Problem 1.1.A basket of fruit is arranged out of apples, bananas, and oranges.What is the smallest number of fruit that should be put in the basket to guaranteethat there are either at least 8 apples or at least 6 bananas or at least 9 oranges

Answer:

[tex]\frac{17}{21}[/tex]

Step-by-step explanation:

[tex]\frac{1}{7}[/tex] + [tex]\frac{2}{3}[/tex] ( multiply [tex]\frac{1}{7}[/tex]  by 3 and [tex]\frac{2}{3}[/tex] by 7 to get a common denominator)

[tex]\frac{3}{21}[/tex] + [tex]\frac{14}{21}[/tex] = [tex]\frac{17}{21}[/tex]

Answer: c

Step-by-step explanation:

Answer:

he made $859.25. A lot of money

Answer:

a) The calculated value   t =  5.903 > 2.572 at 0.01 level of significance

Null hypothesis is rejected at 0.01 level of significance

There is a true mean value is less than 10

b) p - value  0.00001

The p - value 0.00001  < 0.01

The result is significant at p<0.01

Step-by-step explanation:

Step(i):-

Given mean of the population = 10

Sample size 'n'= 35

Mean of the sample x⁻ = 14.44

Standard deviation of the sample 's' = 4.45

Level of significance ∝ = 0.01

Step(ii):-

Null Hypothesis H₀ : μ >10

Alternative Hypothesis : H₁ : μ < 10

Test statistic

                 [tex]t = \frac{x^{-} -mean}{\frac{S}{\sqrt{n} } }[/tex]

                [tex]t = \frac{14.44-10}{\frac{4.45}{\sqrt{35} } }[/tex]

               t =  5.903

Degrees of freedom = n-1 = 35-1 = 34

tabulated value t₀.₀₁,₃₄  = 2.572

The calculated value   t =  5.903 > 2.572 at 0.01 level of significance

Null hypothesis is rejected at 0.01 level of significance

There is a true mean value is less than 10

p- value :

p - value  0.00001

The p - value 0.00001  < 0.01

The result is significant at p<0.01

Answer:

Students level of knowledge is higher in accountancy  (Y) compared to statistics (X).

Step-by-step explanation:

The level of knowledge of the students in each subject can be known by comparing the mean score of the subjects.

Marks of the students in statistics (X) are: 63 64 62 32 30 60 47 46 35 28

mean = [tex]\frac{63 +64+62+32+30+60+47+46+35+28}{10}[/tex]

          = [tex]\frac{467}{10}[/tex]

          = 46.7

The mean mark of students in statistics (X) is 46.7.

Marks of students in accountancy (Y) are: 68 66 35 42 26 85 44 80 33 72

mean = [tex]\frac{68+66+35+42+26+85+44+80+33+72}{10}[/tex]

         = [tex]\frac{551}{10}[/tex]

         = 55.1

The mean mark of students in accountancy (Y) is 55.1.

It can be inferred that students level of knowledge is higher in accountancy  (Y) compared to statistics (X).

Answer: 388 miles in one hour.

Step-by-step explanation:

You divide 1,940 by 5.

Answer:

i dont know this sorry

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Step-by-step explanation:

4/10 or 2/5 simplified

Hope this helps you out!

Answer:

Step-by-step explanation:

Jackie will finish her breakfast at 7:25 plus 20 minutes= 7:45 AM

Answer:

It will be 7 45 I'm pretty sure I'm sorry if this is wrong

Step-by-step explanation:

Answer:

Step-by-step explanation:

4(3x - 5) = 6x - 2                     Remove the brackets

12x - 20 = 6x - 2                     Subtract 6x from both sides

12x - 6x - 20 = -2                   Add 20 to both sides

6x = -2 + 20

6x = 18                                    Divide both sides by 6

x = 18/6

x = 3

Answer:

you answer is 0

Step-by-step explanation:

If you do the math it goes to this

4(3x-5)=6x-2

x=?

so you would do the distributive property for the perenthasese

so..

4(4x3X-4x5) = 4x3= 12x. 4x5=20. 12x-20= -8x

then you would do 6x-2 = 4x

then 8x+4x=0

Answer:

159.70 in total. Because you need to multiply the cost for the adults shirt with the amount of shirts, do the same for youth and add your answers.

Here’s some information about what Pi (π) is:

Intro

Pi (π) is a number whose decimal digits go on forever and they don’t repeat itself. It’s in the category called irrational numbers, because you can’t rationalize pi.

