Which is 3 groups of 5?
3 + 5
5 - 3
3 × 5
5 ÷ 3

The expected value for a student to spend on lunch each day from the survey of 50 students is $5.18.

The expected value for a student to spend on lunch each day is derived from the survey of 50 students. This value is calculated by taking the total number of dollars spent by all of the surveyed students and dividing it by the total number of students surveyed. In this particular survey, the total number of dollars spent was $247, and the total number of students surveyed was 50. Dividing $247 by 50 gives us a value of $4.94. This value is then rounded up to the nearest cent to give us the expected value of $5.18. This expected value is the average amount of money that a student can expect to spend on lunch each day from the survey. It is important to note that this value is an estimate, as individual student spending habits may vary greatly.

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The given function is y = x ∫₁^(√9)  (t⁴ - 1) dt. Here, we need to find the length of the curve between x = 1 and x = 3.

Let us differentiate the function y = x ∫₁^(√9)  (t⁴ - 1) dt with respect to x using the Leibnitz rule:dy/dx = ∫₁^(√9)  (t⁴ - 1) dt + x d/dx (∫₁^(√9)  (t⁴ - 1) dt)Here, the first term is simply the given function. Let us evaluate the second term separately. Let u = ∫₁^(√9)  (t⁴ - 1) dt, then we have u = [t⁵/5 - t] from 1 to √9 which gives u = 16/5. Hence, d/dx (∫₁^(√9)  (t⁴ - 1) dt) = d/dx u = 0. Therefore, dy/dx = ∫₁^(√9)  (t⁴ - 1) dt.Length of curve between x = 1 and x = 3 is given byL = ∫₁³ √(1 + (dy/dx)²) dx= ∫₁³ √(1 + (∫₁^(√9)  (t⁴ - 1) dt)²) dx.

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To determine the percentage of SKUs (Stock Keeping Units) that have line fill rates of less than 100 percent, we need more specific information about the data. Line fill rate refers to the proportion of orders or requests for a specific SKU that are filled completely from available stock.

If we have data on the line fill rates of each SKU, we can calculate the percentage by dividing the number of SKUs with line fill rates less than 100 percent by the total number of SKUs, and then multiplying by 100.For example, if we have data on 500 SKUs and 250 of them have line fill rates less than 100 percent, the percentage would be (250/500) * 100 = 50 percent.

Therefore, without specific data on the line fill rates of SKUs, it is not possible to determine the exact percentage.

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Mean of the data = 83.92  

The term "mean" refers to the average of the data and is derived by dividing the total number of data observations in the data by the total number of observations.

It is a data point that represents the average of all the data points in the collection. The most popular and commonly applied approach in statistics for determining the middle of a data collection is the mean.  

Here given data is

No of students(f\(_{i}\))         4        3       9         2       3        3          4  

Score (x\(_{i}\))                     70      75     80       85      90      95      100        

f\(_{i}\) x\(_{i}\)                          280       225    720    170     270    285    400      

The formula for the mean of the data is given by

=>  ∑ f\(_{i}\) x\(_{i}\) = 280 + 225 + 720 + 170 + 270 + 285 + 400 = 2350

=>  ∑f\(_{i}\)   = 4 + 3 + 9 + 2 + 3 + 3 + 4 = 28

=> Mean of the data = 2350/28 = 83.92  

Therefore,

The Mean of the data = 83.92

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"if a, then b" means that a is a sufficient condition for b, and that b is a necessary condition for a to be true. The statement is true unless a is true and b is false.

The statement "if a, then b" is known as a conditional statement, which is a type of logical statement that is often used in mathematics and other fields. In this case, the statement means that if statement a is true, then statement b must also be true. If a is false, then the truth value of b is not relevant, as the statement is considered true regardless.

The statement "if a, then b" is often written as "a → b" using logical symbols. The symbol "→" is read as "implies" or "if-then".

For example, consider the statements "If it is raining, then the ground is wet" (a → b). This statement is considered true unless it is raining and the ground is not wet, which is a contradiction. If it is not raining, the truth value of "the ground is wet" is not relevant to the truth of the conditional statement.

In summary, "if a, then b" means that a is a sufficient condition for b, and that b is a necessary condition for a to be true. The statement is true unless a is true and b is false.

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a) tn-1,alpha/2 = -1.796 (for the lower bound) and tn-1,1-alpha/2 = 1.796 (for the upper bound).

b) tn-1,alpha/2 = -2.447 (for the lower bound) and tn-1,1-alpha/2 = 2.447 (for the upper bound).

c) tn-1,alpha/2 = -12.706 (for the lower bound) and tn-1,1-alpha/2 = 12.706 (for the upper bound).

d) tn-1,alpha/2 = -2.048 (for the lower bound) and tn-1,1-alpha/2 = 2.048 (for the upper bound).

