Hank's car travels 600 feet in 20 seconds. Andy's motorcycle travels 300 feet in 12 seconds. Which is faster, the car or the motorcycle? Explain your reasoning.

the probability distribution for Michael consistently making two free throw attempts: P (X = 0, 1, 2) = 0.3025, 0.495, and 0.2025, respectively.

The probability distribution displays the likelihood that various conceivable experiment results will occur.

When there are numerous attempts at an event with varying probabilities of success and failure, such as two attempts at free throws with a success probability of 0.45

Then it is appropriate to utilize the Binomial probability formula, where Prob =NcR.Pr.Q(n-r): N = Number of trials, R = Number of successes, P = Success probability, and Q = Failure probability.

Specifically, P (success = 0) = 0.3025, P (success = 1) = 0.495, and P (success = 2) = 0.2025

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Answer:

C since 2×5+0=10 =10

D since 2×10 +10=30>10

F since 2×10 +-2=18>10

(a.) Proportion of students with a final grade score of 56 or below: 0.2514 (b.) Proportion of students with a final grade score between 51 and 68: 0.842 (c.) Final grade score required to earn an A last year: 65.04

a. To find the proportion of students who had a final grade score of 56 or below, we need to calculate the cumulative probability up to 56 using the normal distribution.

Using the z-score formula: z = (x - μ) / σ

Where:

x = the value we want to find the proportion for (56 in this case)

μ = the mean of the distribution (60)

σ = the standard deviation of the distribution (6)

Calculating the z-score:

z = (56 - 60) / 6

z = -4 / 6

z = -0.67

Now we need to find the cumulative probability up to the z-score of -0.67. Looking up this value in the standard normal distribution table or using a calculator, we find that the cumulative probability is 0.2514.

Therefore, the proportion of students who had a final grade score of 56 or below is 0.2514.

b. To find the proportion of students who earned a final grade score between 51 and 68, we need to calculate the cumulative probability up to 68 and subtract the cumulative probability up to 51.

Calculating the z-scores:

For 68:

z = (68 - 60) / 6

z = 8 / 6

z = 1.33

For 51:

z = (51 - 60) / 6

z = -9 / 6

z = -1.5

Using the standard normal distribution table or a calculator, we find the cumulative probabilities:

For 68: 0.9088

For 51: 0.0668

The proportion of students who earned a final grade score between 51 and 68 is given by the difference between these cumulative probabilities:

Proportion = 0.9088 - 0.0668 = 0.842

Therefore, the proportion of students who earned a final grade score between 51 and 68 is 0.842.

c. If 21% of students earned an A last year, we need to find the final grade score that corresponds to the top 21% of the distribution.

We can use the inverse of the cumulative distribution function (also known as the quantile function) to find the z-score corresponding to the top 21% of the distribution.

Using a standard normal distribution table or a calculator, we find that the z-score corresponding to the top 21% is approximately 0.84.

Now we can use the z-score formula to find the final grade score:

z = (x - μ) / σ

Plugging in the known values:

0.84 = (x - 60) / 6

Solving for x:

0.84 * 6 = x - 60

5.04 = x - 60

x = 65.04

Therefore, the final grade score required to earn an A last year was approximately 65.04.

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The given system of equations to have a Unique solution, the value of k must be any real number except 1 (k ≠ 1).

The value of k for which the given system of equations has a unique solution, we can use the concept of determinants. The system of equations is as follows:

kx + 2y = 3   -- (1)

3x + 6y = 10  -- (2)

To have a unique solution, the determinant of the coefficients of x and y must not be zero.

The determinant of the coefficient matrix for the system is:

D = | k   2 |

       | 3   6 |

By calculating the determinant, we have:

D = (k * 6) - (2 * 3)

D = 6k - 6

For the system to have a unique solution, the determinant D must not equal zero.

6k - 6 ≠ 0

Simplifying the inequality:

6k ≠ 6

Dividing both sides by 6:

k ≠ 1

Therefore, for the given system of equations to have a unique solution, the value of k must be any real number except 1 (k ≠ 1).

