Write the equation of the line that passes through (-2,-6) and (4, -3)

Answer: 106 boys

Step-by-step explanation: first you need to find how much 1/5 of the girls is and you can do this by dividing 160 by 3 (because the girls are 3/5) which is: 160 ÷ 3 = 53.3 = 1/5

= 53.3 × 2( because the boys are 2/5)

= 106.6 (you don't need to round off but make it a whole).

The value of the intercept of the regression line, b, rounded to one decimal place, is 8.1.

To find the intercept of the regression line, we need to perform linear regression analysis on the given data. The regression line is an equation of the form y = mx + b, where m is the slope and b is the intercept.

We can use a statistical software or a calculator to perform linear regression analysis. Here, we will use Microsoft Excel to find the intercept of the regression line.

First, we will create a scatter plot of the data. Then, we will add a trendline and display the equation of the trendline on the chart.

After performing linear regression analysis on the given data, we get the equation of the regression line as:

y = 1.9444x + 8.1389

Here, the intercept of the regression line is the value of b, which is 8.1389. Rounding it to one decimal place, we get the intercept as 8.1.

The intercept of the regression line is the point where the regression line intersects with the y-axis. In this context, it represents the predicted value of y when x is equal to zero. In other words, it is the starting point of the regression line.

In this example, the intercept of the regression line indicates that an employee with zero years of experience would be expected to have a salary of $8.1 thousand.

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Answer:

60.2 is the average

Step-by-step explanation:

add all numbers together to get: 301

divide 301 by 5 because there are 5 numbers total to get: 60.2

Answer:

Step-by-step explanatio

23.2

Answer:

D

Step-by-step explanation:

The equation of a line in slope- intercept form is

y = mx + c ( m is the slope and c the y- intercept )

Calculate m using the slope- formula

m = \(\frac{y_{2}-y_{1} }{x_{2}-x_{1} }\)

with (x₁, y₁ ) = (- 2, 15) and (x₂, y₂ ) = (1, 6) ← 2 ordered pairs from the table

m = \(\frac{6-15}{1-(-2)}\) = \(\frac{-9}{1+2}\) = \(\frac{-9}{3}\) = - 3 , then

y = - 3x + c ← is the partial equation

To find c substitute any ordered pair from the table into the partial equation

Using (2, - 3 ) , then

- 3 = - 6 + c ⇒ c = - 3 + 6 = 3

The y- intercept c = 3 → D

C. The statement is false. It is the sum of the squares of all the residuals that is minimized.

In the context of least squares, the goal is to minimize the sum of the squares of the residuals, not the square of the largest residual alone. The residuals are the differences between the observed values and the corresponding predicted values obtained from a regression model.

By minimizing the sum of the squares of the residuals, the least squares method ensures that all residuals contribute to the overall measure of fit, rather than just focusing on the largest residual. This approach provides a balanced and comprehensive assessment of the overall goodness of fit between the model and the observed data.

Therefore, the statement that the square of the largest residual is as small as it could possibly be is false. The least squares method aims to minimize the sum of the squares of all the residuals, leading to the best overall fit between the model and the data.

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Answer:

y= -1/3x+1

Step-by-step explanation:

The magnitude of the x-component of this vector is 9.05m.

The angle of inclination of the vector is calculated as;

θ = 90 ⁰ - 48.4 ⁰

θ = 41.6 ⁰

The magnitude of the x-component of the vector is calculated as;

Vx = 12.1 m x cos ( 41.6 )

Vx = 9.05 m

A vector can be represented by an ordered set of numbers, called components, that indicate the magnitude and direction of the vector in a particular coordinate system. The components of a vector can be added or subtracted using vector addition and subtraction, and multiplied by a scalar (a real number) using scalar multiplication.

Vectors can be visualized as arrows in a two- or three-dimensional space, where the length of the arrow represents the magnitude of the vector, and the direction of the arrow represents the direction of the vector. Vectors can also be represented as matrices, which can be used to perform various operations on vectors, such as dot product and cross product.

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Complete Question:-

Answer:

the answer is -60........

Answer:

-60! 1560 divided by 26 is 60, but any negative divided by a positive is a negative, so the product will be negative as well.

Step-by-step explanation:

Hope it helps! =D

the provided graph is not a function .

s

The use of a "thumbs-up" gesture to symbolize the statement "good luck" is a common practice in many cultures. This gesture is typically used to express approval or agreement, but it can also be used to convey positive wishes, such as wishing someone good luck before an exam or a job interview.

It is believed that this gesture originated in ancient Rome, where it was used as a sign of approval in the gladiatorial arena. Today, the thumbs-up gesture has become a universal symbol of positivity and encouragement. So, if you want to wish someone good luck, a thumbs-up gesture is a great way to do it!

The use of a "thumbs-up" gesture to symbolize the statement "good luck" involves the following steps:

1. Extend your arm: To perform the thumbs-up gesture, first extend your arm in the direction of the person you want to wish good luck.
2. Make a fist: Close your fingers into a fist, with your thumb pointing upwards.
3. Show your thumb: Ensure that the thumb is clearly visible and pointing upwards. This represents the "thumbs-up" gesture.
4. Make eye contact: Look at the person you're wishing good luck to, so they know the gesture is directed at them.

By performing the thumbs-up gesture, you're using a universally recognized symbol to convey your positive sentiment and wish someone good luck in their endeavors.

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The confidence interval does not contain the hypothesized value of 8 minutes, indicating that the population mean waiting time is likely to be different from 8 minutes. This supports the conclusion that was drawn in part (c), where we failed to reject the null hypothesis

(a) The hypotheses for this application are:

H0: The population mean time a shopper stands in a supermarket checkout line is less than or equal to 8 minutes.

Ha: The population mean time a shopper stands in a supermarket checkout line is greater than 8 minutes.

(b) Given that the sample size (n) is 105, the sample mean waiting time \((\bar X)\) is 8.4 minutes, and the population standard deviation\((\sigma)\) is 3.2 minutes, we can calculate the test statistic and p-value.

The test statistic is calculated using the formula:

\(t = (\bar X - \mu )/ (\sigma / \sqrt n)\)

Plugging in the values, we get:

\(t = (8.4 - 8) / (3.2 / \sqrt {105} ) \approx 1.118\)

To find the p-value, we compare the test statistic to the t-distribution with \((n-1)\)degrees of freedom. In this case, we have \((105-1) = 104\) degrees of freedom. By looking up the p-value associated with the test statistic in the t-distribution table or using statistical software, we find the p-value to be approximately 0.1331.

(c) At \(\alpha = 0.05\), comparing the p-value (0.1331) to the significance level, we find that the p-value is greater than α. Therefore, we do not reject the null hypothesis (H0). There is insufficient evidence to conclude that the population mean waiting time differs from 8 minutes.

(d) To compute a 95% confidence interval for the population mean, we use the formula:

\(CI = \bar X \pm (t_\alpha/2) \times (\sigma / \sqrt n)\)

Plugging in the values, we get:

\(CI = 8.4\pm (1.984 \times (3.2 / \sqrt {105}))\)

\(CI \approx 8.4 \pm0.6438\)

\(CI \approx (7.756, 8.944)\)

The confidence interval does not contain the hypothesized value of 8 minutes, indicating that the population mean waiting time is likely to be different from 8 minutes. This supports the conclusion that was drawn in part (c), where we failed to reject the null hypothesis. The confidence interval provides a range of plausible values for the population mean, and since it does not include 8, it suggests that the mean waiting time is higher than 8 minutes.

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Step-by-step explanation:

the second equation gives us right away

y = 4 - 3x

we can use that now in the 3rd equation :

-2(4 - 3x) + 2z = 4

-8 + 6x + 2z = 4

6x + 2z = 12

3x + z = 6

z = 6 - 3x

now we use both in the 1st equation :

-2x + 3(4 - 3x) - (6 - 3x) = -2

-2x + 12 - 9x - 6 + 3x = -2

-8x + 6 = -2

-8x = -8

x = 1

y = 4 - 3x = 4 - 3×1 = 4 - 3 = 1

z = 6 - 3x = 6 - 3×1 = 6 - 3 = 3

so,

(1, 1, 3)

Answer: This is gonna be a long one

1)Winston grows green dragon apples. This year, he shipped 80%of these apples to sell at supermarkets and kept the rest to make cider. Of all the green dragon apples he sold to the supermarkets, only 60% of them were bought. If a total of 420 green dragon apples were bought, how many green dragon apples did Winston keep to make cider?

 Call the number he shipped to the store, N

So .

60N  = 420   divide both sides by  ,60

420 / .60  = N  = 700 were shipped to the stores

But this number was  80%  of the total he grew = T

So

.80T  = 700   divide both sides by  .80

700/.80 = T  = 875

But..he kept 20% of these =   875 * .20  = 175

2)Ms. Forsythe gave the same algebra test to her three classes. The first class averaged 80%, the second class averaged 85%, and the third 89%. Together, the first two classes averaged 83%, and the second and third classes together averaged 87%. What was the average for all three classes combined? Express your answer to the nearest hundredth.

The average  =  total points / number of students

So....total points = average*number of students

Let the total number of students in  each class = x , y  and z

The total number of points the first class amassed  was   80x

The total number of points amased by the second class was  85y

The total number of points amassed by the third class = 89z

So...for the first two classes we have

[ 80x + 85y ] / [ x + y] = 83

80x + 85y = 83x + 83y  subtract  80x, 83y from both sides    

3x = 2y

x = 2/3y

And,,,for the second two classes we have

[ 85y + 89z ]  / [ y + z ]  =  87  

[  85y + 89z ]  = 87 [y + z]

85y + 89z = 87y + 87z      subtract  85y, 87z from both sides

2z = 2y  

y  = z

So...for the three classes.....

Total points by all three classes /  number of class members  = the average for all three classes

[ 80x + 85y  + 89z ] /  [ x + y + z ]   =

[sub for  x and z ]  

[80 (2/3)y  + 85y  + 89y]  /  [ (2/3)y  + y  + y ]  

y [ 80 (2/3)  + 85  + 89 ]  / [  y [( 2/3) + 1 + 1] ]       [cancel the y's ]

[ 80 (2/3) + 85 + 89]  [  8/3 ]

[ 160/3 + 85 + 89 ] /  [8/3] =

[ 160/3  + 255/3 + 267/3]  / [8/3]     multiply  top/bottom by 3

[160 + 255 + 267 ] / 8  =  

85.25  = average for all three classes

Step-by-step explanation:

Hope it helps

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Peace out

the percentage of medium-sized jerseys is:(15/50) × 100 = 0.3 × 100 = 30%.Therefore, 30% of the jerseys are medium-sized jerseys.

To find the percentage of medium-sized jerseys in the total number of jerseys, we need to divide the number of medium-sized jerseys by the total number of jerseys and then multiply by 100. Number of medium-sized jerseys = 15

Total number of jerseys = 50

Percentage of medium-sized jerseys = (Number of medium-sized jerseys / Total number of jerseys) * 100

Percentage of medium-sized jerseys = (15 / 50) * 100

Percentage of medium-sized jerseys = 0.3 * 100

Percentage of medium-sized jerseys = 30%

Therefore, 30% of the jerseys are medium-sized jerseys.

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The language L defined by the grammar with productions S → xSx, S → x, and S → λ is a language of palindromes over the vocabulary V. A palindrome is a string that reads the same forward and backward. The grammar generates palindromic strings by concatenating any element x from V on both sides of S or by just having a single element x from V.

For example, if the vocabulary V is {a, b}, some examples of strings in L are:
- λ (the empty string)
- a
- b
- aa
- bb
- aba
- bab
- aaa
- bbb
- abba
- baab
- abbba
- bbaab
- abbaa
- bbaab
- ... and so on.
A language L on a vocabulary V is defined by a grammar with the following productions:

1. S → xSx, where x can be any element of V
2. S → x, where x can be any element of V
3. S → λ (λ represents the empty string)

The language L consists of strings that are palindromes over the vocabulary V, including the empty string.

Let's choose a vocabulary V = {a, b}. Here are some examples of strings in L:

1. λ (empty string)
2. a
3. b
4. aa
5. bb
6. aba
7. bab

These strings are palindromes, meaning they read the same forwards and backwards, and are formed using the elements of the chosen vocabulary V.

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Answer:

SSS

Step-by-step explanation:

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

Explanation:

Pool X has 1200 gallons of water in it. It is being drained at a rate of 15 gallons per minute. If lowercase x is the number of minutes, then it has 1200-15x gallons left in the pool.

Consider after 1 minute we have x = 1, so,

1200-15x = 1200-15*1 = 1200-15 = 11185

Then after 2 minutes we have x = 2, which means,

1200-15x = 1200-15*2 = 1200-30 = 11170

is the amount left over in gallons.

----------------

In contrast, Pool Y is empty and we add 25 gallons per minute. So we start with 0 and add on 25x getting 0+25x = 25x as the expression representing the amount of gallons of water in Pool Y

-----------------

So we found these two expressions

to represent the amount of water (in gallons) for Pool X and Pool Y respectively.

We want to know when Pool Y will have more water. So we get to this final answer

1200 - 15x < 25x

It is in the form A < B, where A  is the amount of water in Pool X and B is the amount of water in Pool Y.

Answer:

Step-by-step explanation:

cause i got it right

On solving the provided question, we can say thatarea of the figure = area of triangle + area of semi-circle = 12 + 14.13 = 26.13 yd sq.

The size of an area on a surface can be expressed as an area. The area of an open surface or the boundary of a three-dimensional object is referred to as the surface area, whereas the area of a planar region or planar region refers to the area of a form or planar layer. The total amount of space filled by a planar (2-D) surface or shape of an object is known as its area. Draw a square on a piece of paper using a pencil. a character with two dimensions. The area of a shape on paper is the space it takes up. Imagine that the square is composed of more compact unit squares.

area of semi-circle = 1/2 * \(\pi *r^2\) = 0.5*3.14*3*3 = 14.13yd sq.

area of triangle = 1/2*b*h = 0.5*6*4 = 12sq. yd

area of the figure = area of triangle + area of semi-circle = 12 + 14.13 = 26.13 yd sq.

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Answer:

Total surface area of cone = 316.355 ft²

Step-by-step explanation:

Given:

Slant height of cone (l) = 9 feet

Radius of cone (r) =  6.5 feet

Find:

Total surface area of cone.

Computation:

Total surface area of cone = πr(l+r)

Total surface area of cone = (3.14)(6.5)(9+6.5)

Total surface area of cone = (3.14)(6.5)(15.5

Total surface area of cone = 316.355 ft²

Answer:

the correct answer would be 64

Answer:

Step-by-step explanation:

63.796

63.80

63.8

64

Hope this helps! <3

It is not possible for a study to have practical significance without statistical significance because statistical significance provides evidence that the observed effect is unlikely to have occurred by chance.

The Practical significance and statistical significance are two different concepts that are often used in hypothesis testing.

The Statistical significance refers to the probability that the observed results of a study occurred by chance, given a particular level of significance or alpha.

The Practical significance refers to whether the observed effect size is large enough to be meaningful in a real-world context.

It is possible for a study to have statistical significance without practical significance. For example, a study may find a statistically significant difference between two groups, but the difference may be so small that it is not meaningful in practice.

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The equation of the parabola is y = -0.25(x - 4)² + 16 and he reaches 12 feet outwards when he hits the water

From the question, we have the following parameters that can be used in our computation:

Initial position = 12 feet above the surface

Maximum height = 18 feet at 4 feet outward

These parameters mean that

(h, k)  = (4, 16) -- vertex

(x, y) = (0, 12)

A parabola is represented as

y = a(x - h)² + k

So, we have

y = a(x - 4)² + 16

Also, we have

12 = a(0 - 4)² + 16

This gives

12 = 16a + 16

So, we have

16a = -4

Divide

a = -0.25

Substitute a = -0.25 in y = a(x - 4)² + 16

y = -0.25(x - 4)² + 16

When it hits water, y = 0

So, we have

-0.25(x - 4)² + 16 = 0

This gives

0.25(x - 4)² = 16

So, we have

(x - 4)² = 64

Take square roots

x - 4 = 8

So, we have

x = 12

Hence, it is 12 feet outwards

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I HOPE IT WILL HELP YOU.

I HOPE YOU WILL HAVE A GREAT DAY.

Answer: 35.25 or 35 1/4

Step-by-step explanation:

Add them all together

Answer:

x > 1

Step-by-step explanation:

Subtract 2 from both sides

   -26 + 13x > -13x

Add 26 to both sides

   13x > -13x + 26

Add 13x to both sides

   13x + 13x > -13x + 26 + 13x

Simplify

   26x > 26

So x > 1

Answer:

x > 1

Step-by-step explanation:

Subtract 2 from both sides

  -26 + 13x > -13x

Add 26 to both sides

  13x > -13x + 26

Add 13x to both sides

  13x + 13x > -13x + 26 + 13x

Simplify

  26x > 26

So x > 1

Step-by-step explanation:

To estimate the mean IQ of all students with 99% confidence, we should use a confidence interval based on the t-distribution.

Given that we have a sample of 60 students with a mean IQ of 100.4 and a standard deviation of 5.2, we can use the t-distribution to construct a confidence interval for the population mean.

Since the population standard deviation is unknown and the sample size is relatively small, the t-distribution is appropriate for this scenario. With a desired confidence level of 99%, we would use the critical value associated with a 99% confidence level from the t-distribution.

By calculating the confidence interval using the sample mean, sample standard deviation, sample size, and the appropriate critical value from the t-distribution, we can estimate the mean IQ of all students with 99% confidence.

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