Help ASAP please. !!!!

The lower quartile is 2, the median is 5 and the upper quartile is 8.

What are quartiles?

The values that divide a list of numerical data into three quarters are known as quartiles.

We are given a data set as 1, 2, 3, 5, 5, 8, 8

From this, we get the median as 5 as median is the middle number of the data set.

We know that lower quartile is the median of the lower half of the data.

So, lower quartile is 2.

Upper quartile is the median of the upper half of the data.

So, upper quartile is 8.

Hence, the lower quartile is 2, the median is 5 and the upper quartile is 8.

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Answer:

Mary would have 18 more candies than Gary

Step-by-step explanation:

In the given word problem, Ling collected 4/5 bags.

A word problem is a few sentences describing a 'real-life' scenario where a problem needs to be solved by way of a mathematical calculation.

Given that, Belle and Ling are collecting clothes for a clothing drive. Ling collected 1/5 as many clothes as Belle did and Belle collected 4 bags of clothes, we need to find how many bags of clothes did Ling collect.

Since, Belle collected 4 bags, and Ling is collected 1/5 of the Belle collection,

So, Ling collected = 4 x 1/5 = 4/5

Hence, Ling collected 4/5 bags.

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Answer: All she needs to sell is 53 tickets

Step-by-step explanation: You divide 160 by 3 which gives you 53.3333 so you take the decimal place and get rid of it and it gives you 53. So she needs to sell at least 53 tickets to reach her goal

After '2' hours, both Car A and Car B will be '20' miles from McDonald Middle School

What is a graph?

A diagram or pictorial representation that organises the depiction of data or values is known as a graph.

The relationships between two or more items are frequently represented by the points on a graph.

Given that, both the cars are traveling at a constant speed and given a graph showing the distance from The school in Y-axis and Time in X-axis

To find the point where the cars meet, We should look at the point of intersection of both the lines of Car A and Car B

We can see the point of intersection to be (2 hours, 20 miles)

i.e., After 2 hours, Both the cars are 20 miles from the school

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Composition is sometimes referred to as has-a relationship.

A form of aggregation, a composition association relationship represents a whole-part relationship. The lifetime of the part classifier is a function of the lifetime of the whole classifier, according to a composition association relationship.

Data typically only flows in one direction (from the whole classifier to the part classifier) in a composition association relationship. For instance, if a student is removed from a class that has a composition association relationship with a schedule class, the schedule is also removed.

Any association may be named to describe the type of connection between the two classifiers; however, names are not required if association end names are used.

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The  original two-digit number is 11 * 10 + 3 = 113.

Let us correspond to the original two-digit number as "10x + y," with x and y showing the tens and units digits, respectively.

We know from the first piece of information:

x + y = 14

According to the second piece of information:

2(10x + y) + 10y + x = 222

When we simplify this equation, we get:

20x + 22y = 202

We get 10x + 11y = 101 by dividing both sides by 2.

We now have two equations with two variables that can be solved by substitution or elimination. For example, in the first equation, we can solve for x and then substitute into the second equation:

x = 14 - y\s10(14 - y) + 11y = 101

When we simplify this equation, we get: y = 3

Putting y = 3 back into the first equation yields: x = 11.

The  original two-digit number is 11 * 10 + 3 = 113.

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A minimum score of 182 is required to stay out of the bottom 1.5% of students and avoid going to summer school.

To find the minimum score required to avoid going to summer school, we need to determine the score that separates the bottom 1.5% of students from the rest of the distribution. This score is also known as the cutoff or the critical value.

We know that the test scores have a normal distribution with a mean of 400 and a standard deviation of 100. To find the critical value, we can use the standard normal distribution, which has a mean of 0 and a standard deviation of 1. We can standardize the test scores using the z-score formula:

z = (x - mu) / sigma

where x is the test score, mu is the mean, and sigma is the standard deviation.

Substituting the given values, we get:

z = (x - 400) / 100

To find the z-score corresponding to the bottom 1.5% of the distribution, we can use a standard normal table or a calculator. The area to the left of this z-score is 0.015, which corresponds to a z-score of approximately -2.17.

