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2 years ago

In her monthly tests, Mary got 20 more marks in Mathematics than in English. The total of her

Mathematics

2 answers:

Mandarinka [93]2 years ago

5 0

Answer:

English test score: 55

Mathematics test score: 75

Step-by-step explanation:

Let $e$ be Mary's score on the English test.

We can say that $e + 20$ is her score on the Mathematics test, as the score for the Mathematics test is just the English test score but 20 higher.

Since both scores add up to 130, we can set up an equation to solve for the English test score. Since we said $e + 20$ is Mary's score on the Mathematics test, $e + e + 20$ is the total of her 2 test scores.

$e + e + 20 = 130\\2e + 20 = 130\\2e = 110\\\boxed{e = 55}$

This means that Mary got a 55 on her English test score.

To solve for the Mathematics test score we can substitute 55 for $e$ in $e + 20$ .

$e + 20 = 55 + 20 \rightarrow \boxed{75}$

This means Mary got a 75 on her Mathematics test.

Those are the answers

- Kan Academy Advance

Ksivusya [100]2 years ago

3 0

Answer:

75 on mathematics and 55 on English!

Step-by-step explanation:

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The area of a rectangle is 18 square feet. If the perimeter is 18 feet, find the length and width of the rectangle.

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Answer:

L= 18 W=1 sorry if it was wrong but I gave it a shot

Step-by-step explanation:

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3 years ago

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What is a30 for the arithmetic sequence presented in the table below?

Xelga [282]

$\bf \begin{array}{ll}
n&a_n\\
\text{\textemdash\textemdash\textemdash}&\text{\textemdash\textemdash\textemdash}\\
6&50\\
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&35
\end{array}
\\\\\\
50+5d=35\implies 5d=-15\implies d=\cfrac{-15}{5}\implies d=-3
\\\\\\
\textit{we know d = -3, and we know }a_{11}=35\qquad thus$

$\bf n^{th}\textit{ term of an arithmetic sequence}\\\\
a_n=a_1+(n-1)d\qquad 
\begin{cases}
n=n^{th}\ term\\
a_1=\textit{first term's value}\\
d=\textit{common difference}\\
----------\\
d=-3\\
n=11\\
a_{11}=35
\end{cases}
\\\\\\
a_{11}=a_1+(11-1)(-3)\implies 35=a_1+(11-1)(-3)
\\\\\\
35=a_1-30\implies 65=a_1$

now we know what "d" is, and what a₁ is, so let's check the 30th term,

$\bf n^{th}\textit{ term of an arithmetic sequence}\\\\
a_n=a_1+(n-1)d\qquad 
\begin{cases}
n=n^{th}\ term\\
a_1=\textit{first term's value}\\
d=\textit{common difference}\\
----------\\
d=-3\\
n=30\\
a_{1}=65
\end{cases}
\\\\\\
a_{30}=65+(30-1)(-3)\implies a_{30}=65-87\implies a_{30}=-22$

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4 years ago

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Your answer would be 9

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3 years ago

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Which of the following is NOT a solution to the graph shown?

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Answer:

Step-by-step explanation:

Try to graph the point. The line does NOT intersect this point.

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3 years ago

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In an effort to reduce boarding time, an airline tries a new method of boarding its planes. Historically, only 32% of passengers

Nesterboy [21]

Answer:

Test statistics of <u>1.455 </u>

P-value = 0.0728

Step-by-step explanation:

From the given information:

The test statistics can be computed as:

$Z = \dfrac{\hat p - p }{\sqrt{\dfrac{p(1-p)}{n} }} \\ \\ \\ Z = \dfrac{0.44 -0.32}{\sqrt{\dfrac{0.32(1-0.32)}{32} }}$

Z = 1.455

We want to test if the customer satisfaction increased significantly(one-tailed test)

Null hypothesis:

$H_o : p= 0.32$

Alternative hypothesis:

$H_a: p>0.32$

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b) Type II error implies the error of accepting $H_o \ (i.e\ \text{ the null \ hypothesis)}$ when $H_a \ (i.e\ \text{ the alternative \ hypothesis)}$ is true.

This implies inferring that there is no huge improvement in passenger's satisfaction when there is.

c) Type 1 and Type II errors are inversely proportional. In this situation, as one increases, the other definitely decreases.

∴ A Smaller value of Type II error will be achieved by a higher type I error.

⇒ 0.10

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3 years ago