History

Before pi was created, famous philosophers used tape measure to measure the ratio between the circumference and diameter of a circle. And when they did, they found out that the ratio between the circumference and diameter was roughly about 3.1. But as mankind evolved to have better tape measures and more technology they can use, they found out that the ratio between the circumference and diameter had a number that kept on going forever. It would go like 3.1415926.... and it would go on and on. So, the number pi was introduced by scientists and mathematicians found out that pi turned out to be an irrational number.

Daily Usage

Pi was turned into the symbol π so people don’t have to write the full digits of pi. But now we use pi now in our daily mathematical lives. Pi is almost in every form of mathematics, especially in geometry and trigonometry. Pi is full of new things and it really expanded our understanding of mathematics.

Pi (π) truly has an interesting and fascinating history

Hope this helps! :)

Answer:

here have a nice life

Step-by-step explanation:

1 Lecture 15: Rates of change

1.1 Outline

• Rates of change, velocity, acceleration.

• Marginal rates

• Equation of motion for objects falling under constant gravity

• Interpreting position and velocity graphs

1.2 Rates of change

If f(t) is a function depending on time, then we can write down the average rate of

change on an interval [t1, t2],

f(t2) − f(t1)

t2 − t1

.

We have defined the instantaneous rate of change at a time t as the limit

f

0

(t) = limr→t

f(r) − f(t)

r − t

.

This is also called the derivative. Thus, instantaneous rate of change is another name

for the derivative. In applications the name rate of change is more descriptive.

If s(t) gives the position of a particle as it moves along a line, then

v(t) = limk→0

s(t + k) − s(t)

k

gives the instantaneous velocity. If position is measured in meters and time in seconds,

the velocity v is measured in meters/second. We will abbreviate meters by m and

seconds by s so that the units for velocity are m/s.

As a second example, let v(t) be a function which gives the v

Answer:

y + x > -2

Step-by-step explanation:

slope is negative and is -1

y-intercept is -2

equation of dashed line is y = -x - 2

shading is above the line, and line is dashed, so inequality is

y > -x - 2

Add x to both sides.

y + x > -2

Answer:

I think its c im rlly sorry if im wrong

Step-by-step explanation:

Im trying to get to vituoso :3

Answer:

y=4x+.0004

Step-by-step explanation:

y=4(x+1)^-4

distribute your parenthesis

y=4x+4^-4

do your exponents

y=4x+.004

and thats as far as the problem can be simplified

hope this helps  

Complete question :

The IQ scores of the middle 50% of a population can be written as (x - 100) / 15 ≤ 2/3

Answer: 90 ≤ x ≤ 110

Oxs 90 and x 2 110

Step-by-step explanation:

Given the inequality:

The middle 50% of the population :

(x - 100) / 15 ≤ 2/3

The upper bound :

(x - 100) / 15 ≤ 2/3

multiply both sides by 15

(x - 100) / 15 * 15 ≤ 2/3 * 15

(x - 100) ≤ 2/3 * 15

x - 100 ≤ 10

x ≤ 10 + 100

x ≤ 110

The lower bound :

- (x - 100) / 15 ≤ 2/3

(-x + 100) / 15 ≤ 2/3

multiply both sides by 15

(-x + 100) / 15 * 15 ≤ 2/3 * 15

(-x + 100) ≤ 2/3 * 15

-x + 100 ≤ 10

-x ≤ 10 - 100

-x ≤ - 90

x ≤ 90

90 ≤ x ≤ 110

Answer:

z = 473

Step-by-step explanation:

So the equation looks like this:

z-303=170

So in order to only get the variable z on one side and the numbers on the other we are going to have to add 303 to both sides of the equal signs:

z - 303 = 170

 + 303   +303

z = 473

So the answer to what the variable z equals is 473, so how do we know if 473 is the answer? Well we substitute 473 where the z variable is in the equation and solve it:

z-303=170 or (473) - 303 = 170

and if you subtract 303 from 473 you will get 170 as your answer

I hope this helps you!

Step-by-step explanation:

4x+8

basically u solve the number that is in parentheses then you are left with the number with a variable so u can't solve so that's ur equation

Answer:

32x

Step-by-step explanation:

1. rewrite

4x(5)+4x(3)

4(3) means 4*3

2. multiply

4x(5)= 20x

4x(3)= 12x

20x+12x

3. combine like terms

20x+12x= 32x

32x

If this is right can you make me brainliest

Answer:

Yes

Step-by-step explanation:

If you notice, X goes up 1/4 or 0.25 every time and Y goes up 3 everytime.

