George had 660 points in a reward program he used 35% of the points to redeem a voucher how many points were left in his reward program ?
In percentage and the explanation

The graph that represents Lola's Purchase is as shown in the attached file.

Lola bought x pencils that cost $0.25 and Y erasers that cost $0.50.

Total expenditure is less than $3.

Representing expense in the equation form gives us;

Expense on pencils + expense on erasers < 3

Thus;

0.25X + 0.50Y < 3

Dividing through by 0.25, we have;

X + 2Y < 12

This inequality when graphed, line will be plotted in dots and area below the line will be in the shaded form.

From the standard equation of line in slope intercept form, we can deduce that; Slope of this line is = (-1/2)

The correct graph is attached below.

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Answer:

What is the question?

Step-by-step explanation:

...

The claim that a researcher may infer a causal link between variables if one effects another is False.

If a change in one variable's level results in a change in the other variable, then there is a causal relationship between the two variables. Keep in mind that correlation does not always imply causation. Two variables may be linked together without one of them directly contributing to the other's observable behavior.

For instance,

the chart below illustrates the relationship between ice cream sales and temperature. Any business can utilize the concept of causality. As is clear from the graph, there is a correlation between warmer weather and increased sales.

A casual relationship between two variables only exists when one of the variables actually causes the other to exist, which does not appear to be the case here. Instead, since a change in one variable affects the other, this scenario can be thought of as a correlated relationship.

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I understand that the question you are looking for is:

a researcher may claim a causal relationship between variables if one variable influences another. please select the best answer from the choices provided.(True/False).

Answer:

18.75

Step-by-step explanation:

You add all the numbers together, then divide that total by the amount of numbers you added together.

Answer:

072/1000

Step-by-step explanation:

That's the only way I know how to write it, I hope it helps! :3

Answer:

4 and 20

Step-by-step explanation:

100 times 5 is 500. If we go backwards 500 ÷ 5 = 100.

100 ÷ 5 = 20. 20 ÷ 5 = 4.

An exponential sequence is a sequence that grows more every time. It would get really big really quickly.

The first and second numbers in this sequence is 4 and 20

Given that,

Based on the above information, the calculation is as follows:

\(= 500 \div 100\)

= 5

And,

\(= 100 \div 5 = 20, \\\\20 \div 5 = 4\)

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To translate an entire triangle, find the coordinates of each of the triangle's vertices, add the horizontal translation then plot the three translated points.

Whenever an object is moved from one location to the next without changing its size, shape, or orientation, a translation takes place. If we know which way and how far the figure to be moved, we can draw the translation in the coordinate plane.

Use P′(x+a,y+b) to translate the point P(x,y), a unit to the right, and b unit up. Use P′(x−a,y−b) to translate the point P(x,y), a unit to the left and b unit to the lower.

There are some steps of translating the triangle:

Step 1: Find the coordinates of each of the triangle's vertices in step one.

Step 2: Add the horizontal translation value to each vertex's x-coordinate and the vertical translation value to each point's y-coordinate to translate each point. If the horizontal translation is to the left or the vertical translation is downward for these translations, add a negative number.

Step 3: Plot the three translated points and draw the triangle by drawing a straight line between each pair of points.

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If she discard previously tried keys the probability is 1/n

If she doesn't discard previously tried keys the probability is: \(\frac{(n-1)^k}{n^k}\)

If she discard previously tried keys, the probability of open the door in the 1st, 2nd and 3rd try are:

1st try: \(\frac{1}{n}\)

2nd try: \((\frac{n-1}{n}) * (\frac{n}{n-1} ) = \frac{1}{n}\)

3rd try: \((\frac{n-1}{n}) * (\frac{n-2}{n-1} ) * (\frac{1}{n}) = \frac{1}{n}\)

Where, for example, the probability of open the door in the 2nd try is the multiplication of the probability that the woman didn't open the door in the 1st try with the probability that she open the door in the 2nd try.

