A horticulturist working for a large plant nursery is conducting experiments on the growth rate of a new shrub. Based on previous research, the horticulturist feels the average weekly growth rate of the new shrub is 3cm per week. A random sample of 45 shrubs has an average growth of 1.50cm per week with a standard deviation of 3cm. Is there overwhelming evidence to support the claim that the growth rate of the new shrub is less than 3cm per week at a 0.050 significance level?
Find the value of the test statistic. Round your answer to three decimal places, if necessary.

Answer:

19

Step-by-step explanation:

9=10=19

Answer:

it is 19

Step-by-step explanation:

add the 9 to the 10 gives you 19

Answer: -2xy - 8y

Step-by-step explanation:

-3xy-2(x+y)-4y+xy

-3xy - 2x -2y - 4y + xy

-2xy - 2x - 2y - 4y

-2xy - 8y

To find the circumference, we will have to multiply the length of the diameter by pi

Mathematically, we have this as;

Answer:

C/B

Step-by-step explanation:

Ax + By = C

Subtract Ax from each side

Ax -Ax+ By =-Ax+ C

By = -Ax +C

Divide each side by B

By/B = -A/Bx +C/B

y = -A/Bx +C/B

The y intercept is C/B

Answer:

Step-by-step explanation:

189 × 81 and 2.1 × 0.9 are similar

120 × 60 and 24 × 12 are similar

9514 1404 393

Answer:

Step-by-step explanation:

The symbol % is interchangeable with /100. That is 25% = 25/100. One percent is one hundredth, so the decimal equivalent can be found by writing the percentage number in the hundredths place of a decimal number.

  25% = 25/100 = 0.25 = 25 hundredths

The fractions can be converted to percentages by any of ...

  multiply by 100%: 1/5 × 100% = (100/5)% = 20%

  multiply by a value that makes the denominator 100: 1/5 × 20/20 = 20/100

  divide the numerator by the denominator to get the decimal, then convert

     1/5 = 0.20 = 20%

__

Additional comment

You will notice that multiplying by 100% is the same as moving the decimal point right 2 places and adding a % symbol. Similarly, dividing by 100% will convert a percentage back to a decimal. It has the effect of removing the % symbol and shifting the decimal point left 2 places.

Answer:

\(6\sqrt{3}\)

Step-by-step explanation:

because of the 90-60-30 theorem

which \(6*\sqrt{3}=6\sqrt{3}\)

The algebraic rule describes the translation of quadrilateral HIJK to quadrilateral H'I'J'K' is (x, y) => (x+1, y-8)

Translation is defined as the movement on a straight line

Given: quadrilateral HIJK to that translated H'I'J'K'

To determine the algebraic rule, we need to get the coordinates of  HIJK and H'I'J'K' and then subtract them to get the translation:

H => (x, y) = (4, 6)  |  H' => (x, y) = (5, -2)

I =>  (x, y) = (6, 4)   |  I' =>  (x, y) = (7, -4)

J => (x, y) = (4, 2)   |  J' => (x, y) = (5, -6)

K => (x, y) = (4, 2)  |   K' => (x, y) = (3, -6)

Using points H and H' (you can use any point):

The difference in x is 5-4 = +1 => x+1

The difference in y is -2-6 = -8 => y-8

Therefore, the algebraic rule describes the translation is (x, y) => (x+1, y-8). Option C is the answer

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Answer:

(x, y) => (x+1, y-8)

Step-by-step explanation:

Answer:

Your answer is A.

Step-by-step explanation:

The picture attached is created by a graphing calculator website called Desmos. You can use this website to further understand lines, slopes, y-intercepts, etc.

Answer:

Factors:

1, 5, 7, 35

Non-Factors:

2, 3

Step-by-step explanation:

Answer:

B. (4, 8)

Explanation:

The solution to the system of equations is the intersection point, so taking into account the graph, the lines intersect each other at (4, 8). Then, the solution is

B. (4, 8)

Answer:

okay i'll keep this in mind

Step-by-step explanation:

Solution.

