Did I get this right originally? I think I did.

Answer:

1. 40/8 = 5

2. 3x5 : 5x5

3. 15:25

There are 15 boys to 25 girls in the class

Step-by-step explanation:

Using the t-distribution, it is found that since the test statistic is greater than the critical value, the sample information supports the suspicion that the average strength of corrugated fiberboards from Firm 1 is three pounds per square inch higher than that from Firm 2.

At the null hypothesis, we test if the average strength of corrugated fiberboards from Firm 1 is not three pounds per square inch higher than that from Firm 2, that is, we test if the subtraction of the means is at most 3, hence:

[tex]H_0: \mu_1 - \mu_2 \leq 3[/tex]

At the alternative hypothesis, we test if the difference is more than 3, that is:

[tex]H_1: \mu_1 - \mu_2 > 3[/tex]

The mean and the standard deviation for both tests are:

[tex]\mu_1 = 366, s_1 = 11.67[/tex]

[tex]\mu_2 = 357.4, s_2 = 4.27[/tex]

The standard errors are:

[tex]s_1 = \frac{11.67}{\sqrt{9}} = 2.9175[/tex]

[tex]s_2 = \frac{4.27}{\sqrt{10}} = 1.35[/tex]

The distribution of the difference has mean and standard deviation given by:

[tex]\overline{x} = \mu_1 - \mu_2 = 366 - 357.4 = 8.6[/tex]

[tex]s = \sqrt{s_1^2 + s_2^2} = \sqrt{2.9175^2 + 1.35^2} = 3.2147[/tex]

The test statistic is given by:

[tex]t = \frac{\overline{x} - \mu}{s}[/tex]

In which [tex]\mu = 3[/tex] is the value tested at the null hypothesis.

It's value is:

[tex]t = \frac{\overline{x} - \mu}{s}[/tex]

[tex]t = \frac{8.6 - 3}{3.2147}[/tex]

[tex]t = 1.742[/tex]

The critical value for a right-tailed test, as we are testing if the mean is greater than a value, with 9 + 10 - 2 = 17 df and a significance level of 0.05 is [tex]t^{\ast} = 1.7396[/tex]

Since the test statistic is greater than the critical value, the sample information supports the suspicion that the average strength of corrugated fiberboards from Firm 1 is three pounds per square inch higher than that from Firm 2.

A similar problem is given at https://brainly.com/question/25562298

Answer:

The Rule for Horizontal Translations:

if y = f(x), then y = f(x-h) gives a vertical translation. The translation h moves the graph to the left when h is a postive value and to the right when h is a negative value.

Step-by-step explanation:

First, let us look at the parent function f(x) = |x|. The graph of this function looks like the following.

Notice that it is symmetric about the y-axis and looks like a v. Now, that we have the parent function and its graph. Let's look at thow the four transformations happen.

Part I: Horizontal and Vertical Translations

First, we must have a definition of the two types of translations. A vertical translation moves the graph up or down. An example of that would be:

Here, the red graph has been moved up 10 units and the blue graph has been moved down 10 units. These are the two types of vertical translations.

The other type of translation is a horizontal translation. A horizontal translation moves the graph left or right. An example of this would be:

Here, the red graph has been moved to the left 10 units and the blue graph has been moved to the right 10 units.

Now that we have seen some examples of the these, let's see if we can figure out why these translations happen.

Here is an equation of one of the vertical translations: , which of the graphs do you think it is? If you said the red one, you are correct.

Now, what do you think the equation of the blue graph is? If you said, , then you are correct again.

What does this lead us to any generalizations about how to make vertical translations with regard to our parent function? If you need a little more help, click here to start a movie of the parent function moving through vertical translations.

Now, we have hopefully come up with a generalization for our parent funcion, f(x) = |x|.

The Rule for Vertical Translations:

if y = f(x), then y = f(x) + k gives a vertical translation. The translation k moves the graph upward when k is a postive value and downward when k is negative value.

Here is an equation of one of the horizontal translations: , which of the graphs do you think it is? If you said the red one, you are correct.

Now, what do you think the equation of the blue graph is? If you said, , then you are correct again.

