Answer:
3
Step-by-step explanation:
33 - 2[3(3 + 12) - (5 x 2)3] =
= 33 - 2[3(15) - (10)3]
= 33 - 2[45 - 30]
= 33 - 2[15]
= 33 - 30
= 3
What is the measure of angle B if angle C is 34 degrees and angle A is unknown?
Answer:
The measure of B is 56 degrees.
flip 98 fair coins and 1 hh coin and 1 tt coin. given that you see an h, what is the probability that it was the hh coin? explain in layman’s terms.
The probability that it was an HH coin is [tex]\frac{1}{50}[/tex]
Conditional Probability P(B/A) is defined as probability of occurrence of B given that A has already occurred .
Baye's Theorem describes the probability of an event based on conditions that might be related to event .
P(A/B)={P(B/A)*P(A)}/P(B)
Total number of coins =100
Total number of HH coins = 1
P(HH) =Probability of getting HH=1/100
P(H/HH)=Probability of H knowing that HH has already occurred=1
Next to find Probability Of H
We need to find two thing
(i) Probability H appears and is a fair coin= [tex]\frac{1}{2} *\frac{98}{100} =\frac{98}{200}[/tex]
(ii)Probability H appears and is a HH coin = [tex]\frac{1}{100}[/tex]
P(H)= (i)+(ii) =100/200=1/2
BY Baye's Theorem
P(HH|H)={P(H|HH)∗P(HH)}/P(H)
[tex]=\frac{1*\frac{1}{100} }{\frac{100}{200} }[/tex]
[tex]=\frac{2}{100}[/tex]
[tex]=\frac{1}{50}[/tex]
Therefore , The probability that it was an HH coin is [tex]\frac{1}{50}[/tex]
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All students in Ridgewood Junior High School either get their lunch in the school cafeteria or brought it from home on Tuesday. 2% of students brought their lunch. 50 students brought their lunch. How many students in total are in Ridgewood Junior High School? Multiply/scale up to solve.
The total number of students in Ridgewood Junior High School is 2500 students
It is given that all students in Ridgewood Junior High School either get lunch in the school cafeteria or brought it from home on Tuesday.
No. of students who brought their lunch on Tuesday= 2% = 50 students
Let x be the total number of students in the Ridgewood Junior High School, therefore formulating the equation we get:
2% of x = 50
2/100*x = 50
x = 2500
Total number of students in the school = 2500
Hence, the total number of students in Ridgewood Junior High School is 2500 students
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Reduce completely
[tex]1*2*3*4*5*6\\--------\\6*7*8*9*10[/tex]
need help asap!
What will be the location of the x value of R' after using the translation rule (x + 4, y - 7), if the pre-image R is located at ( 24, -13)
Point R' is located at (28, -20)
=========================================================
Reason:
The translation rule is [tex](\text{x},\text{y})\to (\text{x}+4,\text{y}-7)[/tex]
It says to add 4 to the x coordinate, and subtract 7 from the y coordinate.
If we apply the rule to point R(24, -13), then we have...
[tex](\text{x},\text{y})\to (\text{x}+4,\text{y}-7)\\\\(24,-13)\to (24+4,-13-7)\\\\(24,-13)\to (28,-20)\\\\[/tex]
This rule shifts the point 4 units to the right and 7 units down.
f(x) = x; vertical stretch by a factor of 2 followed by a translation 1 unit up
Answer:
f(x)=2x+1
Step-by-step explanation:
Use formula:
f(x)=a(x-h)+k
a=shrinking/stretching
h= horizontal translation
left (+)
right (-)
k= vertical translation
left (-)
right (+)
Please Perform The Operation.
