i need helpn4th grade math asap please.thank you so.much..please solve and explain..

The assertion that the percentage of males who own cats is lower than the percentage of women who do not own cats is unsupported by sufficient data.

Hence, the Alternate hypothesis would be:

H0: Pm = Pf

H1 = Pm < Pf

Alternate hypotheses are used in statistical hypothesis testing. The hypothesis of a test always predicts no effect or no association between variables, but the alternative hypothesis reflects the effect or relationship that your research predicts.

Given information:

The test claims proportion of men who owns cat is smaller.

The significance level = 0.005

As the hypothesis always gets ten statements of equality but in the case given alternate hypothesis will claim.

Now calculating the Z-value:

P= 10+14/80

= 0.3

So, the p-value according to the obtained Z value is 0.1365.

Since, 0.1365>0.005, we fail to reject the hypothesis.

Hence, there is not enough proof to support the claim that the proportion of man who owns the cat is less than that of the proportion of women who owns the cat.

Therefore, the Alternate hypothesis would be:

H0: Pm = Pf

H1 = Pm < Pf

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The difference between 126 1/4 and 78 7/12 is 143/3 or 47 2/3.

To find the difference between the numbers simplify means;

to subtract 78 7/12 from 126 1/4 .

126 1/4 - 78 7/12

First, convert the mixed fractions into improper fractions.

( 126 × 4 + 1 )/4 - ( 78 × 12 + 7) /12

505/4 - 943/12

Multiply first term by 3/3 which is the same as 1.

( 505/4 × 3/3 ) - 943/12

1515/12 - 943/12

( 1515 - 943) / 12

572 / 12

143/3 or 47 2/3.

Therefore, the difference is 143/3 or 47 2/3.

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Answer:

Lion area: 60

Lion Perimeter: 34

Tiger Area: 60

Tiger perimeter: 64

Step-by-step explanation:

Answer:

what do we need to figure  out

Step-by-step explanation:

Answer:

26 = -28 - 12

Step-by-step explanation:

1. 12 x 1 - 12 x 3x

2. 8x - 36

Answer:

x = 1

Step-by-step explanation:

6x + 26 = 8x - 12(1 - 3x)

6x + 26 = 8x - 12 + 36x

6x + 26 = -12 + 44x

-6 + 6x + 26 = -12 + 44x - 6

26 = -12 + 38x

12 + 26 = -12 + 12 + 38x

38 = 38x

38/38 = 38x/38

1 = x

Let's start by defining some variables:

Let's call Jamal's age "J".

Let's call Alex's age "A".

From the problem statement, we know that:

J = A - 5 (Jamal is 5 years younger than Alex)

J * A = 300 (the product of their ages is 300)

We can use the first equation to substitute J in the second equation:

(A - 5) * A = 300

Expanding the left-hand side:

A^2 - 5A = 300

Moving all terms to the left-hand side:

A^2 - 5A - 300 = 0

We can solve for A using the quadratic formula:

A = (-(-5) ± sqrt((-5)^2 - 41(-300))) / (2*1)

A = (5 ± sqrt(25 + 1200)) / 2

A = (5 ± sqrt(1225)) / 2

Since A is a positive integer, we take the positive solution:

A = (5 + 35) / 2 = 20

Now we can use the first equation to find J:

J = A - 5 = 20 - 5 = 15

Therefore, Jamal is 15 years old.

False: Make careful not to mix up accessibility and dependability. For instance, a functioning network rarely drops packets. however, a trustworthy network is active and running.

Network reliability is the amount of uninterrupted infrastructure use. There are a few different formulae that are used to calculate reliability.

The proportion of time network infrastructure is operational over a certain time period is known as network availability.

Thus, it is incorrect that "make careful not to mix up accessibility and dependability. For instance, a functioning network rarely drops packets. however, a trustworthy network is active and running."

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The complete question is-

Be careful not to confuse availability with reliability. an available network, for example, does not drop many packets. however, a reliable network is up and operational. (True/ False)

The standard error represents the average deviation of the sample means from the true population mean. Rounding this value to four decimal places, the standard error of X¯¯¯ is approximtely 0.6500 mpg.

A smaller standard error indicates that the sample means are more likely to be close to the population mean.To calculate the standard error of X¯¯¯, the mean from a random sample of 25 fill-ups by one driver, we can use the formula:

Standard Error (SE) = σ / sqrt(n),

where σ is the standard deviation and n is the sample size.

In this case, the standard deviation (σ) is given as 3.25 mpg, and the sample size (n) is 25.

Plugging in these values into the formula, we have:

SE = 3.25 / sqrt(25).

Calculating the square root of 25, we get:

SE = 3.25 / 5.

Performing the division, we find:

SE ≈ 0.65.

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Answer:

2605

Step-by-step explanation:

2500 + (7000*1.5%)

2500 + 105

2605

(a) To meet the desired 20g protein and 80g carbohydrate intake, prepare 4 servings of Pork & Beans and combine with 15 slices of "lite" rye bread.

(b) Bread: A/4 slices, Beans: B/21 - (A/4) * (12/21) servings.

(a) To prepare a meal of "beans-on-toast" that supplies 20 grams of protein and 80 grams of carbohydrates, you can use the following combination:

- Servings of Campbell's Pork & Beans: 4 servings.

- Slices of "lite" rye bread: 15 slices.

By using 4 servings of Campbell's Pork & Beans, you will obtain a total of 20 grams of protein (5 grams per serving) and 84 grams of carbohydrates (21 grams per serving).

Combining this with 15 slices of "lite" rye bread will contribute an additional 60 grams of carbohydrates (12 grams per slice) and 4 grams of protein (4 grams per slice). Thus, your meal will meet the desired nutritional requirements of 20 grams of protein and 80 grams of carbohydrates.

(b) The formula to determine the number of slices of bread and servings of Pork & Beans needed to meet specific protein and carbohydrate requirements is as follows:

- Number of slices of bread (Bread): A divided by 4.

- Number of servings of Pork & Beans (Beans): (B divided by 21) minus ((A divided by 4) multiplied by (12 divided by 21)).

Using this formula, you can calculate the appropriate quantities of bread and beans based on the desired protein (A) and carbohydrate (B) values.

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Answer:

C. 3110=90r; 34 rooms

Step-by-step explanation:

budget: $2800 + donation: $310 = $3110

$3110 ÷ 90 (each room) = 34.5555

so.. they can get 34 rooms with some money left over

Statement Problem: Evaluate the following quotient. Leave your answer in scientific notation.

Solution:

By law of indices;

ANSWER:

The two students that mix the same ratio of juice to water is given as follows:

A. Luca.

D. Micah.

The ratio between two amounts a and b is given as follows:

a to b.

Which is also the division of the two amounts.

Hence the ratio of juice to water for each person is given as follows:

Hence Luca and Micah used the same ratio, meaning that options A and D are correct.

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Answer:

Step-by-step explanation:

y + 3 = 5/3(x - 2)

y + 9/3 = 5/3x - 10/3

y = 5/3x - 19/3

Answer:

Step-by-step explanation:

Well it would be funchen because as you see it just makes sence

Answer:

not a function

Step-by-step explanation:

In a function, an input gives only one output. As you can see from the graph, the input which is 4 produces 3 different outputs which are 2, 3 and 4, thus it cannot be a function.

\(▪▪▪▪▪▪▪▪▪▪▪▪▪  {\huge\mathfrak{Answer}}▪▪▪▪▪▪▪▪▪▪▪▪▪▪\)

Let's solve for x ~

Answer:

\(\boxed{\blue{ = \frac{196}{3}}} \)

Step-by-step explanation:

Let's solve your equation step-by-step.

3x+2=198

Step 1: Subtract 2 from both sides.

3x+2−2=198−2

3x=196

Step 2: Divide both sides by 3.

\( \tt \: \frac{3x}{3} = \frac{196}{3} \)

Result:

\(\boxed{\underline{ x = \frac{196}{3}}} \)

The benefits of using quadratic models in real-world applications include: -They are versatile and can be used for a variety of problems.

Researchers may find the quadratic model to be a useful data analytic approach for helping them identify the combined impacts of achievement goals on academic accomplishment.

We anticipate that future studies on the impact of academic achievement goals will frequently use the quadratic model to analyze their data.

Situations that can be approximated by quadratic functions include tossing a ball, firing a cannon, jumping off a platform, and hitting a golf ball.

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The blanks that are missing in the sequence are -3 and 11

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

The blanks in the sequence

When listed out, we have

_, _, 25, 39

Assuming that the sequence, is an arithmetic sequence, then we have

Common difference = 39 - 25

Common difference = 14

This means that

Previous term = 25 - 14 = 11

Firs term = 11 - 14 = -3

So, the missing terms are -3 and 11

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Answer:

191

Step-by-step explanation:

1) Simplify 15-6 to 9

63  + 9 x 14 + 2

2) Simplify 9 x 14 to 126

63 + 126 + 2

3) Simplify 63 + 126 to 189

189 + 2

4) Simplify

191

Answer:

no it is not

Step-by-step explanation:

8 × 1 does not equal 2

Answer:

Step-by-step explanation:

Typically yes you need to know

Mean

Median

Mode

and Range

Mean = average, add all numbers then divide by how many

Median = midpoint, middle number.  Be sure to list numbers from small to large if there are 2 middle numbers (this happens when there are an even amount), take the average of the 2 middle numbers

Mode = numbers that occurs the most in the list of numbers

Range = This is the largest number minus the smallest number.  

Answer:

Option B) A and C

Step-by-step explanation:

Answer:

Step-by-step explanation:

Federal law provides minimum wage exceptions under specific circumstances for (1) workers with disabilities, (2) full-time students, (3) employees under 20 years old in their first 90 consecutive days of employment, (4) tipped employees, (5) student learners, (6) apprentices, and (7) messengers

3)

x= 16

4)

x= 51

please ask any questions in the comments below if needed

Answer: 3. 16=X  4. X=51

Step-by-step explanation:

Okay so for number 3, both angles are the same because of the parallel lines, so you can have the angles be equal to each other. Then just do the math. Giving you 16 as the answer

For 4 the angles added up together equal 180 because of the parallel lines. So you have to make them add up and then equal to 180, at the ending the answer is 51.

To find the value of x, we can set the two angle measures equal to each other and solve for x.

Given:

mZA = (4x - 2)°

mZB = (6x - 20)°

Setting them equal to each other:

4x - 2 = 6x - 20

Now, we can solve for x:

4x - 6x = -20 + 2

-2x = -18

Dividing both sides by -2:

x = -18 / -2

x = 9

Therefore, the value of x is 9.

Answer:

The answer is 9.

Step-by-step explanation:

We need to use the fact that the sum of the angles in a triangle is 180 degrees. Let A, B, and C be the three angles in the triangle. Then we have:

mZA + mZB + mZC = 180°

Substituting the given values, we get:

(4x - 2)° + (6x - 20)° + mZC = 180°

Simplifying the left side, we get:

10x - 22 + mZC = 180°

Next, we use the fact that angles opposite congruent sides of a triangle are congruent. Since we know that segment AC and segment BC are congruent, we have:

mZA = mZB

Substituting the given values and simplifying, we get

4x - 2 = 6x - 20

Solving for x, we get:

x = 9

Therefore, the value of x is 9.

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

Explanation:

s = 32 = sample standard deviation

n = 40 = sample size

Despite not knowing the population standard deviation (sigma), we can still use the Z distribution because n > 30. When n is this large, the student T distribution is approximately the same (more or less) compared to the standard Z distribution. The Z distribution is nicer to work with.

At 90% confidence, the z critical value is roughly z = 1.645. This can be found using either a Z table or a calculator.

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

We have these values:

Plug these values into the margin of error formula.

\(E = z*\frac{s}{\sqrt{n}}\\\\E \approx 1.645*\frac{32}{\sqrt{40}}\\\\E \approx 8.32311480156318\\\\E \approx 8.323\\\\\)

The margin of error is roughly 8.323

I rounded to 3 decimal places because z = 1.645 is rounded to 3 decimal places. If your teacher wants some other level of precision, then be sure to follow those instructions.

Answer:

i) Consecutive interior angles

ii) Supplementary angles

iii) The two oars are parallel by consecutive interior angles theorem

Step-by-step explanation:

i) m∠1  and m∠2 lie between two line and on the same side of the line passing through the two lines. Therefore, they are consecutive interior angles

ii)x = 10

m∠1 = 6x + 18

= 6(10) + 18

= 60 + 18

= 78

m∠2 = 9x + 12

= 9(10) + 12

= 90 + 12

= 102

m∠1 + m∠2 = 72 + 108 = 180

Since m∠1 and m∠2 add to 180, they are supplementary angles.

iii) The two oars are parallel

consecutive interior angle theorem:

If  a transversal cuts through two line and the consecutive interior angles are supplimentary, then the two lines are parallel

The odds against Jenny winning a headset are 88.89% or 8 out of 9, and the odds in favor of Jenny winning a headset are 11.11% or 1 out of 9.

Since Jenny won a charity raffle, and her prize will be randomly selected from the 9 prizes shown below, and the prizes include 7 rings, 1 camera, and 1 headset, to find the odds against Jenny winning a headset, and find the odds in favor of Jenny winning a headset, the following calculations must be performed:

· 1 headset out of 9 total prizes

· 1/9 = headset

· 1/9 x 100 = 11.11%

· 100 - 11.11 = 88.89%

Therefore, the odds against Jenny winning a headset are 88.89% or 8 out of 9, and the odds in favor of Jenny winning a headset are 11.11% or 1 out of 9.