So, the probability that she open the door in the kth try is: 1/n

On the other hand, if she doesn't discard previously tried keys, the probability to open the door in the 1st, 2nd and 3rd try are:

1st try: \(\frac{1}{n}\)

2nd try: \((\frac{n-1}{n}) *( \frac{1}{n}) = \frac{n-1}{n^2}\)

3rd try: \((\frac{n-1}{n}) * (\frac{n}{n-1} ) * (\frac{1}{n}) = \frac{(n-1)^2}{n^3}\)

So, the probability that she open the door in the kth try is:

\(\frac{(n-1)^k^-^1}{n^k}\)

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Answer: 0.129 kg

Step-by-step explanation:

A gram to a kilogram can be found by dividing the value of grams by 1000, or multiplying the value by 0.001

Answer:

25+25-25=25+0=25 is your answer

Answer:

25 +25-25=25

Have a nice day!

Answer:

2.5 cups of milk will make his ingredients proportional.

Step-by-step explanation:

Since he used five out of the three cups of flour he was supposed to use, you can use that as the fraction: 5/3.

Since 5/3 was used on the flour, it also has to be used on the milk

To apply it to the milk, you just multiply 5/3 × 1.5 cups of milk, which gets you 2.5 cups of milk

*Multiplying by a fraction also means of.

Example: 1/2 × 4 = 2 because two is 1/2 of 4

Option A: 18.169 and 27.690.

The confidence interval for the true slope of the population regression line is (0.2, 0.4), indicating that we are 95% confident that the true slope falls within this interval.

What is Statistics?

Statistics is the branch of mathematics that deals with the collection, analysis, interpretation, presentation, and organization of data

In regression analysis, a regression line is a straight line that describes how a response variable y changes as an explanatory variable x changes. The slope of the regression line represents the change in the response variable y per unit change in the explanatory variable x.

Sure, here is a numerical example:

Suppose we want to estimate the relationship between height and weight among adults, and we collect a sample of 100 adults and measure their height and weight. We can use linear regression to model the relationship between these variables, and estimate the slope and intercept of the population regression line.

Suppose the slope of the true population regression line is unknown, but we calculate a 95% confidence interval for it based on the sample data, and obtain the interval (0.2, 0.4). This means that we are 95% confident that the true slope of the population regression line falls between 0.2 and 0.4.

If we were to repeat the sampling process many times and construct confidence intervals in the same way, we would expect that about 95% of those intervals would contain the true value of the population slope. However, we cannot be completely certain that the true value falls within this interval, as there is always some degree of uncertainty in statistical inference.

In the given question, the statement "we are 95% confident that the true population regression line (i.e. slope) will fall between" implies that a confidence interval is being constructed for the true slope of the regression line. The four options represent different intervals for the true slope, and only one of them can be correct.

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n the case of errors-in-variables bias, the OLS estimator is consistent but no longer unbiased in small samples. This is the correct statement.

In statistics, the errors-in-variables bias is a form of statistical bias that occurs when an independent variable (IV) is measured with error. The presence of the errors-in-variables (EIV) bias means that the OLS estimator will be consistent but no longer unbiased. This means that the OLS estimator can still give reliable estimates, but the estimates are no longer accurate.

The errors-in-variables (EIV) bias can be corrected by using methods such as instrumental variables or two-stage least squares (2SLS) regression. In small samples, the EIV bias can have a more significant impact on the accuracy of the OLS estimator.

In such cases, other estimation methods such as maximum likelihood estimation or the generalized method of moments (GMM) may be used to improve the accuracy of the estimates

Therefore, option C: the OLS estimator is consistent but no longer unbiased in small samples, is the correct .

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Answer:

6

Step-by-step explanation:

Mr. Kramer has pencils for his class = 30

Students in his class = 22

Pencils he would like  to give each student = 2

How many more pencils does Mr. Kramer need to buy so that each student will receive 2 pencils = ?

