f(x) = - 3x + 4; g(x) = f(x) + 1
Graph it and then describe the graph
Answers
The graph of function f(x) and g(x) is parallel lines separated by 1 unit.
In this question we have been given two functions f(x) = - 3x + 4 and g(x) = f(x) + 1
We need to graph these functions and then describe the graph.
The graph of given functions is as shown below.
The graph of function f(x) is a straight line with slope -3 and y-intercept 4.
The function g(x) is nothing but but function f(x) translated upward by 1 unit.
The graph of function g(x) is also a straight line with slope -3 and y-intercept 5.
Therefore, the graph of function f(x) and g(x) is parallel lines separated by 1 unit.
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Related Questions
Find du and v. Treat a and n as constants.
Answers
Stated that;
[tex]u=x^n[/tex]Then, differentiating u with respect to x using the power rule where n is a constant is;
[tex]\begin{gathered} du=(n\times1)x^{n-1} \\ du=nx^{n-1} \end{gathered}[/tex]Also,
[tex]dv=e^{ax}[/tex]Then, we can find v by integrating, we have;
[tex]\begin{gathered} \int dv=\int e^{ax}dx \\ v=\frac{1}{a}e^{ax} \\ \end{gathered}[/tex]
the table below shows an inspectors measurement of the lengths of four bridges
Answers
Given
Table which ahows an inspectors measurement of the lengths of four bridges
Find
Order from shortest to longest lengths of bridges.
Explanation
First we convert the lengths of Bridges in improper form , then in decimal form.
[tex]\begin{gathered} M=1\frac{49}{60}=\frac{109}{60}=1.817 \\ \\ N=1\frac{79}{100}=\frac{179}{100}=1.79 \\ \\ O=1\frac{52}{75}=\frac{127}{75}=1.693 \\ \\ P=1\frac{97}{120}=\frac{217}{120}=1.80 \end{gathered}[/tex]so , O has shortest length and M has longest length.
Final Answer
Therefore ,
the order from shortest to longest is
Bridge O , Bridge N , Bridge P and Bridge M , so the correct option is 1
c. Where would the line y = - 2x + 1 lie? Again, justify your prediction and add the graph of this lineto your graph from part (b).
Answers
Given:
b) First the two lines are graphed,
[tex]\begin{gathered} y=2x+3 \\ y=2x-2 \end{gathered}[/tex]Now, yoshi wants to add one more equation,
[tex]y=2x+1[/tex]The graph is represented as,
In the above graph the green line represents the y=2x+1 and it lies between the line y= 2x+3 and y= 2x-2.
c) The graph of the line y = -2x +1
It is observed that the green line y= -2x+1 intersects both the lines y= 2x+3 and y= 2x-2.
Madeline is a salesperson who sells computers at an electronics store. She makes a base pay of $80 each day and then is paid a $20 commission for every computer sale she makes. Make a table of values and then write an equation for P, in terms of x, representing Madeline's total pay on a day on which she sells x computers.
I need the Equation.
Answers
The linear equation that gives the values of P in terms of x which is Madeline's total pay on a given day is; P + 20·x + 80
What is an equation in mathematics?An equation consists of two expressions that are joined by an equal to sign to complete a mathematical statement.
The given parameters are:
Madeline's daily base pay = $80
Madeline's commission for each computer sold = $20
The given table of values is presented as follows:
Daily pay, in Dollars, P; [tex]{}[/tex] 80, 100, 120, 140
Number of computers sold, x; [tex]{}[/tex] 0, 1, 2, 3
From the above table of values, given that the independent variable, x, is increasing at a constant rate, and that the first difference is constant, we have that the relationship is a linear relationship, that has an equation of the form; P = m·x + c
Where:
m = The slope
c = The y-intercept
The slope which gives the ratio of the rise to the run of the graph is given by the equation; [tex]m = \dfrac{100-80}{1-0} =20[/tex]
The equation in point and slope form is therefore: P - 80 = 20·(x - 0) = 20·x
P - 80 = 20·x
P = 20·x + 80
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PLEASE HELP AS SOON AS POSSIBLE PLEASE!! ( one question, can whole numbers be classified as integers and rational numbers)
Answers
ANSWER
G. 10 and -2 only
EXPLANATION
-5/4 is a fraction that can't be simplified. Therefore it is not an integer.
1.25 has decimals, so it is not an integer either.
10 and -2 are are integers.
