Do 26 and if u want to do 27 too I’ll give Brainlynest

The value of the chi-square test statistic is 24.375.

To calculate the chi-square test statistic, we need to follow these steps:

State the null and alternative hypotheses.

Determine the expected values.

Calculate the chi-square test statistic.

Determine the degrees of freedom.

Find the p-value and compare it with the significance level.

State the null and alternative hypotheses:

Null hypothesis: The proportions of the five choices are equal.

Alternative hypothesis: The proportions of the five choices are not equal.

Determine the expected values:

Since there are 200 students and 5 possible choices, we would expect each choice to be marked 40 times if the proportions were equal. Thus, the expected values for each choice are:

Expected value for a: 40

Expected value for b: 40

Expected value for c: 40

Expected value for d: 40

Expected value for e: 40

Calculate the chi-square test statistic:

The formula for the chi-square test statistic is:

chi-square = sum((observed - expected)^2 / expected)

Using the given data and the expected values, we get:

chi-square = [(60-40)^2/40] + [(35-40)^2/40] + [(20-40)^2/40] + [(25-40)^2/40] + [(60-40)^2/40]

= 5 + 1.25 + 10 + 3.125 + 5

= 24.375

Determine the degrees of freedom:

The degrees of freedom for a chi-square test of independence with r rows and c columns is (r-1)(c-1). In this case, there are 5 choices, so c = 5. Therefore, the degrees of freedom are (5-1)(5-1) = 16.

Find the p-value and compare it with the significance level:

Using a chi-square distribution table with 16 degrees of freedom, we find the p-value to be less than 0.01. Since the significance level is 10%, we reject the null hypothesis if the p-value is less than 0.10. Since the p-value is less than 0.10, we reject the null hypothesis.

Therefore, the value of the chi-square test statistic is 24.375.

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The required probability = 4/10 = 2/5. Answer: 2/5.

Given: A box contains five balls numbered 1, 2, 3, 4, and 5. Three balls are randomly selected without replacement.To find: Probability that the median of the values on the selected balls is less than 4.

Solution:The sample space for this experiment is given by the number of ways of selecting 3 balls out of 5, which is: `5C3 = 10`.

Possible outcomes of this experiment are: (1, 2, 3), (1, 2, 4), (1, 2, 5), (1, 3, 4), (1, 3, 5), (1, 4, 5), (2, 3, 4), (2, 3, 5), (2, 4, 5), (3, 4, 5).

Now we need to find out the cases where the median is less than 4.

So, the median of (1, 2, 3) is 2, and the median of (1, 2, 4), (1, 3, 4), (2, 3, 4) is 3.

So, there are 4 cases where the median is less than 4.

So, the required probability = 4/10 = 2/5. Answer: 2/5.

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The lower bound of the length of the pier after the storm is 495m, and the upper bound is 505m. We can express this as a range of values: 495m ≤ length of the pier after storm ≤ 505m.

To find the lower and upper bounds of the length of the pier after the storm, we need to consider the possible range of values for the remaining length of the pier.

Starting with the original length of 700m rounded to 2 significant figures, the possible range of values for the length of the pier could be between 695m and 705m.

Now, taking into account the 200m that was destroyed during the storm, rounded to 1 significant figure, we can adjust the range of values accordingly. The new possible range of values for the remaining length of the pier would be between 495m and 505m.

Therefore, the lower bound of the length of the pier after the storm is 495m, and the upper bound is 505m. We can express this as a range of values: 495m ≤ length of pier after storm ≤ 505m.

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Answer:

90

Step-by-step explanation:

1/2x20x9=90

A normal distribution curve with mean 110 and standard deviation 10.  Percentages of students scoring below 90, higher than 115, lower than 115, and between IQ score cut offs for the top 15% and the middle 36% of students were 105.7 and 114.3. The percentage of students falling between IQ scores of 95.6 and 105 is  23.5%..

To find the percentage of students who scored below a 90, we need to find the area under the normal distribution curve to the left of 90. Using a standard normal distribution table or calculator, we find that this area is about 0.16 or 16%.

To find the percentage of students who scored higher than a 115, using a standard normal distribution table or calculator, we find that this area is about 0.16 or 16%. To find the percentage of students who scored lower than a 115, we need to find the area under the normal distribution curve to the left of 115, which is about 84%.

To find the IQ score cutoff for the top 15% of students, using a standard normal distribution table or calculator, we find that the z-score is about 1.04. We can then use the formula z = (x - μ) / σ to solve for x, the IQ score cutoff:

1.04 = (x - 110) / 10

x = 121.04

So the IQ score cutoff for the top 15% of students is about 121.04.