Add:
1.) A - 5
+ 2a - 3
2.) 5t² - 6st + 8t - 3
+ 7t² + 8st - 2t + 9
3t² + 2st + 5t + 5
Subtract:
1.) 10m - 2n - 1
- 5m - 2n + 2
2.) -5x³ + 3x² +6x
- 3x³ + 9x² + 4x
:)
The resulting polynomials are listed below:
3 · a - 8 15 · t² + 4 · s · t + 11 · t + 11 5 · m - 3 - 8 · x³ + 12 · x² + 10 · xWhat are the resulting expression by adding and subtracting polynomials?Herein we find two cases of addition of polynomials and the two cases of subtraction of polynomials. Each operation must be done by taking algebra properties into account. Complete procedures are shown below:
Addition - Case 1
(a - 5) + (2 · a - 3) Given
(a + 2 · a) + [- 5 + (- 3)] Associative and commutative properties
3 · a - 8 Distributive property / Definitions of addition and subtraction
Addition - Case 2
(5 · t² - 6 · s · t + 8 · t - 3) + (7 · t² + 8 · s · t - 2 · t + 9) + (3 · t² + 2 · s · t + 5 · t + 5) Given
(5 · t² + 7 · t² + 3 · t²) + (- 6 · s · t + 8 · s · t + 2 · s · t) + (8 · t - 2 · t + 5 · t) + (- 3 + 9 + 5) Associative and commutative properties
15 · t² + 4 · s · t + 11 · t + 11 Distributive properties / Definitions of addition and subtraction / Result
Subtraction - Case 1
(10 · m - 2 · n - 1) - (5 · m - 2 · n + 2) Given
(10 · m - 5 · m) + (- 2 · n + 2 · n) + (- 1 - 2) Commutative and associative properties / (- a) · (- b) = a · b / (- a) · b = - a · b
5 · m - 3 Distributive property / Cancellative property / Definition of addition and subtraction / Modulative property / Result
Subtraction - Case 2
(- 5 · x³ + 3 · x² + 6 · x) - (3 · x³ + 9 · x² + 4 · x) Given
(- 5 · x³ - 3 · x³) + (3 · x² + 9 · x²) + ( 6 · x + 4 · x) Commutative and associative properties / (- a) · (- b) = a · b / (- a) · b = - a · b
- 8 · x³ + 12 · x² + 10 · x Distributive property / Definition of addition and subtraction / Result
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The point D is the midpoint of a segment CF. CF = 2y-2 and CD = 3y - 11. a) find y b) find CD
The value of y = 5 and CD = 4 cm in the segment.
What is a segment ?The point D is the midpoint of a segment CF. CF = 2y-2 and CD = 3y - 11.
CD = (1/2) CF
3y - 11 = (1/2) (2y -2) (multiply both sides by 2)
6y - 22 = 2y - 2
6y - 2y = -2 + 22
4y = 20
y = 5
Substitute with the value of y in the equation of CD, you get:
CD = 3y-11 = 3(5) - 11 = 15 - 11 = 4 cm
In geometric terms, a line segment is a section of a straight line that is bordered by two clearly defined end points and contains all of the points on the line that lie inside that segment. The Euclidean distance between two endpoints of a line segment provides the length of the segment.
Between two points of a line or curve. a portion of a plane or solid figure that is eliminated due to the intersection of a line, plane, or planes, particularly one that occurs between a chord and a circle's arc.
A line segment in geometry is bordered by two separate points on a line. Another way to describe a line segment is as a piece of the line that joins two points.
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according to a report on sleep deprivation by the centers for disease control and prevention, the proportion of california residents who reported insufficient rest or sleep during each of the preceding 30 days is 8.0%, while this proportion is 8.8% for oregon residents. these data are based on simple random samples of 11,545 california and 4,691 oregon residents.
