I travel 480 km in 4 hours what is my speed in km/h​

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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[tex] \Large{\boxed{\sf C = 31.40 \: inches}} [/tex]

[tex] \\ [/tex]

The circumference of a circle can be calculated using the following formula:

[tex] \Large{\sf C = 2 \pi r } [/tex]

Where:

[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:

Given:

Substitute the given value into the formula:

Simplifying the expression:

[tex]\therefore[/tex] The circumference of the circle is 31.40 inches.

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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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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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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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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Table values are -3, -1, 3, 5, 13

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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Answer:

False.

Step-by-step explanation:

A triangle's two smaller sides have to add to be bigger than the larger side.

Answer:

False, that cannot exist by the hypotenuse rule

Hope it helps!

Using the vertex form the quadratic model for Jordan's monthly revenue is y = 20 / 9(x - 13.5)² + 844.44.

We can use the vertex form of a quadratic equation to create a model for Jordan's monthly revenue:

y = a(x - h)² + k

where y is the monthly revenue, x is the price that Jordan sets for all pieces, and (h, k) is the vertex of the parabola. We can find the vertex by using the formula:

h = -b / 2a

where b and a are coefficients in the standard form of the quadratic equation (y = ax² + bx + c).

To get started, we can substitute two points from the given data to form a system of equations:

864 = a(12 - h)² + k

884 = a(13 - h)² + k

When we deduct the first equation from the second, we obtain:

20 = a(13 - h)² - a(12 - h)²

Simplifying, we get:

20 = a(25 - 24h + h²) - a(16 - 24h + h²)

20 = 9a(h² - 1)

Solving for a, we get:

a = 20 / 9(h² - 1)

Next, we can use the third point to solve for h:

896 = a(14 - h)² + k

Substituting the expression we found for a, we get:

896 = 20 / 9(h² - 1)(14 - h)² + k

Simplifying, we get:

h = 13.5

Now we can solve for k by substituting in the values we found for h and a:

864 = a(12 - h)² + k

k = 844.44

Finally, we can write the quadratic model for Jordan's monthly revenue using the values we found for h, k, and a:

y = 20 / 9(x - 13.5)² + 844.44

Therefore, the quadratic model for Jordan's monthly revenue is:

y = 20 / 9(x - 13.5)² + 844.44

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The question is -

Jordan sells jewelry online. Monthly revenue varies as a function of the single price that Jordan sets for all pieces. Use vertex form to create a quadratic model for Jordon’s monthly revenue.

Price(s)           12       13      14      15     16

Revenue(s)   864    884   896  900  896

Therefore, you would be more likely to win the game by choosing option (2) - winning if the spinners do not match.

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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The publication of three major books on race in chronological order, from earliest to most recent is:

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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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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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.

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 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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Answer: cab

Step-by-step explanation:

you start with the last point and move up

The vector equation and the parametric equations in t for the line through the point and parallel to the given line are:

x= 2t - 4

y= -4t + 7

z= 8t + 5

To find x, y, and z in the given scenario, the following steps can be followed:

1: Vector Equation of Line

To find the vector equation, use the given line and its coefficients:

x = -4 + 2t

y = 7 - 4t

z = 5 + 8t

Take the coefficients of x, y, and z, and place them in a 3 by 1 matrix:

Column Matrix= [-4 7 5]

Add the parameter t and place it in a column matrix to get the vector equation:

Vector Equation= [-4 7 5] + t[2 -4 8]

2: Parametric Equation.

To find the parametric equations, write the components of the vector equation in terms of the parameters:

x= -4 + 2t

y= 7 - 4t

z= 5 + 8t

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An expression equivalent to (a - b)³ is a³ - 3a²b + 3ab² - b³.

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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The maximum sum of the products taken two at a time is 180, and this can be achieved by choosing 60, 60, and 60 as the three numbers.

In order to write the number 180 as a sum of three numbers so that the sum of the products taken two at a time is a maximum, one way to do it is to use the formula:

[tex](x + y + z)^2 = x^2 + y^2 + z^2 + 2(xy + xz + yz)[/tex]

Let the three numbers be x, y, and z.

Then the product of the numbers taken two at a time is: [tex]xy + xz + yz[/tex]

If we want to maximize the sum of the products taken two at a time, we need to maximize [tex]xy + xz + yz[/tex].

In the formula: [tex](x + y + z)^2 = x^2 + y^2 + z^2 + 2(xy + xz + yz)[/tex]

We can see that the first three terms on the right-hand side are fixed since they depend on x, y, and z. Therefore, to maximize the sum of the products taken two at a time, we need to maximize 2(xy + xz + yz). Since we have the number 180, we can let: [tex]x + y + z = 180[/tex]

Then, we need to maximize: 2(xy + xz + yz) Using calculus, we can find that the maximum value of 2(xy + xz + yz) is attained when: [tex]x = y = z = 60[/tex]

Therefore, the three numbers that can be used to write the number 180 as a sum of three numbers so that the sum of the products taken two at a time is a maximum are: 60, 60, 60.

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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:

The better understanding of the data, making it easier to draw conclusions and make decisions based on the data.

In statistics, the spread of the data is used to describe the variability or deviation of a set of data. The location of the data is used to determine the center of the data, and the shape of the data describes the distribution of the data. When it comes to the variable number of care types sp unable to get (acv nocarsum), the data should be analyzed using the appropriate graph(s) and descriptive statistics to determine its shape, location, and spread.
Descriptive statistics:
In descriptive statistics, measures such as mean, mode, median, standard deviation, variance, and range are used to analyze data. These statistics provide a summary of the data in the form of numerical values, making it easy to identify patterns, outliers, and other characteristics of the data.
Graphs:
Graphs are also used in statistical analysis to visually represent the data. There are different types of graphs that can be used, depending on the type of data being analyzed. Commonly used graphs in statistical analysis include histograms, scatterplots, boxplots, and line graphs.
To describe the shape, location, and spread of the data for the number of care types sp unable to get (acv nocarsum) variable, the following steps should be followed:

Step 1: Collect the data.
The first step is to collect the data on the number of care types sp unable to get (acv nocarsum) variable. This data can be obtained from various sources such as surveys, questionnaires, or observational studies.

Step 2: Determine the center of the data.
The center of the data can be determined using measures such as mean, mode, or median. The mean is the average of the data, while the median is the middle value of the data when arranged in order of magnitude. The mode is the value that appears most frequently in the data.

Step 3: Determine the variability of the data.
The variability of the data can be determined using measures such as variance or standard deviation. The variance is the average of the squared differences between each data point and the mean, while the standard deviation is the square root of the variance.

Step 4: Determine the shape of the data.
The shape of the data can be determined using graphs such as histograms, boxplots, or line graphs. Histograms show the distribution of the data, while boxplots show the quartiles and outliers of the data.

Step 5: Interpret the results.
Once the data has been analyzed using the appropriate graph(s) and descriptive statistics, the results should be interpreted to describe the shape, location, and spread of the data for the number of care types sp unable to get (acv nocarsum) variable. This will provide a better understanding of the data, making it easier to draw conclusions and make decisions based on the data.

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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:

where (x1, y1) and (x2, y2) are the coordinates of the two given points. Plugging in the values, we get:

Next, we can use one of the given points and the slope to find the y-intercept. Using the point (1,3), we get:

Simplifying this equation gives us:

c = 4

Therefore, the equation of the line in slope-intercept form is:

y = -x + 4.

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Answer:[tex]\frac{8}{9}[/tex]

Step-by-step explanation:

Four fifths=4/5

two ninths=2/9

[tex]\frac{4}{5} *5*\frac{2}{9}=\frac{8}{9}[/tex]

Assuming you meant ( four fifths ) * 5 * ( two ninths ), the answer would be 0.88888888888.

If you meant 4/5 x 5 and then x 2/9, the answer would be 8/9, because 4/5 x 5 is 4, and 4 x 2/9 is 8/9.

The length of AD in the triangular prism is 9.8 cm.

The length of AD in the triangular prism can be found using Pythagoras' theorem, which states that in a right triangle, the square of the length of the hypotenuse (the side opposite the right angle) is equal to the sum of the squares of the other two sides.

The base of the prism is a right triangle, so:

AD² = AE² + ED²

AD² = 4² + 9²

AD² = √97

AD = √97

AD = 9.8 cm (rounded to 1 decimal)

Therefore, the length of AD in the triangular prism is 9.8 cm.

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Complete Question:

Use Pythagoras' theorem to work out the length of AD in this triangular prism. Give your answer in centimeters (cm) to 1 decimal point.

he tree nearest the house is our starting point. Our point person is taking the clinometer reading 15.24 meters from the tree's base and they get a reading of 237`. Our point person is 1.83 meters in height.

How tall is the tree, rounded to the nearest meter?The height of the tree can be determined by using the tangent formula. The tangent formula is tan θ = h/d where θ = angle of elevation, h = height of the object, and d = horizontal distance.

The clinometer reading is the angle of elevation. Hence, we can use the given data to determine the height of the tree.The point person is standing at 15.24 m from the base of the tree. Therefore, the horizontal distance (d) is 15.24 m. The angle of elevation (θ) is 237 degrees (given in the question).

Convert the degrees to radians as tan function uses radians. Convert degrees to radians:[tex]237 × (π/180) = 4.135[/tex]radians.Now we can use the tangent formula to determine the height of the tree:tan θ = h/dtan 4.135 = [tex]h/15.24h = 15.24 × tan 4.135h = 15.24 × 0.07311h ≈ 1.1132[/tex] metersThe height of the tree is 1.1132 meters. But, we have to round the answer to the nearest meter. Therefore, the height of the tree, rounded to the nearest meter, is 1 meter.

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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.

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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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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According to the figure showing 2020 GDP for selected countries, America’s GDP is 21.43% which is 7.19% larger than China’s GDP which is 14.24%.

A country's economic output is measured by its gross domestic product (GDP). GDP is estimated by totaling all the commodities and services produced in a nation within a predetermined time frame, typically a year. In 2020, America’s GDP was 21.43% of the total GDP of selected countries. This is 7.19% larger than China’s GDP which was 14.24% of the total GDP of selected countries.

We must use exchange rates to convert GDPs to a common currency in order to compare GDPs across nations. Once the GDPs are expressed in a similar currency, we can compare the GDP per capita of each nation by dividing the GDP by the population. Large GDPs are common in countries with big populations, although GDP is not always a reliable measure of a country's wealth. GDP per capita is a better metric.

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Complete question is:

According to the figure showing 2020 GDP for selected countries, how much larger (in percentage terms) is America's GDP than:

The G D Ps are as follow: United states, 21.43; China, 14.24; Japan, 5.08; Germany, 3.86; India, 3.87; Great Britain, 2.83; Russia, 1.70; Mexico, 1.27; Sweden, 0.53; Greece, 0.21; Haiti, 0.08.

Round your responses to the nearest whole number.

1. Russia?

______ % larger

2. Germany?

______ % larger

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

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