To find the IQ scores, using a standard normal distribution table or calculator, we find that the z-scores are about -0.43 and 0.43. We can then use the formula z = (x - μ) / σ to solve for x, the IQ score cutoffs:

-0.43 = (x - 110) / 10

x = 105.7

0.43 = (x - 110) / 10

x = 114.3

So the IQ score cutoffs for the middle 36% of students are about 105.7 and 114.3.

To find the percentage of students who fall between IQ scores of 95.6 and 105, we find that the z-scores are about -1.04 and -0.46. Using a standard normal distribution table or calculator, we find that the area between these z-scores is about 0.235 or 23.5%.

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Answer:

its A

Step-by-step explanation:

i think

The answer is:

Work/explanation:

We need to find the cost of one clock, given the cost of 7 of these clocks.

If 7 clocks cost £91, then one clock would cost:

91 ÷ 7 = 13

Answer: £13

Step-by-step explanation:

To find out how much one clock costs, we can divide the total cost of the 7 clocks (£91) by the number of clocks (7):

1 clock cost = £91 ÷ 7 = £13

Therefore, one clock costs £13.

__________________________________________________________

Answer:

Speed of boat in still water = 11 miles per hour.

Step-by-step explanation:

Speed = distance / time

or

Distance= Speed * time

Let s be speed of the boat upstream and r be the speed of the river.

Then

Upstream speed=  s- r = 60/6= 10 miles per hour

Downstream speed= s+r= 72/6= 12 miles per hour

Therefore

s-r= 10--------- equation A

s+r= 12--------- equation B

Adding equation A and Eq. b

s-r= 10--------- equation A

s+r= 12--------- equation B    

2s    = 22                            

or

s= 22/2= 11 miles per hour.

Speed of boat in still water = 11 miles per hour.

can somebody help me with these questions! helping me instead of giving me the answers is what i want but answers only is okay too ?

Here, in the figure we can see a diagram with 3 lines and few points.

1.Name a line that contains point A is A point is an intersection point of 2 lines that are line "l" and line "n".

2.Name a line that contains point D is D point is an intersection point of 2 lines that are "n" and line "m".

3.What is the another name of line m is line BD, B and D point are on the line "m" so we can say as line BD.

4.what is the another name of line n is line AD, A and D points are on the line "n" so we can say as line AD.

5.Name a point not on line AC is there are two points that are not on line AC is D and E points.

6.  Name a point not on line BD is there are three points that are not on line BD is A,C and E points.

7.Name the intersection of AC and DB, B is the intersection of AC and DB.

8. Name the intersection of AD and AC, A is the intersection of AD and AC.

9. Name a point not on line l or line m is point E.

10.Name a point not on line n or line m is point E.

Intersection is nothing but a point where lines intersect is the intersection.

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This is a question from line segments part of geometry.

1. A line that contains point A is line l.

2. A line that contains point D is line n.

3. Another name for line m is line BD.

4. Another name for line n is line AD.

5. A point not on the line AC is the point D.

6. A point not on the line BD is the point A.

7. The intersection point of line AC and line DB is the point B.

8. The intersection point of line AC and line AD is the point A.

9. A point not on the line l or line n is the point E.

10. A point not on the line m or line n is the point D.

Geometry is a branch of mathematics that broadly deals with the measurement, characteristics, and connections of points, lines, angles, surfaces, and solids: the study of the characteristics of given elements that hold true even after being transformed in a certain way.

It is from line segments part of geometry.

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Given function:

Given the general form of a quadratic equation:

The vertex form of the quadratic equation is:

Let us proceed to find the vertex of the quadratic equation:

We have

a = -3, b = 18, c = -21

The x-coordinate of the vertex:

The y-coordinate of the vertex:

Hence, the vertex of the equation is at (3, 6)

The equation in vertex form is thus:

Answer:

The statements that are correct are:

Option A and option E

Answer:

x=-1

Step-by-step explanation:

thanks I'm done pls

Answer: 1,-4

Step-by-step explanation: I noticed there are no steps for this one so I will go ahead and put them.

-4x+x=x-5+-x

combine:

-5x/5=-5/-5

x=1

Substitute:

y=-4x(1)

y=-4

so we get 1,-4

the correct completion of the sentence is: "There is a 0.3 probability that a randomly selected January day in Columbus, Ohio will have a high temperature greater than approximately 15.76 degrees Fahrenheit."

To find the number that completes the sentence correctly, we need to determine the high temperature threshold such that the probability of a randomly selected January day in Columbus having a high temperature greater than that threshold is 0.3.

Given that the high temperatures follow a normal distribution with a mean (μ) of 21 and a standard deviation (σ) of 10, we can convert the problem into a standard normal distribution by standardizing the values.

The standard normal distribution has a mean (μ) of 0 and a standard deviation (σ) of 1. We can standardize a value x from the original distribution using the formula: z = (x - μ) / σ.

In this case, we want to find the value of x such that P(X > x) = 0.3, where X is a random variable following the normal distribution.

Using the standardization formula, we have: z = (x - 21) / 10.

We need to find the z-score corresponding to a cumulative probability of 0.3. By consulting a standard normal distribution table or using statistical software, we find that the z-score for a cumulative probability of 0.3 is approximately -0.524.

Now we can solve for x: -0.524 = (x - 21) / 10.

Multiplying both sides by 10: -5.24 = x - 21.

Adding 21 to both sides: x = 21 - 5.24.

Calculating x: x ≈ 15.76.

Therefore, the correct completion of the sentence is: "There is a 0.3 probability that a randomly selected January day in Columbus, Ohio will have a high temperature greater than approximately 15.76 degrees Fahrenheit."

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A sample size of 11 would give a standard deviation of 10 pounds for the Florida Manatees

An equation is an expression that shows how two numbers and variables are related using mathematical operations such as addition, subtraction, exponent, division and multiplication.

The standard deviation of a sample is:

\(\sigma_n=\frac{\sigma}{\sqrt{n} } \\\\Where\ n\ is\ sample\ size,\sigma\ is\ standard\ deviation\ and\ \sigma_n\ is\ standard\ deviation\ of\ sample\)

Given that:

\(\sigma_n=10,\sigma=33,hence:\\\\10=\frac{33}{\sqrt{n} } \\\\n=10.89\)

A sample size of 11 would give a standard deviation of 10 pounds

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a) The 53% is a sample statistic. b) The sample size is 40.c) Each likely voter that is surveyed is a observational unit. d) Whether or not the likely voter supports the candidate is a variable.

Here are the definitions of each term:

Observational unit:

An observational unit is an individual, animal, plant, or thing that we are gathering data from.

Variable:

A variable is any characteristic of an observational unit that can be measured or observed.

Population parameter:

A population parameter is a numerical summary of a population.

Examples include the population mean, median, and standard deviation.

Sample statistic:

A sample statistic is a numerical summary of a sample.

Examples include the sample mean, median, and standard deviation. In this case, the 53% is a sample statistic.

Sample size:

The sample size is the number of observational units in the sample. In this case, the sample size is 40.

Each likely voter that is surveyed is an observational unit. Whether or not the likely voter supports the candidate is a variable.

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The numerical length of the line segment FG is 10 units.

An equation is an expression that shows the relationship between two or more numbers and variables. An independent variable is a variable that does not depend on other variables while a dependent variable is a variable that depends on other variables.

Point G is on FH, hence:

FH = FG + GH

Given that GH = 8, FH = 3x + 3, FG = 2x, hence:

3x + 3 = (2x) + 8

x = 5

FG = 2x = 2(5) = 10

The numerical length of the line segment FG is 10 units.

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Answer:

CDE = 10

Step-by-step explanation:

in parallelogram, adjacent angle are supplementary.

A+ B = 180

100 + B = 180

B = 180 - 100

B = 18

E ≅ B

E = 80

EC⊥ DC

DCE = 90

in ΔDCE,

DCE + CED + CDE= 180 {Angle sum property of triangle}

90 + 80 + CDE = 180

170 + CDE = 180  

CDE = 180 - 170

CDE = 10

Hope this helps! :)

Answer:

249.8

Step-by-step explanation:

A=2(wl+hl+hw)

2( 2.4*7 + 11.5*7 + 11.5*2.4) ≈249.8

Answer:

A. I can't quite see the question, but I'm pretty sure it's A

Step-by-step explanation:

Sin(A) = 1/3

Sin^2(A) + Cos^2(A) = 1

(1/3)^2 + cos^2(A) = 1

1/9 + cos^2(A) = 1

cos^2(A) = 1 - 1/9

cos^2(A) = 8/9

cos(A) = √(8/9)

√8 = √(2 * 2 * 2) = 2√2

√9 = 3

cos(A) = 2√2/3

Answer:

Step-by-step explanation:

Answer:

a₄ = 320

Step-by-step explanation:

To obtain a term in a geometric sequence , multiply the previous term by the common ratio r

r = \(\frac{a_{2} }{a_{1} }\) = \(\frac{20}{5}\) = 4 , then

a₄ = 4 × a₃ = 4 × 80 = 320

Answer:

75 ≥ t

Step-by-step explanation:

Answer:  \(t \ge 75\)

Explanation: Since t is at least 75 degrees Fahrenheit, this is the same as saying "t = 75 or more". In other words, t = 75 is the lowest we can go. We can consider it a floor value. So that's why we would write that t is greater than or equal to 75.

Answer:

prepare for unexpected bills or emergency repairs

Step-by-step explanation:

Answer:

B. a = 5

Step-by-step explanation:

3(a - 4) + 1 = 9 - a

Distribute the 3 into the parenthesis.

3a - 12 + 1 = 9 - a

Add -12 and 1.

3a - 11 = 9 - a

Add a to both sides.

4a - 11 = 9

Add 11 to both sides.

4a = 20

Divide both sides by 4.

a = 5.

Proof:

3(a - 4) + 1 = 9 - a

Substitute variable.

3(5 - 4) + 1 = 9 - 5

Subtract inside parenthesis.

3(1) + 1 = 9 - 5

Multiply 3 and 1.

3 + 1 = 9 - 5

Add 3 and 1.

4 = 9 - 5

Subtract 5 from 9.

4 = 4.

(a) No, paying teachers more does not cause prescription drugs to cost more. The correlation between teacher salaries and prescription drug costs is likely coincidental and does not imply a causal relationship. Other factors, such as overall economic conditions and healthcare policies, are more likely to influence prescription drug costs.

(b) A lurking variable that may be causing the increase in both teacher salaries and prescription drug costs could be inflation. Inflation affects the cost of living, including both wages and prices, and could explain the simultaneous rise in these two variables over the past decade.

(a) It is unlikely that paying teachers more directly causes prescription drugs to cost more. Correlation does not imply causation, and in this case, the positive correlation between teacher salaries and prescription drug costs is more likely coincidental. Other factors influence prescription drug costs, such as research and development expenses, patent protection, market competition, and healthcare policies. While it is important to ensure fair compensation for teachers, their salaries alone do not have a direct impact on prescription drug prices.

(b) A potential lurking variable that could be driving the increase in both teacher salaries and prescription drug costs is inflation. Inflation refers to the general increase in prices over time, eroding the purchasing power of money. When there is inflation, wages tend to rise to keep up with the increased cost of living. As teacher salaries increase due to inflation, the overall cost of education also rises, which could indirectly impact prescription drug costs. Similarly, pharmaceutical companies may face higher production costs due to inflation, leading to increased prices for prescription drugs. Inflation can affect multiple sectors of the economy simultaneously, making it a plausible explanation for the observed correlation between teacher salaries and prescription drug costs over the past decade.

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Answer:

From the left side :

1. X= 60.

2.X= 15.

3.X= 21

Step-by-step explanation:

If u want further explanation , let me know ^^

Good luck ^_^

The distribution of the data is typically considered to be skewed to the right if the median is higher than the mean.

So the distribution of the data is typically considered to be skewed to the right if the median is higher than the mean (positively skewed). In other words, the distribution's tail is longer to the right than to the left. Take the following values, for instance, 1, 2, 3, 5, 100, as part of a dataset. This dataset has a mean of 22.2 and a median of 3, with the mean being (1 + 2 + 3 + 5 + 100) / 5 = 22.2. The distribution is positively skewed with a lengthy tail of high values in this instance because the median is significantly lower than the mean. If a few extreme values in the dataset are significantly higher than the remainder of the range, the distribution may be positively skewed.

Therefore, In other words, the distribution's tail is longer to the right than to the left. Take the following values, for instance, 1, 2, 3, 5, 100, as part of a dataset. This dataset has a mean of 22.2 and a median of 3, with the mean being (1 + 2 + 3 + 5 + 100) / 5 = 22.2.

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If you deposit $14,000 into an account paying 2.1% interest compounded monthly, you will earn approximately $2,450 in interest after 8 years.

To calculate the interest earned, we can use the formula for compound interest: A = \(P(1 + r/n)^(nt)\), where A is the final amount, P is the principal amount (initial deposit), r is the annual interest rate (expressed as a decimal), n is the number of times interest is compounded per year, and t is the number of years.

In this case, the principal amount is $14,000, the annual interest rate is 2.1% (or 0.021 as a decimal), and the interest is compounded monthly, so n = 12. The time period is 8 years.

Plugging these values into the formula, we get:

A = \(14000(1 + 0.021/12)^(^1^2^*^8^)\)

Calculating this expression, we find that the final amount after 8 years will be approximately $16,449.55. To determine the interest earned, we subtract the initial deposit from the final amount:

Interest earned = $16,449.55 - $14,000 = $2,449.55.

Rounding this to the nearest dollar, the interest earned after 8 years will be approximately $2,450.

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1800 military time is 6:00 PM in standard time.

Military time is based on a 24-hour clock and starts at midnight (0000 hours) and ends at 2359 hours. To convert military time to standard time, simply subtract 1200 from the military time if it is greater than or equal to 1200, then add a colon and PM to indicate that it is in the afternoon.

If the military time is less than 1200, simply add a colon and AM to indicate that it is in the morning. In this case, 1800 military time is equal to 6:00 PM in standard time, as 1800 hours minus 1200 hours equals 600, which when formatted as 6:00 PM, is the equivalent time in standard time.

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