Which of the following is a way in which statistics are made to be misleading?

Answer:

parallel means that the line has the same slope as

\(y = \frac{1}{2} x + 9\)

Slope point formula :

y - y1 = m (x - x1)

m represents the slope.

x and y represents the point in the form (x, y).

Since the slopes are the same we can substitute the slope into the formula:

\(y - y1 = \frac{1}{2} (x - x1)\)

then we can substitute our point (2, - 5)

\(y - ( - 5) = \frac{1}{2} (x - 2)\)

Final answer:

Change the - 5 to positive.

\(y + 5 = \frac{1}{2} (x - 2)\)

Leave y by it's own and subtract 5 to get rid of it. Do this both sides to make it equal.

\(y + 5 - 5 = \frac{1}{2} (x - 2) - 5\)

Get rid of the brackets by multiplying:

\(y =( \frac{1}{2} \times x) - ( \frac{1}{2} \times 2) - 5\)

simplify:

\(y = \frac{1}{2} x - 1 - 5\)

Answer:

\(y = \frac{1}{2} x - 6\)

Answer:conjectured that F(n)≈0.72∗n∗f(n). Following that clue, we can find the following identity holds for all cases we tested by trial and error.

F(n)=nf(n)−(n−2)f(n−2)+(n−4)f(n−4)−(n−6)f(n−6)+⋯

where the sequence of summands goes on as long as the summand makes sense.

Step-by-step explanation:

Answer:

Plain=3

Fancy=4

Step-by-step explanation:

Answer:

Plain=3

Fancy=4

Step-by-step explanation:

Answer:

a numerical or constant quantity placed before and multiplying the variable in an algebraic expression (e.g. 4 in 4x y).

Answer:

A coefficient is a numerical or constant quantity placed before and multiplying variable.

Step-by-step explanation:

For example, 4x+8=12. 4 is the coefficient.

So

Diagonals of Rhombus intercect at 90°.

So

Using angle sum property

\(\\ \tt\longmapsto 90+27+<RUS=180\)

\(\\ \tt\longmapsto <RUS=180-117=63°\)

Answer:

Step-by-step explanation:

The diagonals of the kite are perpendicular: RT ⊥ SU

RT is angle bisector of ∠SRU

∠RSU and ∠RUS are equal angles and are complementary with ∠SRT:

Answer:

  (c)  $1062.50

Step-by-step explanation:

The total of the rental and security deposits amounts to two and a half months' rent:

  2.5 × $425 = 1062.50

It will cost Blake $1062.50 to move in.

Answer:

1. False

2. False

Step-by-step explanation:

The statement "BC and B'C' are on the same line" is false, and the statement "the lengths of CD and C'D' are equal" is false.

A point is transformed when it is moved from where it was originally to a new location. Translation, rotation, reflection, and dilation are examples of different transformations.

Quadrilateral A'B'C'D prime is the result of dilating quadrilateral ABCD about point P by a scale factor of 5/3

To determine whether each claim about the properties of ABCD and A'B'C'D' is true or false.

The points in the image by multiplying the coordinates of the points in the preimage by the scale factor.

Thus, the statement "BC and B'C' are on the same line" is false and the statement "the lengths of CD and C'D' are equal" is false.

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An angle in a rectangular coordinate system is in standard position if its vertex is at the origin of the plane, the initial side of the angle is on the positive x-axis, and the terminal side of the angle is in one of the four quadrants. The angle is measured in a counterclockwise direction from the positive x-axis and is considered positive if it lies in the counterclockwise direction and negative if it lies in the clockwise direction.

The position of an angle is measured from the reference line called the initial side, which is the positive x-axis, and it ends at the terminal side, which is the side where the angle is located. An angle in a rectangular coordinate system is in a standard position if its vertex is at the origin of the plane. An angle is said to be in a standard position if its vertex is located at the origin of the coordinate system.

To summarize, an angle in a rectangular coordinate system is in standard position if its vertex is at the origin of the plane, the initial side of the angle is on the positive x-axis, and the terminal side of the angle is in one of the four quadrants. The position of an angle is measured from the reference line called the initial side, which is the positive x-axis, and it ends at the terminal side, which is the side where the angle is located.

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Answer:

85 miles.

Step-by-step explanation:

Lets begin by figuring out the number of miles in 4 inches. Since every 2 inches make 40 miles, we can figure out that there are 80 miles in 4 inches. To figure out that .125 part, we multiply 40 by .125, to get 5. We can add 80 plus 5 to get our grand total of 85 miles.

The required number of gallons of gas that you can afford if you have $35 is 11.4 gallons.