Which of the following systems of equations is an example of one where elimination is the best method?A) {y=27x+11 {3x−4y=−24 B) {4x+5y=20 {−4x+6y=24 C) {y=13x+15 {2x−2y=18 D) {x = 11 {y = -8
Answers
Answer:
Explanation:
When solving a system of equations, the elimination method is best used when the system is given in such a way that the coefficients of one variable can be eliminated by addition or subtraction.
Of the given system of equations, the example of where elimination is the best method is:
[tex]\begin{gathered} 4x+5y=20 \\ -4x+6y=24 \end{gathered}[/tex]In this example, we see that the variable 'x' can be directly eliminated by adding the two equations.
The correct option is B.
4. A survey explored the relationship between gender and video game play. Which is not a reasonable interpretation of the data? Play Daily Do Not Play Daily Total Boys 45 5 50 Girls 12 38 50 Total 57 43 100 O A) More boys surveyed play video game daily than girls. TO B) Ignoring gender, a little more than half of the students surveyed play video games daily. Of the boys surveyed, 5% do not play video games daily. OD) Of the girls surveyed, exactly 24% play video games daily.
Answers
Answer:
C.
Explanation:
Let's analyze each answer option:
Option A.
Taking into account the table, we can say that 45 boys play video games daily and 12 girls play video games daily, so more boys play video games daily than girls because 45 is greater than 12.
Option B.
In the same way, there is a total of 57 students that play video games daily and 43 that don't. Since 57 is a little higher than 50 (half of the 100 students surveyed), we can say that a little more than a half of the students surveyed play video games daily.
Option C.
There are 50 boys surveyed and from them 5 do not play video games daily, so the percentage of boys that don't play video games daily is:
[tex]\frac{5}{50}\times100=0.1\times100=10\text{ \%}[/tex]Option D.
In the same way, there are 50 girls surveyed, and 12 play video games daily, so the percentage of girls that play video games daily is:
[tex]\frac{12}{50}\times100=0.24\times100=24\text{ \%}[/tex]Therefore, the only option that is not a reasonable interpretation of the data is C. because the percentage of boys that don't play video games daily is 10% instead of 5%
Write problem as a single radical using the smallest possible root. 20
Answers
Answer::
[tex]\sqrt[30]{r^{29}}[/tex]Explanation:
Given the expression:
[tex]\sqrt[5]{r^4}\sqrt[6]{r}[/tex]First, rewrite the expression using the fractional index law:
[tex]\begin{gathered} \sqrt[n]{x}=x^{\frac{1}{n}} \\ \implies\sqrt[5]{r^4}=r^{\frac{4}{5}};\text{ and} \\ \sqrt[6]{r}=r^{\frac{1}{6}} \end{gathered}[/tex]Therefore:
[tex]\sqrt[5]{r^4}\times\sqrt[6]{r}=r^{\frac{4}{5}}\times r^{\frac{1}{6}}[/tex]Use the multiplication law of exponents:
[tex]\begin{gathered} a^x\times a^y=a^{x+y} \\ \implies r^{\frac{4}{5}}\times r^{\frac{1}{6}}=r^{\frac{4}{5}+\frac{1}{6}} \\ \frac{4}{5}+\frac{1}{6}=\frac{24+5}{30}=\frac{29}{30} \\ \operatorname{\implies}r^{\frac{4}{5}}\times r^{\frac{1}{6}}=r^{\frac{4}{5}+\frac{1}{6}}=r^{\frac{29}{30}} \end{gathered}[/tex]The resulting expression can be rewrittem further:
[tex]\begin{gathered} r^{\frac{29}{30}}=(r^{29})^{\frac{1}{30}} \\ =\sqrt[30]{r^{29}} \end{gathered}[/tex]The single radical is:
[tex]\sqrt[30]{r^{29}}[/tex]Hello! Need help with this, please explain in an easy way I am in year 9
Answers
Let's factor the trinomial step by step:
1. Multiply and divide the whole trinomial by the leading coefficient. For the middle term, leave it expressed:
[tex]3x^2-20x+12\rightarrow\frac{9x^2-20(3x)+36}{3}[/tex]2. We'll factor just like a regular x^2+bx+c trinomial:
• Open two sets of parenthesis and put the square root of the first term on each one
[tex]\frac{(3x)(3x)}{3}[/tex]• Put the sign of the second term of the trinomial in the first set of parenthesis, and the result of multiplying the sign of the second term by the sign of the third term on the second set:
[tex]\frac{(3x)(3x)}{3}\rightarrow\frac{(3x-)(3x-)}{3}[/tex]• Find two numbers whose product is 36 and whose sum is 20
[tex]\begin{gathered} 18\cdot2=36 \\ 18+2=20 \\ \\ \rightarrow18,2 \end{gathered}[/tex]• Fill both sets with such numbers, in ascending order:
[tex]\frac{(3x-)(3x-)}{3}\rightarrow\frac{(3x-18)(3x-2)}{3}[/tex]3. Simplify one of the terms with the denominator:
[tex]\frac{(3x-18)(3x-2)}{3}\rightarrow\frac{3(x-6)(3x-2)}{3}\rightarrow(x-6)(3x-2)[/tex]Therefore, the factorization of our trinomial is:
[tex](x-6)(3x-2)[/tex]f(n) = -11 + 22(n - 1)Complete the recursive formula of f(n).f(1) = f(n) = f(n - 1) +
Answers
F(n) = -11 + 22(n-1)
[tex]\begin{gathered} f(1)\text{ implies that n=1} \\ F(1)\text{ = -11+22(1-1)} \\ f(1)=-11 \end{gathered}[/tex]Hence F(1) = -11
[tex]\begin{gathered} f(n-1)\text{ implies n=n-1} \\ f(n-1)=-11\text{ +22(n-1-1)} \\ f(n-1)=-11+22(n-2)_{} \\ =\text{ -11+22n-44} \\ f(n-1)=22n-55 \end{gathered}[/tex][tex]\begin{gathered} f(n)=\text{ -11+22(n-1)} \\ =-11+22n-22 \\ 22n-33 \\ \end{gathered}[/tex]
let An = F(n) -F(n-1)
[tex]\begin{gathered} 22n-33\text{ - (22n-55)} \\ 22n\text{ - 33-22n+55} \\ =-33+55 \\ =22 \end{gathered}[/tex]Hence F(n)= f(n-1) +22
Can a triangle be formed with side lengths 17, 9, and 8? Explain.
Yes, because 17 + 9 > 8
Yes, because 17 + 8 < 9
No, because 9 + 8 > 17
No, because 8 + 9 = 17
Answers
Answer:
(d) No, because 8 + 9 = 17
Step-by-step explanation:
You want to know if side lengths 8, 9, and 17 can form a triangle.
Triangle inequalityThe triangle inequality requires the sum of the two short sides exceed the length of the longest side. For sides 8, 9, 17, this would require ...
8 + 9 > 17 . . . . . . . not true; no triangle can be formed
The sum is 8+9 = 17, a value that is not greater than 17. The triangle inequality is not satisfied. So, no triangle can be formed.
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Suppose that the distribution for total amounts spent by students vacationing for a week in Florida is normally distributed with a mean of 650 and a standard deviation of 120. Suppose you take a simple random sample (SRS) of 35 students from this distribution.
What is the probability that an SRS of 35 students will spend an average o between 600 and 700 dollars? Round to five decimal places
Answers
The probability that an SRS of 35 students will spend an average o between 600 and 700 dollars is 98.61%
Given,
The mean of the normal distribution, μ = 650
Standard deviation of the distribution, σ = 120
n = 35
By using central limit theorem, standard deviation for SRS of n, δ = σ/√n = 120/√35
The z score = (x - μ) / σ
By using central limit theorem,
z score = (x - μ) / δ
Here,
We have to find the probability that an SRS of 35 students will spend an average o between 600 and 700 dollars:
(p value of z score of x = 700) - (p value of z score of x = 600)
z score of x = 700
z = (x - μ) / δ = (700 - 650) /( 120/√35) = (50 × √35) / 120 = 2.46
p value of z score 2.46 is 0.99305
z score of x = 600
z = (x - μ) / δ = (600 - 650) /( 120/√35) = (-50 × √35) / 120 = -2.46
p value of z score -2.46 is 0.0069469
Now,
0.99305 - 0.0069469 = 0.9861031 = 98.61%
That is, the probability that an SRS of 35 students will spend an average o between 600 and 700 dollars is 98.61%
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Ashlynn is trying a low-carbohydrate diet. She would like to keep the amount of carbs consumed in grams between the levels shown in the following compound inequality:460 < 2x + 10 and 2x + 10 < 660Solve for x in the inequality, and explain what the answer represents
Answers
To find:
The value of x.
Solution:
The given compound inequalities are 460 < 2x + 10 and 2x + 10 < 660. Solve each separately to get the interval in which the value of x lies.