[tex]Let$p_1$ - true proportion of California residents who reported insufficient rest or sleep during the preceding 30 days$p_2$ - true proportion of Oregon residents who reported insufficient rest or sleep during the preceding 30 days$\hat{p}_1$ - sample proportion of California residents who reported insufficient rest or sleep during the preceding 30 days $=0.08$$\hat{q}_1=1-\hat{p}_1=1-0.08=0.92$$n_1$ - sample size of CA residents $=11,545$[/tex][tex]$\hat{p}_2$ - sample proportion of Oregon residents who reported insufficient rest or sleep during the preceding 30 days $=0.088$$\hat{q}_2=1-\hat{p}_2=1-0.088=0.912$$n_2$ - sample size of OR residents $=4,691$The $95 \%$ Confidence Interval for $\left(p_1-p_2\right)$ is given by,$$[/tex][tex]\left(\hat{p}_1-\hat{p}_2\right) \pm Z^* \sqrt{\frac{p_1 q_1}{n_1}+\frac{p_2 q_2}{n_2}}$$if $p_1$ and $p_2$ are unknown we use$$\left(\hat{p}_1-\hat{p}_2\right) \pm Z^* \sqrt{\frac{\hat{p}_1 \hat{q}_1}{n_1}+\frac{\hat{p}_2 \hat{q}_2}{n_2}}$$where $Z^*=Z_{\frac{\alpha}{2}}=Z_{0.0250}$[/tex][tex]Plugging in, we get$$\begin{aligned}\left(\hat{p}_1-\hat{p}_2\right) \pm Z^* \sqrt{\frac{\hat{p}_1 \hat{q}_1}{n_1}+\frac{\hat{p}_2 \hat{q}_2}{n_2}} \\(0.08-0.088) & \pm 1.96 \sqrt{\frac{0.08(0.92)}{11545}+\frac{0.088(0.912)}{4691}} \\&-0.008 \pm 0.009498026 \\&(-0.017498026,0.001498026) \\& \approx(-0.0175,0.0015)\end{aligned}$$[/tex][tex]a) For the Hypothesis Test we have,- i) State the hypotheses.$$\begin{aligned}&H_0: p_1-p_2=0 \\&H_1: p_1-p_2 \neq 0\end{aligned}$$[/tex]
What is hypothesis?A hypothesis test examines a suggested mathematical model to see if a sample of data contains enough evidence to disprove the null hypothesis.
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The craft teacher has 12 sheets of blue chart paper and 18 sheets of red chart paper. How many equal piles of chart paper can she make such that each pile has only one color?
The equal piles of chart paper that she can make such that each pile has only one color is 6.
How to illustrate the information?It should be noted that from the information, the craft teacher has 12 sheets of blue chart paper and 18 sheets of red chart paper.
In this case, the highest common factor between the numbers is 6
Therefore, the piles of chart paper that she can make such that each pile has only one color is 6.
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Please help me with this geometry question. x and pr needed ao basically like this x=(answer), PR=(answer). Thank you
Answer:
x = -1, PR = 38.
Step-by-step explanation:
As Q is the midpoint of PR
PQ = QR
6x + 25 = 16 - 3x
9x = -9
x = -1.
PR
= 6x + 25 + 16 - 3x
= 6(-1) + 25 + 16 - 3(-1)
= -6 + 25 + 16 + 3
= 38.
Write the equation of the parabola in vertex form.
vertex (3,4), point (1,-4)
Answer:
y = - 2(x - 3)² + 4
Step-by-step explanation:
the equation of a parabola in vertex form is
y = a(x - h)² + k
where (h, k ) are the coordinates of the vertex and a is a multiplier
here (h, k ) = (3, 4 ) , then
y = a(x - 3)² + 4
to find a substitute (1, - 4 ) into the equation
- 4 = a(1 - 3)² + 4 ( subtract 4 from both sides )
- 8 = a(- 2)² = 4a ( divide both sides by 4 )
- 2 = a
y = - 2(x - 3)² + 4 ← equation in vertex form
jackie has a checking account. For each day that her checking account balance falls below zero, she is charged by the bank a fee of $7.50 per day. Her current balance in the account is –$12.50. If she does not make any deposits or withdrawals, what will be the new balance in her account after 2 days? Show your work.
The new balance in Jackie's account after 2 days will be -$27.50.
How to illustrate the expression?It should be noted that for each day that her checking account balance falls below zero, she is charged by the bank a fee of $7.50 per day.
