The probability that a marble chosen at random is shaded or is labeled with a multiple of 3 is 6/11.
We have given that options
Two-elevenths
Three-elevenths
Five-elevenths
Six-elevenths
We have to determine the probability that a marble chosen at random is shaded or is labeled with a multiple of 3.
What is the probability?Probability is an event is to occur, or how likely it is that a proposition is true. The probability of an event is a number between 0 and 1, where, roughly speaking, 0 indicates the impossibility of the event and 1 indicates certainty.
Therefore the probability that a marble chosen at random is shaded or is labeled with a multiple of 3 is 6/11.
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6/11
Step-by-step explanation:
which rule applies to this equation? (6)(3p) = 18p
Answer:
multiplication rule
Step-by-step explanation:
because 6 * 3p
is equal to 18p
hope this helps you please like and mark as brainliest
Given that 9x – 6y= 19
Find y when x=-6
Give your answer as an improper fraction in its simplest form.
[tex] \orange{\underline{\huge{\bold{\textit{\green{\bf{QUESTION}}}}}}} [/tex]
Given that 9x – 6y= 19
Find y when x=-6
[tex] \huge\mathbb{\red A \pink{N}\purple{S} \blue{W} \orange{ER}}[/tex]
[tex] \red{Equation - > } \\ \blue{9x – 6y= 19} \\ \purple{x = - 6 \: \: (given)}[/tex]
[tex] \tiny\pink{SO \: PUTTING \: VALUE} \: \orange{OF \: x \: FOR \: \: VALUE \: OF \: y}[/tex]
[tex] \red{Equation - > } \\ \blue{9x – 6y= 19} \\ {9( - 6) – 6y= 19} \\ - 54 - 6y = 19 \\ 6y = - 54 - 19 \\ - 73 = 6y \\ \green{ \frac{ - 73}{6} = y}[/tex]
[tex] \red{VARIFICATION - > }[/tex]
PUTTING VALUES IN EQUATION TO VARIFY THE ANSWER:-
[tex] \pink{Equation - > } \\ \blue{9x – 6y= 19} \\ \purple{x = - 6 \: \: (given)} \\ \green{y = \frac{ - 73}{6}} [/tex]
PUTTING VALUE
[tex] \pink{Equation - > } \\ \blue{9x – 6y= 19} \\ 9( - 6) - 6( \frac{ - 73}{6} ) = 19 \\ - 54 \cancel{-}^{ \tiny{+} } \cancel{6} \frac{ \cancel{- }73}{ \cancel{6}} = 19 \\ - 54 + 73 = 19 \\ 19 = 19 \\ \orange{L.H.S} \purple{=} \green{ R.H.S}[/tex]
Answer:
y = 73 / -6
Step-by-step explanation:
Given ;
9x - 6y = 19
Where, x = - 6
Solve for y
9x - 6y = 19
plug the value of x
9 ( -6 ) - 6y = 19
- 54 - 6y = 19
Add 54 to both sides
- 54 + 54 - 6y = 19 + 54
-6y = 73
divide both side by -6
-6y / -6 = 73 / -6
y = 73 / -6
HELPPPPP PLEASEEEE ASAPPPP WILL GIVE POINTS/BRAINLIEST
A function is shown in the table.
x g(x)
−3 17
−1 −3
0 −4
2 13
Which of the following is a true statement for this function? (5 points)
The function is increasing from x = −3 to x = −1.
The function is increasing from x = −1 to x = 0.
The function is decreasing from x = 0 to x = 2.
The function is decreasing from x = −3 to x = −1.
Answer:
2nd
Step-by-step explanation:
i know I don't have an exlanation'
MAKE SURE YOU ARE RIGHT ANSWER PLEASE I WILL PUT THE BRAINIEST ANSWER
FIND THE VOLUME OF THE SPHERE
Step-by-step explanation:
Formula:- 4/3*Pi*r^3
= 4/3*22/7*(1/2)^3
Please mark me as brainliest
15-9x 1/2
I’ll give Brainiest
Answer:
-9x/2 + 15/2
Step-by-step explanation:
(15-9x)* 1/2
15(1/2)-9x 1/2
15/2 -9x *1/2
15/2-9x/2
-9x/2 + 15/2
Answer:
21/2 ( SEE IMAGE BELOW)
Step-by-step explanation:
Calculate the product
15- 9/2
Calculate the Differnce
21/2
so the answer is 21/2
PLSSSS ASAPPP!!!!!!!!!!
Find the length of the missing side in the right triangle shown below.
A)169
B)7,056
C)None of these answers are correct
D)7,225
E)13
Answer:
D. my answer for your question
is 16 the decimal value of 1000
Answer:
0.016
Step-by-step explanation:
Answer:
0.016
Step-by-step explanation:
A college has 7 science batches and each batch has 48 students, It is compulsory for each student to do 24 hours of community service in a year. How many hours of community service does the college contribute in a year ?
Answer:
Hello There!!
Step-by-step explanation:
Firstly, find out how many students there are in 7 batches. You can do this by timesing 48 by 7 to get 336. So there are 336 students in 7 batches. Each student does 24 hours of community service in a year so do 336 times by 24 which is 8,064. Therefore,the college contributes 8,064 hours of community service in a year.
hope this helps,have a great day!!
~Pinky~
Using the graph of f(x) and g(x), where g(x) = f(k⋅x), determine the value of k.
1. 4
2. 1/4
3. -1/4
4. −4
Please help!!
Answer:
1. 4
Step-by-step explanation:
the slope of:
f(x) = 10/2=5
g(x) = 10/½=20
so, g(x) = f(4.x)
=> k = 4
how to write 403.225 in words and how do i get the answer. Thanks!!!!
Which of the following correctly describes the symmetry of the cubic parent
function?
^
A. It is symmetric about the x-axis.
B. It is symmetric about the y-axis.
C. It is symmetric about the origin.
D. It is not symmetric about any point or line.
The statement that correctly describes the symmetry of the cubic parent function is 'It is symmetric about the origin.'
The correct answer is option (c)
What is the symmetry of the function about the X-axis?"The graph of the function is said to be symmetric about X-axis if whenever (a, b) is on the graph then so is (a, -b) "
What is the symmetry of the function about the Y-axis?"The graph of the function is said to be symmetric about Y-axis if whenever (a, b) is on the graph then so is (-a, b) "
What is the symmetry of the function about the origin?"The graph of the function is said to be symmetric about X-axis if whenever (a, b) is on the graph then so is (-a, -b) "
For given question,
The parent cubic function is [tex]f(x)=x^3[/tex]
The graph of the function [tex]f(x)=x^3[/tex] is as shown below.
From graph we can observe that, point (x, y) as well as (-x, -y) is on the graph.
This means, the graph of the function [tex]f(x)=x^3[/tex] is symmetric about the origin.
Therefore, the statement that correctly describes the symmetry of the cubic parent function is 'It is symmetric about the origin.'
The correct answer is option (c)
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Jenny made 200 bracelets. She sold 64% of the bracelets at a craft fair.
a. How many bracelets did she sell?
b. How many bracelets were not sold?
Step-by-step explanation:
shslsfauahcaiscwrwpagw6wpwfwyw
Answer:
Jenny sold 128 braclets. 72 bracelets weren't sold.
Step-by-step explanation:
IMPORTANT FORMULA: TO CONVERT A NUMBER TO A PERCENT, YOU HAVE TO MULTIPLY BY 100. TO CONVERT A PERCENT TO A NUMBER, YOU HAVE TO DIVIDE BY 100.
a) How many bracelets did she sell?
Using the formula that is shown above, I can conclude that 64%=64/100=32/50=16/25
Jenny sold 64% of the 200 bracelets.
In mathematics, the word "of" means multiplication.
64% of 200 = 16/25 * 200 = 128
Jenny sold 128 braclets.
to answer part 2, 200 bracelets - 128 bracelets = 72 bracelets.
72 bracelets weren't sold.
Milauskasville Middle School's Crazy Hair Club sold tickets to it's "Hair Today, Gone Tomorrow" talent show. A total of 55 tickets were sold in the amount of $176.50. If adult tickets cost $3.75 and student tickets cost $2.00, how many adult tickets and student tickets were sold?
Answer:
Adult ticket = 38
Student ticket = 17
Step-by-step explanation:
Let :
Adult ticket = x
Student ticket = y
x + y = 55 - - - - (1)
Cost per x = 3.75
Cost per y = 2
3.75x + 2y = 176.50 - - - (2)
From (1):
x = 55 - y
Put in (2)
3.75(55 - y) + 2y = 176.50
206.25 - 3.75y + 2y = 176.50
-1.75y = - 29.75
y = - 29.75 / - 1.75
y = 17
From :
x = 55 - y
x = 55 - 17
x = 38
The total population of ethnic Southeast Asian students from Burma, Laos, Thailand, Vietnam, and Kampuchea at your university is currently 100 students. The administration of the university wants to increase the diversity of the student body and decides to increase the number of students from Southeast Asia by 8 percent each year, (over the prior year's enrollment) for a period of 15 years. How many students from Southeast Asia will be enrolled at your university after the 15 year period
Answer:
the number of students that enrolled after 15 year is 317
Step-by-step explanation:
The computation of the number of students that enrolled after 15 year is shown below;
We know that
Future value = Present value × (1 +rate of interest)^number of years
= 100 × (1+8%)^15
= 100 × 1.08^15
= 317
Hence, the number of students that enrolled after 15 year is 317
The same should be considered and relevant
Help plz ??
This is really urgent. If anyone knows the answer plz plz help me
Answer:
A
because range is all values of Y but in negative side it is infinity but in positive side range is 4
what type of data states that every value in the set is a number
Answer:
QUALITATIVE DATA-type of data states that every value in the set is a number.
Step-by-step explanation:
QUALITATIVE DATA-type of data states that every value in the set is a number.
Answer:
QUALITATIVE DATA-type of data states that every value in the set is a number.
add negative 4 plus negative 6
-10
thats it, thats what i know
(Show full work please) Carter spots an airplane on radar that is currently approaching in a straight line, and
that will fly directly overhead. The plane maintains a constant altitude of 7250 feet.
Carter initially measures an angle of elevation of 16 to the plane at point A. At some
later time, he measures an angle of elevation of 26° to the plane at point B. Find the
distance the plane traveled from point A to point B. Round your answer to the
nearest foot if necessary
Consult the attached diagram.
In the larger triangle,
tan(16°) = (7250 ft) / (x + y)
and in the smaller triangle,
tan(26°) = (7250 ft) / y
You want to solve for x.
From the first equation (I'm ignoring units from here on, all distances are measured in ft), you have
(x + y) tan(16°) = 7250
x tan(16°) + y tan(16°) = 7250
x tan(16°) = 7250 - y tan(16°)
x = 7250 cot(16°) - y
From the second equation,
y = 7250 cot(26°)
Solving for x gives
x = 7250 cot(16°) - 7250 cot(26°)
x = 7250 (cot(16°) - cot(26°))
x ≈ 10,433 ft
The distance the plane traveled from point A to point B is 10,433 ft.
We have given that,
Carter spots an airplane on the radar that is currently approaching in a straight line, and that will fly directly overhead.
The plane maintains a constant altitude of 7250 feet.
In the larger triangle,tan(16°) = (7250 ft) / (x + y)and in the smaller triangle,
What is the tan ratio?[tex]tan(\ theta)=\frac{\\opposite \side }{hypotenouse}[/tex]tan(26°) = (7250 ft) / y
we have to solve for x.
From the first equation (I'm ignoring units from here on, all distances are measured in ft),
you have
(x + y) tan(16°) = 7250
x tan(16°) + y tan(16°) = 7250
x tan(16°) = 7250 - y tan(16°)
x = 7250 cot(16°) - y
From the second equation,
y = 7250 cot(26°)
Solving for x gives
x = 7250 cot(16°) - 7250 cot(26°)
x = 7250 (cot(16°) - cot(26°))x ≈ 10,433 ft
Therefore the distance the plane traveled from point A to point B is 10,433 ft.
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Write the equation of the circle with center C(-5,8) and radius = 7
Answer:
( h + 5 )^2 + ( y - 8 ) ^2 = 49
Step-by-step explanation:
Equation of a circle:
( x - h )^2 + ( y - k )^2 = r^2
Where ( h , k ) = center and r = radius
We are given that the circle has a center at ( -5 , 8 ) meaning that h = -5 and k = 8
We are also given that the circle has a radius of 7 meaning that r = 7
Now that we have identified each variable we plug the values into the equation
( h - (-5)^2 + ( y - 8 )^2 = 7^2
Our final step is to simplify
we get that the equation of the circle is
( h + 5 )^2 + ( y - 8 ) ^2 = 49
By the way ^ means exponent
Can someone help me please
Answer:
n = -1
Step-by-step explanation:
n^2 + 5n + 1 = 3n
N^2 +2n +1 = 0 (subtract 3n from both sides)
(n+1)(n+1) = 0 (factor
n+1 =0; n= -1
n+1 = 0 ; n=-1
The height of a square pyramid where the lateral area equals 240 cm sq. and the edges of the base are 12cm
Answer:
The height is 8cm
Step-by-step explanation:
Given
[tex]L_A = 240cm^2[/tex] --- lateral area
[tex]a = 12cm[/tex] --- base lengths
Required
The height of the pyramid
The lateral area of a square pyramid is:
[tex]L_A = a\sqrt{a^2 + 4h^2[/tex]
So, we have:
[tex]240 = 12\sqrt{12^2 + 4h^2[/tex]
[tex]240 = 12\sqrt{144 + 4h^2[/tex]
Divide both sides by 12
[tex]20 = \sqrt{144 + 4h^2[/tex]
Square both sides
[tex]400 = 144 + 4h^2[/tex]
Collect like terms
[tex]4h^2 = 400 - 144[/tex]
[tex]4h^2 = 256[/tex]
Divide by 4
[tex]h^2 = 64[/tex]
Take square roots
[tex]h = 8[/tex]
Help me plz I need to get a good score
Answer:
x+59 =180( sum of linear pair )
x=180-59
x=121
QUESTION 1
Determine the work done by the force
F=31+] + k in moving an object through
displacement T = 7 -7 -K
It's difficult to make out what the force and displacement vectors are supposed to be, so I'll generalize.
Let θ be the angle between the force vector F and the displacement vector r. The work W done by F in the direction of r is
W = F • r cos(θ)
The cosine of the angle between the vectors can be obtained from the dot product identity,
a • b = ||a|| ||b|| cos(θ) ==> cos(θ) = (a • b) / (||a|| ||b||)
so that
W = (F • r)² / (||F|| ||r||)
For instance, if F = 3i + j + k and r = 7i - 7j - k (which is my closest guess to the given vectors' components), then the work done by F along r is
W = ((3i + j + k) • (7i - 7j - k))² / (√(3² + 1² + 1²) √(7² + (-7)² + (-1)²))
==> W ≈ 5.12 J
(assuming F and r are measured in Newtons (N) and meters (m), respectively).
what is the unit rate of $4 and 8 pounds
Answer:
32
Step-by-step explanation:
b) 0.00169
(2 mks)
Lower limit =
Upper limit
Answer:
Top bound = 0.001695
Lower bound = 0.001685
Step-by-step explanation:
The number given is 0.00169
Now, this is in 5 decimal places.
So, the lower bound will be;
0.00169 - 0.000005 = 0.001685
Thus is because rounding 0.001685 will give 0.0169
But for the top bound, we will add 0.000005 to the number;
Thus;
0.00169 + 0.000005 = 0.001695
Chad has a rope that is 15 yards long. How many pieces of rope measuring 5/7 of a yard can he divide his rope into?
A. 28
B. 21
C. 35
D. 14
Answer:
Chad can divide his rope in 21 pieces. (Answer B)
Step-by-step explanation:
To solve we divide.
15 divided by 5/7 is what we need to know.
When dividing fractions it is the same thing as multiplying by the reciprocal (flipped version of the fraction).
[tex]15[/tex] ÷ [tex]\frac{5}{7}[/tex] = 15 × [tex]\frac{7}{5}[/tex]
[tex]\frac{15}{1}[/tex] × [tex]\frac{7}{5}[/tex] = [tex]\frac{105}{5}[/tex]
[tex]\frac{105}{5}[/tex] = 21
Chad can divide his rope in 21 pieces.
Answer:
21 pieces
Step-by-step explanation:
Divide (5/7 yd / piece) into 15 yds:
15 yds
----------------------- = 21 pieces
(5/7 yd / piece)
Descent, Inc., produces a variety of climbing and mountaineering equipment. One of its products is a traditional three-strand climbing rope. An important characteristic of any climbing rope is its tensile strength. Descent produces the three-strand rope on two separate production lines: one in Bozeman and the other in Challis. The Bozeman line has recently installed new production equipment. Descent regularly tests the tensile strength of its ropes by randomly selecting them to various tests. The most recent random sample of ropes, taken after the new equipment was installed at the Bozeman plant, revealed the following:
Bozeman; x1= 7,200 lbs
S1=425 n1=25,
Challis;x2=7,087
lbs, S2=415, n2=20
Required:
Conduct the appropriate hypothesis test at the 0.10 level of significance.
Solution :
Assuming [tex]$\sigma_1^2=\sigma_2^2$[/tex]
We have to test
[tex]$H_0:\mu_1=\mu_2$[/tex]
Against [tex]H_a: \mu_1 \neq \mu_2[/tex]
Level of significance, [tex]$\alpha = 0.05$[/tex]
[tex]$s_p=\sqrt{\frac{(n_1-1)s_1^2+ (n_2-1)s_2^2}{n_1+n_2-2}}$[/tex]
[tex]$s_p=\sqrt{\frac{(25-1)(425)^2+ (20-1)(415)^2}{25+20-2}}$[/tex]
= 420.6107
Under [tex]H_0[/tex], the t-statistics is as follows:
[tex]$t=\frac{(\overline{x_1} - \overline{x_2})}{s_p\sqrt{\frac{1}{n_1}+\frac{1}{n_2}}} \sim $[/tex] [tex]$\text{t with }(n_1+n_2-2) \ DF$[/tex]
[tex]$t=\frac{(7200-7087)}{(420.6107)\sqrt{\frac{1}{25}+\frac{1}{20}}}$[/tex]
= 0.90
DF = (25 + 20 - 2)
= 43
P-value of the test = 0.375
Since the p value is more than 0.05, we fail to reject our null hypothesis.
There is no difference between then mean tensile strength of the ropes that is produced in the Bozeman and Challis.
If you have consistently been exercising during the school year but then take the
summer off, once school starts again your fitness level will be exactly the same as it
was before the summer.
A.
True
B.
False
1
SEE ANSWER⇒
Answer:
Step-by-step explanation:
B
1 +3 = ????????????????
One and three are both numbers. We can add the, together and get another number. The fact that these two numbers should be added is shown by the symbol between them. Adding 1 to 3 equals to 4.
Multiply: 3x⎯⎯⎯⎯√·6y⎯⎯⎯⎯√
.
Answer:
l
Step-by-step explanation:
