Answer:
-2( 7x+4)
Step-by-step explanation:
-14x - 8
Factor out -2
-2*7x -2*4
-2( 7x+4)
Answer:
2(-7x -4)Step-by-step explanation:
[tex] - 14x - 8[/tex]
Write -8 as -4×2
[tex] - 14x + 2 \times 4[/tex]
Factor out common term : 2
[tex]2( - 7x - 4)[/tex]
Hi guys I’m bored can someone talk to me please? :)
Answer:
sure
Step-by-step explanation:
Answer:
hello
Step-by-step explanation:
The SAT is required of most students applying for college admission in the United States. This standardized test has gone through many revisions over the years. In 2005, a new writing section was introduced that includes a direct writing measure in the form of an essay. People argue that female students generally do worse on math tests but better on writing tests. Therefore, the new section may help reduce the usual male lead on the overall average SAT score (The Washington Post, August 30, 2006). Consider the following scores on the writing component of the test of eight male and eight female students.
Males Females
620 660
570 590
540 540
580 560
590 610
580 590
480 610
620 650
570 600
610 620
590 630
570 640
610 590
590 640
570 580
550 560
530 570
560 560
620 600
520 600
560 590
620 590
580 590
610 630
530 560
480 600
590 560
620 560
590 560
580 560
Required:
a. Construct the null and the alternative hypotheses to test if females outscore males on writing tests.
b. Assuming the difference in scores is normally distributed, calculate the value of the test statistic. Do not assume that the population variances are equal.
c. Implement the test at α=0.01 and interpret your results.
Answer:\
a
The null hypothesis is [tex]H_o : \mu_1 - \mu_2 \le 0[/tex]
The alternative hypothesis is [tex]H_a : \mu_1 - \mu_2 > 0[/tex]
b
[tex]t = -0.39[/tex]
c
The conclusion
There is sufficient evidence to conclude that the female outscores the male.
Step-by-step explanation:
From the question we are told that
The sample size for male is [tex]n_1 = 30[/tex]
The sample size for female is [tex]n_2 = 30[/tex]
The level of significance is [tex]\alpha = 0.01[/tex]
The null hypothesis is [tex]H_o : \mu_1 - \mu_2 \le 0[/tex]
The alternative hypothesis is [tex]H_a : \mu_1 - \mu_2 > 0[/tex]
Generally the sample mean for male is
[tex]\= x_1 = \frac{\sum x_i}{n_1}[/tex]
=> [tex]\= x_1 = \frac{620 + 570 +540 + \cdots + 580 }{30}[/tex]
=> [tex]\= x_1 = 574.33 [/tex]
Generally the standard deviation of male is
[tex]s_1 = \sqrt{\frac{\sum (x_1 - \= x)^2}{n_1} }[/tex]
=> [tex]s_1 = \sqrt{\frac{ (620 - 574.33)^2 + (570 - 574.33)^2 + (540 - 574.33)^2 + \cdots +(580 - 574.33)^2 }{30} }[/tex]
=> [tex]s_1 =206.24 [/tex]
Generally the sample mean for female is
[tex]\= x_2 = \frac{\sum x_i}{n_2}[/tex]
=> [tex]\= x_2 = \frac{660 + 590 +560 + \cdots + 560 }{30}[/tex]
=> [tex]\= x_2 = 593.33 [/tex]
Generally the standard deviation of male is
[tex]s_2 = \sqrt{\frac{\sum (x_1 - \= x)^2}{n_2} }[/tex]
=> [tex]\sigma_1 = \sqrt{\frac{ (660 - 593.33)^2 + (590 - 593.33)^2 + (560 - 593.33 )^2 + \cdots +(560 - 593.33)^2 }{30} }[/tex]
=> [tex]s_2 =169.31 [/tex]
Generally the degree of freedom for unequal variance is mathematically represented as
[tex]df = \frac{[\frac{s_1^2}{n_1} +\frac{s_2^2}{n_2} ]^2}{ \frac{[\frac{s_1^2}{n_1}]^2}{n_1 -1} +\frac{[\frac{s_2^2}{n_2}]^2}{n_2 -1} }[/tex]
=> [tex]df = \frac{[\frac{206.24^2}{30} +\frac{169.31^2}{30} ]^2}{ \frac{\frac{206.24^2}{30}}{30 -1} +\frac{\frac{169.31^2}{30}}{30 -1} }[/tex]
=>[tex]df = 56[/tex]
Generally the test statistics is mathematically represented as
[tex]t = \frac{\= x _1- \= x_2 }{\sqrt{\frac{s_1^2}{n_1} + \frac{s_2^2}{n_2}} }[/tex]
=> [tex]t = \frac{574.33- 593.33 }{\sqrt{\frac{206.24^2}{30} + \frac{169.31^2}{30}} }[/tex]
=> [tex]t = -0.39[/tex]
From the t distribution table the value of [tex]P(t < -0.39)[/tex] at a degree of freedom of [tex]df = 56[/tex] is
[tex]P(t < -0.39) = 0.3490080[/tex]
Hence the p-value is [tex]p-value = 0.3490080[/tex]
From the values obtained we see that the p-value is >[tex]\alpha[/tex]
Hence we fail to reject the null hypothesis.
