find x for this please.

The  examples that would constitute a discrete random variable are;

I. Total number of points scored in a football game

III. Number of near collisions of aircraft in a year

A discrete random variable has only a countable number of different values that it can assume. Usually, but not always, discrete random variables are counts. A random variable is discrete if it can only take a finite number of different values. A variable whose value is determined by counting is referred to as a discrete variable.

A continuous variable is one whose value may be determined through measurement. A random variable is a variable whose value is the resultant number of an unpredictable event.

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Answer:

(5x + 7)² = 25x² + 70x + 49 ⇒ C

Step-by-step explanation:

The steps of solving the square binomial: (ax + b)²

1. (ax + b)² = (ax + b)(ax + b)

2. (ax + b)(ax + b) = (ax × ax) + (ax × b) + (b × ax) + (b × b) = a²x² + abx + abx + b²

3. Add the like terms ⇒ a²x² + (abx + abx) + b² = a²x² + 2abx + b²

Then (ax + b)² = a²x² + 2abx + b²

Let us use the same steps to solve the question

∵ (5x + 7)² = (5x + 7)(5x + 7)

∴ (5x + 7)(5x + 7) = (5x)(5x) + (5x)(7) + (7)(5x) + (7)(7)

∴ (5x + 7)(5x + 7) = 25x² + 35x + 35x + 49

→ Add the like terms

∵ 25x² + 35x + 35x + 49 = 25x² + (35x + 35x) + 49 = 25x² + 70x + 49

∴ (5x + 7)(5x + 7) = 25x² + 70x + 49

→ Then equate (5x + 7)² by the right side above

∴ (5x + 7)² = 25x² + 70x + 49

The translation T‹1, -3› (x, y) can be expressed as a composition of a horizontal translation and a vertical translation as (x + 1, y - 3).

To express the translation T‹1, -3› (x, y) as a composition of a horizontal translation and a vertical translation, we can break it down into two separate translations:

Horizontal translation: T‹1, 0› (x, y)

This translation shifts the coordinates of a point horizontally by 1 unit without affecting the vertical position. It can be expressed as (x + 1, y).

Vertical translation: T‹0, -3› (x + 1, y)

This translation shifts the coordinates of a point vertically by -3 units without affecting the horizontal position. It can be expressed as (x + 1, y - 3).

Combining these two translations, we get the composition:

T‹1, -3› (x, y) = T‹0, -3› (x + 1, y) = (x + 1, y - 3)

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The appropriate t-test is the independent samples t-test. The test is a two-tailed test. The sample size for each group is n = 16. The degrees of freedom are df = 30. The critical value for a two-tailed test with α = 0.05 and df = 30 is approximately ±2.042. The obtained t-value is 3.129. The result of the t-test is significant.

To determine whether access to computers has an effect on grades, we need to conduct a two-tailed test. We do not have a specific directional hypothesis stating that one group will perform better or worse than the other, so a two-tailed test is appropriate.

The sample size for each group is n = 16. This is given in the problem statement.

The degrees of freedom (df) for the independent samples t-test can be calculated using the formula:

df = n1 + n2 - 2

Substituting the values, we get:

df = 16 + 16 - 2 = 30

With a significance level set at p < 0.05, we need to find the critical value for a two-tailed test. Since we have 30 degrees of freedom, we can consult a t-distribution table or use statistical software to find the critical value. For a two-tailed test with α = 0.05 and df = 30, the critical value is approximately ±2.042.

To calculate the obtained t-value, we need to use the formula:

t = (M₁ - M₂) / √((SS₁/n₁) + (SS2/n₂))

Given the following data:

Computer group: M = 86, SS = 1005, n = 16

Traditional group: M = 82.5, SS = 1155, n = 16

Calculating the obtained t-value:

t = (86 - 82.5) / √((1005/16) + (1155/16))

t ≈ 3.129

To determine if the result is significant, we compare the obtained t-value (3.129) with the critical value (±2.042). Since the obtained t-value is greater than the critical value in magnitude, we can conclude that the result is significant.

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The sample variance for the given data is 4.4 minutes. This corresponds to option e. in the list of choices provided.

