Two angles are complementary. One has a measure of 19 degrees. What is the measure of the other angle.

If a scatterplot of standardized, bivariate data displays data that are mostly lying in the upper left and lower right-hand quadrants, then the Pearson correlation is typically going to be negative. The above statement is false.

Bivariate data involves studying and comparing two separate variables. For example, a researcher may record how long it takes people to complete a crossword puzzle while measuring the stress levels of the participants. In this example, the two variables that the researcher is examining are time and stress.

Scatterplots display these bivariate data sets and provide a visual representation of the relationship between variables. In a scatterplot, each point represents a paired measurement of two variables for a specific subject, and each subject is represented by one point on the scatterplot.

When the points on a scatterplot graph produce a lower-left-to-upper-right pattern, we say that there is a positive correlation between the two variables. This pattern means that when the score of one observation is high, we expect the score of the other observation to be high as well, and vice versa.

When the points on a scatterplot graph produce a upper-left-to-lower-right pattern, we say that there is a negative correlation between the two variables. This pattern means that when the score of one observation is high, we expect the score of the other observation to be low, and vice versa.

In statistics, the Pearson correlation coefficient ― also known as Pearson's r, the Pearson product-moment correlation coefficient (PPMCC), the bivariate correlation or colloquially simply as the correlation coefficient ― is a measure of linear correlation between two sets of data. It is the ratio between the covariance of two variables and the product of their standard deviations; thus, it is essentially a normalized measurement of the covariance, such that the result always has a value between −1 and 1. As with covariance itself, the measure can only reflect a linear correlation of variables, and ignores many other types of relationships or correlations. As a simple example, one would expect the age and height of a sample of teenagers from a high school to have a Pearson correlation coefficient significantly greater than 0, but less than 1 (as 1 would represent an unrealistically perfect correlation).

The Pearson correlation method is the most common method to use for numerical variables; it assigns a value between − 1 and 1, where 0 is no correlation, 1 is total positive correlation, and − 1 is total negative correlation. This is interpreted as follows: a correlation value of 0.7 between two variables would indicate that a significant and positive relationship exists between the two. A positive correlation signifies that if variable A goes up, then B will also go up, whereas if the value of the correlation is negative, then if A increases, B decreases.

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Answer:

3 squear meator of concrete

Step-by-step explanation:

We need to know about translation, reflection and rotation to solve the problem. (1) We translate a triangle with respect to a horizontal and vertical direction. (2) We rotate a traingle about a given angle. (3) We refelct a triangle about a line of reflection which can be axis or vector.

(1) Translation of a triangle means changing it's position without changing the shape or size of the triangle. We translate a triangle with respect to a horizontal and vertical direction. We get the new triangle by adding the horizontal translation value to the x-coordinate and the vertical translation value to the y-coordinate.

(2) Rotation of a triangle is turning the triangle by an angle around a center point. When a triangle is rotated by 90° clockwise then (x,y) becomes (y,-x), when rotated by 90° anticlockwise (x,y) becomes (-y,x), when rotated by 180° clockwise or anticlockwise (x,y) becomes (-x,-y).

(3)Reflection of a triangle is finding a mirror like image of the triangle about  a line of reflection. The line of reflection may be either of the axes, a vector. To find the image we have to find the coordinates of the triangle that are of same distance from the line of reflection on the opposite side like they are from the original triangle.

Therefore we learnt about translation, reflection and rotation and saw that (1) Translation needs a horizontal and vertical direction for translating, (2) Rotation needs an angle of rotation and a center point and (3) Reflection needs a line of reflection.

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Answer:

[0,11)

Step-by-step explanation:

the function is defined over {0,11) because it includes x=0, but has an open dot at x=11.

Answer:

53

Step-by-step explanation:

Answer:

Step-by-step explanation:

he had 39 sweets

then he receive 39*2[twice as much as 39] + 39 [the sweet he had before he got more sweet]

39*2=78+39=117-25[the number of sweet he had taken out of the 117 sweets he had before]

117-25=92

Billy has 92 sweets left

The probability of having high volume two weeks from now given that the volume is high this week is 0.64. The probability of having high volume for three consecutive weeks is 0.512 or 51.2%.

