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Leni [432]
3 years ago
7

5. In 23 years the city of Cincinnati grew from 250 to 3,000. How much of a percentage increase is this?

Mathematics
1 answer:
snow_lady [41]3 years ago
7 0

Answer:

1100 %

Step-by-step explanation:

% increase = Increase/original × 100%

Increase = 3000 – 250

Increase = 2750

% increase = 2750/250 × 100

% increase = 11 × 100

% increase = 1100 %

The population increased 1100 % .

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Factorise the equation 9x^2 - 4
Wittaler [7]

Answer:

Step-by-step explanation:

a² - b² = (a +b)(a - b)

9x² - 4 = (3x)² - 2²

            = (3x + 2 )(3x - 2)

5 0
3 years ago
Describe the error(s) that occurred and show the correct solution.
RideAnS [48]

Answer:

-x^{2}+4x

Step-by-step explanation:

we have

(x^{2}+x)-(2x^{2} -3x)

step 1

Eliminate the parenthesis

x^{2}+x-2x^{2} +3x

The symbol of the term 3x is incorrect, must be positive instead of negative

so

-(-3x)=+3x

Group terms that contain the same variable

(x^{2}-2x^{2})+(x+3x)

Combine like terms

-x^{2}+4x

6 0
3 years ago
Total consumption of fruit juice in a particular country in 2006 was about 1.86 billion
hram777 [196]

Answer:

Step-by-step explanation:

Kindly check explanation

Step-by-step explanation:

The population of that country in 2006 was 500 million. What was the average number of

gallons of fruit juice consumed per person in the country in 2006? Use pencil and paper. Using the per

person amount from this problem, about how many gallons would your class consume?

Total consumption in 2006 = 2.11 billion gallons (2,110,000,000)

Population of country in 2006 = 500,000,000

Average number of gallons of fruit juice consumed per person in the country in 2006:

Total consumption / total population

2,110,000,000 / 500,000,000

= 4.22 gallons per person

Number of gallons class will consume :

Assume number of students in class = 15

Hence, class consumption equals:

Average consumption per person × number of students in class :

4.22 × 15 = 63.3 gallons

3 0
3 years ago
In a study of cereal leaf beetle damage to oats, researchers measured the number of beetle larvae per stem in small plots of oat
PSYCHO15rus [73]

Answer:

At 0.05 level of significance, there is no difference in the mean number of larvae per stem. This supports the scientist's claim.

(d) H0: MeanMalathion - MeanNoMalathion equals 0

H1: MeanMalathion - MeanNoMalathion not equals 0

Step-by-step explanation:

Test statistic (t) = (mean 1 - mean 2) ÷ sqrt[pooled variance (1/n1 + 1/n2)]

Let the difference between the two means be x and the pooled variance be y

n1 = 5, n2 = 12

t = x ÷ sqrt[y(1/5 + 1/12)] = x ÷ sqrt(0.283y) = x ÷ 0.532√y = 1.88x/√y

Assuming the ratio of x to √y is 0.5

t = 1.88×0.5 = 0.94

n1 + n2 = 5 + 12 = 17

degree of freedom = n1 + n2 - 2 = 17 - 2 = 15

significance level = 0.05 = 5%

critical value corresponding to 15 degrees of freedom and 5% confidence interval is 2.131

The test is a two-tailed test because the alternate hypothesis is expressed using not equal to.

The region of no rejection of the null hypothesis lies between -2.131 and 2.131

Conclusion

Fail to reject the null hypothesis because the test statistic 0.94 falls within the region bounded by the critical values.

The scientist's claim is right.

A null hypothesis is a statement from a population parameter which is either rejected or accepted (fail to reject) upon testing. It is expressed using the equality sign.

An alternate hypothesis is also a statement from a population parameter which negates the null hypothesis and is accepted if the null hypothesis is rejected. It is expressed using any of the inequality signs.

3 0
3 years ago
Can someone help me... What is the answer
serious [3.7K]

z = 2y

Step-by-step explanation:

x = 2y..... (given)

z = x... (exterior alternate angles)

z = 2y

8 0
3 years ago
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