The sample variance is a measure of how much the individual data points in a sample vary from the mean.

It is calculated by finding the average of the squared differences between each data point and the mean.

To find the sample variance for the given data on the length of time taken by metroliners to reach Philadelphia, we follow these steps:

Calculate the mean (average) of the data set:

Mean = (93 + 89 + 91 + 87 + 91 + 89) / 6 = 540 / 6 = 90

Subtract the mean from each data point and square the result:

(93 - 90)^2 = 9

(89 - 90)^2 = 1

(91 - 90)^2 = 1

(87 - 90)^2 = 9

(91 - 90)^2 = 1

(89 - 90)^2 = 1

Calculate the sum of the squared differences:

9 + 1 + 1 + 9 + 1 + 1 = 22

Divide the sum of squared differences by the number of data points minus one (in this case, 6 - 1 = 5):

Variance = 22 / 5 = 4.4

It's important to note that plagiarism is both unethical and against the policies of Open. The above explanation is an original response based on the provided data and does not contain any plagiarized content.

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The new variance is  0.35.

The variance of a random variable measures how spread out the values are from the mean.

The formula for the variance is Var(X) = E[(X - E[X])²], where E[X] is the expected value (or mean) of X.

If the price of a box of Cheerios Oat Crunch increases by 25 cents, the new mean cost would be $4.25. To find the new variance, we can use the formula Var(aX + b) = a²Var(X), where a is a constant and b is a constant. In this case, a = 1 (because we are not changing the units of measurement) and b = 0.25 (because we are adding 25 cents to the price).

Therefore, the new variance is Var(X + 0.25) = Var(X) = Var(X) x 1² = Var(X) = 0.35.

This means that the variance remains the same even though the price has increased. This is because the variance is a measure of how spread out the values are from the mean, and the mean has shifted by the same amount as the price increase. Therefore, the distance between the values and the new mean is the same as the distance between the values and the old mean, so the spread is unchanged.

The variance is a measure of how spread out a set of data is from its mean. It is calculated as the average of the squared differences between each value and the mean. The formula for variance is Var(X) = E[(X - E(X))²], where E is the expected value or mean of X.

In this case, we are given that the mean cost of a box of Cheerios Oat Crunch is $4.00 and the variance is 0.35. This means that the average squared difference between each box's cost and the mean cost is 0.35.

Now, if the price of each box increases by 25 cents, this means that the new mean cost will be $4.25. However, this does not affect the variance directly. This is because the variance only measures how spread out the data is from the mean, and the mean has shifted by the same amount as the price increase.

To see this more clearly, imagine a set of data that has a mean of 4 and a variance of 0.35. If we add 0.25 to each value, we get a new set of data that has a mean of 4.25. However, the spread of the data is still the same; that is, the distance between each value and the new mean is the same as the distance between each value and the old mean. Therefore, the variance remains the same even though the price has increased.

In summary, the variance measures how spread out a set of data is from its mean, and a shift in the mean does not affect the variance directly.

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Answer:

5.25inches

Step-by-step explanation:

difference in height = 68.5-63.25 =5.25

Height of Mario Hm = 68.5 inches

Height of Tyler Ht = 63.25 inches

Evidently, Hm > Ht

Now difference = Hm - Ht = 68.5 - 63.25

= 5.25 inches

Answer: Mario is 5.25 inches taller than Tyler.

Answer:

m<E=22

Step-by-step explanation:

m<B and m<D are congruent therefore, m<D=68

m<C and m<E are congruent.

All interior angles if a rhombus adds up to 180 degrees.

So... 68+68=136

Subtract the 136 from 180

180-136=44

Because m<C and m<E are congruent divide 44 by two

44/2= 22

m<C and m<E equal 22

To find the length of the guy wire, we use the formula as shown below:

Length of the guy wire = (height of the tower) / sin(angle between the tower and the wire).

The length of the guy wire should be 1190 feet.

The va radio transmission tower is 427 feet tall, and a guy wire is to be attached 6 feet from the top. The angle generated by the ground and the guy wire is 21°. We need to find out how many feet long should the guy wire be?