Since her current balance in the account is –$12.50, the new balance after 2 days will be:
= -12.50 + (-7.50 × 2)
= -12.50 + -15
= -27.50
The balance is -27.50
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- 4 - (-10) Find the difference.
Reason:
-4 - (-10) = -4 + 10 = 6
The two negatives cancel to form a positive.
Here's how to visualize what's going on: Draw a number line. Plot a marker at -4. Then move 10 units to the right and you should arrive at 6. This visually indicates -4+10 = 6
Another way to visualize: Imagine you are on basement level 4 of a tall building. If you move up 10 floors, then you'll arrive at the 6th floor. We treat the ground floor as floor 0. It might help to draw a vertical number line.
what is this equation 6+4÷2
Answer:
Step-by-step explanation:
6+4=10
10/2
answer =5
When Gavin left his house in the morning, his cell phone battery was partially
charged. The charge remaining in Gavin's battery, as a percentage, can be modeled by
the equation B = 28 - 7t, where t is the number of hours since Gavin left his
house. What is the y-intercept of the equation and what is its interpretation in the
context of the problem?
B is the y- intercept of the equation B = 28 - 7t, where B is the percentage of the battery.
What is a linear graph?
Linear graphs are straight line graphs to represent the relationship between two quantities. This graph helps in depicting a result in single straight lines. There is no use of curves, dots, bars, etc., and a straight line is denoted by the term linear. Let's represent the given example in the form of a data table.
Given equation,
B = 28 - 7t
B represents the battery percentage of the phone.
t represents time,
According to the equation, with passing of time the percentage of the battery drops.
28 is the highest amount of battery present at 0 time hours.
With passage of time the battery decreases.
So, in t = 1 hr,
battery, B = 28 - 7*1 = 28 -7 = 21%
similarly, t = 4 hrs,
B = 28 -7*4 = 28 -28 = 0%
The battery completely drains and becomes 0%
Therefore, B is the y- intercept of the equation B = 28 - 7t, where B is the percentage of the battery.
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A t-shirt vendor sells yellow shirts and blue shirts at a ratio of 1:4 what percent of the shirts are yellow?
Answer: 25%
Step-by-step explanation:
{(2,-4),(3,-4),(4,-4),(5,-4),(6,-4)}
Selena says that this relation represents a function. Jose says that it is not a function who do you agree with
Selena is right. This relation represents a function.
The set of points given is {(2,-4),(3,-4),(4,-4),(5,-4),(6,-4)}.
We can consider 2, 3, 4, 5, 6 as x-values and -4 as the y-value.
Here, the values 2, 3, 4, 5, 6 are related to -4.
This relation represents a function.
Because no two same x-values are related to different y-values. In other words, different x-values can be mapped to same y-value. But two same x-values should not be related to different y-values for the map to be a function.
So here all the x-values are related to the y-value -4. So this is a many-to-one function.
Function is a relation which maps a particular set of points(Domain) to another set of values(Codomain) through which one domain value has exactly one image in the co-domain.
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Write the standard equation for each ellipse.
25x^2+9y^2+100x+18y=116
The standard equation of each ellipse is ( 2,1)
Let a=x^2
b=y^2
And 2h=xy coefficient of term
Then the second degree equation represent an ellips hyperbola as
ab-h^2>= or <0
Here ab-h^2=225>0
The equation can be written as
(x+2)^2/9+(y-1)^2/25=1
Center c of the elips is (-2,1)
A
a=5
b=3
axis x=-2
e=✓a^2-5^2/5
=2✓14/5
As
S=S`
Cs=Cs`=✓14
ellipse=(2,1+√14) (2,1,√-14)
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Select the correct answer.
A diagram of angles 1, 2, and 3 Is shown.
Given: Angles 1 and 2 are complementary
m/1=36°
21 and 22 are
complementary
given
m21-36
given
36⁰+ m2 = 90°
definition of
complementary
angles
22 and 23 are
a linear pair
m22+ m23 = 180°
given
linear pairs theorem
What is most likely being shown by the proof?
