Plugging in the values, we get:

z = (81 - 65) / 8 = 2.00

Using a standard normal distribution table or calculator, we can find the probability of a z-score less than 2.00 to be approximately 0.9772. Therefore, the probability that a student's score is less than 81 points is 0.9772.

Since the distribution is normal, we can use the normal distribution to estimate the number of students who would earn a score less than 81. We can standardize the score of 81 using the z-score formula as above and use the standardized score to find the area under the normal distribution curve. Specifically, the area under the curve to the left of the standardized score represents the proportion of students who scored less than 81. We can then multiply this proportion by the total number of students (500) to estimate the number of students who would score less than 81.

z = (81 - 65) / 8 = 2.00

P(z < 2.00) = 0.9772

Number of students with score < 81 = 0.9772 x 500 = 489

Therefore, we would expect approximately 489 students to earn a score less than 81 points.

The distribution of the sample mean reading ability test scores is also normal with mean μ = 65 and standard deviation σ / sqrt(n) = 8 / sqrt(35) ≈ 1.35, where n is the sample size (number of students in the sample). To find the probability that the sample mean score is between 66 and 68, we can standardize using the z-score formula:

z1 = (66 - 65) / (8 / sqrt(35)) ≈ 0.70

z2 = (68 - 65) / (8 / sqrt(35)) ≈ 2.08

Using a standard normal distribution table or calculator, we can find the probability that a z-score is between 0.70 and 2.08 to be approximately 0.2190. Therefore, the probability of randomly selecting 35 students (all from the same class) that have a sample mean reading ability test score between 66 and 68 is approximately 0.2190.

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Answer:

x=-6\sqrt(3)

Step-by-step explanation:

The evaluation of the rational algebraic expression  are presented as follows;

1.  \(\dfrac{1}{3} +\dfrac{2}{5} = \dfrac{11}{15}\)

2. \(\dfrac{x + y}{x} + \dfrac{x + y}{y} = \dfrac{x^2 + 2\cdot x \cdot y + y^2}{x \cdot y}\)

3. \(\dfrac{3 \cdot x + 1}{x^2+2\cdot x +1} +\dfrac{5}{2\cdot x + 8} =\dfrac{11\cdot x^2 +36\cdot x +13}{2\cdot x^3 + 12\cdot x^2 + 18\cdot x+ 8}\)

A rational algebraic expression is an algebraic expression that consists of a quotient and divisor that consists of variables and numbers.

1. \(\dfrac{1}{3} + \dfrac{2}{5}\)

\(\dfrac{1}{3} + \dfrac{2}{5} = \dfrac{5\times 1 + 2 \times 3}{3\times 5} =\dfrac{5 + 6}{15}\)

\(\dfrac{5 + 6}{15} = \dfrac{11}{15}\)

Therefore, we get;

\(\dfrac{1}{3} +\dfrac{2}{5} = \dfrac{11}{15}\)

2. \(\dfrac{x + y}{x} + \dfrac{x + y}{y}\)

\(\dfrac{x + y}{x} + \dfrac{x + y}{y} = \dfrac{y\times (x + y) + x\times (x+ y)}{x\cdot y}\)

\(\dfrac{y\times (x + y) + x\times (x+ y)}{x\cdot y}= \dfrac{x^2+ 2\cdot y \cdot x +y^2 }{x \cdot y}\)

Therefore;

\(\dfrac{x + y}{x} + \dfrac{x + y}{y} = \dfrac{x^2+ 2\cdot y \cdot x +y^2 }{x \cdot y}\)

3. \(\dfrac{3 \cdot x + 1}{x^2 + 2\cdot x + 1} + \dfrac{5}{2 \cdot x + 8}\)

\(\dfrac{3 \cdot x + 1}{x^2 + 2\cdot x + 1} + \dfrac{5}{2 \cdot x + 8} = \dfrac{(3 \cdot x + 1) \times (2\cdot x + 8) + 5 \times (x^2 + 2\cdot x + 1) }{(x^2 + 2\cdot x + 1) \times (2\cdot x + 8)}\)