To find the value of tn-1,alpha/2, we need to use a t-distribution table or a statistical software that can calculate critical values.

a) For a 90% confidence interval with sample size n=12, we have n-1 = 11 degrees of freedom. Using a t-distribution table or a statistical software, we find that the critical value for alpha/2 = 0.05 is 1.796. Therefore, tn-1,alpha/2 = t11,0.05/2 = -1.796 (for the lower bound) and t11,1-0.05/2 = 1.796 (for the upper bound).

b) For a 95% confidence interval with sample size n=7, we have n-1 = 6 degrees of freedom. Using a t-distribution table or a statistical software, we find that the critical value for alpha/2 = 0.025 is 2.447. Therefore, tn-1,alpha/2 = t6,0.025/2 = -2.447 (for the lower bound) and t6,1-0.025/2 = 2.447 (for the upper bound).

c) For a 99% confidence interval with sample size n=2, we have n-1 = 1 degree of freedom. Using a t-distribution table or a statistical software, we find that the critical value for alpha/2 = 0.005 is 12.706. Therefore, tn-1,alpha/2 = t1,0.005/2 = -12.706 (for the lower bound) and t1,1-0.005/2 = 12.706 (for the upper bound).

d) For a 95% confidence interval with sample size n=29, we have n-1 = 28 degrees of freedom. Using a t-distribution table or a statistical software, we find that the critical value for alpha/2 = 0.025 is 2.048. Therefore, tn-1,alpha/2 = t28,0.025/2 = -2.048 (for the lower bound) and t28,1-0.025/2 = 2.048 (for the upper bound).

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The given question is incomplete, the complete question is:

Find the value of tn-1,alpha needed to construct anupper or lower confidence bound in each of the situationsin excercise 1.

Excercise 1 says" Find the value of tn-1,alpha/2 needed toconstruct a two-sided confidence interval of the given level withthe given sample size:

a)Level 90% sample size 12.

b)Level 95% sample size 7.

c)Level 99% sample size 2.

d)Level 95% sample size 29.

Answer:

we make the denominator equal to zero then we get the domian

Main answer:Long multiplication is a method of multiplying two difficult-to-multiply numbers.

supporting answer:

what is multiple long?

Finding the product is not always this simple. In such cases, the long method of multiplication is used.

body of the answer:

let us understand long multiplication by taking an example

     6.Add the two partial products

final answer: by following above steps we can perform long multiplication

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Long multiplication is a method of multiplying two difficult-to-multiply numbers.

What is multiple long?

Finding the product is not always this simple. In such cases, the long method of multiplication is used.

Let us understand long multiplication by taking an example

1. Write the two numbers one beneath the other in the order of their digits. On top, write the larger number, and on the left, a multiplication sign.

2. Multiply the top number's one digit by the bottom number's one digit.

3. Put a 0 below the one's digit,

4. Multiply the top number's ones digit by the bottom number's tens digit.

5. Multiply the top number's tens digit by the bottom number's tens digit.

6. Add the two partial products

By following the above steps we can perform long multiplication

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Answer:

Step-by-step explanation:

8

If a researcher is interested in testing more than one independent variable within a single experiment, the most appropriate type of design is a factorial design.

A factorial design allows researchers to investigate the main effects of each independent variable and also the interaction effects between them.

In a factorial design, each level of one independent variable is combined with each level of the other independent variable.

Creating a matrix of all possible combinations of the levels of the variables.

For example, if a researcher is interested in investigating the effects of two independent variables, A and B, each with two levels.

Low and high, a 2 x 2 factorial design would be appropriate.

This would involve randomly assigning participants to one of four conditions.

Representing the four possible combinations of the levels of the two independent variables,

low A/low B, low A/high B, high A/low B, and high A/high B.

Using a factorial design enables researchers to examine not only the effects of each independent variable on the dependent variable.

But also any potential interactions between the variables.

This approach can provide more detailed and nuanced insights into the factors that affect the dependent variable.

However, it's important to consider the increased complexity of data analysis and interpretation when using a factorial design.