To find the length of the guy wire, we use the formula as shown below:

Length of the guy wire = (height of the tower) / sin(angle between the tower and the wire)

We are given that the height of the tower is 427 ft and the angle between the tower and the wire is 21°.

So, substituting these values into the formula, we get:

Length of the guy wire = (427 ft) / sin(21°)

Using a calculator, we evaluate sin(21°) to be approximately 0.35837.

Therefore, the length of the guy wire is:

Length of the guy wire = (427 ft) / 0.35837

Length of the guy wire ≈ 1190.23 ft

Rounding to the nearest foot, the length of the guy wire should be 1190 ft.

Answer: The length of the guy wire should be 1190 feet.

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Given parametric equations are x(t) = Ln(t) and y(t) = (Ln(t))^2. We have to graph the given parametric equations using ln restrictions without a calculator or desmos.

Here, we are going to find the value of t, which helps us to graph the given parametric equation using ln restrictions.Step-by-step explanation to find the value of t are:We have,

x(t) = Ln(t) ⇒ t = e^x(t) ....(1)y(t) = (Ln(t))^2⇒ t = e^(y(t)/2) ...

.(2)From (1) and (2),

we get e^x(t) = e^(y(t)/2)e^(2x(t)) = y(t) ...

(*)We know that the domain of ln x is (0, ∞). Let's determine the range of x(t) and y(t):From equation (1), if t → 0, then x(t) → - ∞From equation (1), if t → ∞, then x(t) → ∞From equation (2), if t → 0, then y(t) → 0From equation (2), if t → ∞, then y(t) → ∞Now,

we can graph the given parametric equations using the following steps: Assign values to t such as

t = 0.1, 0.2, 0.3, 0.4, 0.5, 0.6, .7, 0.8, 0.9, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 20, 30, 40, 50, 60, 70, 80, 90, 100

Step 2: Calculate x(t) and y(t) corresponding to t values.Step 3: Plot the points obtained in step 2.Step 4: Join all the points obtained in step 3 using a smooth curve.The graph of the given parametric equation is shown below.

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Answer:

1,228 km/h

Step-by-step explanation: I hope im righttt

Answer:

a) ¿Cuál es el sabor favorito de los niños?

Chocolate con 50%

b) ¿Cuál es el sabor que menos les gusta a los niños?

Fresa con 20%

c) ¿Qué número de niños representan el 15%, 35% y 50%?

Tenemos 10 hijos,

Por lo tanto

1) 15% = 1.5

2) 35% = 3.5

3) 50% = = 5

Step-by-step explanation:

Se encuestó a 10 niños sobre su preferencia por el sabor del pastel. Fresa 20%

Chocolate 50%

Vainilla 30%.

a) ¿Cuál es el sabor favorito de los niños?

El sabor favorito de los niños es el sabor con mayor porcentaje = Chocolate con 50%

b) ¿Cuál es el sabor que menos les gusta a los niños?

El sabor que menos les gusta a los niños es el sabor con el menor porcentaje = Fresa con 20%

c) ¿Qué número de niños representan el 15%, 35% y 50%?

Tenemos 10 hijos,

Por lo tanto

1) 15% = 15% × 10 = 1,5

2) 35% = 35% × 10 = 3,5

3) 50% = 50% × 10 = 5

Recall that the domain of a function is the set of numbers to which the function is defined. That is, if you replace the value of the independant variable (normally represented as x), then the function will give another number as a result.

In this case, we are given the function 400+13x. Since x is the independant variable, to determine the domain we must think on what possible values the variable x can take. Since in this case x represents the number of products made, it is impossible that it takes negative values, since in real life you can't produce negative amounts of products.

So far, we know that x should be greater or equal to zero. Once again, in this context, it doesn't make sense that, for example, x=7.8, since this would mean that 7.8 number of products were made. Since x represents the number of products made, it can only take values as x=0,x=1, x=2, x=3 and so on.

This set receives the name of whole numbers.

Answer:

\(3x+8y=52\)

Graph:

(a) The interval provides convincing statistical evidence that the number 6 will land face up more often on the baked die than on a fair die since the entire interval lies above the probability of 1/6 for a fair die.