Now we can solve for x, the minimum score required to stay out of the bottom 1.5%:

-2.17 = (x - 400) / 100

x = -2.17 * 100 + 400

x ≈ 182

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Answer:

b) 2/3

Step-by-step explanation:

For a 6-sided die

total number of numbers: 6

numbers less than 2: 1

prime numbers: 2, 3, 5

total number of desired outcomes: 1 + 3 = 4

p(less than 2 or prime) = 4/6 = 2/3

As the angle increases from 0 to π/2, the value of sine increases, and the value of cosine decreases.

Trigonometry is a branch of mathematics that deals with the relationships between angles and sides of triangles.

Let us first understand the concept of sine and cosine. In a right-angled triangle, the sine of an angle is defined as the ratio of the length of the side opposite to the angle and the length of the hypotenuse. Similarly, the cosine of an angle is defined as the ratio of the length of the adjacent side and the length of the hypotenuse.

As the angle θ increases from 0 to π/2, the length of the opposite side (the numerator in sine) of the triangle increases, and the length of the hypotenuse (the denominator in sine) remains the same. Therefore, the value of sine increases as θ increases.

On the other hand, as the angle θ increases from 0 to π/2, the length of the adjacent side (the numerator in cosine) decreases and the length of the hypotenuse (the denominator in cosine) remains the same. Therefore, the value of cosine decreases as θ increases.

This behavior is consistent with the fact that sine is an increasing function, while cosine is a decreasing function within this range of angles.

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Complete Question:

If 0< θ <π/2, as Theta increases, the value of

cos(θ) [Decreases/Increases/Remains The Same]

and the value of sin(θ) [Decreases/Increases Remains The Same]​

Answer:

1.66

Step-by-step explanation:

hope this helps

Answer:

3/5 or 0.8

Step-by-step explanation:

3 Cartons, divided by 5 people =

3/5 or 0.8

The word that best describes the degree of overlap between the two data sets is C. low

In statistics, data overlap refers to the situation where two or more groups being compared have some individuals or data points that have similar or identical values. When this happens, it can make it more difficult to accurately distinguish between the groups and to draw meaningful conclusions from the data.

From the given data, we can see that one data set is positively skewed while the other is negative. This shows that the data overlap is quite low.

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Hi there, here's your answer:

Given 2 angles:

(6d + 8)° and (8d + 4)°

Observe the figure carefully. You will notice that the two angles form a linear pair.

We know that in a linear pair, sum of the two angles = 180°.

Hence,

(8d + 4 + 6d + 8)° = 180°

(14d + 12)° = 180°

(14d)° = (180 - 12)°

= 14d = 168°

Or

d = 12

Thus, we find the value of d to be d = 12.

Hope it helps! Please mark as Brainliest!

The correct statements are Two data sets could have different means but the same standard deviation, and could have the same mean but different standard deviations. If two data sets have different means they must have different standard deviations. Correct options are A, C , D.

The mean and standard deviation are both measures of the central tendency of a data set, but they capture different aspects of the distribution. The mean represents the average value of the data, while the standard deviation measures how spread out the data is around the mean.

It is possible for two data sets to have different means but the same standard deviation if one data set is more spread out than the other, but the values are symmetrically distributed around the mean. For example, the data sets {1, 2, 3, 7, 8, 9} and {0, 4, 5, 5, 5, 9} have different means (5 and 4.67, respectively) but the same standard deviation (3.16).

Similarly, two data sets could have the same mean but different standard deviations if one data set is more spread out than the other. For example, the data sets {1, 2, 3, 4, 5} and {1, 3, 3, 3, 5} have the same mean (3) but different standard deviations (1.41 and 1.26, respectively).

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Complete question is:

Which of the following statements is true?

multiple select question.

A. two data sets could have different means but the same standard deviation.

B. if two data sets have the same mean they must have the same standard deviation.

C.  two data sets could have the same mean but different standard deviations.

D. if two data sets have different means they must have different standard deviations.

Answer:  [tex]5\sqrt{5} \ \text{ feet}[/tex]

Work Shown:

[tex]a^2 + b^2 = c^2\\\\c = \sqrt{a^2+b^2}\\\\c = \sqrt{5^2+10^2}\\\\c = \sqrt{125}\\\\c = \sqrt{25*5}\\\\c = \sqrt{25}*\sqrt{5}\\\\c = 5\sqrt{5}\\\\[/tex]

For more information, search out "pythagorean theorem".

The percent error of Brandi’s estimate to the nearest tenth is equal to 2.9%.

In Mathematics, percentage error is also referred to as percent error and it can be defined as a measure of the extent to which an experimental value (numerical) differs from the actual (theoretical) numerical value.

Mathematically, percentage error can be calculated by using this expression;

Percent error = {experimental value - actual value}/{actual value} × 100

By substituting the given parameters into the percentage error formula, we have;

Percent error = {107 - 104}/{104} × 100

Percent error = 3/104 × 100

Percent error = 0.029 × 100

Percent error = 2.9%.

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Answer:

sin(35)

Step-by-step explanation:

Because of the co-function identity [tex]\cos(\theta)=\sin(90^\circ-\theta)[/tex], then [tex]\cos(55^\circ)=\sin(90^\circ-55^\circ)=\sin(35^\circ)[/tex].

The altitude of the airplane after 30 minutes of descending is 0 feet, which means the airplane has landed.

What is the altitude?

The height of an object or point in relation to sea level or ground level.

Part A:

To create a table for the given equation, we substitute the given values of x in the equation and calculate the corresponding values of y:

x y = -128x + 3,840

0 3,840

5 3,200

8 2,624

10 2,304

30 0

Part B:

To find the altitude after 5 minutes, we substitute x = 5 in the given equation:

y = -128(5) + 3,840

y = 3,200

So the altitude of the airplane after 5 minutes of descending is 3,200 feet.

To find the altitude after 30 minutes, we substitute x = 30 in the given equation:

y = -128(30) + 3,840

y = 0

The altitude of the airplane is decreasing as time (x) increases, as given by the negative slope (-128) of the equation.

At 5 minutes, the airplane has descended to an altitude of 3,200 feet, which is still relatively high.

At 30 minutes, the altitude has decreased to 0, which means the airplane has landed on the ground.

Hence, the altitude of the airplane after 30 minutes of descending is 0 feet, which means the airplane has landed.

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The number of panels that Plant B produced is; 11000 panels

We are told that Plant A produced 4000 fewer panels than Plant B did.

Thus;

A = B - 4000    -----(1)

Four percent of the panels from Plant A and 2% of the panels from Plant B were defective. Thus;

0.04A + 0.02B = 500   ------(2)

Put eq 1 in eq 2 to get;

0.04(B - 4000) + 0.02B = 500

0.04B - 160 + 0.02B = 500

0.06B = 660

B = 660/0.06

B = 11000 panels

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Answer:

e would equal a half because it's in the middle

Answer:

396cm^3

Step-by-step explanation:

use formula V=Area of base * Height that is V=1/2b*h *Height

To evaluate the expression x² + 3x for x = 4, we simply substitute 4 for x and simplify and we get 28.

What is expression ?

An expression is a combination of values, variables, and operators that represent a specific computation or operation. Expressions can be used to perform various operations such as arithmetic, logical, relational, and more. The value of an expression is determined by evaluating the expression, which involves simplifying and reducing it to a single value. In programming, expressions are a fundamental building block, and are used to write algorithms and control the flow of execution of a program.

To evaluate the expression x² + 3x for x = 4, we simply substitute 4 for x and simplify:

x² + 3x = 4² + 3 * 4 = 16 + 12 = 28

So, when x = 4, the expression x² + 3x = 28.

Hence, after evalution of the expression we get the result 28.

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The value of the expression is 5193.

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

From the notation, we have the following values:

The first term, a = 400

The common ratio, r = 0.93

The number of terms, n = 34 - 1 = 33

The sum of the geometric progression is represented as:

Sum = a(1-rⁿ)/(1-r)

Sum = 400(1-0.93³³)/(1-0.93)

Sum = 5193

Therefore, the value of the expression is 5193

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Answer:

Step-by-step explanation: The answer is that because if you think about it and do the problem you would be able to get that answer.

The percentage increase in her taxes from 2010 to 2011 is 44.30%.

A percentage is a value per hundredth. Percentages can be converted into decimals and fractions by dividing the percentage value by a hundred.

Given, Sophia paid $3,360,00 in taxes in 2010 and her taxes rose to $4,848,60 in 2011.

So, The amount of tax increase is $(484860 - 336000) = $148860.

Therefore, The percentage increase is,

= (148860/336000)×100%.

= 44.30%.

The net amount change will now be divided by the starting total, and the result will be multiplied by 100% to determine the percentage change.

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