Can someone help me with this

Answer:

rounding to four decimal places 1.4667

Step-by-step explanation:

I put it into the calculator as a division problem

if you don't have a calculator just divide

hope I could help

The statement given by Mai to principal is wrong because of it using the word "exactly" in her statement.

We do sampling so that we don't have to work on entire population of items but only on that sample in a way that we can predict information about population.

Most of the times, it isn't possible in real world to work on entire populations. Samples come out for rescue by assumptions that they will have some properties of the population pertained in them.

Thus, the sample should be taken out such that it includes data of the population as much  as it can in unbiased way so as to imitate population. (assuming that we want the sample to contain the summary of the population).

So, in this case, Mai did sampling(sample of 30 students was selected) instead of working on entire population (all students of her school).

In her sample, she found that 27 out of 30 students think its a good idea to start and end the school day an hour later than usual.

So, from sample, 90% of those 30 students think  it’s a good idea to start and end the school day an hour later than usual.

And yes, we can use this data to approximate or predict about the percentage of students who think  it’s a good idea to start and end the school day an hour later than usual.

But we cannot surely say that it will be exactly 90%.

The only statement we can give about the population is:

Almost (or such unsure wordings) 90% of all of the students in the school think it’s a good idea to start and end the school day an hour later than usual!

Thus, the statement given by Mai to principal is wrong because of it using the word "exactly" in her statement.

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Answer:

A: 12 B: 80

Step-by-step explanation:

92 - 80 = 12

80 students

12 Chaperones

Answer:

12 chaperones and 80 students

Step-by-step explanation:

Start by multiplying the numbers seperatly and then add. Keep doing this till you get to 92.

  20(2)=40. 3(2)=6 46

  20(3)=60. 3(3)=9 69

  20(4)=80. 3(4)=12 92

Now you know there are 12 chaperones and 80 students. There are other ways to answer this problem like using systems of equations but it still gives the correct answer and is less advanced.

       Hope this helps:)

Answer:

1/5 is 20% which means that it's greater than 19%

Step-by-step explanation:

Hope this helped :)

Answer:

Q=33/10-r/10 R=33−10q

Step-by-step explanation:

Espero que sea correcto para ti también puedes hacerme más inteligente si es correcto

Answer:

X = 2

Step-by-step explanation:

Answer: 14/28, or 1/2

explanation:

14/28 total students drink milk in general, meaning that the remainder drink orange juice. This leaves us with 14/28 students that drink orange juice, which can be reduced to 1/2.

I hope this helped! ^_^

The probability that x will exceed 0.5 depends on the specific density function of the observed outcome and its characteristics. Without knowing the details of the density function, it is not possible to provide a direct answer.

Density functions describe the probability distribution of a random variable. They specify the likelihood of different outcomes occurring within a certain range. To determine the probability that x will exceed 0.5, we need to analyze the density function and calculate the area under the curve beyond 0.5.

In general, to find the probability of x exceeding a specific value, we integrate the density function from that value to positive infinity. This integral gives us the cumulative probability of x being greater than the given value. However, the specific calculation depends on the form of the density function, whether it is continuous or discrete.

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Answer:

14

Step-by-step explanation:

Substitute -2 for x in the two places where x occurs:

              8

(-2)^2 - ------- + 6    =    4 + 4 + 6  =  14

              -2

An odd number is (2x) + 1

An even number is (2x)

These are the definitions.

Using the binomial (2x + 1)(2x + 1), we can see the properties of all products made from odd numbers.

Foiling will give 4x^2 + 4x + 1.

4x^2 is even because 4x^2 can be expressed as 2(2x) x 2(2x).

4x is even because 4x can be expressed as 2(2x)

This means that 4x^2 + 4x is even so the expression 4x^2 + 4x + 1 is odd because an even number + 1 is odd as shown by (2x) + 1.

This shows that every outcome of the product of 2 odd numbers will result being odd.

This means there is no answer to this problem, because any number that is a multiple of 2 is even. (Basically the definition of even)

Using even and odd numbers concepts, it is found that the product is an even number.

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To calculate the total charge within the cylinder with dimensions r=1.5 and h=3, we use the potential function V = 5r + 4 cos Ø in cylindrical coordinates.

The total charge can be obtained by integrating the charge density over the volume of the cylinder.

The potential V within the cylinder is given by V = 5r + 4 cos Ø, where r represents the radial distance from the axis of the cylinder and Ø represents the angle in the cylindrical coordinate system. To calculate the total charge within the cylinder, we need to integrate the charge density over its volume.

The charge density ρ can be related to the potential by ρ = -∇²V, where ∇² is the Laplacian operator. In cylindrical coordinates, the Laplacian operator takes the form:

∇² = (1/r) ∂/∂r (r ∂/∂r) + (1/r²) ∂²/∂ز + ∂²/∂z²

Since the potential function V does not depend on the z coordinate, the Laplacian reduces to:

∇² = (1/r) ∂/∂r (r ∂/∂r) + (1/r²) ∂²/∂ز

Applying this operator to the potential function V, we find:

∇²V = (1/r) ∂/∂r (r ∂V/∂r) + (1/r²) ∂²V/∂ز

To find the charge density, we substitute this expression into ρ = -∇²V:

ρ = -(1/r) ∂/∂r (r ∂V/∂r) - (1/r²) ∂²V/∂ز

To calculate the total charge, we integrate the charge density ρ over the volume of the cylinder:

Q = ∫∫∫ ρ dV = ∫∫∫ -(1/r) ∂/∂r (r ∂V/∂r) - (1/r²) ∂²V/∂ز dV

The integration is performed over the cylindrical coordinates r, Ø, and z, with appropriate limits. Evaluating this integral will give us the total charge within the cylinder.

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The resulting product of the expression is 12.017

Fractions are written as a ratio of two integers

Given the following expression

-2 1/3 x -5.15

Convert to improper fraction to have:

-7/3 * -515/100

3605/300

12.017

Hence the resulting product of the expression is 12.017

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Answer

A) Morning: 2:45am. / afternoon: 2:45pm

B) Morning: 6:05am / afternoon: 6:05pm

c) Morning: 9:15am. / afternoon: 9:15pm

d) Morning: 11:35am. / afternoon: 11:35pm

Step-by-step explanation:

Answer:x^2-12x+5<0= 6

hope it helps :)

Answer:

18.84

Step-by-step explanation:

The formula for circumference is 2(pi)r, I think. The radius is 3. 3 times 2 is 6. 6 times 3.14 is around 18, I think.

hope this helps

Answer:

A

Step-by-step explanation:

The property of real numbers illustrated by each equation depends on the specific equation. However, some common properties of real numbers include the commutative property, associative property, distributive property, identity property, and inverse property.

The property of real numbers illustrated by each equation depends on the specific equation. However, there are several properties of real numbers that can be applied to equations:

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The most specific name for the figure is an isosceles trapezoid

From the question, we have the following parameters that can be used in our computation:

The figure

The properties of the given figure are

Using the above as a guide, we have the following:

The figure is a trapezoid

Because the nonparallel sides are congruent, then the most specific name for the figure is an isosceles trapezoid

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Answer:

1684.8 cubic units

Step-by-step explanation:

In oblique cylinder the height (altitude) is measured from the opposite base to the base of the cylinder, but it lies outside. We can find the height using Pythagoras theorem.

       h + 7² = 13²

              h²= 169 - 49

              h² = 120

               h = √120

                h = 10.95 units

radius = r = 7 units

\(\boxed{\text{\bf Volume of oblique cylinder = $\bf\pi r^2h$} }\)

                                                    = 3.14 * 7 * 7 * 10.95

                                                    = 1684.8 cubic units

Answer:

The last graph which lies on the x-axis best represents a quadratic function that has only one solution where y = 0

Step-by-step explanation:

y = 0 where it has no value or when the graph touches x-axis.

In this case, the last graph touches the x-axis one time. Meaning,

y = 0 for at least one value of x.

On the graph, the function is represented as

y = ( x - 4 )²

And if we plug in 4 for x, we get,

x = 4

y = ( 4 - 4 )²

y = 0

This will not work for any other value, therefore, this is the best graph which represents a quadratic function that has only one solution where y = 0

Answer:

h(x) will be continuous on [0,5] when the value of

k= 4

Step-by-step explanation:

For making h(x) continuous we need to ensure that the functions, kx and x+3 should meet at the point x=1.

For continuity, the left-hand limit and the right-hand limit of h(x) to be equal at x = 1.

Left-hand limit:

lim(x→1-) h(x) = lim(x→1-) kx = k(1) = k

Right-hand limit:

lim(x→1+) h(x) = lim(x→1+) (x + 3) = 1 + 3 = 4

The function to be continuous at x = 1, the left-hand limit and right-hand limit must be equal. Therefore, we need k = 4.

Therefore, for h(x) to be continuous on [0, 5], the value of k must be 4.