The conclusion is
There is sufficient evidence to conclude that the female outscores the male
Find the slope of the line passing through the points (5,6) and (5,-4).
Answer:
subtract -4-6/5-5
Step-by-step explanation:
Answer is no solution
Am gonna give branliest!!!
please help!!!!!!!!!!!!!!
Answer:
A
Step-by-step explanation:
By solving (x+6)(x-9), we get x^2 - 3x - 54. By looking at our y-intercept, we can see that only option A has the correct intercept.
Answer:
A
Step-by-step explanation:
2(x + 1) = −2
writ this down on a piece of paper
Answer:
X= -2
Step-by-step explanation:
Help this is due at 11:59
Answer:
A
Hope this helped ;)
Which equation represents the vertical line passing through (7,-3)?
A
X=-3
B. y=-3
C.
x=7
D.y= 7
Answer:
a
Step-by-step explanation:
(0,-3)
-3 x axis form a vertical line
Answer:
c. x=7
Step-by-step explanation:
Write an equation in point-slope form for the line that is parallel to y = 3/4x -
3 and passes through point (4,3).
Answer:
The point-slope form of the equation of the parallel line is y - 3 = [tex]\frac{3}{4}[/tex] (x - 4)
Step-by-step explanation:
Parallel lines have the same slopes and different y-intercepts
The slope-intercept form of the linear equation is y = m x + b, where
m is the slopeb is the y-interceptThe point-slope form is of the linear equation is y - y1 = m(x - x1), where
m is the slope(x1, y1) are the coordinates of a point lies on the line∵ The equation of the given line is y = [tex]\frac{3}{4}[/tex] x - 3
→ Compare it with the first form of the equation above
∴ m = [tex]\frac{3}{4}[/tex]
∴ The slope of it is [tex]\frac{3}{4}[/tex]
∵ Parallel lines have the same slopes
∴ The slope of the parallel line is [tex]\frac{3}{4}[/tex]
∵ The point-slope form is y - y1 = m(x - x1)
→ Substitute the value of the slope in the form of the equation above
∴ y - y1 = [tex]\frac{3}{4}[/tex] (x - x1)
∵ The line passes through the point (4, 3)
∴ x1 = 4 and y1 = 3
→ Substitute them in the equation above
∴ y - 3 = [tex]\frac{3}{4}[/tex] (x - 4)
∴ The point-slope form of the equation of the parallel line is
y - 3 = [tex]\frac{3}{4}[/tex] (x - 4)
which is bigger, 3/5 or 0.625
The regular price of a bathing suit is $89.99. Estimate the sale price of the 25 points
bathing suit at 70% off regular price.
$27.00
$82.99
$19.99
oof i forgot to put the picture in thelast question sorry no trolls i will give brainliest to the answer that help me :))
Answer:
my GUESS would be A
Step-by-step explanation:
because 2+4=6
but also kinda slow soo.....
Answer:was it 3?
Step-by-step explanation:
thats wat i got not sure tho
Pls I’m rlly dumb it’s easy math picture here
Answer:
D. 2x, -4y and 8 :)
Step-by-step explanation:
Need help please if right get brainliest
Answer: -2
Step-by-step explanation:
guys what is 265 divided by 53
Answer:
5
Step-by-step explanation:
265/53= 5
Answer:
265÷53=5
Step-by-step explanation:
just get a calculator
2) Jamie studies her Social Studies vocabulary for 30 minutes and studies 15
her Math problems for 15 minutes. After several days, she has studied her
Math problems for 60 minutes. How many minutes did Jamie study her
Social Studies vocabulary in the same time period?"
Your answer
This is a required question
Answer:
2 hours or 120 minutes
Step-by-step explanation:
So, let's assume that she studies the same amount each day. If she has studied math for a total of 60 minutes, she should have studied for 4 days because 60 (total) divided by 15(time each day) would equal to 4 (period of time). So we have to multiply 30 minutes by 4 (period) to get 120 minutes, which is 2 hours.
Is 4 a solution to the equation 5+x=10? Explain.
Answer:no
Step-by-step explanation:
9514 1404 393
Answer:
no, it makes the equation false
Step-by-step explanation:
A "solution" is a value of x that makes the equation true. When we use 4 in place of x here, we get ...
5 + 4 = 10
9 = 10 . . . . . . . a false statement
The value x=4 does not make the equation true, so it is not a solution.