Let x be the number of gallons of gas that you can afford if you have $35.
Let y be the cost per gallon of gas in dollars.Since if you purchase a $9.00 car wash, the cost per gallon of gas is $1.75, then the equation of y can be written as:y = 1.75 dollars/gallon
Also, the cost of car wash can be expressed as $9.00.
Thus, the total amount spent can be expressed in terms of x and y.
Therefore, the linear equation can be written as:9 + xy = 35, where x is the number of gallons of gas and y is the cost per gallon of gas.
Substituting the value of y into the equation, we get:9 + 1.75x = 35x = (35 - 9)/1.75x = 20
Rounding the result to the nearest tenth, we get the value of x to be 11.4 gallons.

Thus, the required number of gallons of gas that you can afford if you have $35 is 11.4 gallons.

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Answer:

29/12

Step-by-step explanation:

\(\frac{7}{4} +\frac{2}{3}\)

7 * 3 / 4 *3 = 21/12

2 * 4 / 3 * 4 = 8/12

\(\frac{21}{12} +\frac{8}{12}= \frac{29}{12}\)

Hope this helps!

Answer:

29/12 or 2 and 5/2 as a mixed number

Step-by-step explanation:

The solution of the system of equations is y = 5 and x = 3, and the difference x - y gives:

x - y = -2

Here we have the system of equations:

5x + 3y = 30

-5x - 2y = -25

If we add the two equations we will get:

(5x + 3y) + (-5x - 2y) = 30 + (-25)

y = 5

So just by doing that we found the value of the variable y.

To find the value of x, we can replace the known value of y on one of the equations, doing that we will get:

5x + 3y = 30

5x + 3*5 = 30

5x + 15 = 30

5x = 30 - 15 = 15

x = 15/5 = 3

x = 3

Then the difference x - y gives:

x - y = 3 - 5 = -2

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The simple random sample provided a sample mean of X and a sample standard deviation of Y.

A simple random sample is a subset of individuals selected randomly from a larger population. The sample mean (X) represents the average value of the variable of interest within the sample, while the sample standard deviation (Y) measures the dispersion or spread of the data around the sample mean. The sample mean is calculated by summing up all the values in the sample and dividing it by the sample size. The sample standard deviation is calculated by taking the square root of the variance, which is the average of the squared differences between each value and the sample mean.

The sample mean is a useful statistic as it provides an estimate of the population mean, assuming the sample is representative of the population. It is often used to make inferences about the larger population. On the other hand, the sample standard deviation indicates the variability within the sample. A smaller standard deviation suggests that the data points are closer to the sample mean, while a larger standard deviation indicates greater variability or dispersion.

It is important to note that the sample mean and sample standard deviation are statistics calculated from the sample and are subject to sampling variability. To make more accurate inferences about the population, it is often necessary to use inferential statistics, such as confidence intervals or hypothesis testing. These techniques take into account the sample size, sample mean, and sample standard deviation to draw conclusions about the population parameters.

Overall, the simple random sample provided a sample mean of X and a sample standard deviation of Y, which are essential measures to understand the central tendency and dispersion of the data within the sample.

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Answer:

You will get the same answer when you convert feet to inches or inches to feet because the value for each unit will still be the same. For example if something is 60 inches and you covert it to 5 feet, it still has the same numerical value.

Based on the hypothesis test using a significance level (α) of 0.05 and a p-value of 0.20, we fail to reject the null hypothesis, which suggests that we should not build a brick-and-mortar store.

In hypothesis testing, we compare the p-value to the significance level (α) to make a decision about the null hypothesis (H0). The null hypothesis states that there is no significant effect or relationship, while the alternative hypothesis (Ha) suggests otherwise.

In this case, the null hypothesis (H0) states that we should not build a brick-and-mortar store, and the alternative hypothesis (Ha) suggests that we should build one. When the p-value is higher than the significance level (α), it means that we do not have enough evidence to reject the null hypothesis.

Given that the p-value is 0.20 and the significance level (α) is 0.05, the p-value is greater than α. Therefore, we fail to reject the null hypothesis, indicating that there is not enough evidence to support building a brick-and-mortar store. This means that based on the statistical analysis, it would be recommended not to proceed with constructing a physical store.

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Answer:

8

Step-by-step explanation:

3x - 5 <19

3x <19 +5

3x <24

x <24 :3

x <8

The interval of convergence for the power series is the set of all values of x for which the series converges. The table mentioned in your question likely shows the values of x for which the series converges or diverges.

The interval of convergence for a power series is determined by finding the values of x for which the series converges absolutely. The convergence or divergence of a power series can be determined using various tests, such as the ratio test or the root test.
Once the interval of convergence is found, it can be summarized as a range of values for x. For example, if the interval of convergence is (-3, 5], then the series converges for all values of x between -3 and 5, inclusive.

