Are the data shown in this line plot skewed left, skewed right, or not skewed? skewed right skewed left not skewed

Answer:

the answer is 1

Step-by-step explanation:

Answer:

1,2,3,4 or 6

Step-by-step explanation:

Answer: 26%

Step-by-step explanation:

20+52+34+71+23= 200

52/200 = 26/100

Answer:

26% of the jelly beans are yellow

Step-by-step explanation:

To find this we add up all the jelly beans which is 200 jelly beans

Then we divide it by the number of yellow jelly beans which is 52/200

which then equals .26. In a percentage that is 26%

Answer: 1. a. 15     b. 11     c. 2     d. 7     e. 5.5

2.  Stem:                   Leaf:

        1                           9

        2                         5, 9

        3                        3, 3, 8

        4                        0, 7, 9

        5                          4, 5

        6                           1, 5

        7                           2, 7

        8                             1

3. a. 13 inches        b. I'm pretty sure that it is the second quarter because there is more snow.           c. The first quarter because it's section is more spread out among the numbers.

Step-by-step explanation:

Answer:

You have the correct answer.

"as x goes to -infinity the graph decreases

as x goes to infinity the graph increases"

Step-by-step explanation:

The pairs of coordinates should be matched with the distances between them should be matched as follows;

Pairs                      Distance                 

(4, 2) and (1, -2)   → 5 units.

(-8, 7) and (2, -3)  → √200 units.

(9, 1) and (1, 9)      → √128 units.

(-2, -6) and (-8, 2)  → 10 units.

Mathematically, the distance between two (2) points that are on a coordinate plane can be calculated by using this formula:

Distance = √[(x₂ - x₁)² + (y₂ - y₁)²]

For the ordered pairs (4, 2) and (1, -2), we have;

Distance = √[(x₂ - x₁)² + (y₂ - y₁)²]

Distance = √[(1 - 4)² + (-2 - 2)²]

Distance = √[(-3)² + (-4)²]

Distance = √(9 + 16)

Distance = √25

Distance = 5 units.

For the ordered pairs or points (-8, 7) and (2, -3), we have;

Distance = √[(x₂ - x₁)² + (y₂ - y₁)²]

Distance = √[(2 + 8)² + (-3 - 7)²]

Distance = √[(10)² + (-10)²]

Distance = √(100 + 100)

Distance = √200 units.

For the ordered pairs or points (9, 1) and (1, 9), we have;

Distance = √[(x₂ - x₁)² + (y₂ - y₁)²]

Distance = √[(1 - 9)² + (9 - 1)²]

Distance = √[(-8)² + (8)²]

Distance = √(64 + 64)

Distance = √128 units.

For the ordered pairs or points (-2, -6) and (-8, 2), we have;

Distance = √[(x₂ - x₁)² + (y₂ - y₁)²]

Distance = √[(-8 + 2)² + (2 + 6)²]

Distance = √[(-6)² + (8)²]

Distance = √(36 + 64)

Distance = √100

Distance = 10 units.

Read more on distance here: brainly.com/question/12470464

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Answer:

ok, i don't  remember this math  but!    all the questions it ask count the beans count like on ,  3/8    count as u see it says  4.    and with adding that i dont have time to do um here.

Step-by-step explanation:

1.4   2.3   3.5      4.1      5.1    6.14?   if wrong im tired but for next time count and add i think

Answer:

25

Step-by-step explanation:

4a +12 -2c + c

4( ) + 12 - 2( ) + ( )

4(4) + 12 - 2(3) + 3

16 + 12 - 6 + 3

28 - 6 + 3

22 + 3

25

Helping in the name of Jesus.

Therefore,  4a  +   12   -   2c   +   c  =   25

       a  =   4  

       c  =   3

        4a  +   12   -   2c   +   c

       (4)(4)  +  12  -     (2)(3)   +    3

         16     +   12   -   (2)(3)   +    3

         28      -            (2)(3)    +    3

         28     -   6     +     3

         22    +      3   =   25

Draw a conclusion:

     4a  +   12   -   2c   +   c   =  25

I hope this helps!

Answer:

The area is 78.54 square meters

Step-by-step explanation:

The area = pi*r² r=5

A=pi*25

A≈78.54 square meters

Answer:

The graph is wrong.

Step-by-step explanation:

The y and x dont correlate with the right information, meaning it goes 2, 1 4,3 instead of 1, 2 2, 4

Answer:

  D) G

Step-by-step explanation:

E evaluates to 3.8 +0 = 3.8 . . . not an integer

F evaluates to 0 +0.5 = 0.5 . . . not an integer

G evaluates to -8 +0 = -8 . . . an integer

H evaluates to 9/0 = undefined . . . not an integer

__

Expression G evaluates to an integer.

Answer:

Step-by-step explanation:

ifddergfergwrtg

Answer:

Step-by-step explanation:

Area = 28 Sq.ft

length * width = 28

2 * n = 28

Divide both sides by 2

2n/2 = 28/2

n = 14 ft

Answer: a= -2b

Step-by-step explanation:

Simplifying

2a + -3b + 5b + -1a = 0

Reorder the terms:

2a + -1a + -3b + 5b = 0

Combine like terms: 2a + -1a = 1a

1a + -3b + 5b = 0

Combine like terms: -3b + 5b = 2b

1a + 2b = 0

Solving

1a + 2b = 0

Solving for variable 'a'.

Move all terms containing a to the left, all other terms to the right.

Add '-2b' to each side of the equation.

1a + 2b + -2b = 0 + -2b

Combine like terms: 2b + -2b = 0

1a + 0 = 0 + -2b

1a = 0 + -2b

Remove the zero:

1a = -2b

Divide each side by '1'.

a = -2b

Simplifying

a = -2b

Answer:

  a + 2b

Step-by-step explanation:

You want to combine like terms in 2a-3b+5b-a.

Like terms are terms that have the same variables. All of the 'a' terms are like terms, and all of the 'b' terms are like terms. It can be useful to rearrange the expression so like terms are adjacent to each other.

  = 2a -a -3b +5b

  = a(2 -1) +b(-3 +5) . . . . . distributive property

  = a(1) +b(2) . . . . . . . . . do the addition/subtraction

  = a +2b

Answer: Tyler for first and Tabitha for second

Step-by-step explanation: if you have 100% then the percentage would just be itself to 30% would be 30 and 12% would be 12 and 22% would be 22 and 5% would be 5 and 31% would be 31 so the Class president would be Tyler and the vice president would be Tabatha

Answer:

q1 -10

q2c

Step-by-step explanation:

Answer:

Y=12x

If Y represents the Cost and X represents the number of books purchased.

WORD FORM:

Cost equals 12 times as many books that are purchased.

Answer:

1. C

2.B

IG

Step-by-step explanation: CALCULATE

Answer:

the answer would be a is correct

Answer:

Its c. c = 50.

Step-by-step explanation:

First, we need to figure out what the equation equals.

7 + 7/7 + 7*7 - 7 = x

PEMDAS

Parentheses, exponents, division/fraction, addition, subtraction.

7/7 = 1. So equation changed into 7 + 1 + 7*7 - 7 = x.

7*7 = 49. So equation changed again into 7 + 1 + 49 - 7.

Lets calculate it. 7 + 1 = 8 + 49 = 57 - 7 = 50. x = 50.

c is the only one who has a calculation of 50.

Answer:

A B D F

Step-by-step explanation:

quadratic equation normally comes with squares

Answer:

Step-by-step explanation:

y = mx + b

Answer:

90 houses

Step-by-step explanation:

you would multiply the amount of houses cleaned by the decimal form of the percentage given.

This is a system of three equations with two unknowns, x and y. To solve it, we can use the method of elimination. First, we can eliminate y by subtracting the first equation from the second equation:

x^2-2y=3 - (x-2y=3) => x^2-x=0

Then we can factor the resulting equation and find the values of x:

x^2-x=0 => x(x-1)=0 => x=0 or x=1

Next, we can substitute these values of x into any of the original equations and find the corresponding values of y. For example, using the first equation:

x-2y=3 => 0-2y=3 => y=-3/2 when x=0 x-2y=3 => 1-2y=3 => y=-1 when x=1

Finally, we can substitute these values of x and y into the expression x2y-2xy2 and evaluate it:

x2y-2xy2 => 02(-3/2)-2(0)(-3/2)2 => 0 when x=0 and y=-3/2 x2y-2xy2 => 12(-1)-2(1)(-1)2 => -3 when x=1 and y=-1

Therefore, the value of x2y-2xy2 can be either 0 or -3 depending on the values of x and y.

Answer:

y=-5x+4

Step-by-step explanation:

y=mx+b is slope-intercept form.

Plug in -5 for m and 4 for b.

The equation we're left with is y=-5x+4

Answer:

b

Step-by-step explanation:

how it works with life

Divide the total distance traveled by the total time spent traveling. Your estimated speed should be reletively close to your calculated speed.

(please give brainliest)

Answer:

16 2/3 per a mile

Step-by-step explanation:

50 ounces of blueberries/3 miles = 16.666 repeated

16.666 repeated = 16 2/3 ounces/mile

Answer: Sanjay picked 16.66 ounces each mile

Step-by-step explanation:

For this exercise let "x" represents the amount of ounces of blueberries that Sanjay picked each mile, along the 3-mile walking path.

According to the information given in the exercise, you know that Sanjay picked a total amount of 50 ounces of blueberries along the walking path.

Then, knowing that the length of that walking path is 3 miles, you can set up the following proportion:

\(\frac{3}{50} = \frac{1}{x}\)

Now, the next step is to solve for "x" in order to find its value.

You get that this is:

\((x)(\frac{3}{50} )=1\\\\x=(1)(\frac{3}{50} )\\\\x=16.66\)

Therefore, knowing the value of "x", you can conclude that Sanjay picked 16.66 ounces of blueberries each mile.

16.66 = 16 2/3

Answer:

\(-2\sqrt{2}-2 < a < 2\sqrt{2}-2,\;\;a\neq0\)

Step-by-step explanation:

Given quadratic equation:

\(ax^2 + (2a + 2)x + a + 3 = 0\)

To find the possible values of "a" such that the given equation has two roots and the distance between them on the number line is greater than 1, use the quadratic formula.

\(\boxed{\begin{minipage}{4 cm}\underline{Quadratic Formula}\\\\$x=\dfrac{-b \pm \sqrt{b^2-4ac}}{2a}$\\\\when $ax^2+bx+c=0$ \\\end{minipage}}\)

Comparing the coefficients:

Substitute the coefficients into the quadratic formula:

\(x=\dfrac{-(2a+2) \pm \sqrt{(2a+2)^2-4a(a + 3)}}{2a}\)

Simplify the discriminant (the part under the square root sign):

\(x=\dfrac{-(2a+2) \pm \sqrt{-4a+4}}{2a}\)

Factor out 4 from the discriminant:

\(x=\dfrac{-(2a+2) \pm \sqrt{4(-a+1)}}{2a}\)

\(\textsf{Apply the radical rule:} \quad \sqrt{ab}=\sqrt{a}\sqrt{b}\)

\(x=\dfrac{-(2a+2) \pm \sqrt{4}\sqrt{-a+1}}{2a}\)

Therefore:

\(x=\dfrac{-(2a+2) \pm 2\sqrt{-a+1}}{2a}\)

Factor out the common term 2:

\(x=\dfrac{-(a+1)\pm \sqrt{-a+1}}{a}\)

Therefore, the two solutions are:

\(x=\dfrac{-a-1+\sqrt{-a+1}}{a},\;\;x=-\dfrac{a+1+\sqrt{-a+1}}{a}\)

As both solutions have "a" as their denominator, a ≠ 0.

Note: When substituting a = 0 into the original equation, we are left with a linear equation, which only has one root. Therefore, this confirms that a ≠ 0.

Now we have found expressions for the two roots, we can set the distance between them to greater than 1:

\(\dfrac{-a-1+\sqrt{-a+1}}{a}-\left(-\dfrac{a+1+\sqrt{-a+1}}{a}\right) > \:1\)

\(\dfrac{-a-1+\sqrt{-a+1}}{a}+\dfrac{a+1+\sqrt{-a+1}}{a} > \:1\)

Simplify:

\(\begin{aligned}\dfrac{-a-1+\sqrt{-a+1}+a+1+\sqrt{-a+1}}{a}& > 1\\\\\dfrac{2\sqrt{-a+1}}{a}& > 1\\\\2\sqrt{-a+1}& > a\\\\(2\sqrt{-a+1})^2& > a^2\\\\4(-a+1)& > a^2\\\\-4a+4& > a^2\\\\a^2+4a-4& < 0\\\\(a+2)^2-8& < 0\\\\(a+2)^2& < 8\end{aligned}\)

\(\textsf{For\;\;$u^n < a$,\;\;if\;$n$\;is\;even\;then\;\;$-\sqrt[n]{a} < u < \sqrt[n]{a}|$:}\)

\(-\sqrt{8} < a+2 < \sqrt{8}\)

Therefore:

\(-\sqrt{8} -2 < a < \sqrt{8}-2\)

\(-2\sqrt{2}-2 < a < 2\sqrt{2}-2\)

So the possible values of "a" such that ax² + (2a + 2)x + a + 3 = 0 has two roots and the distance between them on the number line is greater than 1 are:

\(\large{\boxed{-2\sqrt{2}-2 < a < 2\sqrt{2}-2,\;\;a\neq0}\)

Part A: To calculate the measures of center, we can find the median and the mean for each school.

For Bay Side School, the median class size is the average of the 8th and 9th values when the data is sorted in ascending order. The 8th and 9th values are both 25, so the median class size is 25.

To find the mean class size for Bay Side School, we can add up all the class sizes and divide by the total number of classes. The sum of the class sizes is 12 + 12 + 12 + 14 + 15 + 15 + 16 + 16 + 18 + 18 + 20 + 20 + 23 + 25 + 25 = 243. There are 15 classes, so the mean class size is 243/15 ≈ 16.2.

For Seaside School, the median class size is the average of the 8th and 9th values when the data is sorted in ascending order. The 8th and 9th values are both 15, so the median class size is 15.

To find the mean class size for Seaside School, we can add up all the class sizes and divide by the total number of classes. The sum of the class sizes is 10 + 10 + 10 + 11 + 12 + 15 + 15 + 16 + 17 + 17Part A (continued):

18 + 18 + 20 + 20 + 25 = 222. There are 14 classes, so the mean class size is 222/14 ≈ 15.9.

Therefore, the measures of center for Bay Side School are: median = 25, mean ≈ 16.2.

The measures of center for Seaside School are: median = 15, mean ≈ 15.9.

Part B: To calculate the measures of variability, we can find the range and the interquartile range (IQR) for each school.

For Bay Side School, the range is the difference between the largest and smallest class sizes. The largest class size is 25, and the smallest class size is 12, so the range is 25 - 12 = 13.

To find the IQR for Bay Side School, we need to find the first quartile (Q1) and the third quartile (Q3) of the data. From the stem-and-leaf plot, we can see that Q1 is 15 and Q3 is 20. Therefore, the IQR is 20 - 15 = 5.

For Seaside School, the range is the difference between the largest and smallest class sizes. The largest class size is 25, and the smallest class size is 10, so the range is 25 - 10 = 15.

To find the IQRPart B (continued): for Seaside School, we need to find the first quartile (Q1) and the third quartile (Q3) of the data. From the stem-and-leaf plot, we can see that Q1 is 12 and Q3 is 18. Therefore, the IQR is 18 - 12 = 6.

Therefore, the measures of variability for Bay Side School are: range = 13, IQR = 5.

The measures of variability for Seaside School are: range = 15, IQR = 6.

Part C: If you are interested in a smaller class size, Seaside School is a better choice because its measures of center are lower than those of Bay Side School, indicating that its class sizes tend to be smaller on average. Additionally, Seaside School has a smaller range and IQR, indicating less variability in class size. Therefore, there is less chance of encountering very large classes at Seaside School compared to Bay Side School.