Answer:
23.7
Step-by-step explanation:
For this case, the first thing you should know is:
d: v * t
Where,
d: distance
v: speed
t: time
To go to school by bus we have:
d = 45 * t
To return from school we have:
d = 2.5 * (1-t)
how the distance is the same:45 * t = 2.5 * (1-t)
Answer:
the equation that will help find the time it takes chelsea to get to school on the bus is:
45 * t = 2.5 * (1-t)
Note: the equation will have one solution.
Answer:
Option (d) and (e)
Step-by-step explanation:
We are given that a sample survey interviews SRS of 500 female college students and 550 male college students. And Researchers want to determine whether there is a difference in the proportion of male and female college students who worked for pay last summer.
In all, 410 of the females and 484 of the males say they worked for pay last summer.
From this, Null Hypothesis, : {means proportion of male and female college students who worked for pay last summer are same}
Alternate Hypothesis, : {means there is a difference in the proportion of male and female college students who worked for pay last summer}
Now, since we know that results were statistically significant at the 1% level.
So, if p-value is less than the significance level ⇒ we will reject
if p-value is more than the significance level ⇒ we will not reject
From the options given it is sure that P-value is less than 1%,i.e.;
<em>P-value is less than the significance level, so we will reject null hypothesis and conclude that there is convincing evidence that the proportion of all male college students in the study who worked for pay last summer is different from the proportion of all female college students in the study who worked for pay last summer. </em>
Also, option (d) and (e) are same in my opinion.
Answer:
1) p≥2
2) e-9=13
3) f<5
Step-by-step explanation:
1) If there are at least two slices left, there could be more, so use p≥2, meaning p is greater than or equal to 2.
2) e is your starting amount, so put that first, then it says it decreases by 9, so it is e-9=13.
3) If there are fewer than 5, it can not be 5 so you use <.
f<5 or gallons is less than 5.
If you can see, the 4 in the thousands place is bigger than the tens place. It is pretty obvious. Thousand is bigger than ten, right? If you had ten shirts and thousand shirts, it would be a big difference. Start from the right.
Ones, Tens, Hundred, Thousands, Ten thousands, Hundred thousand, Millions, Ten millions, Hundred millions, Billion, Ten billion, Hundred billion, Trillion, Ten trillion, Hundred trillion, Quadrillion, Ten quadrillion, Hundred quadrillion, Quintillion, ten quintillion, hundred quintillion, sextillions, ten sextillions, hundred sextillions, octillions,ten octillions, hundred octillions, etc...