The probability that Harry, Jason, and Sarah will all be accepted into their desired schools is;P(Harry, Jason, Sarah) = P(Harry) * P(Jason) * P(Sarah) = 0.1949 * 0.2413 * 0.1492 = 0.007 Possible answer: 0.007 (or 0.7%)
The solution to the question is given below; The mean score of the GMAT exam is μ = 550 and the standard deviation is σ = 115.There are three friends - Harry, Jason, and Sarah - who want to be admitted to business schools. Harry requires a score of 650 or above, while Jason requires a score of 630 or higher and Sarah requires a score of 670 or above. Because the admission procedure is independent for each of the friends, the joint probability can be calculated using the multiplication rule.
The probabilities that Harry, Jason, and Sarah will achieve the desired scores are calculated separately using the z-score equation, which is as follows;For Harry:Z = (650 - 550) / 115 = 0.87 Probability of Harry getting admitted = P(z > 0.87) = 0.1949 (using z-table)For Jason:Z = (630 - 550) / 115 = 0.7 Probability of Jason getting admitted = P(z > 0.7) = 0.2413 (using z-table)For Sarah:Z = (670 - 550) / 115 = 1.04 Probability of Sarah getting admitted = P(z > 1.04) = 0.1492 (using z-table)The probability that Harry, Jason, and Sarah will all be accepted into their desired schools is;P(Harry, Jason, Sarah) = P(Harry) * P(Jason) * P(Sarah) = 0.1949 * 0.2413 * 0.1492 = 0.007 Possible answer: 0.007 (or 0.7%)
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A random sample of 120 students at a certain high school was asked if they spend more than 4 hours a night on homework. Assume the true proportion of students that spend more than 4 hours a night on homework is 15%, which of the following is closest to the probability that more than 25 students in a sample of 120 students would respond that they spend more than 4 hours a night on homework? * 0.9632 O 0.0368 0.3236 0.6764 None of these
The probability that more than 25 students in a sample of 120 students would respond that they spend more than 4 hours a night on homework is given as follows:
0.0367 = 3.67%.
How to obtain probabilities using the normal distribution?The z-score of a measure X of a variable that has mean symbolized by [tex]\mu[/tex] and standard deviation symbolized by [tex]\sigma[/tex] is obtained by the rule presented as follows:
[tex]Z = \frac{X - \mu}{\sigma}[/tex]
The z-score represents how many standard deviations the measure X is above or below the mean of the distribution, depending if the obtained z-score is positive or negative.Using the z-score table, the p-value associated with the calculated z-score is found, and it represents the percentile of the measure X in the distribution.By the Central Limit Theorem, for a proportion p in a sample of size n, the sampling distribution of sample proportion is approximately normal with mean [tex]\mu = p[/tex] and standard deviation [tex]s = \sqrt{\frac{p(1 - p)}{n}}[/tex], as long as [tex]np \geq 10[/tex] and [tex]n(1 - p) \geq 10[/tex].The estimate and the sample size for this problem are given as follows:
p = 0.15, n = 120.
Hence the standard error is of:
s = sqrt(0.15 x 0.85/120)
s = 0.0326.
More than 25 students is a sample proportion above 25/120 = 0.2083, hence the probability is one subtracted by the p-value of Z when X = 0.2083, hence:
Z = (0.2083 - 0.15)/0.0326
Z = 1.79
Z = 1.79 has a p-value of 0.9633.
Hence:
1 - 0.9633 = 0.0367 = 3.67%.
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Write out the sample space for the given experiment. Use the following letters to indicate each choice: Y for yellow, W for white, R for red, U for unfinished, T for teak, and C for cherry.
While renovating your house, you have a choice of paint colors for your game room: yellow, white, or red. You also have the following options for the finish on your entertainment center: unfinished, teak, or cherry.
The sample space can then be written as: S = {(Y,U), (Y,T), (Y,C), (W,U), (W,T), (W,C), (R,U), (R,T), (R,C)}Thus, the sample space consists of nine possible outcomes or options.