What does this lead us to any generalizations about how to make vertical translations with regard to our parent function? If you need a little more help, click here to start a movie of the parent function moving through horizontal translations.

Now, we have hopefully come up with a generalization for our parent funcion, f(x) = |x|.

The Rule for Horizontal Translations:

if y = f(x), then y = f(x-h) gives a vertical translation. The translation h moves the graph to the left when h is a postive value and to the right when h is a negative value.

Hope this helps, have a nice day/night! :D

If it helped, please mark as brainliest!

Answer:

1

Step-by-step explanation:

d5 7yvjn3f5crc6tv6tvt7gv7g

Answer:

15, - 7, 8, - 24

Step-by-step explanation:

1

f(4) = [tex]\frac{1}{2}[/tex] × 4 + 13 = 2 + 13 = 15

2

f(5) = [tex]\frac{3}{5}[/tex] × 5 - 10 = 3 - 10 = - 7

3

f(- 1) = (- 1)² + 7 = 1 + 7 = 8

4

f(2) = 3(2)³ - 12(2)² = 3(8) - 12(4) = 24 - 48 = - 24

Answer:

d=7

Step-by-step explanation:

7-2.125= 4.875

7 is your answer as it balances both sides of the equation.

i got seven by adding 2.125. to 4.875

Answer:

Step-by-step explanation:

1. add 2.125 to both sides of your equation

4.875 = d - 2.125

+2.125        +2.125

7 = d

The d is now isolated which allows us to see the answer is 7 for d

Step-by-step explanation:

Let's use the number represented x

x + 9 because 9 more than the x

(x+9)/-4 because it is divided by -4

(x+9)/-4 <= -2 (maximum of -2 means smaller than -2, but it also did not tell not to use -2)

Answer:

16

Step-by-step explanation:

(Trust me)

Answer:

standard deviation on edge

Step-by-step explanation:

The statistic should he use to compare the spread of the two sets of data is the standard deviation.

The standard deviation measures how spread out the data is from the mean, and it is a measure of the average distance of the data points from the mean.

We have,

The standard deviation is the statistic that should be used to compare the spread of two sets of data.

The standard deviation measures how spread out the data is from the mean, and it is a measure of the average distance of the data points from the mean.

A larger standard deviation indicates that the data points are more spread out, while a smaller standard deviation indicates that the data points are more tightly clustered around the mean.

By comparing the standard deviations of the two sample sets of snowfall data, the scientist can determine which set has a larger or smaller spread of data.

Thus,

The statistic should he use to compare the spread of the two sets of data is the standard deviation.

Learn more about standard deviation here:

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Answer:

  10. (-1, 7), (-7, 1)

  11.  (8, 4), (16, 2)

Step-by-step explanation:

Let x and y represent the two missing factors. Then you have ...

  -3xy = 21

  xy = -7 . . . . . . . divide by -3

Integer divisors of -7 are ±1, ±7, so possible factor pairs are (-1, 7), (-7, 1) and their reverse.

Of course, the only requirement is that the values be rational, so we could have (-1/4, 28), for example. One of the above factors can be multiplied by any rational number, and the other multiplied by its inverse.

__

If the two factors of interest are x and y, then the product of the three factors is ...

  (-3/4)xy = -24

  xy = (-4/3)(-24) = 32

Integer divisors of 32 are 1, 2, 4, 8, 16, 32. So, any of those, positive or negative, could be one of the (integer) factors you're looking for. On the attached graph, we have shown (x, y) pairs ...

  (8, 4), (16, 2), (-4, -8)

There are an infinite number of possibilities.

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

Explanation:

Let's check to see if 9/12 is the same as 16/24.

Set them equal to one another, and then use cross multiplication like so

9/12 = 16/24

9*24 = 12*16

216 = 192

Both sides aren't the same value after simplifying everything. The third equation being false leads to the first equation being false as well.

Therefore, 9/12 is not the same as 16/24. We can rule out choice A.

-----------------------

Let's check choice B

9/12 = 15/20

9*20 = 12*15

180 = 180

We have a match, so 9/12 is the same as 15/20

Notice how:

Both fractions lead to the same exact terminating decimal, which is more evidence that the two fractions are equivalent.

