Salisbury Middle School participated in a charity walk-a-thon. The data below shows the amount of money raised by the eighth grade classes. In a box-and-whisker plot for the data, which number would represent the third quartile?

{$140, $174, $148, $171, $150, $167, $152, $166}
A.
165

75% is the missing percentage in x% of 1000000 = 750000.

A fraction of a number in hundredths, or fractions with a denominator of 100 (such as 5/100), can be expressed as a percentage, also known as a %. The Latin phrase per centum, which means "per hundred," or the French word pour cent, which has a similar meaning to the Latin word, may have been the source of the word %. A value or ratio that may be stated as a fraction of 100 is referred to as a percentage in mathematics. If we need to calculate a percentage of a number, we should divide it by its entirety and then multiply it by 100. The proportion therefore refers to a component per hundred. Percent is a unit of measurement.

Given,

Let x be the missing percentage,

x% of 1000000 = 750000

Dividing,

x% = 750000/1000000

x/100 = 0.75

Cross multiplying,

x = 75

75% is the missing percentage in x% of 1000000 = 750000.

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Given that cos (0) = 0, we can use the Pythagorean identity sin^2(x) + cos^2(x) = 1 to find the value of sin (0).

sin^2(0) + cos^2(0) = 1

sin^2(0) = 1 - cos^2(0)

sin^2(0) = 1 - 0^2

sin^2(0) = 1

So, sin (0) = sqrt(sin^2(0)) = sqrt (1) = 1.

However, the given value is sin (0) = v3/6. This means that sin (0) = sqrt (3)/2, which is the value of sin (60). Therefore, the correct value of sin (0) is sqrt (3)/2, not 1.

trigonometry, the branch of mathematics deal with specific functions of angles and their application to calculations. There is total six functions of an angle commonly used in trigonometry.

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8 - 6/5 x = 10

Solve for x

-6/5 x = 10 - 8

-6/5 x = 2

Answer:

negative two and five eights

Step-by-step explanation:

It usually helps to break down the equation like this:

-1 - 1 = -2

1/4 = 2/8

2 - 3 = 5, therefore 2/8 - 3/8 = 5/8.

Put it all together,

-1 1/4 - 1 3/8 = -2 5/8

Answer:

93

Step-by-step explanation:

Setup an equation. Add the 5 tests together, the unknown test will be represented by x, Since there are 5 tests total, you will divide by 5. to find the average.

\(\frac{89 + 85+96+87+x}{5} = 90\)

To solve first multiply both side by 5.

\((5) \frac{89 + 85+96+87+x}{5} = 90 (5)\)

\(89 + 85+96+87+x = 450\)

Add the left side and then solve for x

\(357 + x = 450\)

Subtract 357 from both sides

357 - 357 + x = 450 - 357

x = 93

The last test has to be a score of 93 to get an average of 90.

Answer:

I don't know were the statement are but here are the specs of each set

Step-by-step explanation:

Set A

mean; 83.83333

median; 87.5

mode; it has no mode

range; 147

Set B

mean; 67.08571

median; 3

mode; no mode

range; 376

hope this helps sorry for late answer :)

Answer:

cjsbg sorry

Step-by-step explanation:

not haha

Answer:

The values of p = 0 < p ≤ 2/3

Step-by-step explanation:

First we write the probability of 6V flashlight working representing it as a binomial mass function of a binomial random variable

P ( 6v flashlight working  ) = P ( at least one 6V battery works )

                                           = P ( 1 6v battery work )  + P ( 2  6v battery work )

                                           = b( 2; 2, p ) + b( 1; 2, p )

write out a formula of  b( 2; 2, p ) + b( 1; 2, p )

P ( 6v flashlight working  )  = p^2 + 2p( 1 - p )

Next we write the probability of D flashlight working representing it as a binomial mass function of a binomial random variable

P ( D flashlight works ) = p ( at least two D batteries works )

                                     = b( 4; 4, p ) + b(3;4, p ) + b(2; 4, p )

write out a formula of  b( 4; 4, p ) + b(3;4, p ) + b(2; 4, p )

P ( D flashlight works ) = \(P^4 + 4p^3 ( 1- p ) + 6p^2 ( 1- p)^2\)

attached below is the remaining solution

Answer:

Step-by-step explanation:

In the Intermediate Phase of mathematics education, one topic that demonstrates a hierarchical and logical progression in patterns, functions, and algebra is the concept of "Linear Equations."

