Answer:
B) Approximately normal, with mean -0.05 and standard deviation 0.083
Step-by-step explanation:
The correct answer is (B). The shape is approximately normal since the expected number of makes and misses for both Daren and Josh are all greater than 10.
The distribution of pD = pJ is given by: Option B: Approximately normal, with mean -0.05 and standard deviation 0.083
What is the distribution of population proportion?For large enough sample, let the population proportion of a quantity be denoted by random variable [tex]p[/tex]
Then, we get:
[tex]p \sim N(\hat{p}, \sqrt{\dfrac{\hat{p}(1-\hat{p})}{n}})[/tex]
where
[tex]\hat{p}[/tex] = estimated(mean value) proportion of that quantity, and n = size of sample drawn.Suppose that a random variable X is formed by n mutually independent and normally distributed random variables such that:
[tex]X_i = N(\mu_i , \sigma^2_i) ; \: i = 1,2, \cdots, n[/tex]
And if
[tex]X = X_1 + X_2 + \cdots + X_n[/tex]
Then, its distribution is given as:
[tex]X \sim N(\mu_1 + \mu_2 + \cdots + \mu_n, \: \: \sigma^2_1 + \sigma^2_2 + \cdots + \sigma^2_n)[/tex]
Here, we're specified that:
For proportion of correct free throw attempts by Daren:
Sample size = n = 50Estimated proportion = [tex]\hat{p}_D = 75\% = 0.75[/tex]Let the population proportion be represented by variable [tex]p_D[/tex]For proportion of correct free throw attempts by Josh:
Sample size = n = 50Estimated proportion = [tex]\hat{p}_J = 80\% = 0.8[/tex]Let the population proportion be represented by variable [tex]p_J[/tex]And therefore, we have:
[tex]p_D \sim N\left (0.75, \sqrt{\dfrac{0.75 \times 0.25}{50}}\right )\\\\p_J \sim N\left (0.80, \sqrt{\dfrac{0.8 \times 0.2}{50}}\right )[/tex]
And therefore, we get:
[tex]-p_J \sim N\left (-0.80, \sqrt{\dfrac{0.8 \times 0.2}{50}}\right )[/tex] (standard deviation doesn't get affected by change of sign of the considered random variable, and mean gets affected linearly, so mean became negative 0.80 and standard deviation stays same).
Adding [tex]p_D[/tex] and [tex]-p_J[/tex], we get:
[tex]p_D + (-p_J) = p_D - p_j \sim N\left (0.75 -0.80, \sqrt{\dfrac{0.8 \times 0.2}{50} + \dfrac{0.75 \times 0.25}{50}}\right )\\\\p_D - p_J \sim N\left( -0.05, 0.0837\right)[/tex]
Thus, the distribution of pD = pJ is given by: Option B: Approximately normal, with mean -0.05 and standard deviation 0.083
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How does the mean and median change from plot 1 to plot 2?
The mean and median remain the same.
The mean decreases, and the median remains the same.
The mean remains the same, and the median decreases.
The mean and median decrease.
Answer:
It’s B maybe not 100%
sure
Step-by-step explanation:
lol tell me if I’m correct
Question:
How does the mean and median change from plot 1 to plot 2?
A.The mean and median remain the same.
B.The mean decreases, and the median remains the same.
C.The mean remains the same, and the median decreases.
D.The mean and median decrease.
Answer:
B.The mean decreases, and the median remains the same.
Does the graph represent a function?
Answer: NO
Step-by-step explanation:
How do I solve this ...........................
Answer:
proportion: 3/2 roses = 38.70, (3/2)/38.70 = 1/x, x = 25.80 dollars I believe
Step-by-step explanation:
ASAP SHOW WORK PLEASE EASY GEOMETRY OR SUMTHING HELPPPPPPPPP
Answer:
Number 1 can form a right triangle. Numbers 2 & 3 cannot.
Step-by-step explanation:
To check if the sides are a right triangle, check if the sum of the squares of the two smaller sides equals the length of the square of the longest side. In other words, do the Pythagorean Theorem.
5² + 12² = 13²
25 + 144 = 169
169 = 169
They are equal therefore Number 1 can form a right triangle.
5² + 7² = 9²
25 + 49 = 81
74 = 81
They are not equal, therefore Number 2 can't form a right triangle.
10² + 12² = 30²
100 + 144 = 900
244 = 900
They are not equal, therefore Number 3 can't form a right triangle.
A movie theater has 940 seats. Tickets were sold for 846 of the seats. For what percent of the seats were tickets sold?
Answer:
90 percent
Step-by-step explanation:
find the value of x ....
