In real-life applications, statistics helps us analyze data to extract information about a population. In this module discussion, you will take on the role of Susan, a high school principal. She is planning on having a large movie night for the high school. She has received a lot of feedback on which movie to show and sees differences in movie preferences by gender and also by grade level. She knows if the wrong movie is shown, it could reduce event turnout by 50%. She would like to maximize the number of students who attend and would like to select a PG-rated movie based on the overall student population's movie preferences. Each student is assigned a classroom with other students in their grade. She has a spreadsheet that lists the names of each student, their classroom, and their grade. Susan knows a simple random sample would provide a good representation of the population of students at their high school, but wonders if a different method would be better. a. Describe to Susan how to take a sample of the student population that would not represent the population well. b. Describe to Susan how to take a sample of the student population that would represent the population well. c. Finally, describe the relationship of a sample to a population and classify your two samples as random, cluster, stratified, or convenience.

Answer:

62

Step-by-step explanation:

180 - 56 = 124

124/2 = 62

-44+18=-26degrees

negative 26 degrees is your answer

please mark brainliest and have a nice day

Answer: D

Step-by-step explanation:

maybe

Answer:

the answer for your question is d

Answer:

2

Step-by-step explanation:

So you will get the 1/2 and see how many times she does go back and forth and she did it 4 times so you would multiply 1/2 x 4 and get a total of 2

Hope It Helps

Answer:

2

Step-by-step explanation:

she walked to the store and back 1 time=1/2 mile :

from her house to the store=1/4 mile

she rode her bike to the store and back 3 times

So in total that week she went to the store and back 4 times

so 4 times 1/2 is 2

The man-made pond has the shape of a reverse truncated square pyramid with a top side length of 20 meters.

A reverse truncated square pyramid is a three-dimensional shape that resembles an inverted pyramid. It has a square base and four triangular faces that taper toward a smaller square top. In the case of the man-made pond, the top side length is given as 20 meters.

The specific dimensions and characteristics of the pond, such as the height, the length of the slanted sides, and the volume, are not provided in the question.

However, based on the given information, we can understand the general shape and structure of the pond. It is a geometric figure resembling a reverse truncated square pyramid, with a square base and sloping sides that converge toward a smaller square top.

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Answer:

are you trying to look for the height or radius?

if you're looking for the height then you'll have to divide the volume by pi and the radius squared

if you're looking for the radius then you'll have to divide the volume by pu and the height and do the squareroot over the whole equation

The vector equation of the plane P1 in R3 which passes through the given points is:  `(-36, -12, -9).(X - (2, 1, -4)) = 0`.

We have three points `A (2, 1, -4), B (3, 4, -4)` and `C (3, -9, 8)` that lie on plane P1. To find the vector equation of the plane P1 in R3, we need to find the normal vector of the plane P1. The normal vector is perpendicular to the plane P1. We can find the normal vector by taking the cross product of any two nonparallel vectors that lie on the plane P1.

Let's choose two vectors `AB` and `AC`.

`AB = B - A = (3, 4, -4) - (2, 1, -4) = (1, 3, 0)`

`AC = C - A = (3, -9, 8) - (2, 1, -4) = (1, -10, 12)`

Now, we take the cross product of `AB` and `AC` to get the normal vector `n`.

`n = AB × AC = (-36, -12, -9)`

The equation of the plane P1 with normal vector `n` and passing through the point A can be written as:

`(n . (X - A)) = 0` where `.` is the dot product.

Substituting the values, we get:

`(-36, -12, -9) . (X - (2, 1, -4)) = 0`

`(-36, -12, -9) . (X - 2, X - 1, X + 4) = 0`

`-36(X - 2) - 12(X - 1) - 9(X + 4) = 0`

`-36X + 72 - 12X + 12 - 9X - 36 = 0`

`-57X + 48 = 0`

`57X = 48`

`X = 48/57 = 16/19`

Therefore, the vector equation of the plane P1 in R3 which passes through the points A = (2, 1, –4), B= = (3, 4, –4), and C = (3, -9,8) is:

`(-36, -12, -9) . (X - 2, X - 1, X + 4) = 0`

`-36(X - 2) - 12(X - 1) - 9(X + 4) = 0`

`-36X + 72 - 12X + 12 - 9X - 36 = 0`

`-57X + 48 = 0`

`57X = 48`

`X = 16/19`

The answer is, `(-36, -12, -9).(X - (2, 1, -4)) = 0`.

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Answer: the length of the base is 50 cm

Step-by-step explanation:

The answer is 615.6.If you have more problems like this go to math-way calculator

Answer:

11

Step-by-step explanation:

it says motor cycles combined with garbage so add both of them then subtract that from the bull dosers

motor =18

garbage=4

18+4=22

bulldosers=11

22-11= 11 more

Answer:

11

Step-by-step explanation:

Answer:

the median is 15

Explanation:

you can find the median by arranging the numbers from smallest to largest and finding the number in the middle.

