In a survey of 155 senior​ executives, 51​% said that the most common job interview mistake is to have little or no knowledge of the company. Test the claim that in the population of all senior​executives, 45​% say that the most common job interview mistake is to have little or no knowledge of the company. Identify the null​hypothesis, alternative​ hypothesis, test​ statistic, P-value, conclusion about the null​ hypothesis, and final conclusion that addresses the original claim. Use the​ P-value method. Use the normal distribution as an approximation of the binomial distribution.
A) Identify the null and alternative hypothesis
B) Determine the test statistic
C) Determine the p-value

Answer: Sir in what way would you like me to explain this

Step-by-step explanation:

Option (a) is the correct one.

By SSS congruence rule the triangle having coordinates (2, 2), (2, -9), (6,2) is congruent to the given triangle as all three sides are equal of both the triangles.

Given, a right angled triangle having base 4 and hypotenuse √137.

Now, we have to find the triangle which is congruent to the given triangle.

So, the height of the given triangle be,

h² = √137² - 4²

h² = 137 - 16

h² = 121

h = √121

h = 11

Now, from the options we can say that,

the triangle having coordinates (2, 2), (2, -9), (6,2) is congruent to the given triangle as all three sides are equal of both the triangles.

Hence, by SSS congruence rule the triangle having coordinates (2, 2), (2, -9), (6,2) is congruent to the given triangle as all three sides are equal of both the triangles.

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The value of the coin in 2019 would be approximately $132.

To calculate the value of the coin in 2019, we need to consider the annual increase rate of 16.9% from 2010 to 2019. We can use the compound interest formula to find the final value.

Starting with the initial value of $40 in 2010, we can calculate the value in 2019 as follows:

Value in 2019 = Initial value * (1 + Rate)^n

where Rate is the annual increase rate and n is the number of years between 2010 and 2019.

Plugging in the values:

Value in 2019 = $40 * (1 + 0.169)^9

Value in 2019 ≈ $40 * 2.996

Value in 2019 ≈ $119.84

Rounding the value to the nearest dollar, we get approximately $120. Therefore, the value of the coin in 2019 would be approximately $120.

However, please note that the exact value may vary depending on the specific compounding method and rounding conventions used.

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Answer:

3) a translation followed by a reflection

Step-by-step explanation:

First, to get to A'B'C'D', we can see that A is still on top, D is on the right, etc. -- everything is just shifted up and to the right. This signifies a translation as it is simply a shift.

Next, to get to A''B''C''D'', we can see that A'' is now on the right. If this would be a rotation from A'B'C'D', we can visualize it as the shape rotating to the right. B'' would then be on top as it is to the left of A' in A'B'C'D', so if B' would be rotated to the right, it would then go to the top of A''. However, B'' is in the bottom, and D'' is on the top, signifying a flip of what the rotation would be. As this is not a simple shift, the only option left is a reflection.

Using the expression 5x/12 = 20, the amount that A originally had was $48.

We have,

Let x be the amount of money that A originally had.

Then, A gave away 1/2 x 1/3 = 1/6 of the amount, which is equal to x/6.

The amount received by B is 1/2 of the remaining amount,

which is (x - x/6)/2 = 5x/12.

We know that 5x/12 = 20,

Solving for x.

5x/12 = 20

5x = 240

x = 48

Therefore,

The amount that A originally had was $48.

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Answer:

37.7 mm

Step-by-step explanation:

A tessellation is a pattern made by repeating geometric shapes without any gaps or overlaps. These shapes, called tiles or polygons, fit together perfectly to cover a plane or a surface. Tessellations can be found in various forms of art, architecture, and design. They are used to create visually appealing patterns and decorations, as well as to explore mathematical concepts.

Tessellations are utilized in various practical applications, such as tiling floors, walls, and pavements, designing mosaics and quilts, and creating computer graphics and textile patterns. They are also studied in mathematics to understand concepts like symmetry, geometry, and transformations.

For polygons to tessellate, certain conditions must be met at their vertices. At each vertex, the angles formed by the polygons must add up to a whole number of degrees, typically 360 degrees. In other words, the sum of the interior angles of each polygon meeting at a vertex must be a multiple of 360 degrees.

