The estimated difference in support for the candidate is 0.603 - 0.59 = 0.013. With a margin of error of 0.153, we can use a two-sample z-test for proportions .
We first calculate the sample proportions of support in each town: 0.603 for proportions A (422/70) and 0.59 for town B (59/100). We then calculate the standard error of the difference in proportions:
sqrt[(0.603 * (1 - 0.603) / 70) + (0.59 * (1 - 0.59) / 100)] = 0.078
Using a 95% confidence level, we find the critical z-value to be 1.96. We can then calculate the margin of error:
1.96 * 0.078 = 0.153
The estimated difference in support for the candidate is 0.603 - 0.59 = 0.013. With a margin of error of 0.153, we can be 95% confident that the true difference in support falls between -0.14 and 0.166. Since this confidence interval includes zero, we cannot state affirmatively that the candidate gets stronger support in town A.
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Approximate the intervals where each function is increasing and decreasing.
Given is the parabola opening down.
It increases up to vertex and then decreases in value.
The vertex is at (3, 4) so the intervals are:
Increase: ( - ∞, 3],Decrease: [3, ∞).Answer:
Increasing: (-∞, 3)
Decreasing: (3, ∞)
Step-by-step explanation:
A function is increasing when the slope is positive (y gets bigger as x gets bigger).
A function is decreasing when the slope is negative (y gets smaller as x gets bigger).
From inspection of the given parabola, the turning point is (3, 4).
The function is increasing as the curve approaches the turning point.
The function is decreasing as the curve approaches infinity after the turning point.
Therefore, the intervals where the function is increasing and decreasing are:
Increasing: (-∞, 3)Decreasing: (3, ∞)Note: x = 3 is not included in the intervals, as the curve is not increasing or decreasing when x = 3. There is a turning point (stationary point) at x = 3 which means the slope is zero as this point. Therefore, the function is not increasing or decreasing when x = 3.
What kind of circumstances would lead you to writing a function versus using a loop?
When utilising a loop, you cannot update something in the code or add a new feature. Instead, you use functions. Therefore, if you wish to modify the function you are re-calling, you should use a function rather than a loop.
When should you use a function vs a loop?Similar to how a loop represents a piece of code that we want to run repeatedly, a function represents a piece of code that may be called at any moment and executed. For example, in the source code's current location, a certain loop construct could only be executed once. A computer function known as a loop repeats a statement or condition based on predetermined boundaries. In all programming languages, the loop function has nearly the same logic and syntax.The primary purpose of the concept of function is to enable code reuse. It can be used for two separate things, such as repeatedly invoking the same function within a programme and allowing users to apply the same function to several contexts after it has been generated.To learn more about function refer to:
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Are 0. 5 - 3(-2x - 1/3 4 8x) and -1. 5(12x 7) equivalent expreion? Show your work
0.5( -3)(-2x - 1/3+ 4 + 8x) and -1.5(12x -7) expressions are not equivalent
given that
first expression = 0.5( -3)(-2x - 1/3+ 4 + 8x) and
second expression =-1.5(12x -7)
In mathematics, an expression or mathematical expression is a finite combination of symbols that is well-formed according to rules that depend on the context. Mathematical symbols can designate numbers (constants), variables, operations, functions, brackets, punctuation, and grouping to help determine order of operations and other aspects of logical syntax.
now we need to solve the first expression
0.5 (-3)(-2x - 1/3+ 4 + 8x)
= 0.5 (-3)(-1/3 + 4 + 6x)
= -1.5(6x + 11/3)
first expression is not equivalent to second expression
0.5( -3)(-2x - 1/3+ 4 + 8x) ≠ 1.5(12x -7)
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What is the value of (−127) − 62 − (−15)?
−174
−50
−204
−80
Answer:
(-127)-62-(-15)
Open the bracket
-127-62+15
Bodmas rule(addition first)
-127-47=-174
Marques is going to invest in an account paying an interest rate of 2% compounded daily. How much would Marques need to invest, to the nearest dollar, for the value of the account to reach $28,000 in 6 years?
Answer:
$24833.83
Step-by-step explanation:
the equation for interest is A=P(1+r/n)^nt
plugging the numbers you have in, 28000=P(1+ .02/365)^ 365(6)
then you get 28000=P(1.000054795)^2190
then divide 28000 by (1.000054795)^2190 to get P alone
P=24833.82779
rounded to the nearest dollar would be $24833.83
Please answer this and explain it
The above computation is called a Long Division Method of carrying out Mathematical Division.
What is the explanation of the above Long Division Solution?The original question form above requires that the student divides 896 by 29. When using the long division method, 896 is called the Dividend while 29 is the Divisor.
30 is the Quotient while 26 is the remainder. Thus, 896 divided by 29 will yield 30 with a remainder of 26.
The way it works is:
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reflection across x = 4
F(3,-5), C(3,-4), P(5,-4)
Given:
Points F(3,-5), C(3,-4), P(5,-4)The triangle FCP is reflected across the line x = 4.
See the attached with both FCP and F'C'P' triangles shown.
The x-coordinates are 1 unit apart from the x = 4 line, hence the new coordinates are 2 units less or greater than the original one and the y-coordinates remain as is.
Reflected points:
F(3, -5) → F'(5, - 5)C(3, - 4) → C'(5, - 4)P(5, - 4) → P'(3, - 4)Answer:
F' = (5, -5)
C' = (5, -4)
P' = (3, -4)
Step-by-step explanation:
When an object is reflected over a vertical line, the x-value changes but the y-value does not change.
To reflect points across x = 4, determine the distance of the x-value of each of the points to the line of reflection by subtracting 4 from the x-values:
F: 3 - 4 = -1C: 3 - 4 = -1P: 5 - 4 = 1Point F is located 1 unit to the left of the line of reflection. Therefore, the reflection of this point is 1 unit to the right of the line of reflection. So the reflection of point F is 2 units to the right of point F:
F' = (3+2, -5) = (5, -5)As point C has the same x-value as point F, the x-value of its reflection in the line of reflection will be the same as point F:
C' = (3+2, -4) = (5, -4)Finally, point P is located 1 unit to the right of the line of reflection. Therefore, the reflection of this point is 1 unit to the left of the line of reflection. So the reflection of point P is 2 units to the left of point P:
P' = (5-2, -4) = (3, -4)Why must the base of a logarithm be a positive real number not equal to 1?
The base of a logarithm must be a positive real number and not equal to 1 because logarithms are defined as the inverse operation of exponentiation. The base must be a positive real number to be able to raise it to the power of the argument and not equal to 1 to get a meaningful result.
The base of a logarithm represents the number that is being raised to a certain power to produce the argument of the logarithm. If the base of a logarithm is not a positive real number, it is not possible to perform this inverse operation.
For example, if the base of a logarithm is 0, it would mean that the argument of the logarithm is being raised to the power of 0, which is always 1. Therefore, the logarithm would be 0 for any argument, which does not provide any useful information.
The base of a logarithm must be a positive real number and not equal to 1 because it is not possible to raise 1 to any power to produce any value other than 1. Therefore, a logarithm with base 1 is not a meaningful concept.
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pls send the correct answer answer
they're similar because the triangles are having the same set of angles
What is the exponential value?
The exponential value of a number is equivalent to the number which is multiplied by itself a particular set of times.
When we represent a number in the exponential form then we can say that its power has been raised by an exponent. The exponential form is an easier way of representing repeated multiplication involving base and exponents.
The number which is multiplied by itself is called the base and the number of times it is to be multiplied is the exponent.
For example, If we have to write the exponential form of a×a×a×a×a, we can write it as a base and the number of a's as the power that is
a×a×a×a×a = a⁵
Where
a is the base
5 is the power of a
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Word Problems Involving Real Numbers (Rational Numbers)
Solve for the following. Show your solution.
1. Paul spent 3
1/2
hours doing her assignment. Lorence did his assignment for
1 and 2/3 times as many hours as Paul did. How many hours did Lorence spend doing
3
his assignment?
2.
How many thirds are there in six-fifths?
3.
Hanna donated 2/5
of her monthly allowance to the landslide survivors. If her
monthly allowance is 500 aed, how much did she donate?
i will give brainliest if you answers fast
You are not going out of the same time for the same thing
Step-by-step explanation:
Uhgvhddfd dtcgxgstdd fhfgyfeywc
Gjufchhjjjjujch
Find the olution of the quadratic equation 3x2−x8=03x 2 −x8=03, x, quared, minu, x, plu, 8, equal, 0
The solution of the given quadratic equation is x = 1/3 or -3.
The given quadratic equation is 3x^2 + 8x - 3 = 0.
Multiplying the coefficient of the first term and the last term, we get:
3 x 3 = 9
Factors of 9 are:
1 and 9
3 and 3
We choose 1 and 9 as these factors, when subtracted give us the middle term.
Hence, we can write 3x^2 + 9x - x - 3 = 0
3x (x+3) -1 (x+3) = 0
(3x -1) (x+3) = 0
x = 1/3 or -3
The question is incomplete, the complete question is:
Find the solution of the quadratic equation 3x^2 + 8x - 3 = 0.
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What is the formula of image of a point?
The formula for the image of a point (x, y) after a transformation is (x', y'), where: x' = a*x + b*y + e , y' = c*x + d*y + f , a, b, c, d, e, and f are constants that depend on the type of transformation being applied.
1. The formula for the image of a point (x, y) after a transformation is (x', y'), which means that the image of the point (x, y) will be another point (x', y') after the transformation.
2. The coordinates (x', y') of the resulting point are determined by constants a, b, c, d, e, and f, which depend on the type of transformation being applied.
3. The constants a, b, c, d, e, and f are used to calculate the coordinates of the resulting point using the following formulas:
x' = a*x + b*y + e
y' = c*x + d*y + f
4. In these formulas, x and y are the coordinates of the original point, and x' and y' are the coordinates of the resulting point. The constants a, b, c, d, e, and f are determined by the type of transformation being applied.
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Which of the following is the measure of the largest angle in the triangle shown? a. 36° b. 80° c. 95° d. 100°
Answer: 19x + 7x + 10x = 180°
36x = 180
x = 5°
largest angle = 19 * 5 = 95°
Step-by-step explanation:
Find the length of side xx in simplest radical form with a rational denominator.
Answer:
x = √22
Step-by-step explanation:
This is a right triangle.
In right triangles the sum of square value of legs is equal to the square value of hypotenuse:
Since this is also an isosceles triangle, both legs are √11.[tex]( { \sqrt{11}) }^{2} + ( \sqrt{11} {)}^{2} = {x}^{2} [/tex]
The second power of √11 = 11[tex]11 + 11 = {x}^{2} [/tex]
Find the root of both sides√22 = x
Answer this question, and I will give you brainlist!
Answer:THe answer whould be 3
Step-by-step explanation:
Hello. I have an inverse function question that I cannot figure out. Please help!!
Answer: simplify the answer
Step-by-step explanation:
Ann has 5,634 beads and wants to place the same number of beads in each of 9 storage boxes. Which of the following will help determine if 5,634 is divisible by 9?
A. 5,634 is an odd number and divisible by 3, so 5,634 is divisible by 9.
B. 5,634 is an even number, so 5,634 is not divisible by 9.
C. 5 + 6 + 3 + 4 = 18 and 18 is divisible by 9, so 5,634 is divisible by 9.
D. 34 is not divisible by 9, so 5,634 is not divisible by 9.
PLEASE HELP!!!
The option C, 5 + 6 + 3 + 4 = 18 and 18 is divisible by 9, so 5,634 is divisible by 9 helps to determine that 5,634 is divisible by 9.
What are Divisibility Rules?Divisibility rules are certain rules for each number to check whether a number is divisible by a certain number or not.
Here Ann has 5,634 number of beads.
She wants to place the beads in 9 storage boxes such that each box contains same number of beads.
For that, we have to divide 5634 by 9.
Check the divisibility of 5634 in 9.
Divisibility rule of 9 is that if the sum of the digits of a number is divisible by 9, then the given number itself is divisible by 9.
5 + 6 + 3 + 4 = 18
18 is divisible by 9.
So 5634 is divisible by 9.
Hence 5634 is divisible by 9 because of option C.
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Can a graph have 3 roots?
All odd-degree polynomials have at least one real root; a cubic function has one to three real roots, which may or may not be distinct. A cubic function's graph always has one inflection point.
A cubic equation could have three real roots, similar to how a quadratic equation could have two. However, a cubic equation always has at least one real root, unlike a quadratic equation, which may not have any real solutions.
The x-intercepts of a function are its roots. The y-coordinate of a point on the x-axis is always zero. As a result, we set f (x) = 0 and solve the equation to discover the roots of a quadratic function.
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12aª²b²+ llab-5 with the solutions
Answer:
5127658756789587;'70
Julie opens a retirement account, starting with 1,300, that earns an annual
interest rate of 4.5%, compounded annually. What is Julie’s account balance
after 15 years? Round your answer to the nearest dollar.
Use A = P(1 + r)t
Answer:
$20377.50
Step-by-step explanation:
A = P(1 + r)t
P = 1300
r = 4.5% = 0.045
t = 15 years
Let's solve
A = 1300(1 + 0.045)15
A = 1300(1 .045)15
A = $20377.50
There are 30 students in a class. Today, 26 students are present. Choose an equation to show how many students are absent.
Responses
26+a=30, a=4; 4 students are absent.
26 plus A is equal to 30, , A is equal to 4, ; , 4 students are absent.,
26+30=a, a=56; 56 students are absent.
26 plus 30 is equal to A, , A is equal to 56, ; , 56 students are absent.,
a−26=30, a=56; 56 students are absent.
A minus 26 is equal to 30, A is equal to 56; 56 students are absent.
26−a=30, a=4; 4 students are absent.
The equation that represents the number of absent students is:
30 - 26 = a
so a = 4, there are 4 absent students.
Which equation shows how many students are absent?We know that there are 30 students in a given class, and particularly, today there are 26 students present.
We want to find an equation that gives the number of students absent, and that would be equal to the difference between the total number of students (30) and the number of present students (26)
Then we will get the equation:
30 - 26 = a
Solving that we get:
30 - 26 = a
4 = a
There are 4 absent students.
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Need help with this please and thank you!!!!
The equation of the graph is y=x+1.
What is Slope of Line?The slope of the line is the ratio of the rise to the run, or rise divided by the run. It describes the steepness of line in the coordinate plane.
The slope intercept form of a line is y=mx+b, where m is slope and b is the y intercept.
The slope of line passing through two points (x₁, y₁) and (x₂, y₂) is
m=y₂-y₁/x₂-x₁
The two points from the graph are (1,2) and (2, 4).
m=2/2=1
We have to find the y intercept.
2=1(1)+b
b=1
The slope intercept form is y=x+1
Hence, the equation of the graph is y=x+1.
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solve for x
please help :,)
Answer:
x = 24
Step-by-step explanation:
you can match angle R with angle A to get the equation 3x-2 = 70
3x = 72
x = 24
You're standing on the ground 86 meters away from the bottom of a tall tower. The tower itself is 320 meters tall. What is the angle elevation as you look
up to the very top of the tower? Round your answer to the nearest tenth.
Type your answer....
Answer:
[tex]75.0^{\circ}[/tex]
Step-by-step explanation:
Let the angle of elevation be [tex]\theta[/tex].
[tex]\tan \theta=\frac{320}{86} \\ \\ \theta=\tan^{-1} \left(\frac{320}{86} \right) \\ \\ \theta \approx 75.0^{\circ}[/tex]
factorise x^2-2x-48.
Answer: (x+6) (x-8)
Step-by-step explanation:
x^2-2x-48
x^2+6x-8x-48
x*(x+6) -8(x-6)
(x+6) (x-8)
Kumar
' age i
four time
that of
Ali
'. After
14
year
Kumar
will be
twice
a old a
Ali. What are their preent age?
The present age of Ali is 14 years old and the present age of Kumar is 7 years old.
Ali: 14 years old
Kumar: 7 years old
Kumar's age is four times the age of Ali. This means that when Ali is 14 years old, Kumar is 4 x 14 = 56 years old. But then the question states that after 14 years, Kumar will be twice as old as Ali. This means that after 14 years, Kumar will be 14 + 14 = 28 years old, and Ali will be 14 + 14 = 28 years old. This means that their present ages are 14 years old (Ali) and 7 years old (Kumar).
The present age of Ali is 14 years old and the present age of Kumar is 7 years old.
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What is the value of q − 6 if q = −16?
−22
−10
10
22
The expression by subtracting 6 from −16, which gives us: q - 6 = -22.
What is expression?
In mathematics, an expression is a combination of numbers, symbols, and operators (such as +, -, *, /) that represent a mathematical relationship or value.
The problem is asking us to find the value of q − 6 when q is equal to −16. To do this, we need to substitute −16 for q in the expression q − 6, which gives us:
q - 6 = (-16) - 6
We then simplify the expression by subtracting 6 from −16, which gives us:
q - 6 = -22
So, the value of q − 6 when q = −16 is −22. This means that if we had a number line and plotted −16 on it, then moved 6 units to the left, we would land on the number −22.
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Order the numbers from least to greatest: 0.82, 0.8, 0.83 repeating.
Answer: 0.83,0.82,0.8
Constant variance is the assumption of regression analysis that the standard deviation and variance of the residuals are constant for all the values of variables that are independent.
Constant variance is the assumption in regression analysis that the standard deviation and variance of the residuals are constant for all values of the independent variables.
Constant variance is the assumption in regression analysis that the standard deviation and variance of the residuals are constant for all values of the independent variables.
Homogeneity of variances means the assumption that the variances of the random variables are constant. This homoscedasticity (that is, constant variances) assumption can be tested using the same diagnostics used for linear regression models.
All data usually consist of the dependent variable and the independent variable itself. Constant variance is about many linear regression assumptions. For example, if you have 325 rows, there should be at least one variance, possibly a constant. The next question is how to compare variables with appropriate variances. The basic fact is that when plotting between a single value and a predicted value, the resulting variance should be constant for the prediction error value.
Var(μ) = E(μ)² = constant
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