The water level in the aquarium rises by (A) 0.25.
The volume of water in the aquarium before the rock is added is:
100 cm x 40 cm x 37 cm = 148000 cm^3
When the rock is added, its volume is 1000 cm^3, so the total volume of water and the rock is:
148000 cm^3 + 1000 cm^3 = 149000 cm^3
To find the new water level, we need to divide the total volume by the base area of the aquarium:
149000 cm^3 ÷ (100 cm x 40 cm) = 37.25 cm
Therefore, the water level rises by:
37.25 cm - 37 cm = 0.25 cm
So the answer is (A) 0.25.
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Your question is incomplete, but probably the complete question is :
An aquarium has a rectangular base that measures 100 cm by 40cm and has a height of 50cm. The aquarium is filled with water to a depth of 37 cm. A rock with volume 1000cm^3 is then placed in the aquarium and completely submerged. By how many centimeters does the water level rise?
(A) 0.25
(B) 0.5
(C)
(D)1.25
(E) 2.5
STUDENT ACTIVITIES The Venn diagram shows the cast members of two school musicals who also participate in the local children's theater. One of the students will be chosen at random to attend a statewide performing arts conference. Let A be the event that a student is a cast member of Suessical and let B be the event that a student is a cast member of Wizard of Oz
we can use the notation P(A) and apply the definition of probability: P(A) = P(B), P (A ∩ B), and P (A ∪ B) if we have the necessary information.
What is Vann diagram?I believe you meant to say, "Venn diagram". A Venn diagram is a type of graphical representation used to illustrate relationships between sets or groups of objects, concepts, or ideas. It consists of a series of overlapping circles or other closed shapes, with each circle representing a set or group and the overlapping areas representing the relationships or intersections between them.
by the question.
Let A be the event that a student is a cast member of Seussical, and let B be the event that a student is a cast member of Wizard of Oz. Then, we can define the following:
A ∩ B: The event that a student is a cast member of both Seussical and Wizard of Oz.
A ∪ B: The event that a student is a cast member of either Seussical, Wizard of Oz, or both.
A': The event that a student is not a cast member of Seussical.
B': The event that a student is not a cast member of Wizard of Oz.
Based on the information given, we do not know how many students are in each of these events, but we can still make some general observations. For example:
If A and B have no students in common (i.e., A ∩ B = ∅), then the number of students in A ∪ B is equal to the sum of the number of students in A and the number of students in B.
If some students are in both A and B (i.e., A ∩ B is not empty), then the number of students in A ∪ B is equal to the sum of the number of students in A, the number of students in B, and the number of students in A ∩ B. In other words, some students are counted twice when we add up the number of students in A and the number of students in B, so we need to subtract the number of students in A ∩ B to avoid double-counting.
We do not know whether the events A and B are mutually exclusive (i.e., whether A ∩ B = ∅) or not. If they are mutually exclusive, then P(A ∩ B) = 0, and we can use the addition rule of probability to find P (A ∪ B) = P(A) + P(B). If they are not mutually exclusive, then we need to use the general addition rule of probability: P(A ∪ B) = P(A) + P(B) - P(A ∩ B).
Finally, if we want to find the probability that a student chosen at random is a cast member of Seussical,
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How many yards are in three and one-half miles?
4,400 yards
5,280 yards
6,160 yards
7,040 yards
Option C. 6,160 yards. To convert miles to yards, we multiply the number of miles by 1,760 (which is the number of yards in one mile). So, 3.5 miles x 1,760 yards/mile = 6,160 yards.
To convert miles to yards, we need to know that there are 1,760 yards in one mile. Therefore, to find out how many yards are in three and one-half miles, we need to multiply 1,760 by 3.5:
1,760 x 3.5 = 6,160
Therefore, there are 6,160 yards in three and one-half miles.
The other options provided are:
4,400 yards: This is equivalent to 2.5 miles, since 1 mile is 1,760 yards. Therefore, this is not the correct answer.
5,280 yards: This is equivalent to 3 miles, since 1 mile is 1,760 yards. Therefore, this is also not the correct answer.
7,040 yards: This is equivalent to 4 miles, since 1 mile is 1,760 yards. Therefore, this is not the correct answer.
