If the set of expressions represents measures of the sides of a triangle x, 4, 6 , the range of possible measures of x is 2 < x < 10.
To determine the range of possible measures of X if the set of expressions represents measures of the sides of a triangle x, 4, 6, we need to use the triangle inequality theorem. According to this theorem, in a triangle, the sum of the lengths of any two sides must be greater than the length of the third side.
Mathematically, this can be expressed as:
x + 4 > 6
x + 6 > 4
4 + 6 > x
Simplifying these inequalities, we get:
x > 2
x > -2
x < 10
The first two inequalities indicate that x must be greater than 2, since the sum of any two sides of a triangle must be greater than the third side. The third inequality indicates that x must be less than 10, since the longest side of a triangle cannot be greater than the sum of the other two sides.
This means that x can take any value between 2 and 10, but not including 2 or 10, in order for the set of expressions to represent the measures of the sides of a triangle.
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A certain small country has $10 billion in paper currency in circulation, and each day $50 million comes into the country's banks. The government decides to introduce new currency by having the banks replace old bills with new ones whenever old currency comes into the banks. Since both old bills and new bills will come into the banks while the new currency is gradually introduced, we will need to solve a differential equation to track the amount of new currency in circulation at a given time. Let x (t) denote the amount of new currency, in billions of $, in circulation after t days. We've shown that new currency is introduced at the rate 10 - x (t) / 10 0.05, which simplifies to 0.005 (10 - x (t)). This justifies that x (t) satisfies the differential equation dx / dt = 0.005 (10 - x). (a) Solve the differential equation to find x (t). (b) At what time t will new bills make up 90% of the currency in circulation?
(a) The solution to the differential equation isx(t) = 10(1 - e^(-0.005t))
To solve the differential equation dx/dt = 0.005(10 - x), we can use separation of variables:
dx / (10 - x) = 0.005 dt
Integrating both sides:
-ln|10 - x| = 0.005t + C
where C is the constant of integration. Solving for x:
|10 - x| = e^(-0.005t - C)
Since x cannot be negative, we can drop the absolute value sign and solve for C using the initial condition that x(0) = 0:
C = -ln(10)
Therefore, the solution to the differential equation is:
x(t) = 10 - e^(-0.005t - ln(10))
Simplifying:
x(t) = 10(1 - e^(-0.005t))
(b) New bills will make up 90% of the currency in circulation after approximately 461 days.
We want to find the value of t such that x(t) = 0.9(10) = 9. Plugging this into our solution from part (a):
9 = 10(1 - e^(-0.005t))
Dividing both sides by 10 and taking the natural logarithm:
ln(0.1) = -0.005t
Solving for t:
t = 200 ln(10) = 460.51
Therefore, new bills will make up 90% of the currency in circulation after approximately 461 days.
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Use the table you created to play the "Two Spinner
Game" below.
For this game, we say the spinners "match" if they
land on the same color (e.g., both red, or both blue).
How do you win? Once again, that's your choice:
(1) If the spinners MATCH, you win.
(2) If the spinners DO NOT MATCH, you win.
Which game would you be more likely to win?
Therefore, you would be more likely to win the game by choosing option (2) - winning if the spinners do not match.
What is probability?Probability is a measure of the likelihood or chance of an event occurring. It is expressed as a number between 0 and 1, where 0 indicates that the event is impossible, and 1 indicates that the event is certain. The probability of an event is calculated by dividing the number of favorable outcomes by the total number of possible outcomes. Probability is used in many areas of mathematics, science, engineering, finance, and other fields to model and analyze uncertain situations. It helps to make predictions, to assess risks and opportunities, and to make informed decisions based on available information. Probability theory provides a foundation for statistical inference, which is used to draw conclusions from data and to test hypotheses about the underlying population.
Here,
In the "Two Spinner Game", there are two possible outcomes for each spin - a match or a non-match. The probability of the spinners matching is the probability of both spinners landing on the same color. Let's say that there are 3 red sections, 3 blue sections, and 2 green sections on each spinner.
The probability of the first spinner landing on red is 3/8, and the probability of the second spinner landing on red is also 3/8. Therefore, the probability of both spinners landing on red (a match) is (3/8) x (3/8) = 9/64.
Similarly, the probability of both spinners landing on blue (another match) is (3/8) x (3/8) = 9/64, and the probability of both spinners landing on green (a match) is (2/8) x (2/8) = 4/64.
The probability of the spinners not matching is the probability of them landing on different colors. There are 3 different pairs of colors that are not a match: red-blue, red-green, and blue-green. The probability of each of these pairs is (3/8) x (3/8) = 9/64.
So, there are 6 possible outcomes, and the probability of winning by a match is 9/64 + 9/64 + 4/64 = 22/64, or about 34.4%. The probability of winning by a non-match is 3 x 9/64 = 27/64, or about 42.2%.
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An urn contains eight green balls and six red balls. Four balls are randomly selected from the urn in succession, with replacement. That is, after each draw the selected ball is returned. What is the probability that all four balls drawn are red. Round your answer to three decimal places
The probability of drawing four red balls in succession, with replacement, is 0.04 or 4%.
Since we are replacing the ball after each draw, the probability of drawing a red ball remains the same for each draw. The probability of drawing a red ball on any given draw is:
P(Red) = Number of Red Balls / Total Number of Balls
P(Red) = 6 / (8 + 6)
P(Red) = 0.4286
So, the probability of drawing four red balls in a row is the product of the probability of drawing a red ball four times in a row:
P(4 Red Balls) = P(Red) * P(Red) * P(Red) * P(Red)
P(4 Red Balls) = 0.4286 * 0.4286 * 0.4286 * 0.4286
P(4 Red Balls) = 0.04 or 4%
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Which of the following examples satisfy the hypotheses of the Extreme Value Theorem on the given interval?
A. f(x)=1/x on −10≤x≤10
B. g(x)=6x^2+3 on 0≤x≤4
C. k(x)={3x^2+9 for 0≤x<2, 12x for 2≤x≤10} on 0≤x≤10
D. h(x)=(e^x)/x on 2≤x≤16
E. m(x)=6x^3+x+1 on −4
The function that satisfies the hypotheses of the Extreme Value Theorem on the given interval is given by
B. g(x)=6x^2+3 on 0≤x≤4
D. f(x) = (e^x)/x for 2 ≤ x ≤ 16.
Step 1: State the Extreme Value Theorem
The Extreme Value Theorem states that if a function is continuous on a closed interval [a,b], then the function must have a maximum and a minimum on the interval.
Step 2: Check for continuity and closed interval for each function
A. f(x) = 1/x on −10 ≤ x ≤ 10
The function f(x) = 1/x is continuous on the interval (-10, 0) and (0, 10).
However, since the interval given is [−10, 10], we see that the function is not continuous over the closed interval.
Hence the function does not satisfy the hypotheses of the Extreme Value Theorem.
B. g(x) = 6x^2+3 on 0 ≤ x ≤ 4
The function g(x) is continuous on the interval [0, 4].
Therefore, this function satisfies the hypotheses of the Extreme Value Theorem on the given interval.
C. k(x) = {3x^2+9 for 0 ≤ x < 2, 12x for 2 ≤ x ≤ 10} on 0 ≤ x ≤ 10
The function k(x) is continuous on the interval [0, 2) and (2, 10]. H
However, since the interval given is [0, 10], we see that the function is not continuous over the closed interval.
Hence the function does not satisfy the hypotheses of the Extreme Value Theorem.
D. h(x) = (e^x)/x for 2 ≤ x ≤ 16The function h(x) is continuous on the interval [2, 16].
Therefore, this function satisfies the hypotheses of the Extreme Value Theorem on the given interval.
E. m(x) = 6x^3+x+1 on −4 < x < 3
The function m(x) is continuous on the interval (-4, 3).
However, since the interval given is [-4, ∞), we see that the function is not continuous over the closed interval.
Hence the function does not satisfy the hypotheses of the Extreme Value Theorem.
Therefore, the only function that satisfies the hypotheses of the Extreme Value Theorem on the given interval is given by
B. g(x)=6x^2+3 on 0≤x≤4
D. f(x) = (e^x)/x for 2 ≤ x ≤ 16
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What is the circumference of the circle? Use 3.14 for π. circle with a segment drawn from the center of the circle to a point on the circle labeled 5 inches 31.40 inches 78.50 inches 15.70 inches 246.49 inches
[tex] \Large{\boxed{\sf C = 31.40 \: inches}} [/tex]
[tex] \\ [/tex]
Explanation:The circumference of a circle can be calculated using the following formula:
[tex] \Large{\sf C = 2 \pi r } [/tex]
Where:
C is the circumference of the circle.r is its radius.[tex] \\ [/tex]
Since "a segment drawn from the center of a circle to a point on the circle" is actually the definition of the radius of said circle, we can take r = 5 inches.
[tex] \\ [/tex]
Applying our formula and using 3.14 for π, we get:
[tex] \sf C = 2 \times 3.14 \times 5in \\ \\ \implies \boxed{\boxed{\sf C = 31.4 \: inches = 31.40 \: inches}} [/tex]
Answer:
31.40 inches
Step-by-step explanation:
The circumference of a circle can be calculated using the formula:
[tex]\large\rm{Circumference = 2 \cdot \pi \cdot Radius}[/tex]Given:
Radius = 5 inchesSubstitute the given value into the formula:
[tex]\large\rm{Circumference = 2 \cdot 3.14 \cdot 5\: inches}[/tex]Simplifying the expression:
[tex]\large\rm{Circumference = \boxed{\rm{31.40\: inches}}}[/tex][tex]\therefore[/tex] The circumference of the circle is 31.40 inches.
g suppose the acme drug company what is the probability that the percent difference of -.13 or less is seen if the true difference is 0
To conclude, the probability of the Acme Drug Company seeing a percent difference of -.13 or less if the true difference is 0 is quite low and is equal to 0.0934.
The probability that the Acme Drug Company would see a percent difference of -.13 or less if the true difference is 0 is quite low. This is because a difference of -.13 is a very small percentage in comparison to a true difference of 0.
Mathematically, the probability of this happening would be equal to the area under the standard normal distribution curve for values between -0.13 and 0. In other words, the probability that the Acme Drug Company would see a percent difference of -.13 or less if the true difference is 0 is equal to the area from the left tail of the standard normal distribution curve up to the mean (0) of the curve.
Using a standard normal distribution calculator, we can see that the probability of the Acme Drug Company seeing a percent difference of -.13 or less is 0.0934. This probability is extremely low and it is not likely that the Acme Drug Company would experience such a small percent difference.
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The Book Nook makes four times as much revenue on paperback books as on hardcover books. If last month's sales totaled $124,300, how much was sold of each type book?
The revenue from hardcover books was $24,860 and the revenue from paperback books was $99,440.
How much was sold of each type book?Let's assume the revenue from hardcover books as "x" dollars.
Then, the revenue from paperback books will be 4 times the revenue from hardcover books, i.e., 4x dollars.
The total revenue is given as $124,300, so we can set up the following equation:
x + 4x = 124300
Simplifying the above equation, we get:
5x = 124300
x = 24860
Therefore, the revenue from hardcover books was $24,860 and the revenue from paperback books was 4 times that amount, i.e., $99,440.
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Change 0.182 0.005 0.050 0.174 Table 10-3. Regression results for predicting depression at wave 2 Predictor Variable b Beta P R? Depression Score Wave 1 0.267 0.231 0.000 0.182 Sociodemographic Age -0.014 -0.024 0.538 0.187 Sex 0.165 0.034 0.370 Psychologic Health Neuroticism, wave 1 0.067 0.077 0.056 0.0237 Past history of depression 0.320 0.136 0.000 Physical Health ADL, wave 1 -0.154 0.103 0.033 0.411 ADL, Wave 2 0.275 0.283 0.012 ADL?, wave 2 -0.013 --0.150 0.076 Number of current 0.115 0.117 0.009 symptoms, wave 2 Number of medical 0.309 0.226 0.000 conditions, wave 2 BP, systolic, wave 2 -0.010 -0.092 0.010 Global health rating 0.284 0079 0.028 change Sensory impairment -0.045 -0.064 0.073 change Social support inactivity Social support-friends, -1.650 -0.095 0.015 0.442 wave 2 Social support-visits, -1.229 -0.087 0.032 wave 2 Activity level, wave 2 0.061 0.095 0.025 Services (community residents 0.207 0.135 0.001 0.438° only), wave 2 Abhreviation: BP = blood pressure 0.031 0.015€ Based on above MLRA summary Table, which of following independent variables is the strongest predictor (or factor)?
Number of medical conditions, wave 2
Number of current symptoms, wave 2
Global health rating change
Past history of depression
ADL, wave 2
The regression result of 0.320, the beta of 0.136, and the p-value of 0.000.
The strongest predictor in the MLRA summary Table is past history of depression. This is shown by the regression result of 0.320, the beta of 0.136, and the p-value of 0.000. This means that past history of depression has a strong and statistically significant influence on predicting depression at wave 2.
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Q3 NEED HELP PLEASE HELP
Answer:
C. Rachel is saving $5 per week.
Step-by-step explanation:
The initial savings are $10, as it is the y-intercept.
And to obtain the slope we can take 2 points from the graph.
A(0,10)
B(1,15)
m=(y2-y1)/ (x2-x1)
m=(15-10)/ (1-0)
m= 5/1
m= 5 savings in dollars per (1) week
A jar contains 24 coins: 10 quarters, 6 dimes, 2 nickels, and 6 pennies.
What is the probability of randomly drawing _____ ?
1. a penny
2. a quarter
3. a coin that is not a penny
The probability of randomly drawing a penny is 6/24 or 1/4, since there are 6 pennies out of a total of 24 coins.
How to solve and What is Probability?
The probability of randomly drawing a quarter is 10/24 or 5/12, since there are 10 quarters out of a total of 24 coins. The probability of randomly drawing a coin that is not a penny is 18/24 or 3/4, since there are 18 coins that are not pennies out of a total of 24 coins.
Probability is the branch of mathematics that deals with measuring the likelihood or chance of an event or outcome occurring. It is expressed as a number between 0 and 1, where 0 represents an impossible event and 1 represents a certain event.
Probability theory is used to make predictions and informed decisions based on available data in various fields, including statistics, finance, engineering, and science.
It involves understanding and analyzing random events, and determining the likelihood of specific outcomes. Probability is an essential tool for decision-making in various applications, such as risk analysis, game theory, and quality control.
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A certain population is strongly skewed to the left. We want to estimate its mean, so we will collect a sample. Which should be true if we use a large sample rather than a small one?
I. The distribution of our sample data will be closer to normal.
II. The sampling model of the sample means will be closer to normal.
III. The variability of the sample means will be greater.
A. I and II only
B. I only
C. III only
D. II and III only
E. II only
A. I and II only true if we use a large sample rather than a small one
sampling model
Define sampling modelA sampling model is a statistical model used to describe the behavior of a sample statistic. In other words, it is a model that describes the distribution of a particular sample statistic, such as the mean or standard deviation, as it is repeatedly sampled from a population.
When a sample is drawn from a population that is strongly skewed to the left, a small sample may not accurately represent the true population mean. However, if a large sample is taken, the sample mean is more likely to be normally distributed, due to the central limit theorem. This means that both statement I and II are true.
Statement III is false because as the sample size increases, the variability of the sample means actually decreases. This is because larger samples tend to have less sampling error and are more representative of the population as a whole.
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A line passes through the point (-4,4) and has a slope of -3
Help I need help with this question
Answer:
3
Step-by-step explanation:
Interval 3 ≤ x ≤ 5 means all f(x) values from x= 3 inclusive to x = 5 inclusive
At x = 3 f(x) = 2
At x = 5, f(x) = 8
Change in f(x) = Δf(x) = 8 - 2 = 6
Change in x = Δx = 5 - 3 = 2
Average rate of change
= Δf(x)/Δx
= 6/2
= 3
PLEASE HELP NOW!!! What would be the experimental probability of drawing a white marble?
Ryan asks 80 people to choose a marble, note the color, and replace the marble in Brianna's bag. Of all random marble selections in this experiment, 34 red, 18 white, 9 black, and 19 green marbles are selected. How does the theoretical probability compare with the experimental probability of drawing a white marble? Lesson 9-3
Answer:
25%
Step-by-step explanation:
The experimental probability of drawing a white marble can be found by dividing the number of times a white marble was chosen by the total number of trials:
Experimental probability of drawing a white marble = number of times a white marble was chosen / total number of trials
In this case, the number of times a white marble was chosen is 18, and the total number of trials is 80, so:
Experimental probability of drawing a white marble = 18/80 = 0.225 or 22.5%
To compare the experimental probability with the theoretical probability, we need to know the total number of marbles in the bag and the number of white marbles in the bag. Let's assume that there are 4 colors of marbles in the bag (red, white, black, and green), and that each color has an equal number of marbles. This means that there are a total of 4 x 18 = 72 marbles in the bag, and 18 of them are white.
The theoretical probability of drawing a white marble can be found by dividing the number of white marbles by the total number of marbles:
Theoretical probability of drawing a white marble = number of white marbles / total number of marbles
In this case, the number of white marbles is 18, and the total number of marbles is 72, so:
Theoretical probability of drawing a white marble = 18/72 = 0.25 or 25%
Comparing the two probabilities, we can see that the experimental probability (22.5%) is slightly lower than the theoretical probability (25%). This could be due to chance or sampling error in the experiment, or it could indicate that the actual probability of drawing a white marble is slightly lower than the theoretical probability.
a normal distribution is observed from the times to complete an obstacle course. the mean is 69 seconds and the standard deviation is 6 seconds. using the empirical rule, what is the probability that a randomly selected finishing time is greater than 87 seconds? provide the final answer as a percent rounded to two decimal places. provide your answer below: $$ %
The probability that a randomly selected finishing time is greater than 87 seconds is 14.08%. This can be calculated using the empirical rule.
The empirical rule states that for any data that is normally distributed, about 68% of the data will fall within one standard deviation of the mean (in this case, within 69 ± 6 seconds). Approximately 95% of the data will fall within two standard deviations (in this case, within 69 ± 12 seconds), and about 99.7% of the data will fall within three standard deviations (in this case, within 69 ± 18 seconds).Given the mean and standard deviation given, we can calculate the probability that a randomly selected finishing time is greater than 87 seconds.
We can do this by subtracting the area under the curve from the mean to the value we are interested in (in this case, 87 seconds). Since the total area under the curve is 1, subtracting the area from the mean to 87 seconds will give us the desired probability.To calculate the area under the curve, we need to calculate the Z-score, which is the number of standard deviations away from the mean a particular value is. In this case, the Z-score is (87 - 69) / 6, which is 2.16. Using a Z-table, the probability of a Z-score of 2.16 or higher is 0.8592. Therefore, the probability that a randomly selected finishing time is greater than 87 seconds is 1 - 0.8592, which is 0.1408. Rounding to two decimal places, this is 14.08%.
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Find two numbers whose sum is 28 and whose product is the maximum possible value. What two numbers yield this product?
Answer:
[tex]the \: two \: numbers \: are \: 14 \: and \: 14.[/tex]
Step-by-step explanation:
let x, y be the two numbers
:
x + y = 28
:
if the two numbers are 1 and 27, then
:
1) x + y = 28
:
2) xy = 27
:
solve equation 1 for y, then substitute for y in equation 2
:
3) y = 28 -x
:
x(28-x) = 27
:
4) -x^2 +28x -27 = 0
:
the graph of equation 4 is a parabola that curves downward, so the coordinates of the vertex is the maximum values for x and y
:
x coordinate = -b/2a = -28/2(-1) = 14
:
substitute for x in equation 3
:
y = 28 -14 = 14
:
*****************************************************
the maximum product occurs when x=14 and y=14
:
Note 14 * 14 = 196
Determine whether the Mean Value theorem can be applied to f on the closed interval [a, b]. (Select all that apply.) f(x) = 9x3, [1, 2] Yes, the Mean Value Theorem can be applied. No, because f is not continuous on the closed interval [a, b]. No, because fis not differentiable in the open interval (a, b). None of the above. If the Mean Value Theorem can be applied, find all values of c in the open interval (a, b) such that f'(c) = - w f(b) – f(a) 2. (Enter your answers as a comma-separated list. If the Mean Value Theorem cannot Ent b - a be applied, enter NA.) C=
Answer: Yes, the Mean Value Theorem can be applied to f(x) = 9x^3 on the closed interval [1, 2].
To find all values of c in the open interval (1, 2) such that f'(c) = (f(b) - f(a))/(b - a), we first find the derivative of f(x):
f'(x) = 27x^2
Then, we can use the Mean Value Theorem to find a value c in the open interval (1, 2) such that:
f'(c) = (f(2) - f(1))/(2 - 1)
27c^2 = 9(2^3 - 1^3)
27c^2 = 45
c^2 = 5/3
c = +/- sqrt(5/3)
Therefore, the values of c in the open interval (1, 2) such that f'(c) = (f(b) - f(a))/(b - a) are:
c = sqrt(5/3), -sqrt(5/3)
Note that these values are not in the closed interval [1, 2], as they are not between 1 and 2, but they are in the open interval (1, 2).
Step-by-step explanation:
In order for a confidence interval based on de Moivre's equation to be valid, which of the following conditions must be true?
a. We must be forming a confidence interval for a coefficient in a multiple regression model.
b. All of these answers are correct.
c. We must be forming a confidence interval for a population mean based on a sample mean.
d. The underlying distribution of the data must be normally distributed
The condition that must be true in order for a confidence interval based on de Moivre's equation to be valid is:
d. The underlying distribution of the data must be normally distributed.
What is a confidence interval?A confidence interval is an interval estimate of a population parameter that specifies a range of values within which the parameter is likely to lie with a certain level of confidence. In other words, it represents the degree of uncertainty associated with the estimate.
De Moivre's equationDe Moivre's equation is a formula for approximating the probability of a specific number of successes in a series of independent Bernoulli trials. This formula is only relevant if the sample size is large enough such that the normal approximation to the binomial distribution is valid. Thus, this formula can be used to calculate confidence intervals for binomial proportions when the sample size is large enough to apply the normal approximation.
Answers to other options:
a. We must be forming a confidence interval for a coefficient in a multiple regression model - This statement is incorrect. De Moivre's equation is not related to multiple regression models.
b. All of these answers are correct - This statement is incorrect because not all of the options are correct. Only one option is correct.
c. We must be forming a confidence interval for a population mean based on a sample mean - This statement is incorrect. De Moivre's equation is not relevant for calculating confidence intervals for population means. The Central Limit Theorem is used instead.
Hence, option "d" only is true.
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The bakers at healthy bakery can make 190 bagels in 10 hours. How many bagels can they make in 17 hours? What is the rate per hour?
The cookers at healthy Bakery could make 323 bagels in 17 hours, and their rate is 19 bagels according to hour.
To find out how many bagels the cookers could make in 17 hours, we will use the unitary method, which involves finding the rate at which the cookers can make bagels and additionally multiplying that price through the wide variety of hours labored.
Let the rate at which the cookers can make bagels be r bagels in line with hour. We also can set up the subsequent share
190 bagels/ 10 hours = r bagels 1 hour
Simplifying this proportion, we get
r = 190 bagels/ 10 hours
r = 19 bagels/ 1 hour
So the cookers can make 19 bagels in keeping with hour.
To find out how many bagels they could make in 17 hours, we can multiply the rate via the number of hours
19 bagels/ hour × 17 hours = 323 bagels
Therefore, the cookers at healthy Bakery could make 323 bagels in 17 hours, and their rate is 19 bagels according to hour.
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Find an expression that is equivalent to (a - b) ^ 3
An expression equivalent to (a - b)³ is a³ - 3a²b + 3ab² - b³.
What other expressions are the same as 2 5?The fractions 4/10, 6/15, 8/20, etc. are identical to 2/5. In the reduced form, equivalent fractions have the same value. Explanation: When writing equivalent fractions, the numerator and denominator should be multiplied or divided by the same number.
One way to expand (a - b)³ is to use the binomial formula:
(a - b)³ = C(3,0) * a³ * (-b)^0 + C(3,1) * a² * (-b) + C(3,2) * a * (-b)² + C(3,3) * a * (-b)³
where C(n,k) denotes the number of ways there are to select k objects from a set of n objects, and "n choose k" is the binomial coefficient.
Simplifying the above expression, we get:
(a-b)³ = a³-3a²b+3ab²-b³.
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Someone please help with this? Thank you!
Table values are -3, -1, 3, 5, 13
Define the term function?A function is a mathematical object that maps each element from one set to a unique element in another set. Functions are represented using symbols and can be described using graphs, tables, or equations.
Given function is,
[tex]f(x)=2x +3[/tex]
Solve for x = -3, f(-3) = 2×(-3) + 3 = -6 + 3 = -3
f(-3) = -3
Solve for x = -2, f(-2) = 2×(-2) + 3 = -4 + 3 = -1
f(-2) = -1
Solve for x = 0, f(0) = 2×(0) + 3 = 0 + 3 = +3
f(0) = 3
Solve for x = 1, f(1) = 2×(1) + 3 = 2 + 3 = 5
f(1) = 5
Solve for x = 5, f(5) = 2×(5) + 3 = 10 + 3 = 13
f(5) = 13
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Write the linear equation of a line going through (-2,7) with a y-intercept of -3.
Answer:
y = -5x - 3
Step-by-step explanation:
A linear equation is y = mx + b
m = the slope
b = y-intercept
We know
Points (-2,7) (0,-3)
Slope = rise/run or (y2 - y1) / (x2 - x1)
We see the y decrease by 10 and the x increase by 2, so the slope is
m = -10/2 = -5
Y-intercept is located at (0, -3)
So, the equation is y = -5x - 3
Martina made $60 for 5 hours of work. At the same rate, how many hours would she have to work to make $204 ?
Answer:
WELL 17
Step-by-step explanation:
60 DIVED BY 5 IS 12
SO 12 DIVIDED BY 204 IS 17 SOOOOOO 17 IS THE ANS
mr warren the physical education teacher has 7 boxes of helmets each box has h helmets write an expression to represent the total number of helmets
Answer:
t = 7h
Step-by-step explanation:
lets have the total amount of helmets as t and helmets per box as h. Then it is t = 7h
Find the equation of a line that passes through the points (1,3) and (2,2). Leave your answer in the form
y
=
m
x
+
c
The equation of the line that passes through the points (1,3) and (2,2) is y = -x + 4.
To find the equation of the line, we can use the slope-intercept form of a linear equation, y = mx + c, where m is the slope and c is the y-intercept.
First, we need to find the slope of the line. The slope is given by:
m = (y2 - y1)/(x2 - x1)where (x1, y1) and (x2, y2) are the coordinates of the two given points. Plugging in the values, we get:
m = (2 - 3)/(2 - 1) = -1Next, we can use one of the given points and the slope to find the y-intercept. Using the point (1,3), we get:
3 = (-1)(1) + cSimplifying this equation gives us:
c = 4
Therefore, the equation of the line in slope-intercept form is:
y = -x + 4.
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You are sitting in a classroom next to the wall looking at the blackboard at the front of the room. The blackboard is 12 ft
long and starts 3 ft from the wall you are sitting next to. Show that your viewing angle is
a=cot^-1 x/15 - cot^-1 x/3
if you are a ft from the front wall.
The viewing angle a of a person sitting a distance x from the front wall of a classroom with a blackboard that is 12 ft long and starts 3 ft from the wall they are sitting next to can be calculated as: a = cot-1(x/15) - cot-1(x/3)
To understand this calculation, let's consider a diagram of the classroom.
We can see from the diagram that the blackboard has length 12 ft, starting 3 ft from the wall the student is sitting next to. The student is sitting a distance x from the front wall.
The viewing angle a is the angle between the wall the student is sitting next to and the line from the student to the front wall. This angle can be calculated using the tangent of the opposite side (front wall) and adjacent side (wall the student is sitting next to).
We can therefore write: a = tan-1(12/3) - tan-1(x/3)
Simplifying this equation, we can rewrite it as: a = cot-1(x/15) - cot-1(x/3).
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use the y-and -x intercept to write the equation of the line y intercept (0,6), x intercept (-2,0)
Answer:
3x -y = -6
Step-by-step explanation:
You want the equation of the line with intercepts (0, 6) and (-2, 0).
Intercept formThe equation of the line with x-intercept 'a' and y-intercept 'b' is ...
x/a +y/b = 1
For the given intercepts, the equation is ...
x/(-2) +y/6 = 1
Standard formIn standard form, we want the leading coefficient positive and the integer coefficients mutually prime. We can get there by multiplying by -6:
3x -y = -6
__
Additional comment
You can get slope-intercept form by solving for y, or you can recognize that ...
slope = rise/run = -(y-intercept)/(x-intercept) = -6/-2 = 3
Since you already know the y-intercept, you can write the slope-intercept equation as ...
y = 3x +6
There are perhaps a dozen or more forms of the equation for a line. The "intercept form" equation is one of the more useful ones.
Smores, a Taste of Multivariate Normal Distribution Smores Company store makes chocolate (Xi), marshmallow (X2), and graham cracker (Xs). Assume that the profit (in millions) for selling these smores materials follow a multivariate uormal ditributim with parameters 1 0.3 0.3 and Σ= 0.31 0 0.3 01 What is the probability that 1. the profit for selling chocolate is greater than 6 millions? 2. the profit for selling chocolate is greater than 6 millions, given the sales of marshmallow is 5 million and the sales of graham cracker is 5 mllion? 3. P(3X1-1X2 + 3X3 > 20)?
The sales of marshmallow is 5 million and the sales of graham cracker is 5 million is 0.5648 and the probability that 3X1-1X2 + 3X3 > 20 is 0.000005.
The multivariate normal distribution is a probability distribution which describes the joint behavior of multiple random variables. In the given case, the profit (in millions) for selling chocolate (Xi), marshmallow (X2) and graham cracker (X3) follows a multivariate normal distribution with parameters 1, 0.3, 0.3 and Σ = 0.31 0 0.3 01.
1. To calculate the probability that the profit for selling chocolate is greater than 6 millions, we need to calculate the probability that X1>6. Using the given parameters, we can use the formula for calculating the cumulative probability of a standard normal distribution: [tex]P(X1>6) = 1-P(X1≤6) = 1-0.9999994 = 0.000006.[/tex]
2. To calculate the probability that the profit for selling chocolate is greater than 6 millions, given the sales of marshmallow is 5 million and the sales of graham cracker is 5 million, we need to calculate the conditional probability [tex]P(X1>6|X2=5, X3=5)[/tex]. Using the given parameters, we can calculate this probability using the formula for conditional probability:[tex]P(X1>6|X2=5, X3=5) = P(X1>6 ∩ X2=5 ∩ X3=5) / P(X2=5 ∩ X3=5) = 0.002207 / 0.003915 = 0.5648.[/tex]
3. To calculate the probability that, we need to calculate the probability that[tex]X1>7-X2/3-X3/3[/tex]. Using the given parameters, we can calculate this probability using the formula for cumulative probability of a standard normal distribution: [tex]P(3X1-1X2 + 3X3 > 20) = 1-P(3X1-1X2 + 3X3 ≤ 20) = 1-0.9999995 = 0.000005.[/tex]
In conclusion, the probability that the profit for selling chocolate is greater than 6 millions is 0.000006, the probability that the profit for selling chocolate is greater than 6 millions
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Mark the approximate location of the point determined by the given real number on the unit circle. a) 3.2 b) 9.5 c) 50 d) 263 a) Choose the unit circle with a point determined by 3.2. OA. OB. OC. 0 D. b) Choose the unit circle with a point determined by 9.5. OA. OB. OC. OD Click to select your answer. b) Choose the unit circle with a point determined by 9.5. OA. B. OC. D. Ay c) Choose the unit circle with a point determined by 50. c) Choose the unit circle with a point determined by 50. OA. OB. OC. OD. Ау AY 09 d) Choose the unit circle with a point determined by 263. OA. B. D. Ау х
The points determined by the real numbers 3.2, 9.5, 50, and 263 are all located on the unit circle at their respective distances from the origin.
The unit circle is a circle of radius 1 centered at the origin of a coordinate system, usually the Cartesian coordinate system. In this system, a point (x,y) is determined by its real number x, where x is the horizontal distance from the origin and y is the vertical distance from the origin. For example, the point determined by the real number 3.2 is located at (3.2, 0), since 3.2 is the horizontal distance from the origin. Similarly, the point determined by the real number 9.5 is located at (9.5, 0).
The point determined by the real number 50 is located at (50, 0). Finally, the point determined by the real number 263 is located at (263, 0). The unit circle is often used in trigonometry to describe the position of points on the circle with an angle in standard position (in radians). For example, if the point determined by the real number 3.2 has an angle in standard position of 3.2 radians, then the point located at (3.2, 0) on the unit circle is the same point. Similarly, if the point determined by the real number 9.5 has an angle in standard position of 9.5 radians, then the point located at (9.5, 0) on the unit circle is the same point. The same is true for the points determined by the real numbers 50 and 263, respectively.
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place the publication of three major books on race in chronological order, from earliest to most recent. Start by clicking the first item in the sequence or dragging it here Drag the items below into the box above in the correct order, starting with the first item in the sequence. Tomas Almaguer wrote about historical race relations in California in Racial Fault Lines Michael Omi and Howard Winant wrote about the social construction of race in Racial Formation in the United States. Ta-Nehisi Coates wrote about race and the African American experience in Between the World and Me.
The publication of three major books on race in chronological order, from earliest to most recent is:
- Micheal Omi and Howard Winant wrote about the social construction of race in Racial Formation in the United States.- Tomas Almaguer wrote about historical race relations in California in Racial Fault Lines.- Ta- Nehisi Coates wrote about race and the African American experience in Between the World and Me.Chronological order is the listing, description, or discussion of when events occurred in relation to time. Essentially, it is similar to looking at a chronology to see what happened initially and what happened after that. For example, if teachers asked their pupils to recount their first day of school, they would expect students to begin by waking up that morning and getting ready. If pupils begin from the time they enter the school, significant information is lost and the listener may become confused due to a lack of knowledge.
Helping pupils grasp what chronological order is and how to use the skill correctly can benefit students ranging from kindergarten to collegiate levels. The concept may appear simple, yet failing to master chronological sequence can cause kids to struggle academically and lack a solid educational foundation.
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