Answer:
the classmate is incorrect
Step-by-step explanation:
when you do the math for both inequalities they are equal to each other, despite the fact that one has multiplication and the other has addition.
Answer:
the slope of the line in the graph is: 3
the y-intercept is: -4
the equation of the line is: y=3x-4
Step-by-step explanation:
If we find a point on the graph and count it until it reaches other solid point we get that you have to go up three and to the right by one. This solid point I looked at was (0,-4) and counted up to (-1,1). To find the slope, we have to simply count and use "rise over run". The rise is 3 for every 1 we run, making the slope 3/1 which is 3.
the y-intercept is the point on the graph that touches the y-axis on the graph. The only point on the graph that touches the y-axis is -4, making the y-intercept -4.
The equation for a graph is y=mx+b. m would be the slope and b would be the y-intercept. We know that the slope is 3 (m) and that the y-intercept is -4 (b). Putting them together, we get that the equation of the graph is y=3x-4.
Answer:
The answer is false
Step-by-step explanation:
In a sample above 30 obs like this the confidence interval is defined as
X+- t* (s/sqrt(n)) where X is the mean t the tvalue for a given confidence level, n the size of sample and s standar deviation.
To find de appropiate value of t we must see the T table where rows are degrees of freedom and columns significance level
The significance is obtained:
significance = 1 - confidence level = 1 - 0.9 = 0.10
Degrees of freedom (df) for the inteval are
df = n - 1 = 18 - 1 = 17
So we must look for the value of a t with 17 values and significance of 0.10 which in t table is 1.740 not 1.746 ( thats the t for 16 df)
This is important because if you were to answer in complex fractions instead of its simplest form, you would have a tough time multiplying complex fractions together. You would get a HUGE denominator or numerator, which makes things difficult. It is important to write a fraction in its simplest form because of exactly that; making things simple. Would you rather multiply 64/132*64/132 or 1/2*1/2?
