Anyone know the answer to this?

Based on the information provided, the inference that a significant number of students in the homeroom class plan to become soldiers is valid.

The teacher surveyed his homeroom class about their post-graduation plans. He found out that most of his students plan to become soldiers.

An inference is a conclusion that can be drawn from a given set of data. In this case, the inference that can be made is that a significant number of students in the homeroom class plan to become soldiers.Therefore, the inference is valid based on the data provided.

However, it is essential to keep in mind that the sample size in the homeroom class is relatively small and may not be representative of the entire population. If the teacher had surveyed a more extensive and diverse population, the results might have been different.

In conclusion, based on the information provided, the inference that a significant number of students in the homeroom class plan to become soldiers is valid. However, this may not apply to the entire population, and it is crucial to consider the sample size when drawing inferences.

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Answer:

d.

Step-by-step explanation:

Given that:

In a school;

Population mean = 900

First student:

Sample size  = 100

Sample proportion = 0.17

Second student:

Sample size = 90

Sample proportion = 0.24

The difference between the two percentages is a result of the random error because numbers were not the same as a result of variability inherent in sampling.

Answer:

8 pizzas are needed to feed 36 people.

Step-by-step explanation:

If 2 large pizzas serve 9 people, if you divide the number your trying to find by your like term (people) (36/9) you will get 4. You then multiply your other value (2) by your answer to the last step (4) (2*4)  you should get 8.

Answer:

y = 4x+9 is the answer.

Step-by-step explanation:

Hope this helps:)

Answer:

one solution I think is the answer

The product of the polynomials (4 + 2x³)(4 − 2x³) is 16 - 4x⁶

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

Polynomial products: (4 + 2x3 )(4 − 2x3 )

Rewrite the above product properly

So, we have the following representation

Polynomial products = (4 + 2x³)(4 − 2x³)

Using the difference of two squares identity

We have the following representation

Polynomial products = (4)² - (2x³)²

Evaluate the exponents

Polynomial products = 16 - 4x⁶

Hence, the product is 16 - 4x⁶

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The solution of the absolute function is  

t < -4

 t > 22/5

In interval notation it will be    (-∞,-4) ;(22/5,+∞).

What is absolute function?

An absolute value function is a function in algebra which consists of the variable in the absolute value bars. In general form of the absolute value function is f(x) = a |x - h| + k  where h, k are constants and the most commonly used form of this function is f(x) = |x|. Here a = 1 and h = k = 0.

The Absolute Value term is |5t-1|

For the Negative case it will be -(5t-1)

For the Positive case it will be  (5t-1)

at first we will solve for negative case:

-(5t-1) > 21

    Multiplying by the minus sign we get,

     -5t+1 > 21

    Rearranging and Adding up we get,

     -5t > 20

    Dividing both sides by 5

     -t > 4

    Multiplying both sides by (-1) we get,

     t < -4

 Now we will solve for positive case:

(5t-1) > 21

    Rearranging and Adding  up we get,

     5t > 22

    Dividing both sides by 5 we get,

     t > (22/5)

Hence the solution of the absolute function is  

t < -4

 t > 22/5

In interval notation it will be    (-∞,-4) ;(22/5,+∞).

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Answer:

23% percent of the executives have an income of $925 or less.

Step-by-step explanation:

We have a normal distribution with mean 1,000 and standard deviation 100.

We have to calculate the proportion of exectutives that have an income of 95 or less. We can calculate this as the probability that X<925.

To do that, we calculate the z-score for X=925:

\(z=\dfrac{X-\mu}{\sigma}=\dfrac{925-1000}{100}=\dfrac{-75}{100}=-0.75\)

Then, with this value for the z-score we can calculate the probability of a randomy selected executive has a income of $925 or less (this value is equal to the proportion we want to calculate):

\(P(X<925)=P(z<-0.75)=0.23\)

Answer:

1 - 3√(5/35) = 1 - 3√(1/7) = 1 - 3*(1/sqrt(7)) ≈ 0.0755
0.0755 * 100 = 7.55%

Step-by-step explanation:

To find the percentage of 1 - 3√(5/35), we need to first evaluate the expression.

1 - 3√(5/35) = 1 - 3√(1/7) = 1 - 3*(1/sqrt(7)) ≈ 0.0755

To convert this decimal to a percentage, we simply multiply by 100:

0.0755 * 100 = 7.55%

Cassa got more hits 16 than Jen who got 15 hits.

The mathematical expression combines numerical variables and operations denoted by addition, subtraction, multiplication, and division signs.

Mathematical symbols can be used to represent numbers (constants), variables, operations, functions, brackets, punctuation, and grouping. They can also denote the logical syntax's operation order and other properties.

Given that out of 18 times a bat, Jen got ahead 5/6 of the time Cassa got a hit 8/9 of the time.

Cassa's hits = 18 x ( 8 / 9 ) = 16

Jen's hit = 18 x ( 5 / 6 ) = 15

Therefore, Cassa got more hits 16 than Jen who got 15 hits.

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Answer:

Jayden will earn $3.21 x 18 = $<<3.21*18=57.78>>57.78 from running 18 miles.

So he will have $7.69 + $57.78 = $<<7.69+57.78=65.47>>65.47 in total.

Step-by-step explanation:

Answer:

Step-by-step explanation:

In a polynomial function, the leading term is the term containing the highest power of x.

Therefore, the leading term would be:

If the least value of n is 4, then the inequality best shows all the possible values of n is, n ≥ 4. So Option B is correct

Inequalities are the comparison of mathematical expressions, whether one quantity is greater or smaller in comparison to another quantity.

We use these symbols to represent inequalities, '>' , '<', '≥', '≤'

Given that,

The least value of n is 4,

Inequality representation = ?