In other words, if k is not equal to 1, the system of equations will have a unique solution. If k is equal to 1, the system will either have infinitely many solutions or no solution.

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(a) This study can be analyzed using the methods for conducting a hypothesis test regarding two independent proportions because we are comparing the proportion of males and females who are annoyed by people who repeatedly check their mobile phones while having an in-person conversation.

The samples are independent because the participants were randomly selected from separate populations (males and females).

(b) The null hypothesis is that there is no difference between the proportion of males and females who are annoyed by people who repeatedly check their mobile phones while having an in-person conversation. The alternative hypothesis is that the proportion of females who are annoyed by this behavior is higher than the proportion of males.

H0: pfemale - pmale = 0

Ha: pfemale - pmale > 0

where pfemale is the population proportion of females who are annoyed by this behavior, and pmale is the population proportion of males who are annoyed by this behavior.

(c) The sampling distribution of pfemale - pmale is approximately normal with mean equal to pfemale - pmale and standard error given by:

SE = sqrt((pfemale * (1 - pfemale) / nfemale) + (pmale * (1 - pmale) / nmale))

where nfemale and nmale are the sample sizes for females and males, respectively.

(d) To determine the P-value, we need to find the probability of observing a value of pfemale - pmale as extreme or more extreme than the observed value of 0.067 (i.e., the difference between the sample proportions of females and males who are annoyed by this behavior), assuming the null hypothesis is true. Using a standard normal distribution table, we find that the area to the right of z = 1.645 (corresponding to an alpha level of 0.05 for a one-tailed test) is 0.05. Therefore, the P-value for this test is approximately 0.05.

(e) The P-value represents the probability of observing a value equal to or more extreme than the observed sample statistic, assuming the null hypothesis is true. In this case, the P-value of 0.05 suggests that there is a 5% chance of observing a difference in proportions as large as or larger than what was observed (i.e., a difference of 0.067) due to random chance alone, if there is truly no difference between males and females in terms of being annoyed by people who repeatedly check their mobile phones while having an in-person conversation.

(f) Based on the P-value of 0.05, we fail to reject the null hypothesis at the 0.05 level of significance. This means that we do not have sufficient evidence to suggest that the proportion of females who are annoyed by this behavior is higher than the proportion of males. Therefore, the sample evidence does not support the conclusion that there is a statistically significant difference between the proportion of males and females who are annoyed by people who repeatedly check their mobile phones while having an in-person conversation. However, it is important to note that this study only provides evidence based on a single point in time and a limited sample size, so further research may be needed to confirm these results.

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Answer:

8(3y+11x)

Step-by-step explanation:

I hope this helps!

The given statement "The diagonal of a parallelogram does not create alternate interior angles" is false because alternate interior angles are formed when two parallel lines are intersected by a transversal, and they are located on opposite sides of the transversal and between the two parallel lines.

In a parallelogram, the opposite angles are congruent, meaning they have equal measures. When a diagonal is drawn in a parallelogram, it creates two pairs of congruent opposite angles, but these angles are not considered alternate interior angles.

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Answer:

12 to the power of -2 is 0.00694444444

Step-by-step explanation:

When ever doing a number to the power of a negative number, the result will always be a fraction of a number.

Or

Fraction:

1/12^2

which is

1 / 144

Percentage:

0.00694444444 * 100 = 0.694444444%  

Hope this helps, have a good day :)

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The simplest form of the given expression \(12^{-2}\) is 1/144.

The given expression is,

\(12^{-2}\)

Here we can see that 12 has inverse power of 2.

Simplify it using basic rules of exponents.

To do so, we need to understand that a negative exponent indicates that the base should be inverted.

In other words, \(12^{-2}\) is the same as 1/12²

To simplify this further,  

Evaluate 12², which is,

12² = 12 x 12

     =  144

Therefore, 1/12² can be expressed as 1/144.

Hence,

In the simplest form, we can write \(12^{-2}\) as 1/144.

