At noon, a barista notices that she has $10 in her tip jar. If she makes an average of $0. 75 from
each customer, how much will she have in her tip jar if she serves more customers during her
shift?
The total amount of money she would have at the end of her shift would be 0.75x + 10
If the barista makes an average of $0.75 from each customer and she has $10 in her tip jar at noon, we can use this information to estimate how much money she will have at the end of her shift if she serves more customers.
Let's assume that the barista serves "x" more customers during her shift, and that each customer gives her an average of $0.75 in tips. The total amount of money she would make from the tips of these "x" customers would be 0.75x.
Adding the $10 she already has in her tip jar, the total amount of money she would have at the end of her shift would be:
Total = 0.75x + 10
The amount of money the barista would have at the end of her shift would depend on the number of customers she serves after noon. For instance, if she serves 20 more customers after noon, then the total amount of money she would have at the end of her shift would be:
Total = 0.75(20) + 10 = $25
Therefore, the amount of money the barista would have in her tip jar at the end of her shift depends on the number of customers she serves and the amount of money each customer gives her in tips.
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Can someone check if I’m right on all of these!?
If not please correct me, I have a test tomorrow :( thank youuu <3
Results from the Simple Interest:
1. The amount Tucker will receive in interest after 5 years = $1,165.50.
2 The simple interest rate Wilson would need to make his $9,000 grow to $85,000 in 16 years = 53%.
3. The number of years it will take for $7,000 to double in an account with 2.8% simple interest = ≈36 years.
4. The ending balance after 6 years = $25,472.
How to calculate Simple interest?Using Simple interest formula: S.I. = P × R × T
Simple interest (SI) formular = Interest (I) = Principal (P) * Rate (R) * Time(T)
Given:
P= $7,400
R = 3.15% or 0.0315
T = 5 years
Plugging in the values:
Interest = ($7,400 * 0.0315 * 5)
Interest = $1,165.50
2) Using SI formular: I = P* R * T
Given:
P = $9,000
I = $85,000 - $9,000 = $76,000 (as the total cost is the principal plus interest)
T = 16 years
Plugging in the values:
$76,000 = $9,000 * Rate * 16
R = $76,000 / ($9,000 * 16)
To convert to percentage, we multiply by 100:
Rate = 0.531 * 100
Rate = 53.1%.
3) Using SI formular: I = P* R * T
Given:
P = $7,000
R = 2.8%
I = P
T = ?
Plugging in the values and solving for Time (T):
$7,000 = $7,000 * 0.028 * T
T = $7,000 / ($7,000 * 0.028) = 35.7
T ≈36 years
4. Using SI formular: I = P* R * T
Given:
P = $20,000
R = 4.56%
T = 6 years
Plugging in the values:
P = $20,000
R = 4.56% or 0.0456
T = 6 years
Ending Balance (EB) = P + (Pl * R * T)
EB = $20,000 + ($20,000 * 0.0456 * 6)
EB = $20,000 + $5,472
EB = $25,472
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exploratory data analysis 1. when considering the research question, identify the two variables predictor (explanatory) variable: response variable: 2. use minitab to first create a scatterplot. minitab> graph > scatterplot how would you characterize the association between these two variables? a. linear or nonlinear? b. negative, none, or positive?
Identify the predictor and response variables, then create a scatterplot in Minitab. Characterize the association between the variables as linear or nonlinear and negative, none, or positive.
In exploratory data analysis, the first step is to identify the research question and the two variables of interest. The predictor variable (also known as the explanatory variable or independent variable) is the one that is used to explain or predict the outcome of the response variable (also known as the dependent variable).
After identifying the two variables, one can use software such as Minitab to create a scatterplot of the data. The scatterplot helps to visualize the relationship between the two variables.
To characterize the association between the two variables, we would first determine if the relationship appears to be linear or nonlinear. If the relationship is roughly linear, we would then determine if it is negative (meaning that as one variable increases, the other tends to decrease), positive (meaning that as one variable increases, the other tends to increase), or none (meaning that there is no clear trend).
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Miriam was testing � 0 : � = 18 H 0 :μ=18H, start subscript, 0, end subscript, colon, mu, equals, 18 versus � a : � < 18 H a :μ<18H, start subscript, start text, a, end text, end subscript, colon, mu, is less than, 18 with a sample of 7 77 observations. Her test statistic was � = − 1.9 t=−1.9t, equals, minus, 1, point, 9. Assume that the conditions for inference were met.
