"In recent years there has been considerable controversy over the use of standardized testing of high school students. Supporters say that the practice is a good measure of both student progress and teacher performance. Opponents say that too much testing impedes learning and causes unnecessarily large expenses for the school districts. There are even reports that a significant number of high school students opt out of taking some of the standardized tests. In one large city where the school district reported that the average score on a national test taken by students in their junior year was 74, a large group of parents felt that this average was too low. The parents contracted a research company in an attempt to show that the average score was higher than the claimed average of 74. The research company took a random sample of 100 juniors and they collected the corresponding 100 exam scores for those students."

Answer:

length is 15

width is 3

Step-by-step explanation:

3 * 5 is 15

3+3+15+15= 36

Answer:

61 with a remainder of 2

Step-by-step explanation:

...........

Answer:

17.37 (Ignore this it asked for 20 characters)

The researchers' hypothesis is that there will be a negative relationship between conscientiousness and absenteeism at work.

To test the researchers' hypothesis, we can use a correlation analysis to determine if there is a significant relationship between conscientiousness and absenteeism at work. We can calculate the correlation coefficient (r) using the formula:

r = (nΣxy - ΣxΣy) / sqrt[(nΣx^2 - (Σx)^2)(nΣy^2 - (Σy)^2)]

Using the data provided, we can calculate r to be -0.828, indicating a strong negative correlation between conscientiousness and absenteeism. To determine if this correlation is significant, we can use a t-test with a significance level (alpha) of 0.05. The t-value is calculated using the formula:

t = r * sqrt(n-2) / sqrt(1-r^2)

Using the data provided, we can calculate t to be -3.077. With a degree of freedom (df) of 2, the critical t-value is +/- 2.92. Since our calculated t-value (-3.077) falls outside of this range, we can reject the null hypothesis and conclude that there is a significant negative relationship between conscientiousness and absenteeism at work.

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Answer:

i think its 5.7

Step-by-step explanation:

Answer:

4 1/10

Step-by-step explanation:

Answer: John walks a total of 360 yards from school.

Step-by-step explanation:

Let's represent the total distance John walks from school as "x".

According to the problem, John has already walked 15% of the way, which can be written as:

0.15x

We also know that he has walked 54 yards so far, which means:

0.15x = 54

To find the total distance John walks from school, we can solve for "x" by dividing both sides of the equation by 0.15:

x = 54 ÷ 0.15

x = 360

Therefore, John walks a total of 360 yards from school.

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We're asked to write the ratio of 42 to 210 in its simplest form;

This can be expressed thus;

Lets go ahead and simplify by dividing both the numerator and the denomenator by 42;

If the rate of change of a function f is the same from x = -2 to x = 1 as it is from x = 1 to x = 4, then the function is linear.

In mathematics, a linear function is a type of function that can be represented by a straight line on a graph. Linear functions have the form:

y = mx + b

where x and y are variables, m is the slope of the line (i.e., the rate of change), and b is the y-intercept (i.e., the value of y when x = 0). The slope of a linear function determines how much the output (y) changes for a given change in the input (x), and the y-intercept determines where the line crosses the y-axis.

Linear functions are commonly used to model relationships between two variables that have a constant rate of change.

If the rate of change of a function f is the same from x = -2 to x = 1 as it is from x = 1 to x = 4, then the function is linear.

This is because a linear function has a constant rate of change, which means that the change in the output (y) for a given change in the input (x) is the same throughout the entire domain of the function.

In contrast, a quadratic or exponential function has a changing rate of change, which means that the change in the output for a given change in the input varies at different points along the domain of the function.

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Answer:

10,099.80

Step-by-step explanation:

Given: The principal amount (P)= $8,000

The rate of interest (i)= 6 % = 0.06

Time = 4 years

The formula to calculate the compound amount in x years is given by :-

Then the compound amount received by Matthew after 4 years will be:_

Hence, the total amount that Matthew's bank will receive afeter 4 years =$10,099.80

Answer:

$10,099.82

Step-by-step explanation:

Given formula:  \(\sf TA = P (1+i)^t\)

where:

Given:

Substituting the given values into the formula:

\(\implies \sf TA=8000(1+0.06)^4\)

\(\implies \sf TA=10099.81568\)

Therefore, the total amount the Matthew's bank will receive is $10,099.82

Answer:

Kite A ascends to a height of 36 feet

Step-by-step explanation:

21 + 15 = 36

Answer:

Kite A is now at 36 feet.

Step-by-step explanation:

Ascend means go up, so adding 15 to 21 gives you your answer.

If we have coins = [1, 2, 5] and amount = 5, then the function should return 4, because there are four combinations of coins that make up an amount of 5: [1, 1, 1, 1, 1], [1, 1, 1, 2], [1, 2, 2], and [5].

This problem can be solved using dynamic programming. Let's define dp[i][j] as the number of combinations of coins using the first i coins to make up an amount j. Then we can use the following recurrence relation:

dp[i][j] = dp[i-1][j] + dp[i][j-coins[i]]

The first term on the right-hand side of the equation corresponds to the case where we don't use the i-th coin, while the second term corresponds to the case where we use the i-th coin at least once. Note that we only need to consider cases where j >= coins[i], because it's impossible to make up an amount less than the value of the i-th coin using that coin.

We can initialize dp[0][0] = 1, because there is exactly one way to make up an amount of zero using no coins. Finally, the answer to the problem is dp[n][amount], where n is the total number of coins.

Here's the Python code:

def change(amount, coins):

   n = len(coins)

   dp = [[0] * (amount+1) for _ in range(n+1)]

   dp[0][0] = 1

   for i in range(1, n+1):

       dp[i][0] = 1

       for j in range(1, amount+1):

           dp[i][j] = dp[i-1][j]

           if j >= coins[i-1]:

               dp[i][j] += dp[i][j-coins[i-1]]

   return dp[n][amount]

For example, if we have coins = [1, 2, 5] and amount = 5, then the function should return 4, because there are four combinations of coins that make up an amount of 5: [1, 1, 1, 1, 1], [1, 1, 1, 2], [1, 2, 2], and [5].

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The population density, in people per square mile, as calculated from the given data ,for all of county Y

=8.25/ square mile

Population density of district A = No of people/ Area

                                                    = 370/30

                                                     =12.3

Population density of district B = No of people/ Area

                                                    = 290/50

                                                     = 5.8

Now ,

Population density for the country Y will be,

=No of people/ Area

= (370+ 290 )/ 30 + 50

=  8 . 25 / square mile

The number of people in a given area of land is called population density. Although occasionally used with other living things, it is primarily used to people. It is a significant geographic term.

Population density is the quantity of people residing in a certain area per square kilometer , or other measure of land area.

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The value of P0.05 < 0.19658. We do not reject the null hypothesis. There is not sufficient evidence that the mean age is less than 26 years.

According to the question we will set up Hypothesis

Null,  H0: U=26

Alternate, H1: U<26

Test Statistic

Population Mean(U)=26

Sample X(Mean)=24.4

Standard Deviation(S.D)=9.2

Number (n)=25

we use Test Statistic (t) = x-U/(s.d/√(n))

to =24.4-26/(9.2/√(25))

to =-0.87

| to | =0.87

Critical Value

The Value of |t α| with n-1 = 24 d.f is 1.711

We got |to| =0.87  & | t α | =1.711

According to this, we have to make a decision

Hence Value of  |to | < | t α |

P-Value: Left Tail -Ha : ( P < -0.8696 ) = 0.19658

Hence Value of P0.05 < 0.19658

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Answer:

Around 3000 BC

Answer:

It is difficult to pinpoint a specific year or time period in which math was "invented," as math is a fundamental aspect of human thought and has likely been present in some form since ancient times.

The study of mathematics has a long and rich history, dating back to ancient civilizations in Mesopotamia, Egypt, Greece, and India. These early societies developed mathematical concepts and techniques to aid in practical tasks such as measuring land, calculating the volume of objects, and tracking the movement of celestial bodies.

As human civilizations developed and advanced, so too did the study of mathematics. Over time, new mathematical concepts and techniques were developed and refined, leading to the development of more advanced branches of mathematics such as algebra, geometry, trigonometry, and calculus.

In summary, math has a long and complex history, and it is difficult to pinpoint a specific year or time period in which it was "invented." It has likely been present in some form since ancient times and has evolved and developed over the course of human history.

Step-by-step explanation:

SELF EXPLANATORY

The probability of selecting a jury of two students and six faculty is P(two students and six faculty) = 41580/(22C8) = 0.36889 (rounded to 5 decimal places). Answer: (a) 0.00193, (b) 0.00907, (c) 0.36889.

(a) Probability of selecting a jury of all students Let S be the event of selecting a student and F be the event of selecting a faculty member. There are 10 students and 12 faculty members in a pool of 10 + 12 = 22 individuals. The probability of selecting a student from the pool of individuals is P(S) = Number of ways to select a student/Total number of individuals = 10/22Similarly, the probability of selecting a faculty member from the pool of individuals is P(F) = Number of ways to select a faculty member/Total number of individuals = 12/22Since we are selecting a jury of eight individuals out of ten students and twelve faculty members, there is only one way to select a jury of all students. Hence, the probability of selecting a jury of all students is P(all students) = (10/22) * (9/21) * (8/20) * (7/19) * (6/18) * (5/17) * (4/16) * (3/15) = 0.00193 (rounded to 5 decimal places).(b) Probability of selecting a jury of all faculty There is only one way to select a jury of all faculty.

Hence, the probability of selecting a jury of all faculty isP(all faculty) = (12/22) * (11/21) * (10/20) * (9/19) * (8/18) * (7/17) * (6/16) * (5/15) = 0.00907 (rounded to 5 decimal places).(c) Probability of selecting a jury of two students and six faculty The number of ways to select two students from ten students = 10C2 = (10 * 9)/(2 * 1) = 45.The number of ways to select six faculty from twelve faculty = 12C6 = (12 * 11 * 10 * 9 * 8 * 7)/(6 * 5 * 4 * 3 * 2 * 1) = 924. The number of ways to select two students and six faculty from a pool of ten students and twelve faculty members = 45 * 924 = 41580. Hence, the probability of selecting a jury of two students and six faculty is P(two students and six faculty) = 41580/(22C8) = 0.36889 (rounded to 5 decimal places).

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Answer:

y-1 = 2(x+2)

Step-by-step explanation:

Point slope form of a line is

y-y1 = m(x-x1) where m is the slope and (x1,y1) is a point on the line

y -1 = 2(x - -2)

y-1 = 2(x+2)

Answer:

1 - 109 degrees

2- 71 degrees

3 - 109 degrees

Step-by-step explanation:

Opposite angles are equivalent.

A straight angle is 180 degrees. Subtract 71 from 180 and you'd get 109. Therefore, the Angle 1 is 109 degrees.

Since Angle 3 is the opposite of Angle 1, they are equivalent.

Angle 2 is the opposite of Angle 4, so they are equivalent as well!

Answer:

∠1= 109°, ∠2=71°, ∠3=109°, ∠4=71°

Step-by-step explanation:

Angles 4 and 2 are vertical angles therefore are congruent and have equal measure; because is given m∠4=71° then m∠2 = 71°

Angle 4 and 3 are a linear pair so m∠4+m∠3 =180° so m∠3 = 180 -71 =109°

Angles 1 and 3 are vertical angles therefore are congruent and have equal measure; because we found that  m∠3=109° then m∠1 = 109°

Answer:

the answer is D

Step-by-step explanation:

Equation y (1/8 x3 + 7) is rewritten by using a common factor. A literal equation is regarded as having at least two variables.

Given that,

Use a common factor to rewrite one eighth times x cubed times y plus seven eighths times x times y squared.

This is how the equation can be rewritten:

The first equation is written as 1/8 x3y + 7/8 xy2.

It is possible to rewrite the equation 1/8 xy(x2 + y) using the common factor.

Equation two:

1/4x.y.4x2 + 28y

1/4 .4 x³ .y + 28y

x3.y + 28y equation to be solved

Using the formula

y = (x3 + 28).

Third claim:

1/4. x. y. x2 + 7y

Fix the problem.

1/4 . x³ .y + 7y

Write y = (1/4x3 + 7) in a new way.

Fourth assertion:

1/8 x3y2.y + 7 x 1/8 x3y3 + 7 x

After removing the common element x(1/8 x2y3+ 7), rewrite the equation.

Fifth Declaration

1/8 x. y. x² + 7y

1/8 x³. y + 7y

Equation y (1/8 x3 + 7) is rewritten.

Thus, a literal equation is one that contains at least two variables. Solve for one variable in terms of the other variable to rephrase a literal equation.

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Answer:

A. 5/13

Step-by-step explanation:

Cos = Adjacent/Hypotenuse

Adjacent of B = 5

Hypotenuse = 13

Hence CosB = 5/13

Answer:

  add the values of the symbols or symbol pairs

Step-by-step explanation:

You want to know how to convert Roman Numerals to decimal numbers.

The symbols used in Roman Numerals are {I, V, X, L, C, D, M}. Respectively, they have values {1, 5, 10, 50, 100, 500, 1000}. The values of these symbols are multiplied by 1000 by an overline.

A number can be converted to decimal by working right to left. In general, the value of a symbol is added to the total. When a symbol of lesser value than the previous one is encountered, its value is subtracted. (Usually, the value being subtracted is a power of 10.)

Aliases exist. Without knowledge of the rules the Romans used for writing their numbers, we can invent numbers that can be written two or more ways:

  1950 = MLM = MCML

As we noted above, the form MLM = 1950 would probably not be used, since the subtracted L is not a power of 10.

We expect that 1999 would likely be written MCMXCIX, rather than MIM. That way, the character being subtracted is not less than 10% of the character it is subtracted from.

__

Additional comment

Use of an overline is not the only way that the system is extended to higher values. Different notations are found in different contexts.

The basic idea of Roman Numerals is to express value by the character used, rather than its location in a number. It is not a "place value" system.

There is no zero. There are no negative numbers.

The reference to "symbol pairs" in the Answer section above is to recognize a pair of symbols in which the one on the left is subtracted.

Assuming the location has a diurnal tide type, the angler should plan to arrive to start fishing at 12:15 pm on Saturday, two days after the high tide on Thursday.

This is because with a diurnal tide type, the high tide occurs at the same time each day, so the angler can expect the high tide to occur at the same time on Saturday as it did on Thursday.

A diurnal tide type is a type of tidal pattern where there is one high tide and one low tide per day. This type of tide is most commonly seen in areas with small and shallow bodies of water, such as bays and estuaries. In diurnal tidal systems, the times of high and low tide usually occur at the same time each day. The height of the tide also usually remains relatively constant over time.

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For the Random variables, X and Y where both are nonnegative for all points in a sample space S. The expected value of Z ( random variable) is, E(Z) = E(X) + E(Y).

We have X and Y are random variables and that X and Y are non-negative for all points in a sample space S. Let us consider X be another random variable defined as Z(s) = max( X(s), Y(s))

for all elements s belongs to S. We have to show that E( Z) = E(X) + E(Y)

Now, for simple way of representation let

Max ( X(s),Y(s)) = Max(X,Y)

We know that Max(X,Y) = [(X+Y) + |X-Y|]

So, Z = Max(X,Y) = [(X+Y) + |X-Y|]

Taking expectations E(Z) = E(Max(X,Y)

= E{[(X+Y) + |X-Y|]}

\(E(Z)= \frac{1}{2} [E(X+Y) + E|X-Y|] = [E(X) + E(Y) + E|X-Y|] \\ \) (Since E(X + Y) = E(X)+ E(Y))

\(E(Z) = \frac{1}{2}[E(X)+ E(Y) + E|X| + E|-Y|]\\ \)

\(= \frac{1}{2} [E(X) + E(Y) + E(X) + E(Y)]\) (Since X and Y are non negative so E|X| = E(X) and E(-Y)=E(Y) )

=> E(Z) = E(X)+ E(Y)

Hence, required results occurred.

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To construct a box plot from the given data, which represents the diameters of cans in an assembly line, we need to determine the five-number summary and plot the corresponding box and whisker plot.

The five-number summary consists of the minimum value, the first quartile (Q1), the median (Q2), the third quartile (Q3), and the maximum value.

To construct the box plot, we start by arranging the data in ascending order: 5.1, 5.2, 5.2, 5.2, 5.3, 5.5, 5.5, 5.5, and 5.6. The minimum value is 5.1, and the maximum value is 5.6. The median is the middle value, which in this case is 5.3.

To find the first quartile (Q1) and the third quartile (Q3), we divide the data into two halves. Q1 is the median of the lower half, which consists of 5.1, 5.2, 5.2, and 5.2. Q3 is the median of the upper half, which consists of 5.5, 5.5, 5.5, and 5.6. The box plot will show the minimum value, Q1, Q2 (median), Q3, and the maximum value, giving us a visual representation of the distribution and variability of the data.

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-7

本题已由中国数学会官方解答（现有会员：2人）

Answer:

Greater 1 1/2 is 1.50

Step-by-step explanation:

Please Brainliest if right <3

Answer:

Yes cuz 1.75= 1 3/4 while 1 1/2= 1 2/4

Step-by-step explanation:

Answer: 250m2

Step-by-step explanation: You multiply 10 x 5 x 5 = 250

Answer:

\(w=2\\l=7\)

Step-by-step explanation:

\(l+l+w+w=18\\\\2w+3=l\\\\2w+3+2w+3+w+w=18\\6w+6=18\\6w=12\\w=2\\\\2w+3=l\\2*2+3=l\\4+3=l\\l=7\)

Answer:

3 cm by 6 cm

Step-by-step explanation:

Represent the length and width by L and W.  

The perimeter is P = 2L + 2W, and here the perimeter is 18 cm.

Finally, L = W + 3 cm.  substituting W + 3 cm for L in the above equation, we get:

18 cm = 2(W + 3) + 2W, or (after reduction)

9 cm = W + 3 cm + W

Then 2W = 6 cm, or W = 3 cm.

Then the length is L = W + 3, or 3 cm + 3cm = 6 cm

The dimensions of the rectangle are 3 cm by 6 cm.

Check:  Does 2(3 cm) + 2(6 cm) = 18 cm?  Yes

Paul records data that the number of hot chocolates sold increases as temperature outside decreases. The depiction of the finding is "There is a correlation between two variables". So, the correct option is A.

Specifically, the data suggest that there is a relationship between two variables - the number of hot chocolates sold and the temperature outside.

When the temperature outside decreases, more hot chocolates are sold, and when the temperature increases, fewer hot chocolates are sold. This indicates that there is a correlation between the two variables, as they appear to be related.

However, we cannot determine from this information alone whether the correlation is strong or weak, or whether it is positive or negative.

The strength of the correlation would depend on how much the sales of hot chocolate increase or decrease as the temperature changes, while the direction of the correlation (positive or negative) would depend on whether the increase or decrease in hot chocolate sales is associated with an increase or decrease in temperature, respectively.

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Complete question is:

Paul records data that indicate that the number of hot chocolates sold at a concession stand increases as temperature outside decreases. (for example, more hot chocolates are purchased during late fall than late spring) which statement is the most accurate depiction of this finding?

a) There is a correlation between two variables

b) There is a strong , positive correlation between two variables

c) There is a weak , positive correlation between two variables

d) There is a negative correlation between two variables