Answer:
C
Step-by-step explanation:
3x-9+30+24=180
3x+45=180
3x=135
x=45
Ariel takes 3 pages of notes during each hour of class. In all, how many hours will Ariel
have to spend in class before she will have a total of 36 pages of notes in her notebook?
Answer:
12 hours
Step-by-step explanation:
36 divide that by 12 and she has 12 hours to write on 36 pages
Simplify the expression to a + bi form:
(3+10i)-(-12-8i)
Answer:
15 + 18i
Step-by-step explanation:
(3 + 10i) - (-12 - 8i) = 3 + 10i - 12*(-1) - 8i*(-1)
= 3 + 10i +12 + 8i
= 3 + 12 + 10i + 8i {Combine like terms}
= 15 + 18i
www-awn.aleks.com/alekscgi/x/Isl.exe/1o_u-IgNsikas
O DECIMALS, PROPORTIONS, PERCENTS
Writing a decimal number given its name: Advance
Write the following number in standard decimal form.
thirteen and three hundred four thousandths
Answer:
Step-by-step explanation:
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An agronomist is an expert in soil management and crop production. A certain state hires an agronomist to investigate whether there is a linear relationship between a wheat stalk’s height and the yield of wheat. The agronomist collected data and used the data to test the claim that there is a linear relationship at a significance level of α = 0.05. The agronomist tested the following hypotheses.
H0 : β1 = 0
Ha : β1 ≠ 0
The test yielded a p -value of 0.25. Which of the following is a correct conclusion about the claim?
A. The null hypothesis is rejected because 0.25 > 0.05. There is sufficient evidence to suggest that there is a linear relationship between a wheat stalk's height and its yield.
B The null hypothesis is not rejected because 0.25 > 0.05. There is sufficient evidence to suggest that there is a linear relationship between a wheat stalk's height and its yield.
С The null hypothesis is rejected because 0.25 > 0.05. There is not sufficient evidence to suggest that there is a linear relationship between a wheat stalk's height and its yield.
D The null hypothesis is not rejected because 0.25 > 0.05. There is not sufficient evidence to suggest that there is a linear relationship between a wheat stalk's height and its yield.
E The null hypothesis is accepted because 0.25 > 0.05. There is sufficient evidence to suggest that there is not a linear relationship between a wheat stalk's height and its yield.
Answer:
D The null hypothesis is not rejected because 0.25 > 0.05. There is not sufficient evidence to suggest that there is a linear relationship between a wheat stalk's height and its yield.
Step-by-step explanation:
Given the hypothesis :
H0 : β1 = 0
Ha : β1 ≠ 0
The Pvalue = 0.25 ; α = 0.05
Decision region :
Reject H0 ; if Pvalue < α
Comparing the Pvalue and α - value
0.25 > 0.05
Here, the Pvalue is > α ; hence, we fail to reject the Null, H0
Hence, there is no significant evidence to suggest that there is a linear relationship between what's stalk height and its yield.
Consider the following statement. ∀ integer d, if 6 d is an integer then d = 3. Which of the following is a negation for the statement? ∃ an integer d such that 6 d is an integer and d ≠ 3. ∃ an integer d such that 6 d is not an integer and d = 3. ∀ integer d, if 6 d is not an integer, then d ≠ 3. ∀ integer d, if d ≠ 3, then 6 d is not an integer. ∀ integer d, if d = 3, then 6 d is an integer.
Answer:
The correct option is the first:
∃ an integer d such that 6d is an integer and d ≠ 3
Step-by-step explanation:
If 6d is an integer, then d = 3
Let's divide the statement into two:
Let "If 6d is an integer" be p and "then d = 3" be q.
The statement is a conditional statement. Therefore, we have
p ⇒ q
The negation of p ⇒q, ¬(p ⇒ q) ≡ p ∧ ¬q
I have attached an image proving the above.
Using this: ¬(p ⇒ q) ≡ p ∧ ¬q
Then, we leave p as it is and negate q.
P is "if 6d is an integer"
q is "then d = 3," hence ¬q is "then d ≠ 3."
Therefore, the negation of "If 6d is an integer, then d = 3" is "If 6d is an integer, then d ≠ 3."
The correct option is the first:
∃ an integer d such that 6d is an integer and d ≠ 3
Please help, brainliest for correct answer
Answer:
10 10 and 20
Step-by-step explanation:
.......ur welcome........
Three runners competed in a race data were collected at each mile mark for each runner If the runner ran at a constant paste the data would be linear a regression line was fitted to their data Use the residual plots to decide which data set is best fit by regression line and then identify the runner that kept the most consistent pace
Answer:
Runner C
Step-by-step explanation:
Tell me if I'm wrong but 100% sure I'm right
The linear regression for the best fit of the data to identify the runner that kept the most consistent pace is Runner C
What is linear regression line?The connection between the independent (x) and dependent (y) variables in the graph can be graphically represented using regression lines.
In a linear model, the terms are added rather than multiplied, divided, or provided as a non-algebraic function, as has been the case thus far in this section. Analysis of experimental, monetary, and biological data as well as complex system prediction are both possible using linear modelling.
A statistical technique used to build a linear model is called linear regression. The model explains how one or more independent variables Xi relate to a dependent variable y (also known as the response) (called the predictors). The distance between each data point and the regression line is called a residual.
Given data ,
Three runners competed in a race data were collected at each mile mark for each runner
And , If the runner ran at a constant paste the data would be linear
Now , a linear a regression line was fitted to their data
And , In linear regression, consistent data refers to a set of data points that fall in a linear pattern with a small amount of scatter around the line of best fit. The data is said to be consistent if the residuals (the vertical distances between the observed data points and the predicted values on the line of best fit) are relatively small and do not exhibit any patterns or trends.
So , the runner C has the most consistent pace among the three runners
Hence , runner C is the best fit for the regression line
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X Х C Department of Education Exit 13-2: Practice Buddy: Independent Practice; Problem Solving 13.2.IP-22 Diogo and his 4 friends want to share the cost of a meal equally. They order 2 large pizzas and 5 small drinks. If they leave a tip of $6.80, how much does each person pay?
Answer:they pay by yeezys
Step-by-step explanation:
There are 2.54 centimeters in 1 inch there are 100 centimeters in 1 meter to the nearest inch how many inches are in 9 meters
Answer:
354.330709 (depending on instructions you may need to round)
rounded to tenths - 354.3
rounded to hundredths - 354.33
Step-by-step explanation:
9 x 100 = 900
900/2.54 = 354.330709
please help will mark brainly
Answer:
answer is 7.51 so round to 7.5
if i have 2 pans of brownies and i give away 1 5/6. How many browniea do i have left? in a fraction?
Answer: Multiply
2 * 1 5/6
Convert 1 5/6 into an improper fraction:
2 * 11/5
Multiply:
22/5
Convert to mixed number:
4 2/5
So 22/5 or 4 2/5 of a pan of brownies was left.
Answer:
1/5
Step-by-step explanation:
Using the diagram, which fraction is equivalent to 1?
Answer:
5/5
Step-by-step explanation:
You randomly choose one of the tiles shown. Find the number of Ways the event
1) Choosing an odd number.
2) Choosing a number greater than 8
joe spend 1 1/3 hours studying for his math test. randy studied for 1/2 the amou t the time that joe did. what fraction of an hour did randy spend studying
Step-by-step explanation:
Lets convert 1 1/3 into improper fraction.
[tex]1 \frac{1}{3} = \frac{1 \times 3 + 1}{3} \\ = \frac{4}{3} [/tex]
Since Randy studied half the above time,
Randy Studied:
[tex] \frac{1}{2} \times \frac{4}{3} \\ = \frac{1 \times 4}{2 \times 3} \\ = \frac{4 \div 2}{6 \div 2} \\ = \frac{2}{3} hours[/tex]
i have been trying to solve this compound and double angle question please help me find the answer to these question guys
Answer:
These type of questions are super tricky b/c you have to remember all the different versions of the identities, and then they put the question in some odd form, I feel like this should land math professors in jail , for dishonesty , b/c it's really a form of "how tricky can I make a question and still have a way to solve it" anyway,
Step-by-step explanation:
a)
next the question asks 1-cos 2A and this is total abuse of notation. the way this should be written is 1- cos( 2A) so we know that the A is part of the cosine functions input... btw.. in any computer program, it would never ever let you get away with that top form of the expression. :/ anyway... I keep ranting.. huh... sorry :P
1-cos(2A) is an odd form of the identity 1/2(1-cos(2A) = [tex]sin^{2}[/tex](A) the 1/2 is missing but we can add that pretty easy, we just have to remember to take it out too. I usually forget to do that. and my professor marks me off completely, totally wrong, but I just miss one small thing :/ anyway....
our 1-cos(2A) needs the 1/2 added to it. or if we move that 1/2 to the other side it looks like 2*[tex]sin^{2}[/tex](A) = 1-cos(2A) and this is that "odd" from of the identity that I was talking about.
next let's deal with sin(2A) it has an identity of 2 sin(A)cos(A) which is really nice for us b/c it will cancel out the 2 in then numerator for us, nice !
now our fraction looks like [2* [tex]sin^{2}[/tex](A)] / 2 sin(A)cos(A)
so cancel out one of the sines
2*sin(A) / 2 cos(A)
cancel the 2s
Sin(A) / Cos(A) = Tan(A)
nice it worked out :P
b)
by the above that we just worked out, then
Tan(15) = Sin(15) / Cos(15)
I had to look up what sin of 15 is b/c it's not one of those special angles but it does have an exact form of
Sin(15) = (√3 - 1) / 2√2
Cos(A) = (√3 + 1) / 2√2
you can use rule of Cos(A-B) = Cos(A)Cos(B)+Sin(A)Sin(B) to get the above and a similar rule for Sin(A-B)
back to our problem, the 2√2 will cancel out
then we have
Tan(15) = (√3 - 1) /(√3 + 1)
in the form that is above that's exact, the roots could be approximated but i'll just leave that in the form that is exact. Most math professors like that form.
In the accompanying figure, chords AB and CD of circle O intersect at E. If m AD=100 and m CB=70, what is m AED?
Answer:
85
Step-by-step explanation:
Find the average of 100 and 70 which is 100 + 70 = 170/2 = 85
The value of angle m ∠ AED is,
⇒ m ∠ AED = 85 degree
We have to given that,
In the accompanying figure,
Chords AB and CD of circle O intersect at E.
And, m AD=100 and m CB=70.
Now, By given figure, we get;
⇒ m ∠ AED = (m AD + m CB) / 2
⇒ m ∠ AED = (100 + 70)/2
⇒ m ∠ AED = 170 / 2
⇒ m ∠ AED = 85 degree
Thus, The value of angle m ∠ AED is,
⇒ m ∠ AED = 85 degree
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kmara calculated the number of blocks in this figure by finding (2*3) *4mateo found the number of blocks by finding 2*(3*4) who was correct explain why
Answer:
Step-by-step explanation:
Both are correct.
(2 *3) * 4 = 6 * 4 = 24
2 * (3*4) = 2 * 12 = 24
Reason: Associative property of multiplication.
25. Which two conversions are correct?
A. 7 mm = 70 cm
B. 7 cm = 0.07 m
C. 7,000 m = 7 km
D. 0.7 cm = 70 mm
E. 7 m = 7,000 km
Answer:
The answer is B and C
Step-by-step explanation:
1 Meter is equal to 0.001 Kilometer
1 Centimeter is equal to 0.01 Meters
The unit conversions which has the true measurements are
a) 7 cm = 0.07 m
b) 7,000 m = 7 km
What is unit conversion?In order to translate measurements of a particular amount between different units, a mathematical conversion factor is usually used. This modifies the measurement of the quantity without altering its effects.
The particular circumstances or the intended result control the conversion process. This may be governed by law, a contract, a list of technical specifications, or other publicly available standards.
A precise conversion from one system to another is necessary for some measures in order to maintain the precision of both the original measurement and the conversion.
Based on the connection between a particular pair of original units and a particular pair of target units, each conversion factor is chosen.
Given data ,
Let the unit conversion be represented as A
Let the first measurement be p
where the value of p is
p = 7 cm
From the unit conversion , 1 m = 100 cm
So , 7 cm = 0.07 m
And , let the second measurement be q = 7,000 m
From the unit conversion , 1 km = 1,000 m
7,000 m = 7 km
Hence , the unit conversions are solved
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zero is the same as the product 5 and a number minus 15
Answer:
3
Step-by-step explanation:
5 × 3 -15 = 15 - 15 = 0
What is the area of the school crossing sign represented below?
15 inches 15 inches
15 inches
15 inches
help me plsss
what is the median of 16, 20, 20, 23, 25, 27, 29, 31, 31, and 32.
Answer:
27
Step-by-step explanation:
The madian is gis
if an angle measures 18° what is the measure of its complement
Answer:
Hey mate......
Step-by-step explanation:
This is ur answer.....
Complement Angle = 90°= 90 - 18
= 72
--> 72° is the complement angle of 18°
Hope it helps!
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In AWXY, X = 700 cm, w = 710 cm and ZW=24°. Find all possible values of ZX, to
the nearest 10th of a degree.
Answer:
{}
Step-by-step explanation:
Which side lengths form a right triangle?
Choose all answers that apply:
A √2, √3, √4
B √8,3, √17
C 5,6,8
Answer:
B. √8, 3 and √17 form a right triangleExplanation:
√8², 3² and √17² satisfy a²+b²=c²
√8²+3² = √17²
8+9=17