The requreid Miriam's test does not provide significant evidence that the true population mean is less than 18.
Since the sample size is small (n = 7) and the population standard deviation is unknown, we should use a t-test for this hypothesis test.
The test statistic is calculated as follows:
t = (x - μ) / (s / √n)
Given that Miriam's test statistic is t = -1.9, we can estimate the p-value associated with this test statistic. This denotes the probability of observing a test statistic as extreme as -1.9 or more extreme, assuming the null hypothesis is true.
Using a t-distribution table with 6 degrees of freedom (n-1), we find that the p-value for a one-tailed test at the 5% significance level is approximately 0.051.
Since the p-value (0.051) is greater than the significance level (0.05), we fail to reject the null hypothesis. We do not have sufficient evidence to conclude that the population mean is less than 18 at a 5% level of significance.
Thus, Miriam's test does not provide significant evidence that the true population mean is less than 18.
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Two lines intersect such that the measure of one of the angles formed by the lines
is five times the measure of another of the angles formed by the lines. What are
the measures of the angles formed by the lines?
The measure of the angles formed by the lines are 30°, 30°, 150° and 150° by definition of vertically opposite angles.
When two straight lines intersect each other at some angle, say line AB intersect line CD, then the opposite angles formed by the two lines are called vertically opposite angles. A pair of vertically opposite angles are equal to each other.
There are two pairs of opposite angles formed by intersection of two straight lines.
The total sum of all the angles formed by intersection of two straight lines is 360°.
Let angle X = x° and angle Y= y° be a pair of opposite angles.
Let the other pair of opposite angles be of angle M = m° and angle N = n°.
Thus, by definition of opposite angles and sum of all angles on intersection of two lines we get,
angle X + angle Y + angle M + angle N = 360°
⇒ x° + y° + m° + n° = 360°
⇒ x° + x° + m° + m° = 360°
⇒ 2( x° + m°) = 360°
⇒ x° + m° = 180° ___ (1)
Also, the measure of one of the angles is five times the measure of another of the angles formed by the lines.
This relation can be written as,
angle X = 5 times of angle M
⇒ x° = 5m° ___(2)
Since angle X and angle M are not a pair of opposite angles but are supplementary angles as observed in equation (1).
Putting equation (2) in equation (1) we get,
5m° + m° = 180°
⇒ 6m° = 180°
⇒ m° = 30°
Thus, x° = 5(30°) = 150°
Hence the angles are 30°, 30°, 150° and 150°.
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Destiny's mother started a college fund when Destiny was born. She deposited $9,300 into a CD (certicate of deposit) that yields an interest rate of 0.46%
compounded annually. How much money will the CD be worth when Destiny turns 16 years old?
Answer:
Step-by-step explanation:
$10,008.61
Question 4 of 10
Does this table represent a function? Why or why not?
X
2
3
4
5
5
y
1
4
4
2
5
OA. Yes, because there is the same number of x-values as y-values.
OB. Yes, because every x-value corresponds to exactly one y-value.
C. No, because one x-value corresponds to two different y-values.
OD. No, because two of the y-values are the same.
Does this table represent a function: C. No, because one x-value corresponds to two different y-values.
What is a function?In Mathematics and Geometry, a function can be defined as a mathematical equation which is typically used for defining and representing the relationship that exists between two or more variables such as an ordered pair.
This ultimately implies that, all functions are used in mathematics to uniquely map an input variable (domain or independent values) to an output variable (range or dependent values).
Based on the table shown above, we can reasonably infer and logically deduce that it does not represent a function because the input values (domain or independent values) are not uniquely mapped to the output values (range or dependent values);
3 → 4
4 → 4
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Show that 2 5/8÷ 1 1/6= 2 1/4
Answer: True
9/4 = 2 1/4
Step-by-step explanation:
:) See the images below to know more.
A textbook store sold a combined total of 300 physics and biology textbooks in a week. The number of physics textbooks sold was 72 more than the number of biology textbooks sold. How many textbooks of each type were sold?
