Answer:
a
The population parameter of interest is the true proportion of Greek who are suffering
While the point estimate of this parameter is proportion of those that would rate their lives poorly enough to be considered "suffering". which is 25%
b
The condition is met
c
The 95% confidence interval is [tex]0.223 < p < 0.277[/tex]
d
If the confidence level is increased which will in turn reduce the level of significance but increase the critical value([tex]Z_{\frac{\alpha }{2} }[/tex]) and this will increase the margin of error( deduced from the formula for margin of error i.e [tex]E \ \alpha \ Z_{\frac{\alpha }{2} }[/tex] ) which will make the confidence interval wider
e
Looking at the formula for margin of error if the we see that if the sample size is increased the margin of error will reduce making the confidence level narrower
Step-by-step explanation:
From the question we are told that
The sample size is n = 1000
The population proportion is [tex]\r p = 0.25[/tex]
Considering question a
The population parameter of interest is the true proportion of Greek who are suffering
While the point estimate of this parameter is proportion of those that would rate their lives poorly enough to be considered "suffering". which is 25%
Considering question b
The condition for constructing a confidence interval is
[tex]n * \r p > 5\ and \ n(1 - \r p ) >5[/tex]
So
[tex]1000 * 0.25 > 5 \ and \ 1000 * (1-0.25 ) > 5[/tex]
[tex]250 > 5 \ and \ 750> 5[/tex]
Hence the condition is met
Considering question c
Given that the confidence level is 95% then the level of significance is mathematically evaluated as
[tex]\alpha = 100 - 95[/tex]
[tex]\alpha = 5 \%[/tex]
[tex]\alpha = 0.05[/tex]
Next we obtain the critical value of [tex]\frac{\alpha }{2}[/tex] from the normal distribution table, the value is
[tex]Z_{\frac{\alpha }{2} } = 1.96[/tex]
Generally the margin of error is mathematically represented as
[tex]E = Z_\frac{ \alpha }{2} * \sqrt{ \frac{\r p (1 - \r p ) }{n} }[/tex]
substituting values
[tex]E = 1.96 * \sqrt{ \frac{ 0.25 (1 - 0.25 ) }{ 1000} }[/tex]
[tex]E = 0.027[/tex]
The 95% confidence interval is mathematically represented as
[tex]\r p - E < p < \r p + E[/tex]
substituting values
[tex]0.25 - 0.027 < p < 0.25 + 0.027[/tex]
substituting values
[tex]0.223 < p < 0.277[/tex]
considering d
If the confidence level is increased which will in turn reduce the level of significance but increase the critical value([tex]Z_{\frac{\alpha }{2} }[/tex]) and this will increase the margin of error( deduced from the formula for margin of error i.e [tex]E \ \alpha \ Z_{\frac{\alpha }{2} }[/tex] ) which will make the confidence interval wider
considering e
Looking at the formula for margin of error if the we see that if the sample size is increased the margin of error will reduce making the confidence level narrower
Sugar, flour, and oats are stored in three drawers. The first drawer is labeled "oats", the second is labeled, "flour", the third is labeled "oats or flour". The label of each drawer does not correspond to what is stored inside of it. In which drawers is what stored?
Answer:
first = flour, second = oats, third = sugar
Step-by-step explanation:
Since the labels are "wrong", we know that the third drawer doesn't have oats or flour, therefore it has sugar. Since the first doesn't have oats, it must have flour and that makes the second drawer oats.
Answer:
first drawer has flour, second has oats, third is sugar
Step-by-step explanation:
on the first drawer, it is labelled oats, so it cannot be oats. on the second it cannot be flour, and on the third it cannot be oats or flour, which means it HAS to be sugar leaving oats and flour to be in either the first, or second.
i know it may sound a little confusing but please let me know if you dont understand
Solve for d.
d - 5
———- = -1
-3
Answer:
d = 8
Step-by-step explanation:
(d-5)/ -3 = -1
Multiply each side by -3
(d-5)/ -3 *-3 = -1*-3
d-5 = 3
Add 5 to each side
d-5+5 = 3+5
d = 8
If I chose a number uniformly from the integers from 1 to 25, calculate the conditional probability that the number is a multiple of 6 (including 6) given that it is larger than 18.
Answer:
1/7Step-by-step explanation:
If I choose a number from the integers 1 to 25, the total number of integers I can pick is the total outcome which is 25. n(U) = 25
Let the probability that the number chosen at random is a multiple of 6 be P(A) and the probability that the number chosen at random is is larger than 18 be P(B)
P(A) = P(multiple of 6)
P(B) = P(number larger than 18)
A = {6, 12, 18, 24}
B = {19, 20, 21, 22, 23, 24, 25}
The conditional probability that the number is a multiple of 6 (including 6) given that it is larger than 18 is expressed as P(A|B).