\(\dfrac{(3 \cdot x + 1) \times (2\cdot x + 8) + 5 \times (x^2 + 2\cdot x + 1) }{(x^2 + 2\cdot x + 1) \times (2\cdot x + 8)} = \dfrac{11\cdot x^2+ 36\cdot x+ 13}{2\cdot x^3 + 12\cdot x^2+18\cdot x+ 8}\)

\(\dfrac{3 \cdot x + 1}{x^2 + 2\cdot x + 1} + \dfrac{5}{2 \cdot x + 8}=\dfrac{11\cdot x^2+ 36\cdot x+ 13}{2\cdot x^3 + 12\cdot x^2+18\cdot x+ 8}\)

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There are 216 ways  for three medals to be awarded if ties are possible

If ties are possible, there are different scenarios to consider. We need to know if ties are possible for each medal (i.e., if two or more runners can finish in the same position), or if ties are only possible for different medals (i.e., if two or more runners can share a gold medal, but no two runners can share the same medal).

Assuming that ties are possible for each medal, we can use the multiplication principle and count the number of ways to award each medal separately:

There are 6 choices for the gold medal.

There are 6 choices for the silver medal, including ties with the gold medal winner.

There are 6 choices for the bronze medal, including ties with the gold and silver medal winners.

Therefore, the total number of ways to award the three medals, including ties, is:

$6* 6* 6 = 216$

So there are 216 different ways to award the three medals in the 100-yard dash if ties are possible for each medal.

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Answer:

35 liters of Jam.

Step-by-step explanation:

20/4 = 5.

5 liters of jam would be jarred per d

ay.

7 (days) x 5 (únit rate) = 35

Answer:

The inequality to describe the problem is 15 +c >25.

We must sell more than 5 cones to make a profit

Step-by-step explanation:

From this problem,  we can see that we need to sell a number of cones (c), that when added to the 15 cones that we have already sold, the result will be greater than 25.

To set up the inequality sign, we need to, first of all, know the inequality sign that we will be using. From the preceding statement, we can see that we need to sell greater than a certain number of cones.  

This should tell us that we will be needing the greater-than sign (>).

The next step is to know the format the equation should take:

We have sold 15 cones; We need to sell c more to make it greater than 25.

This will be 15 +c >25.

The inequality to describe the problem is 15 +c >25.

from this, we can see that c > 5 cones.

We must sell more than 5 cones to make a profit

Answer:

1223 ÷ 23 = 53.1739130435

The teacher could use a hypothesis test for a population mean in the following situation:

The teacher wants to determine if computer-based instruction has a statistically significant effect on the average test scores of students in the class. The teacher can collect a sample of test scores from students who received computer-based instruction and a sample of test scores from students who did not receive computer-based instruction. Then, the teacher can use a hypothesis test for the population mean to compare the mean test scores of the two groups and determine if the difference is statistically significant.

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Complete question:

teacher is experimenting with computer-based instruction In which situation could the teacher use a hypothesis test for a ifference in two population means?

O The teacher uses a combination of treditional methods and computer based instruction She asks students # they lked computer based instruction better She wants to determine if the maorty prete the computer-based instruction

O She gives each student a pretest Then she teaches a lesson using a computer program Afterwards, she gives each student a postest The teacher wants to see f the difference in scores willshow an improvement 。

She ran om y d des the class into t goups One gup ecerves computer based instruction The other group recen es tradit na n rete wit t copters Ahe rst eten een student ha to solve a single problem. The teachers wants to compare the proportion of each group who can solve the problem 。She gives each student a pretest he then randomly dvides the class mto two groups.