This ensures that the polygons can fit together seamlessly without leaving any gaps or overlaps. Examples of polygons that tessellate include equilateral triangles, squares, and hexagons, as their angles add up to 360 degrees at each vertex.

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Answer: 18

Step-by-step explanation:

The question is asked to know 30% of 60, we get

60 x 30% = 60 x 0.3 = 18

Answer:

18

Step-by-step explanation:

We know that 30% means 30/100

30/100 multiplied by 60

hence, the answer is 18

Answer:

c

Step-by-step explanation:

it would have some exponent but its the only one that is constant

Answer:

It's 6415.35

first process is used in this expression

Answer:

Step-by-step explanation:

y=mx+b

m= slope and b= y intercept

you'll start with a point on the y axis on -1

and the slope will go up so towards the right corner up but 2/1 points

Therefore, the interquartile range for the given data set is 27.5.

The interquartile range (IQR) is a measure of variability or spread of a set of data. It is calculated as the difference between the upper quartile (Q3) and the lower quartile (Q1) of a dataset. The quartiles divide the dataset into four equal parts, with each part containing an equal number of data points. The lower quartile (Q1) is the median of the lower half of the dataset, and the upper quartile (Q3) is the median of the upper half of the dataset.

Here,

To find the interquartile range (IQR), we first need to find the median of the data set. The median is the middle value when the data set is arranged in order. To arrange the data set in order, we have:

6, 12, 14, 15, 15, 20, 35, 48, 87

The median is the middle value, which is 15.

Next, we need to find the median of the lower half of the data set (also called the first quartile or Q1). To do this, we take the median of the values below 15:

6, 12, 14, 15, 15

The median of this set is 14.

Similarly, we need to find the median of the upper half of the data set (also called the third quartile or Q3). To do this, we take the median of the values above 15:

20, 35, 48, 87

The median of this set is (35+48)/2 = 41.5.

Finally, the interquartile range is the difference between Q3 and Q1:

IQR = Q3 - Q1

= 41.5 - 14

= 27.5

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Answer: The function y = 5/x is a reciprocal function, which means the graph of the function will be a hyperbola.

The error the student made could be in the following ways:

The student might have plotted the graph as a straight line instead of a hyperbola

The student might have neglected to reflect the graph across the y-axis, since the function is not defined for x = 0

The student might have not plotted the asymptotes of the graph. The graph will have vertical asymptotes at x = 0 and x = infinity.

To correct the error, the student should plot the graph as a hyperbola with vertical asymptotes at x = 0 and x = infinity. And also reflect the graph across the y-axis.

In case of any further doubts student should check with their teacher or a math reference book.

Step-by-step explanation:

Step-by-step explanation:

hope this help ! have a great day

Answer:

The equation of the line passing through the point (-2,2) and parallel to the line 2x+y=1 is y = -2x - 2.

Step-by-step explanation:

To find the equation of the line passing through the point (-2,2) and parallel to the line 2x+y=1, we first need to determine the slope of the given line.

The slope of the given line can be found by rearranging the equation in slope-intercept form y=mx+b, where m is the slope and b is the y-intercept.

2x+y=1

y = -2x + 1

So the slope of the given line is -2

Since the line we are looking for is parallel to the given line, it must have the same slope of -2.

We can now use the point-slope form of the equation of a line to find the equation of the line passing through (-2,2) with a slope of -2:

y - y1 = m(x - x1)

where (x1,y1) = (-2,2) and m = -2

Plugging in these values, we get:

y - 2 = -2(x - (-2))

Simplifying the right side:

y - 2 = -2(x + 2)

Expanding:

y - 2 = -2x - 4

Adding 2 to both sides:

y = -2x - 2

So the equation of the line passing through the point (-2,2) and parallel to the line 2x+y=1 is y = -2x - 2.

We have two possibilities that the equation can follow. One possibility includes a variable already isolated on one side of the equation and the other possibility includes 2 or more (same) variables on both sides.

If you have a variable on one side of the equation, you need to isolate the variable on one side of the equation so that simplification of the other side of the equation is possible. Eventually, you will have a variable on one side of the equation, and a numerical value on the other side.