Hence, 186 physics textbooks and 114 biology textbooks were sold as it states that 300 textbooks were sold in total.
what is equation ?The formulas 2x + 3 and 7, for instance, are identical when written as 2x + 3 = 7, where x has been the variable. The x-value that fulfils the equality can be found by solving this equation. In this instance, we can take 3 out of both sides to get 2x = 4, and thereafter divide each sides by 2 to get x = 2. To describe relationships amongst quantities and to solve issues, equations are used widely in mathematics as well as in chemistry, chemistry, economics, and other sciences. They are also utilised in daily life, such as in financial computations and the solution of time, distance, and speed-related issues.
given
Assume that x biology textbooks were sold in total.
The issue states that there were 72 more physics textbooks sold than there were biology textbooks. Hence, x + 72 is the total number of physics textbooks sold.
It states that 300 textbooks were sold in total. Thus, we can create the following equation:
[tex]x + (x + 72) = 300[/tex]
When we simplify and find x, we obtain:
[tex]2x + 72 = 300\\2x = 300 - 72[/tex]
2x = 228
x = 114
Hence, 114 biology textbooks were sold.
The quantity of sold physics textbooks is given by x + 72, or 114 + 72 = 186.
Hence, 186 physics textbooks and 114 biology textbooks were sold as it states that 300 textbooks were sold in total.
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Which inequality represents the values of that ensure triangle ABC exists?
A
2x + 4
B
18
6x
O A. < x < 1/1
OB. -< < 1/1
O C.
1 < x < 5
OD. 2 < x < 6
C
The Inequality which ensure triangle exists is 22 > 4x > 7.
What is inequality ?Inequality is defined as the relation between two quantities with the sign of inequality that is >, <, ≤ , ≥ ."
Theorem used In ΔABC,
AB + BC >AC
AC+ BC >AB
AC + AB > BC
According to the question,
In triangle ABC.
AC = 18units
BC = 6x units,
AB = 2x + 4 units
.
Substitute the value in the inequality to ensure triangle exists we get 4x > 7 and 22 > 4x.
From (1) and (2) inequality of triangle we get 22 > 4x > 7.
Hence, Inequality which ensure triangle exists is 22 > 4x > 7.
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Which inequality represents the values of that ensure triangle exists? a triangle with these side lengths: AC = 18 units, BC = 6x units, and AB = 2x + 4 units
Find the area of the circle. Round your answer to the nearest hundredth. Use $3.14$ or $\frac{22}{7}$
for $\pi$ .
area: about
ft2
The area of the given circle is 1.76625 square feet.
How to find the area of the circle?Remember that the area of a circle of radius R is given by the formula:
A = pi*R²
Where pi = 3.14
Here we know the diameter (2 times the radius) of the circle, which is 1.5ft, then the radius is:
R = 1.5ft/2 = 0.75ft
Then the area of the circle is:
A = 3.14*(0.75ft)²
A = 1.76625 ft²
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The graph below does not represent a function because it fails the vertical-line test. Which is the best explanation of why a graph that fails the vertical line test does not represent a function? A. If a vertical line intersects a graph more than once, this indicates that there are multiple points with the same y-value. A function cannot have repeated y-values. B. On a vertical line, one x-value is paired with many y-values. A function cannot have one x-value paired with different y-values, so a vertical line is not a function. C. The points where a vertical line intersects a graph have the same x-value but different y-values. The graph of a function cannot have points with the same x-value but different y-values. D. The relation represented by a vertical line maps many x-values to the same y-value. This kind of mapping is not a function. So if a graph intersects a vertical line more than once, that graph is not a function either.
As a result, choice B adequately justifies why a graph that fails the vertical line test cannot be used to represent a function.
what is a function?A function in mathematics is a rule or association that gives each input value a distinct output value. A function, then, is a collection of ordered pairs, each pair consisting of an input value (also known as an argument or predictor variable) and the control signal value (also known as the value or dependent variable). The output value for each given input value can be found using the formula or graph of a function.
Option B provides the justification for why a graph that fails the vertical line test cannot be used to represent a function: One x-value is coupled with numerous y-values on a vertical line.
A vertical line is not a function since a function cannot have one x-value associated with multiple separate y-values.
To ascertain whether a graph accurately depicts a function, use the vertical line test.