(b) Using a significance level of 0.05 and a one-tailed test, we reject the null hypothesis and conclude that there is sufficient evidence to support the claim that the number 6 will land face up more often on the baked die than on a fair die.

(a) To determine whether the confidence interval constructed by Clarke provides convincing statistical evidence that the number 6 will land face up more often on the baked die than on a fair die, we need to see if the interval contains values greater than 1/6.

The confidence interval constructed by Clarke is 0.215 ± 0.057, which means that the interval extends from 0.158 to 0.272. Since 1/6 is approximately 0.167, we can see that the entire interval lies above 1/6. This suggests that there is evidence to support the claim that the number 6 will land face up more often on the baked die than on a fair die.

However, it is important to note that the sample size used to construct the confidence interval is relatively small (n = 200), so there is a chance that the true population proportion may lie outside the interval. Additionally, the students only baked and tested one die, so we cannot generalize the results to all baked dice.

(b) To conduct a significance test to investigate the claim, Aurelia suggested testing the hypotheses H0: p = 1/6 versus Ha: p > 1/6, where p is the population proportion of times the number 6 will land face up on the baked die.

Since the sample size is large enough (n = 200) and the conditions for using a normal distribution to approximate the sampling distribution of the sample proportion are met (np = 200(1/6) = 33.33 ≥ 10 and n(1-p) = 200(5/6) = 166.67 ≥ 10), we can use a normal distribution to approximate the sampling distribution of the sample proportion.

The test statistic can be calculated as:

z = (P - p) / sqrt(p(1-p)/n)

where P is the sample proportion of times the number 6 landed face up (P = 43/200 = 0.215), p is the hypothesized population proportion under the null hypothesis (p = 1/6), and n is the sample size (n = 200).

Plugging in the values, we get:

z = (0.215 - 1/6) / sqrt((1/6)(5/6)/200) = 2.96

Using a significance level of 0.05 and a one-tailed test (since Ha is p > 1/6), the critical value is 1.645.

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Answer:

$1.95

Step-by-step explanation:

3.2 pounds -> $6.24

1 pound -> $6.24÷3.2=$1.95

The price per pound for the bag of grapes will be $1.95.

What is Division method?

Division method is used to distributing a group of things into equal parts. Division is just opposite of multiplications. For example, dividing 20 by 2 means splitting 20 into 2 equal groups of 10.

Given that;

Kate bought a bag of grapes that was 3.2 pounds.

And, The bag of grapes cost $6.24.

Now,

Since, The bag of grapes cost $6.24.

Hence, The price per pound for the bag of grapes = $6.24 ÷ 3.2

                                                                              = $1.95

Thus, The price per pound for the bag of grapes will be $1.95.

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Answer:

\(\displaystyle f^{-1}(x)=\frac{6x-60}{5}\)

Step-by-step explanation:

Inverse function

Given the function

\(\displaystyle f(x)=\frac{5}{6}x+10\)

We find its inverse following the procedure below:

\(\displaystyle y=\frac{5}{6}x+10\)

\(6y=5x+60\)

\(5x=6y-60\)

\(\displaystyle x=\frac{6y-60}{5}\)

\(\displaystyle y=\frac{6x-60}{5}\)

\(\boxed{\displaystyle f^{-1}(x)=\frac{6x-60}{5}}\)

This is the inverse function

Answer:

the answer is 15

Step-by-step explanation:

Transformation involves changing the position of a shape.

The complete statement is:

There are _3_ more ways with the order of the triangles reversed. There is a total of _9_ ways to write a congruence statement.

From the question, we understand that:

\(\mathbf{\triangle DVW \cong \triangle LCY}\)

This mean that, the following 6 statements can be used as the congruent statements

\(\mathbf{\triangle DVW \cong \triangle LCY}\)

\(\mathbf{\triangle DWV \cong \triangle LYC}\)

\(\mathbf{\triangle VDW \cong \triangle CLY}\)

\(\mathbf{\triangle VWD \cong \triangle CYL}\)

\(\mathbf{\triangle WDV \cong \triangle YLC}\)

\(\mathbf{\triangle WVD \cong \triangle YCL}\)

A triangle has 3 sides, and there are 2 triangles in the question.