If you have the same variable on both sides of the equation, you need to isolate all the variables on one side of the equation so that we can simplify the equation on both sides of the equation. As a result, you will have one variable on one side and a numerical value on the other side.

________________________________________________________

Given equation:

We can see the same variables on both sides of the equation. Therefore, this equation supports the second case best. Henceforth, we need to isolate all the variables on one side of the equation so that we can simplify the equation on both sides of the equation. But we can't isolate the variables on one side of the equation because "2x" is inside the parentheses. Therefore, we need to open the parentheses through distributive property.

Now, isolate all the variables on one side of the equation. We will have to subtract 6x on both sides of the equation to cancel out the 6x on the R.H.S.

Simplify on both sides (required step):

Finally, add 5 on both sides to cancel out the -5 on the L.H.S.

Simplify on both sides (required step):

The variable is not completely isolated as it has a coefficient. To remove the coefficient, we need to divide both sides by 4. Then, we will have:

Simplify on both sides (required step):

Therefore, the value of x is 7/2 or 3.5.

Average age of inventory

What is inventory?

All the goods, merchandise, and supplies that a company keeps on hand in anticipation of selling them for a profit are referred to as inventory.

What is Average age of inventory ?

The typical number of days it takes a business to sell off its inventory is known as the average age of inventory. Analysts use this indicator to assess the effectiveness of sales. Days' sales in inventory is another name for the average age of inventory.

what is Raw material?

Materials or substances used in the initial stages of producing or manufacturing items are known as raw materials

Concept of Average cost Inventory:

To get the average inventory age for your own products, use the following formula: average inventory age = [average inventory cost cost of goods sold] x 365. In general, retailers should check this statistic using additional inventory measurements (such as gross profit margin)

Refer the attachment for full question:

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Answer:

absolute value of the determinant, adjacent to, equal to

Step-by-step explanation:

The absolute value of a determinant  of the \(\text{matrix whose}\) columns are the vectors and they define the \(\text{sides}\) of a \(\text{parallelogram}\) which is adjacent to  one another and is equal to the \(\text{area}\) of the \(\text{parallelogram}\).

The determinant is a real number. They are like matrices, but we use absolute value bars to show determinants whereas to represent a matric, we use square brackets.

Answer:

120+6

Step-by-step explanation:

Using distributive property 6times 20 is 120 and 6 times 1 is 6 so 120+6

Answer:

k = 1 1/3

Step-by-step explanation:

Exact Form: 4/3

Decimal Form: 1.3

Mixed Number Form: 1 1/3

hope this helps <3

The factorized form for the given polynomials are:

8. 5n(3n² - 4).

10. x²(x - 8).

11. 4x(2x² - 3x + 10).

12. 6x³(1 + 5x).

13. 2w(w² + 3w - 18).

14. 3c²(4c - 1).

15. 2x(x + 3 - 80).

In the question, we are asked to factor the given polynomials.

8. 15n³ - 20n.

The given polynomial is 15n³ - 20n.

The terms are 15n³ and - 20n.

The HCF of the terms is 5n.

Taking the HCF common in the given polynomial, we get 5n(3n² - 4), which is the required form.

Going by the same method, the errors will have a solution as:-

10. x³ - 8x².

The factorized form is x²(x - 8).

11. 8x³ - 12x² + 40x.

Factorized form is 4x(2x² - 3x + 10).

12. 6x³ + 30x⁴.

The factorized form is 6x³(1 + 5x).

13. 2w³ + 6w² - 36w.

The factorized form is 2w(w² + 3w - 18).

14. 12c³ - 3c².

The factorized form is 3c²(4c - 1).

15. 2x² + 6x - 80.

The factorized form is 2x(x + 3 - 80).

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Answer:

A. 1520.5 cm^2

Step-by-step explanation:

The area of a circle can be found using the following equation:

\(a=\pi r^2\)

In this problem, the radius (from the center of the circle to the circumference of the circle) is 22 centimeters. Therefore, we can substitute 22 cm in for r.

r=22 cm

\(a=\pi *22 cm^2\)

First, evaluate the exponent.

22 cm ^2= 22 cm * 22 cm= 484 cm^2

\(a=\pi *484cm^2\)

Multiply pi and 484

\(a=1520.53084 cm^2\)

Round to the nearest tenth. The 3 in the hundredth place tell us to leave the 5 in the tenth place.