It is known that,

Least value  of n is 4

So, Minimum possible value of n is 4

Maximum value of n should be more than 4,

In order to satisfy the condition,

So,

n  > 4

By combining both the things,

It can be written as,

n ≥ 4

Hence, the best inequality representation is n ≥ 4

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Answer:

(-11,-3)

Step-by-step explanation:

check is the stetmint is true . -3 grter or eqoule -33+5 that true

Answer:

24.94kg

Step-by-step explanation:

Converted the pounds into kilograms

Hi!

Your answer would be: 24.94kg

Hope this helps!

Yours truly,

Answer:

Over 20 EndFraction of 75: 75 times StartFraction 1 Over 20 EndFraction = StartFraction 75 Over 20 En

Step-by-step explanation:

Answer:

Step-by-step explanation:

In the Intermediate Phase of mathematics education, one topic that demonstrates a hierarchical and logical progression in patterns, functions, and algebra is the concept of "Linear Equations."

The topic of Linear Equations in the Intermediate Phase builds upon the foundation laid in earlier grades and serves as a stepping stone towards more advanced algebraic concepts. Here is an overview of the topic sequence and content area spread for Linear Equations:

Introduction to Variables and Expressions:

Students are introduced to the concept of variables and expressions, learning to represent unknown quantities using letters or symbols. They understand the difference between constants and variables and learn to evaluate expressions.

Solving One-Step Equations:

Students learn how to solve simple one-step equations involving addition, subtraction, multiplication, and division. They develop the skills to isolate the variable and find its value.

Solving Two-Step Equations:

Building upon the previous knowledge, students progress to solving two-step equations. They learn to perform multiple operations to isolate the variable and find its value.

Writing and Graphing Linear Equations:

Students explore the relationship between variables and learn to write linear equations in slope-intercept form (y = mx + b). They understand the meaning of slope and y-intercept and how they relate to the graph of a line.

Systems of Linear Equations:

Students are introduced to the concept of systems of linear equations, where multiple equations are solved simultaneously. They learn various methods such as substitution, elimination, and graphing to find the solution to the system.

Word Problems and Applications:

Students apply their understanding of linear equations to solve real-life word problems and situations. They learn to translate verbal descriptions into algebraic equations and solve them to find the unknown quantities.

The content area spread for Linear Equations includes concepts such as variables, expressions, equations, operations, graphing, slope, y-intercept, systems, and real-world applications. The progression from simple one-step equations to more complex systems of equations reflects a logical sequence that builds upon prior knowledge and skills.

By following this hierarchical progression, students develop a solid foundation in algebraic thinking and problem-solving skills. They learn to apply mathematical concepts and procedures in a systematic and logical manner, paving the way for further exploration of patterns, functions, and advanced algebraic topics in later phases of mathematics education.

I'm just gonna so you how I got it

Step-by-step explanation:

6x - 3y - 5 = 0 has slope 6/3 = 2. A perpendicular line will have slope -1/2 (since slopes of two perpendicular lines must have a product of -1), so its general form will be 3x + 6y - a = 0.

Now to find a. We know a point on the line, (4,10), and so we plug those coordinates in:

3*4 + 6*10 - a = 0

12 + 60 - a = 0

72 = a

3x + 6y - 72 = 0.

We can simplify this by dividing all numbers by 3, getting:

x + 2y - 24 = 0

Answer:

Step-by-step explanation:

Let the volume of the box be V = x²h

x is the length of one side of the square base

h is the height of the box;

Also let the surface area S = x² + 2xh + 2xh (open at the top)

S = x²+4xh

Given

S = 2300sq.cm

2300 = x²+4xh

make h the subject of the formula;

2300-x² = 4xh

h = (2300-x²)/4x

Substitute this expression into the volume formula

V = x²y

V = x²(2300-x²)/4x

V = x(2300-x²)/4

V = 1/4(2300x - x³)

To maximize the volume, dV/dx = 0

dV/dx = 1/4(2300- 3x²)

1/4(2300- 3x²) = 0

cross multiply

2300-3x² = 0

2300 = 3x²

x² = 2300/3

x² = 766.67

x = √766.67

x = 22.69cm

Since h = (2300-x²)/4x

h = 2300 - 766.67/4(22.69)

h = 1533.33/90.76

h = 16.89cm

Volume = 766.67(16.89)

Volume = 12,949.0563cm³

Hence the largest possible volume of the box is 12,949.0563cm³

Answer:

  (0, -1)

Step-by-step explanation:

Maybe you're graphing ...

These lines meet in the 4th quadrant. The closest point among the answer choices is on the negative y-axis: (0, -1).

Answer:

Well the volume is 1570.8 cubed. but i don't know what it would be in your range of answers.

Step-by-step explanation:

Answer:

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

Given two legs of a right triangle and we need to find the hypotenuse.

Use Pythagorean theorem:

The matching choice is C.

Answer:

Brainliest for Brainliest

Step-by-step explanation:

Answer:

About $11.88 per foot

Step-by-step explanation:

9514 1404 393

Answer:

  a) 98

  b) directly

  c) k = 14 pages per hour

Step-by-step explanation:

a) In order to answer the first question, we must assume that the number of pages varies directly with the amount of time. Further, we must find the constant of variation:

  p = kt

  56 = k(4)

  k = 56/4 = 14 . . . . pages per hour

Then in 7 hours, the student will read ...

  p = 14(7) = 98 . . . pages

__

b) As we said in part (a), the variation is direct.

__

c) As we found in part (a), the constant of variation is 14 pages per hour.

Answer:

x=0

Step-by-step explanation:

x+6=6

6-6=x

0=x

x=0

Answer:

Step-by-step explanation:

the solution is  (0, 2). 3. 3x + y = 6. 4x + 2y = 8.