(1) The transition matrix for this Markov process can be represented as:

P = | 0.8 0.2 |

| 0.5 0.5 |

Where Pij represents the probability of transitioning from state i to state j.

(2) If the volume this week is high, we can find the probability that the volume will be high two weeks from now by multiplying the probabilities of transitioning from state 1 to state 1 twice:

P(High volume two weeks from now | High volume this week) = P11 x P11 = 0.8 x 0.8 = 0.64

So, the probability of having high volume two weeks from now given that the volume is high this week is 0.64.

(3) To find the probability that volume will be high for three consecutive weeks, we can multiply the probabilities of transitioning from state 1 to state 1 three times:

P(High volume for three consecutive weeks) = P11 x P11 x P11 = 0.8 x 0.8 x 0.8 = 0.512

Therefore, the probability of having high volume for three consecutive weeks is 0.512 or 51.2%.

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The minimal score for admission is 628 and the mean blood pressure of patients is 155.

b) The minimal score for admission is the score which is located in the top 10% of the distribution. The score will be located at the 90th percentile. Since the scores are normally distributed, we can use the z-score to calculate the corresponding score at the 90th percentile.

The z-score at the 90th percentile is 1.28. Therefore, the minimal score for admission would be 500+1.28×100 = 628.

c) Since only 8% of patients exceed 140, the mean blood pressure of patients will be located at the 92nd percentile. Therefore, we can use the z-score to calculate the corresponding score at the 92nd percentile.

The z-score at the 92nd percentile is 1.5. Therefore, the mean blood pressure of patients would be 140+1.5×10 = 155.

Therefore, the minimal score for admission is 628 and the mean blood pressure of patients is 155.

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Answer:

A) . 5(20+4)5(20+4)

Step-by-step explanation:

5(20+4)5(20+4)

5(24) ×5(24)

120 × 120

14400

Answer:

The answer is B

Step-by-step explanation:

Srry it was so late

Answer:

I think 2,6

Step-by-step explanation: X5

The equation for the curve shown in the form y = a cos (k (x - b)). -2, 4π/3, -π/3 y = -2cos (4π/3(x + π/3))

Determine the horizontal shift, period, and amplitude.

Given:

1. The amplitude of a cosine graph is the maximum value of the graph. In this case, the amplitude is -2.

2. The period of a cosine graph is the length of one cycle. In this case, the period is 4π/3.

3. The horizontal shift of a cosine graph is the amount the graph is shifted to the left or right. In this case,

The absolute value of the horizontal shift is less than the period, so the horizontal shift is -π/3.

4. To write the equation of the graph in the form y = a cos (k (x - b)), we can use the information from the previous steps.

We know the amplitude is -2, the period is 4π/3, and the horizontal shift is -π/3. Therefore, our equation is: y = -2cos (4π/3(x + π/3)).

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Answer:

Step-by-step explanation:

Answer:

72%

Step-by-step explanation:

Express her score as a fraction and multiply by 100% to make the percentage

\(\frac{18}{25}\) × 100% = 18 × 4% = 72%

Answer:

72%

Step-by-step explanation:

Total score of Parveen in her math test

= 18/25

Total percentage she scored in her math test

= (18/25×100)%

= (18×4)%

= 72%

Hence, Parveen scored 72% in her math test.

Answer:

Step-by-step explanation:

Answer:

c; (q superscript 12)

Step-by-step explanation:

please please mark brainliest

Answer:

-4

Step-by-step explanation:

5 - 9 = -4.

Only 4 - 9 = -5 is smaller, but it is an odd number.

Answer:

-1

Step-by-step explanation:

5-7= -2, 7-9= -2

4-9= -5, 4-5= -1

Answer:

A. and D.

Step-by-step explanation:

Match the side lengths with each other. For 3), the reflect each other, so RQ would be parallel to RV. For 4), it is upside down, so if you were to flip it around, it would be MK is parallel to RS.