Total pencils Mr. Kramer need to buy so that each student will receive 2 pencils = 22 × 2

            = 44

            = 44 - 30

            = 6

Mr. Kramer need to buy 6 more pencils  so that each student will receive 2 pencils

Answer:

7) 96

8) 84

9) 72

Step-by-step explanation:

A = bh

7)

b = 12, h = 8

A = 12*8 = 96

8)

b = 12, h = 7

9)

b = 8, h = 9

Answer:

90ft

Step-by-step explanation:

43,560ft² = L × l

43,560ft² = 484ft × l

43,560ft² ÷ 484ft = l

l = 90ft

Answer:

95 degrees

Step-by-step explanation:

One and 4 are vertical, meaning they are congruent

4 and 8 are corresponding meaning they are congruent

8 & 7 are supplementary meaning they add up to 180 degrees

Hope this helps :-)

Answer:

i) \(P(X=12)=0.0355\)

ii) \(P(X<10)=0.7553\)

iii) \(P(X\geq 5)=0.9490\)

Step-by-step explanation:

Let's start by defining the random variable ⇒

\(X:\) '' Number of students that will get 7 marks out of 10 in first attempt of a certain Quiz while attempting Quiz on BlackBoard LMS ''

\(X\) is a discrete random variable.

The probability of a randomly selected student getting 7 marks out of 10 is 0.4

(This is a data from the question).

Now, if we assume independence between the students while they are doing the Quiz and also we assume that this probability remains constant , we can modelate \(X\) as a binomial random variable ⇒

\(X\) ~ Bi (n,p)

Where ''n'' and ''p'' are the parameters of the variable.

''n'' is the number of students attempting the Quiz and ''p'' is the probability that a student will get 7 marks out of 10 which is 0.4 ⇒

\(X\) ~ Bi (20, 0.4)  in the question.

The probability function for \(X\) is

\(p_{X}(x)=P(X=x)=\left(\begin{array}{c}n&x\end{array}\right)p^{x}(1-p)^{n-x}\)    (I)

Where \(\left(\begin{array}{c}n&x\end{array}\right)\) is the combinatorial number define as

\(\left(\begin{array}{c}n&x\end{array}\right)=\frac{n!}{x!(n-x)!}\)

Replacing the parameters in the equation (I) ⇒

\(P(X=x)=\left(\begin{array}{c}20&x\end{array}\right)(0.4)^{x}(0.6)^{20-x}\)    (II)

For i) we need to find \(P(X=12)\)

Then, we only need to replace by \(x=12\) in equation (II) ⇒

\(P(X=12)=\left(\begin{array}{c}20&12\end{array}\right)(0.4)^{12}(0.6)^{8}=0.0355\)

For ii) we need to calculate \(P(X<10)\)

This probability is equal to ⇒ \(P(X<10)=P(X\leq 9)\) and to calculate it we need to sum \(P(X=0)+P(X=1)+P(X=2)+P(X=3)+P(X=4)+P(X=5)\)

\(+P(X=6)+P(X=7)+P(X=8)+P(X=9)\)

We can do it summing each term or either using any program.

The result is \(P(X<10)=P(X\leq 9)=0.7553\)

Finally for iii) we need to find  ⇒ \(P(X\geq 5)\)

This probability is equal to ⇒ \(P(X\geq 5)=1-P(X\leq 4)\) ⇒

\(1-P(X\leq 4)=1-[P(X=0)+P(X=1)+P(X=2)+P(X=3)+P(X=4)]\)

Again we can find each term by using the equation (II) or either using a program. The result is \(P(X\geq 5)=0.9490\)

No, the player earned 42 points from Level 2 to Level 3 and 44 points from Level 4 to Level 5.

Given that:

A student claims that the graph shows the player earned more points from Level 2 to Level 3 than from Level 4 to Level 5.

Let's examine the line graph:

At level 2 the point is 45 and at level 3 the point is 87. Thus, the points earned moving  from Level 2 to Level 3 will be:

87 - 45 = 42

At level 4 the point is 112 and at level 5 the point is 156. Thus, the points earned moving from Level 4 to Level 5 will be:

156 - 112 = 44

Since the points earned moving from Level 2 to Level 3 is less than the points earned moving from Level 4 to Level 5. Thus, the student's claim is not correct.

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Answer:

Well you have a 1/8 chance to land heads 4 times in a row. So baisicly you are saying that 6/8 flips are tails, thus 2/8 are heads (simplfyed will be 1/4 or 25%).

The mathematical phrase "e to the ipi" is composed of the imaginary unit i (the square root of -1 raised to the power of pi), which is symbolized by "pi," and the mathematical constant "e" (Euler's number).

The expression "e to the ipi" may be expressed as follows:

\(e^{(i*pi)}\)

The following formula is known as Euler's formula:

\(e^{(ipi)}\) = cos(pi) + isin(pi)

where "cos" and "sin" are the sine and cosine functions, respectively.

We may reduce this formula to using the cosine and sine trigonometric identities.

\(e^{(i*pi)}\) = -1

"e to the ipi" hence equals a negative one. This startling and outstanding finding ties together various crucial mathematical ideas, including calculus, complex numbers, and trigonometry.

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Answer:

54+35v

Step-by-step explanation:

I hope this helps :)

Answer:

=35v+54

Step-by-step explanation:

the approximate values of the given trigonometric functions are:

(a) sin(π/16) radians ≈ 0.1961

(b) cos(π/16) radians ≈ 0.9808

(c) sin(9) radians ≈ 0.1564

(d) cos(9) radians ≈ 0.9880.

Given:

(a) sin(π/16) radians

(b) cos(π/16) radians

(c) sin(9) radians

(d) cos(9) radians

Using a calculator set for radians, we can approximate these values. Rounding the answers to two decimal places:

(a) sin(π/16) radians:

Using the calculator, the value of sin(π/16) is approximately 0.1961.

(b) cos(π/16) radians:

Using the calculator, the value of cos(π/16) is approximately 0.9808.

(c) sin(9) radians:

Using the calculator, the value of sin(9) is approximately 0.1564.

(d) cos(9) radians:

Using the calculator, the value of cos(9) is approximately 0.9880.

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The centers and radius for the equations are:

And the circles are in the graph below.

A general circle equation centered at the point (a, b), with a radius of R, is written as:

(x - a)^2 + (y - b)^2 = R^2

Then for the given equations we have:

1) (y-6)^2 + (x - 1)^2 = 9

So the center is at (1, 6) and the radius is 3.

2)  (x-2)^2 + (y + 3)^2 = 36 = 6^2

So the center is at (2, -3) and the radius is 6.

3) (x + 4)^2 +(y-5)^2 = 25 = 5^2

So the center is at (-4, 5) and the radius is 5.

The graphs of the 3 circles can be seen below. Green is the first circle, blue is the second circle, and red is the last circle.

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Answer:

Step-by-step explanation:

Symbolic models are those that are based on mathematical formulas.

The goal of symbolic modelling is to help clients become more aware of their own "symbolic domain of experience," allowing them to create their own "metaphor landscape" and explore internal metaphors, which are believed by conceptual metaphor theory to influence behaviour.

What benefits do symbolic models offer?

One of the most significant and defining technologies of next-generation modelling methodologies is swiftly emerging as symbolic computation. It allows the freedom to easily create model equations, manage models more effectively, and reach the best outcomes more quickly.

Describe domain through an example.

the domain name example.com might be connected to the address 198.102. 434.8.

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Answer: Choice D

\(\angle RQW \text{ and } \angle TQU\)

=================================================

Explanation:

Ignore line SV. I recommend redrawing everything without SV in the picture.  

We'll focus on lines RU and WT. They cross to form an X shape. The angles RQW and TQU are opposite one another, so they are considered vertical angles. They do not need to be vertically aligned (i.e. stacked on top of each other). Vertical angles are always congruent.

Answer:

- 1 makes the equation true

Step-by-step explanation:

2s - 10 = - 12 ( isolate the term in s by adding 10 to both sides )

2s = - 2 ( divide both sides by 2 )

s = - 1

The integer ion in the solution set will make the equation true is -1. The correct option is a.

Zero, a positive natural number, or a negative integer denoted by a minus sign are all examples of integers. The inverse additives of the equivalent positive numbers are the negative numbers.

An integer, pronounced "IN-tuh-jer," is a whole number that can be positive, negative, or zero and is not a fraction. Any positive or negative number without fractions or decimal places is known as an integer, often known as a "round number" or "whole number."

Given equation is

2s - 10 = - 12 ( isolate the term in s by adding 10 to both sides )

2s = - 2 ( divide both sides by 2 )

s = - 1

Therefore, the correct option is a, −1.

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