5 14 15 15 16 17 18

in this case, the number in the middle is 15 so the median for this data set is 15.

i hope this helps! :D

Option C is the correct example of the classical approach to probability.

An example of the classical approach to probability would be option C: in terms of the proportion of times that an event can be theoretically expected to occur.

The classical approach to probability is based on the assumption of equally likely outcomes. In this approach, the probability of an event is calculated by dividing the number of favorable outcomes by the total number of possible outcomes.

For example, consider a fair six-sided die. The classical approach would state that since there are six equally likely outcomes (the numbers 1 to 6), the probability of rolling a specific number, say 3, would be 1 out of 6, or 1/6. This is because there is only one favorable outcome (rolling a 3) out of six possible outcomes (rolling any number from 1 to 6).

Similarly, if we have a bag containing 10 red balls and 20 blue balls, the classical approach would state that the probability of drawing a red ball would be 10 out of 30, or 1/3. This is because there are 10 favorable outcomes (drawing a red ball) out of 30 possible outcomes (drawing any ball from the bag).

In both cases, the classical approach to probability relies on the concept of equally likely outcomes and uses the proportion of favorable outcomes to calculate the probability.

Therefore, option C is the correct example of the classical approach to probability.

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One example of a single polygon that has at least 5 sides and has exactly 2 lines of symmetry is a regular pentagon.

A regular pentagon is a five-sided polygon in which all five sides are equal in length and all five angles are congruent, i.e., the same measure. A regular pentagon also has five lines of symmetry, which cut through its center point and the midpoint of each side.

However, we need a polygon with exactly 2 lines of symmetry. Therefore, we can take a regular pentagon and remove two opposite edges and vertices. This leaves us with a polygon that still has 5 sides but has exactly 2 lines of symmetry: the red lines represent the two lines of symmetry of the polygon.

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Answer:

Pounds of candy      Cost ($)       Cost/pound

1                                  $3                $3/1                                                  

3                                 $9                $3/1                                      

7                                 $21               $3/1                                                          

10                               $30              $3/1                                                      

Answer:

15 yards

Step-by-step explanation:

hope this helps ❤️

The confidence interval at an 80% confidence level is approximately $33.88 to $44.12.

To construct a confidence interval for the mean based on the given survey data, we can use the formula:

Confidence Interval = mean ± (critical value) * (standard deviation / √sample size)

In this case, the mean is $39, the standard deviation is $20, and the sample size is 25. The critical value corresponds to the desired confidence level, which is 80%. To determine the critical value, we can use a standard normal distribution table or a statistical calculator.

For an 80% confidence level, the critical value (z-score) is approximately 1.28.

Now, let's calculate the confidence interval:

Confidence Interval = $39 ± (1.28) * ($20 / √25)

= $39 ± (1.28) * ($20 / 5)

= $39 ± (1.28) * $4

= $39 ± $5.12

This means we can be 80% confident that the true mean amount spent on a child's last birthday gift falls within this range based on the given survey data.

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Answer:

C. a translation of 1 unit right and 2 units up, followed by a dilation by a factor of 3

Step-by-step explanation:

After 6 million years, 25 percent of the radioactive isotope will be left.

The half-life of a radioactive isotope is the time it takes for half of the initial amount of the isotope to decay. In this case, the half-life is 3 million years. After the first half-life, half of the isotope will remain, which is 50 percent. After another 3 million years (a total of 6 million years), another half-life will have passed. Therefore, half of the remaining 50 percent will decay, leaving 25 percent of the original isotope.

To understand this further, let's consider the decay process. After the first 3 million years, 50 percent of the isotope will have decayed, leaving 50 percent. Then, after the next 3 million years, another 50 percent of the remaining isotope will decay, resulting in 25 percent remaining (50 percent of the original amount). This exponential decay pattern continues as each successive half-life cuts the remaining amount in half.

Therefore, after 6 million years, 25 percent of the radioactive isotope will be left, while 75 percent will have undergone radioactive decay.

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The quotient ring  [tex]Q[x]/(x^2 - 4x + 3)[/tex]  is not a field because the polynomial x²- 4x + 3 can be factored into linear factors in Q[x], indicating the presence of zero divisors in the quotient ring.

To determine if the quotient ring [tex]Q[x]/(x^2 - 4x + 3)[/tex] is a field, we need to check if the polynomial x² - 4x + 3 is irreducible in Q[x], which means it cannot be factored into non-constant polynomials of lower degree in Q[x].

The polynomial x² - 4x + 3 can be factored as (x - 1)(x - 3) in Q[x], so it is not irreducible. This means that Q[x]/(x² - 4x + 3) is not a field.

In fact, Q[x]/(x² - 4x + 3) is an example of a quotient ring that is not a field. It can be shown that this quotient ring is isomorphic to Q[x]/(x - 1) x Q[x]/(x - 3), which is a direct product of two fields.

Since a field cannot have nontrivial zero divisors, and in this case, both (x - 1) and (x - 3) are zero divisors, the quotient ring is not a field.

