Help me pleasseeee asappppp ​

The mean absolute deviation is 0.75

To calculate the mean absolute deviation (M.A.D.), you need to find the average of the absolute differences between each data point and the mean of the data set

From the information given, we have that the data set is;

8 9 9 7 8 6 9 8

Let's calculate the mean, we get;

Mean = (8 + 9 + 9 + 7 + 8 + 6 + 9 + 8) / 8

Mean = 64 / 8

Divide the values

Mean = 8

Let's determine the absolute difference, we get;

Absolute differences=

|8 - 8| = 0

|9 - 8| = 1

|9 - 8| = 1

|7 - 8| = 1

|8 - 8| = 0

|6 - 8| = 2

|9 - 8| = 1

|8 - 8| = 0

Find the mean of the absolute differences:

Average of absolute differences = (0 + 1 + 1 + 1 + 0 + 2 + 1 + 0) / 8

Absolute difference = 6 / 8 = 0.75

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Answer:

Step-by-step explanation:

1   4(1) + 2   6

3  4(3) + 2   14

6  4(6) + 2   26

0    0 + 3    3

2    2 + 3    5

4    4 + 3   7

1    1 - 1   0

3   3 - 1   2

5   5 - 1   4

The single shift worked by Reem such that he earned $320 is 16 hours long.

Total earned = $320

First 8 hours (earning per hour) = $16

Additional hours = $24 per hour

Let the total number of hours worked = m

The Number of hours after 8 hours = m - 8

Representing the scenario with an equation :

(16 × 8) + (24 × (m - 8)) = 320

128 + 24m - 192 = 320

-64 + 24m = 320

24m = 320 + 64

24m = 384

Divide through by 24

m = 384 / 24

m = 16

Hence, the length of the shift is 16 hours.

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Answer:

graph A

Step-by-step explanation:

When looking at a graph, there are two different axes. The vertical values--marked by the center up/down line--are "y-values"; and this is called the "y-axis"

The horizontal values--marked by the left/right line--are "x-values"; and this is called the "x-axis"

For the x-axis, values to the left side of the origin (the place where the y-axis and x-axis intercept) are smaller than 0--they are all negative values.

Values to the right side of the origin are positive--greater than 0.

For the y-axis, positive numbers are on the top half [once again, the midpoint / 0 is where the two lines are both = to 0; the origin] and negative numbers are on the bottom half.

Ordered pairs (points) are written as (x,y)

(x-value, y-value)

We are looking for a graph that decreases (along the y-axis), hits a point below the origin, and goes flat/stays constant.

When a graph is decreasing (note: we read graphs from left to right), the line of the graph is slanted downwards (it looks like a line going down).

So, if we look at the graphs, we can see Graph A descending, crossing the y-axis {crossing the middle line /vertical line / y-axis} at a value of -7, and then staying constant (it is no longer increasing or decreasing because the y-values stay the same)

hope this helps!!

Answer:

The correct answer is:

The samples are independent because there is not a natural pairing between the two samples. (d.)

Step-by-step explanation:

Paired samples or dependent samples are samples in which natural matching or coupling occur, thus creating a data set where data from one sample is uniquely paired to another sample because they are from related groups. Examples are: pre-test/post-test data gotten before and after an intervention, samples from siblings, twins, couples etc.

On the other hand, independent or unpaired samples are those data sets that are gotten from unrelated groups, these type of samples are gotten by matching randomly sampling two unrelated groups without first matching the subjects. In our example, the sample from randomly selected women and men are not paired and unrelated, hence they are independent samples.

The samples are independent because there is not a natural pairing between the two samples. Hence, option (D) is correct.

Let us understand both the events in a systematic manner to answer this question.

Independent Events:

The simple way to understand the events, If the events are not related to each other, then the events are independent of each other. If one event is dependent on another then it is not an independent event.

Example:

Event 1: Toss a coin.

Event 2: Roll a die.

Both the events are independent of each other.

Dependent Events:

The simple way to understand the events, If the events are related to each other, then the events are independent of each other. If one event is dependent on another then it is not an independent event.

Example:

Event 1: Toss a coin.

Event 2: If head appears then roll a die.

Both the events are dependent on each other.

Thus, the samples are independent because there is not a natural pairing between the two samples.

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Using the parallelogram law to find m, the value of m is 50°.

The parallelogram law states that the sum of the squares for a parallelogram's four sides is equal to the sum of the squares for its two diagonals.

The parallelogram must have equal opposed sides in Euclidean geometry.

If ABCD is a parallelogram, then AB = DC and AD = BC, the parallelogram law is stated as:

2(AB)² + 2 (BC)² = (AC)² + (BD)²

If the parallelogram is a rectangle, the parallelogram law is stated as:

2(AB)² + 2 (BC)² = 2(AC)²

The value of the unknown angles in the parallelogram are as follows:

CED = 180 - (60 + 33 + 37)

CED = 50°

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

Work Shown:

1 hr, 30 min = 1 hr + 30/60 hr

1 hr, 30 min = 1 hr + 0.5 hr

1 hr, 30 min = 1.5 hr

The driver travels 93 miles in 1.5 hours, so his speed is

rate = distance/time

r = d/t

r = 93/1.5

r = 62 mph

In four hours, he travels

d = r*t

d = 62*4

d = 248 miles

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

An alternative method is shown below

(93 miles)/(1.5 hrs) = (x miles)/(4 hours)

93/1.5 = x/4

93*4 = 1.5*x ..... cross multiply

372 = 1.5x

1.5x = 372

x = 372/1.5

x = 248

12 because 93+30 =12

a. The answer is: The fewest number of multibase blocks required to represent 20 longs in base seven is 2 flats.

b. The answer is: The fewest number of multibase blocks required to represent 10 longs in base three is 3 flats and 1 unit.

a. To represent 20 longs in base seven, we need to find the fewest number of multibase blocks required.

In base seven, we have the following conversions:

1 long = 1 unit

1 flat = 10 units

1 block = 10 flats

To represent 20 longs, we can use 2 flats (each flat representing 10 units) and 0 units since there are no remaining units.

So, the fewest number of multibase blocks required would be 2 flats.

Therefore, the answer is: The fewest number of multibase blocks required to represent 20 longs in base seven is 2 flats.

b. To represent 10 longs in base three, we need to find the fewest number of multibase blocks required.

In base three, we have the following conversions:

1 long = 1 unit

1 flat = 3 units

1 block = 3 flats

To represent 10 longs, we can use 3 flats (each flat representing 3 units) and 1 unit since there is one remaining unit.

So, the fewest number of multibase blocks required would be 3 flats and 1 unit.

Therefore, the answer is: The fewest number of multibase blocks required to represent 10 longs in base three is 3 flats and 1 unit.

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Therefore, the probability that the mean IQ score of people in the sample is less than 99 is approximately 0.3146.

Probability is a branch of mathematics that deals with the study of random events or experiments. It is used to quantify the likelihood of an event occurring, ranging from 0 (impossible) to 1 (certain). Probability theory provides a framework for analyzing and predicting the outcomes of uncertain events, and it is widely used in fields such as statistics, finance, science, engineering, and more. In practical applications, probability can be calculated using mathematical formulas, statistical methods, or simulations.

Here,

We can use the central limit theorem to approximate the distribution of sample means. According to the central limit theorem, the distribution of sample means will be approximately normal with a mean of μ = 100 and a standard deviation of σ = 15 / √(53) = 2.0625.

To find the probability that the mean IQ score of people in the sample is less than 99, we need to standardize the sample mean and use the standard normal distribution.

z = (x - μ) / (σ / √(n)) = (99 - 100) / (2.0625) = -0.484

Using a standard normal distribution table or calculator, we find that the probability of a z-score less than -0.484 is 0.3146.

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Answer:

B and c

Step-by-step explanation:

Hey there.

a)80/100=8/10=4/5=0.8 so a is not equivalent

b)-800/100=-8 so b is equivalent

c)80/(-10)=-8 so c is equivalent

d)-80/-10=8 so d is not equivalent

e) -80-(-10)=-80+10=-70 so is not equivalent

Therefore I believe B and C are equivalent.

Answer:

4.28%

Step-by-step explanation:

We Know

Last year you earned $72,400

This year you earned $75,500

What was the rate of change in your earnings since last year?

We Take

(75,500 ÷ 72,400) x 100 ≈ 104.28%

Then We Take

104.28 - 100 = 4.28%

So, the earning increased by about 4.28%.

The solution for "r" is 21/24, which can be simplified to 7/8. The answer can be written as a fraction of 7/8.

To solve for "r" in the given equation, we can use algebraic manipulation.

First, we can multiply both sides of the equation by the reciprocal of 6/7, which is:

7/6: 6/7 · r = 3/4  

7/6 · 6/7 · r = 7/6 · 3/4

r = 21/24.

Thus, the solution for "r" is 21/24, which can be simplified to 7/8.

Therefore, the answer can be written as a fraction of 7/8.

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According to the information we can infer that the parallel line would be AD or CF. Additionally, the perpendicular lines would be CB or FE.

To identify the parallel lines we must look at the figure and find the lines that have the same direction as the line BE and that would never intersect with the segment BE, according to the above, we can infer that the parallel lines would be:

On the other hand, the lines perpendicular to CF would be CB or FE because they make 90° angles with segment CF. Additionally, the face that would be parallel to ABC is DEF.

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The solution by substituting 15 for b in the Original equation. The answer is true.

The steps needed to solve the equation b + 6 = 21 are:

Subtract 6 from both sides of the equation: b + 6 - 6 = 21 - 6, which simplifies to b = 15.

Check the solution by substituting 15 for b in the original equation: 15 + 6 = 21, which is true.

Therefore, the correct steps to solve the equation are:

Subtract 6 from both sides of the equation. The answer is b = 15

the solution by substituting 15 for b in the original equation. The answer is true.

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convex

non-convex

regular

non-regular

Answer:

C.

Step-by-step explanation:

because f(x) is directly proportional to the numerator which greater than the denominator ( 5>1 ).

While in other cases, f(x) is inversely proportional to the greatest value which is the denominator

Answer:

Step-by-step explanation:

In the Intermediate Phase of mathematics education, one topic that demonstrates a hierarchical and logical progression in patterns, functions, and algebra is the concept of "Linear Equations."

The topic of Linear Equations in the Intermediate Phase builds upon the foundation laid in earlier grades and serves as a stepping stone towards more advanced algebraic concepts. Here is an overview of the topic sequence and content area spread for Linear Equations:

Introduction to Variables and Expressions:

Students are introduced to the concept of variables and expressions, learning to represent unknown quantities using letters or symbols. They understand the difference between constants and variables and learn to evaluate expressions.

Solving One-Step Equations:

Students learn how to solve simple one-step equations involving addition, subtraction, multiplication, and division. They develop the skills to isolate the variable and find its value.

Solving Two-Step Equations:

Building upon the previous knowledge, students progress to solving two-step equations. They learn to perform multiple operations to isolate the variable and find its value.

Writing and Graphing Linear Equations:

Students explore the relationship between variables and learn to write linear equations in slope-intercept form (y = mx + b). They understand the meaning of slope and y-intercept and how they relate to the graph of a line.

Systems of Linear Equations:

Students are introduced to the concept of systems of linear equations, where multiple equations are solved simultaneously. They learn various methods such as substitution, elimination, and graphing to find the solution to the system.

Word Problems and Applications:

Students apply their understanding of linear equations to solve real-life word problems and situations. They learn to translate verbal descriptions into algebraic equations and solve them to find the unknown quantities.

The content area spread for Linear Equations includes concepts such as variables, expressions, equations, operations, graphing, slope, y-intercept, systems, and real-world applications. The progression from simple one-step equations to more complex systems of equations reflects a logical sequence that builds upon prior knowledge and skills.

By following this hierarchical progression, students develop a solid foundation in algebraic thinking and problem-solving skills. They learn to apply mathematical concepts and procedures in a systematic and logical manner, paving the way for further exploration of patterns, functions, and advanced algebraic topics in later phases of mathematics education.

Answer:

Step-by-step explanation:

34

Answer:

34

Step-by-step explanation:

Answer:

According to my calculations, 1.6 goes into 10.8 a total of 6 times with a remainder of 1.1999999999999993. If you continue the long division beyond the decimal point, the result would be 6.75.

Step-by-step explanation:

Answer:

6.75 miles

Step-by-step explanation:

1.6 km = 1 mile

   1 km = 1/1.6  mile

10.8 km = \(\frac{1}{1.6}*10.8\)

             = 6.75 miles

Answer:

hear is your required answer

Answer:

please see the image given above. hope this helps

g(x) is a translation of 6 units downwards.

Here we have the function:

y = f(x) = 3x + 1

Notice that the y-intercept of f(x) is:

f(0) = 3*0 + 1 = 1

The y-intercept of f(x) is y = 1.

Now, we know that the y-intercept of g(x) is -5. then:

g(x) = 3x - 5 = f(x) - 6

Meaning that g(x) is a translation of 6 units downwards.

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Answer:

translated 2

units up

g(x)= f(x-2)

Step-by-step explanation:

Answer:

$2.55

Step-by-step explanation:

2d + $14.00 – $7.00 = $12.10; $2.55

Answer:

Step-by-step explanation:

?

The option that is not true about polynomial functions is:

Option D. The deg (f ^ 3) = 3m​

For polynomial functions f(x) and g(x), if deg(f) = m * deg(g) = n, then we have the following:

Option A: deg(f + g) = max(m, n)

This is true because we know that the degree of the sum of two polynomials is the maximum of their individual degrees.

Option B: deg(f * g) <= m + n

This is true because we know that the degree of the product of two polynomials is at most the sum of their individual degrees.

Option C: If g is a factor of f, then deg(f) <= m

This is true because If g is a factor of f, it means that f can be divided by g without leaving a remainder. In this case, the degree of f is less than or equal to the degree of g.

D. The deg(f ^ 3) = 3m

This is not true because the degree of the polynomial f raised to the power of 3 is not necessarily equal to 3 times the degree of f. The degree of f^3 will depend on the individual terms and their exponents.

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Answer:

19 / 8

Step-by-step explanation:

2 3/8 = 19/8

The triangles are similar by SSS congruence of triangles.

What is SSS congruence of triangles?

The two triangles are congruent if the three sides of one triangle are the same as the corresponding three sides (SSS) of the other triangle.

We are given two triangle ABC and PQR.

In order to see whether these are similar or not, we will use the SSS congruence of triangles.

The ratio of sides are:

⇒AB : PQ = 8 : 6

⇒AB : PQ = 4 : 3

Similarly,

⇒BC : QR = 12 : 9

⇒BC : QR = 4 : 3

Similarly,

⇒AC : PR = 12 : 9

⇒AC : PR = 4 : 3

Since, the ratio of all the sides is same so, the triangles are similar.

Hence, the triangles are similar by SSS congruence of triangles.

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Since, there are multiple questions so, the question answered above is attached below

Answer:

2

Step-by-step explanation:

Following the order of operations as set out in PEMDAS

6² - 36 ÷ 3² × 4 - 18 ( no parenthesis so evaluate exponents )

= 36 - 36 ÷ 9 × 4 - 18 ( multiplication/ division, evaluate from left to right )

= 36 - 4 × 4 - 18

= 36 - 16 - 18

= 20 - 18

= 2

Answer:

2

Step-by-step explanation:

6^2  - 36 ÷ 3^2 x 4 -18

Using BODMAS -Brackets, Of, Division/Multiplication, Addition/Subtraction.

=36 -(36 ÷ 9) x 4 -18

=36 - 4 x 4 -18

=36 -16-18

=2

Answer:

B only

Step-by-step explanation:

Triangles A and C are similar, but not congruent to each other. Similar triangles have proportional sides and congruent angles, while congruent triangles have congruent sides and congruent angles.

Therefore, only B is correct

The question is asking for pairs of congruent triangles but lacks key information needed to accurately answer this, such as lengths or angles. Congruent triangles are identified in geometry based on either side-lengths or angles.

The question is about congruent triangles, which in mathematics means triangles that have the same size and shape. But to accurately answer which pairs show two congruent triangles, we need more information. The options provided include 'A', 'B', and 'C' but without knowing more about these elements (for example their lengths or angles), it is impossible to determine which are congruent. Congruent triangles are identified in geometry based on either side lengths (SSS: Side-Side-Side, SAS: Side-Angle-Side, ASA: Angle-Side-Angle) or angles (AAS: Angle-Angle-Side, HL: Hypotenuse-Leg for right triangles). Without this vital information, we cannot definitively answer the question. Be sure to verify all the properties required to prove two triangles congruent.

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Answer:

The correct answer is 319.

Step-by-step explanation:

it is in the given picture.

( don't mind my writing!!)