OA m/1 + m/3 = 90°
OB. m/3 144°
OC m/1 + m/3= 180°
OD. m/3= 126°
m22=54"
subtraction
property of
equality
54+ m23=180"
substitution
property of
equality
Analyzing the given data, it cab be concluded that Option D, that is, mL3 = 126° is most likely being shown by the proof.
It can be observed from the given diagram, angle 1 and angle 2 are complementary. By the definition of complementary angles, we get the sum of angle 1 and angle 2 equal to 90°.
=> mL1 + mL2 = 90°
The value of angle 1 is given as 36.
=> mL1 = 36⁰
Using the first observed condition and the value of angle 1, we can obtain the value of angle 2.
=> 36⁰ + mL2 = 90°
=> mL2 = 90 - 36 = 54°
Therefore, the value of angle 2 is obtained as 54°.
From the diagram given in the question, it can also be inferred that angle 2 and angle 3 form a linear pair. Using the linear pair theorem, we get the sum of angle 2 and angle 3 as 180°.
=> mL2 + mL3 = 180°
Previously, we have obtained the value of angle 2 as 54°.
Hence, by substituting the value of angle 2 in the above equation, we get,
54° + mL3 = 180°
=> mL3 = 180 - 54 = 126°
Therefore, By researching all the data and the results, we can conclude that all other options are discarded and the correct option is option D.
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15. You have a part-time job after school. You work three hours after
school on Monday, Wednesday, and Friday. On Saturday you babysit and
earn an additional fifteen dollars and are given your weekly allowance of
twenty dollars on Sunday. You made a total of $100.25 this week, how
much money are you paid per hour at your part-time job?
Answer:
$100.25 total
100.25-15-20= $65.25 total for three days
For three Dayan three hours so 3*3 = 9 hrs total
65.25/9=7.25
Hence per hour $7.25
Step-by-step explanation:
send help guys thanks
The solutions associated with each case are listed below:
3 · x + 22 - x2 · x² + 4 · x1 / 2 + 1 / x2 · x + 22 · x + 4x + 44 · x- 82How to use operations between functions and evaluate resulting expressionsAccording to the statement, we find that the two functions are f(x) = x + 2 and g(x) = 2 · x and we are asked to perform on the functions to obtain all resulting expressions and, if possible, to evaluate on each case:
Case 1
(f + g) (x) = f (x) + g (x) = (x + 2) + 2 · x = 3 · x + 2
Case 2
(f - g) (x) = f (x) - g (x) = (x + 2) - 2 · x = 2 - x
Case 3
(f · g) (x) = f (x) · g (x) = (x + 2) · (2 · x) = 2 · x² + 4 · x
Case 4
(f / g) (x) = f (x) / g (x) = (x + 2) / (2 · x) = 1 / 2 + 1 / x
Case 5
(f ° g) (x) = f [g (x)] = 2 · x + 2
Case 6
(g ° f) (x) = g [f (x)] = 2 · (x + 2) = 2 · x + 4
Case 7
(f ° f) (x) = f [f (x)] = (x + 2) + 2 = x + 4
Case 8
(g ° g) (x) = g [g (x)] = 2 · (2 · x) = 4 · x
Case 9
(g ° g) (- 2) = 4 · (- 2) = - 8
Case 10
(f ° f) (- 2) = - 2 + 4 = 2
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Par un beau dimanche ensoleilé Julien se promene
Answer:
watashiwa ana men toire ne duse ka
fipinjin desu
fraction equivalent to 4/6 with 3 as denominator
Answer:
2/3
Step-by-step explanation:
6 divided by 3 is 2, so you have to divided 4 by 2, which is 2.
Answer:
⅔
Step-by-step explanation:
4 divide by 2 = 2
6 3
therefor 2/3 is equvelet too 4/6.
Hope this helped
Select the correct scientific notation form of this numeral using only 3 significant figures. 8,468 L
8,468 written in scientific notation is 8.47 x 10³.
What is the scientific notation?Scientific notation is used to compress large numbers in smaller numbers. In order to write a number in scientific notation, the number is written as a decimal number, between 1 and 10 and multiplied by a power of 10.
For example:
• The number : 1 x 10² is equivalent to 100
• The number 1 x 10³ is equivalent to 1000
8,468 becomes 8.47 x 10³
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8x + 5 (2x+3) = 195 find x
Answer:
x = 10
Step-by-step explanation:
We are given the following equation:
[tex]8x + 5(2x+3) = 195[/tex],
and told to find [tex]x[/tex].
In order to calculate the value of [tex]x[/tex], we have to rearrange the equation to make [tex]x[/tex] the subject:
[tex]8x + 5(2x+3) = 195[/tex]
⇒ [tex]8x + (5 \times 2x) + (5 \times 3) = 195[/tex] [Distributing 5 into the brackets]
⇒ [tex]8x + 10x + 15 = 195[/tex]
⇒ [tex]18x + 15 = 195[/tex]
⇒ [tex]18x + 15 - 15 = 195 - 15[/tex] [Subtracting 15 from both sides of equation]
⇒ [tex]18x = 180[/tex]
⇒ [tex]\frac{18}{18}x = \frac{180}{18}[/tex] [Dividing both sides of equation by 18]
⇒ [tex]x = \bf 10[/tex]
Therefore, the value of x is 10.
what is the answer i don’t understand how to do this i’m stuck please help asap i missed a week of school can you help me please? it’s very important please help
Answer:
Please see the picture below.
Step-by-step explanation:
Thomas has a bag with 7 green marbles, 5 blue marbles, and 4 red marbles. For each part below, if the marble selected is replaced before the next marble is drawn, find the probability for the given draw. Write your answer as a simplified fraction.
A.What is the probability of getting a red marble?
B.What is the probability of getting a red or a green marble?
C.What is the probability of getting an orange marble?
Using it's concept, the probabilities are given as follows:
A. 1/4.
B. 11/16.
C. 0.
What is a probability?A probability is given by the number of desired outcomes divided by the number of total outcomes.
In this problem, the number of marbles is given by:
7 + 5 + 4 = 16.
Then:
For item a, 4 are red, hence the probability is 4/16 = 1/4.For item b, 4 are red and 7 are green, hence the probability is 11/16.For item c, there are no orange marbles, hence the probability is of 0.More can be learned about probabilities at https://brainly.com/question/14398287
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You have 16 digs for your current volleyball season. There are 3 games left in the season. You want to break your previous record of 20 digs in a
season. Write and solve an inequality that represents the number 2 of digs you must get in the remaining 3 games to break your record
Answer: 16+d>20
d>4
Step-by-step explanation:
d=digs
16+d>20
16-16+d>20-16
d>4
find the coordinates of the points that are 17 units away from the origin and have a y-coordinate equal to −
smaller x value (x, y)=(-15,-8)
larger x value (x, y)=(+15,-8)
[tex]\sqrt{x^{2} + y^{2} } = 17[/tex]
[tex]x^{2} +y^{2} = 289[/tex]
y= -8
[tex]x^{2} =289-64[/tex]
[tex]x^{2} =225[/tex]
x= ±15
The points are (15, -8) and (-15, -8)
What do you mean by coordinates?Coordinates are numerical lengths or angles that uniquely identify locations on two-dimensional (2D) surfaces or in three-dimensional (3D) space ( 3D ). Mathematics, scientists, and engineers frequently employ a variety of coordinate systems. The positions of points in 2D or 3D are defined by two or three straight-line axes known as cartesian coordinates, sometimes known as rectangular coordinates. All scales are linear, which means that they are all graduated in uniform-sized increments. The positions of points in 2D are defined by a different coordinate system called semilog coordinates. The other scale is logarithmic while the first is linear.
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