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The real world situation that can be modelled with the given  expression can be modelled as shown below.

Given is the expression as -

D/3

A real world situation that can be modelled with this expression can be written as follows -

Amanda has a total of {D} bananas. She divides the bananas into 3 of her childrens equally. Write an expression that would represent the amount of bananas recieved by each of her child.

Therefore, the real world situation that can be modelled with the given  expression can be modelled as shown above.

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Answer:60.58

Step-by-step explanation:add the first numbers 64.67 take that from 125.25 and u got 60.58

Answer:

60.58

Step-by-step explanation:

Subtract the first 2 numbers which equals 64.67 then subtract 64.67 and 125.25 and you get... 60.58

please brainliest??

0.167

Step-by-step explanation:

5 ÷ 29.95

= 5 ÷ 2995/100

= 5 × 100/2995

= 500/2995

≈ 0.167

Answer:

120=100%

90=x

x=100%×90/120

x=75%

%decrease=100%-75%=25%

Answer:

blue marbles: 4/15

red marbles: 8/15

Step-by-step explanation:

add all the marbles together then put how many marbles in front as the numerator.

Answer:

6.84 weeks

Step-by-step explanation:

$719.95 - $178.95 = 541$

541/79 = 6.84 weeks

Answer:

Option a. id have other relations for them, but they are not listed, so their ya go.

Step-by-step explanation:

Answer:

You add 5 to get from x to y

Step-by-step explanation:

10+5 =15

13+5 = 18

16+5 = 21

Answer:

\( \sf \fbox{Option D have pair of triangles are similiar}\)

Step-by-step explanation:

To prove triangles are pair we will use AAA property.

ln option A the given triangles 1 & 2 have a 36° Angle, but the remaining two angles of both the traingle are not mentioned, as long as we don't know the measure of other two angle of both the traingle we can't say that pair of triangles are similar.

Similarly In option B triangles 3 & 4 can't be pair of similar triangle

In option C triangle 5 & 6 don't have any common angle, hence it does not follows AAA property and the given pair of traingles are not similar.

In option D Two angles of each triangle are given so we can easily find the third angle of both the triangle. let's solve for the third angles of triangle 7 and 8.

in triangle 7,

All three angles of triangle 7 are 30, 60 & 90

Now in triangle 8,

All three angles of triangle 8 are 30, 60 & 90

Hence, both the triangles have same measure of all three angles we can say that triangle 7 & 8 are similar triangle.

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Answer:

it 288

Step-by-step explanation:

if u multiply 24x12 it gives you 288 hope this help you

Answer:

44%

Step-by-step explanation:

For these types of problems, look at the totals. We know that there are 0.44 out of 1 eighth graders. Since it doesn't specify how the 8th grader is dropped off, we take 0.44 and divide it by 1 (the total). We get 0.44, but since it's most likely asking for percentages, multiply that by 100.

The point elasticity of demand (ϵ) can be calculated using the formula :

ϵ = (dq/dp) * (p/q)Given the demand function q = 5300 - 3p,

we can differentiate it with respect to p to find dq/dp :  dq/dp = -3

Substituting the given values p = 1600 and dq/dp = -3 into the formula, we get:

ϵ = (-3) * (1600 / (5300 - 3 * 1600))

ϵ = (-3) * (1600 / (5300 - 4800))

ϵ = (-3) * (1600 / 500)

ϵ = -9.6

The absolute value of ϵ is |ϵ| = 9.6. Since |ϵ| > 1, the demand is elastic. A demand is considered elastic when the absolute value of the elasticity is greater than 1.

Therefore, the point elasticity of demand is |ϵ| = 9.6 > 1, indicating that the demand is elastic. Hence, the correct answer is a. |ϵ| = 9.6 > 1 and demand is elastic.

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Answer:

Let's assume that the number of questions Robin attempted correctly is x.

For each correct answer, Robin gets 2 marks, so the total marks earned from correct answers would be 2x.

For each incorrect answer, 1 mark is deducted, so the total marks deducted would be 50 - x.