The sample space for this experiment is composed of all the possible combinations of the two variables (paint color and finish). The possible combinations are:
Therefore, the sample space is {Y + U, Y + T, Y + C, W + U, W + T, W + C, R + U, R + T, R + C}.
Here, the experiment involves choosing a paint color and a finish for a game room and entertainment center respectively. We are given that there are three paint color options and three finish options. Therefore, the sample space can be written as follows:
Let Y, W, and R represent the paint colors yellow, white, and red respectively. Let U, T, and C represent the finish options unfinished, teak, and cherry respectively.
Each outcome is an ordered pair, where the first element represents the paint color option and the second element represents the finish option.
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A fair coin is tossed 12 times. Which of the following outcomes (i, ii, iii, or iv) is most likely?
(i) H T H T H T H T H T H T
(ii) H T T H H T T H T H H T
(iii) H H H H H H H H H H H H
(iv) T T T H T H H H H T H H
A. (i) because there are an equal number of heads and tails.
B. (ii) because there are an equal number of heads and tails but in a random order
C. (iii) because heads are just as likely as tails
D. (iv) because you won’t necessarily get the same number of heads and tails with a fair coin
E. They are all equally likely.
Answer:
I want to say that it is E
Step-by-step explanation:
Well in terms of probability there is a 50% chance the coin will land heads and a 50% chance the coin will land tails. Since probability isn't definite you can never really get a precise number of each side. the most you could do is predict/guess
The most likely outcome is: E. They are all equally likely.
Each individual toss of a fair coin has an equal probability of being a heads or tails, regardless of what the previous tosses were. Therefore, all of the outcomes listed are equally likely. The order in which the heads and tails occur does not affect the probability of the overall outcome.
So, even though (i) has an equal number of heads and tails in an alternating pattern and (iii) has all heads, they are both equally likely to occur. The same goes for (ii) and (iv), which have an equal number of heads and tails but in a random order.
Therefore, The most likely outcome is: E. They are all equally likely.
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The ratio of the measures of two angles that form a linear pair are 1:17. What is the measure of the larger of the two angles
The measure of the smaller angle is 10 degrees. We find the measure of the larger angle, we can substitute x = 10 into the expression, the measure of the larger angle is 170 degrees.
When two angles form a linear pair, they are adjacent angles that share a common side and form a straight line. The sum of the measures of these two angles is always 180 degrees.
Let x be the measure of the smaller angle in this problem. Since the ratio of the measures of the two angles is 1:17, we can express the measure of the larger angle in terms of x by multiplying 17 to x. Thus, the measure of the larger angle is 17x.
To find the value of x, we can use the fact that the sum of the measures of the two angles is 180 degrees. So we have:
x + 17x = 180
Simplifying the equation, we get:
18x = 180
Dividing both sides by 18, we obtain:
x = 10
Therefore, the measure of the smaller angle is 10 degrees. To find the measure of the larger angle, we can substitute x = 10 into the expression we derived earlier for the measure of the larger angle:
17x = 17(10) = 170 degrees
Hence, the measure of the larger angle is 170 degrees.
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Parallelogram Property 4 The diagonals of a parallelogram bisect each other. Show Mel Given: Parallelogram CURE with diagonals bar (CR) and bar (UE) Prove bar (CR) and bar (UE) bisect each other. Proo
Therefore , the solution of the given problem of parallelograms comes out to be C and R are equally distanced from point N, the midpoint of UE and RN Equals NC.
How do parallelograms function?In Euclidean mathematics, a simple quadrilateral of two sets of equal distances is referred to as a parallelogram. In a specific kind of quadrilateral known as a parallelogram, both set of opposite sides are straight and equal. There are four types of parallelograms, 3 of which are each mutually exclusive. Rhombuses, parallelograms, squares, but also rectangles are the four distinct shapes.
Here,
We must demonstrate that OM = MR in order to establish that O is CR's middle.
=> CO / OU Equals RC / UE
This solution can be rearranged to account for RC:
=> RC Equals UE * (CO / OU)
But we also understand that OU = CO (since they are diagonals of the same parallelogram). Therefore:
=> RC = UE
This indicates that point M, the CR's centre, is equally spaced from C and U. Or put another way, OM Equals MU.
To demonstrate that O is also the midpoint of UE, we can use a similar argument.
Triangles CRU and EUC are comparable to one another (by AA resemblance), so we have:
=> UE/CR equals UC/CR
To solve for UE, rearrange this equation as follows:
=> UE = UC
As a result, C and R are equally distanced from point N, the midpoint of UE. That is to say, RN Equals NC.
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In triangle FGH, what is m∠F + m∠G + m∠H
?
°
Since, the triangle FGH is a right angle triangle, The angles of the ∠F = 62°, ∠G = 90° and ∠H = 28°.
Right Angle Triangle:
A right triangle (American English) or right triangle (UK), or more formally an orthogonal triangle, formerly known as a right triangle, is a triangle in which one angle is a right angle (i.e. say an angle of 90 degrees), i.e. two of its sides are perpendicular. The relationship between the sides of a right triangle and the other angles is the basis of trigonometry.
According to the Question:
Interior angles of a triangle add up to 90 degrees
∠F + ∠ G + ∠H = 180
⇒ 9x - 1 + 90 + 3x + 7 = 180
⇒ 12x + 96 = 180
⇒ 12x = 180 - 96
⇒ 12x = 84
⇒ x = 84/12
⇒ x = 7
Therefore,
∠F = 9x - 1 = 9(7) - 1 = 63 - 1 = 62
And, ∠G = 90
And, ∠ H = 3x + 7 = 3(7) + 7 = 21 + 7 = 28
If we add the angles :
62 + 90 + 28 = 180°
Complete Question:
Triangle FGH is a right triangle. Angle G is a right angle, m∠F = 9x – 1, and m∠H = 3x + 7. What is m∠F?
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what is the mean absolute division of 16 10 22 18 4 18 14 24 16 22
the mean absolute deviation of the set {16, 10, 22, 18, 4, 18, 14, 24, 16, 22} is 4.68.
To find the mean absolute deviation of a set of numbers, we first need to calculate the mean of the set.
The mean of the set {16, 10, 22, 18, 4, 18, 14, 24, 16, 22} is:
Mean = (16 + 10 + 22 + 18 + 4 + 18 + 14 + 24 + 16 + 22) / 10 = 16.4
Next, we need to calculate the absolute deviation of each number from the mean. The absolute deviation is the absolute value of the difference between the number and the mean.
The absolute deviations for each number in the set are:
|16 - 16.4| = 0.4
|10 - 16.4| = 6.4
|22 - 16.4| = 5.6
|18 - 16.4| = 1.6
|4 - 16.4| = 12.4
|18 - 16.4| = 1.6
|14 - 16.4| = 2.4
|24 - 16.4| = 7.6
|16 - 16.4| = 0.4
|22 - 16.4| = 5.6
Now, we need to find the mean of the absolute deviations.
Mean absolute deviation = (0.4 + 6.4 + 5.6 + 1.6 + 12.4 + 1.6 + 2.4 + 7.6 + 0.4 + 5.6) / 10
Mean absolute deviation = 4.68
Therefore, the mean absolute deviation of the set {16, 10, 22, 18, 4, 18, 14, 24, 16, 22} is 4.68.
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Jean drove 66 miles per hour for a total of 396 miles on a trip. She used the equation below to calculate the time, t, it would take her to complete the trip. What is the constant of proportionality in the equation?
396 = 66t
A. t
B. 396
C. 66
D. 6
The equation given is:
396 = 66t
This equation relates the distance traveled (396 miles) to the rate of travel (66 miles per hour) and the time it takes to travel that distance (t hours).
We can rearrange this equation to solve for the constant of proportionality, which is the rate of travel:
66t = 396
Dividing both sides by 66, we get:
t = 6
Therefore, the constant of proportionality in the equation is 66. The correct answer is C.
Jeremy has 5.902 kg of trail mix, bought 0.890 kg more and was given 1.5 kg. How
HELP PLEASE ASAP
Carson wants to solve this system of equations.
=2+5−6
=−1
He solves 2+5−6=0 to find the -values, and then substitutes those values into =−1 to find the -values.
Use the drop-down menus to complete the explanation of why Carson’s work cannot be used to find the solution of the system of equations.
Carson's work cannot be used to find the solution of the system of equations because
The equation x² + 5x - 6 = 0 has two solutions, but only one of them may satisfy the equation y = x - 1.
What is system of equations?
A system of equations is a set of two or more equations that need to be solved simultaneously. The solution to a system of equations is the set of values that make all the equations in the system true. Systems of equations can be solved using a variety of methods, including substitution, elimination, and graphing.
A system of equations can be represented using algebraic notation. For example, consider the following system of two linear equations in two variables x and y:
2x + 3y = 8
4x - 5y = -7
Why Carson's work cannot be used to find the solution of the system of equations ?
The equation x² + 5x - 6 = 0 has two solutions, but only one of them may satisfy the equation y = x - 1.
Substituting the x-values found from solving the quadratic equation into the equation y = x - 1 does not necessarily give the correct y-values for the corresponding x-values that satisfy both equations simultaneously.
Carson should have substituted the x-values found from solving the quadratic equation into the equation y = x² + 5x - 6 instead of y = x - 1 to find the correct y-values that satisfy both equations simultaneously.
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Which approach is easier to use when you are extending beyond two dimensions
analytical or Euclidean geometry
why?
When extending beyond two dimensions, the analytical approach is generally easier to use than Euclidean geometry. The reason for this is that Euclidean geometry relies heavily on visualizing geometric shapes and their properties in three dimensions or higher, which can be difficult for most people.
In contrast, the analytical approach uses algebraic equations to describe geometric shapes and their properties, which can be more straightforward and intuitive for many individuals. The analytical approach also allows for the use of software tools to manipulate and visualize shapes in higher dimensions, which can be particularly useful for complex calculations and designs.
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What is the correlation?
A.Positive Trend
B.Negative Trend
C.No Trend
If it has one, what would be the equation for line of best fit?
A. y=3x
B.y=3/4x+1
C.y=10
D.y=1/4x
The correlation here in the provided graph is a positive trend and the equation for line of best fit will be as follows:
y = 1/4x
Define correlation?Correlation is a statistical method for determining the association or relationship between two variables. To put it another way, the correlation coefficient formula facilitates the calculation of the correlation coefficient, which assesses the degree to which one variable depends on another.
The correlation coefficient is a numerical indicator of correlation. Between -1 and 1, the correlation coefficient is found. An inverse association between two variables is shown by a negative correlation coefficient. A high correlation coefficient means that the two variables directly affect one other's values. There is no association between the two variables, according to a zero-correlation coefficient.
Here in the question,
The graph shows a positive trend as its increasing upwards. The equation for the line of best fit will be y =1/4x.
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The following table specifies the joint distribution of Age group (3 levels) and Education level (4
levels) for U.S. adults.
Education Level
Age group Not HS grad HS only Some college College grad
25–44 77 101 99 123
45–64 123 171 46 60
65+ 101 59 20 20
(a) Summarize the association between these variables by reporting the 2 ×3 table of local odds
ratios
θij = πij πi+1,j+1
πi,j+1πi+1,j
for i = 1,2 and j = 1,2,3 .
Identify the odds ratio corresponding to the strongest of these pairwise associations, and
carefully interpret that odds ratio.
(b) Summarize the association between these variables by reporting the 2×3 table of odds ratios
θij = πij π14
πi4π1j
for i = 2,3 and j = 1,2,3 ;
that is, treating the youngest age group and highest education level as baseline categories
for comparison. Identify the odds ratio corresponding to the strongest of these pairwise
associations, and carefully interpret that odds ratio.
(a) 25-44
(b) 45-64
(a) The 2×3 table of local odds ratios for the association between age group and education level is as follows:
The odds ratio corresponding to the strongest of these pairwise associations is 1.78, which indicates that adults aged 45-64 are 78% more likely to have a high school diploma than adults who are 25-44.
(b) The 2×3 table of odds ratios for the association between age group and education level when treating the youngest age group and highest education level as the baseline categories for comparison is as follows:
The odds ratio corresponding to the strongest of these pairwise associations is 1.48, which indicates that adults aged 25-44 are 48% more likely to have a high school diploma than adults aged 45-64.
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Find the area of the region bounded by the x-axis, line x=2, line x=6, and lines y=x+3, and y=10-x.
Answer:
A=∫
1
3
x
2
dx
A=[
3
x
3
]
1
3
A=(
3
27
−
3
1
)
A=
3
26
Find the surface area of the sphere. Round your answer to the nearest hundredth .
Rounding to the nearest hundredth, the surface area of the sphere is approximately 331.81 square meters.
What is surface area ?
Surface area is the measure of the total area that the surface of an object occupies. It is a two-dimensional measurement, typically expressed in square units, such as square meters (m²) or square feet (ft²).
The surface area (A) of a sphere with diameter d is given by the formula:
A = 4π(d/2)²
where π (pi) is a mathematical constant approximately equal to 3.14.
Substituting the given value of the diameter d = 18.3m into the formula, we get:
A = 4π(18.3/2)²
A = 4π(9.15)²
A = 4π(83.7225)
A ≈ 331.81
Therefore, rounding to the nearest hundredth, the surface area of the sphere is approximately 331.81 square meters.
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One of the legs of a right triangle measures 16 cm and the other leg measures 10 cm. Find the measure of the hypotenuse. If necessary, round to the nearest tenth.
Answer:
We can use the Pythagorean theorem to find the length of the hypotenuse:
c^2 = a^2 + b^2
where c is the length of the hypotenuse, and a and b are the lengths of the other two sides.
Plugging in the given values, we get:
c^2 = 16^2 + 10^2
c^2 = 256 + 100
c^2 = 356
Taking the square root of both sides, we get:
c = sqrt(356)
c ≈ 18.9
Therefore, the length of the hypotenuse is approximately 18.9 cm.
The circumference of the hub cap of a tire is 77. 93 centimeters. Find the area of this hub cap. Use 3. 14 for pi. Use pencil and paper. If the circumference of the hub cap were smaller, explain how this would change the area of the hub cap. PLEASE HELP IT'S DUE IN 1 HOUR
i need too find the missing side lengths does anyone know the answer!
Answer:
Step-by-step explanation:
[tex]sin45=\frac{x}{4}[/tex] [tex](sin=\frac{opposite}{hypotenuse})[/tex]
[tex]x=4sin45[/tex]
[tex]=\frac{4}{\sqrt{2}}[/tex]
[tex]=\frac{4}{\sqrt{2}}\times\frac{\sqrt{2}}{\sqrt{2}}[/tex]
[tex]=\frac{4\sqrt{2} }{2}[/tex]
[tex]=2\sqrt{2}[/tex]
[tex]cos45=\frac{y}{4}[/tex] [tex](cos=\frac{adjacent}{hypotenuse})[/tex]
[tex]y=4cos45[/tex]
[tex]=\frac{4}{\sqrt{2}}[/tex]
[tex]=2\sqrt{2}[/tex]
Find the function value.
csc330° =
2
-2√3/3
2√3/3
-2
The function value is csc 330° = -2.
A function formula: what is it?Function establishes the relationship between input and output. The x-intercept, y-intercept, and slope of any function are calculated using function formulas. You could also figure out the vertex of a quadratic function. Moreover, a graph of the function can be created for a range of x values.
Since the sine of 360 degrees (which has a sine of 0) is similar to 30 degrees being subtracted from it, we can determine using the unit circle that the sine of 330 degrees is equal to -1/2 and thus the sine function is negative in the fourth quadrant. The reciprocal of sine 330 degrees, which is -2/1 or -2, is the cosecant of 330 degrees.
Thus, csc 330° = -2.
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A quick quiz consists of a multiple-choice question with 6 possible answers followed by a multiple-choice question with 3 possible answers. If both questions are answered with random guesses, find the probability that both responses are correct.
Report the answer as a percent rounded to one decimal place accuracy. You need not enter the "%" symbol.
prob = %
The probability of correctly answering both questions with random guesses is 5.6%.
There are 6 possible answers, so the probability of randomly guessing the correct answer is 1/6. Similarly, for the second question, there are 3 possible answers, so the probability of randomly guessing the correct answer is 1/3.
Since the two questions are independent events, meaning that the outcome of one question does not affect the outcome of the other question, we can find the probability of both events occurring by multiplying their probabilities together. Therefore, the probability of randomly guessing both answers correctly is:
P(both answers correct) = P(first answer correct) * P(second answer correct)
= (1/6) * (1/3)
= 1/18
The probability is 1/18 or about 0.056 or 5.6% when rounded to one decimal place.
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2 screenshots!!
giving brai. to whoever can solve both of them correct
ABC and EDC are straight lines
AE and BD are parallel
angle ABD=125°
Angle BCD= 30°
work out the size of x
Therefore , the solution of the given problem of angles comes out to be x has a value of 150°.
An angle meaning is what?The two sides of a tilt in Euclidean geometry are actually spherical faces that divide at the centre and top of barrier. At the point where two rays meet, they might combine to form an angle. Angle is another outcome of two entities interacting. They mirror dihedral forms the most. A two-dimensional curve can be created by arranging two line beams in various configurations at their ends.
Here,
Since AE and BD are parallel, we can calculate the value of angle ABD using the alternate internal angles theorem:
=> BCD x ABD = 180
=>ABD = 150°, ABD + 30° Equals 180°.
Now, we can use the knowledge that a triangle's angles sum to 180 degrees to determine what angle AED is worth:
180° from ABD + AED + EDC is 150° from
=>AED + 180° is 180°.
=>AED = -150°
=>AED Plus BAE = 180
=> BAE + 30° = 180°
=> BAE = 150°
In order to determine the value of angle AEB, we can use the knowledge that the angles in a triangular sum to 180°:
=>AED 180° BAE AEB
=> AEB + 150° + 30° = 180°
=>AEB = 0°
.Points A, E, and B are collinear because angle AEB is 0°, and angle x equals angle ECD:
=> Angle BCD x = 180° - 30° x = 150° x = ECD = 180°
Consequently, x has a value of 150°.
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Because both distributions, visualization (V) and no visualization (NV), are skewed, the psychologists conducted a simulation to test for a difference in medians rather than means. For each trial of the simulation, the 20 values of the total number of attempts observed in the experiment were combined into one group and then randomly split into two groups of 10. The difference in the medians (V-NV) of the groups was calculated for each trial. The following dotplot shows the difference in the medians for 100 trials of the simulation. Using the observed difference in medians (V−NV) and the results of the simulation, estimate a p-value for a test for the difference in medians. Show the work needed to calculate this p-value
We can compare the observed difference in medians between the V and NV groups to the difference in medians generated from the simulation in order to estimate a p-value for a test for the difference in medians.
We can count the number of simulation trials where the median difference is larger than or equal to the observed median difference in order to determine the p-value (V-NV). Assume that the median difference that was recorded is 5 (V-NV = 5).
Just a small number of trials, as shown by the dotplot, have median differences higher than or equal to 5. These trials can be counted manually or with software like R or Python. Say we discover 4 trials where the median difference is higher than or equal to 5.
The p-value is then determined as the percentage of simulation trials in which the median difference is larger than or equal to the observed median difference. The p-value in this instance is 4/100 = 0.04. As a result, since the p-value is lower than the significance level, we may say that the observed difference in medians is statistically significant at the 0.05 level.
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13
Less than
DRAG AND
DROP ITEMS
HERE
Drag the expressions to the table to show whether the product is less than greater
than or equal to
E
Equal to
DRAG AND
DROP ITEMS
HERE
CLEAR
Greater than
DRAG AND
DROP ITEMS
HERE
CHECK
The first and fifth expressions are equal to the fraction, the second expression is less than the fraction and the third, fourth, and sixth expressions are greater than the fraction.
How to know if a number is greater, less than, or equal to another number?In this case, to better understand the numbers and expressions given, let's simplify each of the expressions.
3/4 or 0.75
Firs expression: 7/7 x 3/ 4 = 1 x 0.75 = Equal to
Second expression: 1/3 x 3/4 = 0.33 x 0.75 = 0.24 = Less than
Third expression: 9/7 x 3/4 = 1.28 x 0.75 = 0.96 = Greater than
Fourth expression: 3/4 x 3/4 = 0.75 x 0.75 = 1.5 = Greater than
Fifth expression: 5/5 x 3/4 = 1 x 0.75 = 0.75 = Equal to
Sixth expression: 5/2 x 3/4 = 2.5 x 0.75 = 1.5= Greater than
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2 * 2 * 2 * 2 + 20 * 5 + 15 = ?
Answer:131
Step-by-step explanation:
2 * 2 * 2 * 2 + 20 * 5 + 15 = 2^4+100+15=16+115=131
Answer:
131
Step-by-step explanation:
2 * 2 * 2 * 2 + 20 * 5 + 15 = (remember PEMDAS)
16 + 100 + 15 =
131
Point A (-3,-3) to A' is a glide reflection where the translation is (x+2, y) and the
line of reflection is y=1? What are the new coordinates?
O(-3,8)
O(-2,-2)
O (5,-1)
O (-1,5)
The new coordinates is A'(-1,5) which is glide reflection of point A(-3,-3) where the translation is (x+2,y) and the line of reflection is y = 1.
What is Glide Reflection?Glide Reflection, it is known as composition of transformations.
In glide reflection, before reflected over a line it translation is first performed on the figure.
The coordinate of A are given as (-3,-3).
The rule of translation is (x, y) → (x+2,1) and the line of reflection is y=1.
Now,
Applying the rule of translation, we get;
A = (-3, -3) → (-3+2, -3) = (-1, -3)
Since, -3 which is 4 unit below line of reflection,
then,
after reflection, over the line y=1 we get, the reflected point A' would be 4 units above line of reflection
so, A' (-1, 1+4) =(-1, 5)
Therefore, the coordinate of A' (-1, 5).
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Use the Special Integration Formulas (Theorem 8.2) to find the indefinite integral. (Use C for the constant of integration.) ∫ 49−5x 2 dx ∫ 3x 2 −1 dx
Simplifying the expression, we get: ∫(49 - 5x^2) dx ∫(3x^2 - 1) dx = (44/3)x^3 + 48x + C
what is integration?
Integration is a fundamental concept in calculus that involves finding the integral of a function. The integral of a function is essentially the opposite of differentiation, and it involves finding the area under the curve of the function.
we have:
∫(a - bx^2) dx = ax - (b/3)x^3 + C
where C is the constant of integration.
Applying this formula to the first integral, we have:
∫(49 - 5x^2) dx = 49x - (5/3)x^3 + C1
where C1 is the constant of integration for the first integral.
Similarly, applying Theorem 8.2 to the second integral, we have:
∫(3x^2 - 1) dx = x^3 - x + C2
where C2 is the constant of integration for the second integral.
Therefore, the indefinite integral of the given expression is:
∫(49 - 5x^2) dx ∫(3x^2 - 1) dx = 49x - (5/3)x^3 + C1 + x^3 - x + C2
where C = C1 + C2 is the constant of integration for the entire expression.
Therefore Simplifying the expression, we get:
∫(49 - 5x^2) dx ∫(3x^2 - 1) dx = (44/3)x^3 + 48x + C
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Answer this ASAP will give the brainliest answer
Given that y = 9 cm and θ = 25°, work out x rounded to 1 DP.
In response to the query, we can state that Therefore, the value of x trigonometry rounded to 1 decimal place is 19.4 cm.
what is trigonometry?The area of mathematics called trigonometry examines how triangle side lengths and angles relate to one another. The subject first came to light in the Hellenistic era, roughly in the third century BC, as a result of the use of geometry in astronomical investigations. The area of mathematics known as exact techniques deals with several trigonometric functions and possible computations using them. There are six common trigonometric functions in trigonometry. These go by the designations sine, cosine, tangent, cotangent, secant, and cosecant, respectively (csc). The study of triangle properties, particularly those of right triangles, is known as trigonometry. Consequently, studying geometry entails learning about the characteristics of all geometric shapes.
Based on the information given in the diagram, we can use trigonometry to find the value of x.
tan(θ) = opposite / adjacent
tan(25°) = y / x
x = y / tan(θ)
x = 9 / tan(25°)
x ≈ 19.4 cm (rounded to 1 decimal place)
Therefore, the value of x rounded to 1 decimal place is 19.4 cm.
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1. Currently in a hypothetical country 5% of the population suffers from Covid-19. Suppose that the antibody test to detect this disease has an 90% chance of detecting the disease if the person has it (sensitivity of the test) and a 95%% chance of correctly indicating that the disease is absent if the person really does not have the disease (specificity of the test). What is the probability that randomly selected person gets true negative results?
The probability that a randomly chosen individual will experience actual unfavorable effects is roughly 0.9025, or 90.25%.
What do we mean when we claim a test is 99% accurate?The percentage of genuine positive results—both true positive and true negative—in the chosen population is represented by the accuracy score's numerical number. 99% of the time, whether the test result is positive or negative, it is accurate.
We can write: Applying the law of total probability
P(B|¬A) = P(B|¬A,¬T)P(¬T|¬A) + P(B|¬A,T)P(T|¬A),
To calculate P(B|¬A,¬T), the probability that the test is negative given that the person does not have Covid-19 and the test is negative, we can use the complement rule:
P(B|¬A,¬T) = 1 - P(¬B|¬A,¬T),
P(¬B|¬A,¬T) = 1 - P(B|¬A,¬T) = 1 - 0.95 = 0.05.
P(B|¬A) = P(B|¬A,¬T)P(¬T|¬A) + P(B|¬A,T)P(T|¬A)
= (1 - P(¬B|¬A,¬T))P(¬T|¬A) + P(B|¬A,T)P(T|¬A)
= (1 - 0.05) x 0.95 + 0 x 0.1
= 0.9025.
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The website for company A recieves 8 x 10^6 visitor per year The website for company B receives 4x 10^3 visitors per year
determine how many times more visitors per year the website company A recieves than the company B
Company A's website receives 2,000 times more visitors per year than company B's website.
To determine how many times more visitors per year the website company A receives than company B, we need to find the ratio of the number of visitors to each website. The number of visitors to company A's website is 8 x 10^6, and the number of visitors to company B's website is 4 x 10^3.
Hence, the ratio of the number of visitors to the two websites is:
8 x 10^6 / 4 x 10^3
Simplifying this expression, we can cancel out a factor of 4 x 10^3 from both the numerator and the denominator:
8 x 10^6 / 4 x 10^3 = 2 x 10^3
Therefore, company A's website receives 2 x 10^3 times more visitors per year than company B's website. This means that for every visitor that company B's website receives, company A's website receives 2,000 visitors.
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