Answer:
The correct options are;
A) It can provide better estimates than s simple random sample
B) The researcher needs some knowledge of the population in terms of characteristics relevant to the study
E) Creating strata of similar individuals reduces variability
Step-by-step explanation:
In order to reduce the variance in the population being studied the stratified sampling technique is used which consists of separating the given sample from the population into different strata based on known characteristics and finding out the result of the experiment in each strata. Each strata posses a common or shared attribute such as educational level or total level of income.
The statements that apply to stratified random sampling are;
A) It can provide better estimates than a simple random sample.
B) The researcher needs some knowledge of the population in terms of characteristics relevant to the study.
D) Creating strata of similar individuals to sample from reduces variability.
E) It can be difficult to obtain with a very large population.
Stratified random sampling is a method of sampling from a population that involves dividing the entire population into homogeneous groups that called strata.
The way it is done is that a random sample from each stratum is usually taken in a number that proportional to the size of the stratum if we compare it to the population size.
From the definitions above, the options that apply are, A, B, D and E.
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Does the point (1,2) lie on the locus whose equation is 2x+4y = 10?
Answer:
Yes, the point lies on the line.
Step-by-step explanation:
Given coordinate of the locus = (1,2)
Equation of the line 2x+4y = 10
Unknown:
Does the given coordinate lie on the line?
Solution:
The equation given is that of a straight line. To solve this problem, we simply plug the coordinates of the point back into the equation and check if solves it.
x = 1 and y = 2;
2x+4y = 10
So;
2(1) + 4(2) gives 2 + 8 = 10
Yes, the point lies on the line.
The formula to convert °F to °C is C = C equals StartFraction 5 Over 9 EndFraction left-parenthesis F minus 32 right-parenthesis.(F – 32).
Convert 50°C to °F.
Answer:
122
Step-by-step explanation:
4 more then a number squared? expression form
Answer:
4 + x²
Step-by-step explanation:
Given problem:
4 more then a number squared
Problem:
Give the expression form;
Solution:
Let the number x;
So;
4 more than x squared:
4 + x²
Check all fractions equivalent to 2⁄8.
Check all that are true.
1⁄2
1⁄6
4⁄16
1⁄4
4⁄12
x-(x(x-y to the power of 3)) ; use x=9 and y=1
Answer:
-4599
Step-by-step explanation:
x-(x(x-y)^3) , x=9, y=1
=9-(9(9-1)^3)
=9-(9(8)^3)
=9-(9*512)
=9-4608
= -4599
3/5 ÷ 1 1/4. plz help
Answer:
12/25 (0.48 in decimal form)
Step-by-step explanation:
3/5 divided by 1 1/4
Make 1 1/4 an improper fraction:
1 1/4 = 5/4
Now we flip 5/4 (the second fraction) when we divide and then multiply it by the first fraction.
Our equation now:
3/5 x 4/5
After multiplying across, you get 12/25 (0.48 in decimal form).
Hope this helps!
at the beginning of grade 6 the number of advanced math to the number of regluar math students was 3:8 however after taking placement tests students were moved around chaning the ratio of the number of advanced math students to the number of regluar math students was 4:7 how many student students started in reglaur math and advanced math if there were 92 students in advanced math after the placement test. Please tell me how to do this on a tape diagram
Answer:
There were 69 students in advanced math and 184 students in regular math before the placement tests
Step-by-step explanation:
The correct question
At the beginning of 6th grade, the ratio of the number of advanced math students to the number of regular math students was 3:8. However, after taking placement tests, students were moved around changing the ratio of the number of advanced math students to the number of regular math students to 4:7. How many students started in regular math and advanced math if there were 92 students in advanced math after the placement tests?
Let
x ----> the number of advanced math students
y ----> the number of regular math students
we know that
At the beginning of grade 6
----> equation A
After taking placement tests
----> equation B
----> equation C
Remember that
The total number of students at the beginning of grade 6 is the same that the number of students after taking placement tests
step 1
Find out the total number of students after taking placement tests
we have
----> equation B
----> equation C
substitute the value of x in equation B and solve for y
The total number of students after taking placement tests is
step 2
Find out how many students started in regular math and advanced math
we have that
At the beginning of grade 6
----> equation A
-----> equation D
Solve the system of equations by graphing
The solution is the intersection point both graphs
using a graphing tool
The solution is the point (69,184)
see the attached figure
therefore
There were 69 students in advanced math and 184 students in regular math before the placement tests
Answer:
:o
Step-by-step explanation:
Solve for k.
