An Ice company charges $8.16 for 6 bags of ice. If you buy 8 bags of ice how much would it cost you? help asap its due tomorrow

The average rate of change of f on the interval [2, 2 + h] is given by 3h + 12. So, the correct answer is A. 3h + 12.

To find the average rate of change of the function f(x) = 3x^2 + 4 on the interval [2, 2 + h], we need to calculate the difference in the function values at the endpoints of the interval and divide it by the difference in the x-values.

Let's evaluate f(x) at the endpoints:

f(2) = 3(2)^2 + 4 = 12 + 4 = 16

f(2 + h) = 3(2 + h)^2 + 4 = 3(4 + 4h + h^2) + 4 = 12 + 12h + 3h^2 + 4 = 3h^2 + 12h + 16

Now, we can calculate the average rate of change:

Average rate of change = (f(2 + h) - f(2)) / (2 + h - 2)

= (3h^2 + 12h + 16 - 16) / h

= (3h^2 + 12h) / h

= 3h + 12

Therefore, the average rate of change of f on the interval [2, 2 + h] is given by 3h + 12. So, the correct answer is A. 3h + 12.

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While schools play a crucial role in shaping a child's character, there are instances where negligence can occur.

Here are some potential ways schools may fail in building good character in children:

Lack of character education programs: Schools that do not prioritize character education or fail to incorporate it into their curriculum may neglect opportunities to teach values, ethics, and social skills to students. Without explicit guidance and reinforcement, children may struggle to develop a strong moral compass.

Inconsistent discipline policies: If schools have inconsistent or ineffective discipline policies, it can send mixed messages to students about expected behavior and consequences for their actions. This can lead to a lack of accountability and an inability to differentiate between right and wrong.

Bullying and inadequate intervention: Schools that do not address bullying effectively may overlook the negative impact it has on character development. When bullying goes unaddressed, it can foster a culture of aggression, exclusion, and lack of empathy, hindering the development of positive character traits.

Limited emphasis on social-emotional learning: Social-emotional learning (SEL) is essential for character development. However, if schools prioritize academic achievement over emotional intelligence, interpersonal skills, and self-awareness, children may not receive the necessary support to develop empathy, resilience, and other vital character traits.

Neglecting individual differences and needs: Schools must recognize and address the diverse needs of their students. Failing to do so can result in marginalized or struggling students being overlooked, leading to feelings of alienation and an inability to foster positive character development.

Insufficient role modeling: Teachers and staff serve as role models for students, and their behavior and actions can significantly impact a child's character development. Schools that do not prioritize hiring and training educators who exemplify positive character traits may miss an opportunity to inspire and guide their students effectively.

Limited involvement of parents and community: Building character is a collaborative effort between schools, parents, and the community. Schools that fail to actively involve parents and the local community in character-building initiatives may miss out on valuable support and resources.

Addressing these shortcomings requires a comprehensive approach that includes robust character education programs, clear discipline policies, effective anti-bullying measures, prioritizing social-emotional learning, individualized support for students, strong role models, and active engagement of parents and the community.

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Answer:

Attached in file. I did this on paper, apologies if the PDF is blurry.

Answer:

12π or 37.7 cm

Step-by-step explanation:

The formula for the circumference of a circle is 2πr or πd. In this case, r represents the radius, a segment from the center of the circle to any point on the circle. The d stands for diameter, a line running through two endpoints on the circle with the center point in the middle. This means that the diameter is twice the radius (imagine a line cutting across half a pizza and then a line cutting across only a quarter, this is diameter and radius at work!).

To solve for the circumference, I will use both formulas (although πd is easier since the diameter is already given)

2πr

2π(12/2)

2π(6)

12π ≈ 37.7 cm

πd

π(12)

12π ≈ 37.7 cm

Answer:

18 is the answerrrrr ???

Answer:

10.174

Step-by-step explanation:

Round up to the nearest tenth: 10.2

Round up to the nearest hundredth: 10.17

Round up to the nearest thousandth: 10.174

I hope this helps!

Answer:

\(f=\dfrac{e}{2}\)

Step-by-step explanation:

The given equation is :

e = 2f

We need to find the value of f. If we divide 2 both sides of the equation, it will become,

\(f=\dfrac{e}{2}\)

Here, f is the subject and hence the value f is equal to \(\dfrac{e}{2}\).

Answer:

x = -9/4

Step-by-step explanation:

x/3 - 2 = - 11/4

Add 2 to each side

x/3 - 2+2 = - 11/4+2

Get a common denominator on the right

x/3 = -11/4 + 8/4

x/3 = -3/4

Multiply each side by 3

x/3*3 = -3/4 *3

x = -9/4

Answer:

\($ x= -\frac{9}{4} $\)

Step-by-step explanation:

\($\frac{x}{3} - 2 = -\frac{11}{4} $\)

\($\frac{x}{3} -\frac{6}{3} = -\frac{11}{4} $\)

\($ \frac{x-6}{3} = -\frac{11}{4} $\)

Multiply both sides by 3

\($ x-6 = -\frac{33}{4} $\)

\($ x= -\frac{33}{4} + 6$\)

\($ x= -\frac{33}{4} + \frac{24}{4} $\)

\($ x= -\frac{9}{4} $\)

Answer:

x=4

Step-by-step explanation:

2(8 - 12x) + 8x = -25x + 52

Distribute

16 -24x +8x = -25x +52

Combine like terms

16 - 16x = -25x +52

Add 25x to each side

16 -16x+25x = -25x+52+25x

16+9x = 52

Subtract 16 from each side

16+9x-16 = 52-16

9x = 36

Divide by 9

9x/9 = 36/9

x =4

Answer:

x = 4

Step-by-step explanation:

Remember to follow PEMDAS. PEMDAS is the order of operation and equals:

Parenthesis

Exponents (& Roots)

Multiplication

Division

Addition

Subtraction

~

First, distribute 2 to all terms within the parenthesis:

2(8 - 12x) = (2 * 8) - (2 * 12x) = 16 - 24x

Next, combine like terms. Like terms are terms with the same variables and the same amount of variables:

16 - 24x + 8x = -25x + 52

16 - 16x = -25x + 52

Isolate the variable, x. Add 25x and subtract 16 from both sides:

16 (-16) - 16x (+25x) = -25x (+25x) + 52 (-16)

-16x + 25x = 52 - 16

Combine like terms:

25x - 16x = 52 - 16

9x = 36

Isolate the variable, x. Divide 9 from both sides:

(9x)/9 = (36)/9

x = 36/9

x = 4

x = 4 is your final answer.

~

Answer:

18

Step-by-step explanation:

Points A B C D and E are collinear.

\(\therefore AE = AC + CE\\

\therefore AC = AE - CE\\

\therefore AC = x + 50 - (x + 32) \\

\therefore AC = x + 50 - x - 32 \\

\therefore AC = 50 - 32 \\

\huge \red{ \boxed{\therefore AC = 18}}\)

Answer:

-51/4 or -12.75

Step-by-step explanation:

=======================================================

Reason:

The first marble was replaced, so the original state of the bag hasn't changed overall. The probability isn't changed either. We can treat the second selection entirely independent of the first one.

If the first marble wasn't replaced, then the marble count of course goes down by 1. That affects the probability of the second selection and we'd consider these events to be dependent.

---------

An example:

Consider a bag with 4 red marbles and 6 green ones. The chances of picking red on the first try are 4/10 = 2/5. The chances of picking red again would be 2/5 assuming we put that red marble back. We can see the second selection is independent of the first.

If the marble wasn't put back, then the chances of picking a 2nd red marble would be 3/9 = 1/3. I subtracted 1 from the numerator and denominator of 4/10 to get to 3/9. In this case, the 2nd selection's probability depends on the first event (whether red was picked or not).

2) gof= -5x²+5, option a is correct

4) gof=x³+6 for the given functions

A function from a set X to a set Y allocates one element of Y to each element of X.

The earliest known attempt to the concept of function may be traced back to the works of Persian mathematicians Al-Biruni and Sharaf al-Din al-Tusi. Functions were initially the idealization of how a variable quantity depended on another quantity. The position of a planet, for example, is a function of time. Historically, the notion was developed with the infinitesimal calculus at the end of the 17th century, and until the 19th century, the functions that were analyzed were differentiable.

Given,

2) f(x)=5x²-4, g(x)=1-x

gof=g(f(x))

=1-(5x²-4)

=1-5x²+4

=5-5x²

=5(1-x²)

Therefore, option a is correct.

4) Given,

f(x)=x+1

g(x)=x³+5

fog= f(g(x)

=g(x)+1

=x³+5+1

=x³+6

Therefore, fog=x³+6

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False. If the mean of "u" (unobserved ability) is independent of education, it only means that the average level of ability is not affected by the level of education. It does not imply that the average level of ability is the same for all levels of education.

In economics, "u" is often used to represent unobserved ability or talent, which can affect an individual's income or job performance. If the mean of "u" is independent of education, it means that the average level of ability is not affected by the level of education, i.e., the mean of "u" is the same for all individuals regardless of their level of education.

However, it does not imply that the average level of ability is the same for all levels of education.

For example, individuals with higher levels of education may have higher levels of "u" on average, due to factors such as better access to resources, more opportunities for learning and development, or self-selection of individuals with higher levels of "u" into higher levels of education.

In such a case, the mean of "u" would still be independent of education, but the average level of ability would not be the same for all levels of education.

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Answer:

D

Step-by-step explanation:

Answer: One if any.

-x = x - 10                  Add x to both sides

-x+x = x + x - 10          Combine

0 = 2x - 10                   Add 10 to both sides

10 = 2x - 10+10            Combine

10 = 2x                         Divide by 2

10/2=2x/2

x = 5

Definite Answer: One Solution

The model's fit to the data is weak, indicated by a correlation coefficient of -0.34. There is a weak negative relationship between the variables, with the model's predictions being imprecise and scattered around the line of fit.

A relationship coefficient of - 0.34 shows a frail negative connection between's the factors in the information. This intends that as one variable expands, the other variable will, in general, diminish, however, the relationship isn't a serious area of strength for exceptionally.

The line of fit for the information recommends that there is a general pattern or example, however, it doesn't fit the information focuses intently. The scatterplot of the information would show focuses spread around the line, for certain focuses straying a considerable amount from it.

The model's capacity to foresee the specific upsides of the reliant variable in light of the free variable(s) is restricted. In outline, the attack of the model to the information isn't an area of strength for extremely, there is a frail negative connection between the factors.

The model's forecasts may not be profoundly precise, and there may be different elements or factors not caught by the model that impact the information.

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Answer:

51

Step-by-step explanation:

Solution :

Case I :

If Collen is late on \(0\) out of \(5\) days.

\($= \frac{1}{2} \times \frac{1}{2} \times \frac{1}{2} \times \frac{1}{2} \times \frac{1}{2} $\)

\($=\frac{1}{32}\)

Case II :

When Collen is late on \(1\) out of \(5\) days.

\($= \frac{1}{2} \times \frac{1}{2} \times \frac{1}{2} \times \frac{1}{2} \times \frac{1}{2} \times ^5C_1$\)

\($=\frac{1}{32} \times 5$\)

\($=\frac{5}{32}\)

Case III :

When Collen was late on \(2\) out of \(5\) days.

\($= \frac{1}{2} \times \frac{1}{2} \times \frac{1}{2} \times \frac{1}{2} \times \frac{1}{2} \times ^5C_2$\)

\($=\frac{1}{32} \times 10$\)

\($=\frac{5}{16}\)

Therefore, the \(\text{probability}\) that Collen will arrive late to work no more than \(\text{twice}\) during a \(\text{five day workweek}\) is :

\($=\frac{1}{32} + \frac{5}{32} + \frac{5}{16} $\)

\($=\frac{1}{2}$\)

Answer:

Step-by-step explanation:

The payment for sessions makes a series

This series is GP with the first term of 5 and common ratio of 5.

The nth term would be

Use the equation above and find the 7th term

Answer:

\(a_7=5(5)^{6}\)

78125 dimes

Step-by-step explanation:

The given scenario can be modeled as a geometric sequence.

A geometric sequence has a common ratio (multiplier) between each term, so each term is multiplied by the same number.

General form of a geometric sequence:

   \(a_n=ar^{n-1}\)

where:

Given:

Therefore, a = 5

Given:

Therefore, r = 5

Substitute these values into the formula to create an equation for the nth term.

\(\implies a_n=5(5)^{n-1}\)

To find the number of dimes he will pay after 7 sessions, simply substitute n = 7 into the found equation:

\(\implies a_7=5(5)^{7-1}\)

\(\implies a_7=5(5)^{6}\)

\(\implies a_7=5 \cdot 15625\)

\(\implies a_7=78125\)

Therefore, the friend will pay 78125 dimes after the 7th study session.

True. This is because a two-tailed test evaluates both the extreme lower and upper ends of the distribution, allowing for the possibility of a significant difference in either direction.

In a two-tailed test, we can reject the null hypothesis on either side of the hypothesized value of the population parameter.

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1) The probability of F2 seed chosen at random will be yellow is the same as asking about the probability of forming a yellow seed in that generation. The answer is 3/4 (75%) because 1/4 = 25% GG is homozygous dominant and the rest 2/4 = 50% Gg are heterozygous.

2) In the F2 generation there are two genotypes that will breed true, which is homozygotic genotypes: GG and gg. But of these two, only one of them is yellow. The answer is 1/3 because from all the yellow seeds that resulted (GG, Gg and gG) only one has the genotype for true breeding.

3) The probability of taking out three seeds in which a least one is yellow can be calculated by subtracting the only  probability that doesn't fit the criterion, which is taking out a green seed 3 times:   = 1/64.

Then subtract that to 1  =  63/64

4) there are three possible groupings in which the green is taken once and the yellow seeds taken twice. The first possibility (follow the example) is the green being the first to come out, another possibility is being the second and the last possibility is being taken in the third time.

For example, Green yellow yellow- probability :

= 9/64

This is one possibily, but since there are 3, multiply it by 3 and you obtain the final answer:27/64.

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Answer:

w=1.14m-19.4

Step-by-step explanation:

m = months, the cat loses 1.14lbs per month. plus the cat started with 19.4 pounds. each month 1.14 is being subtracted from 19.4

The derivative of a function represents the rate of change of the function with respect to its variable. This rate of change is described as the slope of the tangent line to the curve of the function at a specific point. The derivative of the cosine function can be found by applying the limit definition of the derivative to the cosine function.

\(f(x) = cos(x) then f'(x) = -sin(x)\).

Let's proceed with the proof.  Definition of the Derivative: The derivative of a function f(x) at x is defined as the limit as h approaches zero of the difference quotient \(f(x + h) - f(x) / h\) if this limit exists. Using this definition, we can find the derivative of the cosine function as follows:

\(f(x) = cos(x) f(x + h) = cos(x + h)\)

Now, we can substitute these expressions into the difference quotient: \(f'(x) = lim h→0 [cos(x + h) - cos(x)] / h\)

We can then simplify the expression by using the trigonometric identity for the difference of two angles:

\(cos(a - b) = cos(a)cos(b) + sin(a)sin(b)\)

Applying this identity to the numerator of the difference quotient, we obtain:

\(f'(x) = lim h→0 [cos(x)cos(h) - sin(x)sin(h) - cos(x)] / h\)

We can then factor out a cos(x) term from the numerator:

\(f'(x) = lim h→0 [cos(x)(cos(h) - 1) - sin(x)sin(h)] / h\)

We can then apply the limit laws to separate the limit into two limits:

\(f'(x) = lim h→0 cos(x) [lim h→0 (cos(h) - 1) / h] - lim h→0 sin(x) [lim h→0 sin(h) / h]\)

The first limit can be evaluated using L'Hopital's rule:

\(lim h→0 (cos(h) - 1) / h = lim h→0 -sin(h) / 1 = 0\)

Therefore, the first limit becomes zero:

\(f'(x) = lim h→0 - sin(x) [lim h→0 sin(h) / h]\)

Applying L'Hopital's rule to the second limit, we obtain:

\(lim h→0 sin(h) / h = lim h→0 cos(h) / 1 = 1\)

Therefore, the second limit becomes 1:

\(f'(x) = -sin(x)\)

Thus, we have proved that if \(f(x) = cos(x), then f'(x) = -sin(x)\).

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The equation of the circle in standard form is (x + 5)² + (y)² = 9/4.

The general representation of the equation is:

(x-h)² + (y-k)²= r²

Where (h,k) is the coordinates of the center of the circle and r is the radius.  And x and y are the corresponding x and y values of the point the circle passes through

Since we have the coordinate of the center as (-5,0)  and the circle passes through (-5, 3/2). Therefore:

h = -5, k = 0, x = -5 and y = 3/2

Let's put these values in the formula.

(x-h)² + (y-k)²= r²

(-5 - (-5) )² + (3/2 - 0)² =  r²  

(-5 + 5)² + (3/2)²= r²

(0)² + (3/2)²= r²

(3/2)² = r²

r = 3/2

Putting radius, r = 3/2,   h = -5 and k = 0 back into the formula wiil give:

(x + 5)² + (y - 0)²= (3/2)²

(x + 5)² + (y)² = 9/4

Therefore,the standard form of the equation of the circle is (x + 5)² + (y)² = 9/4.

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There is no solution to the system. This means that the equation 2 = -2 in the system is inconsistent.

What is a system of equations?

A system of equations is a collection of two or more equations that are solved simultaneously. Each equation in the system represents a constraint or condition that must be satisfied, and a solution to the system is a set of values that satisfies all of the equations in the system simultaneously.

If you attempt to solve a system of equations and you get a statement like 2 = -2, it means that the equations in the system are inconsistent. An inconsistent system of equations has no solution because there is no set of values that can simultaneously satisfy all of the equations.

Hence, as these equations are contradictory, there is no solution to the system. This means that the equations in the system are inconsistent.

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The order of a in (z/(pq))× is exactly (p-1)(q-1), as desired.

To prove that (z/(pq))× has order (p − 1)(q − 1), we need to show that the least positive integer n such that (z/(pq))×n = 1 is (p − 1)(q − 1).

First, let's define (z/(pq))× as the set of all integers a such that gcd(a,pq) = 1 (i.e., a is relatively prime to pq) and a mod pq is also relatively prime to pq.

Now, we know that the order of an element a in a group is the smallest positive integer n such that a^n = 1. Therefore, we need to find the order of an arbitrary element a in (z/(pq))×.

Let's assume that a is an arbitrary element in (z/(pq))×. Since gcd(a,pq) = 1, we know that a has a multiplicative inverse modulo pq, denoted by a^-1. Therefore, we can write:

a * a^-1 ≡ 1 (mod pq)

Now, let's consider the order of a. Since gcd(a,pq) = 1, we know that a^(p-1) is congruent to 1 modulo p by Fermat's Little Theorem. Similarly, we can show that a^(q-1) is congruent to 1 modulo q. Therefore, we have:

a^(p-1) ≡ 1 (mod p)
a^(q-1) ≡ 1 (mod q)

Now, we can use the Chinese Remainder Theorem to combine these congruences and get:

a^(p-1)(q-1) ≡ 1 (mod pq)

Therefore, we know that the order of a must divide (p-1)(q-1).

To show that the order of a is exactly (p-1)(q-1), we need to show that a^k is not congruent to 1 modulo pq for any positive integer k such that 1 ≤ k < (p-1)(q-1).

Assume for contradiction that there exists such a k. Then, we have:

a^k ≡ 1 (mod pq)

This means that a^k is a multiple of pq, which implies that gcd(a^k, pq) ≥ pq. However, since gcd(a,pq) = 1, we know that gcd(a^k, pq) = gcd(a,pq)^k = 1. This is a contradiction, and therefore our assumption must be false.

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The order of a in (z/(pq))× is exactly (p-1)(q-1), as desired.

To prove that (z/(pq))× has order (p − 1)(q − 1), we need to show that the least positive integer n such that (z/(pq))×n = 1 is (p − 1)(q − 1).

First, let's define (z/(pq))× as the set of all integers a such that gcd(a,pq) = 1 (i.e., a is relatively prime to pq) and a mod pq is also relatively prime to pq.

Now, we know that the order of an element a in a group is the smallest positive integer n such that a^n = 1. Therefore, we need to find the order of an arbitrary element a in (z/(pq))×.

Let's assume that a is an arbitrary element in (z/(pq))×. Since gcd(a,pq) = 1, we know that a has a multiplicative inverse modulo pq, denoted by a^-1. Therefore, we can write:

a * a^-1 ≡ 1 (mod pq)

Now, let's consider the order of a. Since gcd(a,pq) = 1, we know that a^(p-1) is congruent to 1 modulo p by Fermat's Little Theorem. Similarly, we can show that a^(q-1) is congruent to 1 modulo q. Therefore, we have:

a^(p-1) ≡ 1 (mod p)
a^(q-1) ≡ 1 (mod q)

Now, we can use the Chinese Remainder Theorem to combine these congruences and get:

a^(p-1)(q-1) ≡ 1 (mod pq)

Therefore, we know that the order of a must divide (p-1)(q-1).

To show that the order of a is exactly (p-1)(q-1), we need to show that a^k is not congruent to 1 modulo pq for any positive integer k such that 1 ≤ k < (p-1)(q-1).

Assume for contradiction that there exists such a k. Then, we have:

a^k ≡ 1 (mod pq)

This means that a^k is a multiple of pq, which implies that gcd(a^k, pq) ≥ pq. However, since gcd(a,pq) = 1, we know that gcd(a^k, pq) = gcd(a,pq)^k = 1. This is a contradiction, and therefore our assumption must be false.

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The solution to this equation –3x + 1 + 10x = x + 4 include the following: A. x = 1/2.

In order to create a list of steps and determine the solution to the equation, we would have to rearrange the variables and constants, and then collect like terms as follows;

–3x + 1 + 10x = x + 4

-3x + 10x - x = 4 - 1

6x = 3

By dividing both sides of the equation by 6, we have the following:

6x = 3

x = 3/6

x = 1/2

In conclusion, we can reasonably infer and logically deduce that solution to this equation –3x + 1 + 10x = x + 4 is 1/2 or 0.5.

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Complete Question:

Solve the equation.

–3x + 1 + 10x = x + 4

x = 1/2

x = 5/6

x = 12

x = 18

The probability that a randomly selected group of 16 individuals from the campus will be selected is 0.8023 or 80.23%

Based on the sign in the elevator of the college library, the limit of 16 persons and weight limit of 2,500 pounds need to be adhered to. To ensure compliance with both limits, we need to consider both the number of people and their weight.

Assuming that the distribution of weights of individuals on campus is approximately normal with an average weight of 155 pounds and a standard deviation of 29 pounds, we can use this information to estimate the total weight of a group of 16 randomly selected individuals.

The total weight of a group of 16 individuals can be estimated as follows:

Total weight = 16 x average weight = 16 x 155 = 2480 pounds

To determine if this total weight is within the weight limit of 2,500 pounds, we need to consider the variability in the weights of the individuals. We can do this by calculating the standard deviation of the total weight using the following formula:

Standard deviation of total weight = square root of (n x variance)

where n is the sample size (16) and variance is the square of the standard deviation (29 squared).

Standard deviation of total weight = square root of (16 x 29^2) = 232.74

Using this standard deviation, we can calculate the probability that the total weight of the group of 16 individuals is less than or equal to the weight limit of 2,500 pounds:

Z-score = (2,500 - 2,480) / 232.74 = 0.86

Using a standard normal distribution table or calculator, we can find that the probability of a Z-score less than or equal to 0.86 is approximately 0.8023.

Therefore, the probability that a randomly selected group of 16 individuals from the campus will comply with both the number and weight limits in the elevator of the college library is approximately 0.8023 or 80.23%.

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Answer:

d

Step-by-step explanation:

d

Option D is not a condition to check when doing a two-sample z-test of proportions.

The correct option is D. All of the above conditions are important conditions to check when doing a two-sample z-test of proportions.

The two-sample z-test of proportions is a statistical test that is used to compare the proportion of two populations.

This statistical test helps in determining whether or not there is a significant difference between the two proportions.

The following are the conditions to check when doing a two-sample z-test of proportions:The samples are independent of each other and independent within samples.

The sample is random.

The samples are sufficiently large.

Therefore, the given statement "All of the above conditions are important conditions to check when doing a two-sample z-test of proportions" is correct.

In conclusion, option D is not a condition to check when doing a two-sample z-test of proportions.

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