Ο e group receves compte based i struct . The other go p eceves tradtind rst cto with t computers After instruction each student takes a post test. The teacher compares the improvement in scores (post test minus pretest) in the two groups

\(2 - 128 = 0 = false\)

128/2 = 64 times

Hope that helps:)

The difference between 141.2 and 79.83 is as follows:141.2 - 79.83 = 61.37The sum of 141.2 and 79.83 is:141.2 + 79.83 = 221.03The product of 141.2 and 79.83 is:141.2 × 79.83 = 11250.996 The quotient when 141.2 is divided by 79.83 is:141.2 ÷ 79.83 = 1.7696655174 (approx. 1.77)

Thus, the sum of 141.2 and 79.83 is 221.03. The difference between 141.2 and 79.83 is 61.37. The product of 141.2 and 79.83 is 11250.996. The quotient when 141.2 is divided by 79.83 is approximately 1.77.Thus, the solution can be summarized as follows: Given the two numbers 141.2 and 79.83, we are to find their sum, difference, product, and quotient.

After performing the necessary arithmetic operations, we get that their sum is 221.03, their difference is 61.37, their product is 11250.996, and their quotient is approximately 1.77.

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1) isolate

2a) opposite

2b) sign

1) delete

2a) flip

2b) reciprocal

isolate

opposite

sign

Delete

flip

Reciprocal

Answer:

\( {a}^{6} {b}^{2} \)

solution

\( {a}^{3} \times b \times {a}^{3} \times b \\ = {a}^{3 + 3} \times {b}^{1 + 1} \\ = {a}^{6} {b}^{2} \)

hope this helps...

Good luck on your assignment..

Answer:

\(a^{6}b^{2}\)

Step-by-step explanation:

\(a^3 \times b \times a^3 \times b\)

If there are no exponents written, then the exponent is 1.

\(a^3 \times b^1 \times a^3 \times b^1\)

When multiplying two powers that have the same base, you can add the exponents.

\(a^{3+3} \times b^{1+1}\)

\(a^{6} \times b^{2}\)

Answer:

Step-by-step explanation:

123

Answer:

6-9

Step-by-step explanation:

09+(-6)=3

-6-(-9)=-6+9=3

6-9=-3

9-6=3

Answer:

p = - 115

Step-by-step explanation:

The equation of a line in slope- intercept form is

y = mx + c ( m is the slope and c the y- intercept )

Given

px - 5y = 60 ( subtract px from both sides )

- 5y = - px + 60 ( divide all terms by - 5 )

y = \(\frac{1}{5}\) px - 12 ← in slope- intercept form

with slope m = \(\frac{1}{5}\) p , thus

\(\frac{1}{5}\) p = - 23 ( multiply both sides by 5 to clear the fraction )

p = - 115

Answer:Diya

Step-by-step explanation: she’s right because she is black and all black peoples is always right

(413,465,789 mod 6) = 1.

Here's how to calculate (413,465,789 mod 6):

We start by observing that the number 6 is divisible by 2 and 3. As a result, we know that a number is divisible by 6 if it is divisible by both 2 and 3. We may tell if a number is divisible by 2 by looking at the final digit of the number in decimal representation. If the number is even (i.e., its last digit is 0, 2, 4, 6, or 8), it is divisible by 2. Otherwise, it is odd and not divisible by 2.The number 789 has a final digit of 9, which is not even. As a result, we know that 789 is not divisible by 2. As a result, 789 mod 2 must be 1 (since 789 is odd).Since 465 = 7 * 66 + 3, we can see that 465 is the same as 3 mod 7. As a result, we can say that 465 mod 7 = 3.Since 413 = 6 * 68 + 1, we can see that 413 is the same as 1 mod 6. As a result, we can say that 413 mod 6 = 1.Finally, since 1 mod 6 is the same as 1 + 6k for some integer k, we can say that 413,465,789 mod 6 is 1. Therefore, (413,465,789 mod 6) = 1.

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Answer:

y<x+1

Step-by-step explanation:

Plug your slope and a point into the formula y = mx + B, in which "m" is the slope, (x, y) is a point on the line and "b" is the y-intercept, to find the equation governing the inequality line. Plugging in (0, 0), you obtain 0 = 0 + b, so b = 0. Rewriting the equation, you obtain y<x+1