Given

In triangle JKL and MNP,

Thus, triangle JKL and MNP are equiangular

Hence, we can conclude that both triangles are similar by AA

The answer is option A

Answer:

A

Step-by-step explanation:

Answer:

B) 48cm²

Step-by-step explanation:

find the area of the 2 rectangles

A = bh

A = 9×4

A = 36

A = bh

A = 6×2

A = 12

add them up you get 48cm²

Answer:

Step-by-step explanation:

For step explanation:

1. write the problem

2. distinguishing the neg sign

3. distributing 3

4. moving like terms next to each other through commutative property

5.  Combining like terms

6. getting rid of parentheses

Answer:

All the four steps are correct

Step-by-step explanation:

All the four steps are correct

Step-by-step explanation:

Area of a kite = D1 × D2/2

D1 = 6.9 + 13.8 = 20.7m

D2 = 9.2 + 9.2 = 18.4m

Area =. 20.7 × 18.4

------------------

2

= 190.44m²

Answer:

0.35x +65=1100+x

Step-by-step explanation:

Hey ya didnt get the question here

so I creat a equation that ya can use

let x be the number of the phone calls Min that is MORE THAN 1100 min

0.35x +65=1100+x

Hope this help ya

<3

Red

A. True.

In a two-column proof, the left column consists of statements, which are the facts or assumptions that lead to the proof of the theorem, while the right column consists of the reasons or justifications that explain how each statement logically follows from the previous one. Therefore, the left column states your reasons is a true statement.

The answer to the student's question is True. In a two-column proof, the left column contains the statements (steps) and the right column contains the corresponding reasons (justifications).

The answer to the question, 'True or false? In a two-column proof, the left column states your reasons', is A. True.

A two-column proof is organized into two columns. The left column contains the 'Statements' and the right column contains the corresponding 'Reasons'. The 'Statements' are the steps that lead to the conclusion of the proof, while the 'Reasons' justify each of those steps according to rules or laws of mathematics.

For example, if we want to prove that the opposite angles of a parallelogram are equal. The left column (Statements) could contain the first step 'ABCD is a parallelogram' and the right column (Reasons) would give the explanation 'Given'. Therefore, in a two-column proof, the left column does represent statements, not reasons.

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Answer: B i think

Step-by-step explanation:

A term can be a number, a variable, product of two or more variables or product of a number and a variable. An algebraic expression is formed by a single term or by a group of terms.

Answer:

95% confidence interval for p, the population proportion of students whose parents bought a car for them when they left for college

(0.4958 , 0.7041)

Step-by-step explanation:

Step(i):-

Given that the sample size 'n' = 85

The sample proportion

            \(p = \frac{x}{n} = \frac{51}{85} = 0.6\)

95% confidence interval for p, the population proportion of students whose parents bought a car for them when they left for college

\((p^{-} -Z_{0.05} \sqrt{\frac{p(1-p)}{n} } , p^{-} +Z_{0.05} \sqrt{\frac{p(1-p)}{n} })\)

Step(ii):-

Given that the level of significance

α = 0.05

Z₀.₀₅ = 1.96

\((0.6 -1.96 \sqrt{\frac{06(1-06)}{85} } , 0.6 +1.96 \sqrt{\frac{0.6(1-0.6)}{85} })\)

(0.6 - 0.104138 , 0.6 +0.104138)

(0.4958 , 0.7041)

Final answer:-

95% confidence interval for p, the population proportion of students whose parents bought a car for them when they left for college

(0.4958 , 0.7041)

Answer:

36 each and 360 for all exteriors

Step-by-step explanation:

Answer:

36

Step-by-step explanation:

36 x 10 ( how many sides a decagon has) = 360 degrees

The proof for the statement given in question is as follows,

By analogy, if V is the set-theoretic union of n proper subspaces Wi (1in), then |F|n1.

Proof:

We can assume that the union of the other subspaces contains no Wi

Then (v + Fu)Wi= and (v + Fu) Wj (ji) ,

can only contain one vector because else Wj would contain u.

Hence

| v + Fu |=|F|≤n−1.

Corollary: Avoidance lemma for vector spaces.

Assume E is a vector space spanning an infinite field. If a subspace is contained in a finite union of subspaces, it is contained in one of them.

It should be noted that there is a similar Avoidance lemma for prime ideals in commutative rings.

A vector space (also known as a linear space) is a set whose members, known as vectors, can be added together and multiplied ("scaled") by integers known as scalars. Scalars are frequently real numbers, but they can also be complex numbers or, more broadly, members of any field.

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i) Paste the "template" in the space below (Make sure the construction lines are visible).

A template is a pre-designed resource that is used to help create documents more quickly and efficiently. It is a pre-formatted document that contains placeholders for text, images, and other content. Templates are widely used in many different industries for a variety of purposes, such as creating business documents, presentations, and websites.

The template is shown below:

iii) Paste your completed quilt pattern here.

The completed quilt pattern is shown below:

Grade 11 Date:

1.1. Calculate the base length of the isosceles triangular pieces. (4)

Real Life base length = 0.5 m to cut out the building pieces (mm)

Quilt drawing/model Scale base length = 30 mm

1.2. Calculate the perpendicular height of isosceles triangular pieces. (4)

Real Life perpendicular height = 0.5 m

Scale perpendicular height = 30 mm.

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Crew because 23>8 23 is larger than 8

Magnitude=A great size, or extent of something