\(a= 1520.5 cm^2\)

The area of the circle is 1520.5 square centimeters and A is correct.

The collection, description, analysis, and drawing of conclusions from quantitative data are all included in the area of statistics, which is a branch of applied mathematics. Probability theory, linear algebra, and calculus of differential and integrals are some of the core mathematical concepts in statistics.

Descriptive statistics were used in the statement.

Descriptive statistics is a branch of statistics that deals with the collection, presentation, and summary of data. It is used to describe and summarize the main features of a data set, such as measures of central tendency (e.g., mean, median, mode) and measures of dispersion (e.g., range, variance, standard deviation).

In this case, the statement is simply reporting a single value, the average credit card debt for college students in 2008. This is an example of a descriptive statistic because it is a summary measure that describes a characteristic of the population or sample under study.

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Descriptive statistics were used in the statement.

Descriptive statistics is a branch οf statistics that deals with the analysis, descriptiοn, and summarizatiοn οf data. It invοlves the use οf variοus statistical measures, such as measures οf central tendency (mean, median, and mοde), measures οf dispersiοn (standard deviatiοn, variance, range), and graphical representatiοns (histοgrams, bοx plοts, scatter plοts, etc.) tο describe the features οf a dataset.

Descriptive statistics were used in the statement. The statement is simply describing the average credit card debt fοr cοllege students in 2008. Descriptive statistics are used tο describe οr summarize a dataset οr pοpulatiοn, while inferential statistics are used tο draw cοnclusiοns οr make predictiοns abοut a larger pοpulatiοn based οn a sample οf data. Since the statement οnly prοvides infοrmatiοn abοut a specific grοup οf cοllege students in 2008, it dοes nοt invοlve making any inferences οr predictiοns beyοnd this grοup.

Hence, Descriptive statistics were used in the statement.

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Using the normal approximation to the binomial, the probabilities are given by:

a) 0.8485 = 84.85%.

b) 0.0244 = 2.44%.

In a normal distribution with mean \(\mu\) and standard deviation \(\sigma\), the z-score of a measure X is given by:

\(Z = \frac{X - \mu}{\sigma}\)

In this problem, we have that:

The mean and the standard deviation of the approximation are given, respectively, by:

\(\mu = np = 600(0.05) = 30\)

\(\sigma = \sqrt{np(1-p)} = \sqrt{600(0.05)(0.95)} = 5.3385\)

Item a:

Using continuity correction, the probability is P(X > 24.5), which is one subtracted by the p-value of Z when X = 24.5, hence:

\(Z = \frac{X - \mu}{\sigma}\)

\(Z = \frac{24.5 - 30}{5.3385}\)

\(Z = -1.03\)

\(Z = -1.03\) has a p-value of 0.1515.

1 - 0.1515 = 0.8485.

0.8485 = 84.85% probability.

Item b:

This probability is P(X < 19.5), which is the p-value of Z when X = 19.5, hence:

\(Z = \frac{X - \mu}{\sigma}\)

\(Z = \frac{19.5 - 30}{5.3385}\)

\(Z = -1.97\)

\(Z = -1.97\) has a p-value of 0.0244.

The probability is of 0.0244 = 2.44%.

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The correct option is B: The result of multiplying 7 3/8 by a number larger than 1 is less than 7 3/8.

Once kids have a firm grasp on right fractions, they are exposed to mixed numbers and improper fractions.

Divide the numerator and denominator to create a mixed fractions from an incorrect fraction. The solution to this problem is the whole number portion; the leftover portion is the numerator; its denominator stays the same.

We can convert the two fractions to decimal form in order to compare them.

7.375 is equivalent to 7 3/8, and

4/5 is equivalent to 0.8.

7.375 multiplied by 0.8 results in:

7.375 × 0.8 = 5.9

Since the result is 5.9, which is less than 7.375, it follows that 7 3/8 multiplied by 4/5 is less than 7 3/8.

Thus, the result of multiplying 7 3/8 by a number larger than 1 is less than 7 3/8.

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Answer:

Each freind will get 3/16 of  bag of candy

and Multiplication

Answer10 toooooooooooo the third poewedd

Step-by-step explanation: