please answer please fast marking as brainliest​

The Coalition for Airline Passengers Rights, Health, and Safety averages 400 calls a day to help stranded travelers deal with airlines. The hotline is staffed for 16 hours a day.

To calculate the average number of calls in different time intervals and the probability of different events related to these calls.

Part 1:

a. 60-minute interval average number of calls: 400/16 = 25 calls

30-minute interval average number of calls: 25/2 = 12.5 calls

15-minute interval average number of calls: 12.5/2 = 6.25 calls

Part 2:

b. To find the probability of exactly 6 calls in a 15-minute interval, we can use the Poisson distribution formula. Let's assume that the average number of calls in a 15-minute interval is 6.25. Then, the probability of exactly 6 calls in a 15-minute interval is:

P(6 calls) = (e^-6.25)*(6.25^6)/6! = 0.0686

c. To find the probability of no calls in a 15-minute interval, we can use the Poisson distribution formula. Let's assume that the average number of calls in a 15-minute interval is 6.25. Then, the probability of no calls in a 15-minute interval is:

P(0 calls) = e^-6.25 = 0.0047

d. To find the probability of at least two calls in a 15-minute interval, we can use the cumulative distribution function of the Poisson distribution. Let's assume that the average number of calls in a 15-minute interval is 6.25. Then, the probability of at least two calls in a 15-minute interval is:

P(X >= 2) = 1 - P(0 calls) - P(1 call) = 1 - 0.0047 - (e^-6.25)*(6.25^1)/1! = 0.9906

Thus, the average number of calls in a 60-minute interval is 25, in a 30-minute interval is 12.5, and in a 15-minute interval is 6.25. The probability of exactly 6 calls in a 15-minute interval is 0.0686, the probability of no calls in a 15-minute interval is 0.0047, and the probability of at least two calls in a 15-minute interval is 0.9906.

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Answer:Option B , C  and E are correct

Step-by-step explanation:

y^2-5y=750

750-y(y-5)=0

(y+25)(y-30)=0

Answer:

$31.30 is the total bill

Step-by-step explanation:

if you multiply 26.53 by 18% you get 4.77. then when you add the 26.53 by 4.77 you would get $31.30. Your welcome (pls give brainliest)

Answer:

1.321003963011889035667107001321‬

Step-by-step explanation:

Answer:

1.32100396

Step-by-step explanation:

9 ÷ 6.813

hope this helps :)

Answer:

Yes

(-4,-2) is a solution of a given system of equation

Step-by-step explanation:

Explanation:-

Given that the equation

                y = 2 x + 6 ..(i)

Given point (-4,-2)

substitute   x =-4 and y = -2 in equation (i)

             -2 =2(-4) +6

            -2  = -8+6

           -2 =-2

∴ The point satisfies the given equation

- 8r + 14 > 60

Isolate the variable by dividing each side by factors that don't contain the variable.

Inequality Form:

r  = 23/4  

Interval Notation: ( − ∞ , − 23 4 )

42 + 50 < 58​

Add  

42  and  50 .

92 < 58

I hope its right

There is a Weak positive association between the amount of goals scored and the number of wins a hockey team has. Most of the data points fall between 4 goals scored and 5  number of wins. Causation cannot be established because their relationship was not in a controlled setting.

When if a relationship between two variables is said to be  negative, it is one that does not just necessarily mean that the association is weak. Although though both variables tend to increase in reaction to one another, a weak positive correlation depicts that the relationship is not very strong.

Therefore, even though  the data tells us that there is a weak positive relationship that exist between the two variables, it is vital to know that that correlation does not equal causation.

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Answer:

To Solve a System of Equations by Elimination

Write both equations in standard form. ...

Make the coefficients of one variable opposites. ...

Add the equations resulting from Step 2 to eliminate one variable.

Solve for the remaining variable.

Substitute the solution from Step 4 into one of the original equations.

here! ( happy hoildays!)

The height of rectangular prism B is 5 yards.

Let's first find the volume of rectangular prism B:

The volume of the solid figure = Volume of prism A + Volume of prism B

180 = 75 + length × width × height of prism B

105 = length × width × height of prism B

We know that the length of prism B is 7 yards and the width is 3 yards,

Substitute those values:

105 = 7 × 3 × height of prism B

105 = 21 × height of prism B

height of prism B = 105/21

height of prism B = 5

Therefore, the height of rectangular prism B is 5 yards.