P(A|B) = P(A∩B)/P(B)
Since probability = expected outcome/total outcome
A∩B = {24}
n(A∩B) = 1
P(A∩B) = n(A∩B)/n(U)
P(A∩B) = 1/25
Given B = {19, 20, 21, 22, 23, 24, 25}.
n(B) = 7
p(B) = n(B)/n(U)
p(B) = 7/25
Since P(A|B) = P(A∩B)/P(B)
P(A|B) = (1/25)/(7/24)
P(A|B) = 1/25*25/7
P(A|B) = 1/7
Hence the conditional probability that the number is a multiple of 6 (including 6) given that it is larger than 18 is 1/7
PLEASE PLEASE PLEASE HELP ME ANSWER THIS QUESTION QUICK!! The picture of the question is down below.
Answer:
1. 2 -- x-axis represents time, each vertical line represents 2 hours. (8 lines, 16 hours total)
2. 10 --- y-axis represents number of customers. (5 lines, 52 customers total. points go just above 5th line)
hope this helps :)
1. Find the volume of a rectangular block 15 cm long, 5 cm wide and 10 cm length
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Answer:
750 cm³
Step-by-step explanation:
The volume is given by the formula ...
V = LWH . . . . where L, W, H represent length, width, height
The volume is the product of the dimensions.
V = (15 cm)(5 cm)(10 cm) = 750 cm³
write an equivalent expression without negative exponent for 5 to the negative 4th power
Hi! I'm happy to help!
To solve this problem, we need to first solve [tex]5^{-4}[/tex].
Negative exponents divide the number by x instead of multiplying. So, [tex]5^{-4}[/tex] is 1/625. Since we can't use another negative exponent, we can use a number that would decrease with a positive exponent. In this situation, we can use the inverse of 5, which is [tex]\frac{1}{5}[/tex], and put this to the fourth power. [tex]\frac{1}{5} ^{4}[/tex]
This expression also equals 1/625.
I hope this was helpful, and keep learning! :D
-4x – 3 = -X – 30
how do i do this ?
Answer:
x=9
Step-by-step explanation:
-4x-3=-x-30
-4x+x=-30+3
-3x=-27
x=9
? Question
Use the drawing tools to form the correct answer on the graph.
Graph this step function:
Answer:
start on (0,1) and go up two and left three. keep going until you run out of room. then, draw a line through the points.
Step-by-step explanation:
Find x. A. 44√3 B. 33 C. 33√2 D. 11√3
Answer:
B
Step-by-step explanation:
Sin 45 = y/(11√6)
1/√2 = y/(11√6)
y= (11√6)/√2
y= 11√3
tan 60 = x/y
√3 = x/y
x = y√3
= (11√3)√3
= 11(3)
= 33
81 people passed and 27 failed their functional skills level 2 exams write this as in its simplest form
Answer:
81+27= candidates
candidates-37=81
Select the term that can be a list of values or numbers associated with context over an entire set of interest.
a.)
Frequency
b.)
Distribution
c.)
Variable
d.)
Data set
Answer: D
Step-by-step explanation:
€16.800,00. What is this in US Currency?
Answer:
That would be written as $16,800.00, or as $19,811.90 if you convert it at the current rate of exchange.
Step-by-step explanation:
Periods are used in European numbers to split up each third placed number while commas are used in the U.S.
Answer:
= 19824 us dollars
Step-by-step explanation:
Today august 09 2020:
1€ = 1.18 us dollars
then:
16800€ = 16800*1.18 = 19824 us dollars
Pattern A: 0, 5, 10, 15, 20,... Pattern B: 0, 20, 40, 60, 80,... Which statement is true about the relationship between the corresponding terms of Pattern A and Pattern B? A. The terms in Pattern B is 4 times the corresponding terms in Pattern A. B. The terms in Pattern A is 1/2 times the corresponding terms in Pattern B. C. The terms in Pattern B is 20 more than the corresponding terms in Pattern A. D. The terms in Pattern A is 5 more than the corresponding terms in Pattern B.
Answer:
Option 1: The terms in Pattern B is 4 times the corresponding terms of Pattern A
Step-by-step explanation:
Answer:
Pattern B has more then pattern A so option 2
Step-by-step explanation:
PLEAS HELP...FIRST CORRECT ANSWER WILL GET BRAINLIEST....PLEASE ANSWER NOW!!!!
The bar graph shows the number of students who earned each letter grade on an
exam, which statement about the graph is true?
*a clearer picture containing the graph is shown in the attachment
Answer:
20% of the class earned a D
Step-by-step Explanation:
Step 1: Determine the total number of students represented on the graph:
9 students => D
5 students => C
14 students => B
17 students => A
Total number of students = 45
Step 2: Express each category of students who scored a particular grade as a fraction and as percentage.