[tex]\begin{gathered} 460<2x+10 \\ 460-10<2x \\ 450<2x \\ 225225 \end{gathered}[/tex][tex]\begin{gathered} 2x+10<660 \\ 2x<650 \\ x<325 \end{gathered}[/tex]So, from the above calculation, we have obtained that x is greater than 225 and less than 325. So, the answer is (225, 325).
The answer represents that the amount of carbs is between 225 grams and 325 grams.
If 200 is added to a positive integer I, the result is a square number. If 276 is added to to the same integer I, another square number is obtained. Find I.
Answers
Solution:
[tex]\begin{gathered} Let\text{ } \\ 200\text{ + I= x}^2----------\left(1\right) \\ 276+I\text{ =y}^2----------\left(11\right) \\ Subtract\text{ equation \lparen1\rparen from equation \lparen11\rparen} \\ 276+1-\left(200_+I\right?=y^2-x^2 \\ 76=\left(y-x\right?\left(y+x\right? \end{gathered}[/tex]Now y+x and y-x differ in 2x.
One of them is even, because their product is even, so the other must be even too.
76=2*2*19 and 19 is prime.
We can assume x,y>=0,
Thus, y+x=2.19, and y-x=2
from here y=20, x=18
Therefore,
[tex]\begin{gathered} 200+1=18^2 \\ 200+I=324 \\ I=324-200 \\ I=124 \end{gathered}[/tex]The answer is I = 124
how is the metric system important to a pharmacy Technician?
Answers
The metric system is a system of decimals in which all the measurements are taken as multiples or divisions based on a factor of 10. We have to convert between different units of measurements while working in a pharmacy. Metric system helps to make fast and easy conversions of units of measurements. Therefore, metric system is important to a pharmacy technician.
Steve has been training for a 5-mile race. Before the race, he predicts he will finish in 42minutes. He actually finishes the race in 40 minutes. What is the percent error for hisprediction?
Answers
To find the percent error
percent error = | (actual - expected)/ actual| * 100 %
The actual is 40 and the expected is 42
percent error = | ( 40 - 42) / 40 | * 100 %
= | -2/40| * 100%
= .05 * 100 %
= 5%
hello im stuck on this hw problem and need help ty
Answers
The amount of money that Abdul is going to donate to the City Youth Fund is denoted by x, and the amount of money that Abdul is going to donate to the Educational Growth Foundation is denoted by y.
Since Abdul will donate up to $500, the sum of those amounts must be less or equal to 500.
[tex]x+y\leq500[/tex]It is not possible to donate less than zero, therefore, we also have the following constrains
[tex]\begin{gathered} x\geq0 \\ y\geq0 \end{gathered}[/tex]Abdul wants the amount of money donated to the Educational Growth Foundation to be at least 4 times the amount of money donated to the City Youth Fund, therefore, we have our final constrain
[tex]4x\leq y[/tex]Combining those four regions, the solution is their interception, which is
Find two consecutive whole numbers that 11 lies between.
Answers
The number 11 is a whole number that lies between the whole numbers 10 and 12.
Therefore, the two consecutive whole numbers that 11 lies between are 10 and 12
Solve for u-6u+3(u-3)=12
Answers
Answer: u=7
Given:
[tex]-6u+3(u-3)=12[/tex]- Distribute 3(u-3):
[tex]\begin{gathered} -6u+3(u-3)=12 \\ \Rightarrow-6u+3u-9=12 \end{gathered}[/tex]- Combine like terms:
[tex]\begin{gathered} \begin{equation*} -6u+3u-9=12 \end{equation*} \\ \Rightarrow-6u+3u=12+9 \\ \Rightarrow-3u=21 \end{gathered}[/tex]- Divide both sides by -3:
[tex]\begin{gathered} \begin{equation*} -3u=21 \end{equation*} \\ \Rightarrow\frac{-3u}{-3}=\frac{21}{-3} \\ \Rightarrow u=7 \end{gathered}[/tex]Therefore, u=7.
Tony will rent a car for the weekend. He can choose one of two plans. The first plan has an initial fee of $60and costs an additional $0.50per mile driven
The second plan has noinitial fee and costs an additional $0.70per mile driven
E
For what amount of driving do the two plans cost the
Same
Answers
Plan 1:
Initial (fixed) fee: $60
Variable fee: $0.50 per mile
Plan 2:
Initial (fixed) fee: $0
Variable fee: $0.70 per mile
If we call x to the number of miles driven by Tony, then the cost of Plan 1 is:
P1 = 60 + 0.5x
The cost of Plan 2 is:
P2 = 0.7x
It's required to find the number of miles Tony should drive for both plans to cost the same, that is:
60 + 0.5x = 0.7x
Subtracting 0.5x:
60 = 0.7x - 0.5x
Operating:
60 = 0.2x
Dividing by 0.2:
x = 60 / 0.2
x = 300
Tony should drive 300 miles for both plans to cost the same.
