Concept explainers
a)
To create: a two-way frequency table
a)
Answer to Problem 13PT
District 1 | District 2 | Total | |
In favour | 178 | 161 | 339 |
Against | 47 | 145 | 192 |
Total | 225 | 306 | 531 |
Explanation of Solution
Given: In district
In favour of merger
In district
Concept Used: A two-frequency table is used to show the frequencies of data from survey.
Calculation: Total In district
Total=
In district
In favour
In district
In against
In favour subtotal
In Against subtotal
Conclusion:
District 1 | District 2 | Total | |
In favour | 178 | 161 | 339 |
Against | 47 | 145 | 192 |
Total | 225 | 306 | 531 |
b)
To create: a relative frequency table
b)
Answer to Problem 13PT
District 1 | District 2 | Total | |
In favour | |||
Against | |||
Total |
Explanation of Solution
Given: In district
In favour of merger
In district
Concept Used: A two way relative frequency table is the table in which each cell is divided by total and multiplies by 100%.
Calculation: For relative frequency table divide each cell by total
Conclusion:
District 1 | District 2 | Total | |
In favour | |||
Against | |||
Total |
c)
To create: a conditional frequency table for districts and responses
c)
Answer to Problem 13PT
District 1 | District 2 | |
In favour | ||
Against | ||
Total |
District 1 | District 2 | Total | |
In favour | |||
Against |
Explanation of Solution
Given: In district
In favour of merger
In district
Concept Used: For conditional relative frequency table divide each column and row by their total and divide by
Calculation: For conditional frequency table for districts divide each column by their total and multiply by
For conditional frequency table for responses divide each row by their total and multiply by
Conclusion:
District 1 | District 2 | |
In favour | ||
Against | ||
Total |
District 1 | District 2 | Total | |
In favour | |||
Against |
Chapter 10 Solutions
Glencoe Algebra 1, Student Edition, 9780079039897, 0079039898, 2018
Additional Math Textbook Solutions
Basic Business Statistics, Student Value Edition
Elementary Statistics
Intro Stats, Books a la Carte Edition (5th Edition)
Algebra and Trigonometry (6th Edition)
A Problem Solving Approach To Mathematics For Elementary School Teachers (13th Edition)
Pre-Algebra Student Edition
- 3. Let M = (a) - (b) 2 −1 1 -1 2 7 4 -22 Find a basis for Col(M). Find a basis for Null(M).arrow_forwardSchoology X 1. IXL-Write a system of X Project Check #5 | Schx Thomas Edison essay, x Untitled presentation ixl.com/math/algebra-1/write-a-system-of-equations-given-a-graph d.net bookmarks Play Gimkit! - Enter... Imported Imported (1) Thomas Edison Inv... ◄›) What system of equations does the graph show? -8 -6 -4 -2 y 8 LO 6 4 2 -2 -4 -6 -8. 2 4 6 8 Write the equations in slope-intercept form. Simplify any fractions. y = y = = 00 S olo 20arrow_forwardEXERCICE 2: 6.5 points Le plan complexe est rapporté à un repère orthonormé (O, u, v ).Soit [0,[. 1/a. Résoudre dans l'équation (E₁): z2-2z+2 = 0. Ecrire les solutions sous forme exponentielle. I b. En déduire les solutions de l'équation (E2): z6-2 z³ + 2 = 0. 1-2 2/ Résoudre dans C l'équation (E): z² - 2z+1+e2i0 = 0. Ecrire les solutions sous forme exponentielle. 3/ On considère les points A, B et C d'affixes respectives: ZA = 1 + ie 10, zB = 1-ie 10 et zc = 2. a. Déterminer l'ensemble EA décrit par le point A lorsque e varie sur [0, 1. b. Calculer l'affixe du milieu K du segment [AB]. C. Déduire l'ensemble EB décrit par le point B lorsque varie sur [0,¹ [. d. Montrer que OACB est un parallelogramme. e. Donner une mesure de l'angle orienté (OA, OB) puis déterminer pour que OACB soit un carré.arrow_forward
- 2 Use grouping to factor: 10x + 13x + 3 = 0 Identify A B and C in the chart below feach responce inarrow_forward2 Use grouping to factor: 10x² + 13x + 3 = 0 Identify A, B, and C in the chart below. (each rearrow_forward2 Use grouping to factor: 10x + 13x + 3 = 0 Identify A B and C in the chart below feach responce inarrow_forward
- Use grouping to fully factor: x³ + 3x² - 16x - 48 = 0 3 2arrow_forwardName: Tay Jones Level Two Date: Algebra 3 Unit 3: Functions and Equations Practice Assessment Class: #7-OneNote 1. The function f(x) = x² is transformed in the following functions. List the vertex for each function, circle whether the function opens up or down, and why. All three parts must be correct to receive Level 2 points. You can receive points for a, b, and c. a) g(x) = -2(x+5)² Vertex: Opens Up Opens Down Why? ais negative -2 Vertex: b) g(x) = (x + 2)² - 3 c) g(x) = -4(x + 2)² + 2 Opens Up Opens Down Vertex: Opens Up Opens Down Why? 4 Ca is negative) Why? his positive 2. The graph of the function f(x) is shown below. Find the domain, range, and end behavior. Then list the values of x for which the function values are increasing and decreasing. f(x) Domain: End Behavior: As x → ∞o, f(x) -> -6 As x, f(x) -> Range: Where is it Increasing? (002] Where is it Decreasing? (1,00)arrow_forwardShow what to do on the graph visually please!arrow_forward
- Algebra and Trigonometry (6th Edition)AlgebraISBN:9780134463216Author:Robert F. BlitzerPublisher:PEARSONContemporary Abstract AlgebraAlgebraISBN:9781305657960Author:Joseph GallianPublisher:Cengage LearningLinear Algebra: A Modern IntroductionAlgebraISBN:9781285463247Author:David PoolePublisher:Cengage Learning
- Algebra And Trigonometry (11th Edition)AlgebraISBN:9780135163078Author:Michael SullivanPublisher:PEARSONIntroduction to Linear Algebra, Fifth EditionAlgebraISBN:9780980232776Author:Gilbert StrangPublisher:Wellesley-Cambridge PressCollege Algebra (Collegiate Math)AlgebraISBN:9780077836344Author:Julie Miller, Donna GerkenPublisher:McGraw-Hill Education