9 students => D => [tex] \frac{9}{45} = \frac{1}{5} [/tex] => as percentage, we have [tex] \frac{1}{5} * 100 = 20 percent [/tex]
5 students => C => [tex] \frac{5}{45} = \frac{1}{9} [/tex] => as percentage, we have [tex] \frac{1}{9} * 100 = 11.1 percent [/tex]
14 students => B => [tex] \frac{14}{45} [/tex] => as percentage, we have [tex] \frac{14}{45} * 100 = 31.1 percent [/tex]
17 students => A => [tex] \frac{17}{45} [/tex] => as percentage, we have [tex] \frac{17}{45} * 100 = 37.8 percent [/tex]
Step 3: Check each statement to see if they are true or not based on the calculations above.
Statement 1: "⅕ of the students earned a C."
This is NOT TRUE From our calculation, ⅑ of the students earned a C.
Statement 2: "3% more students earned an A than a B." This is also NOT TRUE.
37.8% earned A, while 31.1% earned a B. Thus, about 6.7% more students earned an A than a B.
Statement 3: "20% of the class earned a D". This is TRUE.
Check calculation in step 2.
Statement 4: "¼ of the class earned a B". This is NOT TRUE.
¼ is 25% of the class. Those who earned a B account for 31.1% not 25% (¼ of the class).
The correct statement is: "20% of the class earned a D"
PLEASE JUST GIVE ME THE EQUATION
Answer:
y=4/3x-3
Step-by-step explanation:
The sum of 'n' terms of an arithmetic sequence is 4n^2+3n. What is the first term, the common difference, and the sequence?
Answer:
The sequence has first term 7 and common difference is 8.
So the sequence is f(n)=7 + 8(n-1)
Step-by-step explanation:
Let a be the first term.
Let a+d be the second term where d is the common difference.
Then a+2d is the third....
And a+(n-1)d is the nth term.
Adding these terms we get:
an+(n-1)(n)/2×d
For the first term of this sum I seen we had n amount of a's and for the second term I used the well known identity sum of the first n positive integers is n(n+1)/2.
Let's simplify:
an+(n-1)(n)/2×d
Distribute:
an+(n^2d/2)-(nd/2)
Find common denominator:
(2an/2)+(n^2d/2)-(nd/2)
Combine terms into one:
(2an+n^2d-nd)/2
Reorder terms:
(n^2d+2an-nd)/2
Regroup terms:
(n^2d+(2a-d)n)/2
We want the following sum though:
4n^2+3n
This means d/2=4 (so d=8) and (2a-d)/2=3.
So plug d=8 into second equation to solve for a.
(2a-8)/2=3
2a-8=6
2a=14
a=7
The sequence has first term 7 and common difference is 8.
So the sequence is f(n)=7 + 8(n-1).
What is the third quartile?
Answer:
17
Step-by-step explanation:
The third quartile is positioned at the right end of the box, thus
third quartile = 17
check to see whether 5 is a solution: 10 + 7g < 44
Answer:
Not a solution
Step-by-step explanation:
We want to check and see if 5 is a solution to the inequality. Therefore, we must substitute 5 into the inequality.
[tex]10+7g < 44[/tex]
Plug 5 in for g.
[tex]g=5[/tex]
[tex]10+7(5) < 44\\[/tex]
First, multiply 5 and 7.
[tex]10 + (7*5) < 44[/tex]
[tex]10 + 35 < 44[/tex]
Next, add 10 and 35.
[tex](10+35) < 44[/tex]
[tex]45 < 44[/tex]
This statement is not true. 45 is not less than 44. Therefore, 5 is not a solution.
Answer:
it is not a solution
Step-by-step explanation:
By replacing the letter g with a 5 the answer would be 45<44 which is not true
What is the domain of h?
Answer:
{-2, -1, 1, 5, 6}
Step-by-step explanation:
The domain includes the five x-values (inputs): {-2, -1, 1, 5, 6}
Answer:
The x-values -2, -1,1,5 and 6
Step-by-step explanation:
Find the missing length.
A. 25
B. 12
C. 20
D. 100
Answer:
25 Answer A
Step-by-step explanation:
Use similar triangles, and the proportion derived from the quotient of a leg to the hypotenuse:
[tex]\frac{15}{9} =\frac{x}{15} \\x=\frac{15^2}{9} \\x=25[/tex]
Following are the notations for the three sums of squares. State the name of each sum of squares and the source of variation each sum of squares represents.
a. SSE
b. SSTR
c. SST
Answer:
As in explanation.
Step-by-step explanation:
A) SSE means "Error Sum of Squares". The source of it is the sum of squared deviations within groups.
B) SSTR means "Treatment Sum of Squares". It's source is the weighted sum of squared deviations of group means from grand mean. It's the sum of squares between groups.