Each vertical line that crosses the graph more than once has an x value and several y values, which is against the definition of a function.
As a result, choice B adequately justifies why a graph that fails the vertical line test cannot be used to represent a function.
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How to calculate a derivative using implicit differentiation
To calculate a derivative using implicit differentiation, follow these steps:
1. Write down the equation:
2. Differentiate both sides with respect to x:
3. Solve for dy/dx or y':
4. Simplify the result:
Write down the equation:
Start by writing down the equation involving both variables x and y, where y is an implicit function of x.
Differentiate both sides with respect to x: Apply the chain rule, product rule, or quotient rule, as needed, while differentiating both sides of the equation with respect to x.
Remember that when differentiating any term involving y, you'll also need to multiply by the derivative of y with respect to x, denoted as dy/dx or y'.
Solve for dy/dx or y': After differentiating both sides, you will have an equation involving dy/dx or y'.
Solve for this term to find the derivative.
Simplify the result: Simplify your answer as much as possible, if needed.
Remember to use implicit differentiation when the equation is not easily solved for y in terms of x.
It's a powerful technique that helps find derivatives in situations where explicit differentiation isn't feasible.
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Find the length of the third side. If necessary, round to the nearest tenth
Answer:
3.6
Step-by-step explanation:
a^3+b^2=c^2
3^2+2^2=c^2
9+4=c^2
13=c^2
square root to get c alone
3.6055512754639=c
rounded= 3.6
Answer: 3.6
Step-by-step explanation: pythagorean theorem
A^2 + B^2 = C^2
3^2=9
2^2=4
13
Square root of 13 rounded to nearest 10th
3.6
Raw answer: 3.60555127546
Abiola left for work at 7.30a.m. On her way she wasted 20 minutes waiting for her friend and finally got to work at 8.20a.m. The work closes at 4p.m., but she stayed at work for 1 hou watching African Magic film on DSTV channel, and got back home at 6p.m. For how long did she stay at work?
Answer:
Abiola stayed at work for 8 hours and 40 minutes.
Step-by-step explanation:
Abiola wasted 20 minutes waiting for her friend, so she actually left for work at 7:50 am (7:30 am + 20 minutes).
She arrived at work at 8:20 am, so she spent 30 minutes (8:20 am - 7:50 am) traveling to work.
Abiola worked from 8:20 am to 4:00 pm, which is a total of 7 hours and 40 minutes (4:00 pm - 8:20 am).
She then stayed at work for an additional 1 hour to watch African Magic, so in total, she was at work for 8 hours and 40 minutes (7 hours and 40 minutes of work + 1 hour of watching African Magic).
Therefore, Abiola stayed at work for 8 hours and 40 minutes.
A sphere has a diameter of 28 millimeters.solve for cubic millimeters
The volume of the sphere with a diameter of 28 millimeters is 4398.23 cubic millimeters.
To find the volume of a sphere with a diameter of 28 millimeters, we can use the formula for the volume of a sphere, which is V = (4/3)πr³, where V is the volume, r is the radius, and π (pi) is a mathematical constant approximately equal to 3.14159.
Step 1: Calculate the radius.
Since the diameter is 28 millimeters, the radius is half of that, which is 14 millimeters (28/2).
Step 2: Use the volume formula.
V = (4/3)πr³
V = (4/3)π(14³)
Step 3: Calculate the volume.
V = (4/3)π(2744)
V ≈ 4398.23 cubic millimeters
So, the volume of the sphere with a diameter of 28 millimeters is approximately 4398.23 cubic millimeters.
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Which is the only congruence theorem that cannot be use to prove these triangles to be congruent?
A
SAS
B
AAS
C
SSS
D
ASA
The only congruence theorem that cannot be used to prove these triangles to be congruent is option B, AAS (Angle-Angle-Side).
The SAS (Side-Angle-Side), SSS (Side-Side-Side), and ASA (Angle-Side-Angle) congruence theorems all involve matching corresponding sides and angles of two triangles. However, AAS only matches two angles and a non-included side, which is not enough to guarantee congruence in all cases.
In fact, the AAS congruence theorem only works if the given non-included side is between the two given angles, forming a "triangle sandwich" with the two given angles as the bread and the non-included side as the filling.
If the non-included side is not between the two given angles, then it is possible to have two non-congruent triangles with the same angle measures, but different side lengths.
