What’s 9 X 3/9 answer…………………………………….

Answer:

[tex]a = \frac{20}{3}[/tex]

Step-by-step explanation:

Answer:

Step-by-step explanation:

When there are few rolls, it is expected that the experimental probability will be significantly higher than the theoretical chance.

The study of random occurrences or phenomena falls under the category of probability, which is a branch of mathematics. It is used to determine how likely or unlikely an occurrence is to occur. An event's likelihood is expressed as a number between 0 and 1, with 0 denoting impossibility and 1 denoting certainty of occurrence. The symbol P stands for the probability of an occurrence A. (A). It is determined by dividing the number of positive results of event A by all the potential outcomes.

given

(a) The result of rolling 3 or 6 times is 6 + 9 = 15.

Experimental chance = (Total number of rolls) / (Number of times 3 or 6 were rolled) = 15/40 = 0.375

(b) The theoretical likelihood of rolling either a 3 or a 6 on a fair number cube is equal to the total of those odds, which is 1/6 + 1/6 = 1/3 = 0.333. (rounded to three decimal places).

(c) When there are few rolls, it is expected that the experimental probability will be significantly higher than the theoretical chance.

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The slope of this linear function is equal to: B. -2/9.

The volume of a cylinder with a height of 10 m and a radius of 5 m is equal to 785 m³.

The value of each expression is: C. a) 2, b) 1/2, c) 2/9.

In Mathematics, the slope of any straight line can be determined by using the following mathematical equation;

Slope (m) = (Change in y-axis, Δy)/(Change in x-axis, Δx)

Slope (m) = (y₂ - y₁)/(x₂ - x₁)

Slope (m) = (8 - 10)/(6 - (-3))

Slope (m) = (8 - 10)/(6 + 3)

Slope (m) =

Slope (m) = -2/9.

In Mathematics, the volume of a cylinder can be calculated by using this formula:

Volume of a cylinder, V = πr²h

Where:

By substituting the given parameters, we have:

Volume of cylinder, V = 3.14 × 5² × 10

Volume of cylinder, V = 785 m³

(√2)² = 2

(1/√2)² = 1/2

(√2/3)² = 2/9

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Answer:

To find the yield percentage of the fillets, we need to divide the weight of the fillets by the weight of the dressed mahi-mahi and then multiply by 100 to get a percentage:

Yield percentage = (Weight of fillets / Weight of dressed mahi-mahi) x 100%

First, we need to convert the weights to a common unit, such as ounces:

Weight of dressed mahi-mahi = 30 lb. 4 oz. = 484 oz.

Weight of fillets = 13 lb. 12 oz. = 220 oz.

Now we can calculate the yield percentage:

Yield percentage = (220 oz. / 484 oz.) x 100% = 45.45%

So the yield percentage of the fillets is 45.45%.

To find the per pound cost of the fillets, we need to divide the total cost of the dressed mahi-mahi by its weight in pounds, and then multiply by the yield percentage to get the cost per pound of fillets:

Total cost of dressed mahi-mahi = 30.25 lb. x $5.85/b. = $176.96

Weight of dressed mahi-mahi in pounds = 30.25 lb.

Weight of fillets in pounds = 13.75 lb.

Cost per pound of fillets = (Total cost of dressed mahi-mahi / Weight of dressed mahi-mahi) x Yield percentage / 100%

Cost per pound of fillets = ($176.96 / 30.25 lb.) x 45.45% = $3.04/lb.

Therefore, the per pound cost of the fillets is $3.04/lb.

Answer:

There were 8 bears

Step-by-step explanation:

Letting L = number of lions, T = number of tigers and B = number of bears

L : T = 3 : 2

We can rewrite this as
L/T = 3/2

Cross multiply:
L x 2 = 3 x T

Divide by 3 to get
T = 2/3 L

Since L = 9

T = 2/3 x 9 = 6

In the other ratio we have
T : B = 3 : 4 which we can write as
T/B = 3/4

Cross multiply to get

4T = 3B

B = 4/3 T

Since T = 6, B = 4/3 x 6 = 8

Check
L : T = 9 : 6 = 3: 2 (by dividing both sides of : by 3)
T : B = 6 : 8 = 3:4 (by dividing both sides of : by 2)

Answer:

Step-by-step explanation:

We can use the formula for the future value of an annuity to determine how much Marcia needs to invest today to meet her retirement goal of $90,000. The formula for the future value of an annuity is:

FV = PMT x [(1 + r/n)^(n*t) - 1] / (r/n)

where:

FV = future value of the annuity

PMT = payment (or deposit) made at the end of each compounding period

r = annual interest rate

n = number of compounding periods per year

t = number of years

In this case, we want to solve for the PMT (the amount Marcia needs to invest today). We know that:

Marcia wants to retire in 15 years (when she is 65), so t = 15

The interest rate is 10% per year, compounded semiannually, so r = 0.10/2 = 0.05 and n = 2

Marcia wants to have $90,000 in her retirement account

Substituting these values into the formula, we get:

$90,000 = PMT x [(1 + 0.05/2)^(2*15) - 1] / (0.05/2)

Simplifying the formula, we get:

PMT = $90,000 / [(1.025)^30 - 1] / 0.025

PMT = $90,000 / 19.7588

PMT = $4,553.39 (rounded to the nearest cent)

Therefore, Marcia needs to invest $4,553.39 today in order to meet her retirement goal of $90,000, assuming an interest rate of 10% per year, compounded semiannually.

Answer: Let's denote the length, width, and height of Sam's pool as l, w, and h, respectively. Then, we have:

lwh = 600

For the neighbor's pool, we know that it has the same length and height as Sam's pool, but the width is three times larger. Let's denote the width of the neighbor's pool as 3w. Then, the volume of the neighbor's pool is:

l(3w)h = 3lwh = 3(600) = 1800 cubic feet

Therefore, the volume of the neighbor's pool is 1800 cubic feet.

Step-by-step explanation:

We can explain to the boss that the advertising suggestion of "all bags have equally likely flavors" would be inaccurate based on the sample bag of candy.

It is the chance of an event to occur from a total number of outcomes.

The formula for probability is given as:

Probability = Number of required events / Total number of outcomes.

Example:

The probability of getting a head in tossing a coin.

P(H) = 1/2

We have,

Based on the sample bag of Dream Pop candy, we can calculate the probability of getting each flavor.

If all bags have equally likely flavors, then each flavor should have the same probability of being selected.

However, we can see from the sample that this is not the case.

To communicate this to the boss, we can calculate the probability of getting two different flavors and compare them.

For example:

The probability of getting a grape flavor is 16/40 or 0.4

The probability of getting a lemon flavor is 6/40 or 0.15

These probabilities are not equal, indicating that the flavors are not equally likely.

We can also compare the probabilities of getting two other flavors, such as:

The probability of getting a strawberry flavor is 12/40 or 0.3

The probability of getting a blueberry flavor is 6/40 or 0.15

Again, these probabilities are not equal, further indicating that the flavors are not equally likely.

Therefore,

We can explain to the boss that the advertising suggestion of "all bags have equally likely flavors" would be inaccurate based on the sample bag of candy.

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The description of the ensembles would be: 1. Students who attend both recitals, 2. Students who attend one of the two recitals, 3. students who attend both recitals, 4.The difference between the set P and U, that is, 3 students.

To graph the information in a Venn diagram we must take into account the information in the statement. In this case we must place 6 students outside the circles because there are 6 who do not attend any activity.

So, there would be 34 remaining students, of which 20 go to the piano recital and 23 to the voice recital. So, we can establish that 20 go to both recitals, 3 go to the voice recital, and 1 go to the piano recital.

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In response to the stated question, we may state that Hence, the 95% CI function for u is (16.72, 19.48), rounded to two decimal places in increasing order.

In mathematics, a function is a connection between two sets of numbers in which each member of the first set (known as the domain) corresponds to a single element in the second set (called the range). In other words, a function takes inputs from one set and produces outputs from another. Inputs are commonly represented by the variable x, whereas outputs are represented by the variable y. A function can be described using an equation or a graph. The equation y = 2x + 1 represents a linear function in which each value of x yields a distinct value of y.v

We use the following formula to create a confidence interval around the population mean u:

CI = x ± z*(s/√n)

where x represents the sample mean, s represents the sample standard deviation, n represents the sample size, z represents the z-score associated with the desired degree of confidence, and CI represents the confidence interval.

Because the degree of confidence is 95%, we must calculate the z-score that corresponds to the standard normal distribution's middle 95%. This is roughly 1.96 and may be determined with a z-table or calculator.

CI = 18.1 ± 1.96*(4.1/√34)

CI = 18.1 ± 1.96*(0.704)

CI = 18.1 ± 1.38

Hence, the 95% CI for u is (16.72, 19.48), rounded to two decimal places in increasing order.

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The width of the top of the bookcase should be approximately 12.2 inches to give Bria's soap carving collection an area of 300 square inches.

Simply multiply the length and width measurements to get the area of your square or rectangular area in square inches.

Assume the bookcase's top is rectangular, with length "L" and width "b". Because the area of a rectangle is the product of its length and width, we get:

L * b = 300

To find "b," we can rearrange the equation as follows:

b = 300 / L

We don't have enough information to directly solve for "L," but we can make an educated guess based on the figure provided. Based on the illustration, the bookcase appears to be roughly twice as long as it is wide. So let us suppose:

L ≈ 2b

When we plug this into the equation above, we get:

b = 300 / (2b) (2b)

To simplify, we have:

b^2 = 150

When we take the square root of both sides, we get:

b ≈ 12.2

We have, rounded to the nearest tenth of an inch:

b ≈ 12.2 inches

As a result, the width of the top of the bookcase should be approximately 12.2 inches in order to give Bria's soap carving collection a 300-square-inch area.

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Answer:

x²

Step-by-step explanation:

[tex]{ \tt{ \frac{ {x}^{ - 3} . {x}^{2} }{ {x}^{ - 3} } }} \\ \\ \dashrightarrow{ \tt{x {}^{( - 3 + 2 - ( - 3))} }} \\ \dashrightarrow{ \tt{ {x}^{( - 3 + 2 + 3)} }} \: \: \: \: \\ \dashrightarrow{ \boxed{ \tt{ \: \: \: \: {x}^{2} \: \: \: \: \: \: }}} \: \: \: \: [/tex]

The square root of 138 lies between 11 and 12, as 11²=121 and 12²=144.

Number is a mathematical object used to count, measure, and label. Numbers are used in almost every field of mathematics and science, including algebra, calculus, geometry, physics, and computer science. Numbers can also be used to represent data, such as population, income, temperature, or time. In addition, numbers are used to represent abstract concepts, such as love, truth, beauty, and justice.

This is because the square root of a number is the number that, when multiplied by itself, produces the original number. Therefore, to find the square root of 138, we need to identify two consecutive integers such that one of them squared is smaller than 138 and the other squared is larger than 138.

To do this, we can work our way up from the integer closer to 0, in this case 11. 11 squared is 121, which is smaller than 138, so we know that the square root of 138 must be between 11 and a larger integer. Then, if we square 12, we get 144, which is larger than 138. Therefore, we can definitively say that the square root of 138 lies between 11 and 12.

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The square root of 138 lies between 11 and 12, as 11² is 121 and 12² is 144.

Number is a mathematical object used to count, measure, and label. Numbers are used in almost every field of mathematics and science, including algebra, calculus, geometry, physics, and computer science. Numbers can also be used to represent data, such as population, income, temperature, or time. In addition, numbers are used to represent abstract concepts, such as love, truth, beauty, and justice.

To calculate this, we can divide 138 by 11 and 12, and see which integer is closer to the answer.

138 divided by 11 is 12.545454545454545454545454545455.
138 divided by 12 is 11.5.

Since 11.5 is closer to the answer, the square root of 138 lies between 11 and 12.

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Answer:

(15+x)÷4 = 80-x

by criss cross we'll get:

15+x = 4(80-x)

15+x = 320-4x

x+4x=320-15

5x = 305

x = 61

The graph that matches the piecewise function, f(x) = √(x + 5), if x < -2, f(x) = |x + 1| if -2 ≤ x ≤ 2, and f(x) = (x - 2)² if x > 2 is the graph in the third option.

A piecewise function is a function is a function that consists of two or more subfunctions each of which are applied, based on the specific interval of the input variable.

The intervals of the piecewise function are;

f(x) = √(x + 5) if x < -2

f(x) = |x + 1| -2 ≤ x ≤ 2

f(x) = (x - 2)² if x > 2

The graph of the piecewise function is a three piece graph which consists of the graph of f(x) = √(x + 5), for x values less than -2, f(x) = |x + 1|, for x-values in the interval -2 ≤ x ≤ 2 and the graph of f(x) = (x - 2)²

The <-2, symbol indicates the presence of an open circle in the graph of f(x) = √(x + 5) at x = -2

The interval -2 ≤ x ≤ 2 for the function f(x) = |x + 1| indicates that the graph of f(x) = |x + 1| in the interval -2 ≤ x ≤ 2, consists of closed circles at x = -2 and x = 2.

The interval, x > 2, for the function, f(x) = (x - 2)², indicates that the presence of an open circle in the graph of f(x) = (x - 2)² at x = 2.

The correct option for the graph of the piecewise function is therefore the third option.

Please find the attached the graph of the piecewise function created with MS Excel

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Answer:

Step-by-step explanation:

The theoretical probability of getting the same side every time in a single coin toss is 1/2. Since we have five independent coin tosses, we can calculate the probability of getting the same side every time by multiplying the probability of getting the same side in each toss:

(1/2) * (1/2) * (1/2) * (1/2) * (1/2) = 1/32

Therefore, the theoretical probability of getting the same side every time in five coin tosses is 1/32, which is equivalent to 0.03125. So, the answer is (C) 0.03125.

The graph's function limit at x=4 is 6.

In mathematics, the limit of a function is the value that the function approaches as the input approaches a certain value or as the input approaches infinity or negative infinity. A function may or may not have a limit at a given point or as the input goes to infinity or negative infinity.

The formal definition of the limit of a function f(x) as x approaches a value a is as follows:

For every positive number ε (epsilon), there exists a corresponding positive number δ (delta) such that if 0 < |x-a| < δ, then |f(x)-L| < ε.

Limit f(x) at x tend to 4⁺ =6.

Limit f(x) at x tend to 4⁻ =6

Hence, the graph's function limit at x=4 is 6.

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As a result, AB = 52 and AC = BC = 5 as AC and BC are both the circle's radii since A and B are points of tangency .

A circle is a closed object made up of all points in a plane that are separated from the center by a predetermined distance, known as the radius. The diameter is the distance across the circle that passes through its center, while the circumference is the distance around the circle. The ratio of a circle's circumference to its diameter is always pi (), or roughly 3.14. Pi is also known as the proportionality constant. Circles are significant geometric forms that are used frequently in mathematics, science, and daily life.

given

AC and BC are both the circle's radii since A and B are points of tangency. Hence, AC = BC = 5.

We can apply the Pythagorean theorem to segment AB as follows:

[tex]AB^2 = 52 + 52 \\AB^2 = AC^2 + BC^2[/tex]

AB² = 50

AB = √50 = 5√2

As a result, AB = 52 and AC = BC = 5 as AC and BC are both the circle's radii since A and B are points of tangency .

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Answer:

x = 42.9

Step-by-step explanation:

We can let 34 represent the reference angle.  Using this angle, we see that the side measuring 24 units is the opposite side and the side measuring x is the hypotenuse.

Thus, we can use the sine trig function which is

[tex]sin(angle)=\frac{opposite}{hypotenuse}[/tex]

We plug in what we have into the equation above and solve for x:

[tex]sin(34)=\frac{24}{x}\\ x*sin(34)=24\\x=\frac{24}{sin(34)}\\ x=42.9189996\\x=42.9[/tex]

The expression (x < y) && (y == 5) is an alternative way of writing the original expression, and it will be true only if two conditions are met: first, x is smaller than y, and second, y is equal to 5.

The expression !(!(x < y) || (y != 5)) is equivalent to:

(x < y) && (y == 5)

To see why, let's break down the original expression:

!(!(x < y) || (y != 5))

= !(x >= y && y != 5) (by De Morgan's laws)

= (x < y) && (y == 5) (by negating and simplifying)

So, the equivalent expression is (x < y) && (y == 5). This expression is true if x is less than y and y is equal to 5.

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Complete question:

Assume that x and y have been defined and initialized as int values. The expression

!(!(x < y) || (y != 5))

is equivalent to which of the following?

(x < y) && (y = 5)

(x < y) && (y != 5)

(x >= y) && (y == 5)

(x < y) || (y == 5)

(x >= y) || (y != 5)

√9+25 = 28

π-4 = -0.8571

³√-27 = -3

2 / 3 = 0.6667

18÷2 = 9

√-27​ = 5.196

In mathematics, a surd is a term used to describe an irrational number that is expressed as the root of an integer. Specifically, a surd is a number that cannot be expressed exactly as a fraction of two integers, and is usually written in the form of a radical (e.g. √2, √3, √5, etc.).

We have √9+25 = 28

find the square root of 9 = 3

3 + 25 = 28

π-4 = 3.14 - 4

= -0.8571

³√-27 = ³√3³

= 3

2÷3 = 0.6667

18÷2 = 9

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question:

given :√9+25 : π-4 : ³√-27 : 2÷3 : 18÷2 : √-27​

find the value of the terms

Answer:

30, rational

Step-by-step explanation:

[tex]3\sqrt{20}\cdot\sqrt{5}=3\sqrt{4}\sqrt{5}\cdot\sqrt{5}=(3\cdot2)\cdot5=6\cdot5=30[/tex]

The result is rational because it can be written as a fraction of integers.

The sum of the distinct prime factors is 16.

There are overall 24 factors of 792 among which 792 is the most significant factor and its prime factors are 2, 3, and 11.

Hence sum = 2 + 3 + 11 = 16

The unique solution to the initial value problem of differential equation is y(t) = -t^2 + 2t + 3sin(3t) - 1 with e(t) = -t^2 + 2t + 3sin(3t) - 9, a = 2, and B = -21.

To find the solution to the initial value problem, we first need to solve the differential equation.

Taking the derivative of y(t), we get:

y'(t) = -2t + a

Taking the derivative again, we get:

y''(t) = -2

Substituting y''(t) into the differential equation, we get:

y''(t) + 2y'(t) + 10y(t) = 20sin(3t)

Substituting y'(t) and y(t) into the equation, we get:

-2 + 2a + 10(-2t + a) = 20sin(3t)

Simplifying, we get:

8a - 20t = 20sin(3t) + 2

Using the initial condition y(0) = 2, we get:

y(0) = -2(0) + a = 2

Solving for a, we get:

a = 2

Using the other initial condition y'(0) = 21, we get:

y'(0) = -2(0) + 2(21) + B = 21

Solving for B, we get:

B = -21

Therefore, the solution to the initial value problem is:

y(t) = -t^2 + 2t + 3sin(3t) - 1

Thus, we have e(t) = y(t) - 8, so

e(t) = -t^2 + 2t + 3sin(3t) - 9

and a = 2, B = -21.

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_____The given question is incomplete, the complete question is given below:

Consider the initial value problem >= [22. 2.1]+20). 361) = [2] Suppose we know that (t) = -2t + a 21? + is the unique solution to this initial value problem. Find e(t) and the constants and B. a = B= 8(t) =

Answer: The total number of ways the photography student can choose 4 photos out of 21 is given by the combination formula:

Step-by-step explanation: C(21, 4) = (21!)/((4!)(21-4)!) = 5985

Out of the 21 photos, 9 were photos of babies. The number of ways the student can choose 4 baby photos out of 9 is given by:

C(9, 4) = (9!)/((4!)(9-4)!) = 126

Therefore, the probability that all 4 photos chosen are of babies is:

P = (number of ways to choose 4 baby photos)/(total number of ways to choose 4 photos)

P = C(9, 4)/C(21, 4)

P = 126/5985

P ≈ 0.021

So, the probability that all 4 photos chosen are of babies is approximately 0.021 or 2.1%.

The intersection of two parallel lines; x = 10 metres.

Alternate angles are created when two parallel lines are intersected by a transversal. Have a look at the given illustration; the two parallel lines are EF and GH. When a transversal splits two parallel lines, the alternate angles are equal.

The alternate interior angles are equal because of the parallel lines characteristic.

Angle STQ (denoted as 2x+10) and angle RQS are hence equal. Angle QRP (shown as x+20) and angle RQS are likewise equal.

Setting these two angles equal to each other, we can get:

x+20 = 2x+10

Simplifying this equation, we get:

x = 10.

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The set of all n×n invertible matrices with the standard operations of matrix addition and scalar multiplication is (b) not a subspace.

A Subspace is defined as a subset of a vector space that is itself a vector space under the same operations of addition and scalar multiplication defined on the original vector space.

To be a subspace of Mₙ,ₙ, a subset of Mₙ,ₙ must satisfy three conditions:

(i) The subset must contain the zero matrix,

(ii) The subset must be closed under matrix addition, meaning that if A and B are in the subset, then (A + B) is also in the subset.

(iii) The subset must be closed under scalar multiplication, meaning that if A is in the subset and c is any scalar, then cA is also in the subset.

The set of all n×n invertible matrices does not contain the zero matrix, as the zero matrix is not invertible.

Therefore, it fails to meet the first condition and cannot be a subspace, the correct option is (b).

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The given question is incomplete, the complete question is

Determine whether the subset of Mₙ,ₙ is a subspace of Mₙ,ₙ with the standard operations of matrix addition and scalar multiplication.

The set of all n×n invertible matrices is

(a) Subspace

(b) Not a subspace.

By answering the presented question, we may conclude that Therefore, 1  expressions cm on the map corresponds to a real distance of 3.2 km. 

In mathematics, an expression is a collection of integers, variables, and complex mathematical (such as arithmetic, subtraction, multiplication, division, multiplications, and so on) that describes a quantity or value. Phrases can be simple, such as "3 + 4," or complicated, such as They may also contain functions like "sin(x)" or "log(y)". Expressions can be evaluated by swapping the variables with their values and performing the arithmetic operations in the order specified. If x = 2, for example, the formula "3x + 5" equals 3(2) + 5 = 11. Expressions are commonly used in mathematics to describe real-world situations, construct equations, and simplify complicated mathematical topics.

Scale 1:

320000 means that 1 unit on the map represents his 320000 units in the real world.

To find the actual distance represented by 1 cm on the map, you need to convert the units to the same scale.

1 kilometer = 100000 cm

So,

1 unit on the map = 320000 units in the real world

1 cm on the map = (1/100000) km in the real world

Multiplying both sides by 1 cm gives:

1 cm on the map = (1/100000) km * 320000

A simplification of this expression:

1 cm on the map = 3.2 km

Therefore, 1 cm on the map corresponds to a real distance of 3.2 km. 

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The rate of change (or slope) of this linear function is -1/2.

A linear function is a mathematical function that has a constant rate of change, meaning that the output (y-value) changes at a constant rate for every unit increase in the input (x-value). In other words, the graph of a linear function is a straight line.

The general form of a linear function is y = mx + b, where m is the slope of the line (the rate of change) and b is the y-intercept (the point where the line crosses the y-axis). The slope represents how much the y-value changes for every one-unit increase in the x-value.

Linear functions can be used to model many real-world situations, such as distance vs. time or cost vs. quantity. They are also commonly used in economics, physics, and engineering.

The rate of change of a linear function represents the slope of the line. We can calculate the slope using the formula:

slope = (change in y) / (change in x)

Let's use the points (0, -3) and (2, -4) to calculate the slope:

slope = (-4 - (-3)) / (2 - 0)

slope = -1 / 2

Therefore, the rate of change (or slope) of this linear function is -1/2.

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