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Therefore, the value of k that makes h(x) continuous on [0,5] is k = 4

We have been given a piecewise-defined function h(x) that needs to be continuous on [0, 5]. We have to determine the value of k that will make h(x) continuous. Let's begin by checking if the function is continuous at

x = 1. lim h(x)

as x approaches 1 from the left (i.e., from the interval [0,1)) is equal to

h(1-) = k(1) = k. lim h(x)

as x approaches 1 from the right (i.e., from the interval [1,5]) is equal to

h(1+) = 1+3 = 4.

For the function to be continuous at x = 1, h(1-) must be equal to h(1+), i.e., k = 4. Therefore, the value of k that makes h(x) continuous on [0,5] is k = 4. The value of k that makes h(x) continuous on [0,5] is k = 4.

Therefore, the value of k that makes h(x) continuous on [0,5] is k = 4

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Answer:

I would say a bar graph because it is used best for data that needs groups.

In order to get samples from each age group, you would need to use stratified sampling. This involves dividing the population into subgroups, or strata, based on a particular characteristic - in this case, age.

Once the population has been stratified, a random sample can be taken from each subgroup in proportion to its size.

For example, if the population consists of 1000 people, with 300 aged 20-40, 400 aged 40-60, and 300 aged 60-80, you would need to take a sample of 60 people (20% of the population) in order to get 20 people from each age group. This could be done by randomly selecting 18 people from the 20-40 age group, 24 people from the 40-60 age group, and 18 people from the 60-80 age group.

Stratified sampling is often used when there are important subgroups within a population that need to be represented in the sample. It can help to ensure that the sample is representative of the population as a whole, and can improve the accuracy of the survey results. However, it can also be more time-consuming and expensive than other sampling methods.

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Answer: 64 cups

Step-by-step explanation:

1 quart = 4 cups

16 quarts × 4 cups = 64 cups

Answer:

\( \frac{x}{4} + \frac{1}{2} = \frac{1}{8} \)

\( \frac{x}{4} = - \frac{3}{8} \)

\(x = - \frac{3}{2} = - 1 \frac{1}{2} \)

The solution to the equation x/4 + 1/2 = 1/8 is x = -3/2.

Consider the equation, we have only one x term, so taking all the terms without x to the other side and terms with x on one side.

x/4 + 1/2 = 1/8

Take the 1/2 term on the other side,

x/4=1/8 - 1/2

Taking the LCM on the Right side,

x/4 = (1-4) / 8

x/4 = -3/8

Now, we have x/4 so what we can do is, shift the 4 to the other side too, we get,

x = ( -3/8) * 4

x = -3/2

The solution to the equation x/4 + 1/2 = 1/8 is x = -3/2.

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Answer:

The correct answer should be D. 19.2!!!

Step-by-step explanation:

hope this helps :))

The range of the relation that is represented in the mapping shown in the diagram attached below is: {3, 5, 11, 21}.

If we are given a mapping that represents a relation, the input values (x-values) make up the domain of the relation while the output values (y-values) make up the range of the relation.

In the mapping shown in the diagram attached below, we have the following:

The domain of the relation is: {-1, 0, 1, 2, 3}

The range of the relation is: {3, 5, 11, 21}

Thus, we can conclude that, the range of the relation that is represented in the mapping shown in the diagram attached below is: {3, 5, 11, 21}.

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\(f(x)=\cfrac{x^3+1}{3x} \\\\[-0.35em] ~\dotfill\\\\ \stackrel{\textit{quotient rule}}{\cfrac{(3x^2)(3x)-(x^3+1)(3)}{9x^2}}\implies \cfrac{9x^3-3x^3-3}{9x^2}\implies \stackrel{\textit{1st derivative}}{\cfrac{6x^3-3}{9x^2}} \\\\[-0.35em] ~\dotfill\)

\(\stackrel{\textit{quotient rule}}{\cfrac{(18x^2)(9x^2)-(6x^3-3)(18x)}{81x^4}}\implies \cfrac{162x^4-108x^4+54x}{81x^4}\implies \cfrac{54x^4+54x}{81x^4} \\\\\\ \cfrac{54x(x^3+1)}{81x^4}\implies \cfrac{2(x^3+1)}{3x^3}\implies \stackrel{\textit{2nd derivative}}{\cfrac{2x^3+2}{3x^3}}\)

Answer:

49000

Step-by-step explanation:

since it's the same worth

Answer:

49000

Step-by-step explanation:

since there was the same worth given to all