Given that Robin scored 58 on the test, we can set up the equation:

2x - (50 - x) = 58

Simplifying the equation:

2x - 50 + x = 58

3x - 50 = 58

3x = 58 + 50

3x = 108

x = 108 / 3

x = 36

Answer:

\(\dfrac{1}{729}\)

Step-by-step explanation:

\(\left(\dfrac{}{}(-3)^2\dfrac{}{}\right)^{-3}\)

First, we should evaluate inside the large parentheses:

\((-3)^2 = (-3)\cdot (-3) = 9\)

We know that a number to a positive exponent is equal to the base number multiplied by itself as many times as the exponent. For example,

\(4^3 = 4 \, \cdot\, 4\, \cdot \,4\)

       ↑1 ↑2 ↑3 times because the exponent is 3

Next, we can put the value 9 into where \((-3)^2\) was originally:

\((9)^{-3}\)

We know that a number to a negative power is equal to 1 divided by that number to the absolute value of that negative power. For example,

\(3^{-2} = \dfrac{1}{3^2} = \dfrac{1}{3\cdot 3} = \dfrac{1}{9}\)

Finally, we can apply this principle to the \(9^{-3}\):

\(9^{-3} = \dfrac{1}{9^3} = \boxed{\dfrac{1}{729}}\)

Answer:

-b

Step-by-step explanation:

a-(a+b)

a-a-b

-b

The rotation used in this problem is given as follows:

90º clockwise rotation.

The five more known rotation rules are given as follows:

A vertex and it's equivalent is given as follows:

A(1,3) and A'(3, -1).

Hence the rule is:

(x,y) -> (y, -x).

Which is the rule for a 90° clockwise rotation = 270º counterclockwise rotation.

The image is presented at the end of the answer.

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Answer:

90° clockwise rotation

Step-by-step explanation:

I did the exam and got it correct

Answer:

6 x \(\frac{3}{4}\)= 4\(\frac{2}{4}\)

Step-by-step explanation:

Answer:

multiplication

Step-by-step explanation:

HOPE THIS HELPS

Using the Central Limit Theorem, the state that the sample mean would most likely be within $80 of $2,600 is given by:

c. Equally likely because σ = $800 for both states.

It states that the sampling distribution of sample means of size n has standard deviation \(s = \frac{\sigma}{\sqrt{n}}\).

In this problem, we have that for both states, \(\sigma = 800, n = 100\), hence they have the same standard error, being equally as likely to be within $80 of $2,600, meaning that option C is correct.

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Answer:

8.64

Explanation: I just did the math

To simplify the expression (x^5 + 6x^3 + x - 7) - (x^5 - xA + x^3 + 6), we can distribute the negative sign inside the parentheses on the right-hand side:

(x^5 + 6x^3 + x - 7) - x^5 + xA - x^3 - 6

Next, we can combine like terms by adding or subtracting the coefficients of the same variables:

x^5 - x^5 + 6x^3 - x^3 + xA + x - 7 - 6

The x^5 terms cancel out, and the -7 and -6 can be combined to give -13.

This leaves us with the simplified expression:

xA + 5x^3 - 13

Therefore, the answer is (H) x + 5x^3 - 13. This expression cannot be further simplified, and it represents the difference between the two original expressions given in the question.

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Linear cost function can be defined as the total cost of the product in relation to the total production cost. To determine the linear cost function when given the fixed cost and the cost of production of a given number of items,

the following formula is used;C(x) = fixed cost + variable cost xWhere;C(x) represents the total cost of production of x number of items.

The fixed cost represents the cost of producing zero units. And the variable cost represents the cost of production of a single unit.

The variable cost can be determined using the following formula;variable cost = (total cost of production - fixed cost) / number of items producedWhen the cost of producing 40 items is $900 and the fixed cost is $100, the variable cost can be computed as follows;variable cost = (900 - 100) / 40= $20Substituting this value for the variable cost and the given value of fixed cost into the linear cost function formula yields;C(x) = 100 + 20xThis is the linear cost function for the given situation.

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