Therefore, the AAS congruence theorem cannot be used to prove all cases of triangle congruence, making it the only option that cannot be used to prove these triangles to be congruent
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given that tanα=4/3 (α is in Q1) and cosβ= -4/5 (β is in Q3), find cos(α+β)
Answer:
We can use the following formula for the cosine of the sum of two angles:
cos(α + β) = cos(α)cos(β) - sin(α)sin(β)
To use this formula, we need to find the values of cos(α), sin(α), cos(β), and sin(β).
Since tan(α) = 4/3 and α is in the first quadrant, we can use the Pythagorean identity to find sin(α) and cos(α):
tan^2(α) + 1 = sec^2(α)
(4/3)^2 + 1 = sec^2(α)
16/9 + 1 = sec^2(α)
25/9 = sec^2(α)
sec(α) = 3/5
cos(α) = 1/sec(α) = 5/3
sin(α) = tan(α) * cos(α) = (4/3) * (5/3) = 20/9
Since cos(β) = -4/5 and β is in the third quadrant, we can use the Pythagorean identity again to find sin(β):
sin^2(β) + cos^2(β) = 1
sin^2(β) = 1 - cos^2(β)
sin(β) = -√(1 - cos^2(β)) (since sin(β) is negative in Q3)
sin(β) = -√(1 - (-4/5)^2) = -√(1 - 16/25) = -√(9/25) = -3/5
Now we can substitute these values into the formula for cos(α+β):
cos(α + β) = cos(α)cos(β) - sin(α)sin(β)
cos(α + β) = (5/3) * (-4/5) - (20/9) * (-3/5)
cos(α + β) = -4/3 + 4/3
cos(α + β) = 0
Therefore, cos(α+β) = 0.
if your math class had a greater standard deviation for the first quiz of the unit than they did for the second quiz of the unit, what would this tell you?
A greater standard deviation for scores on the first quiz than on the second quiz would state that the results were less consistent on the first quiz than on the second quiz.
How to calculate the mean and the standard deviation of the data-set?The mean of a data-set is given by the sum of all observations in the data-set divided by the number of observations, which is also called the cardinality of the data-set.The standard deviation of a data-set is given by the square root of the sum of the differences squared between each observation and the mean, divided by the cardinality of the data-set.The standard deviation of a data-set measures the consistency of the data-set, and the higher the standard deviation, the less consistent the data-set is.
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dentify the values of `a`, `h`, and `k` in the given function.
`y=\frac{5}{x+6}-2`
The values of a, h, and k are 5, -6 and -2, respectively
Identifying the values in the function.In the given function:
y = 5/(x+6) - 2
The function is in the form of a rational function, f(x) = a/(x-h) + k, where a = 5, h = -6, and k = -2.
Therefore, the values of a, h, and k are:
a = 5 (the numerator of the fraction)h = -6 (the value subtracted from x in the denominator of the fraction)k = -2 (the constant term added or subtracted to the rational function)Read more about function at
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The Grandview high school band plans to play six pieces of music in their upcoming concert. How many ways can they manage the order of their performance?
There are 720 ways the Grandview high school band can manage the order of their performance of six pieces of music
To determine the number of ways the Grandview high school band can manage the order of their performance of six pieces of music, we need to find the number of permutations of six objects taken six at a time.
The following is the formula for the number of permutations of n objects taken r at a time:
P(n, r) = n! / (n - r)!
In this case, we need to find P(6, 6), which is:
P(6, 6) = 6! / (6 - 6)!
= 6! / 0!
= 6 x 5 x 4 x 3 x 2 x 1
= 720
Therefore, there are 720 ways the Grandview high school band can manage the order of their performance of six pieces of music.
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Let an be the number of ways to climb n stairs Identify the recurrence relation for the number of ways to climb n stairs if the person climbing the stairs can take one stair or two stairs at a time. O an = an + 1 + an + 2 O an = an-1+an - 2 O an= an-1+ an-2
The total number of ways to climb n stairs is the sum of the number of ways to climb n-1 stairs and the number of ways to climb n-2 stairs.
What is recurrence relation?An equation that represents a sequence based on a rule is called a recurrence relation. Finding the following term (next term) based on the prior term (previous term) is made easier.
The recurrence relation for the number of ways to climb n stairs if the person climbing the stairs can take one stair or two stairs at a time is:
an = an-1 + an-2
This is because to climb n stairs, the person can either take one stair from n-1 stairs and climb the remaining n-1 stairs, or take two stairs from n-2 stairs and climb the remaining n-2 stairs.
Therefore, the total number of ways to climb n stairs is the sum of the number of ways to climb n-1 stairs and the number of ways to climb n-2 stairs.
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The words per and each are associated with ___________________
Answer:
The words "per" and "each" are associated with quantity and division. They are used to express the ratio or rate of one thing in relation to another. For example, "The cost is $10 per pound" or "Each student receives one book."
Answer:
The words per and each are associated with Division.
Step-by-step explanation:
Think of the words "percent". We can divide the word into two easier terms, "per" and "cent". Per means for each. Dividing also means for each.
I'm trying my best without an answer key to help me see what you want to be answered, let me know if there is something specific you would like to know. :)
-a friendly 8th grader :D
when flipping a coin 4 times. How many favorable outcomes are there for two heads and two tails (in any order)?
There are 6 ways to get two heads and two tails (in any order) when flipping a coin 4 times.
How many favorable outcomes are there for heads and tailsWhen flipping a coin 4 times, there are 2 possible outcomes (heads or tails) for each flip.
Therefore, there are a total of 2^4 = 16 possible outcomes for 4 coin flips.
To find the number of favorable outcomes for getting two heads and two tails (in any order), we can use combinations.
We need to choose 2 coin flips out of 4 to be heads, which can be done in C(4,2) = 6 ways.
Once we have chosen the positions for the heads, the remaining positions must be tails.
So there are 6 ways to get two heads and two tails (in any order) when flipping a coin 4 times.
These outcomes are:
HH-TT
HT-HT
TH-HT
TT-HH
HT-TH
TH-HT
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a) find the area above 66 for a n(60,10) distribution b) find the area below 48 for a n(60,10) distribution.
In normal distribution the area above 66 for a n(60, 10) is 0.726
What is normal distribution?
In probability theory and statistics, the Normal Distribution, which is also called the Gaussian Distribution, is the most significant continuous probability distribution. It is also called a bell curve. In this distribution a large number of random variables are either nearly or exactly represented. Moreover, it can be used to approximate other probability distributions,
From the given data n(60, 10) so mean = 60 and standard deviation= 10
Now x≥ 66
so the z-score will be (66-60)/10
= 6/10
= 0.6
Now P(z>0.6)= 1- P(z< 0.6)
= 0.726
So, in normal distribution the area above 66 for a n(60, 10) is 0.726.
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Find ß in degrees. B 12 7 [?]° Round to the nearest hundredth.
Answer:
Set your calculator to degree mode.
[tex] \tan( \beta ) = \frac{7}{12} [/tex]
[tex] \beta = {tan}^{ - 1} \frac{7}{12} = 30.26 \: degrees[/tex]
The Wigwam Motel in Holbrook, Arizona is famous for its large tepees, which are shaped like cones. Each of these units has a base diameter of 14 feet and a height of 32 feet. (a) What is the slant height of the Teepees at the Wigwam Motel? Please make sure to use the Pythagorean Theorem and show your work. (b) (1. 5 pts) For extra credit, how much floor space, in square units, is available inside each tepee?
The Wigwam Motel in Holbrook, Arizona is famous for its large tepees shaped like cones. the floor space inside each tepee is approximately 153.94 square feet.
(a) To find the slant height of the tepee, we can use the Pythagorean theorem. The slant height is the hypotenuse of a right triangle with the height and the radius of the base as the legs.
The radius of the base is half of the diameter, so r = 14/2 = 7 feet. The height of the tepee is 32 feet. Let's call the slant height "s".
Using the Pythagorean theorem, we have:
s² = r² + h²
s² = 7² + 32²
s² = 49 + 1024
s² = 1073
s = sqrt(1073)
s ≈ 32.77 feet
Therefore, the slant height of the tepee is approximately 32.77 feet.
(b) To find the floor space inside the tepee, we need to calculate the area of the circular base. The formula for the area of a circle is A = πr², where A is the area and r is the radius.
A = π(7)²
A = 49π
A ≈ 153.94 square feet
Therefore, the floor space inside each tepee is approximately 153.94 square feet.
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FIND ZC OF THIS CIRCLE
The value of ZC is 16 units for the given circle and its identities.
What is a tangent of a Circle?A straight line that touches the circle at a single point—the point of tangency—is the tangent of a circle. The digression is opposite to the span of the circle at the place of juncture, and it broadens outward from the circle in the two bearings.
In the circle two external secant segments are LE and ZE, according to the external secant theorem;
⇒ LE × DE = ZE × CE (Here, ZE = ZC + 2)
⇒ 9 × 4 = (ZC + 2) × 2
⇒ ZC + 2 = 18
⇒ ZC = 18 - 2
⇒ ZC = 16
Therefore, the value of ZC is 16 units.
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A florist wants to determine if a new additive would help extend the life of cut flowers longer than the original additive. The florist randomly selects 20 carnations and randomly assigns 10 to the new additive and 10 to the original additive. After three weeks, 6 carnations placed in the new additive still looked healthy and 2 carnations placed in the original additive still looked healthy. The difference in proportions (new – original) for the carnations that still looked healthy after three weeks was 0. 4. Assuming there is no difference in the additives, 200 simulated differences in sample proportions are displayed in the dotplot. Using this dotplot and the difference in proportions from the samples, is there convincing evidence that the new additive was more effective?
A Yes, because a difference in proportions of 0. 4 or more occurred 7 out of 200 times, meaning the difference is statistically significant and the new additive is more effective.
B Yes, because a difference in proportions of 0. 4 or less occurred 193 out of 200 times, meaning the difference is statistically significant and the new additive is more effective.
C No, because a difference in proportions of 0. 4 or more occurred 7 out of 200 times, meaning the difference is not statistically significant and the new additive is not more effective.
D No, because a difference in proportions of 0. 4 or less occurred 193 out of 200 times, meaning the difference is not statistically significant and the new additive is not more effective
Yes, since the new additive is more efficient and a proportional difference of 0.4 or more occurred 7 times out of 200, making the difference statistically significant. The correct answer is A) .
The dotplot can be used to determine whether the 0.4 observed proportional difference is statistically significant. Few dots are at or above 0.4 in any direction, as can be seen by looking at the dotplot. In particular, it appears that there are no dots to the left of the observed difference and only roughly 7 dots that are at or beyond 0.4. Therefore, at the 5% level of significance, the observed proportional difference of 0.4 is statistically significant. Hence the correct answer is option: A.
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Deduce the 3-digit secret number.
[A cow means a number is correct in value but in the wrong
position. A bull indicates that a number is both correct in
value and in the correct position. I. E. 2 cows and 1 bull wou
indicate that all three numbers were correct but two were in
the wrong positions. ]
If "cow" means that number is correct in value but in the wrong position, then the three-digit secret number is 714.
A "cow" means a digit is "correct in value" but in the "wrong position".
A "bull" means a digit is both "correct in value" and in the "correct position".
⇒ For the first guess (751),
There is 1 cow and 1 bull, which means that one digit is "correct in value" and in the "correct position" (1 bull), and another digit is "correct in value" but in the "wrong position" (1 cow).
⇒ For the second-guess (574),
There is 1 cow and 1 bull, which indicates that "one-digit" is "correct in value" and in the "correct position", and "another-digit" is "correct in value" but in the "wrong-position".
⇒ For the third guess (317),
There is 1 cow and 1 bull, which means that "one digit" is "correct in value" and in the "correct position", and "another digit" is "correct in value" but in the "wrong position".
So, Based on these clues, we can say that the correct secret number has 1 cow and 1 bull.
This means that two digits in the secret number are correct in value, with one digit in the correct position (1 bull), and another digit in the wrong position (1 cow). So, the secret number is likely 714, because it satisfies these conditions.
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The given question is incomplete, the complete question is
Deduce the 3-digit secret number.
[A cow means a number is correct in value but in the wrong position. A bull indicates that a number is both correct in value and in the correct position. i.e. 2 cows and 1 bull would indicate that all three numbers were correct but two were in the wrong positions. ]
Guess Secret Number Cows Bulls
1st 751 1 1
2nd 574 1 1
3rd 317 1 1