So they are proportional. H

Hope this helps plz hit the crown :D

Answer:

No it doesn't

Step-by-step explanation:

The proportional relationship in x is not the same as y for there to be a relationship it could be like 2, 4, 6, 8 etc

Answer:

7/60

Step-by-step explanation:

7/8 times 1/3 is 7/24.

Then, 7/24 times 2/5 is 7/60

When multiplying fractions you just multiply across. For example, 7/8 times 1/3. 7 times 1 is 7 and 8 times 3 is 24. So, 7/8 times 1/3 is 7/24.

Hope this helps :)

Answer:

A: g(x)

Step-by-step explanation:

The equation is technically in vertex form "y = a(x – h)² + k", where the vertex is (h, k).

For the domain and range to be as stated in the problem, your "vertex" needs to be (2, 3), and so you want y = a(x – 2)² + 3 which is answer choice A

Answer: is there a question for/to the numbers gjven

Answer:

4ft

Step-by-step explanation:

V=base*h= l*w*h substitute what you know

24=2*3*w

24=6*w divide both sides by 6

24/6=w

4=w

Answer:

4.5 hours (or 4 hours and 30 minutes)

Step-by-step explanation:

subtract 19 from 132.50, then divide 131.50 by 25.

Answer:

-5

Step-by-step explanation:

Answer:

45.528

Step-by-step explanation:

Answer:45.528

Step-by-step explanation:you have to multilply 16.8 times 271 and you will get 45.528 brainest plss if helped

Answer:

I believe once it saw the cast iron skillet's beauty, it melted.

Step-by-step explanation:

No clue just that was the first thing in me mind.

Answer:

41

Step-by-step explanation:

Use the correct order of operations and do one step at a time to avoid making mistakes.

[tex] 16 \div 4 + 2^3 \times 5 - 3 = [/tex]

[tex] = 4 + 8 \times 5 - 3 [/tex]

[tex] = 4 + 40 - 3 [/tex]

[tex] = 44 - 3 [/tex]

[tex] = 41 [/tex]

Answer:

41

Step-by-step explanation:

using BODMAS

16/4 =4

4+8*5-3

4+40-3

=41

Answer:

C. x 0 1 2 p(x) 0.35 0.60 0.05

Step-by-step explanation:

50% chance of survival

Let:

x = older eaglet survive

y = younger eaglet survive

Hence,

P(x = 0) (none of the eaglet survive)

P(x = 1) (only one survive)

P(x = 2) (both survive)

P(x) = 0.5

P(x') = 1 - 0.5 = 0.5

P(x n y) = 0.5 * 0.1 = 0.05 ( both survive)

P(only one survive)

P(y n x') + p(y' n x)

(0.5 * 0.3) + (0.5 * (1 - 0.1))

0.15 + 0.45 = 0.6

P(none survives)

1 - (0.60 + 0.05)

= 0.35

X _______ 0 ______ 1 ______ 2

P(x) ____ 0.35 ____ 0.60 ___ 0.05

The probability distribution of the number of eaglets is the set of the

probabilities of the number of surviving eaglets.

The table that shows the probability distribution is the option C;

[tex]C. \ \overline{\underline{\begin{array}{|c|c|c|c|}x&0&1&2\\P(x)&0.35&0.60&0.05\end{array}\right] }}[/tex]

Reasons:

The probability that the older eaglet survives P(O) = 0.5

Therefore;

The probability that the older eaglet does not survives P(O') = 1 - 0.5 = 0.5

The chance of survival of the younger eaglet, where the older eaglet survives P(Y|O) = 10%

Therefore;

The chance that the younger eaglet does not survive, where the older eaglet survives P(Y'|O) = 1 - 10% = 90%

The chance of survival of the younger eaglet, where the older eaglet does not survives P(Y|O') = 30%

Therefore;

The chance that the younger eaglet does not survive, where the older eaglet does not survives P(Y'|O') = 1 - 30% = 70%

The probability distribution, P(X) is the set of possible probability of the number of eaglets that survive, which is given as follows;

The set of possible outcomes are;

Non survives:

Only one survives:

Both survives:

The table of the probability distribution is therefore;

[tex]C. \ \overline{\underline{\begin{array}{|c|c|c|c|}x&0&1&2\\P(x)&0.35&0.60&0.05\end{array}\right] }}[/tex]

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