Hypothesis Test for the Population Mean (II)
A team averaging 110 points is likely to do very well during the regular season. The coach of your team has hypothesized that your team scored at an average of less than 110 points in the years 2013-2015. Test this claim at a 1% level of significance. For this test, assume that the population standard deviation for relative skill level is unknown.
You are to write this code block yourself.
Use Step 3 to help you write this code block. Here is some information that will help you write this code block. Reach out to your instructor if you need help.
The dataframe for your team is called your_team_df.
The variable 'pts' represents the points scored by your team.
Calculate and print the mean points scored by your team during the years you picked.
Identify the mean score under the null hypothesis. You only have to identify this value and do not have to print it. (Hint: this is given in the problem statement)
Assuming that the population standard deviation is unknown, use Python methods to carry out the hypothesis test.
Calculate and print the test statistic rounded to two decimal places.
Calculate and print the P-value rounded to four decimal places.

Part (a)

There are 3 face cards (jack, queen, king) in any given suit. We have 4 suits. That gives 3*4 = 12 face cards total.

12/52 = 3/13 is the probability of getting a face card on any random selection. This probably does not change for any future selection because we put the current card back. In other words, the deck has not changed. Contrast this with part (b) where the probabilities will change since the card counts decrease each time (since we don't put the card back).

The probability of getting 3 face cards in a row, with replacement, is:

(3/13)*(3/13)*(3/13) = 0.012289 approximately

This converts to the percentage 1.2289% after moving the decimal point two spots to the right. This is the same as multiplying by 100.

Lastly, round that to one decimal place to get 1.2%

The percent sign is already taken care of, so you'll just input the number only.

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

Part (b)

Like mentioned earlier, the probability of a face card is 12/52

I won't reduce that fraction, as you'll see why below.

After that first card is not put back, the 12 decreases to 12-1 = 11 and we have 52-1 = 51 cards left over.

11/51 is the probability of getting another face card, where we have no replacement going on.

Then 10/50 is the probability of getting a third face card. Again, with no replacement.

Therefore,

(12/52)*(11/51)*(10/50) = 0.009955

is the approximate probability of getting 3 face cards in a row with no replacement. Notice the count down 12,11,10 in the numerators. There's also the countdown 52, 51, 50 in the denominators. This nice pattern only happens if we don't reduce the reducible fractions. This is why I didn't reduce.

Anyways 0.009955 converts to 0.9955% which rounds to 1.0% or simply 1%

Refer to the attachment

Answer:

-5

Step-by-step explanation:

10 - 3N = 25

Subtract 10 from both sides

-3N=15

Divide both sides by -3

N = -5

Answer:

and also mark me the brainliest for the answer

Step-by-step explanation:

[tex]\dfrac{7x^2+14}{(x^2+3)^2}=\dfrac{7x^2+21-7}{(x^2+3)^2}=\dfrac{7x^2+21}{(x^2+3)^2}-\dfrac{7}{(x^2+3)^2}=\dfrac{7(x^2+3)}{(x^2+3)^2}-\dfrac{7}{(x^2+3)^2}=\\=\dfrac{7}{x^2+3}-\dfrac{7}{(x^2+3)^2}[/tex]

Answer:

-10 is the opposite of 10

Step-by-step explanation:

-10 is the opposite of 10 ,because The sum of a number and its opposite equals to zero.

The employee that has the larger pay increase is Jane. Her income is larger by £65.

Percentage is the fraction out of an amount that is usually expressed as a number out of hundred.

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Answer:

15) 3.2

17) 13.4

Step-by-step explanation:

To find the missing lengths, you need to use the Pythagorean theorem:

a² + b² = c²

In this form, "c" represents the length of the hypotenuse and "a" and "b" represent the lengths of the other two sides.

You are trying to find one of the side lengths (not the hypotenuse) in 15). To find the other length, you can plug the other values into the equation and simplify to find "b".

15)    a = 4.1     c = 5.2

a² + b² = c²                                    <----- Pythagreom Theorem

(4.1)² + b² = (5.2)²                          <----- Plug values in for "a" and "c"

16.81 + b² = 27.04                         <----- Raise numbers to the power of 2

b² = 10.23                                      <----- Subtract 16.81 from both sides

b = 3.2                                           <----- Take the square root of both sides

You are trying to find the hypotenuse in 17). Since you have been given the lengths of the other sides, you can plug them into the equations and simplify to find "c".

17)   a = 4.4      b = 12.7

a² + b² = c²                                      <----- Pythagreom Theorem

(4.4)² + (12.7)² = c²                           <----- Plug values in for "a" and "b"

19.36 + 161.29 = c²                          <----- Raise numbers to the power of 2

180.65 = c²                                      <----- Add

13.4 = c                                            <----- Take the square root of both sides

To identify the value that goes in each box, we must perform the corresponding operation and calculate the final result.

In mathematics there are procedures such as addition (+), subtraction (-), division (÷), and multiplication (×) to solve problems. These operations are the four basic operations of mathematics.

According to the above, what we must do is identify what operation we must perform with the given numbers and then identify the result and put it in the corresponding box.

Note: This question is missing because there is some information missing. Howeve i can answer it based on my general knowledge.

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The mistake made in the step 3 option(D) step 3 is correct and the simplification form of the expression is 29/2,

It is defined as the operation in which we do the addition of numbers, subtraction, multiplication, and division. It has a basic four operators that is +, -, ×, and ÷.

The question is incomplete.

The complete question is in the picture please refer to the picture.

We have given an arithmetic expression:

[tex]=\dfrac{9}{2}+3\left(4-1\right)-7+2^3[/tex]

Step 1:

[tex]=\dfrac{9}{2}+3(3)-7+2^3[/tex]

Step 2:

[tex]=\dfrac{9}{2}+3(3)-7+8[/tex]

Step 3 should be:

[tex]=\dfrac{9}{2}(3)-7+8[/tex]

The mistake made in the step 3

Thus, the mistake made in the step 3 option(D) step 3 is correct and the simplification form of the expression is 29/2,

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Answer:

  The sine of the angle = the length of the opposite side. the length of the hypotenuse.

  The cosine of the angle = the length of the adjacent side. the length of the hypotenuse.

  The tangent of the angle = the length of the opposite side. the length of the adjacent side.

Step-by-step explanation:

Answer:

c = a√2

Step-by-step explanation:

Apply the 45º-45º-90º Triangle Theorem to find the length of the hypotenuse of the triangle.

since there is no measure, I will write you the formula:

c (hypotenuse) = a√2

Answer:

see explanation

Step-by-step explanation:

∠ CZD = 90° , then

∠ CZF = 90° - ∠ FZD = 90° - 40° = 50°

∠ FZD and ∠ AZG are vertically opposite angles and are congruent , so

∠ AZG = 40°

∠ CZF and ∠ GZE are vertically opposite angles and are congruent , so

∠ GZE = 50°

E

∠ AZB + ∠ BZC = 90° , that is

3x - 2 + 32 = 90

3x + 30 = 90 ( subtract 30 from both sides )

3x = 60 ( divide both sides by 3 )

x = 20

Answer: Option C is correct.

⇒ 4x = 20

⇒ x = 20/4

⇒ x = 5

⇒ x/2 = 8

⇒ x = 8(2)

⇒ x = 16

⇒ x + 8 = 3x

⇒ 3x - x = 8

⇒ 2x = 8

⇒ x = 4

⇒ x = (x + 5)/2

⇒ 2x = x + 5

⇒ 2x - x = 5

⇒ x = 5

[tex] \sqrt{25 \: - \: 10 \sqrt{3} \: + \: 3} [/tex]

[tex] \sqrt{(5 \: - \: \sqrt{3} ) ^{2} } [/tex]

[tex] \boxed{ \bold{5 \: - \: \sqrt{3} }}[/tex]

L = 2W

perimeter = 2( L + W ) = 20 .

2 ( 2W + W ) = 20

6 W = 20

W = 20/6

= 10/3

L = 20/3

Answer:

10/3

Step-by-step explanation:

Given properties of the rectangle:

Given this we want to find the width of the perimeter.

Creating a system of equation:

First off we know that perimeter = 2L + 2W

We also know that the perimeter of this rectangle is 20 cm

So we can say that 20 = 2L + 2W

We also know that the length of this rectangle is twice the width or in other words l = 2w

So we have the two equations, 20 = 2l + 2w and l = 2w

Solving the system:

We are going to use the substitution method to solve this system.

The substitution method works when you have two equations, one can be just a plain equation but the other must have one of the variables defined ( by itself on either side of the equal sign )

If you have one of the variables defined, you can plug it in ( substitute ) into the other equation and solve for the other variable.

Plugging in the defined variable into the other equation

Equation : 20 = 2l + 2w

Defined variable : l = 2w

==> plug in l = 2w

20 = 2(2w) + 2w ( now we solve )

==> multiply 2 and 2w

20 = 4w + 2w

==> combine like terms

20 = 6w

==> divide both sides by 6

20/6 = w

==> simplify fraction

10/3  = w

The width = 10/3

Checking our work:

First we must solve for length as well

Solving for length by plugging in width into either equation

l = 2w

==> plug in w = 10/3

l = 2(10/3)

==> multiply 2 and 10/3

l = 20/3

Now to check our we we plug in the length and width into both equations, if both are true then our answer is correct

Equation 1 : 2l + 2w = 20

==> plug in l = 20/3 and w = 10/3

2(20/3) + 2(10/3) = 20

==> simplify multiplication

40/3 + 20/3 = 20

==> add fractions

20 = 20

Equation 2 : l = 2w

==> plug in l = 20/3 and w = 10/3

20/3 = 2(10/3)

==> multiply 2 and 10/3

20/3 = 20/3

Both are correct so our final answer is correct as well! :)

Answer:

Step-by-step explanation

2 * [3 * (16 + 1)] - 8 =

2 * [3 * 17] - 8 =

2 * 51 - 8

102 - 8 =

94

The inequality that can be used  to determine the number of boxes of donuts, d, they must sell in order to meet their goal is $1500 ≥ $575 + $5d.

Here are inequality signs and what they denote:

Total amount that needs to be raised ≥ amount made at the fruit sale + (profit per box x number of boxes)

$1500 ≥ $575 + $5d

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Check the picture below.

The probabilities that correctly complete this probability distribution for 50 packages of nuts will be 0.24, 0.2, 0.12, 0.28, and 0.16.

From the information given, we have to find the probability for each fruit. This will be:

Almond = 12/50 = 0.24

Cashew = 10/50 = 0.2

Mixed = 6/50 = 0.12

Peanut = 14/50 = 0.28

Pecan = 8/50 = 0.16

Therefore, the probabilities that correctly complete this probability distribution for 50 packages of nuts will be 0.24, 0.2, 0.12, 0.28, and 0.16.

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Using the triangle sum theorem, the value of angle ACB in the triangle is: B. 50°.

According to the triangle sum theorem, the sum of all the angles in a triangle equals 180 degrees.

90 + 7x - 20 + 4x = 180

70 + 11x = 180

11x = 180 - 70

11x = 110

11x/11 = 110/11

x = 10

m∠ACB = 7x - 20

Plug in the value of x

m∠ACB = 7(10) - 20

m∠ACB = 50° (option B).

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Answer:

Step-by-step explanation:

The triangles are congruent when corresponding sides are congruent.

__

ΔFGH ≅ ΔABC means corresponding sides are ...

  (GH, BC) = (V, 16)

  (HF, CA) = (48, W)

Corresponding sides being congruent means ...

  V = 16

  W = 48

Answer:

3,600 x (1.0375) ^ 1

Step-by-step explanation:

Compund interest formula.

IA * (r + 1) ^t

IA = Initial amount; r = rate (as decimal); t = time (in years)

IA = 3600

r = .0375

t = 1 (2008-2009)

3,600 x (1.0375)^1

-- Gage Millar, Algebra 1/2 Tutor, (Pending Pre-Calc Tutor)

Answer:

C: 5%

Step-by-step explanation:

175 out of 3500 = 175/3500

175/3500 = 1/20

1/20 = 0.05

0.05 = 5%

Answer:

C 5%

Step-by-step explanation:

I am smart so trust me

Answer:

  B: 610; A: 202,000

  D: 253; C: 2,007,000

Step-by-step explanation:

These are all expressions that can be calculated as is, or that can be simplified a little bit by taking advantage of the distributive property and other properties of addition and multiplication. The idea is to look for numbers that show up more than once, and rearrange the expression so they only show up once.

__

This is a straight addition problem. The two "176" values have opposite signs, so cancel when they are added. Using the associative and commutative properties of addition, we can rearrange this to ...

   597 +13 +(-176 +176)

  = 597 +13

This can further be rearranged to ...

  = (597 +3) +(13 -3)

  = 600 +10

  = 610

__

The factor 2020 can be put outside parentheses using the distributive property:

  = 2020(173 -73)

  = 2020×100

  = 202,000

__

The value 15 is repeated. Terms using it can be combined using the distributive property.

  = 15(17 -1) +13

  = 15(16) +13

  = 240 +13

  = 253

Another way to look at this one is to use the factoring of the difference of squares.

  = (16 +1)(16 -1) +(-15 +13)

  = 16² -1² +(-2)

  = 256 -3

  = 253

__

Again, we can focus on rearranging so 2019 only needs to show up once.

  = 2019(890 +110) -12000

  = 2019×1000 -12×1000

  = (2019 -12)×1000

  = 2,007,000

Answer:

both

Step-by-step explanation:

that's the answer to the question

Answer:

[tex]y=-\frac{1}{2}x+2[/tex]

Step-by-step explanation:

The equation for slope-intercept form is [tex]y=mx+b[/tex].

First, we find b by looking at where the line passes through where [tex]x=0[/tex]. We can see that it is 2, so in our equation for slope-intercept form [tex]b=2[/tex].

Next, we find the slope or m. Find the slope by taking two points and plugging them into this expression [tex]\frac{x_{1}-x_{2}}{y_{1}-y_{2}}[/tex]. To demonstrate, I will choose points (0,2) and (2,1), however, any pair of points will give you the same answer. When we plug in these points, we should get the expression [tex]\frac{0-2}{2-1}[/tex]. By solving this, we get -1/2. Therefore, in our equation for slope-intercept form, [tex]m=-\frac{1}{2}[/tex].

By putting the information we have about m and b together, we get the equation [tex]y=-\frac{1}{2}x+2[/tex].

1 year or less is at the first quartile mark in the box plot, therefore, the number of schools that participated for a year and less is: A. 6 schools.

The data point at the beginning of the edge of the rectangular box in a box plot is the first quartile mark of the data, which is 1/4 or 25% of the data.

1 year or less is at the first quartile mark in the box plot. That is 1/4 of the total number of schools.

Therefore, schools that participated for a year and less = 1/4(24) = 6 schools.

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Answer:

Probability=number of specific outcomes/total of all possible outcomes

There are 5 blue marbles and a total of 15 marbles.

So the probability of drawing a blue marble from the jar is:

5/15

1/3

Step-by-step explanation:

Hope this helps