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Answer:

-15

Step-by-step explanation:

yan po ang answer thank you na lang po

Answer:

a) The 95% confidence interval to estimate the average fee for the population is between $11.65 and $12.79

b) $0.57

Step-by-step explanation:

We have that to find our \(\alpha\) level, that is the subtraction of 1 by the confidence interval divided by 2. So:

\(\alpha = \frac{1-0.95}{2} = 0.025\)

Now, we have to find z in the Ztable as such z has a pvalue of \(1-\alpha\).

So it is z with a pvalue of \(1-0.025 = 0.975\), so \(z = 1.96\)

Now, find the margin of error M as such

\(M = z*\frac{\sigma}{\sqrt{n}}\)

In which \(\sigma\) is the standard deviation of the population and n is the size of the sample.

\(M = 1.96*\frac{1.86}{\sqrt{41}} = 0.57\)

So the answer for b) is $0.57.

The lower end of the interval is the sample mean subtracted by M. So it is 12.22 - 0.57 = $11.65

The upper end of the interval is the sample mean added to M. So it is 12.22 + 0.57 = $12.79

The 95% confidence interval to estimate the average fee for the population is between $11.65 and $12.79

Answer:

PEMDAS

Step-by-step explanation:

The order of operations is the order in which you solve an equation to find the correct answer. This is very important because randomly solving parts of an equation without using the order of operations will result in the wrong answer. The order of operations is PEMDAS which stands for: Parentheses, Exponents, Multiplication, Division, Addition, and Subtraction.

Example:

\((2*2)^{2}+6/3-1\)

Using PEMDAS to solve this equation we get 17 as our answer. However, if we solve it in order of how it appears we end up with 19/3 or 6.33, which is a very different answer.

Answer:

0.9495

Step-by-step explanation:

We are given;

Population proportion; p = 90% = 0.9

Sample size; n = 100

Sample Proportion; p^ = 0.84

Formula to find the probability that sample proportion exceeds 0.84 is;

Z = P(p^ > 0.84) = (p - p^)/√(p^(1 - p^)/n)

Z = (0.84 - 0.9)/√(0.84(1 - 0.84)/100)

Z = -0.06/0.03666

Z = -1.64

From online z-score calculator attached, the probability is;

P(x>Z) = 0.9495

Answer: 782.05 miles.

Step-by-step explanation: Percentage is a ratio expressed as fraction of 100, in other words, 61% is represented as \(\frac{61}{100}\) or 0.61.

London slept 61% of the journey, so it means he was awake for 39% of the journey. Now the total trip is \(\frac{100}{100}\) or 1, so the relationship will be

0.39 ---- 305 miles

   1   ----- x

\(x=\frac{305}{0.39}\)

x = 782.05

The total length of the trip was 782.05 miles.

Answer: 500

Step-by-step explanation:

The Surface Area of cylinders are: 100 yd² , 264 m², 226  mm²

The Surface Area of Can is 219 cm².

We know the formula for Surface Area of Cylinder

= 2πrh

1. Radius = 2 yd

Height = 8 yd

So, Surface Area of Cylinder

= 2πrh

= 2 x 3.14 x 2 x 8

= 100 yd²

2. Radius = 7 m

Height = 6 m

So, Surface Area of Cylinder

= 2πrh

= 2 x 3.14 x 6 x 7

= 264 m²

3. Radius = 3 mm

Height = 12 mm

So,  Surface Area of Cylinder

= 2πrh

= 2 x 3.14 x 3 x 12

= 226  mm²

4. Radius = 3.5 cm

Height = 10 cm

So, Surface Area of Can

= 2πrh

= 2 x 3.14 x 3.5 x 10

= 219 cm²

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The answer is 0.471 radians.

FORMULA:

Just do 27° × π/180 = 0.4712rad but then cut off the two.

Answer:

2.5 hours

Step-by-step explanation:

The cost of the rental - the scooter rental = 30.50 - 16.75, which equals 13.75.

Divide the additional per hour by that number.

13.75 / 5.5 = 2.5

Therefore, the scooter was rented for 2.5 hours.

Answer:

2.5

Step-by-step explanation:

13.75 / 5.5 = 2.5

The percentage of the council members who voted in favor of the tax is 50%.

The percentage is a ratio that can be expressed as a fraction of 100.

Given that, the council has 76 members out of which 38 members voted in favor of the tax.