So, the correct answer is 6,160 yards, which is the result of multiplying 1,760 yards by 3.5 miles.
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The village of Hampton has 436 families 238 of the families live within 1 mile of the village square use mental math to find how many families live farther than 1 mile from the square show your work
Answer: 198 families live farther than 1 mile from the square.
Step-by-step explanation:
We know that there are 238 families that live within 1 mile of the village square. To find the number of families that live farther than 1 mile from the square, we can subtract 238 from the total number of families:
436 - 238 = 198
Therefore, 198 families live farther than 1 mile from the square. We can do this subtraction mentally without needing a calculator.
solve the equation √(x-4)^2=4-x
Answer:
To solve this equation, we will first simplify the left-hand side using the fact that the square root of a number squared is equal to the absolute value of that number.
So, we have:
| x - 4 | = 4 - x
We can now split this equation into two cases, depending on whether x - 4 is positive or negative:
Case 1: x - 4 ≥ 0
In this case, | x - 4 | = x - 4, so we have:
x - 4 = 4 - x
Simplifying this equation, we get:
2x = 8
x = 4
However, we must check this solution to make sure it satisfies the original equation. Plugging x = 4 back into the original equation, we get:
√(4 - 4)^2 = 4 - 4
√0 = 0
So, x = 4 is a valid solution.
Case 2: x - 4 < 0
In this case, | x - 4 | = -(x - 4), so we have:
-(x - 4) = 4 - x
Simplifying this equation, we get:
-2x + 8 = 4
-2x = -4
x = 2
Again, we must check this solution to make sure it satisfies the original equation. Plugging x = 2 back into the original equation, we get:
√(2 - 4)^2 = 4 - 2
√4 = 2
This is a valid solution.
Therefore, the equation has two solutions: x = 4 and x = 2.
Answer: Bro x = 4
Step-by-step explanation:
NEED HELP DUE TODAY!!!! GIVE GOOD ANSWERS PLEASE!!!!
2. How do the sizes of the circles compare?
3. Are triangles ABC and DEF similar? Explain your reasoning.
4. How can you use the coordinates of A to find the coordinates of D?
Answer:the triangles are similar to each other by AA rule and EF = 8.
Step-by-step explanation:
the triangles are similar to each other by AA rule and EF = 8.
this should help if wrong sorry im in middle school so
Samantha and Christian own competing taxicab companies. Both cab companies charge a one-time pickup fee for every ride, as well as a charge for each mile traveled. Samantha charges a $3.50 pickup fee and $1.30 per mile. The table below represents what Christian's company charges.
Christian's company charges $0.8 per mile than Samantha's.
What is the rate of change?In Mathematics and Geometry, the rate of change can be calculated by using the following mathematical equation (formula);
Rate of change, m = (Change in y-axis, Δy)/(Change in x-axis, Δx)
Rate of change, m = (y₂ - y₁)/(x₂ - x₁)
Next, we would determine the rate of change of the value of y with respect to the value of x for Christian's company;
Rate of change, m = (43.50 - 22.50)/(20 - 10)
Rate of change, m = 21/10
Rate of change, m = 2.1
Therefore, the difference between the charges by Christian's company and Samantha's company can be calculated as follows;
Difference in charges = 2.1 - 1.30
Difference in charges = $0.8.
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If AC = 57, find the measure of AB.
Segment Addition Postulate - Meaning, Formula & Examples
Answer:
AB = 27
Step-by-step explanation:
AC = AB + BC
[tex]{ \rm{57 = 3x + (4x - 6)}} \\ \\ { \rm{57 = 7x - 6}} \\ \\ { \rm{7x = 57 + 6}} \\ \\ { \rm{7x = 63}} \\ \\ { \rm{x = 9}}[/tex]
Therefore;
[tex]{ \rm{AB = 3x = 3 \times 9}} \\ { \boxed{ \rm{AB = 27}}}[/tex]
if one response is selected at random, what is the probability the response indicated that the dog is small-sized given that they enjoyed the treat? express your answer as a fraction in lowest terms or a decimal rounded to the nearest millionth.
The probability that the response indicated that the dog is small-sized given that they enjoyed the treat is 0.286 (or 2/7) in fraction in the lowest terms.