Choice B is the final answer.

Answer:

5:7

Step-by-step explanation:

Answer:

its b

Step-by-step explanation:

If the length of a tennis court is (7x + 8) ft, and its width is (3x + 6) ft, the expression of that represents the area of the court is: [tex]\mathbf{Area = 21x^2 + 66x + 48}[/tex]

Recall:

Given the algebraic expressions for the dimension of the rectangular court as:

length = (7x + 8) ft

width = (3x + 6) ft

Area = [tex](7x + 8) \times (3x + 6)[/tex]

[tex]Area =7x(3x + 6) +8(3x + 6)\\\\Area = 21x^2 + 42x + 24x + 48\\\\[/tex]

[tex]\mathbf{Area = 21x^2 + 66x + 48}[/tex]

Therefore, if the length of a tennis court is (7x + 8) ft, and its width is (3x + 6) ft, the expression of that represents the area of the court is: [tex]\mathbf{Area = 21x^2 + 66x + 48}[/tex]

Learn more here:

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Answer:

add the like terms then look for a gcf to take out atleast for this one

so -9+7= -2

-5x + 1x = -4x

and -2y

we can take -2 out of all those

so our answer is -2(2x+y+1

Answer:

[tex]\frac{5}{3}[/tex]

Step-by-step explanation:

The slope m is a measure of the rate of change

Calculate m using the slope formula

m = [tex]\frac{y_{2}-y_{1} }{x_{2}-x_{1} }[/tex]

with |(x₁, y₁ ) = (0, - 1) and (x₂, y₂ ) = (3, 4) ← 2 points on the line

m = [tex]\frac{4-(-1)}{3-0}[/tex] = [tex]\frac{4+1}{3}[/tex] = [tex]\frac{5}{3}[/tex] ← rate of change

Answer:

slope(m) = 7/4

Step-by-step explanation:

You can use Rise over run in order to find out the answer. I just used points (0,-1) and (4,6) and the rise was positive 7 while the run is 4 so the rate of change or the slope is 7/4.

You could also use the long way to figure the slope of the line. You could use (y2 - y1) / (x2, x1) to get the same slope

141 degrees hope this helps u

The measure of the angle will be 141°. Then the correct option is B.

The angle is the distance between the intersecting lines or surfaces. The angle is also expressed in degrees. The angle is 360 degrees for one complete spin.

The analysis of mathematical representations is algebra, and the handling of those symbols is logic.

A protractor is used on an angle one ray of the angle is 46 degrees and the other way is 95 degrees.

The diagram is shown below.

Then the measure of the angle will be given as,

⇒ 46° + 95°

⇒ 141°

The measure of the angle will be 141°.

Then the correct option is B.

More about the angled link is given below.

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Answer:

Step-by-step explanation:

Lets verify one-by-one:

a)

b)

c)

d)

As we see in three cases we get rational number but the smallest one is 3, this indicates the answer is option b.

Answer:

the value of x is a number but you can say 1 when you are factorising quadratic expression with the terms

Answer:

x=17

y=10

Step-by-step explanation:

Answer:

b; |-4|<|-5|

Step-by-step explanation:

Absolute value is the distance from zero, so the absolute value of -5 is greater than the the absolute value of -4.

Answer:

ofc 8 there are 8 post card ♦️

Answer:

222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222

Step-by-step explanation:

22222222222222222222222222222222222222

Answer: 250=70x+50 For A

Step-by-step explanation:

Answer:

Part A 70x+50=250

Part B(75x + 35) = 250 - 5x

Step-by-step explanation:

Answer:

a₅ = 160

Step-by-step explanation:

Using the recursive rule and a₁ = 10 , then

a₂ = 2a₁ = 2 × 10 = 20

a₃ = 2a₂ = 2 × 20 = 40

a₄ = 2a₃ = 2 × 40 = 80

a₅ = 2a₄ = 2 × 80 = 160

Answer:

a.

Step-by-step explanation:

its the right way

Answer:

-1/4, 1/8 and 1/5.

Step-by-step explanation:

Answer:

>

Step-by-step explanation:

Squares eventually get bigger then when you multiply