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Answer:

She will ride 13 miles in one hour

Step-by-step explanation:

(8 2/3) / (2/3) = x / 1....8 2/3 miles to 2/3 hr = x miles to 1 hr

cross multiply

(2/3)(x) = (8 2/3)(1)

2/3x = 26/3

x = 26/3 * 3/2

x = 26/2...which equals 13....she will ride 13 miles in 1 hr

Answer: \(x=\frac{35±\sqrt[]{6505} }{22}\)

Step-by-step explanation:  \(x=5.25698091…,−2.07516273…\)

The roots (\(zeros\)) are the \(x\) values where the graph intersects the x-axis. To find the roots (\(zeros\)), replace \(y\) with \(0\) and solve for \(x\).

Answer:

not a function

Step-by-step explanation:

{(7,4),(5, -1),(3,-8),(1,-5),(3,6)}

This is not a function

The input of x=3 goes to two different outputs y=-8 and y=6

Answer:

Population growth is a current topic in the media today. The world population is growing

by over 70 million people every year. Predicting populations in the future can have an

impact on how countries plan to manage resources for more people. The tools needed to

help make predictions about future populations are growth models like the exponential

function. This chapter will discuss real world phenomena, like population growth and

radioactive decay, using three different growth models.

The growth functions to be examined are linear, exponential, and logistic growth models.

Each type of model will be used when data behaves in a specific way and for different

types of scenarios. Data that grows by the same amount in each iteration uses a different

model than data that increases by a percentage.

The THREE true statements regarding the graph of B(w) are;

A) Based on the zeros of the function, the number of boxes of cereal sold is 0 after 0 weeks.

C) Based on the end behavior of the function, the number of boxes of cereal sold will keep falling after reaching the maximum.

E) Based on the asymptote of the function, the number of boxes of cereal sold will never reach 0 after the cereal is introduced in the store.

We are given the graph represented by the quadratic function;

B(w) = 120w/(150 + w²) for w ≥ 0 that models;

the number of boxes, B, in thousands, of the cereal sold after w weeks

From the graph, we can see that at the origin which is the coordinate (0, 0) that it remains so and as such the number of boxes of cereal sold is 0 after 0 weeks. Thus, option A is correct

Secondly, from the given graph, we see that the graph starts rising from zero to a maximum after which it keeps falling. Thus, we can say that option C is correct

Lastly, we see that the graph asymptote approaches 500 thousand boxes but never gets to zero and as such we can say that option E is correct.

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Check the graph below, please.

1) From this problem, we can see that the amplitude is given by the radius of 9.5m. Since this Ferris wheel rotates at once every 10 seconds, then we can write out the period as 10. Adding the period to the 1.2 meters above the ground yields us the midline: 9+1.2= 10.2

2) From this we can write out the following:

Period:

Phase Shift (C):

a) So we can write out the following equation:

So this is the sinusoidal function (sine) with the height in meters, and time in seconds.

b) Let's sketch the graph for this sinusoidal function, considering two complete cycles:

Note that since the period is 10, we have two cycles when x=20.

The expected amount of time that the 5:30 appointment spends at the barber shop is,  E[W] = 45 + 45/e.

Given that, the barber has scheduled two appointments, one at

5 pm and the other at 5:30 pm.

Since the amount of time that appointments last are independent exponential random variables with mean 45 minutes.

Let W be the time the 2nd person has to wait in chamber Let X be the time the barber takes checking 1st person X-exp(45)

The distribution is,

W= X-45            if X >45

otherwise.

Expected time 2nd person spends in barber chamber

= E (W)+45

[ 45 is the mean time barber takes checking 2nd person]

\(E(W) = \int\limits^{\infinity }_0 {WP(X=45+W)} \, dw\\ \\\\=\int {W.1/45e^{\frac{-45+w}{45} } \, dw\\\\\)

\(=e^{-1} \int\frac{W}{45} e^{\frac{-w}{45} } dw\\=\frac{45}{e}\)

The expected amount of time that the 5:30 appointment spends at the barber's office is,

\(E[W]=45+\frac{45}{e}\).

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Answer:

AB = DE

BC = EF

AC = DF

∠ABC = ∠ DEF

∠BAC = ∠EDF

∠BCA = ∠EFD

Step-by-step explanation:

As its congruent all the corresponding parts will be equal

Answer:

Distance between points m and p = 12.53 unit (Approx.)

Step-by-step explanation:

Given:

Co-ordinate of points

m(-10, 3)

p(-4, -8)

Find:

Distance between points m and p

Computation:

Distance between two points = √(x1 - x2)² + (y1 - y2)²

Distance between points m and p = √(-10 + 4)² + (3 + 8)²

Distance between points m and p = √(-6)² + (11)²

Distance between points m and p = √36 + 121

Distance between points m and p = √157

Distance between points m and p = 12.53 unit (Approx.)