The topic of Linear Equations in the Intermediate Phase builds upon the foundation laid in earlier grades and serves as a stepping stone towards more advanced algebraic concepts. Here is an overview of the topic sequence and content area spread for Linear Equations:

Introduction to Variables and Expressions:

Students are introduced to the concept of variables and expressions, learning to represent unknown quantities using letters or symbols. They understand the difference between constants and variables and learn to evaluate expressions.

Solving One-Step Equations:

Students learn how to solve simple one-step equations involving addition, subtraction, multiplication, and division. They develop the skills to isolate the variable and find its value.

Solving Two-Step Equations:

Building upon the previous knowledge, students progress to solving two-step equations. They learn to perform multiple operations to isolate the variable and find its value.

Writing and Graphing Linear Equations:

Students explore the relationship between variables and learn to write linear equations in slope-intercept form (y = mx + b). They understand the meaning of slope and y-intercept and how they relate to the graph of a line.

Systems of Linear Equations:

Students are introduced to the concept of systems of linear equations, where multiple equations are solved simultaneously. They learn various methods such as substitution, elimination, and graphing to find the solution to the system.

Word Problems and Applications:

Students apply their understanding of linear equations to solve real-life word problems and situations. They learn to translate verbal descriptions into algebraic equations and solve them to find the unknown quantities.

The content area spread for Linear Equations includes concepts such as variables, expressions, equations, operations, graphing, slope, y-intercept, systems, and real-world applications. The progression from simple one-step equations to more complex systems of equations reflects a logical sequence that builds upon prior knowledge and skills.

By following this hierarchical progression, students develop a solid foundation in algebraic thinking and problem-solving skills. They learn to apply mathematical concepts and procedures in a systematic and logical manner, paving the way for further exploration of patterns, functions, and advanced algebraic topics in later phases of mathematics education.

Answer:

a) A. The relevant variable is the population mean work week (in hours) for workers aged 18-25.

b) Null hypothesis:\(\mu \leq 40\)  

Alternative hypothesis:\(\mu > 40\)  

c) \(t=\frac{45.6-40}{\frac{14.6}{\sqrt{893}}}=11.46\)    

The p value for this case would be:

\( p_v = P(t_{110} >11.46) \approx =0\)

d) Since the p value is a very low value we have enough evidence to reject the null hypothesis and we can conclude that the true mean for this case exceeds 40 hours.

Step-by-step explanation:

Information provided

\(\bar X=45.6\) represent the sample mean

\(s=14.6\) represent the sample standard deviation

\(n=893\) sample size  

\(\mu_o =40\) represent the value to verify

t would represent the statistic  

\(p_v\) represent the p value

a. Identify the relevant and parameter variable. Choose the correct relevant variable below.

A. The relevant variable is the population mean work week (in hours) for workers aged 18-25.

b. State the null and alternative hypotheses. State the null hypothesis.

We want to verify if the population mean is higher than 40, the system of hypothesis would be:  

Null hypothesis:\(\mu \leq 40\)  

Alternative hypothesis:\(\mu > 40\)  

c. Calculate the statistic

\(t=\frac{\bar X-\mu_o}{\frac{s}{\sqrt{n}}}\)  (1)  

Replacing the info given we got:

\(t=\frac{45.6-40}{\frac{14.6}{\sqrt{893}}}=11.46\)    

The p value for this case would be:

\( p_v = P(t_{110} >11.46) \approx =0\)

d. Conclusion

Since the p value is a very low value we have enough evidence to reject the null hypothesis and we can conclude that the true mean for this case exceeds 40 hours.