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To evaluate the expression x² + y² - 1 in polar coordinates, we need to convert the Cartesian coordinates (x, y) to polar coordinates (r, θ).

In polar coordinates, x = rcos(θ) and y = rsin(θ). Substituting these values into the expression, we obtain r²cos²(θ) + r²sin²(θ) - 1. This expression can be simplified using trigonometric identities to obtain r²(cos²(θ) + sin²(θ)) - 1, which simplifies further to r² - 1.

When converting Cartesian coordinates (x, y) to polar coordinates (r, θ), we use the equations x = rcos(θ) and y = rsin(θ). Substituting these values into the expression x² + y² - 1, we have (rcos(θ))² + (rsin(θ))² - 1. Applying the trigonometric identity cos²(θ) + sin²(θ) = 1, we can simplify the expression to r²cos²(θ) + r²sin²(θ) - 1.

Since cos²(θ) + sin²(θ) = 1, the expression simplifies further to r²(1) - 1, which becomes r² - 1. Therefore, in polar coordinates, the expression x² + y² - 1 is equivalent to r² - 1. This means that when evaluating the expression in terms of polar coordinates, we only need to consider the square of the radial distance, r², and subtract 1.

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The series ∑ 3 / (n[ln(n)]^p is convergent for all values of p greater than 1.

To determine the values of p for which the series is convergent, we can use the integral test. According to the integral test, if the integral of the series converges, then the series itself converges.
Considering the series ∑ 3 / (n[ln(n)]^p, we can evaluate its convergence by integrating the series function. Integrating 3 / (n[ln(n)]^p with respect to n gives us ∫ (3 / (n[ln(n)]^p)) dn.By performing the integration, we obtain ∫ (3 / (n[ln(n)]^p)) dn = 3 ∫ (1 / (n[ln(n)]^p)) dn.
Simplifying further, we have 3 ∫ (1 / (n^1 * [ln(n)]^p)) dn = 3 ∫ (1 / (n^1 * n^p * [ln(n)]^p)) dn.
Now, we can observe that the integral is dependent on the value of p. For the integral to converge, the exponent of n^p must be greater than 1.
Therefore, we conclude that the series is convergent for all values of p greater than 1.

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Janet's Co. has sales of $90,000, cost of goods sold (COGS) equal to 80% of sales, and operating expenses of $5,000. The task requires calculating the gross and net profits, the rate of markup based on cost, and the percent net margin.

a. The gross profit can be found by subtracting the COGS from the sales. In this case, the COGS is 80% of $90,000, which amounts to $72,000. Thus, the gross profit is $90,000 - $72,000 = $18,000. To calculate the net profit, we need to subtract the operating expenses from the gross profit. Therefore, the net profit is $18,000 - $5,000 = $13,000.

b. The rate of markup based on cost represents the percentage of profit added to the cost of goods sold. It can be calculated by dividing the gross profit by the COGS and multiplying by 100. In this case, the markup rate is ($18,000 / $72,000) * 100 = 25%.

c. The net margin is the percentage of net profit relative to the sales. It can be calculated by dividing the net profit by the sales and multiplying by 100. In this case, the net margin is ($13,000 / $90,000) * 100 = 14.44%.

In summary, Janet's Co. has a gross profit of $18,000 and a net profit of $13,000. The rate of markup based on cost is 25%, indicating the percentage of profit added to the cost of goods sold. The net margin, representing the percentage of net profit relative to sales, is 14.44%.

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Answer:

Since this is a multi-part question, just look at the bolded parts under each letter. I hope this helps a bit ;)

Step-by-step explanation:

A)  

All sides of a square are congruent. "s" represents the square's perimeter:

s=4x.

"r" is the rectangle's perimeter:

r= 4x+26

since the perimeter = 2W + 2L:

2W + 2L= 4x+ 26

and W=x, so:

2x + 2L= 4x + 26

Subtract from both sides:

2L= 2x +26

Divide both sides:

the length of the rectangle "L"= x +13.

B) Plug 5 into the equations:

L= 5+ 13 or 18.

2(18) + 2(5)= r

36+ 10 = r or 46

s= s+ 26

s= 46-26 or 20.

20/4= 5...

It seems (at least to me, feel free to give constructive criticism) that the only logical conclusion is that 5 could be the value of x.

C) You would likely need to use substitution to solve, but unless I am much mistaken, this looks like an infinite-solutions equation.

L=w+13

Answer:

This is impossible to answer, unless there is a picture that is not there.

Step-by-step explanation:

Answer:

320

Step-by-step explanation:

Answer:

median is 90

Step-by-step explanation:

75, 88, 92, 100

(88+92)/2 = 90

Answer:

Step-by-step explanation:

First, replace f(x) with y . ...

Replace every x with a y and replace every y with an x .

Solve the equation from Step 2 for y . ...

Replace y with f−1(x) f − 1 ( x ) . ...

Verify your work by checking that (f∘f−1)(x)=x ( f ∘ f − 1 ) ( x ) = x and (f−1∘f)(x)=x ( f − 1 ∘ f ) ( x ) = x are both true.