What is Bayes' theorem?Bayes' theorem is used to update probabilities of a hypothesis or an event in light of new data or evidence. It is used to calculate the conditional probability of an event based on prior knowledge of the conditions that might be relevant to the event.In the given problem, we have to find the probability that the response indicated that the dog is small-sized given that they enjoyed the treat.
The probability that the dog is small-sized given that they enjoyed the treat is the conditional probability P(S|T), where S is the event that the dog is small-sized and T is the event that they enjoyed the treat. To find the value of P(S|T), we will use Bayes' theorem. Bayes' theorem states that P(S|T) = P(T|S) * P(S) / P(T) where P(T|S) is the probability that they enjoyed the treat given that the dog is small-sized, P(S) is the prior probability that the dog is small-sized, and P(T) is the probability that they enjoyed the treat.
P(S) = 3/7P(T|S) = 2/3P(T) = (2/3 * 3/7) + (1/4 * 4/7) = 18/84 + 4/28 = 1/3
(adding the probabilities of T given S and T given L)Therefore, P(S|T) = (2/3 * 3/7) / (1/3) = 2/7 = 0.285714...Rounding off to the nearest millionth, the probability is 0.286. Therefore, the probability that the response indicated that the dog is small-sized given that they enjoyed the treat is 0.286 (or 2/7) in fraction in the lowest terms.
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3. any time you are presented with data or statistics are many things you should consider. list two examples of things you need to consider when evaluating a data set or statistics. why do you need to consider them?
When evaluating a data set or statistics, the things to consider are sample size and data quality. It's important to consider these things because they provide insight into the validity of the data and the accuracy of the statistics that are being used.
When presented with a dataset or statistics, there are several things to consider.
Here are two examples of what you need to consider when evaluating a dataset or statistics:
1. Sample size: It's important to consider the sample size because small sample sizes are more likely to be biased. For example, a small sample size might be unrepresentative of a larger population. A sample size of 30 is commonly used to distinguish between small and large samples in statistics. Larger sample sizes are often more representative of the population and produce more reliable statistics.
2. Data quality: The quality of the data is also an important consideration. When evaluating statistics, you must ensure that the data is accurate, relevant, and up-to-date. This is important because using incorrect or outdated data can lead to incorrect conclusions. Additionally, if the data is missing or incomplete, you may not be able to get an accurate picture of the population that the dataset is supposed to represent. This can skew the results, making them less reliable or even completely useless. Therefore, data quality is an important consideration when evaluating statistics.
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Find the derivative of the function f(x), below. It may be to your advantage to simplify before differentiating. f(x)=ln(14-e^-2x). f'(x)
To find the derivative of the function f(x), we need to take the derivative of the natural logarithm (ln) of the function. We can do this by using the chain rule, which states that the derivative of the composition of two functions is equal to the derivative of the outer function times the derivative of the inner function.
The derivative of the outer function (ln) is 1/f(x), and the derivative of the inner function (14 - e-2x) is -2e-2x. So the derivative of f(x) is:
f'(x) = 1/f(x) × (-2e-2x)
f'(x) = 1/(ln(14 - e-2x)) × (-2e-2x)
f'(x) = -2e-2x/(14 - e-2x)
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A triangle has sides with lengths of 7 inches, 14 inches, and 16 inches. Is it a right triangle?
Answer:
No, is not a right triangle
Step-by-step explanation:
If it is a right triangle Pythagoras theorem do apply.
Since the hypotenuse is the side with 16in, sides are 7 and 14 inches
notice
[tex]\sqrt{7^{2} +16^{2} } = \sqrt{245} \neq 16[/tex]
Bella is splitting her rectangular backyard into a garden in the shape of a trapezoid and a fish pond in the shape of a right triangle. What is the area of her garden?
The Area of Bella's garden as required to be determined in the task content is the difference of the area of the rectangular backyard and the right triangular fish pond.
What is the area of Bella's trapezoidal garden?It follows from the task content that the area of Bella's trapezoidal garden is to be determined from the given information.
Since the garden and the fish pond are from the rectangular backyard; the sum of their areas is equal to the area of the backyard.