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Answer:

\(a_{n}\) = - 4n + 6

Step-by-step explanation:

There is a common difference between consecutive terms of the sequence

- 2 - 2 = - 6 - (- 2) = - 10 - (- 6) = - 14 - (- 10) = - 4

This indicates the sequence is arithmetic with explicit formula

\(a_{n}\) = a₁ + (n - 1)d

where a₁ is the first term and d the common difference

here a₁ = 2 and d = - 4 , then

\(a_{n}\) = 2 - 4(n - 1) = 2 - 4n + 4 = - 4n + 6

Answer: E. 2

Step-by-step explanation:

x²=9

x=±3 ⇔ since it is square (any value after square will always be positive), the value can be negative or positive.

There are 2 solutions: 3 and -3

Hope this helps!! :)

The test's pooled t statistic has a value of 1.2. This indicates that the f statistic's value will be 1.44.

As contrast to a one-sided hypothesis, that is always bounded either by above or below, a two-sided hypothesis is just an alternate hypothesis that is not bounded either by above or below.

As the question stated-

The same two-sided hypothesis was tested by a researcher comparing the sample means from two distinct populations using two different exams: a one-way anova f test and a two-sample t test using t statistic using pooled variance.

Thus,

f statistic's value = 1.2² = 1.44

Thus, the test's pooled t statistic has a value of 1.2. This indicates that the f statistic's value will be 1.44.

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Answer:

-1 + (1.6) + 0.2

Step-by-step explanation:

-1 + 1.6 = 0.2 = 0.8

Answer:

-1 + (1.6) + 0.2

Step-by-step explanation:

-1 + 1.6 = 0.2 = 0.8

The  advantage  401k have over other types of investments is:it incentivizes employees to contribute by offering an employer match.

401(k) investment can be defined as the process in which an employer enables an employee to save ahead of their retirement.

401(k)  investment help to motivate or encourage employee to save for retirement by enabling the employer to as well contribute a certain amount toward the employee retirement .

It as well help to lower the tax amount paid on the amount contributed by an employee based on the fact that the contribution are often deducted before tax.

Therefore the advantage  401k have over other types of investments is:it incentivizes employees to contribute by offering an employer match.

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Answer:

D.) It incentivizes employees to contribute by offering an employer match.

Step-by-step explanation:

Answer: number name = 22 million

Expanded form: 22,000,000 = 20,000,000+2,000,000

Step-by-step explanation:

To write the number name and expanded form for the number of driver ants that could be in two colonies.

Given: Up to 22,000,000 driver of ants can live in a single colony

Since 1, 000, 000 =1 million

So 22,000,000= 22 million

Expanded form: 22,000,000 = 20,000,000+2,000,000

Hence, number name = 22 million

Expanded form: 22,000,000 = 20,000,000+2,000,000

Answer:

D. x^2-x-9-12/x-2

Step-by-step explanation:

We can use synthetic division to divide (x^3 - 3x^2 - 7x + 6) by (x - 2). First, we set up the division as follows:

    2 |   1   -3   -7    6

       |______2___-2__-18

       | 1   -1   -9  -12

The numbers on the bottom row of the synthetic division table represent the coefficients of the quotient polynomial. Therefore, the quotient is x^2 - x - 9, and the remainder is -12.

So, we have:

(x^3 - 3x^2 - 7x + 6) / (x - 2) = x^2 - x - 9 + (-12 / x - 2)

Therefore, the correct option is D: x^2 - x - 9 - 12/(x - 2).

Answer:

Step-by-step explanation:

- 3, 000 tells the number of views loss in each month.

Answer:

Option D

13

Step-by-step explanation:

|–5 – 8|

= l-13l

= 13 (Ans)

1. The expected number of times the rolls will result in a sum greater than 9 is 24, so correct option is A. 2.  P(>4) = 0.32 3. the answer is 0.55 4. the answer is 0.55 5. 1,  6. P(not diamond) = 0.825. 7. 26.3%.

The underlying idea of probability is applied in many disciplines to estimate the possibility of an event. It is stated as a number between 0 and 1, with 0 denoting impossibility and 1 denoting certainty. For instance, there are two possible outcomes when flipping a fair coin, and one of them is heads, hence the chance of receiving heads is 0.5.

The probability of an occurrence is often estimated by dividing the total number of outcomes by the number of alternative ways the event could occur. The likelihood of selecting a red ball at random, for instance, is 4/10, or 0.4, if a bag includes 4 red balls and 6 blue balls.

Question 1:

The theoretical probability of both rolls equaling a sum greater than 9 is 6/36 or 1/6.

If the experiment is repeated 144 times, the expected number of times the rolls will result in a sum greater than 9 is:

(1/6) x 144 = 24

Therefore, the answer is 24.

Question 2:

The experimental probability of landing on a number greater than 4 is the sum of the frequencies of rolling a 5 or 6, divided by the total number of trials:

P(>4) = (9 + 7) / 50 = 0.32

Therefore, the answer is P(>4) = 0.32.

Question 3:

To find the probability of the spinner not landing on B, we can add up the frequencies of all outcomes that do not include B, and divide by the total number of trials:

P(not B) = (15 + 10 + 18 + 11 + 14) / 125 = 0.68

Since we want the probability of the spinner landing on something other than B, we subtract this from 1:

P(not landing on B) = 1 - P(B) = 1 - (15 + 17 + 13) / 125 = 1 - 0.45 = 0.55

Therefore, the answer is 0.55.

Question 4:

To find the probability of drawing 1 blue marble, we can add up the frequencies of outcomes that include one blue marble and one white marble, and divide by the total number of trials:

P(1 blue) = (22 + 33) / 100 = 0.55

Therefore, the answer is 0.55.

Question 5:

Since there are an equal number of yellow, blue, green, and red marbles, the probability of drawing a blue marble is 1/4.

If Ed draws 4 marbles with replacement, the number of blue marbles he can expect to draw is:

4 x 1/4 = 1

Therefore, the answer is 1.

Question 6:

The experimental probability of not selecting a diamond is the sum of the frequencies of selecting spades, hearts, and clubs, divided by the total number of draws:

P(not diamond) = (11 + 9 + 13) / 40 = 0.825

Therefore, the answer is P(not diamond) = 0.825.

Question 7:

The probability of flipping tails and then heads is the frequency of that outcome divided by the total number of trials:

P(tails, heads) = 63 / 240 = 0.2625

Therefore, the answer is P(tails, heads) = 0.2625, which is closest to 26.3%.

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Answer:

$3.45

Step-by-step explanation:

Let "x" repreesnt the cost of one box. If 8 = 27.60, 1 = "x". Set up a fraction, then solve;

\(\frac{8}{27.6}=\frac{1}{x}\)

Step 1: Divide 27.6 by 8

\(27.60 \div 8 = 3.45\)

Step 2: Multiply the result by 1

\(3.45 \times 1 = 3.45\)

That means 1 cereal box costs 3.45 dollars.

f(t) = (t + 7)^2 / t

To solve this problem, we need to simplify the expression on the left-hand side and then equate it with the expression on the right-hand side.

First, we can factor the denominator of the left-hand side using the quadratic formula:

S^2 + 14s + 49 = (S + 7)^2

So,

S/S^2+14s+49 = S/(S + 7)^2

Now, we can equate this with the expression on the right-hand side:

S/(S + 7)^2 = FI/(s + 7)

To solve for FI, we can cross-multiply:

S(FI) = (S + 7)^2

FI = (S + 7)^2 / S

To find f(t), we simply substitute t for S in the expression for FI:

f(t) = (t + 7)^2 / t

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There are total of 152 students in 5th grade, then the number of pencils altogether will be equal to 2,736 pencils.

The four basic operations of arithmetic can be used to add, subtract, multiply, or divide two or even more quantities.

They cover topics like the study of integers and the order of operations, which are relevant to all other areas of mathematics including algebra, data processing, and geometry.

As per the given information in the question,

Total number of students in 5th grade = 152

Amount of pencil each student have = 18

Then, the total number of pencils altogether,

= 152 × 18

= 2,736 pencils.

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