C) SST means "Total Sum of Squares''. It's source is total sum of squared deviations from the grand mean. It is a sum of SSE and SSTR.
A) SSE means "Error Sum of Squares". The source of it is the sum of squared deviations that lies within groups.
B) SSTR means "Treatment Sum of Squares". It's source that represents the weighted sum of squared deviations of group means from the grand mean. It's the sum of squares between groups.
C) SST means "Total Sum of Squares''. It's source that represents total sum of squared deviations from the grand mean. It is a sum of SSE and SSTR.
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0 = -12 + 4y - 3x whats the slope
Answer:
3/4 is the slope
Step-by-step explanation:
We want to put this in slope intercept form
y = mx+b where m is the slope and b is the y intercept
0 = -12 + 4y - 3x
Subtract 4y from each side
-4y = -3x-12
Divide each side by -4
-4y/-4 = -3x/-4 -12/-4
y = 3/4 x +3
Answer:
Slope=3/4
Step-by-step explanation:
0=-12+4y-3x (Add 12 on the other side)
12=4y-3x (Add 3x on the other side)
3x+12=4y (Divide by 4)
y=3/4+3
Please answer this correctly without making mistakes
Answer:
14 mi
Step-by-step explanation:
Cedarburg is 22 13/16 miles from Allenville and 8 13/16 miles from Lakeside. You have to solve for the distance from Lakeside to Allenville.
8 13/16 + x = 22 13/16
(8 13/16 + x) - 8 13/16 = 22 13/16 - 8 13/16
x = 14
The distance from Lakeside to Allenville is 14 miles.
13 is subtracted from the product of 4 and a certain number. The result is equal to the sum of 5 and the original number. Find the number.
Answer:
The number is 6.
Step-by-step explanation:
[tex]4x-13=x+5\\3x-13=5\\3x=18\\x=6[/tex]
A right triangle has side 14 and hypotenuse 50. Use the Pythagorean Theorem to find the length of the third side.
Answer:
48
Step-by-step explanation:
Pythagorean Theorem = h^2=p^2+b^2
We have,
(Hypotenuse)h=50
Let 14 be p, i.e (Perpendicular ,Known side)p=14
(Remaining side ,base)b=?(
Now,
h^2=p^2+b^2
or, 50^2=14^2+b^2
or, 2500-196=b^2
or, √2304=b
b=48
Please help find the probability that x >25.
Answer
The total probability is one:
Total probability of being greater than 25 is 1 because the totals of all values less than 25 is 1.
look at the image for the answer below?
Answer:
Does the answer help you?
Brainly help me Kelly made fruit punch to serve at a party for her chess team. She mixed 1 2/5 liters of cranberry juice and 1 3/5 liters of pineapple juice together. Then, she split the fruit punch evenly among 9 glasses. How much fruit punch did Kelly pour into each glass? Write your answer as a whole number, fraction, or mixed number. Simplify any fractions.
Answer:
1/3
Step-by-step explanation:
1[tex]\\1\frac{2}{5} =1.4\\\\[/tex]
[tex]1\frac{3}{5} =1.6[/tex]
[tex]1.6+1.4=3[/tex]
3 Liters of Fruit Punch.
3/9=1/3 Fruit Punch among the 9 glasses.
A driver of a car stopped at a gas station to fill up his gas tank. He looked at his watch, and the time read exactly 5:32 p.m At this time, he started pumping gas into the tank. At exactly 5:38 p.m , the tank was full and he noticed that he had pumped 10.6 gallons. What is the average rate of flow of the gasoline into the gas tank?
9514 1404 393
Answer:
1.767 gal/min
Step-by-step explanation:
The flow rate in gallons per minute is found by dividing gallons by minutes.
(10.6 gal)/(6 min) ≈ 1.767 gal/min
Evaluate the expression 8p6
Answer:
Evaluate 8P6 P 6 8 using the formula nPr=n!(n−r)! P r n = n ! ( n - r ) ! . 8!(8−6)! 8 ! ( 8 - 6 ) ! Subtract 6 6 from 8 8 . 8!(2)! 8 ! ( 2 ) ! Simplify 8!(2)! 8 !
Step-by-step explanation:
evaluate" usually means to put a value in for the variable, but you don't give us a value for p. also, it is unclear if you ...
The value of the expression [tex]^8P_6[/tex] is 20160.
What is permutation?A permutation of a set in mathematics is, broadly speaking, the rearrangement of its elements if the set already has an ordered structure into a sequence or linear order.
The value of the expression is calculated as:-
[tex]^8P_6=\dfrac{8!}{8!-6!}=\dfrac{8!}{2!}[/tex]
[tex]^8P_6 =\dfrac{8\times 7\times 6\times 5\times 4\times 3\times 2}{2}[/tex]
[tex]^8P_6[/tex] = 20160
Hence, the value is 20160.
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