Answer:

c. tr(AB) = tr(A)tr(B)

Step-by-step explanation:

The trace of a matrix is only valid for a square matrix, that is a n by n matrix. The trace of a matrix is the sum of all its diagonal elements. The following properties of trace holds for a matrix A and B with size n by n and a real number c.

i) The trace sum of two matrix is equal to the sum of their individual traces. That is:

tr(A + B) = tr(A) + tr(B)

ii) The trace of the product of a scalar and a matrix is the same as the product of the scalar and the trace of the product, that is:

tr(cA) = ctr(A)

iii) The trace of a transpose of a matrix is equal to the trace of the matrix, that is:

\(tr(A^T)=tr(A)\)

iv) The trace of a product of matrix is given as:

tr(AB) = tr(BA)

Answer:

c. tr(AB) = tr(A)tr(B)

The rent option will cost 120 more dollars than the outright cost of the computer .

The outright cost of the computer is $864.

The store also offers a rent to own option which will cost $41 per week for 24 weeks.

Therefore, the total cost for the rent option is as follows:

cost of the computer for rent option = 41 × 24

cost of the computer for rent option = 984 dollars

Therefore,

difference in cost = 984  - 864

difference in cost = 120 dollars

Therefore, the rent option will cost 120 more dollars than the outright cost of the computer.

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Answer:

(a) The mean is 0.04

The standard deviation is approximately 0.0196

(b) The sampling distribution of p is not approximately normal because n·p is less than 10

(c) Given that n  = 400, we have;

i) The mean is 0.04

The standard deviation is approximately 0.0098

ii) The sampling distribution is always centered at the population mean, regardless of the sample size

iii) When the sample size increases, the standard deviation decreases

(d) The sampling distribution of p is approximately normal because n·p and n·(1 - p) are both at least 10

Step-by-step explanation:

(a) From the question, we have that the actual proportion of all adult Americans who watch online = 0.04

Given that the sample size, 'n' is 100 which is larger than 30, we can assume that the distribution of the sample mean is normal

Therefore, the mean (proportion) of the sample, P = The mean (proportion) of the population = 0.04

The mean, P = 0.04

The standard deviation, σ = √((p·(1 - p))/n)

∴ σ = √((0.04·(1 - 0.04))/100) ≈ 0.0196

(b) The sampling of p is approximately normal, given that the sample size, 'n' = 100 which is randomly selected from the population, we have;

The sampling distribution = n·p  = 100 × 0.04 = 4 <10

Therefore, the sample is not approximately normal because the sampling distribution, n·p = 4 which is less than 10

c) Given that n  = 400, we have;

p = 0.04 = The [population mean

The standard deviation, σ √((0.04·(1 - 0.04))/400) ≈ 0.0098

According to the central limit theorem when the sample size increases, the mean approaches the population mean, therefore, the sampling distribution is always centered at the population mean, regardless of the sample size

When the sample size increases, the standard deviation decreases

(d) Given that when the sample size, n = 400, we have;

n·p = 400 × 0.04 = 16 > 10

Similarly, we have;

n·(1 - p) = 400 × (1 - 0.04) = 384 > 10

The sample is approximately normal

Therefore, the sampling distribution of p is approximately normal because np and n(1 - p) are both at least 10

Answer: To expand the expression 1/3(16a-8), we can distribute the 1/3 to each term inside the parentheses:

1/3(16a-8) = 1/3(16a) - 1/3(8)

Simplifying each term:

1/3(16a) = (1/3)16a = (16/3)*a

1/3(8) = (1/3)*8 = 8/3

So the fully expanded expression is:

1/3(16a-8) = (16/3)*a - 8/3

Step-by-step explanation:

The quotient of a number x and two tenths is 5x

Quotient is defined as the quantity derived from the division of two numbers.

From the information given, we are to find the the quotient of;

The quotient is written thus;

= x/ 2/ 10

Take the inverse of the denominator and multiply

= x × 10/ 2

= 10x/ 2

find common divisor

= 5x

Thus, the quotient of a number x and two tenths is 5x

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9514 1404 393

Answer:

   (a)  34 ft²

Step-by-step explanation:

The "top" and "back" together have a height of 2 ft + 1 1/2 ft = 3 1/2 ft. The bottom and front will have the same height, so the central vertical rectangle in the net will have a height of 2×(3 1/2 ft) = 7 ft. It is shown as having a width of 4 ft, so its area is ...