The number (n) of congruence statements is:

\(\mathbf{n = 3^2 = 9}\)

The remaining (r) number of congruent statement is:

\(\mathbf{r = 9 - 6 = 3}\)

So, the blanks should be completed with 3 and 9

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Answer:

a

Step-by-step explanation:

Trinomials are algebraic expressions with three terms

Answer:

Option A)

Step-by-step explanation:

A trinomial is an expression that has 3 terms.

Option A)

\(x+2y^2-7\) has 3 terms.  This is correct.

Option B)

\(2x^3-7y^3\) has 2 terms.  This is a binomial, which is incorrect.

Option C)

\(2x-7\) has 2 terms.  This is a binomial, which is incorrect.

Option D)

\(5xy\) has 1 term.  This is a monomial, which is incorrect.

Hope this helps! :)

Adding and subtracting measures of time are not like adding and subtracting whole numbers. When calculating the passage of time, add the hours first, followed by the minutes. then seconds

What are whole numbers ?

The term "whole numbers" refers to numbers without fractions, which are made up of positive integers and zero. The set of integers it contains are 0 through 9, with the letter "W" standing in for it. The total value of zero is nothing or a null value. Whole Numbers: W = "0," "1, "2, "3, "5, "6, "7," "8, "9," etc."

When calculating the passage of time, add the hours first, followed by the minutes. Since there are only 60 minutes in an hour, no time can have a minute value higher than 60. In this instance, take away 60 minutes and then add one more to the hour.

Example: Add  1:40  and 3:30

Here, left side of  the symbol ":" represents hours

right side of  the symbol ":" represents minutes

While adding, add only hours first:

1+3=4 hours

Now add minutes

40+30 = 70 minutes

60 minutes = 1 hours

70 minutes = 60 minutes+10 minutes

                   = 1 hours 10  minutes

add this 1 hour to previously calculated 4 hours

4+1 = 5 hours

10 minutes left

After adding, we found  5 hours 10  minutes

Similarly, consider hours, minutes and seconds separately and use the information below:

1 hour = 60 minutes

1 minute = 60 seconds

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Researchers can reduce the risk of measurement error by selecting measures that have high reliability and validity, making conditions comparable in each experimental group, using large sample sizes, and using a strong manipulation.

Researchers can reduce the risk of measurement error by taking several steps:

1. Select measures that have high reliability and validity. This involves using tests or instruments that have been demonstrated to be consistent and accurate in measuring the intended variables. Reliability reflects the consistency of measurements, while validity ensures that the measurements accurately represent the constructs of interest.

2. Make conditions comparable in each experimental group. When conducting experiments, it is crucial to ensure that the experimental and control groups are similar in all aspects except for the variable being manipulated. By controlling for extraneous factors, researchers can minimize the potential influence of confounding variables and reduce measurement error.

3. Use large sample sizes. Working with a larger sample size increases the likelihood of detecting real effects and reduces the impact of random variability. Small sample sizes may not provide sufficient statistical power to detect meaningful effects and can be more susceptible to measurement error.

4. Use a strong manipulation. A strong manipulation of the independent variable increases the chances of detecting an effect. By designing a robust and effective manipulation, researchers can enhance the clarity and strength of the relationship between variables, reducing measurement error.

In summary, researchers can minimize the risk of measurement error by selecting reliable and valid measures, ensuring comparable conditions in experimental groups, using large sample sizes, and employing strong manipulations. These steps contribute to improving the accuracy and precision of research findings.

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Answer:

84.33333333

or rounded...

84.3

or 84 if asked to be rounded to whole

Answer:

because this is a right triangle, we have''

\(\frac{1}{x^{2} }=\frac{1}{36.100}+\frac{1}{64.100}=\frac{1}{2304}\\\\=>x^{2}=2304\\\\ =>x=48\)

Step-by-step explanatio

Answer:

si

Step-by-step explanation:

porque si

Answer:

X=28

Step-by-step explanation:

4x+248=360

112=4x

x=28

Answer:

28

Step-by-step explanation: