Help, what is the answer
2 answers:
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Answer:
600
Step-by-step explanation:
Let's consider this question using algebra.
Imagine the number of bricks in the original pile is .
We are told that of the bricks are used for a project, meaning that
has been used, leaving us with
as our remainder.
Then, we are told that of the remainder are used to leave us with 50 bricks. This means that
of the remainder is left, and this is equal to 50 bricks. This means that the remainder's original amount is equal to 150, because we are told that
of the remainder is equal to 50.
So, we know that the remainder is 150, and we also know that the remainder is . Let's now use these to form an equation.
Because we know that a quarter of the original amount of bricks is equal to 150, we can multiply both sides of the equation by 4 to get the original amount of bricks in the pile.
So, there were 600 bricks in the original pile.
Answer:
(a) Null Hypothesis, :
30 points
Alternate Hypothesis, :
< 30 points
(b) Type I error is that we conclude that test-takers who had completed the training showed a mean increase smaller than 30 points but in actual, the program raises SAT scores by an average of at least 30 points.
Step-by-step explanation:
We are given that a test-preparation company advertises that its training program raises SAT scores by an average of at least 30 points.
A random sample of test-takers who had completed the training showed a mean increase smaller than 30 points.
Let = <u><em>average SAT score.</em></u>
(a) So, Null Hypothesis, :
30 points
Alternate Hypothesis, :
< 30 points
Here, the null hypothesis states that the training program raises SAT scores by an average of at least 30 points.
On the other hand, the alternate hypothesis states that test-takers who had completed the training showed a mean increase smaller than 30 points.
(b) Type I error states the probability of rejecting the null hypothesis given the fact that null hypothesis is true.
According to the question, the Type I error is that we conclude that test-takers who had completed the training showed a mean increase smaller than 30 points but in actual, the program raises SAT scores by an average of at least 30 points.
The consequence of a Type I error is that we conclude the test-takers have low SAT scores but in actual they have an SAT score of at least 30 points.