Under that condition, both plans cost the same. Plan 1 cost:
P1 = 60 + 0.5*300
P1 = 60 + 150
P1 = $210
Plan 2 cost:
P2 = 0.7*300
P2 = $210
Both costs are equal
What is an example of a situation from your professional or personal life that requires you to compare, understand, and make decisions based on quantitative comparison? Be sure to describe the types of quantitative comparisons you had to make, what decisions you made, and why.
Answers
An example of situation involving quantitative variables is given by:
The gameplan of an NFL coach.
What are qualitative and quantitative variables?The variables are classified as follows:
Qualitative variables are variables that assumes labels or ranks, such as good/bad, yes/no and so on.Quantitative variables are variables that Assume numerical values.In the context of this problem, we want to use quantitative variables, that is, numbers.
Multiple examples of this are given by the gameplan of NFL coaches, as the following example:
How often to blitz? The coach has to analyze the opposing offense statistics against the blitz or against standard pressure. For example, Patrick Mahomes is known to be a blitz killer, hence a coach should visualize the statistics and conclude that he has a better chance of stopping Mahomes playing standard coverage than blitzing.
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For each ordered pair, determine whether it is a solution.
Answers
To determine which ordered pair is a solution to the equation we shall substitute the values of x and y in the ordered pair.
Taking the first ordered pair;
[tex]\begin{gathered} \text{For;} \\ 3x-5y=-13 \\ \text{Where;} \\ (x,y)\Rightarrow(9,8) \\ 3(9)-5(8)=-13 \\ 27-40=-13 \\ -13=-13 \end{gathered}[/tex]This means the ordered pair (9, 8) is a solution.
We can also solve this graphically a follows;
Observe from the graph attached that the solution to the equation shown above is indicated at the point where x = 9 and y = 8.
The other ordered pairs in the answer options cannot be found on the line which simply mean they are not solutions to the equation given.
ANSWER:
The ordered pair (9, 8) is a solution to the equation 3x - 5y = -13
*You will use the following scenario forquestions 1-4*On the Wechsler Adult IntelligenceScale a mean IQ is 100 with a standarddeviation of 15. You may assume thatIQ scores follow a normal distribution.What percent of people have an IQscore less than 90?*Write your answer as a percent andround to 2 decimal places*
Answers
The Solution:
Given:
[tex]\begin{gathered} x=90 \\ \mu=100 \\ \sigma=15 \end{gathered}[/tex]By formula,
[tex]Z=\frac{x-\mu}{\sigma}=\frac{90-100}{15}=\frac{-10}{15}=-0.6667[/tex]From the z-score tables:
[tex]P(Z\leq90)=0.25248[/tex]Convert to percent by multiplying with 100.
[tex]0.25248\times100=25.248\approx25.25\text{\%}[/tex]Thus, the number of people that have an IQ score less than 90 is 25.25%
Therefore, the correct answer si 25.25%
Use appropriate identities to rewrite the following expression in terms containing only first powers ofsine.4tanx1 + tan2x
Answers
The given question is
[tex]\frac{4\tan x}{1+\tan ^2x}[/tex]Use the identity
[tex]1+\tan ^2x=\sec ^2x[/tex]Then replace the denominator by sec^2 (x)
[tex]\frac{4\tan x}{\sec ^2x}[/tex]Since sec is the reciprocal of cos, then
[tex]\sec ^2x=\frac{1}{\cos ^2x}[/tex]Replce sec^2(x) by 1/cos^2(x)
[tex]\frac{4\tan x}{\frac{1}{\cos ^2x}}[/tex]Since denominator of denominator will be a numerator
[tex]4\tan x\times\cos ^2x[/tex]Use the value of tan
[tex]\tan x=\frac{\sin x}{\cos x}[/tex]Replace tan by sin/cos
[tex]4\times\frac{\sin x}{\cos x}\times\cos ^2x[/tex]Reduce cos(x) up with cos(x) down
[tex]\begin{gathered} 4\times\sin x\times\cos x= \\ 4\sin x\cos x \end{gathered}[/tex]Use the identity
[tex]\sin (2x)=2\sin x\cos x[/tex][tex]4\sin x\cos x=2(2\sin x\cos x)[/tex]Replace 2 sin(x)cos(x) by sin(2x)
[tex]2(2\sin x\cos x)=2\sin 2x[/tex]The answer is
2 sin(2x)
two systems of equations are given below. for each system, choose the best description of its solution. if applicable, give the solution.
