An____is an outcome of a population that has some probability of being selected.

the regression equation y = 5x + 23 is true.

The number 23 represents the fixed or baseline number of people attending the picnic, regardless of the number of flyers used to advertise it (x).

what is regression?

Regression in mathematics refers to a statistical analysis method used to model the relationship between variables. It aims to find the best-fitting mathematical function that describes the relationship between a dependent variable (also known as the response variable) and one or more independent variables (also known as predictor variables or features).

The purpose of regression analysis is to estimate the parameters of the mathematical function that minimize the difference between the predicted values and the actual observed values of the dependent variable. This allows us to make predictions or draw inferences about the relationship between variables based on the available data.

There are different types of regression analysis, including linear regression, polynomial regression, multiple regression, logistic regression, and more. Each type is suited for different types of relationships between variables and has its own assumptions and techniques for parameter estimation.

Regression analysis is widely used in various fields, such as economics, finance, social sciences, engineering, and machine learning, to analyze and understand the relationship between variables, make predictions, and inform decision-making processes.

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Answer:

89.44

Step-by-step explanation:

using the Pythagorean Theorem: \(a^{2} +b^{2}=c^{2}\)

\(80^{2} +b^{2} =120^{2} \\6400+b^{2} =14400\\b^{2} = 8000\\b = 40\sqrt{5}\)

120 is the hypotenuse so it would be c in the equation.

To solve, I simplified and isolated the variable. I got the square root of 8000 simplified (but idk how to write that out lol)

This answer is closest to 89.44

*Hope this helped! Have a great day/ night wherever you are! : )*

Answer:

The answer is c

Step-by-step explanation:

Answer:

C pi/9

Explanation:

"We need to find the number that is not between 1 and 6.28.

A pi = 3.14; 3.14 is between 1 and 6.28, so this is not the answer.

B sqrt(9) = 3; 3 is between 1 and 6.28, so this is not the answer.

C pi/9 = 3.14/9 = 0.349; 0.349 is not between 1 and 6.28, so this is the answer.

D pi^2/9 = (3.14 * 3.14)/9 = 9.86/9 = 1.095; 1.095 is between 1 and 6.28, so this is not the answer." (mathstudent55) thank you to mathstudent55 for the answer.

Answer:

10

Step-by-step explanation:

Squareroot of 10 over 12 is 2

3 pi is 9.424777961

The equation 4 2/7 = can be represented by the question: "What is 2/7 of 4?"

What is the arithmetic expressions?

An arithmetic expression is a mathematical phrase that can contain numbers, variables, and arithmetic operations such as addition, subtraction, multiplication, and division.

The equation 4 2/7 = is asking for the value of 2/7 times 4. The right side of the equation is a mathematical expression that represents the product of 2/7 and 4. The value of this expression can be found by performing the calculation and replacing the expression with the resulting numerical value. In this case, 2/7 of 4 can be found by dividing 2 by 7 and then multiplying that result by 4. The answer to this question would give the value of 2/7 times 4.

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Answer: I hope you feel better.

The statement is true. If we take any two distinct prime numbers, and the number "1", these numbers will always be pairwise relatively prime.

Two numbers are said to be pairwise relatively prime if their greatest common divisor (GCD) is equal to 1. In this case, since we are considering distinct prime numbers, their GCD will always be 1 since prime numbers have no common factors other than 1 and themselves. Therefore, any two distinct prime numbers will be relatively prime.

Similarly, when we consider the number "1", it is relatively prime to any other number because its only divisor is 1. Hence, when "1" is paired with any prime number, the GCD will be 1.

In summary, whether we consider two distinct prime numbers or pair them with the number "1", the resulting numbers will always be pairwise relatively prime.

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The probability of a cat living more than 16 years can be estimated using the normal distribution. This can be calculated using the following equation: P(X>16) = 1-P(X<16) = 1- Φ((16-12)/2) = 0.1587. This means that the probability of a cat living more than 16 years is approximately 15.87%.

The normal distribution is a continuous probability distribution often used to represent real-world phenomena, such as the lifespan of cats. The distribution is characterized by two parameters, the mean and the standard deviation. The mean is the average value of the data, and the standard deviation is a measure of how spread out the data is around the mean.