Ultimately, the area of the garden is the difference of the area of the rectangular backyard and the right triangular fish pond.
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dayna writes the integers 1,2,3,4,5,6,7,8,9,10,11,12 on a chalkboard, then she erases the integers from 1 through 6, as well as their multiplicative inverse $\mod{13}$. what is the only integer dayna does not erase?
The integers 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 have been written on a chalkboard by Dayna. She then erased the integers from 1 through 6, as well as their multiplicative inverse $\mod{13}$.
We can find the multiplicative inverse of an integer { a modulo 13 } by using the extended Euclidean algorithm.The integers from 1 to 6 are 1, 2, 3, 4, 5, and 6.The multiplicative inverse of : 1 modulo 13 is 1, 2 modulo 13 is 7, 3 modulo 13 is 9, 4 modulo 13 is 10, 5 modulo 13 is 8, and 6 modulo 13 is 11.The only integer that Dayna does not erase is 12.
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The number 2 is the first even counting number,4 is the second even number, 6 is the third even number, and so forth. What is the sum of the first 25th even counting numbers
The number 2 is the first even counting number,4 is the second even number, 6 is the third even number, and so forth. the sum of the first 25th even counting numbers is 650.
Since we are given that the first even counting number is 2 and each subsequent even counting number can be obtained by adding 2 to the previous one. so by using the formula for finding the 25th term of an arithmetic series which :
an=a+(n-1)d, where the nth term d is a common difference and a is the first term so, the 25th term is 2 + (25-1)*2 = 2 + 48 = 50. Now for finding the sum of the first 25 even counting numbers, we use the formula which is Sn = n /2 * (a1 + an), where Sn is the sum of the first n terms of the series, a1 is the first term, and an is the nth term. since in this n=25, a1=2 and an=50, so after substituting the values we get S25 = 25/2 * (2 + 50) = 25/2 * 52 = 650
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Nine from shared 12 pounds of pecans equals how many pounds of pecans does each friend get
Answer:
Each student's share is 1 1 3 1\dfraction{1}{ 3 } 131 pounds of pecans.
Marissa's bill at the restaurant was $56.09. She left a tip of 20%.
What was the tip amount? Round your answer to the nearest
hundredth.
Answer:
$11.22
Step-by-step explanation:
20% of 56.09 = 1/5 of 56.09
Now, we divide 56.09 by 5 to get our answer which when rounded becomes 11.22.
Answer:
$11.22
Step-by-step explanation:
20% = 0.2
We Take
56.09 x 0.2 = $11.218
Round $11.218 will be $11.22
So, the tip amount is $11.22
Find the value of N.
4 + 5 -3 = N
8 x 3 - 5 = N
15 ÷ 3 + 10 = N
8 + 3 -1 x 2 = N
14 x 3 - 2 = N
( 3 + 5 ) x 2 = N
10 + 7 + 2 x 1 = N
16 ÷ 8 + 4 = N
7 + 5 ÷ 5 = N
20 ÷ 4 x 6 = N
Answer:
1. n=6
2. n=19
3. n=15
4. n=20
5. n=40
6. n=16
7. n=19
8. n=6
9. n=2.4
10. n=30
Step-by-step explanation:
remember the priorities :
1. brackets
2. exponents
3. multiplications and divisions
4. additions and subtractions
inside every category you go usually from left to right, but you can use the commutative property where applicable.
4 + 5 - 3 = 4 + 5 - 3 = 4 + 5 - 3 = 4 - 3 + 5 = 6
8×3 - 5 = 24 - 5 = 19
15/3 + 10 = 5 + 10 = 15
8 + 3 - 1×2 = 8 + 3 - 2 = 9
14×3 - 2 = 42 - 2 = 40
(3 + 5)×2 = 8×2 = 16
10 + 7 + 2×1 = 10 + 7 + 2 = 19
16/8 + 4 = 2 + 4 = 6
7 + 5/5 = 7 + 1 = 8
20/4×6 = 5×6 = 30
Use the formula pH=log(1/[H^+]) to write an expression for the concentration of hydrogen ions in a liter of a sports drink that has a pH of 2. 4. What is the concentration of hydrogen ions?
The concentration of hydrogen ions in a liter of the sports drink is approximately 3.98 x 10^(-3) moles per liter.
The pH of a substance is a measure of its acidity or basicity and is defined as the negative logarithm (base 10) of the hydrogen ion concentration [H+]. The formula for pH is given as pH = -log[H+].
To find the concentration of hydrogen ions in a liter of a sports drink that has a pH of 2.4, we can use the formula pH = -log[H+]. Rearranging this formula, we get [H+] = 10^(-pH).
Substituting the given value of pH into this expression, we get [H+] = 10^(-2.4).
It's worth noting that the hydrogen ion concentration is related to the acidity of a solution; the higher the hydrogen ion concentration, the more acidic the solution. The pH scale ranges from 0 (most acidic) to 14 (most basic), with a pH of 7 being neutral. The sports drink in question has a relatively low pH, indicating that it is quite acidic.
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In a regular pentagon PQRST. PR intersects QS
at O. Calculate angle ROS.
Answer: 72°
Step-by-step explanation:
To find the interior angle of this shape, use the formula 180(n-2)/n, where n is the amount of sides. Plugging 5 in for the interior angle of a pentagon, you get 180(3)/5, or 108°.
Using the statement that PR intersects QS, we can see that triangle QOR is isosceles (to get this, look at triangle PQR, and note that because it has 2 equal side lengths, and its last length is not equivalent to the other 2 sides, it is isosceles). Solving for angle PRQ, we know one angle is 108°, and the other two are equal. The total angle in a triangle is 180°, so (180°-108°)/2 = 36° (angles QPR and PRQ).
Since the angle of R = 108°, we can find angle PRS as 108° - 36°, or 72°. Since triangles PQR and QRS are similar (share the same angles and side lengths), we can see that angle RQS and RSQ are both 36°.
Since ORS is a triangle, its angle total is 180°. Since we know the angles ORS and OSR (respectively) already as 72° and 36°, we can subtract these angles to find angle ROS. 180°-72°-36° = 72°
Darnel is studying the movement of glaciers, which are bodies of dense ice. The median
annual movement of the Blue Valley Glacier is about 300.2 feet, and the interquartile range is
14 feet. The median annual movement of the Silver Lake Glacier is about 300.4 feet, and the
interquartile range is about 14 feet.
4) What can you conclude from these statistics? Complete the sentence.
Over a year, the Blue Valley Glacier typically moves about
the Silver Lake Glacier, and Blue Valley has
its annual movement compared to Silver Lake.
as
▾ variability in its annual movement compared to silver lake
Over a year, the Blue Valley Glacier typically moves about the same distance as the Silver Lake Glacier, and Blue Valley has the same variability in its annual movement compared to Silver Lake.
How to interpret the statisticsThe median annual movement of the Blue Valley Glacier is 300.2 feet, and the interquartile range is 14 feet.
The interquartile range indicates the spread of the data within the middle 50% of the data
So we know that the annual movement of the Blue Valley Glacier falls within a range of 300.2 ± 7 feet (i.e. 293.2 to 307.2 feet)
Similarly, the median annual movement of the Silver Lake Glacier is 300.4 feet, and the interquartile range is also 14 feet
So the annual movement of the Silver Lake Glacier also falls within a range of 300.4 ± 7 feet (i.e. 293.4 to 307.4 feet)
Since the ranges for both glaciers overlap and have the same size, we can conclude that they typically move about the same distance over a year, and that the variability in the annual movement of Blue Valley is comparable to that of Silver Lake.
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What is the first step in
solving this equation?
4|2-v|-3= 25
The Answer: The first step is Rearranging the Equation
v=9
v=-5
Step-by-step explanation:
STEP
1
:
Rearrange this Absolute Value Equation
Absolute value equalitiy entered
4|-v+2|-3 = 25
Another term is moved / added to the right hand side.
4|-v+2| = 28
STEP
2
:
Clear the Absolute Value Bars
Clear the absolute-value bars by splitting the equation into its two cases, one for the Positive case and the other for the Negative case.
The Absolute Value term is 4|-v+2|
For the Negative case we'll use -4(-v+2)
For the Positive case we'll use 4(-v+2)
STEP
3
:
Solve the Negative Case
-4(-v+2) = 28
Multiply
4v-8 = 28
Rearrange and Add up
4v = 36
Divide both sides by 4
v = 9
STEP
4
:
Solve the Positive Case
4(-v+2) = 28
Multiply
-4v+8 = 28
Rearrange and Add up
-4v = 20
Divide both sides by 4
-v = 5
Multiply both sides by (-1)
v = -5
Which is the solution for the Positive Case
STEP
5
:
Wrap up the solution
v=9
v=-5
The rectangular garden is 175 m long and 96 m broad . find the cost of fencing it at 17.50per m.also find the cost of ploughing it at 4.50 paise per square metre
Hence, the cost of fencing the garden is ₹9485. Hence, the cost of plowing the garden is ₹756.
What is perimeter?Perimeter is the total distance around the outside of a closed two-dimensional shape. It is the sum of the lengths of all the sides of the shape. For example, the perimeter of a rectangle is found by adding the lengths of all its four sides, whereas the perimeter of a circle is found by multiplying the diameter by π (pi). Perimeter is usually expressed in units of length, such as meters, centimeters, feet, or inches.
Here,
The perimeter of the rectangular garden is twice the sum of its length and width. So, the length of the fence needed to enclose the garden is:
2 × (length + width) = 2 × (175 m + 96 m) = 542 m
Therefore, the cost of fencing the garden at 17.50 per meter is:
Cost of fencing = length of fence × cost per meter
= 542 m × 17.50
= 9485
Hence, the cost of fencing the garden is ₹9485.
To find the cost of plowing the garden, we need to first calculate its area, which is given by:
Area = length × width
= 175 m × 96 m
= 16800 m²
Therefore, the cost of plowing the garden at 4.50 paise per square meter is:
Cost of plowing = area of garden × cost per square meter
= 16800 m² × 0.045
= 756
Hence, the cost of plowing the garden is ₹756.
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The interest $I on a loan of $P for a year at a rate of 6% varies directly as the loan
find the formula relating I and P
a) I when P = 800 b)P when I = 72
The formula relating I and P is I = kP
a) When P= $800, then I = $48
b) When I = $72, then P = $1200
If the interest $I on a loan of $P for a year at a rate of 6% varies directly as the loan, we can write:
I = kP
where k is a constant of proportionality. To find the value of k, we can use the given information that the interest rate is 6%, or 0.06 as a decimal. We know that when P = 100, the interest I = 0.06 × 100 = 6. Therefore:
I/P = 6/100 = 0.06 = k
Now we can use this value of k to answer the given questions,
a) When P = 800, the formula relating I and P is:
I = kP
I = 0.06 × 800
I = 48
Therefore, the interest on a loan of $800 for a year at a rate of 6% is $48.
b) When I = 72, the formula relating I and P is:
I = kP
72 = 0.06P
Solving for P:
P = 72/0.06
P = 1200
Therefore, a loan of $1200 for a year at a rate of 6% would have an interest of $72.
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Where did my dad go? He went to get milk but never came back
The phrase "He went to get milk but never came back" is often used as a humorous way to explain someone's absence or to imply that someone is unreliable or untrustworthy.
The phrase likely originates from a common experience where a child's parent, often their father, promises to go out to get something, like milk, but never returns. This can be a source of disappointment and confusion for the child, and the phrase has since been used in a joking manner to explain someone's failure to show up or fulfill a promise.
However, it is important to recognize that this experience can also be a source of trauma and should not be used to make light of someone's pain or loss.
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find the number of ways of arranging the numbers ${}1,$ ${}2,$ ${}3,$ ${}4,$ ${}5,$ $6$ in a row so that the product of any two adjacent numbers is even.
Combining these, we have[tex]$6 \times 6 = \boxed{36}$[/tex] different arrangements of the numbers [tex]${}1,$ ${}2,$ ${}3,$ ${}4,$ ${}5,$ $6$[/tex] in a row where the sum of any adjacent numbers is even.
What are the fundamental products?Products intended for exporting after processing into goods or processed products are referred to as "basic products," as are goods planned for export after processing. Samples 1 - 3 Samples 2 - 3.
We may start by noting that at minimum one of the neighboring numbers must be even for the sum of both numbers to be even. This means that a even numbers (2, 4, 6) as well as the odd numbers (1, 3, 5) should be arranged in the appropriate positions.
Let's start by thinking about the even positions. The second, fourth, and sixth places are the only even positions. We can choose any variant of the 3 even numbers to occupy these spots, giving us[tex]$3! = 6$[/tex] ways.
Let's now think about the unusual positions. The first, third, and fifth positions are the only ones that are odd. We have an additional [tex]$3! = 6$[/tex]ways to fill these spots by using any combination of the 3 odd numbers.
Consider the odd locations now. The first, third, and fifth places are the three odd positions. We have an additional[tex]$3! = 6$[/tex]ways by using any permutation of the three odd numbers to fill these positions.
Together, this give us [tex]$6 \times 6[/tex] = [tex]\boxed{36}$[/tex] different ways to arrange the numbers [tex]${}1,$ ${}2,$ ${}3,$ ${}4,$ ${}5,$ $6$[/tex]in a row so that the sum of any two adjacent numbers is even.
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The density function of the continuous random variable X, the total number of hours, in units of 100 hours, that a family runs a vacuum cleaner over a period of one year, is given in Exercise 3.7 on page 92 as f(x) = {x, 0 < x < 1, 2 - x, 1 lessthanorequalto x lessthanorequalto 2, 0, elsewhere. Find the average number of hours per year that families run their vacuum cleaners. Find the proportion X of individuals who can be expected to respond to a certain mail-order solicitation if X has the density function
The density function of the continuous random variable X, the total number of hours, in units of 100 hours, that a family runs a vacuum cleaner over a period of one year, is given in Exercise 3.7 on page 92 as f(x) = {x, 0 < x < 1, 2 - x, 1 ≤ x ≤ 2, 0, elsewhere.
To find the average number of hours per year that families run their vacuum cleaners, we must calculate the expected value of X. This is done by integrating the density function of X over the given range:
E(X) = ∫0,2 x * f(x) dx
= ∫0,1 x2 dx + ∫1,2 (2-x) x dx
= (1/3) + (-2 + 4 - 2/3)
= 8/3
Therefore, the average number of hours per year that families run their vacuum cleaners is 8/3, or approximately 2.67 hours.
To find the proportion of individuals who can be expected to respond to a certain mail-order solicitation if X has the density function, we must calculate the cumulative density function of X. This is done by integrating the density function of X over the given range:
F(X) = ∫0,x f(x) dx
= ∫0,x x dx + ∫x,2 (2-x) dx
= (1/2)x2 + 2x - 2
Therefore, the proportion of individuals who can be expected to respond to a certain mail-order solicitation if X has the density function is (1/2)x2 + 2x - 2.
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Fatoumata is working two summer jobs, making $15 per hour lifeguarding and making $10 per hour tutoring. In a given week, she can work at most 12 total hours and must earn a minimum of $140. Also, she must work at least 8 hours lifeguarding. If � x represents the number of hours lifeguarding and � y represents the number of hours tutoring, write and solve a system of inequalities graphically and determine one possible solution.
Answer:
not sure if this sign � was important did it the best way I could
Step-by-step explanation:
To solve this problem graphically, we will first set up a system of inequalities based on the given information:
x ≥ 8 (Fatoumata must work at least 8 hours lifeguarding)
y ≤ 12 - x (Fatoumata can work at most 12 total hours)
15x + 10y ≥ 140 (Fatoumata must earn a minimum of $140)
To graph these inequalities, we can plot the points (8,0), (12,0), and (0,14) on a coordinate plane and draw lines connecting them. The line between (8,0) and (12,0) represents the constraint on the number of hours Fatoumata can work, while the line between (8,0) and (0,14) represents the constraint on the amount of money she must earn. The shaded region that satisfies all three inequalities is the feasible region.
To find one possible solution, we can pick any point within the feasible region. One such point is (8,6), which represents working 8 hours lifeguarding and 6 hours tutoring. This point satisfies all three inequalities:
x ≥ 8 is true since x = 8
y ≤ 12 - x is true since y = 6 ≤ 12 - 8
15x + 10y ≥ 140 is true since 15(8) + 10(6) = 180 ≥ 140
Therefore, one possible solution is for Fatoumata to work 8 hours lifeguarding and 6 hours tutoring to earn at least $140 while not exceeding 12 total hours worked.
a blackboard of sides 5 M 30 cm and 3m 20 CM has to be painted find the cost of the rate of rs 15 per m².
Answer: The cost of painting is Rs.254.4
Step-by-step explanation:
let l and b be the sides
here l= 5m 30cm=5.30mb=3m 20 cm=3.20m
Area of blackboard = l×b= 5.30×3.20
=16.96m²
cost of painting per m² = 15 rscost of painting per 8.5m² = 16.96 × 15 =254.4 rs
We are given that, the measures of sides of blackboard are 5 m 30 cm and 3m 20 cm.
__________________________________________
Length of the Blackboard[tex] \bf \implies5 m + 30 cm \\ [/tex]
[tex] \sf \implies 5 m + \dfrac{30}{100}m \\ [/tex]
[tex] \sf \implies 5 m + \dfrac{3\cancel{0}}{10\cancel{0}}m \\ [/tex]
[tex] \sf \implies 5 m + 0.3 m \\ [/tex]
[tex]\purple{ \bf \implies 5.3~ m } \\ [/tex]
Breadth of the Blackboard[tex] \bf \implies3 m + 20 cm \\ [/tex]
[tex] \sf \implies 3 m + \dfrac{20}{100}m \\ [/tex]
[tex] \sf \implies 3 m + \dfrac{2\cancel{0}}{10\cancel{0}}m \\ [/tex]
[tex] \sf \implies 3 m + 0.2 m \\ [/tex]
[tex] \purple{\bf \implies 3. 2 ~m} \\ [/tex]
_______________________________________________
[tex] \pink{\frak{\implies Area _{(Blackboard) }= Length \times Breadth ~m^2}} \\ [/tex]
[tex] \sf \implies Area _{(Blackboard) } = 5.3 \times 3.2 ~m^2 \\ [/tex]
[tex] \sf \implies Area _{(Blackboard) } = 16.96 m^2 \\ [/tex]
Henceforth, the cost of the rate of rs 15 per m² will be -[tex] \sf \implies 15 \times 16.96 \\ [/tex]
[tex] \pink{\sf \implies Rs ~254.4 } \\ [/tex]
Given the lengths of two sides of a triangle, write an equality to indicate between which two numbers the length of the third side must fall.
The sides are:
8 and 13
I will award brainliest to the first correct answer with a decent explanation
The length of the third side must fall between 8 and 13. This is because the sum of the lengths of any two sides of a triangle must always be greater than the length of the third side.
Find an example of a 2×3 matrix A and a 3×2 matrix B such that, letting T(x)=Ax and U(x)=Bx, the composition T∘U is a reflection over the line y=x.
The example of 2×3 matrix A and a 3×2 matrix B such that, letting T(x)=Ax and U(x)=Bx is reflection Ab.
Matrices, the plural form of matrix, are the groupings of numbers, variables, symbols, or phrases in a rectangular table with varying rows and columns. These are rectangular arrays with specified operations such as addition, multiplication, and transposition. The elements of the matrix are the numbers or entries in it. The horizontal entries of matrices are referred to as rows, whereas the vertical elements are referred to as columns.
Let,
[tex]B = \left[\begin{array}{cc}0&1\\1&0&0&0\end{array}\right] , A = \left[\begin{array}{ccc}1&0&0\\0&1&0\\\end{array}\right][/tex]
Then,
[tex]AB =\left[\begin{array}{ccc}1&0&0\\0&1&0\\\end{array}\right] \left[\begin{array}{cc}0&1&1&0&0&0\\\end{array}\right] \\\\AB = \left[\begin{array}{cc}0&1&1&0\\\end{array}\right][/tex]
Therefore, Ab is reflection about y = x .
As U = Bx and T∘U
A matrix is a rectangular array of integers, variables, symbols, or expressions that are defined for subtraction, addition, and multiplication operations. The number of rows and columns in a matrix determines its size (also known as the order of the matrix).
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