Hence, the interval of convergence for a power series is the set of all values of x for which the series converges, and it can be determined by finding the values of x for which the series converges absolutely.

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This is the answer to your problem

The first two numbers in each row of the relative frequency table represent the percentage of cars and trucks of a particular color out of the total number of vehicles in the parking lot.

To create a relative frequency table, we need to divide the frequency of each color by the total number of vehicles (65) and then multiply by 100 to get a percentage.

Relative Frequency Table by Color:

The first two numbers in each row must add up to 100% because we are calculating the relative frequency of each color with respect to the total number of vehicles (65). Therefore, the percentage of cars and trucks of each color must add up to 100% of that color's total frequency. The total row must also add up to 100% because it represents the entire population of vehicles.

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The given question is incomplete, the complete question is:

There are 65 vehicles in a parking lot. The frequency table shows data about the types and colors of the vehicles. Complete a relative frequency table to show the distribution of the data with respect to color. Use pencil and paper. Explain why the first two numbers in each row must add up to 100%. Frequency Table Type of Vehicle Color Car Truck Total Blue 22 14 36 Red 12 17 29 Total 34 31 65

Answer: 5

Step-by-step explanation:

Answer:

The answer is 3,375

Step-by-step explanation:

5 x 3=15

15 to the 3rd power is 15 x 15 x 15

15 x 15 x 15= 3,375 :)

Answer:

not equivalent to meteorologists ratio

Step-by-step explanation:

meteorologists ratio is

rainy days : sunny days = 2 : 5

last months weather is

rainy days : sunny days

= 10 : 20 ( divide both parts by LCM of 10 )

= 1 : 2 ← not equivalent to 2 : 5

The combination of the expression is \(5\sqrt{5} + \sqrt{3} + 10\)

We are given that;

The expression= 1/3√45- 1/2√12 +√20+2/3√27 3 + 4 + 3

To combine the expressions, we need to simplify the radicals and find the common factors.

Rewrite the radicals as fractional exponents

= \(\frac{1}{3}(45)^{\frac{1}{2}} - \frac{1}{2}(12)^{\frac{1}{2}} + (20)^{\frac{1}{2}} + \frac{2}{3}(27)^{\frac{1}{2}} + 3 + 4 + 3\)

Simplify the coefficients and combine the like terms:

\(=5\sqrt{5} + \sqrt{3} + 10\)

Therefore, the expression will be \(5\sqrt{5} + \sqrt{3} + 10\).

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The equation of the function g(x) is g(x) = -3x² + 3

From the question, we have the following parameters that can be used in our computation:

The functions h(x) and g(x)

Where

h(x) = -3x² - 1

Also, we have

The transformation of h(x) to g(x) to be h(x) is shifted up 4 units to g(x)

This means that

g(x) = h(x) + 4

Substitute the known values in the above equation, so, we have the following representation

g(x) = -3x² - 1 + 4

Evaluate

g(x) = -3x² + 3

Hence, the equation is g(x) = -3x² + 3

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Answer:

B the answer is B I believe so

Answer: It is true

Step-by-step explanation:

32 times 7 is 224

8 times 28 is 224

True

Answer:

$35

Step-by-step explanation:

1-2/7=5/7 (remaining money left after shopping)

2/5×5/7=2/7 (amount of money lost)

5/7-2/7=3/7 (amount of money she has now)

3/7=$15

1/7=$5

7/7=$35

Hence, total amount of money she has before she went shopping=$35

hope it helps:))))

Answer:

The possible number of students in Mrs. Hayko's class is limited to 15 or 30, as higher multiples of 15 would exceed the desired class size.

Step-by-step explanation:

a)

Let 'x' be the total number of students in Mrs. Hayko's class.

One-third of the students walk to school: (1/3)x.

The remaining students who do not walk to school: (2/3)x.

Four-fifths of the non-walking students take the bus: (4/5) * (2/3)x.

Simplify to find the fraction of students taking the bus: (8/15)x.

b)

Consider different values for 'x' to find a whole number of students taking the bus.

Start with a small number, such as x = 15.

Calculate the number of students taking the bus using (8/15)x.

If the result is a whole number, it's a possible class size.

Repeat with different values of 'x' until a whole number is obtained.

The possible number of students in Mrs. Hayko's class could be 15, 30, or any other multiple of 15.

Given:

Equations are given in the roots.

In square root, if two terms are in the root means we cn write one term outside the root.

Answer:

x=1

x=-3

Step-by-step explanation:

(x-1)(x^3 + 3x^2 +x +3) = 0

(x-1)( x+3)(x^2 +1)=0