  A = WH = (4 ft)(7 ft) = 28 ft²

__

The two areas labeled "left" and "right" are shown as having a height of 1 1/2 ft. Their width is the same as the width of the bottom (or top), so is 2 ft. The total area of the left and right sides is then ...

  left + right = 2WH = 2(2 ft)(1 1/2 ft) = 6 ft²

That makes the area of the entire net be ...

  total surface area = 28 ft² +6 ft² = 34 ft²

The surface area of the box is 34 square feet.

When the whale starts at -9 m and changes 11 m, the new position will be 2m.

It should be noted that an expression simply refers to the mathematical statements which have at least two terms which are related by an operator and contain either numbers, variables, or both. Addition, subtraction, multiplication, and division are all possible mathematical operations.

In this case, the whale starts at -9 m and changes 11 m. The new position will be:

= - 9 + 11

= 2 meters.

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Complete question

A whale starts at -9 m and changes 11 m. What is the new position?

Answer:

\(\frac{30meters}{second}\)

600meters

Step-by-step explanation:

Use conversion factors that represent 1.  You can cross cancel wods just like numbers.

\(\frac{108km}{1hour}\) · \(\frac{1hour}{60 minutes}\) · \(\frac{1minute}{60seconds}\) ·\(\frac{1000meters}{1 km}\)

\(\frac{108000meters}{3600seconds}\)

\(\frac{30meters}{second}\)

\(\frac{30meters}{second}\) ·\(\frac{20seconds}{1}\)

600 meters

Helping in the name of Jesus.

Answer:1.5 pints

Step-by-step explanation: I only want Brainliest and 5 star. Thank u

Answer:

A Complex Number is a combination of a

Real Number and an Imaginary Number

and

Imaginary numbers, also called complex numbers, are used in real-life applications, such as electricity, as well as quadratic equations. In quadratic planes, imaginary numbers show up in equations that don’t touch the x axis. Imaginary numbers become particularly useful in advanced calculus.

Answer:

0.03593

Step-by-step explanation:

We solve using z score formula

z = (x-μ)/σ, where

x is the raw score = 17,340

μ is the population mean = 15,000

σ is the population standard deviation = 1300

z score:

z = 17340 - 15000/1300

z =1.8

Probability value from Z-Table:

P(x<17340) = 0.96407

P(x >17340) = 1 - P(x<17340)

= 1 - 0.96407

= 0.03593

The probability that the life span of the monitor will be more than 17,340 hours is 0.03593

The expression equivalent to the given expression 2(x -2)-5(2x -3) is

(2x-4-10x+15)

An expression in maths, a sentence with a minimum of two numbers or variables and at least one maths operation.

Given is an expression, 2(x -2)-5(2x -3)

Using distributive property,

a(b+c) = ab+bc

2(x -2)-5(2x -3) = 2x-4-10x+15

Hence, The expression equivalent to the given expression 2(x -2)-5(2x -3) is (2x-4-10x+15)

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Answer:

V=3

Step-by-step explanation:

9v=27

You have to get v on its own so you have to do the inverse operation which in this case would be division, 9/9, what you do to one side you have to do to the other so 27/9

That’s would separate v from the other numbers and so V=3

9v=27

9v/9=27/9

V=3

Answer: v=3

Step-by-step explanation:

Simplifying

9v + -27 = 0

Reorder the terms:

-27 + 9v = 0

Solving

-27 + 9v = 0

Solving for variable 'v'.

Move all terms containing v to the left, all other terms to the right.

Add '27' to each side of the equation.

-27 + 27 + 9v = 0 + 27

Combine like terms: -27 + 27 = 0

0 + 9v = 0 + 27

9v = 0 + 27

Combine like terms: 0 + 27 = 27

9v = 27

Divide each side by '9'.

v = 3

Simplifying

v = 3

Answer:

D. Vertx: (3,-16); Intercepts: x = -1, 7

Step-by-step explanation:

I graphed the equation on the graph below.

Answer:

1/4

Step-by-step explanation:

Divide 25 and 100 by 25. You get 1/4.

Answer:

1/4

Step-by-step explanation:

Convert this fraction.

25/100 is 1/4 reduced to the lowest extent.

1/4 is your answer, hope this helps!