A simple random sample of ten people is taken from the set of all registered voters in a given district to determine their average age. Which of the following is a reason why you can not make a statistical inference on the population? The sample size is not appropriate. The population isn’t given to be approximately normal. The sample size isn’t given to be normal. The wrong sampling method was used.

Answer:

pi=3.14

Step-by-step explanation:

3.14

Answer:

You’ve studied and now you’re geared up for the ACT math section (whoo!). But are you ready to take on the most challenging math questions the ACT has to offer? Do you want to know exactly why these questions are so hard and how best to go about solving them? If you’ve got your heart set on that perfect score (or you’re just really curious to see what the most difficult questions will be), then this is the guide for you.

We’ve put together what we believe to be the most 21 most difficult questions the ACT has given to students in the past 10 years, with strategies and answer explanations for each. These are all real ACT math questions, so understanding and studying them is one of the best ways to improve your current ACT score and knock it out of the park on test day.

Brief Overview of the ACT Math Section

Like all topic sections on the ACT, the ACT math section is one complete section that you will take all at once. It will always be the second section on the test and you will have 60 minutes to completed 60 questions.

The ACT arranges its questions in order of ascending difficulty. As a general rule of thumb, questions 1-20 will be considered “easy,” questions 21-40 will be considered “medium-difficulty,” and questions 41-60 will be considered “difficult.”

The way the ACT classifies “easy” and “difficult” is by how long it takes the average student to solve a problem as well as the percentage of students who answer the question correctly. The faster and more accurately the average student solves a problem, the “easier” it is. The longer it takes to solve a problem and the fewer people who answer it correctly, the more “difficult” the problem.

(Note: we put the words “easy” and “difficult” in quotes for a reason—everyone has different areas of math strength and weakness, so not everyone will consider an “easy” question easy or a “difficult” question difficult. These categories are averaged across many students for a reason and not every student will fit into this exact mold.)

All that being said, with very few exceptions, the most difficult ACT math problems will be clustered in the far end of the test. Besides just their placement on the test, these questions share a few other commonalities. We'll take a look at example questions and how to solve them and at what these types of questions have in common, in just a moment.

But First: Should You Be Focusing on the Hardest Math Questions Right Now?

If you’re just getting started in your study prep, definitely stop and make some time to take a full practice test to gauge your current score level and percentile. The absolute best way to assess your current level is to simply take the ACT as if it were real, keeping strict timing and working straight through (we know—not the most thrilling way to spend four hours, but it will help tremendously in the long run). So print off one of the free ACT practice tests available online and then sit down to take it all at once.

Once you’ve got a good idea of your current level and percentile ranking, you can set milestones and goals for your ultimate ACT score. If you’re currently scoring in the 0-16 or 17-24 range, your best best is to first check out our guides on using the key math strategies of plugging in numbers and plugging in answers to help get your score up to where you want it to. Only once you've practiced and successfully improved your scores on questions 1-40 should you start in trying to tackle the most difficult math problems on the test.

If, however, you are already scoring a 25 or above and want to test your mettle for the real ACT, then definitely proceed to the rest of this guide. If you’re aiming for perfect (or close to), then you’ll need to know what the most difficult ACT math questions look like and how to solve them. And luckily, that’s exactly what we’re here for.

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Ready, set...

21 Hardest ACT Math Questions

Now that you're positive that you should be trying out these difficult math questions, let’s get right to it! The answers to these questions are in a separate section below, so you can go through them all at once without getting spoiled.

#1:

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#2:

body_ACT_0506_-_59

#3:

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#4:

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#5:

body_ACT_0809_-_55-1

#6:

body_ACT_0809_-_56

#7:

body_ACT_0809_-_57-1

#8:

body_ACT_0809_-_60

#9:

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#10:

body_ACT_1112_-_45

#11:

body_ACT_1112_-_51-1

#12:

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#13:

body_ACT_1112_-_53

#14:

body_ACT_1112_-_58

#15:

body_ACT_1314_-_55-1

#16:

body_ACT_1314_-_59

#17:

body_ACT_1516_-_43

#18:

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#19:

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#20:

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#21:

body_ACT_1516_-_58-1

Step-by-step explanation:

The true statements about the equation y = 1.4x are

Linear equations are equations that have constant average rates of change. Note that the constant average rates of change can also be regarded as the slope or the gradient

The equation is given as:

y = 1.4x

The above equation is a proportional linear equation.

This is so because proportional linear equations are represented as;

y = mx

Where m represents the unit rate of change

So, we have:

m = 1.4

Rewrite as:

m = 14/10

Simplify

m = 7/5

When x = 2, we have:

y = 1.4 * 2

Evaluate

y = 2.8

Hence, the true statements about the equation y = 1.4x are (a), (b) and (d)

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Answer:

150 (i think)

Step-by-step explanation:

Answer:

y intercept= (0, 8)

Step-by-step explanation:

x       y

-3     10

-2     4

-3/4 41/4

0     8

1     -2

The value of x for this problem is given as follows:

x = 5.

Hence the angle measures are given as follows:

We have that angles A and D are congruent for this problem, meaning that they have the same measure.

Hence the value of x is obtained as follows:

7x - 3 = 5x + 7

2x = 10

x = 5.

Hence the angle measures are given as follows:

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Based on the calculations we have rejected the null hypothesis .

Given,

Standard deviation = $ 45

Random sample = 20

Now,

Part 1

Set the null hypothesis and alternative hypothesis,

\(H_{0} : u = 0\\ H_{0} : u > 606.40\)

Part 2

The value of z critical signifies 5% level of significance .

\(Z_{0.05} = 1.65\)

According to critical value if z after calculation is greater than or equal to 1.65 we reject the null hypothesis .

Part 3

The value of Z can be calculated by the formula,

Z = X - µ/σ/√n

Substitute the values ,

Z = 628.85 - 606.40/45/√20

Z = 1.93

Part 4

From the above calculation the value of Z is greater than the critical value .

Thus we reject the null hypothesis .

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Answer:

HiStep-by-step explanation:

J

Answer:

ytyt

Step-by-step explanation:

tyt5667

Using the proportion , the 5% of 60 would be 3.

A proportion is a fraction of a total amount, and the measures are related using a rule of three.

The relations between variables, either direct or inverse proportional, can be built to find the desired measures in the problem.

We are given that the number of 5% of 60.

5% of 60

= 0.05 x 60

= 3

Therefore, the 5% of 60 would be 3.

Using the proportion , the 5% of 60 would be 3.

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A carton of milk with 4 cups left means there are 4 servings remaining, assuming each serving is one cup.

If a carton of milk has 4 cups left and each serving of milk is one cup, it means that there are 4 servings of milk left in the carton.

To determine the number of servings, we can divide the total number of cups by the number of cups per serving. In this case, we divide 4 cups by 1 cup per serving:4 cups ÷ 1 cup/serving = 4 servings

Therefore, there are 4 servings of milk left in the carton.

Alternatively, we can think of it this way: if each serving of milk is one cup, and there are 4 cups left in the carton, we can simply say that there are 4 servings remaining.

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Answer:

The real answer would be (-3,2)

Step-by-step explanation:

Hope This Helps :)

Brainliest......?

Answer:

-3,2

Step-by-step explanation trust me if you want I did it for the points.

The arclength from t=0 to t=pi/4 for the given vector equation of the particle, we need to first find the derivative of r(t) to get the velocity vector, find the magnitude of the velocity vector to get the speed function, and then use the formula for arclength which involves integrating the speed function over the given interval.

To find the arclength of the vector equation r(t) from t=0 to t=pi/4, we first need to find the derivative of r(t) with respect to t. This gives us the velocity vector v(t) which is the rate of change of position with respect to time. We can then find the magnitude of v(t) which represents the speed of the particle at any given time.
Once we have the speed function, we can use the formula for arclength which is the integral of the speed function over the given interval. In other words, we integrate the speed function from t=0 to t=pi/4 to find the distance traveled by the particle.
Without the given vector equation for r(t), we cannot find the speed function or the arclength. However, the general formula for arclength is:
L = ∫|v(t)| dt from t=a to t=b
Where L is the arclength, v(t) is the velocity vector, and a and b are the initial and final times. We can use this formula once we have the vector equation for r(t) and find the speed function by taking the magnitude of the velocity vector.
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Table 4 represents a direct variation function.

What is the direct variation?

A pair of variables that are related when one is a constant multiple of the other. For instance, two variables are said to be in proportion when one affects the other. b = ka is the equation if b is directly proportional to a. (where k is a constant).

Here,

We have given a table and we have to determine which table represents a direct variation function.

A function of direct variation fulfills the following form:

y = kx<br/>

Where,

x: independent variable

y: dependent variable

k: proportionality constant (k> 0)

The value of k is given by:

k = (y₂ - y₁)/(x₂ -x₁)<br/>

Now, we substitute value

k = (12.5 - 5)/(5 -2)<br/>

k = 2.5>0

Hence, table 4 represents a direct variation function.

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Step-by-step explanation:

11/12-?=2/3

11/12-2/3=?

11-8/12=?

3/12

=1/4

Answer:

? = 1/4

Step-by-step explanation:

11 / 12 - ? = 2 / 3

- ? = 2/3 - 11/12

- ? = - 1/4

? = 1/4

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

w = unknown width

We have two copies of w, since we have two parallel width portions, along with two copies of 132 being added to get the perimeter of the rectangle.

perimeter = sum of all sides

p = 132+132+w+w

p = 2w+264

Set this equal to the given perimeter of 346 and solve for w

2w+264 = 346

2w = 346-264

2w = 82

w = 82/2

w = 41

The width of the building is 41 meters

Answer:

(-3,-6)

Step-by-step explanation:

I can't really explain it, sorry about that.

About 2.5 hours or two and a half

A nurse should empty a Hemovac wound suction device when it is half full to ensure proper functioning and prevent discomfort or injury to the patient due to the device becoming too heavy.

The rationale for a nurse to empty a Hemovac wound suction device when it is half full is to ensure the device is functioning correctly and to prevent it from becoming too heavy and potentially causing discomfort or injury to the patient.

When a Hemovac wound suction device is half full, it may start to lose suction, which can result in less efficient drainage of fluid from the wound site. By emptying the device, the nurse can ensure that the device is functioning correctly and that the suction pressure is maintained.

Additionally, allowing the device to become too full can make it heavy and uncomfortable for the patient, potentially causing discomfort or injury to the wound site. Therefore, emptying the device when it is half full can help prevent these complications and ensure that the patient remains comfortable throughout the healing process.

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Michael should expect that the quantity of visitors that will buy more than one costume is  23.

In order to calculate the quantity of expected visitors who will buy more than one costume amongst a projected 1800 attendees next week, we can utilize the proportion between the individuals who purchased multiple costumes and the overall number of people who bought at least a single costume.

3 / 230 = 0.013

We can determine the potential number of multiple costume buyers among the anticipated 1800 visitors by utilizing a straightforward calculation: multiplying the quantity of one-costume purchasers by the ratio of those who obtained more than one costume.

0.013 x 1800 = 23.4

= 23 visitors

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according to question the vector r-s is (19, 4).

To find the vector r-s, we need to subtract the corresponding components of the two vectors. That is:

r - s = (7, 1) - (-12, -3)

= (7 + 12, 1 + 3)

= (19, 4)

what is vector?

In mathematics, a vector is a mathematical object that has both magnitude and direction. Vectors are often represented as arrows in space, with the length of the arrow representing the magnitude of the vector and the direction of the arrow indicating the direction of the vector. Vectors can be added and subtracted to produce new vectors, and can be multiplied by scalars (real numbers) to produce scaled versions of the vector. Vectors have applications in a wide range of fields, including physics, engineering, computer science, and economics.

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Answer:

8/27.

Step-by-step explanation:

To find out which class had the greatest fraction of students who preferred vanilla ice cream, we need to compare the ratios of students who preferred vanilla to the total number of students in each class.

For second period class:

Number of students who preferred vanilla = 725

Total number of students = unknown

Ratio of students who preferred vanilla to total number of students = unknown/unknown = undefined

For fourth period class:

Number of students who preferred vanilla = 8

Total number of students = 27

Ratio of students who preferred vanilla to total number of students = 8/27

For sixth period class:

Number of students who preferred vanilla = 30% of total number of students

Total number of students = unknown

Ratio of students who preferred vanilla to total number of students = 0.3*unknown/unknown = 0.3

Therefore, the fourth period class had the greatest fraction of students who preferred vanilla ice cream, with a ratio of 8/27.

F(x) = 4x & g(x) = 3x are the two functions which the (f o g)(x) was equal to "12x".

Legislation, a regulation, or a declaration that demonstrates the relationships between the independent and relationship between the factors (the dependent variable). Functions may be found everywhere in mathematics, and they are essential for building physical connections in the sciences.

The functions f(x) & g(x) are given, and the task is to determine (f o g) (x).

For the following two functions, (f o g)(x) was identical to "12x":

f(x) = 4x and g(x) = 3x.

Proof :

g(x) = 3x

(f o g)(x) = f(x = 3x) = 4(3x) = 12x

(f o g)(x) = 12x

Hence, f(x) = 4x or g(x) = 3x are the 2 type which the (f o g)(x) was equal to 12x.

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Answer: Another factor is 3x + 5.

Step-by-step explanation:

please view the attachment for the steps.

The other factor of the polynomial (6x² + x - 15) would be (3x + 5). Hence option 2 is true.

Given that the polynomial is,

6x² + x - 15

And, The polynomial has a factor of 2x - 3.

Now apply the factorization method to solve for the  factor,

6x² + x - 15

6x² + (10 - 9)x - 15

6x² + 10x - 9x - 15

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

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

Since The polynomial has a factor of 2x - 3.

Hence, the other factor would be (3x + 5). So option 2 is true.

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Answer: 36 5/9

Step-by-step explanation:

Answer:

it is the number you are trying to solve for which would be 5

Step-by-step explanation:

Answer: They'll need 7 bags, but the 7th bag will only have 2 pretzels. They have a total of 32 pretzels.

The value of the algebraic expression 11.5x + 10.9y  at x = 6 and y = 7 is 145.3

What is an algebraic expression?

Algebraic expression consists of variables and numbers connected with addition, subtraction, multiplication and division

The given algebraic expression is 11.5x + 10.9y

We have to find the value of the algebraic expression at x = 6 and y = 7

Putting x = 6 and y = 7 in the algebraic expression,

\(11.5 \times 6 + 10.9 \times 7\)

69 + 76.3

145.3

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Answer:

4^3 and 8^2

Step-by-step explanation:

Answer:

12

2

Step-by-step explanation:

4 × 4 × 4 × 8 x 8

Solution:

2 2 2 3 3 2+2+2+3+3

2 x 2 x 2 x 2 x 2 = 2

12

2

2 raised to the 12 power