To calculate the probability of a cat living more than 16 years, we need to find the cumulative probability of a value less than 16 years. This is done using the normal cumulative probability distribution. We subtract the mean (12 years) from the desired value (16 years) and divide the result by the standard deviation (2 years). We then use this value to calculate the cumulative probability using the cumulative probability function (Φ). The result is 0.1587, meaning that the probability of a cat living more than 16 years is approximately 15.87%.

In conclusion, the probability of a cat living more than 16 years is approximately 15.87%.

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It will take 1.5 minutes for printer to print 12 papers.

Given,

Time taken to print 40 papers=5 minutes

then,

Time taken to print 1 paper =\(\frac{5}{40}=\frac{1}{8}\) minutes

then to find time taken to print 12 papers, multiply 12

Time taken to print 12 paper,

\(Time=\frac{1}{8}*12\\\\Time=1.5\ minutes\)

Thus, it will take 1.5 minutes for printer to print 12 papers.

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The two way frequency table is discussed below. The table to show the relative frequencies for each grade category is discussed below. According to the relative frequency table, 8th grade had the greatest number of students who preferred one of the toppings.

The completed two-way frequency table is shown below

               Cheese         Pepperoni           Veggie           Total

7                20                      12                      8                    40

8                18                       16                      14                   48

Total          38                      28                     22                  88

To find the relative frequency for each grade category, we need to divide each frequency by the total number of students

                Cheese         Pepperoni           Veggie            Total

7                0.227             0.136                  0.090              0.453

8                0.204             0.181                   0.159               0.544

Total           0.431              0.317                  0.249               0.997

According to the relative frequency table, 8th grade had the greatest number of students who preferred one of the toppings, with a relative frequency of 0.544.

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A variable is a symbol and a stand-in for any mathematical object in mathematics.  A variable can specifically represent a number, a vector, a matrix, a function, its argument, a set, or one of its elements.

Any feature, characteristic, or circumstance that can exist in various amounts or types is considered a variable. Independent, dependent, and controlled variables are typically found in experiments. A variable is a symbol and a stand-in for any mathematical object in mathematics. A variable can specifically represent a number, a vector, a matrix, a function, its argument, a set, or one of its elements.

The ladder's position would serve as an illustration.

Both 4x-2y=12 and -4x-9=54 are supplied to you. You are required to determine the ladder's order. But you didn't say which variable stands in for the ladder. I'll simply solve for both variables. I'll use the substitute strategy.

Let equations one and two be equivalent to 4x-2y=12 and -4x-9=54, respectively.

4x-2y=12

4x=12+2y

x=3+1/2y

Put this x in place of it in equation 2.

-4x-9y=54

-4(3+1/2y )-9y=54

Y=-6

X=3+1/2y = 3+1/2(-6) = 3+(-3) = 0 \s.

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The mean of the sample means will be 25

As Sample mean is an estimate of the population mean. If we increment the number of observations the precision of the sample means will be improved to get closer to the population mean and according to Central Limit Theorem, The sampling distribution of the sample statistic can be considered roughly if any of the below-mentioned criteria is satisfied :

We are provided with a sample size which is 100, a population mean which is 25, and a population standard deviation which is 20.

So , n =100

      μ= 25

      σ= 20

therefore, the mean of the sample means is

μₓ =μ

    =  25

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If adult tickets sold for $2.00 and children's tickets sold for $1.50, 225 adult tickets and 500 children's tickets were sold.

Let x be the number of adult tickets sold and y be the number of children's tickets sold. We can set up a system of equations to represent the given information:

x + y = 725 (equation 1)

2x + 1.5y = 1200 (equation 2)

In equation 1, we know that the total number of tickets sold is 725. In equation 2, we know that the total revenue from ticket sales is $1200, with adult tickets selling for $2.00 each and children's tickets selling for $1.50 each.

To solve for x and y, we can use either substitution or elimination method. Here, we will use the elimination method.

Multiplying equation 1 by 2, we get:

2x + 2y = 1450 (equation 3)

Subtracting equation 3 from equation 2, we get:

-0.5y = -250

Solving for y, we get:

y = 500

Substituting y = 500 into equation 1, we get:

x + 500 = 725

Solving for x, we get:

x = 225

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Answer:

Step-by-step explanation:

The given system of equations is:

y = x² + c

y = x² + d

To determine whether this system always, sometimes, or never has solutions, we need to analyze the equations and their relationship.

From the equations, we can observe that both equations are quadratic equations in the form y = x² + constant. The key observation is that the coefficients of the x² terms are the same (which is 1) in both equations.

Since the coefficients of the x² terms are equal and the constants (c and d) are different, the graphs of the two equations will always be parallel. This means that the two quadratic equations will never intersect each other.

Therefore, the system of equations y = x² + c and y = x² + d will never have solutions. The reason is that there are no common points of intersection for the two quadratic curves.

In other words, for any values of c and d, the system will never have simultaneous solutions where both equations are satisfied simultaneously.

Hence, the system of equations never has solutions.

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We have the following:

In this case, to know the value of the total expense, we must multiply the price of the fish by the amount of fish that he bought like this:

Therefore, the answer is the option C. 34.02

Answer:

6 < x

Step-by-step explanation:

4(3x + 2) <5(3x - 2)

Distribute

12x +8 < 15x -10

Subtract 12 x from each side

12x +8-12x < 15x-12x -10

8 < 3x - 10

Add 10 to each side

8+10 < 3x-10+10

18 < 3x

Divide by 3

18/3 < 3x/3

6 < x

Answer:

0.002

-0.005

Step-by-step explanation:

\(\huge \bf༆ Answer ༄\)

Let's solve ~

\(\qquad \looparrowright \sf \: d + 1 = 5\)

\(\qquad \looparrowright \sf \: d = 5 - 1\)

\(\qquad \looparrowright \sf \: d = 4\)

\(\qquad \looparrowright \sf \: x + 11 = 3\)

\(\qquad \looparrowright \sf \: x = 3 - 11\)

\(\qquad \looparrowright \sf \: x = - 8\)

\(\qquad \looparrowright \sf \: c + 4 = 5\)

\(\qquad \looparrowright \sf \: c = 5 - 4\)

\(\qquad \looparrowright \sf \: c = 1\)

\(\qquad \looparrowright \sf \: b - 12 = 49\)

\(\qquad \looparrowright \sf \: b = 49 + 12\)

\(\qquad \looparrowright \sf \: b = 61\)

\(\qquad \looparrowright \sf \: z - 5 = 12\)

\(\qquad \looparrowright \sf \: z = 12 + 5\)

\(\qquad \looparrowright \: z = \sf17\)

\(\qquad \looparrowright \sf \: p - 30 = 42\)

\(\qquad \looparrowright \sf \: p = 42 + 30\)

\(\qquad \looparrowright \sf \: p = 72\)

Solve these One Step Equations

Ex) d + 1 = 5 Ex) x + 11 = 3 Ex) c + 4= 5

Ex) b – 12 = 49 Ex) z – 5 = 12 Ex) p – 30 = 42

=> d = 5-1

=> d = 4

_________________

=> x = 3-11

=> x = -8

_________________

=> c = 5-4

=> c = 1

__________________

=> b = 49+12

=> b = 61

__________________

=> z = 12+5

=> z = 17

__________________

=> p = 42+30

=> p = 72

Thus, the test for homogeneity follows the same procedures as the test for independence because the assumptions for performing the chi-square test for independence and chi-square test for homogeneity are the same.

The procedures for the chi-square test of homogeneity are the same as for the chi-square test of independence. The data is different for both tests. Tests of independence are used to determine whether there is a significant relationship between two categorical variables from the same population. One population is segmented based on the value of two variables. So there will be a column variable and a row variable.

The chi-square test of homogeneity of proportions can be used to compare population proportions from two or more independent samples, determining whether the frequency counts are distributed identically among different populations.

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Answer:

the answer is 49

Step-by-step explanation:

Answer:

6k-3 or 3(2k-1)

Step-by-step explanation:

First, you need to multiply 1/2 by both the numbers in the parentheses

1/2(12k-6)=

Then, you need to simplify your answer

*If needed, you can simplify further by taking out a factor of 3

Answer:

\(3(2k-1)\)

Step-by-step explanation:

\(\frac{1}{2}(12k-6)\)

Expand the bracket by multiplying by 1/2:

\(6k-3\)

Simplify further by taking out a factor of 3:

\(3(2k-1)\)

Using central limit theorem, the probability that the class of 20 students will have a mean completion time greater than 60 minutes on the unit 5 test is 0.00017332

We can use the Central Limit Theorem (CLT) to approximate the distribution of the sample mean completion time for the class. According to CLT, the distribution of the sample mean is approximately normal, with a mean equal to the population mean and a standard deviation equal to the population standard deviation divided by the square root of the sample size.

In this case, the population mean is given as 48 minutes, the population standard deviation is given as 15 minutes, and the sample size is 20. Therefore, the mean of the sample mean completion time is also 48 minutes, and the standard deviation of the sample mean completion time is 15/√20 ≈ 3.3541 minutes.

To find the probability that the class mean completion time is greater than 60 minutes, we can standardize the distribution of the sample mean completion time using the z-score formula:

z = (x - μ) / (σ / √n)

where x is the value we want to find the probability for (in this case, x = 60), μ is the population mean, σ is the population standard deviation, and n is the sample size.

Plugging in the values, we get:

z = (60 - 48) / (15 / √20) = 3.5777

Using a standard normal distribution table (or calculator), we can find the probability that a z-score is greater than 3.5777.

P = 0.00017332

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The required value of y for the unit circle is: 2/3

The circle is defined as the locus of a point whose distance from a fixed point is constant i.e center (h, k).

The equation of the circle is given by:

(x - h)² + (y - k)² = r²

where:

h, k is the coordinate of the center of the circle on coordinate plane.

r is the radius of the circle.

Here,

Equation of the unit circle is given as,

x² + y² = 1

Now substitute the given value in the equation,

5/9 + y² = 1

y² = 1 - 5/9

y² = 4/ 9

y = √(4/9)

y = 2/3

Thus, the required value of y for the unit circle is 2/3

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Answer:

B only

Step-by-step explanation:

In A and in C, only the angles of one triangle are congruent to the corresponding angles of the other triangle. That proves similar triangles but not necessarily congruent triangles.

Definition of congruent triangles:

Two triangle are congruent if all angles of one triangle are congruent to all corresponding angles of the other triangle and all sides of one triangle are congruent to all corresponding sides of the other triangle.

That happens only with the triangles in B.

Answer: B only

Out of three pairs, only pair B is an example of congruent triangles because they are exactly the same.

Two triangles are said to be congruent if they are exactly the same i.e. corresponding sides, as well as corresponding angles, are equal.

A)Triangles shown are similar triangles because the corresponding sides are not equal. In fact, they are in proportion.

B)Triangles shown are congruent because corresponding sides, as well as corresponding angles, are equal.

C)Triangles shown are similar triangles because the corresponding sides are not equal. In fact, they are in proportion.

Hence, out of three pairs, only pair B is an example of congruent triangles because they are exactly the same.

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Answer: the same as,

Step-by-step explanation:

Main effects is a term used to describe the impact an independent variable has on a dependent variable, this is usually averaged across any other independent variable.

Independent variables are variables that do not depend on other variables, they are variables that stand on their own.

Answer:

x ≥ 72/5

8.6 ≤ x -5 4/5= 8.6 ≤ x -29/5

8.6 ≤ x -29/5= x ≥ 72/5

Answer:

y = 2.5x

Step-by-step explanation:

Answer:

1:3

Step-by-step explanation:

It’s ratios.

A: 3

B: 9

   36

   129

C: x3

"Create a new matrix by copying elements greater than or equal to 25 from the original matrix."

To process a given n×m matrix with the provided rules, we need to create a new matrix that retains only the elements greater than or equal to 25 from the original matrix. We can start by initializing an empty new matrix of the same size as the original matrix. Then, we iterate through each element of the original matrix. For each element, we check if it is greater than or equal to 25. If it satisfies this condition, we copy that element to the corresponding position in the new matrix.

By applying this process for all elements in the original matrix, we generate a new matrix that contains only the elements greater than or equal to 25. The new matrix will have the same dimensions as the original matrix, and the elements in the new matrix will be placed in the same positions as their corresponding elements in the original matrix

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