The percentage amount of members who favor the tax is:
(38/76) × 100%

= 50%

Hence, the percentage of the council members who voted in favor of the tax is 50%.

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Step-by-step explanation:

3. D

it looks the same left and right from the line x = -0.5.

but not, when we turn the graph by 180° around one of these points.

4. A

as we clearly see the graph never every (on neither side) goes below -6.5 or so.

it goes on both sides to +infinity.

Given statement solution is :- Math Proficiency conceptual knowledge involves understanding the fundamental concept of division and its relationship to fractions, enabling flexibility in solving division problems with different fractions. Procedural knowledge, on the other hand, focuses on following a specific set of steps to achieve a correct solution without necessarily comprehending the underlying concept.

3.1 Activity: Procedural and Conceptual Understanding in Action

Content Area: Fractions

Problem: Comparing Fractions

Objective: Students will demonstrate both procedural and conceptual understanding of comparing fractions.

Activity Steps:

Begin by introducing the concept of fractions and reviewing the basic procedures for comparing fractions (e.g., finding a common denominator, cross-multiplying).

Provide students with a set of fraction comparison problems (e.g., 2/3 vs. 3/4, 5/8 vs. 7/12) and ask them to solve the problems using the traditional procedural approach.

After students have solved the problems procedurally, engage them in a group discussion to explore the underlying concepts and relationships between fractions. Ask questions such as:

What does it mean for one fraction to be greater than or less than another?

Can you explain why we need a common denominator when comparing fractions?

How can you visually represent and compare fractions to better understand their relative sizes?

Introduce visual aids, such as fraction bars or manipulatives, to help students visualize the fractions and compare them conceptually. Encourage students to reason and explain their thinking.

Have students revisit the fraction comparison problems and solve them again, this time using the conceptual understanding gained from the group discussion and visual aids.

Compare the students' procedural solutions with their conceptual solutions, and discuss the similarities and differences.

Conclude the activity by emphasizing the importance of both procedural and conceptual understanding in solving fraction comparison problems effectively.

By incorporating both procedural and conceptual approaches, this activity allows students to develop a deeper understanding of comparing fractions. The procedural approach provides them with the necessary steps to solve problems efficiently, while the conceptual approach helps them grasp the underlying principles and relationships involved in fraction comparison.

3.2 Example: Conceptual Knowledge vs. Procedural Knowledge

Conceptual knowledge refers to the understanding of underlying concepts, principles, and relationships within a domain, whereas procedural knowledge focuses on knowing the specific steps or procedures to perform a task without necessarily understanding the underlying concepts.

Example: Division of Fractions

Conceptual Knowledge: Understanding the concept of division as the inverse operation of multiplication, and recognizing that dividing fractions is equivalent to multiplying by the reciprocal of the divisor. This understanding allows for generalization and application of division concepts to various fractions.

Procedural Knowledge: Following the specific steps to divide fractions, such as "invert the divisor and multiply" or "keep-change-flip" method. This knowledge involves applying the procedure without necessarily grasping the underlying concept or reasoning behind it.

In this example, Math Proficiency conceptual knowledge involves understanding the fundamental concept of division and its relationship to fractions, enabling flexibility in solving division problems with different fractions. Procedural knowledge, on the other hand, focuses on following a specific set of steps to achieve a correct solution without necessarily comprehending the underlying concept.

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The mixed numbers that have 12 as the LCD are 2 11/12 and 6 4/5. All other fractions do not have 12 as the denominator and are not equivalent.

Mixed numbers consist of a whole number and a fractional part. To add or subtract mixed numbers, the fractions must have the same denominator (the bottom number of the fraction).

The LCD (lowest common denominator) is the smallest number that all of the denominators can be divided into evenly. In this case, the LCD is 12.

2 11/12 and 6 4/5 both have 12 as the denominator. The denominator of 11/12 can be divided by 11 and 12, so it is the same as 12/12. The denominator of 4/5 can be divided by 4 and 12, so it is the same as 48/12 (4 x 12 = 48). Therefore, both fractions have the same denominator.

The other fractions do not have 12 as their denominator. 3 1/7 can be divided by 3, 7, and 12, so it is the same as 21/12 (3 x 7 = 21). 5 3/4 can be divided by 4, 5, and 12, so it is the same as 60/12 (4 x 5 = 60). 8 38/47 can be divided by 8, 47, and 12, so it is the same as 376/12 (8 x 47 = 376). Since none of these fractions are equal to 12/12, they are not equivalent to the other two fractions.

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Question :

Which mixed numbers have 12 as the LCD (lowest common denominator)?

2 11/12

3 1/7

5 3/4

6 4/5

8 38/47

When it comes to interest, most Certificates of Deposit (CDs) will allow periodic interest payouts. So, correct option is B.

A CD is a type of savings account that allows you to earn a fixed interest rate on your deposit for a specific period of time, called the term. Typically, the longer the term of the CD, the higher the interest rate offered.

However, during the term of the CD, the funds are locked in, meaning that you cannot withdraw the principal without incurring a penalty.

While some CDs may allow for unlimited withdrawals of interest, this is not common, and may still come with restrictions or penalties. Loans against principal are also not typically allowed with CDs, as the funds are meant to be held for a set term.

Therefore, the most common option available for CD holders is to receive periodic interest payouts, which can be monthly, quarterly, or annually, depending on the terms of the CD. This allows the CD holder to earn interest on their deposit while still receiving some income during the term of the CD.

So, correct option is B.

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Answer:

6610

Step-by-step explanation:

We have tan(X) = opposite/ adjacent

tan(QBP) = PQ/BQ

tan(35) = PQ/BQ    ---eq(1)

tan(QAP) = PQ/AQ

tan(20) = \(\frac{PQ}{AB +BQ}\)

\(=\frac{1}{\frac{AB+BQ}{PQ} } \\\\=\frac{1}{\frac{AB}{PQ} +\frac{BQ}{PQ} } \\\\= \frac{1}{\frac{230}{PQ} + tan(35)} \;\;\;(from\;eq(1))\\\\= \frac{1}{\frac{230 + PQ tan(35)}{PQ} } \\\\= \frac{PQ}{230+PQ tan(35)}\)

230*tan(20) + PQ*tan(20)*tan(35) = PQ

⇒ 230 tan(20) = PQ - PQ*tan(20)*tan(35)

⇒ 230 tan(20) = PQ[1 - tan(20)*tan(35)]

\(PQ = \frac{230 tan(20)}{1 - tan(20)tan(35)}\)

\(= \frac{230*0.36}{1 - 0.36*0.7}\\\\= \frac{82.8}{1-0.25} \\\\=\frac{82.8}{0.75} \\\\= 110.4\)

PQ = 110.4

≈110

Height above sea level = 6500 + PQ

6500 + 110

= 6610

Answer:

Put 4 in the place of x then you'll get

\( \frac{10}{22} \)

Answer:

\(\frac{5}{11}\)

Step-by-step explanation:

→ Substitute 4 for x

\(\frac{4^{2}-6 }{(3*4)+10} =\frac{16-6}{12+10} =\frac{10}{22} =\frac{5}{11}\)

Answer:

a = 150

Step-by-step explanation:

Sum to infinity of a geometric series

\(S_{\infty}=\dfrac{a}{1-r}\:\textsf{ for }|r| < 1\)

where:

Given:

Substitute the given values into the formula and solve for a:

\(\begin{aligned}S_{\infty} & =\dfrac{a}{1-r}\\\\\implies 100 & =\dfrac{a}{1-\left(-\frac{1}{2}\right)}\\\\ 100 & =\dfrac{a}{1+\frac{1}{2}}\\\\100 & = \dfrac{a}{\frac{3}{2}}\\\\a & = \dfrac{3}{2} \cdot 100\\\\a & = 150\end{aligned}\)

Answer:

1233454u849492782u48383

Answer:

Use the pyhtagora's theorem

By using trigonometric relations we will see that the area is:

\(A = h*tan(60\°)*/2 = tan(60\°)*h^2/2\)

Remember that the area of a right triangle is equal to the product between the cathetus divided by 2.

Sadly, here we don't have the measures of any sides of the triangle, so getting the actual area is impossible, but if we assume that some dimension is given (like the height, let's say that is h).

h is the cathetus adjacent to the 60° angle, then the other cathetus (the bottom one) is given by:

tan(60°) = x/h

x = tan(60°)*h

Then our two catheti are h and tan(60°)*h.

This means that the area will be:

\(A = h*tan(60\°)*/2 = tan(60\°)*h^2/2\)

Here we only used trigonometric properties, so this area will work for any height given (always that the value of h is the cathetus adjacent to the 60° angle).

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Answer:

the guy on top is correct

Step-by-step explanation: