what is the mean of 76,88,100,75,95,100

Answer:

Step-by-step explanation:

n/3 - 2 = 4             Add 2 to both sides

n/3 - 2 + 2 = 4+2    Combine

n/3 = 6                  Multiply both sides by 3

3*n/3 = 6 * 3

n = 18

Answer:

Step-by-step explanation:

Angle ABC is a right angle because all interior angles of a rectangle are right angles.

The required measure of the angle x is 72° in the triangle.

Given that,
The value of x in the triangle at 36°, x°, and x° is to be determined.

The triangle is a geometric shape that includes 3 sides and the sum of the interior angle should not be greater than 180°

Here,
For the triangle sum of the internal angle is 180°,
36 + x + x = 180
2x = 144
x = 72°

Thus, the required measure of the angle x is 72° in the triangle.  

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Answer:

i dunno what that means but i think maybe your keyboard broke so the type of letters is random??

Answer:

1. -10

2. -11

Step-by-step explanation:

X follows a binomial distribution with n = 2000 and p = 0.0015. The chance that the batch contains no faulty flashlights is 0.8805 percent. The likelihood of one faulty flashlight in the batch is 1.5307. X has a standard deviation of 1.0708. The likelihood of more than two faulty flashlights in the batch is 0.0388.

Probability is an area of mathematics that deals with numerical representations of how probable an event is to occur or how likely a statement is to be true. The probability of an occurrence is a number between 0 and 1, where 0 denotes the event's impossibility and 1 represents certainty.

Here,

(a) X has a binomial distribution with parameters n = 2000 and p = 0.0015. The binomial distribution is a discrete probability distribution that describes the number of successes in n independent Bernoulli trials, each with success probability p.

(b) The expected value (mean) of X is given by E(X) = n * p = 2000 * 0.0015 = 3. The standard deviation of X is given by sqrt(n * p * (1 - p)) = sqrt(2000 * 0.0015 * 0.9985) = 1.0708.

(c) The probability that the batch contains no defective flashlights is given by P(X = 0) = (2000 choose 0) * 0.0015^0 * (0.9985)^2000 = 0.8805. The probability that the batch contains one defective flashlight is given by P(X = 1) = (2000 choose 1) * 0.0015^1 * (0.9985)^1999 = 1.5307. The probability that the batch contains more than two defective flashlights is given by P(X > 2) = 1 - P(X <= 2) = 1 - P(X = 0) - P(X = 1) - P(X = 2) = 0.0388.

X has a binomial distribution with parameters n = 2000 and p = 0.0015. The probability that the batch contains no defective flashlights is 0.8805.The probability that the batch contains one defective flashlight is  1.5307. The standard deviation of X is 1.0708. The probability that the batch contains more than two defective flashlights is 0.0388.

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Answer:

1/3, 2/6, 3/9, 4/12

Step-by-step explanation:

Answer:

b

Step-by-step explanation:

if you simlpify 2/6 you would get one third times that by three its 3 ninths

Answer:

140°

Step-by-step explanation:

The other angle inside is 40 so 180-40 is 140°

The measure of the angle KMU is 140 degrees.

It is formed by two rays or lines that share a common endpoint.

Given that for the triangle KLM, angle KLM is 90° and angle LKM is 50°.

The sum of the angles inside the triangle is 180°.

The angle KML is given by

angle KML = 180-(90+50) = 180 - 140 = 40

The angle KMU = 180 - 40= 140.

Hence the 140° is the measure of the angle KMU.

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Answer:

Step-by-step explanation:

3,808

Answer: 3808

Step-by-step explanation:

2 times 34 = 68

68 times 56 = 3808

Answer is 3808

Answer: 298.8 seconds

Step-by-step explanation: 4.98*60=298.8

Answer:

298.8

Step-by-step explanation:

4.98x60=298.8 so you have been understand

The solution of A ∪ B for their set of data that can be derived using a Venn diagram is A ∪ B = {0, 1, 2, 3, 4, 5}, which makes option C correct.

Venn diagrams are commonly used in mathematics, statistics, and logic to illustrate relationships between sets of data. It consists of circles that overlap to show the similarities and differences between the sets like in the case of students data.

A ∪ B is read as A union B, which implies the set of all datas in set A and set B without repeating any data.

Given that set A = {0, 1, 2, 3, 4} and B = {1, 3, 5}

All data of set A and B are: 0, 1, 2, 3, 4, 5

so;

A ∪ B = {0, 1, 2, 3, 4, 5}

Therefore, the solution of A ∪ B that can be derived using a Venn diagram is A ∪ B = {0, 1, 2, 3, 4, 5}

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Answer:

240 people

Step-by-step explanation:

\(\frac{60}{25} =\frac{x}{100}\) (x represents people)

60×100= 6000 , 25 × \(x\) = 25\(x\)

\(\frac{25x}{25x}=x\)        \(\frac{6000}{25x} = 240\)

x=240

Answer:

(6, 2)

Step-by-step explanation:

I did this over 10 times it's so easy it is like a breeze

Answer:(-2,5)

Step-by-step explanation:

Answer:

0.0236

Step-by-step explanation:

took the quiz

The derivative of f(x) = ln(x - 1/3*x^2 - 2) is 1/(x - 1/3*x^2 - 2). This can be found using the quotient rule, which states that the derivative of f(x)/g(x) is (g(x)*f'(x) - f(x)*g'(x)) / g^2(x). In this case, f(x) = ln(x) and g(x) = x - 1/3*x^2 - 2.

The quotient rule can be used to find the derivative of any function that is the quotient of two other functions. In this case, f(x) = ln(x) and g(x) = x - 1/3*x^2 - 2. To use the quotient rule, we need to find the derivatives of f(x) and g(x). The derivative of f(x) is 1/x, and the derivative of g(x) is 1 - 2x.

Plugging these derivatives into the quotient rule, we get:

```

f'(x) = (g(x)*f'(x) - f(x)*g'(x)) / g^2(x)

= (x - 1/3*x^2 - 2)*(1/x) - ln(x)*(1 - 2x) / (x - 1/3*x^2 - 2)^2

= 1/(x - 1/3*x^2 - 2)

```

This is the derivative of f(x).

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The volume of the box is given as follows:

V = 199.5 in³.

The volume of a rectangular prism, with dimensions length, width and height, is given by the multiplication of these dimensions, according to the equation presented as follows:

Volume = length x width x height.

The dimensions for this problem, in inches, are given as follows:

10.5, 9.5 and 2.

Hence the volume of the box is given as follows:

V = 10.5 x 9.5 x 2

V = 199.5 in³.

The problem asks for the volume of the box.

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Answer:

A  54°

Step-by-step explanation:

Sorry if its wrong <3

Answer:

A. (2,5), (3,6), (6,9)

Step-by-step explanation:

In order to be a function, all inputs (x values) must go to only one output (y value). List A is the only list that obeys this rule. Therefore, List A is a function.

Answer:

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

Solve in steps:

The difference of the polynomial expression (y^2 - 4y + 9) - (3y^2 - 6y - 9) is -2y^2 + 2y + 18.

To find the difference of the polynomial expression (y² - 4y + 9) - (3y² - 6y - 9), we need to distribute the negative sign to every term within the parentheses:

= y² - 4y + 9 - 3y² + 6y + 9

Next, let's combine like terms by adding or subtracting coefficients of similar variables:

= (y² - 3y²) + (-4y + 6y) + (9 + 9)

Simplifying the expression further, we have:

= -2y^2 + 2y + 18

Thus, the difference is: -2y^2 + 2y + 18

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The slope of a fairly flat upward-sloping line will be a small positive number. (option c)

This is because a slope measures the change in the y value for a given change in the x value. As the line is fairly flat, the change in y value will be small. Since the line is upward-sloping, the change in the y value will be positive. Therefore, the slope of the line will be a small positive number.

To calculate the slope mathematically, we can use the formula

This formula gives us the slope of the line between two points (x1, y1) and (x2, y2). In our case, since the line is fairly flat, the difference in y values (y2-y1) will be small, resulting in a small positive number for the slope.

We can also visualize this mathematically. If we graphed the line, it would look like a flat line, because the difference in y values is small. Therefore, the slope of the line will be a small positive number.

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The greatest common factor of 4m³ + 12xm² - 8m² - 24xm is 4m. The factorization gives 4m(m + 3x)(m - 2)

An equation is an expression that shows the relationship between two or more numbers and variables.

An independent variable is a variable that does not depends on other variable while a dependent variable is a variable that depends on other variable.

Given the equation:

4m³ + 12xm² - 8m² - 24xm

The greatest common factor is 4m, hence:

= 4m(m² + 3xm - 2m - 6x)

= 4m(m(m - 2) + 3x(x - 2))

= 4m(m + 3x)(m - 2)

The greatest common factor of 4m³ + 12xm² - 8m² - 24xm is 4m. The factorization gives 4m(m + 3x)(m - 2)

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If the same condition is described as both, as separate subentries exist in the Index at the same indentation level, code both the acute/subacute and chronic codes.

When a condition is described as both acute and chronic, and separate subentries for each descriptor exist in the Index, it is appropriate to code both the acute/subacute and chronic codes. This is because the two descriptors refer to different stages or phases of the same condition. For example, a patient may have both acute and chronic bronchitis, with the acute exacerbations superimposed on a chronic underlying condition.

In such cases, it is important to capture both aspects of the condition to ensure accurate documentation and appropriate reimbursement for healthcare services provided. Therefore, coders should consult the guidelines and the Index to Diseases and Injuries to determine which codes are appropriate for reporting.

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Noah, Preston, and Zach work for 26 hours, 24 hours and 44 hours respectively

A word problem is a mathematical exercise where significant background information on the problem is presented in ordinary language rather than in mathematical notation.

Let N, P and Z represent the number of hours Noah, Preston, and Zach work respectively. Thus, we can write:

N = P + 2  ---- (1)

Z = 2P - 4  ---- (2)

N + P + Z = 94  ---- (3)

Put (1) and (2) in (3):

N + P + Z = 94

P+2 + P + 2P-4 = 94

4P -2 = 94

4P = 94 + 2

4P = 96

P = 96/4

P = 24

Since N = P + 2,

N = 24 + 2 = 26

Since Z = 2P - 4,

Z = 2(24) - 4 = 44

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The region bounded by the parabolas r=t,4t2 and r=t,45−t2​, for −3≤t≤3 question content area bottom part 1 set up the line integral for the boundary

the combined parameterization of the boundary curves, f(x, y) represents the function being integrated, and ds represents the differential arc length.

To set up the line integral for the boundary of the region bounded by the parabolas, we need to parameterize the curves. Let's go through the process step by step.

1. Parameterize the curves:

For the curve r = t, 4t^2, we can parameterize it as:

x = t

y = 4t^2

For the curve r = t, 45 - t^2, we can parameterize it as:

x = t

y = 45 - t^2

2. Determine the limits of the parameter:

In this case, the parameter t ranges from -3 to 3 as given in the question: -3 ≤ t ≤ 3.

3. Combine the parameterizations:

Since both curves use the same parameter range, we can combine them into a single parameterization.

Let's call the combined parameterization (x(t), y(t)):

x(t) = t

y(t) = 4t^2 for -3 ≤ t ≤ 3

y(t) = 45 - t^2 for -3 ≤ t ≤ 3

4. Set up the line integral:

The line integral for the boundary of the region can be represented as:

∮C f(x, y) ds

where C represents the combined parameterization of the boundary curves, f(x, y) represents the function being integrated, and ds represents the differential arc length.

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Since the p-value is greater than the significance level of 0.05, we fail to reject the null hypothesis. Therefore, there is not sufficient evidence to support the claim that a difference exists between the proportions of students who have ear infections at the two schools.

To determine if there is sufficient evidence to support the claim that a difference exists between the proportions of students who have ear infections at the two schools, we can use a two-sample z-test for the difference in proportions.

The null hypothesis is that there is no difference between the proportions of students with ear infections at the two schools, while the alternative hypothesis is that there is a difference.

Let p1 be the proportion of students with ear infections at the first school and p2 be the proportion at the second school. The test statistic is given by:

z = (p1 - p2) / sqrt(p_hat * (1 - p_hat) * (1/n1 + 1/n2))

where p_hat is the pooled proportion, n1 and n2 are the sample sizes from the first and second schools, respectively.

The pooled proportion is given by:

p_hat = (x1 + x2) / (n1 + n2)

where x1 and x2 are the number of students with ear infections in each school.

Using the given data, we have:

n1 = 40, n2 = 30

x1 = 11, x2 = 12

p1 = x1/n1 = 11/40 = 0.275

p2 = x2/n2 = 12/30 = 0.4

p_hat = (x1 + x2) / (n1 + n2) = (11 + 12) / (40 + 30) = 0.355

The test statistic is:

z = (0.275 - 0.4) / sqrt(0.355 * 0.645 * (1/40 + 1/30)) = -1.197

Using a standard normal table or calculator, the p-value for a two-tailed test with a test statistic of -1.197 is approximately 0.231.

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The statement "The height of the probability density function f(x) of the uniform distribution defined on the interval [a, b] is 1/(a-b)" is False.

In a uniform distribution, the probability density function (PDF) is constant within the interval [a, b]. The height of the PDF represents the density of the probability distribution at any given point within the interval. Since the PDF is constant, the height remains the same throughout the interval.

To determine the height of the PDF, we need to consider the interval length. In a uniform distribution defined on the interval [a, b], the height of the PDF is 1/(b - a) for the PDF to integrate to 1 over the entire interval. This means that the total area under the PDF curve is equal to 1, representing the total probability within the interval [a, b].

Therefore, the correct statement is that the height of the probability density function f(x) of the uniform distribution defined on the interval [a, b] is not 1/(a - b), but rather it is a constant value necessary for the PDF to integrate to 1 over the interval, i.e., 1/(b - a).

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All of these choices are true. The standard error of the mean is a measure of how much the sample mean varies from sample to sample.

. As the sample size increases, the standard error of the mean decreases. This is because larger sample sizes give us more information about the population and make our estimates more accurate. However, the standard error of the mean is not larger than the standard deviation of the population. In fact, it is typically smaller than the standard deviation of the population, which is why we use it to estimate the population mean. In conclusion, the standard error of the mean is an important concept in statistics that helps us understand the variability of sample means and how accurate our estimates of the population mean are likely to be.

The standard error of the mean is a statistical measure that tells us how much the sample mean is likely to vary from sample to sample. It is the standard deviation of the sampling distribution of the sample mean. The sampling distribution is the distribution of all possible sample means that we could obtain by taking repeated samples from the same population. The standard error of the mean is calculated by dividing the standard deviation of the population by the square root of the sample size.

One important thing to note is that the standard error of the mean decreases as the sample size increases. This is because larger sample sizes give us more information about the population and make our estimates more accurate. When the sample size is small, there is a greater chance that the sample mean will be significantly different from the population mean. However, as the sample size increases, the sample mean becomes a more accurate estimate of the population mean, and the standard error of the mean decreases.

It is also important to note that the standard error of the mean is never larger than the standard deviation of the population. The standard deviation of the population is a measure of how much the individual data points vary from the population mean. The standard error of the mean is a measure of how much the sample mean varies from sample to sample. It is typically smaller than the standard deviation of the population because the sample mean is usually closer to the population mean than any individual data point.

In conclusion, the standard error of the mean is an important concept in statistics that helps us understand the variability of sample means and how accurate our estimates of the population mean are likely to be. As the sample size increases, the standard error of the mean decreases, making our estimates more accurate. However, the standard error of the mean is never larger than the standard deviation of the population, which is a measure of the variability of individual data points.

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