Answers
Let:
[tex]\begin{gathered} x-4y=8_{\text{ }}(1) \\ -x-4y=8_{\text{ }}(2) \\ \end{gathered}[/tex]Using elimination method:
[tex]\begin{gathered} (1)+(2) \\ x+(-x)+(-4y)+(-4y)=8+8 \\ -8y=16 \\ y=\frac{16}{-8} \\ y=-2 \end{gathered}[/tex]Replace the value of y into (1):
[tex]\begin{gathered} x-4(-2)=8 \\ x+8=8 \\ x=8-8 \\ x=0 \end{gathered}[/tex]The system has unique solution:
[tex](x,y)=(0,-2)[/tex]8) Use the graph to determine the independent variable. Money Saved 240 210 180 A Number of Weeks 150 120 Amount of Money ($) B) The Amount of Money 90 © Money Saved 60 30 0 1 2 6 7 8 3 4 5 Number of Weeks
Answers
Generally equations are in the form:
y = mx + b
Where
x is the independent variable, you can choose any value for x
y is the dependent variable. The value of y depends on x.
In the graph, the x-axis is number of weeks and y-axis is amount.
Amount depends on the number of weeks, which is the independent variable, here in this graph.
Find the value of x. Round tothe nearest tenth.27°Х34°11=x = [?]Law of Sines: sin AAsin Bbsin CIIaС
Answers
Using the law of Sines
[tex]\frac{\sin A}{a}=\frac{\sin B}{b}=\frac{\sin C}{c}[/tex]Consider the given triangle
Let A = 27°, the a = 11
Let B = 34°, the b = x
Substitute the values into the sine rule formula
This gives
[tex]\frac{\sin27}{11}=\frac{\sin 34}{x}[/tex]Cross multiply
[tex]x\times\sin 27=11\times\sin 34[/tex]Divide both sides by sin 27
This gives
[tex]x=\frac{11\times\sin 34}{\sin 27}[/tex]Solve for x
[tex]\begin{gathered} x=\frac{11\times0.5592}{0.4540} \\ x=\frac{6.1512}{0.4540} \\ x=13.55 \end{gathered}[/tex]Therefore, the value of x is approximately 13.55
Identify the value for C in the following equation that would make theconic section a hyperbola: 2x2 + y2 + 3x + 5y + 1 = 0
Answers
ANSWER:
C = -1
STEP-BY-STEP EXPLANATION:
We know that the general formula of hyperbola is the following
[tex]\frac{(x-h)^2}{a^2}-\frac{(y-k)^2}{b^2}=1[/tex]Which means that the sign must have y must be negative for it to be a hyperbola.
Therefore y must be equal to -1.
[tex]2x^2-1y^2+3x+5y+1=0[/tex]Mr. Garcia gave his students a biology test last week.Here are the test scores for each of the fifteen students.Test scores938398899791838692908884858291(b) Construct a histogram for the data.(a) Complete the grouped frequency distribution forthe data. (Note that the class width is 5.)FrequencyTest scores7-6+79 to 835+84 to 88Frequency0.0043+89 to 932+1194 to 980-79 1083941 98844 to 58 89 to 93Test scoresx5?
Answers
Test scores: 93 83 98 89 97 91 83 86 92 90 88 84 85 82 91
organizing the data: 82,83,83,84,85,86,88,89,90,91,91,92,93,97,98
(a) Complete the grouped frequency distribution for the data.
79 to 83 -> 3
84 to 88 -> 4
89 to 93 -> 6
94 to 98 -> 2
(b) Construct a histogram for the data.
the histogram can be constructed using the information obtained in point (a)
Find the mean of the set of data. Round to the nearest tenth if necessary 6.4,6,8, 8.1,5.4, 11.1,6.7 The mean is
Answers
Given a set of data:
6.4,6,8, 8.1,5.4, 11.1,6.7
The sum of the given data =
[tex]6.4+6.8+8.1+5.4+11.1+6.7=44.5[/tex]The number of the data = 6
so, the mean =
[tex]\frac{44.5}{6}=7.4166667[/tex]Rounding to the nearest tenth, so, the answer will be:
Mean = 7.4