What is x and y called together in parenthesis?
Answer:
coordinates...
Step-by-step explanation:
x and y in parenthesis looks like: (x,y)
these are called coordinates
Can anyone answer this question
Answer:
24
Step-by-step explanation:
The perimeter of a rectangle is 30cm. The length is 3cm more than twice the width. Find the LENGTH of the rectangle
Answer:
(2w+3)2+2w=30
4w+6+2w=30
6w=30-6=24
w=4
l=4(2)+3
l=11
The graph of h(x) is shown below. Find h(-5) + h(5).
Answer:
9
Step-by-step explanation:
If you take a look at the graph, in order to find h(-5) you need to look at what the y intercept is when x=-5. In that case, when x = -5, y = 4 and so h(-5) = 4.
You do the same for h(5). Look at what y is when x equals 5. So h(5) = 5.
h(-5) + h(5) = (4) + (5) = 9
Answer:
9
Step-by-step explanation:
h(-5) is the y value when x = -5
h(-5) = 4
h(5) is the y value when x = 5
h(5) = 5
h(-5) + h(5) = 4+5 = 9
Dr. Pagels is a mammalogist who studies meadow and common voles. He frequently traps the moles and has noticed what appears to be a preference for a peanut butter-oatmeal mixture by the meadow voles vs apple slices are usually used in traps, where the common voles seem to prefer the appe slices. So he conducted a study where he used a peanut butten oatmeal mixture in half the traps and the normal apple slices in his remaining traps to see if there was a food preference between the two different votes
Indicate which of the following is the null hypothesis, and which is the alternate hypothesis
a. There food preferences among vole species are independent of one another.
b. There is a relationship between voles and food preference.
c. To test for independence, we need to calculate the Chi-square statistic.
These are the data that Dr. Pagels collected
meadow voles common voles
apple slices 15 21
peanut butter-oatmeal 25 16
Answer:
The food preferences among vole species are independent of one another.
Step-by-step explanation:
The hypothesis can be defined as follows:
H₀: The food preferences among vole species are independent of one another.
Hₐ: There is a relationship between voles and food preference.
The data provided is:
meadow voles common voles
apple slices 15 21
peanut butter-oatmeal 25 16
A Chi-square test for the Goodness of fit will be used.
The expected values are computed using the formula:
[tex]E_{i}=\frac{\text{ith Row Total}\times \text{jth Column Total}}{N}[/tex]
Consider the Excel sheet attached.
The Chi-square statistic value is 2.861.
Compute the degrees of freedom as follows:
df = (r - 1)(c - 1)
= (2 - 1)(2 - 1)
= 1
Compute the p-value as follows:
[tex]p-value=P(\chi^{2}_{(1)}>2.861)=\text{CHISQ.DIST.RT(2.861,1)}=0.091[/tex]
The p-value = 0.091 > α = 0.05
The null hypothesis will not be rejected.
Thus, it can be concluded that the food preferences among vole species are independent of one another.
Question 1 Part A: How many beads did Jiao send out? *
Wooden Beads
Oak
4,525
Maple
6,950
Ash
3,720
Ebony
2,475
Bayong
1,250
Answer:
Jiao sent out 18,920 beads.
Step-by-step explanation:
All I did was add.
</3 hope this helps.
The sum of 2 numbers is -47. 1 number is 15 more than the other. Find the number.
Select all ratios that are equlvalent to 4:8
Answer:
1/2, 2/4, 4/8
Step-by-step explanation:
because they are all one half then they are equal
Each batch makes 24 cookies. You make x batches of cookies, but eat 5 cookies as you are baking. Write an expression for the number of cookies that you have.
Answer:
24x-5
Step-by-step explanation:
x= number of batches
24x -5
I need to turn this in by tomorrow!!!!! PLEASE HELP ME.
Step-by-step explanation:
Alternate interior angles :- 1 , 4
corresponding angles :- 3
same side interior angles :- 2 , 5 , 6
Solving and Graphing a Compound Inequality
Select the graph that represents the solution of the compound inequality-6 S 4x + 6 < 14.
-5
2.
-1
0
1
+
4
2
3
5
4 3
-2
1
1
0
2
4
1
-3
-2
11
2
0
1
3
4
5
-2
-1
0
1
1
+
2
+
3
+
4
5
Can someone plz explain to me how to do this !? Geometry
The scale factor is 3
if you look at the graph its y3 x3 the larger one is y9 x9 if you divide the two you get 3
can you please give brainliest
140,562 rounded to the nearest thousands
Answer:
It's 141,000
Step-by-step explanation:
because 4 or lower doesn't raise the rounding up it stay's the same if it is 4 or lower. But 5 or more raises it up so anything five or more you can round up. They taught me that in 4th grade but now i'm in 6th grade wich is so hard.