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brilliants [131]
2 years ago
10

Which is the larger fraction ?

Mathematics
2 answers:
ratelena [41]2 years ago
6 0

Answer:

To get the reciprocal of a fraction, just turn it upside down. Like this: 3. 4. A Fraction ... Convert it to an improper fraction: 213 = 6 3 + 1 3 = 7 3 2.

Step-by-step explanation:

azamat2 years ago
3 0

2/13 if im correct

Step-by-step explanation:

2/13 < 1/13 < 5/13

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The Food and Drug Administration (FDA) produces a quarterly report called Total Diet Study. The FDA’s report covers more than 20
pav-90 [236]

Using the normal approximation to the binomial, it is found that:

  • The mean of X is of 52 samples.
  • The standard deviation of X is of 4.2661 samples.
  • 0.0017 = 0.17% probability that less than half without any traces of pesticide.

--------------------------------

Binomial probability distribution

Probability of exactly x successes on n repeated trials, with p probability.

Can be approximated to a normal distribution, with mean given by:  

E(X) = np

And standard deviation of:

\sqrt{V(X)} = \sqrt{np(1-p)}

Normal probability distribution  

Z-score formula is used, which, in a set with mean \mu and standard deviation \sigma, the z-score of a measure X is given by:

Z = \frac{X - \mu}{\sigma}

  • Each z-score has an associated p-value, which measures the percentile of measure X.

--------------------------------

  • 65% of samples had no pesticide, thus p = 0.65
  • 80 samples, thus n = 80

The mean of X is of:

E(X) = np = 0.65(80) = 52

The standard deviation of X is of:

\sqrt{V(X)} = \sqrt{np(1-p)} = \sqrt{80(0.65)(0.35)} = 4.2661

Using the approximation and continuity correction, the probability is P(X < 40 - 0.5) = P(X < 39.5), which is the p-value of Z when X = 39.5. Thus:

Z = \frac{X - \mu}{\sigma}

Z = \frac{39.5 - 52}{4.2661}

Z = -2.93

Z = -2.93 has a p-value of 0.0017, thus:

0.0017 = 0.17% probability that less than half without any traces of pesticide.

A similar problem is given at brainly.com/question/24261244

8 0
2 years ago
A distance travaled by train in three hours with a constant speed of r miles per hour
True [87]

The distance travelled by the train with constant speed of r miles will be 3r.

<h3><u>What is Speed?</u></h3>
  • The most crucial scientific notion is measurement. Base or physical fundamental units are used to quantify a wide range of quantifiable quantities.
  • One such measurable metric is speed, which calculates the ratio between the distance an object travels and the time needed to cover that distance. Let's explore speed in-depth in this session.
  • The pace at which an object's location changes in any direction. When an object travels the same distance in the same amount of time, it is said to be moving at a uniform speed.
  • When an object travels a different distance at regular intervals, it is said to have variable speed.

We know the formula of distance linking the speed and the time.

Distance = speed × time

Substituting the given values to get:

Distance = r × 3

Distance = 3r

Know more about Speed with the help of the given link:

brainly.com/question/6280317

#SPJ4

5 0
2 years ago
Suppose Barbara has a 20 minute commute and scores 67.4 on the survey. Is Barbara more 'well-off than the typical individual who
Natalka [10]

Please find full question attached Answer:

Barbara is not more well off as the typical individual has a higher well being score

Explanation:

please find explanation attached

5 0
3 years ago
(i) Represent these two sets of data by a back-to-back stem-and-leaf diagram.
alexgriva [62]
<h3>Answer: </h3>

{\begin{tabular}{lll}\begin{array}{r|c|l}\text{Leaf (Ali)} & \text{Stem} & \text{Leaf (Kumar)}\\\cline{1-3} 7 & 4 & 1\ 2\ 3\ 6\ 6\ 9\ 9 \\  9\ 8 & 5 & 2\ 2\ 3\\  5\ 5 & 6 & \\  7\ 2\ 0 & 7 & 8\ 8\ 9\\  9\ 9\ 8\ 4\ 3\ 3\ 3\ 1\ 1 & 8 & 2\ 2\ 4\ 5\\  9\ 8\ 1 & 9 & 0\ 2\ 5\\  \end{array} \\\\ \fbox{\text{Key: 7} \big| \text{4} \big| \text{1 means 4.7 for Ali and 4.1 for Kumar}} \end{tabular}}

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

Explanation:

The data set for Ali is

8.3, 5.9, 8.3, 8.9, 7.7, 7.2, 8.1, 9.1, 9.8, 5.8,

8.3, 4.7, 7.0, 6.5, 6.5, 8.4, 8.8, 8.1, 8.9, 9.9

which when on a single line looks like this

8.3, 5.9, 8.3, 8.9, 7.7, 7.2, 8.1, 9.1, 9.8, 5.8, 8.3, 4.7, 7.0, 6.5, 6.5, 8.4, 8.8, 8.1, 8.9, 9.9

Let's sort the values from smallest to largest

4.7, 5.8, 5.9, 6.5, 6.5, 7.0, 7.2, 7.7, 8.1, 8.1, 8.3, 8.3, 8.3, 8.4, 8.8, 8.9, 8.9, 9.1, 9.8, 9.9

Now lets break the data up into separate rows such that each time we get to a new units value, we move to another row

4.7

5.8, 5.9

6.5, 6.5

7.0, 7.2, 7.7

8.1, 8.1, 8.3, 8.3, 8.3, 8.4, 8.8, 8.9, 8.9

9.1, 9.8, 9.9

We have these stems: 4, 5, 6, 7, 8, 9 which represent the units digit of the values. The leaf values are the tenths decimal place.

For example, a number like 4.7 has a stem of 4 and leaf of 7 (as indicated by the key below)

This is what the stem-and-leaf plot looks like for Ali's data only

\ \ \ \ \ \ \ \ \text{Ali's data set}\\\\{\begin{tabular}{ll}\begin{array}{r|l}\text{Stem} & \text{Leaf}\\ \cline{1-2}4 & 7 \\ 5 & 8\ 9 \\ 6 & 5\ 5 \\ 7 & 0\ 2\ 7 \\ 8 & 1\ 1\ 3\ 3\ 3\ 4\ 8\ 9\ 9 \\ 9 & 1\ 8\ 9\\ \end{array} \\\\ \fbox{\text{Key: 4} \big| \text{7 means 4.7}} \\ \end{tabular}}

The stem-and-leaf plot condenses things by tossing out repeated elements. Instead of writing 8.1, 8.1, 8.3 for instance, we can just write a stem of 8 and then list the individual leaves 1, 1 and 3. We save ourselves from having to write two more copies of '8'

Through similar steps, this is what the stem-and-leaf plot looks like for Kumar's data set only

\ \ \ \ \ \ \ \ \text{Kumar's data set}\\\\{\begin{tabular}{ll}\begin{array}{r|l}\text{Stem} & \text{Leaf}\\ \cline{1-2}4 & 1\ 2\ 3\ 6\ 6\ 9\ 9 \\ 5 & \ 2\ 2\ 3\  \  \  \   \\ 6 & \\ 7 & 8\ 8\ 9 \\ 8 & 2\ 2\ 4\ 5\\ 9 & 0\ 2\ 5\\ \end{array} \\\\ \fbox{\text{Key: 4} \big| \text{1 means 4.1}} \\ \end{tabular}}

Kumar doesn't have any leaves for the stem 6, so we will have that section blank. It's important to have this stem so it aligns with Ali's stem plot.

Notice that both stem plots involve the same exact set of stems (4 through 9 inclusive).

What we can do is combine those two plots into one single diagram like this

{\begin{tabular}{lll}\begin{array}{r|c|l}\text{Leaf (Ali)} & \text{Stem} & \text{Leaf (Kumar)}\\\cline{1-3} 7 & 4 & 1\ 2\ 3\ 6\ 6\ 9\ 9 \\  8\ 9 & 5 & 2\ 2\ 3\\  5\ 5 & 6 & \\  0\ 2\ 7 & 7 & 8\ 8\ 9\\  1\ 1\ 3\ 3\ 3\ 4\ 8\ 9\ 9 & 8 & 2\ 2\ 4\ 5\\  1\ 8\ 9 & 9 & 0\ 2\ 5\\  \end{array} \\  \end{tabular}}

Then the last thing to do is reverse each set of leaves for Ali (handle each row separately). The reason for this is so that each row of leaf values increases as you further move away from the stem. This is simply a style choice. This is somewhat similar to a number line, except negative values aren't involved here.

This is what the final answer would look like

{\begin{tabular}{lll}\begin{array}{r|c|l}\text{Leaf (Ali)} & \text{Stem} & \text{Leaf (Kumar)}\\\cline{1-3} 7 & 4 & 1\ 2\ 3\ 6\ 6\ 9\ 9 \\  9\ 8 & 5 & 2\ 2\ 3\\  5\ 5 & 6 & \\  7\ 2\ 0 & 7 & 8\ 8\ 9\\  9\ 9\ 8\ 4\ 3\ 3\ 3\ 1\ 1 & 8 & 2\ 2\ 4\ 5\\  9\ 8\ 1 & 9 & 0\ 2\ 5\\  \end{array} \\\\ \fbox{\text{Key: 7} \big| \text{4} \big| \text{1 means 4.7 for Ali and 4.1 for Kumar}} \end{tabular}}

The fact that Ali is on the left side vs Kumar on the right, doesn't really matter. We could swap the two positions and end up with the same basic table. I placed Ali on the left because her data set is on the top row of the original table given.

The thing you need to watch out for is that joining the stem and leaf for Ali means you'll have to read from right to left (as opposed to left to right). Always start with the stem. That's one potential drawback to a back-to-back stem-and-leaf plot. The advantage is that it helps us compare the two data sets fairly quickly.

6 0
2 years ago
Anyone down to zo0m with this chaotic idi0t? I've got nothin to do lol
gladu [14]

Answer:

I wouldddd but I can’t sorry

Step-by-step explanation:

Thanks for the points though :)

5 0
3 years ago
Read 2 more answers
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