4.5 + 1.5k = 18 - 3k
Answer:
k = 3
Step-by-step explanation:
Given
4.5 + 1.5k = 18 - 3k ( add 3k to both sides )
4.5 + 4.5k = 18 ( subtract 4.5 from both sides )
4.5k = 13.5 ( divide both sides by 4.5 )
k = 3
Answer:
[tex]k=3[/tex]
Step-by-step explanation:
[tex]4.5+1.5k=18-3k[/tex]
Subtract 4.5 to both sides
[tex]15k=13.5-3k[/tex]
Add 3k to both sides
[tex]4.5k=13.5[/tex]
Divide both sides by 4.5 to get k alone
[tex]\frac{4.5k}{4.5} =\frac{13.5}{4.5}[/tex]
[tex]k=3[/tex]
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Last week, Shelly tode her bike a total of 30 miles over a three-day period.
On the second day, she rode the distance she rode on the first day.
On the third day, she rode the distance she rode on the second day.
rts
How many miles did Shelly ride on each day? Select your answers from the drop-down lists.
On the first day, Shelly rode
miles.
On the second day, Shelly rode
miles.
ols
On the third day, Shelly rode
miles.m
Answer:
Step-by-step explanation:
ON THE FIRST DAY, SHELLY RODE 12 MILES
X+4y=8 identify the x intercept
Answer: (8, 0)
Step-by-step explanation:
X intercept is when y = 0
[tex]x+4*0=8\\x=8[/tex]
what is 8.8x10^5 in standard notation?
Answer:
880,000
Step-by-step explanation:
Move the decimal in 8.8 five places to the right.
Write an algebraic expression for the area of the conference room
Answer:
I like yo cut gggggggggggg
Sylvie and Bono hiked to the 6,288-ft summit of Mount Washington, then hiked to Carter Notch Hut for the night. Carter Notch Hut is located at an elevation of 3,288 ft. A number line going from negative 4000 to positive 4000 in increments of 1000. Which point represents the change of elevation in feet on the hike from the summit to Carter Notch Hut? –4000 –3000 3000 4000
Answer:
- 3000 feets
Step-by-step explanation:
Given that:
Elevation at the summit of Mount Washington = 6288 ft
Elevation of Carter Notch Hut = 3,288 feets
The change of elevation in feets on the hike from summit to Carter Not hut:
Difference in elevation:
Summit at Mount Washington - Carter notch hut
6288 ft - 3288 ft
Change in elevation. = 3000 fts
Since the change decreased from 6288 to 3288, the elevation is downward and hence, negative = - 3000 feets
Answer:
b
Step-by-step explanation:
Graph the exponential function.
f(x) = 4^x
Plot five points on the graph of the function. Then click on the graph-a-function button.
Exponential Function doesn't have a graph that intercepts x-axis only if it is f(x) = a^x (when a>0 and a ≠ 1)
If you want to plot five points to graph the function then. I'd rather do from negative number to positive number.
Substitute from -3≤x≤1 (We get 5 points)
f(-3) = 4^-3
f(-3) = 1/4^3
f(-3) = 1/64 (First point) (-3,1/64)
f(-2) = 4^-2
f(-2) = 1/4^2 = 1/16 (Second point) (-2,1/16)
f(-1)=4^-1 = 1/4 (Third point) (-1, 1/4)
f(0) = 4^0 = 1 (Fourth point) (0, 1)
f(1) = 4^1 = 4 (Fifth point) (1,4)
If sydney answer 15 questions in the first section correctly what is the minimum number of questions she must have answered correctly in the second section
Answer:
8 Is correct on EDGE 2020
Step-by-step explanation:
Just took the test and got it right
The question was incomplete. Below you will find the missing content.
The questions on the first section on a test value 3 points and the questions in the second section carries 5 points. if sydney answer 15 questions in the first section correctly what is the minimum number of questions she must have answered correctly in the second section.And the maximum points she scored is 80.
Answer:
Sydney must have answered at least 8 answers in the second section.
Concept
What is Inequality?
Inequality is a condition which compare algebraic expression using greater than(>), less than(<) symbols. It also shows values greater than equal to(≥), less than equal to(≤) and not equal to(≠) signs to solve the equation.
let x represent the number of correct questions in the first section, and let y represent the number of correct questions in the second question.Therefore the inequality representing her score is 3x + 5y > 80
Solution:
Following the inequality 3x+5y>80, 3x represents sydney's score in the first section which is equal to 3ₓ15 = 45
Now she needs to solve 8 questions in the second section to score
5 ₓ 8 = 40 for the inequality to be maintained.
i.e 3 ₓ 15 + 5 ₓ 8 > 80
45 + 40 > 80
85 > 80
If she solves 7 questions in the second section then the total score will be 45 + 45 ⊅ 80
Therefore sydney answers 8 questions correctly in the second section.
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A cubic meter (m³) is ________. a cubic centimeter (cm³).
a.equal to
b.smaller than
c.larger than
d.diferent form
Answer:
It would be larger than
Step-by-step explanation: hope this helps
Leah bought a dress for the school dance that was priced ar $98.25. If the sales tax is 7.25%, how much money is added to the price?
Answer:
105.37
Step-by-step explanation:
HELP ASAP
Jason has $2.25 worth of dimes and quarters. He has twice as many dimes as quarters. Determine the number of dimes and the number of quarters that Jason has.
Answer:
Step-by-step explanation:
let the number of dimes=x
and number of quarters=y
x=2y
0.10 x+0.25 y=2.25
or 10x+25y=225
divide by 5
2x+5y=45
2 ×2y+5y=45
4y+5y=45
9y=45
y=45/9=5
x=2y=2×5=10
Hence dimes=10
quarters=5
You and your friend share a paper route. You can deliver 4 papers in one minute and your friend can deliver 3 papers in one minute. Seventy-five papers have to be delivered each day on the route. Let n be the number of papers you deliver. A) use the verbal model to write an equation that you can use to find out how long it will take the two of you working together to deliver the papers.
Answer:
[tex]n\times \frac{1}{4}+(75-n)\times \frac{1}{3}[/tex]
Step-by-step explanation:
Given that:
4 papers are delivered by first person in one minute.
Rate of delivering one paper
or
Time taken to deliver one paper can be calculated by the formula:
[tex]\dfrac{\text{Total Time taken}}{\text{Number of papers delivered}}[/tex]
Time taken to deliver one paper by first person = [tex]\frac{1}{4}[/tex]
3 papers are delivered by second person in one minute.
Time taken to deliver one paper by second person = [tex]\frac{1}{3}[/tex]
Total number of papers = 75
Number of papers delivered by first person = [tex]n[/tex]
So, number of papers delivered by second person = ([tex]75-n[/tex])
Time taken to deliver [tex]n[/tex] newspapers = Number of newspapers delivered multiplied by Time taken to deliver one newspaper
Time taken by first person = [tex]n\times \frac{1}{4}[/tex]
Time taken by second person = [tex](75-n)\times \frac{1}{3}[/tex]
So, Total time taken can be written as:
[tex]n\times \frac{1}{4}+(75-n)\times \frac{1}{3}[/tex]
Find x and y in each figure.
Answer:
[tex]by \:alternate \: interiar \: angle \: \\ (8y + 2) + (25y - 20) = 180 \\ 8y + 2 + 25y - 20 = 180 \\ 33y - 18 = 180 \\ 33y = 180 + 18 \\ 33y = 198 \\ y = 6 \\ \\ now \\ by \: \: linear \: pair \: \\ 10x + 8y + 2 = 180 \\ 10x + 48 + 2 = 180 \\ 10x = 180 - 50 \\ 10x = 130 \\ x = 13[/tex]
so finallyX=13and y=6-------------------------Simplify the expression.
7/4÷(3/2)
7/4 ÷ (3/2)
=7/4 × (2/3)
=(7×2)/(4×3)
=14/12
=(14÷2)/(12÷2)
=7/6
=1 1/6
5. 27a3+216b3 ???
tomorrow is the submission :(
Answer:
(3a +6b) (9a² - 18ab + 36b²)
Step-by-step explanation:
27 = 3 * 3 * 3 = 3³
216 = 6 * 6 * 6 = 6³
a³ + b³ = (a + b)(a² - ab + b²)
27a³ + 216b³ = (3a)³ + (6b)³
= (3a + 6b)( (3a)² - 3a*6b + (6b)² )
= (3a +6b) (9a² - 18ab + 36b²)
I need help with these I also would like it if you showed your work.
Answer:
1. n=11 2. n=5 3. n=15 4. n=4 5. n=4 6. n=27
Step-by-step explanation:
1. Subtract 2 from 13 to get your answer of 11
2. Divide 15 by 3 to get your answer of 5
3. Multiply both sides by 3 to cancel out the division of 3 and you'll get 30, then divide both sides by 2 to get your answer of 15
4. Add 5 to both sides to cancel out the negative 5 and you'll get 4
5. Subtract 3 from both sides to cancel out the 3 and you'll end up with 2n=8, then you wanna divide both sides by 2 to get your final answer of 4
6. Add 2 to both sides to cancel out the negative 2 and you'll be left with 1/3n=9, next you wanna multiply both sides by 3 to cancel out the 1/3 and you'll get your final answer of 27
If f(x) = 3x – 7 and g(x) = -x, what is
the value of f(g(2))?
Answer:
C. -19
Step-by-step explanation:
take 2 plug it into g(x)=-x^2 that gives you -4 take that number and plug it into f(x)=3x-7 that gives you -19
Answer:
C) -19
Step-by-step explanation:
Step 1: Define
f(x) = 3x - 7
g(x) = -x²
Step 2: Find g(2)
g(2) = -(2)²
g(2) = -4
Step 3: Find f(g(2)) or f(-4)
f(-2) = 3(-4) - 7
f(-2) = -12 - 7
f(-2) = -19
Consider the equation and its solution. 8 (x minus 2) = 64. 8 x minus 16 = 64. 8 x = 80. X = 10. Which property is used in the last step to find that x = 10? Distributive property addition property of equality subtraction property of equality division property of equality
Answer:
Division property of equality
Step-by-step explanation:
Consider the equation and its solution. 8 (x minus 2) = 64.
8 x minus 16 = 64.
8 x = 80.
x = 10.
Which property is used in the last step to find that x = 10
The property used in the last step to find that x = 10 is called the DIVISION PROPERTY OF EQUALITY
The Division property of equality states that , when two sides of a quadratic equation are divide by the same integer that is greater than zero, both sides will be equal to one another
Let c be the integer greater than zero
ac = bc
Divide both sides by c
a = b
From the above question
8 x = 80
This is also written as:
8x = 8 × 10
Division property of equality
Divide both sides by 8
Hence,
x = 10
Answer:
division property of equality
Step-by-step explanation:
since the equation before our answer was a multiplication equation, you must counteract that with the division property of equality.
The equation of y-axis is of the form
Answer:
x=0
Step-by-step explanation:
The equation of the y axis corresponds to the equation of every point that lies and constitute the y-axis. As the horizontal distance from every point lying on the y-axis with the main y-axis remains 0, hence, its abscica (x-coordinate) also will be zero.
Hence, x=0
Simplify. Express your answer as a single fraction in simplest form.
9v/4v- (w - 2)
Solve 5(x + 3) = 3x - 4
Show clear algebraic working,
Answer:
5(x + 3) = 3x - 4
=> (5 * x ) + (5 * 3) = 3x - 4
=> 5x + 15 = 3x - 4
=> 5x = 3x - 4 - 15
=> 5x - 3x = -4 - 15
=> 2x = -19
=> x = -19/2
=> x = -9.5
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Rectangle A measures 8 inches by 5 inches. Rectangle B is a scaled copy of Rectangle A. Select all the measurement pairs that could be the dimensions of Rectangle B. 1. 4 inches by 2.5 inches 2. 15 inches by 10 inches 3. 24 inches by 15 inches 4. 9 inches by 6 inches
Answer:
C. 24 inches by 15 inches
Step-by-step explanation:
Given
[tex]Rectangle: 8\ by\ 5\ inches[/tex]
Required
Determine the scale copies
To do this, we calculate the ratio.
[tex]Ratio = \frac{Actual}{Measured}[/tex]
Analyzing A.
Sides: 1.4 by 2.5 inches
We start by calculating ratio of each sides;
Length:
[tex]Ratio =\frac{8}{1.4}[/tex]
[tex]Ratio = \frac{40}{7}[/tex]
Width:
[tex]Ratio = \frac{5}{2.5}[/tex]
[tex]Ratio = 2[/tex]
Analyzing B.
Sides: 15 inches by 10 inches
Length
[tex]Ratio = \frac{8}{15}[/tex]
Width:
[tex]Ratio = \frac{5}{10}[/tex]
[tex]Ratio = \frac{1}{2}[/tex]
Both ratios are not equal
Analyzing C.
24 inches by 15 inches
Length
[tex]Ratio = \frac{8}{24}[/tex]
[tex]Ratio = \frac{1}{3}[/tex]
Width:
[tex]Ratio = \frac{5}{15}[/tex]
[tex]Ratio = \frac{1}{3}[/tex]
Both ratios are equal
Analyzing D.
Sides: 9 inches by 6 inches
Length
[tex]Ratio = \frac{8}{9}[/tex]
Width
[tex]Ratio = \frac{5}{6}[/tex]
Both ratios are not equal
Option C answers the question because both ratio are equal
a body of mass 10kg acted upon by a force of 40N for 0.5secs. Find the:(i)impulse on the body. (ii)final speed of the body. (iii)distance covered within the time interval.
Step-by-step explanation:
20n 20394848484848575
The impulse on the body is 20 kg-m/s, the final speed of the body is 2m/s, and the distance covered within the time interval is 0.5m.
What is Force?Force is the strength applied on an object with mass to change its state of motion.
The mass of the body is 10kg.
The force applied on the object is 40N.
The time for which the force is applied is 0.5 sec.
The impulse on the body is calculated by,
Impulse = Force * Time
Impulse = 40 * 0.5
Impulse = 20 kg-m/s
The final speed of the body is given by
v = u + at
Assuming the initial speed = 0
v = at
Acceleration = Force / mass
Acceleration = 40/10
a = 4 m/s²
v = 4 * 0.5
v = 2 m/s
The distance covered within the time interval is given by,
s = ut + (1/2) at²
s = (1/2) at²
s = (1/2) 4 * 0.5 *0.5
s = 0.5 m
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