1answer.
Ask question
Login Signup
Ask question
All categories
  • English
  • Mathematics
  • Social Studies
  • Business
  • History
  • Health
  • Geography
  • Biology
  • Physics
  • Chemistry
  • Computers and Technology
  • Arts
  • World Languages
  • Spanish
  • French
  • German
  • Advanced Placement (AP)
  • SAT
  • Medicine
  • Law
  • Engineering
hoa [83]
3 years ago
8

Solve this > 4 x 67 + 9 to the power of 5

Mathematics
2 answers:
kondaur [170]3 years ago
8 0
59,317 I dno how to explain it but it may be wrong you should do the math yourself to check..
vredina [299]3 years ago
3 0
4 x 67 which is 268 + 9 which equals 277. Then multiply 277 by 277 five times, and that's your answer, 59,317
You might be interested in
Gravitational force acts on all object in proportion to their masses. Why then, a heavy object does not fall faster than a light
nordsb [41]
Because force= acceleration x mass Acceleration is constant for a body of any mass since force is exactly proportional to mass.
7 0
2 years ago
Read 2 more answers
a math teacher claims that she has developed a review course that increases the score of students on the math portion of a colle
madam [21]

Answer:

A.

H_0: \mu\leq514\\\\H_1: \mu>514

B. Z=2.255. P=0.01207.

C. Although it is not big difference, it is an improvement that has evidence. The scores are expected to be higher in average than without the review course.

D. P(z>0.94)=0.1736

Step-by-step explanation:

<em>A. state the null and alternative hypotheses.</em>

The null hypothesis states that the review course has no effect, so the scores are still the same. The alternative hypothesis states that the review course increase the score.

H_0: \mu\leq514\\\\H_1: \mu>514

B. test the hypothesis at the a=.10 level of confidence. is a mean math score of 520 significantly higher than 514? find the test statistic, find P-value. is the sample statistic significantly higher?

The test statistic Z can be calculated as

Z=\frac{M-\mu}{s/\sqrt{N}} =\frac{520-514}{119/\sqrt{2000}}=\frac{6}{2.661}=2.255

The P-value of z=2.255 is P=0.01207.

The P-value is smaller than the significance level, so the effect is significant. The null hypothesis is rejected.

Then we can conclude that the score of 520 is significantly higher than 514, in this case, specially because the big sample size.

C.​ do you think that a mean math score of 520 vs 514 will affect the decision of a school admissions adminstrator? in other words does the increase in the score have any practical significance?

Although it is not big difference, it is an improvement that has evidence. The scores are expected to be higher in average than without the review course.

D. test the hypothesis at the a=.10 level of confidence with n=350 students. assume that the sample mean is still 520 and the sample standard deviation is still 119. is a sample mean of 520 significantly more than 514? find test statistic, find p value, is the sample mean statisically significantly higher? what do you conclude about the impact of large samples on the p-value?

In this case, the z-value is

Z=\frac{520-514}{s/\sqrt{n}} =\frac{6}{119/\sqrt{350}} =\frac{6}{6.36} =0.94\\\\P(z>0.94)=0.1736>\alpha

In this case, the P-value is greater than the significance level, so there is no evidence that the review course is increasing the scores.

The sample size gives robustness to the results of the sample. A large sample is more representative of the population than a smaller sample. A little difference, as 520 from 514, but in a big sample leads to a more strong evidence of a change in the mean score.

Large samples give more extreme values of z, so P-values that are smaller and therefore tend to be smaller than the significance level.

8 0
3 years ago
Betty bucket has 49000 clovers and Clover has 569000 clover how many do they have in all?
Lilit [14]

Answer:

618000

Step-by-step explanation:

just add

5 0
2 years ago
Read 2 more answers
The function g(x) = -2x + 3. Compare the slopes and y-intercepts. A. Both the slopes and the y-intercepts are different. B. Both
Brums [2.3K]

Answer:

both the slopes and the y intercepts are the same for both of these functions because if you look at the graph you will notice that the y intercept is positive 3 just the function and to get its slope just use the formula y2-y1/x2-x1 to get the slope of also a -2 so answer is b

5 0
2 years ago
For an art project, Jack used a piece of rope that was of a foot long. Daniel used a piece of rope that was 5 times as long. How
Lemur [1.5K]
5 feet

Explanation:
If jack had a 1 foot long piece of rope than we can simply multiply 1 by 5 and we get 5. Hope this helps!
8 0
3 years ago
Other questions:
  • How do you know that 50 is not a perfect square?
    10·1 answer
  • Describe how the graphs of y=1/2x +7 is the same and different from the graph of y= 12x + 7
    13·1 answer
  • Taking a discount of 50% off followed by a discount of 50% off results in a total discount of
    9·1 answer
  • The fraction model below shows the steps that a student performed to find a quotient. Which statement best interprets the quotie
    14·1 answer
  • If you understand, please help me
    15·1 answer
  • Juan invested $7,700 in an account paying an interest rate of 5 1/8 % compounded continuously. Hudson invested $7,700 in an acco
    15·1 answer
  • Is either x = 5 or x = 15 a solution to 25 - x =5?
    8·1 answer
  • Which set of angles can form a triangle?
    5·1 answer
  • the number cubes the Fifth grade math classes use are packed into a box. when the box is full, it has 5 rows of 4 cubes with 6 l
    14·2 answers
  • A donut shop requires customers to spend at least $4 in order to use their debit card to pay for a purchase. Maya wants to buy a
    10·2 answers
Add answer
Login
Not registered? Fast signup
Signup
Login Signup
Ask question!