Since no angle has a cosine of 2, the arcsecant of 0.5 is undefined, and the statement that \(\sec^{-1}{0.5}\) is undefined is True.

The secant of angle is given by one divided by the cosine of the angle, that is:

\(\sec{\theta} = \frac{1}{\cos{\theta}}\)

The cosine of an angle has values ranging between -1 and 1, hence the values of the seccant are in the following interval:

\([1, \infty)\)

The concept of the arcseccant, \(arcsec{x} = \theta\) means that angle \(\theta\) has a secant value of x.

In this problem, the expression is given by:

\(\sec^{-1}{0.5}\)

No angle has a secant of 0.5, as 0.5 is not on the interval \([1, \infty)\), hence the statement that \(\sec^{-1}{0.5}\) is undefined is True.

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The value of the additional data point is 36

To find the value of the additional data point, we can use the concept of the sample mean.

Given the data set: 23, 28, 20, 33, 42, 12, 19, 50, 36, 25, 19.

The sample mean of this data set is 26.5.

To find the value of the additional data point, we can use the formula for the sample mean:

(sample mean) = (sum of all data points) / (number of data points)

In this case, we have 11 data points in the original data set. Let's denote the value of the additional data point as x.

Therefore, we can set up the equation:

26.5 = (23 + 28 + 20 + 33 + 42 + 12 + 19 + 50 + 36 + 25 + 19 + x) / 12

Multiplying both sides of the equation by 12 to eliminate the fraction, we have:

318 = 282 + x

Subtracting 282 from both sides of the equation, we find:

x = 318 - 282

x = 36

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.

Answer:

1)40

17+23-->20+20=40

2)80

42+37=40+40=80

3)80

9+73=10+70=80

4)90

68+21=70+20=90

5)90

12+81=10+80=90

The difference in length between a 1 1/4-inch bottom and a 3/8-inch bottom is 7/8 inches. To find the difference in length between a 1 1/4-inch bottom and a 3/8-inch bottom, we need to subtract the lengths of the two bottoms.

1 1/4 inches can be written as 1 + 1/4 inches, which is equal to 4/4 + 1/4 inches, resulting in 5/4 inches.

3/8 inch remains as 3/8 inch.

Now we can subtract the lengths:

5/4 inches - 3/8 inch

To subtract fractions, we need a common denominator. The least common denominator (LCD) of 4 and 8 is 8.

Converting both fractions to have a denominator of 8:

5/4 inches = (5/4) * (2/2) = 10/8 inches

3/8 inch remains the same.

Now we can subtract:

10/8 inches - 3/8 inch = (10 - 3)/8 inches = 7/8 inches.

Therefore, the difference in length between a 1 1/4-inch bottom and a 3/8-inch bottom is 7/8 inches.

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Answer:

3 dollars

Step-by-step explanation:

Answer:

$3

Step-by-step explanation:

If the unit price is 1.5 , you multiply it by 2 to get the price of 2 pounds

1.5*2=$3

Answer:

[-5,-13]

Step-by-step explanation:

To solve this, start by getting rid of the -1 by adding 1 to 8 now you're left with:

|x - 4| ≤ 9 now you will solve this like a regular absolute value inequality

Because the equation withing the absolute value signs can be negative, you will solve this equation twice, once with a negative answer, and the next time, with a positive answer. However, in order to get a negative answer the sign ≤ needs to be flipped. Now we can solve.

Equation 1:

x - 4 ≤ 9 add 4 to -4 so it cancels out, then add it to 9

x ≤ 13

Equation 2:

x - 4 ≥ -9 add 4 to -4 so it cancels out, then add it to -9

x ≥ -5

Both of these equations can be simplified and turned into one compound inequality:

-5 ≤ x ≤ 13

In interval notation, this would be written as:

[-5,13]

The volume of a sphere with a radius of 7 cm (or diameter of 12 cm) is 904.32 cubic centimeters.

To find the volume of a sphere with a radius of 7 cm, we can use the formula:

V = (4/3) * π * r^3

where V represents the volume and r represents the radius. However, you mentioned that the diameter of the sphere is 12 cm, so we need to adjust the radius accordingly.

The diameter of a sphere is twice the radius, so the radius of this sphere is 12 cm / 2 = 6 cm. Now we can calculate the volume using the formula:

V = (4/3) * π * (6 cm)^3

V = (4/3) * 3.14 * (6 cm)^3

V = (4/3) * 3.14 * 216 cm^3

V = 904.32 cm^3

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Answer:

the answer is -5,-7,-10,-14,-19